FAMILY AND FRIENDS 4
AREA OF FOREIGN LANGUAGES
ENGLISH
FOURTH YEAR
COMPULSORY PRIMARY EDUCATION
1
TABLE OF CONTENTS
1. THEORETICAL JUSTIFICATION FOR THE PROJECT ............................... 3
2. METHODOLOGY ........................................................................................... 4
3. KEY COMPETENCES.................................................................................... 5
4. ATTENTION TO DIVERSITY ....................................................................... 20
5. CURRICULUM ............................................................................................. 21
5.1. OBJECTIVES ........................................................................................ 21
5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY
COMPETENCES .......................................................................................... 27
5.3. CONTENTS ........................................................................................... 29
5.4. ASSESSMENT CRITERIA ..................................................................... 32
6. PROGRAMME OF UNITS ............................................................................ 34
7. CLASSROOM PROGRAMME ...................................................................... 63
Annex I THE DEVELOPMENT OF KEY COMPETENCES USING FAMILY
AND FRIENDS 4 ............................................................................................ 133
Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH
DEPARTMENT............................................................................................... 172
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1. THEORETICAL JUSTIFICATION FOR THE PROJECT
THE advantages and opportunities offered by the current
educational legislation
(LOE), the increasingly multicultural demands and needs of our society, along with
the directives established by the Council of Europe in the Common European
Framework of Reference for languages, are three key aspects which are reflected in
the Family and Friends project.
With a marked vocation towards education and learning, where pupils learn English
through motivating activities of a ludic nature which allow the foreign language to be
acquired subconsciously and naturally, and which involve the challenge of boosting
the ability of students to perceive the knowledge of a foreign language not only as
one more subject but as the discovery of an outside world of which we all form a
responsible part, the project promotes interaction in class in order to develop an
attitude of awareness towards social norms and values, within the psychopedagogical
principles upon which the curriculum design for the stage of Primary Education is
based.
The aim of our project is to ensure that students acquire all the skills stipulated by the
LOE, focussing, logically, on the competence of linguistic communication, and laying
particular emphasis upon social and civic competence, learning-to-learn
and
autonomy and personal initiative.
In this project, teachers must create the necessary conditions for learning,
with
particular emphasis upon diversity. They will prepare and organise the work, helping
to develop it; coordinate actions; encouraging positive attitudes towards English
language and culture, attracting and developing pupils’ interest in the new and the
creative, intervening in an active and reflexive manner, and treating mistakes as signs
of progress.. Meanwhile, pupils must play an active role in in the learning process,
being, as the LOE recommends, the centre of the process, and thus developing their
autonomy and independence.
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2. METHODOLOGY
Family and Friends is a six-level series which proposes fast grammatical progression
combined with a methodology focused on the four skills (reading, writing, listening and
speaking) and the teaching of phonics.
Family and Friends transcends classroom teaching, promoting the values of family and
friendship, cooperation, help and gratitude.
Vocabulary and grammar
New language is introduced in connection with the topic of each unit. It appears in the
students’ book via the flashcards and recordings and is practised with songs and
games or activities designed to motivate students.
Skills
Every unit of Family and Friends contains a two-page section (“Skills time!”) devoted
specifically
to the development of
the four skills: reading, writing, listening and
speaking.
Phonics
Children will learn to associate each setter or group of letters with the sounds which
they form, which enables them to decode new words
and thereby improve their
reading comprehension and their ability quickly to learn patterns of pronunciation or
spelling.
Family and Friends develops the concept of “synthetic phonics” in each unit to show
how sounds and letters combine to form words.
Stories
Each unit contains a story in which new words appear in a fun and motivating context.
These stories also permit cyclical revision of previously studied linguistic structures and
provide new opportunities to practise material already encountered.
Songs and chants
In every unit there is a song in order for children to practise new language, new
vocabulary and new sounds. Melody and rhythm are essential for the memorisation of
new words. When they sing, children are able to shrug off their fears and shyness and
practise language in a natural way with their peers whilst also enjoying themselves.
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Songs, then, provide a good opportunity to introduce movement and fun into the
classsroom
Drama and Total Physical Response
Students of any age, especially those who move well, benefit from methods which
associate language with actions. The more body language is connected to the learning
process, the more likely it is that students will absorb and retain information. For this
reason, children are taught actions which accompany the songs or stories. In Family
and Friends, children have the opportunity to act out the stories and perform in simple
plays. One of the main obstacles when learning a
language at any age is
self-
perception. Theatre appeals to children’s imagination and is an excellent way of
interesting them in the stories and improving their communication skills. In this way
children will learn to communícate and make themselves understood and will develop
skills which will enable them to express themselves with greater fluency in everyday
situations by practising in class with a story before experiencing the same situation in
a real context.
Values
Values or civic education are a fundamental part of Family and Friends. It is essential
to focus upon children as people
beyond their linguistic skills and improve their
behaviour and development of correct attitudes; as well as teaching them how their
behaviour impacts upon their environment and peers.
3. KEY COMPETENCES
In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the
traditional components (objectives, contents, teaching methods and assessment
criteria)
as well as key competences. This is one of the guiding elements of the
curriculum as a whole and, consequently, a guide in the processes of teaching and
learning. In fourth grade of primary school pupils have to participate in the so-called
diagnostic assessment, in which they have to demonstrate the acquirement of certain
skills. This assessment does not have academic consequences for students, but the
fact that the results help guide centres to take decisions regarding students’ learning
gives us some idea as to how educational processes are conditioned by this element
in the sense of being much more functional. In sixth grade of primary school the
decision as to whether pupils are promoted to the subsequent level is partly based on
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whether or not they have acquired the key competences, as a result of which they
become a reference for student assessment.
As opposed to an educational model focused upon the the acquirement of more or less
theoretical knowledge, often unrelated, an educational process based upon the
acquirement of skills emphasises, above all, the acquirement of some vital know-how,
practical and integrated, know-how which students will have to demonstrate (this is
rather more than functional training). In brief, a skill is the putting into practice and
demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve
problems and situations in different contexts. In a very graphic and succinct manner,
there is a definition of the putting into practice of acquired knnowledge, knowledge in
action, in other words, mobilising knowledge and skills in a specific situation (real and
different from the one in which these were learned), activating existing resources or
knowledge (although one thinks they are absent because they have been forgotten).
There is one aspect which should be highlighted, regarding what might be called the
combined character of the skill: the pupil, via what he knows, must demonstrate what
he can apply, but also what he can be. In this way we see how a skill integrates the
different contents which are worked on in the classroom (concepts, procedures and
attitudes), an example of integral training of the pupil. To summarise, we are
acknowledging that the academic instiitution wil not only prepare students in the
knowledge of technical and scientific know-how, but also as citizens, so they should
evince a series of civic and intellectual attitudes which imply respect towards others,
being responsible, team-work...
Another aspect is also important: acquiring competences allows one to tackle the
constant renewal of knowledge which occurs in any area of learning. The student’s
academic training takes place in school over a limited number of years, but the need
for personal and/or professional preparation never ends, so that a competence in the
use, for example, of information and communication technology, will enable access to
this tool to obtain the information necessary at any given moment (obviously, after
analysing its quality). If we also bear in mind that it is often impossible to consider in
depth all the contents of the curriculum, it is clear that the student must acquire this
competence, that of learning to learn.
In our educational system, the
key competences regarded as those which students
should possess when they finish their obligatory education in order to deal with the
demands of their personal and working lives are as follows:
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
Competence in linguistic communication

Mathematical competence.

Competence in knowledge of and interaction with the physical world.

Data processing and digital competence.

Social and civic competence.

Cultural and artistic competence.

Learning-to-learn.

Autonomy and personal initiative.
But, what do we understand by each of these competences? In essence, and
concentrating on the most important aspect of the school curriculum, each of them
contributes the following to the student’s personal and intellectual preparation:

COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written
communication tool, and as a means of learning and self regulation of thought,
emotions and behaviour. It contributes to the creation of a positive self-image and
encourages constructive relationships with others and with the environment.
Learning to communicate meaning establishing links with other people and
cultures. It is fundamental in resolving conflict and for peaceful coexistence.
Acquiring this competence involves a command of oral and written language in a
variety of contexts and the functional use of at least one foreign language.

MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and
express information. Students learn about quantitative and spatial features and
resolve everyday problems. The acquisition of this competence means applying
skills and attitudes which allow for mathematical reasoning, understanding of
mathematical arguments, and the ability to express oneself and communicate in
mathematical language integrating mathematical concepts with other types of
knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE
PHYSICAL WORLD
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This involves the ability to interact with the physical world in it’s natural state and
see how it has been affected by human intervention. It helps to understand events
and the consequences of different activities designed to improve and preserve
conditions for life, of other people, and other living things. This competence implies
the acquisition of scientific rational thought which enables the student to interpret
information and make decisions with autonomy and personal initiative, and to use
ethical values in personal and social decisions.

DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are
the communication of information and its transformation into knowledge. Aspects
such as the access to, and selection of information are included, and the
transmission of this information in different formats. Students learn to use ITC as an
essential media for information and communication. The acquisition of this
competence involves use of technology to solve problems efficiently and having a
critical attitude towards the information available.

SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we
live and being a democratic citizen in the today’s plural society. It incorporates
individual behaviour patterns that allow us to function and coexist in society, have
contact with others, cooperate, assume commitments and deal with conflict.
Acquiring this competence means knowing how put oneself in the place of others,
accept differences, be tolerant and respect their values, beliefs, cultures and the
culture and personal history. To summarise, it implies an understanding of the
social reality we live in, the ability to deal with conflict applying ethical values and
understanding of the rights and obligations we have as citizens, showing solidarity
and responsibility.

CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and
evaluating a variety of cultural and artistic statements, and treating them as a
source of pleasure and personal enrichment and as part of the cultural patrimony of
different societies. Appreciation and enjoyment of art and other cultural statements
and an open and receptive attitude
to the variety of art forms lead to the
conservation of a common cultural legacy and encourages the student’s own
creative capacity.
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
LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on
the other hand being capable of continuing the process in an autonomous fashion.
It implies the acceptance of a variety of possible answers to the same problem, and
motivation to search for these answers using different means. To sum up, it implies
an organisation of the student’s own capacity to efficiently manage resources and
intellectual processes.

AUTONOMY AND PERSONAL INITIATIVE
This competence refers to the ability to decide using one’s own criteria and to
successfully take the necessary initiatives to develop and take responsibility for the
chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and
a critical approach to the development of individual or group projects.
How is each key competence attained by using this material?
We are going to explain in brief the most relevant aspects of our project, subject to the
denands of daily teaching practice at any given time.:
In essence and reflecting the most significant elements of the school currículum, each
competence contributes the following to the student’s personal and intellectual
preparation:
A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE
FOREIGN LANGUAGE

COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written communication
tool, and as a means of learning and self regulation of thought, emotions and
behaviour. It contributes to the creation of a positive self-image and encourages
constructive relationships with others and with the environment. Learning to
communicate meaning establishing links with other people and cultures. It is
fundamental in resolving conflict and for peaceful coexistence. Acquiring this
competence involves a command of oral and written language in a variety of contexts
and the functional use of at least one foreign language.
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Foreign language learning contributes directly to the development of this competence,
completing, enriching and adding new aspects of comprehension and expression to the
general communicative competence of the student. All textbooks published 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 opportunities for personalisation
The first three lessons of each unit include communicative activities of the
structures introduced in the unit (examples: pp.. 4 - 6,12-14, 20-23, 30-32, 3638, 42-44, 52-54, 58-60, 64-66, 74-76, 80-82, 86-88, 96-98, 102-104 y 108110). In the second lesson of each unit the unit story is personalised and acted
out (examples: pp.. 5, 13,21,31,37,43,53, 57,65, 75, 81, 87, 97, 103 y 109). In
the fourth lesson of each unit includes activities which help correct
pronunciation (examples: pp.. 11, 17, 23, 33, 39, 45, 55, 61, 67, 77, 83, 89, 99,
105, 111.

DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are the
communication of information and it’s transformation into knowledge. Aspects such as
the access to, and selection of information are included, and the transmission of this
information in different formats. Students learn to use ITC as an essential medium for
information and communication. The acquisition of this competence involves use of
technology to solve problems efficiently and having a critical attitude towards the
information available.
Information and communication technology offers the possibility to comunícate
in real time with any part of the world, as well as simple and immediate access
to a constant flow of information which increases every day. Knowledge of a
foreign language offers the possibility to communicate using new technology
real, functional contexts for communication.. This competence consists of
having the ability to obtain, process and communícate information and turn it
into knowledge.
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Family and friends includes a CD-ROM so that each pupil may play interactive
games as well as practise the phonic lessons (examples: pp. 108 – 116 of the
Work Book).

SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we live
and being a democratic citizen in
today’s plural society. It incorporates individual
behaviour patterns that allow us to function and coexist in society, have contact with
others, cooperate, assume commitments and deal with conflict.
competence
Acquiring this
means knowing how put oneself in the place of others, accept
differences, be tolerant and respect their values, beliefs, culture and personal history.
To summarise, it implies an understanding of the social reality we live in, the ability to
deal with conflict applying ethical values and understanding of the rights and
obligations we have as citizens, showing solidarity and responsibility.
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 which
speak the language. This favours an understanding of the society we live in through
respect and acceptance of different cultures. Tolerance and integration are developed
and an appreciation of features of, and differences in, cultural identity.
Each unit includes activities which encourage good behaviour and respect
towards others in different places and circumstances (examples: pp.. 5, 6, 9,
13, 19, 25, 31, 35, 37, 40, 41, 47, 53, 56, 57, 59, 63, 65, 69, 75, 79, 81, 84, 85,
87, 90, 91, 97, 100, 101, 103, 107, 109 and 112). At the end of the book the
festivals, stories and cultural sections help students to be aware of the different
areas covered in each unit.

CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating a
variety of cultural and artistic statements, and treating them as a source of pleasure
and personal enrichment and as part of the cultural patrimony of different societies.
Appreciation and enjoyment of art and other cultural statements and an open and
receptive attitude to the variety of art forms lead to the conservation of a common
cultural legacy and encourages the student’s own creative capacity.
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Learning a foreign language helps to develop this competence if the linguistic models
contain, even in the limited way possible at this level, cultural information. This
competence, then, encourages expression and communication in order to perceive and
understand different realities and products of the artistic and cultural world.
Artistic competence involves a basic understanding of techniques, resources and
conventions related to the different artistic idioms, music, literature, visual and stage
arts or different aspects of so-called popular culture.
All the units of Family and Friends provide the opportunity to express oneself
via dramatisations, songs , plays and wrtiten activities in both the students’
book and the workbook (examples: 4-24, 30-33, 36-39, 42-46, 52-56, 56-62, 6468, 74-78, 80-84, 86-90, 96-100, 102-106, 108-112; WB pp. 4, 7, 9, 12, 13, 14,
16, 17, 19, 20, 22, 24, 25, 26, 33, 39, 41, 45, 48, 50, 52, 53, 57-60, 62, 64, 65,
68, 69, 72, 73, 78-88, 92, 93, 104, 105 108 , 109, 118.)

LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the
other hand being capable of continuing the process in an autonomous fashion. It
implies the acceptance of a variety of possible answers to the same problem, and
motivation to search for these answers using different means. To sum up, it implies an
organisation of the student’s own capacity to efficiently manage resources and
intellectual processes.
Learning a foreign language is far more effective if it includes contents directly
related to reflection upon one’s own learning, so that each child identifies how
to learn better and which strategies to use to improve.
This involves the awareness of those capacities which form a part of learning,
such as attention, concentration, memory, comprehension, linguistic expression
and motivation, for example.
Every activity in Family and Friends helps to develop this competence.

AUTONOMY AND PERSONAL INITIATIVE
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This competence refers to the ability to decide using ones own criteria and to
successfully take the necessary initiatives to develop and take responsibility for the
chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a
critical approach to the development of individual or group projects.
Decisions which result from reflection on the learning process favour autonomy. As
autonomy and personal initiative often involve others, this competence necessitates
social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points
of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and
personal initiative involve being able to imagine, begin, develop and evaluate one’s
actions or individual or group projects with creativity, confidence, responsibility and a
critical attitude. In this sense it requires the ability to revise previous ideas or create
new ones, finding solutions and putting them into practice.
The stories encourage cooperation and respect for others, teamwork, valuing
the opinions of others, etc.
Personal initiative is another competence to bear in mind within the different
levels of Family and Friends, as it increases students’ self-confidence and the
initiative necessary to carry out different activities and put them into practice in
real life (examples: SB pp.. 4-7, 9-13, 15- 19, 21-29, 31-35, 37-41, 43-51, 5357, 59-63, 65-73, 75-79, 81-85, 87-91-95, 97-101, 103-107, 109-117; WB pp.
4-6,8-105, 108-118.)
B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN
LANGUAGE LEARNING

MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and
express information. Students learn about quantitative and spatial features and resolve
everyday problems. The acquisition of this competence means applying skills and
attitudes which allow for mathematical reasoning, understanding of mathematical
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arguments, and the ability to express oneself and communicate in mathematical
language integrating mathematical concepts with other types of knowledge.
Using numbers and basic operations,symbols and forms of expression and
mathematical reasoning to produce and interpret information, to know more about
quantitative and spatial aspects of reality and to resolve problems related to daily life.
Part of mathematical competence is the ability to interpret and express with clarity and
precision information, data and arguments.
Different lessons of the Students’ Book (SB) and the Workbook (WB) include
activities related to mathematics
which interrelate two different subjects
(examples: SB pp.. 7, 44; WB pp, 7, 60, 74).

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE
PHYSICAL WORLD
This involves the ability to interact with the physical world in it’s natural state and see
how it has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for
life, of other people, and other living things. This competence implies the acquisition of
scientific rational thought which enables the student to interpret information and make
decisions with autonomy and personal initiative, and to use ethical values in personal
and social decisions.
Interacting with the physical world, both in its natural aspects and those generated by
human action, in such a way that facilitates the understanding of events, the prediction
of consequences and activity directed towards the improvement and preservation of
the conditions of one’s own life, that of other people and of all other living creatures.
Taking as a starting point knowledge of the human body, nature, and the interaction of
mankind with nature, this competence allows students to discuss rationally the
consequences of different lifestyles and take decisions about a healthy physical and
mental way of life in a healthy and safe environment. The responsible use of natural
resources, environmental conservation, and preservation of individual and collective
health are recognised as key to quality of life.
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Different activities worked upon throughout
improve pupils’ knowledge of themselves
the various students’ books
and of the physical world which
surrounds them, as a consequence of performing the activities included in the
books (examples: SB pp.. 8,9 26, 34, 69, 120 , 122,125 WB págs. 4,8,26,
46,47, 52, 70, 103, 106).
Continuous learning
In a competence there iis no knowledge which is only acquired in and valid for a
particular subject (especially in and for this one). Everything students learn in different
subjects (and not only at school) forms a background of culture and information
which should serve them throughout their lives, which they should be able to use at
specific moments and in differerent situations
(language is, in this sense,
paradigmatic) . For this reason, any of these competences may be achieved if not in
all, certainly in most curriculum subjects and for that reason too these competences
can be used and applied in all these subjects, regardless of in which one they have
been acquired (transversality). Being competent should guarantee the completion of
determined learnings, but also permit the attainment of others, both at school itself and
beyond, a guarantee of continuous learning
(or, in this case, the capacity to
communicate in very diverse situations, some of which pupils themselves may not yet
even perceive as likely in the future).
Nevertheless, clearly there is an obvious interrelation between the different elements of
the curriculum, one which we must highlight in order to make suitable use of all the
curriculum subjects employed in the teaching-learning process. When in a didactic
programme like this one the objectives of a unit are indicated formulated ( like the
assessment criteria, in terms of abilities), we know that these determine the choice of
contents, in the same way that we should employ
assessment criteria which
demonstrate whether or not pupils attain them. Thus, assessment criteria allow for a
double interpretation: on the one hand, those related to the pupils’ learning as a whole,
in other words, there will be some assessment criteria specifically linked to concepts,
others to procedures and others to attitudes, as all of these contents need to be
assessed because they were worked on in class and are those which are assesssed
at different stages during application of continuous assessment; and on the other,
there will be assessment criteria which have been formulated more with regard to their
relationship with key competences.
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The assessment of key competences is an assessment model which differs from that
of assessment criteria, both because it is applied at different stages of other
assessments, and because its purpose, though complementary, is different. If we
assume that key competences involve a real and practical application of knowledge,
abilities and attitudes, the way of checking or assessing whether the pupil has acquired
them is to reproduce application situations which are as real as possible, and in these
situations it is customary for the pupil to use this accumulated background (all kinds of
contents) but to respond, above all, to practical situations. In this way, when we assess
competences we are essentially, though not exclusively, assessing procedures and
attitudes, which is why we relate them to assessment criteria that are more procedural
and attitudinal.
SUBCOMPETENCES
The competences by their very nature are generic. To use them as a reference for
pedagogical actions and to really demonstrate the competences acquired by the
students, they need to be broken down into more specific objectives related to other
elements of the curriculum. We have called these objective subcompetences, and
without covering all the possibilities, they do include those most closely related to the
subject curriculum and most prominent in all subjects
on account of their
interdisciplinary nature.
In foreign language learning, these subcompetences are as follows (there are other
competences/subcompetences which are also acquired in the area of Foreign
Language–English, though not in this grade):
Competence in linguistic communication

Express thoughts, emotions, experiences and opinions orally and simply.

Adapt spoken style to a variety of communicative contexts, taking into account nonverbal features and respecting norms of communicative exchanges.

Understand social and cultural conventions when producing texts

Understand a variety of texts types typical of the academic setting and
understanding the communicative intention and formal features.

Take pleasure in reading and use reading to discover other places, languages and
cultures.

Be conscious of the need to respect spelling rules in the production of written texts

Understand principles of word formation as a means of extending vocabulary
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
Use a sufficient range of vocabulary to be able to express oneself orally and in
writing in specific situations.

Compose texts typical of the academic environment, appropriate to the
communicative objective.

Write texts to express ideas, feelings and experiences
Data processing and digital competence

Search for, obtain, process and communicate information in the foreign language,
transforming it into knowledge, using the computer or the internet.

Analyse critically the information obtained
Social and civic competence

Use dialogue as a basic tool for interpersonal communication and in the resolution
of conflict.

Understand the values which characterise a democratic society: freedom, solidarity,
participation, citizenship, tolerance.

Value linguistic diversity as a cultural advantage.
Cultural and artistic competence

Appreciate cultural diversity as seen though artistic statements.
Learning-to-learn

Understand and habitually use the main techniques and strategies which favour the
intellectual process (summary, note taking, concept maps...).

Use a variety of sources for finding and processing information
Autonomy and personal initiative

Show initiative and personal creativity

Develop social skills.
Mathematical competence

Apply logical reasoning to chains of argument, identifying the fundamental ideas.
Competence in knowledge of and interaction with the physical world
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
Recognise geographical spaces and conditions where other cultures are located or
come from and which may determine and influence the development of these
cultures.

Identify questions or problems and obtain conclusions based on evidence.
All these competentes and subcompetences bring into play different strategies and
different linguistic and discursive skills are employed
in a contextualised manner.
Therefore, the activities in which the foreign language is used are set within fields
which may be public (everything related to daily social interaction), personal family
relationships and individual social habits), professional or educational. Students will
use communication strategies in a natural and systematic manner in order to make
effective the communication activities performed by means of communicative skills.
The skills developed will be: productive (speaking and writing), receptive (listening and
reading) and based on interraction or mediation.
Learning tasks or activities
integrate objectives,
will constitute the core of didactic planning, and will
contents and assessment, making up units of programming.
Amongst other criteria, the design of activities and tasks has taken into account the
stages to be followed in their development, prior knowledge, integrated treatment of
linguistic components, skills and strategies, proposed final objectives and the
classroom’s potential for adaptation and diversity.
Learning English will
not only provide students with competences in order to
communicate, but also with cultural and social knowledge of
the culture whose
language they are studying, which will help them develop a personality which is open
and tolerant towards what is different.. In this way one achieves the integral
prepararation of the individual
As we have noted, one of the characteristics of the key competences is that they allow
for and encourage transversality in the learning with which they are associated, in
other words, that which can and should be achieved, though from a different but
complementary perspective, via the development of the curriculum of the various areas
of the same educational stage. In this grade, these areas are Conocimiento del Medio,
Art, P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally,
Religion.
18
For the overall work required of teachers in this grade, we indicate in the table below
the key competences which, as a minimum, should also be attained in other areas, in
some with more interrelation and in others with less:
KEY COMPETENCES*
ÁREA
1
2
3
4
5
6
7
8
Science
X
X
X
X
X
X
X
X
Art
X
X
X
X
X
X
P.E.
X
X
X
X
X
X
Spanish Language
X
X
X
X
X
X
Foreign Language
X
X
X
X
X
X
Mathematics
X
X
X
X
X
X
X
X
*n.b.:
1. Linguistic communication.
2. Mathematics.
3. Knowledge of and interaction with the physical world.
4. Data processing and digital competence.
5. Social and civic..
6. Cultural and artistic.
7. Learning-to-learn.
8. Autonomy and personal initiative.
As can be seen, the transversality of the key competences is evident, so within the
framework of the centre’s educational standard criteria should be formulated for their
collective treatment.
19
4. ATTENTION TO DIVERSITY
One of the elements upon which the LOE places most emphasis is
attention to
diversity. It is clear that the same educational method employed with a single group of
students has differing results depending on
each pupil’s knowledge and previous
experience, their intellectual capacity and their interests and motivation with regard to
teaching.
This si why, on many occasions, we have to modify. or adapt contents or methodology
in order that all pupils may attain the objectives established. Similarly, we should offer
extension activities for more able or receptive students. attention to diversity should
always be practised in both directions. Therefore, these differences should always be
catered for, by presenting the same activities in different ways by means of the
activities included in the students’ book and the workbook.. Teachers need to evaluate
towards whom they should direct one type of activity or the other, and need to be
constantly aware of these differences, not only when assessing, but also when
teaching and planning the process of teaching-learning.
Family and Friends includes reinforcement and extension activities which allow for
individualised attention to pupils, depending on their needs and learning rhythm. Every
lesson in our project includes ideas to help teachers respond to the different situations
which arise in the classroom
The Teacher’s Book suggests reinforcement and consolidation activities for students
as well as notes for the teacher, teaching advice, better to deal with different types of
student.
In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters
Book, the teacher will find photocopiable consolidation and extension pages for each
unit. .
20
Criteria and procedures adopted for the development of special curricular
adaptation for students with special educational needs
(The department can descfribe and detail these criteria and procedures here
if
necessary. If this is not the case then this section can be omitted)
Adaptations will focus on:
1- The time and rhythm of learning
2- A more personalised methodology
3- A reinforcement of study skills
4- The improvement of procedures, habits and attitudes
5- Ways of increasing amount of counselling
a) For the more gifted students, extension materials will be provided
b) For pupils with serious learning problems, as sufficient progress in the
conceptual contents of the course is more difficult to attain, procedures and attitudes
will be the priority, with social integration being the overall aim. Core instrumental skills
need to be the key content of the adapted curriculum. Modifications to the curriculum
may be quite significant (they will probably entail the elimination of contents, objectives
and consequently of the assessment criteria which might otherwise be considered
essential).
When such adaptations are not enough, the alternative is to have the pupil study part
of the core curriculum in special groups, with different contents and educational
activities. This learning can take place in the mainstream classroom with special
support, or in a separate physical space. This pupil will have the general objectives of
this stage of primary education as a reference, but will work towards those aims
through different contents and activities.
5. CURRICULUM
5.1. OBJECTIVES
General objectives of the stage
21
The demands and needs of 21st-century society have brought changes to the school
environment, preparing pupils to live in an ever more international, multicultural,
multilingual and technologically more advanced world. As a member of the European
Union, our country is committed to the promotion of the knowledge of other community
languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile,
the Council of Europe in the
European Common Reference Framework
for the
learning of foreign languages establishes directives for both the learning of languages
as well as for the assessment of competence in different languages. These guidelines
have been a key reference in the elaboration of the curriculum.
The Royal Decree of Minimum Education states that Primary Education will help
develop in children the skills that will enable them to:
a). Know and appreciate the values and norms of coexistence and prepare for active
citizenship and respect for the human rights and pluralism inherent in a democratic
society.
b). Develop habits of individual and team work, effort and responsibility as well as
attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and
interest in learning
c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to
function independently in the family and household, as well as in the social groups with
which they will relate.
d) Know, understand and respect different cultures and differences between people,
equal rights and opportunities for men and women and the non-discrimination of
disabled people.
e) Know and make appropriate use of the Spanish language and, in its case, the coofficial language of the Autonomous Community and develop reading habits
f) Acquire, in at least one foreign language, skills to enable them to express and
understand simple messages and function in everyday situations.
22
g) Develop basic Maths skills and initiative in solving problems that require elementary
operations of calculation, geometry and estimates, as well as in being able to apply
them to situations in everyday life.
h) Get to know and appreciate their natural environment both social and cultural, as
well as the possibilities for action and care of it.
i) Get started in the use of information and communication technology to develop a
critical mind to the messages they receive and produce.
j) Use representation and artistic expression and start to build visual proposals.
k) Value the importance of hygiene and the acceptance of one’s own body as well as
that of others, respecting differences and using physical education and sport to
encourage both personal and social development.
l) Know and appreciate those animals closest to us and adopt forms of behaviour that
contribute to their preservation and care.
m) Develop emotional skills in all areas of personality in their relations with others and
an attitude opposed to violence, prejudice and gender stereotype.
n) Promote road safety education and respectful attitudes for the prevention of traffic
accidents.
Objectives of the area of foreign language
23
The area of foreign language is designed to train students to understand, speak and
talk, read and write. Most of the learning opportunities are in the school environment.
This circumstance demands the inclusion of diverse contents removed from the
academic world such as those of social relations, mass media and the literary world
(properly adapted)
The axis of the area of foreign language, in the curriculum and in our project, is the
achievement of an effective oral and written communicative competence in meaningful
social contexts which will enable students to express themselves more and more
efficiently and correctly encompassing all possible uses and registers as well as the
use of communication strategies both verbal and non verbal.
The Royal Decree of Minimum Education establishes that the objective of the teaching
of a foreign language during this stage will be
the development of the following
abilities:
1. Listening to and understanding verbal messages in various kinds of
interactions, using the information provided for the execution of diverse specific
tasks related to students’ experience.
2. Expressing themselves orally and interacting in simple and routine within a
given content and development, using procedures and verbal and non verbal
language and adopting a rspectful and co-operative attitude.
3. Producing short simple texts with various purposes on topics covered in class
with the aid of patterns.
4. Reading and understanding various texts, related to their experience and
hobbies, texts to extract general and specific information in accordance with a
specific purpose.
5. Learning to use with increasing autonomy
all the means at their disposal,
including new technology, to obtain information and to communicate in the
foreign language.
24
6. Valuing the foreign language, and languages in general, as a means of
communication and understanding
between people of diverse origins and
cultures and as a tool for learning different contents.
7. Expressing a receptive and confident attitude vis-à-vis their own ability to learn
and use the foreign language.
8. Using knowledge and prior experience of other languages for a faster, more
efficient and independent acquisition of the target language.
9. Identifying the phonetic aspects of rhythm, intonation and pronunciation, as well
as linguistic structures and lexical aspects of the target language, using them
as basic elements of communication.
Objectives of the area of foreign language and its integration within our profect
The aim of the area of foreign language
is to prepare people who can use it to
understand, speak, converse, read and write, so its use should be the starting point
from the moment teaching begins. The introduction of English in the first year of
Primary Education is an experience which is currently being adopted in numerous
schools, and stems from the premise that learning a second language at an early age
contributes to the development of basic abilities. Primary education begins with a very
elementary competente in the target language, so, throughout this stage, the
knowledge, ability and experience in the languages the children know will be extremely
important in order to understand and construct meanings, structures and strategies
when participating in acts of communication.
The elaboration of our project, which affects the organisation and contents of the
programme, is closely linked to the psychopedagogic principles which serve as a
foundation for the curricular designof Primary Education. It is our aim that our pupils
acquire communicative competence in English via games and motivating activities,
which at the same time promote effective learning. Whilst engaged in these activities
they use the language to obtain information, express their own opinions and relate with
others in a natural way. It is a question of reinforcing the students’ ability to perceive
the knowledge of a foreign language not just as one more subject, but as the reflection
of an outside world of which we all form a part. The objective, insofar as is possible, is
to globalise experiences whilst not forgetting the specific stage of learning in which
students find themselves.
25
: Methodological bases that inspire our work are as follows
The starting point in the students’ learning is their previous knowledge; focusing
on this may seem close and familiar to the students but with an aspect of fantasy to
strike a balance between safety/well-being and interest/imagination. The student can
transfer learned concepts and strategies to build meaning and attribute meaning to
what he/she learns (Starting with what he knows and making hypotheses to make rules
to help interiorize the new system) thus, enhancing their personal growth, development
and socialization.
Communicative situations that include humour and play capture the motivation
of students and facilitate learning; It is therefore important to take into account the
importance of songs and stories, the features of the 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 take part and find
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 provides extra
support for those who need it, taking into account those cases in which progress does
not respond to expectancy as well as those who may excel in their goal achievement
and, due to lack in programmed activities, lose interest and become unmotivated. To
remedy these situations the programme includes extension activities for the more
advanced and reinforcement for those who may get bogged down at any time. These
activities are in the Activity Book (at the end of the book: ’Extra Writing’ for each unit),
in the photocopiable materials and the Resources Pack and notes in the Teacher’s
Book.
Children’s learning is more intense and 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. The student is the keystone in the
learning/teaching process but his/her constructive attitude depends on the teacher’s
intervention. This intervention must be both active and reflective and adapt to the
student’s level using input to help the student interaction and feedback to contextualise
activities and render meaningful answers with a view to promoting communication
strategies, consolidating those already acquired and the admission of errors.
26
Consider both progress and the error as something natural 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 important to note the
difference between error and mistake. Errors are believed to be systematic failings due
to lack of knowledge. These errors will be dealt with when finishing oral interactions, in
groups, taking into account that they take time to correct. A mistake is an occasional
failure due to lack of attention which may even befall native speakers. Mistakes are not
worthwhile correcting since they are not relevant to the teaching/learning process.
The evaluation of individual and collective progress is an important factor in
ensuring quality; We have provided an English language portfolio with photocopiable
Self Evaluation sheets (Teacher’s Book) which will enable teachers to monitor their
students’ progress. It is devised so that it can be adapted by teachers to their own
specific needs
Globalised learning will generate an apprehension of reality as a whole. Our
project takes this into account offering activities related with other areas in the
curriculum beginning with learning about the child, then moving on to the world around
him; house, school, environment and society in general. In each unit, this development
is reflected in those topics related to other areas in the curriculum; Environmental
Education, Artistic Education, Mathematics, Physical Education, etc.
5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY
COMPETENCES
The Royal Decree 1513/2006 of minimum education indicates how this area
contributes to the process of acquiring the key competences, so we make specific
reference to the legislation in question.
Learning a foreign language contributes directly to the acquisition of Linguistic
Competence, completing, enriching and adding new aspects of comprehension and
expression to the general communicative competence of the student. A communicative
approach to language learning contributes to this competence in the same way as
learning of the mother tongue.
27
Language is the principal vehicle for human thought, the most powerful tool for the
interpretation
and representation of reality the the instrument of learning
par
excellence, so the area, contributes towards both general communicative ability and to
the competence of learning-to-learn. However, its main contribution ítems from the Fac.
that the learning of a foreign language is far more effective if it includes contents
directly related to reflection upon learning itself, in order that each child may identify
how to learn better and whichare the most effective strategies.. Hence the introduction
in the curriculum of a specific section reflecting upon learning itself. In addition, the
decisions prompting this reflection favour autonomy, and in this sense, it might be said
that the foreign language helps in the development of
autonomy and personal
initiative.
All the above-mentioned competences are currently directly related to Data processing
and digital competence. ITC offers the possibility of communicating in real time with
any part of the world and also offers easy access to an incessant flow of information
which is growing every day. Knowledge of a foreign language offers the possibility of
communicating by using it.
And, most important of all, the context of this
communication is authentic and functional.
This area contributes significantly towards
the development of
social and civic
competence. Languages enable people to comunícate socially, but are also a vehicle
of cultural communication and transmission. Learning a foreign language involves the
knowledge of cultural traits and facts associated with different communities
of
speakers of the language. This learning, well directed from school, should develop into
both the ability and desire to
discover other cultures and relate to other people,
speakers or students of the language. Meanwhile, knowledge of another language and
of cultural traits different to one’s own help towards increased understanding and
appreciation
of
one’s own language and culture and promotes respect,
acknowledgement and acceptance of different cultures and behaviour, encourages
tolerance and integration and helps one to understand and appreciate both similarities
and differences between people.
Finally, though to a lesser degree, this area assists the development of the artistic and
cultural competence if the linguistic models used contain, the limitations of this stage
notwithstanding, linguistic productions with a cultural component.
28
5.3. CONTENTS
The Real Decreto de Enseñanzas Mínimas establishes the following contents for the
area of foreign language in the second cycle of Primary Education.
Block 1. Listen, speak and converse
The linguistic model provided by the school is the first source of knowledge and
learning of the language. The discourse employed in the classroom is both the vehicle
for and the object of learning, which is why the Curriculum and our project attend to
both the knowledge of linguistic elements and the ability to use them for other
communicative tasks.
In addition, the linguistic model offered should be provided by a number of different
speakers in order to reflect the variation and nuances which an environmental linguistic
model offers speakers both in phonetic and prosodic terms and in the choice of specific
expressions in recognised communicative situations. Hence the presence in the
Curriculum and our project of the use of conventional audiovisual media and of IT and
communication technology.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:
Block 1. Understand, speak and converse

