FAMILY AND FRIENDS 2
AREA OF FOREIGN LANGUAGES
ENGLISH
SECOND YEAR
COMPULSORY PRIMARY EDUCATION
TABLE OF CONTENTS
1. THEORETICAL JUSTIFICATION FOR THE PROJECT ............................... 3
2. METHODOLOGY ........................................................................................... 4
3. KEY COMPETENCES.................................................................................... 6
4. ATTENTION TO DIVERSITY ....................................................................... 20
5. CURRICULUM ............................................................................................. 22
5.1. OBJECTIVES ........................................................................................ 22
5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY
COMPETENCES .......................................................................................... 27
5.3. CONTENTS ........................................................................................... 29
5.4. ASSESSMENT CRITERIA ..................................................................... 33
6. PROGRAMME OF UNITS ............................................................................ 34
7. CLASSROOM PROGRAMME ...................................................................... 20
Annex I THE DEVELOPMENT OF KEY COMPETENCES USING FAMILY
AND FRIENDS 2 .............................................................................................. 91
Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH
DEPARTMENT............................................................................................... 126
Oxford University Press – Family and Friends 2
2
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.
Oxford University Press – Family and Friends 2
3
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.
In levels 1 and 2 of Family and Friends, students meet a big, happy family and share in
the adventures of Rosy, her two-year-old brother Billy and her cousin Tim. These
stories also permit cyclical revision of previously studied linguistic structures and
provide new opportunities to practise material already encountered.
Oxford University Press – Family and Friends 2
4
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.
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.
Oxford University Press – Family and Friends 2
5
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
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...
Oxford University Press – Family and Friends 2
6
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:

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.
Oxford University Press – Family and Friends 2
7

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
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
Oxford University Press – Family and Friends 2
8
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.

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:
Oxford University Press – Family and Friends 2
9
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.
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 of Family and Friends 2 include
communicative activities of the structures introduced in the unit (examples:
pp..4-6,12-14, 20-23, 28-30, 34-36, 40-42, 48-50, 54-56, 60-62, 68-70, 74-76,
80-82, 88-90, 94-96 and 100-102). In the second lesson of each unit the unit
story is personalised and acted out (examples: pp.. 5, 13, 21, 29, 35, 41,49
55,61 69 75, 81, 89, 95 and 101). In the fourth lesson of each unit includes
activities which help correct pronunciation (examples: pp.. 11, 17, 23, 31, 37,
43, 51, 57, 63, 71, 77, 83, 91, 97, 103).

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
Oxford University Press – Family and Friends 2
10
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.
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 – 119 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 of Family and Friends includes activities which encourage good
behaviour and respect towards others in different places and circumstances
(examples: pp.. 5, 6, 7, 13, 19,21, 25,27,33, 35, 39, 45, 46, 49, 53, 55, 59, 61,
Oxford University Press – Family and Friends 2
11
65, 66, 69, 73, 75, 79, 85, 86, 92, 93, 101 and 105). 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.
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: 4-6, 8-12, 14-18,20- 24, 28-32, 34-38, 4044, 48-52, 54-58, 60-64, 68-72, 74-78, 80-84, 88-92, 94-98, 100-104, 108-119;
WB pgs. 5, 12, 13, 18, 19, 20,24- 25, 38-39, 44- 45, 52- 53, 58-59, 64-65, 7273, 78-79, 84-85, 92-93,98-99, 104-105 ,108 -116)

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
Oxford University Press – Family and Friends 2
12
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
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, 21-27, 29-33, 35-39, 41-47, 49-53,
Oxford University Press – Family and Friends 2
13
55-59, 61-67, 69-73, 75-78, 81-87, 101-107, 113-119; WB pp. 4-7, 8-13,15107,117-120)
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
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.. 6,
30, 55, 78, WB pp, 7, 30, 47, 76, 102)

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.
Oxford University Press – Family and Friends 2
14
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.
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.. 26 , 46, 64, 66, 72, 86, 92, 98 , 106,112-119 WB pp.
20, 26, 46, 66, 86, 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
Oxford University Press – Family and Friends 2
15
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.
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
Oxford University Press – Family and Friends 2
16

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

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
Oxford University Press – Family and Friends 2
17

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

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
Oxford University Press – Family and Friends 2
18
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.
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.
Oxford University Press – Family and Friends 2
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. .
Oxford University Press – Family and Friends 2
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.
Oxford University Press – Family and Friends 2
21
5. CURRICULUM
5.1. OBJECTIVES
General objectives of the stage
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.
Oxford University Press – Family and Friends 2
22
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.
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.
Oxford University Press – Family and Friends 2
23
n) Promote road safety education and respectful attitudes for the prevention of traffic
accidents.
Objectives of the area of foreign language
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.
Oxford University Press – Family and Friends 2
24
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.
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
Oxford University Press – Family and Friends 2
25
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.
: 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
Oxford University Press – Family and Friends 2
26
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.
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
Oxford University Press – Family and Friends 2
27
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.
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.
Oxford University Press – Family and Friends 2
28
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.
5.3. CONTENTS
The contents have been grouped in blocks to sort the elements of analysis of a
complex reality, in relation to four key competences with specific characteristics and
needs in terms of the teaching and learning process: oral language; written language;
the constituents of the linguistic system, their functioning and relationships, and the
social and cultural dimension of the foreign language.
Although oral and written language are two different manifestations of the same
capacity, each requires different skills and knowledge and is therefore dealt with
separately.

Block 1. Listening, speaking and conversing, acquires, in this stage,
particular relevance. The limited presence of foreign languages in the social
context means that the language model provided by the school is the first
source of knowledge and learning of the language,. This model should reflect
the variety of speech, habitual expressions, phonetic and prosodic nuances
typical of different real communicative situations, and will be reinforced by the
use of conventional audiovisual media and information technology. Discourse
employed in the classroom is at the same time both vehicle for and object of
learning, so the
curriculum focuses on both the knowledge
of linguistic
elements and and the ability to use them to perform communicative tasks..

Block 2. Reading and writing, in coherence with the previous block, aims at
knowledge of written language. The progressive use of wriiten language will
depend on the degree of knowledge of written forms and increasing security in
the graphic representation of the sounds of the language, usually different from
the students’ own. To overcome lack of security, the curriculum and our project
include strategies and resources such as the use of dictionaries and other
consulting facilities, conventional and digital, for the understanding and
composition of all kinds of texts.

Block 3. Knowledge of the language, iincludes both linguistic knowledge and
contents of reflection upon learning. The starting point will be practical
Oxford University Press – Family and Friends 2
29
situations which encourage the acquisition of rules regarding the workings of
the language, in order that students may establish which elements of the
foreign language function in a similar way to their own tongue, gaining
confidence in their ability to use the second language..

Block 4. Socio-cultural features and intercultural awareness. The contents
of this block help the students learn customs, forms of social relationships, and
specific features of countries that speak the target language; in other words,
lifestyles different from their own. This knowledge will promote respect and
interest in the knowledge of different social and cultural realities
Block 1. Listening, speaking and conversing
The language model provided by the school is the first source of knowledge and
learning of language. Classroom discourse is both a vehicle and an object of learning.
Therefore both the curriculum and our project have provided for the learning elements
as well as the capacity to use them in communicative tasks.
On the other hand, the language model must come from a large enough number of
speakers to reflect changes and nuances both in phonetic and prosodic aspects as in
the election of idiomatic expressions in well-defined communicative situations. Hence
the use of conventional media and ITC is present both in the curriculum and in our
project.
The contents of this block for the first cycle in the area of foreign language according to
the Royal Decree of Minimum Education are as follows::

Comprehension of simple oral messages for classroom tasks.

Understanding of simple messages from different audiovisual and IT sources.

Oral interaction in real or fake situations through verbal and non-verbal
responses in communicating routines.

Production of previously studied oral texts through active participation in shared
performances, songs, recitations and dramatization.

Development of basic strategies to support comprehension and oral expression;
transfer of visual and non-verbal context and of previous knowledge of the
subject or situation from the languages the student is already familiar with.

Appreciation of the target language as an instrument of communication.
Oxford University Press – Family and Friends 2
30
Block 2. Reading and writing
The aim is competence in discursive writing. Foreign-language texts are also textual
composition patterns and practice for the 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 that the code provides in the
graphic representation of the sounds of the language. To overcome lack of security, the
curriculum and our project include strategies and resources such as the use of
dictionaries and other consulting facilities, conventional and digital, for the
understanding and composition of all kinds of texts.
The contents of this block for the first cycle in the area of foreign language according to
the Royal Decree of Minimum Education are as follows::

Reading of previously studied simple words and sentences through active
participation in real or fake situations.

Initiation in reading strategies; transfer of visual and non-verbal context and of
previous knowledge of the subject or situation from the languages the student is
already familiar with.

Writing of previously studied words and sentences through active participation
in oral interactions to be used in sharing or transmitting information or in play
activities.

Initiation in the use of educational computer programmes to read and write
simple messages.

Interest in the careful presentation of written texts.
Block 3. Knowledge of the language
Contact with the foreign language and its use enables those who are learning it work
out a basic conceptual system on its functioning. The starting point will be situations
that encourage the inference of language rules so as to gain confidence in their own
abilities.
This content block is divided into knowledge and reflection on learning.
The contents of this block for the first cycle in the area of foreign language according to
the Royal Decree of Minimum Education are as follows::

Linguistic knowledge:
Oxford University Press – Family and Friends 2
31
o
Introduction to phonetic aspects, rhythm and stress of the foreign
language and use for comprehension and oral production.
o
Identification and use of previously used vocabulary and basic
structures of the target language.
o
Global association in spelling, pronunciation and meaning from written
forms representing well-known oral expressions.
o
Familiarisation with the use of basic strategies in text production from
different patterns; selection of target, purpose and content.
o

Interest in using the target language in different situations
Reflection upon learning.
o
Use of skills and procedures such as repetition, memorization, word
association, words and expressions containing gestural and visual
elements, pattern observation etc. for the acquisition of vocabulary, form
and structure.
o
Progressive use of graphic means for information and consultation
regarding new possibilities opened up by new technology.
o
Confidence in student’s own ability to learn a foreign language and
enjoyment of teamwork.
Block 4. Socio-cultural features and intercultural awareness
This block helps the students learn customs, forms of social relationships, and specific
features of countries that speak the target language, in other words, lifestyles different
from their own.
This knowledge will promote tolerance and acceptance, increase
interest in the knowledge of different social and cultural realities and facilitate
intercultural communication
The contents of this block for the first cycle in the area of foreign language according to
the Royal Decree of Minimum Education are as follows:

Acknowledgement and learning of basic forms of social relations in the target
language.

Positive attitude towards people who speak another language and have a
different culture to the student’s own.
Oxford University Press – Family and Friends 2
32
5.4. ASSESSMENT CRITERIA
The Royal Decree of Minimun Education establishes the following assessment criteria
for the first cycle of primary education in the area of foreign language:
1. Participate in controlled oral interactions on familiar topics in easily predictable
communicative situations.
This is a means of assessing the ability to respond in a simple way to requests
and instructions, or to give information. The interactions will involve familiar
topics, previously studied or related to immediate communicative needs, such
as greetings or farewells , introductions, talking about likes, within
communicative situations recognised as routine, habits, classroom language,
dramatisations, recitations or songs. The capacity to participate actively in
classroom activities will also be valued positively.
2. Grasp the overall meaning and identify some specific elements in oral texts,
using linguistic and non-linguistic context elements
This criterion evaluates whether or not students are able gradually to grasp the
overall
meaning
of
an
oral
message,
in
situations
of
face-to-face
communication, using gestures and mime and the necessary repetition, and to
recognise and understand key words and basic expressions, related to
classroom activities or the school context.
3. Read and identify simple words and phrases previously introduced in oral form
concerning family and hobbies.
This criterion evaluates the ability to read, aloud too, words and phrases first
encountered in oral form via all kinds of activities. Reading will be supported by
visual and verbal elements related to the context in which these expressions
appear and will form a part of games and communicative activities
4. Write words, familiar expressions and phrases employing models and with a
specific purpose.
This criterion evaluates the ability to
write words and simple sentences
repeatedly and frequently used in oral fashion in diverse activities.
Writing should begin with the observation of a model and form part of the
execution of a specific task such as writing a note, making a poster, composing
a birthday card or completing a song or poem.
Oxford University Press – Family and Friends 2
33
5. Recognise and reproduce the sound, rhythm, stress and intonation of
expressions which appear in everyday communicative contexts.
This criterion seeks to evaluate whether or not students recognise and are
capable of reproducing sounds, rhythm, stress and intonation when actively
participating by listening to, repeating and anticipating expressions and when
reading aloud, always employing models.
6. Use basic strategies for learning-to-learn, such as asking for help,
communication with accompanying gestures, using visual dictionaries and
identifying personal features which will help them to learn better.
This criterion aims to evaluate the use of basic strategies which enhance the
learning process, such as the use of visual resources and gestures, asking for
help and clarification, the use of visual dictionaries and assessment, albeit
elementary, of their own progress.
7. Show interest and curiosity regarding learning a foreign language and
recognise linguistic diversity as as an enriching characteristic.
This criterion assesses participation, effort and interest in learning the target
language.
It also evaluates awareness of the importance of knowing languages in order
to communícate with people from different countries and the appreciation of
linguistic diversity as an enriching quality for one and all..
The section Programme of Units of this document lists the criteria and means of
assessment specific to each teaching unit.
6. PROGRAMME OF UNITS
This programming and scheduling constitutes a model of timed learning for 2nd year
of Primary Education taking into account the specific objectives of English as a
subject.
This is an adaptable timetable which may be adjusted to the group-class profile as it
may be used simultaneously with students who struggle to learn languages as well as
with those who have slightly superior knowledge. It may also be adapted to the
teacher’s and students’ own tastes and initiatives and the evolution of the course.
Oxford University Press – Family and Friends 2
34
This is a guiding and extendable programme, with numerous optional possibilities
suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may
introduce these activities at the appropriate moment, according to students’ needs and
attitudes, bearing in mind learning speed – individual and collective – and teaching
hours available.
STARTER UNIT: WELCOME BACK!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify the numbers from 10-20 in numerical order
- Converse using greetings, numbers, colours, toys and days of the week,
using the expressions: His/Her; I’ve got…; What colour is his / her…?
Where is it? It’s in/ on / under

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- 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 Friends and
Family 1.

