OXFORD ROOFTOPS 3
FOREIGN LANGUAGE DISCIPLINE
ENGLISH
TERCER CURSO
COMPULSORY PRIMARY EDUCATION
CONTENTS
TOC
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1. INTRODUCTION
1.1. LOMCE
The advantages and opportunities offered by the currently in force Education Act
(henceforth referred to as the LOE), modified by Law 8/2013, passed on the 9th of
December, for the Improvement of Quality in Education (henceforth referred to as the
LOMCE), the demands and needs of our continually more multicultural society, along
with the guidelines and directives established by the European Council Framework
are the three major groundings clearly visible in the project entitled Oxford Rooftops.
Geared towards clear educational and learning based goals, in which the students
learn English through motivational activities devised around games that allow for
subconscious and natural acquisition of foreign language skills, and which encompass
the challenge of enhancing the students’ abilities as to be able to perceive the
knowledge of a foreign language not just as another subject they must study but
rather as the discovery of an external world in which all of us have a responsible part
to play , interaction in the classroom is promoted so that classroom interaction takes
place with awareness of social norms and values, within the framework of the psychopedagogical principles upon which the syllabus has been grounded for the Primary
Education stage.
The purpose of our project is, firstly, to accomplish the students attaining a grounding
all of the skills outlined in the LOMCE focusing, as is logical, on linguistic
communication skills and placing special emphasis on social and community skills,
learning to learn, a sense of initiative and an entrepreneurial spirit. Similarly, the
incorporation of the set of transversal elements, contained also in the LOMCE, as part
of the learning process. As would be expected, written comprehension, spoken
expression and writing, audio-visual communication and ITC skills will be worked on
intensively throughout the course, though there will also be time for the fostering of
equal opportunities, non-discrimination, effective equality between men and women
and the prevention of gender-based violence, the prevention and peaceful resolution
of conflicts, the rejection of any type of racism and xenophobia, respect for the victims
of terrorism, sustainable development and the environment , the risks of sexual
exploitation and abuse, situations leading to risks whilst using ITC, protection against
emergencies and natural disasters, the development of an entrepreneurial spirit,
physical activity and a balanced diet, the improvement of coexistence and the
prevention of traffic accidents will all be treated in the classroom environment.
This project takes into account such important and evident changes to the world such
as globalisation, which practically demands people be proficient in a second language,
and the impact of new technology, having thus a positive effect on students when it
comes to learning, communicating or carrying out a task. Elements that have become
a priority and key tool respectively in the learning process, not only during the stage
dealt with in this document, but rather throughout the student’s entire life.
In this project, the teaching staff must create the essential conditions so that the
learning process is accomplished whilst catering specifically for the abilities and
expectations of each student and in the search for the development of the talent each
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one of these has. The teaching staff will prepare and organise the tasks, aiding the
development of the same, coordinating activities, fostering positive attitudes towards
the language and English culture, enhancing and developing the students’ interest
towards new items and creativity, intervening in an active and reflexive manner,
handling mistakes as signs of progress.. For their part, the students must participate
actively in the learning process being, as defined in the LOMCE, the centre and
fulcrum of the educational process.
1.2. Basic Integrated Skills
Our current society, every day more heterogeneous and worldwide, demands a
competent citizenship who knows what to do and that to say in a creative and
autonomous manner.
From the foreign languages discipline, this necessarily on-going training constitutes a
process of social and emotional building of the knowledge with which persons interact
continually with the body, mind, reason and emotions.
During the continuous leaning process, based on the acquisition of skills, the students,
via the knowledge they have obtained, must be capable of applying what they know in
specific situations, in other words, putting into practice and demonstrating the
knowledge, skills and attitudes that they possess in order to resolve different events in
diverse contexts.
It is worth highlighting the combined value of skills-based learning: the student, through
what they have learnt, must display that they know how to apply this, though at the
same to know how to act and behave. In this manner we will see how skills integrate
the different subject matters worked on in the classroom (concepts, procedures and
altitudes), an example of the comprehensive forming of the student. To summarise, we
are acknowledging that the educational institution does not solely prepare the student
in terms of scientific and technical knowledge, but rather it also forms them as citizens
of the future, and as such must be able to demonstrate a series of social, civic and
intellectual abilities that imply respect for others, duties and cooperation.
Out project contains and integrates the different elements in the syllabus -aims,
learning standards and skills- for the learning of a foreign language, as well as criteria
and indicators of skills obtained for the evaluation of the acquisition of these skills and
the accomplishment of the aims set out in the subject.
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2. CONTEXT
2.1. Specific context for the centre
5th Year Primary Education – English
Centre
Street
City
State
Zip Code
Composition of the foreign language department
1
2
3
4
5
Student Distribution
Course
Number of students
Number of groups
Students’ characteristics
(The department will describe these taking into account the three criteria listed below:
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General
For the different groups
For a single group
Basic aims for their implementation will be described Likewise, priority will be given to their
needs, the strategies that are worthwhile using and time frames.)
Centre profile
(Eliminate whichever are unnecessary)
Social standing
Upper Class
Middle Class
Region
Urban Centre
Peripheral
District
Working
Class
Town
Mixed
Rural
Number of
integration
students:
Remarks:
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2.2. Reading Plan
We propose the following activities to enhance reading skills in English:
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Reading texts aloud on the part of the students.
Reading groups inside and outside the classroom.
Graded readers related to the linguistic aim and / or topic studied at home. A table
has been included in which the recommended books for each term have been
highlighted (to be completed by the teaching staff).
1st Term
2nd Term
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3rd Term
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2.3. Information Communication Technologies Plan
(to be completed by the teaching staff)
Aims:
 Foster the learning of a foreign language.
 Acquire technological and communicative skills.
 Facilitate access to information on digital medium.
 Research and contrast information.
 Make good use of the Internet and social networking
sites.
 Use of the Internet and social networking sites., email,
messaging, etc.
 Creation of document in digital format.
 Download and share resources.
 Others
Resources:
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Internet Connection
Computer Room
Computers, tablets, netbooks, laptops
Digital whiteboard
Others
Programmes /
Applications:
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Web Pages
Wikis
Text Processors
Ebooks
Blogs
Skype
Google sites
Social networks
Others
Others:
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2.4. Group characteristics in relation to learning
(Eliminate whichever are unnecessary)
General
.......................
Group A
 They like learning whilst they play or are involved in games.
 Show easily / difficultly their creativity and imagination.
 It is easy / difficult to arouse their curiosity.
 They like / dislike expressing how they feel.
 The show ability/ lack the ability to organise and analyse their own learning.
 They are / are not aware of the advantages of working in cooperation in the classroom.
 They express themselves coherently/incoherently and correctly/incorrectly in their mother
tongue.
 They need to/ do not need to understand all the words in a text to comprehend it.
 They like / dislike reading at home.
 Others.
Group B
 They like learning whilst they play or are involved in games.
 Show easily / difficultly their creativity and imagination.
 It is easy / difficult to arouse their curiosity.
 They like / dislike expressing how they feel.
 The show ability/ lack the ability to organise and analyse their own learning.
 They are / are not aware of the advantages of working in cooperation in the classroom.
 They express themselves coherently/incoherently and correctly/incorrectly in their mother
tongue.
 They need to/ do not need to understand all the words in a text to comprehend it.
 They like / dislike reading at home.
 Others.
Group C
 They like learning whilst they play or are involved in games.
 Show easily / difficultly their creativity and imagination.
 It is easy / difficult to arouse their curiosity.
 They like / dislike expressing how they feel.
 The show ability/ lack the ability to organise and analyse their own learning.
 They are / are not aware of the advantages of working in cooperation in the classroom.
 They express themselves coherently/incoherently and correctly/incorrectly in their mother
tongue.
 They need to/ do not need to understand all the words in a text to comprehend it.
 They like / dislike reading at home.
 Others.
Group D
 They like learning whilst they play or are involved in games.
 Show easily / difficultly their creativity and imagination.
 It is easy / difficult to arouse their curiosity.
 They like / dislike expressing how they feel.
 The show ability/ lack the ability to organise and analyse their own learning.
 They are / are not aware of the advantages of working in cooperation in the classroom.
 They express themselves coherently/incoherently and correctly/incorrectly in their mother
tongue.
 They need to/ do not need to understand all the words in a text to comprehend it.
 They like / dislike reading at home.
 Others.
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2.5. Needs prioritising
(to be completed by the teaching staff)
General needs
.......................
Specific needs for the different groups
Group A.......................
Group B.......................
Group C.......................
Group D.......................
Specific individual needs
Group A Student.......................
Group B Student.......................
Group C Student.......................
Group D Student.......................
Strategies to use
(to be completed by the teaching staff)
a) With respect to the students
b) With respect to the teaching staff in the centre.......................
c) With respect to fathers/mothers/tutors/families.......................
2.6. Class timetables
Name and post held by the teacher:
HOUR
Monday
Tuesday
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Thursday
Friday
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Name and post held by the teacher:
HOUR
Monday
Tuesday
Wednesday
Thursday
Friday
Wednesday
Thursday
Friday
Wednesday
Thursday
Friday
Name and post held by the teacher:
HOUR
Monday
Tuesday
Name and post held by the teacher:
HOUR
Monday
Tuesday
2.7. Complementary and after-school activities
(Note here the complementary and / or after-school activities: sporting, artistic, support, etc.)
Hour
Monday
Tuesday
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Thursday
Friday
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3. SYLLABUS DESIGN
3.1. Syllabus
The definition of the syllabus as per Organic Law 8/2013, passed on the 9th of
December with the aim of improving the quality of the education received, states in
Article 6 of the same, the following: syllabus is understood as referring to the regulation
of the elements that determine teaching and learning processes for each one of areas
handled in class.
The syllabus will be comprised of the following elements:
a) The aims of each relevant teaching and educational phase referring to the
accomplishments the student must achieve that end of the educational process, as a
result of the intentionally planned teaching – learning experiences devised for that
purpose.
b) The skills, or abilities to apply comprehensively contents involved in each teaching
and educational phase with the aim of achieving the correct carrying out of activities
and efficient resolution of complex issues.
c) The contents, or knowledge sets, abilities, strategies, skills and altitudes that
contribute to the accomplishment of the aim for each teaching and educational phase
and the acquisition of skills.
Contents are ordered into subjects, classified into materials, areas, disciplines and
modules depending on the teaching and educational phase or the programmes in
which the student takes part.
d) Didactic methodology comprising both the description of the teaching practices as
well as the organisation of the work undertaken by the teaching staff.
e) The grading criteria to appraise the level of acquisition of these skills and the
accomplishment of the aims of each teaching and educational phase define what is to
be evaluated, both in terms of educational items as well as procedures and attitudes.
Respond directly with what is intended to be achieved in the subject.
f) The standards and results for evaluable learning: specification of the evaluation
criteria that allows for the definition of learning results and specifying through actions
that the student must know and know how to perform in each subject. They must allow
for the graduation of the performance or achievements reached. These must be
observable, measurable and evaluable as they contribute and facilitate standardised
and comparable testing formats.
3.2. Aims
The demands and needs of society in the twentieth century have instigated changes to
the scholarly environment, preparing students to live a world that is increasingly more
international, multicultural and multilingual whilst progressing technologically at the
same time Our country is committed as a member state of the European Union in the
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fostering and promotion of other languages from the EU, as contained in one of the
aims of the Lisbon Strategy.. For its part, the European Counsel within the Common
European Reference Framework for the learning of foreign languages establishes
directives and guidelines both for learning as well as the evaluation of the skills a
speaker has of different languages. These guidelines have been a key reference point
for the drafting of the syllabus in this discipline.
The basic syllabus establishes that Primary Education will contribute to the
development of children with abilities that will allow them to:
a) Know and appreciate the norms and values of coexistence, learn how to work in
accordance with these, prepare oneself for active involvement in citizenship and
respect for human rights, as well as the multiculturalism typical in a democratic society.
b) Develop individual and team working ethics, based on effort and responsibility for
one’s studies, as well as attitudes of self-confidence and criticism, personal initiative,
interest and creativity in the sphere of learning and an entrepreneurial spirit.
c) Acquire abilities for the prevention and resolution of conflicts that allow for them to
grow independently within the family and domestic environment, as well as in the social
groups in which they interact.
d) Know, understand and respect the different cultures and the differences between
persons, equal rights and opportunities for men and women, non-discrimination for
persons with limited mobility.
e) Know and use appropriately the Spanish language, and, should there be one, the co
official language of the relevant Autonomous Community, and develop reading habits..
f) Acquire in, at least one, foreign language the ability to communicate at a basic level
that allows them to express and comprehend simple messages and operate in
everyday activities.
g) Develop basic mathematical skills and initiate problem solving tasks that require the
carrying out of elementary calculus operations, geometric knowledge and estimations,
as well as being capable of applying these to situations involved in everyday life.
h) Be aware of the fundamental aspects of Natural Sciences, Social Sciences,
Geography, History and Culture.
i) Initial grounding in, for learning purposes, IT and communication processes,
developing a critical response in relation to the messages they send and receive.
j) Use different artistic representations and expressions and start work on the
construction of visual and audio-visual responses.
k) Value hygiene and health, accepting one’s own body and that of others, respecting
the differences and using physical education and sports as a means of fostering
personal and social development.
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l) Know and value the animals closest to human beings and adopt behavioural modes
that favour their care.
m) Develop affective capacities in all aspects of personality and one’s relations with
others, as well as an opposing attitude towards violence, prejudice of any nature and
sexist stereotypes.
n) Foster education on roadways and attitudes showing respect that for the prevention
of traffic and road accidents.
3.3. Basic Skills
The educational reform, following on from the recommendations made by the
European Parliament and Counsel on the 18th of December 2006, by UNESCO and
OCDE, amongst other, are based on the enhancement of learning through skills, as a
complement to learning through content. In the definition of the Organic Law for the
Improvement of Educational Standards (LOMCE) as regards the syllabus, we find
ourselves before elements that determine the teaching and learning processes,
amongst which we have the basic skills. New approaches have been put forward in
terms of learning and appraisal, which means a major change geared towards
whatever is assimilated by the student, capable of making, above all with respect for
the basic skills considered priorities for the development of the students.
Compared with the educational model based around the acquisition of mainly
theoretical knowledge, often with no real link between subjects, an educational process
geared towards action, based on the acquisition of skills, leads to, largely, the obtaining
of a series of essential, practical and integrated skills that must be displayed by the
students (going somewhat further than functional learning). In short, a skill is the ability
put into practice to demonstrate the integration of knowledge, abilities and attitudes to
solve problems and situations in diverse contexts. Succinctly and graphically, this has
been defined as the putting into practice of acquired knowledge, knowledge in action,
in other words, mobilisation of knowledge and abilities in a specific situation (in a real
sense and different to what has been merely learnt), to activate resources or
knowledge held (even though they believe that these are no longer held due to having
been forgotten).
There is an aspect that must be highlighted, the formation of skills allows for lifelong
learning, tackling the constant renewal that is resulting from any knowledge discipline.
The academic preparation of the student takes place in the educational establishment
for a limited number of years, though the need for personal and / or professional
training is never-ending, and as such, digital skills education, for example, will allow for
access to this instrument to compile information whenever needed (obviously, after
analysing its quality). If, furthermore, we take into account that many times it is
impossible to tackle all syllabus elements in depth, it is clear that the student should be
given training in this skill named learning to learn.
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In our educational system, basic skills are considered those that student must have
when they finish secondary education to be ready to tackle the following personal and
professional challenges:
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Linguistic Communication Skill
Mathematical and basic science and technology skills
Digital Skills
Learning to learn
Civic and Social Skills
Sense of initiative and entrepreneurial spirit.
Cultural awareness and expression.
But, what do we understand by each one of these skills? Succinctly, and compiling the
most significant aspects of what is established in the school syllabus, each one of
these provides the following in terms of personal educational and intellectual progress
for the student:

Linguistic Communication Skill
This is an extremely complex skill. It is linked to communicative actions within a series
of social practices, in which the individual, as well as producing, also receives
messages with different aims. This leads to the opening of a path towards knowledge,
inside and outside of the classroom, and cultural enrichment constituting a permanent
learning aim, considering reading as the main vehicle for the expansion of learning
and, thus, this skill.
The individual, through the use of language as an instrument of communication, puts
into practice a series of attitudes and values such as the respect for norms of
coexistence, exercising citizenship, the development of a critical attitude, respect for
human rights and multiculturalism, the resolution of conflicts, the development of
emotional and affective skills in all fields, interest towards learning and the
acknowledgement of the inherent abilities linked herein that make this discipline
pleasurable.
Linguistic Communication Skill is comprised of five components: linguistic, pragmatic –
discursive, strategic and personal, which are specified in the different dimensions of
communicative interaction.

Mathematical and basic science and technology skills
Mathematical skills imply the ability to apply mathematical reasoning and its tools to
describe, interpret and predict different phenomena in context. Requiring knowledge on
numbers and their basic operations, symbols and means of expression, mathematical
reasoning to produce and interpret information, to know more quantitative and spatial
aspects concerning reality and solving problems relating to everyday life and the
workplace. Its acquisition means, in short, the establishment of a deep-rooted
relationship between conceptual knowledge and procedural knowledge, involved in the
resolution of a certain mathematical task.
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This skill includes a series of attitudes and values based on being thorough, respectful
towards data and truthfulness. The discipline areas integrated in the subject of
mathematics refer to numbers, algebra, geometry and distance.
The basic skills in terms of science and technology provide a means of approaching
the world of physics and a responsible interaction with the same. They contribute to the
development of scientific thought and enable the individual to identify, approach and
solve situations arising in everyday life, in order to act when faced with challenges and
problems involved with scientific and technological activities.
The development of these skills requires a series of scientific abilities relating to
physics, chemistry, biology, geology, mathematics and technology, from which
concepts, processes and interconnected situations; as well as the skills that allow for
the utilisation and handling of technological tools, data and scientific processes to
reach an aim.
The integrated attitudes and values for these skills are related to the assumption of a
series of ethical criteria, interest in science, support for scientific research, evaluation of
scientific knowledge and responsibility with regard to natural and environmental
resources, as well as the adoption of an appropriate attitude towards the achievement
of a healthy physical and mental lifestyle in a natural and social environment.

Digital Skills
Implying the creative, critical and safe use of information technology and
communication. Meaning the adaptation to the changes introduced through new
technology and the acquisition of new knowledge, abilities and attitudes in order to be
competent in a digital environment.
Requires knowledge of the main applications, and accurate development of various
skills related to access to information, processing and use for communication, content
creation, security and troubleshooting in different contexts.
The individual must be able to make regular use of technological resources in order to
solve real problems in an efficient manner, as well as evaluate and select new
information resources and technological innovations, as they appear, depending its
usefulness to undertake specific tasks or objectives.
The acquisition of this competence also requires attitudes and values that enable the
user to adapt to the new requirements established by the technologies, their
appropriation and adaptation to one's own ends, and the ability to interact socially
around them. Furthermore, digital literacy involves the participation and collaborative
work, as well as motivation and curiosity for learning and improvement in the use of
technologies.
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Learning to learn
This competence involves on the one hand starting the learning and, secondly, be able
to continue learning independently, essential for lifelong learning aspect.
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Learning to learn includes a range of knowledge and skills which require introspection
and awareness of one's own learning processes, so that cognitive processes become
objects of knowledge and one must learn how to properly implement them.
The attitudes and key values for the acquisition of this competence, are motivation for
learning and confidence in the achievement of learning goals.

Social and civic competences
These competences involve the ability and capacity to utilize the knowledge and
attitudes concerning society, in order to understand the social reality of the world we
live in, and exercise democratic citizenship in an increasingly plural society.
Social competence is linked to personal and social well-being, and requires an
acquisition of knowledge in order to understand and analyse the codes of conduct and
proper behaviour that are important for life in society.
The core skills of this competence include the ability to communicate constructively in
different environments, self-confidence, integrity and honesty.
Civic competence is based on a critical understanding of the concepts of democracy,
justice, equality, citizenship and civil rights.
Core skills for civic competence include: the ability to engage effectively with others in
the public domain, and to display solidarity and interest in solving problems affecting
the community, as well as respect for human rights, equality, and appreciation and
understanding of the different religions and cultures that exist.
The development of these competences involves commitment to ethical values when
dealing with conflict, and the exercise of civil rights and duties with solidarity and
responsibility.

Sense of initiative and entrepreneurship
This competence refers to the ability to turn ideas into action, which includes gaining
awareness of situations and making decisions using one's own judgement, as well as
taking all the steps needed in order to develop the chosen option and taking
responsibility for it, personally, socially and professionally.
The acquisition of this competence is crucial for the development of future
entrepreneurs, thus contributing to a culture of entrepreneurship.
This competence requires knowledge concerning the ability to recognize available
opportunities for personal, professional and business activities; and skills such as
analysis, planning, organization, management, decision making, problem solving,
leadership, critical thinking, assessment and self-assessment.
It requires the development of attitudes and values such as the predisposition to
behave in a creative and imaginative way, self-knowledge and self-esteem,
independence, interest and effort, and entrepreneurship.
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
Cultural awareness and expression
This competence involves knowledge, appreciation, understanding and critical
evaluation of the diversity of cultural and artistic expression, using it as a source of
enjoyment and personal enrichment, and perceiving it as part of the cultural heritage of
peoples.
Requires knowledge that will grant access to the various manifestations of cultural
heritage at all levels. Includes the expression of culture and other artistic-cultural
manifestations of everyday life. Involves a basic knowledge of the main techniques,
resources and conventions of the various artistic idioms, and the relationship between
the various artistic expressions and society.
The acquirement of this competence puts to use skills such as the application of
thinking abilities in order to understand, evaluate and enjoy the various artistic
expressions. It also entails attitudes and personal values of interest, their respect and
recognition, and the application of said dispositions to the preservation of heritage as
well.
3.3.1. Basic competences in this area
We will present the most relevant aspects of our project, at the expense of what daily
educational practice may advise at any time:

Competence in linguistic communication:
Foreign language learning contributes directly to the development of this competence,
completing, enriching and adding new aspects of comprehension and expression to
this general communicative competence. Competence in linguistic communication
refers to the use of language as a tool for oral and written communication, and as a
means of representation, interpretation and comprehension of reality, of construction
and communication of knowledge and organisation and self-regulation of thought,
emotions and behaviour.

Mathematical and basic science and technology skills
Using numbers and their basic operations, symbols and forms of expression and
mathematical reasoning in order to produce and interpret information, to acquire
knowledge on quantitative and spatial aspects of reality and to resolve daily life
problems. Mathematical competence also involves the ability to interpret and express
clearly and precisely information, data and arguments.
Scientific and technological competences, starting with the basic principles of the
natural world, fundamental scientific concepts, principles and methods, and
technological products and processes, as well as an understanding of the impact of
science and technology on the natural world, enable individuals to gain a better
understanding of the advances, limitations and risks of scientific theories, applications
and technology in societies at large. Basic competences in this area include the ability
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to use and handle technological tools and machines, as well as scientific data, in order
to reach evidence-based conclusions.

Digital Skills
Digital competence provides immediate access to a constant flow of information which
increases every day. Knowledge of a foreign language offers the possibility of
communication using new technologies, within an authentic and functional context.
This competence consists of having the ability to seek, obtain, process and
communicate information and transform it into knowledge.

Learning to learn competence
Foreign language learning is far more effective if it includes contents which are directly
related to reflection on one's own learning, so that each student is able to identify the
best ways to learn, and the most effective strategies.
This involves the awareness of skills related to learning, such as attention,
concentration, memory, comprehension, linguistic expression and motivation, among
others.

Social and civic competences
Languages are used for social communication, but also as a vehicle for cultural
communication and transmission. Learning a foreign language involves an
understanding of cultural features and information related to the communities that
speak the language.
This favours an understanding of the social reality we live in, through respect,
recognition and acceptance of the cultural and behavioural differences, and also helps
in the comprehension and acceptance of identity features as well as differences.

Sense of initiative and entrepreneurship
Decisions which result from reflection on one's own learning processes favour
autonomy. To the extent to which autonomy and personal initiative involve others, this
competence requires social skills in order to effectively interact, cooperate and work in
teams: putting oneself in the place of others, giving value to their ideas, committing to
dialogue and negotiation, exerting assertiveness to let others know about one's own
choices, and working in a cooperative and flexible manner. The sense of initiative and
the spirit of entrepreneurship both involve the ability to imagine, develop and assess
actions or individual/collective projects with creativity, confidence, responsibility and
critical sense. Therefore, it requires the ability to elaborate further on previous ideas, or
producing new ideas, seeking solutions and putting them into practice.

Cultural awareness and expression
Learning a foreign language helps in the development of this competence if the
linguistic models contain, even with the limitations that are possible at this level,
linguistic productions with cultural information. Therefore, this competence encourages
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expression and communication as well as perception and understanding of the different
realities and products of the artistic and cultural world.
This competence also involves a basic knowledge of the main techniques, resources
and conventions related to the different artistic idioms such as music, literature, visual
and performing arts, or different aspects of so-called popular culture.
3.3.2. Basic competences through Oxford Rooftops
 Competence in linguistic communication:
All books by Oxford University Press offer a wide range of activities which encourage
authentic communication in the classroom, with a systematic development of written
and oral skills and many opportunities for personalization.
At Oxford Rooftops students will use language as an instrument for oral and written
communication, developing this competence in all units.
 Digital competence:
This competence is developed in all units by Oxford Rooftops through:
 The use of the iPack in all lessons for the submission and review of
vocabulary, grammar and phonetics, and also for checking the animated
versions of songs, stories and films / videos and blogs, and engagement in
games in order to reinforce contents.
 The Oxford Online Learning Zone and resources available on the Oxford
University Press Spain website, which include interactive practices, videos,
audio files, etc.
 All available digital books by Oxford Rooftops.
 Social and civic competences:
Each unit contains activities that encourage good behaviour and respect for others, as
well as proper manners for every place.
 All units contain knowledge pertaining values related to the unit's topic,
Community Values, which help students reflect and become aware of good
behaviours, and also promote self-esteem, positive attitudes, tolerance and
respect.
 Unit 1: Taking care of belongings.
 Unit 2: Being creative.
 Unit 3: Being polite.
 Unit 4: Reading for pleasure.
 Unit 5: Taking care of belongings.
 Unit 6: Eating a variety of vegetables.
 Stories, on the other hand, promote social skills such as cooperation and
respect for others, teamwork, valuing the opinions of others, etc.
 Pair work, such as the practice of short dialogues, help enhance social relations
among students, as well as cooperation and teamwork.

Cultural awareness and expression:
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All units in Oxford Rooftops offer the possibility of developing this competence through
cultural lessons related to aspects of British culture and other aspects of cultures from
other countries:
 Unit 1: watching and reading a story about active hobbies: At the cottage;
they learn through a blog about Japanese homes.
 Unit 2: watching and reading a story about the different types of music: At
the carnival; they learn about clothing through a blog from an Indian girl.
 Unit 3: watching and reading a story about active hobbies: A visit to the
cafe; they learn about an extra school club through a blog from an
Australian child.
 Unit 4: watching and reading a story about active hobbies: At the library;
they learn about a Botswana library through a blog.
 Unit 5: watching and reading a story about active hobbies: At the wildlife
park; they learn about animals through a blog from a Chilean child.
 Unit 6: watching and reading a story about the different types of music:
Sunday Lunch; they learn about Moroccan food through a blog.
All units offer the possibility of expression through performances, songs, drawings, cutouts and depictions both in the class book and in the activity book.
 Learning to learn:
All units in Oxford Rooftops offer the possibility of developing this competence through
various tasks that include repetition, prediction, exposure to scripted stories, practice
with logic and memory games, categorization of vocabulary, and reflection on one's
own progress with the Self Evaluation.
 Sense of initiative and entrepreneurship:
Sense of initiative is a competence taken into account among the various levels of
Oxford Rooftops, as this method helps students acquire self-confidence, and take the
initiative to perform various activities and put them into practice in real life.
 Mathematics, science and technology:
Various activities throughout the student textbook help in the development of these
competences. Contents that are directly related to the topics of mathematics and
science are developed through cross-curricular lessons, such as:
 Unit 1: they learn about building materials (social sciences).
 Unit 4: they learn about the bar graphs (mathematics).
 Unit 5: learn about reptiles (natural sciences).
 Unit 6: they learn about the edible parts of plants (natural sciences).
3.4. Contents
The contents that comprise this subject and this course, are grouped into:
comprehension and production (expression and interaction) of oral and written texts.
These four blocks, related to the two specific attention centres: oral and written
language, gather the elements of the linguistic system, their functioning and
relationships and the social and cultural dimension of the foreign language.
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
Block 1. Listening comprehension
1. Listening comprehension strategies:
- Mobilization of expectations, identification of cues and inferences, hypothesis
testing and reformulation.
2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness;
customs, and attitudes; non-verbal language.
3. Communicative functions:
- Greetings and introductions, apologies, acknowledgements.
- Expressions of capacity, taste, agreement or disagreement, feeling, intention.
- Description of people, activities, places and objects.
- Request and offer of help, information, instructions, items, permission.
- Establishment and maintenance of communication.
4. Syntactic-discursive structures:
- Expressions of logical relationships: conjunction (and);
- Affirmation:(affirmative sentences; Yes (+ tag))
- Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,
e. g . I love salad!).
- Negation: (negative sentences with not), no (Adj.), No (+ negative tag)).
- Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions)
- Expression of time: present (simple present); future (going to).
- Expressions of aspect: punctual (Simple tenses); durative (present continuous).
- Expressions of modality: ability (can); permission (can); intent (going to).
- Expressions of existence (there is/are); entity (nouns and pronouns, articles,
demonstratives); quality (very + Adj.).
- Expressions of quantity: (singular/plural; cardinal numerals up to two digits;
ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a
bottle, a cup, a glass, a piece. Degree: very).
- Expressions of space (prepositions and adverbs of location, position, distance).
- Expressions of time: points (e. g. half past past five); divisions (e. g. half an
hour, summer), indications of time: anteriority (before); posteriority (after);
sequence (first…then).
- Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully).
5. High frequency oral lexicon (reception) related to personal identification; housing,
home and environment, daily life activities, family and friends; leisure time activities and
sports; travel and holidays; health and physical care; shopping and commercial
activities; food and catering; transportation; environment, climate and natural
environment; and Information and Communication technologies.
6. Patterns of sound, stress, rhythm and intonation.

Block 2. Oral production: expression and interaction
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1. Oral production strategies:
- Planning, implementation and control via linguistic, paralinguistic and
paratextual procedures.
2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness;
customs, and attitudes; non-verbal language.
3. Communicative functions:
- Greetings and introductions, apologies, acknowledgements.
- Expressions of capacity, taste, agreement or disagreement, feeling, intention.
- Description of people, activities, places and objects.
- Request and offer of help, information, instructions, items, permission.
- Establishment and maintenance of communication.
4. Syntactic-discursive structures:
- Expressions of logical relationships: conjunction (and);
- Affirmation:(affirmative sentences; Yes (+ tag))
- Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,
e. g . I love salad!).
- Negation: (negative sentences with not), no (Adj.), No (+ negative tag)).
- Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions)
- Expression of time: present (simple present); future (going to).
- Expressions of aspect: punctual (Simple tenses); durative (present continuous).
- Expressions of modality: ability (can); permission (can); intent (going to).
- Expressions of existence (there is/are); entity (nouns and pronouns, articles,
demonstratives); quality (very + Adj.).
- Expressions of quantity: (singular/plural; cardinal numerals up to two digits;
ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a
bottle, a cup, a glass, a piece. Degree: very).
- Expressions of space (prepositions and adverbs of location, position, distance).
- Expressions of time: points (e. g. half past past five); divisions (e. g. half an
hour, summer), indications of time: anteriority (before); posteriority (after);
sequence (first…then).
- Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully).
5. High frequency oral lexicon (production) related to personal identification; housing,
home and environment, daily life activities, family and friends; work and occupations;
leisure time activities and sports; travel and holidays; health and physical care;
education and study; shopping and commercial activities; food and catering;
transportation; language and communication; environment, climate and natural
environment; and Information and Communication technologies.
6. Patterns of sound, stress, rhythm and intonation.

Block 3. Written comprehension
1. Written comprehension strategies:
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-
Mobilization of expectations, identification of cues and inferences, hypothesis
testing and reformulation.
2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness;
customs, and attitudes; non-verbal language.
3. Communicative functions:
- Greetings and introductions, apologies, acknowledgements.
- Expressions of capacity, taste, agreement or disagreement, feeling, intention.
- Description of people, activities, places and objects.
- Request and offer of help, instructions, items, opinion, permission.
- Establishment and maintenance of communication.
4. Syntactic-discursive structures:
- Expressions of logical relationships: conjunction (and);
- Affirmation:(affirmative sentences; Yes (+ tag))
- Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,
e. g . I love salad!).
- Negation: (negative sentences with not), no (Adj.), No (+ negative tag)).
- Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions)
- Expression of time: present (simple present); future (going to).
- Expressions of aspect: punctual (Simple tenses); durative (present continuous).
- Expressions of modality: ability (can); permission (can); intent (going to).
- Expressions of existence (there is/are); entity (nouns and pronouns, articles,
demonstratives); quality (very + Adj.).
- Expressions of quantity: (singular/plural; cardinal numerals up to two digits;
ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a
bottle, a cup, a glass, a piece. Degree: very).
- Expressions of space (prepositions and adverbs of location, position, distance).
- Expressions of time: points (e. g. half past past five); divisions (e. g. half an
hour, summer), indications of time: anteriority (before); posteriority (after);
sequence (first…then).
- Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully).
5. High frequency oral lexicon (reception) related to personal identification; housing,
home and environment, daily life activities, family and friends; leisure time activities and
sports; travel and holidays; health and physical care; shopping and commercial
activities; food and catering; transportation; environment, climate and natural
environment; and Information and Communication technologies.
6. Graphic patterns and basic orthographic conventions.