Listen to and understand progressively more complex oral messages, such as
instructions or explanations, controlled oral exchanges or recordings on audiovisual
or IT sources to extract global or specific information.

Oral exchange in real or simulated situations providing verbal and non-verbal
responses requiring a choice from a limited number of possibilities, in progressively
less controlled contexts.

Production of previously seen oral texts via active participation in sketches, songs,
recitals, plays, controlled exchanges… or prepared by means of prior work with
assistance and models, showing interest in expressing themselves orally in
individual and group activities.
29

Development of basic strategies to improve comprehension and oral expression:
use of visual and non-verbal context and of previous knowledge of the subject or
the situation transferred from the languages they know to the target language.

Assessment of the foreign language as an instrument of communication.
Block 2. Read and Write
This aims at discursive competence in writing. In the target language written texts are
also models of textual composition and practice and acquisition of linguistic elements.
The progressive use of written language will depend on the degree of knowledge of the
code, which is directly related to the degree of security which the said code offers in the
graphic representation of the sounds of the language. To overcome this lack of
security, the Curriculum and our project include strategies and resources such as the
use of dictionaries and other conventional or digital means of consultation for the
comprehension and composition of every type of text.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Reading and understanding different texts, digital or on paper, adapted to the
pupils’ linguistic competence, to use global and specific information, in the
execution of a task or to enjoy reading.

Guided use of reading strategies (use of elements of visual context and of prior
knowledge of the subject or situation transferred from the languages they know),
identifying the most important information, deducing the meaning of unknown
words and expressions.

Reading and writing their own texts about everyday situations and their own
experience such as invitations, congratulations, notes, warnings, brochures….

Composition, using models, of different simple texts, using familiar expressions and
sentences, to transmit information, or with diverse communicative aims.

Use of IT and communication technology to read, write and transmit information.

I.
Block 3: Knowledge of the language
30
Contact with and use of the target language, enable those learning it to elaborate an
elementary conceptual system regarding how it functions. The starting point is the type
of situation where its use involves the inference of rules concerning the functioning of
the language so that pupils can acquire confidence in their own abilities.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Linguistic knowledge.
o
Identification of aspects of phonetics, rhythm, stress and intonation of the
target language and their use as fundamental aspects of comprehension
and production of brief oral texts.
o
Recognition and use of previously employed vocabulary and basic forms
and structures particular to the target language. .
o
Association of spelling, pronunciation and meaning via written models,
familiar oral expressions and establishment of analytical relation between
spelling and sound.
o
Initiation into knowledge and use of basic strategies of production of texts
(choice of addressee, purpose, planning, preparation of draft, revision of text
and final version) using highly structured models.
o

Interest in using the target language correctly in different situations.
Reflection upon learning.
o
Use of skills and procedures such as memorisation, word association and
expressions with gestures and visual elements, observation of models,
reading of texts, use of multimedia resources, for the acquisition of new
vocabulary, forms and structures of the language.
o
Reflection upon their own learning and acceptance of error as part of the
process.
o
Progressive use of graphic sources of consultation and information and of
the possibilities afforded by this technology.
o
Confidence in their own ability to learn a foreign language and appreciation
of teamwork.
BLOCK 4 – Socio-cultural features and intercultural awareness
This block helps pupils to discover customs, forms of socialising, features and
particularities of countries where the target language is spoken, in other words, ways of
life different to their own. This knowledge will encourage tolerance and acceptance,
31
increase interest in knowledge of different social and cultural realities and facilitate
intercultural communication.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Interest in acquiring information about the people and culture of countries where
the target language is spoken.

Knowledge of some similarities and differences in everyday customs and use of
basic forms of socialising between countries where the target language is spoken
and our own.

Receptive attitude towards people who speak another language and have a
different culture to one’s own
5.4. ASSESSMENT CRITERIA
The Real Decreto de Enseñanzas Mínimas establishes the following assessment
criteria for the second cycle of Primary Education in the area of foreign language:
1. Participate in controlled oral exchanges referring to familiar topics in predictable
communication situations, respecting the basic rules of exchange, such as
listening to and looking at the person who is speaking.
This criterion assesses the ability to express immediate needs such as asking
permission, borrowing everyday objects, finding objects or people, talking about
the weather or about likes and abilities. There will be assessment of
participation in everyday situations such as routines, habits, language in class
or simulated situations, dramatisations, songs or recitals. This criterion will also
assess pupils’ attitude when participating in exchanges and their degree of
interest in the contributions of others.
2. Grasp general meaning, and identify specific information in oral texts which are
familiar and of interest to pupils.
This criterion seeks to assess whether pupils are able to grasp the general
meeting of an oral message, employing linguistic and non-linguistic elements
present in the communication situation. It also refers to the ability to recognise
32
and extract familiar words and expressions which appear in longer expressions
although the text is not understood in its entirety.
3. Read and grasp global meaning and some specific information in simple texts
about familiar topics and with a specific purpose.
This criterion assesses whether pupils are capable of reading, aloud too,
different texts, appropriate to their communicative skills, such as notes,
classroom rules, letters, posters or stories, containing familiar vocabulary and
expressions, to extract general and specific information, employing fundamental
reading comprehension strategies such as using elements of linguistic and nonlinguistic context, and transferring knowledge of known languages.
4. Write sentences and short texts in everyday and school situations and from
models with a specific purpose and an established format, both on paper and in
digital form.
This criterion seeks to assess the ability to write diverse texts such as notes,
Instructions or rules, letters, posters, brochures, comics or simple descriptions.
It will assess the ability to use a model to produce a text with a certain degree of
autonomy, as well as correct spelling as a result of the observation of models
and the knowledge of the relationship between sound and spelling.
5. Use in a meaningful way forms and structures particular to the target language,
including aspects of sound, rhythm, stress and intonation in different
communicative contexts.
This criterion seeks to assess pupils’ ability to recognise and reproduce sounds,
rhythm, stress and intonation when participating actively by listening to
repeating and anticipating expressions in reading aloud activities and with the
use of models.
6. Use some learning-to-learn strategies, such as requesting clarification,
accompanying communication with gestures, using visual and bilingual
dictionaries, recovering, seeking and compiling information about familiar topics
in different sources and identifying certain personal features which help them to
learn better.
This criterion aims to assess the use of basic strategies which favour the
learning process such as the use of visual resources and gestures, requesting
help and clarification, gradually more autonomous use of bilingual dictionaries
33
and some basic technology. It will also assess the ability to evaluate their own
progress, to provide examples of strategies to learn better and the acquisition of
a degree of autonomy in the spontaneous use of simple, everyday forms and
structures.
7. Appreciate the target language as an instrument of communication with other
people and show curiosity and interest towards people who speak the target
language.
This criterion assesses whether pupils have an attitude of curiosity towards
those who speak the target language or other languages different to their own,
and also the capacity to appreciate linguistic diversity as an enriching element
of society and value sociocultural particularities of speakers of other languages.
8. Identify aspects of everyday life in countries where the target language is
spoken and compare them with their own.
This criterion assesses the capacity to observe and identify differences and
similarities in aspects of everyday life in countries where the target language is
spoken with regard to timetables, meals, traditions, festivals and ways of
socialising with people.
The section Programme of Units of this document lists the assessment criteria and
tools specific to each teaching unit.
6. PROGRAMME OF UNITS
This programme and timing constitutes a timing and learning model for 4TH year of
Primary Education, based on a 108-hour year, and considers the specific objectives
of English as a subject.
This is a timetable which is adaptable to the group/class profile as it may be used
simultaneously with pupils with language-learning difficulties, as well as those of a
slightly more advanced level. Furthermore, it may be adapted to the teacher and pupils’
own tastes and aims and to the evolution of the academic year.
This is a guiding and extendable programme, with countless optional possibilities
suggested in the Teacher’s Guide and the Photocopy Masters Book. Teachers may
introduce these activities whenever they see fit, according to the needs and attitude of
34
pupils, bearing in mind learning rhythm – individual and collective – and available
teaching hours.
STARTER UNIT: BACK TOGETHER!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify the names of the people in Family and Friends 3.
- Converse
using
greetings,
numbers,
introductions,
comparatives,
superlatives, what they like or don’t like doing, what they would ask for in a
shop, using the expressions: I like reading. What would you like? I’d like
some bananas.

Understand simple oral texts within the classroom context:
- Sing a song.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to vocabulary studied in previous levels.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Sing a song.

Identify specific words.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- Related to greetings, numbers, introductions, food…
- Hobbies: word groups.
- Understand and correctly apply grammatical aspects:
-I like reading. What would you like? I’d like some bananas.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, song.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness
35

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of the names of the people in Family and Friends 3 (SB&WB p.
4-6)
- Dialogues
using
greetings,
numbers,
introductions,
comparatives,
superlatives, what they like and don’t like doing, what they would ask for in a
shop, using the expressions: I like reading. What would you like? I’d like
some bananas. (SB, p. 4,5 and 6)

Comprehension of simple oral texts within a classroom context:
- Song (SB, p.4)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to vocabulary studied in previous levels (
SB p. 4-6)

Use of basic reading comprehension strategies (Point and answer). (SB, p.5 and 7)

Completion of simple written texts with words studied (SB, p.4-7)

Read a song. (SB, p.4)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.7)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- Related to greetings, numbers, introductions, food ….(SB p. 4-7 and WB p.
4-7)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
36
- I like reading. What would you like? I’d like some bananas. (SB, p. 4,5 and
6)
- Use of and differentiation between sounds and letters. (SB&WB, p.7)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, p. 6 and 7)

Use of revision strategies and reflection upon what has been learnt. (SB&WB, p.6
and 7)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.4-7; p.4-7)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken

Accept and learn mathematical forms ( SB p.7)

Organise personal work as a strategy to progress in learning ( SB&WB, p.6 and 7)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, p.4-7)

Participate actively in activities and group work.(SB&WB, p.4-7)
III KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:
-
Converse using greetings, asking about name, age, what they can do, what
they like or would like…(SB, p. 4,5 and 6)

The sections with activities contained in the WB p. 4-7
Data processing and digital competence
-
Practise and become familiar with the functioning of different digital and IT
competences via the course using the MultiROM Interactive exercises
Social and civic competence

This competence is developed by working on essential communication skills like:
-
Dialogues and communicative exchanges (SB p.4, 5 and 6).
37
-
Socialising and participating in classroom activities, establishing and accepting
norms of coexistence: both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence

Sing a song. (SB, p. 4).

Immersion in the language, tradition and culture of the English-speaking world

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 4- 7)

Act out a short story: ( SB p.4)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Manage one’s own skills. (WB, p.4-7).
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.4 a 7)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by
communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space
.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements, etc)...This
competence is developed in the unit via Listen point and repeat: SB p. 7.
38
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 4)
Production of oral and written texts:
Sing a song (SB p. 4)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Starter Unit – p.4-7)
Activities in the reference sections:
-
Vocabulary: (Starter Unit)
Extension activities
Teacher’s Resource and Tests Pack and TB Starter Unit
VI. ASSESSMENT
Formative assessment
Starter Unit (SB p. 4-7)
Completion of WB activities (Starter Unit p.4-7).
Self-assessment
Teacher’s Resource Pack
TEB p.6
39
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Starter Unit Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1, SB p. 4-7 ;PMB) Tests Starter
Unit,
-
Express oneself and interact correctly and fluently in communicative
situations: ( SB& WB p.4-7)
-
Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1 and PMB). (SB&WB, p. 4-7)
-
Act out a conversation (Role-play – (SB p.5) Speaking Tests, TR Multi-ROM 1
and PMB).
-
Describe photographs (Photo description (SB p.6 and 7) - Speaking Tests, TR
Multi-ROM 1).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading ( SB p.4-7; WB p.4-7) -Test and Resource, Multi-ROM 1)

Complete texts using different resources (Writing (SB p. 6 WB p. 4-7)- TR MultiROM 1 PMB)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
-
Related to greetings, numbers, introductions, food... (SB & WB p.4-7)
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, (SB& WB p. and WB, p.116)
I like reading. What would you like? I’d like some bananas.
Phonetics

Apply knowledge required regarding pronunciation.
Reflection on learning (SB&WB p.5-7)
Check whether basic strategies for progress in learning are being used. (SB&WB p.57)
40
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. ((SB p.4-7;WB, p.4-7)

Identify cultural elements typical of countries and cultures where the target
language is spoken. Teacher’s Resource Pack
UNIT 1: THE FOOD HERE IS GREAT!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify vocabulary related to a restaurant.
- Converse using vocabulary related to a restaurant, eating habits, using the
present simple and continuous and using words which indicate the
frequency with which actions are performed and the expressions They
usually wear blue uniforms. They are wearing white today.

Understand simple oral texts within the classroom context:
- Listen to act out a short story.
- Sing a song.
- Understand a narration.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to a restaurant

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Separate the syllables of a word.

Identify sounds within a text.
41
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- Related to meals in restaurants.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- They usually wear blue uniforms. They are wearing white today.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of vocabulary related to a restaurant.
- Dialogues using vocabulary related to a restaurant, eating habits, using the
present simple and continuous and using words which indicate the
frequency with which actions are performed and the expressions: They
usually wear blue uniforms. They are wearing white today.

Comprehension of simple oral texts within a classroom context:
- A short story.
- Song.
- Narration.
42
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to a restaurant.

Use of basic reading comprehension strategies (Point and answer).

Completion of simple written texts with words studied.

Read a short story, a song and a narration.

Identification of and differentiation between sounds in specific vocabulary and a
chant.
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to a restaurant.
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
- They usually wear blue uniforms. They are wearing white today.

Use of and differentiation between sounds and letters.

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant.

Use of revision strategies and reflection upon what has been learnt.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken

Accept and learn mathematical forms.

Organise personal work as a strategy to progress in learning

Take advantage of learning opportunities created within and beyond the classroom

Participate actively in activities and group work.
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:
43

-
Converse about what they do, eat… (SB, p. 8 and 9)
-
Narration (SB, p.12)
-
Act out a dialogue (SB, p. 8).
The sections with activities contained in the WB p. 8-13
Data processing and digital competence
-
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises.
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges ( SB p.8, 10,12, 13).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence

Sing a song and act out a short story. (SB, p. 9 and 10).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: International cuisine, TB p. 28)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 10)

Act out a short story: ( SB p.9)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.108).

Manage one’s own skills in the review sections (WB, p.12y 13).
44
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.8 a 13)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by
communicative activities in the unit: dialogues etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space
.
.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning
.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Writing: SB p. 13.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 8)
Narration (SB p.12)
Production of oral and written texts:
Complete a description (SB p. 9, WB p. 13)
Reproduce a dialogue/song (SB p.8 and 10)
Write a description of their favourite food (WB, p. 13)
45
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 1 – p.8 a 13)
Activities in the reference sections:
-
Grammar reference (Unit 1-WB, p. 108)
-
Pronunciation bank (Unit 1-WB, p. 11)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 1
VI. ASSESSMENT
Formative assessment
Unit 1 (SB p. 8-11)
Cumulative review (Starter-Unit 1, SB p. 12 and 13)
Completion of WB activities (Unit 1, p.8 a 13).
Self-assessment
Progress review (Unit 1 - WB, p.12 and 13).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Unit 1 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 8, 10,12 and 13) Tests Unit
1,
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB&WB, p. 8, 9, 10 and 12).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.9).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.12, 13).
46
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.8, 10, 12; WB p.8-13)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 8-13))
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
SB p.8,9)
-
Related to food and meals in a restaurant.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.9 and WB, p.108)
- They usually wear blue uniforms. They are wearing white today.
Phonetics

Apply knowledge required regarding pronunciation.( SB& WB p.11)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 10
and 11; WB p.11)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.8,9,12;WB, p.8,9 y13)

Identify cultural elements typical of countries and cultures where the target
language is spoken (TB p. 28)
47
UNIT 2: WE HAD A CONCERT
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify nouns related to concerts and musical instruments.
- Converse using vocabulary related to concerts, using the past simple of
have and be and the past of regular verbs as well as adverbs of time which
refer to the past, using expressions We had a concert at our house. All our
friends were there. The audience clapped and cheered.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a poem.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to concerts

Use of basic reading comprehension strategies (Point and answer).

Write simple written texts with words and expressions studied.

Read a short story, a song, a poem.

Identify when to double the consonant in the present continuous.

Identify sounds within a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to concerts.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- We had a concert at our house. All our friends were there. The audience
clapped and cheered.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness
48

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of nouns related to concerts and musical instruments.
(SB&WB p. 14 and 15)
- Dialogues using vocabulary related to concerts, with the forms of the past
simple of have and be and the past of regular verbs as well as adverbs of
time which refer to the past, using the expressions We had a concert at our
house. All our friends were there. The audience clapped and cheered.
(SB&WB, p. 14-16 and 18)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.14 and 15)
- Song (SB, p.16)
- Poem (SB, p.18)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to concerts ( SB p. 14,16,18)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 18 and
19)

Completion of simple written texts with words studied (WB, p.16 and 18)

Reading of a short story, a song and a poem. (SB, p. 14,16,18)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB, p.17; WB, p.16)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to concerts.(SB p. 14,16,18y WB p. 14-19)
- Hobbies: word groups. (SB, p.14,15 and 16)
49

Comprehension and correct application of grammatical aspects:
- Expressions: We had a concert at our house. All our friends were there.
The audience clapped and cheered. (SBp.15, 16 and WB, p.108)

Use of and differentiation between sounds and letters. (SB, p.17; WB, p.16)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.17; WB, p.16)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
p.18-19)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.14,15 and 18;WB, p.14,15 and 19)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.34)

Accept and learn mathematical forms ( SB p.8)

Organise personal work as a strategy to progress in learning ( SB&WB, p.18-19)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, p.14-19 )

Participate actively in activities and group work.(SB&WB, p.14-19 ; TB p.34)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about concerts (SB, p. 14 , 15, 16 and 18)
-
Act out a dialogue (SB, p. 14).
The sections with activities contained in the WB p. 14-19
50
Data processing and digital competence
-
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises. SB p.18
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges ( SB p.14,16,18 and 19).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting their own tastes and listening to those of others, putting oneself in
their place.
Artistic and cultural competence

Complete a song, a description. (SB, p. 16 and 18).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: The National Youth Orchestra of Great Britain. TB p. 34)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 16)

Act out a short story: ( SB p.15)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.108).

Manage one’s own skills in the review sections (WB, p.18 and 19)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.14-19)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by
communicative activities in the unit: dialogues etc, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
51
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Listen and read: SB p. 8
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
.
Literary genres:
Dialogue (SB p. 14)
Poem ( SB p. 18)
Production of oral and written texts:
Complete a song, a description (WB p. 16 and 17)
Reproduce a dialogue/song (SB p.14 and 16)
Describe a photo of a concert (WB, p. 19)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 2 – p.14-19)
Activities in the reference sections:
-
Grammar reference (Unit 2-WB, p. 108-109)
-
Pronunciation bank (Unit 2-SB, p. 17)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 2
VI. ASSESSMENT
Formative assessment
Unit 2 (SB p. 14-17)
Cumulative review (Unit 2, SB p. 18 and 19)
52
Completion of WB activities (Unit 2, p.14-19).
Self-assessment
Progress review (Unit 2 - WB, p.18 and 19).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Unit 2 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 14,16,18 and 19) Tests
Unit 2,
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB&WB, p. 14-16 and 18).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.15
and 18).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.18 and 19).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1 ; SB p.14,16,18; WB p.14-19)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 14-19)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
SB p.14-16)
-
related to the vocabulary of concerts
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.15 and WB, p.108)
53

We had a concert at our house. All our friends were there. The audience
clapped and cheered
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 16 and 17; WB p.16)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 16
and 17; WB p.16)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.14,15,18;WB, p.14,15 y19)

Identify cultural elements typical of countries and cultures where the target
language is spoken (TB p. 34)
UNIT 3: THE DINOSAUR MUSEUM
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify vocabulary related to a dinosaur museum.
- Converse using vocabulary related to a visit to the dinosaur museum, using
the past simple of irregular verbs and the interrogative particles What/
Which, and using the expressions: We went to the dinosaur museum. We
didn’t go to school. I saw dinosaurs.
I didn’t see fish.

Understand simple oral texts related to objects they possess:
- Listen to and act out a short story.
- Sing a song.
- Understand a non-fictional text.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts appropriate to their age and related to school outings.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.
54

Read a short story, a song.

Recognise the use of the exclamation mark.

Identify sounds within a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to the dinosaur museum.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- We went to the dinosaur museum. We didn’t go to school. I saw dinosaurs. I
didn’t see fish.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of vocabulary related to the dinosaur museum. (SB&WB p. 2021)
- Dialogues using vocabulary related to the visit to the dinosaur museum,
using the past simple of irregular verbs and the interrogative particles What/
Which, and using the expressions: We went to the dinosaur museum. We
didn’t go to school. I saw dinosaurs. I didn’t see fish (SB&WB p. 20-21
WB p. 109)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.20-21)
- Song (SB, p.22)
55
- Non-fictional text (SB, p.24)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to the dinosaur museum. (SB, p.24-25)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 24-25)

Completion of simple written texts with words studied (WB, p.22 and 24)

Read a short story, a song and a non-fictional text. (SB, p.20,22 and 24)

Identification of and differentiation between sounds in specific vocabulary and
chant(SB, p.23; WB, p.22)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to dinosaurs.(SB p. 20,22 and 24y WB p. 20-25)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
- What/ Which, and using the expressions: We went to the dinosaur museum. We
didn’t go to school. I saw dinosaurs. I didn’t see fish (SBp.21 and WB, p.109)

Use of and differentiation between sounds and letters. (SB, p.23; WB, p.22)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.23; WB, p.22)

Use of revision strategies and reflection upon what has been learnt. (SB&WB, p.24
and 25)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.20,21,24;WB, p.20,21 and 25)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.40)

Accept and learn mathematical forms.

Organise personal work as a strategy to progress in learning ( SB&WB, p.24 and
25)

Take advantage of learning opportunities created within and beyond the classroom
(SB&WB, p.20-25)

Participate actively in activities and group work. (SB&WB, p.20-25 ; TB p.40)
III. KEY COMPETENCES
56
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about the visit to the dinosaur museum (SB, p. 20 and 21)
-
Descriptions (SB, p.24)
-
Act out a dialogue (SB, p. 20).
The sections with activities contained in the WB p. 20-27
Data processing and digital competence
-
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises. WB p.25
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges ( SB p.20, 21 22, 24).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence

Sing a song performing actions. (SB, p. 22).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: The Jurassic coast, TB p. 40)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 20)

Act out a short story: ( SB p.21)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.109).

Manage one’s own skills in the review sections (WB, p.26 and 27).
57
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit(WB, p.20-27)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by
communicative activities in the unit: dialogues etc, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 20)
Description (SB p. 24)
Production of oral and written texts:
Complete a song, a description (SB p. 21 and 25, WB p. 25)
Reproduce a dialogue/song (SB p.20 and 22)
Write a description of a school outing for the school’s web page (WB, p. 25)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 3 – p.20-27)
Activities in the reference sections:
58
-
Grammar reference (Unit 3-WB, p. 109-110)
-
Pronunciation bank (Unit 3-SB, p. 23)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 3
VI. ASSESSMENT
Summative assessment
Summative assessment is a compendium of the contents worked on in units 1-3, both
in the Students’ Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 4 Units 1-3 (SB Units 1-3)
Formative assessment
Unit 3 (SB p. 20-23)
Cumulative review (Starter-Unit 3, SB p. 24-27)
Completion of WB activities (Unit 3, p.22-23).
Self-assessment
Progress review (Unit 3 - WB, p.24-27).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Unit 3 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 20,22,24 and 25) Tests
Unit 3,
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB&WB, p.20-22 and 24).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1, SB p.21).
59
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.24 and 25).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.20,22 and 24; WB p. 20-25)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 20-25)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
SB p.20-22)
-
related to a visit to the dinosaur museum
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.9 and WB, p.117)
- We went to the dinosaur museum. We didn’t go to school. I saw dinosaurs. I didn’t
see fish.
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 22 and 23; WB p.22)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 22
and 23; WB p.22)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.20,21,24;WB, p.20, 21 y25)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 40)
UNIT 4: WHOSE JACKET IS THIS?
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
60

Participate in oral exchanges:
- Identify sports.
- Converse using vocabulary related to sports, using possessive pronouns
and regular and irregular adverbs, using the expressions Whose jacket is
this? It’s mine/ tours/ his / hers/ ours/ theirs.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a description.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to sports.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Recognise the difference between it’s and its.