Use of basic reading comprehension strategies (Point and answer)

Complete simple written texts with vocabulary studied.

Read a story, a song.

Identify specific words.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to greetings, numbers, colours and days of the week.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
His/Her; I’ve got…; What colour is his / her…? Where is it? It’s in/ on / under

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, song.
Oxford University Press – Family and Friends 2
35

Use revision and reflection strategies.
BLOCK 4 – Socio-cultural features and intercultural 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 numbers from 10-20 in numerical form (SB&WB pp. 46)
- Dialogues using greetings, numbers, colours, toys and days of the week,
using the expressions: His/Her; I’ve got…; What colour is his / her…?
Where is it? It’s in/ on / under; How old are you? (SB, pp. 4,5 and 6)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.4 and 5)
- Song referring to vocabulary studied (SB, p.6)
BLOCK 2- Written communication: reading and writing

General comprehension and identification of vocabulary related to vocabulary
studied in Friends and Family 1. ( SB pp. 4-6; WB p.108)

Use of basic reading comprehension strategies (Point and answer). (SB, pp.5 and
7)

Completion of simple written texts with words studied (SB, pp.4-7)

Reading of a short story and a song. (SB, pp.4 and 6)

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:
Oxford University Press – Family and Friends 2
36
- related to greetings, numbers , colours and days of the week.(SB pp. 4-7 y
WB pp. 4-7)
- Hobbies: word groups. (WB, pp.108)

Comprehension and correct application of grammatical aspects:
- His/Her; I’ve got…; What colour is his / her…? Where is it? It’s in/ on / under
- 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, pp. 6 and 7)

Use of revision strategies and reflection upon what has been learnt. (SB&WB, pp.6
and 7)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of social relationship in the target language, participating in
different classroom activities. (SB pp.4-7; pp.4-7)

Identify customs and features of everyday life typical of other countries and
cultures where the target language is spoken (TB, p.24)

Accept and learn mathematical forms ( SB pp.6 and 7)

Organise personal work as a strategy to progress in learning ( SB&WB, pp.6, 7)

Take advantage of learning opportunities created within and beyond the
classroom. (SB&WB, pp.4-7 ; TB p.24)

Participate actively in activities and group work .(SB&WB, pp.4-7 ; TB p.24)
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 name, age…(SB, pp. 4,5, 6)
-
Act out a dialogue (SB, pp. 4, 6).
The sections with activities contained in the WB pp. 4-7
Data processing and digital competence
Oxford University Press – Family and Friends 2
37
-
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 pp. 4, 5, 6).
-
Socialising and participating in classroom activities, establishing and accepting
norms of coexistence: both in pairs and in groups
-
Exhibit one’s own work and listen to that of others, putting oneself in their place.
Artistic and cultural competence

Complete a song. (SB, p. 5).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Days of the week, TB p. 24)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB pp. 4, 6, 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.

Match names with objects, completing the Picture Dictionary (WB p. 108).

Manage one’s own skills. (WB, pp. 4-7).
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 4 - 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.
Oxford University Press – Family and Friends 2
38
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 tick or match: SB pp. 6, 7
Writing: write the numbers (SB p. 6)
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:
Complete a song (SB p. 5, WB p. 5)
Reproduce a dialogue/song (SB p 8 and 10)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Starter Unit – pp. 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 pp. 4-7)
Completion of WB exercises (Starter Unit pp.4-7).
Self-assessment
Oxford University Press – Family and Friends 2
39
Teacher’s Resource Pack
TEB p.6
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 pp. 4-7 ;PMB) Tests Starter
Unit,
-
Express oneself and interact correctly and fluently in communicative situations (
SB& WB pp.4-7)
-
Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1 y PMB). (SB&WB, pp. 4-7)
-
Act out a conversation (Role-play – (SB pp.5) Speaking Tests, TR Multi-ROM 1
y PMB).
-
Describe photographs (Photo description (SB pp.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 pp.4-7; WB pp.4-7) -Test and Resource, Multi-ROM 1)

Complete texts using different resources (Writing (SB p. 6 WB pp. 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, colours and days of the week (SB & WB
pp.4-7)
- Hobbies: word groups. (WB, pp.108)
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, (SB& WB pp. y WB, pp.116)
- His/Her; I’ve got…; What colour is his / her…? Where is it? It’s in/ on / under
Phonetics
Oxford University Press – Family and Friends 2
40

Apply knowledge acquired regarding pronunciation. (SB&WB p.7)
Reflection on learning
Check whether basic strategies for progress in learning are being used. (SB&WB pp.57)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. ((SB pp.4-7;WB, pp.4-7)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB pp. 24) Teacher’s Resource Pack
UNIT 1: OUR NEW THINGS!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify the commonest names of classroom material.
- Converse using vocabulary related to the classroom using the expressions
What’s this? / It’s a…This/ That / These/ Those/ How many… are there?
There are…

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 the classroom.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Use capital letters for the names of people and at the beginning of a sentence.

Identify sounds within a text.
BLOCK 3 – Knowledge of the language
Oxford University Press – Family and Friends 2
41

Revise and identify the vocabulary from the unit:
- related to classroom elements.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- What’s this? / It’s a…This/ That / These/ Those/ How many… are there?
There are…

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 commonest names of classroom material (SB&WB pp. 8
and 9)
- Dialogues using vocabulary related to the classroom, using the expressions
What’s this? / It’s a…This/ That / These/ Those/ How many… are there?
There are… (SB&WB, pp. 8, 9,10 and 12, WB p. 117)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.8 and 9)
- Song (SB, pp.10)
- Description of classroom objects (SB, p.12)
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 classroom ( SB pp. 8,10 and 12;
WB p.108)
Oxford University Press – Family and Friends 2
42

Use of basic reading comprehension strategies (Point and answer). (SB, pp.12 and
13)

Completion of simple written texts with words studied (SB, pp.10 and 12)

Reading of a short story, a song and a description. (SB, pp.8,10 and 12)

Recognition and use of capital setter for names of people and at the beginning of a
sentence. (SB, p.13)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.11)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to classroom elements.(SB pp. 8, 10,12 and WB pp. 8-13)
- Hobbies: word groups. (WB, p.109)

Comprehension and correct application of grammatical aspects:
- What’s this? / It’s a…This/ That / These/ Those/ How many… are there?
There
are… (SB p.9 y WB, p.117)

Use of and differentiation between sounds and letters. (SB&WB, pp.11)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 10 and 11)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.12 and 13)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.8,9,12;WB, pp.8,9 and 13)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.30)

Acceptance and learning of mathematical forms ( SB p. 13)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.12 and 13)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.8-13 ; TB p.31)

Active participation in activities and group work.(SB&WB, pp.8-13 ; TB p.31)
III. KEY COMPETENCES
Linguistic communication
Oxford University Press – Family and Friends 2
43
All the sections and activities in this 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 classroom material (SB, pp. 8 and 9)
-
Descriptions (SB, p.12)
-
Act out a dialogue (SB, p. 8).
The sections with activities contained in the WB pp. 8-13
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 pp. 8, 10,12, 13).
-
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

Complete a song and a description. (SB, pp. 10 and 12).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: British classrooms, TB p. 30)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 102)

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.

Match names with objects, completing the Picture Dictionary (WB p. 109).

Use the reference material: Grammar reference (WB pp.117).

Manage their own abilities in the Review section (WB, pp. 12 and 13).
Autonomy and personal initiative
Oxford University Press – Family and Friends 2
44

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 8 and
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 Listen and circle: SB p. 11 and Listen
and number
IV. LITERARY EUCATION
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)
Description SB p.12
Production of oral and written texts:
Complete a song and a description (SB pp. 10 and 12, WB p. 13)
Reproduce a dialogue/song (SB pp. 8 and 10)
Write a description of what they have in their bag (SB, p. 12)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Oxford University Press – Family and Friends 2
45
Additional and alternative activities; TRB
Workbook (Unit 1 – pp. 8-13)
Activities in the reference sections:
-
Grammar reference (Unit 1-WB, p. 117)
-
Pronunciation bank (Unit 1-WB, p. 11)
-
Vocabulary: (Unit 1-WB, p. 109)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 1
VI. ASSESSMENT
Formative assessment
Unit 1 (SB pp. 8-11)
Cumulative review (Starter-Unit 1, SB pp. 12 and 13)
Completion of WB exercises (Unit 1, pp. 8 -13).
Self-assessment
Progress review (Unit 1 - WB, pp. 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 pp. 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, pp. 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 pp.12, 13).
BLOCK 2- Written communication: reading and writing
Oxford University Press – Family and Friends 2
46

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB pp.8, 10, 12; WB pp.8-13)

Complete texts using different resources (Writing - TR Multi-ROM 1;WB pp. 8-13)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
-
related to classroom vocabulary.
-
Hobbies: word groups. (WB, pp.109)
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.9 y WB, p.117)
- What’s this? / It’s a…This/ That / These/ Those/ How many… are there? There
are…
Phonetics

Apply knowledge acquired regarding pronunciation.
Reflection on learning. (SB& WB pp.11)

Check whether basic strategies for progress in learning are being used. ( SB pp.
10 and 11; WB p.11)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.8,9,12;WB, pp.8,9 and 13)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 30)
UNIT 2: THEY´RE HAPPY NOW!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify names to express feelings and emotions.
- Converse using vocabulary related to feelings and emotions using the
expressions We’re/ They’re happy/ Are they…? Yes they are. / No, they
aren’t.

Understand simple oral texts within the classroom context:
Oxford University Press – Family and Friends 2
47
- Listen to and act out a short story.
- Sing a song.
- Understand a simple 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 feelings and emotions

Use of basic reading comprehension strategies (Point and answer).

Write simple written texts with previously studied words and expressions.

Read a story, a song, a chant.

Differentiate between the short and long form of verbs.

Identify sounds within a text.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to feelings and emotions.
- Hobbies: word groups.


Understand and correctly apply grammatical aspects:
- Expressions: We’re/ They’re happy/ Are they…? Yes they are. / No, they
aren’t.

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 to express feelings and emotions (SB&WB pp. 14
and 15)
Oxford University Press – Family and Friends 2
48
- Dialogues using vocabulary related to feelings and emotions using the
expressions We’re/ They’re happy/ Are they…? Yes they are. / No, they
aren’t. (SB&WB, pp. 14-16 and 18)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.14 and 15)
- Song referring to emotions and feelings (SB, p.16)
- Description (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 feelings and emotions ( SB pp.
14,16,18; WB p.109)

Use of basic reading comprehension strategies (Point and answer). (SB, pp.18 and
19)

Completion of simple written texts with words studied (SB, pp.16 y 18)

Reading of a short story, a song y a description. (SB, pp. 14,16,18)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.17)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to feelings and emotions.(SB pp. 14,16,18 and WB pp. 14-19)
- Hobbies: word groups. (WB, p.110)

Comprehension and correct application of grammatical aspects:
- Expressions: We’re/ They’re happy/ Are they…? Yes they are. / No, they
aren’t. (SB pp.15 y WB, p.117)

Use of and differentiation between sounds and letters. (SB&WB, p.17)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 16 and 17)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.18-19)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.14,15 and 18;WB, pp.14,15 and 19)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.34)
Oxford University Press – Family and Friends 2
49

Acceptance and learning of mathematical forms( SB pp.11 and 19)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.18-19)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.14-19 ; TB p.34)

Active participation in activities and group work.(SB&WB, pp.14-19 ; TB p.34)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 feelings and emotions (SB, pp. 14 and 15)
-
Talk about a person’s feelings and emotions (SB, p.18)
-
Act out a dialogue (SB, p. 14).
The sections with activities contained in the WB pp. 14-19
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 pp. 14,16,18 and 19).
-
Socialising and participating in classroom activities, establishing and accepting
norms of coexistence both in pairs and in groups
-
Exhibiting one’s own likes and listening to those of others, putting oneself in
their place
Artistic and cultural competence

Complete a song, a description. (SB, pp. 16 and 18).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: If you’re happy and you know it… TB p. 34)
Oxford University Press – Family and Friends 2
50

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

Match names with objects, completing the Picture Dictionary (WB p. 110).

Use the reference material: Grammar reference (WB pp.117).