Block 4. Written production: expression and interaction
1. Written production strategies:
- Planning, implementation and control via linguistic, paralinguistic and
paratextual procedures.
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2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness;
customs, and attitudes; non-verbal language.
3. Communicative functions:
- Greetings and introductions, apologies, acknowledgements.
- Expressions of capacity, taste, agreement or disagreement, feeling, intention.
- Description of people, activities, places and objects.
- Request and offer of help, instructions, items, opinion, permission.
- Establishment and maintenance of communication.
4. Syntactic-discursive structures:
- Expressions of logical relationships: conjunction (and);
- Affirmation:(affirmative sentences; Yes (+ tag))
- Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,
e. g . I love salad!).
- Negation: (negative sentences with not), no (Adj.), No (+ negative tag)).
- Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions)
- Expression of time: present (simple present); future (going to).
- Expressions of aspect: punctual (Simple tenses); durative (present continuous).
- Expressions of modality: ability (can); permission (can); intent (going to).
- Expressions of existence (there is/are); entity (nouns and pronouns, articles,
demonstratives); quality (very + Adj.).
- Expressions of quantity: (singular/plural; cardinal numerals up to two digits;
ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a
bottle, a cup, a glass, a piece. Degree: very).
- Expressions of space (prepositions and adverbs of location, position, distance).
- Expressions of time: points (e. g. half past past five); divisions (e. g. half an
hour, summer), indications of time: anteriority (before); posteriority (after);
sequence (first…then).
- Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully).
5. High frequency written lexicon (production) related to personal identification;
housing, home and environment, daily life activities, family and friends; work and
occupations; leisure time activities and sports; travel and holidays; health and physical
care; education and study; shopping and commercial activities; food and catering;
transportation; language and communication; environment, climate and natural
environment; and Information and Communication technologies.
6. Graphic patterns and basic orthographic conventions.
3.5. Methodology
3.5.1. Teaching Methods
Methodological bases that inspire our work are as follows:
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The starting point in the students’ learning is their previous knowledge; focusing
on what may seem close and familiar to the students, but with an aspect of fantasy to
strike the right balance between safety/well-being and interest/imagination. The student
can transfer learned concepts and strategies in order to build meaning and interpret
content (starting with what he knows and making hypotheses to make rules that help
implementador the new system). Thus, enhancing their personal growth, development
and socialization.
Competence learning aims to develop each student's potential and skills, and train
them to deal with personal challenges throughout their life in a successful way.
Students should not only acquire knowledge, but also, they must be able to access that
knowledge and apply it in different contexts of their lives. Competence learning is
intended to cover all aspects of life, so that students are able to not only learn, but also,
learn how to learn, how to live, how to do things, among other skills. Each of the units
in our project provides various activities that contribute to the development of basic
competences.
Communicative situations that include humour and play capture the motivation
of students and help them learn; it is therefore important to take into account the
relevance of songs and stories, features of characters, illustrations and even sound
effects.
Children learn in different ways and at different speeds; for this reason our project
is devised to be used with flexibility so that all group members can find and participate
in activities to which they can apply know-how and aptitude, facilitating the
development of one's own daily awareness of achievement and progress. Our project
constantly provides additional support for the students that need it, taking into account
those cases in which progress does not respond to the expected goals, as well as for
those who may excel in their goal achievement, and due to lack in programmed
activities, lose interest and become unmotivated. In order to remedy these situations,
the programme includes both extension activities for the more advanced students, and
reinforcement activities for those who may stagnate at some point. These activities are
not included in the Class Book. These activities are explained in the Teacher's Guide
and can be of the greatest use to the daily work of the teacher.
Children’s learning is more effective when they are active; they need to exercise
their action skills. Each of the units in our project provides a wide range of activities and
teaching resources for participation. In our project, students are keystones of the
teaching-learning process, but their constructive attitude depends on the teacher’s
intervention. This intervention must be both active and reflective, and adapted to the
student’s level by: using input, helping the student interact with others, evaluating their
activities, providing feedback, contextualizing activities, providing meaningful answers,
promoting communication strategies, consolidating those strategies already mastered,
and admitting errors.
Consider both progress and error as natural occurrences in the learning
process. Errors occur as a result of the underlying dynamism in comprehension and
progressive mastering of the new language. We understand that errors occur when the
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child tries to anticipate the functioning of the language or when he transfers rules from
his mother tongue in a natural process of acquisition. It is also important to note the
difference between error and mistake. Errors are believed to be systematic failings due
to lack of knowledge of the language. These errors will be dealt with when finishing
spoken interactions, in groups, and using an accessible language, taking into account
that they do not suddenly dissapear, but take some time to correct. A mistake is an
occasional failure due to lack of attention at any given time, which may even happen to
native speakers. Mistakes are not worthwhile correcting, because they are not relevant
to the teaching-learning process.
Evaluation of individual and collective progress of students in learning is an
important factor to ensure quality in the learning process; therefore we have
provided an Evaluation Notebook with photocopiable sheets for each unit, which will
enable teachers to monitor their students' progress. It is devised so that it can be easily
adapted by teachers to meet their own specific needs.
Globalized learning generates an apprehension of reality as a whole. Our project
takes this into account by offering activities related to other areas in the curriculum,
beginning with learning about the child itself, then moving on to exploration of the world
around them; their home, school, environment and society in general. This
development is reflected in those topics of each unit which are related to other areas in
the Curriculum: Natural Sciences, Social Sciences, Art, Mathematics, Physical
Education, etc.
A continuous learning process. There is no knowledge which is only acquired in a
particular subject and is only useful for that particular area. Every content that the
student learns in all different subjects (and not only at school) builds a cultural and
informational baggage which should be useful in the long term, and the student should
be able to apply it at precise times and in different situations (language is, for these
purposes, paradigmatic). For this reason, basic competences can be achieved in most
subjects, and that is also why the student will be able to use and apply said
competences in all subjects, regardless of those for which he has acquired them
(transversality). Being competent should be a guarantee of the completion of the
learning process for certain areas, but it will also allow the student to acquire
knowledge in other areas, both in school and outside, which is a guarantee of lifelong
learning (or in this case, being able to communicate in different situations, some of
which the student itself may not even yet consider).
3.5.2. Oxford Rooftops Methodology
Our project's methodology is developed as follows:
Oxford Rooftops is a series of six levels that offers the perfect mix between digital
content and printed material, in order to get the most out of the class and a total
commitment from the student.
Oxford Rooftops is developed in the context of a fictional city, Rooftops, inspired by the
city of Oxford. All the characters living on Rooftops. In levels 1 and 2 we share the life
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of children living in a suburb, who attend the Rooftops elementary school, visit nearby
places such the park, and participate in social events such as carnival festivities or a
picnic. In levels 3 and 4, stories take place in a commercial district and we share the
lives of children whose families are related to businesses of the area. In levels 5 and 6,
Rooftops residents will be joined by children from other countries in an exchange
program, through which we can compare life in this quintessential British city and in
other places of the UK, with life in other countries.
The content of the lessons is arranged so that each of the three main components, the
iPack, the Class Book and the Activity Book, contribute value in their own way. These
three sources are used systematically whenever they may provide more benefits. The
iPack is a very effective tool for introductions, thus it is used at the beginning of
lessons, in order to introduce concepts which are practiced and reinforced with the
Class Book and subsequently completed with the Activity Book. This sequence is
followed at all levels, and levels 3 and 4 of Oxford Rooftops included an extra step,
using the iPack once again between the Class Book and Activity Book.
Vocabulary and grammar
In Oxford Rooftops 3, ten key vocabulary words are presented in lesson 1 of each unit,
and six more words are included in lesson 6. All words are grouped by semantic fields
related to the topics of each unit. Words are presented with an animation and a story
featuring the characters of the course, through the iPack. They are subsequently
reviewed and practiced through various digital games, listening comprehension
activities and communication exercises, which are very motivating.
Four words related to cultural lessons and four inter-related curriculum issues are also
presented.
In each unit of Oxford Rooftops 3 are presented and practiced two key structures, first,
through the iPack in Lesson 2 with the lively song, and the second, in Lesson 5 with the
history of the unit.
All the vocabulary and grammar of each unit is reviewed and practiced in all four
language skills in lessons 8 and 9, and are recycled in the story review of Super City of
Heroes.
Skills
The approach of Oxford Rooftops 3 contributes to the development of the four skills
(reading, writing, listening and talking) in a coordinated way, and integrated with the
teaching of contents.
The iPack, Class Book and Activity Book work closely together to develop the four
skills. Through a variety of fun tasks following a systematic approach, students can
progress from a listening comprehension practice to an oral expression practice; from
the oral expression practice to a written comprehension practice; and from the written
comprehension practice to a written expression practice.
Songs
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The actual experience of children in relation with music is increasingly becoming an
audio-visual experience, thus the iPack becomes the ideal method for students to enjoy
the songs. Also, the songs cover a variety of music genres, specially designed to
encompass the diversity of musical styles that kids enjoy in real life.
Each unit of Oxford Rooftops 3 presents a lively song in lesson 2 starring the
characters of the course and providing a context for the first grammatical structure of
the unit a vocabulary practice presented in lesson 1.
Cultural contents
At the beginning of each unit, children are immersed in British culture by witnessing the
lives of the characters in the town of Rooftops. Vocabulary, songs and animations
make the details and conventions of daily life in Britain come to life.
In Lesson 3, with the cultural film, students witness the daily activities of real British
children in a real British town or around. These lessons help students become aware of
their belonging to a global community, and invite them to reflect on the culture they are
getting close to through language, and to compare it with their own, while helping them
develop social and civic competences, and cultural awareness and expressions.
In Lesson 4, through a common social exchange, they are brought once again near the
cultural aspects of English speaking countries, in an everyday language.
In addition, at the end of the Class Book two additional units are included, dedicated to
festivities.
Values and citizenship
The learning of values or the education for citizenship are a fundamental part of Oxford
Rooftops. In Lesson 3 the issue is being presented in values, linked to the theme and
content of the film culture and the everyday language of the lesson 4. The film
integrates socio-cultural issues of learning and helps to foster self-esteem, as well as
positive attitudes, tolerance and respect toward others.
Stories
Through the stories the students share the adventures of the characters from Rooftops.
They play an important role in relation to the development of language, given that we
review the first block of vocabulary and grammatical structure keys at the same time
are presented the second block and grammatical structure in context.
The first contact with the story is done through the iPack, with a fun game when
completed it reveals the title of the story, and that can then be used to make
predictions about the story, contributing to the development of reading and writing
skills.
After the game, students are immersed in the world of Rooftops enjoying an animated
version in the iPack.
After presenting the iPack, students remember the story in the Class Book, this time in
writing, accompanied by scenes. The story is presented in the form of a script to easily
be staged by the students if desired.
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Finally, in the Activity Book they have the opportunity to consolidate and evaluate the
story by choosing and colouring one of the four categories.
Cross-curricular topics
In Lesson 7 of each of the units Rooftops Oxford is offered the opportunity to transfer
English to present content belonging to other curriculum areas: social and natural
sciences, art, music and mathematics. This way, concepts learned on those subjects
are reinforced, and students learn to make practical connections between the contents
of other areas and the structures and vocabulary they are learning in English,
translating the acquired skills from one area to the other.
The intercurricular concept is introduced through the iPack using a standard
presentation slides and subsequently developed in the Class Book with an informative
text.
The comprehension of cross-curricular content is reviewed through questions in the
Class Book page, that students get to answer orally.
Activity Book activities provide additional practice on the vocabulary of the lesson, as
well as reinforcement of the content.
Pronunciation
Oxford Rooftops 3 teaches students to pronounce difficult sounds in English in an
accurate way, through a series of gradual activities included in Lesson 8 of each unit.
The first introduction is done through the iPack with a game of deduction in which it is
taught in the first place to the student to listen to and identify the sound. They can listen
to the sound or words in it as many times as they need to be able to reproduce it in
isolation as forming part of a word.
The process continues in the Class Book where the students are progressing to hear
the sound in words to hear in isolated phrases with a funny rhyme related to the theme
of unity.
Finally, it becomes a freer game of communication, which requires an oral production
of the sound, since it contains some of the key words of the unit.
Revision
Oxford Rooftops gives great importance to the recycling and revision of vocabulary
throughout the course. In level 5 a systematic recycling of key vocabulary is performed
in every unit, through various contexts.
In addition to continuous recycling in each unit, a review is performed at the end of
each quarter through the stories of the Super City Heroes, available both in the iPack
as the Class Book.
It also has optional additional review in the Teacher's Guide and the Teacher's
Resource CD-ROM with worksheets Reinforcement and extension worksheets
Language.
External examinations
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The contents and skills in Oxford Rooftops have been designed taking into account the
requirements of the GESE Trinity and Cambridge English exams. Young Learners.
3.5.3. Teaching materials and resources
We provide the following material and digital resources:
The iPack, including presentations and practical content to be used along with the
interactive whiteboard, or a laptop with a projector. Includes an animated presentation
of the first block of vocabulary starring the characters of the course, the presentation of
a song contextualizing the first block of grammar, a cultural film with real British
children, clip everyday language, the animated version of the story starring the
characters of the course, presenting and contextualizing the second block of
vocabulary and grammar; a slideshow introducing the cross-curricular theme; eight
activities and interactive games; pages of the Class Book and Activity Book for
reference and classroom support; digital version of the material included in the
Teacher's Resource Pack and review games for the end of each unit and quarter.
The textbook used is Oxford Rooftops by Oxford University Press. The student has the
Class Book with an introductory unit in which the course characters are presented and
context, with nine lessons six units each, two pages of material on festivities and
review three stories featuring the City Super Heroes. It also has the Activity book, with
eight pages of activities and a cut-out (mini-book cultural) for each main unit; review of
the units and the festivities, seven pages with the Picture Dictionary and a section of
extra activities for the faster students (Fast finishers), such as homework or as
preparation for the examinations.
The teacher has teaching Guide (Teacher's Guide), with concise teaching notes for
each lesson, suggestions for initial activities, finishes and extra, cultural notes, the
settled activities student version, transcripts of hearings, referrals to skills key
Wordcards, references to worksheets and a bank of ideas with suggestions for games
and activities, explanations iPack games; the Teacher's Resource CD-ROM with
worksheets for additional practice of vocabulary and grammar to reinforce and extend
the content of the worksheets of the main units, festivities, extra stories, crosscurricular themes and worksheets on festivals and cultural film; material for
assessment and portfolio, unit tests, notes on key competences and auditions and
solutions to all worksheets. Audio CDs including all songs, stories, auditions and
listening tests.
Also available in the Teacher's Resource Pack with 102 flashcards and wordcards, six
culture posters, an alphabet poster city rooftops and a poster.
And finally, resources for students in the Oxford Online Learning Zone website with
interactive practice, for use at home or in the classroom; resources for teachers in the
Oxford Premium website including all online material and digital books available for
Oxford Rooftops.
The aforementioned multimedia resources (iPack, Teacher's Resource CD-ROM, Web
and digital books) fully integrate the use of ICT in the classroom, allowing teachers to
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tailor the best digital solutions according to the students or to the school where the
teaching develops.
3.5.4. Activities

Activities at the beginning of lessons
The idea is to recall prior knowledge of students in new topics, or refreshing the
already existing. This is often done through brainstorming and revision activities,
through games, communicative exchanges with the support of flashcards, posters,
songs, etc.

Lesson Development
Each unit includes different types of activities that appeal to multiple intelligences
and are intended to help the acquisition, settlement, development and improvement
of the various skills that make up most of competence in the English language.
These activities are:







Vocabulary related to the various conceptual fields that are developed in the
lesson plan (Vocabulary).
Reading and comprehension of texts (Reading).
Grammatical structures (Grammar).
Studied sounds (Pronunciation).
Comprehension and oral expression of the language in all its aspects
(Listening and Speaking).
Comprehension and writing (Writing).
Reinforcement and expansion
The project stems from the acknowledgement that in every classroom there are
students with different styles and paces of learning and different levels of
motivation, while pursuing the goal that every student should be part of the learning
process with full satisfaction, and reach success according to their level of ability
and interest.
The variety of exercises and activities included in materials, allows all students to
find any that agrees with their style and pace of learning.
Some of these activities act as an extension for those students without difficulties,
and others offer a boost to those in need of more support.
The activities to which we refer are the following:




Optional activities in the Teacher's Guide.
Activities proposed in the Teacher's Resource CD-ROM:
- Worksheets: reinforcement, expansion and settlement activities
based on the content of the different sections studied in the unit:
Reinforcement, Extension, Culture, Story, Cross-curricular and
Pronunciation.
Activities proposed in the Activity Book.
Additional activities proposed in the Activity Book:
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-
Fast finishers: for students who finish early, based on the contents of
the lesson

Development of basic competences
Some activities contribute more specifically to the development of one or more
basic competencies, among which are included:
 Brainstorming
 Role-plays
 Interactive activities
 Whiteboard-based activities
 Media-based activities
 Research activities or case studies
 Group activities
 Interpretations of data, graphs, etc.
 Cultural texts, songs, rhymes, etc.
 Activities in which emotions are involved

Evaluation
Evaluation of learning in elementary education will be ongoing and global, and will
take into account the student's progress in all areas of the curriculum. The teacher
will evaluate the students' learning and their level of achievement of competences,
as well as the teaching processes and their own teaching practice.
Evaluation activities could be classified into several levels:
Formative assessment activities, where the teacher will evaluate the continuous
work of students and measure their progress through observation and verification
of the performance of activities such as:
- Activity Book Exercises
- Revision Stories (CB and AB)
Summative assessment activities with the completion of the various assessment
activities included in Oxford Rooftops (Teacher's Resource CD-ROM):
- Unit tests 1-6 (Standard - Challenge)
- End of term 1-3 (Standard - Challenge)
- End of year test (Standard - Challenge)
Self-evaluation and self-study activities, in which students are introduced to
strategies for self-assessment of their knowledge and skills:
- Self-evaluation of each unit (AB).

Complementary activities
These include: cultural outings, attendance to theather plays in English,
commemoration of festivities of the Anglo-Saxon society, etc., and will be devised
by the teachers team in the English Department at each school.

Outings and activities common to the school or to various groups
(Write here any planned educational or educational-recreational excursion.)
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Group/s
attendants
Participating
teachers
Quarter/
Dates
Description of outings/
activities
Comments
3.5.5. Time, space and group arrangements
Time dedicated to teaching is a critical and limited resource in the learning of subjects.
The programming presented in this document should be adapted by each teacher
according to their schedule and paces of the classroom.
Regarding students, teachers may follow different criteria for their grouping choices:
(Eliminate whichever are unnecessary)








Human resources
Supporting teachers
Psychologist
Criteria
In alphabetical order
Flexible groupings (specify what type and why)
Small support groups within/outside the classroom
Students with different types of sensory needs in different classroom groups
When performing tasks, completing activities, projects, etc. the grouping of students is
made based on the type of interaction that occurs at that time in the classroom:
 Teacher-student
 Individual work
 Pair work
 Group work
Resources available to teachers, and spaces where the teaching-learning processes
can be developed, are, at present, more and more varied.
As a result, learning contexts are also wider. Teachers can implement activities and
projects involving different environments:
 School
 Community
 Family
The classroom is no longer the only place where subjects are taught. Each school has
a number of spatial resources both material and virtual, which can be used to devise
the different scenarios where teaching is performed:
 Language Lab
 Virtual classroom
 Computer room - Audiovisual room
 Library
 Assembly Hall - Theatre
 Workshop
 Gymnasium
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
Courtyard
For the use of common areas, the teacher will write notes on when, how and why these
spaces are used for the English class:
____________________________________________________________________
Within the classroom, space can be distributed according to different criteria:
 Desks arranged in rows
 Desks arranged in "U" shape
 Specific corners: classroom library, cross-cutting themes, games, crafts, etc.
 Others
The inclusion of ICT in education plays a very important role, providing various material
resources that grant the teacher the possibility to design personalized classes and
adjust them to the needs of the moment:
 Video-DVD
 TV
 Cassette / CD player
 Video Camera - Audio Recorder
 Computers (PCs, laptops, netbooks, tablets, ...)
 Interactive whiteboard
 Internet connection (WiFi, others ...)
(Note here any observations on when, how and why these resources are used.)
Beyond the material and spatial resources, we can not fail to mention the cognitive
processes involved in the stages of student learning. These processes that allow the
transmission of knowledge to students are very complex. From the attention required to
prepare for the receiving of information, to the memorization that allows access to that
information when required, involve, among others, the following processes:
 Access
 Identification
 Comprehension
 Replication
 Reflection
 Connection
 Synthesis
 Creation
3.5.6. Measures for addressing student diversity
One of the elements that promoted the LOE and continues being promoted by LOMCE
is attention to diversity. It is clear that the same educational action exerted on the same
group of students has different effects depending on the prior knowledge and
experience of each student, their intellectual abilities, interests and motivations in
learning.
For this reason, in many cases, we may need to modify or adapt contents or methods
so that every student can achieve the stated goals. Likewise, we should also offer
extension activities for the more receptive students. Attention to diversity should always
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be performed in both directions. Therefore, we must constantly address these issues,
presenting the same activities in various ways from the activities proposed in the
student book and notebook. Teachers must calibrate and propose some or other
activities, and must be constantly aware of these issues, not only when evaluating, but
also when teaching and planning the process of teaching-learning.
Oxford Rooftops provides reinforcement and expansion activities that allow individual
attention to students, according to their needs and learning pace. We include ideas in
all lessons, for the teacher to respond to the various situations that may arise in the
classroom.
In the material intended for the teacher, the Teacher's Guide and Teacher's Resource
CD-ROM, we include reinforcement and extension activities for the students and notes
for teachers, as well as instructional tips, proposed to address the different
expectations of students.
Criteria and procedures for making the proper curricular adaptations for
students with special needs
(The department may describe here the specific criteria and procedures if necessary.
Those departments that do not have this type of student can ignore this section)
Adaptations will focus on:
1.
2.
3.
4.
5.
6.
7.
Time and pace of learning
More personalized methodology
Reinforcement of learning techniques
Improvement of procedures, habits and attitudes
Increasing the amount of counselling
Curricular enrichment
Evaluations tailored to the needs of these students
a) For students with high intellectual abilities: extension contents and materials
suitable to the needs of these students will be provided, to help them reach their full
potential.
b) For students with late entry into the education system: all necessary
reinforcement measures will be adopted in order to facilitate their recovery and
integration into school, to help them continue their studies successfully.
c) For students with special educational needs: both schooling and attention
measures will be adopted. For students with disabilities, easing measures and
alternative methodologies will be implemented. For students with severe learning
difficulties, the contents of procedures and attitudes will be prioritized, aiming social
integration, and facing the inability to achieve satisfactory progress on conceptual
contents. Emphasis must be placed on instrumental and material contents.
When adaptations do not meet the needs of the student, we can rely on curricular
diversification, through which a student is able to stop studying part of the contents
belonging to the common core of the stage, and invest that time in other educational
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activities, either in optional spaces, or with activities especially designed for him, which
could be performed within or outside the school. The student would still keep the
general goals of the stage as reference, at all times, but those would be achieved
through other types of contents and activities.
3.6. Evaluation
Learning must be evaluated systematically and regularly, both to measure the
knowledge and skills acquired by the student, and to introduce as many changes as
necessary if the situation requires it (when learning does not meet the goals).
If we assume that basic competences involve a real and practical application of
knowledge, skills and attitudes, the way of checking or assessing whether the student
has acquired them, is to reproduce real situations where the student gets to apply his
knowledge, primarily responding to practical situations.
Competence evaluation helps assess both the achievement of the subject goals, and
the level of knowledge of basic competences. Some standards are specifically linked to
concepts, and others, preferably to procedures and attitudes.
Depending on the evaluation goal, there are several possible modalities, such as
summative evaluation, conducted at different times of year and identifiable with final
and course evaluations (ordinary and extraordinary, where applicable). There will be
other assessments, such as the initial (not rated) and final evaluations, and primarily, a
continuous or formative evaluation that is performed throughout the process of
teaching-learning and is immersed in it, therefore placing emphasis on the guiding
nature of teaching.
An individualized assessment will also take place at the end of the 3rd grade, where
the student must prove his mastery of mathematical and linguistic communication
competences. At the end of the 6th grade, the student must also demonstrate his
degree of acquisition of basic skills and achievement of the goals of the stage.
The result of individualized assessments will be stated in levels and will consist of a
report given to the student's parents or guardians, which will be of an informative and
guiding nature. The obtained level is an indicative of the progression of learning,
therefore if it is not sufficient, more suitable measures or programs must be applied.
In addition to the evaluation of learning, the teaching process is also evaluated, thus
including an evaluation procedure of teaching programs and their indicators in the
pedagogical approach of each school.
3.6.1. Evaluation Procedures
Following different criteria, the curriculum proposes a series of tools that facilitate the
evaluation process in the classroom. In the case of formative evaluation, these will
include observation and systematic monitoring of students, ie, all performed activities
will be taken into account, both individually and in groups: written assignments, oral
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presentations and debates, readings and summaries, research, attitude to learning,
accuracy and self-evaluation, among others. Regarding summative evaluation, these
will include quarterly written tests and recovery tests (and course finals, if the student
did not retake any test, and extraordinary, in the case of obtaining an insufficient grade
in the course regular final). In any case, the evaluation procedures will be varied, so
that they can be adapted to the flexibility requirements of the assessment.
The curriculum also provides evaluation criteria and assessable standards of
learning by subject and course, which will allow us to assess the achievement of the
subject goals. Regarding competence assessments, as these are very generic, these
must be specified and broken down in order to serve as reference for education, and to
show the real competence of the student, which is what we have called indicators. For
your reference, we have included in the section below the full list of both the evaluation
criteria and indicators of basic competences.
3.6.2. Evaluation resources
3.6.2.1. Evaluation criteria
Evaluation criteria established by the curriculum for the fifth grade of elementary
education in the area of foreign language, arranged into four main sections:
comprehension and production (expression and interaction) of oral and written texts,
are:

Block 1. Listening comprehension
-
Knowing and applying of the most basic strategies for the comprehension of
meaning, essential information or main ideas of the text.
-
Identifying sociocultural aspects and basic, concrete and significant
sociolinguistic aspects on everyday life (habits, schedules, activities,
celebrations), living conditions (housing, environment), interpersonal
relationships (family, friendship, school), behaviour (frequent gestures, use of
voice, physical contact) and social conventions (rules of courtesy), and applying
these acquired skills to a better understanding of the text.
-
Identifying the general meaning, the essential information and most of the
main points in very brief, simple, oral texts , with a large number of simple
structures and lexicon of very frequent use, articulated with clarity and slowly
and transmitted by the spoken word or by technical means, on topics related to
their own experiences, needs and interests in daily contexts that are always
predictable which depends on visual support, possibility of repetition or
confirmation and with a strong contextual reference.
-
Discerning the main communicative goal of the text (e.g. a request for
information, an order, or an offer), and basic speech patterns (e.g. the
beginning and ending of a conversation, or the ideas of a narrative sketch).
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

-
Recognizing the most common meanings associated with the basic syntactic
structures of oral communication (e.g. interrogative structure to demand
information).
-
Recognizing a limited high frequency oral lexicon related to everyday situations
and common and specific topics related to the student's own experiences,
needs and interests, and using indications of context and information in the text
to get an idea of the probable meanings of unknown words and expressions.
-
Discriminating basic patterns of sound, stress, rhythm and intonation and
recognizing the meanings and general communicative intentions involved.
Block 2. Oral production: expression and interaction
-
Knowing and applying basic strategies to produce brief, simple monologic or
dialogic texts, using, e.g., formulas and prefabricated vocabulary or memorized
expressions, or using gestures to support expression.
-
Knowing sociocultural aspects and basic, concrete and significant
sociolinguistic aspects, and applying that knowledge to produce proper
speech, respecting the most basic communicative conventions.
-
Interacting in a very basic way, using very simple linguistic or non-verbal
techniques (e.g. gestures or physical contact) to initiate, maintain, or end a
short conversation, fulfilling the main communicative goal of the text (e.g.
greetings, congratulations, exchanges of information).
-
Participating in a simple and understandable way, even if they are necessary
for some clarification, in very brief conversations with direct exchange of
information on very familiar topics, using simple and very widely used
expressions and sentences, mainly isolated although in some occasions get
reconnected in a basic way, remain essential paraphrases and the cooperation
of the interviewer to continue the conversation.
-
Being understood in short simple statements, although hesitations, repetitions
or pauses may occur in order to rearrange speech.
-
Dealing with basic syntactic structures (e.g. linking words or groups of words
with basic connectors like "and", "then", "but", "because"), although basic errors
may still be made in a systematic way, e.g. in verb tenses or in consistency.
-
Knowing and using a limited high frequency oral lexicon related to everyday
situations and common and specific topics related to the student own interests,
experiences and needs.
-
Articulating, usually clearly but with an obvious influence of the first or other
languages, a very limited repertoire of patterns of sound, stress, rhythm and
basic intonation, adapting them to the communicative function to be performed.
Block 3. Written comprehension
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
-
Knowing and applying the most proper basic strategies for the comprehension
of meaning, essential information or main ideas of the text.
-
Identifying sociocultural aspects and basic, concrete and significant
sociolinguistic aspects on everyday life (habits, schedules, activities,
celebrations), living conditions (housing, environment), interpersonal
relationships (family, friendship, school), behaviour (frequent gestures, use of
voice, physical contact) and social conventions (rules of courtesy), and applying
these acquired skills to a better understanding of the text.
-
Identifying the general meaning, the main ideas and most of the specific
information in digital or printed texts, very brief and simple, with simple
structures and lexicon of use very frequently, on very familiar topics and
everyday, so long as it can be reread or request clarification and support visual
and contextual.
-
Discerning the main function or communicative functions of the text (e.g. a
greeting, request of information, or an offer) and a limited repertoire of their
most common exponents, as well as basic speech patterns (e.g. opening and
closing of a letter, or points of a schematic description).
-
Recognizing the most common meanings associated with the basic syntactic
structures typical of written communication (e.g. interrogative structure to
demand information).
-
Recognizing a limited high frequency oral lexicon related to everyday situations
and common and specific topics related to the student's own experiences,
needs and interests, and inferring from the context and information in the text
the most probable meanings of unknown words and expressions.
-
Recognizing basic punctuation marks (e.g. period, comma) and common
symbols (☺, @, €, $, ₤), and identifying the meanings and general
communicative intentions related.
Block 4. Written production: expression and interaction
-
Knowing and applying basic strategies to produce brief and simple texts, e.g.
copying very common words and phrases for the communicative functions
pursued.
-
Knowing bout socio-cultural and basic sociolinguistic concrete and meaningful
aspects and applying them to a production appropriately written for the context,
respecting the rules of basic courtesy.
-
Producing, on paper or in digital form, brief and simple texts composed of
simple isolated phrases, in a neutral or informal manner, using basic spelling
conventions and major punctuation marks in an accurate way, to talk about the
student's own self, his immediate environment and aspects of everyday life, in
familiar and predictable settings.
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-
Accomplishing the main communicative goal of the written text (e.g. a
greeting, an exchange of information, or an offer), using a limited repertoire of
the most frequent exponents and basic speech patterns (e.g. start and farewell
greetings for the closing of a letter, or a narrative sketch).
-
Dealing with basic syntactic structures (e.g. linking words or groups of words
with basic connectors like "and", "then", "but", "because"), although basic errors
may still be made in a systematic way, e.g. in verb tenses or in consistency.
-
Knowing and using a limited high frequency written lexicon related to everyday
situations and common and specific topics related to the student own interests,
experiences and needs.
-
Applying graphic patterns and basic orthographic conventions for writing
reasonably accurate words or short phrases that are commonly used in speech,
but not necessarily with a fully standardized spelling.
3.6.2.2. Measurable learning standards
Learning standards in this course have been arranged into four main sections: oral and
written comprehension and production (expression and interaction). These are the
following:


Block 1. Listening comprehension
-
Understands the global meaning of simple oral explanations or instructions.
-
Extracts the general meaning and captures the essential details of oral
histories appropriate to their level.
-
Assimilates the main ideas of presentations simple and well-structured themes
on family or their interest (e.g. animals, storybook), always and it uses pictures
and illustrations and speaks slowly and clearly.
-
Identifies the topic of a simple, predictable conversation on familiar topics that
takes place in their own presence, in a real public space or in a simulation.
-
Understands the general meaning and the gist of the dramatizations of
traditional popular previously known fairy tales or stories .
Block 2. Oral production: expression and interaction
-
Makes brief and simple, previously prepared and rehearsed presentations , on
everyday topics of your interest or (present to yourself and to other people; give
basic information about yourself, your family and your class; their preferred
menu, the external appearance of an object or an animal; say what he/she likes
and dislikes) using very simple structures.
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

