OXFORD ROOFTOPS 5
FOREIGN LANGUAGE DISCIPLINE
ENGLISH
FIFTH YEAR
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)
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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.
2.5. Needs prioritising
(to be completed by the teaching staff)
General needs
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.......................
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
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same time Our country is committed as a member state of the European Union in the
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.
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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.
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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.
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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 On-line 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: Sometimes we have to work on things we're not good at!
 Unit 2: Cycling and walking keeps the air in your city clean!
 Unit 3: Keep your city, town or village clean. Your country is for
everyone.
 Unit 4: All jobs are important and contribute to our community.
 Unit 5: Listen to music quietly in public places. Use headphones.
 Unit 6: Cultural events are a great way to learn about other countries.
 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: Totally football!;
learning through a blog about Brazil.
 Unit 2: watching and reading a story about public transport: Totally
transport!; learning through a blog about transportation in Italy.
 Unit 3: watching and reading a story about Scotland: Totally Scotland!;
learning through a blog about a market in Poland.
 Unit 4: watching and reading a story about different jobs: Totally nine to
five!; learning through a blog about the work of a French police officer.
 Unit 5: watching and reading a story about the different types of music:
Totally music and dance!; learning through a blog about music in Japan.
 Unit 6: watching and reading a story about celebrations: Totally Carnival!;
learning through a blog about the festival of La Tomatina in Spain.
 Section Read more! At the end of the Class Book and Activity Book, you will
find an extension on cultural contents related to other countries.
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. Learn to learn boxes are included, which
provide learning techniques and strategies.
 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: learning about life in medieval times (social sciences).
 Unit 2: learning about the history of modern transportation (social sciences).
 Unit 4: learning about the journey of tomatoes from farm to table (social
sciences).
 Unit 5: learning about technology (ICT).
 Unit 6: learning about the British coastline (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.
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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.

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
and records; customs, values, beliefs and attitudes; non-verbal language.
3. Communicative functions:
- Greetings and introductions, apologies, acknowledgements, invitations.
- Expressions of capacity, taste, preference, opinion, agreement or
disagreement, feeling, intention.
- Description of people, activities, places, objects, habits, plans.
- Narrative of distant and recent past events.
- Request and offer of help, information, instructions, items, opinion, permission.
- Establishment and maintenance of communication.
4. Syntactic-discursive structures:
- Expressions of logical relationships: conjunction (and); disjunction (or).
- 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).
- Expressions of time: present (present simple); past (past simple) 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; 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;
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transportation; language and communication; 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
1. Oral production strategies:
- Planning, implementation and control via linguistic, paralinguistic and
paratextual procedures.
2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness
and records; customs, values, beliefs and attitudes; non-verbal language.
3. Communicative functions:
- Greetings and introductions, apologies, acknowledgements, invitations.
- Expressions of capacity, taste, preference, opinion, agreement or
disagreement, feeling, intention.
- Description of people, activities, places, objects, habits, plans.
- Narrative of distant and recent past events.
- Request and offer of help, information, instructions, items, opinion, permission.
- Establishment and maintenance of communication.
4. Syntactic discursive structures:
- Expressions of logical relationships: conjunction (and); disjunction (or).
- 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).
- Expressions of time: present (present simple); past (past simple) 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;
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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:
- Mobilization of expectations, identification of cues and inferences, hypothesis
testing and reformulation.
2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness
and records; customs, values, beliefs and attitudes; non-verbal language.
3. Communicative functions:
- Greetings and introductions, apologies, acknowledgements, invitations.
- Expressions of capacity, taste, preference, opinion, agreement or
disagreement, feeling, intention.
- Description of people, activities, places, objects, habits, plans.
- Narrative of distant and recent past events.
- Request and offer of help, information, instructions, items, opinion, permission.
- Establishment and maintenance of communication.
4. Syntactic-discursive structures:
- Expressions of logical relationships: conjunction (and); disjunction (or).
- 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).
- Expressions of time: present (present simple); past (past simple) 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 (reception) related to personal identification; housing,
home and environment, daily life activities, family and friends; work and occupations;
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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 orthographic conventions.

Block 4. Written production: expression and interaction
1. Written production strategies:
- Planning, implementation and control via linguistic, paralinguistic and
paratextual procedures.
2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness
and records; customs, values, beliefs and attitudes; non-verbal language.
3. Communicative functions:
- Greetings and introductions, apologies, acknowledgements, invitations.
- Expressions of capacity, taste, preference, opinion, agreement or
disagreement, feeling, intention.
- Description of people, activities, places, objects, habits, plans.
- Narrative of distant and recent past events.
- Request and offer of help, information, instructions, items, opinion, permission.
- Establishment and maintenance of communication.
4. Syntactic-discursive structures:
- Expressions of logical relationships: conjunction (and); disjunction (or).
- 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).
- Expressions of time: present (present simple); past (past simple) 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).
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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 orthographic conventions.
3.5. Methodology
3.5.1. Teaching Methods
Methodological bases that inspire our work are as follows:
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
interiorize 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
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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
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
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(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, where all the characters live. In levels 1 and 2 we share the life 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 in Lessons 1, 2, 5, 6, 7 and 9; and in lessons 3, 4, 8 and 10 we include an
extra step, by using the iPack once more, between the use of the Class Book and
Activity Book.
Vocabulary and grammar
In Oxford Rooftops 5, ten key vocabulary words are presented in lesson 1 of each unit,
and six more words are included in lesson 5. 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.
We also include six words related to cultural issues, and some other new words related
to cross-curricular lessons.
In each unit of Oxford Rooftops 5, two key structures are presented and practiced, the
first one, through the Class Book in Lesson 2, and the second one, in Lesson 5 along
with a story.
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Skills
The approach of Oxford Rooftops 5 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 work of the iPack, Class Book and Activity Book is combined in order to develop all
skills altogether. 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
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.
Every unit of Oxford Rooftops 5 presents an animated song in Lesson 7. Each song is
a candidate for the Twin City Song Contest competition. In each unit there is a different
group or singer. The animated version of the song helps students understand the
content and meaning of the song. Songs reflect both the theme of unity and the studied
language, as well as the passive language.
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.
Also, two additional units are included at the end of the Class Book, both dedicated to
celebrations, in order to improve learning of intercultural contents.
Civic values and contents
Oxford Rooftops content focuses on civic values that unite the community, such as
helping each other, caring for those in need, carrying out meetings for the organization
of local events such as parties or picnics. Thus, Oxford Rooftops defends and offers an
integrated community model, consisting of good citizens.
The acquisition of civic values is a pillar of the Oxford Rooftops series. At Level 5,
Lesson 3 presents the value which will be the focus of the unit. The Community values
section is related to the topic and content of the cultural video of lesson 3, and also to
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the common use vocabulary of lesson 4. Integrates socio-cultural aspects of learning
and enhances self-esteem and positive attitudes, tolerance and respect for others.
In the Activity Book we also include an activity which aims to raise awareness in
children towards a proper civic attitude. The student is also asked to identify positive
attitudes, and others less desirable, in a comic strip depicting social situations, and
then debate them.
Stories
In this level we include three types of stories. In Lesson 1, a short animated story is
included in the iPack in order to introduce the context, characters (the exchange
student and the host), the topic of the unit, and also the first block of key vocabulary. In
lesson 5, a detective story with its animated version is included in the iPack, in which
the vocabulary acquired in previous lessons is reinforced, and a second block of key
vocabulary is introduced along with the second grammatical structure. First contact
with the story is made through the iPack. At first, the student is encouraged to
remember the previous episode and make predictions about what will happen, thus
contributing to the story with their own ideas and expectations, a key aspect for the
development of language skills. After the iPack introduction, students revisit the story in
the Class Book, this time presented as a comic.
Then, students can reinforce and evaluate the story in the Activity Book.
Finally, three refresher stories are presented after units 2, 4 and 6, which in addition to
reviewing the vocabulary of the two previous units, encourage the habit of reading for
pleasure.
Cross-curricular topics
In Lesson 8 of each Oxford Rooftops unit, we offer an opportunity to transfer English in
order to present contents belonging to other areas of the curriculum, such as: social
and natural sciences, art, music, mathematics and Information and Communication
Technologies. 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 cross-curricular concept is introduced through the iPack, and further developed in
the Class Book with an informative text accompanied by images to provide visual
support.
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.
The cross-curricular content can be expanded through small individual or group
projects, and with the expansion worksheet that is linked to the topic.
Pronunciation
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Oxford Rooftops 5 teaches students to pronounce difficult sounds in English in an
accurate way, through a series of gradual activities included in Lesson 7 of each unit.
First introduction is made through the Class Book with a fun rhyme, and it is reinforced
with a pronunciation game included in the iPack.
The process continues in the Activity Book, where students practice the rhyme again
and identify key sounds in other words.
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 the continuous recycling performed in every unit, a revision is performed
at the end of each term, through the Planet 57 refresher stories, available both in the
iPack as e-readers and in the Class Book as comics. Vocabulary and grammar of the
previous two units is collected in a story starring new characters who live in a different
world.
An additional (optional) review is also included in the Teacher's Guide and in the
Teacher's Resource CD-ROM through the reinforcement and expansion cards.
External examinations
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 introduction
of the first block of vocabulary starring the characters of the course, a cultural film with
real British children, the animated version of the story starring the characters of the
course, introducing and contextualizing the second block of vocabulary and grammar;
the introduction of a song consolidating vocabulary and grammar; an introduction of the
cross-curricular theme; ten activities and interactive games; sheets of the Class Book
and Activity Book for reference and classroom support; a digital version of the content
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 characters of the course, along with
the context are presented, and six units with ten lessons each, two pages of content on
festivities, six Read more! Pages for expansion of the content in cultural lessons and
three refresher stories featuring The only Earth Boy on Planet 57! The Activity book is
also available for the student, and includes ten pages of activities and a cut-out
(speaking cards) for each main unit; an overview of the units and festivities, seven
pages of Bilingual Dictionary, a section of additional activities for faster students (Fast
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finishers), to be used as homework or as exam preparation, speaking cards for lesson
7 and refresher activities in the Read more section!
The teacher has the Teacher's Guide, which includes concise teaching notes for each
lesson, as well as suggestions for initial, final and additional activities, cultural notes,
solutions for the students' activities, transcripts of audio, referrals to worksheets and a
bank of ideas with suggestions for games and activities, help for the iPack games; the
Teacher's Resource CD-ROM with worksheets for additional practice of vocabulary and
grammar in order to reinforce and expand the content of the worksheets of the main
units, festivities, additional stories, cross-curricular topics and worksheets on holidays
and songs; material for assessment and portfolio, unit tests, notes on basic skills and
auditions and solutions to all worksheets. Audio CDs including all songs, stories,
auditions and listening tests.
The teacher also has the Teacher's Resource Pack with 109 flashcards and
wordcards; a famous landmarks poster, a parts of speech poster, a UK poster and a
values and phrases classroom poster.
And finally, resources for students in the Oxford On-line 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
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).
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

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, Story playscript, Song contest, Crosscurricular.
Activities proposed in the Activity Book.
Read more! Sheets for expansion of the cultural content (CB and AB).
Additional activities proposed in the Activity Book:
- Finished?: for students who finish early, based on the contents of the
lesson
- Grammar practice: additional grammar practice.

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:
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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.)
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
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


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
 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.)
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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
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. Time and pace of learning
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2.
3.
4.
5.
6.
7.
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
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
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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
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:
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

Block 1. Listening comprehension
-
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 meaning, essential information and main ideas in brief, simple oral
texts in a standard language, with the use of simple structures and common
vocabulary, articulated clearly and slowly and transmitted orally or with the use
of technology, on common and specific issues related to the student's own
experience, needs and interests in predictable everyday contexts or those
related to immediate needs areas in the personal, public and educational levels,
as long as the acoustic conditions are favourable and do not distort the
message, and as long as the message can be heard again and visual aids or
clear contextual references exist.
-
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).
-
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
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short conversation, fulfilling the main communicative goal of the text (e.g.
greetings, congratulations, exchanges of information).

-
Participating in a simple and clear manner in brief conversations that require a
direct exchange of information on areas of immediate needs or on very familiar
topics (self, surrounding environment, people, places, objects and activities,
tastes and opinions) in a neutral or informal way, using simple phrases and
sentences of frequent use, usually isolated or linked with basic connectors,
although sometimes the pronunciation may not be very clear, pauses and
hesitations may be evident and repetition, paraphrase and cooperation of the
interlocutor may be needed in order to maintain communication.
-
Being understood in short simple statements, although hesitations, repetitions
or pauses may occur in order to rearrange speech.
-
Dealing with basic syntactic structures although basic errors may still be
committed in a systematic manner, e.g. verb tenses or concordance.
-
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
-
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 subject, general meaning, main ideas and specific information in
brief and simple texts, both in print and in digital form, in a standard language
and using a high-frequency vocabulary, and in which the subject and the type of
text are very familiar, of everyday use or immediate needs, as long as what has
not been understood can be read again, a dictionary can be consulted, and
visual and contextual support can be counted on.
-
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).
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
-
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 concrete and significant sociocultural and sociolinguistic basic
aspects (e.g. conventions about opening and closing of a letter to
acquaintances) and applying the knowledge gained on them to produce a
context-appropriate written text, following the basic rules of 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.
-
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.
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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
-
Discerns the meaning and some specific details of simple advertisements for
products of interest (games, computers, music, clothes, etc.).
-
Understands public announcements and messages containing instructions,
directions or other information (e.g. numbers, prices, schedules, in a sports
arena, in a department store).
-
Understands what is said in simple routine transactions (daily routines,
instructions, directions, requests, feedback on class assignments, etc.).
-
Understands oral texts of an informative nature, and being able to extracts
global information and specific data from them.
-
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.
-
Discerns changes of topic and infers the meaning of television shows or other
audiovisual material in their area of interest (e.g. where young people or
celebrities are interviewed) on familiar topics (e.g. favourite clothes, sports or
popular music, etc.).
Block 2. Oral production: expression and interaction
-
Makes short, simple presentations which have been previously prepared and
rehearsed, on familiar topics or topics of interest for the student (introductions;
giving basic information about him/herself, his/her family and class, listing the
main activities of daily life; describing briefly and simply his/her room, favourite
menu, the outward appearance of a person; presenting a topic of interest
(favourite singer or music group) or saying what he/she likes and does not like
using simple structures).
-
Unfolds with relative ease in simple, real or simulated everyday situations (e.g.
making an introduction at a party).
-
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.).
-
Takes part in conversations face-to-face or with the use of technology (phone,
Skype), in which social contact is established (thank you, hello, goodbye,
addressing someone, apologizing, introducing oneself, inquiring about the
status of someone, congratulating someone), exchanging personal information
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and related to everyday affairs, expressing feelings, offering something to
someone, borrowing something, etc.


Block 3. Written comprehension
-
Understands essential information and locates specific information in simple
informational materials such as menus, schedules, catalogues, price lists,
advertisements, telephone directories, advertisements, travel brochures, etc.
-
Understands short, simple correspondence (emails, postcards and cards) that
deals with familiar issues such as, self, family, school, leisure time, the
description of an object or a place, the date and place of an appointment, etc.
-
Understands the essentials of short and well structured stories as long as the
image and the action lead to great part of the argument (adapted readings,
comics, etc.).
-
Understands the essentials of short news and articles in children's magazines
that deal with topics that are familiar or of interest (sports, music, computer
games).
Block 4. Written production: expression and interaction
-
Writes a personal correspondence using a short and simple model (messages,
notes, postcards, emails, chats and SMS) for the purpose of giving thanks,
congratulating someone, making an invitation, or talking about oneself and the
immediate environment (family, friends, hobbies, daily activities, objects,
places).
-
Develops simple narratives by referencing previously used structures and/or
templates.
-
Writes, based on a model, short informative texts about previously studied
topics.
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
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.
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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. Hearing and understanding simple instruction sequences or directions given by the teacher or
obtained via mechanical means.
CL1.2. Discerning meaning in various oral texts in different communication settings
CL1.3. Identifies specific information in various oral texts in different communication settings
CL1.4. Having a general understanding and extracting specific information from short and simple
situations, with repeated watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CL2. SPEAKING
CL2.1. Making good use of pronunciation, rhythm, intonation and accentuation in different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying or reading aloud to the class short texts made by the student
himself.
CL3. TALKING
CL3.1. Uses basic structures inherent in the foreign language in different communicative contexts
significantly.
CL3.2. Establishing daily and familiar conversations on known topics in settings where communication is
predictable.
CL4. READING
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts on various topics of interest.
CL4.3. Making straightforward inferences in the comprehension of various texts on topics of interest.
CL4.4. Reading texts on various topics of interest.
CL5. WRITING
CL5.1. Writing in a foreign language from previously studied models.
CL5.2. Producing written content addressing the recipient and purpose of the text.
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2. Mathematical, scientific and technological competence (FCTC)
Indicators
CMCT1. Sorting the recorded data according to a classification criterion.
CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or
chart.
CMCT3. Relating certain activities of life with proper functioning of the body.
CMCT4. Identifying different species of living beings.
CMCT5. Recognizing the process of scientific experimentation.
3. Digital Competence (CD)
Indicators
CD1. Searching, collecting and organizing information in a digital format.
CD2. Using information and communication technologies to test and verify information.
CD3. Using digital media for learning a foreign language.
4. Learning to learn (AA)
Indicators
AA1. Using several strategies for learning to learn, such as monolingual 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. Searching, collecting and organizing information in different formats.
SIEE2. Enjoying the reading of age-appropriate texts, displaying a positive attitude towards reading.
SIEE3. Use simple strategies for the planning and monitoring of work.
7. Cultural awareness and expression (CEC)
Indicators
CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the
Oxford Rooftops 5 – Oxford University Press
43
foreign language is spoken.
CEC2. Identifying some of the traditions of countries where the foreign language is spoken.
CEC3. Using artistic techniques in projects or papers.
CEC4. 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.
Oxford Rooftops 5 – Oxford University Press
44
ITEMS OF EVALUATION:
Block 1: Listening comprehension
Learning standards
Evaluation criteria
Captures the general meaning Knowing and applying the most proper basic
and specific details of simple strategies for the comprehension of meaning,
advertisements for products of essential information or main ideas of the text.
interest.
Identifying sociocultural aspects and basic,
Understands
public concrete and significant sociolinguistic aspects
announcements and messages on everyday life (habits, schedules, activities,
containing instructions, directions celebrations), living conditions (housing,
or other information.
environment),
interpersonal
relationships
(family, friendship, school), behaviour (frequent
Understands what is being said gestures, use of voice, physical contact) and
in simple conversations.
social conventions (rules of courtesy), and
applying these acquired skills to a better
Understands oral texts of an understanding of the text.
informative nature, and being able
to extracts global information and Identifying meaning, essential information and
specific data from them.
main ideas in brief, simple oral texts in a
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.
standard language, with the use of simple
structures and common vocabulary, on common
and specific issues.
Discerning the main communicative goal of the
text, and basic speech patterns.
CCBB
CL
SC
CD
CEC
AA
Indicators - Competences
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained via
mechanical means.
CL1.2. Discerning meaning in various oral texts in different
communication settings
CL1.3. Identifies specific information in various oral texts in
different communication settings
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
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
Oxford Rooftops 5 – Oxford University Press
45
Learning standards
Evaluation criteria
CCBB
Indicators - Competences
digital format.
Discerns changes of topic and Recognizing the most common meanings
inferring the meaning of television associated with the basic syntactic structures
shows or other audiovisual typical of oral communication.
material in their area of interest.
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.
CD2. Using information and communication technologies to
test and verify information.
CD3. 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.
CEC2. Identifying some of the traditions of countries where
the foreign language is spoken.
AA2. Using several responsive or interactive strategies to
solve communication problems.
Discriminating basic patterns of sound, stress,
rhythm and intonation and recognizing the
meanings
and
general
communicative
intentions involved.
AA3. Valuing the use of foreign language as a learning tool.
Block 2: Oral production: Expression and interaction
Learning standards
Evaluation criteria
Makes short, simple presentations Knowing and applying basic strategies to
which have been previously produce brief, simple monologic or dialogic
prepared and rehearsed, on texts.
familiar topics or topics of interest.
Knowing sociocultural aspects and basic,
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
SC
SIEE
AA
CEC
Indicators - Competences
CL2.1. Making good use of pronunciation, rhythm, intonation
and accentuation in different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying or reading aloud
46
Learning standards
Evaluation criteria
CCBB
Indicators - Competences
Unfolds with relative ease in concrete and significant sociolinguistic aspects,
simple, real or simulated everyday and applying that knowledge to produce
situations.
context-appropriate speech.
to the class short texts made by the student himself.
Responds
accordingly
communicative situations.
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is predictable.
in Interacting in a very basic way, using very
simple linguistic or non-verbal techniques to
initiate, maintain, or end a short conversation.
Takes part in conversations faceto-face or with the use of Participating in a simple and clear manner in
technology, where social contact brief conversations that require a direct
is established, personal or other exchange of information on areas of immediate
information is exchanged, feelings needs or on very familiar topics, in a neutral or
are expressed, something is informal way, using simple phrases and
offered of borrowed, etc.
sentences of frequent use.
Being understood in short simple statements,
although hesitations, repetitions or pauses may
occur in order to rearrange speech.
Dealing with basic syntactic structures although
basic errors may still be committed in a
systematic manner, e.g. verb tenses or
concordance.
CL3.1. Uses basic structures inherent in the foreign language
in different communicative contexts significantly.
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.
AA2. Using several responsive or interactive strategies to
solve communication problems.
SIEE3. Use simple strategies for the planning and monitoring
of work.
CEC4. Taking place in the development of group musical
compositions using various musical and/or scenic resources.
Knowing and using a limited high frequency
oral lexicon related to everyday situations and
common and specific topics.
Oxford Rooftops 5 – Oxford University Press
47
Learning standards
Evaluation criteria
CCBB
Indicators - Competences
CCBB
Indicators - Competences
CL
SC
CD
SIEE
AA
CEC
CMCT
CL4.1. Capturing the gist of simple texts.
Articulating 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
Learning standards
Evaluation criteria
Understands
essential Knowing and applying the most proper basic
information and locating specific strategies for the comprehension of meaning,
information in simple informational essential information or main ideas of the text.
material.
Identifying sociocultural aspects and basic,
Understands
short,
simple concrete and significant sociolinguistic aspects
correspondence that deals with on everyday life, living conditions, interpersonal
familiar issues.
relationships and social conventions, and
applying these acquired skills to a better
Understands the essentials of understanding of the text.
short and well structured stories
as long as the image and the Identifying the subject, general meaning, main
action lead to great part of the ideas and specific information in brief and
argument.
simple texts, both in print and in digital form, in
a standard language and using a highUnderstands the essentials of frequency vocabulary.
short news and articles in
Oxford Rooftops 5 – Oxford University Press
CL4.2. Finding explicit information in texts on various topics
of interest.
CL4.3.
Making
straightforward
inferences
in
comprehension of various texts on topics of interest.
the
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. Searching, collecting and organizing information in a
digital format.
48
Learning standards
Evaluation criteria
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
that are typical of written communication.
Recognizing a limited high frequency oral
lexicon related to everyday situations and
common and specific topics, and inferring from
the context and information in the text the most
probable meanings of unknown words and
expressions.
Recognizing basic punctuation marks and
common symbols, and identifying the
meanings
and
general
communicative
intentions related.
CCBB
Indicators - Competences
CD2. Using information and communication technologies to
test and verify information.
CD3. Using digital media for learning a foreign language.
SIEE1. Searching, collecting and organizing information in
different formats.
SIEE2. Enjoying the reading of age-appropriate texts,
displaying a positive attitude towards reading.
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.
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. Identifying some of the traditions of countries where
the foreign language is spoken.
CMCT3. Relating certain activities of life with proper
functioning of the body.
CMCT4. Identifying different species of living beings.
CMCT5.
Recognizing
experimentation.
Oxford Rooftops 5 – Oxford University Press
the
process
of
scientific
49
Block 4: Written production: Expression and interaction
Learning standards
Evaluation criteria
CCBB
Indicators - Competences
Writes
a
personal
correspondence using a short and
simple model for the purpose of
giving
thanks,
congratulating
someone, making an invitation, or
talking about oneself and the
immediate environment.
Knowing and applying basic strategies to
produce brief and simple texts.
CL
SC
CD
SIEE
CMCT
AA
CEC
CL5.1. Writing in a foreign language from previously studied
models.
Knowing concrete and significant sociocultural
and sociolinguistic basic aspects and applying
the knowledge gained on them to produce a
context-appropriate written text.
Develops simple narratives by Producing, on paper or in digital form, brief and
referencing
previously
used simple texts composed of simple isolated
phrases, in a neutral or informal manner, using
structures and/or templates.
basic
spelling
conventions
and
major
Writes, based on a model, short punctuation marks in an accurate way, to talk
informative texts about previously about the student's own self, his immediate
studied topics.
environment and aspects of everyday life, in
familiar and predictable settings.
Accomplishing the main communicative goal
of the written text, using a limited repertoire of
the most frequent exponents and basic speech
patterns.
Dealing with basic syntactic structures,
although basic errors may still be made in a
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CL5.2. Producing written content addressing the recipient
and purpose of the text.
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. Searching, collecting and organizing information in a
digital format.
CD2. Using information and communication technologies to
test and verify information.
CD3. Using digital media for learning a foreign language.
SIEE1. Searching, collecting and organizing information in
different formats.
SIEE3. Use simple strategies for the planning and monitoring
of work.
CMCT1. Sorting the
classification criterion.
recorded
data
according
to
a
CMCT2. Representing data about facts and objects of
50
Learning standards
Evaluation criteria
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.
CCBB
Indicators - Competences
everyday life using the most proper graph, table or chart.
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.
AA3. Valuing the use of foreign language as a learning tool.
CEC3. Using artistic techniques in projects or papers.
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.
Oxford Rooftops 5 – Oxford University Press
51
4. UNIT PROGRAMME
The following programme and schedule represent a model of temporal sequence
learning for the 5th 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 5 – Oxford University Press
52
Starter Unit - At the Town Hall
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Captures the general 
meaning and specific
details
of
simple
advertisements
for
products of interest.
Comprehension strategies: taking
contact with the lexicon and
grammar by checking the animated
versions of vocabulary, songs and
stories in the iPack.

Sociocultural and sociolinguistic
aspects: listening to a text about
flags, countries and nationalities, a
detective story (Missing) and a
dialogue about the characters.
Understands
public
announcements
and
messages
containing
instructions, directions or

other information.
Understands what is
being said in simple 
conversations.
Understands oral texts
of an informative nature,
and being able to

extracts
global
information and specific
data from them.
CL1.1. Hearing and understanding simple
instruction sequences or directions given by
the teacher or obtained via mechanical
means.
CL1.2. Discerning meaning in various oral
texts in different communication settings
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
Communicative
functions: relationships, behaviour and social
countries, nationalities, ordinal conventions, and applying these
numbers and dates.
acquired
skills
to
a
better
understanding
of
the
text.
Syntactic structures: I'm from
CL1.3. Identifies specific information in
various oral texts in different communication
settings
France. I'm French. Where's
he/she from? He's / She's from
France. He's / She's French. In
France, they speak French.
CD1. Searching, collecting and organizing
information in a digital format.
Identifying
meaning,
essential
information and main ideas in brief,
simple oral texts in a standard
High
frequency
lexicon: language, with the use of simple
Countries: Brazil, France, Italy, structures and common vocabulary,
Japan, Poland, Spain, the UK; on common and specific issues.
Nationalities: Brazilian, British,
French, Italian, Japanese, Polish,
Oxford Rooftops 5 – Oxford University Press
Discerning the main communicative
CL1.4. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA2. Using several responsive or interactive
strategies
to
solve
communication
53
LEARNING STANDARDS
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.
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
Spanish; Ordinal numbers: 1st–
30th; clues, investigate, missing,
robber (key). Colours, places,
months of the year (review).
problems.
goal of the text, and basic speech
patterns.
AA3. Valuing the use of foreign language as
a learning tool.
Recognizing the most common
Patterns of sound, stress, rhythm meanings associated with the basic
and intonation. Sounds /eә/ and syntactic structures typical of oral
/з/. A poem and a song (Welcome communication.
SC1. Taking part in conversations on
familiar
topics
in
settings
where
communication is predictable.
to Rooftops!).
SC2.
Respecting
basic
rules
of
conversation, such as listening and looking
at the speaker, respecting the right to
speak.
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.
Discerns changes of
topic and inferring the
meaning of television
shows
or
other
audiovisual material in
their area of interest.
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.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes
short,
simple 
Production
Oxford Rooftops 5 – Oxford University Press
strategies:
getting
Knowing
and
applying
basic
CL
CL2.1. Making good use of pronunciation,
54
LEARNING STANDARDS
presentations
which
have been previously
prepared and rehearsed,
on familiar topics or
topics of interest.
Unfolds with relative

ease in simple, real or
simulated
everyday
situations.
Responds accordingly
in
communicative

situations.
Takes
part
in
conversations
face-toface or with the use of

technology, where social
contact is established,
personal
or
other
information
is
exchanged, feelings are

expressed, something is
offered of borrowed, etc.
LINGUISTIC CONTENTS
familiar with the context of the unit
by discussing about student
exchange programs. Following a
model of dialogue to produce their
own. Using the vocabulary and
structures learned in the unit for
oral production.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Knowing sociocultural aspects and
basic, concrete and significant
sociolinguistic aspects, and applying
that knowledge to produce contextSociocultural and sociolinguistic
appropriate speech.
aspects: taking part in games while
respecting the rules; exchanging
questions and answers with a
partner; playing brief dialogues on
personal information.
Interacting in a very basic way,
using very simple linguistic or nonverbal
techniques
to
initiate,
maintain,
or
end
a
short
Communicative
functions:
conversation.
describing the pictures in the book;
talking
about
countries,
nationalities and languages. Using
ordinal numbers and dates.
Syntactic structures: I'm from
France. I'm French. Where's
he/she from? He's / She's from
France. He's / She's French. In
France, they speak French.
High
frequency
lexicon:
Countries: Brazil, France, Italy,
Japan, Poland, Spain, the UK;
Nationalities: Brazilian, British,
French, Italian, Japanese, Polish,
Oxford Rooftops 5 – Oxford University Press
Participating in a simple and clear
manner in brief conversations that
require a direct exchange of
information on areas of immediate
needs or on very familiar topics, in a
neutral or informal way, using simple
phrases and sentences of frequent
use.
Being understood in short simple
statements, although hesitations,
repetitions or pauses may occur in
CC
BB
AA
SC
CEC
INDICATORS - COMPETENCES
rhythm, intonation and accentuation in
different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying
or reading aloud to the class short texts
made by the student himself.
CL3.1. Uses basic structures inherent in the
foreign language in different communicative
contexts significantly.
CL3.2. Establishing daily and familiar
conversations on known topics in settings
where communication is predictable.
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
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
55
LEARNING STANDARDS
LINGUISTIC CONTENTS
Spanish; Ordinal numbers: 1st–
30th; clues, investigate, missing,
robber (key). Colours, places,
months of the year (review).

CC
BB
EVALUATION CRITERIA
people, and displaying curiosity and interest
towards people who speak the foreign
language.
order to rearrange speech.
Dealing
with
basic
syntactic
structures although basic errors may
Patterns of sound, stress, rhythm still be committed in a systematic
and intonation: playing words with manner,
e.g. verb tenses or
the sounds /eә/ and /з/. Reciting a concordance.
poem and singing the song of the
unit (Welcome to Rooftops).
INDICATORS - COMPETENCES
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC4. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
Articulating 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
Understands essential 
information and locating
specific information in
simple
informational
material.
Understands
Comprehension
strategies:
checking the story in the iPack
before taking contact with the
written text. Making predictions
about the content of the story.
Playing games to become familiar
with the written form of new
short,
Oxford Rooftops 5 – Oxford University Press
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying
sociocultural
CL
CD
AA
SC
SIEE
CEC
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts
on various topics of interest.
CL4.3. Making straightforward inferences in
the comprehension of various texts on
aspects
56
LEARNING STANDARDS
LINGUISTIC CONTENTS
simple correspondence
that deals with familiar

issues.
Understands
the
essentials of short and
well structured stories as 
long as the image and
the action lead to great
part of the argument.

Understands
the
essentials of short news
and articles in children's
magazines that deal with 
topics that are familiar or
of interest.