Identify sounds within a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to sports.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- Whose jacket is this? It’s mine/ tours/ his / hers/ ours/ theirs.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
61
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of sports (SB p. 30 and 31; WB p. 28 and 29)
- Dialogues using vocabulary related to sports using possessive pronouns
and regular and irregular adverbs, using the expressions Whose jacket is
this? It’s mine/ tours/ his / hers/ ours/ theirs. (SB, p. 30 – 32; WB p. 28 - 30)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.30 and 31)
- Song (SB, p.32)
- Description (SB, p.34)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to sports ( WB p.28-33)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 34- 35)

Completion of simple written texts with words studied (WB, p.30 and 32)

Read a short story, a song and description. (SB, p.30,32 and 34)

Identification of and differentiation between sounds in specific vocabulary and
chant. (SB, p. 33; WB, p.30)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to sports.(SB p. 30,32,34 and WB p. 28-33)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
- Whose jacket is this? It’s mine/ tours/ his / hers/ ours/ theirs. (SBp.30-32)

Use of and differentiation between sounds and letters. (SB, p.33; WB, p.30)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p. 32 and 33; WB, p. 30 and 31)

Use of revision strategies and reflection upon what has been learnt. (SB, p.34-35;
WB, p.32-33)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.30,31 and 34;WB, p. 28, 29 and 33)
62

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.46 and 50)

Accept and learn mathematical forms ( SB p.34)

Organise personal work as a strategy to progress in learning ( SB, p.34-35; WB,
p.32-33)

Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.30-35 ; WB, p.28-33)

Participate actively in activities and group work.(SB, p.30-35 ; WB, p. 28-33 ; TB
p.46 and 50)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about sports (SB, p. 31 and 32)
-
Descriptions (SB, p.34)
-
Act out a dialogue (SB, p. 30).
The sections with activities contained in the WB p. 28-33
Data processing and digital competence
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises
Social and civic competence

This competence is developed by working on essential communication skills like
-
Dialogues and communicative exchanges ( SB p.30, 32, 34 and 35).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence

Complete a description. (SB, p. 34).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Football in the UK, TB p. 46) Basketball and netball TB p. 50)
63

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 32 and 34)

Act out a short story: ( SB p.31)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material, Grammar reference (WB p.109).

Manage one’s own skills in the review sections (WB, p.32 and 33).
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.28-33)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc).
This competence is developed in the unit via Listen and read: SB p. 34
64
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 30)
Production of oral and written texts:
Complete a dialogue and a description (WB p. 30)
Reproduce a dialogue/song (SB p.30, 34 and 35)
Choose a sport and write the instructions to play it (WB, p. 33)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 4 – p.28 a 33)
Activities in the reference sections:
-
Grammar reference (Unit 4-WB, p. 109)
-
Pronunciation bank (Unit 4-SB, p. 33)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 4
VI. ASSESSMENT
Formative assessment
Unit 4 (SB p. 30-33)
Cumulative review (Starter-Unit 4, SB p. 34 and 35)
Completion of WB activities (Unit 4, p.28 a 33).
Self-assessment
Progress review (Unit 4 - WB, p.32 and 33).
65
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Unit 4 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 30,32,34 and 35) Tests
Unit 4,
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB, p. 30-32 and 34; WB, p. 28-30 and 32).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.31).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.34-35).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.30,32,34; WB p. 28-33)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 28-33)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
SB p. 30 and 31)
-
related to the vocabulary of sports.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.31 and WB, p.29 and 109)
- Whose jacket is this? It’s mine/ tours/ his / hers/ ours/ theirs
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 32 and 33; WB p.30)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 32
and 33; WB p.30)
66
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.30,31,34; WB p. 28,29 y33)

Identify cultural elements typical of countries and cultures where the target
language is spoken (TB p. 46 and 50)
UNIT 5: GO BACK TO THE ROUNDABOUT
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify vocabulary to give directions.
- Converse using vocabulary to give directions using the imperative and the
expressions We have to go back to the roundabout. We have to hurry. Turn
left. Go straight on at the roundabout.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand instructions.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age to indicate how to get somewhere.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Identify and write imperatives.

Identify sounds within a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to directions to get somewhere.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- We have to go back to the roundabout. We have to hurry. Turn left. Go straight
on at the roundabout.
67

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of vocabulary to give directions. (SB p. 36 and 37; WB p. 34
and 35)
- Dialogues using vocabulary to give directions using the imperative and the
expressions We have to go back to the roundabout. We have to hurry. Turn
left Go straight on at the roundabout. (SB p. 36-38 and 40; WB, p. 34-36 ,
40 and 110)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.36 and 37)
- A song (SB, p.38)
- Instructions (SB, p.40)
68
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to directions to get somewhere ( WB p.
34-39)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 36 and
37)

Completion of simple written texts with words studied (WB, p.36 and 38)

Read a short story, a song and instructions. (SB, p.36,38 and 40)

Identification of and differentiation between sounds in specific vocabulary. (SB
p.39; WB, p.37)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to directions to get somewhere.(SB p. 36,38,40 and WB p. 34-39)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
We have to go back to the roundabout. We have to hurry. Turn left. Go straight on
at the roundabout. (SBp.37 and WB, p.110)

Use of and differentiation between sounds and letters. (SBp.39; WB, p.36)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics,(SB p. 38 and 39; WB, p. 36 and 41)

Use of revision strategies and reflection upon what has been learnt. (SB p.40-41;
WB, p. 38-39)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.36,37,40;WB, p. 34,35,39)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.52)

Accept and learn mathematical forms ( WB p.38)

Organise personal work as a strategy to progress in learning ( SBp.40 and 41;
WB, p.38 and 39)

Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.36-41; WB, p.34-39 )

Participate actively in activities and group work.( SB, p.36-41; WB, p.34-39 ; TB
p.52)
69
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about how to get to different places (SB, p. 36 and 37)
-
Descriptions (SB, p.40-41)
-
Act out a dialogue (SB, p. 36).
The sections with activities contained in the WB p. 34-39
Data processing and digital competence
-
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises. SB p. 40
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges (SB p.36,38,40 and 41).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence

Sing a song performing the actions. (SB, p. 38).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Traffic lights in the UK TB p. 52)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 38)

Act out a short story: ( SB p.37)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material, Grammar reference (WB p.110).

Manage one’s own skills in the review sections(WB, p.38 and 39)
70
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit(WB, p.34-39)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc).....
This competence is developed in the unit via Read the invitation: WB p.38.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 36)
Description (SB p.40)
Production of oral and written texts:
Complete a song, a description (SB p. 40, WB p. 39)
Reproduce a dialogue/song (SB p.36y 38)
Write an invitation and draw a plan (WB, p. 39)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
71
Workbook (Unit 5 – p.34-39)
Activities in the reference sections:
-
Grammar reference (Unit 5-WB, p. 110)
-
Pronunciation bank (Unit 5-SB, p. 37)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 5
VI. ASSESSMENT
Formative assessment
Unit 5 (SB p. 36-39)
Cumulative review (Starter-Unit 5, SB p. 40 and 41)
Completion of WB activities (Unit 5, p.34-39).
Self-assessment
Progress review (Unit 5 - WB, p.38 and 39).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit::
-
Unit 5 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 36,38,40 and 41) Tests
Unit 5,
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB p. 36-38 and 40; WB, p. 34-36 and 38).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.37).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.40-41).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.36,38,40; WB p. 34-39)

Complete texts using different resources(Writing - TR Multi-ROM 1; WB p. 34-39)
72
BLOCK 3 Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, SB p.36,
37)
-
related to the vocabulary of directions to get somewhere.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.37 and WB, p.35 and 110)
- We have to go back to the roundabout. We have to hurry. Turn Left. Go straight
on at the roundabout.
Phonetics

Apply knowledge required regarding pronunciation.(SB p.39; WB p.36)

Reflection upon learning

Check whether basic strategies for progress in learning are being used .(SB
p.38,39; WB p.36)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.36,37,40;WB, p. 36,37 y41)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 52)
UNIT 6: THE BEST BED!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify words for a description.
Converse using vocabulary related to descriptions, using the comparative and
superlative of long and irregular adjectives using the expressions: My bed is
more comfortable than this one. It’s less expensive than a new bed. This is
the most expensive bed in the shop.

Understand simple oral texts within the classroom context:
73
- Listen to and act out a short story.
- Sing a song.
- Understand a fable.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to descriptions

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Find and differentiate between irregular plurals

Identify sounds within a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to adjectives to describe something or someone.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
-My bed is more comfortable than this one. It’s less expensive than a new bed. This is
the most expensive bed in the shop.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
74
- Identification of words for a description (SB p. 42 and 43; WB p. 40 and 41)
- Dialogues using vocabulary related to descriptions, using the comparative
and superlative of long and irregular adjectives, using the expressions: My
bed is more comfortable than this one. It’s less expensive than a new bed.
This is the most expensive bed in the shop. (SB, p. 42-44 and 46; WB, p.
40, 41,42,44, 110)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.42 and 43)
- Song (SB, p.44)
- Fable (SB, p.46)
- BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to descriptions ( SB p. 42,44 y46)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 46 and
47)

Completion of simple written texts with words studied (WB, p.42 and 44)

Read a short story, a song and a description. (SB, p.42,44 and 46)

Identification of and differentiation between sounds in specific vocabulary. (SB, p.
45; WB, p.42)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to descriptions.(SB p. 42, 44,46 and WB p. 40-47)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
-My bed is more comfortable than this one. It’s less expensive than a new bed.
This is the most expensive bed in the shop. (SBp.41, 42 and WB, p.110)

Use of and differentiation between sounds and letters. (SB, p.45; WB, p.42)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics,(SB, p.44 and 45; WB, p.42 and 43)

Use of revision strategies and reflection upon what has been learnt. (SB, p.44 and
45; WB, p.42 and 43)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.42,43,46;WB, p. 40,41 and 45)
75

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.58 and 62)

Accept and learn mathematical forms ( SB p. 47)

Organise personal work as a strategy to progress in learning (SB, p.46 and 47;
WB, p.44 and 45)

Take advantage of learning opportunities created within and beyond the classroom
(SB, p.42-47 ; WB, p.40-45)

Participate actively in activities and group work. (SB, p.42-47 ; WB, p.40-45 ;TB
p.58 and 62)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Converse describing people and things (SB, p. 42y 43)
-
Descriptions (SB, p.46)
-
Act out a dialogue (SB, p. 42).
The sections with activities contained in the WB p. 40-45
Data processing and digital competence
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges ( SB p.42,44,46 and 47).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence

Complete a description. (SB, p. 44 and 46).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Bank beds TB p. 58; Ants TB p.62
76

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 44)

Act out a short story: ( SB p.43)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.110).

Manage one’s own skills in the review sections (WB, p.44 and 45)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.40-45)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Writing (SB p. 47)
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
.
Literary genres:
Dialogue (SB p. 42)
77
Fable SB p. 46
Production of oral and written texts:
Sing a song (SB p. 44)
Reproduce a dialogue/song (SB p.42 and 44)
Write a story based on pictures provided. (WB, p.45)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 6 – p.40-45)
Activities in the reference sections:
-
Grammar reference (Unit 6-WB, p. 110)
-
Pronunciation bank (Unit 6-SB, p. 45)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 6
VI. ASSESSMENT
Summative assessment
Summative assessment is a compendium of the contents studied in units 1-6, both in
the Students’ Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 4 Units 1-6 (SB Units 1-6)
Formative assessment
Unit 6 (SB p. 42-47)
Cumulative review (Starter-Unit 6, SB p. 42-51)
Completion of WB activities (Unit 6, p.40-47).
Self-assessment
Progress review (Unit 6 - WB, p.44-47).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit::
78
-
Unit 6 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 42, 44,46 and 47) Tests
Unit 6,
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; WB, p. 40, 41, 42 and 44).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.43).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.46, 47).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.42, 44, 46; WB p.40-45)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p.40-45)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, WB p.
40-47)
-
related to descriptions .
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.43,44 and WB, p.41,110 )
-My bed is more comfortable than this one. It’s less expensive than a new bed.
This is the most expensive bed in the shop
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 45; WB p.42)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 44
and 45; WB p.43)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.42,43,46;WB, p. 40,41 and 45)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 58 and 62)
79
UNIT 7: WILL IT REALLY HAPPEN?
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify words related to space and space travel.
- Converse using vocabulary related to space using the future forms: People
will/ won’t travel in super fast planes. There won’t be any more long plane
journeys. Will they go back to Australia? Yes, they will. / No, they won’t.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a description.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to space.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Find compound nouns.

Identify sounds within a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to space.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- People will/ won’t travel in super fast planes. There won’t be any more long
plane journeys. Will they go back to Australia? Yes, they will. / No, they won’t.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of words related to space and space travel. (SB p. 52 and 53;
WB p. 48 and 49 )
- Dialogues using vocabulary related to space using the future forms: People
will/ won’t travel in super fast planes. There won’t be any more long plane
journeys. Will they go back to Australia? Yes, they will. / No, they won’t.
(SB, p. 52-54 and 56; WB, p. 48-50, 52 y111)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.52 and 53)
- Song (SB, p.54)
- A description (SB, p.56)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to space ( WB p.48,49 )

Use of basic reading comprehension strategies (Point and answer). (SB, p. 56-57)

Completion of simple written texts with words studied (WB, p.50 - 52)

Read a short story, a song and a description. (SB, p.52 and 54)

Identification of and differentiation between sounds in specific vocabulary. (SB,
p.55; WB, p.50)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to space.(SB p. 52,54,56 and WB p. 48-53)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
Family and Friends 4 – Oxford University Press
1
- People will/ won’t travel in super fast planes. There won’t be any more long
plane journeys. Will they go back to Australia? Yes, they will. / No, they won’t.
(SBp.53, 54 and WB, p.111)

Use of and differentiation between sounds and letters. (SB, p.55; WB, p.50)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics. (SB, p.54-55; WB, p.50-50)

Use of revision strategies and reflection upon what has been learnt. (SB, p.54-56;
WB, p.50-52)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.52,53,56;WB, p. 48,49 and 53)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.68)

Accept and learn mathematical forms.

Organise personal work as a strategy to progress in learning ( SB, p.56 and 57;
WB, p.52 and 53)

Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.52-57 ; WB, p.48-53)

Participate actively in activities and group work.( SB, p.52-57 ; WB, p. . 48-53; TB
p.68)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about space and the future (SB, p. 52 and 53)
-
Descriptions (SB, p.56)
-
Act out a dialogue (SB, p. 52).
The sections with activities contained in the WB p. 48-53
Data processing and digital competence
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises
Family and Friends 4 – Oxford University Press
2
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges ( SB p.52,54,56 and 57).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
Exhibiting one’s own work and listening to that of others, putting oneself in their place
Artistic and cultural competence

Complete a description. (SB, p. 53 and WB p.48).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Men on the moon, TB p. 68)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 54)

Act out a short story: ( SB p.53)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.111).

Manage one’s own skills in the review sections (WB, p.52 and 53).
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.48 a 53)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space
Mathematical competence
Consists of the ability to use and relate numbers, basic operations symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
Family and Friends 4 – Oxford University Press
3
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 52)
Production of oral and written texts:
Complete a song, a description (SB p. 53 and WB p. 48)
Reproduce a dialogue/song (SB p.52 and 54)
Write about their own floating city of the future (WB, p. 53)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 7 – p.48-53)
Activities in the reference sections:
-
Grammar reference (Unit 7-WB, p. 111)
-
Pronunciation bank (Unit 7-SB, p. 55)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 7
VI. ASSESSMENT
Formative assessment
Unit 7 (SB p. 52-55)
Cumulative review (Unit 7, SB p. 56 and 57)
Completion of WB activities (Unit 7, p.48-53).
Self-assessment
Progress review (Unit 7 - WB, p.52 and 53).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Family and Friends 4 – Oxford University Press
4

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Unit 7 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 52,54,56 and 57) Tests
Unit 7
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB, p. 52-54 and 56; WB, p. 48-50 and 52).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.
53).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.56 and 57).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.52,54,56; WB p.48-53)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 48-53)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
SB p. 52-53)
-
related to the vocabulary of space.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.53,54 and WB, p.49 and 111)
- People will/ won’t travel in super fast planes. There won’t be any more long plane
journeys. Will they go back to Australia? Yes, they will. / No, they won’t
Phonetics

Apply knowledge acquired regarding pronunciation. (SB, p.55; WB p.50)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. (SB,
p.54,55; WB p.50)
BLOCK 4 - Socio-cultural features and intellectual awareness
Family and Friends 4 – Oxford University Press
5

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.52,53 and 56;WB, p.48,49 and 53)

Identify cultural elements typical of countries and cultures where the target
language is spoken.(TB p.68)
UNIT 8: HOW MUCH TIME HAVE WE GOT?
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify words related to airports.
- Converse using vocabulary related to airports, using expressions of
quantity, how much, how many, some and any, using the expressions: How
much money have you got? I haven’t got much money. We’ve got lots of
money. I haven’t got many pencils. I’ve got lots of pencils.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song
- Understand a letter
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to airports.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Identify the uses of some and any.

Identify sounds.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to airports.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
Family and Friends 4 – Oxford University Press
6
- How much Money have you got? I haven’t got much Money. We’ve got lots
of Money. I haven’t got many pencils. I’ve got lots of pencils.

Use and differentiate between sounds.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of words related to airports. (SB, p. 58,59; WB p. 54,55)
- Dialogues using vocabulary related to airports, using expressions of
quantity, how much, how many, some and any, using the expressions: How
much money have you got? I haven’t got much money. We’ve got lots of
money. I haven’t got many pencils. I’ve got lots of pencils. (SB, p. 58-60 and
62; WB, p. 54-56,58 and 111)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.58 and 59)
- Song (SB, p.60)
- Letter (SB, p.62)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to airports (SB, p.62-63)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 62 and
63)

Completion of simple written texts with words studied (WB, p.56-57)

Read a short story, a song and a letter. (SB, p.58, 60 , 62 and 64)
Family and Friends 4 – Oxford University Press
7

Identification of and differentiation between sounds in specific vocabulary. (SB,
p.61; WB, p.57)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to airports.(SB p. 58, 60,62 and WB p. 54-59)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
- How much money have you got? I haven’t got much money. We’ve got lots of
money. I haven’t got many pencils. I’ve got lots of pencils. (SBp.59, 60 and WB,
p.111)

Use of and differentiation between sounds and letters. ( SBp.61; WB, p.56)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, ( SBp.60 and 61; WB, p.56 and 57)

Use of revision strategies and reflection upon what has been learnt. (SB, p.62 and
63; WB, p.58 and 59)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.58,59,62;WB, p. 54,55,59)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.70 and 75)

Accept and learn mathematical forms ( SB p. 63)

Organise personal work as a strategy to progress in learning (SB, p.62 and 63;
WB, p.58 and 59)

Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.58-63; WB, p.54-59 )

Participate actively in activities and group work.(SB, p.58-63;WB, p. 54-59 ; TB
p.70 and 75)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:
Family and Friends 4 – Oxford University Press
8

-
Talk about holidays and plane travel (SB, p. 58 and 59)
-
Descriptions (SB, p.60 and 62)
-
Act out a dialogue (SB, p. 58 and 63).
The sections with activities contained in the WB p. 54-59
Data processing and digital competence
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises
Social and civic competence

This competence is developed by working on essential communication skills like:
-
Dialogues and communicative exchanges ( SB p.58,60,62 and 63).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
..
Artistic and cultural competence

Complete a song, a description. (SB, p. 59 and WB p. 58).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: British currency, TB p. 70; The Royal Mail TB p.75

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 60)

Act out a short story: ( SB p.59)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.113).

Manage one’s own skills in the review sections (WB, p.58 and 59)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.54-59)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc.
Family and Friends 4 – Oxford University Press
9

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space
Mathematical competence
Consists of the ability to use and related to numbers, basic operations, symbols and
forms of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Writing: SB p.63.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 58)
Description (SB p. 62)
Production of oral and written texts:
Complete a song, a description (SB p. 59, WB p. 58)
Reproduce a dialogue/song (SB p.58 and 60)
Write a letter about holidays or a trip (WB, p. 59)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 8 – p.54-59)
Activities in the reference sections:
-
Grammar reference (Unit 8-WB, p. 111)
-
Pronunciation bank (Unit 8-SB, p. 61)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 8
VI. ASSESSMENT
Family and Friends 4 – Oxford University Press
10
Formative assessment
Unit 8 (SB p. 58-61)
Cumulative review (Unit 8, SB p. 62-63)
Completion of WB activities (Unit 8, p.54-59).
Self-assessment
Progress review (Unit 8 - WB, p.58 and 59).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit: :
-
Unit 8 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 58,60,62 and 63) Tests
Unit 8,
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied Speaking Tests, TR MultiROM 1; SB, p. 58-60 and 62; WB, p. 54-56 and 58).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.59).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.62-63).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.58,60 and 62; WB p.54-59)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 54-59)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
SB,p.58-59)
-
related to airports and trips.
-
Hobbies: word groups.
Grammar
Family and Friends 4 – Oxford University Press
11

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB, p.59,60 and WB, p.55 and 111)
-How much money have you got? I haven’t got much money. We’ve got lots of
money. I haven’t got many pencils. I’ve got lots of pencils.
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 61; WB p.56)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 60
and 61; WB p.56)
Family and Friends 4 – Oxford University Press
12
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.58,59,62;WB, p. 54,55 y59)

Identify cultural elements typical of countries and cultures where the target
language is spoken.(TB p. 70 and 75)
UNIT 9: SOMETHING NEW TO WATCH!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify names of audiovisual material.
- Converse using vocabulary related to audiovisual media, using the infinitive
of purpose and how often, once, twice… using the expressions: I switched
on the TV to watch sports. We went in the boat to see the dolphins. How
often do you go to the cinema? Once a week.
- Understand simple texts in a classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a TV programme guide.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to audiovisual media.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Add the prefix un- to a word to give it a negative meaning happy, unhappy.

Identify sounds within a text or a word.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to audiovisual media.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
Family and Friends 4 – Oxford University Press
13
- I switched on the TV to watch sports. We went in the boat to see the
dolphins. How often do you go to the cinema? Once a week.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities.

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of the names of audiovisual material. (SB p. 64 and 65; WB p.
60 and 61)
- Dialogues using vocabulary related to audiovisual media, using the infinitive
of purpose and how often, once, twice… using the expressions: I switched
on the TV to watch sports. We went in the boat to see the dolphins. How
often do you go to the cinema? Once a week (SB, p. 64-66 and 64; WB, p.
60-62 , 64 and 112)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.64 and 65)
- Song (SB, p.66)
- Understand a TV programme guide (SB, p.68)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to audiovisual media ( SB p. 64, 66 and
68)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 68-69)

Completion of simple written texts with words studied (WB, p.62 and 64)

Read a short story, a song. (SB, p.64,66)
Family and Friends 4 – Oxford University Press
14

Identification of and differentiation between sounds in specific vocabulary (SB,
p.67; WB, p.62)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to audiovisual media.(SB p. 64,66,68 and WB p. 60-65)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
- I switched on the TV to watch sports. We went in the boat to see the
dolphins. How often do you go to the cinema? Once a week. (SBp.65, 66 and WB,
p.112)

Use of and differentiation between sounds and letters. (SB, p.67; WB, p.63)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, (SB, p.67; WB, p.62)

Use of revision strategies and reflection upon what has been learnt. (SB, p.68-71;
WB, p.64-67)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.64,65 and 68;WB, p.60,61 and 65)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.76 and 80)

Accept and learn mathematical forms ( SB p.66)

Organise personal work as a strategy to progress in learning ( SB, p.68-69; WB,
p.64-65)

Take advantage of learning opportunities created within and beyond the classroom
(SB, p.64-71; WB, p.60-67 )
Participate actively in activities and group work. (SB, p.64-71; WB, p.60-67 TB p.76
and 80)
Family and Friends 4 – Oxford University Press
15
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about audiovisual media (SB, p. 64 and 65)
-
Descriptions (SB, p.66 and 68)
-
Act out a dialogue (SB, p. 64).
The sections with activities contained in the WB p. 60-65
Data processing and digital competence
-
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises SB p. 68
Social and civic competence

This competence is developed by working on essential communication skills like:
-
Dialogues and communicative exchanges ( SB p.64,66,68 and 69).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence

Complete a description. (SB, p. 65, WB p. 60).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: The BBC, TB p. 76; How much TV do British children watch?
TB p.80

Use the target language as a means of accessing information and as a tool for
learning contents( SB p. 66)

Act out a short story: ( SB p.65)
Family and Friends 4 – Oxford University Press
16
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.112).

Manage one’s own skills in the review sections(WB, p.64 and 67)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.60-67)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
. This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Read and learn: SB p. 66.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 64)
Description SB p. 68
Production of oral and written texts:
Complete a song, a description (SB p. 65, WB p. 60)
Reproduce a dialogue/song (SB p.64 and 66)
Write a TV programme (WB p. 65)
Family and Friends 4 – Oxford University Press
17
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 9 – p.60-63)
Activities in the reference sections:
-
Grammar reference (Unit 9-WB, p. 112)
-
Pronunciation bank (Unit 9-SB, p. 67)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 9
VI. ASSESSMENT
Summative assessment
Summative assessment is a compendium of the contents worked on in units 1-9, both
in the Students’ Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 4 Units 1-9 (SB Units 1-9)
Formative assessment
Unit 9 (SB p. 64-67)
Cumulative review (Unit 1- 9, SB p. 70 and 71)
Completion of WB activities (Unit 9, p.60-67).
Self-assessment
Progress review (Unit 9 - WB, p.66 and 67).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Unit 9 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 64,66,68 and 69) Tests
Unit 9,
-
Express oneself and interact correctly and fluently in communicative
situations:
Family and Friends 4 – Oxford University Press
18
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB, p. 64-66 and 68; WB, p. 60-62 and 64).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.65).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.68, 69).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.64,66,68; WB p. 60-65)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 60-67)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
SB p. 64-65)
-
related to the vocabulary of audiovisual media.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.65,66 and WB, p.60 and 112)
-I switched on the TV to watch sports. We went in the boat to see the dolphins.
How often do you go to the cinema? Once a week
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 67; WB p.62)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 66
and 67; WB p.62)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.64,66,68; WB,p. 60,61 and 65)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p.76 and 80)
UNIT 10: I´VE PRINTED MY HOMEWORK
Family and Friends 4 – Oxford University Press
19
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify vocabulary to talk about computers.
- Converse using vocabulary related to computers using the Present Perfect
in its three forms and using the expressions: We’ve finished our homework.
He’s put the books on the shelves. You’ve made a mess. Have you seen my
new speakers? Yes, I have. / No, she hasn’t. She hasn’t printed the
document.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand information online.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to computers.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Differentiate between the parts of a sentence.

Identify sounds in texts.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to computers.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
-We’ve finished our homework. He’s put the books on the shelves. You’ve made a
mess. Have you seen my new speakers? Yes, I have. / No, she hasn’t. She hasn’t
printed the document.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
Family and Friends 4 – Oxford University Press
20
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of vocabulary to talk about computers. (SB p. 74-75; WB p. 6869)
- Dialogues using vocabulary related to computers using the Present Perfect
in its three forms and using the expressions: We’ve finished our homework.
He’s put the books on the shelves. You’ve made a mess. Have you seen my
new speakers? Yes, I have. / No, she hasn’t. She hasn’t printed the
document. (SB, p.74-76 and 78; WB, p. 68-70, 72 and 112)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.74 and 75)
- Song (SB, p.76)
- Understand information online. (SB, p.72)
Family and Friends 4 – Oxford University Press
21
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to computers (SB, p. 78 and 79)

Use of basic reading comprehension strategies (Point and answer). ((SB, p. 78 and
79)

Completion of simple written texts with words studied (WB, p.70 and 72)

Read a short story, a song. (SB, p.74 and 76)

Identification of and differentiation between sounds in specific vocabulary (SB,
p.77; WB, p.70)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to computers. (SB, p.74 and 75)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
We’ve finished our homework. He’s put the books on the shelves. You’ve made a
mess. Have you seen my new speakers? Yes, I have. / No, she hasn’t. She hasn’t
printed the document. (SB, p.74-76 and 78; WB, p. 68-70, 72 and 112)

Use of and differentiation between sounds and letters. (SB, p.77; WB, p.70)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics. (SB, p.77; WB, p.70)

Use of revision strategies and reflection upon what has been learnt.(SB, p.78 and
80; WB, p.72 and 73)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.74,75 and 78;WB, p.68,69 and 73)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.82 and 87)

Accept and learn mathematical forms ( SB p.79)

Organise personal work as a strategy to progress in learning (SB, p.78 and 80;
WB, p.72 and 73)

Take advantage of learning opportunities created within and beyond the classroom
(SB, p.74-79; WB, p.68-73)

Participate actively in activities and group work (SB, p.74-79; WB, p. 68-73; TB
p.82 and 87)
III. KEY COMPETENCES
Family and Friends 4 – Oxford University Press
22
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:
-
Talk about what they have done or why they have used the computer (SB, p.
74y 78)

-
Descriptions (SB, p.76 and 78)
-
Act out a dialogue (SB, p. 74).
The sections with activities contained in the WB p. 68-73
Data processing and digital competence
-
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises SB p.74 TB p.87
Social and civic competence

This competence is developed by working on essential communication skills like:
-
Dialogues and communicative exchanges( SB p.74,76,78 and 79).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence

Complete a song, a description. (WB, p. 68).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: British children and computers, TB p. 82; Instant messaging TB
p.87

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 76 and 78)

Act out a short story: ( SB p.75)
Family and Friends 4 – Oxford University Press
23
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.112).

Manage one’s own skills in the review sections (WB, p.72 and 73
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit( WB, p.68-73)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc).....
This competence is developed in the unit via Listen and write the number: SB p. 79
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 74)
Description (SB p. 78)
Production of oral and written texts:
Complete a song, a description (WB p. 68)
Reproduce a dialogue/song (SB p.74 and 76)
Write about how to use the computer (WB p.73)
Family and Friends 4 – Oxford University Press
24
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 10 – p.68 a 73)
Activities in the reference sections:
-
Grammar reference (Unit 10-WB, p. 112)
-
Pronunciation bank (Unit 10-SB, p. 77)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 10
VI. ASSESSMENT
Formative assessment
Unit 10 (SB p. 74-77)
Cumulative review (Unit 10, SB p. 78 and 79)
Completion of WB activities (Unit 10, p.68-73).
Self-assessment
Progress review (Unit 10 - WB, p.72 and 73).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Unit 10 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 74,76,78 and 79) Tests
Unit 10
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB, p. 74-76 and 78; WB, p. 68-70 and 72).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.75).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.78, 79).
Family and Friends 4 – Oxford University Press
25
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p. 74,76,78; WB p. 68-73)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 68-73)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
SB, p. 74 and 75)
-
related to computers.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.75,76 and WB, p.69 and 112)
- We’ve finished our homework. He’s put the books on the shelves. You’ve made
a mess. Have you seen my new speakers? Yes, I have. / No, she hasn’t. She
hasn’t printed the document.
Phonetics

Apply knowledge acquired regarding pronunciation. ( SB p. 77; WB p.70)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p.
76,77; WB p.70)

Family and Friends 4 – Oxford University Press
26
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.74-76;WB, p. 62,69 and 73)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 82 and 87)
UNIT 11: HAVE YOU EVER BEEN…?
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify names of places.
- Converse using vocabulary related to names of places, using the present
perfect + ever or never and using the expressions: Has he ever been to a
desert? Yes, he has. / No, he hasn’t. Have you ever been to space? Yes, I
have. / No, I haven’t .She’s never been to an oasis? …

Understand simple oral texts within the classroom:
- Listen to and act out a short story.
- Sing a song.
- Understand a description.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to names of places.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song. and a historical text.