-
Answers accordingly in communicative situations (greetings, simple questions,
requesting or offering an object, expressing likes/dislikes, current action, the
place where something is located, etc.).
-
Participates in face-to-face conversations or by technical means, which enable
us to see the face and gestures of the partner, in which establishes social
contact (to thank, say hello, goodbye, go to someone, to apologize, introduce
themselves, congratulate someone), exchanging personal information (name,
age, etc. ), emotions are expressed, etc.
-
Develops in simple, everyday situations, real or simulated (e.g. order a meal in
the school cafeteria).
Block 3. Written comprehension
-
Formulates assumptions about the content of simple texts based on their prior
knowledge, including illustrations, of the title, of the graphical elements, etc.
-
Understands essential information and locating specific information in simple
informational material.
-
Includes a sequence very short and simple instructions for e.g. a very simple
recipe.
-
Understands the essential and the main points of very short news items and
children's magazines dealing with issues that are familiar or are of interest
(animals, sports, music, computer games).
Block 4. Written production: expression and interaction
-
Completes forms marking options and completing data or other personal
information (e.g. tastes, titles of stories read, views, etc).
-
Is able to construct simple narrative texts based on models and/or scaffolds
very structured.
-
Writes from a personal correspondence model short and simple (messages,
notes, postcards, e) in congratulating someone, or talk about himself and his
immediate environment (family, friends, objects, places).
3.6.2.3. Competence evaluation rubric
In Annex I of this paper we include a template called Competence Evaluation Rubric,
for each unit and for the whole course, which allows us to assess the degree of
acquisition of basic competences, indicating the qualification level that the student
acquires.
In the heading, each of the basic competences is noted, followed by their breakdown
into indicators. The template for each unit includes only the skills and indicators that
have been specifically developed in that unit; however, in the template for overall
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evaluation we include all competences and their indicators. When evaluating rubrics, it
is recommended to grade, firstly, each of the indicators or those in which the teacher
has focused, thus obtaining an overview of the competence for subsequent evaluation.
In the evaluation process, we have identified five levels of qualification, and for their
record we advise using the following ordered qualitative scale from lowest to highest:
Inadequate (IN): Failed; Sufficient (SU): Low scoring achieved in all areas, Good (BI):
Average scoring, Notable (NT): high scoring, and Outstanding (SB): Achieved fully. In
order to set the qualification criteria, these levels should be applied to detailed
evaluation criteria for the area of foreign language.
In order to evaluate students, teachers need a range of tools that will allow them to get
specific data. In the template we suggest the most suitable instruments for obtaining
such data, such as: observation, written tests, oral tests, class notebook, portfolio. The
teacher can modify the template by replacing or including other instruments that he/she
has used.
Indicators where basic competences have been broken down, which are included in
the template, and allow us to demonstrate the competences of students in this subject
and this course, are indicated below:
1. Competence in linguistic communication (CL)
Indicators
CL1. LISTENING
CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related
to your environment more everyday.
CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different
communicative contexts.
CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.
CL1.4. Identifies specific information in oral texts on familiar themes and of interest.
CL1.5. Having a general understanding and extracting specific information from short and simple
situations, with repeated watching of the audiovisual file.
CL2. SPEAKING
CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.
CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation.
CL2.3. Producing simple speech.
CL3. TALKING
CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.
CL4. READING
CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.
CL4.2. Read simple texts on familiar topics by identifying the most important information.
CL4.3. Read simple texts on familiar topics using the global and specific information in the development of
a task.
CL4.4. Reading texts on various topics of interest.
CL5. WRITING
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CL5.1. Write phrases referring to everyday situations coming to experience from models.
CL5.2. Write texts referring to everyday situations coming to experience from different models of simple
texts to transmit information with various communicative intentions.
2. Mathematical, scientific and technological competence (FCTC)
Indicators
CMCT1. Solve simple problems on family situations.
CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or
chart.
CMCT3. Sorting the recorded data according to a classification criterion.
CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil,
climate, vegetation) and ways of life and actions of the people.
CMCT5. Apply concepts and basic scientific concepts to understand the world around them.
CMCT6. Identifying some species of living beings.
3. Digital Competence (CD)
Indicators
CD1. Looking for and collect information on familiar topics in digital media.
CD2. Using digital media for learning a foreign language.
4. Learning to learn (AA)
Indicators
AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.
AA2. Using several responsive or interactive strategies to solve communication problems.
AA3. Valuing the use of foreign language as a learning tool.
5. Social and civic competences (SC)
Indicators
SC1. Taking part in conversations on familiar topics in settings where communication is predictable.
SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the
right to speak.
SC3. Valuing the use of foreign language as a means of communication with other people, and displaying
curiosity and interest towards people who speak the foreign language.
SC4. Identifying the customs of countries where foreign language is spoken.
6. Sense of initiative and entrepreneurship (SIEE)
Indicators
SIEE1. Looking for and collect information on familiar topics in various media.
SIEE2. Use simple strategies for the planning and monitoring of work.
7. Cultural awareness and expression (CEC)
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Indicators
CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the
foreign language is spoken.
CEC2. Using artistic techniques in projects or papers.
CEC3. Taking place in the development of group musical compositions using various musical and/or
scenic resources.
3.6.3. Evaluation items
There is a relationship between different elements of the curriculum that are involved in
the evaluation process: evaluation criteria, learning standards and basic competences
and indicators. We present these items in the table below, in an arrangement of four
blocks: comprehension and production (expression and interaction) of oral and written
texts.
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ITEMS OF EVALUATION:
Block 1: Listening comprehension
Learning standards
Evaluation criteria
Understands the global meaning Knowing and applying of the most basic
of simple oral explanations or strategies for the comprehension of meaning,
instructions.
essential information or main ideas of the text.
Extracts the general meaning
and captures the essential details
of oral histories appropriate to
their level.
Identifying sociocultural aspects and basic,
concrete and significant sociolinguistic aspects
on everyday life, living conditions, interpersonal
relationships and social conventions, and
applying these acquired skills to a better
Assimilates the main ideas of understanding of the text.
simple presentations, and wellstructured themes on family or Identifying the general meaning, the essential
their interest, always and when information and the majority of the main points
count
with
pictures
and in oral texts very brief and simple, with a large
illustrations and speak slowly and number of simple structures and lexicon of use
clearly.
very frequently, on topics related to their own
experiences, needs and interests.
Identifies the topic of a simple,
predictable
conversation
on Discerning the main communicative goal of the
familiar topics that takes place in text, and basic speech patterns.
their own presence, in a real
Recognizing the most common meanings
public space or in a simulation.
associated with the basic syntactic structures
Understands
the
general
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CCBB
CL
SC
CD
CEC
Indicators - Competences
CL1.1. Recognize the lexicon and linguistic achievements,
identifying essential words and phrases related to your
environment more everyday.
CL1.2. Identifies phonetic aspects, rhythm, intonation and
accent of the foreign language in different communicative
contexts.
CL1.3. Capture the overall meaning in oral texts on familiar
themes and of interest.
CL1.4. Identifies specific information in oral texts on familiar
themes and of interest.
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign language.
SC4. Identifying the customs of countries where foreign
44
Learning standards
Evaluation criteria
CCBB
Indicators - Competences
language is spoken.
meaning and the gist of the typical of oral communication.
dramatizations
of
traditional
popular previously known fairy Recognizing a limited high frequency oral
lexicon related to everyday situations and
tales or stories .
common and specific topics, and using
indications of context and information in the text
to get an idea of the probable meanings of
unknown words and expressions.
CD2. Using digital media for learning a foreign language.
CEC1. Displaying curiosity and interest in learning about the
people and culture of countries where the foreign language is
spoken.
Discriminating basic patterns of sound, stress,
rhythm and intonation and recognizing the
meanings
and
general
communicative
intentions involved.
Block 2: Oral production: Expression and interaction
Learning standards
Evaluation criteria
Makes
brief
and
simple Knowing and applying basic strategies to
presentations on everyday topics produce brief, simple monologic or dialogic
of your interest or using very texts.
simple structures.
Learning About sociocultural aspects and basic
Answers
accordingly
in sociolinguistic, concrete and meaningful, and
applying the knowledge acquired.
communicative situations.
Participates
in
face-to-face Interacting in a very basic way, using very
Oxford Rooftops 3 – Oxford University Press
CCBB
CL
SC
CD
SIEE
AA
CEC
Indicators - Competences
CL2.1. Sing a song using the appropriate form of linguistic
and paralinguistic elements appropriate.
CL2.2. Recite jingles, tongue twisters, small poems, etc., with
appropriate intonation and pronunciation.
CL2.3. Producing simple speech.
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.
45
Learning standards
Evaluation criteria
conversations or by technical
means, which enable us to see
the face and gestures of the
partner, in which establishes
social
contact,
personal
information
is
exchanged,
emotions are expressed, etc.
simple linguistic or non-verbal techniques to
initiate, maintain, or end a short conversation.
Participating in a simple and understandable
way in very brief conversations with direct
exchange of information on very familiar topics,
using expressions and simple sentences and
use most frequently.
Thrives in simple, everyday
Being understood in short simple statements,
situations, real or simulated.
although hesitations, repetitions or pauses may
occur in order to rearrange speech.
Handling basic syntactical structures, though still
making basic mistakes systematically.
Knowing and using a limited high frequency
oral lexicon related to everyday situations and
common and specific topics.
Articulating, usually clearly but with an
obvious influence of the first or other languages,
a very limited repertoire of patterns of sound,
stress, rhythm and basic intonation.
CCBB
Indicators - Competences
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign language.
SC4. Identifying the customs of countries where foreign
language is spoken.
CD1. Searching, collecting and organizing information in a
digital format.
SIEE2. Use simple strategies for the planning and monitoring
of work.
AA2. Using several responsive or interactive strategies to
solve communication problems.
AA3. Valuing the use of foreign language as a learning tool.
CEC1. Displaying curiosity and interest in learning about the
people and culture of countries where the foreign language is
spoken.
CEC3. Taking place in the development of group musical
compositions using various musical and/or scenic resources.
Oxford Rooftops 3 – Oxford University Press
46
Block 3: Written comprehension
Learning standards
Evaluation criteria
Formulates assumptions about
the content of simple texts based
on their prior knowledge, including
illustrations, of the title, of the
graphical elements, etc.
Knowing and applying the most proper basic
strategies for the comprehension of meaning,
essential information or main ideas of the text.
Identifying sociocultural aspects and basic,
concrete and significant sociolinguistic aspects
Understands
essential on everyday life, living conditions, interpersonal
information and locating specific relationships and social conventions, and
information in simple informational applying these acquired skills to a better
material.
understanding of the text.
Includes a sequence very short Identifying the general meaning, the main
and simple instructions for e.g. a ideas and most of the specific information in
very simple recipe.
digital or printed texts, very brief and simple,
with simple structures and lexicon of use very
Understands the essentials of frequently, on very familiar topics and daily.
short news and articles in
children's magazines that deal Discerning the main function or communicative
with topics that are familiar or of functions of the text and a limited repertoire of
interest.
their most common exponents, as well as basic
speech patterns.
Recognizing the most common meanings
associated with the basic syntactic structures
Oxford Rooftops 3 – Oxford University Press
CCBB
CL
SC
CD
SIEE
AA
CEC
Indicators - Competences
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.
CL4.2. Read simple texts on familiar topics by identifying the
most important information.
CL4.3. Read simple texts on familiar topics using the global
and specific information in the development of a task.
CL4.4. Reading texts on various topics of interest.
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign language.
SC4. Identifying the customs of countries where foreign
language is spoken.
CD1. Looking for and collect information on familiar topics in
digital media.
CD2. Using digital media for learning a foreign language.
SIEE1. Looking for and collect information on familiar topics
in various media.
AA1. Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
47
Learning standards
Evaluation criteria
CCBB
Indicators - Competences
that are typical of written communication.
AA3. Valuing the use of foreign language as a learning tool.
Recognizing a limited high frequency oral
lexicon related to everyday situations and
common and specific topics related to the
student's own experiences, needs and interests,
and inferring from the context and information in
the text the most probable meanings of
unknown words and expressions.
CEC1. Displaying curiosity and interest in learning about the
people and culture of countries where the foreign language is
spoken.
Recognizing basic punctuation marks and
common symbols, and identifying the
meanings
and
general
communicative
intentions related.
Block 4: Written production: Expression and interaction
Learning standards
Evaluation criteria
Completes forms marking options Knowing and applying basic strategies to
and completing data or other produce brief and simple texts.
personal information.
Knowing bout socio-cultural and basic
Is able to construct simple narrative texts sociolinguistic concrete and meaningful aspects
based on models and/or scaffolds very and
applying them to a production
structured.
Oxford Rooftops 3 – Oxford University Press
CCBB
CL
SC
CD
SIEE
AA
CEC
Indicators - Competences
CL5.1. Write phrases referring to everyday situations coming
to experience from models.
CL5.2. Write texts referring to everyday situations coming to
experience from different models of simple texts to transmit
information with various communicative intentions.
SC3. Valuing the use of foreign language as a means of
48
Learning standards
Evaluation criteria
Writes from a short and simple
personal correspondence model
in congratulating someone, or talk
about himself and his immediate
environment.
appropriately written for the context.
Producing, on paper or in digital form, brief and
simple texts composed of simple isolated
phrases, in a neutral or informal manner, to talk
about the student's own self, his immediate
environment and aspects of everyday life, in
familiar and predictable settings.
CCBB
Indicators - Competences
communication with other people, and displaying curiosity
and interest towards people who speak the foreign language.
SC4. Identifying the customs of countries where foreign
language is spoken.
CD1. Looking for and collect information on familiar topics in
digital media.
CD2. Using digital media for learning a foreign language.
Accomplishing the main communicative goal
of the written text, using a limited repertoire of
the most frequent exponents and basic speech
patterns.
SIEE1. Looking for and collect information on familiar topics
in various media.
SIEE2. Use simple strategies for the planning and monitoring
of work.
Handling basic syntactical structures, though still
AA1. Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
making basic mistakes systematically.
Knowing and using a limited high frequency
written lexicon related to everyday situations
and common and specific topics related to the
student own interests, experiences and needs.
Applying
graphic
patterns
and
basic
orthographic conventions for writing reasonably
accurate words or short phrases that are
commonly used in speech.
Oxford Rooftops 3 – Oxford University Press
AA3. Valuing the use of foreign language as a learning tool.
CEC1. Displaying curiosity and interest in learning about the
people and culture of countries where the foreign language is
spoken.
CEC2. Using artistic techniques in projects or papers.
49
Oxford Rooftops 3 – Oxford University Press
50
4. UNIT PROGRAMME
The following programme and schedule represent a model of temporal sequence
learning for the 3rd year of Elementary Education, at the rate of 68 hours per
course.
The items we have included in each of the units, to show you how the educational
process will develop, in the case of the programme are the learning standards, the
linguistic contents of each unit, the evaluation criteria, the basic competences and the
indicators that settle the development of every basic competence.
In the case of the schedule, we have included the goals of every lesson, the activities,
indicating the type of activity in question, either regarding the beginning of lesson,
development, attention to diversity (reinforcement and expansion), assessment,
competence development or cross-curricular topic development; the basic
competences and the indicators that settle their development, in addition to the
resources required in each lesson.
It is an indicative and expandable programme, with numerous optional possibilities
suggested in the Teacher's Guide and Teacher's Resource CD-ROM. The teacher may
introduce these activities at the appropriate time according to the needs and attitudes
of students, given the pace of learning - individual and collective - and teaching hours
that are available.
Oxford Rooftops 3 – Oxford University Press
51
Starter Unit - On High Street
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying of the most
basic
strategies
for
the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
AA
SC
CD
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Understands the global  Comprehension strategies: have
contact with the vocabulary and
meaning of simple oral
grammar by displaying animated
explanations
or
versions the iPack vocabulary,
instructions.
song and stories .
Extracts the general  Socio-cultural and socio-linguistic
aspects: listen brief dialogues on
meaning and captures
everyday topics.
the essential details of
oral histories appropriate  Communicative
Functions:
to their level.
description: places in a city.
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
Request for information on places. relationships and social conventions,
Presentations and greetings.
Assimilates the main
and applying these acquired skills
ideas
of
simple
to a better understanding of the text.
 Syntactic structures: Where's the
presentations, and well(post office)?
Identifying the general meaning, the
structured themes on
family or their interest,  High frequency lexicon: Places in essential information and the
town: café, cinema, community majority of the main points in oral
always and when count
garden, fire station, flat, library,
with
pictures
and
texts very brief and simple, with a
post office, school, (fancy dress)
illustrations and speak
shop, takeaway; Numbers: 21– large number of simple structures
slowly and clearly.
and lexicon of use very frequently,
100; the alphabet (key).
on topics related to their own
Identifies the topic of a  Sound, accentual, rhythm and experiences, needs and interests.
intonation patterns: hear a song.
simple,
predictable
Oxford Rooftops 3 – Oxford University Press
CL1.1. Recognize the lexicon and linguistic
achievements, identifying essential words
and phrases related to your environment
more everyday.
CL1.2. Identifies phonetic aspects, rhythm,
intonation and accent of the foreign
language
in
different
communicative
contexts.
CL1.3. Capture the overall meaning in oral
texts on familiar themes and of interest.
CL1.4. Identifies specific information in oral
texts on familiar themes and of interest.
CL1.5. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
AA2. . Using several
interactive
strategies
communication problems.
responsive or
to
solve
AA3. Valuing the use of foreign language as
a learning tool.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
52
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
communication is predictable.
Discerning the main communicative
goal of the text, and basic speech
patterns.
conversation on familiar
topics that takes place in
their own presence, in a
real public space or in a
simulation.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
Understands
the
general meaning and the
gist of the dramatizations
of traditional popular
previously known fairy
tales or stories .
INDICATORS - COMPETENCES
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
and specific topics, and using
indications
of
context
and
information in the text to get an idea
of the probable meanings of
unknown words and expressions.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes brief and simple  Production
strategies:
Oxford Rooftops 3 – Oxford University Press
become
Knowing
and
applying
basic
CL
CL2.1. Sing a song using the appropriate
53
LEARNING STANDARDS
presentations
on
everyday topics of your
interest or using very
simple structures.
LINGUISTIC CONTENTS
familiar with the context of the
drive talking about places in a
town.
Accompany
the
communication with gestures to be
understood.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Learning
About
sociocultural
aspects and basic sociolinguistic,
Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and
aspects: reproduce brief dialogue applying the knowledge acquired.
communicative
on everyday topics; exchanged
situations.
questions and answers with a
Interacting in a very basic way,
partner.
Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal
techniques
to
initiate,
what
they
see
in
the
pictures
from
technical means, which
maintain,
or
end
a
short
the book; they practice the
enable us to see the
conversation.
greetings and presentations; ask
face and gestures of the
and respond on places.
Participating in a simple and
partner,
in
which
establishes
social  Syntactic structures: Where's the understandable way in very brief
(post office)?
conversations with direct exchange
contact,
personal
of information on very familiar topics,
information
is
 High frequency lexicon: Places in
using expressions and simple
exchanged,
emotions
town: café, cinema, community
are expressed, etc.
garden, fire station, flat, library, sentences and use most frequently.
post office, school, (fancy dress)
shop, takeaway; Numbers: 21– Being understood in short simple
Thrives
in
simple,
100; the alphabet (key).
statements, although hesitations,
everyday situations, real
repetitions or pauses may occur in
or simulated.
 Sound, accentual, rhythm and
order to rearrange speech.
intonation patterns: play a song.
Handling basic syntactical structures,
Oxford Rooftops 3 – Oxford University Press
CC
BB
SC
CD
SIEE
AA
CEC
INDICATORS - COMPETENCES
form of linguistic and paralinguistic elements
appropriate.
CL2.2. Recite jingles, tongue twisters, small
poems, etc., with appropriate intonation and
pronunciation.
CL2.3. Producing simple speech.
CL3.1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
54
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
though
still
systematically.
making
basic
mistakes
INDICATORS - COMPETENCES
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
Articulating, usually clearly but with
an obvious influence of the first or
other languages, a very limited
repertoire of patterns of sound,
stress, rhythm and basic intonation.
AA3. Valuing the use of foreign language as
a learning tool.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
BLOCK 3: WRITTEN COMPREHENSION
 Strategies
for
understanding:
Formulates
deduce
the
content
of the
assumptions about the
dialogues through the illustrations.
content of simple texts
based on their prior  Socio-cultural and socio-linguistic
aspects: read brief dialogues on
knowledge,
including
everyday topics.
illustrations, of the title,
of
the
graphical
 Communicative Functions: read
elements, etc.
short dialogues on: greetings,
introductions
Oxford Rooftops 3 – Oxford University Press
and
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying sociocultural aspects
and basic, concrete and significant
request sociolinguistic aspects on everyday
CL
SC
CD
SIEE
AA
CEC
CMCT
CL4.1. Read simple texts on familiar topics
capturing the overall meaning of the same.
CL4.2. Read simple texts on familiar topics
by
identifying
the
most
important
information.
CL4.3. Read simple texts on familiar topics
using the global and specific information in
the development of a task.
55
LEARNING STANDARDS
LINGUISTIC CONTENTS
information about places.
Understands essential
information and locating
 Syntactic structures: Where's the
specific information in
(post office)?
simple
informational
 High frequency lexicon: Places in
material.
life, living conditions, interpersonal
relationships and social conventions,
and applying these acquired skills
to a better understanding of the text.
Identifying the general meaning, the
main ideas and most of the specific
information in digital or printed texts,
very brief and simple, with simple
structures and lexicon of use very
Graphic patterns and orthographic frequently, on very familiar topics
conventions.
and daily.
town: café, cinema, community
garden, fire station, flat, library,
post office, school, (fancy dress)
shop, takeaway; Numbers: 21–
100; the alphabet (key).
Includes a sequence
very short and simple
instructions for e.g. a
very simple recipe.

Understands
the
essentials of short news
and articles in children's
magazines that deal with
topics that are familiar or
of interest.
EVALUATION CRITERIA
Discerning the main function or
communicative functions of the text
and a limited repertoire of their most
common exponents, as well as basic
speech patterns.
Recognizing the most common
meanings associated with the basic
syntactic structures that are typical
of written communication.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
Oxford Rooftops 3 – Oxford University Press
CC
BB
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
56
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
learning about the people and culture of
countries where the foreign language is
spoken.
and specific topics related to the
student's own experiences, needs
and interests, and inferring from the
context and information in the text
the most probable meanings of
unknown words and expressions.
CMCT4.
Recognize
the
relationship
between some factors of the physical
environment (highlighted, soil, climate,
vegetation) and ways of life and actions of
the people.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CMCT5. Apply concepts and basic scientific
concepts to understand the world around
them.
CMCT6. Identifying some species of living
beings.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Completes
forms  Production strategies: complete Knowing and applying basic
games on the iPack with strategies to produce brief and
marking options and
vocabulary.
Written
phrases
completing data or other
simple texts.
following a model.
personal information.
 Socio-cultural and socio-linguistic Knowing bout socio-cultural and
Is able to construct simple
aspects: build sentences to give basic sociolinguistic concrete and
narrative texts based on
out personal information.
meaningful aspects and applying
models and/or scaffolds very
them to a production appropriately
structured.
 Communicative Functions: complete
written for the context.
a picture dictionary.
Writes from a short and
simple
personal  Syntactic structures: Where's the Producing, on paper or in digital
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
CMCT
AA
CEC
CL5.1. Write phrases referring to everyday
situations coming to experience from
models.
CL5.2. Write texts referring to everyday
situations coming to experience from
different models of simple texts to transmit
information with various communicative
intentions.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
57
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
(post office)?
correspondence model
in
congratulating
 High frequency lexicon: Places in
someone, or talk about
town: café, cinema, community
himself
and
his
garden, fire station, flat, library,
post office, school, (fancy dress)
immediate environment.

INDICATORS - COMPETENCES
form, brief and simple texts
composed
of
simple
isolated
phrases, in a neutral or informal
manner, to talk about the student's
own self, his immediate environment
shop, takeaway; Numbers: 21– and aspects of everyday life, in
100; the alphabet (key).
familiar and predictable settings.
towards people who speak the foreign
language.
Graphic patterns and orthographic
conventions.
SIEE1. Show curiosity and interest in
learning a foreign language.
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
Handling basic syntactical structures,
though
still
systematically.
making
basic
mistakes
Knowing and using a limited high
frequency written lexicon related to
everyday situations and common
and specific topics related to the
student own interests, experiences
and needs.
Applying graphic patterns and basic
orthographic conventions for writing
Oxford Rooftops 3 – Oxford University Press
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
CMCT1. Solve simple problems on family
situations.
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CMCT3. Sorting the recorded
according to a classification criterion.
data
CMCT6. Identifying some species of living
beings.
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
58
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
reasonably accurate words or short
phrases that are commonly used in
speech.
CC
BB
INDICATORS - COMPETENCES
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Using artistic techniques in projects
or papers.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Oxford Rooftops 3 – Oxford University Press
59
Unit 1 - At Flat Number 6
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying of the most
basic
strategies
for
the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
AA
SC
CD
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Understands the global  Comprehension strategies: have
contact with the vocabulary and
meaning of simple oral
grammar by displaying animated
explanations
or
the iPack vocabulary, song and
instructions.
stories versions.
Extracts the general  Socio-cultural and socio-linguistic
aspects: listen brief dialogues on
meaning and captures
everyday topics, a story about a
the essential details of
typical British house (at the
oral histories appropriate
cottage), a video about the
to their level.
everyday language, a story (Flat
Assimilates the main
ideas
of
simple
presentations, and well- 
structured themes on
family or their interest,
always and when count
with
pictures
and
illustrations and speak
slowly and clearly.
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
number 6), a text on building relationships and social conventions,
materials and a blog on a typical and applying these acquired skills
Japanese home.
to a better understanding of the text.
Communicative
Functions:
description: furniture and objects of
a home, the parts of a house;
building materials; the weather.
Request for information and
assistance within the house.
Expression of gratitude.
Identifying the general meaning, the
essential information and the
majority of the main points in oral
texts very brief and simple, with a
large number of simple structures
and lexicon of use very frequently,
 Syntactic structures: Is it a (TV)? on topics related to their own
Yes, it is. / No, it isn't. Have you
Identifies the topic of a
experiences, needs and interests.
got a (computer)? Yes, I have. No,
simple,
predictable
Oxford Rooftops 3 – Oxford University Press
CL1.1. Recognize the lexicon and linguistic
achievements, identifying essential words
and phrases related to your environment
more everyday.
CL1.2. Identifies phonetic aspects, rhythm,
intonation and accent of the foreign
language
in
different
communicative
contexts.
CL1.3. Capture the overall meaning in oral
texts on familiar themes and of interest.
CL1.4. Identifies specific information in oral
texts on familiar themes and of interest.
CL1.5. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
AA2. . Using several
interactive
strategies
communication problems.
responsive or
to
solve
AA3. Valuing the use of foreign language as
a learning tool.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
60
LEARNING STANDARDS
LINGUISTIC CONTENTS
I haven't. Can you (open) (the
conversation on familiar
window), please? Yes, of course.
topics that takes place in
Thank you / Thanks. OK.
their own presence, in a
real public space or in a  High frequency lexicon: Furniture: a
bookcase, a clock, a desk, a lamp,
simulation.
a mirror, a picture, a TV, a
wardrobe, a bin, a computer, a
cushion, a plant, a poster, a rug;
Parts of the house: door, gate,
roof, window; Building materials:
mud, stone, wood (key); In the
house: bed, chair, cupboard,
garage, scooter, sofa, table; The
weather: cold, cool, hot, warm
(review).
Understands
the
general meaning and the
gist of the dramatizations
of traditional popular
previously known fairy
tales or stories .

CC
BB
EVALUATION CRITERIA
INDICATORS - COMPETENCES
communication is predictable.
Discerning the main communicative
goal of the text, and basic speech
patterns.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
and specific topics, and using
indications
of
context
and
Audible, accentual, rhythm and information in the text to get an idea
intonation patterns: hear a chant of of
the probable meanings of
pronunciation, a song and words unknown words and expressions.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
with the /ә/ sound.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes brief and simple  Production
strategies:
Oxford Rooftops 3 – Oxford University Press
become
Knowing
and
applying
basic
CL
CL2.1. Sing a song using the appropriate
61
LEARNING STANDARDS
presentations
on
everyday topics of your
interest or using very
simple structures.
LINGUISTIC CONTENTS
familiar with the context of the
drive talking about experiences
related to moving. Accompany the
communication with gestures to be
understood.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Learning
About
sociocultural
aspects and basic sociolinguistic,
Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and
aspects: reproduce brief dialogue applying the knowledge acquired.
communicative
on everyday topics; exchanged
situations.
questions and answers with a
Interacting in a very basic way,
partner.
Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal
techniques
to
initiate,
what
they
see
in
the
pictures
from
technical means, which
maintain,
or
end
a
short
the book; ask for and offer help in
enable us to see the
conversation.
everyday situations in a home; ask
face and gestures of the
and respond on what they have.
Participating in a simple and
partner,
in
which
establishes
social  Syntactic structures: Is it a (TV)? understandable way in very brief
Yes, it is. / No, it isn't. Have you conversations with direct exchange
contact,
personal
got a (computer)? Yes, I have. No, of information on very familiar topics,
information
is
I haven't. Can you (open) (the
using expressions and simple
exchanged,
emotions
window), please? Yes, of course.
sentences and use most frequently.
are expressed, etc.
Thank you / Thanks. OK.
Thrives
in
simple,  High frequency lexicon: Furniture: a Being understood in short simple
bookcase, a clock, a desk, a lamp, statements, although hesitations,
everyday situations, real
a mirror, a picture, a TV, a
repetitions or pauses may occur in
or simulated.
wardrobe, a bin, a computer, a
cushion, a plant, a poster, a rug; order to rearrange speech.
Parts of the house: door, gate,
roof, window; Building materials:
Oxford Rooftops 3 – Oxford University Press
Handling basic syntactical structures,
CC
BB
SC
CD
SIEE
AA
CEC
INDICATORS - COMPETENCES
form of linguistic and paralinguistic elements
appropriate.
CL2.2. Recite jingles, tongue twisters, small
poems, etc., with appropriate intonation and
pronunciation.
CL2.3. Producing simple speech.
CL3.1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
62
LEARNING STANDARDS
LINGUISTIC CONTENTS
mud, stone, wood (key); In the
house: bed, chair, cupboard,
garage, scooter, sofa, table; The
weather: cold, cool, hot, warm
(review).
CC
BB
EVALUATION CRITERIA
though
still
systematically.
making
basic
mistakes
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
 Audible, accentual, rhythm and
intonation patterns: reproduce a and specific topics.
chant of pronunciation, a song and
words with the /ә/ sound.
INDICATORS - COMPETENCES
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
Articulating, usually clearly but with
an obvious influence of the first or
other languages, a very limited
repertoire of patterns of sound,
stress, rhythm and basic intonation.
AA3. Valuing the use of foreign language as
a learning tool.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
BLOCK 3: WRITTEN COMPREHENSION
 Comprehension strategies: checking
Formulates
the story in the iPack before taking
assumptions about the
contact with the written text.
content of simple texts
Deduce the content of the stories
based on their prior
through bullets.
knowledge,
including
illustrations, of the title,  Socio-cultural and socio-linguistic
aspects: read brief dialogues on
of
the
graphical
everyday
topics,
phrases
elements, etc.
describing a typical British house
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying sociocultural aspects
and basic, concrete and significant
(at the cottage), a story (Flat sociolinguistic aspects on everyday
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
AA
CEC
CMCT
CL4.1. Read simple texts on familiar topics
capturing the overall meaning of the same.
CL4.2. Read simple texts on familiar topics
by
identifying
the
most
important
information.
CL4.3. Read simple texts on familiar topics
using the global and specific information in
the development of a task.
63
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
number 6), an intercurricular text
Understands essential
(Building materials) and a blog on
information and locating
a typical Japanese home.
specific information in
simple
informational  Communicative Functions: read
short dialogues on: descriptions of
material.
life, living conditions, interpersonal
relationships and social conventions,
and applying these acquired skills
to a better understanding of the text.
the objects in a house, a request
for help inside a house, thanks and
on what they have.
Identifying the general meaning, the
main ideas and most of the specific
information in digital or printed texts,
very brief and simple, with simple
structures and lexicon of use very
frequently, on very familiar topics
and daily.
Includes a sequence
very short and simple
instructions for e.g. a  Syntactic structures: Is it a (TV)?
very simple recipe.
Yes, it is. / No, it isn't. Have you
got a (computer)? Yes, I have. No,
I haven't. Can you (open) (the
window), please? Yes, of course.
Thank you / Thanks. OK.
Understands
the
essentials of short news
and articles in children's
magazines that deal with  High frequency lexicon: Furniture: a
bookcase, a clock, a desk, a lamp,
topics that are familiar or
a mirror, a picture, a TV, a
of interest.
Discerning the main function or
communicative functions of the text
and a limited repertoire of their most
common exponents, as well as basic
wardrobe, a bin, a computer, a
speech patterns.
cushion, a plant, a poster, a rug;
Parts of the house: door, gate,
roof, window; Building materials:
mud, stone, wood (key); In the
house: bed, chair, cupboard,
garage, scooter, sofa, table; The
weather: cold, cool, hot, warm
(review).

Recognizing the most common
meanings associated with the basic
syntactic structures that are typical
of written communication.
Recognizing
a
limited
high
frequency
oral
lexicon
related
to
Graphics patterns and orthographic
conventions: words with the /ә/ everyday situations and common
Oxford Rooftops 3 – Oxford University Press
CC
BB
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
64
LEARNING STANDARDS
LINGUISTIC CONTENTS
sound : Computer, mirror, picture,
poster, scooter.
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
learning about the people and culture of
countries where the foreign language is
spoken.
and specific topics related to the
student's own experiences, needs
and interests, and inferring from the
context and information in the text
the most probable meanings of
unknown words and expressions.
CMCT4.
Recognize
the
relationship
between some factors of the physical
environment (highlighted, soil, climate,
vegetation) and ways of life and actions of
the people.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CMCT5. Apply concepts and basic scientific
concepts to understand the world around
them.
CMCT6. Identifying some species of living
beings.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Completes
forms  Production strategies: classify the Knowing and applying basic
vocabulary in different categories. strategies to produce brief and
marking options and
Complete games in the iPack with
completing data or other
simple texts.
vocabulary.
Written
phrases
personal information.
following a model.
Knowing bout socio-cultural and
Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and
narrative texts based on
aspects: build sentences to meaningful aspects and applying
models and/or scaffolds very
describe objects in a house and to
them to a production appropriately
structured.
talk about what they have.
written for the context.
Writes from a short and  Communicative Functions: complete
the picture dictionary and write a Producing, on paper or in digital
simple
personal
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
CMCT
AA
CEC
CL5.1. Write phrases referring to everyday
situations coming to experience from
models.
CL5.2. Write texts referring to everyday
situations coming to experience from
different models of simple texts to transmit
information with various communicative
intentions.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
65
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
post in a blog on your favourite
correspondence model
room.
in
congratulating
someone, or talk about  Syntactic structures: Is it a (TV)?
himself
and
his
Yes, it is. / No, it isn't. Have you
got a (computer)? Yes, I have. No,
immediate environment.
form, brief and simple texts
composed
of
simple
isolated
phrases, in a neutral or informal
manner, to talk about the student's
own self, his immediate environment
I haven't. Can you (open) (the and aspects of everyday life, in
window), please? Yes, of course.
familiar and predictable settings.
INDICATORS - COMPETENCES
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
Thank you / Thanks. OK.
 High frequency lexicon: Furniture: a
bookcase, a clock, a desk, a lamp,
a mirror, a picture, a TV, a
wardrobe, a bin, a computer, a
cushion, a plant, a poster, a rug;
Parts of the house: door, gate,
roof, window; Building materials:
mud, stone, wood (key); In the
house: bed, chair, cupboard,
garage, scooter, sofa, table; The
weather: cold, cool, hot, warm
(review).

Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
Handling basic syntactical structures,
though
still
systematically.
making
basic
mistakes
Knowing and using a limited high
frequency written lexicon related to
Graphics patterns and orthographic
everyday situations and common
conventions: words with the /ә/
sound : Computer, mirror, picture, and specific topics related to the
student own interests, experiences
poster, scooter.
and needs.
Applying graphic patterns and basic
orthographic conventions for writing
Oxford Rooftops 3 – Oxford University Press
SIEE1. Show curiosity and interest in
learning a foreign language.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
CMCT1. Solve simple problems on family
situations.
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CMCT3. Sorting the recorded
according to a classification criterion.
data
CMCT6. Identifying some species of living
beings.
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
66
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
reasonably accurate words or short
phrases that are commonly used in
speech.
CC
BB
INDICATORS - COMPETENCES
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Using artistic techniques in projects
or papers.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Oxford Rooftops 3 – Oxford University Press
67
Unit 2 - At the Fancy Dress Shop
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying of the most
basic
strategies
for
the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
AA
SC
CD
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Understands the global  Comprehension strategies: have
contact with the vocabulary and
meaning of simple oral
grammar by displaying animated
explanations
or
the iPack vocabulary, song and
instructions.
stories versions.
Extracts the general  Socio-cultural and socio-linguistic
aspects: listen brief dialogues on
meaning and captures
everyday topics, a story about a
the essential details of
carnival party (at the carnival), a
oral histories appropriate
video
about
the
everyday
to their level.
language, a story (the number one
Assimilates the main
ideas
of
simple
presentations, and wellstructured themes on 
family or their interest,
always and when count
with
pictures
and
illustrations and speak
slowly and clearly.
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
fan), a text on the making of a relationships and social conventions,
papier mache mask and a blog and applying these acquired skills
about a young Indian girl talking
to a better understanding of the text.
about clothes.
Identifying the general meaning, the
essential information and the
majority of the main points in oral
texts very brief and simple, with a
large number of simple structures
and lexicon of use very frequently,
on topics related to their own
Identifies the topic of a  Syntactic structures: What colour is experiences, needs and interests.
Mum's (hat)? It's (black). What
simple,
predictable
Communicative
Functions:
description:
clothing,
facial
features, costumes; materials of a
handcraft and colours of the
clothing. Expression of taste and
preferences.
Instructions
for
making a mask.
Oxford Rooftops 3 – Oxford University Press
CL1.1. Recognize the lexicon and linguistic
achievements, identifying essential words
and phrases related to your environment
more everyday.
CL1.2. Identifies phonetic aspects, rhythm,
intonation and accent of the foreign
language
in
different
communicative
contexts.
CL1.3. Capture the overall meaning in oral
texts on familiar themes and of interest.
CL1.4. Identifies specific information in oral
texts on familiar themes and of interest.
CL1.5. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
AA2. . Using several
interactive
strategies
communication problems.
responsive or
to
solve
AA3. Valuing the use of foreign language as
a learning tool.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
68
LEARNING STANDARDS
LINGUISTIC CONTENTS
colour are Dad's (jeans)? They're
(blue). Has he/she got a (ponytail)?
Yes, he has / No, she hasn't. I like
this (scarf). I like these (gloves). So
do I / I don't. I prefer this (scarf). I
prefer these (trainers).
conversation on familiar
topics that takes place in
their own presence, in a
real public space or in a
simulation.
CC
BB
EVALUATION CRITERIA
communication is predictable.
Discerning the main communicative
goal of the text, and basic speech
patterns.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
Recognizing the most common
meanings associated with the basic

High
frequency
lexicon:
Clothes:
a
Understands
the
syntactic structures typical of oral
belt, gloves, a mask, sandals, a
general meaning and the
communication.
shirt, socks, a sweater, trainers;
gist of the dramatizations
Facial features: beard, curly hair,
a
limited
high
of traditional popular
earrings, moustache, ponytail, Recognizing
straight hair; Carnival: costume, frequency oral lexicon related to
previously known fairy
hat, ribbons, shirt, belt, trousers, everyday situations and common
tales or stories .
tunic; Crafts: balloon, glue,
and specific topics, and using
newspaper, paint, string, scissors,
of
context
and
water (key); Colours: black, blue, indications
brown, green, orange, pink, red, information in the text to get an idea
white, yellow (review).
of the probable meanings of
unknown words and expressions.

Audible, accentual, rhythm and
intonation patterns: hear a chant of
pronunciation, a song and words
with the /ʃ/ sound.
INDICATORS - COMPETENCES
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes brief and simple  Production strategies: they become Knowing
Oxford Rooftops 3 – Oxford University Press
and
applying
basic
CL
CL2.1. Sing a song using the appropriate
69
LEARNING STANDARDS
presentations
on
everyday topics of your
interest or using very
simple structures.
LINGUISTIC CONTENTS
familiar with the context of the unit
speaking on own experiences
related to go to a cafe. Accompany
the communication with gestures
to be understood.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Learning
About
sociocultural
aspects and basic sociolinguistic,
Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and
aspects: reproduce brief dialogue applying the knowledge acquired.
communicative
on everyday topics; exchanged
situations.
questions and answers with a
Interacting in a very basic way,
partner.
Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal
techniques
to
initiate,
what
they
see
in
the
pictures
from
technical means, which
maintain,
or
end
a
short
the book; describe people (clothing
enable us to see the
conversation.
and facial features); talk about their
face and gestures of the
tastes and preferences.
Participating in a simple and
partner,
in
which
establishes
social  Syntactic structures: What colour is understandable way in very brief
Mum's (hat)? It's (black). What conversations with direct exchange
contact,
personal
colour are Dad's (jeans)? They're of information on very familiar topics,
information
is
(blue). Has he/she got a (ponytail)?
using expressions and simple
exchanged,
emotions
Yes, he has / No, she hasn't. I like
are expressed, etc.
this (scarf). I like these (gloves). So sentences and use most frequently.
do I / I don't. I prefer this (scarf). I
Being understood in short simple
prefer these (trainers).
Thrives
in
simple,
statements, although hesitations,
everyday situations, real
 High frequency lexicon: Clothes: a
repetitions or pauses may occur in
or simulated.
belt, gloves, a mask, sandals, a
shirt, socks, a sweater, trainers; order to rearrange speech.
Facial features: beard, curly hair,
earrings, moustache, ponytail,
Oxford Rooftops 3 – Oxford University Press
Handling basic syntactical structures,
CC
BB
SC
CD
SIEE
AA
CEC
INDICATORS - COMPETENCES
form of linguistic and paralinguistic elements
appropriate.
CL2.2. Recite jingles, tongue twisters, small
poems, etc., with appropriate intonation and
pronunciation.
CL2.3. Producing simple speech.
CL3.1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
70
LEARNING STANDARDS
LINGUISTIC CONTENTS
straight hair; Carnival: costume,
hat, ribbons, shirt, belt, trousers,
tunic; Crafts: balloon, glue,
newspaper, paint, string, scissors,
water (key); Colours: black, blue,
brown, green, orange, pink, red,
white, yellow (review).
 Audible, accentual, rhythm and
intonation patterns: reproduced a
chant of pronunciation, a song and
words with the /ʃ/ sound.
CC
BB
EVALUATION CRITERIA
though
still
systematically.
making
basic
mistakes
INDICATORS - COMPETENCES
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
Articulating, usually clearly but with
an obvious influence of the first or
other languages, a very limited
repertoire of patterns of sound,
stress, rhythm and basic intonation.
AA3. Valuing the use of foreign language as
a learning tool.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
BLOCK 3: WRITTEN COMPREHENSION
 Comprehension strategies: checking
Formulates
the story in the iPack before taking
assumptions about the
contact with the written text.
content of simple texts
Deduce the content of the stories
based on their prior
through bullets.
knowledge,
including
illustrations, of the title,  Socio-cultural and socio-linguistic
aspects: read brief dialogues on
of
the
graphical
everyday
topics,
phrases
elements, etc.
describing a carnival party (at the
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying sociocultural aspects
and basic, concrete and significant
carnival), a story (The number one sociolinguistic aspects on everyday
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
AA
CEC
CMCT
CL4.1. Read simple texts on familiar topics
capturing the overall meaning of the same.
CL4.2. Read simple texts on familiar topics
by
identifying
the
most
important
information.
CL4.3. Read simple texts on familiar topics
using the global and specific information in
the development of a task.
71
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
fan), an intercurricular text (Making
Understands essential
a papier mâché mask) and a blog
information and locating
about a young Indian girl talking
specific information in
about clothes.
simple
informational
 Communicative Functions: read
material.
life, living conditions, interpersonal
relationships and social conventions,
and applying these acquired skills
to a better understanding of the text.
short dialogues on: descriptions of
clothing and physical traits of the
people; on tastes and preferences.
Identifying the general meaning, the
main ideas and most of the specific
information in digital or printed texts,
very brief and simple, with simple
structures and lexicon of use very
frequently, on very familiar topics
and daily.
Includes a sequence
very short and simple
instructions for e.g. a  Syntactic structures: What colour is
very simple recipe.
Mum's (hat)? It's (black). What
colour are Dad's (jeans)? They're
(blue). Has he/she got a (ponytail)?
Yes, he has / No, she hasn't. I like
this (scarf). I like these (gloves). So
do I / I don't. I prefer this (scarf). I
prefer these (trainers).
Understands
the
essentials of short news
Discerning the main function or
and articles in children's
magazines that deal with
communicative functions of the text
topics that are familiar or
and a limited repertoire of their most

High
frequency
lexicon:
Clothes:
a
of interest.
common exponents, as well as basic
belt, gloves, a mask, sandals, a
speech patterns.
shirt, socks, a sweater, trainers;
Facial features: beard, curly hair,
earrings, moustache, ponytail,
straight hair; Carnival: costume,
hat, ribbons, shirt, belt, trousers,
tunic; Crafts: balloon, glue,
newspaper, paint, string, scissors,
water (key); Colours: black, blue,
brown, green, orange, pink, red,
white, yellow (review).
Oxford Rooftops 3 – Oxford University Press
Recognizing the most common
meanings associated with the basic
syntactic structures that are typical
of written communication.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
CC
BB
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
72
LEARNING STANDARDS
LINGUISTIC CONTENTS

Graphics patterns and orthographic
conventions: words with the /ʃ/
sound: Shop, T-shirt, Shona, she,
shoes, shorts, sheep.
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
learning about the people and culture of
countries where the foreign language is
spoken.
and specific topics related to the
student's own experiences, needs
and interests, and inferring from the
context and information in the text
the most probable meanings of
unknown words and expressions.
CMCT4.
Recognize
the
relationship
between some factors of the physical
environment (highlighted, soil, climate,
vegetation) and ways of life and actions of
the people.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CMCT5. Apply concepts and basic scientific
concepts to understand the world around
them.
CMCT6. Identifying some species of living
beings.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Completes
forms  Production strategies: classify the Knowing and applying basic
vocabulary in different categories. strategies to produce brief and
marking options and
Complete games in the iPack with
completing data or other
simple texts.
vocabulary.
Written
phrases
personal information.
following a model.
Knowing bout socio-cultural and
Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and
narrative texts based on
aspects: build sentences to meaningful aspects and applying
models and/or scaffolds very
describe clothing and facial
them to a production appropriately
structured.
features.
written for the context.
Writes from a short and  Communicative Functions: complete
the picture dictionary and write a Producing, on paper or in digital
simple
personal
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
CMCT
AA
CEC
CL5.1. Write phrases referring to everyday
situations coming to experience from
models.
CL5.2. Write texts referring to everyday
situations coming to experience from
different models of simple texts to transmit
information with various communicative
intentions.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
73
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
post in a blog on his family.
correspondence model
in
congratulating
 Syntactic structures: What colour is
someone, or talk about
Mum's (hat)? It's (black). What
himself
and
his
colour are Dad's (jeans)? They're
(blue). Has he/she got a (ponytail)?
immediate environment.
form, brief and simple texts
composed
of
simple
isolated
phrases, in a neutral or informal
manner, to talk about the student's
own self, his immediate environment
Yes, he has / No, she hasn't. I like and aspects of everyday life, in
this (scarf). I like these (gloves). So
familiar and predictable settings.
do I / I don't. I prefer this (scarf). I
prefer these (trainers).
 High frequency lexicon: Clothes: a
belt, gloves, a mask, sandals, a
shirt, socks, a sweater, trainers;
Facial features: beard, curly hair,
earrings, moustache, ponytail,
straight hair; Carnival: costume,
hat, ribbons, shirt, belt, trousers,
tunic; Crafts: balloon, glue,
newspaper, paint, string, scissors,
water (key); Colours: black, blue,
brown, green, orange, pink, red,
white, yellow (review).

Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
Handling basic syntactical structures,
though
still
systematically.
making
basic
mistakes
Knowing and using a limited high
frequency written lexicon related to
everyday situations and common
Graphics patterns and orthographic
conventions: words with the /ʃ/ and specific topics related to the
sound: Shop, T-shirt, Shona, she, student own interests, experiences
shoes, shorts, sheep.
and needs.
Applying graphic patterns and basic
orthographic conventions for writing
Oxford Rooftops 3 – Oxford University Press
INDICATORS - COMPETENCES
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
SIEE1. Show curiosity and interest in
learning a foreign language.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
CMCT1. Solve simple problems on family
situations.
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CMCT3. Sorting the recorded
according to a classification criterion.
data
CMCT6. Identifying some species of living
beings.
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
74
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
reasonably accurate words or short
phrases that are commonly used in
speech.
CC
BB
INDICATORS - COMPETENCES
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Using artistic techniques in projects
or papers.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Oxford Rooftops 3 – Oxford University Press
75
Unit 3 - At Rooftops Café
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying of the most
basic
strategies
for
the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
AA
SC
CD
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Understands the global  Comprehension strategies: have
contact with the vocabulary and
meaning of simple oral
grammar by displaying animated
explanations
or
the iPack vocabulary, song and
instructions.
stories versions.
Extracts the general  Socio-cultural and socio-linguistic
aspects: listen brief dialogues on
meaning and captures
everyday topics, a story about a
the essential details of
visit to a coffee shop (A visit to the
oral histories appropriate
coffee), a video about the everyday
to their level.
language, a story (Jack's to star), a
Assimilates the main
ideas
of
simple
presentations, and well- 
structured themes on
family or their interest,
always and when count
with
pictures
and
illustrations and speak
slowly and clearly.
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
text on musical instruments and a relationships and social conventions,
blog on an extra school club in and applying these acquired skills
Australia.
to a better understanding of the text.
Communicative
Functions:
description: free-time activities,
musical instruments, things that
can be found in a cafeteria.
Expression of suggestions about
doing any activity. Description of
what a person is doing. Expression
about the skill in playing a musical
instrument.
Identifies the topic of a
simple,
predictable  Syntactic structures: What’s he / she
Oxford Rooftops 3 – Oxford University Press
Identifying the general meaning, the
essential information and the
majority of the main points in oral
texts very brief and simple, with a
large number of simple structures
and lexicon of use very frequently,
on topics related to their own
experiences, needs and interests.
CL1.1. Recognize the lexicon and linguistic
achievements, identifying essential words
and phrases related to your environment
more everyday.
CL1.2. Identifies phonetic aspects, rhythm,
intonation and accent of the foreign
language
in
different
communicative
contexts.
CL1.3. Capture the overall meaning in oral
texts on familiar themes and of interest.
CL1.4. Identifie specific information in oral
texts on familiar themes and of interest.
CL1.5. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
AA2. . Using several
interactive
strategies
communication problems.
responsive or
to
solve
AA3. Valuing the use of foreign language as
a learning tool.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
76
LEARNING STANDARDS
LINGUISTIC CONTENTS
doing? He’s / She’s (having a
snack). Can he / she (dance)?
Yes, he can. / No, she can’t. Let’s
(play chess). OK. No, thanks. I
don’t want to.
conversation on familiar
topics that takes place in
their own presence, in a
real public space or in a
simulation.
Understands
the
general meaning and the
gist of the dramatizations
of traditional popular
previously known fairy
tales or stories .
 High frequency lexicon: Free time
activities: buy an ice cream, have
a drink, have a snack, listen to
music, play chess, play games,
read a comic, talk to friends;
Musical instruments: drums,
flute, recorder, triangle, trumpet,
violin; At the café: biscuit,
magazine, waitress; Music: air,
metal, skin, string, vibrate (key); At
the café: cake, café, chess,
comics, drinking, eating, mum,
orange (repaso).

Audible, accentual, rhythm and
intonation patterns: hear a chant of
pronunciation, a song and words
with the sound /r/.
CC
BB
EVALUATION CRITERIA
INDICATORS - COMPETENCES
communication is predictable.
Discerning the main communicative
goal of the text, and basic speech
patterns.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
and specific topics, and using
indications
of
context
and
information in the text to get an idea
of the probable meanings of
unknown words and expressions.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes brief and simple  Production strategies: they become Knowing
Oxford Rooftops 3 – Oxford University Press
and
applying
basic
CL
CL2.1. Sing a song using the appropriate
77
LEARNING STANDARDS
presentations
on
everyday topics of your
interest or using very
simple structures.
LINGUISTIC CONTENTS
familiar with the context of the unit
speaking on own experiences
related to go to a cafe. Accompany
the communication with gestures
to be understood.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Learning
About
sociocultural
aspects and basic sociolinguistic,
Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and
aspects:
reproduce
brief applying the knowledge acquired.
communicative
dialogueuess on everyday topics;
situations.
exchanged questions and answers
Interacting in a very basic way,
with a partner.
Participates in face-tousing very simple linguistic or
face conversations or by  Communicative Functions: describe nonverbal techniques to initiate,
what they see in the pictures from maintain,
technical means, which
or
end
a
short
the book; talk about activities that
enable us to see the
conversation.
can be performed in a coffee shop;
face and gestures of the
they ask and respond on what you
Participating in a simple and
partner,
in
which
are doing people; make and
respond to suggestions; they talk understandable way in very brief
establishes
social
about the instruments that can play conversations with direct exchange
contact,
personal
them and other people.
of information on very familiar topics,
information
is
exchanged,
emotions  Syntactic structures: What’s he / she using expressions and simple
are expressed, etc.
doing? He’s / She’s (having a sentences and use most frequently.
Thrives
in
simple,
everyday situations, real
or simulated.
snack). Can he / she (dance)?
Yes, he can. / No, she can’t. Let’s
(play chess). OK. No, thanks. I
don’t want to.
Being understood in short simple
statements, although hesitations,
repetitions or pauses may occur in
 High frequency lexicon: Free time order to rearrange speech.
activities: buy an ice cream, have
a drink, have a snack, listen to
Oxford Rooftops 3 – Oxford University Press
Handling basic syntactical structures,
CC
BB
SC
CD
SIEE
AA
CEC
INDICATORS - COMPETENCES
form of linguistic and paralinguistic elements
appropriate.
CL2.2. Recite jingles, tongue twisters, small
poems, etc., with appropriate intonation and
pronunciation.
CL2.3. Producing simple speech.
CL3.1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
78
LEARNING STANDARDS
LINGUISTIC CONTENTS
music, play chess, play games,
read a comic, talk to friends;
Musical instruments: drums,
flute, recorder, triangle, trumpet,
violin; At the café: biscuit,
magazine, waitress; Music: air,
metal, skin, string, vibrate (key); At
the café: cake, café, chess,
comics, drinking, eating, mum,
orange (review).
CC
BB
EVALUATION CRITERIA
though
still
systematically.
making
basic
mistakes
INDICATORS - COMPETENCES
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
Articulating, usually clearly but with
an obvious influence of the first or
 Audible, accentual, rhythm and
other languages, a very limited
intonation patterns: reproduced a
chant of pronunciation, a song and repertoire of patterns of sound,
stress, rhythm and basic intonation.
words with the sound /r/.
AA3. Valuing the use of foreign language as
a learning tool.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
BLOCK 3: WRITTEN COMPREHENSION
Completes
forms  Comprehension strategies: checking Knowing and applying the most
the story in the iPack before taking proper basic strategies for the
marking options and
contact with the written text.
completing data or other
comprehension
of
meaning,
Deduce the content of the stories
personal information.
essential
information
or
main
ideas
through bullets.
of the text.
Is able to construct simple
narrative texts based on
models and/or scaffolds very
structured.
 Socio-cultural and socio-linguistic
aspects: read brief dialogues on
everyday
topics,
phrases
describing a visit to a coffee shop
(A visit to the coffee), a story
Oxford Rooftops 3 – Oxford University Press
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
CL
SC
CD
SIEE
AA
CEC
CMCT
CL4.1. Read simple texts on familiar topics
capturing the overall meaning of the same.
CL4.2. Read simple texts on familiar topics
by
identifying
the
most
important
information.
CL4.3. Read simple texts on familiar topics
using the global and specific information in
the development of a task.
79
LEARNING STANDARDS
LINGUISTIC CONTENTS
(Jack's to star), an intercurricular
Writes from a short and
text (How musical instruments
simple
personal
make sounds) and a blog on an
correspondence model
extra school club from an
in
congratulating
Australian child.
someone, or talk about
himself
and
his  Communicative Functions: read
short dialogues on: what can be
immediate environment.
EVALUATION CRITERIA
life, living conditions, interpersonal
relationships and social conventions,
and applying these acquired skills
to a better understanding of the text.
Identifying the general meaning, the
main ideas and most of the specific
done in a coffee shop, suggestions
information in digital or printed texts,
on free-time activities, on people's
skills in relation to the music and very brief and simple, with simple
structures and lexicon of use very
dance.
frequently, on very familiar topics
 Syntactic structures: What’s he / she
and daily.
doing? He’s / She’s (having a
snack). Can he / she (dance)?
Yes, he can. / No, she can’t. Let’s
(play chess). OK. No, thanks. I
don’t want to.
Discerning the main function or
communicative functions of the text
and a limited repertoire of their most
common exponents, as well as basic
 High frequency lexicon: Free time
speech patterns.
activities: buy an ice cream, have
a drink, have a snack, listen to
music, play chess, play games,
read a comic, talk to friends;
Musical instruments: drums,
flute, recorder, triangle, trumpet,
violin; At the café: biscuit,
magazine, waitress; Music: air,
metal, skin, string, vibrate (key); At
the café: cake, café, chess,
comics, drinking, eating, mum,
Oxford Rooftops 3 – Oxford University Press
Recognizing the most common
meanings associated with the basic
syntactic structures that are typical
of written communication.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
CC
BB
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
80
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
orange (review).

INDICATORS - COMPETENCES
learning about the people and culture of
countries where the foreign language is
spoken.
and specific topics related to the
student's own experiences, needs
Graphics patterns and orthographic
and interests, and inferring from the
conventions: words with the /r/
sound: Reading, Rob, Rosie, context and information in the text
recorder, riding, rocket, writing.
the most probable meanings of
unknown words and expressions.
CMCT4.
Recognize
the
relationship
between some factors of the physical
environment (highlighted, soil, climate,
vegetation) and ways of life and actions of
the people.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CMCT5. Apply concepts and basic scientific
concepts to understand the world around
them.
CMCT6. Identifying some species of living
beings.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Copies
words
and  Production strategies: classify the Knowing and applying basic
vocabulary in different categories. strategies to produce brief and
simple
expressions
Complete games in the iPack with
worked orally.
simple texts.
vocabulary.
Written
phrases
following a model.
Writes letters or cards in
which you congratulate  Socio-cultural and socio-linguistic
aspects: build sentences to
someone from a model,
describe what can be done in a
copying some basic
coffee shop, what are the people in
words and including
the photographs doing and the
drawings
or
abilities of people with musical
instruments.
Oxford Rooftops 3 – Oxford University Press
Knowing bout socio-cultural and
basic sociolinguistic concrete and
meaningful aspects and applying
them to a production appropriately
written for the context.
Producing, on paper or in digital
CL
SC
CD
SIEE
CMCT
AA
CEC
CL5.1. Write phrases referring to everyday
situations coming to experience from
models.
CL5.2. Write texts referring to everyday
situations coming to experience from
different models of simple texts to transmit
information with various communicative
intentions.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
81
LEARNING STANDARDS
photographs.
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
form, brief and simple texts
composed
of
simple
isolated
Produces posters with a
phrases, in a neutral or informal
very simple model
manner, to talk about the student's
 Syntactic structures: What’s he / she own self, his immediate environment
doing? He’s / She’s (having a and aspects of everyday life, in
snack). Can he / she (dance)?
familiar and predictable settings.
 Communicative Functions: complete
the picture dictionary and write a
post in a blog about his friends.
Yes, he can. / No, she can’t. Let’s
(play chess). OK. No, thanks. I
don’t want to.
 High frequency lexicon: Free time
activities: buy an ice cream, have
a drink, have a snack, listen to
music, play chess, play games,
read a comic, talk to friends;
Musical instruments: drums,
flute, recorder, triangle, trumpet,
violin; At the café: biscuit,
magazine, waitress; Music: air,
metal, skin, string, vibrate (key); At
the café: cake, café, chess,
comics, drinking, eating, mum,
orange (review).

Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
Handling basic syntactical structures,
though
still
systematically.
making
basic
mistakes
Knowing and using a limited high
frequency written lexicon related to
everyday situations and common
and specific topics related to the
Graphics patterns and orthographic student own interests, experiences
conventions: words with the /r/ and needs.
sound: Reading, Rob, Rosie,
recorder, riding, rocket, writing.
Oxford Rooftops 3 – Oxford University Press
Applying graphic patterns and basic
orthographic conventions for writing
INDICATORS - COMPETENCES
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
SIEE1. Show curiosity and interest in
learning a foreign language.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
CMCT1. Solve simple problems on family
situations.
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CMCT3. Sorting the recorded
according to a classification criterion.
data
CMCT6. Identifying some species of living
beings.
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
82
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
reasonably accurate words or short
phrases that are commonly used in
speech.
CC
BB
INDICATORS - COMPETENCES
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Using artistic techniques in projects
or papers.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Oxford Rooftops 3 – Oxford University Press
83
Unit 4 - At the Library
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying of the most
basic
strategies
for
the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
AA
SC
CD
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Understands the global  Comprehension strategies: have
contact with the vocabulary and
meaning of simple oral
grammar by displaying animated
explanations
or
the iPack vocabulary, song and
instructions.
stories versions.
Extracts the general  Socio-cultural and socio-linguistic
aspects: listen brief dialogues on
meaning and captures
everyday topics, a story about a
the essential details of
British library (at the library), a
oral histories appropriate
video
about
the
everyday
to their level.
language, a story (Cory's story), a
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
text on the bar graphs and a blog relationships and social conventions,
on a library in Botswana.
and applying these acquired skills
to a better understanding of the text.
Communicative
Functions:
Assimilates the main
ideas
of
simple

presentations, and welldescription:
characters
from
structured themes on
stories; description of people.
Expression of liking books.
family or their interest,
always and when count
 Syntactic structures: Is there (a
with
pictures
and
wizard)? Yes, there is. / No, there
illustrations and speak
isn’t. Is he / she (old)? Yes, he is. /
slowly and clearly.
No, she isn’t. What’s your favourite
Identifies the topic of a
simple,
predictable
book? Who’s
character?
Oxford Rooftops 3 – Oxford University Press
your
Identifying the general meaning, the
essential information and the
majority of the main points in oral
texts very brief and simple, with a
large number of simple structures
and lexicon of use very frequently,
favourite on topics related to their own
experiences, needs and interests.
CL1.1. Recognize the lexicon and linguistic
achievements, identifying essential words
and phrases related to your environment
more everyday.
CL1.2. Identifies phonetic aspects, rhythm,
intonation and accent of the foreign
language
in
different
communicative
contexts.
CL1.3. Capture the overall meaning in oral
texts on familiar themes and of interest.
CL1.4. Identifies specific information in oral
texts on familiar themes and of interest.
CL1.5. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
AA2. . Using several
interactive
strategies
communication problems.
responsive or
to
solve
AA3. Valuing the use of foreign language as
a learning tool.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
84
LEARNING STANDARDS
LINGUISTIC CONTENTS
conversation on familiar  High frequency lexicon: Story
characters:
an
explorer,
a
topics that takes place in
footballer, a king, a prince, a
their own presence, in a
princess, a queen, a spy, a wizard;
real public space or in a
Adjectives to describe people:
good-looking, old, short, strong,
simulation.
Understands
the
general meaning and the
gist of the dramatizations
of traditional popular
previously known fairy

tales or stories .
tall,
young;
Books:
author,
character, cover, title; Bar charts:
axis, horizontal, vertical (key);
Stories: book, comic, tunic, witch;
School objects: chair, computer,
desk (review).
CC
BB
EVALUATION CRITERIA
INDICATORS - COMPETENCES
communication is predictable.
Discerning the main communicative
goal of the text, and basic speech
patterns.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
Recognizing
a
limited
high
frequency oral lexicon related to
Audible, accentual, rhythm and everyday situations and common
intonation patterns: hear a chant of
and specific topics, and using
pronunciation, a song and words
indications
of
context
and
with the sound /w/.
information in the text to get an idea
of the probable meanings of
unknown words and expressions.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes brief and simple  Production strategies: they become Knowing
Oxford Rooftops 3 – Oxford University Press
and
applying
basic
CL
CL2.1. Sing a song using the appropriate
85
LEARNING STANDARDS
presentations
on
everyday topics of your
interest or using very
simple structures.
LINGUISTIC CONTENTS
familiar with the context of the unit
speaking on own experiences
related to the library and the books
they
read.
Accompany
the
communication with gestures to be
understood.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Learning
About
sociocultural
aspects and basic sociolinguistic,
Answers accordingly in
concrete and meaningful, and

Socio-cultural
and
socio-linguistic
applying the knowledge acquired.
communicative
aspects: reproduce brief dialogue
situations.
on everyday topics; exchanged
Interacting in a very basic way,
questions and answers with a
Participates in face-tousing very simple linguistic or nonpartner.
face conversations or by
verbal
techniques
to
initiate,

Communicative
Functions:
describe
technical means, which
maintain,
or
end
a
short
what they see in the pictures from
enable us to see the
conversation.
the book; describe the characters
face and gestures of the
of the stories; ask and respond on
Participating in a simple and
partner,
in
which
the books they like.
understandable way in very brief
establishes
social

Syntactic
structures:
Is
there
(a
conversations with direct exchange
contact,
personal
wizard)? Yes, there is. / No, there of information on very familiar topics,
information
is
isn’t. Is he / she (old)? Yes, he is. /
using expressions and simple
exchanged,
emotions
No, she isn’t. What’s your favourite
are expressed, etc.
book? Who’s your favourite sentences and use most frequently.
character?
Being understood in short simple
Thrives
in
simple,
 High frequency lexicon: Story statements, although hesitations,
everyday situations, real
characters:
an
explorer,
a
repetitions or pauses may occur in
or simulated.
footballer, a king, a prince, a
princess, a queen, a spy, a wizard; order to rearrange speech.
Adjectives to describe people:
good-looking, old, short, strong,
Oxford Rooftops 3 – Oxford University Press
Handling basic syntactical structures,
CC
BB
SC
CD
SIEE
AA
CEC
INDICATORS - COMPETENCES
form of linguistic and paralinguistic elements
appropriate.
CL2.2. Recite jingles, tongue twisters, small
poems, etc., with appropriate intonation and
pronunciation.
CL2.3. Producing simple speech.
CL3.1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
86
LEARNING STANDARDS
LINGUISTIC CONTENTS
tall,
young;
Books:
author,
character, cover, title; Bar charts:
axis, horizontal, vertical (key);
Stories: book, comic, tunic, witch;
School objects: chair, computer,
desk (review).
CC
BB
EVALUATION CRITERIA
though
still
systematically.
making
basic
mistakes
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
 Audible, accentual, rhythm and and specific topics.
intonation patterns: hear a chant of
pronunciation, a song and words
with the /w/ sound.
INDICATORS - COMPETENCES
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
Articulating, usually clearly but with
an obvious influence of the first or
other languages, a very limited
repertoire of patterns of sound,
stress, rhythm and basic intonation.
AA3. Valuing the use of foreign language as
a learning tool.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
BLOCK 3: WRITTEN COMPREHENSION
 Comprehension strategies: checking
Formulates
the story in the iPack before taking
assumptions about the
contact with the written text.
content of simple texts
Deduce the content of the stories
based on their prior
through bullets.
knowledge,
including
illustrations, of the title,  Socio-cultural and socio-linguistic
aspects: read brief dialogues on
of
the
graphical
everyday
topics,
phrases
elements, etc.
describing pictures on a library (at
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying sociocultural aspects
and basic, concrete and significant
the library), a story (Cory's story), sociolinguistic aspects on everyday
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
AA
CEC
CMCT
CL4.1. Read simple texts on familiar topics
capturing the overall meaning of the same.
CL4.2. Read simple texts on familiar topics
by
identifying
the
most
important
information.
CL4.3. Read simple texts on familiar topics
using the global and specific information in
the development of a task.
87
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
an intercurricular text (Bar charts)
Understands essential
and a blog on a library in
information and locating
Botswana.
specific information in
simple
informational  Communicative Functions: read
short dialogues on: descriptions of
material.
life, living conditions, interpersonal
relationships and social conventions,
and applying these acquired skills
to a better understanding of the text.
the books in the library, the
characters of the stories; about
their favourite books.
Identifying the general meaning, the
main ideas and most of the specific
information in digital or printed texts,
very brief and simple, with simple
structures and lexicon of use very
frequently, on very familiar topics
and daily.
Includes a sequence
very short and simple
instructions for e.g. a  Syntactic structures: Is there (a
very simple recipe.
wizard)? Yes, there is. / No, there
isn’t. Is he / she (old)? Yes, he is. /
No, she isn’t. What’s your favourite
book? Who’s your favourite
character?
Understands
the
essentials of short news
and articles in children's
magazines that deal with  High frequency lexicon: Story
characters:
an
explorer,
a
topics that are familiar or
footballer,
a
king,
a
prince,
a
of interest.
princess, a queen, a spy, a wizard;
Adjectives to describe people:
good-looking, old, short, strong,
tall,
young;
Books:
author,
character, cover, title; Bar charts:
axis, horizontal, vertical (key);
Stories: book, comic, tunic, witch;
School objects: chair, computer,
desk (review).

Discerning the main function or
communicative functions of the text
and a limited repertoire of their most
common exponents, as well as basic
speech patterns.
Recognizing the most common
meanings associated with the basic
syntactic structures that are typical
of written communication.
Recognizing
a
limited
high
frequency
oral
lexicon
related
to
Graphics patterns and orthographic
conventions: words with the /w/ everyday situations and common
Oxford Rooftops 3 – Oxford University Press
CC
BB
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
88
LEARNING STANDARDS
LINGUISTIC CONTENTS
sound: Walking, what, Wilfred,
wearing white, wizard, wood.
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
learning about the people and culture of
countries where the foreign language is
spoken.
and specific topics related to the
student's own experiences, needs
and interests, and inferring from the
context and information in the text
the most probable meanings of
unknown words and expressions.
CMCT4.
Recognize
the
relationship
between some factors of the physical
environment (highlighted, soil, climate,
vegetation) and ways of life and actions of
the people.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CMCT5. Apply concepts and basic scientific
concepts to understand the world around
them.
CMCT6. Identifying some species of living
beings.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Completes
forms  Production strategies: classify the Knowing and applying basic
vocabulary in different categories. strategies to produce brief and
marking options and
Complete games in the iPack with
completing data or other
simple texts.
vocabulary.
Written
phrases
personal information.
following a model.
Knowing bout socio-cultural and
Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and
narrative texts based on
aspects: build sentences to meaningful aspects and applying
models and/or scaffolds very
describe the characters that
them to a production appropriately
structured.
appear in the stories and how they
are; and to talk about their written for the context.
favourite books/characters.
Writes from a short and
Producing, on paper or in digital
simple
personal
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
CMCT
AA
CEC
CL5.1. Write phrases referring to everyday
situations coming to experience from
models.
CL5.2. Write texts referring to everyday
situations coming to experience from
different models of simple texts to transmit
information with various communicative
intentions.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
89
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
correspondence model  Communicative Functions: complete
the picture dictionary and write a
in
congratulating
post in a blog about your favourite
someone, or talk about
book. Complete the information of
himself
and
his
a bar graph.
immediate environment.
form, brief and simple texts
composed
of
simple
isolated
phrases, in a neutral or informal
manner, to talk about the student's
own self, his immediate environment
 Syntactic structures: Is there (a and aspects of everyday life, in
wizard)? Yes, there is. / No, there
familiar and predictable settings.
isn’t. Is he / she (old)? Yes, he is. /
No, she isn’t. What’s your favourite
book? Who’s your favourite
character?
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
 High frequency lexicon: Story
most frequent exponents and basic
characters:
an
explorer,
a
speech patterns.
footballer, a king, a prince, a
princess, a queen, a spy, a wizard;
Adjectives to describe people:
good-looking, old, short, strong,
tall,
young;
Books:
author,
character, cover, title; Bar charts:
axis, horizontal, vertical (key);
Stories: book, comic, tunic, witch;
School objects: chair, computer,
desk (review).

Handling basic syntactical structures,
though
still
systematically.
making
basic
mistakes
Knowing and using a limited high
frequency written lexicon related to
everyday situations and common
and specific topics related to the
Graphics patterns and orthographic student own interests, experiences
conventions: words with the /w/ and needs.
sound: Walking, what, Wilfred,
wearing white, wizard, wood.
Oxford Rooftops 3 – Oxford University Press
Applying graphic patterns and basic
orthographic conventions for writing
INDICATORS - COMPETENCES
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
SIEE1. Show curiosity and interest in
learning a foreign language.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
CMCT1. Solve simple problems on family
situations.
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CMCT3. Sorting the recorded
according to a classification criterion.
data
CMCT6. Identifying some species of living
beings.
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
90
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
reasonably accurate words or short
phrases that are commonly used in
speech.
CC
BB
INDICATORS - COMPETENCES
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Using artistic techniques in projects
or papers.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Oxford Rooftops 3 – Oxford University Press
91
Unit 5 - At Rooftops Zoo
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying of the most
basic
strategies
for
the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
AA
SC
CD
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Understands the global  Comprehension strategies: have
contact with the vocabulary and
meaning of simple oral
grammar by displaying animated
explanations
or
the iPack vocabulary, song and
instructions.
stories versions.
Extracts the general  Socio-cultural and socio-linguistic
aspects: listen brief dialogues on
meaning and captures
everyday topics, a story about a
the essential details of
safari park (at the wildlife park), a
oral histories appropriate
video
about
the
everyday
to their level.
language, a story (Mrs Bell's
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
favourite animal), a text on reptiles relationships and social conventions,
and a blog on animals.
and applying these acquired skills
to a better understanding of the text.
Communicative
Functions:
Assimilates the main
ideas
of
simple

presentations, and welldescription
of
animals;
structured themes on
characteristics of reptiles. Request
for information on the location of
family or their interest,
animals and their characteristics.
always and when count
Time request
with
pictures
and
illustrations and speak  Syntactic structures: Where’s (the
slowly and clearly.
snake)? It’s under (the rock).
Identifies the topic of a
simple,
predictable
Identifying the general meaning, the
essential information and the
majority of the main points in oral
texts very brief and simple, with a
large number of simple structures
and lexicon of use very frequently,
Where’s (the rhino)? It’s opposite on topics related to their own
(the lake)? Where are (the
experiences, needs and interests.
snakes)? They’re between (the
Oxford Rooftops 3 – Oxford University Press
CL1.1. Recognize the lexicon and linguistic
achievements, identifying essential words
and phrases related to your environment
more everyday.
CL1.2. Identifies phonetic aspects, rhythm,
intonation and accent of the foreign
language
in
different
communicative
contexts.
CL1.3. Capture the overall meaning in oral
texts on familiar themes and of interest.
CL1.4. Identifies specific information in oral
texts on familiar themes and of interest.
CL1.5. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
AA2. . Using several
interactive
strategies
communication problems.
responsive or
to
solve
AA3. Valuing the use of foreign language as
a learning tool.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
92
LEARNING STANDARDS
LINGUISTIC CONTENTS
parrots and the monkeys). Is it
(colourful)? Yes, it is. / No, it isn’t.
Are they (furry)? Yes, they are. /
No, they aren’t. What time is it? It’s
(eleven) o’clock. It’s half past
(three).
conversation on familiar
topics that takes place in
their own presence, in a
real public space or in a
simulation.
CC
BB
EVALUATION CRITERIA
communication is predictable.
Discerning the main communicative
goal of the text, and basic speech
patterns.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
Recognizing the most common
meanings associated with the basic

High
frequency
lexicon:
Animals:
a
Understands
the
syntactic structures typical of oral
crocodile, a flamingo, a gorilla, a
general meaning and the
communication.
monkey, a parrot, a penguin, a
gist of the dramatizations
rhino, a snake; Adjectives to
a
limited
high
of traditional popular
describe
animals:
active, Recognizing
colourful, dangerous, funny, furry, frequency oral lexicon related to
previously known fairy
noisy; Animals (2): giraffe, panda, everyday situations and common
tales or stories .
tortoise, zebra; Reptile facts: ear
and specific topics, and using
hole, eggs, scales, shell (key);
of
context
and
Animals (3): bat, deer, donkey, indications
ducks, fish, rabbit; Words to information in the text to get an idea
describe animals: big, favourite, of
the probable meanings of
feathers, neck, old, strong, wings unknown words and expressions.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
(review).

Audible, accentual, rhythm and
intonation patterns: hear a chant of
pronunciation, a song and words
with the /ɪ/ sound.
INDICATORS - COMPETENCES
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes brief and simple  Production
strategies:
Oxford Rooftops 3 – Oxford University Press
become
Knowing
and
applying
basic
CL
CL2.1. Sing a song using the appropriate
93
LEARNING STANDARDS
presentations
on
everyday topics of your
interest or using very
simple structures.
LINGUISTIC CONTENTS
familiar with the context of the
drive talking about experiences
related to a visit to the zoo.
Accompany the communication
with gestures to be understood.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Learning
About
sociocultural
aspects and basic sociolinguistic,
Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and
aspects: reproduce brief dialogue applying the knowledge acquired.
communicative
on everyday topics; exchanged
situations.
questions and answers with a
Interacting in a very basic way,
partner.
Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal
techniques
to
initiate,
what
they
see
in
the
pictures
from
technical means, which
maintain,
or
end
a
short
the book; ask for and give
enable us to see the
conversation.
information on the location of
face and gestures of the
animals and their characteristics;
Participating in a simple and
partner,
in
which
ask and respond on the hour.
understandable way in very brief
establishes
social

Syntactic
structures:
Where’s
(the
conversations with direct exchange
contact,
personal
snake)? It’s under (the rock). of information on very familiar topics,
information
is
Where’s (the rhino)? It’s opposite
using expressions and simple
exchanged,
emotions
(the lake)? Where are (the
are expressed, etc.
snakes)? They’re between (the sentences and use most frequently.
Thrives
in
simple,
everyday situations, real
or simulated.
parrots and the monkeys). Is it
(colourful)? Yes, it is. / No, it isn’t.
Are they (furry)? Yes, they are. /
No, they aren’t. What time is it? It’s
(eleven) o’clock. It’s half past
(three).
Being understood in short simple
statements, although hesitations,
repetitions or pauses may occur in
order to rearrange speech.
 High frequency lexicon: Animals: a
Handling basic syntactical structures,
Oxford Rooftops 3 – Oxford University Press
CC
BB
SC
CD
SIEE
AA
CEC
INDICATORS - COMPETENCES
form of linguistic and paralinguistic elements
appropriate.
CL2.2. Recite jingles, tongue twisters, small
poems, etc., with appropriate intonation and
pronunciation.
CL2.3. Producing simple speech.
CL3.1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
94
LEARNING STANDARDS
LINGUISTIC CONTENTS
crocodile, a flamingo, a gorilla, a
monkey, a parrot, a penguin, a
rhino, a snake; Adjectives to
describe
animals:
active,
colourful, dangerous, funny, furry,
noisy; Animals (2): giraffe, panda,
tortoise, zebra; Reptile facts: ear
hole, eggs, scales, shell (key);
Animals (3): bat, deer, donkey,
ducks, fish, rabbit; Words to
describe animals: big, favourite,
feathers, neck, old, strong, wings
(review).
CC
BB
EVALUATION CRITERIA
though
still
systematically.
making
basic
mistakes
INDICATORS - COMPETENCES
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
Articulating, usually clearly but with
an obvious influence of the first or
other languages, a very limited
repertoire of patterns of sound,
 Audible, accentual, rhythm and stress, rhythm and basic intonation.
AA3. Valuing the use of foreign language as
a learning tool.
intonation patterns: hear a chant of
pronunciation, a song and words
with the /ɪ/ sound.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
BLOCK 3: WRITTEN COMPREHENSION
 Comprehension strategies: checking
Formulates
the story in the iPack before taking
assumptions about the
contact with the written text.
content of simple texts
Deduce the content of the stories
based on their prior
through bullets.
knowledge,
including
illustrations, of the title,  Socio-cultural and socio-linguistic
aspects: read brief dialogues on
of
the
graphical
everyday
topics,
phrases
elements, etc.
describing images of a zoo (at the
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying sociocultural aspects
and basic, concrete and significant
wildlife park), a story (Mrs Bell's sociolinguistic aspects on everyday
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
AA
CEC
CMCT
CL4.1. Read simple texts on familiar topics
capturing the overall meaning of the same.
CL4.2. Read simple texts on familiar topics
by
identifying
the
most
important
information.
CL4.3. Read simple texts on familiar topics
using the global and specific information in
the development of a task.
95
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
favourite animal), an intercurricular
Understands essential
text (reptiles) and a blog on
information and locating
animals.
specific information in
simple
informational  Communicative Functions: read
short dialogues on: the location of
material.
life, living conditions, interpersonal
relationships and social conventions,
and applying these acquired skills
to a better understanding of the text.
animals in a picture of a zoo; about
telling the time; about the
characteristics of the animals.
Identifying the general meaning, the
main ideas and most of the specific
information in digital or printed texts,
very brief and simple, with simple
structures and lexicon of use very
frequently, on very familiar topics
and daily.
Includes a sequence
very short and simple
instructions for e.g. a  Syntactic structures: Where’s (the
very simple recipe.
snake)? It’s under (the rock).
Understands
the
essentials of short news
and articles in children's
magazines that deal with
topics that are familiar or
of interest.
Where’s (the rhino)? It’s opposite
(the lake)? Where are (the
snakes)? They’re between (the
parrots and the monkeys). Is it
(colourful)? Yes, it is. / No, it isn’t.
Are they (furry)? Yes, they are. /
No, they aren’t. What time is it? It’s
(eleven) o’clock. It’s half past
(three).
 High frequency lexicon: Animals: a
crocodile, a flamingo, a gorilla, a
monkey, a parrot, a penguin, a
rhino, a snake; Adjectives to
describe
animals:
active,
colourful, dangerous, funny, furry,
noisy; Animals (2): giraffe, panda,
tortoise, zebra; Reptile facts: ear
hole, eggs, scales, shell (key);
Animals (3): bat, deer, donkey,
Oxford Rooftops 3 – Oxford University Press
Discerning the main function or
communicative functions of the text
and a limited repertoire of their most
common exponents, as well as basic
speech patterns.
Recognizing the most common
meanings associated with the basic
syntactic structures that are typical
of written communication.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
CC
BB
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
96
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
ducks, fish, rabbit; Words to
describe animals: big, favourite,
feathers, neck, old, strong, wings
(review).

learning about the people and culture of
countries where the foreign language is
spoken.
and specific topics related to the
student's own experiences, needs
and interests, and inferring from the
context and information in the text
Graphics patterns and orthographic the most probable meanings of
conventions: words with the /ɪ/ unknown words and expressions.
sound: monkey, funny, furry, lively,
noisy.
INDICATORS - COMPETENCES
CMCT4.
Recognize
the
relationship
between some factors of the physical
environment (highlighted, soil, climate,
vegetation) and ways of life and actions of
the people.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CMCT5. Apply concepts and basic scientific
concepts to understand the world around
them.
CMCT6. Identifying some species of living
beings.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Completes
forms  Production strategies: classify the Knowing and applying basic
vocabulary in different categories. strategies to produce brief and
marking options and
Complete games in the iPack with
completing data or other
simple texts.
vocabulary.
Written
phrases
personal information.
following a model.
Knowing bout socio-cultural and
Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and
narrative texts based on
aspects: build sentences to meaningful aspects and applying
models and/or scaffolds very
describe animals, their location
them to a production appropriately
structured.
and their characteristics.
written for the context.
Writes from a short and  Communicative Functions: complete
the picture dictionary and write a Producing, on paper or in digital
simple
personal
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
CMCT
AA
CEC
CL5.1. Write phrases referring to everyday
situations coming to experience from
models.
CL5.2. Write texts referring to everyday
situations coming to experience from
different models of simple texts to transmit
information with various communicative
intentions.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
97
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
post in a blog about a visit to the
correspondence model
zoo.
in
congratulating
someone, or talk about  Syntactic structures: Where’s (the
himself
and
his
snake)? It’s under (the rock).
Where’s (the rhino)? It’s opposite
immediate environment.
form, brief and simple texts
composed
of
simple
isolated
phrases, in a neutral or informal
manner, to talk about the student's
own self, his immediate environment
(the lake)? Where are (the and aspects of everyday life, in
snakes)? They’re between (the
familiar and predictable settings.
parrots and the monkeys). Is it
(colourful)? Yes, it is. / No, it isn’t.
Are they (furry)? Yes, they are. /
No, they aren’t. What time is it? It’s
(eleven) o’clock. It’s half past
(three).
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
 High frequency lexicon: Animals: a
crocodile, a flamingo, a gorilla, a
monkey, a parrot, a penguin, a
rhino, a snake; Adjectives to
describe
animals:
active,
colourful, dangerous, funny, furry,
noisy; Animals (2): giraffe, panda,
tortoise, zebra; Reptile facts: ear
hole, eggs, scales, shell (key);
Animals (3): bat, deer, donkey,
ducks, fish, rabbit; Words to
describe animals: big, favourite,
feathers, neck, old, strong, wings
(review).