Manage their own abilities in the Review section (WB, pp. 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 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 join the letters: SB p. 11 and
Listen and number (SB p. 19)
IV. LITERARY EUCATION
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:
Oxford University Press – Family and Friends 2
51
Dialogue (SB pp. 14)
Production of oral and written texts:
Complete a song and a description (SB pp. 16, 18, WB p. 19)
Reproduce a dialogue/song (SB pp. 14 and 16)
Produce a description of their favourite toy (SB, p. 19)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 2 – pp. 14-19)
Activities in the reference sections:
-
Grammar reference (Unit 2-WB, pp. 117)
-
Pronunciation bank (Unit 2-WB, pp. 17)
-
Vocabulary: (Unit 2-WB, p. 110)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 2
VI. ASSESSMENT
Formative assessment
Unit 2 (SB pp. 14-17)
Cumulative review (Unit 2, SB pp. 18 and 19)
Completion of WB exercises (Unit 2, pp. 14-19).
Self-assessment
Progress review (Unit 2 - WB, pp. 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.
Oxford University Press – Family and Friends 2
52
-
Listening Test and Resource, Multi-ROM 1; SB pp. 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, pp. 14-16 and 18).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB pp.15
and 18).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.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 pp.14,16,18; WB pp.14-19)

Complete texts using different resources (Writing - TR Multi-ROM 1; ( WB pp. 1419)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
-
related to vocabulary to express feelings and emotions.
-
Hobbies: word groups.( WB, p.110)
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.15 and WB,117)
- We’re/ They’re happy/ Are they…? Yes they are. / No, they aren’t
Phonetics

Apply knowledge acquired regarding pronunciation.(SB& WB p.17)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
16 and 17; WB p.17)

BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.14,15,18;WB, pp.14,15 and 19)

Identify cultural elements typical of countries and cultures where the target
language is spoken.(TB p. 34)
Oxford University Press – Family and Friends 2
53
UNIT 3: I CAN RIDE A BIKE!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify the different activities performed outdoors.
- Converse using vocabulary related to outdoor activities, using the
expressions: I can…/ He/She can…/ Can He/She…? Yes, He /She can. /
No, He/ She can’t.

Understand simple oral texts related to parts of the body:
- Listen to and act out a short story.
- Sing a song.
- Entender Instructions.
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 an outdoor activities.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Recognise the uses of a / an.

Identify sounds within a text.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to outdoor activities.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- I can…/ He/She can…/ Can He/She…? Yes, He /She can. / No, He/ She can’t.

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 intercultural awareness
Oxford University Press – Family and Friends 2
54

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 different outdoor activities (SB&WB pp. 20-21)

Dialogues using vocabulary related to outdoor activities, using the expressions: I
can…/ He/She can…/ Can He/She…? Yes, He /She can. / No, He/ She can’t.
(SB&WB pp. 20-21 WB p. 117)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.20-21)
- Song (SB, p.22)
- Instructions (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 outdoor activities. (SB, pp.24-25; WB
p.110)

Use of basic reading comprehension strategies (Point and answer). (SB, pp.24-25)

Completion of simple written texts with words studied (SB, pp.22 and 24)

Reading of a short story, a song and a description. (SB, pp.20,22 and 24)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.23)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to outdoor activities.(SB pp. 20,22 and 24 and WB pp. 20-25)
- Hobbies: word groups. (WB, p.110)

Comprehension and correct application of grammatical aspects:
- I can…/ He/She can…/ Can He/She…? Yes, He /She can. / No, He/ She can’t
(SB p.21 and WB, p.117)
Oxford University Press – Family and Friends 2
55

Use of and differentiation between sounds and letters. (SB&WB, p.23)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 22 and 23)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.24 and 25)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.20,21,24;WB, pp.20,21 and 25)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.42)

Acceptance and learning of mathematical forms ( SB pp.23 and 25)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.24 and 25)

Take advantage of learning opportunities created within and beyond the classroom
(SB&WB, pp.20-25 ; TB p.40)

Active participation in activities and group work. (SB&WB, pp.20-25 ; TB p.40)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 outdoor activities (SB, pp. 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 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 pp. 20, 21 22, 24).
Oxford University Press – Family and Friends 2
56
-
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 performing actions. (SB, pp. 22).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Outdoor hobbies, TB p. 42)

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

Match names with objects, completing the Picture Dictionary (WB p. 110).

Use the reference material: Grammar reference (WB p.117).

Manage their own abilities in the Review section (WB, pp. 26 and 27).
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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 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)...
Oxford University Press – Family and Friends 2
57
This competence is developed in the unit via Listen and circle: SB p. 23 and Listen
and number (SB p. 25)
IV. LITERARY EUCATION
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 description (SB pp. 21 and 25, WB p. 25)
Reproduce a dialogue/song (SB pp. 20 and 22)
Produce description of outdoor activities (WB, p. 24)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 3 – pp. 20-27)
Activities in the reference sections:
-
Grammar reference (Unit 3-WB, p. 117)
-
Pronunciation bank (Unit 3-WB, p. 23)
-
Vocabulary: (Unit 3-WB, p. 110)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 3
VI. ASSESSMENT
Summative assessment
Summative assessment is an element 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
Oxford University Press – Family and Friends 2
58
Family and friends 2 Units 1-3 (SB Units 1-3)
Formative assessment
Unit 3 (SB pp. 20-23)
Cumulative review (Starter-Unit 3, SB pp. 24-27)
Completion of WB exercises (Unit 3, pp. 22-23).
Self-assessment
Progress review (Unit 3 - WB, pp. 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 pp. 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, pp.20-22 and 24).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1, SB p.21).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.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 pp.20,22 and 24; WB pp.20-25)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB pp. 2025)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
-
related to vocabulary referring to outdoor activities.
Oxford University Press – Family and Friends 2
59
-
Hobbies: word groups. (WB, p.110)
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)
- I can…/ He/She can…/ Can He/She…? Yes, He /She can. / No, He/ She can’t
Phonetics

Apply knowledge acquired regarding pronunciation.(SB& WB p.23)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
22 and 23; WB p.23)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.20,21,24;WB, pp.20, 21 and 25)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 42)
UNIT 4: HAVE YOU GOT A MILKSHAKE?
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify names of food.
- Converse using vocabulary related to food using the expressions Have you
got…? Yes, I have. / No, I haven’t / Has he/ she got…? Yes, he/ she has. /
No he7 she hasn’t
- Learn the numbers from 10 to100.

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 food.
Oxford University Press – Family and Friends 2
60

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Recognise the use of question marks and full stops.

Identify sounds within a text.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to food.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- Have you got…? Yes, I have. / No, I haven’t / Has he/ she got…? Yes, he/
she has. / No he/ she hasn’t
- Numbers: 10-100

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 food (SB&WB pp. 28 and 29)
- Dialogues using vocabulary related to food using the expressions He’s…/
She’s…/ Is he/ she a…? Yes, He/She is. / No, He / She isn’t (SB&WB, pp.
28-30 and 32)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.28 and 29)
- Song (SB, p.30)
Oxford University Press – Family and Friends 2
61
- Description (SB, p.32)
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 food ( WB pp.28-33 WB p.110)

Use of basic reading comprehension strategies (Point and answer). (SB, pp. 3233)

Completion of simple written texts with words studied(WB, pp.30 and 32)

Reading of a short story, a song y a description. (SB, pp.28,30 and 32)

Identification of and differentiation between sounds in specific vocabulary and
chant(SB&WB, p.31)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to food.(SB pp. 28,30,32 y WB pp. 28-33)
- Hobbies: word groups. (WB, p.111)

Comprehension and correct application of grammatical aspects:
- Have you got…? Yes, I have. / No, I haven’t / Has he/ she got…? Yes, he/
she has. / No he/ she hasn’t
- Numbers: 10-100 (SB p.27 and WB, p.117)
Use of and differentiation between sounds and letters. (SB&WB, p.31)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 30 and 31)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.32-33)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.28,29 and 32;WB, pp. 28, 29 and 33)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.48)

Acceptance and learning of mathematical forms ( SB p.30)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.32-33)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.28-33 ; TB p.46)

Active participation in activities and group work.(SB&WB, pp.28-33 ; TB p.46)
Oxford University Press – Family and Friends 2
62
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 food (SB, pp.29 and 30)
-
Descriptions (SB, p.32)
-
Act out a dialogue (SB, p. 28).
The sections with activities contained in the WB pp. 28-33
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 pp. 28,30,32,33).
-
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

Complete a song and a description. (SB, pp. 30 y 32).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Takeaway food, TB p. 48)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB pp. 28 and 30)

Act out a short story: ( SB pp.29 and 32)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p. 111).

Use the reference material: Grammar reference (WB p.117).
Oxford University Press – Family and Friends 2
63

Manage their own abilities in the Review section (WB, pp. 32 and 33).
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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, point and repeat: SB p. 30 and
Writing: Write the number (WB p. 30)
IV. LITERARY EUCATION
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. 28)
Production of oral and written texts:
Complete a Dialogue and a description (WB p. 30)
Reproduce a dialogue/song (SB pp. 28, 32 and 33)
Produce a description of what they have to eat (WB, p. 33)
V. TREATMENT OF DIVERSITY
Oxford University Press – Family and Friends 2
64
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 4 – pp. 28-33)
Activities in the reference sections:
-
Grammar reference (Unit 4-WB, p. 117)
-
Pronunciation bank (Unit 4-SB, p. 31)
-
Vocabulary: (Unit 4-WB, p. 111)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 4
VI. ASSESSMENT
Formative assessment
Unit 4 (SB pp. 28-31)
Cumulative review (Unit 4, SB pp. 32 and 33)
Completion of WB exercises (Unit 4, pp. 28-33).
Self-assessment
Progress review (Unit 4 - WB, pp. 32 and 33).
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 pp. 28,30,32 and 33) 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&WB, pp. 28-30 and 32).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.27).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.32-33).
Oxford University Press – Family and Friends 2
65
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 pp.28,30,32; WB pp.28-33)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB pp. 2833)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
-
related to the vocabulary of food and numbers.
-
Hobbies: word groups. (WB, p.111)
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.29 and WB, p.117)
- Have you got…? Yes, I have. / No, I haven’t / Has he/ she got…? Yes, he/ she
has. / No he7 she hasn’t
- Numbers: 10-100
Phonetics

Apply knowledge acquired regarding pronunciation. ( SB pp. 30 y 31; WB pp.31)
Reflection on learning
Check whether basic strategies for progress in learning are being used (SB pp. 30
and 31; WB p.31)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.28,29,32; WB pp. 28,29 and 33)

Identify cultural elements typical of countries and cultures where the target
language is spoken.(TB p. 48)
UNIT 5: WE´VE GOT ENGLISH!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify the names of classrooms, school areas and subjects.
Oxford University Press – Family and Friends 2
66
- Converse using vocabulary related to the classroom, school areas and
subjects using the expressions What have we got on Monday? We’ve got
Science/ When have we got…? Our / their

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 the park.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Identify the capital letters of days of the week.

Identify sounds within a text.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to the school.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
What have we got on Monday? We’ve got Science/ When have we got…?
Our / their. …

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
Oxford University Press – Family and Friends 2
67
BLOCK 1- Oral communication: listening, speaking and conversing

Participation in oral exchanges:
- Identification of the names of classrooms, school areas and subjects.
(SB&WB pp. 34 and 35)
- Dialogues using vocabulary related to the classroom, school areas and
subjects using the expressions What have we got on Monday? We’ve got
Science/ When have we got…? Our / their (SB&WB, pp. 34-36 and 38 WB
p.111)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.34 and 35)
- A song (SB, p.36)
- A description (SB, p.38)
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 park ( WB pp. 34-39; WB p.110)

Use of basic reading comprehension strategies (Point and answer). (SB, pp. 34
and 35)

Completion of simple written texts with words studied (WB, pp.36 and 38)

Reading of a short story, a song and a description. (SB, pp.34,36 and 38)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.37)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to the classroom, school areas and subjects.(SB pp. 34,36,38 and
WB pp. 34-39)
- Hobbies: word groups. (WB, p.111)

Comprehension and correct application of grammatical aspects:
What have we got on Monday? We’ve got Science/ When have we got…?
Our / their. … (SB p.35 and WB, p.118)

Use of and differentiation between sounds and letters. (SB&WB, p.37)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 36 and 37)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.38-39)
Oxford University Press – Family and Friends 2
68
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.34,35,38;WB, pp.34,35,39)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.52)

Acceptance and learning of mathematical forms( SB pp.37-39)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.38 and 39)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.34-39 ; TB p.54)

Active participation in activities and group work.(SB&WB, pp.34-39 ; TB p.54)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 school (SB, pp. 34 and 35)
-
Descriptions (SB, p.38)
-
Act out a dialogue (SB, p. 34).
The sections with activities contained in the WB pp. 34-39
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 pp 34, 36, 38 and 39).
-
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
Oxford University Press – Family and Friends 2
69

Sing a song performing the actions. (SB, p. 36).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Computers and education TB p. 54)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 36)

Act out a short story: ( SB p.35)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p. 111).

Use the reference material: Grammar reference (WB p.118).