EVALUATION CRITERIA
vocabulary.
and basic, concrete and significant
sociolinguistic aspects on everyday
Sociocultural and sociolinguistic
life, living conditions, interpersonal
aspects:
comprehension
of
information about flags, shapes relationships and social conventions,
and colours.
and applying these acquired skills
to a better understanding of the text.
Communicative functions: reading
a detective story in comic form
(Missing).
Syntactic structures: I'm from
France. I'm French. Where's
he/she from? He's / She's from
France. He's / She's French. In
France, they speak French.
High
frequency
lexicon:
Countries: Brazil, France, Italy,
Japan, Poland, Spain, the UK;
Nationalities: Brazilian, British,
French, Italian, Japanese, Polish,
Spanish; Ordinal numbers: 1st–
30th; clues, investigate, missing,
robber (key). Colours, places,
months of the year (review).
Identifying the subject, general
meaning, main ideas and specific
information in brief and simple texts,
both in print and in digital form, in a
standard language and using a highfrequency vocabulary.
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
Graphic patterns and spelling
of written communication.
conventions: reading a poem with
words containing the sounds /eә/
and /з/ and singing a song.
Oxford Rooftops 5 – Oxford University Press
Recognizing
a
limited
high
frequency oral lexicon related to
CC
BB
INDICATORS - COMPETENCES
topics of interest.
CL4.4. Reading texts on various topics of
interest.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
57
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
information in different formats.
everyday situations and common
and specific topics, and inferring
from the context and information in
the text the most probable meanings
of unknown words and expressions.
SIEE2. Enjoying the reading of ageappropriate texts, displaying a positive
attitude towards reading.
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.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Writes
a
personal 
correspondence using a
short and simple model
for the purpose of giving
thanks,
congratulating
someone, making an

invitation,
or
talking
about oneself and the
immediate environment.
Production
strategies:
playing
games on the iPack with
vocabulary and grammar. Writing
sentences and short texts following
a pattern. Writing texts using
information from tables / notes.
Develops
simple 
narratives by referencing
previously
used
Communicative functions: writing
reviews of stories.
Knowing and applying basic
strategies to produce brief and
simple texts.
Knowing concrete and significant
sociocultural and sociolinguistic
Sociocultural and sociolinguistic basic aspects and applying the
aspects: writing sentences and
knowledge gained on them to
brief
texts
using
countries,
produce
a
context-appropriate
nationalities and ordinal numbers.
written text.
Oxford Rooftops 5 – Oxford University Press
Producing, on paper or in digital
form, brief and simple texts
CL
CMCT
CD
AA
SC
SIEE
CEC
CL5.1. Writing in a foreign language from
previously studied models.
CL5.2. Producing written content addressing
the recipient and purpose of the text.
CMCT1. Sorting the recorded
according to a classification criterion.
data
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CD1. Searching, collecting and organizing
58
LEARNING STANDARDS
structures
templates.
LINGUISTIC CONTENTS
and/or 
Writes, based on a
model, short informative
texts about previously 
studied topics.

Syntactic structures: I'm from
France. I'm French. Where's
he/she from? He's / She's from
France. He's / She's French. In
France, they speak French.
High
frequency
lexicon:
Countries: Brazil, France, Italy,
Japan, Poland, Spain, the UK;
Nationalities: Brazilian, British,
French, Italian, Japanese, Polish,
Spanish; Ordinal numbers: 1st–
30th; clues, investigate, missing,
robber (key). Colours, places,
months of the year (review).
EVALUATION CRITERIA
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.
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
Graphic patterns and spelling most frequent exponents and basic
conventions: identifying the graphic speech patterns.
patterns of the /eә/ and /з/ sounds.
Dealing
with
basic
syntactic
structures, 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
Oxford Rooftops 5 – Oxford University Press
CC
BB
INDICATORS - COMPETENCES
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
information in different formats.
SIEE3. Use simple strategies
planning and monitoring of work.
for the
CEC3. Using artistic techniques in projects
or papers.
59
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
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.
Oxford Rooftops 5 – Oxford University Press
60
Unit 1 - At Tara's House
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Captures the general 
meaning and specific
details
of
simple
advertisements
for
products of interest.
Comprehension strategies: taking
contact with the lexicon and
grammar by checking the animated
versions of vocabulary, songs and
stories in the iPack.

Sociocultural and sociolinguistic
aspects: listening to a text about
daily routines, a cultural text on the
activities of different children
(Totally football), a detective story
(Footprints in the Snow), a
dialogue on weather, a crosscurricular text (Life in medieval
times), a personal interview and a
text about life in the UK.
Understands
public
announcements
and
messages
containing
instructions, directions or
other information.
Understands what is
being said in simple
conversations.

Understands oral texts
of an informative nature,
and being able to

extracts
global
information and specific
data from them.
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
relationships, behaviour and social
conventions, and applying these
acquired
skills
to
a
better
understanding of the text.
Communicative
functions:
describing daily routines, clothing,
weather and activities in medieval
times.
Identifying
meaning,
essential
information and main ideas in brief,
simple oral texts in a standard
Syntactic structures: Adverbs of language, with the use of simple
frequency:
always,
usually, structures and common vocabulary,
sometimes, never. Present simple / on common and specific issues.
Present continuous. Everyday
language (Talking about routines):
Oxford Rooftops 5 – Oxford University Press
Discerning the main communicative
CL1.1. Hearing and understanding simple
instruction sequences or directions given by
the teacher or obtained via mechanical
means.
CL1.2. Discerning meaning in various oral
texts in different communication settings
CL1.3. Identifies specific information in
various oral texts in different communication
settings
CL1.4. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA2. Using several responsive or interactive
strategies
to
solve
communication
61
LEARNING STANDARDS
LINGUISTIC CONTENTS
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.
Discerns changes of
topic and inferring the
meaning of television
shows
or
other
audiovisual material in
their area of interest.

How often do you (catch the bus)?
I (catch the bus) twice a day / once
/ twice / three times a day / week /
month / every day / week / month.
EVALUATION CRITERIA
goal of the text, and basic speech
patterns.
Recognizing the most common
High frequency lexicon: Daily meanings associated with the basic
routine: arrive home, brush (my) syntactic structures typical of oral
teeth, have a shower, catch the communication.
bus, leave home, make (my) bed,
take the dog for a walk, use the
internet, wake up, watch TV; ballet
pumps, football strip, leotard,
pyjamas, shin pads, training;
Weather: it’s foggy, it’s raining, it’s
snowing, it’s warm, it’s wet, the sun
is shining; Medieval times: baker,
church, cottages, farmers, lord,
manor house, peasant, serf,
shoemaker (key). Time, days of
the
week,
leisure
activities,
months; Weather: cloudy, cold,
fog, hot, rain, snow, windy
(review).
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.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
Patterns of sound, stress, rhythm general communicative intentions
and intonation. The /w/ sound. A involved.
poem and a song (Suzie doesn't
love me).
CC
BB
INDICATORS - COMPETENCES
problems.
AA3. Valuing the use of foreign language as
a learning tool.
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.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Oxford Rooftops 5 – Oxford University Press
62
LEARNING STANDARDS
LINGUISTIC CONTENTS
Makes short, simple 
presentations
which
have been previously
prepared and rehearsed,
on familiar topics or
topics of interest.
Unfolds with relative
ease in simple, real or
simulated
everyday
situations.

Responds accordingly

in
communicative
situations.
Takes
part
in
conversations
face-toface or with the use of

technology, where social
contact is established,
personal
or
other
information
is
exchanged, feelings are
expressed, something is
offered of borrowed, etc.
Production
strategies:
getting
familiar with the context of the unit
by talking about routines. Following
a model of dialogue to produce
their own. Using the vocabulary
and structures learned in the unit
to produce oral texts.
EVALUATION CRITERIA
Knowing and applying basic
strategies to produce brief, simple
monologic or dialogic texts.
Knowing sociocultural aspects and
basic, concrete and significant
sociolinguistic aspects, and applying
Sociocultural and sociolinguistic
that knowledge to produce contextaspects: taking part in games while
respecting the rules; exchanging appropriate speech.
questions and answers with a
partner; playing brief dialogues on
routines and weather.
Interacting in a very basic way,
using very simple linguistic or nonverbal
techniques
to
initiate,
Communicative
functions:
maintain,
or
end
a
short
describing the pictures in the book;
talking about their routines, asking conversation.
questions and giving answers
about weather, and talking about a
known castle.
Syntactic structures: Adverbs of
frequency:
always,
usually,
sometimes, never. Present simple /
Present continuous. Everyday
language (Talking about routines):
How often do you (catch the bus)?
I (catch the bus) twice a day / once
/ twice / three times a day / week /
month / every day / week / month.
Oxford Rooftops 5 – Oxford University Press
Participating in a simple and clear
manner in brief conversations that
require a direct exchange of
information on areas of immediate
needs or on very familiar topics, in a
neutral or informal way, using simple
phrases and sentences of frequent
use.
Being understood in short simple
statements, although hesitations,
CC
BB
CL
AA
SC
CEC
INDICATORS - COMPETENCES
CL2.1. Making good use of pronunciation,
rhythm, intonation and accentuation in
different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying
or reading aloud to the class short texts
made by the student himself.
CL3.1. Uses basic structures inherent in the
foreign language in different communicative
contexts significantly.
CL3.2. Establishing daily and familiar
conversations on known topics in settings
where communication is predictable.
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
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
63
LEARNING STANDARDS
LINGUISTIC CONTENTS


High frequency lexicon: Daily
routine: arrive home, brush (my)
teeth, have a shower, catch the
bus, leave home, make (my) bed,
take the dog for a walk, use the
internet, wake up, watch TV; ballet
pumps, football strip, leotard,
pyjamas, shin pads, training;
Weather: it’s foggy, it’s raining, it’s
snowing, it’s warm, it’s wet, the sun
is shining; Medieval times: baker,
church, cottages, farmers, lord,
manor house, peasant, serf,
shoemaker (key). Time, days of
the
week,
leisure
activities,
months; Weather: cloudy, cold,
fog, hot, rain, snow, windy
(review).
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
repetitions or pauses may occur in
order to rearrange speech.
Dealing
with
basic
syntactic
structures although basic errors may
still be committed in a systematic
manner, e.g. verb tenses or
concordance.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC4. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
Articulating a very limited repertoire
of patterns of sound, stress, rhythm
Patterns of sound, stress, rhythm and basic intonation, adapting them
and intonation: playing words with to the communicative function to be
the sound /w/. Reciting a poem
performed.
and singing the song of the unit
(Suzie doesn't love me).
BLOCK 3: WRITTEN COMPREHENSION
Understands essential 
information and locating
specific information in
simple
informational
Comprehension
strategies:
checking the story in the iPack
before taking contact with the
written text. Making predictions
about the content of the story
according to its title. Playing
Oxford Rooftops 5 – Oxford University Press
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
CL
CD
AA
SC
SIEE
CEC
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts
on various topics of interest.
CL4.3. Making straightforward inferences in
64
LEARNING STANDARDS
LINGUISTIC CONTENTS
games to become familiar with the
written form of new vocabulary.
material.
Understands
short,

simple correspondence
that deals with familiar
issues.
Understands
the

essentials of short and
well structured stories as
long as the image and
the action lead to great
part of the argument.
Understands
the
essentials of short news
and articles in children's 
magazines that deal with
topics that are familiar or
of interest.

EVALUATION CRITERIA
of the text.
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
Communicative functions: reading
texts that describe hobbies and to a better understanding of the text.
Sociocultural and sociolinguistic
aspects:
including
information
about hobbies and routines;
including information about life in
medieval times, and life in the UK.
routines; reading a detective story
in comic form (Footprints in the
snow); reading a cultural text about
life in medieval times (Life in
medieval times) and a cultural text
about life in the UK (Life in the
UK).
Syntactic structures: Adverbs of
frequency:
always,
usually,
sometimes, never. Present simple /
Present continuous. Everyday
language (Talking about routines):
How often do you (catch the bus)?
I (catch the bus) twice a day / once
/ twice / three times a day / week /
month / every day / week / month.
Identifying the subject, general
meaning, main ideas and specific
information in brief and simple texts,
both in print and in digital form, in a
standard language and using a highfrequency vocabulary.
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.
CC
BB
INDICATORS - COMPETENCES
the comprehension of various texts on
topics of interest.
CL4.4. Reading texts on various topics of
interest.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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 the most common
meanings associated with the basic
High frequency lexicon: Daily
routine: arrive home, brush (my) syntactic structures that are typical
SC4. Identifying the customs of countries
where foreign language is spoken.
teeth, have a shower, catch the
SIEE1. Searching, collecting and organizing
Oxford Rooftops 5 – Oxford University Press
65
LEARNING STANDARDS
LINGUISTIC CONTENTS
bus, leave home, make (my) bed,
take the dog for a walk, use the
internet, wake up, watch TV; ballet
pumps, football strip, leotard,
pyjamas, shin pads, training;
Weather: it’s foggy, it’s raining, it’s
snowing, it’s warm, it’s wet, the sun
is shining; Medieval times: baker,
church, cottages, farmers, lord,
manor house, peasant, serf,
shoemaker (key). Time, days of
the
week,
leisure
activities,
months; Weather: cloudy, cold,
fog, hot, rain, snow, windy
(review).

EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
of written communication.
information in different formats.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
and specific topics, and inferring
from the context and information in
the text the most probable meanings
of unknown words and expressions.
SIEE2. Enjoying the reading of ageappropriate texts, displaying a positive
attitude towards reading.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
Graphic patterns and spelling
conventions: reading a rhyme with related.
words containing the /w/ sound
and singing a song.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Writes
a
personal 
correspondence using a
short and simple model
for the purpose of giving
thanks,
congratulating
someone, making an

invitation,
or
talking
about oneself and the
Production
strategies:
playing
games on the iPack with
vocabulary and grammar. Writing
sentences and short texts following
a pattern. Writing texts using
information from tables / notes.
Knowing and applying basic
strategies to produce brief and
simple texts.
Knowing concrete and significant
sociocultural and sociolinguistic
Sociocultural and sociolinguistic basic aspects and applying the
aspects: writing sentences and
knowledge gained on them to
brief texts describing routines and
produce
a
context-appropriate
Oxford Rooftops 5 – Oxford University Press
CL
CMCT
CD
AA
SC
SIEE
CEC
CL5.1. Writing in a foreign language from
previously studied models.
CL5.2. Producing written content addressing
the recipient and purpose of the text.
CMCT1. Sorting the recorded
according to a classification criterion.
data
CMCT2. Representing data about facts and
66
LEARNING STANDARDS
LINGUISTIC CONTENTS
writing reviews about a story and a
song.
immediate environment.
Develops
simple

narratives by referencing
previously
used
structures
and/or
templates.
Writes, based on a
model, short informative
texts about previously
studied topics.


Communicative functions: writing a
review of a story and a song;
writing about their routines and
other people's; describing the
weather.
Syntactic structures: Adverbs of
frequency:
always,
usually,
sometimes, never. Present simple /
Present continuous. Everyday
language (Talking about routines):
How often do you (catch the bus)?
I (catch the bus) twice a day / once
/ twice / three times a day / week /
month / every day / week / month.
High frequency lexicon: Daily
routine: arrive home, brush (my)
teeth, have a shower, catch the
bus, leave home, make (my) bed,
take the dog for a walk, use the
internet, wake up, watch TV; ballet
pumps, football strip, leotard,
pyjamas, shin pads, training;
Weather: it’s foggy, it’s raining, it’s
snowing, it’s warm, it’s wet, the sun
is shining; Medieval times: baker,
church, cottages, farmers, lord,
manor house, peasant, serf,
Oxford Rooftops 5 – Oxford University Press
EVALUATION CRITERIA
written text.
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.
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
Dealing
with
basic
syntactic
structures, 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
CC
BB
INDICATORS - COMPETENCES
objects of everyday life using the most
proper graph, table or chart.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
information in different formats.
SIEE3. Use simple strategies
planning and monitoring of work.
for the
CEC3. Using artistic techniques in projects
67
LEARNING STANDARDS
LINGUISTIC CONTENTS
shoemaker (key). Time, days of
the
week,
leisure
activities,
months; Weather: cloudy, cold,
fog, hot, rain, snow, windy
(review).

Graphic patterns and spelling
conventions: identifying the graphic
patterns of the /w/ sound.
Oxford Rooftops 5 – Oxford University Press
EVALUATION CRITERIA
frequency written lexicon related to
everyday situations and common
and specific topics related to the
student own interests, experiences
and needs.
CC
BB
INDICATORS - COMPETENCES
or papers.
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.
68
Unit 2 - A trip to London
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Captures the general 
meaning and specific
details
of
simple
advertisements
for
products of interest.
Comprehension strategies: taking
contact with the lexicon and
grammar by checking the animated
versions of vocabulary, songs and
stories in the iPack.

Sociocultural and sociolinguistic
aspects: listening to a text about
transportation, a cultural text on
transport in London (Totally
transport), a detective story (The
great stamp robbery), a dialogue
on transport, a cross-curricular text
(The history of modern transport),
a personal interview and a text
about places to visit in the UK.
Understands
public
announcements
and
messages
containing
instructions, directions or
other information.
Understands what is
being said in simple
conversations.

Understands oral texts
of an informative nature, 
and being able to
extracts
global
information and specific
data from them.

Communicative
functions:
describing means of transport.
Syntactic structures: Comparative
and superlative adjectives (short).
Buying train and bus tickets: Can I
have a ticket to (Oxford), please?
How much is a single / return?
High
frequency
Oxford Rooftops 5 – Oxford University Press
lexicon:
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
relationships, behaviour and social
conventions, and applying these
acquired
skills
to
a
better
understanding of the text.
Identifying
meaning,
essential
information and main ideas in brief,
simple oral texts in a standard
language, with the use of simple
structures and common vocabulary,
on common and specific issues.
Discerning the main communicative
CL1.1. Hearing and understanding simple
instruction sequences or directions given by
the teacher or obtained via mechanical
means.
CL1.2. Discerning meaning in various oral
texts in different communication settings
CL1.3. Identifies specific information in
various oral texts in different communication
settings
CL1.4. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA2. Using several responsive or interactive
strategies
to
solve
communication
69
LEARNING STANDARDS
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.
Discerns changes of
topic and inferring the 
meaning of television
shows
or
other
audiovisual material in
their area of interest.
LINGUISTIC CONTENTS
Transport: busy, clean, dirty,
early, fast, late, long, quiet, short,
slow cable car, canal, pavement,
River Thames, ticket, Tube; get
into / out of a car, get on / off a
train, go on foot, go by plane;
bicycle, carriage, hot-air balloon,
jet plane, motor car, steamship,
steam train (key); time, money
(review).
CC
BB
EVALUATION CRITERIA
INDICATORS - COMPETENCES
problems.
goal of the text, and basic speech
patterns.
AA3. Valuing the use of foreign language as
a learning tool.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
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.
Recognizing
a
limited
high
frequency
oral
lexicon
related
to
Patterns of sound, stress, rhythm
and intonation. The /s/, /z/, /ɪz/ everyday situations and common
sounds. A poem and a song and specific topics, and using
(Better late than never).
indications
of
context
and
information in the text to get an idea
of the probable meanings of
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.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Makes
short,
simple 
Production
Oxford Rooftops 5 – Oxford University Press
strategies:
become
Knowing
and
applying
basic
CL
CL2.1. Making good use of pronunciation,
70
LEARNING STANDARDS
LINGUISTIC CONTENTS
familiar with the context of talking
about how they drive to school.
Following a model of dialogue to
produce their own. Using the
vocabulary and structures learned
in the unit to produce oral texts.
presentations
which
have been previously
prepared and rehearsed,
on familiar topics or
topics of interest.
Unfolds with relative 
ease in simple, real or
simulated
everyday
situations.

Responds accordingly
in
communicative
situations.
Takes
part
in
conversations
face-toface or with the use of 
technology, where social
contact is established,
personal
or
other
information
is
exchanged, feelings are 
expressed, something is
offered of borrowed, etc.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Knowing sociocultural aspects and
basic, concrete and significant
sociolinguistic aspects, and applying
Production
strategies:
getting that knowledge to produce contextfamiliar with the context of the unit
appropriate speech.
by talking about how they go to
school.
Communicative
functions:
describing the pictures in the book;
comparing different means of
transport and places; participating
in dialogues to buy a train and/or
bus ticket; talking about travel and
transport timetables.
Syntactic structures: Comparative
and superlative adjectives (short).
Buying train and bus tickets: Can I
have a ticket to (Oxford), please?
How much is a single / return?
High
frequency
lexicon:
Transport: busy, clean, dirty,
early, fast, late, long, quiet, short,
slow cable car, canal, pavement,
River Thames, ticket, Tube; get
into / out of a car, get on / off a
Oxford Rooftops 5 – Oxford University Press
Interacting in a very basic way,
using very simple linguistic or nonverbal
techniques
to
initiate,
maintain,
or
end
a
short
conversation.
Participating in a simple and clear
manner in brief conversations that
require a direct exchange of
information on areas of immediate
needs or on very familiar topics, in a
neutral or informal way, using simple
phrases and sentences of frequent
use.
Being understood in short simple
statements, although hesitations,
repetitions or pauses may occur in
CC
BB
AA
SC
CEC
INDICATORS - COMPETENCES
rhythm, intonation and accentuation in
different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying
or reading aloud to the class short texts
made by the student himself.
CL3.1. Uses basic structures inherent in the
foreign language in different communicative
contexts significantly.
CL3.2. Establishing daily and familiar
conversations on known topics in settings
where communication is predictable.
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
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
71
LEARNING STANDARDS
LINGUISTIC CONTENTS
train, go on foot, go by plane;
bicycle, carriage, hot-air balloon,
jet plane, motor car, steamship,
steam train (key); time, money
(review).

CC
BB
EVALUATION CRITERIA
people, and displaying curiosity and interest
towards people who speak the foreign
language.
order to rearrange speech.
Dealing
with
basic
syntactic
structures although basic errors may
still be committed in a systematic
Patterns of sound, stress, rhythm manner,
e.g. verb tenses or
and intonation: playing words with concordance.
the /s/, /z/, and /ɪz/ sounds.
Reciting a poem and singing the
song of the unit (Better late than
never).
INDICATORS - COMPETENCES
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC4. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
Articulating 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
Understands essential 
information and locating
specific information in
simple
informational
material.
Understands
Comprehension
strategies:
checking the story in the iPack
before taking contact with the
written text. Making predictions
about the content of the story
according to its title. Playing
games to become familiar with the
short,
Oxford Rooftops 5 – Oxford University Press
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying
sociocultural
CL
CD
AA
SC
SIEE
CEC
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts
on various topics of interest.
CL4.3. Making straightforward inferences in
the comprehension of various texts on
aspects
72
LEARNING STANDARDS
simple correspondence
that deals with familiar

issues.
Understands
the
essentials of short and
well structured stories as

long as the image and
the action lead to great
part of the argument.
Understands
the
essentials of short news
and articles in children's
magazines that deal with
topics that are familiar or

of interest.

CC
BB
LINGUISTIC CONTENTS
EVALUATION CRITERIA
written form of new vocabulary.
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 understanding of the text.
topics of interest.
Identifying the subject, general
meaning, main ideas and specific
information in brief and simple texts,
both in print and in digital form, in a
standard language and using a highfrequency vocabulary.
CD2. Using information and communication
technologies to test and verify information.
Sociocultural and sociolinguistic
aspects: including information on
transportation; including tourist
information about places to visit in
the UK.
Communicative functions: reading
texts
describing
means
of
transport; reading a detective story
in comic form (The great stamp
robbery); reading a cross-curricular
text on the history of modern
transportation (The history of
modern transport) and a cultural
text on places to visit in the UK
(Places to visit in the UK).
Syntactic structures: Comparative
and superlative adjectives (short).
Buying train and bus tickets: Can I
have a ticket to (Oxford), please?
How much is a single / return?
High
frequency
lexicon:
Transport: busy, clean, dirty,
early, fast, late, long, quiet, short,
slow cable car, canal, pavement,
River Thames, ticket, Tube; get
into / out of a car, get on / off a
train, go on foot, go by plane;
Oxford Rooftops 5 – 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
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
CD1. Searching, collecting and organizing
information in a digital format.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
73
LEARNING STANDARDS
LINGUISTIC CONTENTS

EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
bicycle, carriage, hot-air balloon,
jet plane, motor car, steamship,
steam train (key); time, money
(review).
everyday situations and common
and specific topics, and inferring
from the context and information in
the text the most probable meanings
Graphic patterns and spelling of unknown words and expressions.
information in different formats.
conventions: reading a poem with
words containing the sounds /z/,
/s/, /ɪz/ and singing a song.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
SIEE2. Enjoying the reading of ageappropriate texts, displaying a positive
attitude towards reading.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Writes
a
personal 
correspondence using a
short and simple model
for the purpose of giving
thanks,
congratulating
someone, making an

invitation,
or
talking
about oneself and the
immediate environment.
Develops
simple
narratives by referencing 
previously
used
Production
strategies:
playing
games on the iPack with
vocabulary and grammar. Writing
sentences and short texts following
a pattern. Writing texts using
information from tables / notes.
Knowing and applying basic
strategies to produce brief and
simple texts.
Knowing concrete and significant
sociocultural and sociolinguistic
Sociocultural and sociolinguistic basic aspects and applying the
aspects: writing brief sentences
knowledge gained on them to
and texts to describe transport and
a
context-appropriate
to complete reviews about a story produce
written
text.
and a song.
Communicative functions: writing a
review of a story and a song;
Oxford Rooftops 5 – Oxford University Press
Producing, on paper or in digital
form, brief and simple texts
CL
CMCT
CD
AA
SC
SIEE
CEC
CL5.1. Writing in a foreign language from
previously studied models.
CL5.2. Producing written content addressing
the recipient and purpose of the text.
CMCT1. Sorting the recorded
according to a classification criterion.
data
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CD1. Searching, collecting and organizing
74
LEARNING STANDARDS
structures
templates.
LINGUISTIC CONTENTS
writing about places to visit in the
city and about their family.
and/or
Writes, based on a
model, short informative
texts about previously
studied topics.



Syntactic structures: Comparative
and superlative adjectives (short).
Buying train and bus tickets: Can I
have a ticket to (Oxford), please?
How much is a single / return?
High
frequency
lexicon:
Transport: busy, clean, dirty,
early, fast, late, long, quiet, short,
slow cable car, canal, pavement,
River Thames, ticket, Tube; get
into / out of a car, get on / off a
train, go on foot, go by plane;
bicycle, carriage, hot-air balloon,
jet plane, motor car, steamship,
steam train (key); time, money
(review).
EVALUATION CRITERIA
INDICATORS - COMPETENCES
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.
information in a digital format.
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
AA3. Valuing the use of foreign language as
a learning tool.
Dealing
with
basic
syntactic
structures, although basic errors
Graphic patterns and spelling
conventions: identifying the graphic may still be made in a systematic
way, e.g. in verb tenses or in
patterns of the sounds /s/, /z/ /ɪz/.
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
Oxford Rooftops 5 – Oxford University Press
CC
BB
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
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.
SIEE1. Searching, collecting and organizing
information in different formats.
SIEE3. Use simple strategies
planning and monitoring of work.
for the
CEC3. Using artistic techniques in projects
or papers.
75
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
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.
Oxford Rooftops 5 – Oxford University Press
76
Unit 3 - At the Castle
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Captures the general 
meaning and specific
details
of
simple
advertisements
for
products of interest.
Comprehension strategies: taking
contact with the lexicon and
grammar by checking the animated
versions of vocabulary, songs and
stories in the iPack.

Sociocultural and sociolinguistic
aspects: listening to a text on
descriptions of places, a cultural
text
on
Scotland
(Scotland
Totally!), a detective story (The
Blue Room Mystery) a dialogue
about places, a cross-curricular
text (Landscape painters), a
personal interview and a text on
the history of Rooftops.
Understands
public
announcements
and
messages
containing
instructions, directions or
other information.
Understands what is
being said in simple
conversations.

Understands oral texts
of an informative nature, 
and being able to
extracts
global
information and specific
data from them.
Communicative
functions:
describing places and landscapes.
Syntactic structures: To be (past
simple): was / were. There was a
(castle). There were (fields). Was
he / she (tall)? Yes, he was. No,
she wasn’t. Were they (tired)? Yes,
they were. / No, they weren’t.
Where was (Mrs Rose)? Where
Oxford Rooftops 5 – Oxford University Press
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
relationships, behaviour and social
conventions, and applying these
acquired
skills
to
a
better
understanding of the text.
Identifying
meaning,
essential
information and main ideas in brief,
simple oral texts in a standard
language, with the use of simple
structures and common vocabulary,
on common and specific issues.
Discerning the main communicative
CL1.1. Hearing and understanding simple
instruction sequences or directions given by
the teacher or obtained via mechanical
means.
CL1.2. Discerning meaning in various oral
texts in different communication settings
CL1.3. Identifies specific information in
various oral texts in different communication
settings
CL1.4. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA2. Using several responsive or interactive
strategies
to
solve
communication
77
LEARNING STANDARDS
LINGUISTIC CONTENTS
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.
Discerns changes of
topic and inferring the
meaning of television
shows
or
other
audiovisual material in
their area of interest.

CC
BB
EVALUATION CRITERIA
were (the children)? Giving
directions: Can you tell me the
way to the (park) please? Go
straight on. Turn left / right (at the
cinema). It’s next to / opposite the
(café).
problems.
goal of the text, and basic speech
patterns.
AA3. Valuing the use of foreign language as
a learning tool.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
lexicon: communication.
High
frequency
Geographical features: bridge,
castle, field, mountain, path, river,
valley, village, waterfall, wood
capital, eagle, fire brigade, island,
raincoat,
ruins.
Describing
people: bored, excited, friendly,
interested, unfriendly, worried. Art:
bright,
canvas,
chalk,
ink,
landscape, oil paints, pale, portrait,
watercolours (key); Places in a
town, adjectives to describe people
(review).
Patterns of sound, stress, rhythm
and intonation. The sounds /θ/, /
ð/. A poem and a song (The place
where I was born).
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.
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.
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.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Making
short,
simple 
Production
Oxford Rooftops 5 – Oxford University Press
strategies:
getting
Knowing
and
applying
basic
CL
CL2.1. Making good use of pronunciation,
78
LEARNING STANDARDS
presentations
which
have been previously
prepared and rehearsed,
on familiar topics or
topics of interest.
Unfolds with relative

ease in simple, real or
simulated
everyday
situations.
Responds accordingly
in
communicative

situations.
Takes
part
in
conversations
face-toface or with the use of
technology, where social
contact is established, 
personal
or
other
information
is
exchanged, feelings are
expressed, something is
offered of borrowed, etc.
LINGUISTIC CONTENTS
familiar with the context of the unit
by discussing about what they may
encounter in the countryside.
Following a model of dialogue to
produce their own. Using the
vocabulary and structures learned
in the unit to produce oral texts.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Knowing sociocultural aspects and
basic, concrete and significant
sociolinguistic aspects, and applying
that knowledge to produce contextSociocultural and sociolinguistic
appropriate speech.
aspects: taking part in games while
respecting the rules; exchanging
questions and answers with a
partner; playing brief dialogues of
giving directions.
Interacting in a very basic way,
using very simple linguistic or nonverbal
techniques
to
initiate,
maintain,
or
end
a
short
Communicative
functions:
conversation.
describing the pictures in the book;
comparing past and current
locations; participating in dialogues
about shopping, giving directions,
talking about the appearance of
people.
Syntactic structures: To be (past
simple): was / were. There was a
(castle). There were (fields). Was
he / she (tall)? Yes, he was. No,
she wasn’t. Were they (tired)? Yes,
they were. / No, they weren’t.
Where was (Mrs Rose)? Where
were (the children)? Giving
directions: Can you tell me the
Oxford Rooftops 5 – Oxford University Press
Participating in a simple and clear
manner in brief conversations that
require a direct exchange of
information on areas of immediate
needs or on very familiar topics, in a
neutral or informal way, using simple
phrases and sentences of frequent
use.
Being understood in short simple
statements, although hesitations,
repetitions or pauses may occur in
CC
BB
AA
SC
CEC
INDICATORS - COMPETENCES
rhythm, intonation and accentuation in
different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying
or reading aloud to the class short texts
made by the student himself.
CL3.1. Uses basic structures inherent in the
foreign language in different communicative
contexts significantly.
CL3.2. Establishing daily and familiar
conversations on known topics in settings
where communication is predictable.
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
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
79
LEARNING STANDARDS
LINGUISTIC CONTENTS
way to the (park) please? Go
straight on. Turn left / right (at the
cinema). It’s next to / opposite the
(café).

CC
BB
INDICATORS - COMPETENCES
people, and displaying curiosity and interest
towards people who speak the foreign
language.
order to rearrange speech.
Dealing
with
basic
syntactic
structures although basic errors may
High
frequency
lexicon: still be committed in a systematic
Geographical features: bridge, manner,
e.g. verb tenses or
castle, field, mountain, path, river, concordance.
valley, village, waterfall, wood
capital, eagle, fire brigade, island,
raincoat,
ruins.
Describing
people: bored, excited, friendly,
interested, unfriendly, worried. Art:
bright,
canvas,
chalk,
ink,
landscape, oil paints, pale, portrait,
watercolours (key); Places in a
town, adjectives to describe people
(review).