Graphics patterns and orthographic
conventions: words with the /ɪ/
Oxford Rooftops 3 – Oxford University Press
Handling basic syntactical structures,
though
still
systematically.
making
basic
mistakes
Knowing and using a limited high
frequency written lexicon related to
everyday situations and common
and specific topics related to the
student own interests, experiences
and needs.
Applying graphic patterns and basic
orthographic conventions for writing
INDICATORS - COMPETENCES
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
SIEE1. Show curiosity and interest in
learning a foreign language.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
CMCT1. Solve simple problems on family
situations.
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CMCT3. Sorting the recorded
according to a classification criterion.
data
CMCT6. Identifying some species of living
beings.
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
98
LEARNING STANDARDS
LINGUISTIC CONTENTS
sound: monkey, funny, furry, lively,
noisy.
EVALUATION CRITERIA
reasonably accurate words or short
phrases that are commonly used in
speech.
CC
BB
INDICATORS - COMPETENCES
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Using artistic techniques in projects
or papers.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Oxford Rooftops 3 – Oxford University Press
99
Unit 6 - At the Takeaway
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying of the most
basic
strategies
for
the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
AA
SC
CD
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Understands the global  Comprehension strategies: have
contact with the vocabulary and
meaning of simple oral
grammar by displaying animated
explanations
or
the iPack vocabulary, song and
instructions.
stories versions.
Extracts the general  Socio-cultural and socio-linguistic
aspects: listen brief dialogues on
meaning and captures
everyday topics, a story about a
the essential details of
typical British food (Sunday lunch),
oral histories appropriate
a video about the everyday
to their level.
language, a story (Chinese soup),
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
a text on the edible parts of plants relationships and social conventions,
and a blog about Moroccan food.
and applying these acquired skills
to a better understanding of the text.
Communicative
Functions:
Assimilates the main
ideas
of
simple

presentations, and welldescription: food; edible parts of
structured themes on
plants. Expression of eating habits.
Expression of educated requests
family or their interest,
at the table.
always and when count
with
pictures
and
 Syntactic structures: He / She likes
illustrations and speak
(rice). He / She doesn’t like (rice).
slowly and clearly.
My brother likes (rice) too. There
Identifies the topic of a
simple,
predictable
Identifying the general meaning, the
essential information and the
majority of the main points in oral
texts very brief and simple, with a
large number of simple structures
and lexicon of use very frequently,
are some (carrots). There aren’t on topics related to their own
any (carrots). Can you pass me
experiences, needs and interests.
(the potatoes), please? Yes, here
Oxford Rooftops 3 – Oxford University Press
CL1.1. Recognize the lexicon and linguistic
achievements, identifying essential words
and phrases related to your environment
more everyday.
CL1.2. Identifies phonetic aspects, rhythm,
intonation and accent of the foreign
language
in
different
communicative
contexts.
CL1.3. Capture the overall meaning in oral
texts on familiar themes and of interest.
CL1.4. Identifies specific information in oral
texts on familiar themes and of interest.
CL1.5. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
AA2. . Using several
interactive
strategies
communication problems.
responsive or
to
solve
AA3. Valuing the use of foreign language as
a learning tool.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
100
LEARNING STANDARDS
LINGUISTIC CONTENTS
you are. Yes, of course. Thanks.
conversation on familiar
topics that takes place in
 High frequency lexicon: Food: beef,
their own presence, in a
chicken, chips, fish, noodles,
real public space or in a
prawns, rice, vegetables; beans,
carrots, mushrooms, onions, peas,
simulation.
peppers; chicken, vegetables,
potatoes, trifle, custard, cream
(key);
cake,
invent,
soup,
strawberry, strawberries, tunic,
grandma, kitchen, ice cream; Parts
of a plant we eat: flower, fruit,
leaf, leaves, stem, root, seed
(review).
Understands
the
general meaning and the
gist of the dramatizations
of traditional popular
previously known fairy
tales or stories .

CC
BB
EVALUATION CRITERIA
INDICATORS - COMPETENCES
communication is predictable.
Discerning the main communicative
goal of the text, and basic speech
patterns.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
and specific topics, and using
Audible, accentual, rhythm and
indications
of
context
and
intonation patterns: hear a chant of
pronunciation, a song and words information in the text to get an idea
with the /b/ sound.
of the probable meanings of
unknown words and expressions.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes brief and simple  Production strategies: they become Knowing
Oxford Rooftops 3 – Oxford University Press
and
applying
basic
CL
CL2.1. Sing a song using the appropriate
101
LEARNING STANDARDS
presentations
on
everyday topics of your
interest or using very
simple structures.
LINGUISTIC CONTENTS
familiar with the context of the unit
speaking on own experiences
related to order food to go.
Accompany the communication
with gestures to be understood.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Learning
About
sociocultural
aspects and basic sociolinguistic,
Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and
aspects: reproduce brief dialogue applying the knowledge acquired.
communicative
on everyday topics; exchanged
situations.
questions and answers with a
Interacting in a very basic way,
partner.
Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal
techniques
to
initiate,
what
they
see
in
the
pictures
from
technical means, which
maintain,
or
end
a
short
the book; ask politely what need
enable us to see the
conversation.
during meals; they express their
face and gestures of the
eating habits.
Participating in a simple and
partner,
in
which
establishes
social  Syntactic structures: He / She likes understandable way in very brief
(rice). He / She doesn’t like (rice). conversations with direct exchange
contact,
personal
My brother likes (rice) too. There of information on very familiar topics,
information
is
are some (carrots). There aren’t
using expressions and simple
exchanged,
emotions
any (carrots). Can you pass me
are expressed, etc.
(the potatoes), please? Yes, here sentences and use most frequently.
you are. Yes, of course. Thanks.
Being understood in short simple
Thrives
in
simple,
 High frequency lexicon: Food: beef, statements, although hesitations,
everyday situations, real
chicken, chips, fish, noodles,
repetitions or pauses may occur in
or simulated.
prawns, rice, vegetables; beans,
carrots, mushrooms, onions, peas, order to rearrange speech.
peppers;
potatoes,
chicken, vegetables,
trifle, custard, cream
Oxford Rooftops 3 – Oxford University Press
Handling basic syntactical structures,
CC
BB
SC
CD
SIEE
AA
CEC
INDICATORS - COMPETENCES
form of linguistic and paralinguistic elements
appropriate.
CL2.2. Recite jingles, tongue twisters, small
poems, etc., with appropriate intonation and
pronunciation.
CL2.3. Producing simple speech.
CL3.1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
102
LEARNING STANDARDS
LINGUISTIC CONTENTS
(key);
cake,
invent,
soup,
strawberry, strawberries, tunic,
grandma, kitchen, ice cream; Parts
of a plant we eat: flower, fruit,
leaf, leaves, stem, root, seed
(review).
CC
BB
EVALUATION CRITERIA
though
still
systematically.
making
basic
mistakes
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
 Audible, accentual, rhythm and and specific topics.
intonation patterns: hear a chant of
pronunciation, a song and words
with the /b/ sound.
INDICATORS - COMPETENCES
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
Articulating, usually clearly but with
an obvious influence of the first or
other languages, a very limited
repertoire of patterns of sound,
stress, rhythm and basic intonation.
AA3. Valuing the use of foreign language as
a learning tool.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
BLOCK 3: WRITTEN COMPREHENSION
 Comprehension strategies: checking
Formulates
the story in the iPack before taking
assumptions about the
contact with the written text.
content of simple texts
Deduce the content of the stories
based on their prior
through bullets.
knowledge,
including
illustrations, of the title,  Socio-cultural and socio-linguistic
aspects: read brief dialogues on
of
the
graphical
everyday
topics,
phrases
elements, etc.
describing the preparation of a
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying sociocultural aspects
and basic, concrete and significant
meal (Sunday lunch), a story sociolinguistic aspects on everyday
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
AA
CEC
CMCT
CL4.1. Read simple texts on familiar topics
capturing the overall meaning of the same.
CL4.2. Read simple texts on familiar topics
by
identifying
the
most
important
information.
CL4.3. Read simple texts on familiar topics
using the global and specific information in
the development of a task.
103
LEARNING STANDARDS
LINGUISTIC CONTENTS
(Chinese soup), an intercurricular
Understands essential
text (the parts of a plant we eat)
information and locating
and a blog about Moroccan food.
specific information in
simple
informational  Communicative Functions: read
dialogues on short: ask for food to
material.
EVALUATION CRITERIA
life, living conditions, interpersonal
relationships and social conventions,
and applying these acquired skills
to a better understanding of the text.
Identifying the general meaning, the
Includes a sequence
main ideas and most of the specific
very short and simple
information in digital or printed texts,
instructions for e.g. a
very brief and simple, with simple
very simple recipe.
 Syntactic structures: He / She likes structures and lexicon of use very
(rice). He / She doesn’t like (rice). frequently, on very familiar topics
My brother likes (rice) too. There
Understands
the
and daily.
are some (carrots). There aren’t
essentials of short news
any (carrots). Can you pass me
Discerning the main function or
and articles in children's
(the potatoes), please? Yes, here
magazines that deal with
communicative functions of the text
you are. Yes, of course. Thanks.
topics that are familiar or
and a limited repertoire of their most

High
frequency
lexicon:
Food:
beef,
of interest.
common exponents, as well as basic
chicken, chips, fish, noodles,
speech patterns.
carry; on the eating habits of the
people; educated petitions in the
bureau; description of food in a
photograph.
prawns, rice, vegetables; beans,
carrots, mushrooms, onions, peas,
peppers; chicken, vegetables,
potatoes, trifle, custard, cream
(key);
cake,
invent,
soup,
strawberry, strawberries, tunic,
grandma, kitchen, ice cream; Parts
of a plant we eat: flower, fruit,
leaf, leaves, stem, root, seed
(review).
Oxford Rooftops 3 – Oxford University Press
Recognizing the most common
meanings associated with the basic
syntactic structures that are typical
of written communication.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
CC
BB
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
104
LEARNING STANDARDS
LINGUISTIC CONTENTS

Graphics patterns and orthographic
conventions: words with the /b/
sound:
Bag,
ball,
bananas,
basketball, beans, buns.
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
learning about the people and culture of
countries where the foreign language is
spoken.
and specific topics related to the
student's own experiences, needs
and interests, and inferring from the
context and information in the text
the most probable meanings of
unknown words and expressions.
CMCT4.
Recognize
the
relationship
between some factors of the physical
environment (highlighted, soil, climate,
vegetation) and ways of life and actions of
the people.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CMCT5. Apply concepts and basic scientific
concepts to understand the world around
them.
CMCT6. Identifying some species of living
beings.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Completes
forms  Production strategies: classify the Knowing and applying basic
vocabulary in different categories. strategies to produce brief and
marking options and
Complete games in the iPack with
completing data or other
simple texts.
vocabulary.
Written
phrases
personal information.
following a model.
Knowing bout socio-cultural and
Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and
narrative texts based on
aspects: build sentences to meaningful aspects and applying
models and/or scaffolds very
describe food, tastes on the food,
them to a production appropriately
structured.
what is in and not in a photo and
written for the context.
the parts of the plants.
Writes from a short and
simple
personal  Communicative Functions: complete Producing, on paper or in digital
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
CMCT
AA
CEC
CL5.1. Write phrases referring to everyday
situations coming to experience from
models.
CL5.2. Write texts referring to everyday
situations coming to experience from
different models of simple texts to transmit
information with various communicative
intentions.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
105
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
the picture dictionary and write a
correspondence model
post in a blog on the eating habits
in
congratulating
of your family.
someone, or talk about
himself
and
his  Syntactic structures: He / She likes
(rice). He / She doesn’t like (rice).
immediate environment.
form, brief and simple texts
composed
of
simple
isolated
phrases, in a neutral or informal
manner, to talk about the student's
own self, his immediate environment
My brother likes (rice) too. There and aspects of everyday life, in
are some (carrots). There aren’t
familiar and predictable settings.
any (carrots). Can you pass me
(the potatoes), please? Yes, here
you are. Yes, of course. Thanks.
 High frequency lexicon: Food: beef,
chicken, chips, fish, noodles,
prawns, rice, vegetables; beans,
carrots, mushrooms, onions, peas,
peppers; chicken, vegetables,
potatoes, trifle, custard, cream
(key);
cake,
invent,
soup,
strawberry, strawberries, tunic,
grandma, kitchen, ice cream; Parts
of a plant we eat: flower, fruit,
leaf, leaves, stem, root, seed
(review).

Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
Handling basic syntactical structures,
though
still
systematically.
making
basic
mistakes
Knowing and using a limited high
frequency written lexicon related to
everyday situations and common
Graphics patterns and orthographic and specific topics related to the
conventions: words with the /b/ student own interests, experiences
sound:
Bag,
ball,
bananas, and needs.
basketball, beans, buns.
Applying graphic patterns and basic
orthographic conventions for writing
Oxford Rooftops 3 – Oxford University Press
INDICATORS - COMPETENCES
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
SIEE1. Show curiosity and interest in
learning a foreign language.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
CMCT1. Solve simple problems on family
situations.
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CMCT3. Sorting the recorded
according to a classification criterion.
data
CMCT6. Identifying some species of living
beings.
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
106
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
reasonably accurate words or short
phrases that are commonly used in
speech.
CC
BB
INDICATORS - COMPETENCES
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Using artistic techniques in projects
or papers.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Oxford Rooftops 3 – Oxford University Press
107
Festivals
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying of the most
basic
strategies
for
the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
AA
SC
CD
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Understands the global  Comprehension strategies: have
contact with the vocabulary and
meaning of simple oral
grammar by displaying animated
explanations
or
versions the iPack vocabulary,
instructions.
song and stories .
Extracts the general  Socio-cultural and socio-linguistic
aspects: listen brief dialogues
meaning and captures
about Christmas and recycling.
the essential details of
oral histories appropriate  Communicative
Functions:
to their level.
description: Christmas cards and
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
types of containers for recycling.
relationships and social conventions,
Assimilates the main
and applying these acquired skills
ideas
of
simple  Syntactic structures: There's… to a better understanding of the text.
There are… It's got…
presentations, and wellstructured themes on  High frequency lexicon: candle, Identifying the general meaning, the
candy cane, card, decorations, essential
family or their interest,
information and the
holly, robin, sleigh, snowflake majority of the main points in oral
always and when count
(Christmas cards); batteries, cans,
with
pictures
and
texts very brief and simple, with a
clothes, electronic waste, glass,
illustrations and speak
organic waste, paper, plastic large number of simple structures
slowly and clearly.
and lexicon of use very frequently,
(Environment Day).
on topics related to their own
Identifies the topic of a  Sound, accentual, rhythm and experiences, needs and interests.
intonation patterns: hear a song.
simple,
predictable
Oxford Rooftops 3 – Oxford University Press
CL1.1. Recognize the lexicon and linguistic
achievements, identifying essential words
and phrases related to your environment
more everyday.
CL1.2. Identifies phonetic aspects, rhythm,
intonation and accent of the foreign
language
in
different
communicative
contexts.
CL1.3. Capture the overall meaning in oral
texts on familiar themes and of interest.
CL1.4. Identifies specific information in oral
texts on familiar themes and of interest.
CL1.5. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
AA2. . Using several
interactive
strategies
communication problems.
responsive or
to
solve
AA3. Valuing the use of foreign language as
a learning tool.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
108
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
communication is predictable.
Discerning the main communicative
goal of the text, and basic speech
patterns.
conversation on familiar
topics that takes place in
their own presence, in a
real public space or in a
simulation.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
Understands
the
general meaning and the
gist of the dramatizations
of traditional popular
previously known fairy
tales or stories .
INDICATORS - COMPETENCES
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
and specific topics, and using
indications
of
context
and
information in the text to get an idea
of the probable meanings of
unknown words and expressions.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes brief and simple  Production
strategies:
Oxford Rooftops 3 – Oxford University Press
become
Knowing
and
applying
basic
CL
CL2.1. Sing a song using the appropriate
109
LEARNING STANDARDS
presentations
on
everyday topics of your
interest or using very
simple structures.
LINGUISTIC CONTENTS
EVALUATION CRITERIA
familiar with the context of the
drive talking about Christmas cards
and recycling. Accompany the
communication with gestures to be
understood.
strategies to produce brief, simple
monologic or dialogic texts.
Learning
About
sociocultural
aspects and basic sociolinguistic,
Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and
aspects: reproduce brief dialogue applying the knowledge acquired.
communicative
on everyday topics; exchanged
situations.
questions and answers with a
Interacting in a very basic way,
partner.
Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal
techniques
to
initiate,
what
they
see
in
the
pictures
from
technical means, which
maintain,
or
end
a
short
the book; they express their likes
enable us to see the
conversation.
on Christmas cards and describe
face and gestures of the
what they recycle in their homes.
Participating in a simple and
partner,
in
which
establishes
social  Syntactic structures: There's… understandable way in very brief
There are… It's got…
conversations with direct exchange
contact,
personal
of information on very familiar topics,
information
is
 High frequency lexicon: candle,
using expressions and simple
exchanged,
emotions
candy cane, card, decorations,
are expressed, etc.
holly, robin, sleigh, snowflake sentences and use most frequently.
Thrives
in
simple,
everyday situations, real
or simulated.
(Christmas cards); batteries, cans,
clothes, electronic waste, glass,
organic waste, paper, plastic
(Environment Day).
Being understood in short simple
statements, although hesitations,
repetitions or pauses may occur in
order to rearrange speech.
and
 Sound, accentual, rhythm
intonation patterns: play a song.
Handling basic syntactical structures,
Oxford Rooftops 3 – Oxford University Press
CC
BB
SC
CD
SIEE
AA
CEC
INDICATORS - COMPETENCES
form of linguistic and paralinguistic elements
appropriate.
CL2.2. Recite jingles, tongue twisters, small
poems, etc., with appropriate intonation and
pronunciation.
CL2.3. Producing simple speech.
CL3.1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
110
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
though
still
systematically.
making
basic
mistakes
INDICATORS - COMPETENCES
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
Articulating, usually clearly but with
an obvious influence of the first or
other languages, a very limited
repertoire of patterns of sound,
stress, rhythm and basic intonation.
AA3. Valuing the use of foreign language as
a learning tool.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
BLOCK 3: WRITTEN COMPREHENSION
 Strategies
for
understanding:
Formulates
Deduce
the
content
of the texts
assumptions about the
with the help of the images.
content of simple texts
based on their prior  Socio-cultural and socio-linguistic
aspects: read brief dialogues on
knowledge,
including
everyday
topics,
phrases
illustrations, of the title,
describing Christmas cards and
of
the
graphical
phrases on recycling.
elements, etc.
 Communicative
Oxford Rooftops 3 – Oxford University Press
Functions:
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying sociocultural aspects
and basic, concrete and significant
read sociolinguistic aspects on everyday
CL
SC
CD
SIEE
AA
CEC
CMCT
CL4.1. Read simple texts on familiar topics
capturing the overall meaning of the same.
CL4.2. Read simple texts on familiar topics
by
identifying
the
most
important
information.
CL4.3. Read simple texts on familiar topics
using the global and specific information in
the development of a task.
111
LEARNING STANDARDS
LINGUISTIC CONTENTS
short dialogues on Christmas
Understands essential
cards
and
on
recycling.
information and locating
Instructions for producing a
specific information in
Christmas card.
simple
informational
 Syntactic
structures:
There's…
material.
There are… It's got…
Includes a sequence
 High frequency lexicon: candle,
very short and simple
candy cane, card, decorations,
instructions for e.g. a
holly, robin, sleigh, snowflake
very simple recipe.
(Christmas cards); batteries, cans,
Understands
the
essentials of short news
and articles in children's 
magazines that deal with
topics that are familiar or
of interest.
clothes, electronic waste, glass,
organic waste, paper, plastic
(Environment Day).
Graphic patterns and orthographic
conventions.
EVALUATION CRITERIA
life, living conditions, interpersonal
relationships and social conventions,
and applying these acquired skills
to a better understanding of the text.
Identifying the general meaning, the
main ideas and most of the specific
information in digital or printed texts,
very brief and simple, with simple
structures and lexicon of use very
frequently, on very familiar topics
and daily.
Discerning the main function or
communicative functions of the text
and a limited repertoire of their most
common exponents, as well as basic
speech patterns.
Recognizing the most common
meanings associated with the basic
syntactic structures that are typical
of written communication.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
Oxford Rooftops 3 – Oxford University Press
CC
BB
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD1. Looking for and collect information on
familiar topics in digital media.
CD2. Using digital media for learning a
foreign language.
SIEE1. Looking for and collect information
on familiar topics in various media.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
112
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
learning about the people and culture of
countries where the foreign language is
spoken.
and specific topics related to the
student's own experiences, needs
and interests, and inferring from the
context and information in the text
the most probable meanings of
unknown words and expressions.
CMCT4.
Recognize
the
relationship
between some factors of the physical
environment (highlighted, soil, climate,
vegetation) and ways of life and actions of
the people.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CMCT5. Apply concepts and basic scientific
concepts to understand the world around
them.
CMCT6. Identifying some species of living
beings.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Completes
forms  Production strategies: classify the Knowing and applying basic
vocabulary in different categories. strategies to produce brief and
marking options and
Complete games in the iPack with
completing data or other
simple texts.
vocabulary.
Written
phrases
personal information.
following a model.
Knowing bout socio-cultural and
Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and
narrative texts based on
aspects: build sentences to meaningful aspects and applying
models and/or scaffolds very
describe what is recycled in each
them to a production appropriately
structured.
container.
written for the context.
Writes from a short and  Communicative Functions: classify
the words of the objects based on Producing, on paper or in digital
simple
personal
Oxford Rooftops 3 – Oxford University Press
CL
SC
CD
SIEE
CMCT
AA
CEC
CL5.1. Write phrases referring to everyday
situations coming to experience from
models.
CL5.2. Write texts referring to everyday
situations coming to experience from
different models of simple texts to transmit
information with various communicative
intentions.
SC3. Valuing the use of foreign language as
a means of communication with other
people, and displaying curiosity and interest
113
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
the material they are made, for
correspondence model
recycling.
in
congratulating
someone, or talk about  Syntactic structures: There's…
himself
and
his
There are… It's got…
immediate environment.
form, brief and simple texts
composed
of
simple
isolated
phrases, in a neutral or informal
manner, to talk about the student's
own self, his immediate environment
 High frequency lexicon: candle, and aspects of everyday life, in
candy cane, card, decorations,
familiar and predictable settings.
holly, robin, sleigh, snowflake
(Christmas cards); batteries, cans,
clothes, electronic waste, glass,
organic waste, paper, plastic
(Environment Day).

Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
Graphic patterns and orthographic
speech patterns.
conventions.
Handling basic syntactical structures,
though
still
systematically.
making
basic
mistakes
Knowing and using a limited high
frequency written lexicon related to
everyday situations and common
and specific topics related to the
student own interests, experiences
and needs.
Applying graphic patterns and basic
orthographic conventions for writing
Oxford Rooftops 3 – Oxford University Press
INDICATORS - COMPETENCES
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
CD2. Using digital media for learning a
foreign language.
SIEE1. Show curiosity and interest in
learning a foreign language.
SIEE2. Use simple strategies
planning and monitoring of work.
for the
CMCT1. Solve simple problems on family
situations.
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CMCT3. Sorting the recorded
according to a classification criterion.
data
CMCT6. Identifying some species of living
beings.
AA1. Using several strategies for learning to
learn, such as visual and bilingual
dictionaries.
114
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
reasonably accurate words or short
phrases that are commonly used in
speech.
CC
BB
INDICATORS - COMPETENCES
AA3. Valuing the use of foreign language as
a learning tool.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Using artistic techniques in projects
or papers.
CEC3. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Oxford Rooftops 3 – Oxford University Press
115
5. UNIT SCHEDULE
UNIT
Approx. Number of
sessions
Approx. Timing
(45 minutes per session)*
On High Street
2
2-4 hours*
1 At Flat Number 6
9
9-11 hours*
2 At the Fancy Dress Shop
9
9-11 hours*
Super City Heroes 1
2
2-4 hours*
3 At Rooftops Café
9
9-11 hours*
4 At the Library
9
9-11 hours*
Super City Heroes 2
2
2-4 hours*
5 At Rooftops Zoo
9
9-11 hours*
6 At the Takeaway
9
9-11 hours*
Super City Heroes 3
2
2-4 hours*
Festivals
4
4-6 hours*
e.g approx 66
66-88 hours*
TOTAL
Notes and observations
Extra activities organized by the school
* Each school will have to adapt this program to their own situation and schedule.
COUNSELING SESSIONS ARE EACH 45' EACH TEACHER WILL ADAPT THIS CONDITION TO THEIR SCHEDULE AND THE LEVEL OF THE CLASS
Oxford Rooftops 3 – Oxford University Press
116
This schedule is adaptable to the group-class profile, as it can be used simultaneously with students with difficulties in language learning, and with
those who have slightly more advanced knowledge as well. It is also adaptable to the tastes and initiatives of the teacher and students, and to the
evolution of the class.
The following table shows the nomenclature of the different elements involved in the schedule of units.
SKILLS
CCBB
CE
Reading
comprehension
CL
CO
Listening
comprehension
CMCT
EE
Written
expression
EO
INTERACTION
COGNITIVE
PROCESSES
RESOURCES
SCENES
Linguistic
communication
PA
Teacher - student
AB
Activity Book
ACC
Access
Language lab
Mathematics, science
and technology
TI
Individual work
CB
Class Book
IDE
Identification
Computer Room
CD
Digital Skills
TG
Group work
TG
Teacher’s Guide
Comprehension
Classroom workshop
Oral
expression
AA
Learning to learn
TP
Pair work
IO
Oral interaction
SC
Social and civic
TD
All skills
SIEE
Sense of initiative and
entrepreneurship
CEC
Cultural awareness and
expression
Oxford Rooftops 3 – Oxford University Press
COMP
TR CDROM
Teacher’s Resource
CD-ROM
REP
Replication
Virtual classroom
TRP
Teacher’s Resource
Pack
REF
Reflection
Library
iPack
Interactive materials
CONX
Connection
Auditorium
SINT
Synthesis
Gymnasium
CREA
Creation
Courtyard
MEM
Memorization
117
Starter Unit - On High Street
Starter Unit - Session 1 (45 ') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

To welcome and start the
lesson.

Greetings and participation in the Stand up! Game (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Familiarise yourself with the
characters and the context of
the course.

Introduction on the rooftops city poster about the characters
and their environment. Viewing the animation in the iPack
(Vocabulary animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Vocabulary practice playing Wait for it! in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Identify the vocabulary: flat,
shop, café, library, fire station,
post office, cinema, takeaway.

listening of the vocabulary in the CD pointing out places of the
city in the illustration in the book (Listen and point).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

listening different descriptions of identifying the place to which
they relate (Listen and say the place).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Listening to a brief dialogue following him in the book.
Reproduction of the dialogue in pairs (Listen and repeat).
CL
Ask and answer
information.
personal

Communicative interchange in pairs asking and answering the
questions of the book (Ask and answer).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Listening comprehension and
writing vocabulary.

Completion of activity 1 from AB by numbering the different
places according to the image (Number the words).
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Completion of activity 2 from AB by completing the phrases with
the names of the box and brother or sister (Write the names.
Complete with 'brother' or 'sister').
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Practising the vocabulary for the second time by playing
Memory game in the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Practising
comprehension.

Finishing the lesson.

Participation in the Missing card game with the flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 in the AB, p.72
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.
Oxford Rooftops 3 – Oxford University Press
iPack
TG p.45
CB p.2
AB p.2
CD
Rooftops city
poster
Flashcards
CL2.3. Producing simple speech.

written
Resources
AB
118
Starter Unit - Session 2 (45 ') - Lesson 2: Vocabulary and Song
Aims
Activities
CCBB
Indicators

Start of lesson.

Review of the places that can be found on Rooftops High
Street. Reproduction of the places to bring in the flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Vocabulary practice by means
of a song

Viewing the animated version of the song on Rooftops High
Street in the iPack (Song animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Identify
the
numbers 21-30.

listening of the numbers of buildings of High Street, pointing to
each building in the book as mentioned (Listen and point).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

listening different descriptions of identifying the place to which
they relate (Listen and say the number).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Hearing and playing the song Welcome to Rooftops! (Listen
and sing).
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.
vocabulary:

Introducing the grammatical
structure: Where's the (post
office)?

Hearing and brief dialogue reproduction of the book (Listen and
repeat).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Ask and answer questions
about places in High Street.

Exchange of questions and answers about different parts of the
picture of High Street (Ask and answer).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising
comprehension.
written

Practising vocabulary for the second time, by playing the Pairs
game in the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Practising oral comprehension.

Completion of activity 1 from AB by listening to the recording
and following the road to discover who lives in each place
(listen and follow. Say the letter).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 from AB by typing the places of
photography in its corresponding number (Write).
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.

Taking part in the game True or False? with the flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.46
CB p.3
AB p.3
CD
Flashcards
119
Unit 1 - At Flat Number 6
Unit 1 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the One thing about me game (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Familiarise yourself with the
context of the unit.

Oral Interaction speaking about some experience related to the
theme of unity, e.g. : moving.
SC
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign
language.

Introduce the key vocabulary 1
(furniture): The wardrobe, a
TV, a picture, a mirror, a lamp,
a clock, a desk, a bookcase.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Vocabulary practice playing Wait for it! in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Identify the vocabulary.

listening of the vocabulary in the CD by pointing to the furniture
and objects in the illustration in the book (Listen and point).
CL

Play the vocabulary.

Second listening and playing the vocabulary (Listen and
repeat).
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

become fluent by means of the
repetition.

Participation in a game in pairs repeating what your partner's
words and adding one more word (Remember and say).
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.

Practising
comprehension.
written

Practising the vocabulary for the second time by playing
Memory game in the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Listening comprehension and
writing vocabulary.

Completion of activity 1 from AB by numbering the words
according to the image (Number the words).
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Completion of activity 2from AB marking the furniture in
different colours and typing the words corresponding (Draw
around the furniture in different colours. Write).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Participation in the game Say the word with animation
vocabulary (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 in the AB, p.60
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.48
CB p.4
AB p.4
CD
Rooftops city
poster
AB
120
Unit 1 - Session 2 (45') - Lesson 2: Song and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in a memory game with flashcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the grammatical
structure 1: Is it a (desk)? Yes,
it is. / No, it isn't.

Presentation of the grammatical structure and vocabulary
building with the animated version of the song Let's run to the
new flat in the iPack (Song animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Practice grammatical structure.

Practice of structure playing chase the cheese in the iPack
(Game).
CD
CD2. Using digital media for learning a foreign language.

Checking the comprehension
of grammatical structure.

CL

Listening to the song by identifying the images in the book for
each stanza.
Second listening and watching playback images 121 (Listen
and find the picture for each visible. Sing).
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.

Hearing and reproduction dialogue (Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.

Exchange of questions and answers on images of the book
following the dialogue from the previous activity as a model
(Look at the pictures. Point, ask and answer).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Completion activity 1 AB listening and dialogue surrounding the
right choice (Listen and circle A or B).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 from AB by typing the end of the
question and answering questions with short answers (Write
the questions. Answer with 'Yes, it is' or 'No, it isn't').
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity 3 from AB by drawing a piece of furniture,
by typing in a question and exchanging the books with a partner
to respond (Draw part of a piece of furniture. Write a question.
Swap books and ask your partner).
AA
AA3. Valuing the use of foreign language as a learning
tool.
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.


Practising the grammatical
structure
through
oral
expression.
Practising grammar with the
vocabulary.

Finishing the lesson.

Taking part in the game What is it? (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Reinforcement worksheet 1
- Extension worksheet 1
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.49
CB p.5
AB p.5
CD
Flashcards
TR CD-ROM
121
Oxford Rooftops 3 – Oxford University Press
122
Unit 1 - Session 3 (45') - Lesson 3: Culture and Values
Aims
Activities

Start of lesson.

Listening and song playback in the lesson 2 (optional).

UK culture: Getting familiar
with aspects of the British
culture.


Review and practice the
vocabulary and grammar in a
real context.
CCBB
Indicators
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.
Viewing the film cultural at the cottage on a home in the British
iPack, pointing out the furniture as mentioned (Culture film).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second viewing of the film and completion activities of
understanding in the iPack (Culture film).
CD
CD2. Using digital media for learning a foreign language.

Observation of photographs describing what they see (look at
photos a-f. What can you see?).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reading the descriptions of linking them to the photographs
(Read and match to the photos. Say the letter).
CL
CL4.2. Read simple texts on familiar topics by identifying
the most important information.

Community
Values:
Understand the importance of
taking care of our belongings.

Oral Interaction discussing the importance of keeping the room
clean and tidy, take care of our things, etc. (Taking care of
belongings).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising written expression.

Completion of activity 1 from AB by completing the text around
a circle with the false information (What's Holly saying?
Complete. Then read again and circle one false fact).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion of activity 2 from AB by numbering the images
according to the recording (Listen and number in order).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Finishing the lesson.

Participation in the Descriptions game about the rooms of a
house (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: Exercise 2 from AB, p.60
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.49
CB pp.6-7
AB p.6
CD
AB
123
Unit 1 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Mime the action (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introduction
of
everyday
language in a context: Can you
(open the window), please?
Yes, of course. Thank you /
Thanks. OK.

Revision of the cultural film commenting on what they
remember and viewing this code again (Culture film).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

View the video on the iPack. Second display repeating each
sentence after hearing (Everyday language film).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Listening the dialogue on the CD from the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Observation of the images and role playing requests with a
colleague (Look. Act out with a partner).
CL
Make a creative activity.