Manage their own abilities in the Review section (WB, pp. 38 and 39)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp.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 Listen and join the letters: SB pp. 37
and38 and Listen and number (SB p. 39)
IV. LITERARY EUCATION
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
Oxford University Press – Family and Friends 2
70
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 34)
Description SB p.38
Production of oral and written texts:
Complete a song and a description (SB pp. 36 and 38, WB p. 39)
Reproduce a dialogue/song (SB pp. 34 and 36)
Produce a description (WB, p. 39)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 5 – pp. 34-39)
Activities in the reference sections:
-
Grammar reference (Unit 5-WB, p. 118)
-
Pronunciation bank (Unit 5-WB, p. 37)
-
Vocabulary: (Unit 5-WB, p. 111)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 5
VI. ASSESSMENT
Formative assessment
Unit 5 (SB pp. 34-37)
Cumulative review (-Unit 5, SB pp. 38 and 39)
Completion of WB exercises (Unit 5, pp. 34-39).
Self-assessment
Progress review (Unit 5 - WB, pp. 38 and 39).
Assessment criteria
BLOCK 1- Oral communication: listening, speaking and conversing
Oxford University Press – Family and Friends 2
71

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 pp. 34,36,38 and 39) 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&WB, pp. 34-36 and 38).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.35).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.38-39).
B
LOQUE 2- Written communication: reading and writing

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB pp.34,36,38; WB pp.34-39)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB pp. 3439)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
-
related to the vocabulary connected with the school.
-
Hobbies: word groups. (WB, p.111)
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.35 and WB, p.117)
- What have we got on Monday? We’ve got Science/ When have we got…?
Our / their
Phonetics

Apply knowledge acquired regarding pronunciation.(SB& WB p.37)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
36-37; WB p.37)
BLOCK 4 – Socio-cultural features and intercultural awareness
Oxford University Press – Family and Friends 2
72

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.34,35,38;WB, pp. 34,35 and 39)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 54)
UNIT 6: LET´S PLAY AFTER SCHOOL!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify after-school activities.
- Converse using vocabulary related to after-school activities using the
expressions I visit… I go swimming…I don’t watch TV / I don’t play.

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 after-school activities

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Identify verbs which indicate after-school activities.

Identify sounds within a text.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to after-school activities.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- I visit… I go swimming…I don’t watch TV / I don’t play.

Use and differentiate between sounds and letters.
Oxford University Press – Family and Friends 2
73

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.

Use revision and reflection strategies.
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 after-school activities (SB&WB pp. 40 and 41)
- Dialogues using vocabulary related to after-school activities using the
expressions I visit… I go swimming…I don’t watch TV / I don’t play
(SB&WB, pp. 40, 41,42 and 44 WB p.112)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.40 and 41)
- Song (SB, p.42)
- A description (SB, p.44)
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 after-school activities ( SB pp. 40,42
and 44; WB p.112)

Use of basic reading comprehension strategies (Point and answer). (SB, pp. 44
and 45)

Completion of simple written texts with words studied (SB, pp.42 and 44)

Reading of a short story, a song y a description. (SB, pp.40,42 and 44)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.43)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
Oxford University Press – Family and Friends 2
74
- related to after-school activities.(SB pp. 40, 42,44 and WB pp. 40-47)
- Hobbies: word groups. (WB, p.112)

Comprehension and correct application of grammatical aspects:
- Questions: Whose is this?
- Answers: It’s mum’s book (SBpp.41 and WB, p.118)

Use of and differentiation between sounds and letters. (SB&WB, p.43)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 42 and 43)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.44 and 45)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.40,41,44;WB, pp. 40,41 and 45)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.60)

Acceptance and learning of mathematical forms( SB pp.43 and 45)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.44 and 45)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.40-45 ; TB p.60)

Active participation in activities and group work.(SB&WB, pp.40-47 ; TB p.60)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 do after school (SB, pp. 40 and 41)
-
Descriptions (SB, p.44)
-
Act out a dialogue (SB, p. 40).
The sections with activities contained in the WB pp. 40-45
Data processing and digital competence
Oxford University Press – Family and Friends 2
75
-
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 pp. 40, 42, 44 and 45).
-
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

Complete a song and a description. (SB, pp. 42 and 44).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: After-school activities, TB p. 60)

Use the target language as a means of accessing information and as a tool for
learning contents (SB p. 42)

Act out a short story: (SB p.41)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names and photos, completing the Picture Dictionary (WB p. 112).

Use the reference material: Grammar reference (WB p.118).

Manage their own abilities in the Review section (WB, pp 44 and 45)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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.
Oxford University Press – Family and Friends 2
76
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 join the letters: SB p. 43 and
Writing: Circle the verbs (SB p. 45)
IV. LITERARY EUCATION
. 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. 40)
Production of oral and written texts:
Sing a song (SB p. 42)
Reproduce a dialogue/song (SB pp. 40 and 42)
Write a description of after-school activities. (WB, pp. 44-45)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 6 – pp. 40-45)
Activities in the reference sections:
-
Grammar reference (Unit 6-WB, p. 118)
-
Pronunciation bank (Unit 6-WB, p. 43)
-
Vocabulary: (Unit 6-WB, p. 112)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 6
VI. ASSESSMENT
Summative assessment
Oxford University Press – Family and Friends 2
77
Summative assessment is an element 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 2 Units 1-6 (SB Units 1-6)
Formative assessment
Unit 6 (SB pp. 40-45)
Cumulative review (Starter-Unit 6, SB pp. 40-49)
Completion of WB exercises (Unit 6, pp. 40-49).
Self-assessment
Progress review (Unit 6 - WB, pp. 40-45).
Oxford University Press – Family and Friends 2
78
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 6 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB pp. 40, 42,44 and 45) 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; SB&WB, pp. 40, 41, 42 and 44).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.41).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.44, 45).
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 pp.40, 42, 44; WB pp.40-45)

Complete texts using different resources (Writing - TR Multi-ROM 1)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, WB
pp. 40-47)
-
related to after-school activities.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB pp.41 and WB, p.118)
- I visit… I go swimming…I don’t watch TV / I don’t play
Phonetics

Apply knowledge acquired regarding pronunciation.(SB& WB p.43)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB p. 42
and 43; WB p.43)
BLOCK 4 – Socio-cultural features and intercultural awareness
Oxford University Press – Family and Friends 2
79

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.40,41,44;WB, pp. 40,41 and 45)

Identify cultural elements typical of countries and cultures where the target
language is spoken.(TB p. 60)
UNIT 7: LET´S BUY PRESENTS!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify the names of objects for a party.
- Converse using vocabulary related to things for a party using the forms:
What do you like? I like…/ I don’t like…What does him / her like? He / she
likes… He / she doesn’t like.

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 things for a party.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Write the long form of don’t and doesn’t.

Identify sounds within a text.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to things for a party.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- What do you like? I like…/ I don’t like…What does he/ she like? He / she
likes… He / she doesn’t like.
Oxford University Press – Family and Friends 2
80

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 objects for a party. (SB&WB pp. 48 and 49 )
- Dialogues using vocabulary related to things for a party using the forms:
What do you like? I like…/ I don’t like…What does he/ she like? He / she
likes… He / she doesn’t like... (SB&WB, pp. 48-50 y 52;WB p. 118)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.48 and 49)
- Song (SB, p.50)
- A description (SB, p.52)
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 objects for a party ( WB pp.48,49 and
112)

Use of basic reading comprehension strategies (Point and answer). (SB, pp. 5253)

Completion of simple written texts with words studied (WB, pp.50 - 52)

Reading of a short story, a song and a description. (SB, pp.48 and 50)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.51)
BLOCK 3 – Knowledge of the language
Oxford University Press – Family and Friends 2
81

Revision and identification of vocabulary from the unit:
- related to objects for a party.(SB pp. 48,50,52 and WB pp. 48-53)
- Hobbies: word groups. (WB, pp.112)

Comprehension and correct application of grammatical aspects:
- What do you like? I like…/ I don’t like…What does he/ she like? He / she
likes… He / she doesn’t like... (SB p.49 and WB, p.118)

Use of and differentiation between sounds and letters. (SB&WB, p.51)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 50 and 51)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.50-52)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.48,49,52;WB, pp. 48,49 and 53)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.64)

Acceptance and learning of mathematical forms( SB p.51)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.52 and 53)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.48-53 )

Active participation in activities and group work.(SB&WB, pp.48-53 ; TB p.64)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 things for a party (SB, pp. 48 and 49)
-
Descriptions (SB, p.52)
-
Act out a dialogue (SB, p. 48).
The sections with activities contained in the WB pp. 48-53
Data processing and digital competence
Oxford University Press – Family and Friends 2
82
-
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 pp. 48, 50, 52 and 53).
-
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

Complete a song a description. (SB, pp. 50 and 52).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Special days in the UK, TB p. 64)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 50)

Act out a short story: ( SB p.49)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p. 112).

Use the reference material: Grammar reference (WB p.118).

Manage their own abilities in the Review section (WB, pp. 52 and 53).
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 48 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.
Oxford University Press – Family and Friends 2
83
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 join the letters: SB p. 51.
IV. LITERARY EUCATION
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 also important to highlight
the creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB pp. 48 and 52)
Production of oral and written texts:
Complete a song and a description (SB pp. 50 and 52, WB p. 53)
Reproduce a dialogue/song (SB pp. 48 and 50)
Write a description of what they are wearing (SB, p. 53)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 7 – pp. 48-53)
Activities in the reference sections:
-
Grammar reference (Unit 7-WB, p. 118)
-
Pronunciation bank (Unit 7-WB, .. 51)
-
Vocabulary: (Unit 7-WB, p. 112)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 7
VI. ASSESSMENT
Formative assessment
Unit 7 (SB pp. 48-51)
Oxford University Press – Family and Friends 2
84
Cumulative review (Unit 7, SB pp. 52 and 53)
Completion of WB exercises (Unit 7, pp. 48-53).
Self-assessment
Progress review (Unit 7 - WB, pp. 52 and 53).
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 7 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB pp. 48,50,52 and 53 ) 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&WB, pp. 48-50 and 52).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB pp.
49).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.52 and 53).
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 pp.48,50,52; WB pp.48-53)

Complete texts using different resources(Writing - TR Multi-ROM 1; WB pp. 48-53)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, WB,
p.112)
-
related to the vocabulary of things for a party.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.49 and WB, p.118)
Oxford University Press – Family and Friends 2
85
- What do you like? I like…/ I don’t like…What does he/ she like? He / she likes…
He / she doesn’t like..
Phonetics

Apply knowledge acquired regarding pronunciation. (SB&WB p.51)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
50 and 51; WB p.51)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.48,49 and 52;WB, pp.48,49 and 53)

Identify cultural elements typical of countries and cultures where the target
language is spoken.(TB p.64)
UNIT 8: WHAT´S THE TIME?
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify everyday activities and times when they are performed.
- Converse using vocabulary related to routines and times when they are
performed, using the expressions: What’s the time? It’s…/He/She gets up
at…

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 routines and times

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Identify the interrogative particles in a sentence.
Oxford University Press – Family and Friends 2
86

Differentiate between the sounds: /sm/, /sn/, /st/,y /sk/
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to routines.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- What’s the time? It’s…/He/She gets up at…

Use and differentiate between sounds.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant

Use revision and reflection strategies.
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 everyday activities and times when they are performed.
(SB&WB pp. 54,55)
- Dialogues using vocabulary related to routines and times when they are
performed, using the expressions: What’s the time? It’s…/He/She gets up
at… (SB&WB, pp. 54-56 and 58; WB p. 118)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.54 and 55)
- Song (SB, p.56)
- Description (SB, p.58)
BLOCK 2- Written communication: reading and writing
Oxford University Press – Family and Friends 2
87

General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to routines and times when they are
performed (SB, pp.58-59; WB p.118)

Use of basic reading comprehension strategies (Point and answer). (SB, pp. 58
and 59)

Completion of simple written texts with words studied (WB, pp.56-57)

Reading of a short story, a song y a description. (SB, pp.54, 56 and 58)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.57)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to routines and times when they are performed.(SB pp. 54, 56,58
and WB pp. 54-59)
- Hobbies: word groups. (WB, p.113)

Comprehension and correct application of grammatical aspects:
- What’s the time? It’s…/He/She gets up at… (SB p.55 and WB, p.118)

Use of and differentiation between sounds and letters. (SB&WB, p.57)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 56 and 57)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.58 and 59)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.54,55,58;WB, pp. 54,55,59)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.72)

Acceptance and learning of mathematical forms ( SB pp.55 and 56)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.58 and 59)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.54-59 )

Active participation in activities and group work.(SB&WB, pp.54-59 ; TB p.72)
III. KEY COMPETENCES
Oxford University Press – Family and Friends 2
88
Linguistic communication
All the sections and activities in this 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 routine activities (SB, pp. 54 and 55)
-
Descriptions (SB, pp.56 and 58)
-
Act out a dialogue (SB, p. 54).
The sections with activities contained in the WB pp. 54-59
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 pp. 54, 56, 58 and 59).
-
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

Complete a song, a description. (SB, pp. 56 and 58).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: The school day, TB p. 72)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 56)

Act out a short story: ( SB p.55)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p 113).

Use the reference material: Grammar reference (WB p.118).