EVALUATION CRITERIA
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC4. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
Articulating a very limited repertoire
of patterns of sound, stress, rhythm
and basic intonation, adapting them
Patterns of sound, stress, rhythm to the communicative function to be
and intonation: playing words with performed.
the sounds /θ/, /ð/. Reciting a
poem and singing the song of the
unit (The place where I was born).
BLOCK 3: WRITTEN COMPREHENSION
Understands essential 
information and locating
specific information in
simple
informational
Comprehension
strategies:
checking the story in the iPack
before taking contact with the
written text. Making predictions
about the content of the story
according to its title. Playing
Oxford Rooftops 5 – Oxford University Press
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
CL
CD
AA
SC
SIEE
CEC
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts
on various topics of interest.
CL4.3. Making straightforward inferences in
80
LEARNING STANDARDS
material.
Understanding
short,

simple correspondence
that deals with familiar
issues.
Understands
the
essentials of short and

well structured stories as
long as the image and
the action lead to great
part of the argument.
Understands
the
essentials of short news
and articles in children's
magazines that deal with

topics that are familiar or
of interest.
LINGUISTIC CONTENTS
games to become familiar with the
written form of new vocabulary.
EVALUATION CRITERIA
of the text.
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
Communicative functions: reading to a better understanding of the text.
Sociocultural and sociolinguistic
aspects:
understanding
descriptions
of
places;
understanding information about
other countries and about the
history of a city.
texts that describe locations;
reading a detective story in comic
form (The Blue Room Mystery); a
text on data from different cities of
Scotland;
reading
a
crosscurricular text on painters of
landscapes (Landscape painters)
and a cultural text about the history
of a city (The history of Rooftops).
Syntactic structures: To be (past
simple): was / were. There was a
(castle). There were (fields). Was
he / she (tall)? Yes, he was. No,
she wasn’t. Were they (tired)? Yes,
they were. / No, they weren’t.
Where was (Mrs Rose)? Where
were (the children)? Giving
directions: Can you tell me the
way to the (park) please? Go
straight on. Turn left / right (at the
Oxford Rooftops 5 – Oxford University Press
Identifying the subject, general
meaning, main ideas and specific
information in brief and simple texts,
both in print and in digital form, in a
standard language and using a highfrequency vocabulary.
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
CC
BB
INDICATORS - COMPETENCES
the comprehension of various texts on
topics of interest.
CL4.4. Reading texts on various topics of
interest.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
81
LEARNING STANDARDS
LINGUISTIC CONTENTS
cinema). It’s next to / opposite the
(café).


High
frequency
lexicon:
Geographical features: bridge,
castle, field, mountain, path, river,
valley, village, waterfall, wood
capital, eagle, fire brigade, island,
raincoat,
ruins.
Describing
people: bored, excited, friendly,
interested, unfriendly, worried. Art:
bright,
canvas,
chalk,
ink,
landscape, oil paints, pale, portrait,
watercolours (key); Places in a
town, adjectives to describe people
(review).
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
of written communication.
information in different formats.
Recognizing
a
limited
high
frequency oral lexicon related to
everyday situations and common
and specific topics, and inferring
from the context and information in
the text the most probable meanings
of unknown words and expressions.
SIEE2. Enjoying the reading of ageappropriate texts, displaying a positive
attitude towards reading.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
Graphic
patterns
and related.
spelling
conventions:
reading a poem with words
containing the sounds /θ/, /ð/
and singing a song. Reading
about the use of the comma.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Writes
a
personal 
correspondence using a
short and simple model
for the purpose of giving
thanks,
congratulating
Production
strategies:
playing
games on the iPack with
vocabulary and grammar. Writing
sentences and short texts following
a pattern. Writing texts using
Oxford Rooftops 5 – Oxford University Press
Knowing and applying basic
strategies to produce brief and
simple texts.
Knowing concrete and significant
CL
CMCT
CD
AA
SC
SIEE
CL5.1. Writing in a foreign language from
previously studied models.
CL5.2. Producing written content addressing
the recipient and purpose of the text.
82
LEARNING STANDARDS
someone, making an
invitation,
or
talking

about oneself and the
immediate environment.
Develops
simple
narratives by referencing

previously
used
structures
and/or
templates.
Writes, based on a 
model, short informative
texts about previously
studied topics.

LINGUISTIC CONTENTS
EVALUATION CRITERIA
information from tables / notes.
sociocultural and sociolinguistic
basic aspects and applying the
knowledge gained on them to
produce
a
context-appropriate
written text.
Sociocultural and sociolinguistic
aspects: writing sentences and
brief texts describing places and
writing reviews about a story and a
song.
Communicative functions: writing a
review of a story and a song;
writing about the history of their
city.
Syntactic structures: To be (past
simple): was / were. There was a
(castle). There were (fields). Was
he / she (tall)? Yes, he was. No,
she wasn’t. Were they (tired)? Yes,
they were. / No, they weren’t.
Where was (Mrs Rose)? Where
were (the children)? Giving
directions: Can you tell me the
way to the (park) please? Go
straight on. Turn left / right (at the
cinema). It’s next to / opposite the
(café).
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
lexicon:
High
frequency
Geographical features: bridge,
castle, field, mountain, path, river,
valley, village, waterfall, wood
capital, eagle, fire brigade, island,
Oxford Rooftops 5 – Oxford University Press
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.
Dealing
with
basic
syntactic
structures, although basic errors
may still be made in a systematic
CC
BB
CEC
INDICATORS - COMPETENCES
CMCT1. Sorting the recorded
according to a classification criterion.
data
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
information in different formats.
83
LEARNING STANDARDS
LINGUISTIC CONTENTS
raincoat,
ruins.
Describing
people: bored, excited, friendly,
interested, unfriendly, worried. Art:
bright,
canvas,
chalk,
ink,
landscape, oil paints, pale, portrait,
watercolours (key); Places in a
town, adjectives to describe people
(review).

EVALUATION CRITERIA
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
Graphic
patterns
and
and needs.
spelling
conventions:
identifying
the
graphic Applying graphic patterns and basic
patterns of the sounds /θ/, orthographic conventions for writing
/ð/. Writing a text using commas.
reasonably accurate words or short
CC
BB
INDICATORS - COMPETENCES
SIEE3. Use simple strategies
planning and monitoring of work.
for the
CEC3. Using artistic techniques in projects
or papers.
phrases that are commonly used in
speech, but not necessarily with a
fully standardized spelling.
Oxford Rooftops 5 – Oxford University Press
84
Unit 4 - At the College
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Captures the general 
meaning and specific
details
of
simple
advertisements
for
products of interest.
Comprehension strategies: taking
contact with the lexicon and
grammar by checking the animated
versions of vocabulary, songs and
stories in the iPack.

Sociocultural and sociolinguistic
aspects: listening to a text about
work, a cultural text on different
jobs (Totally nine to five!), a
detective story (The Secret Code),
a dialogue about ambitions, a
cross-curricular text (Tomatoes:
How do they get to our tables?)
and a personal interview.
Understands
public
announcements
and
messages
containing
instructions, directions or
other information.
Understands what is
being said in simple 
conversations.
Understands oral texts 
of an informative nature,
and being able to
extracts
global
information and specific
data from them.
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
relationships, behaviour and social
conventions, and applying these
acquired
skills
to
a
better
functions: understanding of the text.
Communicative
describing jobs and occupations.
Syntactic structures: Past simple:
They listened to their teachers. We
didn’t talk a lot. Did you / he / she /
they crack the code? Yes, I / he /
she / they did. No, I / he / she /
they
didn’t.
Talking
about
ambitions: What do you want to
be when you grow up? I want to be
Oxford Rooftops 5 – Oxford University Press
Identifying
meaning,
essential
information and main ideas in brief,
simple oral texts in a standard
language, with the use of simple
structures and common vocabulary,
on common and specific issues.
Discerning the main communicative
CL1.1. Hearing and understanding simple
instruction sequences or directions given by
the teacher or obtained via mechanical
means.
CL1.2. Discerning meaning in various oral
texts in different communication settings
CL1.3. Identifies specific information in
various oral texts in different communication
settings
CL1.4. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA2. Using several responsive or interactive
strategies
to
solve
communication
85
LEARNING STANDARDS
LINGUISTIC CONTENTS
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.
Discerns changes of
topic and inferring the
meaning of television
shows
or
other
audiovisual material in
their area of interest.

(an explorer)
adventures).
because
CC
BB
EVALUATION CRITERIA
(I
like
High frequency lexicon: Jobs:
computer
programmer,
cook,
gardener,
librarian,
scientist,
secretary, security guard, student,
teacher, tour guide; author, baker,
cleaner, explorer, florist, pop
singer; factory worker, farmer, lorry
driver, machine operator, picker;
Irregular verbs (past simple):
found, had, ran, saw, went, wrote
(key); Regular verbs, leisure
activities,
time,
jobs,
family
members, days of the week, food
(review).
problems.
goal of the text, and basic speech
patterns.
AA3. Valuing the use of foreign language as
a learning tool.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
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.
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
Patterns of sound, stress, rhythm unknown words and expressions.
and intonation. The sounds /j/, /dʒ/.
A poem and a song (The college
bop!).
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.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Making
short,
simple 
Production
Oxford Rooftops 5 – Oxford University Press
strategies:
getting
Knowing
and
applying
basic
CL
CL2.1. Making good use of pronunciation,
86
LEARNING STANDARDS
presentations
which
have been previously
prepared and rehearsed,
on familiar topics or
topics of interest.
Unfolds with relative

ease in simple, real or
simulated
everyday
situations.
Responds accordingly
in
communicative

situations.
Takes
part
in
conversations
face-toface or with the use of

technology, where social
contact is established,
personal
or
other
information
is
exchanged, feelings are
expressed, something is
offered of borrowed, etc.
LINGUISTIC CONTENTS
familiar with the context of the unit
by talking about the work of family
and friends. Following a model of
dialogue to produce their own.
Using
the
vocabulary
and
structures learned in the unit to
produce oral texts.
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Knowing sociocultural aspects and
basic, concrete and significant
sociolinguistic aspects, and applying
that knowledge to produce contextSociocultural and sociolinguistic
appropriate speech.
aspects: taking part in games while
respecting the rules; exchanging
questions and answers with a
partner; playing brief dialogues on
jobs and ambition.
Interacting in a very basic way,
using very simple linguistic or nonverbal
techniques
to
initiate,
maintain,
or
end
a
short
Communicative
functions:
conversation.
describing the pictures in the book;
descriptions of past events,
participating in dialogues about
their ambitions, talking about jobs.
Syntactic structures: Past simple:
They listened to their teachers. We
didn’t talk a lot. Did you / he / she /
they crack the code? Yes, I / he /
she / they did. No, I / he / she /
they
didn’t.
Talking
about
ambitions: What do you want to
be when you grow up? I want to be
(an explorer) because (I like
adventures).
Oxford Rooftops 5 – Oxford University Press
Participating in a simple and clear
manner in brief conversations that
require a direct exchange of
information on areas of immediate
needs or on very familiar topics, in a
neutral or informal way, using simple
phrases and sentences of frequent
use.
Being understood in short simple
statements, although hesitations,
repetitions or pauses may occur in
CC
BB
AA
SC
CEC
INDICATORS - COMPETENCES
rhythm, intonation and accentuation in
different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying
or reading aloud to the class short texts
made by the student himself.
CL3.1. Uses basic structures inherent in the
foreign language in different communicative
contexts significantly.
CL3.2. Establishing daily and familiar
conversations on known topics in settings
where communication is predictable.
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
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
87
LEARNING STANDARDS
LINGUISTIC CONTENTS


CC
BB
EVALUATION CRITERIA
High frequency lexicon: Jobs:
computer
programmer,
cook,
gardener,
librarian,
scientist,
secretary, security guard, student,
teacher, tour guide; author, baker,
cleaner, explorer, florist, pop
singer; factory worker, farmer, lorry
driver, machine operator, picker;
Irregular verbs (past simple):
found, had, ran, saw, went, wrote
(key); Regular verbs, leisure
activities,
time,
jobs,
family
members, days of the week, food
(review).
order to rearrange speech.
Patterns of sound, stress, rhythm
and intonation: playing words with
the sounds /j/, /dʒ/. Reciting a
poem and singing the song of the
unit (The college bop!).
Articulating a very limited repertoire
of patterns of sound, stress, rhythm
and basic intonation, adapting them
to the communicative function to be
performed.
INDICATORS - COMPETENCES
people, and displaying curiosity and interest
towards people who speak the foreign
language.
Dealing
with
basic
syntactic
structures although basic errors may
still be committed in a systematic
manner, e.g. verb tenses or
concordance.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC4. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
BLOCK 3: WRITTEN COMPREHENSION
Understands essential 
information and locating
specific information in
simple
informational
material.
Understanding
Comprehension
strategies:
checking the story in the iPack
before taking contact with the
written text. Making predictions
about the content of the story
according to its title. Playing
games to become familiar with the
short,
Oxford Rooftops 5 – Oxford University Press
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
Identifying
sociocultural
CL
CD
AA
SC
SIEE
CEC
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts
on various topics of interest.
CL4.3. Making straightforward inferences in
the comprehension of various texts on
aspects
88
LEARNING STANDARDS
simple correspondence
that deals with familiar

issues.
Understands
the
essentials of short and
well structured stories as
long as the image and
the action lead to great 
part of the argument.
Understands
the
essentials of short news
and articles in children's
magazines that deal with
topics that are familiar or
of interest.

EVALUATION CRITERIA
written form of new vocabulary.
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 understanding of the text.
topics of interest.
Identifying the subject, general
meaning, main ideas and specific
information in brief and simple texts,
both in print and in digital form, in a
standard language and using a highfrequency vocabulary.
CD2. Using information and communication
technologies to test and verify information.
Sociocultural and sociolinguistic
aspects: understanding information
about the work of people and
ambitions;
understanding
information on how tomatoes get to
our tables; facts about famous
people and their achievements.
Communicative functions: reading
texts
describing
work
and
ambitions; reading a detective
story in comic form (The Secret
Code); reading a cross-curricular
text on tomatoes (Tomatoes: How
do they get to our tables?) and a
text on the achievements of
famous people.
Discerning the main function or
communicative functions of the text
and a limited repertoire of their most
Syntactic structures: Past simple:
common exponents, as well as basic
They listened to their teachers. We
didn’t talk a lot. Did you / he / she / speech patterns.
they crack the code? Yes, I / he /
she / they did. No, I / he / she /
they
didn’t.
Talking
about
ambitions: What do you want to
be when you grow up? I want to be
(an explorer) because (I like
adventures).

CC
BB
LINGUISTIC CONTENTS
Recognizing the most common
meanings associated with the basic
syntactic structures that are typical
of written communication.
Recognizing
a
limited
high
High frequency lexicon: Jobs: frequency oral lexicon related to
Oxford Rooftops 5 – Oxford University Press
INDICATORS - COMPETENCES
CL4.4. Reading texts on various topics of
interest.
CD1. Searching, collecting and organizing
information in a digital format.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
89
LEARNING STANDARDS
LINGUISTIC CONTENTS
computer
programmer,
cook,
gardener,
librarian,
scientist,
secretary, security guard, student,
teacher, tour guide; author, baker,
cleaner, explorer, florist, pop
singer; factory worker, farmer, lorry
driver, machine operator, picker;
Irregular verbs (past simple):
found, had, ran, saw, went, wrote
(key); Regular verbs, leisure
activities,
time,
jobs,
family
members, days of the week, food
(review).

EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
information in different formats.
everyday situations and common
and specific topics, and inferring
from the context and information in
the text the most probable meanings
of unknown words and expressions.
SIEE2. Enjoying the reading of ageappropriate texts, displaying a positive
attitude towards reading.
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.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
Graphic patterns and spelling
conventions: reading a poem with
words containing the sounds /j/
and /dʒ/ and singing a song.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Writes
a
personal 
correspondence using a
short and simple model
for the purpose of giving
thanks,
congratulating
someone, making an

invitation,
or
talking
about oneself and the
Production
strategies:
playing
games on the iPack with
vocabulary and grammar. Writing
sentences and short texts following
a pattern. Writing texts using
information from tables / notes.
Knowing and applying basic
strategies to produce brief and
simple texts.
Knowing concrete and significant
sociocultural and sociolinguistic
Sociocultural and sociolinguistic basic aspects and applying the
aspects: writing sentences and
knowledge gained on them to
brief texts to describe jobs and
a
context-appropriate
ambitions and to complete reviews produce
Oxford Rooftops 5 – Oxford University Press
CL
CMCT
CD
AA
SC
SIEE
CEC
CL5.1. Writing in a foreign language from
previously studied models.
CL5.2. Producing written content addressing
the recipient and purpose of the text.
CMCT1. Sorting the recorded
according to a classification criterion.
data
CMCT2. Representing data about facts and
objects of everyday life using the most
90
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
immediate environment.
about a story and a song.
written text.
proper graph, table or chart.
Develops
simple 
narratives by referencing
previously
used
structures
and/or

templates.
Communicative functions: writing a
review of a story and a song;
writing about a person you admire
and writing dates.
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.
CD1. Searching, collecting and organizing
information in a digital format.
Writes, based on a
model, short informative
texts about previously
studied topics.

Syntactic structures: Past simple:
They listened to their teachers. We
didn’t talk a lot. Did you / he / she /
they crack the code? Yes, I / he /
she / they did. No, I / he / she /
they
didn’t.
Talking
about
ambitions: What do you want to
be when you grow up? I want to be
(an explorer) because (I like
adventures).
High frequency lexicon: Jobs:
computer
programmer,
cook,
gardener,
librarian,
scientist,
secretary, security guard, student,
teacher, tour guide; author, baker,
cleaner, explorer, florist, pop
singer; factory worker, farmer, lorry
driver, machine operator, picker;
Irregular verbs (past simple):
found, had, ran, saw, went, wrote
(key); Regular verbs, leisure
activities,
time,
jobs,
family
members, days of the week, food
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
Dealing
with
basic
syntactic
structures, although basic errors
may still be made in a systematic
way, e.g. in verb tenses or in
consistency.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
information in different formats.
SIEE3. Use simple strategies
planning and monitoring of work.
for the
CEC3. Using artistic techniques in projects
Knowing and using a limited high
Oxford Rooftops 5 – Oxford University Press
91
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
(review).

frequency written lexicon related to
everyday situations and common
Graphic patterns and spelling
and specific topics related to the
conventions: identifying graphic
student own interests, experiences
patterns of the /j/ and /dʒ/ sounds.
and needs.
CC
BB
INDICATORS - COMPETENCES
or papers.
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.
Oxford Rooftops 5 – Oxford University Press
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Unit 5 - At the Arena
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Captures the general 
meaning and specific
details
of
simple
advertisements
for
products of interest.
Comprehension strategies: taking
contact with the lexicon and
grammar by checking the animated
versions of vocabulary, songs and
stories in the iPack.

Sociocultural and sociolinguistic
patterns: listening to a text about
technology, a cultural text on music
and dance (Totally music and
dance!), a detective story (The
Magician's Costume), a dialogue
about music, a cross-curricular text
(Technology is getting smaller) , a
personal interview and a text
comparing old and new computers.
Understands
public
announcements
and
messages
containing
instructions, directions or
other information.
Understands what is
being said in simple
conversations.

Understands oral texts
of an informative nature,

and being able to
extracts
global
information and specific
data from them.
Communicative
functions:
describing technology, music and
dance.
Syntactic structures: can (past
simple): I / he / she / you / we /
they could (take photos). I / he /
she / you / we / they couldn’t (hear
the music). Could I / he / she / you
/ we / they take photos? Yes, I / he
Oxford Rooftops 5 – Oxford University Press
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
relationships, behaviour and social
conventions, and applying these
acquired
skills
to
a
better
understanding of the text.
Identifying
meaning,
essential
information and main ideas in brief,
simple oral texts in a standard
language, with the use of simple
structures and common vocabulary,
on common and specific issues.
Discerning the main communicative
CL1.1. Hearing and understanding simple
instruction sequences or directions given by
the teacher or obtained via mechanical
means.
CL1.2. Discerning meaning in various oral
texts in different communication settings
CL1.3. Identifies specific information in
various oral texts in different communication
settings
CL1.4. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA2. Using several responsive or interactive
strategies
to
solve
communication
93
LEARNING STANDARDS
LINGUISTIC CONTENTS
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.
Discerns changes of
topic and inferring the
meaning of television 
shows
or
other
audiovisual material in
their area of interest.

/ she / you / we / they could. No, I /
he / she / you / we / they couldn’t.
have to (obligation): You have to
be quiet. don’t have to (no
obligation): You don’t have to
wear a suit. Talking about music:
What kind of music do you like? I
like (pop) music. When do you
listen to music? (Every day) How
do you listen to music? On (my
MP3 player).
High
frequency
lexicon:
Technology:
digital
camera,
headphones,
laptop,
lights,
microphone,
mobile
phone,
projector, screen, speakers, video
camera; battery, cable, cassette
(tape), charger, memory card,
playlist, smartphone, vinyl record.
Music: CD, classical, Irish, MP3
player, pop, reggae, rock, techno.
Clothes: bow tie, costume,
handkerchief, hat, suit, waistcoat
(key); take a photo, dance, sing,
play the drums, see, hear, use;
camera, computer, TV (review).
EVALUATION CRITERIA
goal of the text, and basic speech
patterns.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
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.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
CC
BB
INDICATORS - COMPETENCES
problems.
AA3. Valuing the use of foreign language as
a learning tool.
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.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
Patterns of sound, stress, rhythm
and intonation. The sounds /ᴂ/,
/ʌ/. A poem and a song
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94
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
(Technology).
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Making short, simple 
presentations
which
have been previously
prepared and rehearsed,
on familiar topics or
topics of interest.
Unfolds with relative
ease in simple, real or
simulated
everyday
situations.

Responds accordingly

in
communicative
situations.
Production
strategies:
getting
familiar with the context of the unit
by
talking
about
concerts.
Following a model of dialogue to
produce their own. Using the
vocabulary and structures learned
in the unit to produce oral texts.
Knowing and applying basic
strategies to produce brief, simple
monologic or dialogic texts.
Knowing sociocultural aspects and
basic, concrete and significant
sociolinguistic aspects, and applying
Sociocultural and sociolinguistic
that knowledge to produce contextaspects: taking part in games while
respecting the rules; exchanging appropriate speech.
questions and answers with a
partner; playing brief dialogues on
music and technology.
Interacting in a very basic way,
using very simple linguistic or nonverbal
techniques
to
initiate,
Communicative
functions:
maintain,
or
end
a
short
describing the pictures in the book;
describing technology, skills and conversation.
obligations, talking about music.
Takes
part
in
conversations
face-to- 
face or with the use of
technology, where social
contact is established,
personal
or
other
information
is
Syntactic structures: can (past
simple): I / he / she / you / we /
they could (take photos). I / he /
she / you / we / they couldn’t (hear
the music). Could I / he / she / you
/ we / they take photos? Yes, I / he
/ she / you / we / they could. No, I /
he / she / you / we / they couldn’t.
Oxford Rooftops 5 – Oxford University Press
Participating in a simple and clear
manner in brief conversations that
require a direct exchange of
information on areas of immediate
needs or on very familiar topics, in a
neutral or informal way, using simple
phrases and sentences of frequent
CL
AA
SC
CEC
CL2.1. Making good use of pronunciation,
rhythm, intonation and accentuation in
different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying
or reading aloud to the class short texts
made by the student himself.
CL3.1. Uses basic structures inherent in the
foreign language in different communicative
contexts significantly.
CL3.2. Establishing daily and familiar
conversations on known topics in settings
where communication is predictable.
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
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
95
LEARNING STANDARDS
LINGUISTIC CONTENTS
have to (obligation): You have to
be quiet. don’t have to (no
obligation): You don’t have to
wear a suit. Talking about music:
What kind of music do you like? I
like (pop) music. When do you
listen to music? (Every day) How
do you listen to music? On (my
MP3 player).
exchanged, feelings are
expressed, something is
offered of borrowed, etc.


High
frequency
lexicon:
Technology:
digital
camera,
headphones,
laptop,
lights,
microphone,
mobile
phone,
projector, screen, speakers, video
camera; battery, cable, cassette
(tape), charger, memory card,
playlist, smartphone, vinyl record.
Music: CD, classical, Irish, MP3
player, pop, reggae, rock, techno.
Clothes: bow tie, costume,
handkerchief, hat, suit, waistcoat
(key); take a photo, dance, sing,
play the drums, see, hear, use;
camera, computer, TV (review).
EVALUATION CRITERIA
use.
Being understood in short simple
statements, although hesitations,
repetitions or pauses may occur in
order to rearrange speech.
Dealing
with
basic
syntactic
structures although basic errors may
still be committed in a systematic
manner, e.g. verb tenses or
concordance.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
CC
BB
INDICATORS - COMPETENCES
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.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC4. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Articulating a very limited repertoire
of patterns of sound, stress, rhythm
and basic intonation, adapting them
to the communicative function to be
Patterns of sound, stress, rhythm performed.
and intonation: playing words with
the sounds /ᴂ/ and /ʌ/. Reciting a
poem and singing the song of the
unit (Technology).
Oxford Rooftops 5 – Oxford University Press
96
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
SIEE
CEC
INDICATORS - COMPETENCES
BLOCK 3: WRITTEN COMPREHENSION
Understands essential 
information and locating
specific information in
simple
informational
material.
Understanding
short,
simple correspondence

that deals with familiar
issues.
Understands
the
essentials of short and

well structured stories as
long as the image and
the action lead to great
part of the argument.
Understands
the
essentials of short news
and articles in children's
magazines that deal with
topics that are familiar or 
of interest.
Comprehension
strategies:
checking the story in the iPack
before taking contact with the
written text. Making predictions
about the content of the story
according to its title. Playing
games to become familiar with the
written form of new vocabulary.
Sociocultural and sociolinguistic
aspects: understanding information
about different types of music;
understanding information about
technology.
Communicative functions: reading
texts that describe the types of
music; reading a detective story in
comic form (The Magician's
Costume); reading a crosscurricular text about changes in
technology (Technology is getting
smaller) and a text comparing old
and modern computers (Old and
modern computer technology).
Syntactic structures: can (past
simple): I / he / she / you / we /
they could (take photos). I / he /
she / you / we / they couldn’t (hear
the music). Could I / he / she / you
Oxford Rooftops 5 – Oxford University Press
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 understanding of the text.
Identifying the subject, general
meaning, main ideas and specific
information in brief and simple texts,
both in print and in digital form, in a
standard language and using a highfrequency vocabulary.
Discerning the main function or
communicative functions of the text
and a limited repertoire of their most
common exponents, as well as basic
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts
on various topics of interest.
CL4.3. Making straightforward inferences in
the comprehension of various texts on
topics of interest.
CL4.4. Reading texts on various topics of
interest.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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
/ we / they take photos? Yes, I / he
/ she / you / we / they could. No, I /
he / she / you / we / they couldn’t.
have to (obligation): You have to
be quiet. don’t have to (no
obligation): You don’t have to
wear a suit. Talking about music:
What kind of music do you like? I
like (pop) music. When do you
listen to music? (Every day) How
do you listen to music? On (my
MP3 player).


High
frequency
lexicon:
Technology:
digital
camera,
headphones,
laptop,
lights,
microphone,
mobile
phone,
projector, screen, speakers, video
camera; battery, cable, cassette
(tape), charger, memory card,
playlist, smartphone, vinyl record.
Music: CD, classical, Irish, MP3
player, pop, reggae, rock, techno.
Clothes: bow tie, costume,
handkerchief, hat, suit, waistcoat
(key); take a photo, dance, sing,
play the drums, see, hear, use;
camera, computer, TV (review).
EVALUATION CRITERIA
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
and specific topics, and inferring
from the context and information in
the text the most probable meanings
of unknown words and expressions.
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CC
BB
INDICATORS - COMPETENCES
towards people who speak the foreign
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
SIEE1. Searching, collecting and organizing
information in different formats.
SIEE2. Enjoying the reading of ageappropriate texts, displaying a positive
attitude towards reading.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
Graphic patterns and spelling
conventions: reading a poem with
words containing the sounds /ᴂ/
Oxford Rooftops 5 – Oxford University Press
98
LEARNING STANDARDS
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
INDICATORS - COMPETENCES
and /ʌ/ and singing a song.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Writes
a
personal 
correspondence using a
short and simple model
for the purpose of giving
thanks,
congratulating
someone, making an

invitation,
or
talking
about oneself and the
immediate environment.
Develops
simple
narratives by referencing 
previously
used
structures
and/or
templates.
Writes, based on a 
model, short informative
texts about previously
studied topics.
Production
strategies:
playing
games on the iPack with
vocabulary and grammar. Writing
sentences and short texts following
a pattern. Writing texts using
information from tables / notes.
Sociocultural and sociolinguistic
aspects: writing sentences and
brief texts to describe music and
technology and to complete
reviews about a story and a song.
Communicative functions: writing a
review of a story and a song;
writing about old and modern
technology.
Contrasting
information
Syntactic structures: can (past
simple): I / he / she / you / we /
they could (take photos). I / he /
she / you / we / they couldn’t (hear
the music). Could I / he / she / you
/ we / they take photos? Yes, I / he
/ she / you / we / they could. No, I /
he / she / you / we / they couldn’t.
have to (obligation): You have to
Oxford Rooftops 5 – Oxford University Press
Knowing and applying basic
strategies to produce brief and
simple texts.
Knowing concrete and significant
sociocultural and sociolinguistic
basic aspects and applying the
knowledge gained on them to
produce
a
context-appropriate
written text.
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.
Accomplishing
the
CL
CMCT
CD
AA
SC
SIEE
CEC
CL5.1. Writing in a foreign language from
previously studied models.
CL5.2. Producing written content addressing
the recipient and purpose of the text.
CMCT1. Sorting the recorded
according to a classification criterion.
data
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
main
99
LEARNING STANDARDS
LINGUISTIC CONTENTS
be quiet. don’t have to (no
obligation): You don’t have to
wear a suit. Talking about music:
What kind of music do you like? I
like (pop) music. When do you
listen to music? (Every day) How
do you listen to music? On (my
MP3 player).

communicative goal of the written
text, using a limited repertoire of the
most frequent exponents and basic
speech patterns.
Dealing
with
basic
syntactic
structures, although basic errors
may still be made in a systematic
High
frequency
lexicon:
Technology:
digital
camera, way, e.g. in verb tenses or in
headphones,
laptop,
lights, consistency.
microphone,
mobile
phone,
projector, screen, speakers, video
camera; battery, cable, cassette
(tape), charger, memory card,
playlist, smartphone, vinyl record.
Music: CD, classical, Irish, MP3
player, pop, reggae, rock, techno.
Clothes: bow tie, costume,
handkerchief, hat, suit, waistcoat
(key); take a photo, dance, sing,
play the drums, see, hear, use;
camera, computer, TV (review).

EVALUATION CRITERIA
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.
CC
BB
INDICATORS - COMPETENCES
a learning tool.
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.
SIEE1. Searching, collecting and organizing
information in different formats.
SIEE3. Use simple strategies
planning and monitoring of work.
for the
CEC3. Using artistic techniques in projects
or papers.
Applying graphic patterns and basic
orthographic conventions for writing
reasonably accurate words or short
Graphic patterns and spelling phrases that are commonly used in
conventions: identifying the graphic
speech, but not necessarily with a
patterns of the sounds /ᴂ/, /ʌ/.
fully standardized spelling.
Oxford Rooftops 5 – Oxford University Press
100
Unit 6 - At the Beach
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Captures the general 
meaning and specific
details
of
simple
advertisements
for
products of interest.
Comprehension strategies: taking
contact with the lexicon and
grammar by checking the animated
versions of vocabulary, songs and
stories in the iPack.

Sociocultural and sociolinguistic
aspects: listening to a text about
holiday plans, a cultural text about
festivals (Totally Carnival), a
detective
story
(A
Surprise
Ending),
a
dialogue
on
suggestions, a cross-curricular text
(The British Coast), a personal
interview and a text on summer
vacations in the UK.
Understands
public
announcements
and
messages
containing
instructions, directions or
other information.
Understands what is
being said in simple
conversations.

Understands oral texts
of an informative nature,

and being able to
extracts
global
information and specific
data from them.
Communicative
functions:
describing future vacation plans;
suggestions.
Syntactic structures: going to
(future): I’m going to (go
camping). I’m not going to (stay in
a hotel). He’s / She’s going to (stay
in a hotel). He / She isn’t going to
(go camping). We’re / You’re /
Oxford Rooftops 5 – Oxford University Press
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
relationships, behaviour and social
conventions, and applying these
acquired
skills
to
a
better
understanding of the text.
Identifying
meaning,
essential
information and main ideas in brief,
simple oral texts in a standard
language, with the use of simple
structures and common vocabulary,
on common and specific issues.
Discerning the main communicative
CL1.1. Hearing and understanding simple
instruction sequences or directions given by
the teacher or obtained via mechanical
means.
CL1.2. Discerning meaning in various oral
texts in different communication settings
CL1.3. Identifies specific information in
various oral texts in different communication
settings
CL1.4. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA2. Using several responsive or interactive
strategies
to
solve
communication
101
LEARNING STANDARDS
LINGUISTIC CONTENTS
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.
Discerns changes of
topic and inferring the
meaning of television 
shows
or
other
audiovisual material in
their area of interest.