Elaboration of the mini-book is detachable on the cultural theme
(Make your culture mini-book).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Reinforcing the content learned
in the lesson.

Completion of the cultural mini-book writing the missing
information (Culture mini-book).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Customisation of the mini-book by drawing a typical household
of his country.
CEC
Finishing the lesson.

Presentation of the mini-book to a colleague (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Culture worksheet
Oxford Rooftops 3 – Oxford University Press
iPack
TG p.51
CB p.7
AB p.95
CD
Scissors
Glue
CL2.3. Producing simple speech.


Resources
CEC2. Using artistic techniques in projects or papers.
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
TR CD-ROM
124
Unit 1 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Lip reading game with the flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the story.

Participation in the Don't pop the balloon! Game in the iPack to
discover the title of the story (Game 1).
CD
CD2. Using digital media for learning a foreign language.

Submit the grammar.

Viewing the story of Flat number 6 in the iPack and answer the
comprehension question.
Second viewing by repeating the vocabulary presented at the
end of the animation (Story animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.


Identify the vocabulary: To
plant, to bin, a rug, a poster, a
computer, to cushion.

Listening to the vocabulary on the CD by pointing to the images
in the book (Listen and point).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Read the story.

Listening to the CD following her story in the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Answer the comprehension questions from the story made by
the professor.
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Practising
comprehension.
written

Practice the vocabulary for the second time, by playing
Jumbled words in the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Check the understanding of
story through an activity.

Completion of activity 1 from AB by identifying whether the
sentences on the story are true or false (Read the story again.
Circle 'True' or 'False').
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Evaluate the story.

Completion of activity 2from AB colouring the appreciation of
story according to the opinion of the student (How do you rate
the story? Colour).
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Practising written expression.

Completion activity 3 from AB building phrases in relation to the
image (Write. Use the words in the box).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Taking part in the game Remember the story with the whole
class (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 of AB, p.61
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.51
CB pp.8-9
AB p.7
CD
Flashcards
AB
125
Unit 1 - Session 6 (45') - Lesson 6: Story and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the True or False game with the flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the story and expose
the grammar in a context:
Have you got a (TV)? Yes, I
have / No, I haven't.

Answer to the questions on the story of the previous lesson to
check what they remember and viewing of new story to review
your answers (Story animation).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practise oral comprehension.

Listening to the dialogue between Dylan and Jack on the CD by
identifying the bedroom of each (Listen and say 'A' or 'B' ).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Practising oral expression.

Observation of the images, listening of the dialogue and
playback (Look, listen and repeat).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Participation in a game by couples questions you might have
guessed by the bedroom that has chosen the companion (Play
the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Grammar practice playing Word clouds in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Completion of activity 1 from AB marking objects that are
present in the room described in recording and answer to the
question (Listen and tick or cross. Answer).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion Activity 2 AB answering questions based on image
(Look at Hayley's bedroom. Answer with 'Yes, I have' or 'No, I
haven't).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Completion of activity 3 from AB building phrases for each
object and asking two friends (Write questions. Ask two friends
and tick or cross).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.


Practice the grammar (word
order).
Practising written expression.

Finishing the lesson.

Exchange of questions and answers about your rooms with a
colleague (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Reinforcement worksheet 2
- Extension worksheet 2
- Story worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.52
CB p.10
AB p.8
CD
Flashcards
TR CD-ROM
126
Oxford Rooftops 3 – Oxford University Press
127
Unit 1 - Session 7 (45') - Lesson 7: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral Interaction commenting on what they remember of the
room of Hayley from the previous lesson and familiarizing
yourself with the materials that could be built (optional).
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Cross-curricular topic:
Learning contents of other
subjects through a foreign
language (Building Materials):
Social sciences.

Presentation of the intercurricular topic in the form of a
slideshow on the iPack. Answer to the questions of
understanding on the weather (cross-curricular introduction).
CD
CD2. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Observation of images by identifying which belongs to a hot
climate and which belongs to a cold climate (Look.Which photo
shows hot weather? Which photo shows cold weather?).
CMCT
CMCT4. Recognize the relationship between some
factors of the physical environment (highlighted, soil,
climate, vegetation) and ways of life and actions of the
people.

Practice the oral and written
comprehension.

Building materials Audition text while reading the book (Read
and listen).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Second reading of the text and answering comprehension
questions in writing and orally (Read again. Answer the
questions). Say the answers).
CL

Completion of activity 1 from AB by typing the words of the box
to its corresponding image (Write).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity 2 from AB joining images of different
houses with the appropriate phrases (Look. Match the houses
and the sentences).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Settling the content of the
lesson.

Finishing the lesson.

Table Completion on climatology and types of houses in pairs
(optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.53
CB p.11
AB p.9
CD
CL4.4. Reading texts on various topics of interest.
TR CD-ROM
128
Unit 1 - Session 8 (45') - Lesson 8: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Mystery game card (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Expound the /ә/ sound for
pronunciation practice.

Participation in the game match the iPack Pronunciation
(Pronunciation game).
CD
CD2. Using digital media for learning a foreign language.

Practice the pronunciation of
the /ә/ sound contained in:
Computer,
mirror,
picture,
poster, scooter.

Listening to the pronunciation chant noting in the book the
corresponding illustration as mentioned.
CL

Second hearing and playing the chant (Listen and repeat).
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.
CL2.2. Recite jingles, tongue twisters, small poems, etc.,
with appropriate intonation and pronunciation.

Listening comprehension and
oral expression.

Listening and playback of a dialogue on a communication game
(Listen and repeat).
CL

Settling the content of the
lesson.

Completion of activity 1 from AB by participating in the
communication game with a partner, following the model of the
previous activity (Play the game).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Completion of activity 2 from AB playing again the
communication game with another colleague (Play the game
again with a different partner).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.
iPack
TG p.54
CB p.12
AB pp.10, 73
CD
CL2.3. Producing simple speech.

Review the vocabulary learned
in the unit.

Completion of the visual dictionary in the AB (Complete the
Picture Dictionary).
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.

Finishing the lesson.

Participation in the game What's my word? Using the page from
the visual dictionary (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 2 of AB, p.61
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Reinforcement and extension activities:
- Pronunciation worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
AB
TR CD-ROM
129
Unit 1 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Chain game, starting with in my bedroom,
I've got a desk (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Learn about the new character
from the blog.

Viewing the presentation of a Japanese child from the
international blog and answer to the multiple-choice questions
of understanding in the iPack (Rooftops Blog: Meet Takashi).
SC
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign
language.

Recycle the vocabulary in a
new context, through oral
comprehension.

Observation of photographs and identification of the number of
picture you are describing as the listening (Look at the photos.
Listen and say the number).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

World culture: Recycle the
vocabulary in the context of a
cultural text on Japanese
households.

Reading and hearing the text and answering the
comprehension question (Read and listen. Is the blog about
Takashi's house or his school? Say).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second reading of the text by identifying whether the
statements are true or false (Read again. Write 'T' or 'F' in your
notebook).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.
CD2. Using digital media for learning a foreign language.

To prepare students to write
their own post.

Practice of reading in the context of a blog playing Gap Fill
game in the iPack (Game).
CD

To help students plan and
prepare for their post.

Completion of activity 1 from AB classifying the vocabulary
according to the different categories (Think and write. Use your
Picture Dictionary to help you).
CMCT
CMCT3. Sorting the recorded data according to a
classification criterion.

Consolidate the vocabulary
learned in the unit through a
activity of written expression.

Completion of activity 2 from AB on reading the blog model,
drawing your favourite room and writing about it (Prepare your
blog post. Read. Draw and write).
CL
CL5.2. Write texts referring to everyday situations
coming to experience from different models of simple texts
to transmit information with various communicative
intentions.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Communicative exchange in pairs discussing the activities that
seem interesting to them in the unit (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Summative evaluation.

Completion of the Unit 1 Test.
All
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.55
CB pp.12-13
AB pp.11, 73,
58
CD
TR
CD-ROM
130
Unit 1 - Session 9 (45') - Lesson 9: Review and skills
Aims

Developing digital competence.
Activities

Online Learning Zone:
Free use of the unit's proposed activities on the Internet.
Oxford Rooftops 3 – Oxford University Press
CCBB
CD
Indicators
CD1. Using digital media for learning a foreign language.
Resources
PC / Tablet
131
Unit 2 - At the Fancy Dress Shop
Unit 2 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Spy to review the vocabulary of the
old drive (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Familiarise yourself with the
context of the unit.

Oral Interaction talking about if you like dress up and disguise
their favourite.
SC
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign
language.

Introduce the key vocabulary 1
(clothing): a mask, a shirt,
gloves, a sweater, socks,
trainers, sandals.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Vocabulary practice playing Wait for it! in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Identify the vocabulary.

Listening of the vocabulary in the CD pointing out the clothing in
the illustration in the book (Listen and point).
CL

Practising oral expression.

Hearing and reproduction dialogue (Listen and repeat).
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Become fluent.

Participation in a game in pairs by guessing the character which
is set by your companion (Remember and say).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising
comprehension.
written

Second vocabulary practice playing Three in a row in the iPack
(Game 2).
CD
CD2. Using digital media for learning a foreign language.

Listening comprehension and
writing vocabulary.

Completion of activity 1 from AB joining the garments of the
image with your corresponding word (Match).
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Completion of activity 2 from AB by typing the words of the
clothing shown (Write).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Viewing the vocabulary of new animation and participation in a
game of Animation TPR (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 of AB, p.62
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.56
CB p.14
AB p.12
CD
Rooftops city
poster
AB
132
Unit 2 - Session 2 (45') - Lesson 2: Song and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in a matching game with flashcards and
Wordcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the grammatical
structure 1: What colour is
Mum's hat? It's black. What
colour are Dad's jeans?
They're green.

Introducing the grammatical structure and vocabulary
consolidation with the animated version of the song of the
costumes in the iPack (Song animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Checking the comprehension
of grammatical structure.

CL

Listening to the song by identifying the images in the book for
each stanza.
Second listening and watching playback images 133 (Listen
and find the picture for each visible. Sing).
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.

Hearing and reproduction dialogue (Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.

Exchange of questions and answers on images of the book
following the dialogue from the previous activity as a model
(Look at the pictures. Point, ask and answer).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising the grammatical
structure
through
oral
expression.

Practice grammatical structure.

Practice of structure playing chase the cheese in the iPack
(Game).
CD
CD2. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion of activity 1 from AB colouring the clothes of the
characters according to the listening (Listen and colour Ravi
and Kay's clothes).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 from AB colouring the clothes of the
characters according to the listening and answering the
questions (Colour Emily's and Sam's clothes. Answer the
questions).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity 3 from AB writing questions on the
characters (Now write questions about Ravi and Kay. Answer).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Participation in the No peeping! Game With the class (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.57
CB p.15
AB p.13
CD
Flashcards
Wordcards
133
Unit 2 - Session 2 (45') - Lesson 2: Song and Grammar
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Reinforcement worksheet 1
- Extension worksheet 1
Oxford Rooftops 3 – Oxford University Press
CCBB
SIEE
Indicators
SIEE2. Use simple strategies for the planning and
monitoring of work.
Resources
TR CD-ROM
134
Unit 2 - Session 3 (45') - Lesson 3: Culture and Values
Aims
Activities

Start of lesson.

Listening and song playback in the lesson 2 (optional).

UK culture: Getting familiar
with aspects of the British
culture.


Review and practice the
vocabulary and grammar in a
real context.
CCBB
Indicators
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.
Viewing the cultural film At The Carnival about a carnival party
in the iPack, paying attention to the clothing that appear
(Culture film).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second viewing of the film and completion activities of
understanding in the iPack (Culture film).
CD
CD2. Using digital media for learning a foreign language.

Observation of photographs describing what they see (look at
photos a-f. What can you see?).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reading the descriptions of linking them with the pictures and
saying the corresponding letter (Read and match to the photos.
Say the letter).
CL
CL4.2. Read simple texts on familiar topics by identifying
the most important information.

Community
Values:
Understand the importance of
being creative.

Oral Interaction discussing the importance of being creative and
its benefits, how to tell us the costumes at home, etc. (being
creative).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising written expression.

Completion of activity 1 from AB by completing the text on
costumes and circling the false information (What's Brendan
saying? Complete. Then read again and circle one false fact).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion of activity 2 from AB by numbering the images
according to the recording (Listen and number in order).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Finishing the lesson.

Participation in the game Crazy costumes with the class
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: Exercise 2 of AB, p.62
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.57
CB pp.16-17
AB p.14
CD
AB
135
Unit 2 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Missing letters with the class
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introduction
of
everyday
language in a context: I like
this (scarf). I like these
(gloves). So do I / I don't. I
prefer this (scarf). I prefer
these (trainers).

Revision of the cultural film commenting on what they
remember and viewing this code again (Culture film).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

View the video on the iPack. Second display repeating each
sentence after hearing (Everyday language film).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Listening the dialogue on the CD from the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Oral Interaction talking with a colleague about three garments
that excite them or if you prefer (Choose three things you like.
Talk to your friends).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Express
their
preferences.

Make a creative activity.

Elaboration of the mini-book is detachable on the cultural theme
(Make your culture mini-book).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Reinforcing the content learned
in the lesson.

Completion of the cultural mini-book writing the missing
information (Culture mini-book).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Customization of the mini-book by drawing their favourite
disguise.
CEC
likes
and

Finishing the lesson.

Participation in the memory game (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Culture worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.59
CB p.17
AB p.93
CD
Scissors
Glue
CEC2. Using artistic techniques in projects or papers.
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
TR CD-ROM
136
Unit 2 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation Word jumble game with vocabulary lesson 1
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the story.

Participation in the Don't pop the balloon! Game in the iPack to
discover the title of the story (Game 1).
CD
CD2. Using digital media for learning a foreign language.

Submit the grammar.

Viewing the story The number one fan in the iPack and answer
to the question of understanding.
Second viewing by repeating the vocabulary presented at the
end of the animation (Story animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.


Identify
vocabulary
(facial
137features):
Curly hair, straight hair, a
moustache, beard, ponytail,
earrings.

Listening to the vocabulary on the CD by pointing to the images
in the book (Listen and point).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Read the story.

Listening to the CD following her story in the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Answer the comprehension questions from the story made by
the professor.
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Practising
comprehension.
written

Second practice vocabulary Picture race playing in the iPack
(Game 2).
CD
CD2. Using digital media for learning a foreign language.

Check the understanding of
story through an activity.

Completion of activity 1 from AB by identifying whether the
sentences on the story are true or false (Read the story again.
Circle 'True' or 'False').
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Evaluate the story.

Completion of activity 2from AB colouring the appreciation of
story according to the opinion of the student (How do you rate
the story? Colour).
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Practising written expression.

Completion of activity 3 from AB building phrases in relation to
the images (Write. Use the words in the box).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Participation in the What are the words? game (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.59
CB pp.18-19
AB p.15
CD
137
Unit 2 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Extension activities:
- Fast finishers: exercise 1 of AB, p.63
Oxford Rooftops 3 – Oxford University Press
CCBB
AA
Indicators
AA3. Valuing the use of foreign language as a learning
tool.
Resources
AB
138
Unit 2 - Session 6 (45') - Lesson 6: Story and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game, Draw on the whiteboard on top of an
already drawn smiley face (optional).
CEC

Review the story and expose
the grammar in a context: Has
he got a moustache? Has he
got earrings? Yes, he/she has.
No, he/she hasn't.

Answer to the questions on the story of the previous lesson to
check what they remember and viewing of new story to review
your answers (Story animation).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practise oral comprehension.

Listening to a dialogue by identifying photography on that speak
(Listen and say which picture).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Practising oral expression.

Observation of the images, listening of the dialogue and
playback (Look, listen and repeat).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Participation in a game in pairs guessing by means of questions
from the picture that your companion has chosen (Play the
game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Grammar practice playing Word clouds in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Completion activity 1 AB numbering the players in order of the
description of the recording (Listen and number).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 from AB by answering the questions
according to the image (Answer with 'Yes, he has' or 'No, he
hasn't).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Completion of activity 3 from AB constructing questions for the
image and replying to a colleague (Write questions. Swap
books and ask your partner).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.


Practice the grammar (word
order).
Practising written expression.

Finishing the lesson.

Exchange of questions and answers about the costume drawn
on a paper for the face of the student (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Reinforcement worksheet 2
- Extension worksheet 2
- Story worksheet
Oxford Rooftops 3 – Oxford University Press
CEC2. Using artistic techniques in projects or papers.
Resources
iPack
TG p.60
CB p.20
AB p.16
CD
Scissors
TR CD-ROM
139
Unit 2 - Session 7 (45') - Lesson 7: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral Interaction speaking on the crafts and the type of things
they like to do (optional).
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Cross-curricular topic:
Learning contents of other
subjects through a foreign
language (Making a paper
mache mask): Plastic.

Presentation of the intercurricular topic in the form of a
slideshow on the iPack. Answer to the questions of
understanding on the papier mache masks (cross-curricular
introduction).
CD
CD2. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Observation of images identifying the colours of the mask and
the globe (Look.What colour is the balloon? What colour is the
mask?).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practice the oral and written
comprehension.

Hearing the text Making a papier mâché mask while reading the
book (Read and listen).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Second reading of the text by saying if the phrases on the text
are true or false (Read. Are the sentences true or false? Say
the answers).
CL

Completion of activity 1 from AB by typing the words of the box
to its corresponding image (Write).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity 2 from AB by numbering instructions for
making a papier mache spider in the order of the images
(Making a papier such spider. Look. Number the sentences).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Settling the content of the
lesson.
iPack
TG p.61
CB p.21
AB p.17
CD
CL4.4. Reading texts on various topics of interest.

Finishing the lesson.

Reproduction of the instructions (requirements) of the story
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Cross-curricular worksheet
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 3 – Oxford University Press
Resources
TR CD-ROM
140
Unit 2 - Session 8 (45') - Lesson 8: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in a guessing game in which the student is
thinking about the teacher (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Expound the /ʃ/ sound for
pronunciation practice.

Participation in the game match the iPack Pronunciation
(Pronunciation game).
CD
CD2. Using digital media for learning a foreign language.

Practice the pronunciation of
the sound /ʃ/ contained in:
Shop, T-shirt, Shona, she,
shoes, shorts, sheep.

Listening to the pronunciation chant noting in the book the
corresponding illustration as mentioned.
CL

Second listening and reproduction of the chant (Listen, point
and repeat).
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.
CL2.2. Recite jingles, tongue twisters, small poems, etc.,
with appropriate intonation and pronunciation.

Listening comprehension and
oral expression.

Listening and playback of a dialogue on a communication game
(Listen and repeat).
CL

Settling the content of the
lesson.

Completion of activity 1 from AB by participating in the
communication game, completing and colouring two of the
characters and by asking a colleague to complete the other two
(Play the game).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Review the vocabulary learned
in the unit.

Completion of the visual dictionary in the AB (Complete the
Picture Dictionary).
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.

Finishing the lesson.

Participation in The spelling game using the page of the visual
dictionary (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 2 of AB, p.63
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Reinforcement and extension activities:
- Pronunciation worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.62
CB p.22
AB pp.18, 74
CD
CL2.3. Producing simple speech.
AB
TR CD-ROM
141
Unit 2 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game The first letter with the class
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Learn about the new character
from the blog.

Viewing the presentation of an Indian girl from the international
blog and answer to the multiple-choice questions of
understanding in the iPack (Rooftops Blog: Meet Anjali).
SC
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign
language.

Recycle the vocabulary in a
new context, through oral
comprehension.

Observation of photographs and identification of the number of
picture you are describing as the listening (Look at the photos.
Listen and say the number).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

World culture: Recycle the
vocabulary in the context of a
blog on clothing.

Reading and hearing the text and answering the
comprehension question (Read and listen. Is the blog about
Anjali's family or clothes? Say).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second reading of the text by answering the questions with a
single word (Read again. Answer with one word in your
notebook).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.
CD2. Using digital media for learning a foreign language.

To prepare students to write
their own post.

Practice of reading in the context of a blog playing Gap Fill
game in the iPack (Game).
CD

To help students plan and
prepare for their post.

Completion of activity 1 from AB classifying the vocabulary
according to the different categories (Think and write. Use your
Picture Dictionary to help you).
CMCT
CMCT3. Sorting the recorded data according to a
classification criterion.

Consolidate the vocabulary
learned in the unit through a
activity of written expression.

Completion of activity 2 from AB on reading the blog model,
drawing to his family and writing about it (Prepare your blog
post. Read. Draw and write).
CL
CL5.2. Write texts referring to everyday situations
coming to experience from different models of simple texts
to transmit information with various communicative
intentions.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Participation in a guessing game the character of the book
describing the professor (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Summative evaluation.


Completion of the Unit 2 Test.
Completion of the Term 1 Test.
All
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.62
CB pp.22-23
AB pp.19, 74,
58
CD
TR
CD-ROM
142
Unit 2 - Session 9 (45') - Lesson 9: Review and skills
Aims

Developing digital competence.
Activities

Online Learning Zone:
Free use of the unit's proposed activities on the Internet.
Oxford Rooftops 3 – Oxford University Press
CCBB
CD
Indicators
CD1. Using digital media for learning a foreign language.
Resources
PC / Tablet
143
Revision story - Super City Heroes 1
Super City Heroes 1 - Session 1 (45') - Lesson 1
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral Interaction talking about superheroes, which they are
familiar, the powers they have, etc. (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the vocabulary and
grammar through a story.

Presentation of the story Super City Heroes 1 noting the
vignettes of the story in the iPack deducting what happens
(Super City Heroes 1).
CD
CD2. Using digital media for learning a foreign language.

Practice the oral and written
comprehension.

Listening to the story on the CD, following in the book (Listen
and read).
CL
CL4.4. Reading texts on various topics of interest.

Answering the question of understanding.
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Second listening of the story by answering the comprehension
questions.
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 1 from AB joining the images of the
superheroes with their names (Match).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion Activity 2 AB writing the names of the superheroes
who utter phrases of activity in the story (Who's speaking?
Write the names).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion Activity 3 of AB, completing the questions and
answering in the image (Complete the questions. Write the
answers).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Vocabulary practice playing Basketball bounce in the iPack
(Game 1).
CD
CD2. Using digital media for learning a foreign language.

Participation in a memory game describing some superhero so
that the pupils can guess (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Listening comprehension and
writing vocabulary.

Practising
comprehension.

Finishing the lesson.
written
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.64
CB pp.24-25
AB p.20
CD
144
Super City Heroes 1 - Session 2 (45') - Lesson 2
Aims
Activities
CCBB
Indicators

Start of lesson.

Review of the story of superheroes commenting on what they
remember (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the vocabulary and
grammar through a story.

Review of the comic book superheroes by viewing the cartoons
in the iPack and answering the questions of the professor to
remember what happened (Super City Heroes 1).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Tell a story.

Listening and reading of the story of superheroes and
representation of the same by groups (Acting out the story).
CL

Practising oral comprehension.

Completion of activity 1 from AB by listening to the recording
and marking the boxes of numbers according to the image
(Listen and tick or cross).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Practising
comprehension.

Completion activity AB 2 with short answer questions about the
image of the previous activity (Look at the picture in Activity 1
replies. Answer with 'Yes, it is' or 'No, it isn't').
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity 3 from AB by reading the questions and
answers on Dr Rat and identifying the correct image (Find Dr
Rat. Read and write the number).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Second practice vocabulary review game playing Rooftops in
the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Participation in one of the games on the stories (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising
comprehension.

Finishing the lesson.
reading
written
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.65
CB pp.24-25
AB p.21
CD
CL2.3. Producing simple speech.
145
Unit 3 - At Rooftops Café
Unit 3 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities

Start of lesson.

Participation in the Draw game to review verbs (optional).

Familiarise yourself with the
context of the unit.

Oral Interaction speaking about some experience related to the
theme of unity, e.g. : frequenting coffee shops.

Introduce the key vocabulary 1
(leisure activities): read a
comic, listen to music, buy an
ice cream, play games, talk to
friends, play chess, have a
snack, have a drink.



CCBB
Indicators
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Vocabulary practice playing Wait for it! in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.
Identify the vocabulary.

Listening of the vocabulary on the CD by identifying activities in
the illustration in the book (Listen and point).
CL
Play the vocabulary.

Hearing and reproduction dialogue (Listen and repeat).
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Participation in a game in pairs doing mimicry on activities that
can be done in a coffee for which the companion the guess
(Mime and say).
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Practising
comprehension.
written

Second vocabulary practice playing Snap the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Listening comprehension and
writing vocabulary.

Completion of activity 1 from AB reading the phrases,
identifying the photo to which they relate and typing the number
in the box (Read, find and write the number).
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Completion activity 2 from AB locating activities and writing
(Write).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Participation in a game with the animation of the vocabulary
and the flashcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 of AB, p.64
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.66
CB p.26
AB p.22
CD
Flashcards
AB
146
Unit 3 - Session 2 (45') - Lesson 2: Song and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game The chain game with the whole class
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the grammatical
structure 1: What's he / she
doing? He's / She's playing
chess.

Introducing the grammatical structure and vocabulary
consolidation with animated song in the iPack (Song animation)
version.
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Checking the comprehension
of grammatical structure.

CL

Listening to the song, What's Jack doing? Identifying the
images in the book for each stanza.
Second listening and watching playback images 147 (Listen
and find the picture for each visible. Sing).
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.

Hearing and reproduction dialogue (Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.

Exchange of questions and answers on images of the book
following the dialogue from the previous activity as a model
(Look at the pictures. Point, ask and answer).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising the grammatical
structure
through
oral
expression.

Practice grammatical structure.

Practice of structure playing chase the cheese in the iPack
(Game).
CD
CD2. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion activity 1 from AB while listening to a dialogue and
joining with a line the number with the person of the
corresponding image (Listen and draw a line).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion Activity 2 AB answering questions based on images
(Look and answer).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Participation in the game Who is it? (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Reinforcement worksheet 1
- Extension worksheet 1
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.67
CB p.27
AB p.23
CD
TR CD-ROM
147
Unit 3 - Session 3 (45') - Lesson 3: Culture and Values
Aims
Activities

Start of lesson.

Listening and song playback in the lesson 2 (optional).

UK culture: Getting familiar
with aspects of the British
culture.


Review and practice the
vocabulary and grammar in a
real context.
CCBB
Indicators
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.
Viewing of the cultural film, A Visit to the Café about a visit to a
coffee shop in the iPack, pointing out the activities mentioned
(Culture film).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second viewing of the film and completion activities of
understanding in the iPack (Culture film).
CD
CD2. Using digital media for learning a foreign language.

Observation of photographs describing what they see (look at
photos a-f. What can you see?).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reading the descriptions of linking them to the photographs
(Read and match to the photos. Say the letter).
CL
CL4.2. Read simple texts on familiar topics by identifying
the most important information.

Community
Values:
Understand the importance of
being polite.

Oral Interaction discussing the importance of being polite and
friendly with the people, saying examples (being polite).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising written expression.

Completion of activity 1 from AB by completing the text around
a circle with the false information (What's Ellie saying?
Complete. Then read again and circle one false fact).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion of activity 2 from AB by numbering the images
according to the recording (Listen and number in order).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Finishing the lesson.

Participation in the game Simon says on lesson activities
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: Exercise 2 of AB, p.64
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.67
CB pp.28-29
AB p.24
CD
Flashcards
AB
148
Unit 3 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Match (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introduction
of
everyday
language in a context: Let’s
play chess / read comics / buy
an ice cream. OK! No, thanks. I
don’t want to.

Revision of the cultural film commenting on what they
remember and viewing this code again (Culture film).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

View the video on the iPack. Second display repeating each
sentence after hearing (Everyday language film).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Listening the dialogue on the CD from the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Choice of an activity and finding three colleagues who want to
perform the same activity (Choose an activity. Find three
friends who want to do the same activity).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Make a creative activity.

Elaboration of the mini-book is detachable on the cultural theme
(Make your culture mini-book).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Reinforcing the content learned
in the lesson.

Completion of the cultural mini-book writing the missing
information (Culture mini-book).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Customization of the mini-book by drawing its favourite activity
in the cafe.
CEC

Finishing the lesson.

Participation in the game Say the word (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Culture worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.68
CB p.29
AB p.91
CD
Scissors
Glue
CEC2. Using artistic techniques in projects or papers.
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
TR CD-ROM
149
Unit 3 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral Interaction making predictions on the talents of Jack
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the story.

Participation in the Don't pop the balloon! Game in the iPack to
discover the title of the story (Game 1).
CD
CD2. Using digital media for learning a foreign language.

Submit the grammar.

Viewing the story of Jack's a star in the iPack and answer to the
question of understanding.
Second viewing by repeating the vocabulary presented at the
end of the animation (Story animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.


Identify
the
vocabulary:
triangle,
violin,
trumpet,
recorder, flute, drums.

Listening to the vocabulary on the CD by pointing to the images
in the book (Listen and point).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Read the story.

Listening to the CD following her story in the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Answer the comprehension questions from the story made by
the professor.
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Practising
comprehension.
written

Second vocabulary practice playing Which instrument? in the
iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Check the understanding of
story through an activity.

Completion of activity 1 from AB by identifying whether the
sentences on the story are true or false (Read the story again.
Circle 'True' or 'False').
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Evaluate the story.

Completion of activity 2from AB colouring the appreciation of
story according to the opinion of the student (How do you rate
the story? Colour).
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Practising written expression.

Completion activity 3 from AB building phrases in relation to the
image (Write. Use the words in the box).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Participation in the game Find it! With words of musical
instruments (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 of AB, p.65
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.69
CB pp.30-31
AB p.25
CD
AB
150
Unit 3 - Session 6 (45') - Lesson 6: Story and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Find the card with flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the story and expose
the grammar in a context: Can
he / she play the drums? Yes,
he / she can / can’t.

Answer to the questions on the story of the previous lesson to
check what they remember and viewing of new story to review
your answers (Story animation).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practise oral comprehension.

Listening to the dialogues on the CD by identifying the images
referring to each (Listen and say which picture).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Practising oral expression.

Look at the table, listening exercise with dialogue and
reproduction (Look, listen and repeat).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Participation in a pair-based guessing game asking questions
about the character from the board that their classmate has
chosen (Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Grammar practice playing Word clouds in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Completion of activity 1 in the AB ticking the correct option for
each pair of images as per the listening exercise (What can
Emily do? Listen and tick A or B).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 in the AB identifying the character
according to the answers to the questions (Read. Who is it?).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion of activity 3 in the AB constructing and answering
the questions and making new questions and answers (Write
two answers). Write the questions and answers).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of a survey for the entire class on the musical
instruments they know how to play, using the flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.



Practice the grammar (word
order).
Practising written expression.
Finishing the lesson.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.70
CB p.32
AB p.26
CD
Flashcards
151
Unit 3 - Session 6 (45') - Lesson 6: Story and Grammar
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Reinforcement worksheet 2
- Extension worksheet 2
- Story worksheet
Oxford Rooftops 3 – Oxford University Press
CCBB
SIEE
Indicators
SIEE2. Use simple strategies for the planning and
monitoring of work.
Resources
TR CD-ROM
152
Unit 3 - Session 7 (45') - Lesson 7: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral Interaction discussing the
instruments are made (optional).
musical
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Cross-curricular topic:
Learning contents of other
subjects through a foreign
language (like musical
instruments produce sounds):
Music.

Presentation of the intercurricular topic in the form of a
slideshow on the iPack. Answering comprehension check
questions on how musical instruments make sounds (Crosscurricular introduction).
CD
CD2. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Look at the imagines to identify musical instruments (Look.
What instruments can you see?).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practice the oral and written
comprehension.

How Listening to musical instruments make sounds text while
reading the book (Read and listen).
CMCT
CMCT5. Apply concepts and basic scientific concepts to
understand the world around them.

Second reading of the text and answering comprehension
questions in writing and orally (Read again. Answer the
questions). Say the answers).
CL

Completion activity 1 AB completing the table on musical
instruments (Complete the table).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Completion of activity 2 in the AB matching the instruments with
the answer to the question on what vibrates for each one (What
vibrates? Draw a line to the correct label).
CMCT
CMCT5. Apply concepts and basic scientific concepts to
understand the world around them.

Completion of activity 3 in the AB drawing their favourite
musical instrument and writing about it (Draw your favourite
instrument. Complete).
CEC
CEC2. Using artistic techniques in projects or papers.
CEC
CEC2. Using artistic techniques in projects or papers.

Settling the content of the
lesson.
materials
that

Finishing the lesson.

Design a new musical instrument in pairs (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 3 – Oxford University Press
AA
Resources
iPack
TG p.71
CB p.33
AB p.27
CD
CL4.4. Reading texts on various topics of interest.
AA3. Valuing the use of foreign language as a learning
tool.
TR CD-ROM
153
Unit 3 - Session 8 (45') - Lesson 8: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game What's he / she doing? (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Focus on the sound /r/ in order
to practice pronunciation.

Participation in the game match the iPack Pronunciation
(Pronunciation game).
CD
CD2. Using digital media for learning a foreign language.

Practice the pronunciation of
the sound /r/ as it appears in:
Reading, Rob, Rosie, recorder,
riding, rocket, writing.

Listening to the pronunciation chant noting in the book the
corresponding illustration as mentioned.
CL

Second hearing and playing the chant (Listen and repeat).
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.
CL2.2. Recite jingles, tongue twisters, small poems, etc.,
with appropriate intonation and pronunciation.

Listening comprehension and
oral expression.

Listening and playback of a dialogue on a communication game
(Listen and repeat).
CL

Settling the content of the
lesson.

Completion of activity 1 in the AB taking part in the
communicative game with a classmate, guessing the missing
names of the children in the image (Play the game).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Review the vocabulary learned
in the unit.

Completion of the visual dictionary in the AB (Complete the
Picture Dictionary).
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.

Finishing the lesson.

Participation in the Jumble Word Game using the picture
dictionary page (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 2 of AB, p.65
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Reinforcement and extension activities:
- Pronunciation worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.71
CB p.34
AB pp.28, 75
CD
CL2.3. Producing simple speech.
AB
TR CD-ROM
154
Unit 3 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Can they do it? (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Learn about the new character
from the blog.

Viewing of the presentation of an Australian boy from the
international blog and answering multiple choice compression
check questions in the iPack (Rooftops Blog: Meet Max).
SC
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign
language.

Recycle the vocabulary in a
new context, through oral
comprehension.

Observation of photographs and identification of the number of
picture you are describing as the listening (Look at the photos.
Listen and say the number).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

World culture: Recycle the
vocabulary within the context
of a blog an after school club.

Reading and hearing the text and answering the
comprehension question (Read and listen. Is the blog about a
sports team or an after school club? Say).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second reading of the text and answer the questions orally
(Read again. Say the answer).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.
CD2. Using digital media for learning a foreign language.

To prepare students to write
their own post.

Practice of reading in the context of a blog playing Gap Fill
game in the iPack (Game).
CD

To help students plan and
prepare for their post.

Completion of activity 1 from AB classifying the vocabulary
according to the different categories (Think and write. Use your
Picture Dictionary to help you).
CMCT
CMCT3. Sorting the recorded data according to a
classification criterion.

Consolidate the vocabulary
learned in the unit through a
activity of written expression.

Completion of activity 2 in the AB reading the example blog,
drawing their friends and writing about them (Prepare your blog
post. Read. Draw and write).
CL
CL5.2. Write texts referring to everyday situations
coming to experience from different models of simple texts
to transmit information with various communicative
intentions.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Participation in the game The same and different (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Summative evaluation.

Completion of the Unit 3 Test.
All
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.72
CB pp.34-35
AB pp.29, 75,
58
CD
TR
CD-ROM
155
Unit 3 - Session 9 (45') - Lesson 9: Review and skills
Aims

Developing digital competence.
Activities

Online Learning Zone:
Free use of the unit's proposed activities on the Internet.
Oxford Rooftops 3 – Oxford University Press
CCBB
CD
Indicators
CD1. Using digital media for learning a foreign language.
Resources
PC / Tablet
156
Unit 4 - At the Library
Unit 4 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Secret talent (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Familiarise yourself with the
context of the unit.

Oral Interaction discussing an experience relating to the topic in
the unit, e.g.: going to the library, the type of books they read,
etc.
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introduce the key vocabulary 1
(characters of stories): a
wizard, a princess, an explorer,
a spy, a king, a prince, a
queen, a footballer.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Vocabulary practice playing Wait for it! in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Identify the vocabulary.

Listening exercise on the vocabulary in the CD highlighting the
characters from the book covers on the books’ illustration
(Listen and point).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Play the vocabulary.

Hearing and reproduction dialogue (Listen and repeat).

Become fluent.

Participation in a pairs-based game saying the name of a book
so that the classmate can describe what it is about (Remember
and say).
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.

Practising
comprehension.
written

Practising vocabulary for the second time, by playing the Pairs
game in the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Listening comprehension and
writing vocabulary.

Completion of activity 1 in the AB matching the words with the
pictures (Match).
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Completion Activity 2 AB completing the crossword (Complete
the crossword).
CMCT
iPack
TG p.73
CB p.36
AB p.30
CD
CMCT1. Solve simple problems on family situations.