Identify the main sentence.

Identify the sound /e/ in a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to words expressing places.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
Family and Friends 4 – Oxford University Press
27
- Has he ever been to a desert? Yes, he has. / No, he hasn’t. Have you ever
been to space? Yes, I have. / No, I haven’t .She’s never been to an oasis…

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of names of places. (SB p. 80 and 81; WB p. 74 and 75)
- Dialogues with Vocabulary related to names of places, using the Present
Perfect + ever or never and using the expressions: Has he ever been to a
desert? Yes, he has. / No, he hasn’t. Have you ever been to space? Yes, I
have. / No, I haven’t .She’s never been to an oasis? … (SB, p. 81- 84; WB,
p. 74, 75,76,78 and 113)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.80 and 81)
- Song (SB, p.82)
- Description. (SB, p.84)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to names of places.( SB p. 80,82 y84)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 84 and
85)

Completion of simple written texts with words studied (WB, p.76 and 78)

Read a short story, a song and a description. (SB, p.80,82 and 84)
Family and Friends 4 – Oxford University Press
28

Identification of and differentiation between sounds in specific vocabulary (SB,
p.83; WB, p.76)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to names of places. (SB p. 80, 82 y84 and WB p. 74-79)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
- Has he ever been to a desert? Yes, he has. / No, he hasn’t. Have you ever
been to space? Yes, I have. / No, I haven’t .She’s never been to an oasis? …
(SB, p. 81- 84; WB, p. 74, 75, 76, 78 and 113)

Use of and differentiation between sounds and letters. (SB, p.83; WB, p.76)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.83; WB, p.77)

Use of revision strategies and reflection upon what has been learnt. (SB, p.84 and
85; WB, p.78 and 79)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.80,81,84;WB, p. 74,75 y79)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.89 and 93)

Accept and learn mathematical forms.

Organise personal work as a strategy to progress in learning (SB, p.84 and 85;
WB, p.78 and 79)

Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.80-85; WB, p.74-79 )

Participate actively in activities and group work.( SB, p.80-85; WB, p.74-79; TB
p.89 and 93)
Family and Friends 4 – Oxford University Press
29
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about the places where they have been (SB, p. 80, 81)
-
Descriptions (SB, p.82 and 84)
-
Act out a dialogue (SB, p. 80).
The sections with activities contained in the WB p. 74-79
Data processing and digital competence
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges( SB p.80,82,84 and 85).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
..
Artistic and cultural competence

Complete sentences. (SB, p. 84).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Outdoor activities in the UK, TB p. 89 , British Polar explorers
TB p. 93

Use the target language as a means of accessing information and as a tool for
learning contents( SB p. 82)

Act out a short story: ( SB p.81)
Family and Friends 4 – Oxford University Press
30
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.113).

Manage one’s own skills in the review sections(WB, p.78 and 79)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit(WB, p.74-79)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc).....
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 80)
Family and Friends 4 – Oxford University Press
31
Production of oral and written texts:
Complete a song, a description (WB p. 74 and 78)
Reproduce a dialogue/song (SB p.80 and 82)
Write a diary about life on Elephant Island (WB, p. 79)
VI. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 11 – p.74-79)
Activities in the reference sections:
-
Grammar reference (Unit 11-WB, p. 113)
-
Pronunciation bank (Unit 11-SB, p. 83)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 11
VII. ASSESSMENT
Formative assessment
Unit 11 (SB p. 80-83)
Cumulative review (Unit 11, SB p. 84 and 85)
Completion of WB activities (Unit 11, p.74- 79).
Self-assessment
Progress review (Unit 11 - WB, p.78 and 79).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Unit 11 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 80, 82,84 and 85) Tests
Unit 11,
-
Express oneself and interact correctly and fluently in communicative
situations:
Family and Friends 4 – Oxford University Press
32
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB, p. 80-82 and 84; WB, p. 74-76 and 78).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.81).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.84, 85).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p. 80, 82,84; WB p. 74-79)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 74-79)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
SB p.80, 81)
-
related to names of places.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB, p.81,82 and WB, p.74 and 113)
-Has he ever been to a desert? Yes, he has. / No, he hasn’t. Have you ever been to
space? Yes, I have. / No, I haven’t .She’s never been to an oasis?
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 83; WB p.76)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 82
and 83; WB p.76)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.80,81,84;WB, p. 74,75 y79)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p.89 and 93)
UNIT 12: WHAT´S THE MATTER?
I. TEACHING OBJECTIVES
Family and Friends 4 – Oxford University Press
33
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify words related to illnesses.
- Converse giving advice about illnesses, using should, shouldn’t, could,
couldn’t,
using the expressions: You should drink some water. You
shouldn’t eat lots of cakes. Max couldn’t eat dinner, but he could eat lots of
cakes.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a description.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to illnesses

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song, a poem.

Use the connectors because and so to join sentences.

Identify sounds within words.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to names of illnesses.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
-You should drink some water. You shouldn’t eat lots of cakes. Max couldn’t eat dinner,
but he could eat lots of cakes…

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities
Family and Friends 4 – Oxford University Press
34

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of words related to illnesses. (SB p. 86 and 87; WB p. 80 and
81)
- Dialogues giving advice about illnesses, using should, shouldn’t, could,
couldn’t,
using the expressions: You should drink some water. You
shouldn’t eat lots of cakes. Max couldn’t eat dinner, but he could eat lots of
cakes. (SB, p. 87-88 and 90; WB, p. 80-82 ,84 and 113)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.86 and 87)
- Song (SB, p.88)
- Description (SB, p.90)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to illnesses
(SB, p.90)

Use of basic reading comprehension strategies (Point and answer). (SB, p.90 and
91)

Completion of simple written texts with words studied (WB, p.82-84)

Read a short story, a song. (SB, p.86 and 88)

Identification of and differentiation between sounds in specific vocabulary. (SB,
p.89; WB, p.83)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to illnesses (SB p. 80, 82 and 84 and WB p. 80-85)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
Family and Friends 4 – Oxford University Press
35
- You should drink some water. You shouldn’t eat lots of cakes. Max couldn’t
eat dinner, but he could eat lots of cakes. (SB, p. 87-88 and 90; WB, p. 80-82,
84 and 113)


Use of and differentiation between sounds and letters. (SB, p.89; WB, p.82)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.88 and 89; WB, p.82)

Use of revision strategies and reflection upon what has been learnt. (SB, p.90 and
91; WB, p.84 and 85)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities(SB p.86,87 and 90;WB, p. 80,81 and 85)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.94 and 98)

Accept and learn mathematical forms.

Organise personal work as a strategy to progress in learning ( SB, p.88-93; WB,
p.82-87)

Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.86-93; WB, p.80-87)

Participate actively in activities and group work. (SB, p.86-93; WB, p.80-87 ; TB
p.94 and 98)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about illnesses and how to sep fit (SB, p. 86 and 87)
-
Descriptions (SB, p.90)
-
Act out a dialogue (SB, p. 86).
The sections with activities contained in the WB p. 80-87
Data processing and digital competence
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises.
Family and Friends 4 – Oxford University Press
36
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges ( SB p.86,88,90 and 91).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence

Complete a Description. (WB, p. 87).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: The NHS, TB p. 94 Farmers´ markets TB p.98

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 86-88)

Act out a short story: ( SB p.87)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.113).

Manage one’s own skills in the review sections(WB, p.84 and 87)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit(WB, p.80-87)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Family and Friends 4 – Oxford University Press
37
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
..
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
.
Literary genres:
Dialogue (SB p. 86)
Production of oral and written texts:
Complete sentences (SB p. 87-88, WB p. 80-81)
Reproduce a dialogue/song (SB p.86 and 88)
Write a description about how to be fit and happy (WB, p. 85)
Family and Friends 4 – Oxford University Press
38
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 12 – p.80-85)
Activities in the reference sections:
-
Grammar reference (Unit 12-WB, p. 113)
-
Pronunciation bank (Unit 12-SB, p. 89)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 12
VI. ASSESSMENT
Summative assessment
Summative assessment is a compendium of the contents worked on in units 1-12, both
in the Student’s Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 4 Units 1-12 (SB Units 1-12)
Formative assessment
Unit 12 (SB p. 86-89)
Cumulative review (Unit 12, SB p. 90-93)
Completion of WB activities (Unit 12, p.80-87).
Self-assessment
Progress review (Unit 12 - WB, p.84-87).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit: :
-
Unit 12 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 86,88,90,93) Tests Unit 12,
-
Express oneself and interact correctly and fluently in communicative
situations:
Family and Friends 4 – Oxford University Press
39
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB, p. 86-88 and 90; WB, p. 80-82 and 84).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.87).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.90 and 91).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.86,88,90)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 80-85)
BLOCK 3 Knowledge of the language
Vocabulary
 Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, SB,
p. 86-87)
-
related to illnesses.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1,
-You should drink some water. You shouldn’t eat lots of cakes. Max couldn’t eat
dinner, but he could eat lots of cakes. SB p.87, 88; WB, p.81 and 113)
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 89; WB p.82)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 8889; WB p.82)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.86,87,90;WB, p. 80,81 y85)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 94 and 98)
UNIT 13: CAN YOU HELP ME?
I. TEACHING OBJECTIVES
Family and Friends 4 – Oxford University Press
40
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify vocabulary related to smoothies.
- Talk about smoothies using possessive and relative pronouns, using the
expressions Please, help me! I’ll help you/ him / her; pour it into the
blender. Chop them up. They saw us. Can I help you, dad? Yes. This is the
boy who didn’t put the lid. This is the smoothie which was in the Blender.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a description.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and using possessive and relative pronouns

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Find relative clauses in a sentence.

Identify sounds within a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to different activities.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
-Please, help me! I’ll help you/ him / her; pour it into the blender. Chop them up. They
saw us. Can I help you, dad? Yes. This is the boy who didn’t put the lid. This is the
smothie which was in the Blender.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities.
Family and Friends 4 – Oxford University Press
41

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of vocabulary related to smoothies. (SB p. 96 and 97; WB p.
88 and 89)
- Dialogues about smoothies using possessive and relative pronouns using
the expressions Please, help me!; I’ll help you/ him / her; Pour it into the
blender. Chop them up. They saw us. Can I help you, dad? Yes. This is the
boy who didn’t put the lid. This is the smothie which was in the Blender.
(SB, p. 97,98 and 100; WB, p. 88-90, 92 and 114)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.96, 97)
- Song (SB, p.98)
- Description (SB, p.100)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and using possessive and relative pronouns.

Use of basic reading comprehension strategies (Point and answer). (SB, p. 100101)

Completion of simple written texts with words studied (WB, p.98 and 100)

Read a short story, a song... (SB, p.96 and 98)

Identification of and differentiation between sounds in specific vocabulary.(SB,
p.99; WB, p.90)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- Related to different activities. (SB, p.96,98,100 ;WB p. 88-93)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
Family and Friends 4 – Oxford University Press
42
- Please, help me! I’ll help you/ him / her; Pour it into the blender. Chop them
up. They saw us. Can I help you, dad? Yes. This is the boy who didn’t put the lid.; This
is the smothie which was in the Blender (SB p.97,98 and WB, p.114)

Use of and differentiation between sounds and letters. (SB, p.99; WB, p.90)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics. (SB, p.98 and 99; WB, p.90)

Use of revision strategies and reflection upon what has been learnt. (SB, p.98,99;
WB, p. 90,91)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.96, 97,100;WB, p. 88,89 and 93)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.100)

Accept and learn mathematical forms ( WB p.91)

Organise personal work as a strategy to progress in learning ( SB, p.100 and 101;
WB, p.92 and 93)

Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.96-101; WB, p.88-93)

Participate actively in activities and group work.( SB, p.96-101; WB, p.88-93; TB
p.100)
Family and Friends 4 – Oxford University Press
43
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about different activities (SB, p. 96 and 97)
-
Descriptions of child heroes (SB, p.100)
-
Act out a dialogue (SB, p. 96).
The sections with activities contained in the WB p. 88-93
Data processing and digital competence
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges ( SB p.96,98,100 and 101).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
-
..
Artistic and cultural competence

Complete a description. (WB, p. 88).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Strawberries, TB p. 100)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 98)

Act out a short story: ( SB p.99)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.114).

Manage one’s own skills in the review sections (WB, p.92 and 93).
Family and Friends 4 – Oxford University Press
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Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.88-93)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Find and circle: WB p.91.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 96)
Informative description. (SB p. 100)
Production of oral and written texts:
Complete a song, a description (SB p. 97, WB p. 88)
Reproduce a dialogue/song (SB p.96 and 98)
Write answers to a magazine (WB, p. 93)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Family and Friends 4 – Oxford University Press
45
Workbook (Unit 13 – p.88 a 93)
Activities in the reference sections:
-
Grammar reference (Unit 13-WB, p. 114)
-
Pronunciation bank (Unit 13-SB, p. 99)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 13
VI. ASSESSMENT
Formative assessment
Unit 13 (SB p. 96-99)
Cumulative review (Unit 13, SB p. 100 and 101)
Completion of WB activities (Unit 13, p.88 a 93).
Self-assessment
Progress review (Unit 13 - WB, p.92 and 93).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
-
Unit 13 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 96,98,100,101) Tests Unit
13,
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB, p. 96-98 and 100; WB, p. 88-90 and 92).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.
97).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.100-101).
BLOCK 2 - Written communication: reading and writing
Family and Friends 4 – Oxford University Press
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
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.96,98,100; WB p.88-93)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 88-93)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, SB
p.96,97)
-
related to activities or events that have occurred.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.97, 98 ; WB, p.89 and 114)
-Please, help me! I’ll help you/ him / her; Pour it into the blender. Chop them up.
They saw us. Can I help you, dad? Yes. This is the boy who didn’t put the lid.; This
is the smoothie which was in the Blender.
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 99; WB p.90)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 9899; WB p.90)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.96,97,100;WB, p. 88,89 and 93)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 100)
UNIT 14: WE WERE FISHING
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify names of family members.
- Talk about family members using the past continuous in its different forms
and using the expression was born, using What were you doing? I was
Family and Friends 4 – Oxford University Press
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looking at photos. Was she making a smoothie? No, she wasn’t. / Yes, she
was. My mum was born in 1981. She was born on 9th July.
- Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a poem.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to different family members.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Recognise the structure and rhyme of a poem.

Identify sounds within a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to happy memories.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
-What were you doing? I was looking at photos. Was she making a smoothie?
No, she wasn’t. / Yes, she was. My mum was born in 1981. She was born on
9th July.
▪
Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities.

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
II. CONTENTS
Family and Friends 4 – Oxford University Press
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BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of family members. (SB p. 102 and 103; WB p. 94 and 95)
- Dialogues about family members using the past continuous in its various
forms and using the expression was born, using What were you doing? I
was looking at photos. Was she making a smoothie? No, she wasn’t. / Yes,
she was. My mum was born in 1981. She was born on 9th July. (SB, p. 103104 and 106; WB, p. 94-96 ,98 and 114)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.102 and 103)
- Song (SB, p.104)
- Poem (SB, p.106)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to different family members. ( SB
p.102,104,106)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 106
and 107)

Completion of simple written texts with words studied (WB, p.96 - 98)

Read a short story, a song and a poem. ((SB, p.102,104 and 106)

Match words which have the same sound. (SB, p.105)

Identify long and short vowel sounds within a text. (SB, p.105; WB, p.96)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
-related to family members. (SB p. 102, 104,106 and WB p. 94-99)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
- What were you doing? I was looking at photos. Was she making a
smoothie? No, she wasn’t. / Yes, she was. My mum was born in 1981. She
was born on 9th July. (SB, p. 103-104; WB, p. 114)

Use of and differentiation between sounds and letters. (SB, p.105; WB, p.96)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics (SB, p.104 and 105; WB, p.96)
Family and Friends 4 – Oxford University Press
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
Use of revision strategies and reflection upon what has been learnt. (SB, p.106107; WB, p.98-99)
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.102,103,106;WB, p. 94,95 and 99)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.106)

Accept and learn mathematical forms ( SB p.104)

Organise personal work as a strategy to progress in learning (SB, p.106-107; WB,
p.98-99)

Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.102-107; WB, p.94-99)

Participate actively in activities and group work.( SB, p.102-107; WB, p.94-99; TB
p.106)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Converse using the past continuous. (SB, p. 102 and 103)
-
Narrative poem (SB, p.106)
-
Act out a dialogue (SB, p. 102).
The sections with activities contained in the W Bp. 94-99
Data processing and digital competence
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises
Social and civic competence

This competence is developed by working on essential communication skills like::
-
Dialogues and communicative exchanges ( SB p.102,104,106 and 107).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place.....
Family and Friends 4 – Oxford University Press
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Artistic and cultural competence

Complete a song, a description. (WB, p. 94).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Freshwater fishing, TB p. 106)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 104)

Act out a short story: ( SB p.103)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.114).

Manage one’s own skills in the review sections (WB, p.98 and 99)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.94-99)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Dates: SB p. 104.
IV. LITERARY EDUCATION
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This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 102)
Poem ( SB p. 106)
Production of oral and written texts:
Complete a song, a description (WB p. 94)
Reproduce a dialogue/song (SB p.102 and 104)
Write a description of a day at school (WB, p. 99)
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52
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 14 – p.94-99)
Activities in the reference sections:
-
Grammar reference (Unit 14-WB, p. 114)
-
Pronunciation bank (Unit 14-SB, p. 105)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 14
VI. ASSESSMENT
Formative assessment
Unit 14 (SB p.102-105)
Cumulative review (Starter-Unit 14, SB p. 106 and 107)
Completion of WB activities (Unit 14, p.94 a 99).
Self-assessment
Progress review (Unit 14 - WB, p.98 and 99).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
- Understand the general idea and most relevant specific information of oral
texts in different communication contexts related to the contents of the
unit:
-
Unit 14 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 102,104,106 and 107)
Tests Unit 14,
-
Express oneself and interact correctly and fluently in communicative
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB, p. 102-104y 106; WB, p. 94-96 and 98).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB
p.103).
Family and Friends 4 – Oxford University Press
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-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.106-107).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.102,104,106; WB p. 94-99)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 94-99)
BLOCK 3 Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, SB
p.102-103)
-
related to family members.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.103,104 and WB, p.95 and 114)
-What were you doing? I was looking at photos. Was she making a smoothie? No,
she wasn’t. / Yes, she was. My mum was born in 1981. She was born on 9th July
Phonetics

Apply knowledge required regarding pronunciation.( SB p.105; WB p.96)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p.
104-105; WB p.96)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p. 102,104,106;WB, p. 94,96 and 98)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 106)
UNIT 15: GOOD NEWS, BAD NEWS
I. TEACHING OBJECTIVES
Family and Friends 4 – Oxford University Press
54
BLOCK 1 - Oral communication, listening, speaking and conversing

Participate in oral exchanges:
- Identify words to talk about jobs.
- Converse using the past simple, continuous and the particle When, using
the expressions. When I was working, the phone rang. They were smiling
when I went in.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a description.
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to jobs.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a short story, a song.

Identify direct speech and write it between inverted commas.

Identify sounds within a text.
BLOCK 3 Knowledge of the language

Revise and identify vocabulary from the unit
- related to jobs.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
-When I was working, the phone rang. They were smiling when I went in.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics.

Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities

Show a positive attitude towards people who speak another language and have a
different culture to the student’s own

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken
Family and Friends 4 – Oxford University Press
55
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing

Participation in oral exchanges:
- Identification of words to talk about jobs. (SB p. 108 and 109; WB p. 100
and 101)
- Dialogues using the past simple, continuous and the particle When, using
the expressions. When I was working, the phone rang. They were smiling
when I went in. (SB, p.108,109, and 112; WB, p. 100-102 ,104 and 118)

Comprehension of simple oral texts within a classroom context:
- A short story. (SB, p.108 and 109)
- Song (SB, p.110)
- Description (SB, p.112)
BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to jobs. ( SB p. 108,110,112)

Use of basic reading comprehension strategies (Point and answer).(SB, p. 112113)

Completion of simple written texts with words studied (WB, p.110 and 112)

Read a short story, a song... (SB, p.108,110)

Identification of and differentiation between sounds in specific vocabulary and a
chant. (SB, p.111; WB, p.102)
BLOCK 3 Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to jobs.(SB p. 108,110,112 WB p.100-107)
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
- When I was working, the phone rang. They were smiling when I went in. .
(SB, p. 109,110; WB, p. 115)

Use of and differentiation between sounds and letters. (SB, p.111; WB, p.102)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, (SB, p.111; WB, p.102)

Use of revision strategies and reflection upon what has been learnt. (SB, p.112 and
113; WB, p.104 and 105)
Family and Friends 4 – Oxford University Press
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BLOCK 4 - Socio-cultural features and intellectual awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities (SB p.108,109,112;WB, p. 100,101,116)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.116)

Accept and learn mathematical forms.

Organise personal work as a strategy to progress in learning ( SB, p.112-115; WB,
p.104-107)

Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.108-115; WB, p.100-107)

Participate actively in activities and group work.( SB, p.108-115; WB, p.100-107;
TB p.116)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about jobs (SB, p. 108 and 109)
-
Descriptions (SB, p.112)
-
Act out a dialogue (SB, p. 108).
The sections with activities contained in the WB p. 100-107
Family and Friends 4 – Oxford University Press
57
Data processing and digital competence
-
Practise and become familiar with the functioning of different digital and IT
competences using the MultiROM interactive exercises.
Social and civic competence

This competence is developed by working on essential communication skills like:
-
Dialogues and communicative exchanges ( SB p.108,110,112 and 113).
-
Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
-
Exhibiting one’s own work and listening to that of others, putting oneself in their
place...
-
..
Artistic and cultural competence

Complete a song, a description. (SB, p. 110 and WB p. 100).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: The UK-a sea nation, TB p. 116)

Use the target language as a means of accessing information and as a tool for
learning contents( SB p. 110)

Act out a short story: ( SB p.109)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.

Use the reference material: Grammar reference (WB p.115).

Manage one’s own skills in the review sections (WB, p.104 and 107)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, p.104107)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc

Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
Family and Friends 4 – Oxford University Press
58
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operation, symbols and forms
of mathematical expression and reasoning
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 108)
Narration (SB p. 112)
Production of oral and written texts:
Complete a description (SB p. 110, WB p. 100)
Reproduce a dialogue/song (SB p.108 and 110)
Finish the story of Cinderella. (WB, p. 105)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 15 – p.100-107)
Activities in the reference sections:
-
Grammar reference (Unit 15-WB, p. 115)
-
Pronunciation bank (Unit 15-SB, p. 111)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 15
VI. ASSESSMENT
Summative assessment
Family and Friends 4 – Oxford University Press
59
Summative assessment is a compendium of the contents worked on in units 1-15, both
in the Students’ Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 4 Units 1-15 (SB Units 1-15)
Formative assessment
Unit 15 (SB p. 108-111)
Cumulative review (Starter-Unit 1-15, SB p. 112-115)
Completion of WB activities (Unit 15, p.100-107).
Self-assessment
Progress review (Unit 15 - WB, p.104 and 105).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit: :
-
Unit 15 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB p. 108,110,112 and 115)
Tests Unit 15,
Express oneself and interact correctly and fluently in communicative
-
situations:
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB, p. 108-112 and 114; WB, p. 100-104 and 106).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.
109).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.112 and 115).
BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p. 108,110,112; WB p. 100-107)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 100107)
BLOCK 3 Knowledge of the language
Family and Friends 4 – Oxford University Press
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Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, SB
p.108 and 109)
-
related to jobs.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.109,110 and WB, p.101 and 115)
- When I was working, the phone rang. They were smiling when I went in.
Phonetics

Apply knowledge required regarding pronunciation. ( SB p. 111; WB p.102)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p.
110,111; WB p.102)
BLOCK 4 - Socio-cultural features and intellectual awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.108,109,112;WB, p. 100,101,105-107 )

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 116)

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, - He’s going to play basketball tomorrow. Are you
going to swim on the sea? Yes, I am./ No I’m not
Phonetics