Manage their own abilities in the Review section (WB, pp. 58 and 59)
Autonomy and personal initiative
Oxford University Press – Family and Friends 2
89

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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

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 Point ask and answer: SB p. 55 and
Sing: What do you do? SB p.56
IV. LITERARY EUCATION
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. 54)
Description (SB p. 58)
Production of oral and written texts:
Complete a song y a description (SB pp. 56 and 58, WB p. 59)
Reproduce a dialogue/song (SB pp. 54 and 56)
Write a description of their daily activities (WB, p. 59)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Oxford University Press – Family and Friends 2
90
Workbook (Unit 8 – pp. 54-59)
Activities in the reference sections:
-
Grammar reference (Unit 8-WB, p. 118)
-
Pronunciation bank (Unit 8-WB, p. 57)
-
Vocabulary: (Unit 1-WB, p. 113)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 8
VI. ASSESSMENT
Formative assessment
Unit 8 (SB pp. 54-57)
Cumulative review (Unit 8, SB pp. 58 and 59)
Completion of WB exercises (Unit 8, pp. 54-59).
Self-assessment
Progress review (Unit 8 - WB, pp. 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 pp. 54,56,58 and 59) 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&WB, pp. 54-56 and 58).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.55).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.58-59).
BLOCK 2- Written communication: reading and writing
Oxford University Press – Family and Friends 2
91

Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB pp.54,56 and 58; WB pp.54-59)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB pp. 5459)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, WB,
p.113)
-
related to routines and times.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB pp.55 and WB, p.118)
- What’s the time? It’s…/He/She gets up at…
Phonetics

Apply knowledge acquired regarding pronunciation.(SB&WB p.57)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
56 and 57; WB p.57)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.54,55,58;WB, pp. 54,55 and 59)

Identify cultural elements typical of countries and cultures where the target
language is spoken.(TB p. 72)
UNIT 9: WHERE DOES SHE WORK?
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify names of workplaces.
- Converse using vocabulary related to workplaces using the expressions:
Where does he/she work? He / She Works in a bank. / Does he/ she work in
a shop? Yes, he /she does / No, he/she doesn’t.
Oxford University Press – Family and Friends 2
92

Understand simple oral texts referring to workplaces:
- Listen to and act out a short story.
- Sing a song.
- Understand an interview.
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 workplaces

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Use commas and the particle and when listing names.

Identify sounds within a text or a word.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to workplaces.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
-Where does he/she work? He / She Works in a bank. / Does he/ she work in
a shop? Yes, he /she does / No, he/she doesn’t

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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:
Oxford University Press – Family and Friends 2
93
- Identification of the names of workplaces.
- Dialogues using vocabulary related to workplaces using the expressions:
Where does he/she work? He / She Works in a bank. / Does he/ she work in
a shop? Yes, he /she does / No, he/she doesn’t

Comprehension of simple oral texts within the classroom context:
- A short story.
- Song
- Description of workplaces
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 workplaces.

Use of basic reading comprehension strategies (Point and answer).

Completion of simple written texts with words already studied.

Reading of a short story, a song y an interview.

Identification of and differentiation between sounds in specific vocabulary and
chant.
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to workplaces.
- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:
- Where does he/she work? He / She works in a bank. / Does he/ she work in
a shop? Yes, he /she does / No, he/she doesn’t.

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.

Accept and learn mathematical forms.

Organisation of personal work as a strategy to progress in learning.
Oxford University Press – Family and Friends 2
94

Take advantage of learning opportunities created within and beyond the classroom

Active participation in activities and group work.
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 workplaces and professions (SB, pp. 60 and 61)
-
Descriptions and interviews (SB, pp.62 and 64)
-
Act out a dialogue (SB, p. 60).
The sections with activities contained in the WB pp. 60-65
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 pp. 60, 62, 64 and 65).
-
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

Complete a song a description. (SB, pp. 62 and 64).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Places in town, TB p. 76)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 62)

Act out a short story: ( SB p.61)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied
Oxford University Press – Family and Friends 2
95

Identify names of workplaces, completing the Picture Dictionary (WB p. 113).

Use the reference material: Grammar reference (WB p.119).

Manage their own abilities in the Review section (WB, pp. 64 and 67)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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 Ask and answer: SB p. 65
IV. LITERARY EUCATION
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. 60)
Description and interview SB pp. 60, 62 and 64
Production of oral and written texts:
Complete a song and a description (SB pp. 60 and 62, WB p. 63)
Reproduce a dialogue/song (SB pp 60 and 62)
Write a description about the job and workplace of a relation (WB p. 64)
Oxford University Press – Family and Friends 2
96
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 9 – pp. 60-63)
Activities in the reference sections:
-
Grammar reference (Unit 9-WB, p. 119)
-
Pronunciation bank (Unit 9-WB, p. 63)
-
Vocabulary: (Unit 9-WB, p. 113)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 9
VI. ASSESSMENT
Summative assessment
Summative assessment is an element 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 2 Units 1-9 (SB Units 1-9)
Formative assessment
Unit 9 (SB pp. 60-63)
Cumulative review (Unit 9, SB pp. 66 and 67)
Completion of WB exercises (Unit 9, pp. 60-67).
Self-assessment
Progress review (Unit 9 - WB, pp. 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 pp. 60,62,64 and 65) Tests
Unit 9,
-
Express oneself and interact correctly and fluently in communicative situations:
Oxford University Press – Family and Friends 2
97
-
Ask and answer questions about the topic studied Speaking Tests, TR MultiROM 1; SB&WB, pp. 60-62 and 64).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.61).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.64, 65).
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 pp.60,62,64; WB pp. 60-65)

Complete texts using different resources(Writing - TR Multi-ROM 1; WB pp. 60-67)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, WB,
p.113
-
related to the vocabulary of workplaces.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.61 and WB, p.119)
-Where does he/she work? He / She Works in a bank./ Does he/ she work in a
shop? Yes, he /she does / No, he/she doesn’t
Phonetics

Apply knowledge acquired regarding pronunciation.(SB&WB p.63)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
62 and 63; WB p.63)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.60,62,64; WB,pp. 60,61 and 65)

Identify cultural elements typical of countries and cultures where the target
language is spoken.(TB p.76)
UNIT 10: IT´S HOT TODAY!
I.
TEACHING OBJECTIVES
Oxford University Press – Family and Friends 2
98
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify vocabulary to speak about the weather.
- Converse using vocabulary related to the weather using the expressions:
What’s the weather like? It’s… Put on…/ Don’t put on…

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a weather forecast.
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 weather

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Recognise verbs and adjectives within a sentence.

Identify the sound of the letter i when it precedes the e at the end of a word.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to the weather.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- What’s the weather like? It’s… Put on…/ Don’t put on…

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
Oxford University Press – Family and Friends 2
99
BLOCK 1- Oral communication: listening, speaking and conversing

Participation in oral exchanges:
- Identification of vocabulary to talk about the weather. (SB&WB pp. 68-69)
- Dialogues using vocabulary related to the weather using the expressions:
What’s the weather like? It’s… Put on…/ Don’t put on… (SB&WB, pp. 68-70
and 72, WB p. 119)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.68 and 69)
- Song (SB, p.70)
- Description (SB, p.72)
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 weather (SB, pp. 72 and 73; WB
p.114)

Use of basic reading comprehension strategies (Point and answer). ((SB, pp. 72
and 73)

Completion of simple written texts with words studied (SB, pp.70 and 72)

Reading of a short story, a song and a description. (SB, pp.68 and 70)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.71)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to the weather.
- Hobbies: word groups. (WB, p.114)

Comprehension and correct application of grammatical aspects:
- What’s the weather like? It’s… Put on…/ Don’t put on… (SB pp.69 and WB,
p.119)

Use of and differentiation between sounds and letters. (SB&WB, p.71)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant. (SB&WB, p.71)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.72 and 73)
BLOCK 4 – Socio-cultural features and intercultural awareness
Oxford University Press – Family and Friends 2
100

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.68,69 and 72;WB, pp.68,69 and 73)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.84)

Acceptance and learning of mathematical forms ( SB p.73)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.72-73)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.68-73)

Active participation in activities and group work.(SB&WB, pp.68-73 ; TB p.91)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 weather (SB, pp. 68 and 69)
-
Descriptions (SB, pp.70 and 72)
-
Act out a dialogue (SB, p. 68).
The sections with activities contained in the WB pp. 68-73
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 pp.s 68, 70,72, 73).
-
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

Complete a song, a description. (SB, pp. 70 and 72).
Oxford University Press – Family and Friends 2
101

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: The British weather, TB p. 84)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB pp. 70 and 72)

Act out a short story: ( SB p.69)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p. 114).

Use the reference material: Grammar reference (WB p.119).

Manage their own abilities in the Review section (WB, pp. 72 and 73
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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 Reading: SB p. 72
IV. LITERARY EUCATION
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
Oxford University Press – Family and Friends 2
102
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 68)
Description (SB pp. 70 and 72)
Production of oral and written texts:
Complete a song and a description (SB pp. 70 and 72, WB p. 73)
Reproduce a dialogue/song (SB pp. 68 and 70)
Write a description of the weather now and a forecast (SB, p. 72 WB p.73)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 10 – pp. 68-73)
Activities in the reference sections:
-
Grammar reference (Unit 10-WB, p. 119)
-
Pronunciation bank (Unit 10-WB, p. 71)
-
Vocabulary: (Unit 10-WB, p. 114)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 10
VI. ASSESSMENT
Formative assessment
Unit 10 (SB pp. 68-71)
Cumulative review (Unit 10, SB pp. 72 and 73)
Completion of WB exercises (Unit 10, pp. 78 and 79).
Self-assessment
Progress review (Unit 10 - WB, pp. 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:
Oxford University Press – Family and Friends 2
103
-
Unit 10 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1, SB pp. 68,70,72 and 73) 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&WB, pp. 68-70 and 72).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.69).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.72, 73).
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 pp. 68,70,72; WB pp. 68-73)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB pp. 6873)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
-
related to the vocabulary of weather.
-
Hobbies: word groups. (WB, p.114)
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.69 and WB, p.118)
- What’s the weather like? It’s… Put on…/ Don’t put on…
Phonetics

Apply knowledge acquired regarding pronunciation.( SB&WB p.71)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
70,71; WB p.71)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.68,69,70;WB, pp. 62,69 and 73)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 84)
Oxford University Press – Family and Friends 2
104
NIT 11: WHAT ARE YOU WEARING?
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify the names of items of clothing.
- Converse using vocabulary related to items of clothing and times using the
expressions: What are you wearing? I’m wearing…What’s he/she wearing?
He / She’s wearing… / o’clock, half past, quarter to/ quarter past…

Understand simple oral texts in the classroom:
- Listen to and act out a short story.
- Sing a song.
- Understand a description and 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 items of clothing

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song, and a poem.

Identify the differences between to and past to tell the time.

Identify the sound of the letter o when it precedes the letter e at the end of a word.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to items of clothing.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:

-What are you wearing? I’m wearing…What’s he/she wearing? He / She’s
wearing… / o’clock, half past , quarter to/ quarter past (SB p.75 and WB, p.119)

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 intercultural awareness
Oxford University Press – Family and Friends 2
105

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 items of clothing. (SB&WB pp. 74 and 75)
- Dialogues using vocabulary of items of clothing and the time using the
expressions: What are you wearing? I’m wearing…What’s he/she wearing?
He / She’s wearing… / o’clock, half past, quarter to/ quarter past…
(SB&WB, pp. 74-76 and 78;WB p. 119)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.74 and 75)
- Song (SB, p.76)
- Description. (SB, p.78)
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 items of clothing ( SB pp. 74,76 and
78; WB p.113)

Use of basic reading comprehension strategies (Point and answer). (SB, pp. 78
and 79)

Completion of simple written texts with words studied (WB, pp.76 and 78)

Reading of a short story, a song and a description. (SB, pp.74,76 and 78)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.77)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to items of clothing.(SB pp. 64, 76,78 and WB pp. 74-79)
- Hobbies: word groups. (WB, p.114)

Comprehension and correct application of grammatical aspects:
Oxford University Press – Family and Friends 2
106
- What are you wearing? I’m wearing…What’s he/she wearing? He / She’s
wearing… / o’clock, half past, quarter to/ quarter past… (SB p.75 and WB, p. 119)

Use of and differentiation between sounds and letters. (SB&WB, p.77)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 76 and 77)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.78 and 79)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.74,75,78;WB, pp. 74,75 and 79)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.88)

Acceptance and learning of mathematical forms ( SB p.76)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.78 and 79)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.74-79 )

Active participation in activities and group work.(SB&WB, pp.74-79 ; TB p.91)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 somebody is wearing (SB, pp. 74 and 75)
-
Descriptions (SB, pp.76 and 78)
-
Act out a dialogue (SB, p. 74).
The sections with activities contained in the WB pp. 74-79
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
Oxford University Press – Family and Friends 2
107
Social and civic competence

This competence is developed by working on essential communication skills like:
-
Dialogues and communicative exchanges (SB pp 74, 76, 78 and 79).
-
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

Complete a song a description. (SB, pp. 76 and 78).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Travel by train and coach, TB p. 88)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 76)

Act out a short story: ( SB p.75)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p. 114).

Use the reference material: Grammar reference (WB p.119).

Manage their own abilities in the Review section (WB, pp.78 and 79)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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.
Oxford University Press – Family and Friends 2
108
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. 76.
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)
Poem (SB p.78)
Production of oral and written texts:
Complete a song and a description (SB pp. 76 and 78, WB p. 79)
Reproduce a dialogue/song (SB pp. 74 and 76)
Write a description of what they are wearing (WB, p. 79)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 11 – pp. 74-79)
Activities in the reference sections:
-
Grammar reference (Unit 11-WB, p. 119)
-
Pronunciation bank (Unit 11-SB, p. 77)
-
Vocabulary: (Unit 11-WB, p. 114)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 11
VI. ASSESSMENT
Oxford University Press – Family and Friends 2
109
Formative assessment
Unit 11 (SB pp. 74-77)
Cumulative review (Unit 11, SB pp. 78 and 79)
Completion of WB exercises (Unit 11, pp.74- 79).
Self-assessment
Progress review (Unit 11 - WB, pp. 78 and 79).
Assessment criteria

Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
BLOCK 1- Oral communication: listening, speaking and conversing
-
Unit 11 Test Audio, Tests and Resource Multi-ROM 1.
-
Listening Test and Resource, Multi-ROM 1; SB pp. 74, 76,78 and 79) Tests
Unit 11,
-
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, pp. 74-76 and 78).
-
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 pp.78, 79).
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 pp.74,76,78; WB pp. 74-79)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB pp. 7479)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, WB,
p.114)
-
related to items of clothing and the time.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.74 y WB, p.119)
-
What are you wearing? I’m wearing…What’s he/she wearing? He / She’s
wearing… / o’clock, half past, quarter to/ quarter past
Oxford University Press – Family and Friends 2
110
Phonetics

Apply knowledge acquired regarding pronunciation.( SB&WB p.77)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
76 and 77; WB p.77)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.74,75,78;WB, pp. 74,75 and 79)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 88)
UNIT 12: YOU´RE SLEEPING!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify words related to weddings and celebrations.
- Converse using vocabulary related to weddings and celebrations using the
expressions: What are you/ they doing? I/We/They’re …-ing What’s he/ she
doing? He/She’s…-ing

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 celebrations

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Recognise the ending –ing to express what they are doing

Identify sounds within word.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
Oxford University Press – Family and Friends 2
111
- related to celebrations.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- What are you/ they doing? / We/They’re …-ing What’s he/ she doing? He/She’s…ing.