Finishing the lesson.

Participation in the game Freeze frame with the animated
vocabulary (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 in the AB, p.66
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
AB
157
Unit 4 - Session 2 (45') - Lesson 2: Song and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Missing card game with the flashcards for
the characters in the stories (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the grammatical
structure 1: Is there an
explorer? Yes, there is. / No,
there isn’t.

Introducing the grammatical structure and vocabulary
consolidation with animated song in the iPack (Song animation)
version.
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Checking the comprehension
of grammatical structure.

CL

Listening exercise using the song What's in your story?
Identifying the images in the book for each stanza.
Second listening and watching playback images 158 (Listen
and find the picture for each visible. Sing).
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.

Hearing and reproduction dialogue (Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.

Exchange of questions and answers on images of the book
following the dialogue from the previous activity as a model
(Look at the pictures. Point, ask and answer).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising the grammatical
structure
through
oral
expression.

Practice grammatical structure.

Practice of structure playing chase the cheese in the iPack
(Game).
CD
CD2. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion of activity 1 in the AB listening to the dialogue and
saying which book they refer to (Listen and follow. Write the
number of the book).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 in the AB answering the questions with
short answers (Look and answer with 'Yes, there is' or 'No,
there isn't').
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity 3 in the AB making more questions and
asking a classmate (Write more questions about the picture.
Swap books and ask your partner).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Taking part in the game What is it? (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.74
CB p.37
AB p.31
CD
Flashcards
158
Unit 4 - Session 2 (45') - Lesson 2: Song and Grammar
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Reinforcement worksheet 1
- Extension worksheet 1
Oxford Rooftops 3 – Oxford University Press
CCBB
SIEE
Indicators
SIEE2. Use simple strategies for the planning and
monitoring of work.
Resources
TR CD-ROM
159
Unit 4 - Session 3 (45') - Lesson 3: Culture and Values
Aims
Activities

Start of lesson.

Listening and song playback in the lesson 2 (optional).

UK culture: Getting familiar
with aspects of the British
culture.


Review and practice the
vocabulary and grammar in a
real context.
CCBB
Indicators
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.
Viewing of the Culture Film At the library about a visit to the
library included in the iPack, guessing the objects that they may
find (books, CDs, DVDs, etc.) (Culture film).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second viewing of the film and completion activities of
understanding in the iPack (Culture film).
CD
CD2. Using digital media for learning a foreign language.

Observation of photographs describing what they see (look at
photos a-f. What can you see?).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reading the descriptions of linking them to the photographs
(Read and match to the photos. Say the letter).
CL
CL4.2. Read simple texts on familiar topics by identifying
the most important information.

Community
Values:
Understanding the importance
of enjoying reading

Oral Interaction discussing the importance of enjoying reading
and everything that can be learnt from reading (Reading for
pleasure).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising written expression.

Completion of activity 1 in the AB completing the text and
circling the wrong information (What's Oli saying?) Complete.
Then read again and circle one false fact).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion of activity 2 from AB by numbering the images
according to the recording (Listen and number in order).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Finishing the lesson.

Participation in the game Comparing using the Culture Film
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 2 in the AB, p.66
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.75
CB pp.38-39
AB p.32
CD
AB
160
Unit 4 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Description of the characters in the stories using flashcards so
that the students guess them (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introduction
of
everyday
language in a context: What’s
your favourite book? Who’s
your favourite character?

Revision of the cultural film commenting on what they
remember and viewing this code again (Culture film).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

View the video on the iPack. Second display repeating each
sentence after hearing (Everyday language film).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Listening the dialogue on the CD from the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Communicative exchange asking a classmate about their
favourite book and character from the ones who appear in the
picture (Look). Ask your friends).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Make a creative activity.

Elaboration of the mini-book is detachable on the cultural theme
(Make your culture mini-book).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Reinforcing the content learned
in the lesson.

Completion of the cultural mini-book writing the missing
information (Culture mini-book).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Personalisation of the mini-book drawing their favourite book.

Finishing the lesson.

Participation in a version of the game The same and different
(optional).

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Culture worksheet
Oxford Rooftops 3 – Oxford University Press
CEC
Resources
iPack
TG p.76
CB p.39
AB p.89
CD
Scissors
Glue
Flashcards
CEC2. Using artistic techniques in projects or papers.
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
TR CD-ROM
161
Unit 4 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Lip reading game with the flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the story.

Participation in the Don't pop the balloon! Game in the iPack to
discover the title of the story (Game 1).
CD
CD2. Using digital media for learning a foreign language.

Submit the grammar.

Viewing of Cory's story in the iPack and answering the
comprehension check question.
Second viewing by repeating the vocabulary presented at the
end of the animation (Story animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.


Identify the vocabulary: old,
young, tall, short, good-looking,
strong.

Listening to the vocabulary on the CD by pointing to the images
in the book (Listen and point).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Read the story.

Listening to the CD following her story in the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Answer the comprehension questions from the story made by
the professor.
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Practising
comprehension.
written

Practice the vocabulary for the second time, by playing
Jumbled words in the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Check the understanding of
story through an activity.

Completion of activity 1 from AB by identifying whether the
sentences on the story are true or false (Read the story again.
Circle 'True' or 'False').
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Evaluate the story.

Completion of activity 2from AB colouring the appreciation of
story according to the opinion of the student (How do you rate
the story? Colour).
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Practising written expression.

Completion activity 3 from AB building phrases in relation to the
image (Write. Use the words in the box).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Description of a character from the story so that the students
guess them (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 in the AB, p.67
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.76
CB pp.40-41
AB p.33
CD
Flashcards
AB
162
Unit 4 - Session 6 (45') - Lesson 6: Story and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Draw game with vocabulary from the
previous lesson (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the story and expose
the grammar in a context: Is he
/ she 163eadi? Yes, he / she
is. No, he / she isn’t.

Answer to the questions on the story of the previous lesson to
check what they remember and viewing of new story to review
your answers (Story animation).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practise oral comprehension.

Listening exercise with the dialogue between Ruby and Cory in
the CD identifying the picture they refer to each time (Listen
and say which picture).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Practising oral expression.

Observation of the images, listening of the dialogue and
playback (Look, listen and repeat).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Participation in a pair-based guessing game asking questions
about the picture their classmate has chosen (Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Grammar practice playing Word clouds in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Completion activity 1 AB typing the name of each character as
described in the recording (Look, listen and write the name).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 in the AB making questions for each
picture and ticking the right answer (Write questions). Tick the
correct answers).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity 3 in the AB drawing a character from the
story, circling the correct option and answering the questions
(Draw a character from the book) Read, circle and answer).
CEC
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.


Practice the grammar (word
order).
Practising written expression.

Finishing the lesson.

Questions and answers exchange on the character that their
classmate has drawn to guess this (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Reinforcement worksheet 2
- Extension worksheet 2
- Story worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.77
CB p.42
AB p.34
CD
CEC2. Using artistic techniques in projects or papers.
TR CD-ROM
163
Unit 4 - Session 7 (45') - Lesson 7: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral Interaction discussing their favourite characters from Harry
Potter (optional).
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Cross-curricular topic:
Learning contents of other
subjects through a foreign
language (Bar charts):
Mathematics

Presentation of the intercurricular topic in the form of a
slideshow on the iPack. Answering the comprehension check
questions on the information presented (talking about books)
(Cross-curricular introduction).
CD
CD2. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Look at the pictures and name the different characters from
Harry Potter (Look. How many Harry Potter characters can you
find?).
CMCT

Practice the oral and written
comprehension.

Hearing Text Bar charts while reading the book (Read and
listen).
AA

Second reading of the text and answering the comprehension
check questions aloud and in their notebooks (Answer the
questions).
CL

Completion of activity 1 in the AB completing la information
from the bar chart (Read the instructions and finish the bar
chart).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Completion activity AB 2 completing the sentences according to
the graph (Look at the bar chart. Complete).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Settling the content of the
lesson.

Finishing the lesson.

Undertaking of a survey on the characters in the flashcards and
completion of a bar chart with the results (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.78
CB p.43
AB p.35
CD
CMCT1. Solve simple problems on family situations.
AA3. Valuing the use of foreign language as a learning
tool.
CL4.4. Reading texts on various topics of interest.
TR CD-ROM
164
Unit 4 - Session 8 (45') - Lesson 8: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Descriptions with the famous
characters from the stories (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Focus on the sound /w/ in
order to practice pronunciation.

Participation in the game match the iPack Pronunciation
(Pronunciation game).
CD
CD2. Using digital media for learning a foreign language.

Practice the pronunciation of
the sound /w/ as it appears in:
walking,
what,
Wilfred,
wearing, white, wizard, wood.

Listening to the pronunciation chant noting in the book the
corresponding illustration as mentioned.
CL

Second hearing and playing the chant (Listen and repeat).
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.
CL2.2. Recite jingles, tongue twisters, small poems, etc.,
with appropriate intonation and pronunciation.

Listening comprehension and
oral expression.

Listening and playback of a dialogue on a communication game
(Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.

Settling the content of the
lesson.

Completion of activity 1 in the AB participating in the
communication game, guessing the book that their classmate
has chosen through questions (Choose a book. Ask, answer
and guess).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Review the vocabulary learned
in the unit.

Completion of the visual dictionary in the AB (Complete the
Picture Dictionary).
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.

Finishing the lesson.

Design of a cover for the book, drawing the picture and writing
the title. Description of the cover to a classmate (optional).
CEC

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 2 in the AB, p.67
SIEE

Reinforcement and extension activities:
- Pronunciation worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.79
CB p.44
AB pp.36,76
CD
CEC2. Using artistic techniques in projects or papers.
SIEE2. Use simple strategies for the planning and
monitoring of work.
AB
TR CD-ROM
165
Unit 4 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Jumble Word Game jumble to revise unit
vocabulary (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Learn about the new character
from the blog.

Viewing of the presentation about a girl from Botswana in the
international blog and answering the questions multiple choice
compression check questions in the iPack (Rooftops Blog: Meet
Khumo).
SC
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign
language.

Recycle the vocabulary in a
new context, through oral
comprehension.

Observation of photographs and identification of the number of
picture you are describing as the listening (Look at the photos.
Listen and say the number).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

World culture: Recycle the
vocabulary within the context
of a blog on a library in
Botswana.

Reading and hearing the text and answering the
comprehension question (Read and listen. Is the blog about
reading or playing games? Say).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second reading of the text by identifying whether the
statements are true or false (Read again. Say true or false).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.
CD2. Using digital media for learning a foreign language.

To prepare students to write
their own post.

Practice of reading in the context of a blog playing Gap Fill
game in the iPack (Game).
CD

To help students plan and
prepare for their post.

Completion of activity 1 from AB classifying the vocabulary
according to the different categories (Think and write. Use your
Picture Dictionary to help you).
CMCT
CMCT3. Sorting the recorded data according to a
classification criterion.

Consolidate the vocabulary
learned in the unit through a
activity of written expression.

Completion of activity 2 in the AB reading example blog,
drawing their favourite book and writing about it (Prepare your
blog post. Read. Draw and write).
CL
CL5.2. Write texts referring to everyday situations
coming to experience from different models of simple texts
to transmit information with various communicative
intentions.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Participation in the game Find the answer (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Summative evaluation.


Completion of the Unit 4 Test.
Completion of Term 2 Test.
All
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.80
CB pp.44-45
AB pp.37, 76,
59
CD
TR
CD-ROM
166
Unit 4 - Session 9 (45') - Lesson 9: Review and skills
Aims

Developing digital competence.
Activities

Online Learning Zone:
Free use of the unit's proposed activities on the Internet.
Oxford Rooftops 3 – Oxford University Press
CCBB
CD
Indicators
CD1. Using digital media for learning a foreign language.
Resources
PC / Tablet
167
Revision story - Super City Heroes 2
Super City Heroes 2 - Session 1 (45') - Lesson 1
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral interaction discussing what they remember from the
superheroes’ story (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the vocabulary and
grammar through a story.

Presentation of the story Super City Heroes 2 noting the
vignettes of the story in the iPack deducting what happens
(Super City Heroes 2).
CD
CD2. Using digital media for learning a foreign language.

Practice the oral and written
comprehension.

Listening to the story on the CD, following in the book (Listen
and read).
CL
CL4.4. Reading texts on various topics of interest.

Answering the question of understanding.
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Second listening of the story by answering the comprehension
questions.
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion Activity 1 AB writing the names of the superheroes
who utter phrases of activity in the story (Who's speaking?
Write the names).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion Activity 2 of the AB answering questions based on
images (Look and answer).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Vocabulary practice playing Basketball bounce in the iPack
(Game 1).
CD
CD2. Using digital media for learning a foreign language.

Participation in one of the games on the stories (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Listening comprehension and
writing vocabulary.

Practising
comprehension.

Finishing the lesson.
written
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.81
CB pp.46-47
AB p.38
CD
168
Super City Heroes 2 - Session 2 (45') - Lesson 2
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Remember the story using the
characters in the story (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the vocabulary and
grammar through a story.

Review of the comic book superheroes by viewing the cartoons
in the iPack and answering the questions of the professor to
remember what happened (Super City Heroes 2).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Tell a story.

Listening and reading of the story of superheroes and
representation of the same by groups (Acting out the story).
CL

Practising oral comprehension.

Completion of activity 1 in the AB listening to the recording and
circling the right answer from the two options (Listen and circle).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Practising
comprehension.
reading

Completion activity AB 2 with short answer questions about the
image of the previous activity (Look at the picture in Activity 1
replies. Answer).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Practising
comprehension.
written

Second practice vocabulary review game playing Rooftops in
the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Finishing the lesson.

Participation in one of the games on the stories (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.82
CB pp.46-47
AB p.39
CD
CL2.3. Producing simple speech.
169
Unit 5 - At Rooftops Zoo
Unit 5 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Changing places reviewing the
preposition in, on, under (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Familiarise yourself with the
context of the unit.

Oral interaction discussing talking about an experience related
the topic in the unit, e.g..: visits al zoo.
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Enter the key vocabulary 1
(transport): a flamingo, a rhino,
a parrot, a crocodile, a snake,
a monkey, a penguin, a gorilla.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Vocabulary practice playing Wait for it! in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Identify the vocabulary.

Listening exercise for the vocabulary in the CD pointing out the
animals illustrated in the book (Listen and point).
CL

Play the vocabulary.

Hearing and reproduction dialogue (Listen and repeat).
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Become fluent.

Participation in pair-based guessing game choosing an animal
from the illustration and asking a classmate where they are
(Remember and say).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising
comprehension.
written

Practising the vocabulary for the second time by playing
Memory game in the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Listening comprehension and
writing vocabulary.

Completion of activity 1 in the AB matching the vocabulary with
the corresponding animal in the picture (Match).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Completion of activity 2 in the AB completing the crossword
with the name of the animals (Complete the crossword. Write
the animals).
CMCT
iPack
TG p.83
CB p.48
AB p.40
CD
CMCT1. Solve simple problems on family situations.

Finishing the lesson.

Participation in a game de Animation TPR with the animated
vocabulary (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 in the AB, p.68
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
AB
170
Unit 5 - Session 2 (45') - Lesson 2: Song and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Stand up! with the flashcards and
wordcards with the entire class (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the grammatical
structure 1: Where’s the
snake? It’s near the lake.
Where are the monkeys?
They’re between the parrots
and the river.

Introducing the grammatical structure and vocabulary
consolidation with the animated version of the song Welcome to
the Zoo Rooftops iPack (Song animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Checking the comprehension
of grammatical structure.

CL

Listening exercise using the song and identifying the correct
map according to la lyrics.
Second Listening exercise and reproduction of the song
Welcome to Rooftops Zoo (Listen and find the map for the
song. Sing).
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.

Hearing and reproduction dialogue (Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.

Questions and answers exchange on the map from the book
following the dialogue presented in the previous activity anterior
as a guide (Look at map b. Point, ask and answer).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising the grammatical
structure
through
oral
expression.

Practice grammatical structure.

Practice of structure playing chase the cheese in the iPack
(Game).
CD
CD2. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion activity 1 of the AB numbering the animals
according to the recording (Listen and number).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 in the AB matching the questions to
their answers according to the illustration (Look at the zoo map.
Match the questions and answers).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Completion of activity 3 in the AB answering the questions on
the animals according to the illustration (Look and answer).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Taking part in the game Where's the...? with the whole class
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.83
CB p.49
AB p.41
CD
Flashcards
Wordcards
171
Unit 5 - Session 2 (45') - Lesson 2: Song and Grammar
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Reinforcement worksheet 1
- Extension worksheet 1
Oxford Rooftops 3 – Oxford University Press
CCBB
SIEE
Indicators
SIEE2. Use simple strategies for the planning and
monitoring of work.
Resources
TR CD-ROM
172
Unit 5 - Session 3 (45') - Lesson 3: Culture and Values
Aims
Activities

Start of lesson.

Listening and song playback in the lesson 2 (optional).

UK culture: Getting familiar
with aspects of the British
culture.


Review and practice the
vocabulary and grammar in a
real context.
CCBB
Indicators
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.
Viewing of the Culture Film At the wildlife park on a visit to a
safari park in the iPack, pointing out the animals as they are
mentioned (Culture film).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second viewing of the film and completion activities of
understanding in the iPack (Culture film).
CD
CD2. Using digital media for learning a foreign language.

Observation of photographs describing what they see (look at
photos a-f. What can you see?).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reading the descriptions of linking them to the photographs
(Read and match to the photos. Say the letter).
CL
CL4.2. Read simple texts on familiar topics by identifying
the most important information.

Community
Values:
Understand the importance of
preserving and respecting wild
animals.

Oral interaction discussing the importance of caring for wild
animals, learning from them and discovering how they can help
us (Taking care of belongings).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising written expression.

Completion of activity 1 in the AB completing the text and
circling the false information (What's Leena saying? Complete.
Then read again and circle one false fact).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion of activity 2 from AB by numbering the images
according to the recording (Listen and number in order).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Finishing the lesson.

Taking part in the game Listen and find with the whole class
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: Exercise 2 in the AB, p.68
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.84
CB pp.50-51
AB p.42
CD
Flashcards
AB
173
Unit 5 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in a game describing the animals so students can
guess them (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introduction
of
everyday
language in a context: What
time is it? It’s eleven o’clock.
It’s half past three.

Revision of the cultural film commenting on what they
remember and viewing this code again (Culture film).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

View the video on the iPack. Second display repeating each
sentence after hearing (Everyday language film).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Listening the dialogue on the CD from the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Choose an animal, asking and answering the indicated time
and saying the name of the animal (Choose. Ask, answer and
say the animal).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Make a creative activity.

Elaboration of the mini-book is detachable on the cultural theme
(Make your culture mini-book).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Reinforcing the content learned
in the lesson.

Completion of the cultural mini-book writing the missing
information (Culture mini-book).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Personalisation of the mini-book drawing their favourite wild
animals.
CEC
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Finishing the lesson.

Practice telling the time drawing the hands of a clock on the
board as indicated (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Culture worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.86
CB p.51
AB p.87
CD
Scissors
Glue
Flashcards
CEC2. Using artistic techniques in projects or papers.
TR CD-ROM
174
Unit 5 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the Snap! Game with flashcards and Wordcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the story.

Participation in the Don't pop the balloon! Game in the iPack to
discover the title of the story (Game 1).
CD
CD2. Using digital media for learning a foreign language.

Submit the grammar.

Viewing of the la story Mrs Bell's favourite animal in the iPack
and answering the comprehension check question
Second viewing by repeating the vocabulary presented at the
end of the animation (Story animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.


Identify
the
vocabulary:
colourful, funny, noisy, lively,
furry, dangerous.

Listening to the vocabulary on the CD by pointing to the images
in the book (Listen and point).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Read the story.

Listening to the CD following her story in the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Answer the comprehension questions from the story made by
the professor.
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Practising
comprehension.
written

Practice the vocabulary for the second time, by playing
Jumbled words in the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Check the understanding of
story through an activity.

Completion of activity 1 from AB by identifying whether the
sentences on the story are true or false (Read the story again.
Circle 'True' or 'False').
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Evaluate the story.

Completion of activity 2from AB colouring the appreciation of
story according to the opinion of the student (How do you rate
the story? Colour).
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Practising written expression.

Completion activity AB 3 building phrases related to images
(Look and write).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Participation in a game describing the animals that have
appeared in the unit so students can guess them (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 in the AB, p.69
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.86
CB pp.52-53
AB p.43
CD
Flashcards
Wordcards
AB
175
Unit 5 - Session 6 (45') - Lesson 6: Story and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game Can you remember? with the
wordcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the story and expose
the grammar in a context: Is it
colourful? Yes, it is. / No, it
isn’t. Are they furry? Yes, they
are. / No, they aren’t.

Answer to the questions on the story of the previous lesson to
check what they remember and viewing of new story to review
your answers (Story animation).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practise oral comprehension.

Listening exercise with the dialogue between Dylan and Mrs
Bell in the CD identifying the photograph they are talking about
(Listen and say which picture).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Practising oral expression.

Observation of the images, listening of the dialogue and
playback (Look, listen and repeat).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Participation in pair-based guessing game asking questions
guessing using questions the pair of photos that their classmate
has chosen (Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Grammar practice playing Word clouds in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Completion of activity 1 in the AB writing the names of the
animals in the order they are mentioned (Listen and write the
animals).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 in the AB ordering the words to make
questions and circling the right answer (Write). Then circle the
correct animal).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity 3 in the AB making two questions and
exchanging books with a classmate to answer (Write two
questions. Swap books and ask your partner).
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Participation in a guessing game saying the name of the animal
that the teacher has written on a piece of paper, making
questions (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.



Practice the grammar (word
order).
Practising written expression.
Finishing the lesson.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.87
CB p.54
AB p.44
CD
Wordcards
176
Unit 5 - Session 6 (45') - Lesson 6: Story and Grammar
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Reinforcement worksheet 2
- Extension worksheet 2
- Story worksheet
Oxford Rooftops 3 – Oxford University Press
CCBB
SIEE
Indicators
SIEE2. Use simple strategies for the planning and
monitoring of work.
Resources
TR CD-ROM
177
Unit 5 - Session 7 (45') - Lesson 7: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral interaction discussing in pairs and classifying animals
according to their similarities, using the wordcards (optional).
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Cross-curricular topic:
Learning contents of other
subjects through a foreign
language (Reptiles): Natural
Sciences.

Presentation of the intercurricular topic in the form of a
slideshow on the iPack. Answering the comprehension check
questions
on
animal
classifications(Cross-curricular
introduction).
CD
CD2. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Look at the pictures identifying a snake, a crocodile and a
tortoise (Look. Find a snake, a crocodile and a tortoise).
CMCT

Practice the oral and written
comprehension.

Listening Reptiles text while reading the book (Read and listen).
AA

Answering the comprehension check questions on the text
about reptiles with the use of speech bubbles (Answer the
questions). Say why. Use the speech bubbles to help you).
CL

Completion of activity 1 in the AB labelling the parts of the
reptiles mentioned (Label the reptiles).
CL

Completion of activity 2 in the AB circling the reptiles in the
picture (Which animals are reptiles? Circle the reptiles).
CMCT

Completion of activity 3 in the AB matching each question with
two correct answers (Draw lines to two answers).
CL
CMCT

Settling the content of the
lesson.


Finishing the lesson.

Participation in a team game answering questions on the
animals in the flashcards (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 3 – Oxford University Press
AA
Resources
iPack
TG p.88
CB p.55
AB p.45
CD
Wordcards
Flashcards
CMCT6. Identifying some species of living beings.
AA3. Valuing the use of foreign language as a learning
tool.
CL4.4. Reading texts on various topics of interest.
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
CMCT5. Identify some species of animals.
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.
CMCT6. Identifying some species of living beings.
AA3. Valuing the use of foreign language as a learning
tool.
TR CD-ROM
178
Unit 5 - Session 8 (45') - Lesson 8: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in a chain game starting with the sentence con At
the zoo, I can see... (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Focus on the sound /ɪ/ in order
to practice pronunciation.

Participation in the game match the iPack Pronunciation
(Pronunciation game).
CD
CD2. Using digital media for learning a foreign language.

Practice the pronunciation of
the sound /ɪ/ as it appears in:
monkey, funny, furry, lively,
noisy.

Listening to the pronunciation chant noting in the book the
corresponding illustration as mentioned.
CL

Second listening and reproduction of the chant (Listen, point
and repeat).
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.
CL2.2. Recite jingles, tongue twisters, small poems, etc.,
with appropriate intonation and pronunciation.

Listening comprehension and
oral expression.

Listening and playback of a dialogue on a communication game
(Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.

Settling the content of the
lesson.

Completion of activity 1 in the AB participating in the
communicative game, drawing the animals in their zoo and
asking a classmate to draw the animals in their zoo (Play the
game with your friends).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Review the vocabulary learned
in the unit.

Completion of the visual dictionary in the AB (Complete the
Picture Dictionary).
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.

Finishing the lesson.

Participation in the Jumble Word Game using the picture
dictionary page (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 2 in the AB, p.69
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Reinforcement and extension activities:
- Pronunciation worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.89
CB p.56
AB pp.46, 77
CD
AB
TR CD-ROM
179
Unit 5 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game True or False? about animals
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Learn about the new character
from the blog.

Viewing of the la presentation of a Chilean boy in the
international blog and answering the multiple choice
comprehension check questions in the iPack (Rooftops Blog:))
Meet Matias).
SC
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign
language.

Recycle the vocabulary in a
new context, through oral
comprehension.

Observation of photographs and identification of the number of
picture you are describing as the listening (Look at the photos.
Listen and say the number).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

World culture: Recycle the
vocabulary within the context
of a blog about animals

Reading and hearing the text and answering the
comprehension question (Read and listen. Is the blog
about180animals or180a school? Say).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second reading of the text identifying the animals referred to in
each sentence (Read again. Say which animals).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.
CD2. Using digital media for learning a foreign language.

To prepare students to write
their own post.

Practice of reading in the context of a blog playing Gap Fill
game in the iPack (Game).
CD

To help students plan and
prepare for their post.

Completion of activity 1 from AB classifying the vocabulary
according to the different categories (Think and write. Use your
Picture Dictionary to help you).
CMCT
CMCT3. Sorting the recorded data according to a
classification criterion.

Consolidate the vocabulary
learned in the unit through a
activity of written expression.

Completion of activity 2 in the AB reading example blog,
drawing the same ones as in the zoo and writing about them
(Prepare your blog post) Read. Draw and write).
CL
CL5.2. Write texts referring to everyday situations
coming to experience from different models of simple texts
to transmit information with various communicative
intentions.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Communicative exchange in pairs discussing the activities that
seem interesting to them in the unit (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Summative evaluation.

Completion of the Unit 5 Test.
All
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.90
CB pp.56-57
AB pp.47, 77,
59
CD
TR
CD-ROM
180
Unit 5 - Session 9 (45') - Lesson 9: Review and skills
Aims

Developing digital competence.
Activities

Online Learning Zone:
Free use of the unit's proposed activities on the Internet.
Oxford Rooftops 3 – Oxford University Press
CCBB
CD
Indicators
CD1. Using digital media for learning a foreign language.
Resources
PC / Tablet
181
Unit 6 - At the Takeaway
Unit 6 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Missing letters (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Familiarise yourself with the
context of the unit.

Oral interaction discussing about an experience related to the
subject of the unit, e.g.: ordering take-away food.
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introduce the key vocabulary 1
(food): beef, chicken, fish,
vegetables,
prawns,
rice,
noodles, chips.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Vocabulary practice playing Wait for it! in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Identify the vocabulary.

Listening exercise using the vocabulary in the CD pointing out
the foodstuffs in the illustration in the book (Listen and point).
CL

Play the vocabulary.

Hearing and reproduction dialogue (Listen and repeat).
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Become fluent.

Participation in pair-based guessing game asking questions to
order take-away food in an establishment (Remember and say).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising
comprehension.
written

Practising the vocabulary for the second time by playing
Memory game in the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Listening comprehension and
writing vocabulary.

Completion activity 1 of the AB numbering food in the words of
box (Write the number).
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Completion Activity 2 of the AB writing the names of foods
(Write).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Participation in the game Freeze frame with the animated
vocabulary (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 in the AB, p.70
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.91
CB p.58
AB p.48
CD
AB
182
Unit 6 - Session 2 (45') - Lesson 2: Song and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the Snap! Game
Wordcards (optional).
with flashcards and
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the grammatical
structure 1: Do you like fish?
Yes, I do. / No, I don’t. He /
She likes noodles. He / She
doesn’t like rice.

Introducing the grammatical structure and vocabulary
consolidation with the animated version of the song Let's go to
the takeaway in the iPack (Song animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Checking the comprehension
of grammatical structure.

CL

Listening to the song by identifying the images in the book for
each stanza.
Second listening and watching playback images 183 (Listen
and find the picture for each visible. Sing).
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.

Hearing and reproduction dialogue (Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.

Questions and answers exchange on the food their families
like, following the dialogue from the activity anterior as a
template (Talk about your family).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising the grammatical
structure
through
oral
expression.

Practice grammatical structure.

Practice of structure playing chase the cheese in the iPack
(Game).
CD
CD2. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion of activity 1 in the AB completing the drawings of
the faces according to the foodstuffs the child likes in the
listening exercise (Listen and complete).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion of activity 2 in the AB asking questions and circling
the answers of a classmate (Complete. Ask your friend and
circle the answer).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Completion Activity 3 of the AB typing phrases as responses
Companion previous activity (Write about your friend).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Participation in the game What is it? with flashcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.92
CB p.59
AB p.49
CD
Flashcards
Wordcards
183
Unit 6 - Session 2 (45') - Lesson 2: Song and Grammar
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Reinforcement worksheet 1
- Extension worksheet 1
Oxford Rooftops 3 – Oxford University Press
CCBB
SIEE
Indicators
SIEE2. Use simple strategies for the planning and
monitoring of work.
Resources
TR CD-ROM
184
Unit 6 - Session 3 (45') - Lesson 3: Culture and Values
Aims
Activities

Start of lesson.

Listening and song playback in the lesson 2 (optional).

UK culture: Getting familiar
with aspects of the British
culture.


Review and practice the
vocabulary and grammar in a
real context.
CCBB
Indicators
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.
Viewing of the Culture Film Sunday lunch on a typical Sunday
lunch in Britain from the the iPack, paying attention to the
foodstuffs that appear (Culture film).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Second viewing of the film and completion activities of
understanding in the iPack (Culture film).
CD
CD2. Using digital media for learning a foreign language.

Observation of photographs describing what they see (look at
photos a-f. What can you see?).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reading the descriptions of linking them to the photographs
(Read and match to the photos. Say the letter).
CL
CL4.2. Read simple texts on familiar topics by identifying
the most important information.

Community
Values:
Understand the importance of
eating a varied mix of
vegetables

Oral interaction discussing the importance of eating foodstuffs
containing different colours and healthy eating (Eating a variety
of vegetables).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising written expression.

Completion of activity 1 in the AB completing the text and
circling the false information (What's Charlie saying? Complete.
Then read again and circle one false fact).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion of activity 2 from AB by numbering the images
according to the recording (Listen and number in order).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Finishing the lesson.

Completion of activity in pairs finding the fruit or vegetable for
each colour for those described on the board (optional).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: Exercise 2 in the AB, p.70
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.92
CB pp.60-61
AB p.50
CD
AB
185
Unit 6 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Pairs with flashcards and Wordcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introduction
of
everyday
language in a context: Can you
pass me the potatoes, please?
Yes, here you are. Yes, of
course, thanks.

Revision of the cultural film commenting on what they
remember and viewing this code again (Culture film).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

View the video on the iPack. Second display repeating each
sentence after hearing (Everyday language film).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Listening the dialogue on the CD from the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Look at the pictures and re-enactment of table orders with a
classmate (Look. Act out with a partner).
CL
Make a creative activity.

Elaboration of the mini-book is detachable on the cultural theme
(Make your culture mini-book).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Reinforcing the content learned
in the lesson.

Completion of the cultural mini-book writing the missing
information (Culture mini-book).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Personalisation of the mini-book drawing a typical dish from
their country.
CEC
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Finishing the lesson.

Communicative exchange practising food orders (with the
flashcards) in pairs (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Culture worksheet
Oxford Rooftops 3 – Oxford University Press
iPack
TG p.94
CB p.61
AB p.85
CD
Scissors
Glue
Flashcards
Wordcards
CL2.3. Producing simple speech.


Resources
CEC2. Using artistic techniques in projects or papers.
TR CD-ROM
186
Unit 6 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Word jumble with food vocabulary
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the story.

Participation in the Don't pop the balloon! Game in the iPack to
discover the title of the story (Game 1).
CD
CD2. Using digital media for learning a foreign language.

Submit the grammar.

Viewing of the story Chinese soup in the iPack and answering
the comprehension check question.
Second viewing by repeating the vocabulary presented at the
end of the animation (Story animation).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.


Identify the vocabulary: peas,
beans,
onions,
carrots,
mushrooms, peppers.

Listening exercise using the vocabulary in the CD pointing out
the foodstuffs in the illustration in the book (Listen and point).
CL
CL1.1.
Recognize the
lexicon
and
linguistic
achievements, identifying essential words and phrases
related to your environment more everyday.

Read the story.

Listening to the CD following her story in the book (Listen and
read).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Answer the comprehension questions from the story made by
the professor.
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Practising
comprehension.
written

Second practice vocabulary Picture race playing in the iPack
(Game 2).
CD
CD2. Using digital media for learning a foreign language.

Check the understanding of
story through an activity.

Completion of activity 1 from AB by identifying whether the
sentences on the story are true or false (Read the story again.
Circle 'True' or 'False').
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Evaluate the story.

Completion of activity 2from AB colouring the appreciation of
story according to the opinion of the student (How do you rate
the story? Colour).
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Practising written expression.

Completion activity 3 from AB building phrases in relation to the
image (Write. Use the words in the box).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Finishing the lesson.

Completion of activity in pairs inventing their own soup and
writing down the ingredients (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 1 in the AB, p.71
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.94
CB pp.62-63
AB p.51
CD
AB
187
Unit 6 - Session 6 (45') - Lesson 6: Story and Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Finger writing game with vocabulary from
the previous lesson (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the story and expose
the grammar in a context:
There are some onions. There
aren't any carrots.

Answer to the questions on the story of the previous lesson to
check what they remember and viewing of new story to review
your answers (Story animation).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practise oral comprehension.

Listening exercise with the dialogue between the characters of
the story and identification of the picture about which they are
talking (Listen and say which picture).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Practising oral expression.

Observation of the images, listening of the dialogue and
playback (Look, listen and repeat).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Participation in pair-based guessing game asking questions
using questions to guess the chopping board with the
vegetables that the classmate has chosen (Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Grammar practice playing Word clouds in the iPack (Game).
CD
CD2. Using digital media for learning a foreign language.

Completion of activity 1 in the AB matching the pairs of children
with the soup that they are looking for, according to the listening
exercise (Listen and match).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Practice the grammar (word
order).

Practising written expression.

Completion of activity 2 in the AB circling the difference
between the two pictures and describing the differences
compared to picture B for each pair (Circle the two differences).
Write about picture B).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.

Participation in the Draw game with the whole class (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Reinforcement worksheet 2
- Extension worksheet 2
- Story worksheet
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.95
CB p.64
AB p.52
CD
Flashcards
TR CD-ROM
188
Unit 6 - Session 7 (45') - Lesson 7: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral interaction discussing their favourite food and identifying
the origin of these foodstuffs (optional).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Cross-curricular topic:
Learning contents of other
subjects through a foreign
language (edible parts of
plants): Natural Sciences.

Presentation of the intercurricular topic in the form of a
slideshow on the iPack. Answering the comprehension check
questions on different types of food (Cross-curricular
introduction).
CD
CD2. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Look at the pictures locating oranges, peas and carrots (Look).
Can you find some oranges, some peas and some carrots?).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practice the oral and written
comprehension.

The hearing of the text parts of a plant we eat while reading the
book (Read and listen).
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Read the questions on the pictures and answer these (Read,
look and answer).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Completion of activity 1 in the AB labelling the different parts of
the plant with the words in the box (Label the parts of the plant).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Completion of activity 2 in the AB matching the sentences with
the corresponding foodstuffs and completing the sentences
(Match. Then complete).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity 3 in the AB drawing the two comestible
parts of the plants that they like and writing about them (What
plant parts do you like eating? Draw two and write).
CEC
CMCT
CMCT5. Apply concepts and basic scientific concepts to
understand the world around them.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Settling the content of the
lesson.

Finishing the lesson.

Completion of activity in pairs identifying where the fruit or
vegetables come from for the plants in activity 1 (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.96
CB p.65
AB p.53
CD
CEC2. Using artistic techniques in projects or papers.
TR CD-ROM
189
Unit 6 - Session 8 (45') - Lesson 8: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game with descriptions con different types of
fruit or vegetables (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Focus on the sound /b/ in order
to practice pronunciation.

Participation in the game match the iPack Pronunciation
(Pronunciation game).
CD
CD2. Using digital media for learning a foreign language.

Practice the pronunciation of
the sound /b/ as it appears in:
Bag, ball, bananas, basketball,
beans, buns.