Apply knowledge acquired regarding pronunciation. ( SB p. 111; WB p.102)
Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p.
110,111; WB p.102)
Family and Friends 4 – Oxford University Press
61
Family and Friends 4 – Oxford University Press
62
7. CLASSROOM PROGRAMME
TIMING FAMILY AND FRIENDS 4: YEAR 2010/2011*
UNIT
APPROX. Nº SESSIONS
APPROX. TIMING (45 MIN PER SESSION)
Starter: Back together!
4
3 hours*
1 The food here is great!
6
4 hours and 30min*
2 We had a concert
6
4 hours and 30min*
3 The dinosaur museum
7
5 hours and 15min*
4 Whose jacket is this?
6
4 hours and 30min*
5 Go back to the round about
6
4 hours and 30min*
6 The best bed!
7
5 hours and 15min*
7 Will it really happen?
6
4 hours and 30min*
8 How much time have we got?
6
4 hours and 30min*
9 Something new to watch!
7
5 hours and 15min*
10 I’ve printed my homework
6
4 hours and 30min*
11 Have you ever been…?
6
4 hours and 30min*
12 What’s the matter?
7
5 hours and 15min*
13 Can you help me?
6
4 hours and 30min*
14 We were fishing
6
4 hours and 30min*
15 Good news, bad news
7
5 hours and 15min*
Culture ,Festivals and Extensive Reading
9
4 hours and 30min*
e.g. approx 108
81 hours
TOTAL
NOTAS and OBSERVACIONES
Extra activities programmed by the school
*Each school will have to adapt this programme to its own situation and timetable.
Family and Friends 4 – Oxford University Press
63
LAS SESIONES SON DE 45' CADA UNA DE MANERA ORIENTATIVA. CADA PROFESOR ADAPTARA ESTE ASPECTO A SU HORARIO and NIVEL DE CLASE
La nomenclatura empleada en las tablas de programación de aula son las siguientes.
Skills
RC
Reading
Interaction
Materials
T-P
Teacher-pupil
WB
Workbook
comprehension
OC
Oral comprehension
IW
Individual work
SB
Students’ Book
WE
Written expression
GW
Group work
TB
Teacher’s Book
OE
Oral expression
PW
Pair work
TRP
Teacher’s
Resource
and
Tests
Pack
OI
Oral interaction
PMB
Photocopy Masters Book
AS
All skills
TEB
Testing and Evaluation Booklet
Family and Friends 4 – Oxford University Press
64
STARTER UNIT: BACK TOGETHER!
SESSION
OBJECTIVES/ACTIVITIES
1
Warm up.
45’
TB, p. 24
DESCRIPTION
- Practise greetings.
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
Identify familiar characters from Family and
friends 3.
Remember the vocabulary related to
greetings and introductions
Flashcards 1-10
SB p.4
SKILLS
-
Listen to and sing a welcome song
Revise vocabulary related to familiar characters
Presentation of the unit contents and plan of
objectives and activities.
TRP
SB
CD
Understand a short story
SB p.5
Reinforcement activities
-WB exercises, p.4
-Wordlist, TB 24
Extension activities:
- Optional activity: TB p.24
Family and Friends 4 – Oxford University Press
65
2
45’
Warm-up activity.
TB p.25
Development activities: (Grammar)
Revise like+ -ing; can to ask permission and
would like to ask for things in a shop.
Revise countable and uncountable food
nouns.
-
Identification of communicative purpose of
sentences.
- Use of different grammatical structures:
I like reading. What would you like?
I’d like some bananas.
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
RC, WE
TP, TG
TI
SB
CD
TB
Write sentences about what they would like.
SB, p. 5
Reinforcement activities
WB exercises, p.5
3
45’
Warm-up activity:
TB p. 26
Development activities :.(Phonics)
Revise the sounds:/mp/, /nt/, /Id/, /It/, /nt/
and /nd/
Talk about what they do in their free time.
Revise the structure:He´s going to
SB, p. 6
Completion of WB exercises to consolidate what has
been learnt
- Identification of the sounds corresponding to some
words
- Participation in communicative exchanges to
practise the structures learnt in a context of everyday
language. This weekend I’m going to…
Reinforcement activities
WB exercises, p. 6
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Extension activities:
Optional activities TB p. 26
Completion of exercises to extend grammatical
knowledge
Family and Friends 4 – Oxford University Press
WB
RC, OE
P-A, TI
SB
TRP
CD
.
RC, OC, OE, EE
TP, TG
RC, WE
TI
WB
TRP
RC, WE
TI
TRP
66
4
45’
Warm-up activity.
TB p. 27
Development activities:
Identify new ways of saying the time.
Revise the formation of the comparative and
superlative.
Revise the alphabetical order
SB, p. 7
Reinforcement activities
-WB exercises, p. 7
Extension activities:
-Optional activity: Vocabulary (TB p.27)
-My family. Test, (TEB p.6)
Family and Friends 4 – Oxford University Press
-
Listen to, repeat and indicate the time.
-
Sentence endings, using the comparative and
superlative.
Write words in alphabetical order
-
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to recycle and extend
vocabulary.
OC, OE
P-A
RC, WE., CO
TI, TG
RC, WE
RC, WE
TI
SB
CD
WB
TRP
TI
TB
67
UNIT 1: THE FOOD HERE IS GREAT!
SESSION
OBJECTIVES/ACTIVITIES
1
Warm up.
45’
TB, p. 28
DESCRIPTION
Reinforcement activities
-WB exercises, p.8
-Wordlist, TB 28
Extension activities:
- Optional activity: Vocabulary, TB p.28
- Cut and make 1 PMB p.36
Family and Friends 4 – Oxford University Press
MATERIALES
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
Understand a short story
SB, p.8
INTERACCION
OC, OE
-
Identify vocabulary related to restaurants.
SB p.8
Flashcards 1-10
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities
Match pictures and words.
Memorise vocabulary.
Introduction of unit topic and vocabulary: short
story about family members in a restaurant
completion of comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
68
2
45’
Warm-up activity.
TB p.21
Development activities: (Grammar)
Revise the present simple and continuous
and their use.
Complete a text with the present simple and
continuous using: They usually wear blue
uniforms. They are wearing white today.
Read and listen to a text studied in the previous
session
Identification of communicative purpose of previous
text.
Use of different grammatical structures:
They usually wear blue uniforms. They are
wearing white today.
-
Act out the story
SB, p. 9
3
45’
Reinforcement activities
WB exercises, p.9
Grammar reference. WB p.108
Values 1 worksheets, PMB p. 6-7
Extension activities:
Optional activity: (TB p. 29)
Warm-up activity: Play: Freeze!
TB p. 23
Development activities (Grammar & Song).
Learn words which indicate how often
something is done.
Write sentences in present simple and
continuous using adverbs of frequency
Use the forms studied in the context of a
song
SB, p. 10
Reinforcement activities
WB exercises, p. 10
Grammar reference WB p. 108
Extension activities:
Optional activity TB p. 30
Family and Friends 4 – Oxford University Press
-
Completion of exercises to improve oral and written
skill.
- Play: Freeze!
-
P-A
RC, OC,
TI, TP, TG
OC, OE
RC, WE
TP, TG
TI
RC, WE
TI
SB
CD
TB
Dramatisation of the short story
Completion of WB exercises to consolidate what has
been learnt
-
OC, OE,
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language.
Learn a song .
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to extend grammatical
knowledge
WB
WB
TB
RC, OE
P-A, TI
SB
TRP
CD
.
RC, OC, OE, WE
TP, TG
RC, WE
TI
WB
TRP
RC, WE
TI
TRP
69
4
45’
5
45’
Warm-up activity.
TB p.31
-
Development activities (Phonics)
Revise the pronunciation of the long sounds
a and e
Match these sounds with the letters: ai, ay,
a_e, ee, ea, ey
Identify these sounds in a text.
SB, p. 11
Phonics cards 1-6
Reinforcement activities
-WB exercises, p. 10
- Listen to, repeat and indicate sounds
- Listen to and read a text and identify sounds.
- Identification of words which have a different vowel
sound
Extension activities:
-Optional activity: Vocabulary (TB p.31)
Warm-up activity.
TB p.32
Development activities (Skills time!).
Read and understand an article in a school
magazine
Identify words and their meaning in a text.
Check the meaning of these words in a
dictionary.
Match specific information with the correct
text.
SB, p. 12
Reinforcement activities
WB exercises, p. 12
Language practice worksheet PMB p.2
Extension activities:
Optional activity, TB, P. 32
Family and Friends 4 – Oxford University Press
Revise phonemes
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to recycle and extend
vocabulary.
OC, OE
P-A
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
RC, WE
EO
TI
TG
TB
SB
CD
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
- Learn and reinforce vocabulary and
grammatical structures for the description and
suggested exercises such as finishing sentences,
etc.
- Recognise words and their meaning upon hearing
or reading them.
70
6
45’
Warm-up activity.
TB p.33
Development activities (Skills Time!).
Identify the eating habits of different families,
after listening to specific information.
Ask and answer questions about eating
habits
Identify the syllables in a word.
SB, p. 13
Reinforcement activities
WB exercises, p. 12-13
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.33
Test Unit 1, TEB p. 7
Family and Friends 4 – Oxford University Press
RC, OC
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
- Listen to specific vocabulary
- Ask and answer questions using the structures
and vocabulary learnt.
- Identification and separation of the syllables of
a word
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
71
UNIT 2: WE HAD A CONCERT
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. Play: Miming
TB, p. 34
Identify Vocabulary related to concerts
SB p.14
Flashcards 11-20
DESCRIPTION
- Play: Miming
Reinforcement activities
-WB exercises, p.14
-Wordlist, TB 34
Extension activities:
- Optional activity: Vocabulary, TB p.34
Family and Friends 4 – Oxford University Press
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
Understand a short story
SB, p.14
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise vocabulary.
Introduction of unit topic and vocabulary: short
story about a concert and friends, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
72
2
45’
Warm-up activity. Play: Snap!
TB p.35
Development activities: (Grammar)
Revise the past simple of be, have and
regular verbs.
Complete a text with the correct form of the
past using: We had a concert at our house.
All our friends were there. The audience
clapped and cheered
3
45’
Act out the story
SB, p. 14-15
Reinforcement activities
WB exercises, p.15
Grammar reference. WB p.108
Extension activities:
Optional activity: (TB p. 35)
Warm-up activity Play:
TB p. 36
Development activities: (Grammar & Song).
Revise adverbs of time to express the past:
Yesterday, last week, last year, two days
ago…
Use the forms studied in the context of a
song.
SB, p. 16
Reinforcement activities
WB exercises, p. 16
Grammar reference. WB p.108
Extension activities:
Optional activity TB p.36
Family and Friends 4 – Oxford University Press
- Play Snap!
- Read and listen to a text studied in the previous
session
- Identification of communicative purpose of previous
text.
- Learn and use different grammatical structures:
We had a concert at our house. All our friends
were there. The audience clapped and cheered
-
Dramatisation of the short story
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
RC, WE
- Participation in communicative exchanges to
practise the structures learnt in a context of everyday
language.
- Learn a song .
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to extend grammatical
knowledge
TI
TI
SB
CD
TB
WB
WB
TB
SB
TRP
CD
RC, OE
P-A, TI
.
RC, OC, OE, WE
TP, TG
RC, WE
TI
WB
TRP
RC, WE
TI
TRP
73
4
45’
Warm-up activity.TB p. 37
Development activities (Phonics)
Revise the sounds of the vowels: i, o and u
Identify these sounds in words which contain
the letters: igh, y, i_e, oa, ow, o_e, oo, ue,
u_e
Identify these sounds in a poem
SB, p. 17
Phonics cards 7-15
-
Listen to, repeat and indicate sounds
- Listen to and repeat a poem.
Match sounds and letters.
-
-
Reinforcement activities
-WB exercises, p. 16
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.37)
5
45’
Revision of phonemes
Completion of exercises to recycle and extend
vocabulary.
Family and Friends 4 – Oxford University Press
P-A
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
RC, WE
TI
TB
EO
TG
SB
CD
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge and vocabulary.
RC, WE
TP, TG
TB
Warm-up activity.
TB p. 38
Development activities (Skills time!).
Read and Understand a poem.
Identify Vocabulary and its meaning in a text.
Check the meaning of the words in a
dictionary
Match questions and answers.
SB, p. 18 TB p. 38
Reinforcement activities
WB exercises, p. 17
Language practice worksheet PMB p.3
Extension activities:
Optional activity, TB, P. 38
OC, OE
Learn and reinforce Vocabulary and
grammatical structures for the description
And completion of suggested exercises such as
finishing sentences, etc.
Recognise specific information upon listening to or
reading a text
-
-
74
6
45’
Warm-up activity.
TB p.39
Development activities (Skills Time!).
Listen to and Identify different activities
musicales.
Ask and answer questions about musical
preferences
Learn the rule about when verbs double the
consonant in the present continuous
SB, p. 19
Reinforcement activities
WB exercises, p.18-19
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.39
Test Unit 2 TEB p. 8
Family and Friends 4 – Oxford University Press
RC, OC
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
- Listen to and identify different musical activities.
- Ask and answer questions using the structures and
vocabulary learnt.
- Learn the rule about doubling the consonant in the
present continuous.
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
75
UNIT 3: THE DINOSAUR MUSEUM
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 40
DESCRIPTION
SKILLS
INTERACCION
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
Observation of flashcards to introduce the
vocabulary
Presentation of the unit contents and planning of
objectives and activities.
- Match pictures and words.
- Memorise vocabulary
-
Identify words related to the dinosaur
museum
SB p.20
Flashcards 21-30
-
Understand a short story
SB, p.20
Reinforcement activities
-WB exercises, p.20
-Wordlist, TB 40
Extension activities:
- Optional activity: Vocabulary, TB p.40
Family and Friends 4 – Oxford University Press
MATERIALES
Introduction of the unit topic and vocabulary: short
story about a visit to a dinosaur museum,
completion of comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
76
2
45’
3
45’
Warm-up activity.
OC, OE,
TB p.41
Development activities: (Grammar)
Read and listen to a text studied in the previous
Learn the past simple of irregular verbs in
session
RC, OC,
the negative form
- Identification of communicative purpose of previous
Complete a text with the correct form of the
text.
past simple, using:
Learn and use different grammatical structures:
- We went to the dinosaur museum. We didn’t go
We went to the dinosaur museum. We didn’t
to school. I saw dinosaurs.
go to school. I saw dinosaurs.
I didn’t see fish.
- I didn’t see fish.
Act out the story
-Dramatisation of the short story
SB, p. 21
OC, OE
Reinforcement activities
Completion of WB exercises to consolidate what has
RC, WE
WB exercises, p.21
been learnt
Grammar reference. WB p.109
Extension activities:
Completion of exercises to improve oral and written
RC, WE
Optional activity: (TB p. 41)
skill.
Values 1 worksheet PMB p.6-7
Warm-up activity:
RC, OE
TB p. 42
Participation in communicative exchanges to
.
Development activities (Grammar &Song).
practise the structures learnt in a context of
RC, OC, OE, WE
Ask and answer questions in the past simple
everyday language.
Use the past simple to write about what they
Learn a song performing actions
did or didn’t do.
Use the past simple in the context of a song
SB, p. 22
Reinforcement activities
Completion of proposed exercises to reinforce and
RC, WE
WB exercises, p. 22
consolidate what they have learnt.
Grammar reference. WB p.109
Extension activities:
Optional activity TB p.42
Family and Friends 4 – Oxford University Press
Completion of exercises to extend grammatical
knowledge
RC, WE
P-A
SB
CD
TB
TI, TP, TG
TP, TG
TI
TI
P-A, TI
WB
WB
TB
SB
TRP
CD
TP, TG
TI
WB
TRP
TI
TRP
77
4
45’
Warm-up activity.
TB p. 43
Development activities (Phonics)
Learn how the letters f and ph have the
same sound
Identify these sounds in a text
Phonics cards 16-17
-
Revision of phonemes studied
Listen to, repeat and indicate sounds
- Listen to and repeat a text.
Classification of words including f and ph.
-
-
OC, OE
P-A
RC, WE., CO
TI, TG
SB
CD
SB, p. 23
Reinforcement activities
-WB exercises, p. 22
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.43)
5
45’
Warm-up activity.
TB p.44
Development activities (Skills time!).
Read and understand a non-fictional text
Find words and their meaning in a text.
Check the meaning of these words in a
dictionary
SB, p. 24
Reinforcement activities
WB exercises, p. 2
Language practice worksheet PMB p.4
Extension activities:
Optional activity, TB, P. 44
Family and Friends 4 – Oxford University Press
Completion of exercises to recycle and extend
vocabulary.
RC, WE
TI
WB
TRP
TI
TB
EO
TG
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
-
Sing the song learnt in the previous session.
Learn and reinforce vocabulary and
grammatical structures for the Description
and completion of suggested exercises such as
completing tables, sentences, etc.
Recognise words upon hearing or reading them.
RC, WE
-
-
SB
CD
78
6
45’
7
45’
Warm-up activity.
TB p.45
RC, OC
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
Development activities (Skills Time!).
Identify specific information about favourite
things on a school outing
Ask and answer questions about a school
outing
Identify the use of the exclamation mark.
SB, p. 25
- Listen to specific information
- Ask and answer questions using the structures and
vocabulary learnt.
- Write the exclamation mark
Reinforcement activities
WB exercises, p. 24-27
Writing skills worksheet PMB p.5
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.45
Values worksheet (Unit 3)PMB p.6-7
( if not done) and TEB p. 9
Assessment exercises:
Summative Test 1 p. 10 TEB
Skills Test 1 p.12
Family and Friends 4 – Oxford University Press
P-A
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
Complete assessment activities from Units 1-3
WE, OE
TI
TRP
79
UNIT 4: WHOSE JACKET IS THIS?
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.:
TB, p. 46
DESCRIPTION
Identify different sports.
SB p.30
Flashcards 31-40
-
Understand a short story
SB, p.30
Reinforcement activities
-WB exercises, p.28
-Wordlist, TB 46
- Extension activities:
- Optional activity: Vocabulary, TB p.46
Family and Friends 4 – Oxford University Press
-
SKILLS
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise vocabulary.
Introduction of the unit topic and vocabulary: short
story about sports. completion of comprehension
exercises:
- Listen to a text
Read the short story
TRP
SB
CD
80
2
45’
3
45’
Warm-up activity. Play: Word chain
TB p. 47
Development activities: (Grammar)
Learn possessive pronouns
Complete sentences with the correct
possessive pronoun:
Whose jacket is this? It’s mine/ tours/ his /
hers/ ours/ Theirs
Act out the story
SB, p. 31
Reinforcement activities
WB exercises, p.29
Grammar reference. WB p.109
Extension activities:
Optional activity: (TB p. 47)
Warm-up activity: TB p. 48
- Play: Word chain
Read and listen to a text studied in the previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
Whose jacket is this? It’s mine/ tours/ his /
hers/ ours/ Theirs
-
-
Completion of WB exercises to consolidate what has
been learnt
Completion of exercises to improve oral and written
skill.
-
Reinforcement activities
WB exercises, p. 30
Grammar reference. WB p.109
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to extend grammatical
knowledge
Family and Friends 4 – Oxford University Press
P-A
RC, OC,
TI, TP, TG
OC, OE
RC, WE
TP, TG
TI
RC, WE
TI
SB
CD
TB
Dramatisation of the short story
Development activities (Grammar &Song).
Identify regular and irregular adverbs.
Use adverbs to talk about how they did things
in the past.
Use adverbs in the context of a song.
SB, p. 32
Extension activities:
Optional activity TB p. 48
OC, OE,
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language.
Learn a song.
WB
WB
TB
SB
TRP
CD
RC, OE
P-A, TI
.
RC, OC, OE, WE
TP, TG
RC, WE
TI
WB
TRP
RC, WE
TI
TRP
81
4
45’
Warm-up activity.
TB p. 49
-
Development activities (Phonics)
Identify words which end in ll or which include rr.
Find words which include this sound in a text
Match the sounds with specific words
SB, p. 33
Phonics cards 18-19
Reinforcement activities
-WB exercises, p. 30
- Listen to, repeat and indicate sounds
Listen to and repeat words.
Match sounds and letters
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.49)
5
45’
Revise phonemes studied
Completion of exercises to recycle and extend
vocabulary.
Family and Friends 4 – Oxford University Press
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
TI
TB
OE
TG
SB
CD
Learn and reinforce Vocabulary and
grammatical structures for the description
and completion of suggested exercises such as
finishing sentences
Recognise words upon hearing or reading them.
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
-
-
P-A
RC, WE
Warm-up activity.
TB p.50
Development activities (Skills time!).
Read and understand an article about
basketball in a teenage magazine...
Identify words and their meaning in a text.
Check the meaning of the words in a
dictionary.
SB, p. 34
Flashcards 61-66
Reinforcement activities
WB exercises, p. 31
Language practice worksheet PMB p.8
Extension activities:
Optional activity, TB, P. 50
OC, OE
82
6
45’
Warm-up activity.
TB p.51
.
Development activities (Skills Time!).
Identify the children’s favourite sports after
listening to a text.
Ask and answer questions about their
favourite sport
Identify the differences between it’s and its
SB, p. 35
- Listen to specific information
Ask and answer questions using the structures
and vocabulary learnt.
- Identification of the difference between it’s and its
Reinforcement activities
WB exercises, p. 32-33
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.51
Test Unit 4 TEB p. 14
Family and Friends 4 – Oxford University Press
RC, OC
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
83
UNIT 5: GO BACK TO THE ROUNDABOUT
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 52
DESCRIPTION
SKILLS
INTERACCION
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
Observation of flashcards to introduce the
vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
- Match pictures and words.
- Memorise vocabulary.
-
Identify directions to get somewhere
SB p.36
Flashcards 41-50
Understand a short story
SB, p. 36
Reinforcement activities
-WB exercises, p.34
-Wordlist, TB 52
Extension activities:
- Optional activity: Vocabulary, TB p.52
Family and Friends 4 – Oxford University Press
-
MATERIALES
Introduction of the unit topic and vocabulary: short
story about a family outing, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
84
2
45’
Warm-up activity. Play: Cross the river TB
p.53
Development activities: (Grammar)
Identify the uses of have to & had to to
express need
Complete sentences with the correct form of
have to
Learn to give directions for how to get
somewhere. We have to go back to the
roundabout. We have to hurry. Turn Left. Go
straight on at the roundabout.
- Play: Cross the river
-
Read and listen to a text studied in the previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
We have to go back to the roundabout. We
have to hurry. Turn Left. Go straight on at
the roundabout.
-
3
45’
Act out the story
SB, p. 37
Reinforcement activities
WB exercises, p.35
Grammar reference. WB p.110
Extension activities:
Optional activity: (TB p. 53)
Warm-up activity:
TB p.54
Development activities (Grammar & Song).
Identify the uses of why and because.
Use why and because in the context of a
song.
SB, p. 38
Reinforcement activities
WB exercises, p. 36
Grammar reference. WB p.110
Extension activities:
Optional activity TB p.54
Family and Friends 4 – Oxford University Press
Dramatisation of the short story
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
RC, WE
RC, OE
- Participation in communicative exchanges to practise
.
the structures learnt in a context of everyday language. RC, OC, OE, WE
- Learn a song
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to extend grammatical
knowledge
TI
TI
P-A, TI
SB
CD
TB
WB
WB
TB
SB
TRP
CD
TP, TG
RC, WE
TI
WB
TRP
RC, WE
TI
TRP
85
4
45’
Warm-up activity.
TB p. 55
Development activities (Phonics)
Pronounce words that end in c or in ck
Identify words with those endings in a text
Associate those sounds with words.
SB p.39
Phonics cards 18-21
-
- Listen to, repeat and indicate sounds
- Listen to and repeat words.
- Find words in a text
- Match sounds and letters.
Reinforcement activities
-WB exercises, p. 36
Extension activities:
-Optional activity: Vocabulary (TB p.55)
5
45’
Warm-up activity.
TB p.56
Development activities (Skills time!).
Read and understand a text from a web page
about hand-shadows
Match words with their meaning in a text
Check the meaning of the words in a
dictionary
SB, p. 38
Reinforcement activities
WB exercises, p. 3
Language practice worksheet PMB p. 9
Extension activities:
Optional activity, TB, P. 56
Family and Friends 4 – Oxford University Press
Revision of phonemes studied
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to recycle and extend
vocabulary.
OC, OE
P-A
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
RC, WE
TI
TB
EO
TG
SB
CD
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
Learn and reinforce vocabulary and
grammatical structures for the description
and completion of suggested exercises such as
finishing sentences etc
Recognise words upon hearing or reading them.
-
86
6
45’
Warm-up activity.
TB p.57
Development activities (Skills Time!).
Listen to and Understand directions to get
somewhere
Give instructions.
Identify and write imperatives.
SB, p. 41
Reinforcement activities
WB exercises, p. 38-39
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.57
Values 2 worksheets, PMB p.12-13
Test Unit 5 TEB p.15
Family and Friends 4 – Oxford University Press
-
Use of Vocabulary studied in this unit
- Listen to descriptions of what is happening
- Ask and answer questions using the structures and
vocabulary learnt.
- Identification and use of imperatives.
RC, OC
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
87
UNIT 6: THE BEST BED!
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. Play: Simon says
TB, p. 58
Identify adjectives para describir personas o
cosas
SB p.42
Flashcards 51-60
DESCRIPTION
- Play: Simon says
Understand a short story
SB, p.42
Reinforcement activities
-WB exercises, p.40
-Wordlist, TB 58
Extension activities:
- Optional activity: Vocabulary, TB p.58
Family and Friends 4 – Oxford University Press
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise Vocabulary.
Introduction of the unit topic and vocabulary: short
story about the family, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
88
2
45’
3
45’
Warm-up activity. Play: Word chain
TB p. 59
- Play: Word chain
OC, OE,
Read and listen to a text studied in the previous
Development activities: (Grammar)
session
RC, OC,
Comprender la formación dthe comparative
- Identification of communicative purpose of previous
and superlativede adjectives largos
text.
Complete sentencescon la forma correcta del Utilización
de
diferentes
estructuras
grammaticales:
comparativo o superlativo.
My bed is more comfortable than this one. It’s
My bed is more comfortable than this one.
less expensive than a new bed. This is the most
It’s less expensive than a new bed. This is
expensive bed in the shop
the most expensive bed in the shop
Act out the story
OC, OE
SB, p. 43
Dramatisation of the short story
Reinforcement activities
Completion of WB exercises to consolidate what has
RC, WE
WB exercises, p.41
been learnt
Grammar reference. WB p.110
Extension activities:
Completion of exercises to improve oral and written
RC, WE
Optional activity: (TB p. 59)
skill.
Warm-up activity:
RC, OE
TB p. 60
- Participation in communicative exchanges to practise
.
Development activities (Grammar& Song).
the structures learnt in a context of everyday language. RC, OC, OE, WE
Identify irregular comparative and superlative
- Learn a song
adjectives. Use irregular comparative and
superlative adjectives in the context of a
song.
SB, p. 44
Reinforcement activities
WB exercises, p. 42
Grammar reference. WB p.110
Extension activities:
Optional activity TB p.60
Family and Friends 4 – Oxford University Press
P-A
SB
CD
TB
TI, TP, TG
TP, TG
TI
TI
P-A, TI
WB
WB
TB
SB
TRP
CD
TP, TG
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
TI
TRP
89
4
45’
Warm-up activity.
TB p. 61
Development activities (Phonics)
Learn that the letters g and c may be
pronounced with a soft sound: / d and /s/
Identify these sounds in texts and words
SB, p. 45
Phonics cards 20-23
-
- Listen to, repeat and indicate sounds
- Audición and repetición de palabras.
- Relación de sonidos and palabras.
Reinforcement activities
-WB exercises, p. 42
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.61)
5
45’
Revision of phonemes studied
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.
TB p.62
Reinforcement activities
WB exercises, p. 43
Language practice worksheet PMB p.10
Extension activities:
Optional activity, TB, P. 62
Family and Friends 4 – Oxford University Press
P-A
RC, WE., CO
TI, TG
RC, WE
RC, WE
TI
SB
CD
WB
TRP
TI
TB
OE
TG
Learn and reinforce Vocabulary and grammatical
structures for the Description
and completion of suggested exercises such as
completing sentences, etc.
- Recognise information upon hearing or reading a
text.
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
-
Development activities (Skills time!).
Read and Understand a fable.
Identify words and their meaning in a text.
Check the meaning of the words in a
dictionary.
SB, p. 46
OC, OE
SB
CD
90
6
45’
Warm-up activity.
TB p.63
Development activities (Skills Time!).
Identify the chronological order of a fable.
Tell a story based on pictures.
Identify irregular plurals
SB, p. 47
Reinforcement activities
WB exercises, p. 44-47
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.63
Cut and make 2 PMB p.37
Values worksheet (Unit 6 PMB p.12 and 13 (
if not done) and TEB p. 16
7
45’
Assessment exercises:
Summative Test 2 p. 17 TEB
Skills Test 2 p.19
Family and Friends 4 – Oxford University Press
RC, OC
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
SB
CD
- Listen to specific vocabulary
Write sentences using the structures and vocabulary
learnt.
- Recognise verbs to express activities
TP
P-A
WB
SB
TRP
TB
TG, TI
Complete assessment activities from Units 1-6
WE, OE
TI
TRP
91
UNIT 7: WILL IT REALLY HAPPEN?
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 64
Identify words related to space and space
travel
SB p.52
Flashcards 61-70
DESCRIPTION
Understand a short story
SB, p.52
Reinforcement activities
-WB exercises, p.48
-Wordlist, TB 64
Extension activities:
- Optional activity: Vocabulary, TB p.64
- Cut and make 3, PMB p. 38
Family and Friends 4 – Oxford University Press
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise vocabulary.
Introduction of the unit topic and vocabulary: short
story about family members, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
92
2
45’
3
45’
Warm-up activity. Play: Jump!
TB p. 65
Development activities: (Grammar)
Identify and Learn future forms with will and
won’t
Complete sentences with future forms.
People will/ won’t travel in super fast planes.
There won’t be any more long plane
journeys. Will they go back to Australia? Yes,
they will. / No, they won’t
Act out the story
SB, p. 53
Reinforcement activities
WB exercises, p.49
Grammar reference. WB p.111
Extension activities:
Optional activity: (TB p.65)
Warm-up activity. TB p. 66
Development activities (Grammar& Song).
Learn words to Identify the future: next week,
soon later, in a month time, on Monday…
Use time expressions in the context of a
song.
SB, p. 54
Reinforcement activities
WB exercises, p. 50
Grammar reference. WB p.111
Extension activities:
Optional activity TB p.66
Family and Friends 4 – Oxford University Press
- Play: Jump!
- Revision of vocabulary studied in the previous
session.
Read and listen to a text studied in the previous
session
- Identification of communicative purpose of previous
text.
Learn and use different grammatical forms:
People will/ won’t travel in super fast planes. There
won’t be any more long plane journeys. Will they
go back to Australia? Yes, they will. / No, they
won’t
- Dramatisation of the short story
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
- Revision of Vocabulary.
RC, WE
TI
TI
SB
CD
TB
WB
WB
TB
SB
TRP
CD
RC, OE
P-A, TI
- Participation in communicative exchanges to
practise the structures learnt in a context of everyday
language.
- Learn a song.
.
RC, OC, OE, WE
TP, TG
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
TI
TRP
93
4
45’
Warm-up activity.
TB p. 67
-
Revision of phonemes
- Listen to, repeat and indicate sounds
Development activities (Phonics)
- Relación de sonidos and letras.
Identify how the letters au, aw and or
- Localización de sonidos en diferentes wordsy textos
produce the sound /
Identify this sound in texts and specific words
SB, p. 55
Phonics cards 22-26
Reinforcement activities
Completion of proposed exercises to reinforce and
-WB exercises, p. 50
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.67)
5
45’
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.
TB p.68
Reinforcement activities
WB exercises, p. 51
Language practice worksheet PMB p.14
Extension activities:
Optional activity, TB, P. 68
Family and Friends 4 – Oxford University Press
-
P-A
RC, WE., CO
TI, TG
RC, WE
RC, WE
TI
SB
CD
WB
TRP
TI
TB
EO
TG
Learn and reinforce Vocabulary and
grammatical structures for the Description
And completion of suggested exercises such as
answers to questions, etc.
Recognise words upon hearing or reading them.
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
-
Development activities (Skills time!).
Read and understand interviews.
Identify words and their meaning in a text.
Check the meaning of the words in a
dictionary
SB, p. 56
OC, OE
SB
CD
94
6
45’
Warm-up activity.
TB p.69
Development activities (Skills Time!).
Listen to specific information and identify the
children’s predictions
Give opinions about the future.
Identify compound nouns
SB, p. 57
Reinforcement activities
WB exercises, p. 52-53
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.69
Test Unit 7 TEB p. 21
Family and Friends 4 – Oxford University Press
RC, OC
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
- Listen to a text with specific vocabulary
- Ask and answer questions using the structures and
vocabulary learnt.
- Identification of compound nouns
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
95
UNIT 8: HOW MUCH TIME HAVE WE GOT?
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. Play: Musical cards
TB, p. 70
Identify words related to airports.
SB p.58
Flashcards 61-80
DESCRIPTION
- Play: Musical cards
Understand a short story
SB, p.58
Reinforcement activities
-WB exercises, p. 54
-Wordlist, TB p.70
-Values 3 worksheets PMB p. 18-19
Extension activities:
- Optional activity: Vocabulary, TB p.70
Family and Friends 4 – Oxford University Press
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise Vocabulary
Introduction of the unit topic and vocabulary: short
story about family members, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
96
2
45’
Warm-up activity.
TB p.71
Read and listen to a text studied in the previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
How much money have you got? I haven’t got
much money. We’ve got lots of money. I haven’t
got many pencils. I’ve got lots of pencils.
Development activities: (Grammar)
Identify expressions of quantity. Complete
sentences with expressions of quantity using:
How much money have you got? I haven’t
got much money. We’ve got lots of money. I
haven’t got many pencils. I’ve got lots of
pencils.
-
3
45’
Act out the story
SB, p. 55
Reinforcement activities
WB exercises, p.55
Grammar reference. WB p.111
Extension activities:
Optional activity: (TB p. 71)
Warm-up activity:
TB p. 72
Dramatisation of the short story
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
RC, WE
TI
TI
RC, OE
P-A, TI
.
RC, OC, OE, WE
TP, TG
SB
CD
TB
WB
WB
TB
SB
TRP
CD
Development activities (Grammar & Song)
Identify the uses of some and any.
Use the structures studied in the context of a
song
SB, p. 60
-
Reinforcement activities
WB exercises, p. 56
Grammar reference. WB p.111
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
TI
TRP
Extension activities:
Optional activity TB p.72
Family and Friends 4 – Oxford University Press
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language.
Learn a songcompletándola acciones
97
4
45’
Warm-up activity.
TB p. 73
Development activities (Phonics)
Identify the different ways of pronouncing the
ending –ed in the past simple of verbs.
Identify these sounds in texts and specific
words
SB, p. 61
Phonics cards 24-29
Reinforcement activities
-WB exercises, p. 56
Extension activities:
-Optional activity: (TB p.73)
5
45’
- Revision of phonemes studied
-
- Listen to, repeat and indicate sounds
Listen to and repeat words.
Match sounds and letters..
Find sounds in texts.
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Realización de ejercicios para reciclar and ampliar
Vocabularyasí como su pronunciación
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
TI
TB
OE
TG
SB
CD
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
- Learn and reinforce Vocabulary and grammatical
Development activities (Skills time!).
structures for the description and completion of
Read and Understand a letter about holidays. suggested exercises such as finishing sentences, etc.
Find words and their meaning in a text.
- Recognise words upon hearing or reading them.
Check the meaning of the words in a
dictionary
SB, p. 62
Family and Friends 4 – Oxford University Press
P-A
RC, WE
Warm-up activity.
TB p.74
Reinforcement activities
WB exercises, p. 57
Language practice worksheet PMB p.15
Extension activities:
Optional activity, TB, P. 74
OC, OE
98
6
45’
Warm-up activity.
TB p.73
Development activities (Skills Time!).
Listen to and Identify details about holidays
Ask and answer questions about holidays
Identify how to write an address on an
envelope
SB, p. 63
Reinforcement activities
WB exercises, p. 58-59
Pair work, TRP
Extension activities:
Optional activity: TB p.75
Test Unit 8 TEB p. 22
Family and Friends 4 – Oxford University Press
RC, OC
- Listen to specific vocabulary.
- Representación de un Dialogue sobre vacaciones
- Identificación and escritura de una dirección en
un sobre
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
99
UNIT 9: SOMETHING NEW TO WATCH!
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. Play: Teacher can’t remember
TB, p. 76
Identify words related to audiovisual media.
SB p.64
Flashcards 81-90
DESCRIPTION
- Play: Teacher can’t remember
Understand a short story
SB, p.64
Reinforcement activities
-WB exercises, p.60
-Wordlist, TB 76
Extension activities:
- Optional activity: Vocabulary, TB p.76
Family and Friends 4 – Oxford University Press
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise Vocabulary
Introduction of the unit topic and vocabulary: short
story about family members, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
100
2
45’
3
45’
Warm-up activity.
TB p.77
Development activities: (Grammar)
Identify the infinitive of purpose or intention.
Complete sentences with the correct
infinitive. I switched on the TV to watch
sports. We went in the boat to see the
dolphins. How often do you go to the
cinema? Once a week
Act out the story
SB, p. 61
Reinforcement activities
WB exercises, p.61
Grammar reference. WB p.112
Extension activities:
Optional activity: (TB p. 77)
Warm-up activity: Play: Cross the river
TB p. 78
Development activities (Grammar & Song).
Identify the use of How often
Use how often in the context of a song.
SB, p. 66
Reinforcement activities
WB exercises, p. 62
Grammar reference. WB p.112
Extension activities:
Optional activity TB p.78
Family and Friends 4 – Oxford University Press
OC, OE,
P-A
RC, OC,
TI, TP, TG
Dramatisation of the short story
Completion of WB exercises to consolidate what has
been learnt
OC, OE
RC, WE
TP, TG
TI
Completion of exercises to improve oral and written
skill.
- Play: Cross the river
RC, WE
TI
- Read and listen to a text studied in the previous
session
- Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
I switched on the TV to watch sports. We
went in the boat to see the dolphins. How
often do you go to the cinema? Once a week
SB
CD
TB
WB
WB
TB
SB
TRP
CD
RC, OE
P-A, TI
.
RC, OC, OE, WE
TP, TG
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
TI
TRP
- Participation in communicative exchanges to
practise the structures learnt in a context of everyday
language.
- Learn a songperforming actions
101
4
45’
Warm-up activity.
TB p. 79
-
Revision of phonemes studied
Development activities (Phonics)
- Listen to, repeat and indicate sounds
Learn that words ending in er and or have the - Identification ofsonidos en las wordsde un texto..
same sound
- Relación de sonidos and palabras.
Identify this sound in texts.
Associate this sound with specific words.
SB, p. 67
Phonics cards 30-31
Reinforcement activities
Completion of proposed exercises to reinforce and
-WB exercises, p. 62
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.79)
5
45’
Completion of exercises to recycle and extend
vocabulary.
OC, OE
P-A
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
RC, WE
TI
TB
OE
TG
RC, OC, OE
TI, TG, TP
SB
CD
RC, WE
TI
WB
RC, WE
TP, TG
TB
Warm-up activity.
TB p.80
Development activities (Skills time!).
Read and understand a TV programme
Identify words and their meaning in a text.
Check the meaning of the words in a
dictionary.
SB, p. 68
Reinforcement activities
WB exercises, p. 63
Language practice worksheet PMB p.16
Extension activities:
Optional activity, TB, P. 80
Family and Friends 4 – Oxford University Press
-
Learn and reinforce Vocabulary and grammatical
for the description and completion of suggested
exercises, such as completing sentences, etc.
Find words in the dictionary.
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to extend grammatical
knowledge
102
6
45’
7
45’
Warm-up activity.
TB p.81
RC, OC
Development activities (Skills Time!).
Listen to specific information and Identify
favourite children’s TV programmes
Ask and answer questions about favourite
programmes
Add the prefix un- to a word to obtain a
negative meaning
SB, p. 69
- Listen to specific vocabulary and match with pictures
- Ask and answer questions using the structures and
vocabulary learnt.
- Use of prefix un- to change the meaning of a word.
Reinforcement activities
WB exercises, p. 64-67
Pair work, TRP
Writing skills worksheet PMB p.17
Extension activities:
Optional activity: Communication, TB p.81
Values 3 worksheet (Unit 9)PMB p.18 and
19 ( if not done) and TEB p.23
Assessment exercises:
Summative Test 3 p. 24TEB
Skills Test 3 p.26
Family and Friends 4 – Oxford University Press
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
Complete assessment activities fromUnits 1-9
WE, OE
TI
TRP
103
UNIT 10: I´VE PRINTED MY HOMEWORK
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 82
DESCRIPTION
Identify Vocabulary referring to computers.
SB p.74
Flashcards 91-99
Understand a short story
SB, p.74
Reinforcement activities
-WB exercises, p.68
-Wordlist, TB 80
Extension activities:
- Optional activity: Vocabulary, TB p.82
Family and Friends 4 – Oxford University Press
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise Vocabulary
Introduction of the unit topic and vocabulary: short
story about doing homework on the computer,,
completion of comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
104
2
45’
Warm-up activity. Play: What’s missing?
TB p.83
Development activities: (Grammar)
Learn the present perfect affirmative.
Complete sentences with the Present Perfect We’ve finished our homework. He’s put the
books on the shelves. You’ve made a mess.
Have you seen my new speakers? Yes, I
have. / No, she hasn’t. She hasn’t printed the
document.
Act out the story
SB, p. 75
3
45’
Reinforcement activities
WB exercises, p.69
Grammar reference. WB p.112
Extension activities:
Optional activity: (TB p. 83)
Warm-up activity:
TB p. 84
Development activities (Grammar & Song).
Learn the interrogative and negative form of
the Present Perfect
Use the Present Perfect in the context of a
song.
SB, p. 76
Reinforcement activities
WB exercises, p. 70
Grammar reference. WB p.112
Extension activities:
Optional activity TB p.84
Family and Friends 4 – Oxford University Press
Read and listen to a text studied in the previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
We’ve finished our homework. He’s put the
books on the shelves. You’ve made a mess.
Have you seen my new speakers? Yes, I have. /
No, she hasn’t. She hasn’t printed the
document.
Dramatisation of the short story
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
RC, WE
TI
TI
SB
CD
TB
WB
WB
TB
SB
TRP
CD
RC, OE
P-A, TI
.
RC, OC, OE, WE