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.
Demonstrate a positive attitude towards people who speak another language and
have a different culture to one’s own.

Identification of 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 weddings and celebrations. (SB&WB pp.
80 and 81)
- Dialogues using vocabulary related to weddings and celebrations using the
expressions: What are you/ they doing? I/ We/They’re …-ing What’s he/
she doing? He/She’s…-ing (SB&WB, pp. 80-83 and 78;WB p. 120)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.80 and 84)
- 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 weddings and celebrations (SB, p.84;
WB p.115)

Use of basic reading comprehension strategies (Point and answer). (SB, pp.84 and
85)
Oxford University Press – Family and Friends 2
112

Completion of simple written texts with words studied (WB, pp.82-87)

Reading of a short story, a song. (SB, pp.80 and 82)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.83)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to weddings and celebrations.(SB pp. 80,82 and 84 y WB pp. 80-85)
- Hobbies: word groups. (WB, pp.115)

Comprehension and correct application of grammatical aspects:
- What are you/ they doing? I/ We/They’re …-ing What’s he/ she doing?
He/She’s…-ing (SB p.81 and WB, p.120)

Use of and differentiation between sounds and letters. (SB&WB, p.83)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 82-83)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.84 and 85)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.80,81 and 84;WB, pp. 80,81 and 85)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.94)

Acceptance and learning of mathematical forms( SB p. 85)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.82-87)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.80-87)

Active participation in activities and group work.(SB&WB, pp.80-87 ; TB pp.97)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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:
Oxford University Press – Family and Friends 2
113

-
Talk about celebrations (SB, pp. 80 and 81)
-
Descriptions (SB, p.84)
-
Act out a dialogue (SB, p. 80).
The sections with activities contained in the WB pp. 80-87
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 pp. 80, 82, 84 and 85).
-
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

Complete a song, a description. (SB, pp. 82 and 84).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Weddings in the UK, TB p. 94)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB pp. 80-82)

Act out a short story: ( SB p.81)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p. 115).

Use the reference material: Grammar reference (WB p.120).

Manage their own abilities in the Review section (WB, pp 84 and 87)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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
Oxford University Press – Family and Friends 2
114

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 number: SB p. 85
IV. LITERARY EUCATION
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)
Description (SB p. 84)
Production of oral and written texts:
Complete a song and a description (SB pp. 82 and 84, WB p. 85)
Reproduce a dialogue/song (SB pp.80 and 82)
Write a description of a celebration (WB, p. 85)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 12 – pp. 80-85)
Activities in the reference sections:
-
Grammar reference (Unit 12-WB, p. 120)
-
Pronunciation bank (Unit 12-WB, p. 83)
-
Vocabulary: (Unit 12-WB, p. 115)
Oxford University Press – Family and Friends 2
115
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 12
VI. ASSESSMENT
Summative assessment
Summative assessment is an element 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 2 Units 1-12 (SB Units 1-12)
Formative assessment
Unit 12 (SB pp. 80-83)
Cumulative review (Unit 12, SB pp. 84-87)
Completion of WB exercises (Unit 12, pp. 80-87).
Self-assessment
Progress review (Unit 12 - WB, pp. 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 pp. 80,82,84,85) Tests Unit 12,
-
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, pp. 80-82 and 84).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB
pp.81).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.84 and 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 pp.80,82,84)
Oxford University Press – Family and Friends 2
116

Complete texts using different resources (Writing - TR Multi-ROM 1; WB pp. 8085)
BLOCK 3 – Knowledge of the language
Vocabulary
-
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
WB, p.115)
-
related to the vocabulary of celebrations
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB pp.81 and WB, p.120)
- What are you/ they doing? I/ We/They’re …-ing
What’s he/ she doing?
He/She’s…-ing
Phonetics

Apply knowledge acquired regarding pronunciation.(SB& WB p.83)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
82-83; WB p.83)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.80,81,84;WB, pp. 80,81 and 85)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 94)
UNIT 13: LOOK AT ALL THE ANIMALS!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify the names of farm animals.
- Converse using vocabulary related to animals and make comparisons using
the expressions This cow is bigger than that. This girl is taller than the boy.

Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
Oxford University Press – Family and Friends 2
117
- 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 farm animals.

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Write and to join two phrases.

Identify sounds within a text.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to animals.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- This cow is bigger than that. This girl is taller than the boy.

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 farm animals. (SB&WB pp. 88 and 89)
- Dialogues using vocabulary related to animals and make comparisons using
the expressions: This cow is bigger than that. This girl is taller than the
boy. (SB&WB, pp. 88-90 and 92 ;WB p.,120)
Family and Friends 2 – Oxford University Press
1

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.88, 89)
- Song (SB, p.90)
- Description of a bedroom (SB, p.92)
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 farm animals ( SB pp. 88,90,92; WB
p.115)

Use of basic reading comprehension strategies (Point and answer). (SB, pp. 9293)

Completion of simple written texts with words studied (WB, pp.90 and 92)

Reading of a short story, a song... (SB, pp.88 and 90)

Identification of and differentiation between sounds in specific vocabulary and
chant(SB&WB, p.91)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to farm animals.( SB pp. 88,90,92 and WB pp. 88-93)
- Hobbies: word groups. (WB, p.115)

Comprehension and correct application of grammatical aspects:
- This cow is bigger than that. This girl is taller than the boy. (SB pp.89 and
WB, p.120)

Use of and differentiation between sounds and letters. (SB&WB, p.91)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 90,91)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.90 and 91)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.88, 89,92;WB, pp. 88,89 and 93)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.100)

Acceptance and learning of mathematical forms( SB p.93)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.92 and 93)
Family and Friends 2 – Oxford University Press
2

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.88-93)

Active participation in activities and group work.(SB&WB, pp.88-93 ; TB p.103)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 farm animals (SB, pp. 88 and 89)
-
Descriptions with rules to follow when visiting a farm (SB, p.92)
-
Act out a dialogue (SB, p. 88).
The sections with activities contained in the WB pp. 88-93
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 pp. 88, 90,92, 93).
-
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

Complete a song a description. (SB, pp. 90 and 92).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Farms in the UK, TB p. 100)

Use the target language as a means of accessing information and as a tool for
learning contents( SB p. 90)

Act out a short story: ( SB p.91)
Learning-to-learn
Family and Friends 2 – Oxford University Press
3

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p. 115).

Use the reference material: Grammar reference (WB p.120).

Manage their own abilities in the Review section (WB, pp. 92 and 93).
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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 Listen and number: SB p. 93.
IV. LITERARY EUCATION
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. 88)
Description (SB p. 92)
Family and Friends 2 – Oxford University Press
4
Production of oral and written texts:
Complete a song and a description (SB pp. 90 and 92, WB p. 93)
Reproduce a dialogue/song (SB pp. 88 and 90)
Write a description of a visit to a farm (WB, p. 93)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 13 – pp. 88-93)
Activities in the reference sections:
-
Grammar reference (Unit 13-WB, p. 120)
-
Pronunciation bank (Unit 13-SB, p. 91)
-
Vocabulary: (Unit 13-WB, p. 115)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 13
VI. ASSESSMENT
Formative assessment
Unit 13 (SB pp. 88-91)
Cumulative review (Unit 13, SB pp. 92 and 93)
Completion of WB exercises (Unit 13, pp. 88-93).
Self-assessment
Progress review (Unit 13 - WB, pp. 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 pp. 88,90,92,93) Tests Unit 13,
-
Express oneself and interact correctly and fluently in communicative situations:
Family and Friends 2 – Oxford University Press
5
-
Ask and answer questions about the topic studied. Speaking Tests, TR MultiROM 1; SB&WB, pp. 88-90 and 92).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB pp.
89).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.92-93).
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 pp.88,90,92; WB pp.88-93)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB pp. 8893)
BLOCK 3 – Knowledge of the language
Vocabulary
-
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
WB, p.115)
-
related to the vocabulary of animals.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.89 and WB, p.120)
-
This cow is bigger than that. This girl is taller than the boy
Phonetics

Apply knowledge acquired regarding pronunciation.(SB& WB pp.91)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
90-91; WB p.91)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.88,89,92;WB, pp. 88,89 and 93)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 100)
Family and Friends 2 – Oxford University Press
6
UNIT 14: LOOK AT THE PHOTOS!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify adjectives to describe people.
- Converse using verbs which indicate past action and adjectives using: I/ He/
She was happy - I / He /She wasn’t sad – We / You / They were kind – We /
You / They weren’t dry
- 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 the past and to adjectives

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Match words which have the same sound.

Identify long and short vowel sounds within a text.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
- related to the past and adjectives.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
-I/ He/ She was happy - I / He /She wasn’t sad – We / You / They were kind – We / You
/ They weren’t dry
▪
Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.

Use revision and reflection strategies.
Family and Friends 2 – Oxford University Press
7
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.94,95,98;WB, pp.94,95 and 99)

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own. (TB, p.108)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.108)
II. CONTENTS
BLOCK 1- Oral communication: listening, speaking and conversing

Participation in oral exchanges:
- Identification of adjectives to describe people. (SB&WB pp. 94 and 95)
- Dialogues using verbs which indicate past action and adjectives using : I/
He/ She was happy - I / He /She wasn’t sad – We / You / They were kind –
We / You / They weren’t dry (SB&WB, pp. 94-96 and 98, WB p. 120)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.94 and 95)
- Song (SB, p.94)
- Description (SB, p.98)
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 adjectives to describe people ( SB
pp. 94,96,98; WB p.116)

Use of basic reading comprehension strategies (Point and answer). (SB, pp. 98
and 99)

Completion of simple written texts with words studied (WB, pp.96 - 98)

Reading of a short story, a song and a description. (SB, pp. 94,96,98)

Match words which have the same sound. (SB, p.97)

Identify long and short vowel sounds within a text. (SB&WB, p.97)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- related to verbs in the past.(SB pp. 94,96,98 and WB pp. 94-99)
- Hobbies: word groups. (WB, p.116)

Comprehension and correct application of grammatical aspects:
Family and Friends 2 – Oxford University Press
8
- I/ He/ She was happy - I / He /She wasn’t sad – We / You / They were kind –
We / You / They weren’t dry (SB p.95 and WB, p.120)

Use of and differentiation between sounds and letters. (SB&WB, p.97)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp.96 and 97)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.98 and 99)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.94,95,98;WB, pp.94,95 and 99)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.108)

Acceptance and learning of mathematical forms( SB p.97)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.98 and 99)

Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, pp.94-99)

Active participation in activities and group work.(SB&WB, pp.94-99 ; TB p.109)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this 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 and adjectives (SB, pp. 94 and 95)
-
Descriptions (SB, p.98)
-
Act out a dialogue (SB, p. 94).
The sections with activities contained in the WB pp. 94-99
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
Family and Friends 2 – Oxford University Press
9

This competence is developed by working on essential communication skills like:
-
Dialogues and communicative exchanges( SB pp. 94, 96, 98 and 99).
-
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

Complete a song, a description. (SB, pp. 96 and 98).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Little Red Riding Hood, TB p. 108)

Use the target language as a means of accessing information and as a tool for
learning contents( SB p. 96)

Act out a short story: ( SB p.95)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p. 116).

Use the reference material: Grammar reference (WB p.120).

Manage their own abilities in the Review section(WB, pp. 98 and 99)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 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 reasoning.
Family and Friends 2 – Oxford University Press
10
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. 97.
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. 94)
Description (SB p. 98)
Production of oral and written texts:
Complete a song and a description (SB pp. 96 and 98, WB p. 99)
Reproduce a dialogue/song (SB pp 94 and 96)
Write a description of themselves and their friends (WB, p. 99)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 14 – pp. 94-99)
Activities in the reference sections:
-
Grammar reference (Unit 14-WB, p. 120)
-
Pronunciation bank (Unit 14-SB, p. 97)
-
Vocabulary: (Unit 14-WB, p. 116)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 14
VI. ASSESSMENT
Formative assessment
Unit 14 (SB pp. 94 -97)
Cumulative review (-Unit 14, SB pp. 98 and 99)
Completion of WB exercises (Unit 14, pp. 94- 99).
Family and Friends 2 – Oxford University Press
11
Self-assessment
Progress review (Unit 14 - WB, pp. 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 pp. 94,96,98 and 99) 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&WB, pp. 94-96 and 98).
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.95).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.98-99).
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 pp.94,96,98; WB pp. 94-99)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB pp. 9499)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary - Test and Resource, Multi-ROM 1, WB,
p.116)
-
related to adjectives to describe people.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.95 and WB, p.120)
-I/ He/ She was happy - I / He /She wasn’t sad – We / You / They were kind – We /
You / They weren’t dry
Family and Friends 2 – Oxford University Press
12
Phonetics

Apply knowledge acquired regarding pronunciation.(SB& WB p.97)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
97-98; WB p.97)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.94,96,98;WB, pp. 94,96 and 98)

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 108)
UNIT 15: WELL DONE!!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing

Participate in oral exchanges:
- Identify regular and irregular noun plurals.
- Converse using plural nouns, the past of verbs, some and any using the
expressions. How many…were there? There were some teachers. There
weren’t any children.