They’re going to (go fishing). We /
You / They aren’t going to (go
surfing). Am I going to (sail)? Yes, I
am. / No, I’m not. Is he / she going
to (play tennis)? Yes, he / she is.
No, he / she isn’t. Are you / we /
they going to (get the bus)? Yes,
you / we / they are. No, you / we /
they aren’t. Making suggestions:
How about (going surfing)? (Yes,
I’d love to!).
High frequency lexicon: Holidays:
find shells, go camping, go fishing,
go surfing, have a barbecue, have
a picnic, make sandcastles, stay in
a hotel, sunbathe, swim in the sea
goggles, nettle, parade, pier, prize,
roll; beach ball, bucket, caravan,
rubber
dinghy,
spade,
tent.
Geographical features: cave, cliff,
coastline, estuary, pebble beach,
rocky shore, sandy beach, shingle
beach (key); Colours, clothes,
numbers, measurement (review).
Patterns of sound, stress, rhythm
and intonation. The sounds /g/, /k/.
A poem and a song (Summer
time!).
EVALUATION CRITERIA
goal of the text, and basic speech
patterns.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
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.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
CC
BB
INDICATORS - COMPETENCES
problems.
AA3. Valuing the use of foreign language as
a learning tool.
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.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Oxford Rooftops 5 – Oxford University Press
102
LEARNING STANDARDS
LINGUISTIC CONTENTS
Making short, simple 
presentations
which
have been previously
prepared and rehearsed,
on familiar topics or
topics of interest.
Unfolds with relative
ease in simple, real or
simulated
everyday
situations.

Responds accordingly
in
communicative 
situations.
Takes
part
in
conversations
face-toface or with the use of
technology, where social 
contact is established,
personal
or
other
information
is
exchanged, feelings are
expressed, something is
offered of borrowed, etc.
Production
strategies:
getting
familiar with the context of the unit
by talking about beach activities.
Following a model of dialogue to
produce their own. Using the
vocabulary and structures learned
in the unit to produce oral texts.
EVALUATION CRITERIA
Knowing and applying basic
strategies to produce brief, simple
monologic or dialogic texts.
Knowing sociocultural aspects and
basic, concrete and significant
sociolinguistic aspects, and applying
Sociocultural and sociolinguistic
that knowledge to produce contextaspects: taking part in games while
respecting the rules; exchanging appropriate speech.
questions and answers with a
partner; playing brief dialogues
about
holidays
and
making
suggestions.
Interacting in a very basic way,
using very simple linguistic or nonverbal
techniques
to
initiate,
maintain,
or
end
a
short
Communicative
functions:
describing the pictures in the book; conversation.
describing
beach
activities;
participating in dialogues about
suggestions; talking about future
plans.
Syntactic structures: going to
(future): I’m going to (go
camping). I’m not going to (stay in
a hotel). He’s / She’s going to (stay
in a hotel). He / She isn’t going to
(go camping). We’re / You’re /
They’re going to (go fishing). We /
You / They aren’t going to (go
surfing). Am I going to (sail)? Yes, I
Oxford Rooftops 5 – Oxford University Press
Participating in a simple and clear
manner in brief conversations that
require a direct exchange of
information on areas of immediate
needs or on very familiar topics, in a
neutral or informal way, using simple
phrases and sentences of frequent
use.
Being understood in short simple
statements, although hesitations,
CC
BB
CL
AA
SC
CEC
INDICATORS - COMPETENCES
CL2.1. Making good use of pronunciation,
rhythm, intonation and accentuation in
different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying
or reading aloud to the class short texts
made by the student himself.
CL3.1. Uses basic structures inherent in the
foreign language in different communicative
contexts significantly.
CL3.2. Establishing daily and familiar
conversations on known topics in settings
where communication is predictable.
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
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
103
LEARNING STANDARDS
LINGUISTIC CONTENTS
am. / No, I’m not. Is he / she going
to (play tennis)? Yes, he / she is.
No, he / she isn’t. Are you / we /
they going to (get the bus)? Yes,
you / we / they are. No, you / we /
they aren’t. Making suggestions:
How about (going surfing)? (Yes,
I’d love to!).


High frequency lexicon: Holidays:
find shells, go camping, go fishing,
go surfing, have a barbecue, have
a picnic, make sandcastles, stay in
a hotel, sunbathe, swim in the sea
goggles, nettle, parade, pier, prize,
roll; beach ball, bucket, caravan,
rubber
dinghy,
spade,
tent.
Geographical features: cave, cliff,
coastline, estuary, pebble beach,
rocky shore, sandy beach, shingle
beach (key); Colours, clothes,
numbers, measurement (review).
EVALUATION CRITERIA
repetitions or pauses may occur in
order to rearrange speech.
Dealing
with
basic
syntactic
structures although basic errors may
still be committed in a systematic
manner, e.g. verb tenses or
concordance.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
CC
BB
INDICATORS - COMPETENCES
a means of communication with other
people, and displaying curiosity and interest
towards people who speak the foreign
language.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC4. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Articulating a very limited repertoire
of patterns of sound, stress, rhythm
and basic intonation, adapting them
to the communicative function to be
performed.
Patterns of sound, stress, rhythm
and intonation: playing words with
the sounds /g/, /k/. Reciting a
poem and singing the song of the
unit (Summer time!).
BLOCK 3: WRITTEN COMPREHENSION
Oxford Rooftops 5 – Oxford University Press
104
LEARNING STANDARDS
Understands essential 
information and locating
specific information in
simple
informational
material.
Understanding
short,
simple correspondence

that deals with familiar
issues.
Understands
the
essentials of short and
well structured stories as
long as the image and 
the action lead to great
part of the argument.
Understands
the
essentials of short news
and articles in children's
magazines that deal with
topics that are familiar or

of interest.
LINGUISTIC CONTENTS
Comprehension
strategies:
checking the story in the iPack
before taking contact with the
written text. Making predictions
about the content of the story
according to its title. Playing
games to become familiar with the
written form of new vocabulary.
Sociocultural and sociolinguistic
aspects: understanding texts about
holiday plans, events in Britain,
understanding information about
the British coast and tourist
information about holidays in
Britain.
Communicative functions: reading
texts describing vacation plans;
reading a detective story in comic
form (A Surprise Ending); reading
a cross-curricular text on British
shores (The British Coast) and a
cultural text on places to visit on
holiday in the UK (Summer in the
UK).
Syntactic structures: going to
(future): I’m going to (go
camping). I’m not going to (stay in
a hotel). He’s / She’s going to (stay
in a hotel). He / She isn’t going to
Oxford Rooftops 5 – Oxford University Press
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
SIEE
CEC
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 understanding of the text.
Identifying the subject, general
meaning, main ideas and specific
information in brief and simple texts,
both in print and in digital form, in a
standard language and using a highfrequency vocabulary.
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.
INDICATORS - COMPETENCES
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts
on various topics of interest.
CL4.3. Making straightforward inferences in
the comprehension of various texts on
topics of interest.
CL4.4. Reading texts on various topics of
interest.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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
105
LEARNING STANDARDS
LINGUISTIC CONTENTS
(go camping). We’re / You’re /
They’re going to (go fishing). We /
You / They aren’t going to (go
surfing). Am I going to (sail)? Yes, I
am. / No, I’m not. Is he / she going
to (play tennis)? Yes, he / she is.
No, he / she isn’t. Are you / we /
they going to (get the bus)? Yes,
you / we / they are. No, you / we /
they aren’t. Making suggestions:
How about (going surfing)? (Yes,
I’d love to!).

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
and specific topics, and inferring
from the context and information in
the text the most probable meanings
High frequency lexicon: Holidays:
of unknown words and expressions.
find shells, go camping, go fishing,
go surfing, have a barbecue, have
a picnic, make sandcastles, stay in
a hotel, sunbathe, swim in the sea
goggles, nettle, parade, pier, prize,
roll; beach ball, bucket, caravan,
rubber
dinghy,
spade,
tent.
Geographical features: cave, cliff,
coastline, estuary, pebble beach,
rocky shore, sandy beach, shingle
beach (key); Colours, clothes,
numbers, measurement (review).

EVALUATION CRITERIA
Recognizing basic punctuation
marks and common symbols, and
identifying the meanings and
general communicative intentions
related.
CC
BB
INDICATORS - COMPETENCES
language.
SC4. Identifying the customs of countries
where foreign language is spoken.
SIEE1. Searching, collecting and organizing
information in different formats.
SIEE2. Enjoying the reading of ageappropriate texts, displaying a positive
attitude towards reading.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
Graphic patterns and spelling
conventions: reading a poem with
words containing the sounds /g/,
/k/ and singing a song.
Oxford Rooftops 5 – Oxford University Press
106
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Writes
a
personal 
correspondence using a
short and simple model
for the purpose of giving
thanks,
congratulating
someone, making an

invitation,
or
talking
about oneself and the
immediate environment.
Develops
simple
narratives by referencing 
previously
used
structures
and/or
templates.

Writes, based on a
model, short informative
texts about previously
studied topics.
Production
strategies:
playing
games on the iPack with
vocabulary and grammar. Writing
sentences and short texts following
a pattern. Writing texts using
information from tables / notes.
Sociocultural and sociolinguistic
aspects: writing sentences and
brief texts to describe holiday plans
and to complete reviews about a
story and a song.
Communicative functions: writing
the review of a story and a song;
writing about a cultural event in the
country.
Syntactic structures: going to
(future): I’m going to (go
camping). I’m not going to (stay in
a hotel). He’s / She’s going to (stay
in a hotel). He / She isn’t going to
(go camping). We’re / You’re /
They’re going to (go fishing). We /
You / They aren’t going to (go
surfing). Am I going to (sail)? Yes, I
am. / No, I’m not. Is he / she going
to (play tennis)? Yes, he / she is.
No, he / she isn’t. Are you / we /
they going to (get the bus)? Yes,
Oxford Rooftops 5 – Oxford University Press
Knowing and applying basic
strategies to produce brief and
simple texts.
Knowing concrete and significant
sociocultural and sociolinguistic
basic aspects and applying the
knowledge gained on them to
produce
a
context-appropriate
written text.
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.
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
CL
CMCT
CD
AA
SC
SIEE
CEC
CL5.1. Writing in a foreign language from
previously studied models.
CL5.2. Producing written content addressing
the recipient and purpose of the text.
CMCT1. Sorting the recorded
according to a classification criterion.
data
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
SC3. Valuing the use of foreign language as
a means of communication with other
107
LEARNING STANDARDS
LINGUISTIC CONTENTS
you / we / they are. No, you / we /
they aren’t. Making suggestions:
How about (going surfing)? (Yes,
I’d love to!).


High frequency lexicon: Holidays:
find shells, go camping, go fishing,
go surfing, have a barbecue, have
a picnic, make sandcastles, stay in
a hotel, sunbathe, swim in the sea
goggles, nettle, parade, pier, prize,
roll; beach ball, bucket, caravan,
rubber
dinghy,
spade,
tent.
Geographical features: cave, cliff,
coastline, estuary, pebble beach,
rocky shore, sandy beach, shingle
beach (key); Colours, clothes,
numbers, measurement (review).
Graphic patterns and spelling
conventions: identifying the graphic
patterns of the /g/, /k/ sounds.
Oxford Rooftops 5 – Oxford University Press
EVALUATION CRITERIA
most frequent exponents and basic
speech patterns.
Dealing
with
basic
syntactic
structures, 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.
CC
BB
INDICATORS - COMPETENCES
people, and displaying curiosity and interest
towards people who speak the foreign
language.
SIEE1. Searching, collecting and organizing
information in different formats.
SIEE3. Use simple strategies
planning and monitoring of work.
for the
CEC3. Using artistic techniques in projects
or papers.
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.
108
Festivals
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
of the text.
CL
CD
AA
SC
CEC
INDICATORS - COMPETENCES
BLOCK 1: ORAL COMPREHENSION
Captures the general 
meaning and specific
details
of
simple
advertisements
for
products of interest.
Comprehension strategies: taking
contact with the lexicon and
grammar by checking the animated
versions of vocabulary, songs and
stories in the iPack.

Sociocultural and sociolinguistic
aspects: listening to a text about
Father Christmas and about the
celebration of St. Patrick.
Understands
public
announcements
and
messages
containing
instructions, directions or 
other information.
Understands what is 
being said in simple
conversations.
Understands oral texts
of an informative nature,

and being able to
extracts
global
information and specific
data from them.
Communicative
describing festivities.
functions:
Syntactic
structures:
(review):
adverbs of frequency, present
simple, present continuous; past
simple, superlative adjectives,
adverbs of frequency, There’s /
There are …
High frequency lexicon: Christmas
Eve:
advent,
beard,
carrot,
Christmas Eve, Christmas Day,
Father Christmas, mince pie,
present, reindeer, sleigh, stocking;
Saint Patrick's Day: bagpipes,
Oxford Rooftops 5 – Oxford University Press
Identifying sociocultural aspects
and basic, concrete and significant
sociolinguistic aspects on everyday
life, living conditions, interpersonal
relationships, behaviour and social
conventions, and applying these
acquired
skills
to
a
better
understanding of the text.
Identifying
meaning,
essential
information and main ideas in brief,
simple oral texts in a standard
language, with the use of simple
structures and common vocabulary,
on common and specific issues.
Discerning the main communicative
CL1.1. Hearing and understanding simple
instruction sequences or directions given by
the teacher or obtained via mechanical
means.
CL1.2. Discerning meaning in various oral
texts in different communication settings
CL1.3. Identifies specific information in
various oral texts in different communication
settings
CL1.4. Having a general understanding and
extracting specific information from short
and simple situations, with repeated
watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA2. Using several responsive or interactive
strategies
to
solve
communication
109
LEARNING STANDARDS
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.
LINGUISTIC CONTENTS
CC
BB
EVALUATION CRITERIA
building, fireworks, flag, parade,
saint, shamrock, trophy.
Patterns of sound, stress, rhythm
and intonation: a Christmas related
song and a song related to St.
Patrick's Day.
problems.
goal of the text, and basic speech
patterns.
AA3. Valuing the use of foreign language as
a learning tool.
Recognizing the most common
meanings associated with the basic
syntactic structures typical of oral
communication.
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.
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.
Discerns changes of
topic and inferring the
meaning of television
shows
or
other
audiovisual material in
their area of interest.
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.
Discriminating basic patterns of
sound, stress, rhythm and intonation
and recognizing the meanings and
general communicative intentions
involved.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Making
short,
simple 
Production
Oxford Rooftops 5 – Oxford University Press
strategies:
getting
Knowing
and
applying
basic
CL
CL2.1. Making good use of pronunciation,
110
LEARNING STANDARDS
LINGUISTIC CONTENTS
presentations
which
have been previously
prepared and rehearsed,
on familiar topics or
topics of interest.
Unfolds with relative
ease in simple, real or

simulated
everyday
situations.
Responds accordingly
in
communicative
situations.

Takes
part
in
conversations
face-toface or with the use of 
technology, where social
contact is established,
personal
or
other
information
is
exchanged, feelings are

expressed, something is
offered of borrowed, etc.
familiar with the context of the unit
by talking about activities in
Christmas and saints of the
country. Following a model of
dialogue to produce their own.
Using
the
vocabulary
and
structures learned in the unit to
produce oral texts.
Sociocultural and sociolinguistic
aspects: taking part in games while
respecting the rules; exchanging
questions and answers with a
partner; playing brief dialogues
about Christmas and St. Patrick's
day.
Communicative
describing festivities.
functions:
Syntactic
structures:
(review):
adverbs of frequency, present
simple, present continuous; past
simple, superlative adjectives,
adverbs of frequency, There’s /
There are …
High frequency lexicon: Christmas
Eve:
advent,
beard,
carrot,
Christmas Eve, Christmas Day,
Father Christmas, mince pie,
present, reindeer, sleigh, stocking;
Oxford Rooftops 5 – Oxford University Press
EVALUATION CRITERIA
strategies to produce brief, simple
monologic or dialogic texts.
Knowing sociocultural aspects and
basic, concrete and significant
sociolinguistic aspects, and applying
that knowledge to produce contextappropriate speech.
Interacting in a very basic way,
using very simple linguistic or nonverbal
techniques
to
initiate,
maintain,
or
end
a
short
conversation.
Participating in a simple and clear
manner in brief conversations that
require a direct exchange of
information on areas of immediate
needs or on very familiar topics, in a
neutral or informal way, using simple
phrases and sentences of frequent
use.
Being understood in short simple
statements, although hesitations,
repetitions or pauses may occur in
CC
BB
AA
SC
CEC
INDICATORS - COMPETENCES
rhythm, intonation and accentuation in
different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying
or reading aloud to the class short texts
made by the student himself.
CL3.1. Uses basic structures inherent in the
foreign language in different communicative
contexts significantly.
CL3.2. Establishing daily and familiar
conversations on known topics in settings
where communication is predictable.
AA2. Using several responsive or interactive
strategies
to
solve
communication
problems.
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
111
LEARNING STANDARDS
LINGUISTIC CONTENTS
Saint Patrick's Day: bagpipes,
building, fireworks, flag, parade,
saint, shamrock, trophy.

CC
BB
EVALUATION CRITERIA
INDICATORS - COMPETENCES
people, and displaying curiosity and interest
towards people who speak the foreign
language.
order to rearrange speech.
Dealing
with
basic
syntactic
structures although basic errors may
Patterns of sound, stress, rhythm
and intonation: singing the songs still be committed in a systematic
of festivities.
manner, e.g. verb tenses or
concordance.
CEC1. Displaying curiosity and interest in
learning about the people and culture of
countries where the foreign language is
spoken.
CEC4. Taking place in the development of
group musical compositions using various
musical and/or scenic resources.
Knowing and using a limited high
frequency oral lexicon related to
everyday situations and common
and specific topics.
Articulating 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
Understands essential 
information and locating
specific information in
simple
informational

material.
Understanding
short,
Comprehension strategies: taking
part in games in order to become
familiar with the written form of
new vocabulary.
Knowing and applying the most
proper basic strategies for the
comprehension
of
meaning,
essential information or main ideas
Sociocultural and sociolinguistic of the text.
aspects: understanding information
about
the
celebrations
of
Oxford Rooftops 5 – Oxford University Press
Identifying
sociocultural
CL
CD
AA
SC
SIEE
CEC
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts
on various topics of interest.
CL4.3. Making straightforward inferences in
the comprehension of various texts on
aspects
112
LEARNING STANDARDS
LINGUISTIC CONTENTS
simple correspondence
that deals with familiar

issues.
Understands
the 
essentials of short and
well structured stories as
long as the image and
the action lead to great
part of the argument.

Understands
the
essentials of short news
and articles in children's
magazines that deal with
topics that are familiar or
of interest.

EVALUATION CRITERIA
Christmas and St. Patrick.
and basic, concrete and significant
sociolinguistic aspects on everyday
Communicative
functions:
life, living conditions, interpersonal
describing holiday celebrations.
relationships and social conventions,
Syntactic
structures:
(review): and applying these acquired skills
adverbs of frequency, present to a better understanding of the text.
simple, present continuous; past
simple, superlative adjectives,
adverbs of frequency, There’s /
There are …
High frequency lexicon: Christmas
Eve:
advent,
beard,
carrot,
Christmas Eve, Christmas Day,
Father Christmas, mince pie,
present, reindeer, sleigh, stocking;
Saint Patrick's Day: bagpipes,
building, fireworks, flag, parade,
saint, shamrock, trophy.
Identifying the subject, general
meaning, main ideas and specific
information in brief and simple texts,
both in print and in digital form, in a
standard language and using a highfrequency vocabulary.
Discerning the main function or
communicative functions of the text
and a limited repertoire of their most
common exponents, as well as basic
Graphic patterns and spelling
speech patterns.
conventions: singing songs.
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
Oxford Rooftops 5 – Oxford University Press
CC
BB
INDICATORS - COMPETENCES
topics of interest.
CL4.4. Reading texts on various topics of
interest.
CD1. Searching, collecting and organizing
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
113
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
information in different formats.
everyday situations and common
and specific topics, and inferring
from the context and information in
the text the most probable meanings
of unknown words and expressions.
SIEE2. Enjoying the reading of ageappropriate texts, displaying a positive
attitude towards reading.
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.
CEC2. Identifying some of the traditions of
countries where the foreign language is
spoken.
BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION
Writes
a
personal 
correspondence using a
short and simple model
for the purpose of giving
thanks,
congratulating
someone, making an

invitation,
or
talking
about oneself and the
immediate environment.

Develops
simple
narratives by referencing

previously
used
Production
strategies:
playing
games on the iPack with
vocabulary and grammar. Writing
sentences and short texts following
a pattern. Writing texts using
information from tables / notes.
Knowing and applying basic
strategies to produce brief and
simple texts.
Knowing concrete and significant
sociocultural and sociolinguistic
Sociocultural and sociolinguistic basic aspects and applying the
aspects: writing sentences and
knowledge gained on them to
brief texts to describe festivities.
produce
a
context-appropriate
written
text.
Communicative
functions:
CL
CMCT
CD
AA
SC
SIEE
CEC
CL5.1. Writing in a foreign language from
previously studied models.
CL5.2. Producing written content addressing
the recipient and purpose of the text.
CMCT1. Sorting the recorded
according to a classification criterion.
data
CMCT2. Representing data about facts and
objects of everyday life using the most
proper graph, table or chart.
describing holiday celebrations.
Syntactic
structures:
Oxford Rooftops 5 – Oxford University Press
(review):
Producing, on paper or in digital
form, brief and simple texts
CD1. Searching, collecting and organizing
114
LEARNING STANDARDS
structures
templates.
LINGUISTIC CONTENTS
and/or
Writes, based on a
model, short informative
texts about previously 
studied topics.

adverbs of frequency, present
simple, present continuous; past
simple, superlative adjectives,
adverbs of frequency, There’s /
There are …
High frequency lexicon: Christmas
Eve:
advent,
beard,
carrot,
Christmas Eve, Christmas Day,
Father Christmas, mince pie,
present, reindeer, sleigh, stocking;
Saint Patrick's Day: bagpipes,
building, fireworks, flag, parade,
saint, shamrock, trophy.
EVALUATION CRITERIA
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.
Accomplishing
the
main
communicative goal of the written
text, using a limited repertoire of the
Graphic patterns and orthographic
most frequent exponents and basic
conventions.
speech patterns.
Dealing
with
basic
syntactic
structures, 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
Oxford Rooftops 5 – Oxford University Press
CC
BB
INDICATORS - COMPETENCES
information in a digital format.
CD2. Using information and communication
technologies to test and verify information.
CD3. Using digital media for learning a
foreign language.
AA1. Using several strategies for learning to
learn, such as monolingual and bilingual
dictionaries.
AA3. Valuing the use of foreign language as
a learning tool.
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.
SIEE1. Searching, collecting and organizing
information in different formats.
SIEE3. Use simple strategies
planning and monitoring of work.
for the
CEC3. Using artistic techniques in projects
or papers.
115
LEARNING STANDARDS
LINGUISTIC CONTENTS
EVALUATION CRITERIA
CC
BB
INDICATORS - COMPETENCES
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.
Oxford Rooftops 5 – Oxford University Press
116
5. UNIT SCHEDULE
UNIT
Approx. Number of
sessions
Approx. Timing
(45 minutes per session)*
At the Town Hall
4
4-6 hours*
1 At Tara's House
10
10-12 hours*
2 A trip to London
10
10-12 hours*
Earth Boy! 1
2
2-4 hours*
3 At the Castle
10
10-12 hours*
4 At the College
10
10-12 hours*
Earth Boy! 2
2
2-4 hours*
5 At the Arena
10
10-12 hours*
6 At the Beach
10
10-12 hours*
Earth Boy! 3
2
2-4 hours*
Festivals
2
2-4 hours*
e.g. approx. 72
72-94 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 5 – Oxford University Press
117
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 5 – 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
118
Starter Unit - At the Town Hall
Starter Unit - Session 1 (45 ') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Introduction
lesson.
of

Greeting to the class and presentation. Taking part in a chain
game to learn the names of the students. Presentation of the
material (optional).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Introducing the key vocabulary
1 (countries and nationalities):
Brazil, Italy, Poland, France,
Japan,
Spain,
the
UK,
Brazilian,
Italian,
Polish,
French, Japanese, Spanish,
British.

Taking part in a game of guessing basic gestures. Presentation
of the vocabulary with the iPack animation. Identification of the
names of the characters.
Watching the animation for the second time, and discussing
what they understand about the exchange program (Vocabulary
animation).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.
CD
CD3. Using digital media for learning a foreign language.

Vocabulary practice by playing Word match in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Getting familiar with the
concept of exchange program.

Identification of the characters by pointing them in the book and
saying their names. Checking the poster in the picture while
making sure the idea of an exchange program is understood.
CL
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained
via mechanical means.

Practising vocabulary with a
comprehension
and
oral
expression activity.

Listening to the vocabulary in the CD saying the number of the
mentioned flag. Repetition of vocabulary (Listen and say the
number. Repeat).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Practice
vocabulary
with
activities
of
reading
comprehension
and
oral
expression.

Checking the illustration and reading the statements while
identifying whether they are true or false (Look and say 'True' or
'False').
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Taking part in a game in pairs, which consists of asking about
the flags on the illustration, following the pattern (Play the
game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
Practising written and oral
expression of the vocabulary.

Completion of the activity 1 from AB by finishing the sentences
with words from the box (Complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by finishing the sentences
(Complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

and
start

Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.45
CB pp.1-3
AB p.2
CD
Flashcards
119
Starter Unit - Session 1 (45 ') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Completion of the activity 3 from AB by colouring the flags.
Taking part in a game in pairs, which consists of guessing the
flag described by the partner, as shown in the example (Colour
the flags. Play the game).
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
SIEE1. Searching, collecting and organizing information in
different formats.
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the flashcard game Matching pairs (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Finished? Making a list of other known countries and
nationalities in English.
Reinforcement and extension activities:
- Reinforcement worksheet 1

Oxford Rooftops 5 – Oxford University Press
Resources
AB p.2
TR CD-ROM
120
Starter Unit - Session 2 (45 ') - Lesson 2: Grammar
Aims

Activities
CCBB
Indicators

Taking part in the More or less game by guessing numbers,
with the whole class and then in pairs (optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reading the question and answering by choosing the right
option after checking the vocabulary animation (Animation
question).
CD
CD3. Using digital media for learning a foreign language.
Introducing the grammatical
structure:
Where’s
(Layla)
from? She’s from (Brazil).
She’s
(Brazilian).
Dates,
ordinal numbers 1st–30th.

Introducing the grammatical structure and settling the
vocabulary with the vocabulary animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Introducing vocabulary by playing Pairs in the iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Checking the comprehension
of grammatical structure.

Checking the illustration and practising with questions and
answers about the characters, in pairs, according to the
dialogue pattern (Look at the pictures. Work in pairs. Ask and
answer).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Learning to form grammatical
structure.

Completion of an activity in pairs, taking turns to point the
objects of the box in the picture by saying the words (Look at
the big picture and find the objects. Point).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Practising written vocabulary
and structure.

Completion of the activity 1 from AB by writing the
corresponding ordinal (Complete with the ordinal form of the
numbers).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by listening to the
recording and writing the dates of arrival of the characters
(Listen and complete).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Completion of the activity 3 from AB by completing the
sentences according to the drawing, and using ordinal numbers
(Look and complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Start of lesson.

Finishing the lesson.

Spoken interaction by asking for the birthdays of the students,
preparing a birthday calendar if possible (optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Reinforcement worksheet 2
SC
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.46
CB p.3
AB p.3
CD
TR CD-ROM
121
Starter Unit - Session 3 (45 ') - Lesson 3: Song and Sounds
Aims
Activities
CCBB
Indicators

Start of lesson.

Spoken interaction by saying the titles of known songs in
English and singing them (optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Settling vocabulary and
grammar.

Hearing, watching and playing the song Welcome to Rooftops!
in the iPack (Song animation).
CD
CD3. Using digital media for learning a foreign language.

Using the lyrics of the song to
do a homework assignment in
the notebook.

Reading the lyrics of the song, choosing the right option and
writing it in the notebook. Reviewing answers with the song
(Read the song and say the missing words. Listen and check).
CL
CL4.4. Reading texts on various topics of interest.

Singing the song.

Hearing and playing the song (Sing).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reading the song for the second time and answering the
questions in pairs (Work in pairs. Read the song again and
answer).
CL
CL4.1. Capturing the gist of simple texts.

Practising the pronunciation of
the sounds /eә/ and /з/ through
a poem.

Hearing and playing the pronunciation poem (Listen and
repeat).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Settling pronunciation.

Taking part in the pronunciation game Sound match in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Writing a review about the
song
and
assessing
it
according to personal opinion.

Completion of the activity 1 from AB by listening to the song
and completing the review (Listen to the song again. Complete
the song review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by joining the words of the
different columns forming the verses of the song (Read and
match the lyrics)
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by underlining the sound
/eә/ and surrounding the sound /з:/ while listening to the poem
again (Listen again. Underline the /eә/ sound and circle the /з:/
sound).
CL
CL1.5. Hearing and discriminating sounds.

Completion of the activity 4 from AB by underlining the sound
/w/ from the word list (Listen. Underline the words with the /eә/
sound and circle the words with the /з:/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Practising pronunciation.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.47
CB p.4
AB p.4
CD
122
Starter Unit - Session 3 (45 ') - Lesson 3: Song and Sounds
Aims

Finishing the lesson.
Activities

Taking part in the game The sound game using words with the
sounds /eә/ and /з:/ (optional).
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
Resources
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.
123
Starter Unit - Session 4 (45 ') - Lesson 4: Vocabulary & Story
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Taking part in the game Noughts and crosses with the
vocabulary review (optional).
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.

Introducing the key vocabulary
2: missing, clues, investigate,
robber.

Introducing vocabulary with the flashcards in the iPack. Hearing
and reproduction (Vocabulary presentation).
CD
CD3. Using digital media for learning a foreign language.

Practising the vocabulary.

Taking part in the vocabulary game Jumbled words in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Introducing
context.
in

Watching episode 1 of the detective story, Missing, (in the
iPack) and answering comprehension questions (Story
animation).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Finding the words of the box in the text of the story (Read and
listen. Find the words in the story).
CL
CL4.1. Capturing the gist of simple texts.

Checking comprehension
the history.

Completion of the activity 1 from AB by writing the names of the
characters in the detective story. Reading the story for the
second time, in order to review answers (Remember and write.
Read the story again and check).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of the activity 2 from AB by completing sentences
about the story with words from the box (Complete).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Completion of the activity 3 from AB by reading the sentences,
identifying if they are true or false and circling the correct option
(Read and circle 'True' or 'False').
CL
CL4.1. Capturing the gist of simple texts.
grammar
of
the

Writing a review of the story.

Completion of the activity 4 from AB by completing the review
of the detective story (the story Complete review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the game Remember the story with the whole
class (optional).
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.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.48
CB p.5
AB p.5
CD
124
Starter Unit - Session 4 (45 ') - Lesson 4: Vocabulary & Story
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Story playscript
- Story worksheet
- Finished? Complete your Bilingual Dictionary and the
Dictionary skills section.
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL2.2. Producing simple speech.
CL5.1. Writing in a foreign language from previously
studied models.
Resources
TR CD-ROM
AB p.92
125
Unit 1 - At Tara's House
Unit 1 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators
Resources
iPack
TG p.50
CB p.6
AB p.6
CD
Famous
landmarks
poster

Start of lesson.

Taking part in the game Categories, and having a conversation
about the students' routines (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the characters.

Introducing the characters Tara and Layla with the flashcards in
the iPack. Using the Famous landmarks poster to talk about
Brazil.
CD
CD3. Using digital media for learning a foreign language.

Introducing the key vocabulary
1 (daily routines): arrive home,
brush (my) teeth, have a
shower, catch the bus, leave
home, make (my) bed, take the
dog for a walk, use the
internet, wakeup, watch TV.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Vocabulary practice by playing Word match in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Presentation of vocabulary with the flashcards in the iPack
(optional).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary with a
comprehension
and
oral
expression activity.

Listening to the vocabulary in the CD while saying the number
of the mentioned routine. Routine repetition (Listen and say the
number. Repeat).
CL
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained
via mechanical means.

Practice
vocabulary
with
activities
of
reading
comprehension
and
oral
expression.

Observing images while completing the sentences
appropriate (Look and say 'he', 'she' or 'they'. ')
as
CL
CL5.1. Writing in a foreign language from previously
studied models.

Exchanging questions and answers about the daily routines
that they remember from the illustration (Ask and answer).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Practising written vocabulary.

Practice the vocabulary for the second time, by playing
Jumbled words in the iPack (Game 2).
CD
CD3. Using digital media for learning a foreign language.

Practising written and oral
expression of the vocabulary.