TP, TG
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
TI
TRP
-Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language.
- Learn a songy realización de las acciones.
105
4
45’
Warm-up activity.
TB p. 85
Development activities (Phonics)
Learn that words which include the letters ur
and ir have the same sound /
Identify this sound in texts
Associate this sound with specific vocabulary
SB, p. 77
Phonics cards 30-33
-
-
Reinforcement activities
-WB exercises, p. 70
Warm-up activity.
TB p.86
Development activities (Skills time!).
Read and understand, via a computer,
instructions about how to send an email
Identify words and their meaning in a text
Check the meaning of the words in a
dictionary.
SB, p. 78
Reinforcement activities
WB exercises, p. 71
Language practice worksheet PMB p.20
Extension activities:
Optional activity, TB, P. 86
Family and Friends 4 – Oxford University Press
- Listen to, repeat and indicate sounds
Localización de sonidos iguales en textos.
Relación de sonidos and letras.
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.85)
5
45’
Revision of phonemes studied
Completion of exercises to recycle and extend
vocabulary.
-
OC, OE
P-A
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
RC, WE
TI
TB
OE
TG
SB
CD
Learn and reinforce Vocabulary and grammatical
structures for the description and completion of
suggested exercises. ..
Recognise words upon hearing or reading them,
matching them with the corresponding picture.
RC, OC, OE
WE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
106
6
45’
Warm-up activity. Play: Guess the word
TB p.87
RC, OC
Development activities (Skills Time!).
Listen to understand para que utilizan el
ordenador los niños/as.
Ask and answer questionssobre para que
Use theordenador..
Identify las partes de una oración.
SB, p. 73
- Listen to specific vocabulary
- Conversar sobre el tiempo using las estructuras
and Vocabularyaprendido.
- Identification ofverbos and adjectives en una frase.
Reinforcement activities
WB exercises, p.72-73
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.87
Test Unit 10 TEB p. 28
Family and Friends 4 – Oxford University Press
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
107
UNIT 11: HAVE YOU EVER BEEN…?
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. Play: Musical cards
TB, p. 88
Identify wordspara expresar lugares.
SB p.80
Flashcards 100-109
DESCRIPTION
- Play: Musical cards
Understand a short story
SB, p. 80
Reinforcement activities
-WB exercises, p.74
-Wordlist, TB 88
Extension activities:
- Optional activity: Vocabulary, TB p.88
- Values worksheets, PMB p.s.24-25
Family and Friends 4 – Oxford University Press
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise Vocabulary.
Introduction of the unit topic and vocabulary: short
storysobre la visita de un invitado especial en
la escuela, completion of comprehension
exercises:
- Listen to a text
Read the short story
TRP
SB
CD
108
2
45’
3
45’
Warm-up activity.
TB p. 89
Development activities: (Grammar)
Identify the present perfect with ever
Ask and answer questions with ever:
Has he ever been to a desert? Yes, he has. /
No, he hasn’t. Have you ever been to space?
Yes, I have. / No, I haven’t .She’s never been
to an oasis?
SB p. 81
Act out the story
SB, p. 81
Reinforcement activities
WB exercises, p.75
Grammar reference. WB p.113
Extension activities:
Optional activity: (TB p.89)
Cut and make 4 PMB p.39
Warm-up activity:
TB p. 90
Development activities (Grammar & Song).
Identify el Present Perfect with never.
Use the Present Perfect with never in the
context of a Song.
SB, p. 82
Reinforcement activities
WB exercises, p. 76
Grammar reference. WB p.113
Extension activities:
Optional activity TB p.90
Family and Friends 4 – Oxford University Press
-Read and listen to a text studied in the previous
session
-Identification of communicative purpose of
previous text.
-Learn and use different grammatical structures:
Has he ever been to a desert? Yes, he has. /
No, he hasn’t. Have you ever been to space?
Yes, I have./ No, I haven’t
-Dramatisation of the short story
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
RC, WE
TI
TI
SB
CD
TB
WB
WB
TB
RC, OE
P-A, TI
.
RC, OC, OE, WE
TP, TG
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
TI
TRP
-Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language.
-Learn a song performing actions.
SB
TRP
CD
109
4
45’
Warm-up activity.
TB p. 91
Development activities (Phonics)
Learn that words with ea and e have the
same sound /e/
Identify words with this sound in texts
Match this sound with specific words.
SB, p. 83
Phonics cards 32-35
Reinforcement activities
-WB exercises, p. 76
Extension activities:
-Optional activity: Vocabulary (TB p.91)
5
45’
-
Revision of phonemes studied
- Listen to, repeat and indicate sounds
- Identification of words with the sound /e/ in
a text .
- Match words and sounds..
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.
TB p.92
Learn and reinforce vocabulary and
grammatical structures for the description
and completion of suggested exercisescomo
comprensión de textos…
- Reconocimiento de información al oir o leer un
texto.
- Localización de wordsy su significado
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
-
Development activities (Skills time!).
Read and understand a text about explorers
Identify words and their meaning in a text.
Check the meaning of words in a dictionary.
SB, p. 84
Reinforcement activities
WB exercises, p. 77
Language practice worksheet PMB p.21
Extension activities:
Optional activity, TB, P. 92
Family and Friends 4 – Oxford University Press
Completion of exercises to extend grammatical
knowledge
OC, OE
P-A
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
RC, WE
TI
TB
OE
TG
SB
CD
RC, OC, OE
TI, TG, TP
RC, WE
TI
WB
RC, WE
TP, TG
TB
TRP
110
6
45’
Warm-up activity.
TB p.93
Development activities (Skills Time!).
Listen to and Identify detalles sobre la vida
en la Antártida.
Entrevistar a un superviviente.
Identify topic sentences para saber cuántos
párrafos hay in a text
SB, p. 85
Reinforcement activities
WB exercises, p. 78-79
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.93
Test Unit 11, TEB p. 29
Family and Friends 4 – Oxford University Press
RC, OC
- Listen to a text con información
específica
- Realización de una entrevista using the structures
and vocabulary learnt.
- Identification oflos diferentes párrafos de un
texto.
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
111
UNIT 12: WHAT´S THE MATTER?
SESION
1
45’
OBJECTIVES/ACTIVITIES
DESCRIPTION
Warm up.
TB, p. 94
SKILLS
INTERACCION
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
Observación de flash cards para presentar el
vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
- Match pictures and words.
- Memorise Vocabulary
-
Identify names of illnesses
SB p.86
Flashcards 110-118
Understand a short story
SB, p.86
Reinforcement activities
-WB exercises, p.80
-Wordlist, TB 94
- Extension activities:
- Optional activity: Vocabulary, TB p.94
Family and Friends 4 – Oxford University Press
MATERIALES
OC, OE
Introduction of the unit topic and vocabulary: short
story about family members, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
112
2
45’
Warm-up activity. Play: Teacher can’t
remember
TB p. 95
- Game: Teacher can’t remember
Read and listen to a text studied in the previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
You should drink some water. You shouldn’t
eat lots of cakes. Max couldn’t eat dinner, but
he could eat lots of cakes
Development activities: (Grammar)
Identify the uses of should / shouldn’t
Learn como dar consejos a alguien cuando
no se encuentra bien.
You should drink some water. You shouldn’t
eat lots of cakes. Max couldn’t eat dinner, but
he could eat lots of cakes
-
3
45’
Act out the story
SB, p. 87
Reinforcement activities
WB exercises, p.81
Grammar reference. WB p.113
Extension activities:
Optional activity: (TB p. 95)
Warm-up activity:
TB p. 96
Development activities (Grammar & Song).
Learn the uses of could and couldn’t
Use could and couldn’t in the context of a
Song.
SB, p. 88
Reinforcement activities
WB exercises, p. 82
Grammar reference. WB p.113
Extension activities:
Optional activity TB p.96
Family and Friends 4 – Oxford University Press
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
SB
CD
TB
Dramatisation of the short story
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
RC, WE
TI
TI
WB
WB
TB
SB
TRP
CD
RC, OE
P-A, TI
.
RC, OC, OE, WE
TP, TG
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
TI
TRP
-
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language.
Learn a song
113
4
45’
Warm-up activity.
TB p. 97
-
Development activities (Phonics)
Learn que las wordsterminadas en Ie and al
tien the sound/əl/
Identify wordsque lleven esas letras en
textos.
Asociar este sonido a wordsespecíficas
SB, p. 89
Phonics cards 34-37
- Listen to, repeat and indicate sounds
- Localización de wordsque contengan esas
letras en textos
- Relación de sonidos and palabras.
Reinforcement activities
-WB exercises, p. 82
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.97)
5
45’
Revision of sounds studied
Completion of exercises to recycle and extend
vocabulary.
Family and Friends 4 – Oxford University Press
P-A
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
RC, WE
TI
TB
OE
TG
SB
CD
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
Warm-up activity.
TB p.98
Development activities (Skills time!).
Read and understand leaflet about how to
keep fit
Identify words and their meaning in a text.
Check the meaning of the words in a
dictionary
SB, p. 90
Reinforcement activities
WB exercises, p. 83
Language practice worksheet PMB p.22
Extension activities:
Optional activity, TB, P. 98
OC, OE
Learn and reinforce vocabulary and
grammatical structures for the description
and completion of suggested exercisescomo
Identify palabras, completar frases, etc.
Localización de specific informationpara completar
frases
-
-
114
6
45’
Warm-up activity.
TB p.99
Development activities (Skills Time!).
Listen to and Identify details about the
children’s healthy lives
Describe what to do in order to be healthy
Identify and Use because and so to join
sentences
SB, p. 91
7
45’
RC, OC
- Listen to Descriptions with specific vocabulary
- Write a description using the structures and
vocabulary studied.
- Use of and and but to connect sentences
Reinforcement activities
Completion of proposed exercises to reinforce and
WB exercises, p. 84-87
consolidate what they have learnt.
Pair work, TRP
Writing skills worksheet PMB p.23
Extension activities:
Completion of exercises to consolidate oral
Optional activity: Communication, TB p.99
expression.
Values worksheet (Unit 12)PMB p.24 and 25
( if not done) and TEB p. 30
Completion of suggested activities
Assessment exercises:
Summative Test 4 p. 31 TEB
Complete assessment activities fromUnits 1-12
Skills Test 4 p. 33
Family and Friends 4 – Oxford University Press
P-A
OC, OE, RC,
WE,
TI
RC, WE
TI
OE, OI
OC, OE
WE, OE
WE, OE
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
TI
TRP
115
UNIT 13: CAN YOU HELP ME?
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 100
DESCRIPTION
Identify words to make smoothies
SB p.96
Flashcards 119-128
-
Understand a short story
SB, p.s.96
Reinforcement activities
-WB exercises, p.88
-Wordlist, TB 100
-Values worksheets PMB p.s.30-31
Extension activities:
- Optional activity: Vocabulary, TB p.100
- Cut and make 5, PMB p.40
Family and Friends 4 – Oxford University Press
SKILLS
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
Observation of flashcards to introduce new verbs.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise verbos
Introduction of the unit topic and vocabulary: short
story about family members, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
116
2
45’
3
45’
Warm-up activity.
.
TB p. 101
Development activities: (Grammar)
Learn possessive pronouns.
Understand how to Use possessive pronouns in questions and answers.
Please, help me! I’ll help you/ him / her;
Pour it into the blender. Chop them up. They
saw us. Can I help you, dad? Yes.;
Act out the story
SB, p. 97
Reinforcement activities
WB exercises, p.89
Grammar reference. WB p.114
Extension activities:
Optional activity: (TB p. 101)
Warm-up activity:
TB p. 102
Development activities (Grammar & Song).
Learn how to use relative pronouns. This is
the boy who didn’t put the lid. This is the
smoothie which was in the blender.
Use relative pronouns in the context of a
song.
SB, p. 98
Reinforcement activities
WB exercises, p. 90
Grammar reference. WB p.114
Extension activities:
Optional activity TB p. 102
Family and Friends 4 – Oxford University Press
Read and listen to a text studied in the previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
Please, help me! I’ll help you/ him / her; Pour it
into the blender. Chop them up. They saw us.
Can I help you, dad? Yes.;
Dramatisation of the short story
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
RC, WE
-Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language.
This is the boy who didn’t put the lid. This is
the smoothie which was in the blender.
-Learn a songperforming actions
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to extend grammatical
knowledge
TI
TI
SB
CD
TB
WB
WB
TB
SB
TRP
CD
RC, OE
P-A, TI
.
RC, OC, OE, WE
TP, TG
RC, WE
TI
WB
TRP
RC, WE
TI
TRP
117
4
45’
Warm-up activity.
TB p. 103
Development activities (Phonics)
Learn that words ending in el and il have the
sound /əl/
Identify words which have this soundin a
text.
Associate this sound with specific words
SB, p. 99
Phonics cards 36-39
Reinforcement activities
-WB exercises, p. 90
-
OC, OE
P-A
- Listen to, repeat and indicate sounds
Identification of words which have this sound.
Relationship between sounds, letters and words...
RC, WE., CO
TI, TG
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.103)
5
45’
- Revision of phonemes studied.
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.
TB p.104
Development activities (Skills time!).
Read and understand a text about child
heroes
Find words and their meaning in a text.
Check the meaning of the words in a
dictionary
SB, p. 100
Reinforcement activities
WB exercises, p. 91
Language practice worksheet PMB p.26
Extension activities:
Optional activity, TB, P. 104
Family and Friends 4 – Oxford University Press
RC, WE
TI
SB
CD
WB
TRP
RC, WE
TI
TB
OE
TG
SB
CD
RC, OC, OE
TI, TG, TP
RC, WE
TI
WB
RC, WE
TP, TG
TB
Learn and reinforce vocabulary and
grammatical structures for the description
and completion of suggested exercisescomo
acabado de tablas, frases, etc.
Reconocimiento de specific informationin a text .
-
-
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to extend grammatical
knowledge
118
6
45’
Warm-up activity. Play: order the letters
TB p.105
Development activities (Skills Time!).
Identify and number pictures after listening to
specific information.
Ask and answer questions about people’s
work.
Identify the use of relative clauses to give
more information.
SB, p. 101
Reinforcement activities
WB exercises, p.92- 93
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.105
Test Unit 3, TEB p. 35
Family and Friends 4 – Oxford University Press
RC, OC
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
- Audición de información específica
- Write sentences using the structures and
vocabulary learnt.
- Find relative clauses
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
119
UNIT 14: WE WERE FISHING
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 106
Identify names of family members
SB p.102
Flashcards 119-128
Understand a short story
SB, p.102
Reinforcement activities
-WB exercises, p.94
-Wordlist, TB 106
Extension activities:
- Optional activity: Vocabulary, TB p.106
Family and Friends 4 – Oxford University Press
DESCRIPTION
-
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise Vocabulary.
Introduction of the unit topic and vocabulary: short
story about the family, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
120
2
45’
3
45’
Warm-up activity. Play: Smiley face
TB p. 107
Development activities: (Grammar)
Learn and use the forms of the past:
continuous, affirmative, interrogative and
short answers
What were you doing? I was looking at
photos. Was she making a smoothie? No,
she wasn’t. / Yes, she was.
Act out the story
SB, p. 103
Reinforcement activities
WB exercises, p.95
Grammar reference. WB p.114
Extension activities:
Optional activity: (TB p. 107)
Warm-up activity:
TB p.108
Development activities (Grammar & Song).
Learn to read and write dates.
My mum was born in 1981. She was born on
9th July
Understand how to use the form was born
Use the form was born in the context of a
song.
SB, p. 104
Reinforcement activities
WB exercises, p. 96
Grammar reference. WB p.114
Extension activities:
Optional activity TB p.108
Family and Friends 4 – Oxford University Press
- Play: Smiley face
Read and listen to a text studied in the previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
What were you doing? I was looking at photos.
Was she making a smoothie? No, she wasn’t. /
Yes, she was.
-
-
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
Dramatisation of the short story
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
RC, WE
RC, OE
-
SB
CD
TB
Participation in communicative exchanges to
.
practise the structures learnt in a context of
RC, OC, OE, WE
everyday language.
My mum was born in 1981. She was born on 9th
July
-
TI
TI
P-A, TI
WB
WB
TB
SB
TRP
CD
TP, TG
Learn a song.
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
TI
TRP
121
4
45’
Warm-up activity.
TB p. 109
Development activities (Phonics)
Learn that words ending in tion and shion
have the same sound
Identify this sound in texts
Associate this sound with specific words
SB, p. 105
Phonics cards 38-41
Reinforcement activities
-WB exercises, p. 96
-
- Listen to, repeat and indicate sounds
- Identification of words which have this sound in a
text.
- Relationship between sounds and letters and words.
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Extension activities:
-Optional activity: Vocabulary (TB p.109)
5
45’
Revision of phonemes studied
Completion of exercises to recycle and extend
vocabulary.
Reinforcement activities
WB exercises, p. 97
Language practice worksheet PMB p.27
Extension activities:
Optional activity, TB, P. 110
Family and Friends 4 – Oxford University Press
P-A
RC, WE., CO
TI, TG
RC, WE
TI
SB
CD
WB
TRP
RC, WE
TI
TB
OE
TG
SB
CD
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
Warm-up activity.
TB p.110
Development activities (Skills time!).
Read and understand a narrative poem.
Identify words and their meaning in a text.
Check the meaning of the words in a
dictionary.
SB, p. 106
OC, OE
Learn and reinforce vocabulary and
grammatical structures for the description
, such as finishing sentences, etc.
Recognise words upon hearing or reading them.
-
-
122
6
45’
Warm-up activity.
TB p.111
.
Development activities (Skills Time!).
Listen to specific information and number the
pictures
Talk about memories.
Identify the structure and rhyme of a poem
SB, p. 107
- Listen to specific vocabulary
- Write sentences about what the characters are
wearing.
- Identification of the structure and rhyme of a poem
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
Reinforcement activities
WB exercises, p. 98-99
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.111
Play script2, PMB p.34-35
Test Unit 14 , TEB p. 36
Family and Friends 4 – Oxford University Press
RC, OC
P-A
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
123
UNIT 15: GOOD NEWS, BAD NEWS
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 112
Identify words to talk about jobs
SB p.108
Flashcards 129-138
DESCRIPTION
Understand a short story
SB, p.108
Reinforcement activities
-WB exercises, p.100
-Wordlist, TB 112
Extension activities:
- Optional activity: Vocabulary, TB p.112
- Cut and make 5, PMB p.40
Family and Friends 4 – Oxford University Press
INTERACCION
MATERIALES
OC, OE
P-A, TI
RC, OC, OE
P-A
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
TI, TG
TB
-
SKILLS
Observe flashcards to introduce the vocabulary.
Presentation of the unit contents and planning of
objectives and activities.
Match pictures and words.
Memorise Vocabulary.
Introduction of the unit topic and vocabulary: short
story about the family members, completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
124
2
45’
Warm-up activity.
TB p.113
Development activities: (Grammar)
Contrast the use of the past simple and
continuous.
Learn how to use when with the past simple
and continuous:
When I was working, the phone rang. They
were smiling when I went in.
-
Read and listen to a text studied in the previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
When I was working, the phone rang. They were
smiling when I went in.
-
3
45’
Act out the story
SB, p. 109
Reinforcement activities
WB exercises, p.101
Grammar reference. WB p.115
Extension activities:
Optional activity: (TB p. 113)
Warm-up activity: Play: I’m still standing TB p.
114
Development activities (Grammar & Song).
Learn homophones: there, they’re, their.
Use there, they’re, their in the context of a
song
SB, p. 110
Reinforcement activities
WB exercises, p. 102
Grammar reference. WB p.115
Extension activities:
Optional activity TB p.114
Family and Friends 4 – Oxford University Press
Dramatisation of the short story
OC, OE,
P-A
RC, OC,
TI, TP, TG
OC, OE
TP, TG
Completion of WB exercises to consolidate what has
been learnt
RC, WE
Completion of exercises to improve oral and written
skill.
- Play: I’m still standing
RC, WE
TI
TI
SB
CD
TB
WB
WB
TB
SB
TRP
CD
RC, OE
P-A, TI
.
RC, OC, OE, WE
TP, TG
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
TI
TRP
- Participation in communicative exchanges to
practise the structures learnt in a context of everyday
language.
- Learn a song with homophones.
125
4
45’
Warm-up activity.
TB p. 115
Development activities (Phonics)
Learn some homophones
Identify these words in dialogues
Complete sentences with specific words
- Listen to, repeat and indicate homophones.
- Find homophones in dialogues
- Complete sentences with the right word.
SB, p. 111
Phonics cards 40-49
Reinforcement activities
-WB exercises, p. 102
Extension activities:
-Optional activity: Vocabulary (TB p.115)
5
45’
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.
TB p.116
Development activities (Skills time!).
Read and understand a fairy tale.
Identify words from their meaning in a text.
Check the meaning of the words in a dictionary.
SB, p. 112
Reinforcement activities
WB exercises, p. 103
Language practice worksheet PMB p.28
Extension activities:
Optional activity, TB, P. 116
Family and Friends 4 – Oxford University Press
OC, OE
P-A
RC, WE., CO
TI, TG
RC, WE
RC, WE
TI
SB
CD
WB
TRP
TI
TB
OE
TG
RC, OC, OE
TI, TG, TP
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
WB
Completion of exercises to extend grammatical
knowledge
RC, WE
TP, TG
TB
- Learn and reinforce Vocabulary and
grammatical structures for the description
and completion of suggested exercises..
Recognise information upon listening too r reading
a text.
SB
CD
126
6
45’
Warm-up activity. Play: Bingo
TB p.117
Development activities (Skills Time!).
Understand a conversation about some young
people’s wishes and match them with their
wishes
Talk about their own wishes
Use inverted commas to show what a person is
saying
SB, p. 113
7
45’
Reinforcement activities
WB exercises, p. 104-107
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.117
Writing skills worksheet PMB p.29
Values worksheet (Unit 15) PMB p.30-31 ( if
not done) and TEB p. 117
Assessment exercises:
Summative Test 5 p. 38TEB
Skills Test 5 p.40
Family and Friends 4 – Oxford University Press
-
Play: Bingo
- Listen to specific information.
- Write sentences using the past and
structures and Vocabulary learnt.
- Use of inverted commas to show what someone
says.
RC, OC
P-A
OC, OE, RC,
WE,
TI
Completion of proposed exercises to reinforce and
consolidate what they have learnt.
RC, WE
TI
Completion of exercises to consolidate oral
expression.
OE, OI
OC, OE
Completion of suggested activities
WE, OE
TP
P-A
SB
CD
WB
SB
TRP
TB
TG, TI
Completion of assessment activities from Units 1-15
WE, OE
TI
TRP
127
CULTURE: AUSTRALIA
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 118
Learn some facts about Australia.
Write about their own country.
DESCRIPTION
-
Listen to and find on a map names or facts they
hear
Produce a description of their country, drawing a
representative picture.
SKILLS
INTERACCION
OC, OE
P-A, TI
RC, OC, OE
P-A
MATERIALES
TRP
SB
CD
TI, TG, TP
TB p. 118 SB p. 120y 121
Reinforcement and extension activities
- Optional activity: Vocabulary, TB p.118
- Culture note: Australia. TB p. 118
Family and Friends 4 – Oxford University Press
TI
Completion of exercises to recycle and extend
vocabulary
EO, RC, WE
TG
WB
TRP
TB
128
CULTURE: SPORTS EVENTS
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 119
DESCRIPTION
Find out about famous sports events in the
UK.
- Listen to and read short texts to obtain information
and complete some sentences.
Write about a famous sports event
-
SKILLS
INTERACCION
OC, OE
P-A, TI
RC, OC, OE
P-A
MATERIALES
TRP
SB
CD
TI, TG, TP
Write a description of a famous sporting event with
a picture.
TB p. 119 SB p. 122-123
Reinforcement and extension activities
- Optional activity: Vocabulary, TB p.119
- Culture note: Famous sports events TB
p.119
Family and Friends 4 – Oxford University Press
TI
Completion of exercises to recycle and extend
vocabulary
EO, RC, WE
TG
WB
TRP
TB
129
FESTIVAL: BONFIRE NIGHT
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 120
Learn how Bonfire Night is celebrated.
Listen to, read and learn a rhyme.
Make a poster about Bonfire Night
DESCRIPTION
-
Listen to and read texts about Bonfire Night.
Listen to and recite a rhyme.
Make a poster about Bonfire Night.
SKILLS
INTERACCION
OC, OE
P-A, TI
RC, OC, OE
P-A
WE
TI, TG, TP
OE,RC, WE
TI
MATERIALES
TRP
SB
CD
SB p.124-125
Reinforcement and extension activities:
- Optional activity:, TB p.120
- Culture note: The origins of Bonfire Night
TB p. 120
Family and Friends 4 – Oxford University Press
Completion of exercises to recycle and extend
vocabulary
WB
TRP
TI, TG
TB
130
FESTIVAL : THE NOTTING HILL CARNIVAL
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up.
TB, p. 121
Find out about the celebration and history of
the Notting Hill Carnival
Sing a song about the carnival.
DESCRIPTION
- Listen to and understand texts about this festival.
- Sing a carnival song
- Make a fancy dress hat.
SKILLS
INTERACCION
OC, OE
P-A, TI
RC, OC, OE
P-A
WE
TI, TG, TP
OE, RC, WE
TI
MATERIALES
TRP
SB
CD
SB p.126-127
Reinforcement and extension activities:
- Optional activity:, TB p.121
- Culture note: The origins of carnival TB p.
121
Family and Friends 4 – Oxford University Press
Completion of exercises to recycle and extend
vocabulary
WB
TRP
TI, TG
TB
131
EXTENSIVE READING
SESION
1
45’
OBJECTIVES/ACTIVITIES
Read and understand different kinds of text
Answer questions about the texts read
DESCRIPTION
INTERACCION
OC, OE
P-A, TI
RC, OC, OE
P-A
WE
TI, TG, TP
- Read texts.
-
SB p.28-29, 50-51, 72-73, 94-95 and 116119
SKILLS
Write sentences in answer to texts read.
MATERIALES
TRP
SB
CD
TB p.126-127
Family and Friends 4 – Oxford University Press
132
Annex I THE DEVELOPMENT OF KEY COMPETENCES USING FAMILY AND FRIENDS 4
STARTER UNIT: BACK TOGETHER!
Class Book
Linguistic
competence
Mathematical
competence
Workbook
Teacher’s book
All the activities
All the activities
All the activities
P. 7: Ask and answer about the
time
P. 7: Match the times with the clocks;
Write the time
Lesson 4: Lead-in
Competence in
knowledge of and
interaction with the
physical world
Photocopy Master
Book
MultiROM
All the activities
P. 4: Find and circle the countries in
red, the animals in blue, the food in
green and the seasons in orange.
Write four lists; Circle the odd-oneout
Data processing
and digital
competence
P. 7: Write the words in
alphabetical order
Social and civic
competence
P. 5: Ask and answer about Max,
Amy, Holly and Leo; Write;
Choose four foods you would like
to buy, ask and answer
P. 6: Ask and answer
P.7: Ask and answer
Cultural and artistic
competence
P. 4: Listen and sing; Listen and
read
Family and Friends 4 – Oxford University Press
All the activities
P. 7: Draw the time
Lesson 1: Warmer
Lesson 2: Ask and answer
about Max, Amy, Holly
and Leo; Choose four
foods you would like to
buy, ask and answer
Lesson 3: Lead-in; Ask
and answer
Lesson 1: Lead-in; Listen
and sing + Optional
activity; Listen and read +
Optional activity
Lesson 2: Warmer;
Optional activity –Act out
the dialogues–
Songs
133
Lesson 4: Warmer
Learning-to-learn
All the activities
All the activities
All the activities
All the activities
Autonomy and
personal initiative
P. 5: Ask and answer about Max,
Amy, Holly and Leo; Write;
Choose four foods you would like
to buy, ask and answer; Now
write about what your friend
would like
P. 6: Ask and answer; Write
about what you are going to do
this weekend; Complete the
words
P.7: Ask and answer; Complete
the sentences with er or est;
Write the words in alphabetical
order
P. 4: Find and circle the countries in
red, the animals in blue, the food in
green and the seasons in orange.
Write four lists; Circle the odd-oneout
P. 5: Read and underline the
adjectives; Write about you and
someone else from your family; Write
P. 6: Look at the table and answer
the questions; Find the words that
rhyme
Lesson 1: Warmer; Listen
and read
Lesson 2: Lead-in; Write;
Choose four foods you
would like to buy, ask and
answer; Now write about
what your friend would like
Lesson 3: Warmer; Leadin; Ask and answer; Write
about what you are going
to do this weekend +
Optional activity;
Complete the words +
Optional activity
Lesson 4: Warmer; Ask
and answer + Optional
activity; Complete the
sentences with er or est;
Write the words in
alphabetical order +
Optional activity
Games
Family and Friends 4 – Oxford University Press
134
Unit 1: THE FOOD HERE IS GREAT!
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
Social and civic
competence
P. 13: Speaking
Cultural and artistic
competence
P. 8: Listen and read
P. 9: Act; Read and learn
P. 10: Read and learn; Listen
and sing
P. 11: Writing
P. 11: Listen and read
P. 12: Listen and read a
magazine article
P. 12: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
Family and Friends 4 – Oxford University Press
Workbook
Teacher’s book
All the activities
All the activities
P. 11: Skills Time!
Lesson 5: Read again and
write M, S, V or E +
Optional activity
P. 8: Read the sentences and
number the picture
P. 11: Write using the words above
P. 108: Grammar Time
Lesson 5: Find these
words in the text, guess
their meanings and check
in the Workbook 4
Dictionary
Lesson 2: Optional activity
–Values 1–
Lesson 6: Ask and answer
about you
Lesson 1: Listen and read
+ Optional activity;
Optional activity –Cut and
make 1–; Culture note
Lesson 2: Lead-in; Act;
Read and learn
Lesson 3: Read and learn;
Listen and sing
Lesson 4: Warmer;
Sounds; Listen and read
Lesson 5: Warmer; Listen
and read; Optional activity
–Guess the word–
Lesson 6: Optional activity
P. 11: Skills Time!
P. 12: Read the text
Photocopy Master
Book
All the activities
MultiROM
All the activities
All the activities
P. 36: Cut and make 1 –
Restaurant role play–
Songs and phonics
135
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 9: Read and tick or cross;
Write
P. 10: Think of a girl, say and
answer; Now write sentences
about the girls
P. 11: Write the words with long
a in green and the words with
long e in blue; Write the word
that contains a different vowel
sound
P. 12: What do you eat for
breakfast?; Read again and write
M, S, V or E
P. 13: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 8: Write
P. 9: Grammar 1
P. 10: Grammar 2; Phonics
P. 11: Find and circle the words;
Circle the wrong word and write the
correct word
P. 12: Read the words and complete
the table; Read the text and add full
stops, capital letters, commas and
question marks.
P. 13: Answer the questions; My
writing
P. 108: Grammar Time
–Write a menu–; Optional
activity –Chant–
All the activities
Lesson 1: Warmer; Leadin; Optional activity –Slow
Reveal–; Listen and read
+ Optional activity;
Lesson 2: Warmer; Leadin; Read and tick or cross;
Write
Lesson 3: Warmer; Leadin; Read and learn; Think
of a girl, say an answer +
Optional activity; Now
write sentences about the
girls
Lesson 4: Lead-in;
Optional activity –Lip
Reading–; Listen and
read; Write the words with
long a in green and the
words with long e in blue;
Write the word that
contains a different vowel
sound + Optional activity
Lesson 5: Lead-in; What
do you eat for breakfast;
Listen and read; Read
again and put the
sentences in the correct
order + Optional activity
Lesson 6: Warmer; Leadin; Listen and write the
numbers; Listen again and
write a or b; Ask and
answer; Clap and count
the syllables in these
words
All the activities
P. 2: Look and
complete; Look and
write; Who makes the
food in your house?
All the activities
Word, Phonics and
Grammar Games
136
Unit 2: WE HAD A CONCERT
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
Social and civic
competence
Cultural and artistic
competence
All the activities
Workbook
All the activities
Teacher’s book
Photocopy Master
Book
MultiROM
All the activities
All the activities
All the activities
Lesson 5: Find these words
in the text, guess their
meanings and check in the
Workbook 4 Dictionary
Lesson 6: Write notes about
you, ask and answer about
you
Lesson 1: Listen and read +
Optional activity; Culture
note
Lesson 2: Lead-in; Act;
Read and learn + Optional
activity
Lesson 3: Read and learn;
Listen and sing + Optional
activity
Lesson 4: Sounds; Listen to
and read the poem; Optional
activity –Phonics Poster–
Lesson 5: Warmer; Lead-in;
Listen and read + Optional
activity; Culture note;
Optional activity –Poem–
P. 3: Look and write
All the activities
P. 17: Skills Time!
P. 18: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
P. 19: Speaking
P. 14: Write using the words above
P. 17: Write using the words above
P. 108: Grammar Time
P. 14: Listen and read
P. 15: Act; Read and learn
P. 16: Read and learn; Listen
and sing
P. 17: Listen to and read the
poem
P. 18: Listen and read a poem
P. 19: Writing
P. 17: Skills Time!
P. 18: Read the description
Family and Friends 4 – Oxford University Press
Songs and phonics
137
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 15: Write the correct words;
Write
P. 16: Look at the calendar and
write; Write sentences about
Lucy
P. 17: Write the words with long i
in green, the words with long o in
blue and the words with long u in
purple; Write the word that
contains a different vowel sound
P. 18: Describe what is
happening in the picture; Read
again and match the questions
and answers
P. 19: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 14: Circle the correct word and
match the words with the pictures
P. 15: Grammar 1
P. 16: Grammar 2; Phonics
P. 17: Order the letters and write the
words; Write True or False
P. 18: Write each word with ing, use
the double consonant rules; Look at
the picture and write the labels; Read
the description and write at the top,
on the left, on the right, at the bottom.
P. 19: Look at the picture and write T,
B, L or R of the picture; My writing
P. 108: Grammar Time
All the activities
Lesson 1: Warmer; Lead-in;
Optional activity –Where
was it?–; Listen and read +
Optional activity;
Lesson 2: Warmer; Lead-in;
Write the correct word; Write
Lesson 3: Warmer; Lead-in;
Read and learn; Look at the
calendar and write; Write
sentences about Lucy +
Optional activity
Lesson 4: Warmer; Lead-in;
Listen to and read the poem;
Write the words with long i in
green, the words with long o
in blue and the words with
long e in purple + Optional
activity; Write the word that
contains a different vowel
sound
Lesson 5: Lead-in; Describe
what is happening in the
picture; Listen and read;
Read again and match the
questions and answers
Lesson 6: Warmer; Lead-in;
Listen and write the
numbers; Listen again and
write True or False; Write
notes about you, ask and
answer + Optional activity;
Optional activity –Find these
things in the unit–; Write the
verbs that follow the double
consonant rules + Optional
activity
All the activities
P. 3: Find the words;
Look and write; What
did you do yesterday
evening?
All the activities
Word, Phonics and
Grammar Games
138
Unit 3: THE DINOSAUR MUSEUM
Class Book
Workbook
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
All the activities
Data processing
and digital
competence
P. 24: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
P. 22: Write notes about you, ask
and answer
P. 25: Speaking
P. 20: Read and circle the words
below; Write using the words above
P. 23: Write using the words above
P. 109: Grammar Time
P. 20: Listen and read
P. 21: Act; Read and learn
P. 22: Read and learn; Listen
and sing
P. 23: Listen and read
P. 24: Listen and read a nonfiction text
P. 25: Writing
P. 23: Skills Time!
P. 24: Read the webpage
Social and civic
competence
Cultural and artistic
competence
All the activities
Teacher’s book
All the activities
P. 23: Skills Time!
P. 25: Look at the words about
different school trips and write M, F
and C.
Family and Friends 4 – Oxford University Press
Photocopy Master
Book
All the activities
MultiROM
All the activities
P. 4: What is your
favourite place to
visit?
Lesson 5: Find these words in
the text, guess their meanings
and check in the Workbook 4
Dictionary
Lesson 3: Write notes about
you, ask and answer; Optional
activity –Create questions–
Lesson 6: Ask and answer
about the children above
Lesson 1: Listen and read +
Optional activity; Culture note
Lesson 2: Lead-in; Act; Read
and learn
Lesson 3: Warmer; Lead-in;
Read and learn; Listen and
sing + Optional activity
Lesson 4: Warmer; Listen and
read; Optional activity –
Phonics TPR–
Lesson 5: Warmer; Listen and
read; Culture note
All the activities
Songs and phonics
139
Learning-to-learn
All the activities
All the activities
All the activities
All the activities
All the activities
Autonomy and
personal initiative
P. 21: Write; Write
P. 22: Write notes about you, ask
and answer; Write about what
you and your friend did
P. 23: Write the words with ph in
green and the words with f in
blue; Complete the words with f
or ph
P. 24: What do you know about
dinosaurs?; Read again and
match the sentence halves
P. 25: Listening; Speaking;
Writing
P. 21: Grammar 1
P. 22: Grammar 2; Phonics
P. 23: Match the words with the
pictures; Write the words in
alphabetical order; Read the class
book and answer the questions
P. 24: Write a full stop or an
exclamation mark; Read the four
sentences with exclamation marks
again; Write these verbs in the past
simple; Read the webpage and write
P. 25: Look at the words about
different school trips; Answer the
questions about your school trip; My
writing
P. 109: Grammar Time
Lesson 1: Warmer; Lead-in;
Optional activity –What have I
got?–; Listen and read +
Optional activity
Lesson 2: Warmer; Lead-in;
Optional activity –Miming
game–; Write + Optional
activity; Write
Lesson 3: Warmer; Lead-in;
Read and learn; Write notes
about you, ask and answer;
Write about what you and your
friend did; Listen and sing +
Optional activity
Lesson 4: Lead-in; Read and
learnOptional activity –Do it!–;
Listen and read; Write the
words with ph in green and the
words with f in blue; Complete
the words with f or ph
Lesson 5: Lead-in; What do
you know about dinosaurs?;
Listen and read; Optional
activity –Target words TPR–;
Read again and match the
sentence halves + Optional
activity
Lesson 6: Warmer; Lead-in;
Listen and write the numbers;
Listen again to find children’s
favourite things; Ask and
answer about the children
above+ Optional activity; Read
the sentences and write F or I.
P. 4: Complete the
puzzle and find the
secret words; Look
and write; What is
your favourite place
to visit?
Word, Phonics and
Grammar Games
Family and Friends 4 – Oxford University Press
140
Units 1–3: Review
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
Social and civic
competence
Cultural and artistic
competence
Learning-to-learn
Autonomy and
personal initiative
All the activities
Workbook
All the activities
Teacher’s book
Photocopy Master Book
All the activities
P. 26: Review 1 – Circle the odd-oneout
P. 28: Extensive reading – What are
fossils?: Ask and answer
P. 29: Extensive reading – The Story of
Mary Anning: Ask and answer
P. 28: Extensive reading – What are fossils?
P. 29: Extensive reading –The Story of Mary
Anning
All the activities
P. 26-27: Review 1
P. 28: Extensive reading – What are
fossils?: Describe the pictures, What do you
know about fossils; Read again and write
True or False; Ask and answer
P. 29: Extensive reading – The Story of
Mary Anning: What is the girl doing?; Read
and answer the questions; Ask and answer
Family and Friends 4 – Oxford University Press
P. 6-7: Values 1 –Behaving in a
restaurant–
P. 27: Review 1 – My work
All the activities
P. 26-27: Review 1
All the activities
P. 5: Read and add full stops or
commas, then write the underlined
words in the table; Complete the
sentences; Match the sentences
with the pictures
P. 7: Write some rules
141
Unit 4: WE’RE HAVING FUN AT THE BEACH!
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
Social and civic
competence
P. 32: Ask and answer about
people in the pictures
P. 35: Speaking
Cultural and artistic
competence
P. 30: Listen and read
P. 31: Act; Read and learn
P. 32: Read and learn; Listen
and sing
P. 33: Listen and read
P. 34: Listen and read a
magazine article
P. 35: Writing
Workbook
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
MultiROM
All the activities
All the activities
P. 8: Find a fact
about your
favourite sport
All the activities
Lesson 1: Optional activity –
Sports time–
P. 34: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
Family and Friends 4 – Oxford University Press
P. 28: Read the sentences and
number the picture; Write using the
words from the picture above
P. 31: Write using the words above
P. 33: Write the rules for football and
volleyball in the correct boxes
P. 109: Grammar Time
P. 31: Skills Time!
P. 32: How to play basketball
Lesson 5: Find these words in
the text, guess their meanings
and check in the Workbook 4
Dictionary
Lesson 3: Ask and answer
about the people in the
pictures
Lesson 6: Ask and answer
about what you like doing
Lesson 1: Listen and read;
Culture note
Lesson 2: Lead-in; Act; Read
and learn
Lesson 3: Warmer; Lead-in;
Read and learn; Listen and
sing + Optional activity
Lesson 4: Warmer; Sounds;
Listen and read; Optional
activity –Phonics poster–
Lesson 5: Warmer; Listen and
read; Culture note
Lesson 6: Optional activity –
Songs and phonics
142
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 31: Read and write a or b;
Write
P. 32: Ask and answer about
people in the pictures; Now write
sentences about the pictures
P. 33: Write the words with ll in
green and the words with rr in
blue; Match and write
P. 34: What do you know about
basketball?; Read again and
complete the sentences
P. 35: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 29: Grammar 1
P. 30: Grammar 2; Phonics
P. 31: Find and circle the words;
Read the class book, circle the wrong
word and write the correct word
P. 32: Write ‘ in the correct places;
Read the instructions and write
P. 33: Look at the words about
different school trips; Answer the
questions about your school trip; My
writing
P. 109: Grammar Time
Miming game–
All the activities
Lesson 1: Warmer; Lead-in;
Optional activity –I spy–;
Optional activity –Sports–;
Listen and read
Lesson 2: Warmer; Lead-in;
Optional activity –Whose is
it?–; Read and write a or b +
Optional activity; Write
Lesson 3: Warmer; Lead-in;
Now write sentences about the
pictures; Listen and sign +
Optional activity
Lesson 4: Lead-in; Listen and
read; Write the words with ll in
green and the words with rr in
blue + Optional activity; Match
and write + Optional activity
Lesson 5: Lead-in; What do
you know about basketball?;
Listen and read; Optional
activity –Guess the word–;
Read again and complete the
sentences + Optional activity
Lesson 6: Warmer; Lead-in;
Listen and write a or b, Which
sport do the children like?;
Listen again and write True or
False; Ask and answer about
what you like doing; Write It’s
or Its + Optional activity
All the activities
P. 8: Follow and
complete the
dialogues;
Unscramble the
adverbs and
adjectives; Find a
fact about your
favourite sport and
write
All the activities
Word, Phonics and
Grammar Games
143
Unit 5: GO BACK TO THE ROUNDABOUT
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
All the activities
Data processing
and digital
competence
P. 40: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
P. 32: Ask and answer about
people in the pictures
P. 41: Speaking
Social and civic
competence
Workbook
Teacher’s book
All the activities
All the activities
P. 34: Read and circle;
Now draw the route on the
map
P. 35: Write four directions
to explain how to get to
the station
P. 37: Write using the
words above
P. 110: Grammar Time
Lesson 1: Optional activity –