Listening exercise using the pronunciation chant highlighting in
the book each elements of the illustration as it is mentioned.
CL

Second hearing and playing the chant (Listen and repeat).
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.
CL2.2. Recite jingles, tongue twisters, small poems, etc.,
with appropriate intonation and pronunciation.

Listening comprehension and
oral expression.

Listening and playback of a dialogue on a communication game
(Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.

Settling the content of the
lesson.

Completion of activity 1 in the AB playing Bingo with a group of
classmates (Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Completion of activity 2 from AB playing again the
communication game with another colleague (Play the game
again with a different partner).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Review the vocabulary learned
in the unit.

Completion of the visual dictionary in the AB (Complete the
Picture Dictionary).
AA
AA1. Using several strategies for learning to learn, such
as visual and bilingual dictionaries.

Finishing the lesson.

Participation in The spelling game using the page of the visual
dictionary (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Fast finishers: exercise 2 in the AB, p.71
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Reinforcement and extension activities:
- Pronunciation worksheet
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.97
CB p.66
AB pp.54, 78
CD
AB
TR CD-ROM
190
Unit 6 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral interaction discussing their favourite dishes (optional).
AA
AA2. Using several responsive or interactive strategies
to solve communication problems.

Learn about the new character
from the blog.

Viewing of the presentation of a Moroccan girl in the
international blog and answering the multiple choice
comprehension check questions in the iPack (Rooftops Blog:
Meet Shada).
SC
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign
language.

Recycle the vocabulary in a
new context, through oral
comprehension.

Observation of photographs and identification of the number of
picture you are describing as the listening (Look at the photos.
Listen and say the number).
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

World culture: Recycle the
vocabulary within the context
of a blog on Moroccan foods

Reading and hearing the text and answering the
comprehension question (Read and listen. Is the blog about
food or sport? Say).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Reading of the sentences marking who says them (Read again.
Say who).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.
CD2. Using digital media for learning a foreign language.

To prepare students to write
their own post.

Practice of reading in the context of a blog playing Gap Fill
game in the iPack (Game).
CD

To help students plan and
prepare for their post.

Completion of activity 1 from AB classifying the vocabulary
according to the different categories (Think and write. Use your
Picture Dictionary to help you).
CMCT
CMCT3. Sorting the recorded data according to a
classification criterion.

Consolidate the vocabulary
learned in the unit through a
activity of written expression.

Completion of activity 2 in the AB reading the example blog,
drawing a family meal and talking about it (Prepare your blog
post. Read. Draw and write).
CL
CL5.2. Write texts referring to everyday situations
coming to experience from different models of simple texts
to transmit information with various communicative
intentions.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE2. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Participation in the game Find the answer with the whole class
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Summative evaluation.



Completion of the Unit 6 Test.
Completion of the Term 3 Test.
Completion of the End of year Test.
All
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.98
CB pp.66-67
AB pp.55, 78,
59
CD
TR
CD-ROM
191
Unit 6 - Session 9 (45') - Lesson 9: Review and skills
Aims

Developing digital competence.
Activities

Online Learning Zone:
Free use of the unit's proposed activities on the Internet.
Oxford Rooftops 3 – Oxford University Press
CCBB
CD
Indicators
CD1. Using digital media for learning a foreign language.
Resources
PC / Tablet
192
Revision story - Super City Heroes 3
Super City Heroes 3 - Session 1 (45') - Lesson 1
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral interaction discussing what they remember about the
Superheroes 2 story (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the vocabulary and
grammar through a story.

Presentation of the story looking at its vignettes in the iPack
and guessing what will happen next (Super City Heroes 3).
CD
CD2. Using digital media for learning a foreign language.

Practice the oral and written
comprehension.

Listening to the story on the CD, following in the book (Listen
and read).
CL
CL4.4. Reading texts on various topics of interest.

Answering the question of understanding.
CL
CL1.3. Capture the overall meaning in oral texts on
familiar themes and of interest.

Second listening of the story by answering the comprehension
questions.
CL
CL1.4. Identifies specific information in oral texts on
familiar themes and of interest.

Completion activity 1 AB joining the two parts of the sentences
(Match the sentence parts).
CL
CL4.1. Read simple texts on familiar topics capturing the
overall meaning of the same.

Completion activity 2 of the AB by circling the correct option in
the sentences (Circle the correct words).
CL
CL4.3. Read simple texts on familiar topics using the
global and specific information in the development of a
task.

Vocabulary practice playing Basketball bounce in the iPack
(Game 1).
CD
CD2. Using digital media for learning a foreign language.

Participation in one of the games on the stories (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Listening comprehension and
writing vocabulary.

Practising
comprehension.

Finishing the lesson.
written
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.99
CB pp.68-69
AB p.56
CD
193
Super City Heroes 3 - Session 2 (45') - Lesson 2
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Draw with the animals featured in unit
5 (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Review the vocabulary and
grammar through a story.

Review of the comic book superheroes by viewing the cartoons
in the iPack and answering the questions of the professor to
remember what happened (Super City Heroes 3).
CL
CL1.5. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Tell a story.

Listening exercise and reading of the story for superheroes 3
and performance of the same in groups (Acting out the story).
CL

Practising written expression.

Completion of activity 1 in the AB completing the sentences
with are some or aren't any (Complete with 'are some' or 'aren't
any').
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Completion of activity AB 2 completing the sentences and
revising them with hearing (Complete the sentences. Listen and
check).
CL
CL5.1. Write phrases referring to everyday situations
coming to experience from models.

Second practice vocabulary review game playing Rooftops in
the iPack (Game 2).
CD
CD2. Using digital media for learning a foreign language.

Participation in one of the games on the stories (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising
comprehension.

Finishing the lesson.
written
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.100
CB pp.68-69
AB p.57
CD
CL2.3. Producing simple speech.
194
Festivals - Christmas cards
Christmas cards - Session 1 (45 ') - Lesson 1:
Aims
Activities
CCBB
Indicators

Start of lesson.

Spoken interaction talking about Christmas cards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introduction to
vocabulary
relating to Christmas candle,
decorations, card, candy cane,
sleigh, snowflake, robin, holly.

Viewing of the song It's Christmas in the iPack, listening to it
and following the lyrics (Song).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Practice vocabulary playing Christmas words in the iPack
(Game).
CD
CD2. Using digital media for learning a foreign language.
Identification of vocabulary
associated with Christmas.

Look at the Christmas Cards in the book illustration and
explaining what they see. Identification of the number for each
word in the box (Read. Look and say the number for each
word).
CEC

Reading of the descriptions matching them
corresponding cards (Read and point to the card).
the
CL

Listening exercise and reproduction of a brief dialogue following
this in the book. Find three classmates that like the same
Christmas card (Listen and repeat). Find three children who
like the same card).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.
CD2. Using digital media for learning a foreign language.

with
CL4.4. Reading texts on various topics of interest.
Practising
comprehension.
written

Second vocabulary practice playing Don't pop the balloon! in
the iPack (Game 2).
CD

Listening comprehension and
writing vocabulary.

Completion of activity 1 in the AB finding the words
corresponding to the pictures of the objects relating to
Christmas in a word search (Find the Christmas words).
CMCT

Completion of activity 2 in the AB completing song according to
the imagines with the correct words. Listening exercise using
the song. Second Listening exercise and reproduction
(Complete). Listen and check). Sing).
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.

Participation in one of the vocabulary games to revise the
words in the lesson (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
Finishing the lesson.
Oxford Rooftops 3 – Oxford University Press
iPack
TG p.101
CB p.70
AB p.79
CD
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.


Resources
CMCT1. Solve simple problems on family situations.
195
Christmas cards - Session 2 (45 ') - Lesson 2:
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in one of the vocabulary games to revise the
words in the previous lesson (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Vocabulary revision.

Viewing of the song It's Christmas in the iPack, listening to it
and singing along (Song).
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.

Practice vocabulary playing Christmas words in the iPack
(Game).
CD
CD2. Using digital media for learning a foreign language.

Completion of activity 1 in the AB reading the instructions to
make a Christmas card (Read and make).
CEC

Participation in one of the vocabulary games to revise words
relating to Christmas and the vocabulary of other levels
(Vocabulary games).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Read a series of instructions
and carry out the creative
activity.
iPack
TG p.102
AB p.81
CD
Scissors
Glue
CEC2. Using artistic techniques in projects or papers.

Finishing the lesson.

Participation Missing letters game with the vocabulary studied
in the lesson (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Festivals worksheets
- Christmas cards worksheet
SC
SC4. Identifying the customs of countries where foreign
language is spoken.
Oxford Rooftops 3 – Oxford University Press
Resources
TR CD-ROM
196
Festivals - Environment Day
Environment Day - Session 1 (45 ') - Lesson 1:
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral interaction discussing previous knowledge students have
on the World Environment Day (optional).
SC
AA3. Valuing the use of foreign language as a learning
tool.

Introduction to vocabularies’
relating to recycling clothes,
plastic, glass, paper, organic
waste, batteries, electronic
waste, cans.

Viewing of the song Recycling is easy in the iPack, listening to
it and following the lyrics (Song).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practice vocabulary playing Environment Day words in the
iPack (Game).
CD
CD2. Using digital media for learning a foreign language.
Identification of vocabulary
associated with recycling
Classify objects according to
the material from which they
are made.

Reading of the text in the book about the World Environment
Day. Matching the words in the box with the correct bin, writing
them in the notebook (Read. Match each word with the correct
bin. Write in your notebook).
CL
CMCT
CL4.4. Reading texts on various topics of interest.
CMCT3. Sorting the recorded data according to a
classification criterion.

Reading of the sentences about recycling completing them with
the correct bin (Read and say which bin).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Listening exercise and reproduction of a brief dialogue on
recycling as it appears in the book (Listen and repeat).
CL
CL1.2. Identifies phonetic aspects, rhythm, intonation
and accent of the foreign language in different
communicative contexts.



Practice speaking saying what
they recycle.

Communicative exchange asking and answering about what
they recycle at home (What do you recycle at home? Ask and
answer).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising
comprehension.
written

Second practice vocabulary Picture race playing in the iPack
(Game 2).
CD
CD2. Using digital media for learning a foreign language.

Listening comprehension and
writing vocabulary.

Completion of activity 1 in the AB classifying the lyrics to form
words and drawing an object in each recycling bin (Order the
letters and write. Draw an ítem in each bin).
CMCT
CMCT3. Sorting the recorded data according to a
classification criterion.

Completion of activity 2 in the AB writing the correct number
next to each line of the song. Listening exercise using the song
to revise the answers and reproduction (Match). Then listen
and check. Sing).
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.103
CB p.71
AB p.80
CD
197
Environment Day - Session 1 (45 ') - Lesson 1:
Aims

Finishing the lesson.
Activities

Participation in one of the vocabulary games to revise the
words in the lesson (optional).
Oxford Rooftops 3 – Oxford University Press
CCBB
SC
Indicators
Resources
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
198
Environment Day - Session 2 (45 ') - Lesson 2:
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in one of the vocabulary games to revise the
words in the previous lesson (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Revision of vocabulary relating
to recycling

Viewing of the song Recycling is easy in the iPack, listening to
it and singing along (Song).
Construction of sentences about recycling, replacing the words
of the song each type of container (Song).
CL
CL2.1. Sing a song using the appropriate form of
linguistic and paralinguistic elements appropriate.
SC3. Valuing the use of foreign language as a means of
communication with other people, and displaying curiosity
and interest towards people who speak the foreign
language.


Make a creative activity.
SC

Completion of activity 1 in the AB cutting out the cards and
putting them into groups according to the type of container (Cut
out the cards).
CMCT
CMCT3. Sorting the recorded data according to a
classification criterion.

Participation in the game Snap in pairs with the card they have
cut out and making sentences about recycling (Play snap).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Indicate the type of container
to be used for each waste
product.

Make a poster with the cards on recycling matching them with
the containers to the different types of waste product as
applicable (Poster).
CMCT
CMCT5. Apply concepts and basic scientific concepts to
understand the world around them.

Vocabulary revision after the
game.

Participation in a vocabulary game to revise what has been
learnt in the lesson (Vocabulary games).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.

Brainstorm saying words on objects that can be recycled in
each type of bin (optional).
CL
CL3.1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Festivals worksheets
- Environment Day worksheet
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 3 – Oxford University Press
Resources
iPack
TG p.104
AB p.83
CD
Scissors
Glue
TR CD-ROM
199
6. Annex I : Heading of competency evaluation
Starter Unit - On High Street
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
LINGUISTIC COMMUNICATION SKILLS
LISTENING
Recognize the lexicon and linguistic achievements,
identifying essential words and phrases related to your
environment more everyday.
Identifies phonetic aspects, rhythm, intonation and
accent of the foreign language in different
communicative contexts.
Capture the overall meaning in oral texts on familiar
themes and of interest.
Identifies specific information in oral texts on familiar
themes and of interest.
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
SPEAKING
Sing a song using the appropriate form of linguistic and
paralinguistic elements appropriate.
Recite jingles, tongue twisters, small poems, etc., with
appropriate intonation and pronunciation.
Producing simple speech.
TALKING
Taking part in conversations on familiar topics in
settings where communication is predictable.
READING
Read simple texts on familiar topics capturing the
overall meaning of the same.
Read simple texts on familiar topics by identifying the
most important information.
Read simple texts on familiar topics using the global
and specific information in the development of a task.
Reading texts on various topics of interest.
WRITING
Write phrases referring to everyday situations coming
to experience from models.
Oxford Rooftops 3 – Oxford University Press
200
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
Write texts referring to everyday situations coming to
experience from different models of simple texts to
transmit information with various communicative
intentions.
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Solve simple problems on family situations.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
Sorting the recorded data according to a classification
criterion.
Recognize the relationship between some factors of
the physical environment (highlighted, soil, climate,
vegetation) and ways of life and actions of the people.
Apply concepts and basic scientific concepts to
understand the world around them.
Identifies different species of living beings.
DIGITAL SKILLS
Looking for and collect information on familiar topics in
digital media.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
Using several responsive or interactive strategies to
solve communication problems.
Valuing the use of foreign language as a learning tool.
CIVIC AND SOCIAL SKILLS
Taking part in conversations on familiar topics in
settings where communication is predictable.
Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the
right to speak.
Valuing the use of foreign language as a means of
communication with other people, and displaying
curiosity and interest towards people who speak the
foreign language.
Identifying the customs of countries where foreign
language is spoken.
Oxford Rooftops 3 – Oxford University Press
201
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
SENSE OF INITIATIVE AND ENTREPRENEURIAL
SPIRIT
Looking for and collect information on familiar topics in
various media.
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Displaying curiosity and interest in learning about the
people and culture of countries where the foreign
language is spoken.
Using artistic techniques in projects or papers.
Taking place in the development of group musical
compositions using various musical and/or scenic
resources.
Oxford Rooftops 3 – Oxford University Press
202
Unit 1 - At Flat Number 6
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
LINGUISTIC COMMUNICATION SKILLS
LISTENING
Recognize the lexicon and linguistic achievements,
identifying essential words and phrases related to your
environment more everyday.
Identifies phonetic aspects, rhythm, intonation and
accent of the foreign language in different
communicative contexts.
Capture the overall meaning in oral texts on familiar
themes and of interest.
Identifies specific information in oral texts on familiar
themes and of interest.
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
SPEAKING
Sing a song using the appropriate form of linguistic and
paralinguistic elements appropriate.
Recite jingles, tongue twisters, small poems, etc., with
appropriate intonation and pronunciation.
Producing simple speech.
TALKING
Taking part in conversations on familiar topics in
settings where communication is predictable.
READING
Read simple texts on familiar topics capturing the
overall meaning of the same.
Read simple texts on familiar topics by identifying the
most important information.
Read simple texts on familiar topics using the global
and specific information in the development of a task.
Reading texts on various topics of interest.
WRITING
Write phrases referring to everyday situations coming
to experience from models.
Write texts referring to everyday situations coming to
experience from different models of simple texts to
transmit information with various communicative
intentions.
Oxford Rooftops 3 – Oxford University Press
203
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Solve simple problems on family situations.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
Sorting the recorded data according to a classification
criterion.
Recognize the relationship between some factors of
the physical environment (highlighted, soil, climate,
vegetation) and ways of life and actions of the people.
Apply concepts and basic scientific concepts to
understand the world around them.
Identifies different species of living beings.
DIGITAL SKILLS
Looking for and collect information on familiar topics in
digital media.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
Using several responsive or interactive strategies to
solve communication problems.
Valuing the use of foreign language as a learning tool.
CIVIC AND SOCIAL SKILLS
Taking part in conversations on familiar topics in
settings where communication is predictable.
Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the
right to speak.
Valuing the use of foreign language as a means of
communication with other people, and displaying
curiosity and interest towards people who speak the
foreign language.
Identifying the customs of countries where foreign
language is spoken.
SENSE OF INITIATIVE AND ENTREPRENEURIAL
SPIRIT
Looking for and collect information on familiar topics in
various media.
Oxford Rooftops 3 – Oxford University Press
204
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Displaying curiosity and interest in learning about the
people and culture of countries where the foreign
language is spoken.
Using artistic techniques in projects or papers.
Taking place in the development of group musical
compositions using various musical and/or scenic
resources.
Oxford Rooftops 3 – Oxford University Press
205
Unit 2 - At the Fancy Dress Shop
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
LINGUISTIC COMMUNICATION SKILLS
LISTENING
Recognize the lexicon and linguistic achievements,
identifying essential words and phrases related to your
environment more everyday.
Identifies phonetic aspects, rhythm, intonation and
accent of the foreign language in different
communicative contexts.
Capture the overall meaning in oral texts on familiar
themes and of interest.
Identifies specific information in oral texts on familiar
themes and of interest.
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
SPEAKING
Sing a song using the appropriate form of linguistic and
paralinguistic elements appropriate.
Recite jingles, tongue twisters, small poems, etc., with
appropriate intonation and pronunciation.
Producing simple speech.
TALKING
Taking part in conversations on familiar topics in
settings where communication is predictable.
READING
Read simple texts on familiar topics capturing the
overall meaning of the same.
Read simple texts on familiar topics by identifying the
most important information.
Read simple texts on familiar topics using the global
and specific information in the development of a task.
Reading texts on various topics of interest.
WRITING
Write phrases referring to everyday situations coming
to experience from models.
Write texts referring to everyday situations coming to
experience from different models of simple texts to
transmit information with various communicative
intentions.
Oxford Rooftops 3 – Oxford University Press
206
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Solve simple problems on family situations.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
Sorting the recorded data according to a classification
criterion.
Recognize the relationship between some factors of
the physical environment (highlighted, soil, climate,
vegetation) and ways of life and actions of the people.
Apply concepts and basic scientific concepts to
understand the world around them.
Identifies different species of living beings.
DIGITAL SKILLS
Looking for and collect information on familiar topics in
digital media.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
Using several responsive or interactive strategies to
solve communication problems.
Valuing the use of foreign language as a learning tool.
CIVIC AND SOCIAL SKILLS
Taking part in conversations on familiar topics in
settings where communication is predictable.
Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the
right to speak.
Valuing the use of foreign language as a means of
communication with other people, and displaying
curiosity and interest towards people who speak the
foreign language.
Identifying the customs of countries where foreign
language is spoken.
SENSE OF INITIATIVE AND ENTREPRENEURIAL
SPIRIT
Looking for and collect information on familiar topics in
various media.
Oxford Rooftops 3 – Oxford University Press
207
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Displaying curiosity and interest in learning about the
people and culture of countries where the foreign
language is spoken.
Using artistic techniques in projects or papers.
Taking place in the development of group musical
compositions using various musical and/or scenic
resources.
Oxford Rooftops 3 – Oxford University Press
208
Unit 3 - At Rooftops Café
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
LINGUISTIC COMMUNICATION SKILLS
LISTENING
Recognize the lexicon and linguistic achievements,
identifying essential words and phrases related to your
environment more everyday.
Identifies phonetic aspects, rhythm, intonation and
accent of the foreign language in different
communicative contexts.
Capture the overall meaning in oral texts on familiar
themes and of interest.
Identifies specific information in oral texts on familiar
themes and of interest.
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
SPEAKING
Sing a song using the appropriate form of linguistic and
paralinguistic elements appropriate.
Recite jingles, tongue twisters, small poems, etc., with
appropriate intonation and pronunciation.
Producing simple speech.
TALKING
Taking part in conversations on familiar topics in
settings where communication is predictable.
READING
Read simple texts on familiar topics capturing the
overall meaning of the same.
Read simple texts on familiar topics by identifying the
most important information.
Read simple texts on familiar topics using the global
and specific information in the development of a task.
Reading texts on various topics of interest.
WRITING
Write phrases referring to everyday situations coming
to experience from models.
Write texts referring to everyday situations coming to
experience from different models of simple texts to
transmit information with various communicative
intentions.
Oxford Rooftops 3 – Oxford University Press
209
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Solve simple problems on family situations.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
Sorting the recorded data according to a classification
criterion.
Recognize the relationship between some factors of
the physical environment (highlighted, soil, climate,
vegetation) and ways of life and actions of the people.
Apply concepts and basic scientific concepts to
understand the world around them.
Apply concepts and basic scientific concepts to
understand the world around them.
Identifies different species of living beings.
DIGITAL SKILLS
Looking for and collect information on familiar topics in
digital media.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
Using several responsive or interactive strategies to
solve communication problems.
Valuing the use of foreign language as a learning tool.
CIVIC AND SOCIAL SKILLS
Taking part in conversations on familiar topics in
settings where communication is predictable.
Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the
right to speak.
Valuing the use of foreign language as a means of
communication with other people, and displaying
curiosity and interest towards people who speak the
foreign language.
Identifying the customs of countries where foreign
language is spoken.
SENSE OF INITIATIVE AND ENTREPRENEURIAL
SPIRIT
Oxford Rooftops 3 – Oxford University Press
210
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
Looking for and collect information on familiar topics in
various media.
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Displaying curiosity and interest in learning about the
people and culture of countries where the foreign
language is spoken.
Using artistic techniques in projects or papers.
Taking place in the development of group musical
compositions using various musical and/or scenic
resources.
Oxford Rooftops 3 – Oxford University Press
211
Unit 4 - At the Library
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
LINGUISTIC COMMUNICATION SKILLS
LISTENING
Recognize the lexicon and linguistic achievements,
identifying essential words and phrases related to your
environment more everyday.
Identifies phonetic aspects, rhythm, intonation and
accent of the foreign language in different
communicative contexts.
Capture the overall meaning in oral texts on familiar
themes and of interest.
Identifies specific information in oral texts on familiar
themes and of interest.
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
SPEAKING
Sing a song using the appropriate form of linguistic and
paralinguistic elements appropriate.
Recite jingles, tongue twisters, small poems, etc., with
appropriate intonation and pronunciation.
Producing simple speech.
TALKING
Taking part in conversations on familiar topics in
settings where communication is predictable.
READING
Read simple texts on familiar topics capturing the
overall meaning of the same.
Read simple texts on familiar topics by identifying the
most important information.
Read simple texts on familiar topics using the global
and specific information in the development of a task.
Reading texts on various topics of interest.
WRITING
Write phrases referring to everyday situations coming
to experience from models.
Write texts referring to everyday situations coming to
experience from different models of simple texts to
transmit information with various communicative
intentions.
Oxford Rooftops 3 – Oxford University Press
212
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Solve simple problems on family situations.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
Sorting the recorded data according to a classification
criterion.
Recognize the relationship between some factors of
the physical environment (highlighted, soil, climate,
vegetation) and ways of life and actions of the people.
Apply concepts and basic scientific concepts to
understand the world around them.
Identifies different species of living beings.
DIGITAL SKILLS
Looking for and collect information on familiar topics in
digital media.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
Using several responsive or interactive strategies to
solve communication problems.
Valuing the use of foreign language as a learning tool.
CIVIC AND SOCIAL SKILLS
Taking part in conversations on familiar topics in
settings where communication is predictable.
Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the
right to speak.
Valuing the use of foreign language as a means of
communication with other people, and displaying
curiosity and interest towards people who speak the
foreign language.
Identifying the customs of countries where foreign
language is spoken.
SENSE OF INITIATIVE AND ENTREPRENEURIAL
SPIRIT
Looking for and collect information on familiar topics in
various media.
Oxford Rooftops 3 – Oxford University Press
213
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Displaying curiosity and interest in learning about the
people and culture of countries where the foreign
language is spoken.
Using artistic techniques in projects or papers.
Taking place in the development of group musical
compositions using various musical and/or scenic
resources.
Oxford Rooftops 3 – Oxford University Press
214
Unit 5 - At Rooftops Zoo
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
LINGUISTIC COMMUNICATION SKILLS
LISTENING
Recognize the lexicon and linguistic achievements,
identifying essential words and phrases related to your
environment more everyday.
Identifies phonetic aspects, rhythm, intonation and
accent of the foreign language in different
communicative contexts.
Capture the overall meaning in oral texts on familiar
themes and of interest.
Identifies specific information in oral texts on familiar
themes and of interest.
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
SPEAKING
Sing a song using the appropriate form of linguistic and
paralinguistic elements appropriate.
Recite jingles, tongue twisters, small poems, etc., with
appropriate intonation and pronunciation.
Producing simple speech.
TALKING
Taking part in conversations on familiar topics in
settings where communication is predictable.
READING
Read simple texts on familiar topics capturing the
overall meaning of the same.
Read simple texts on familiar topics by identifying the
most important information.
Read simple texts on familiar topics using the global
and specific information in the development of a task.
Reading texts on various topics of interest.
WRITING
Write phrases referring to everyday situations coming
to experience from models.
Write texts referring to everyday situations coming to
experience from different models of simple texts to
transmit information with various communicative
intentions.
Oxford Rooftops 3 – Oxford University Press
215
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Solve simple problems on family situations.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
Sorting the recorded data according to a classification
criterion.
Recognize the relationship between some factors of
the physical environment (highlighted, soil, climate,
vegetation) and ways of life and actions of the people.
Apply basic scientific notions and concepts in order to
understand the world around them.
Identifying some species of living beings.
DIGITAL SKILLS
Looking for and collect information on familiar topics in
digital media.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
Using several responsive or interactive strategies to
solve communication problems.
Valuing the use of foreign language as a learning tool.
CIVIC AND SOCIAL SKILLS
Taking part in conversations on familiar topics in
settings where communication is predictable.
Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the
right to speak.
Valuing the use of foreign language as a means of
communication with other people, and displaying
curiosity and interest towards people who speak the
foreign language.
Identifying the customs of countries where foreign
language is spoken.
SENSE OF INITIATIVE AND ENTREPRENEURIAL
SPIRIT
Looking for and collect information on familiar topics in
various media.
Oxford Rooftops 3 – Oxford University Press
216
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Displaying curiosity and interest in learning about the
people and culture of countries where the foreign
language is spoken.
Using artistic techniques in projects or papers.
Taking place in the development of group musical
compositions using various musical and/or scenic
resources.
Oxford Rooftops 3 – Oxford University Press
217
Unit 6 - At the Takeaway
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
LINGUISTIC COMMUNICATION SKILLS
LISTENING
Recognize the lexicon and linguistic achievements,
identifying essential words and phrases related to your
environment more everyday.
Identifies phonetic aspects, rhythm, intonation and
accent of the foreign language in different
communicative contexts.
Capture the overall meaning in oral texts on familiar
themes and of interest.
Identifies specific information in oral texts on familiar
themes and of interest.
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
SPEAKING
Sing a song using the appropriate form of linguistic and
paralinguistic elements appropriate.
Recite jingles, tongue twisters, small poems, etc., with
appropriate intonation and pronunciation.
Producing simple speech.
TALKING
Taking part in conversations on familiar topics in
settings where communication is predictable.
READING
Read simple texts on familiar topics capturing the
overall meaning of the same.
Read simple texts on familiar topics by identifying the
most important information.
Read simple texts on familiar topics using the global
and specific information in the development of a task.
Reading texts on various topics of interest.
WRITING
Write phrases referring to everyday situations coming
to experience from models.
Write texts referring to everyday situations coming to
experience from different models of simple texts to
transmit information with various communicative
intentions.
Oxford Rooftops 3 – Oxford University Press
218
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Solve simple problems on family situations.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
Sorting the recorded data according to a classification
criterion.
Recognize the relationship between some factors of
the physical environment (highlighted, soil, climate,
vegetation) and ways of life and actions of the people.
Apply concepts and basic scientific concepts to
understand the world around them.
Identifies different species of living beings.
DIGITAL SKILLS
Looking for and collect information on familiar topics in
digital media.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
Using several responsive or interactive strategies to
solve communication problems.
Valuing the use of foreign language as a learning tool.
CIVIC AND SOCIAL SKILLS
Taking part in conversations on familiar topics in
settings where communication is predictable.
Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the
right to speak.
Valuing the use of foreign language as a means of
communication with other people, and displaying
curiosity and interest towards people who speak the
foreign language.
Identifying the customs of countries where foreign
language is spoken.
SENSE OF INITIATIVE AND ENTREPRENEURIAL
SPIRIT
Looking for and collect information on familiar topics in
various media.
Oxford Rooftops 3 – Oxford University Press
219
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Displaying curiosity and interest in learning about the
people and culture of countries where the foreign
language is spoken.
Using artistic techniques in projects or papers.
Taking place in the development of group musical
compositions using various musical and/or scenic
resources.
Oxford Rooftops 3 – Oxford University Press
220
Overall Assessment
EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
LINGUISTIC COMMUNICATION SKILLS
LISTENING
Recognize the lexicon and linguistic achievements,
identifying essential words and phrases related to your
environment more everyday.
Identifies phonetic aspects, rhythm, intonation and
accent of the foreign language in different
communicative contexts.
Capture the overall meaning in oral texts on familiar
themes and of interest.
Identifies specific information in oral texts on familiar
themes and of interest.
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
SPEAKING
Sing a song using the appropriate form of linguistic and
paralinguistic elements appropriate.
Recite jingles, tongue twisters, small poems, etc., with
appropriate intonation and pronunciation.
Producing simple speech.
TALKING
Taking part in conversations on familiar topics in
settings where communication is predictable.
READING
Read simple texts on familiar topics capturing the
overall meaning of the same.
Read simple texts on familiar topics by identifying the
most important information.
Read simple texts on familiar topics using the global
and specific information in the development of a task.
Reading texts on various topics of interest.
WRITING
Write phrases referring to everyday situations coming
to experience from models.
Write texts referring to everyday situations coming to
experience from different models of simple texts to
transmit information with various communicative
intentions.
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EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Solve simple problems on family situations.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
Sorting the recorded data according to a classification
criterion.
Recognize the relationship between some factors of
the physical environment (highlighted, soil, climate,
vegetation) and ways of life and actions of the people.
DIGITAL SKILLS
Looking for and collect information on familiar topics in
digital media.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
visual and bilingual dictionaries.
Using several responsive or interactive strategies to
solve communication problems.
Valuing the use of foreign language as a learning tool.
CIVIC AND SOCIAL SKILLS
Taking part in conversations on familiar topics in
settings where communication is predictable.
Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the
right to speak.
Valuing the use of foreign language as a means of
communication with other people, and displaying
curiosity and interest towards people who speak the
foreign language.
Identifying the customs of countries where foreign
language is spoken.
SENSE OF INITIATIVE AND ENTREPRENEURIAL
SPIRIT
Looking for and collect information on familiar topics in
various media.
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
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EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
A
Completely
Succeeded
B
Achieved with h
igh level
C
Achieved
with medium
level
D
Achieved with l
ow level
Not Achieved
(Others)
Portfolio
Class Notebook
Oral Test
Written Test
INDICATORS - COMPETENCES
Observation
F
Displaying curiosity and interest in learning about the
people and culture of countries where the foreign
language is spoken.
Using artistic techniques in projects or papers.
Taking place in the development of group musical
compositions using various musical and/or scenic
resources.
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7. Annex II: Common European Framework of Reference - CEF
7.1. The Portfolio in our project
The Common European Framework of Reference for Languages (CEF) is a description of
language skills in six levels: A1, A2, B1, B2, C1 y C2. The contents of English for the Primary
education correspond roughly with the first two. The indicators have been drafted to help both
students and professionals in education to standardize the evaluation procedures.
The texts, the assignments and the functions of the textbook have been carefully selected to
include the language skills that are highlighted in the lowest levels of the CEF.
The Portfolio, proposed by the Council of Europe, is a folder that the pupils save in which they
detail their experiences in relation to the languages and the learning of the same.
This includes the mother tongue of the student, as well as any other language that he has come
into contact. The portfolio consists of the following elements:
A language biography
 A list in which students evaluate their language skills in terms of what they are capable of
doing: What I can do.
 Tools to help the student identify his/her learning style and objectives.
 A list of learning activities to do outside the classroom.
A linguistic passport
 An overall assessment of the four linguistic skills of the student from the indicators of the
Common Framework of Reference.
 A brief report about the learning of the language both in and outside the classroom.
 A list of certificates and diplomas.
A linguistic dossier:
 A collection of student work, from written assignments to recordings and projects.
In summary the biography detailed daily experiences in the use and learning of the language, the
passport summarizes these experiences and the dossier is the evidence of the chosen
experiences.
On the Teacher's Resource CD-ROM are photocopiable material and evaluation sheets for each
unit necessary to ensure that the students complete a biography of language learning, with an
explicit reference to the contents of the student's book.
When students have completed their forms, the professor will save and keep them in order to
return them at the end of the course. At that time, they will be asked to consult the CEF indicators
and to decide what level they have reached during the year in general terms.
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7.2. End-of-year Self-Assessment
Name: ____________________________
Nationality: ________________________
First language: _____________________
Date: ______________________________
Evaluate your language ability in each skill area. Read the descriptions of language skills for levels
A1
or
A2.
Then put ticks () or crosses (x) in the table.
A1
A2
Listening
Reading
Conversation
Speaking
Writing
A1
A2
Listening
I can recognise familiar words and very
basic phrases concerning myself, my
family
and
immediate
concrete
surroundings when people speak slowly
and clearly.
I can understand phrases and the highest
frequency vocabulary related to areas of most
immediate personal relevance (e.g very basic
personal and family information, shopping,
local area, employment). I can catch the main
point in short, clear, simple messages and
announcements.
Reading
I can understand familiar names, words
and very simple sentences, for example
on notices and posters or in catalogues.
I can read very short, simple texts. I can find
specific, predictable information in simple
everyday material such as advertisements,
prospectuses, menus and timetables and I can
understand short simple personal letters.
Conversation
(Oral
interaction)
I can interact in a simple way provided
the other person is prepared to repeat or
rephrase things at a slower rate of
speech and help me formulate what I’m
trying to say. I can ask and answer
simple questions in areas of immediate
need or on very familiar topics.
I can communicate in simple and routine tasks
requiring a simple and direct exchange of
information on familiar topics and activities. I
can handle very short social exchanges, even
though I can’t usually understand enough to
keep the conversation going myself.
Speaking
(Oral
production)
I can use simple phrases and sentences
to describe where I live and people I
know.
I can use a series of phrases and sentences to
describe in simple terms my family and other
people, living conditions, my educational
background and my present or most recent
job.
Writing
I can write a short, simple postcard, for
example sending holiday greetings. I can
fill in forms with personal details, for
example entering my name, nationality
and address on a hotel registration form.
I can write short, simple notes and messages
relating to matters in areas of immediate need.
I can write a very simple personal letter, for
example thanking someone for something.
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7.3. End-of-year Self-Assessment
Name: ___________________________
Nationality: _______________________
First language: ____________________
Date: ____________________________
Evaluate your language ability in each skill area. Read the descriptions of language skills for levels
A1 or A2. Then put ticks () or crosses (x) in the table.
A1
A2
Listening
Reading
Conversation
Speaking
Writing
A1
A2
Listening
I can recognise familiar words and very
basic phrases concerning myself, my
family
and
immediate
concrete
surroundings when people speak slowly
and clearly.
I can understand phrases and the highest
frequency vocabulary related to areas of most
immediate personal relevance (e.g very basic
personal and family information, shopping,
local area, employment). I can catch the main
point in short, clear, simple messages and
announcements.
Reading
I can understand familiar names, words
and very simple sentences, for example
on notices and posters or in catalogues.
I can read very short, simple texts. I can find
specific, predictable information in simple
everyday material such as advertisements,
prospectuses, menus and timetables and I can
understand short simple personal letters.
Conversation
(Oral
interaction)
I can interact in a simple way provided
the other person is prepared to repeat or
rephrase things at a slower rate of
speech and help me formulate what I’m
trying to say. I can ask and answer
simple questions in areas of immediate
need or on very familiar topics.
I can communicate in simple and routine tasks
requiring a simple and direct exchange of
information on familiar topics and activities. I
can handle very short social exchanges, even
though I can’t usually understand enough to
keep the conversation going myself.
Speaking
(Oral
production)
I can use simple phrases and sentences
to describe where I live and people I
know.
I can use a series of phrases and sentences to
describe in simple terms my family and other
people, living conditions, my educational
background and my present or most recent
job.
Writing
I can write a short, simple postcard, for
example sending holiday greetings. I can
fill in forms with personal details, for
example entering my name, nationality
and address on a hotel registration form.
I can write short, simple notes and messages
relating to matters in areas of immediate need.
I can write a very simple personal letter, for
example thanking someone for something.
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