Completion of the activity 1 from AB by writing sentences about
the pictures using the expressions for the routines in the box
(Look and write).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by asking a partner about
the hours where he/she performs routines and drawing the
hands of the clock (Ask and answer. Draw the times for your
partner).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.
Oxford Rooftops 5 – Oxford University Press
126
Unit 1 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Completion of the activity 3 from AB by writing the sentences
from the previous activity according to the answers of the
partner (Write about your partner's routine).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the game Mime the flashcard! with vocabulary
related to daily routines (optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Finished?: Write sentences about a family member's routine.
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.6
127
Unit 1 - Session 2 (45') - Lesson 2: Grammar
Aims

Start of lesson.
Activities
CCBB
Indicators

Taking part in the game Pass the flashcard with the whole class
(optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Reading the question and answering by choosing the right
option after checking the vocabulary animation (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Introducing the grammatical
structure 1: (Adverbs of
frequency) always, usually,
sometimes, never.

Introducing the grammatical structure and settling the
vocabulary with the vocabulary animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Checking the comprehension
of grammatical structure.

Reading and listening to a text and finding three differences
between what is being heard and what is read (Read. Listen
and find three differences).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Learning to form grammatical
structure.

Observing the grammar table. Forming sentences using the
grammatical structure presented (Read and learn. Make
sentences).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Internalizing the structure.

Answering the grammar question from the Learn to learn box.
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Practising
speech
using
grammar and vocabulary.

Taking part in a game of guessing the character whose routines
describe the partner, according to the table (Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising grammar.

Taking part in the game Sentence spin in the iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion of the activity 1 from AB by ordering the words to
form sentences and numbering the images (Order and write
sentences. Look and number the pictures).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by completing the table
according to the recording (Listen and complete the table).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Completion of the activity 3 from AB by making sentences
based on the table from the previous activity (Look at the table
in Activity 2. Write sentences).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Taking part in the game True or False? (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Finishing the lesson.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.51
CB p.7
AB p.7
CD
Flashcards
Wordcards
128
Unit 1 - Session 2 (45') - Lesson 2: Grammar
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Grammar practice: Adverbs of frequency
- Reinforcement worksheet 1
- Extension worksheet 1
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL5.1. Writing in a foreign language from previously
studied models.
Resources
AB p.80
TR CD-ROM
129
Unit 1 - Session 3 (45') - Lesson 3: Culture
Aims
Activities
CCBB
Indicators

Start of lesson.

Taking part in the game What is it? with the flashcards or
wordcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

UK culture: Getting familiar
with aspects of the British
culture.

Watching the cultural film, Totally football!, in the iPack, about
hobbies through a boy named Tim, and answering the
comprehension question (Culture film).
CEC
CEC2. Identifying some of the traditions of countries where
the foreign language is spoken.

World
culture:
Learning
aspects of the cultures of other
countries.
Extending
the
documentary.

Hearing and reading a text about different hobbies and
answering the question (Read and listen. Who goes to a special
school?).
CL
CL4.1. Capturing the gist of simple texts.

Reading the headlines and joining them with the corresponding
picture, writing it down in the notebook (Match the headings
and the photos. Use your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading the texts for the second time, while identifying the
character that each phrase refers to (Read again and say Tim,
Becky or Otavio).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Community
Values:
Understanding the importance
of practising what we are not
good at.

Reading and discussion of the Community Value on the
importance of practising what we are not good at in order to
improve (Sometimes info we have to work on things we're not
good at).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising cultural vocabulary.

Completion of the activity 1 from AB by completing the
comments with the words in the box (Complete the comments).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Practising to write their own
post.

Completion of the Activity 2 from AB by completing the table
with information about themselves (Think about your routine.
Complete the table).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Writing a post.

Completion of the Activity 3 from AB by writing posts on their
routines and drawing their avatars (Complete the post. Use
your notes in Activity 2. Draw your avatar).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reinforcing values.

Reading the post about Becky and
comprehension question (Community value).
the
CL
CL4.4. Reading texts on various topics of interest.

Finishing the lesson.

Spoken interaction about the activities they often practice
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
Oxford Rooftops 5 – Oxford University Press
answering
Resources
iPack
TG p.52
CB pp.8-9
AB p.8
CD
Flashcards
Wordcards
130
Unit 1 - Session 3 (45') - Lesson 3: Culture
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Optional activity, making more questions about the cultural
film.
Oxford Rooftops 5 – Oxford University Press
CCBB
CEC
Indicators
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Resources
TG p.53
131
Unit 1 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Taking part in the game Stand up, sit down with flashcards and
Wordcards (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Introduction
of
everyday
language in a context: How
often do you (catch the bus)? I
(catch the bus) once / twice /
three times a (day / week /
month). Every (day / week /
month).

Reviewing the cultural film by commenting on what they
remember, watching it again and answering the comprehension
question (Culture film).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Watching the video on how to talk about routines in the iPack
and answering the question. Watching it for the second time,
repeating each sentence after listening (Everyday language:
How to... film).
CD
CD3. Using digital media for learning a foreign language.

Listening to the dialogue in the CD while following it in the book
and playing it back (Listen, read and repeat).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.
CL2.2. Producing simple speech.

Practising oral expression.

Replacing the coloured words, creating a dialogue and staging
it in pairs (Make new dialogues and Practise).
CL

Practising everyday language.

Completion of the activity 1 from AB by completing the
sentences according to the table (Look at the table. Read and
write the names).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Reinforcing the content learned
in the lesson.

Completion of the activity 2 from AB by completing the phrases
with information from the table of the previous activity (Look a
the table in activity 1 again. Complete for Peter).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by completing the table
with information from a student and his/her partner according to
their answers (Complete the table. Ask and answer)
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Reading and answering the Learn to learn question.
AA
AA3. Valuing the use of foreign language as a learning
tool.
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.

Reflecting on the
learned in the lesson.

Finishing the lesson.

Developing a class survey with information from the tables that
have been completed (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Read more! about carnival in Brazil.
content
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.53
CB p.9
CD
CB p.74
AB p.74
132
Unit 1 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Taking part in the game What's missing? with the flashcards
and wordcards (optional).
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.

Introducing the key vocabulary
2: It's snowing / raining / foggy
/ warm / wet. The sun is
shining.

Presenting the vocabulary with the flashcards. Hearing and
reproduction (Vocabulary presentation).
CD
CD3. Using digital media for learning a foreign language.

Introducing
context.
in

Watching episode 2 of the detective story, Footprints in the
snow, in the iPack and answering the comprehension question
(Story animation).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Answering the vocabulary question in the context of the story
(Read and listen. Which phrases are in the story?).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Practising the vocabulary.

Participating in the vocabulary game Gap fill in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the vocabulary.

Completion of the activity 1 from AB by correcting phrases that
are not correct according to the pictures and recalling the story
(Look at the pictures. Remember and correct. Read the stroy
again and check).
CL
CL4.1. Capturing the gist of simple texts.

Checking comprehension
the history.

Completion of the activity 2 from AB by ticking the six clues in
the story (Tick the six clues in the story).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Completion of the activity 3 from AB by joining the two parts of
the sentences according to the story (Read and match).
CL
CL5.1. Writing in a foreign language from previously
studied models.
grammar
of
the

Writing a review of the story
and assessing it.

Completion of the activity 4 from AB by completing the review
and circling the correct choice of the summary of the story
(Complete the story review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the game Remember the story with the whole
class (optional).
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.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.55
CB p.10
AB p.10
CD
Flascards
Wordcards
133
Unit 1 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Story playscript
- Story worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL2.2. Taking part in simple representations.
CL5.1. Writing in a foreign language from previously
studied models.
Resources
TR CD-ROM
134
Unit 1 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Taking part in the game Count the words, with the whole class
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing the grammatical
structure in context.

Reading the question about the story of the previous lesson in
order to see what they can recall, in the iPack (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Introducing
the
second
grammatical structure: Present
simple / Present continuous.

Watching the story again and answering the question by
choosing the correct option in the iPack (Story animation).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Answering the question on history (Which sentences are in the
story? Say 'A' or 'B').
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reading and internalizing contents from the grammatical table
and completing the task (Read and learn. Say the missing
words).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Identifying
patterns.

Practising
speaking.
through

Practising grammar by playing a communication game of
guessing the city through questions and answers about the
weather (Play the game).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing and consolidating
vocabulary.

Talking about the weather in the city, in pairs, using the
vocabulary studied in the lesson (Talk about the weather where
you live. Use these words and phrases).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Taking part in the game of vocabulary and grammar Chase the
cheese, in the iPack (Game).
CD
CD3. Using digital media for learning a foreign language.
grammatical
grammar

Practising with an exam-type
activity
of
listening
comprehension.

Completion of the activity 1 from AB by checking the grammar
box as a reminder, and completing the table according to the
recording (Listen and tick).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Settling the content of the
lesson.

Completion of the activity 2 from AB by circling the correct
option in the sentences (Read and circle).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Completion of the activity 3 from AB by completing the
sentences with words from the box (Look at the table in Activity
1 and complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.56
CB p.11
AB p.11
CD
the
135
Unit 1 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators

Completion of the activity 4 from AB by writing a brief
description of the weather in the city, following the phrases in
activity 3 as a model (Write about the weather in your town in
December and today).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.
CL
CL2.2. Producing simple speech.

Finishing the lesson.

Staging the description of weather forecasts as if they were TV
presenters (optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Grammar practice: Present continuous
- Reinforcement worksheet 2
- Extension worksheet 2
Oxford Rooftops 5 – Oxford University Press
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.
Resources
AB p.81
TR CD-ROM
136
Unit 1 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Start of lesson.

Taking part in the Lip reading game, with flashcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Settling vocabulary and
grammar.

Hearing, watching and playing the song Suzie does not love
me, in the iPack (Song animation).
CD
CD3. Using digital media for learning a foreign language.

Using the lyrics of the song to
do a homework assignment in
the notebook.

Reading the lyrics of the song, choosing the right option and
writing it in the notebook. Reviewing the answers with the
recording (Read the song and choose. Use your notebook.
Listen and check).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Singing the song.

Hearing and playing the song (Sing).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reading the song for the second time and answering the
questions in pairs (Work in pairs. Read the song again. Ask and
answer).
CL
CL4.1. Capturing the gist of simple texts.

Practising the pronunciation of
the /w/ sound through a poem.

Hearing and playing a poem (Listen and repeat).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Practising with an exam-type
speaking activity.

Having conversations in pairs while using speaking cards (Work
in pairs. Cut out and complete your speaking cards).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Settling pronunciation.

Taking part in the pronunciation game Sound match in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Writing a review about the
song
and
assessing
it
according to personal opinion.

Completion of the activity 1 from AB by listening to the song
and completing the review (Listen to the song again. Complete
the song review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by writing a new verse to
the song with the words in the box (Complete the new lyrics)
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by underlining the /w/
sound while listening to the poem again (Listen again.
Underline the /w/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Completion of the activity 4 from AB by underlining the sound
/w/ from the word list (Listen. Underline the words with the /w/
sound).
CL
CL1.5. Hearing and discriminating sounds.

Practising pronunciation.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.57
CB p.12
AB pp.12, 99100
CD
Flashcards
137
Unit 1 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Finishing the lesson.

Participating in the game I spy, using the /w/ sound (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Song contest worksheet
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
TR CD-ROM
138
Unit 1 - Session 8 (45') - Lesson 8: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Spoken interaction commenting on what they remember about
the routines of Layla and about their own. Introducing the crosscurricular topic by imagining how the routines would be 600
years ago (optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Cross-curricular topic:
Learning contents of other
subjects through the foreign
language (Medieval Times):
History

Introducing the cross-curricular topic in the iPack, by answering
the comprehension questions after each slide (Cross-curricular
presentation).
CD
CD3. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Answering the question on the topic (Which of these years is in
medieval times?).
CD
CD2. Using information and communication technologies
to test and verify information.

Listening to the recording on Life in medieval times while
reading it in the book (Read and listen).
CL
CL4.4. Reading texts on various topics of interest.

Practising the vocabulary.

Reading phrases while identifying the vocabulary word for each
definition (Read and say 'lord', 'serf' or 'peasant').
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Associating the cross-curricular
concept with their environment.

Spoken interaction about any castle they know (Tell your
partner about a castle in your country).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Practising the cross-curricular
content and vocabulary.

Completion of the activity 1 from AB by joining the definitions
with the words that define them (Read and match).
CL
CL4.1. Capturing the gist of simple texts.

Completion of the activity 2 from AB by circling the correct
option in order to complete the sentences (Read and circle).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by completing the text with
the words in the box (Complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Conducting a project.

Searching for information about food in medieval times, using
different resources, in order to conduct a project for the
development of a menu for the Denzel feast (Project).
CD
CD2. Using information and communication technologies
to test and verify information.

Finishing the lesson.

Taking part in the game Who am I? pretending to be someone
from one of the medieval groups described in lesson (optional).
CL
CL2.2. Producing simple speech.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.58
CB p.13
AB p.13
CD
139
Unit 1 - Session 8 (45') - Lesson 8: Cross-curricular
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
AA
Indicators
AA3. Valuing the use of foreign language as a learning
tool.
Resources
TR CD-ROM
140
Unit 1 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Whispers game with the flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing the vocabulary of
the unit.

Participating in the vocabulary game Basketball bounce, in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Encouraging the development
of the integrated skills.

Reading a text about the monthly project that the characters of
the course must carry out.
CL
CL4.1. Capturing the gist of simple texts.

Listening to the interview with Layla. Answering the
comprehension question in the notebook. Listening for the
second time, while identifying whether the sentences are true or
false (Listening).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Having conversations in pairs about the routines of Layla, using
the information in the table (Speaking).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reading the text while saying the missing words (Grammar).
CL
CL4.1. Capturing the gist of simple texts.

Reviewing the grammatical
content of the unit.

Participating in the grammar game Word clouds, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the content of the unit.

Completing the bilingual dictionary of unit 1 in the AB.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.

Completion of the activity 2 from AB by reading the text and
numbering the pictures in order (Read and number the pictures
in order).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of the activity 3 from AB by completing the table
(Complete Dex's notes using the information in activity 2).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of the activity 4 from AB by completing the text
(Complete the text using Dex's notes in activity 3).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participating in the game Pass 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:
- Finished?: Complete the Dictionary skills section.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.59
CB p.14
AB pp.14, 93
CD
Flashcards
AB p.93
141
Unit 1 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game The game chain, using the language
of the unit (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Reviewing the vocabulary of
the unit.

Participating in teams in the game Three in a row, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising written expression.

Joining facts and arguments with the use of because, writing
the sentences on the notebook (Match and make sentences
with 'because'. Use your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading and hearing the text Life in the UK and answering the
comprehension question (Read and listen. It's nine o'clock in
the evening. Where can you buy a snack?).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Reading the text for the second time and answering the
comprehension questions in the notebook (Read again and
answer. Use your notebook).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Completion of the activity 5 from AB by completing the table
with the routines of the student (Complete the notes for your
routine).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of the activity 6 from AB by writing a short text
about routines, with the notes of the previous activity (Write
about your routines using your notes in Activity 5).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reading the Learn to learn box while highlighting the examples
that have been written in the text.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Reviewing work.

Completion of the activity 7 from AB, by reviewing the spelling
and grammar of the text they have written, and creating
drawings in order to illustrate it (Check your work in Activity 6.
Write a final version and draw pictures).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Having conversations in pairs, to discuss the activities of the
unit that seem the most interesting. Participating in the game
What's that tune? (optional).
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.60
CB p.15
AB p.15
CD
142
Unit 1 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB

Summative evaluation.

Completion of the Unit 1 Test.
All

Developing digital competence.

On-line Learning Zone:
Free use of the unit's proposed activities on the Internet.
CD
Oxford Rooftops 5 – Oxford University Press
Indicators
Resources
TR
CD-ROM
CD3. Using digital media for learning a foreign language.
PC / Tablet
143
Unit 2 - A trip to London
Unit 2 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators
Resources
iPack
TG p.62
CB p.16
AB p.16
CD
Flashcards
Wordcards
Famous
landmarks
poster

Start of lesson.

Conversation on how the students go to class, and if they use
any means of transport. Recalling the means of transport that
they know, in English. Showing the flashcards if necessary
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the new character
of the exchange program.

Introducing the new character of the exchange program, Chiara
of Italy, with the flashcards in the iPack. Using the Famous
landmarks poster to talk about Italy.
CD
CD3. Using digital media for learning a foreign language.

Introducing the key vocabulary
1 (transport): fast, slow, early,
late, short, long, clean, dirty,
busy, quiet.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary by playing Word match in the iPack
(Game 1).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary with a
comprehension
and
oral
expression activity.

Listening to the vocabulary from the CD while saying the
number of the description in the illustration. Repetition of the
new language (Listen and say the number. Repeat).
CL
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained
via mechanical means.

Practice
vocabulary
with
activities
of
reading
comprehension
and
oral
expression.

Checking the images and reading the sentences while
identifying whether they are true or false (Look and say 'True' or
'False').
CL
CL4.1. Capturing the gist of simple texts.

Exchanging questions and answers about what they see in the
illustration, in pairs (Ask and answer).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Practising written vocabulary.

Practising vocabulary for the second time, by playing the Pairs
game in the iPack (Game 2).
CD
CD3. Using digital media for learning a foreign language.

Practising written and oral
expression of the vocabulary.

Completion of the activity 1 from AB, by completing the
sentences about the images with the words from the box (Look
and complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB, by asking a partner about
what is being stated and ticking the answer elected by the
partner (Ask and answer. Tick the answers for your partner).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Completion of the activity 3 from AB, by writing sentences
about their partner using the notes of the previous activity
(Write about your partner).
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
144
Unit 2 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Finishing the lesson.

Participating in the Matching pairs game with the flashcards
and wordcards (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:
- Finished? Write six sentences about things that are fast and
slow.
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.16
145
Unit 2 - Session 2 (45') - Lesson 2: Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the Snap! Game with the flashcards or
wordcards (optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Introducing the grammatical
structure
1:
(Comparative
adjectives - short) faster,
slower, cleaner, dirtier, busier,
quieter, longer, shorter, earlier,
later, bigger, smaller.

Reading the question and answering by choosing the right
option after checking the vocabulary animation (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Introducing the grammatical structure and settling the
vocabulary with the vocabulary animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Checking the comprehension
of grammatical structure.

Reading and listening to a dialogue. Checking a brochure about
transportation to Trafalgar Square, and completing the
sentences by saying the missing words (Read and listen. Look
at the leaflet and read the sentences. Say the missing words).
CL
CL4.4. Reading texts on various topics of interest.

Learning to form grammatical
structure.

Observing the grammar table. Forming sentences using the
grammatical structure presented (Read and learn. Make
sentences).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Internalizing the structure.

Answering the grammar question of the Learn to learn box,
saying if it is true or false.
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Practising
speech
using
grammar and vocabulary.

Participating in a game that consists of guessing the tour bus
that the partner describes according to the table (Play the
game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising grammar.

Participating in the game Chase the cheese in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion of the activity 1 from AB by completing the
sentences with the comparative form of the indicated adjective
(Complete with the comparative form of the words).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by joining the words of the
three columns according to the recording, to form sentences
(Listen and match).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Completion of the activity 3 from AB by forming sentences
according to the information in the table (Look and write
sentences with the comparative form of the words).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.63
CB p.17
AB p.17
CD
Flashcards
Worcards
146
Unit 2 - Session 2 (45') - Lesson 2: Grammar
Aims
Activities
CCBB
Indicators

Finishing the lesson.

Forming sentences by comparing the statures of different
students (optional).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Grammar practice: Comparative adjectives.
- Reinforcement worksheet 1
- Extension worksheet 1
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.82
TR CD-ROM
147
Unit 2 - Session 3 (45') - Lesson 3: Culture
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Participating in the Crazy spelling game with the wordcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

UK culture: Getting familiar
with aspects of the British
culture.

Watching the cultural film in the iPack, Totally!, on
transportation means through a girl named Daisy, and
answering the comprehension question (Culture film).
CEC
CEC2. Identifying some of the traditions of countries where
the foreign language is spoken.

World
culture:
Learning
aspects of the cultures of other
countries.
Extending
the
documentary.

Hearing and reading a text on different means of transport, and
answering questions (Read and listen. Which is your favourite
transport? Why? Tell your partner).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Reading the headlines and joining them with the corresponding
picture, writing it down in the notebook (Match the headings
and the photos. Use your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading the texts for the second time, discerning whether the
phrases on them are true, false, or not indicated (Read again
and say 'True', 'False' or 'Doesn't say').
CL
CL4.2. Finding explicit information in texts on various
topics of interest.
the

Community
Values:
Understanding the importance
of keeping the air free of
pollution.

Reading and discussion of the Community Value on the
importance of keeping the air clean in the city (Cycling and
walking keeps the air in your city clean!).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising cultural vocabulary.

Completion of the activity 1 from AB by completing the
comments with the words in the box (Complete the comments).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Practising to write their own
post.

Completion of the activity 2 from AB by completing the table
with information on two means of transport in the student's town
(Think about two transport types in your town. Complete the
table).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Writing a post.

Completion of the activity 3 from AB by writing a post on
transportation in their city and drawing their avatars (Complete
the post. Use your notes in Activity 2. Draw your avatar).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reinforcing values.

Reading the post on Boris bikes and stating two reasons why
they are a good idea (Community value).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.64
CB pp.18-19
AB p.18
CD
Wordcards
148
Unit 2 - Session 3 (45') - Lesson 3: Culture
Aims
Activities
CCBB
Indicators

Finishing the lesson.

Making a list of at least ten known means of transport, sorting
then by their speed (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:
- Optional activity, making more questions about the cultural
film.
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Oxford Rooftops 5 – Oxford University Press
Resources
TG p.64
149
Unit 2 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators
Resources
iPack
TG p.65
CB p.19
CD
Transport
timetables

Start of lesson.

Taking part in the More or less game by guessing numbers,
with the whole class and then in pairs (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Introduction
of
everyday
language in a context: Can I
have a (ticket to Oxford),
please? How much is a
(return)? What time is the (bus)
to (Chester)? There’s a (bus)
every (hour). Single, return,
ticket.

Reviewing the cultural film by commenting on what they
remember, watching it again and answering the comprehension
question (Culture film).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Watching the video on how to buy a train ticket, in the iPack,
and answer the question. Watching it for the second time,
repeating each sentence after listening (Everyday language:
How to... film).
CD
CD3. Using digital media for learning a foreign language.

Listening to the dialogue in the CD while following it in the book
and playing it back (Listen, read and repeat).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Practising oral expression.

Replacing the coloured words, creating a dialogue and staging
it in pairs (Make new dialogues and Practise).
CL
CL2.2. Producing simple speech.

Practising everyday language.

Completion of the activity 1 from AB by completing speech
bubbles with corresponding cities according to the information
(Look at the information. Read and write the cities).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Reinforcing the content learned
in the lesson.

Completion of the activity 2 from AB by completing the
sentences with information from the previous activity (Look at
the information in activity 1 again. Complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by staging a dialogue
about buying a ticket, working in pairs and following the model
(Work in pairs. Partner A: you want to go to Manchester.
Partner B: you want to go to Bristol).
CL
CL2.2. Producing simple speech.

Reading the quantities in the Learn to learn box, finding them in
Activity 1.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Creating dialogues following the models in the lesson, with
schedules and information on transport (optional).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Reflecting on the
learned in the lesson.

Finishing the lesson.
content
Oxford Rooftops 5 – Oxford University Press
150
Unit 2 - Session 4 (45') - Lesson 4: Everyday language
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Extension activities:
- Read more! about transport in Italy.
Oxford Rooftops 5 – Oxford University Press
CCBB
AA
Indicators
AA3. Valuing the use of foreign language as a learning
tool.
Resources
CB p.75
AB p.75
151
Unit 2 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Taking part in the game What's missing? with the flashcards
and wordcards (optional).
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.

Introducing the key vocabulary
2: go on foot, go by plane, get
into a car, get out of a car, get
on a train, get off a train.

Presenting the vocabulary with the flashcards. Hearing and
reproduction (Vocabulary presentation).
CD
CD3. Using digital media for learning a foreign language.

Introducing
context.
in

Watching episode 3 of the detective story, The Great Stamp
Robbery, in the iPack, and answering the comprehension
question (Story animation).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Answering the vocabulary question in the context of the story
(Read and listen. Which things do the children do?).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Practising the vocabulary.

Participating in the vocabulary game Gap fill in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the vocabulary.

Completion of the activity 1 from AB by circling the correct
option for each image (Look at the pictures. Read and circle).
CL
CL4.1. Capturing the gist of simple texts.

Checking comprehension
the history.

Completion of the activity 2 from AB by writing the name of the
characters that say each sentence in the story (Who's
speaking? Remember and write the names).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Completion of the activity 3 from AB by deciding if the
sentences are true or false (Read and circle 'True' or 'False').
CL
CL4.1. Capturing the gist of simple texts.
grammar
of
the

Writing a review of the story
and assessing it.

Completion of the activity 4 from AB by completing the review
and circling the correct choice of the summary of the story
(Complete the story review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the game Remember the story with the whole
class (optional).
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.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.67
CB p.20
AB p.20
CD
Flashcards
Wordcards
152
Unit 2 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Story playscript
- Story worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL2.2. Producing simple speech.
CL5.1. Writing in a foreign language from previously
studied models.
Resources
TR CD-ROM
153
Unit 2 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Participating in the game Mime the flashcard with the
flashcards or wordcards (optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Introducing
the
second
grammatical
structure:
(Superlative adjectives - short)
busiest,
oldest,
longest,
biggest,
dirtiest,
happiest,
latest,
smallest,
cleanest,
newest,
youngest,
tallest,
shortest, fastest. By (bus), on
foot.

Reading the question about the story of the previous lesson in
order to see what they can recall, in the iPack (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Watching the story again and answering the question by
choosing the correct option in the iPack (Story animation).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Finding the sentences in the story by saying the missing words
(Find the sentences in the story. Say the missing words).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Reading and internalizing contents from the grammatical table
and completing the task (Read and learn. Say the missing
words).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Identifying
patterns.

Practising
speaking.
through

Practising grammar by playing a communication game of
guessing the stamp in the illustration (Play the game).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing and consolidating
vocabulary.

Describing how they go to school everyday, using some of the
given expressions (Talk about your journey to school. Use
these phrases).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Participating in the vocabulary and grammar game Sentences
spin, in the iPack (Game).
CD
CD3. Using digital media for learning a foreign language.
grammatical
grammar

Practising with an exam-type
activity
of
listening
comprehension.

Completion of the activity 1 from AB by checking the grammar
box as a reminder, and linking the names with the characters in
the image, in accordance with what the recording says (Listen
and draw lines. There is one example).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Settling the content of the
lesson.

Completion of the activity 2 from AB by surrounding the correct
option in order to complete the sentences (Look at the picture in
activity 1. Read and circle).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.68
CB p.21
AB p.21
CD
the
154
Unit 2 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators

Completion of the activity 3 from AB by completing the
sentences with the superlative adjectives listed (Complete with
the superlative form of the words).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 4 from AB by writing a brief
description of their family, using the adjectives in the box in
superlative form (Write about your family).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Finishing the lesson.

Answering the teacher's questions about the students, using
superlatives (optional).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Grammar practice: Superlative adjectives
- Reinforcement worksheet 2
- Extension worksheet 2
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.83
TR CD-ROM
155
Unit 2 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game The chain game with the vocabulary
of animals and transport (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Settling vocabulary and
grammar.

Hearing, watching and playing the song Better late than never,
in the iPack (Song animation).
CD
CD3. Using digital media for learning a foreign language.

Using the lyrics of the song to
do a homework assignment in
the notebook.

Reading the lyrics of the song and saying the missing words.
Reviewing answers with the song (Read the song and say the
missing words. Listen and check).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Singing the song.

Hearing and playing the song (Sing).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reading the song for the second time, and making a list in the
notebook about every transport mentioned. Answering the
questions in the book, working in pairs (Read the song again.
What transport is mentioned? Make a list. Use your notebook.
Work in pairs. Ask and answer).
CL
CL4.1. Capturing the gist of simple texts.

Practising the pronunciation of
the sounds /s/, /z/ /ɪz/ through
a poem.

Hearing and playing a poem (Listen and repeat).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Practising with an exam-type
speaking activity.

Having conversations in pairs while using speaking cards (Work
in pairs. Cut out and complete your speaking cards).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Settling pronunciation.

Taking part in the pronunciation game Sound match in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Writing a review about the
song
and
assessing
it
according to personal opinion.

Completion of the activity 1 from AB by listening to the song
and completing the review (Listen to the song again. Complete
the song review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by ordering the words to
form the verses (Order and write the lyrics)
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by listening to the poem
again, and outlining the /s/ sound, circling the /z/ sound and
surrounding in a square the /ɪz/ sound (Listen again. Underline
the /s/ sound, circle the /z/ sound and draw a square around the
/ɪz/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Practising pronunciation.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.69
CB p.22
AB pp.22, 99100
CD
156
Unit 2 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Completion of the activity 4 from AB by listening to the
pronunciation of words and underlining the words with the /s/
sound, circling the words with the /z/ sound and surrounding in
a square the words with the /ɪz/ sound (Listen . Underline the
words with the /s/ sound, circle the words with the /z/ sound and
draw a square around the words with the /ɪz/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Finishing the lesson.

Participating in the game Noughts and Crosses using the /s/, /z/
and /ɪz/ sounds (optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Song contest worksheet
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
TR CD-ROM
157
Unit 2 - Session 8 (45') - Lesson 8: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Spoken interaction recalling the means of transport that have
appeared in the unit. Introducing the cross-curricular topic by
imagining how those means of transport would be 100, 50 and
20 years ago (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 (The history of
modern transport): Social
sciences.

Introducing the cross-curricular topic in the iPack, by answering
the comprehension questions after each slide (Cross-curricular
presentation).
CD
CD3. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Observing the images and answering the question in the
context (Which is the oldest form of transport?).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Listening to the recording on The history of modern transport
while reading it in the book (Read and listen).
CL
CL4.4. Reading texts on various topics of interest.

Practising the vocabulary.

Completing an activity in the notebook consisting of ordering
the means of transportation according to their antiquity (Order
the types of transport. Start with the oldest. Use your
notebook).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Associating the cross-curricular
concept with their environment.

Having a conversation about favourite means of transport (Tell
your partner about your favourite transport in your country).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Practising the cross-curricular
content and vocabulary.

Completion of the activity 1 from AB by ordering the letters to
form words and identifying the letter in the drawing by writing it
in the box (Write the words. Look and write the letter).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by reading sentences and
choosing the right option. Reviewing the answers by reading
the text in the CB, again (Read and circle. Read Class Book
page 23 again and check).
CL
CL4.4. Reading texts on various topics of interest.

Completion of the activity 3 from AB by completing the text with
the words in the box (Complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.70
CB p.23
AB p.23
CD
158
Unit 2 - Session 8 (45') - Lesson 8: Cross-curricular
Aims
Activities
CCBB
Indicators

Conducting a project.

Searching for information about one of the means of transport
in activity 1, using different resources, in order to conduct a
project with five written interesting facts about the topic
(Project).
CD
CD2. Using information and communication technologies
to test and verify information.

Finishing the lesson.

Participating in the game Stop the spelling, using words from
the lesson (optional).
CL
CL1.5. Hearing and discriminating sounds.

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 5 – Oxford University Press
Resources
TR CD-ROM
159
Unit 2 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game Find your partner, with flashcards and
wordcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing the vocabulary of
the unit.

Participating in the vocabulary game Basketball bounce, in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Encouraging the development
of the integrated skills.

Reading a text about the monthly project that the characters of
the course must carry out.
CL
CL4.1. Capturing the gist of simple texts.

Listening to the interview with Dex. Identifying the form of the
mentioned adjective, writing in the notebook. Listening to it for
the second time and answering the questions with Yes or No
(Listening).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Having a conversation about Chiara's notes, in pairs, using
comparative sentences (Speaking).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reading the text and saying the words in the proper
comparative or superlative form (Grammar).
CL
CL4.1. Capturing the gist of simple texts.

Reviewing the grammatical
content of the unit.

Participating in the grammar game Word clouds, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the content of the unit.

Completing the bilingual dictionary of unit 2 in the AB.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.

Completion of the activity 2 from AB by reading the text and
ticking the correct picture (Read and tick the correct picture).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of the activity 3 from AB by completing the table
(Complete Ben's notes using the information in activity 2).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of the activity 4 from AB by completing the text
(Complete the text using Ben's notes in activity 3).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participating in the game Odd one out, with the flashcards and
wordcards of units 1 and 2 (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:
- Finished? Complete the Dictionary skills section.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.71
CB p.24
AB pp.24, 94
CD
Flashcards
Wordcards
AB p.94
160
Unit 2 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game Draw and guess, using the language
of the unit (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Reviewing the vocabulary of
the unit.

Participating in teams in the game Three in a row, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising written expression.