Directions–
Lesson 3: Give directions to a visitor
at your school
All the activities
Cultural and artistic
competence
P. 36: Listen and read
P. 37: Act; Read and learn
P. 38: Read and learn; Listen
and sing
P. 39: Listen and read
P. 40: Listen and read an
informative webpage
P. 41: Writing
P. 37: Skills Time!
P. 38: Read the invitation
P. 39: Write a party
invitation and draw a map
Learning-to-learn
All the activities
All the activities
All the activities
MultiROM
All the activities
All the activities
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Lesson 3: Ask and answer
Lesson 5: Optional activity –Prepare
two sentences–
Lesson 6: Optional activity –Give
directions to the landmarks–; Optional
activity –Values 2–
Lesson 1: Listen and read; Culture
note
Lesson 2: Act; Read and learn
Lesson 3: Warmer; Read and learn;
Listen and sing + Optional activity
Lesson 4: Sounds; Listen and read;
Optional activity –Phonics poster–
Lesson 5: Warmer; Listen and read +
Optional activity
Lesson 6: Optional activity –Miming
game–
Family and Friends 4 – Oxford University Press
Photocopy Master
Book
Songs and phonics
All the activities
All the activities
144
Autonomy and
personal initiative
P. 37: Complete the sentences;
Write directions to the park
P. 38: Ask and answer; Now
write sentences about you
P. 39: Write the words ending
with ck in green and the words
ending with c in blue; Match and
write
P. 40: Have you seen any
shadow puppet theatre?; Read
again and write True or False
P. 41: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
P. 34: Read and circle
P. 35: Grammar 1
P. 36: Grammar 2;
Phonics
P. 37: Complete the
crossword; Read the class
book, circle the correct
word
P. 38: Underline the
imperative verbs, put the
pictures in the correct
order; Read the invitation
and underline the
imperative sentences
P. 39: You are having a
party, choose the kind of
party from the words in
the box and answer the
questions; My writing
P. 110: Grammar Time
Lesson 1: Warmer; Lead-in; Listen
and read + Optional activity
Lesson 2: Warmer; Lead-in;
Complete the sentences; Write
directions to the park + Optional
activity
Lesson 3: Warmer; Lead-in; Ask and
answer; Now write sentences about
the pictures + Optional activity; Listen
and sing + Optional activity
Lesson 4: Warmer; Lead-in; Listen
and read; Write the words ending with
ck in green and the words ending with
c in blue + Optional activity; Match
and write
Lesson 5: Lead-in; Have you seen
any shadow puppet theatre?; Listen
and read; Read again and write True
or False + Optional activity
Lesson 6: Warmer; Lead-in; Listen
and point to the route, Where is Leo
going?; Listen again and give
directions for the route to Leo’s
school + Optional activity; Give
directions to a visitor at your school;
Write the imperatives in these
instructions + Optional activity
P. 9: Where is she?;
Match and complete the
answers with Because;
Choose a place on the
map and write
directions
Word, Phonics and
Grammar Games
145
Unit 6: THE BEST BED!
Class Book
Workbook
Teacher’s book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
All the activities
All the activities
P. 46: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
P. 40: Read and circle the
words below; Write using
the words above
P. 43: Write using the
words above
P. 110: Grammar Time
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Social and civic
competence
P. 43: Ask and answer
P. 47: Speaking
Cultural and artistic
competence
P. 42: Listen and read
P. 43: Act; Read and learn
P. 44: Read and learn; Listen
and sing
P. 45: Listen and read
P. 46: Listen and read a fable
P. 47: Writing
Family and Friends 4 – Oxford University Press
P. 43: Skills Time!
P. 44: Read the story of
The Boy Who Cried Wolf
Lesson 2: Ask and answer
Lesson 3: Talk about the pictures
Lesson 5: Optional activity –Prepare
two sentences–
Lesson 6: Here is a modern version
of The boy who cried wolf, look at the
pictures and tell the story
Lesson 1: Listen and read + Optional
activity; Culture note
Lesson 2: Act; Read and learn
Lesson 3: Read and learn; Listen and
sing + Optional activity
Lesson 4: Sounds; Listen and read
Lesson 5: Warmer; Listen and read;
Culture note; Optional activity –Who’s
the winner?–
Lesson 6: Lead-in; Listen to the fable;
Photocopy Master
Book
All the activities
MultiROM
All the activities
All the activities
P. 36: Cut and make 2 –
The Girl and the
Snake–
Songs and phonics
146
Here is a modern version of The boy
who cried wolf, look at the pictures
and tell the story; Optional activity –
Cut and make 2–
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 43: Write; Ask and answer
P. 44: Talk about the pictures;
Now write sentences about the
pictures
P. 45: Write the words with c
saying s in green and the words
with g saying j in blue; Write
letter c that says s in green and
letter g that says j in blue
P. 46: Describe what is
happening in the pictures; Read
again and complete the
sentences
P. 47: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 41: Grammar 1
P. 42: Grammar 2;
Phonics
P. 43: Match the words
with the pictures; Read
the class book, circle the
wrong word and write the
correct word
P. 44: Write the plural
words; Where are these
sentences from?
P. 45: Read and put the
pictures in the correct
order; My writing
P. 110: Grammar Time
All the activities
Lesson 1: Warmer; Lead-in; Optional
activity –Adjectives and verbs–Listen
and read + Optional activities
Lesson 2: Warmer; Lead-in; Optional
activity –Write sentences from the
story–;Write; Ask and answer +
Optional activity
Lesson 3: Warmer; Lead-in; Read
and learn; Talk about the pictures +
Optional activity; Now write
sentences about the pictures +
Optional activity; Listen and sing +
Optional activity
Lesson 4: Warmer; Lead-in; Listen
and read + Optional activity; Write the
words with c saying s in green and
the words with g saying j in blue;
Write letter c that says s in green and
letter g that says j in blue + Optional
activity
Lesson 5: Lead-in; Describe what is
happening in the pictures; Listen and
read; Optional activity –A two-column
table–; Read again and complete the
sentences
Lesson 6: Warmer; Listen to the fable
and write a or b; Listen again and put
the pictures in the correct order; Write
the plurals that are different in red
and the plurals that say the same in
blue + Optional activity
All the activities
P. 10: Write the words
and find them in the
puzzle; Look and write
the sentences; Write
about your best friend
All the activities
Word, Phonics and
Grammar Games
147
Units 4–6: Review
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing and
digital competence
Social and civic
competence
Cultural and artistic
competence
Learning-to-learn
Autonomy and
personal initiative
All the activities
Workbook
All the activities
Teacher’s book
Photocopy Master Book
All the activities
P. 46: Review 2 –Circle the oddone-out
P. 50: Extensive reading – American
Football: Ask and answer
P. 51: Extensive reading – Usain Bolt:
Ask and answer
P. 50: Extensive reading – American
Football
P. 51: Extensive reading – Usain Bolt
All the activities
P. 48-49: Review 2
P. 50: Extensive reading – American
Fooball: What do you know about
American football?; Read again and
answer the questions; Ask and
answer
P. 51: Extensive reading – Ussain
Bolt: What is the text about?; Read
again and write True or False; Ask
and answer
Family and Friends 4 – Oxford University Press
P. 12-13: Values 2 –Being helpful on the
sports field–
P. 47: Review 2 – My work
P. 11: Look and complete the instructions
All the activities
P. 46-47: Review 2
All the activities
P. 11: Write ‘s or ‘s got; Write it’s or its;
Complete the instructions; Write the words
in the plural form
P. 12: Who is speaking?
P. 13: Match the questions and answers
148
Unit 7: WILL IT REALLY HAPPEN?
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
Social and civic
competence
P. 53: Look at the picture, ask
and answer
P. 54: Ask and answer
P. 57: Speaking
Cultural and artistic
competence
P. 52: Listen and read
P. 53: Act; Read and learn
P. 54: Read and learn; Listen
and sing
P. 55: Listen and read
Workbook
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
Lesson 1: Optional activity –The
Moon–
P. 56: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
Family and Friends 4 – Oxford University Press
P. 48: Read the sentences
and number the picture;
Write using the words
form the picture above
P. 51: Write using the
words above
P. 52: Read the notes and
match them with the
sentences above
P. 111: Grammar Time
P. 51: Skills Time!
P. 52: Read the text
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Lesson 2: Optional activity –Choose a
positive sentence– ; Look at the
picture again, ask and answer
Lesson 3: Ask and answer
Lesson 6: What do you think life will
be like in 100 years’ time?, talk about
some of these topics
Lesson 1: Listen and read + Optional
activity; Optional activity –Cut and
make 3–
Lesson 2: Act; Read and learn
Lesson 3: Warmer; Read and learn;
All the activities
P. 36: Cut and make 3 –
The Solar System–
Songs and phonics
149
P. 56: Listen and read interviews
in a magazine
P. 57: Writing
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 53: Write; Look at the picture,
ask and answer
P. 54: Ask and answer; Now
write sentences about the moon
trip
P. 55: Write the words with au in
green, with aw in blue and with
or in purple; Match and write
P. 56: Describe what is
happening in the pictures; Read
again and match the sentence
halves
P. 57: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 49: Grammar 1
P. 50: Grammar 2;
Phonics
P. 51: Find and circle the
words; Read and write
True or False
P. 52: Match the words to
make compound nouns;
Read and circle four
compound nouns from
Exercise 1
P. 53: Read the notes and
write your own notes
about schools in the
futures; My writing
P. 111: Grammar Time
Listen and sing + Optional activity
Lesson 4: Sounds; Listen and read
Lesson 5: Warmer; Listen and read;
Optional activity –Make a poster–;
Culture note
All the activities
Lesson 1: Warmer; Lead-in; Optional
activity –What’s missing?–;Listen and
read + Optional activity
Lesson 2: Warmer; Lead-in; Write;
Look at the picture again, ask and
answer + Optional activity
Lesson 3: Warmer; Lead-in; Optional
activity –Chain game–; Ask and
answer; Listen and sing + Optional
activity
Lesson 4: Warmer; Lead-in; Listen
and read; Write the words with au in
green, with aw in blue and with or in
purple + Optional activity; Match and
write
Lesson 5: Lead-in; Describe what is
happening in the picture; Listen and
read; Read again and match the
sentences halves
Lesson 6: Warmer; Lead-in; Listen
and write the numbers; Listen again
and write True or False; What do you
think life will be like in 100 years’
time?; Write the words and match to
the pictures + Optional activities
All the activities
P. 14: Use the
affirmative or negative
forms of will; Follow and
write the sentences with
I’ll; What did you do at
the weekend?
All the activities
Word, Phonics and
Grammar Games
150
Unit 8: HOW MUCH TIME HAVE WE GOT?
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
Workbook
All the activities
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
P. 15: How many
books, pens and pencils
have you got?
P. 61: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
P. 60: Ask and answer
P. 63: Speaking
P. 54: Write using the
words form the picture
above
P. 111: Grammar Time
Cultural and artistic
competence
P. 58: Listen and read
P. 59: Act; Read and learn
P. 60: Read and learn; Listen
and sing
P. 61: Listen and read
P. 62: Listen and read a fable
P. 63: Writing
P. 57: Skills Time!
P. 58: Writing
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 59: Write; Point and say
P. 60: Ask and answer; Now
write about what is in the shop
P. 61: Write the ed words in
All the activities
P. 54: Circle the correct
word, then match the
words with the pictures
P. 55: Grammar 1
Social and civic
competence
Teacher’s book
Family and Friends 4 – Oxford University Press
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Lesson 1: Optional activity –Values
3–
Lesson 3: Ask and answer
Lesson 6: Lead-in; Ask and answer;
Optional activity –Write your
address–
Lesson 1: Warmer; Listen and read;
Culture note
Lesson 2: Act; Read and learn
Lesson 3: Warmer; Read and learn;
Listen and sing + Optional activity
Lesson 4: Sounds; Listen and read
Lesson 5: Warmer; Listen and read
Lesson 6: Culture note
All the activities
Lesson 1: Warmer; Optional activity –
Singular and plural–; Listen and read
+ Optional activity
Lesson 2: Warmer; Lead-in; Read
All the activities
Songs and phonics
All the activities
P. 15: Read and write
True or False; Complete
the sentences; How
many books, pens and
All the activities
Word, Phonics and
Grammar Games
151
green when they say t, in blue
when they say id and in purple
when they say d; Copy the table,
listen to the words and write
them under the correct heading
P. 62: What do you know about
Finn’s holiday; Read again and
write True or False
P. 63: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
P. 56: Grammar 2;
Phonics
P. 57: Complete the
crossword; Read and
match the questions and
answers
P. 58: Write the lines in
the correct order; Read
the letter and write
P. 59: Write an alternative
sentence; My writing
P. 111: Grammar Time
and learn; Write + Optional activity
Lesson 3: Warmer; Lead-in; Ask and
answer; Now write about what is in
the shop + Optional activity; Listen
and sing + Optional activity
Lesson 4: Warmer; Lead-in; Listen
and read; Write the ed words with in
green when they say t, in blue when
they say id and in purple when they
say d + Optional activity; Copy the
table, listen to the words and write
them under the correct heading +
Optional activity
Lesson 5: Lead-in; What do you know
about Finn’s holiday?; Optional
activity –Good or bad–; Optional
activity –Guess the word–; Read
again and write True or False +
Optional activity
Lesson 6: Warmer; Lead-in; Listen
and write L, N or R; Listen again and
write a, b or c; Ask and answer; Read
and tick or cross
pencils have you got?
152
Unit 9: SOMETHING NEW TO WATCH!
Class Book
Workbook
Teacher’s book
Photocopy Master
Book
MultiROM
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
All the activities
All the activities
All the activities
All the activities
P. 68: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
P. 60: Read and circle the
words; Write using the
words above
P. 63: Write using the
words above
P. 64: Read the last line of
each description again
and write the programmes
in the order you would like
to watch them
P. 112: Grammar Time
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
P. 16: Look and write
All the activities
Social and civic
competence
P. 66: Ask and answer
P. 69: Speaking
Cultural and artistic
competence
P. 64: Listen and read
P. 65: Act; Read and learn
P. 66: Read and learn; Listen
and sing
P. 67: Listen and read
P. 68: Listen and read a TV
guide
P. 69: Writing
Family and Friends 4 – Oxford University Press
P. 63: Skills Time!
P. 64: Read the TV guide
Lesson 3: Ask and answer; Optional
activity –Who?, What?, How often?–
Lesson 6: Lead-in; Ask and answer
Lesson 1: Listen and read; Culture
note
Lesson 2: Act; Read and learn
Lesson 3: Lead-in; Read and learn;
Listen and sing + Optional activity
Lesson 4: Warmer; Sounds; Listen
and read
Lesson 5: Warmer; Listen and read;
Culture note
Songs and phonics
153
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 65: Match and say, write;
Read and match
P. 66: Ask and answer; Now
write sentences about how often
you and your friend do these
things
P. 67: Write the words ending
with er in green and the words
ending with or in blue; Match and
write
P. 68: Which TV programme
would you like to watch? Why?;
Read again and complete the
sentences
P. 69: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 61: Grammar 1
P. 62: Grammar 2;
Phonics
P. 63: Find and circle the
words; Read and write
True or False
P. 64: Write using a word
with the prefix un; Read
the TV guide and circle
the words with the prefix
un
P. 65: Write each
programme in the correct
column; My writing
P. 112: Grammar Time
All the activities
Lesson 1: Warmer; Optional activity –
A three-column grid–; Listen and read
+ Optional activity
Lesson 2: Warmer; Lead-in; Read
and learn; Match and say; Read and
match + Optional activity
Lesson 3: Warmer; Lead-in; Read
and learn; Ask and answer; Now write
sentences about how often you and
your friend do these things + Optional
activity; Listen and sing + Optional
activity
Lesson 4: Lead-in; Listen and read;
Write the words ending with er in
green and the words ending with or in
blue + Optional activity; Match and
write
Lesson 5: Lead-in; Which TV
programme would you like to watch?
Why?; Listen and read; Optional
activity –Jerry is brave and…–;
Optional activity –Order the letters–;
Read again and complete the
sentences
Lesson 6: Warmer; Lead-in; Listen
and write S, J, E or K; Listen again
and write True or False; Ask and
answer; Write the words, add un to
change the meaning + Optional
activities
All the activities
P. 16: What’s the secret
TV programme?; How
often do you do the
things in exercise 2?
All the activities
Word, Phonics and
Grammar Games
154
Units 7–9: Review
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
Social and civic
competence
Cultural and artistic
competence
Learning-to-learn
Autonomy and
personal initiative
All the activities
Workbook
All the activities
Teacher’s book
Photocopy Master Book
All the activities
P. 66: Review 3 – Circle
the odd-one-out
P. 70: Review 3 – Ask and answer
P. 50: Extensive reading – Travel: Ask and
answer
P. 51: Extensive reading – Gulliver’s Travels:
Ask and answer
P. 50: Extensive reading – Travel
P. 51: Extensive reading – Gulliver’s Travels
All the activities
P. 70-71: Review 3
P. 50: Extensive reading – Travel: Where is
Joe?; Read again and write yes or no; Ask and
answer
P. 51: Extensive reading – Gulliver’s Travel:
Describe what is happening in the pictures; Read
again and put the sentences in the correct order;
Ask and answer
Family and Friends 4 – Oxford University Press
P. 18-19: Values 3 –Thinking of others–
P. 67: Review 3 – My
work
All the activities
P. 66-67: Review 3
All the activities
P. 17: Find the compound words and write
them; Look at the postcard and answer the
questions; Find adjectives that start with
un
P. 18: Look and number, write the
sentences
P. 19: Write six ideas for being thoughtful
155
Unit 10: I’VE PRINTED MY HOMEWORK
Class Book
Workbook
Teacher’s book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
All the activities
All the activities
P. 78: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
P. 68: Match the
sentences with the
pictures; Write using the
words form the picture
above
P. 71: Write using the
words above
P. 112: Grammar Time
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Social and civic
competence
P. 76: Ask and answer
P. 79: Speaking
Cultural and artistic
competence
P. 74: Listen and read
P. 75: Act; Read and learn
P. 76: Read and learn; Listen
and sing
P. 77: Listen and read
P. 78: Listen and read online
instructions
P. 79: Writing
Family and Friends 4 – Oxford University Press
Photocopy Master
Book
All the activities
MultiROM
All the activities
All the activities
Lesson 3: Ask and answer
Lesson 6: Ask and answer, How often
do you…on the computer?
P. 71: Skills Time!
P. 72: Read the text
Lesson 1: Listen and read; Culture
note
Lesson 2: Lead-in; Act; Read and
learn; Optional activity –Who
says,…? –
Lesson 3: Read and learn; Listen and
sing
Lesson 4: Warmer; Sounds; Listen
and read; Optional activity –Phonics
Poster–
Lesson 5: Warmer; Listen and read
Lesson 6: Culture note
Songs and phonics
156
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 75: Write have/has and the
past participle; Write
P. 76: Ask and answer; Now
write about what Ryan has and
hasn’t done
P. 77: Write the words with ur in
green and the words with ir in
blue; Complete the words with ur
or ir
P. 78: What is it about?; Read
again and complete the
sentences
P. 79: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 69: Grammar 1
P. 70: Grammar 2;
Phonics
P. 71: Find and circle the
words; Read, circle the
wrong word and write the
correct word
P. 72: Read the sentences
and write S, V and O
above the words; Write
sentences using the
words from the boxes;
Read and write the
adjectives and adverbs
P. 73: How do you use a
computer?; My writing
P. 112: Grammar Time
All the activities
Lesson 1: Warmer; Lead-in; Optional
activity –Whispers–; Listen and read
+ Optional activities
Lesson 2: Warmer; Lead-in; Read
and learn; Write have / has and the
past participle + Optional activity;
Write
Lesson 3: Warmer; Lead-in; Ask and
answer; Now write about what Ryan
has and hasn’t done + Optional
activities; Listen and sing
Lesson 4: Lead-in; Optional activity –
Lip reading–; Listen and read +
Optional activity; Write the words with
ur in green and the words with ir in
blue; Complete the words with ur or ir
Lesson 5: Lead-in; Look at the email,
what is it about?; Listen and read;
Optional activities –Write an
invitation–; Read again and write the
letters
Lesson 6: Warmer; Lead-in; Listen
and write the numbers; Listen and
write R, D or B; Ask and answer, How
often do you…on the computer?;
Write the subject in blue, the verb in
red and the object in green + Optional
activities
All the activities
P. 20: Find and write;
Complete the questions
and answers; What can
you do on a computer?
All the activities
Word, Phonics and
Grammar Games
157
Unit 11: HAVE YOU EVER BEEN…?
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
Social and civic
competence
P. 81: Ask and answer with your
friends
P. 85: Speaking
Cultural and artistic
competence
P. 80: Listen and read
P. 81: Act; Read and learn
P. 82: Read and learn; Listen
and sing
P. 83: Listen and read
Workbook
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
P. 21: Find the odd-oneout; Think about where
you live and write
P. 84: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
Family and Friends 4 – Oxford University Press
P. 74: Write using the
words form the picture
above
P. 77: Write using the
words above
P. 78: Read and underline
the four topic sentences
P. 113: Grammar Time
P. 77: Skills Time!
P. 78: Read the text
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Lesson 1: Optional activity –Values
4–
Lesson 2: Ask and answer with your
friend
Lesson 3: Choose a person, ask and
answer
Lesson 5: Optional activity –Think of
one questions to ask about the story–
Lesson 6: Interview a survivor from
Elephant Island
Lesson 1: Warmer; Listen and read;
Culture note
Lesson 2: Act; Read and learn;
Optional activity –Cut and make 4–
Lesson 3: Warmer; Read and learn;
All the activities
P. 36: Cut and make 4 –
Have you ever…?–
Songs and phonics
158
P. 84: Listen and read online
instructions
P. 85: Writing
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 81: Write; Ask and answer
with your friends
P. 82: Choose a person, ask and
answer; Now write about what
the people have and have never
done
P. 83: Write the words with ea in
green and the words with e in
blue; Match and write
P. 84: What was The Amazing
Escape?; Read again and put
the sentences in the correct
order
P. 85: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 74: Circle the correct
word and match the words
with the pictures
P. 75: Grammar 1
P. 76: Grammar 2;
Phonics
P. 77: Find and circle the
words; Read and write
True or False
P. 78: Complete the
paragraphs below with a
topic sentence
P. 79: Look at the pictures
and write the words under
the correct picture; My
writing
P. 113: Grammar Time
Listen and sing + Optional activity
Lesson 4: Sounds; Listen and read
Lesson 5: Warmer; Listen and read;
Optional activity –A project about
Ernest Shackleton–
Lesson 6: Culture note
All the activities
Lesson 1: Lead-in; Listen and read +
Optional activity
Lesson 2: Warmer; Lead-in; Read
and learn; Write Ask and answer with
your friend + Optional activity
Lesson 3: Warmer; Lead-in; Read
and learn; Choose a person, ask and
answer; Now write about what the
people have and have never done +
Optional activities; Listen and sing +
Optional activity
Lesson 4: Warmer; Lead-in; Optional
activity –Clap when you hear a
sound–; Listen and read; Write the
words with ea in green and the words
with e in blue; Match and write +
Optional activity
Lesson 5: Lead-in; Look at the
photographs, What was The Amazing
Escape?; Listen and read; Read
again and put the sentences in the
correct order + Optional activity
Lesson 6: Warmer; Lead-in; Listen
and write the numbers; Listen again
and write a or b; Interview a survivor
from Elephant Island; Read the topic
sentences and match them to the
correct paragraph below
All the activities
P. 21: Write the
questions and answers
about you; Think about
where you live and write
All the activities
Word, Phonics and
Grammar Games
159
Unit 12: WHAT’S THE MATTER?
Class Book
Workbook
Teacher’s book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
All the activities
All the activities
P. 90: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Social and civic
competence
P. 87: Ask and answer
P. 88: Ask and answer
P. 91: Speaking
P. 83: Write using the
words above
P. 85: Complete the mind
map
P. 113: Grammar Time
P. 84: Read the leaflet
Cultural and artistic
competence
P. 86: Listen and read
P. 87: Act; Read and learn
P. 88: Read and learn; Listen
and sing
P. 89: Listen and read
P. 90: Listen and read an
information leaflet
P. 91: Writing
P. 83: Skills Time!
P. 84: Read the leaflet
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 87: Write; Ask and answer
P. 88: Write; Ask and answer
P. 89: Find the words ending in
le and al; Copy the boxes and
write the words under the correct
All the activities
P. 80: Match the
sentences with the
pictures; Look and write
P. 81: Grammar 1
P. 82: Grammar 2;
Family and Friends 4 – Oxford University Press
Lesson 2: Ask and answer
Lesson 3: Ask and answer
Lesson 6: What do you do to be
healthy? Ask and answer
Lesson 1: Listen and read + Optional
activities; Culture note
Lesson 2: Act; Read and learn
Lesson 3: Warmer; Read and learn;
Listen and sing + Optional activity
Lesson 4: Sounds; Listen and read +
Optional activity
Lesson 5: Warmer; Listen and read;
Culture note
All the activities
Lesson 1: Warmer; Lead-in; Optional
activity –I spy–; Listen and read +
Optional activities
Lesson 2: Warmer; Lead-in; Read
and learn; Write; Optional activity –
Photocopy Master
Book
All the activities
MultiROM
All the activities
All the activities
Songs and phonics
All the activities
P. 22: Look and write;
Write suggestions about
the people above; What
couldn’t you do when
you were eight? What
All the activities
Word, Phonics and
Grammar Games
160
headings
P. 90: Say three ways to stay
healthy; Read again and
complete the sentences
P. 91: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
Phonics
P. 83: Match the words
with the pictures; Read
and answer the questions
P. 84: Complete the
sentences with so and
because
P. 85: My writing
P. 113: Grammar Time
Write phrases on the board–
Lesson 3: Warmer; Lead-in; Read
and learn + Optional activity; Write +
Optional activity; Ask and answer;
Listen and sing
Lesson 4: Warmer; Lead-in; Listen
and read; Read again, find the words
ending in le and in al; Copy the boxes
and write the words under the correct
headings + Optional activity
Lesson 5: Lead-in; Look at the text
and pictures below and say three
ways to stay healthy; Listen and read;
Optional activity –Order the letters–;
Read again and complete the
sentences
Lesson 6: Warmer; Lead-in; Listen
and write the numbers; Listen again
and write True or False + Optional
activity; What do you do to be
healthy?, ask and answer; Match the
sentence halves + Optional activity
can you do now?
161
Units 10–12: Review
Class Book
Workbook
Teacher’s book
Photocopy Master Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
Social and civic
competence
All the activities
All the activities
All the activities
P. 86: Review 4 – Circle the odd-one-out
P. 24-25: Values 4 –Safety
outside–
Cultural and artistic
competence
P. 94: Extensive reading – My Trip to the
Rainforest
P. 95: Extensive reading – Life in the
Desert
P. 87: Review 4 – My work
Learning-to-learn
Autonomy and
personal initiative
All the activities
All the activities
All the activities
P. 92-93: Review 4
P. 94: Extensive reading – My Trip to the
Rainforest: Which country is Maria in?;
Read again and answer the questions;
Ask and answer
P. 95: Extensive reading – Life in the
Desert: What do you know about deserts?;
Read again and write True or False; Ask
and answer
P. 86-87: Review 4
P. 23: Look at the sentences and
write S, V and O; Read the topic
sentences and match them to the
paragraphs; Add the information
with because or so
P. 24: Complete the sentences
P. 25: Write sentences about the
pictures above
P. 94: Extensive reading – My Trip to the
Rainforest: Ask and answer
P. 95: Extensive reading – Life in the
Desert: Ask and answer
Family and Friends 4 – Oxford University Press
162
Unit 13: THE ANCIENT EGYPTIANS
Class Book
Workbook
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
Social and civic
competence
P. 101: Speaking
Cultural and artistic
competence
P. 96: Listen and read
P. 97: Act; Read and learn
P. 98: Read and learn; Listen
and sing
P. 99: Listen and read
P. 100: Listen and read online
instructions
P. 101: Writing
P. 91: Skills Time!
P. 92: Read the text
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 97: Read and complete; Write
P. 98: The story of smoothie, say
what happens in the pictures;
All the activities
P. 89: Grammar 1
P. 90: Grammar 2;
Phonics
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
Lesson 5: Lead-in
P. 100: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
Family and Friends 4 – Oxford University Press
P. 88: Read the sentences
and number the picture,
Write using the words
above
P. 114: Grammar Time
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Lesson 1: Optional activity –Values
5–
Lesson 3: Optional activity –Work in
pairs–
Lesson 6: Think of a job, ask and
answer
Lesson 1: Warmer; Listen and read +
Optional activity; Culture note
Lesson 2: Act; Read and learn
Lesson 3: Warmer; Read and learn;
Listen and sing + Optional activity
Lesson 4: Sounds; Listen and read
Lesson 5: Warmer; Listen and read +
Optional activity; Read again and look
at the wrong word + Optional activity
All the activities
Lesson 1: Warmer; Lead-in; Optional
activity –Who’s got the card?–; Listen
and read + Optional activity
All the activities
Songs and phonics
All the activities
P. 26: Write the recipe;
Circle the answers;
When did you last help
All the activities
Word, Phonics and
Grammar Games
163
Now write your sentences
P. 99: Write the words ending in
el in green and the words ending
in il in blue; Complete the words
with el or il
P. 100: Where do the two events
happen?; Read again and look at
the wrong word and write the
correct word
P. 101: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
P. 91: Find and circle the
words; Read and match
P. 92: Write the sentences
with a sub clause
P. 93: Teachers and
doctors help us, write the
words for each job; My
writing
P. 114: Grammar Time
Lesson 2: Warmer; Lead-in; Read
and learn + Optional activities; Read
and complete; Write
Lesson 3: Warmer; Lead-in; Read
and learn; The story of smoothie, say
what happens in the pictures; Now
write your sentences; Listen and sing
+ Optional activities
Lesson 4: Warmer; Lead-in; Listen
and read; Write the words with el in
green and the words with il in blue;
Complete the words with el or il +
Optional activities
Lesson 5: Lead-in; Look at the text,
Where do the two events happen?;
Listen and read + Optional activity;
Look at the wrong word and write the
correct word + Optional activity
Lesson 6: Warmer; Lead-in; Listen
and write the numbers; Listen again
and match; Think of a job, ask and
answer; Write the sub clause in these
sentences, then say each sentence
without the sub clause + Optional
activity
someone? What did you
do?
164
Unit 14: WE WERE FISHING
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
Social and civic
competence
P. 103: Look at the pictures, ask
and answer
P. 107: Speaking
Cultural and artistic
competence
P. 102: Listen and read
P. 103: Act; Read and learn
P. 104: Read and learn; Listen
and sing
P. 105: Listen and read
P. 106: Listen and read the poem
P. 107: Writing
Workbook
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
Lesson 3: Lead-in
P. 106: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
Family and Friends 4 – Oxford University Press
P. 94: Write using the
words above
P. 98: Read and write the
rhyme words from
Exercise 1
P. 114: Grammar Time
P. 84: Read the leaflet
P. 97: Skills Time!
P. 98: Read the poem
P. 99. My writing
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Lesson 2: Optional activity –Work in
pairs–; Look at the pictures, ask and
answer
Lesson 3: Read the dates, ask and
answer
Lesson 6: Ask and answer, talk about
your happy memories
Lesson 1: Warmer; Listen and read;
Culture note
Lesson 2: Lead-in; Act; Read and
learn
Lesson 3: Warmer; Read and learn;
Optional activity –Do a project about
your family–; Listen and sing +
Optional activity
Lesson 4: Sounds; Listen and read;
Optional activity –Phonics poster–
Lesson 5: Listen and read the poem
+ Optional activity; Read again and
write short answers + Optional
All the activities
Songs and phonics
165
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 103: Write; Look at the
pictures, ask and answer; What
were you doing at three o’clock
yesterday afternoon?
P. 104: Read the dates, ask and
answer; Write about when you
and your family were born
P. 105: Write the words with tion
in green and the words with
shion in blue; Copy the boxes,
look at the pictures below and
write the words in the correct box
P. 106: Describe what is
happening in the picture; Read
again and write short answers
P. 107: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 94: Read and circle P.
95: Grammar 1
P. 96: Grammar 2;
Phonics
P. 97: Complete the
crossword; Read and
write True or False; Write
about one of your relatives
P. 98: Find the words that
rhyme and write
P. 99: Complete the mind
map with words that
rhyme
P. 114: Grammar Time
activity
Lesson 6: Look at the poem again
and answer the questions + Optional
activities
All the activities
Lesson 1: Warmer; Lead-in; Optional
activity –Teacher can’t remember–;
Optional activity –Family Tree–;
Listen and read; Optional activity –
True or False?–
Lesson 2: Warmer; Read and learn +
Optional activity; Write; Look at the
pictures, ask and answer; And what
were you doing at three o’clock
yesterday afternoon? + Optional
activity
Lesson 3: Warmer; Read and learn;
Read the dates, ask and answer +
Optional activities; Write about when
you and your family were born; Listen
and sing + Optional activity
Lesson 4: Warmer; Lead-in; Listen
and read; Write the words with tion in
green and the words with shion in
blue; Copy the boxes, look at the
pictures below and write the words in
the correct box + Optional activity
Lesson 5: Lead-in; Describe what is
happening in the picture; Listen and
read the poem + Optional activity;
Read again and write short answers
+ Optional activity
Lesson 6: Warmer; Lead-in; Listen
and write the numbers; Listen again
and write S, E or A; Ask and answer,
talk about your happy memories +
Optional activity; Look at the poem
again and answer the questions
All the activities
P. 27: Read and
complete the family
tree; Look and complete
the questions; What
were you and your
family doing at 7.30
p.m. yesterday?
All the activities
Word, Phonics and
Grammar Games
166
Unit 15: GOOD NEWS, BAD NEWS
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
All the activities
Social and civic
competence
P. 113: Speaking
Cultural and artistic
competence
P. 108: Listen and read
P. 109: Act; Read and learn
P. 110: Read and learn; Listen
and sing
P. 111: Listen and read
P. 112: Listen and read a
traditional story
P. 113: Writing
Workbook
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
Lesson 1: Optional activity –What do
you know about Australia?–
P. 112: Find these words in the
text, guess their meaning and
then check them in the
Workbook 4 Dictionary
Family and Friends 4 – Oxford University Press
P. 100: Read and circle
the words; Write using the
words above
P. 104: Write using the
words above
P. 105: Read and number
the pictures
P. 115: Grammar Time
P. 84: Read the leaflet
P. 103: Skills Time!
P. 104: Read the story of
Cinderella
Lesson 5: Find these words in the
text, guess their meanings and check
in the Workbook 4 Dictionary
Lesson 2: Point to the pictures and
say; Optional activity –Work in pairs–
Lesson 6: Imagine the fish is giving
you three wishes, what are they? And
why?
Lesson 1: Optional activity –Cut and
make 5–; Listen and read + Optional
activity
Lesson 2: Lead-in; Act; Read and
learn
Lesson 3: Warmer; Read and learn +
Optional activity; Listen and sing +
Optional activity
Lesson 4: Sounds; Listen and read +
Optional activity; Listen and read +
Optional activity
All the activities
P. 36: Cut and make 5 –
Memory Game–
Songs and phonics
167
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 109: Match and write, then
point to the pictures; Point to the
pictures and say; Now write the
sentences with When at the
beginning
P. 110: Write; Now talk about the
picture
P. 111: Read again and find the
words from Exercise 1; Write
P. 112: Describe what is
happening in the pictures
P. 113: Listening; Speaking;
Writing
Family and Friends 4 – Oxford University Press
All the activities
P. 101: Grammar 1
P. 102: Grammar 2;
Phonics
P. 103: Match the words
with the pictures; Read,
circle the wrong word and
write the correct word
P. 104: Write the
sentences with speech
marks, commas or
question marks; Read and
write
P. 105: My writing
P. 115: Grammar Time
Lesson 5: Warmer; Listen and read +
Optional activity; Culture note;
Optional activity –How many
times…?–
Lesson 6: Optional activities –Make a
poster–
All the activities
Lesson 1: Warmer; Lead-in; Optional
activity –Teacher can’t remember–;
Optional activity –Family Tree–;
Listen and read; Optional activity –
True or False?–
Lesson 2: Warmer; Read and learn;
Match and write, then point to the
pictures; Point to the pictures and
say; Now write the sentences with
When at the beginning
Lesson 3: Warmer; Lead-in; Read
and learn + Optional activity; Write +
Optional activity; Now talk about the
picture; Listen and sign + Optional
activity
Lesson 4: Warmer; Lead-in; Read
and learn; Listen and read + Optional
activity; Read again and find the
words + Optional activity; Write
Lesson 5: Lead-in; Describe what is
happening in the pictures; Listen and
read + Optional activity; Optional
activity –How many times…?–
Lesson 6: Warmer; Lead-in; What do
they wish for? Listen and write L, R or
A; Imagine the fish is giving you three
wishes, What are they? And why?;
Find the commas and question marks
before the speech marks, then write
the different verbs used + Optional
activity
All the activities
P. 28: Complete the
puzzle and find the
answer to the question;
Match and write; What
job will you do one day?
Why?
All the activities
Word, Phonics and
Grammar Games
168
Units 13–15: Review
Class Book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
Social and civic
competence
Cultural and artistic
competence
Learning-to-learn
Autonomy and
personal initiative
Workbook
All the activities
P. 116: Extensive reading – Gold Treasures:
Ask and answer
P. 117: Extensive reading – King Midas and
the Golden Touch: Ask and answer
P. 116: Extensive reading – Gold Treasures
P. 117: Extensive reading – King Midas and
the Golden Touch
All the activities
P. 114-115: Review 5
P. 116: Extensive reading – Gold Treasures:
Describe the pictures; Read again and write
the names of the places
P. 117: Extensive reading – King Midas and
the Golden Touch: What is the story about?;
Read again and write yes or no
Teacher’s book
Photocopy Master Book
All the activities
All the activities
P. 106: Review 5 – Circle the
odd-one-out
P. 30-31: Values 5 –Safety in the kitchen–
P. 107: Review 5 – My work
P. 29: Poem
All the activities
P. 106-107: Review 5
All the activities
P. 29: Read the poem and choose the best
summary; Look at the poem and answer the
questions
P. 30: Look again and write S or U
P. 31: Look and read
Extras: STORIES, CULTURE and FESTIVALS
Family and Friends 4 – Oxford University Press
169
Class Book
Workbook
Teacher’s book
Linguistic
competence
Mathematical
competence
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
Social and civic
competence
All the activities
P. 118-119: Extensive reading –
My Family and other Animals:
Ask and answer
P. 120-121: Australia – Ask and
answer
P. 122-123: Sports Events – Talk
with a friend
Culture 1 –Australia–: Ask and
answer.
Culture 2 –Sports Events–: Talk to a
friend
Cultural and artistic
competence
P. 118-119: Extensive reading –
My Family and other Animals:
P. 120-121: Australia – Listen
and read; Factfile; Draw a picture
about your country
P. 122-123: Sports Events –
Listen and read; Factfile; Draw a
picture
P. 124-125: Bonfire Night –
Listen and read; Factfile; Say the
rhyme; Make a Bonfire Night
poster
P. 126-127: The Notting Hill
Carnival – Listen and read;
Factfile; Sing; Make a carnival
Culture 1 –Australia–: Culture note;
Listen and read, find on the map;
Draw a picture + Optional activity
Culture 2 –Sports Events–: Warmer;
Lead-in; Culture note; Listen and
read; Draw a picture
Festival 1 –Bonfire Night–: Warmer;
Lead-in; Culture note; Listen and
read; Read again and answer the
questions; Say the rhyme; Make a
Bonfire Night poster
Festival 2 –The Notting Hill Carnival–:
Warmer; Lead-in; Culture note; Listen
and read; Read again and correct the
sentences; Sing; Make a carnival
All the activities
Photocopy Master
Book
All the activities
Culture 1 –Australia–: Warmer; Leadin
Culture 2 –Sports Events–: Optional
activity –Guessing game–
MultiROM
All the activities
All the activities
All the activities
Family and Friends 4 – Oxford University Press
All the activities
P. 118-119: Extensive
reading – My Family and
other Animals: Ask and
answer
P. 120-121: Australia –
Ask and answer
P. 122-123: Sports Events
– Talk with a friend
P. 118-119: Extensive
reading – My Family and
other Animals:
P. 120-121: Australia –
Listen and read; Factfile;
Draw a picture about your
country
P. 122-123: Sports Events
– Listen and read; Factfile;
Draw a picture
P. 124-125: Bonfire Night
– Listen and read; Factfile;
Say the rhyme; Make a
Bonfire Night poster
P. 126-127: The Notting
170
Learning-to-learn
Autonomy and
personal initiative
headdress
headdress
All the activities
P. 118-119: Extensive reading –
My Family and other Animals:
Read again and write True or
False; Ask and answer
P. 120-121: Australia – Write the
missing adjectives; Ask and
answer; Write about your country
P. 122-123: Sports Events –
Write True or False, correct the
false sentences; Write
P. 124-125: Bonfire Night –
Answer the questions
P. 126-127: The Notting Hill
Carnival – Correct the sentences
All the activities
Culture 1 –Australia–: Listen and
read, find on the map; Read again
and write the missing adjectives; Ask
and answer, change the words in
green; Write about your country
Culture 2 –Sports Events–: Warmer;
Listen and read; Listen again and
answer the questions; Write and draw
a picture
Festival 1 –Bonfire Night–: Warmer;
Listen and read; Read again and
answer the questions
Festival 2 –The Notting Hill Carnival–:
Listen and read; Read again and
correct the sentences;
Family and Friends 4 – Oxford University Press
All the activities
All the activities
Hill Carnival – Listen and
read; Factfile; Sing; Make
a carnival headdress
All the activities
P. 118-119: Extensive
reading – My Family and
other Animals: Read again
and write True or False;
Ask and answer
P. 120-121: Australia –
Write the missing
adjectives; Ask and
answer; Write about your
country
P. 122-123: Sports Events
– Write True or False,
correct the false
sentences; Write
P. 124-125: Bonfire Night
– Answer the questions
P. 126-127: The Notting
Hill Carnival – Correct the
sentences
171
Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
2nd cycle primary
School
Address
Town
Province
Post Code
I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
1
2
3
4
5
II. DISTRIBUTION OF PUPILS
Level
Number of pupils
Number of groups
III. STUDENT CHARACTERISICS
(The department should describe the profile of the students using ther following areas as a
guide:)
– General characteristics
– Characteristics of different groups
– Characteristics of one particular group
(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and
outlining strategies to be used and their timing.)
IV. PROFILE OF SCHOOL
(omit those which are not relevant)
Social level
Geographical
area
High
Medium
Low
Mixed
City Centre
Suburb
Small town
Rural
Nº of students with
Special needs:
Observations:
V. Learning characteristics of the different groups
(omit those which are not relevant)
General
Group A

Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their own
language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.
Group B

Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.
Family and Friends 4 – Oxford University Press
173

Pupils express themselves coherently/incoherently and correctly/incorrectly in their own
language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.
Group C

Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their own
language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.
Group D

Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their own
language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.
VI. PRIORITISATION OF NEEDS
(To be completed by teachers)
General needs
Family and Friends 4 – Oxford University Press
174
Specific needs of different groups
Group A
Group B
Group C
Group D
Specific individual needs
Group A Pupil
Group B Pupil
Group C Pupil
Group D Pupil
VII. STRATEGIES
(To be completed by teachers)
a) With pupils
b) With teachers
c) With parents and tutors
VIII. CRITERIA FOR GROUPING PUPILS
(omit those which are not relevant)
Human resources
Support teachers
Psychologist
Criteria
Alphabetical order
Flexible grouping (specify what type and give reasons)
Small support groups within/outside the mainstream class
Family and Friends 4 – Oxford University Press
175
Pupils with special sensory needs in different groups/classes
IX. ORGANISATION OF SPACE AND TIME
Material resources available in the school
(omit those which are not relevant)

Video - DVD

TV

Radio cassette/ CD player

Video camera

Computers

Pizarra Digital Interactiva

Internet connection(WiFi, others…)
(Note here any observations about how, when and why these resources are used for English
classes.)
Spaces available in the school
(omit those which are not relevant)

Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Teatro

Library
Criteria for use of common spaces
(Note here anyobsdervations about when, how and why these spaces are used for English
classes.)
Family and Friends 4 – Oxford University Press
176
Distribution of classroom space
(omit those which are not relevant)

Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

Specific corners: Class library, transversal topics, games, crafts, etc.

Others
X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER
GROUPS
(Note here any educational or other outings planned.)
Group/s
Profesores
Outing and
Term/
activity
Dates
Observations
descriptions
XI. CLASS TIMETABLES
Teacher’s name and position:
TIME
Monday
Tuesday
Wed.
Thursday
Friday
Teacher’s name and position:
Family and Friends 4 – Oxford University Press
177
TIME
Monday
Tuesday
Wed.
Thursday
Friday
Wed.
Thursday
Friday
Wed.
Thursday
Friday
Teacher’s name and position::
TIME
Monday
Tuesday
Teacher’s name and position:
TIME
Monday
Tuesday
Family and Friends 4 – Oxford University Press
178
Family and Friends 4 – Oxford University Press
1