Observing the information on capitalization and completing the
activity by writing the sentences in the notebook, correcting the
mistakes (Rewrite the sentences with capital letters. Use your
notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Listening to the recording on Places to visit in the UK, while
reading it, and joining the photographs with paragraphs (Read
and listen. Match the paragraphs and the photos. Use your
notebook).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Reading the text for the second time and linking the information
from both columns (Read again and match. Use your
notebook).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Completion of the activity 5 from AB by completing the table
with information about the student's city (Write notes for your
city or town).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of the activity 6 from AB by writing a short text on
the sites of interest in the student's city, using the notes from
the previous activity (Write about your city or town using your
notes in Activity 5).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reading the Learn to learn box and circling the uppercase
letters.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Reviewing work.

Completion of the activity 7 from AB by checking the spelling
and grammar of the text that has been written and making
drawings to illustrate it (Check your work in Activity 6. Write a
final version and draw pictures).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.72
CB p.25
AB pp.25, 94
CD
161
Unit 2 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB

Finishing the lesson.

Having conversations in pairs, to discuss the activities of the
unit that seem the most interesting. Participating in the game
The group dictation race (optional).

Summative evaluation.


Completion of the Unit 2 Test.
Completion of the Term 1 Test.
All

Developing digital competence.

On-line Learning Zone:
Free use of the unit's proposed activities on the Internet.
CD
Oxford Rooftops 5 – Oxford University Press
AA
Indicators
Resources
AA3. Valuing the use of foreign language as a learning
tool.
TR
CD-ROM
CD3. Using digital media for learning a foreign language.
PC / Tablet
162
Revision story 1 - The Only Earth Boy on Planet 57!
Revision story 1 - Session 1 (45') - Lesson 1:
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game The shark game with the wordcards of
the units 1 and 2 (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the story.

Presenting the science fiction story The Only Earth Boy on
Planet 57! in the iPack, with the Listen only option trying to
answer comprehension questions (Revision Story book).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Answering comprehension questions (Read and listen).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Checking comprehension
the history.

Playing it and reading for the second time to answer
comprehension questions.
SIEE
SIEE2. Enjoying the reading of age-appropriate texts,
displaying a positive attitude towards reading.

Completion of the activity 1 from AB by writting the number of
bullet points in each phrase (Read and write the frame
numbers).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of the activity 2 from AB by completing the
sentences and numbering the images with information from the
story (Complete. Look and number the pictures).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by reading the questions
and choosing the correct option (Read and circle).
CL
CL4.1. Capturing the gist of simple texts.

Practising vocabulary by playing the iPack game Which photo
(Game 1).
CD
CD3. Using digital media for learning a foreign language.

Taking part in the game Remember the story with the whole
class (optional).
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.

Finishing the lesson.
of
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.74
CB pp.26-27
AB p.26
CD
Wordcards
163
Revision story 1 - Session 2 (45') - Lesson 2:
Aims
Activities
CCBB
Indicators

Start of lesson.

Playing and listening to the songs in units 1 and 2, and voting
for the favourite (optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Watching the story.

Watching the iPack story The Only Earth Boy on Planet 57! with
the option Listen and read (Revision Story book).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Representing the story in groups (Read and listen).
CL
CL2.2. Producing simple speech.

Completion of the activity 1 from AB by reading the sentences,
numbering the pictures and drawing the key to indicate
frequency (Read and number the pictures. Draw).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of the activity 2 from AB by rewriting sentences with
adverbs of frequency (Look and rewrite the sentences using
adverbs of frequency).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by writing sentences about
the pictures. Listening to the recording while checking their
sentences (Look and write sentences. Listen and check).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Vocabulary and grammar practice by playing Team quiz in the
iPack (Game 2).
CD
CD3. Using digital media for learning a foreign language.

Participating in a quiz about the three episodes of Young
Detectives, in teams (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.75
CB pp.26-27
AB p.27
CD
164
Unit 3 - At the Castle
Unit 3 - Session 1 (45') - Lesson 1: Vocabulary
Aims

Start of lesson.
Activities


CCBB
Indicators
Resources
iPack
TG p.76
CB p.28
AB p.28
CD
Famous
landmarks
poster
Participating in the game Before or after? with numbers and/or
letters of the alphabet.
Having conversations about what they may find in the
countryside (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the new character
of the exchange program.

Introducing the new character from the exchange program,
Marek from Poland, with the flashcards in the iPack. Using the
Famous landmarks poster to discuss Poland.
CD
CD3. Using digital media for learning a foreign language.

Introducing the key vocabulary
1 (transport): village, castle,
mountain, river, path, wood,
bridge, waterfall, field, valley.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary by playing Word match in the iPack
(Game 1).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary with a
comprehension
and
oral
expression activity.

Listening to the vocabulary from the CD while saying the
number of the description in the illustration. Repetition of the
new language (Listen and say the number. Repeat).
CL
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained
via mechanical means.

Practice
vocabulary
with
activities
of
reading
comprehension
and
oral
expression.

Checking the images and reading the sentences while
identifying whether they are true or false (Look and say 'True' or
'False').
CL
CL4.1. Capturing the gist of simple texts.

Exchanging questions and answers about what they see in the
illustration, in pairs (Ask and answer).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Practising written vocabulary.

Practice the vocabulary for the second time, by playing
Jumbled words in the iPack (Game 2).
CD
CD3. Using digital media for learning a foreign language.

Practising written and oral
expression of the vocabulary.

Completion of the activity 1 from AB by forming sentences
about the pictures with the words in the box (Look and write).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by drawing a picture of the
countryside in their notebooks, including places from the
previous activity. Exchanging questions and answers about
their drawings. Drawing a picture for their partners based on
their answers (Draw a picture of the countryside in your
notebook. Use places from activity 1. Ask and answer. Draw
your partner’s picture).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.
Oxford Rooftops 5 – Oxford University Press
165
Unit 3 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Completion of the activity 3 from AB by writing sentences about
the drawing, based on the responses of their partner (Write
about your partner's pictures).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participating in the True or False game by witting two true and
two false statements about one of the drawings of the lesson,
and exchanging it with a partner so he/she can identify it
(optional).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Finished? What are the differences between a city and the
countryside? Make a list.
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.28
166
Unit 3 - Session 2 (45') - Lesson 2: Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game Pass the flashcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the grammatical
structure 1: to be: past simple
(affirmative and negative): was
/ were. There was (a castle).
There were (fields).

Reading the question and answering by choosing the right
option after checking the vocabulary animation (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Introducing the grammatical structure and settling the
vocabulary with the vocabulary animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Checking the comprehension
of grammatical structure.

Reading and listening to a text. Observing the postcard image
and finding the difference between the text and said image
(Read and listen. Look at the postcard picture and find one
difference).
CL
CL4.4. Reading texts on various topics of interest.

Learning to form grammatical
structure.

Observing the grammar table. Playing sentences (Read and
learn. Say the sentences).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Internalizing the structure.

Answering the grammar question from the Learn to learn box.
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Practising
speech
using
grammar and vocabulary.

Participating in a guessing game by guessing the postcard that
is being described (Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising grammar.

Participating in the iPack game Gap fill (Game).
CD
CD3. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion of the activity 1 from AB by rewriting the sentences
using the past simple (Rewrite the sentences using the past
simple)
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by numbering the words as
mentioned in the recording and identifying those not mentioned
(Listen and number in order. Which two words are not
mentioned?).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Completion of the activity 3 from AB by completing the postcard
according to the images (Look and complete the postcard).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Participating in the Stand up, sit down game with the flashcards
(optional).
CL
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.77
CB p.29
AB p.29
CD
Flashcards
167
Unit 3 - Session 2 (45') - Lesson 2: Grammar
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Grammar practice: to be: past simple.
- Reinforcement worksheet 1
- Extension worksheet 1
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL5.1. Writing in a foreign language from previously
studied models.
Resources
AB p.84
TR CD-ROM
168
Unit 3 - Session 3 (45') - Lesson 3: Culture
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the game Categories with the headings: an
island, a mountain, a river, a town, a country (optional).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

UK culture: Getting familiar
with aspects of the British
culture.

Watching the cultural film in the iPack, Totally Scotland! based
on the history of Scotland, through a child who lives in one of
the islands, and answering the comprehension question
(Culture film).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

World
culture:
Learning
aspects of the cultures of other
countries.
Extending
the
documentary.

Playing and listening to a post on Scotland and another one on
Poland (Read and listen. Which two countries are mentioned in
the posts?).
CL
CL4.4. Reading texts on various topics of interest.

Reading the headlines and joining them with the corresponding
picture, writing it down in the notebook (Match the headings
and the photos. Use your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading the texts for the second time, and discerning if the
sentences on them are true, false, or not indicated (Read again
and say 'True', 'False').
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Community
Values:
Understanding the importance
of keeping the city clean.

Reading and discussion of the Community Value on the
importance of keeping the city clean, thinking of ways and
means of maintaining public places clean (Keep your city, town
or village clean. Your country is for everyone).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising cultural vocabulary.

Completion of the activity 1 from AB by reading the comments
and circling the right choice (Read the comments and circle).
CL
CL4.1. Capturing the gist of simple texts.

Practising to write their own
post.

Completion of the activity 2 from AB by completing the
information on the student's country (Talk about your country.
Complete the notes).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Writing a post.

Completion of the activity 3 from AB by writing a post on the
students' countries and drawing their avatar (Complete the
post. Use your notes in Activity 2. Draw your avatar).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reinforcing values.

Reading the instructions, circling the correct choice (Community
values).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Finishing the lesson.

Describing scenery from pictures (optional).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.78
CB pp.30-31
AB p.30
CD
Pictures of
landscapes
(optional)
169
Unit 3 - Session 3 (45') - Lesson 3: Culture
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Optional activity, making more questions about the cultural
film.
Oxford Rooftops 5 – Oxford University Press
CCBB
CEC
Indicators
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Resources
TG p.79
170
Unit 3 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game Clap the word, with the 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
tell me the way to the (park)
please? Go straight on. Turn
left / right. Turn left / right (at
the cinema). It’s next to /
opposite the (café).

Reviewing the cultural film by commenting on what they
remember, watching it again and answering the comprehension
question (Culture film).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Watching the iPack video about giving directions and answering
the question. Watching it for the second time, repeating each
sentence after listening (Everyday language: How to... film).
CD
CD3. Using digital media for learning a foreign language.

Listening to the dialogue in the CD while following it in the book
and playing it back (Listen, read and repeat).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Practising oral expression.

Replacing the coloured words, creating a dialogue and staging
it in pairs (Make new dialogues and Practise).
CL
CL2.2. Producing simple speech.

Practising everyday language.

Completion of the activity 1 from AB by ordering the sentences
of the dialogue, according to the map (Look at the map. Read
and number the directions in order).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Reinforcing the content learned
in the lesson.

Completion of the activity 1 from AB by completing speech
bubbles with corresponding places according to the previous
map (Look a the map in activity 1 again. Read the directions
and write the places).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by drawing a new place in
the map and completing the dialogue to get to that place (Draw
one more place on the map. Complete the directions to the
place).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 4 from AB by exchanging questions
and answers about other places in the map, working in pairs
(Ask and answer about the other places on the map).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Practising the contents learned
in the lesson, in a real life
situation.

Having a conversation by taking turns to give directions, from
school, to the nearest store (Learn to learn).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Finishing the lesson.

Participating in the game Stop the spelling with the wordcards
and vocabulary of lessons 1-3 (optional).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.80
CB p.31
AB p.31
CD
Wordcards
City Map
171
Unit 3 - Session 4 (45') - Lesson 4: Everyday language
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Extension activities:
- Read more! about Polonia.
Oxford Rooftops 5 – Oxford University Press
CCBB
AA
Indicators
AA3. Valuing the use of foreign language as a learning
tool.
Resources
CB p.76
AB p.76
172
Unit 3 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Noughts and crosses game with the words.
early, late, open, closed, tall, short, long, good, bad (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the key vocabulary
2: worried, unfriendly, excited,
interested, bored, friendly.

Presenting the vocabulary with the flashcards. Hearing and
reproduction (Vocabulary presentation).
CD
CD3. Using digital media for learning a foreign language.

Introducing
context.
in

Watching episode 4 of the detective story, The Blue Room
Mystery, in the iPack, and answering the comprehension
question (Story animation).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Answering the vocabulary question in the context of the story
(Read and listen. Which adjective is not in the story?).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Practising the vocabulary.

Participating in the vocabulary game Sentence spin, in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the vocabulary.

Completion of the activity 1 from AB by circling the correct
option for each image. Reviewing the answers by reading the
story again (Look at the pictures. Read and circle. Read the
story again and check).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Checking comprehension
the history.

Completion of the activity 2 from AB by completing the table
with information from the story (Complete the table).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Completion of the activity 3 from AB by decoding the secret
coded message (Look and write).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.
grammar
of

Writing a review of the story
and assessing it.

Completion of the activity 4 from AB by completing the review
and circling the correct choice of the summary of the story
(Complete the story review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the game Remember the story with the whole
class (optional).
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.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Story playscript
- Story worksheet
CL
CL2.2. Producing simple speech.
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.81
CB p.32
AB p.32
CD
TR CD-ROM
173
Oxford Rooftops 5 – Oxford University Press
174
Unit 3 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game Noughts and crosses with the help of
the adjectives refresher (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing
the
second
grammatical structure: to be:
past simple (questions and
short answers): Was he / she
tall? Yes, he was. No, she
wasn’t. Were they tired? Yes,
they were. No, they weren’t.
Where was Mrs Rose? Where
were the children?

Reading the question about the story of the previous lesson in
order to see what they can recall, in the iPack (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Watching the story again and answering the question by
choosing the correct option in the iPack (Story animation).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Finding 5 sentences with 'was' in the story and practising by
posing questions and giving answers (Find five questions with
'was' in the story. Ask and answer the questions in pairs.).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Identifying
patterns.

Reading and internalizing contents from the grammatical table
and completing the task (Read and learn. Say the missing
words).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Practising
speaking.
through

Practising grammar by playing a communication game which
consists of guessing the thief (Play the game).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing and consolidating
vocabulary.

Giving descriptions of one of the thieves from the previous
activity by using the provided words (Describe robber in activity
3. Use these words).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Taking part in the game of vocabulary and grammar Chase the
cheese, in the iPack (Game).
CD
CD3. Using digital media for learning a foreign language.
grammatical
grammar

Practising with an exam-type
activity
of
listening
comprehension.

Completion of the activity 1 from AB by writing the names of the
characters according to the description of the recording (Listen
and write. There is one example).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Settling the content of the
lesson.

Completion of the activity 2 from AB by completing questions
and linking them to the answers, using the image of the
previous activity (Complete the questions and answers. Look at
the picture in activity 1 and match).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by asking questions and
giving brief answers (Look and write questions and short
answers).
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.82
CB p.33
AB p.33
CD
175
Unit 3 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators

Finishing the lesson.

Participating in the game Can you remember? (optional).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Grammar practice: to be: past simple
- Reinforcement worksheet 2
- Extension worksheet 2
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.85
TR CD-ROM
176
Unit 3 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Start of lesson.

Keeping a conversation about changes made to the city and
saying whether they like those changes or not (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Settling vocabulary and
grammar.

Playing and listening to the song The place where I was born in
the iPack (Song animation).
CD
CD3. Using digital media for learning a foreign language.

Using the lyrics of the song to
do a homework assignment in
the notebook.

Reading the lyrics of the song and saying the missing words.
Reviewing answers with the song (Read the song and say the
missing words. Listen and check).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Singing the song.

Hearing and playing the song (Sing).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Describing the city of the song in pairs, in present and past form
(Work in pairs. Read the song again and describe the town in
the past and today).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Practising the pronunciation of
the /θ/, /ð/ sounds through a
poem.

Playing and listening to the pronunciation chant (Listen and
repeat).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Practising with an exam-type
speaking activity.

Having conversations in pairs while using speaking cards (Work
in pairs. Cut out and complete your speaking cards).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Settling pronunciation.

Taking part in the pronunciation game Sound match in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Writing a review about the
song
and
assessing
it
according to personal opinion.

Completion of the activity 1 from AB by listening to the song
and completing the review (Listen to the song again. Complete
the song review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 from AB by completing the
sentences to form new verses (Complete the new lyrics)
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 3 from AB by listening to the poem
again, and stressing the sound /θ/, circling the sound /ð/ and
surrounding with a square the sound /ɪz/ (Listen again.
Underline the /θ/ sound and circle the /ð/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Practising pronunciation.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.83
CB p.34
AB pp.34,
101-102
CD
177
Unit 3 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Completion of the activity 4 from AB by listening to the words
and underlining the words with the sound /θ/, and circling the
words with the sound /ð/ (Listen. Underline the words with the
/θ/ sound and circle the words with the /ð/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Finishing the lesson.

Taking part in the game Sound game while using the sounds of
the lesson (optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Song contest worksheet
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
TR CD-ROM
178
Unit 3 - Session 8 (45') - Lesson 8: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Having conversations mentioning the names of famous painters
they know. Introducing the cross-curricular topic by describing
the difference between a portrait and a landscape (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 (Landscape
Painters): Art.

Introducing the cross-curricular topic in the iPack, by answering
the comprehension questions after each slide (Cross-curricular
presentation).
CD
CD3. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Elaboration of a list in their notebooks of the materials used by
painters (What materials do area use? Make a list. Use your
notebook).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Listening of the text about Landscape painters and reading it at
the same time in the book (Read and listen).
CL
CL4.4. Reading texts on various topics of interest.

Practising the vocabulary.

Completion of an activity by identifying the materials used in the
different tables (look and say the materials).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Associating the cross-curricular
concept with their environment.

Oral Interaction talking about a famous painter (Tell your
partner about a famous painter from your country).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Practising the cross-curricular
content and vocabulary.

Completion of activity 1 from AB by reading the text and
highlighting 6 materials (Read and underline the six materials).
CL
CL4.4. Reading texts on various topics of interest.

Completion of activity 2 from AB by answering the questions
according to the information from the previous activity (read the
fact file in activity 1 again and answer).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 3 from AB by completing the text with the
words of the box (Look and complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Conducting a project.

Search for information on one of the famous painters of
landscapes in his country, using different resources, to carry
out a project by writing a list of the materials used (Project).
CD
CD2. Using information and communication technologies
to test and verify information.

Finishing the lesson.

Observation of more pictures of landscapes, describing them
and by voting for your favourite (optional).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.84
CB p.35
AB p.35
CD
179
Unit 3 - Session 8 (45') - Lesson 8: Cross-curricular
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
AA
Indicators
AA3. Valuing the use of foreign language as a learning
tool.
Resources
TR CD-ROM
180
Unit 3 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game Find your partner, with flashcards and
wordcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing the vocabulary of
the unit.

Participating in the vocabulary game Basketball bounce, in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Encouraging the development
of the integrated skills.

Reading a text about the monthly project that the characters of
the course must carry out.
CL
CL4.1. Capturing the gist of simple texts.

Listening to the interview with Ben. Identification of the five
places mentioned, by writing them into the notebook. Second
listening by choosing the correct option in the phrases
(Listening).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Oral Interaction speaking in pairs on the Marek notes, using
phrases in the past (Speaking).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reading of the text by completing with was(n't) or were(n't)
(grammar).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing the grammatical
content of the unit.

Participating in the grammar game Word clouds, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the content of the unit.

Completing the bilingual dictionary of unit 3 in the AB.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.

Completion of activity 2 from AB by reading the text and finding
the errors with regard to photography (Read and look at the
picture. Find, circle and correct four more mistakes in the text).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of activity 3 from AB by completing the table
(Complete the notes using the information in activity 2).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of activity 4 from AB by completing the text
(complete the text using the notes in activity 3).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participation in the Matching pairs game with the flashcards
and wordcards of units 1 and 2 (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:
- Finished? Complete the Dictionary skills section.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.85
CB p.36
AB pp.36, 95
CD
Flashcards
Wordcards
AB p.95
181
Unit 3 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Taking part in the game What's missing? (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Reviewing the vocabulary of
the unit.

Participating in teams in the game Three in a row, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising written expression.

Observation of the information on the use of the comma and
completion of the activity by writing the phrases in the workbook
with the commas (Rewrite the sentences with commas. Use
your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading and listening the text The history of rooftops and
answer the comprehension question (Read and listen. When
was Rooftops a small city?).
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 to the questions (Read
again and answer. Use your notebook).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of activity 5 from AB by completing the table with
the information about your city (Complete the notes for your city
or town).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of activity 6 from AB by writing a brief text on the
history of their city with the notes of the previous activity (Write
a short text about the history of your city or town using your
notes in activity 5).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reading the box Learn to learn by checking the use of the
comma in the text they have written.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Reviewing work.

Completion of the activity 7 from AB by checking the spelling
and grammar of the text that has been written and making
drawings to illustrate it (Check your work in Activity 6. Write a
final version and draw pictures).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Having conversations in pairs, to discuss the activities of the
unit that seem the most interesting. Participation in The drawing
game (optional).
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.87
CB p.37
AB pp.37, 95
CD
182
Unit 3 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB

Summative evaluation.

Completion of the Unit 3 Test.
All

Developing digital competence.

On-line Learning Zone:
Free use of the unit's proposed activities on the Internet.
CD
Oxford Rooftops 5 – Oxford University Press
Indicators
Resources
TR
CD-ROM
CD3. Using digital media for learning a foreign language.
PC / Tablet
183
Unit 4 - At the College
Unit 4 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators
Resources
iPack
TG p.88
CB p.38
AB p.38
CD
Famous
landmarks
poster
Flashcards
Wordcards

Start of lesson.

Oral Interaction talking about the jobs of family and friends, by
writing the words of the job on the whiteboard (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the new character
of the exchange program.

Introducing the new character from the exchange program,
Anouk from France, with the flashcards in the iPack. Use of the
famous landmarks poster to talk about France.
CD
CD3. Using digital media for learning a foreign language.

Introducing the key vocabulary
1
(transport):
computer
programmer, librarian, teacher,
student,
scientist,
cook,
secretary,
gardener,
tour
guide, security guard.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary by playing Word match in the iPack
(Game 1).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary with a
comprehension
and
oral
expression activity.

Listening to the vocabulary from the CD while saying the
number of the description in the illustration. Repetition of the
new language (Listen and say the number. Repeat).
CL
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained
via mechanical means.

Practice
vocabulary
with
activities
of
reading
comprehension
and
oral
expression.

Observation of the images and reading of the phrases by
completing with He, She or They (Look and say 'He' , 'She' or
'They' ).
CL
CL4.1. Capturing the gist of simple texts.

Exchanging questions and answers about what they see in the
illustration, in pairs (Ask and answer).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Practising written vocabulary.

Practising vocabulary for the second time, by playing the Pairs
game in the iPack (Game 2).
CD
CD3. Using digital media for learning a foreign language.

Practising written and oral
expression of the vocabulary.

Completion of activity 1 from AB building phrases with the
words of the box on the images (Look and write).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB playing guess the job thought
of by the companion through questions (Choose a job. Ask and
answer. Guess).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Completion of activity 3 from AB writing phrases on the work of
the people you know (Write about the people you know. What
are their jobs?).
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
184
Unit 4 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Finishing the lesson.

Participation in the Mime game the flashcards with the
flashcards or wordcards (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:
- Finished? Draw the table. Write the job words you know in the
correct columns.
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.38
185
Unit 4 - Session 2 (45') - Lesson 2: Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Whispers game with the flashcards
(optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Enter the grammatical
structure 1: simple past tense
(affirmative and negative):
They listened to their teachers.
We didn’t talk a lot.

Reading the question and answering by choosing the right
option after checking the vocabulary animation (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Introducing the grammatical structure and settling the
vocabulary with the vocabulary animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Checking the comprehension
of grammatical structure.

Reading and listening to a dialogue. Reading the phrases
identifying if they are true or false (Read and listen. Read the
sentences and say 'True' or 'False').
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Learning to form grammatical
structure.

Observing the grammar table. Completing the phrases using
the grammatical structure presented (Read and learn. Say the
missing words).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Internalizing the structure.

Answering the grammar question of the Learn to learn box,
saying if it is true or false.
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Practising
speech
using
grammar and vocabulary.

Participation in a game just guessing the person according to
the description of the companion about what he/she was doing
(Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising grammar.

Participating in the iPack game Gap fill (Game).
CD
CD3. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion of activity 1 from AB by completing the sentences
with the verb in simple past tense (Look and complete. Write
the verbs in the past simple).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB by completing the table
according to the recording (Listen and 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 3 from AB building phrases in the simple
past tense depending on what they did the previous day (Write
about what you did yesterday. Write the verbs in the past
simple).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Participation in the Stop the spelling game with the wordcards
(optional).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Finishing the lesson.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.89
CB p.39
AB p.39
CD
Flashcards
Wordcards
186
Unit 4 - Session 2 (45') - Lesson 2: Grammar
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Grammar practice: Past simple.
- Reinforcement worksheet 1
- Extension worksheet 1
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL5.1. Writing in a foreign language from previously
studied models.
Resources
AB p.86
TR CD-ROM
187
Unit 4 - Session 3 (45') - Lesson 3: Culture
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Drawing up a list of work by voting for the most and least
interesting. Oral Interaction on the job they would like to have
when they grow up (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

UK culture: Getting familiar
with aspects of the British
culture.

Viewing of the cultural film in the iPack, Totally nine to five!
About different jobs by a girl who speaks about her family's
jobs, and answering to the comprehension question (Culture
film).
CEC
CEC2. Identifying some of the traditions of countries where
the foreign language is spoken.

World
culture:
Learning
aspects of the cultures of other
countries.
Extending
the
documentary.

Listening and reading a text on different jobs and choice of
topic for the messages table (Read and listen. Choose a topic
for the message board).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Elaboration of a list of jobs that are mentioned in the messages,
ticking them off in the workbook (Which jobs are mentioned in
the messages? Make a list. Use your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Second reading of the messages by identifying the names of
children (Read again and say the children's names).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.
the

Community
Values:
Understand the importance of
the different types of jobs.

Reading and discussion of the Community value on the
contribution of the different jobs to the society (All jobs are
important and contribute to our community).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising cultural vocabulary.

Completion of the activity 1 from AB by completing the
comments with the words in the box (Complete the comments).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Practising to write their own
post.

Completion of activity 2 from AB by completing the notes with
information on any family member (Think about someone in
your family. Complete the notes).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Writing a post.

Completion of activity 3 from AB by writing your post about the
work of some family and by drawing its avatar (Complete the
post. Use your notes in Activity 2. Draw your avatar).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reinforcing values.

Reading the posts and answering the questions by writing the
corresponding work (Community value).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Finishing the lesson.

Participation in the ABC game with work (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.90
CB pp.40-41
AB p.40
CD
188
Unit 4 - Session 3 (45') - Lesson 3: Culture
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Optional activity, making more questions about the cultural
film.
Oxford Rooftops 5 – Oxford University Press
CCBB
CEC
Indicators
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Resources
TG p.79
189
Unit 4 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Completion of a dictation about work, circling words which
appeared in the previous lesson (optional).
CL
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained
via mechanical means.

Introduction
of
everyday
language in a context: What do
you want to be when you grow
up? I want to be (an actor)
because (I want to be famous).
Baker, gardener, explorer, pop
singer.

Reviewing the cultural film by commenting on what they
remember, watching it again and answering the comprehension
question (Culture film).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Viewing the video on how to talk about ambitions in the iPack
and answer to the question. Watching it for the second time,
repeating each sentence after listening (Everyday language:
How to... film).
CD
CD3. Using digital media for learning a foreign language.

Listening to the dialogue in the CD while following it in the book
and playing it back (Listen, read and repeat).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Practising oral expression.

Replacing the coloured words, creating a dialogue and staging
it in pairs (Make new dialogues and Practise).
CL
CL2.2. Producing simple speech.

Practising everyday language.

Completion of activity 1 from AB joining the snacks of text of the
two columns (Read and match).
CL
CL4.1. Capturing the gist of simple texts.

Reinforcing the content learned
in the lesson.

Completion of activity 2 from AB by completing the table with
information about themselves and two other companions
(Complete the table. Work in groups of three. Ask and answer).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Completion of activity 3 from AB marking the answers and
following the arrows to the next question, writing at the end the
phrases (Tick and follow. Write true sentences for you).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Construction of sentences about what they would like to do
when they grow up (Learn to learn).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reflecting on the
learned in the lesson.

Finishing the lesson.

Use of bilingual dictionaries to look up words on other work in
English (optional).
CL
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Read more! about the food in France.
AA
AA3. Valuing the use of foreign language as a learning
tool.
content
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.92
CB pp.41
AB p.41
CD
CB p.77
AB p.77
190
Unit 4 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Participating in the Snap! Game with the flashcards and
wordcards (optional).
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.

Submit the grammar in a
context and to introduce the
key vocabulary 2: irregular
verbs (past simple): find/found,
have/had, write/wrote, go/went,
run/ran, see/saw; librarian,
security guard, author.

Presenting the vocabulary with the flashcards. Hearing and
reproduction (Vocabulary presentation).
CD
CD3. Using digital media for learning a foreign language.

Viewing episode 5 of the detective story, The Secret Code in
the iPack and answer the comprehension question (Story
animation).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story with the CD while following it in the book.
Location of the verbs in the simple past tense from the story
(Read and listen. Find the past simple of the verbs in the story).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Practising the vocabulary.

Participation in the vocabulary game quiz Team in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the vocabulary.

Completion of activity 1 from AB and completing the phrases by
numbering the images. Revision of the answers by reading the
story again (Complete. Look and number the pictures. Read the
story again and check).
CL
CL4.1. Capturing the gist of simple texts.

Checking comprehension
the history.

Completion of activity 2 from AB by circling the correct option
for each question (Read and circle).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Completion of activity 3 from AB replying to questions with short
answer. Revision of the answers by reading the story again
(Read and write short answers. Read the story again and
check).
CL
CL4.1. Capturing the gist of simple texts.
of
the

Writing a review of the story
and assessing it.

Completion of the activity 4 from AB by completing the review
and circling the correct choice of the summary of the story
(Complete the story review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the game Remember the story with the whole
class (optional).
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.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.93
CB p.42
AB p.42
CD
Flashcards y
wordcards
191
Unit 4 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Story playscript
- Story worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL2.2. Producing simple speech.
CL5.1. Writing in a foreign language from previously
studied models.
Resources
TR CD-ROM
192
Unit 4 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Write on my back game (optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Introducing
the
second
grammatical structure: past
simple (questions and short
answers): Did you / he / she /
they crack the code? Yes, I /
he / she / they did. No, I / he /
she / they didn’t. Librarian.

Reading the question about the story of the previous lesson in
order to see what they can recall, in the iPack (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Watching the story again and answering the question by
choosing the correct option in the iPack (Story animation).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Finding three questions in the story with DID.
Practice of questions and answers in pairs (Find three
questions with Did ... ? in the story. Ask the questions in pairs).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Reading and internalizing contents from the grammatical table
and completing the task (Read and learn. Make questions and
answers).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Identifying
patterns.

Practising
speaking.
through

Grammar Practice playing a communication game of guessing
the character (Play the game).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing and consolidating
vocabulary.

Practice questions on the story with the expressions provided
(ask your partner about what Joey did in the story. Use these
phrases).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Taking part in the game of vocabulary and grammar Chase the
cheese, in the iPack (Game).
CD
CD3. Using digital media for learning a foreign language.
grammatical
grammar

Practising with an exam-type
activity
of
listening
comprehension.

Completion of activity 1 from AB reviewing the grammar box as
a reminder and joining the days of the week with the images
according to the listening (What did Jack do last week? Listen
and draw a line from the day to the correct picture. There is one
example).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Settling the content of the
lesson.

Completion of activity 2 from AB by completing the phrases with
did or didn't (complete with 'did' or 'didn't' ).
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.94
CB p.43
AB p.43
CD
193
Unit 4 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators

Completion of activity 3 from AB completing questions and
writing the short form of the responses from the partner
(Complete and write questions. Ask your partner. Write short
answers for your partner).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participation in a mimic game (optional).
CL
CL2.2. Producing simple speech.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Grammar practice: Past simple
- Reinforcement worksheet 2
- Extension worksheet 2
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.87
TR CD-ROM
194
Unit 4 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Simon says game with verbs of action
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Settling vocabulary and
grammar.

Listening, viewing and listening to The college bop! Song in the
The iPack (Song animation).
CD
CD3. Using digital media for learning a foreign language.

Using the lyrics of the song to
do a homework assignment in
the notebook.

Reading of the lyrics to the song by choosing the correct words.
Reviewing the answers with the recording (Read the song and
choose. Use your notebook. Listen and check).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Singing the song.

Hearing and playing the song (Sing).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Second reading of the song in pairs by answering the questions
(Work in pairs. Read the song again and answer).
CL
CL4.1. Capturing the gist of simple texts.

Practice the pronunciation of
the /j/, /dʒ/ sounds by means of
a rhyme.

Listening and reproduction of the pronunciation chant (Listen
and repeat).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Practising with an exam-type
speaking activity.

Having conversations in pairs while using speaking cards (Work
in pairs. Cut out and complete your speaking cards).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Settling pronunciation.

Taking part in the pronunciation game Sound match in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Writing a review about the
song
and
assessing
it
according to personal opinion.

Completion of the activity 1 from AB by listening to the song
and completing the review (Listen to the song again. Complete
the song review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB by completing the memory
verses (Complete the lyrics)
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 3 from AB listening again to the Rhyme,
underlining the /j/ sound and circling the sound /dʒ/ (Listen
again. Underline the /j/ sound and circle the /dʒ/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Practising pronunciation.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.95
CB p.44
AB pp.44,
101-102
CD
195
Unit 4 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Completion of activity 4 from AB listening to the pronunciation
of the words and underlining the words with the /j/sound and
circling the words with the /dʒ/ sound (Listen. Underline the
words with the /j/ sound and circle the words with the /dʒ/
sound).
CL
CL1.5. Hearing and discriminating sounds.

Finishing the lesson.

Working in pairs by locating other words with the two sounds
(optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Song contest worksheet
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
TR CD-ROM
196
Unit 4 - Session 8 (45') - Lesson 8: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in The shark game with the word TOMATO,
afterwards thinking about products made with tomatoes
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Cross-curricular topic: Learn
content of other materials
through the foreign language
(Tomatoes: how they arrive to
our tables): Social Sciences.

Introducing the cross-curricular topic in the iPack, by answering
the comprehension questions after each slide (Cross-curricular
presentation).
CD
CD3. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Elaboration of a list of the ways in which we eat tomatoes (How
many different ways do we eat tomatoes? Make a list. Use your
notebook).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Listening the text Tomatoes: How do they get to our
tables? Reading it at the same time in the book (Read and
listen).
CL
CL4.4. Reading texts on various topics of interest.

Practising the vocabulary.

Reading the sentences identifying the works to which they
relate (Read and say the jobs).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Associating the cross-curricular
concept with their environment.

Oral Interaction speaking on how they believe their favourite
food comes to the table (Tell your partner how you think your
favourite food gets to our tables).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Practising the cross-curricular
content and vocabulary.

Completion of activity 1 from AB putting into order the letters to
form words and to identify the letter of the drawing by writing it
in the box (Read and write the jobs).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB reading the phrases and
numbering them in order (Read Class Book page 45 again and
number the sentences in order).
CL
CL4.4. Reading texts on various topics of interest.

Completion of the activity 3 from AB by completing the text with
the words in the box (Complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Conducting a project.

Search for information on recipes with tomatoes, using different
resources to carry out a project by writing one of the recipes
(Project).
CD
CD2. Using information and communication technologies
to test and verify information.

Finishing the lesson.

Participation in the Count the words game with phrases of the
lesson (optional).
CL
CL1.5. Hearing and discriminating sounds.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.96
CB p.45
AB p.45
CD
197
Unit 4 - Session 8 (45') - Lesson 8: Cross-curricular
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
AA
Indicators
AA3. Valuing the use of foreign language as a learning
tool.
Resources
TR CD-ROM
198
Unit 4 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Odd one out game with the flashcards and
wordcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing the vocabulary of
the unit.

Participating in the vocabulary game Basketball bounce, in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Encouraging the development
of the integrated skills.

Reading a text about the monthly project that the characters of
the course must carry out.
CL
CL4.1. Capturing the gist of simple texts.

Listening to the interview with Tara. Identification of the work
mentioned, writing them down in the notebook. Second
listening by choosing the correct answer (Listening).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Reading Dex's comments, in pairs by asking and answering the
questions in the activity (Speaking).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reading of the text saying the words in the correct way
(grammar).
CL
CL4.1. Capturing the gist of simple texts.

Reviewing the grammatical
content of the unit.

Participating in the grammar game Word clouds, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the content of the unit.

Completing the bilingual dictionary of unit 4 in the AB.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.

Completion of activity 2 from AB by reading the text and by
numbering the pictures in order (Read number the pictures in
order).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of the activity 3 from AB by completing the table
(Complete Ben's notes using the information in activity 2).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of the activity 4 from AB by completing the text
(Complete the text using Ben's notes in activity 3).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participation in the What's the extra card? Game With the
flashcards from units 1-4 (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:
- Finished? Complete the Dictionary skills section.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.98
CB p.46
AB pp.46, 96
CD
Flashcards
Wordcards
AB p.96
199
Unit 4 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Participation in the Unjumble the letters game with the
wordcards (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Reviewing the vocabulary of
the unit.

Participating in teams in the game Three in a row, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising written expression.

Observation of the information about the reading of the years
and completion of the activity by writing the corresponding year
(Write the years. Use your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading and listening to the texts and observation of the
photographs by identifying whether to refer to Bob or Ellie
(Read and listen. Look at the pictures and say 'Bob' or 'Ellie'.
Use your notebook).
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 phrases
refer to Bob or Ellie (Read again and say 'Bob' or 'Ellie' ).
CL

Completion of activity 5 from AB by completing the table with
the information about a person they admire (Write notes about
a person you admire).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of activity 6 from AB by writing a brief text on the
person they admire with the notes of the previous activity (Write
a fact file about the person you admire using your notes in
Activity 5).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reading the box Learn to learn underlining verbs in the simple
past tense in the text they have written.
AA
AA3. Valuing the use of foreign language as a learning
tool.
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.
the

Reviewing work.

Completion of the activity 7 from AB by checking the spelling
and grammar of the text that has been written and making
drawings to illustrate it (Check your work in Activity 6. Write a
final version and draw pictures).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Having conversations in pairs, to discuss the activities of the
unit that seem the most interesting. Participating in the game
Before or after? Using the years (optional).
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.99
CB p.47
AB pp.47, 93
CD
Wordcards
200
Unit 4 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB

Summative evaluation.


Completion of the Unit 4 Test.
Completion of the Term 2 Test.
All

Developing digital competence.

On-line Learning Zone:
Free use of the unit's proposed activities on the Internet.
CD
Oxford Rooftops 5 – Oxford University Press
Indicators
Resources
TR
CD-ROM
CD3. Using digital media for learning a foreign language.
PC / Tablet
201
Revision story 2 - The Only Earth Boy on Planet 57!
Revision story 2 - Session 1 (45') - Lesson 1:
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral Interaction commenting on what they remember about the
first review of the science fiction story (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the story.

Presentation of the second part of the science fiction story The
Only Earth Boy on Planet 57! in the iPack with the Listen only
option trying to respond to the comprehension questions
(Revision story book).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Answering comprehension questions (Read and listen).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Checking comprehension
the history.

Playing it and reading for the second time to answer
comprehension questions.
SIEE
SIEE2. Enjoying the reading of age-appropriate texts,
displaying a positive attitude towards reading.

Completion of activity 1 from AB reading the phrases and
choosing the correct option (Read and circle).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of activity 2 from AB by completing the Ollie's blog
with verbs in the simple past tense (Complete. Write the verbs
in the past simple).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 3 from AB organizing the words to form
phrases and by numbering the images (Order and write
sentences. Look and number the pictures).
CL
CL4.1. Capturing the gist of simple texts.

Vocabulary practice playing Jumbled words in the iPack (Game
1).
CD
CD3. Using digital media for learning a foreign language.

Participation in a game based on the story with the whole class
(optional).
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.

Finishing the lesson.
of
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.100
CB pp.48-49
AB p.48
CD
Wordcards
202
Revision story 2 - Session 2 (45') - Lesson 2:
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the True or False game with the flashcards and
wordcards from units 3 and 4 (optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Watching the story.

Viewing of the second part of the story The Only Earth Boy on
Planet 57! in the iPack with the Listen and read (Review story
book).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Representing the story in groups (Read and listen).
CL
CL2.2. Producing simple speech.

Completion of activity 1 from AB by numbering the images
according to the recording (Listen and number in order).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Completion of activity 2 from AB by observing the images from
the previous activity and replying to questions with short answer
(Look at the pictures in activity 1 again. Read and write short
answers).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 3 from AB finding errors, circling and
correcting them (Find, circle and correct the mistakes).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Vocabulary and grammar practice by playing Team quiz in the
iPack (Game 2).
CD
CD3. Using digital media for learning a foreign language.

Participation in a quiz on episodes 4 and 5 of Young Detectives
in teams (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.100
CB pp.48-49
AB p.49
CD
Flashcards
Wordcards
203
Unit 5 - At the Arena
Unit 5 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators
Resources
iPack
TG p.102
CB p.50
AB p.50
CD
Famous
landmarks
poster
Flashcards
Wordcards

Start of lesson.

Participation in the play I spy with class objects. Oral Interaction
on the concerts (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the new character
of the exchange program.

Introducing the new character from the exchange program,
Kenzo from Japan, with the flashcards in the iPack. Use of the
famous landmarks poster to talk about Japan.
CD
CD3. Using digital media for learning a foreign language.

Introducing the key vocabulary
1 (transport): headphones,
screen,
projector,
video
camera,
speakers,
lights,
microphone, mobile phone,
digital camera, laptop.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary by playing Word match in the iPack
(Game 1).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary with a
comprehension
and
oral
expression activity.

Listening to the vocabulary from the CD while saying the
number of the description in the illustration. Repetition of the
new language (Listen and say the number. Repeat).
CL
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained
via mechanical means.

Practice
vocabulary
with
activities
of
reading
comprehension
and
oral
expression.

Observation of the images and answer the questions (look and
say the answer).
CL
CL4.1. Capturing the gist of simple texts.

Exchanging questions and answers about what they see in the
illustration, in pairs (Ask and answer).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Practising written vocabulary.

Practice the vocabulary for the second time, by playing
Jumbled words in the iPack (Game 2).
CD
CD3. Using digital media for learning a foreign language.

Practising written and oral
expression of the vocabulary.

Completion of activity 1 from AB writing phrases on the images
with the words of the box (Look and write).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB practising questions and
answers with a partner (Look at the pictures. Ask and answer).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Completion of activity 3 from AB writing phrases following the
example (Write about the technology in your school).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Participating in the Matching pairs game with the flashcards
and wordcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 5 – Oxford University Press
204
Unit 5 - Session 1 (45') - Lesson 1: Vocabulary
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Extension activities:
- Finished? Write the rooms in your home. Make a list of the
technology in the rooms.
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL5.1. Writing in a foreign language from previously
studied models.
Resources
AB p.50
205
Unit 5 - Session 2 (45') - Lesson 2: Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Taking part in the game What is it? with the flashcards
(optional).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Enter the grammatical
structure 1: can: past simple
(affirmative and negative): I /
he / she / you / we / they could
(take photos). I / he / she / you
/ we / they couldn’t (hear the
music); can: past simple
(questions and short answers):
Could I / he / she / you / we /
they take photos? Yes, I / he /
she / you / we / they could. No,
I / he / she / you / we / they
couldn’t.

Reading the question and answering by choosing the right
option after checking the vocabulary animation (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Introducing the grammatical structure and settling the
vocabulary with the vocabulary animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to a dialogue. Reading text bubbles
identifying whether it is about Tara or Ben (Read and listen.
Read the speech bubbles and say Tara or Ben).
CL
CL4.4. Reading texts on various topics of interest.

Learning to form grammatical
structure.

Observing the grammar table. Forming sentences using the
grammatical structure presented (Read and learn. Make
sentences and questions and answers).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Internalizing the structure.

Answering the grammar question of the Learn to learn box,
saying if it is true or false.
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Practising
speech
using
grammar and vocabulary.

Participation in a game of guessing the character that the
partner describes according to the table (Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising grammar.

Participating in the game Chase the cheese in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion of activity 1 from AB changing the phrases to
simple past tense (Rewrite the sentences in the simple past
tense).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB by completing the table
according to the listening (Listen and tick or cross).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Completion of activity 3 from AB by completing the questions
according to the information in the table (Look at the table in
activity 2. Complete the questions and answers).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.103
CB p.51
AB p.51
CD
Flashcards
206
Unit 5 - Session 2 (45') - Lesson 2: Grammar
Aims
Activities
CCBB
Indicators

Finishing the lesson.

Participation in the Draw and guess game with the wordcards
(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:
- Grammar practice: can: past simple.
- Reinforcement worksheet 1
- Extension worksheet 1
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.88
TR CD-ROM
207
Unit 5 - Session 3 (45') - Lesson 3: Culture
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Elaboration of a list of all the words related to the music that
they know in English (optional).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

UK culture: Getting familiar
with aspects of the British
culture.

Viewing of the film culture in the iPack, Totally music and
dance! About the celebration of an Indian feast by an Indian girl
and answer the comprehension question (Culture film).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

World
culture:
Learning
aspects of the cultures of other
countries.
Extending
the
documentary.

Listening and reading a text on music and dance by choosing
the theme for the messages table (Read and listen. Choose a
topic for the message board).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Reading of messages, developing a list of types of music,
making a note of it in the workbook (Which ways of listening to
music are mentioned in the messages? Make a list. Use your
notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Second reading of the texts by identifying the names of the
children (Read again and say the children's names).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.
the

Community
Values:
Understand the importance of
do not disturb when listening to
music.

Reading and discussion of the Community value on the
importance of respect for others when listening to music in
public places (Listen to music quietly in public places. Use
headphones).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising cultural vocabulary.

Completion of the activity 1 from AB by completing the
comments with the words in the box (Complete the comments).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Practising to write their own
post.

Completion of activity 2 from AB by answering the questions
(Read and answer).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Writing a post.

Completion of activity 3 from AB by writing your post on music
and drawing your avatar (Complete the post. Use your notes in
Activity 2. Draw your avatar).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reinforcing values.

Reading the sentences circling the correct option (Community
value).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Completion of a dictation (optional).
CL
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained
via mechanical means.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.104
CB pp.52-53
AB p.52
CD
208
Unit 5 - Session 3 (45') - Lesson 3: Culture
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Optional activity, making more questions about the cultural
film.
Oxford Rooftops 5 – Oxford University Press
CCBB
CEC
Indicators
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Resources
TG p.79
209
Unit 5 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Missing letters game with the vocabulary
from lesson 3 (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Introduction
of
everyday
language in a context: What
kind of music do you like? I like
(pop) music. When do you
listen to music? (Every day.)
How do you listen to music?
On (my MP3 player). Rock,
pop, classical, day, night, at
the weekend, before, after,
mobile phone, CDs, MP3
player.

Reviewing the cultural film by commenting on what they
remember, watching it again and answering the comprehension
question (Culture film).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Viewing of the video on how to talk about music in the iPack
and answer to the question. Watching it for the second time,
repeating each sentence after listening (Everyday language:
How to... film).
CD
CD3. Using digital media for learning a foreign language.

Listening to the dialogue in the CD while following it in the book
and playing it back (Listen, read and repeat).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Practising oral expression.

Replacing the coloured words, creating a dialogue and staging
it in pairs (Make new dialogues and Practise).
CL
CL2.2. Producing simple speech.

Practising everyday language.

Completion of activity 1 from AB joining the questions with their
corresponding answers (Read and match).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Reinforcing the content learned
in the lesson.

Completion of activity 2 from AB conducting a class survey and
completing the table (Do a class survey. Ask and tick).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Completion of activity 3 from AB writing the results of the
survey (Count the ticks in your survey in activity 2 and write).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading the box Learn to learn, develop a list of interrogative
particles.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Reflecting on the
learned in the lesson.

Finishing the lesson.

Listening to the favourite songs of the students, by means of
internet (optional).
CD
CD3. Using digital media for learning a foreign language.

Reviewing,
settling
and
expanding the content of the
unit.

Extension activities:
- Read more! about Japan.
AA
AA3. Valuing the use of foreign language as a learning
tool.
content
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.106
CB p.53
CD
CB p.78
AB p.78
210
Unit 5 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Participation in The shark game with vocabulary from lesson 1
(optional).
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.

Introducing the key vocabulary
2: waistcoat, bow tie, hat,
handkerchief, suit.

Presenting the vocabulary with the flashcards. Hearing and
reproduction (Vocabulary presentation).
CD
CD3. Using digital media for learning a foreign language.

Introducing
context.
in

Viewing episode 6 of the detective story, The Magician's
costume, in the iPack and answer the comprehension question
(Story animation).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Answering the vocabulary question in the context of the story
(Read and listen. What does the robber steal? What clothes
does he wear?).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Practising the vocabulary.

Participating in the vocabulary game Gap fill in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the vocabulary.

Completion of activity 1 from AB correcting the errors according
to the images. Review of the response by reading the story
again (Look at the pictures. Remember and correct. Read the
story again and check).
CL
CL4.1. Capturing the gist of simple texts.

Checking comprehension
the history.

Completion of activity 2 from AB circling the correct answer
from the 4 options (Read and circle).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Completion of activity 3 from AB joining text bubbles from the
two columns (Read and match.
CL
CL4.1. Capturing the gist of simple texts.
grammar
of
the

Writing a review of the story
and assessing it.

Completion of the activity 4 from AB by completing the review
and circling the correct choice of the summary of the story
(Complete the story review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the game Remember the story with the whole
class (optional).
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.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.107
CB p.54
AB p.54
CD
211
Unit 5 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Story playscript
- Story worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL2.2. Producing simple speech.
CL5.1. Writing in a foreign language from previously
studied models.
Resources
TR CD-ROM
212
Unit 5 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Participating in the Crazy spelling game with the wordcards
(optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Introducing
the
second
grammatical structure: have to
(obligation): You have to be
quiet; don’t have to (no
obligation): You don’t have to
wear a suit; suit, bow tie, hat.

Reading the question about the story of the previous lesson in
order to see what they can recall, in the iPack (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Watching the story again and answering the question by
choosing the correct option in the iPack (Story animation).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Finding the sentences in the story by saying the missing words
(Find the sentences in the story. Say the missing words).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Reading and internalizing contents from the grammatical table
and completing the task (Read and learn. Read the sentences
and answer for you. Say A (have to) or B (don’t have to).).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Identifying
patterns.

Practising
speaking.
through

Grammar Practice playing a communication game of guessing
the place (Play the game).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing and consolidating
vocabulary.

Description of rules and routines at school, in pairs (Talk about
what you have to or don't have to do at your school. Use these
phrases).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Participation in the vocabulary and grammar game quiz Team
in the iPack (Game).
CD
CD3. Using digital media for learning a foreign language.
grammatical
grammar

Practising with an exam-type
activity
of
listening
comprehension.

Completion of activity 1 from AB reviewing the grammar box as
a reminder and writing and colouring the image according to the
listening (Listen and write and colour).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Settling the content of the
lesson.

Completion of activity 2 from AB circling the correct option for
the phrases (Read and circle).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Completion of activity 3 from AB by completing the phrases
based on images (Look and complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 4 from AB writing about three things that
they have and do not have to do during the weekend (Write
about three things you have to or don't have to do at the
weekend).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.108
CB p.55
AB p.55
CD
Wordcards
the
213
Unit 5 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities

Finishing the lesson.

Elaboration of a poster about class rules(optional).

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Grammar practice: have to / don't have to
- Reinforcement worksheet 2
- Extension worksheet 2
Oxford Rooftops 5 – Oxford University Press
CCBB
Indicators
CEC
CEC4. Taking place in the development of group musical
compositions using various musical and/or scenic
resources.
CL
CL5.1. Writing in a foreign language from previously
studied models.
Resources
AB p.89
TR CD-ROM
214
Unit 5 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game Find your partner, with flashcards and
wordcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Settling vocabulary and
grammar.

Listening, viewing and reproduction of the Technology song in
the iPack (Song animation).
CD
CD3. Using digital media for learning a foreign language.

Using the lyrics of the song to
do a homework assignment in
the notebook.

Reading the lyrics of the song and saying the missing words.
Check the answers with the listening (Read the song. Look and
say the missing words. Listen and check).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Singing the song.

Hearing and playing the song (Sing).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Second reading of the song building phrases in pairs on
technology, similar to the example (What technology have you
got at home and at school? Tell your partner).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Practice the pronunciation of
the sounds /ᴂ/, /ʌ/ by means
of a rhyme.

Playing and listening to the pronunciation chant (Listen and
repeat).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Practising with an exam-type
speaking activity.

Having conversations in pairs while using speaking cards (Work
in pairs. Cut out and complete your speaking cards).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Settling pronunciation.

Taking part in the pronunciation game Sound match in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Writing a review about the
song
and
assessing
it
according to personal opinion.

Completion of the activity 1 from AB by listening to the song
and completing the review (Listen to the song again. Complete
the song review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of the activity 2 of the AB joining the two parties to
form the verses of the song (Read and match the lyrics)
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 3 from AB listening again the rhyme and
underlining the sound /ᴂ/ and circling the sound /ʌ/ (Listen
again. Underline the /ᴂ/ sound and circle the /ʌ/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Practising pronunciation.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.109
CB p.56
AB pp.56,
103-104
CD
Flashcards y
wordcards
215
Unit 5 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Completion of the activity 4 from AB listening to the
pronunciation of the words and underlining the words with the
sound /ᴂ/ and circling with a circle the words with the sound /ʌ/
(Listen. Underline the words with the /ᴂ/ sound and circle the
words with the /ʌ/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Finishing the lesson.

Participation in The sound game using the two sounds from the
lesson (optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Song contest worksheet
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
TR CD-ROM
216
Unit 5 - Session 8 (45') - Lesson 8: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral Interaction commenting on the differences between the
versions of the current technology and the previous (optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Cross-curricular topic: Learn
content from other materials
through the foreign language
(The technology is doing
small): ICT.

Introducing the cross-curricular topic in the iPack, by answering
the comprehension questions after each slide (Cross-curricular
presentation).
CD
CD3. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Observation of the images and answer to a question on the
context (How big are cameras, telephones and MP3 players
today? ).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Listening the text Technology is getting smaller reading it at the
same time in the book (Read and listen).
CL
CL4.4. Reading texts on various topics of interest.

Practising the vocabulary.

Completion of an activity in the workbook by joining the words
with the images (Match the words to the technology photos).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Associating the cross-curricular
concept with their environment.

Oral Interaction talking about your favourite technology (Tell
your partner about your favourite technology).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Practising the cross-curricular
content and vocabulary.

Completion of activity 1 from AB by completing the sentences
with the words from the box and mark the ones that they use
(Complete. Tick the technology you use).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB l reading of the text from the
CB and replying to questions with 'Yes' or 'No' (Read Class
Book page 57 again. Read and write 'Yes' or 'No').
CL
CL4.4. Reading texts on various topics of interest.

Completion of activity 3 from AB by completing the table
(Complete the table. Write the oldest technology first).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Conducting a project.

Searching for information on TVs using different resources, to
carry out a project by writing five differences between the old
and the modern televisions (Project).
CD
CD2. Using information and communication technologies
to test and verify information.

Finishing the lesson.

Participation in the Two letters game with vocabulary in this unit
(optional).
CL
CL1.5. Hearing and discriminating sounds.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.110
CB p.57
AB p.57
CD
217
Unit 5 - Session 8 (45') - Lesson 8: Cross-curricular
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
AA
Indicators
AA3. Valuing the use of foreign language as a learning
tool.
Resources
TR CD-ROM
218
Unit 5 - Session 9 (45') - Lesson 9: Review and skills
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.

Reviewing the vocabulary of
the unit.

Participating in the vocabulary game Basketball bounce, in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Encouraging the development
of the integrated skills.

Reading a text about the monthly project that the characters of
the course must carry out.
CL
CL4.1. Capturing the gist of simple texts.

Listening to the interview with Dex's. Identification of the
technologies that are mentioned, by writing them into the
notebook. Second listening by answering the questions with
could or couldn't (Listening).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Oral Interaction in pairs by comparing the old and modern
technology (Speaking).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reading of the text saying the words in the correct way, have to
or don't have to (grammar).
CL
CL4.1. Capturing the gist of simple texts.

Reviewing the grammatical
content of the unit.

Participating in the grammar game Word clouds, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the content of the unit.

Completing the bilingual dictionary of unit 5 in the AB.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.

Completion of activity 2 from AB by reading the text and by
numbering the images (Read and number the pictures. There is
one extra photo).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of activity 3 from AB by completing the table
(Complete Kenzo's notes using the information in activity 2).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of activity 4 from AB by completing the text
(Complete using Kenzo's notes about picture c in activity 3).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the game What's missing? 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:
- Finished? Complete the Dictionary skills section.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.112
CB p.58
AB pp.58, 97
CD
Flashcards
AB p.97
219
Unit 5 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Snap! game , with the flashcards and
wordcards (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing the vocabulary of
the unit.

Participating in teams in the game Three in a row, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising written expression.

Observation of the information on the use of but and completion
of the activity by joining the phrases with but and by writing
them in the notebook (Match and make sentences with but. Use
your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading and listening the text Old and modern computer
technology by identifying three differences between the old and
the modern computers(Read and listen. Find three differences
between old and modern computers. Use your notebook).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Second reading of the text and answer the questions in the
workbook (Read again and answer. Use your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion
of
activity
5 from
AB by
completing the table (Complete the notes about the old and
modern phone technology).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of activity 6 from AB by writing a brief text about the
old and modern mobile phones with the notes of the previous
activity (Write a description of the old and modern phone
technology using the notes in activity 5. ).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reading the box Learn to learn by counting the number of times
that they have been used but in its text.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Reviewing work.

Completion of the activity 7 from AB by checking the spelling
and grammar of the text that has been written and making
drawings to illustrate it (Check your work in Activity 6. Write a
final version and draw pictures).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Having conversations in pairs, to discuss the activities of the
unit that seem the most interesting. Participation in the True or
False game with the flashcards (optional).
AA
AA3. Valuing the use of foreign language as a learning
tool.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.113
CB p.59
AB p.59
CD
Flashcards
Wordcards
220
Unit 5 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB

Summative evaluation.

Completion of the Unit 5 Test.
All

Developing digital competence.

On-line Learning Zone:
Free use of the unit's proposed activities on the Internet.
CD
Oxford Rooftops 5 – Oxford University Press
Indicators
Resources
TR
CD-ROM
CD3. Using digital media for learning a foreign language.
PC / Tablet
221
Unit 6 - At the Beach
Unit 6 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators
Resources
iPack
TG p.115
CB p.60
AB p.60
CD
Famous
landmarks
poster
Flashcards
Wordcards

Start of lesson.

Participation in the Draw and guess game with the vocabulary
associated with the beach. Oral Interaction talking about what
they do on the beach (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the new character
of the exchange program.

Introducing the new character from the exchange program, Isa
from Spain, with the flashcards in the iPack. Use of the famous
landmarks poster for talk about Spain.
CD
CD3. Using digital media for learning a foreign language.

Introducing the key vocabulary
1 (transport): have a picnic,
find shells, sunbathe, go
surfing, stay in a hotel, go
camping, make sandcastles,
swim in the sea, have a
barbecue, go fishing.

Presentation of vocabulary with the animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary by playing Word match in the iPack
(Game 1).
CD
CD3. Using digital media for learning a foreign language.

Practising vocabulary with a
comprehension
and
oral
expression activity.

Listening to the vocabulary from the CD while saying the
number of the description in the illustration. Repetition of the
new language (Listen and say the number. Repeat).
CL
CL1.1. Hearing and understanding simple instruction
sequences or directions given by the teacher or obtained
via mechanical means.

Practice
vocabulary
with
activities
of
reading
comprehension
and
oral
expression.

Observation of images and reproduction of the phrases (look
and say the sentences).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Communicative interchange in pairs saying the frequency with
which they do the activities they see in the illustration (What do
you do at the beach? Tell your partner. Use always, usually,
sometimes and never).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Practising written vocabulary.

Practising vocabulary for the second time, by playing the Pairs
game in the iPack (Game 2).
CD
CD3. Using digital media for learning a foreign language.

Practising written and oral
expression of the vocabulary.

Completion of activity 1 from AB by completing the phrases with
on the images with the words from the box (Look and
complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB by completing the table and
doing the questions and answers with a partner (Complete the
table. Ask and answer).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.
Oxford Rooftops 5 – Oxford University Press
222
Unit 6 - Session 1 (45') - Lesson 1: Vocabulary
Aims
Activities
CCBB
Indicators

Completion of the activity 3 from AB, by writing sentences
about their partner using the notes of the previous activity
(Write about your partner).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participating in the Matching pairs game with the flashcards
and wordcards (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:
- Finished? Make a list. Write the activities you usually and
never do at the beach.
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.60
223
Unit 6 - Session 2 (45') - Lesson 2: Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in The chain game starting with when I go to the
beach, I always ... (optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Introducing the grammatical
structure 1: going to: future
(affirmative and negative): I’m
going to (go camping). I’m not
going to (stay in a hotel), go
camping, swim in the sea,
sunbathe, have a picnic, have
a barbecue, go fishing, make
sandcastles, stay in a hotel

Reading the question and answering by choosing the right
option after checking the vocabulary animation (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Introducing the grammatical structure and settling the
vocabulary with the vocabulary animation in the iPack
(Vocabulary animation).
CD
CD3. Using digital media for learning a foreign language.

Checking the comprehension
of grammatical structure.

Reading and listening to a dialogue. Observation of the booklet
on the camping finding two differences (Read and listen. Look
at the plan campsite and find two differences).
CL
CL4.4. Reading texts on various topics of interest.

Learning to form grammatical
structure.

Observing the grammar table. Forming sentences using the
grammatical structure presented (Read and learn. Make
sentences).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Internalizing the structure.

Answering the grammar question from the Learn to learn box.
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Practising
speech
using
grammar and vocabulary.

Participation in a guessing game of the character according to
the plans that describes the team-mate with the table
information (Play the game).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Practising grammar.

Taking part in the game Sentence spin in the iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Practising grammar with the
vocabulary.

Completion of activity 1 from AB by writing the sentences with
the correct way of going to rewrite the sentences using 'm/'s/'re
going to).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB by writing the sentences in the
previous activity in a negative way (Rewrite the sentences in
activity 1 in the negative).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 3 from AB by completing the table
according to the recording (Listen and complete Jane's plan for
next week).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.116
CB p.61
AB p.61
CD
224
Unit 6 - Session 2 (45') - Lesson 2: Grammar
Aims
Activities
CCBB
Indicators

Completion of activity 4 from AB writing phrases with the notes
of the previous activity (look at Jane's plan in activity 3. Write
about her plans for the weekend).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 5 from AB writing about your plans for the
weekend (Write about your plans for the weekend).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participation in the noughts and crosses game with verbs
(optional).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Grammar practice: going to: future.
- Reinforcement worksheet 1
- Extension worksheet 1
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.90
TR CD-ROM
225
Unit 6 - Session 3 (45') - Lesson 3: Culture
Aims
Activities
CCBB
Indicators
Resources

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.

UK culture: Getting familiar
with aspects of the British
culture.

Viewing of the cultural film in the iPack, Totally Carnival! About
the celebration of Carnival in West London by a boy named
Teo, and answer the comprehension question (Culture film).
CEC
CEC2. Identifying some of the traditions of countries where
the foreign language is spoken.

World
culture:
Learning
aspects of the cultures of other
countries.
Extending
the
documentary.

listening and reading a text on different festivals and answer to
the questions (Read and listen. Which festival would you like to
go to? Why? Tell your partner).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Reading the headlines and joining them with the corresponding
picture, writing it down in the notebook (Match the headings
and the photos. Use your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Second reading of the texts by identifying whether the phrases
on the same are true, false, or is not indicated (Read again and
say 'true' or 'false' ).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.
the

Community
Values:
Understand the importance of
the cultural events.

Reading and discussion of the Community value on the
importance of the cultural events, commenting on those who
have attended and what they have learned in them (Cultural
events are a great way to learn about other countries).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Practising cultural vocabulary.

Completion of the activity 1 from AB by completing the
comments with the words in the box (Complete the comments).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Practising to write their own
post.

Completion of activity 2 from AB by supplementing the notes
with information on a cultural event in your country (think about
an event in your country. Complete the notes).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Writing a post.

Completion of activity 3 from AB by writing your post on the
cultural event of his country and by drawing its avatar
(Complete the post. Use your notes in Activity 2. Draw your
avatar).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reinforcing values.

Reading the posts on the festivities marking options and by
writing three questions (Community value).
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.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.117
CB pp.62-63
AB p.62
CD
Flashcards
226
Unit 6 - Session 3 (45') - Lesson 3: Culture
Aims
Activities
CCBB
Indicators

Finishing the lesson.

Viewing images on the internet about other festivities,
describing what they see in pairs (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:
- Optional activity, making more questions about the cultural
film.
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Oxford Rooftops 5 – Oxford University Press
Resources
TG p.79
227
Unit 6 - Session 4 (45') - Lesson 4: Everyday language
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in The ABC game with activities (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Introduction
of
everyday
language in a context: How
about going surfing? Yes, I’d
love to! Yes, how cool! I’d love
to, but I can’t. Sorry. Having a
picnic, going surfing, making a
sandcastle.

Reviewing the cultural film by commenting on what they
remember, watching it again and answering the comprehension
question (Culture film).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Viewing of the video on how to make suggestions in the iPack
and answer to the question. Watching it for the second time,
repeating each sentence after listening (Everyday language:
How to... film).
CD
CD3. Using digital media for learning a foreign language.

Listening to the dialogue in the CD while following it in the book
and playing it back (Listen, read and repeat).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Practising oral expression.

Replacing the coloured words, creating a dialogue and staging
it in pairs (Make new dialogues and Practise).
CL
CL2.2. Producing simple speech.

Practising everyday language.

Completion of activity 1 from AB by completing the text bubble
(Complete).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Reinforcing the content learned
in the lesson.

Completion of activity 2 from AB joining the two parts of the
sentence (Read and match).
CL
CL4.1. Capturing the gist of simple texts.

Completion of activity 3 from AB by completing the table and
doing the questions and answers with a partner (Complete the
first column of the table. Ask and answer. Who wants to do the
activities? Write).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Completion of activity 4 from AB by writing phrases on the
information in the table from the previous activity (Look at your
notes in activity 3. Write about the activities and who you’re
going to do them with).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading the box Learn to learn and answer to the questions.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Creation of a caricature with text bubble illustrating a text
dialogue with suggestions (optional).

Reflecting on the
learned in the lesson.

Finishing the lesson.
content
Oxford Rooftops 5 – Oxford University Press
CEC
Resources
iPack
TG p.119
CB p.63
AB p.63
CD
CEC3. Using artistic techniques in projects or papers.
228
Unit 6 - Session 4 (45') - Lesson 4: Everyday language
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Extension activities:
- Read more! about a party in the Canary Islands.
Oxford Rooftops 5 – Oxford University Press
CCBB
AA
Indicators
AA3. Valuing the use of foreign language as a learning
tool.
Resources
CB p.79
AB p.79
229
Unit 6 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims
Activities
CCBB
Indicators
Resources

Start of lesson.

Oral Interaction by saying how they believe going to finish the
last episode of the story, using going to (optional).
SIEE

Introducing the key vocabulary
2:
tent,
bucket,
spade,
caravan, beachball, rubber
dinghy.

Presenting the vocabulary with the flashcards. Hearing and
reproduction (Vocabulary presentation).
CD
CD3. Using digital media for learning a foreign language.

Introducing
context.
in

Viewing the episode 7 of the detective story, a surprise ending,
in the iPack and answer to the comprehension question (Story
animation).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Answering the vocabulary question in the context of the story
(Read and listen. Look at the pictures. Which summer object is
not in the story?).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Practising the vocabulary.

Participation in the vocabulary game, Memory game in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the vocabulary.

Completion of activity 1 from AB by numbering the images
according to the order in the story. Revision of the answers by
reading the story again (Read and number the pictures. Read
the story again and check).
CL
CL4.1. Capturing the gist of simple texts.

Checking comprehension
the history.

Completion of activity 2 from AB marking the objects that
appear in the story (Tick the five objects in the story).
CL
CL4.3. Making straightforward inferences in
comprehension of various texts on topics of interest.

Completion of the activity 3 from AB by finishing the sentences
(Complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.
grammar
of
SIEE2. Enjoying the reading of age-appropriate texts,
displaying a positive attitude towards reading.
the

Writing a review of the story
and assessing it.

Completion of the activity 4 from AB by completing the review
and circling the correct choice of the summary of the story
(Complete the story review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Taking part in the game Remember the story with the whole
class (optional).
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.
Oxford Rooftops 5 – Oxford University Press
iPack
TG p.120
CB p.64
AB p.64
CD
230
Unit 6 - Session 5 (45') - Lesson 5: Vocabulary and Story
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Story playscript
- Story worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
CL
Indicators
CL2.2. Producing simple speech.
CL5.1. Writing in a foreign language from previously
studied models.
Resources
TR CD-ROM
231
Unit 6 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Write on my back game with the vocabulary
from lesson 5 (optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Introducing
the
second
grammatical structure: going
to: future (questions and short
answers): Are you going to sail
in a rubber dinghy? Yes, I am. /
No I’m not. rubber dinghy,
bucket,
spade,
beachball,
caravan, tent, stay in a (hotel),
have a barbecue.

Reading the question about the story of the previous lesson in
order to see what they can recall, in the iPack (Animation
question).
CD
CD3. Using digital media for learning a foreign language.

Watching the story again and answering the question by
choosing the correct option in the iPack (Story animation).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Location of the two questions in the story with going to.
Practice questions and answers in pairs ( Find two questions
with going to in the story. Ask and answer the questions in
pairs.).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Identifying
patterns.

Reading and internalizing contents from the grammatical table
and completing the task (Read and learn. Make questions and
answers).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Practising
speaking.
through

Grammar Practice playing a communication game game
guessing the character according to the description of the plans
(Play the game).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing and consolidating
vocabulary.

Practice questions and answers with a partner about his/her
plans for that night, using going to (ask your partner questions
about his/her plans for tonight. Use going to and these
phrases).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Taking part in the game of vocabulary and grammar Chase the
cheese, in the iPack (Game).
CD
CD3. Using digital media for learning a foreign language.
grammatical
grammar

Practising with an exam-type
activity
of
listening
comprehension.

Completion of activity 1 from AB joining the days of the week,
with the image of the activity, according to the listening (What is
Daisy going to do next week? Listen and draw a line from the
day to the correct picture. There is one example).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Settling the content of the
lesson.

Completion of activity 2 from AB completing the questions and
replying (complete the questions. Look and write short
answers).
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.121
CB p.65
AB p.65
CD
232
Unit 6 - Session 6 (45') - Lesson 6: Grammar
Aims
Activities
CCBB
Indicators

Completion of activity 3 from AB writing questions about the
plans for the following week and asking a colleague to write
his/her answers (Write four questions about next week. Use
is/are going to. Ask your partner. Write short answers for your
partner).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participation in a game in pairs trying to guess your
companion's plans for the weekend (optional).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Grammar practice: going to: future
- Reinforcement worksheet 2
- Extension worksheet 2
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
AB p.91
TR CD-ROM
233
Unit 6 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Start of lesson.

Brainstorming words related to the summer time, writing the list
on the chalkboard. Observation of the song's lyrics counting
words related to summer (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Settling vocabulary and
grammar.

Listening, viewing and listening to the song Summer time! In
the iPack (Song animation).
CD
CD3. Using digital media for learning a foreign language.

Using the lyrics of the song to
do a homework assignment in
the notebook.

Reading the lyrics of the song and saying the missing words.
Reviewing answers with the song (Read the song and say the
missing words. Listen and check).
CL
CL1.3. Identifies specific information in various oral texts
in different communication settings

Singing the song.

Hearing and playing the song (Sing).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Second reading of the song by saying what the singers are
going to do on the beach, in pairs(Work in pairs. Read the song
again and say what the singers are going to do at the beach).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

To practice the pronunciation
of the sounds /sg/, /k/ by
means of a rhyme.

Playing and listening to the pronunciation chant (Listen and
repeat).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Practising with an exam-type
speaking activity.

Having conversations in pairs while using speaking cards (Work
in pairs. Cut out and complete your speaking cards).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Settling pronunciation.

Taking part in the pronunciation game Sound match in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Writing a review about the
song
and
assessing
it
according to personal opinion.

Completion of the activity 1 from AB by listening to the song
and completing the review (Listen to the song again. Complete
the song review).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB by joining the words from the
two columns forming phrases of the song (Read and match the
phrases from the song)
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 3 from AB listening again rhyme and
underlining the /g/ sound and circling the /k/ sound (Listen
again. Underline the /eә/ sound and circle the /з:/ sound).
CL
CL1.5. Hearing and discriminating sounds.

Practising pronunciation.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.122
CB p.66
AB pp.66,
103-104
CD
234
Unit 6 - Session 7 (45') - Lesson 7: Song, Sounds and Speaking
Aims
Activities
CCBB
Indicators

Completion of activity 4 from AB listening to the pronunciation
of the words and underlining the words with the /g/ sound and
circling the words with the sound /k/ (Listen. Underline the
words with the /g/ sound and circle the words with the /k/
sound).
CL
CL1.5. Hearing and discriminating sounds.

Finishing the lesson.

Participation in The sound game using the sounds /k/ and /g/
(optional).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

Reviewing,
settling
and
expanding the content of the
unit.

Reinforcement and extension activities:
- Song contest worksheet
CL
CL5.1. Writing in a foreign language from previously
studied models.
Oxford Rooftops 5 – Oxford University Press
Resources
TR CD-ROM
235
Unit 6 - Session 8 (45') - Lesson 8: Cross-curricular
Aims
Activities
CCBB
Indicators

Start of lesson.

Oral Interaction speaking about the beaches and the coast
(optional).
AA
AA2. Using several responsive or interactive strategies to
solve communication problems.

Cross-curricular topic:
Learning content of other
materials through the foreign
language (the British seaside):
Natural Sciences.

Introducing the cross-curricular topic in the iPack, by answering
the comprehension questions after each slide (Cross-curricular
presentation).
CD
CD3. Using digital media for learning a foreign language.

Extending the cross-curricular
topic.

Reading the questions by choosing the answer that they
believe (Read and say A, B or C. Talk to your partner).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Listening of the text The British coast reading it at the same
time in the book. Review of the responses from the previous
activity (read and listen. Check your answers to activity 1).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.

Practising the vocabulary.

Reading and replying to the questions on the text (Read and
answer. Use your notebook).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Associating the cross-curricular
concept with their environment.

Oral Interaction talking about your favourite beach in your town
and what you like to do there (Tell your partner about your
favourite beach in your country? What do you like doing
there?).
CL
CL3.2. Establishing daily and familiar conversations on
known topics in settings where communication is
predictable.

Practising the cross-curricular
content and vocabulary.

Completion of activity 1 from AB by watching the images and
selecting the correct option (Look at the pictures and tick).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Completion of activity 2 from AB reading the phrases and
circling the correct option (Read and circle 'true' or 'false'. Read
Class Book page 67 again and check).
AA
AA3. Valuing the use of foreign language as a learning
tool.

Completion of activity 3 from AB by completing the text with the
words from the box (Look at the photo and complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Conducting a project.

Search for information on the Spanish coasts, using different
resources to carry out a project by writing five interesting facts
about them (Project).
CD
CD2. Using information and communication technologies
to test and verify information.

Finishing the lesson.

Looking at photographs of other beaches and describe them in
pairs (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.123
CB p.67
AB p.67
CD
236
Unit 6 - Session 8 (45') - Lesson 8: Cross-curricular
Aims

Reviewing,
settling
and
expanding the content of the
unit.
Activities

Reinforcement and extension activities:
- Cross-curricular worksheet
Oxford Rooftops 5 – Oxford University Press
CCBB
AA
Indicators
AA3. Valuing the use of foreign language as a learning
tool.
Resources
TR CD-ROM
237
Unit 6 - Session 9 (45') - Lesson 9: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the odd one out game with the flashcards
(optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Reviewing the vocabulary of
the unit.

Participating in the vocabulary game Basketball bounce, in the
iPack (Game).
CD
CD3. Using digital media for learning a foreign language.

Encouraging the development
of the integrated skills.

Reading a text about the monthly project that the characters of
the course must carry out.
CL
CL4.1. Capturing the gist of simple texts.

Listening to the interview with Ben. Identification of holiday
activities and objects that are mentioned, by writing them into
the notebook. Second listening joining the two parts of the
sentence in the workbook (Listening).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Oral Interaction speaking in pairs on Isa's plans (Speaking).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reading the dialogue saying the words that are missing
(grammar).
CL
CL3.1. Uses basic structures inherent in the foreign
language in different communicative contexts significantly.

Reviewing the grammatical
content of the unit.

Participating in the grammar game Word clouds, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Settling the content of the unit.

Completing the bilingual dictionary of unit 6 in the AB.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.

Completion of activity 2 from AB by reading the text and sorting
the pictures (Read and number the pictures in order).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of activity 3 from AB by completing the table on
Dex's notes (Complete Dex's notes using the information in
activity 2).
CMCT
CMCT2. Representing data about facts and objects of
everyday life using the most proper graph, table or chart.

Completion of the activity 4 from AB by completing the text
(Complete the text using Dex's notes in activity 3).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Finishing the lesson.

Participation in the Noughts and corosses 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:
- Finished? Complete the Dictionary skills section.
AA
AA1. Using several strategies for learning to learn, such as
monolingual and bilingual dictionaries.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.124
CB p.68
AB pp.68, 98
CD
Flashcards
AB p.98
238
Unit 6 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB
Indicators

Start of lesson.

Participating in the game Find your partner, with flashcards and
wordcards (optional).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Reviewing the vocabulary of
the unit.

Participating in teams in the game Three in a row, in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising written expression.

Observation of the information on the use of like and
completion of the activity by writing the phrases in the workbook
(Match and make sentences with like. Use your notebook).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Reading and listening the text Summer in the UK and matching
the photographs with paragraphs (Read and listen. Match the
headings and the paragraphs. Use your notebook).
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 to the questions (Read
again and answer. Use your notebook).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.

Completion of activity 5 from AB by completing the table with
the plans for the holidays (Imagine you're going to go on
holiday next week. Write notes about your holiday).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.

Completion of activity 6 from AB by writing a brief text on their
plans for the holiday with the notes from the previous activity
(Write about your holiday using your notes in activity 5).
CL
CL5.2. Producing written content addressing the recipient
and purpose of the text.

Reading the box Learn to learn stressing like in the text they
have written.
AA
AA3. Valuing the use of foreign language as a learning
tool.

Reviewing work.

Completion of the activity 7 from AB by checking the spelling
and grammar of the text that has been written and making
drawings to illustrate it (Check your work in Activity 6. Write a
final version and draw pictures).
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Assessing their own progress.

Completion of the Self Evaluation of the unit in the AB.
SIEE
SIEE3. Use simple strategies for the planning and
monitoring of work.

Finishing the lesson.

Having conversations in pairs, to discuss the activities of the
unit that seem the most interesting. Participation in the game
categories (optional).
CMCT
CMCT1. Sorting the recorded data according to a
classification criterion.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.126
CB p.69
AB pp.69, 98
CD
Flashcards
Wordcards
239
Unit 6 - Session 10 (45') - Lesson 10: Review and skills
Aims
Activities
CCBB

Summative evaluation.



Completion of the Unit 6 Test.
Completion of the Term 3 Test
Completion of the end of year Test.
All

Developing digital competence.

On-line Learning Zone:
Free use of the unit's proposed activities on the Internet.
CD
Oxford Rooftops 5 – Oxford University Press
Indicators
Resources
TR
CD-ROM
CD3. Using digital media for learning a foreign language.
PC / Tablet
240
Revision story 3 - The Only Earth Boy on Planet 57!
Revision story 3 - Session 1 (45') - Lesson 1:
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Earth boy says game ... (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Introducing the story.

he final presentation of the history of science fiction The Only
Earth Boy on Planet 57! In the iPack with Listen only option
trying to respond to the comprehension questions (Revision
story book).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Answering comprehension questions (Read and listen).
CL
CL1.2. Discerning meaning in various oral texts in different
communication settings

Checking comprehension
the history.

Playing it and reading for the second time to answer
comprehension questions.
SIEE
SIEE2. Enjoying the reading of age-appropriate texts,
displaying a positive attitude towards reading.

Completion of activity 1 from AB reading the phrases and
circling the correct option True or False (Read and circle 'true'
or 'false' ).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of the activity 2 from AB by finishing the sentences
(Complete).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 3 from AB reading the phrases and
numbering them in order (Read and number the sentences in
order).
CL
CL4.1. Capturing the gist of simple texts.

Vocabulary Practice playing Snap! in the iPack (Game 1).
CD
CD3. Using digital media for learning a foreign language.

Participation in a game by identifying the character who says
the phrases that plays the professor (optional).
CL
CL1.4. Having a general understanding and extracting
specific information from short and simple situations, with
repeated watching of the audiovisual file.

Finishing the lesson.
of
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.127
CB pp.70-71
AB p.70
CD
241
Revision story 3 - Session 2 (45') - Lesson 2:
Aims
Activities
CCBB
Indicators

Start of lesson.

Participation in the Matching pairs game with the flashcards
and wordcards of units 5 and 6 (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Watching the story.

Viewing of the last part of the story The Only Earth Boy on
Planet 57! In the iPack with the Listen and read option (Review
story book).
CD
CD3. Using digital media for learning a foreign language.

Reading and listening to the
story.

Listening to the story from the CD while following it in the book.
Representing the story in groups (Read and listen).
CL
CL2.2. Producing simple speech.

Completion of activity 1 from AB marking the correct option
according to the recording (Listen and tick).
CL
CL4.2. Finding explicit information in texts on various
topics of interest.

Completion of activity 2 from AB by answering the questions
according to the information from the previous activity (Look at
activity 1. Read and write the answers).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 3 from AB noting images and by
numbering the text bubble (Look at the pictures. Read and write
the number).
CL
CL4.4. Reading texts on various topics of interest.

Vocabulary and grammar practice by playing Team quiz in the
iPack (Game 2).
CD
CD3. Using digital media for learning a foreign language.

Participation in a quiz on episodes 6 and 7 of Young Detectives
in teams (optional).
SC
SC1. Taking part in conversations on familiar topics in
settings where communication is predictable.

Finishing the lesson.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.128
CB pp.70-71
AB p.71
CD
Flashcards
Wordcards
242
Festivals - Christmas Eve
Christmas Eve - Session 1 (45')
Aims

Start of lesson.
Activities



CCBB
Indicators
Participation in the The shark game with the phrase
CHRISTMAS EVE.
Oral Interaction commenting on what they do during Christmas
and if they know of Father Christmas (optional).
SC
SC4. Identifying the customs of countries where foreign
language is spoken.
CD3. Using digital media for learning a foreign language.
Introduce key
vocabulary :
Christmas Eve, Christmas Day,
(hang up) a stocking, mince
pie,
Father
Christmas,
reindeer, presents, sleigh.

Presentation of the vocabulary playing Picture match in the
iPack (Game).
CD

Reading and listening to a text by answering the
comprehension question (Read and listen. Who visits children
in the UK on Christmas Eve?).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Practice
vocabulary
with
activities
of
reading
comprehension
and
oral
expression.

Reading the phrases identifying if they are true or false (Read
and say 'true' or 'false' ).
CEC
CEC2. Identifying some of the traditions of countries where
the foreign language is spoken.

Exchange of questions and answers in pairs on what they do
for Christmas (Ask and answer).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Practising written vocabulary.

Second vocabulary practice playing Jumbled words in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising written and oral
expression of the vocabulary.

Completion of activity 1 from AB by completing the crossword
puzzle to discover the hidden word (Complete. Find the hidden
word).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB by completing the song.
Revision of the answers by listening to the song and playlist
(Complete. Listen and check). Sing).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.


Finishing the lesson.

Participation in the Unjumble the letters game with the
vocabulary associated with Christmas (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:
- Christmas Eve worksheet.
CL
SC4. Identifying the customs of countries where foreign
language is spoken.
Oxford Rooftops 5 – Oxford University Press
Resources
iPack
TG p.129
CB p.72
AB p.72
CD
TR CD-ROM
243
Festivals - Saint Patrick's Day
Saint Patrick's Day - Session 1 (45')
Aims

Start of lesson.
Activities



CCBB
Storm of ideas about countries, by writing on the chalkboard
and classifying them according to the language that is spoken
in them.
Oral Interaction talking about the saints of his country
(optional).
CEC
Indicators
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Introduce key
vocabulary :
Saint Patrick’s Day, shamrock,
buildings, parade, (wave) flags,
bagpipes, trophy, fireworks.

Presentation of the vocabulary playing Picture match in the
iPack (Game).
CD

Reading and listening to a text by answering the
comprehension question (Read and listen. Where is Saint
Patrick’s Day celebrated?).
CEC
CEC1. Displaying curiosity and interest in learning about
the people and culture of countries where the foreign
language is spoken.
Practice
vocabulary
with
activities
of
reading
comprehension
and
oral
expression.

Read and answer the questions (Read and answer. Use your
notebook).
CEC
CEC2. Identifying some of the traditions of countries where
the foreign language is spoken.

Completion of the phrases on the festivities in his country, in
pairs (Think about festivals in your country. Complete the
sentences with your partner).
SC
SC2. Respecting basic rules of conversation, such as
listening and looking at the speaker, respecting the right to
speak.

Practising written vocabulary.

Second vocabulary practice playing Jumbled words in the iPack
(Game).
CD
CD3. Using digital media for learning a foreign language.

Practising written and oral
expression of the vocabulary.

Completion of activity 1 from AB by completing the crossword
puzzle to discover the hidden word (Complete. Find the hidden
word).
CL
CL5.1. Writing in a foreign language from previously
studied models.

Completion of activity 2 from AB by completing the song.
Revision of the answers by listening to the song and playlist
(Complete. Listen and check). Sing).
CL
CL2.1. Making good use of pronunciation, rhythm,
intonation and accentuation in different contexts.

iPack
TG p.130
CB p.73
AB p.73
CD
CD3. Using digital media for learning a foreign language.

Finishing the lesson.

Participation in the Missing Letters game with the vocabulary
associated with St Patrick's Day (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:
- Saint Patrick's Day worksheet.
CL
SC4. Identifying the customs of countries where foreign
language is spoken.
Oxford Rooftops 5 – Oxford University Press
Resources
TR CD-ROM
244
6. Annex I : Heading of competency evaluation
Starter Unit - At the Town Hall
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
Hearing and understanding simple instruction
sequences or directions given by the teacher or
obtained via mechanical means.
Discerning meaning in various oral texts in different
communication settings
Identifies specific information in various oral texts in
different communication settings
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
Hearing and discriminating sounds.
SPEAKING
Making good use of pronunciation, rhythm, intonation
and accentuation in different contexts.
Producing simple speech.
Formulating brief statements, saying or reading aloud
to the class short texts made by the student himself.
TALKING
Using basic structures of the foreign language in
different communicative settings in a significant way.
Establishing daily and familiar conversations on known
topics in settings where communication is predictable.
READING
Capturing the gist of simple texts.
Locates explicit information in various texts on topics of
interest.
Making
straightforward
inferences
in
the
comprehension of various texts on topics of interest.
Reading texts on various topics of interest.
WRITING
Writing in a foreign language from previously studied
models.
Producing written content addressing the recipient and
purpose of the text.
Oxford Rooftops 5 – Oxford University Press
245
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
Observation
INDICATORS - COMPETENCES
Written Test
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Sorting the recorded data according to a classification
criterion.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
DIGITAL SKILLS
Searching, collecting and organizing information in a
digital format.
Using information and communication technologies to
test and verify information.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
monolingual 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
Searching, collecting and organizing information in
different formats.
Enjoying the reading of age-appropriate
displaying a positive attitude towards reading.
texts,
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Oxford Rooftops 5 – Oxford University Press
246
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.
Identifying some of the traditions 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 5 – Oxford University Press
247
Unit 1 - At Tara's House
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
Hearing and understanding simple instruction
sequences or directions given by the teacher or
obtained via mechanical means.
Discerning meaning in various oral texts in different
communication settings
Identifies specific information in various oral texts in
different communication settings
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
Hearing and discriminating sounds.
SPEAKING
Making good use of pronunciation, rhythm, intonation
and accentuation in different contexts.
Producing simple speech.
Formulating brief statements, saying or reading aloud
to the class short texts made by the student himself.
TALKING
Using basic structures of the foreign language in
different communicative settings in a significant way.
Establishing daily and familiar conversations on known
topics in settings where communication is predictable.
READING
Capturing the gist of simple texts.
Locates explicit information in various texts on topics of
interest.
Making
straightforward
inferences
in
the
comprehension of various texts on topics of interest.
Reading texts on various topics of interest.
WRITING
Writing in a foreign language from previously studied
models.
Producing written content addressing the recipient and
purpose of the text.
Oxford Rooftops 5 – Oxford University Press
248
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
Observation
INDICATORS - COMPETENCES
Written Test
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Sorting the recorded data according to a classification
criterion.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
DIGITAL SKILLS
Searching, collecting and organizing information in a
digital format.
Using information and communication technologies to
test and verify information.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
monolingual 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
Searching, collecting and organizing information in
different formats.
Enjoying the reading of age-appropriate
displaying a positive attitude towards reading.
texts,
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Oxford Rooftops 5 – Oxford University Press
249
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.
Identifying some of the traditions 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 5 – Oxford University Press
250
Unit 2 - A trip to London
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
Hearing and understanding simple instruction
sequences or directions given by the teacher or
obtained via mechanical means.
Discerning meaning in various oral texts in different
communication settings
Identifies specific information in various oral texts in
different communication settings
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
Hearing and discriminating sounds.
SPEAKING
Making good use of pronunciation, rhythm, intonation
and accentuation in different contexts.
Producing simple speech.
Formulating brief statements, saying or reading aloud
to the class short texts made by the student himself.
TALKING
Using basic structures of the foreign language in
different communicative settings in a significant way.
Establishing daily and familiar conversations on known
topics in settings where communication is predictable.
READING
Capturing the gist of simple texts.
Locates explicit information in various texts on topics of
interest.
Making
straightforward
inferences
in
the
comprehension of various texts on topics of interest.
Reading texts on various topics of interest.
WRITING
Writing in a foreign language from previously studied
models.
Producing written content addressing the recipient and
purpose of the text.
Oxford Rooftops 5 – Oxford University Press
251
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
Observation
INDICATORS - COMPETENCES
Written Test
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Sorting the recorded data according to a classification
criterion.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
DIGITAL SKILLS
Searching, collecting and organizing information in a
digital format.
Using information and communication technologies to
test and verify information.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
monolingual 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
Searching, collecting and organizing information in
different formats.
Enjoying the reading of age-appropriate
displaying a positive attitude towards reading.
texts,
Use simple strategies for the planning and monitoring
of work.
CUTURAL AWARENESS AND EXPRESSION
Oxford Rooftops 5 – Oxford University Press
252
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.
Identifying some of the traditions 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 5 – Oxford University Press
253
Unit 3 - At the Castle
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
Hearing and understanding simple instruction
sequences or directions given by the teacher or
obtained via mechanical means.
Discerning meaning in various oral texts in different
communication settings
Identifies specific information in various oral texts in
different communication settings
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
Hearing and discriminating sounds.
SPEAKING
Making good use of pronunciation, rhythm, intonation
and accentuation in different contexts.
Producing simple speech.
Formulating brief statements, saying or reading aloud
to the class short texts made by the student himself.
TALKING
Using basic structures of the foreign language in
different communicative settings in a significant way.
Establishing daily and familiar conversations on known
topics in settings where communication is predictable.
READING
Capturing the gist of simple texts.
Locates explicit information in various texts on topics of
interest.
Making
straightforward
inferences
in
the
comprehension of various texts on topics of interest.
Reading texts on various topics of interest.
WRITING
Writing in a foreign language from previously studied
models.
Producing written content addressing the recipient and
purpose of the text.
Oxford Rooftops 5 – Oxford University Press
254
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
Observation
INDICATORS - COMPETENCES
Written Test
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Sorting the recorded data according to a classification
criterion.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
DIGITAL SKILLS
Searching, collecting and organizing information in a
digital format.
Using information and communication technologies to
test and verify information.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
monolingual 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
Searching, collecting and organizing information in
different formats.
Enjoying the reading of age-appropriate
displaying a positive attitude towards reading.
texts,
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.
Identifying some of the traditions 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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Unit 4 - At the College
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
Hearing and understanding simple instruction
sequences or directions given by the teacher or
obtained via mechanical means.
Discerning meaning in various oral texts in different
communication settings
Identifies specific information in various oral texts in
different communication settings
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
Hearing and discriminating sounds.
SPEAKING
Making good use of pronunciation, rhythm, intonation
and accentuation in different contexts.
Producing simple speech.
Formulating brief statements, saying or reading aloud
to the class short texts made by the student himself.
TALKING
Using basic structures of the foreign language in
different communicative settings in a significant way.
Establishing daily and familiar conversations on known
topics in settings where communication is predictable.
READING
Capturing the gist of simple texts.
Locates explicit information in various texts on topics of
interest.
Making
straightforward
inferences
in
the
comprehension of various texts on topics of interest.
Reading texts on various topics of interest.
WRITING
Writing in a foreign language from previously studied
models.
Producing written content addressing the recipient and
purpose of the text.
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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
Observation
INDICATORS - COMPETENCES
Written Test
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Sorting the recorded data according to a classification
criterion.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
DIGITAL SKILLS
Searching, collecting and organizing information in a
digital format.
Using information and communication technologies to
test and verify information.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
monolingual 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
Searching, collecting and organizing information in
different formats.
Enjoying the reading of age-appropriate
displaying a positive attitude towards reading.
texts,
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.
Identifying some of the traditions 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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Unit 5 - At the Arena
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
Hearing and understanding simple instruction
sequences or directions given by the teacher or
obtained via mechanical means.
Discerning meaning in various oral texts in different
communication settings
Identifies specific information in various oral texts in
different communication settings
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
Hearing and discriminating sounds.
SPEAKING
Making good use of pronunciation, rhythm, intonation
and accentuation in different contexts.
Producing simple speech.
Formulating brief statements, saying or reading aloud
to the class short texts made by the student himself.
TALKING
Using basic structures of the foreign language in
different communicative settings in a significant way.
Establishing daily and familiar conversations on known
topics in settings where communication is predictable.
READING
Capturing the gist of simple texts.
Locates explicit information in various texts on topics of
interest.
Making
straightforward
inferences
in
the
comprehension of various texts on topics of interest.
Reading texts on various topics of interest.
WRITING
Writing in a foreign language from previously studied
models.
Producing written content addressing the recipient and
purpose of the text.
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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
Observation
INDICATORS - COMPETENCES
Written Test
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Sorting the recorded data according to a classification
criterion.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
DIGITAL SKILLS
Searching, collecting and organizing information in a
digital format.
Using information and communication technologies to
test and verify information.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
monolingual 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
Searching, collecting and organizing information in
different formats.
Enjoying the reading of age-appropriate
displaying a positive attitude towards reading.
texts,
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.
Identifying some of the traditions 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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Unit 6 - At the Beach
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
Hearing and understanding simple instruction
sequences or directions given by the teacher or
obtained via mechanical means.
Discerning meaning in various oral texts in different
communication settings
Identifies specific information in various oral texts in
different communication settings
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
Hearing and discriminating sounds.
SPEAKING
Making good use of pronunciation, rhythm, intonation
and accentuation in different contexts.
Producing simple speech.
Formulating brief statements, saying or reading aloud
to the class short texts made by the student himself.
TALKING
Using basic structures of the foreign language in
different communicative settings in a significant way.
Establishing daily and familiar conversations on known
topics in settings where communication is predictable.
READING
Capturing the gist of simple texts.
Locates explicit information in various texts on topics of
interest.
Making
straightforward
inferences
in
the
comprehension of various texts on topics of interest.
Reading texts on various topics of interest.
WRITING
Writing in a foreign language from previously studied
models.
Producing written content addressing the recipient and
purpose of the text.
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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
Observation
INDICATORS - COMPETENCES
Written Test
F
MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL
SKILLS
Sorting the recorded data according to a classification
criterion.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
DIGITAL SKILLS
Searching, collecting and organizing information in a
digital format.
Using information and communication technologies to
test and verify information.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
monolingual 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
Searching, collecting and organizing information in
different formats.
Enjoying the reading of age-appropriate
displaying a positive attitude towards reading.
texts,
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.
Identifying some of the traditions 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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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
Hearing and understanding simple instruction
sequences or directions given by the teacher or
obtained via mechanical means.
Discerning meaning in various oral texts in different
communication settings
Identifies specific information in various oral texts in
different communication settings
Having a general understanding and extracting specific
information from short and simple situations, with
repeated watching of the audiovisual file.
Hearing and discriminating sounds.
SPEAKING
Making good use of pronunciation, rhythm, intonation
and accentuation in different contexts.
Producing simple speech.
Formulating brief statements, saying or reading aloud
to the class short texts made by the student himself.
TALKING
Using basic structures of the foreign language in
different communicative settings in a significant way.
Establishing daily and familiar conversations on known
topics in settings where communication is predictable.
READING
Capturing the gist of simple texts.
Locates explicit information in various texts on topics of
interest.
Making
straightforward
inferences
in
the
comprehension of various texts on topics of interest.
Reading texts on various topics of interest.
WRITING
Writing in a foreign language from previously studied
models.
Producing written content addressing the recipient and
purpose of the text.
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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
Sorting the recorded data according to a classification
criterion.
Representing data about facts and objects of everyday
life using the most proper graph, table or chart.
Relating certain activities of life with proper functioning
of the body.
Identifying different species of living beings.
Recognize the process of scientific experimentation.
DIGITAL SKILLS
Searching, collecting and organizing information in a
digital format.
Using information and communication technologies to
test and verify information.
Using digital media for learning a foreign language.
LEARN HOW TO LEARN
Using several strategies for learning to learn, such as
monolingual 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
Searching, collecting and organizing information in
different formats.
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EVALUATION
INSTRUMENTS
QUALIFICATION LEVELS
Enjoying the reading of age-appropriate
displaying a positive attitude towards reading.
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
Observation
INDICATORS - COMPETENCES
Written Test
F
texts,
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.
Identifying some of the traditions 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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