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 past events

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a story, a song.

Identify the plural form of nouns.

Identify sounds within a text.
BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:
Family and Friends 2 – Oxford University Press
13
- related to plural nouns.
- Hobbies: word groups.

Understand and correctly apply grammatical aspects:
- How many…were there? There were some teachers. There weren’t any
children.

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 intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities.

Demonstrate a positive attitude towards people who speak a different language
and have a different culture to one’s own.

Identification of 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 regular and irregular noun plurals. (SB&WB pp. 100 and
101)
- Dialogues using plural nouns, the past of verbs, some and any using the
expressions. How many…were there? There were some teachers. There
weren’t any children. (SB&WB, pp.100, 101,103 and 104;WB p. 120)

Comprehension of simple oral texts within the classroom context:
- A short story. (SB, pp.100 and101)
- Song (SB, p.102)
- Description (SB, p.104)
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 regular and irregular noun plurals ( SB
pp. 100,102,104; WB p.116)

Use of basic reading comprehension strategies (Point and answer).(SB, pp. 104105)
Family and Friends 2 – Oxford University Press
14

Completion of simple written texts with words studied (SB, pp.102 and 104)

Reading of a short story, a song... (SB, pp.100,102)

Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.103)
BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:
- Related to regular and irregular noun plurals .(SB pp. 100,102,104 WB
pp.100-107)
- Hobbies: word groups. (WB, p.116)

Comprehension and correct application of grammatical aspects:
- How many…were there? There were some teachers. There weren’t any
children. (SBpp.101 and WB, p.120)

Use of and differentiation between sounds and letters. (SB&WB, p.103)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, pp. 102 and 103)

Use of revision strategies and reflection upon what has been learnt. (SB&WB,
pp.104 and 105)
BLOCK 4 – Socio-cultural features and intercultural awareness

Learn basic forms of socialising in the target language, participating in different
classroom activities. (SB pp.100,101,104;WB, pp. 100,101,116)

Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.114)

Acceptance and learning of mathematical forms( SB pp.102 and 105)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,
pp.104-107)

Take advantage of learning opportunities created within and beyond the
classroom. (SB&WB, pp.!00-107)

Active participation in activities and group work.(SB&WB, pp.100-107 ; TB p.115)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
Family and Friends 2 – Oxford University Press
15

The section Listen and read or repeat to reference the functional language in the
unit:

-
Talk about various past events in the school, in a story… (SB, pp. 100 and 101)
-
Descriptions (SB, p.104)
-
Act out a dialogue (SB, p. 100).
The sections with activities contained in the WB pp. 100-107
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 pp 100, 102, 104 and 105).
-
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

Complete a song, a description. (SB, pp. 102 and 104).

Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Fairgrounds, TB p. 114)

Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 102)

Act out a short story: ( SB p.101)
Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied

Match names with objects, completing the Picture Dictionary (WB p. 116).

Use the reference material: Grammar reference (WB p.120).

Manage their own abilities in the Review section(WB, pp. 104 and 107)
Autonomy and personal initiative

Assume responsibility for the tasks and activities set out in the unit (WB, pp. 104107)

Use the reference material recommended for the unit.
Family and Friends 2 – Oxford University Press
16

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 point and repeat SB p. 102
Listen and number: SB p. 105.
IV. LITERARY EUCATION
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. 100)
Narration (SB p. 104)
Production of oral and written texts:
Complete a song and a description (SB pp. 102 and 104, WB p. 105)
Reproduce a dialogue/song (SB pp. 100 and 102)
Write a description of a party day at school (WB, p. 105)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Family and Friends 2 – Oxford University Press
17
Workbook (Unit 15 – pp. 100-107)
Activities in the reference sections:
-
Grammar reference (Unit 15-WB, p. 120)
-
Pronunciation bank (Unit 15-WB, p. 103)
-
Vocabulary: (Unit 15-WB, p. 116)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 15
VI. ASSESSMENT
Summative assessment
Summative assessment is an element 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 2 Units 1-15 (SB Units 1-15)
Formative assessment
Unit 15 (SB pp. 100-103)
Cumulative review (Starter-Unit 1-15, SB pp. 104 - 107)
Completion of WB exercises (Unit 15, pp. 100-107).
Self-assessment
Progress review (Unit 15 - WB, pp. 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 pp. 100,102,104 and 107)
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&WB, pp. 100-104 and 106).
Family and Friends 2 – Oxford University Press
18
-
Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.
101).
-
Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB pp.104 and 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 pp. 100,102,104; WB pp. 100107)

Complete texts using different resources(Writing - TR Multi-ROM 1; WB pp. 100107)
BLOCK 3 – Knowledge of the language
Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, WB,
p.116)
-
related to school events.
-
Hobbies: word groups.
Grammar

Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.101 and WB, p.120)
- How many…were there? There were some teachers. There weren’t any children
Phonetics

Apply knowledge acquired regarding pronunciation .(SB& WB p.103)
Reflection on learning

Check whether basic strategies for progress in learning are being used. ( SB pp.
102,103; WB p.103)
BLOCK 4 – Socio-cultural features and intercultural awareness

Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB pp.100,101,104;WB, pp. 100,101,105-107 )

Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 114)
Family and Friends 2 – Oxford University Press
19
7. CLASSROOM PROGRAMME
TIMING FAMILY AND FRIENDS 2: YEAR 2010/2011*
UNIT
APPROX.
Nº
APPROX. TIMING (45 MIN PER SESSION)
NOTES AND OBSERVATIONS
SESSIONS
Starter : Welcome back!
4
3 hours*
1 Our new things
6
4 hours and 30min*
2 They’re happy now!
6
4 hours and 30min*
3 I can ride a bike!
7
5 hours and 15min*
4 Have you got a milkshake?
6
4 hours and 30min*
5 We’ve got English!
6
4 hours and 30min*
6 Let’s play after school!
7
5 hours and 15min*
7 Let’s buy presents!
6
4 hours and 30min*
8 What’s the time?
6
4 hours and 30min*
9 Where does she work?
7
5 hours and 15min*
10 It’s hot today!
6
4 hours and 30min*
11 What are you wearing?
6
4 hours and 30min*
12 You’re sleeping!
7
5 hours and 15min*
13 Look at all the animals!
6
4 hours and 30min*
14 Look at the photos!
6
4 hours and 30min*
15 Well done!
7
5 hours and 15min*
Stories, Culture and Festivals
6
4 hours and 30min*
e.g. approx 105
78 hours and 45min*
TOTAL
Extra activities programmed by the school
*Each centre will have to adapt this programme to its own situation and timetable.
THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS LEVEL
Family and Friends 2 – Oxford University Press
20
The terms used in the classroom programme tables are as follows:
SKILLS
Interaction
MATERIAL
CE
T-P
Teacher-pupil
WB
Workbook
Reading
comprehension
CO
Oral comprehension
IW
Individual work
SB
Students’ Book
EE
Written expression
GW
Group work
TB
Teacher’s Book
EO
Oral expression
PW
Pair work
TRP
Teacher’s
Resource
and
Tests
Pack
IO
Oral interaction
PMB
Photocopy Masters Book
TD
All skills
TEB
Testing and Evaluation Booklet
Family and Friends 2 – Oxford University Press
21
STARTER UNIT: HELLO!
SESSION
OBJECTIVES/ACTIVITIES
1
Warm up. TB, p. 22
45’
Identify the characters of the book seen in
Family and Friends 1
SB p.4
DESCRIPTION
_ Practise commonest greetings
Family and Friends 2 – Oxford University Press
MATERIAL
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
-
-
Reinforcement activities
-WB exercises, p. 4
-Wordlist, TB 22
Extension activities:
- Optional activity: TB p.22
INTERACTION
OC, OE
-
Understand a short story
SB, p. 4
SKILLS
Sing a song to remember characters.
Presentation of unit contents and planning of
objectives and activities
Memorisation of a Song
Introduction of unit topic and vocabulary: short
story with family characters. Completion of
comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
22
2
45’
Warm-up activity.
TB p.23
Development activities:
Revise the vocabulary of family members
Identify a person from a description.
Describe a person’s appearance
3
45’
-
‘ Welcome’ song
-
Read and listen to text studied in previous
session
Identification of communicative purpose of
previous text.
Use of different grammatical structures:
I’ve got… This is my… He´s/She´s
got… Where’s Billy? Is he under the
bed?
Identify a person after listening to a description
Dramatisation of the short story
-
Act out the story
SB, p. 5
-
Reinforcement activities
WB exercises, p.5
Picture dictionary WB p.108
Completion of the WB exercises to consolidate what
has been learnt
Warm-up activity: Play: Do it!
TB pp. 24
-
Development activities:
Greet people and ask them questions to find
out about them.
Introduce somebody to a friend
Study the days of the week
SB, p. 6
-
Revision of family vocabulary
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Practise the days of the week via a song.
Reinforcement activities
WB exercises, p. 6
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
Optional activities TB p. 24
Completion of exercises to extend grammatical
knowledge
Family and Friends 2 – Oxford University Press
OC, OE,
T-P
SB
CD
TB
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
RC, WE
TI
WB
RC, OE
T-P, IW
.
RC, OC, OE, WE
SB
TRP
CD
T-P, GW
RC, WE
TI
WB
TRP
RC, WE
TI
TRP
23
4
45’
Warm-up activity.
TB p. 25
OC, OE
T-P
IW, GW
Development activities:
Ask and answer questions about toys
Ask and answer questions about colours.
Match the written form of numbers from 1020 with their numerical form
SB, p. 7
- Listen to, repeat and indicate colours
- Listen to and repeat a Chant and a song.
RC,WE,OC
Reinforcement activities
-WB exercises, p. 7
- Picture Dictionary WB p. 109
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Extension activities:
-Optional activity: Vocabulary (TB p.25)
-Welcome back! Test, (TEB p.6)
Completion of exercises to recycle and extend
vocabulary.
Family and Friends 2 – Oxford University Press
RC, WE
IW
SB
CD
WB
TRP
IW
TB
24
UNIT 1: OUR NEW THINGS!
SESION
1
45’
OBJECTIVES/ACTIVITIES
DESCRIPTION
Warm up. TB, p. 26
Identify the commonest names of classroom
material.
SB p.8
Flashcards 1-6
Extension activities:
- Optional activity: Vocabulary, TB p.26
Family and Friends 2 – Oxford University Press
MATERIAL
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
-
-
Reinforcement activities
-WB exercises, p. 8
-Wordlist, TB 26
INTERACTION
OC, OE
-
Understand a short story
SB, p. 8
SKILLS
Observation of flashcards to present the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about classroom objects and family
members. Completion of comprehension
exercises:
- Listen to a text
Read the short story
TRP
SB
CD
25
2
45’
Warm-up activity. Play : Word chain
TB p.19
Development activities: (Grammar)
Ask questions using What´s this?
Write sentences using: This is / That is/
These are / Those are
Game: Wordchain
Read and listen to text studied in previous
session
- Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
What’s this?
This is / That is/ These are / Those
are
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
TI
Completion of exercises to improve oral and written
skills
Revision of Vocabulary studied in the unit
RC, WE
-
Dramatisation of the short story
Act out the story
SB, p. 9
3
45’
Reinforcement activities
WB exercises, p.9
Grammar reference. WB p.117
Extension activities:
Optional activity: (TB p. 27)
Warm-up activity: Play What’s the picture?
TB p. 20
Development activities (Song).
Identify more classroom objects. Flashcards
1-10
Use the vocabulary studied in the context of
a song.
SB, p. 10
Reinforcement activities
WB exercises, p. 10
Picture Dictionary WB, p. 109
Extension activities:
Extra writing worksheet PMB p.2
Cut out and make 1 PMB p.36
Family and Friends 2 – Oxford University Press
-
SB
CD
TB
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a song performing actions
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Completion of exercises to extend grammatical
knowledge
TI
WB
WB
TB
SB
TRP
CD
RC, OE
T-P, IW
.
RC, OC, OE, WE
T-P, GW
RC, WE
IW
WB
TRP
RC, WE
IW
TRP
26
4
45’
Warm-up activity.TB p. 29
Development activities (Phonics)
Revise letters of the alphabet via a chant.
Identify the sounds of the letters at the
beginning of a word
SB, p. 11
-
Reinforcement activities
-WB exercises, p. 11
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p.29)
5
45’
Warm-up activity.TB p.30
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
Completion of exercises to recycle and extend
vocabulary.
-
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.
OC, OE
T-P
RC, WE, OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
EO
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Development activities (Skills time!).
Read and understand the Description of
pictures.
Recognise specific vocabulary
SB. 12
-
Reinforcement activities
WB exercises, p. 12
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 30
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
27
6
45’
Warm-up activity. TB p.20
RC, OC
Development activities (Skills Time!).
Identify people alter listening to specific
information.
Ask and answer questions using about a
picture: How many… are there?There´s…
There are…
Identify and write with a capital letter people’s
names and the beginning of a sentence.
SB, p. 13
- Listen to specific vocabulary
- Ask and answer questions using the structures and
vocabulary learnt.
- Identify and write with a capital letter the names of
people and the beginning of a sentence.
Reinforcement activities
WB exercises, p. 13
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.31
Values worksheet (Unit 1) PMB p.3 and
TEB p. 7
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
OC,OE,RC,WE,
SB
CD
IW
IW
T-P
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
Family and Friends 2 – Oxford University Press
T-P
GW, IW
28
UNIT 2: THEY´RE HAPPY NOW!
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 32
Identify words to express feelings and
emotions
SB p.14
Flashcards 11-16
DESCRIPTION
.
MATERIAL
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
TI
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
-
-
Reinforcement activities
-WB exercises, p. 14
-Wordlist, TB 32
INTERACTION
OC, OE
-
Understand a short story
SB, p. 14
SKILLS
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about feelings, emotions and family
members. Completion of comprehension
exercises:
- Listen to a text
Read the short story
TRP
SB
CD
Extension activities:
- Optional activity: Vocabulary, TB p.32
Family and Friends 2 – Oxford University Press
29
2
45’
Warm-up activity. Play Slow reveal!
TB p.20
Development activities: (Grammar)
Ask questions using my and your
Write questions and answers: Is this
your…?Yes , It is / No, It isn’t
-
Game: Slow reveal!
- Read and listen to text studied in previous session
- Identification of communicative purpose of previous
text.
- Learn and use different grammatical structures:
Are they happy? Yes, they are./ No, they aren´t
-
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
TI
SB
CD
TB
Dramatisation of the short story
Act out the story
SB, p. 14
3
45’
Reinforcement activities
WB exercises, p.15
Grammar reference. WB p.117
Extension activities:
Optional activity: (TB p. 33)
Warm-up activity Play: Snap!
TB p. 19
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
Completion of exercises to improve oral and written
skills
Revision of Vocabulary studied in previous
units.
RC, WE
Development activities (Song).
Identify more nouns to express feelings and
emotions. Flashcards 11-20
Use the Vocabulary studied in the context of
a song.
SB, p. 16
-
Reinforcement activities
WB exercises, p. 16
Picture Dictionary WB, p. 110
Extension activities:
Extra writing worksheet PMB p.4
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Family and Friends 2 – Oxford University Press
-
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a song performing actions
Completion of exercises to extend grammatical
knowledge
TI
WB
WB
TB
SB
TRP
CD
RC, OE
T-P, IW
.
RC, OC, OE, WE
T-P, GW
RC, WE
TI
WB
TRP
RC, WE
TI
TRP
30
4
45’
Warm-up activity.TB p. 35
-
Revision of phonemes
Development activities (Phonics)
Revise sounds produced by the combination
of the letters: ch, sh and th.
Identify the differences between the sounds:
/ tθ
-
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
OC, OE
T-P
RC,WE,OC
IW, GW
SB
CD
SB, p. 17
Phonic cards 5-8
Reinforcement activities
-WB exercises, pp. 17
Extension activities:
-Optional activity: Vocabulary (TB p.35)
5
45’
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.TB p. 36
-
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
RC, WE
TI
WB
TRP
TI
TB
EO
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Development activities (Skills time!).
Read and listen to a poem
Associate words related to the poem.
SB, p. 18 TB p. 36
-
Reinforcement activities
WB exercises, p. 18
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
TI
WB
Extension activities:
Optional activity, TB, p. 36
Completion of exercises to extend grammatical
knowledge and Vocabulary.
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
31
6
45’
Warm-up activity.
TB p.37
RC, OC
OC,OE,RC,WE,
Development activities (Skills Time!).
Identify people after listening to specific
information.
Ask and answer questions using about how
people feel
Differentiate between the long and short form
of verbs ´s = is / ´re = are
SB, .p. 19
- Listen to specific vocabulary
- Ask and answer questions using the structures and
vocabulary learnt.
- Observe and write the short form of verbs
Reinforcement activities
WB exercises, p 19
Grammar Reference WB, p. 117
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.37
Values worksheet (Unit 1) PMB p.5 and
TEB p. 8
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
Family and Friends 2 – Oxford University Press
T-P
SB
CD
TI
TI
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
GW, IW
32
UNIT 3: I CAN RIDE A BIKE!
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 38
Identify outdoor activities.
SB p.20
Listen to and repeat a Chant
TB p.38 Flashcards 21-26
DESCRIPTION
SKILLS
INTERACTION
MATERIAL
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
-
Observation de flashcards, to present the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of a Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about outdoor activities and family
characters. Completion of comprehension
exercises:
- Listen to a text
Read the short story
TRP
SB
CD
Understand a short story
SB, p. 20
Reinforcement activities
-WB exercises, p. 20
-Wordlist, TB 38
-Picture dictionary WB p.110
Extension activities:
- Optional activity: Vocabulary, TB p.38
Family and Friends 2 – Oxford University Press
33
2
45’
Warm-up activity. Play: Word chain
TB p.19
Development activities: (Grammar)
Write sentences with can / can´t
Ask and answer questions using about what
people can or can’t do.
- Game: Wordchain
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
-
Read and listen to text studied in previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
Can he/she…? Yes, he/she can / No, he/ she can’t
SB
CD
TB
-Dramatisation of the short story
Act out the story
SB, p. 21
3
45’
Reinforcement activities
WB exercises, p.21
Grammar reference. WB p.117
Extension activities:
Optional activity: (TB p. 39)
Warm-up activity:
TB p. 40
Development activities (Song).
Identify prepositions of place. Flashcards 2730
Use the Vocabulary studied in the context of
a song.
SB, p. 22
Reinforcement activities
WB exercises, p. 22
Extension activities:
Extra writing worksheet PMB p.6
Family and Friends 2 – Oxford University Press
-
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a song performing actions
34
4
45’
Warm-up activity.TB p. 41
-
Development activities (Phonics)
Recognise the sounds of the letters, e, y, o, u Identify the differences between the sounds
/æ/, /e/, /
Revision of phonemes studied
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
OC, OE
T-P
RC, WE, OC
IW, GW
SB
CD
SB, p. 23
Reinforcement activities
-WB exercises, pp. 23
Extension activities:
-Optional activity: Vocabulary (TB p.41)
5
45’
Warm-up activity.TB pp.42
Development activities (Skills time!).
Read and understand information on a webpage
Find specific information in a text
SB, p. 24
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Completion of exercises to recycle and extend
vocabulary.
-
-
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
RC, WE
IW
WB
TRP
IW
TB
EO
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Reinforcement activities
WB exercises, p. 24
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 42
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
35
6
45’
Warm-up activity. TB p.43
-
Revise the parts of the body via Instructions.
- Listen to specific vocabulary
Development activities (Skills Time!).
- Ask and answer questions using the structures and
Identify toys which are played with outside,
vocabulary learnt.
- Write a or an before a noun or adjective
from their descriptions
Ask and answer questions using about where
things are
Write a or an before a noun and an adjective.
SB, p. 25
7
45’
Reinforcement activities
WB exercises, p. 25
Grammar Reference WB, p. 117
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.43
Values worksheet (Unit 3) PMB p.7 and TEB
p. 9
Assessment exercises:
Summative Test 1 p. 10 TEB
Skills Test 1 p.12
Family and Friends 2 – Oxford University Press
RC, OC
OC,OE,RC,WE,
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
T-P
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
GW, IW
Completion of assessment activities in Units 1-3
WE,OE
IW
TRP
36
UNIT 4: HAVE YOU GOT A MILKSHAKE?
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 44
Identify the names of different foods
SB p.28
Flashcards 31-36
Understand a short story
SB, p. 28
Reinforcement activities
-WB exercises, p. 28
-Wordlist, TB 44
-Picture dictionary WB p. 111
DESCRIPTION
-Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
- Match pictures and words.
- Memorisation of Vocabulary via chant
-
Introduction of unit topic and vocabulary: short
story about food and family members
Completion of comprehension exercises:
- Listen to a text
Read the short story
Completion of exercises proposed to reinforce and
consolidate what has been learnt
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
RC, WE
IW
MATERIAL
TRP
SB
CD
WB
TRP
IW, GW
- Extension activities:
- Optional activity: Vocabulary, TB p.44
Family and Friends 2 – Oxford University Press
Completion of exercises to recycle and extend
vocabulary
RC, OE
TB
37
2
45’
Warm-up activity. TB p. 45
Development activities: (Grammar)
Ask and answer questions about what people
have, using the expressions: Have you
got…? Yes, I have. / No, I haven’t / Has he/
she got…? Yes, he/ she has. / No he/ she
hasn’t
Write short answers
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
- Revision of numbers from 1-20
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Read and listen to text studied in previous
session
- Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
Have you got…? Yes, I have. / No, I haven’t /
Has he/ she got…? Yes, he/ she has. / No he/ she
hasn’t
Dramatisation of the short story
-
Act out the story
SB, p. 29
3
45’
Reinforcement activities
WB exercises, p.29
Grammar reference. WB p.117
Extension activities:
Optional activity: (TB p. 45)
Warm-up activity: TB p. 46
Development activities (Song).
Identify the numbers from 10-100. Flashcards
37-46
Use the Vocabulary studied in the context of a song.
SB, p. 30
Reinforcement activities
WB exercises, p. 30
Extension activities:
Extra writing worksheet PMB p.8
Cut and make 2 PMB p. 37
Family and Friends 2 – Oxford University Press
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a song performing actions
SB
CD
TB
38
4
45’
Warm-up activity.TB p. 47
-
Revision of phonemes studied
Development activities (Phonics)
Pronounce the sounds produced by the
combination of the letters: gr, br and fr
Identify the differences between the sounds
/br/, /gr/ y /fr/
SB, p. 31
-
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
Reinforcement activities
-WB exercises, pp. 31
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p.47)
5
45’
Warm-up activity. Play: Forwards and
backwards. TB p.21
Development activities (Skills time!).
Read and understand a short story
Recognise specific vocabulary in a text
SB, p. 32
Completion of exercises to recycle and extend
vocabulary.
-
-
Revision oflos numbers.
Learn and reinforce Vocabulary and
grammatical structures for the Description
and completion of suggested exercises such as
completing sentences
Recognise words upon hearing or reading them.
OC, OE
T-P
RC,WE,OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
EO
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Reinforcement activities
WB exercises, p. 32
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 48
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
39
6
45’
Warm-up activity. TB pp.49
.
Development activities (Skills Time!).
Identify food in a shop after listening to
specific information.
Ask and answer questions using Have you
got…?
Identify and use the question mark at the end
of a sentence.
SB, p. 33
RC, OC
Listen to specific vocabulary
Ask and answer questions using the structures
and vocabulary learnt.
Write question mark and full stop at the end of a
sentence
Reinforcement activities
Completion of exercises proposed to reinforce and
WB exercises, p. 33
consolidate what has been learnt
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.49
Completion of exercises to consolidate oral expression
Values worksheet (Unit 4)PMB p.9 and TEB
p. 14
Completion of suggested activities
OC,OE,RC,WE,
RC, WE
OE,OI
OC, OE
WE,OE
Family and Friends 2 – Oxford University Press
T-P
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
GW, IW
40
UNIT 5: WE´VE GOT ENGLISH!
SESION
1
45’
OBJECTIVES/ACTIVITIES
DESCRIPTION
Warm up. TB, p. 50
-
Sing the Song: What’s in the classroom?
Identify the names of subjects
SB p.34
Flashcards 47-52
-
Observation of flashcards to introduce the
vocabulary
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of a Vocabulary via chant
-
Introduction of unit topic and vocabulary: short
story about subjects and family members
Completion of comprehension exercises:
- Listen to a text
Read the short story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
MATERIAL
TRP
SB
CD
Understand a short story
SB, p. 34
-
Reinforcement activities
-WB exercises, p. 34
-Wordlist, TB p. 50
- Picture dictionary WB p. 111
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
- Optional activity: Vocabulary, TB p.50
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
Family and Friends 2 – Oxford University Press
41
2
45’
Warm-up activity. Game: Do it!
TB p.51
-
Game: What have I got?
Read and listen to text studied in previous
session
- Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
What have we got on Monday? We’ve got Science/
When have we got…?
Our / their
Dramatisation of the short story
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Development activities: (Grammar)
Ask questions about subjects on different
days of the week using What have we got on
Monday? We’ve got Science/ When have we
got…?
Write sentences using: our/ their
Act out the story
SB, p. 35
3
45’
SB
CD
TB
Reinforcement activities
WB exercises, p.35
Grammar reference. WB p.118
Extension activities:
Optional activity: (TB p. 51)
Warm-up activity: Play Jump TB p.19
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
- Revision of Vocabulary.
RC, WE
IW
RC, OE
T-P, IW
Development activities (Song).
Identify more nouns related with the park
Flashcards 54-61
Use the Vocabulary studied in the context of
a song.
SB, p. 36
- Participation in communicative exchanges to practise
the structures learnt in a context of everyday language
- Learn a song performing the actions
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
Reinforcement activities
WB exercises, p. 36
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
Extra writing worksheet PMB p.10
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Family and Friends 2 – Oxford University Press
42
4
45’
5
45’
Warm-up activity.TB p. 53
-
Revision of phonemes studied
Development activities (Phonics)
Pronounce the sounds produced by the
combination of the letters : dr, tr y cr
Identify the differences between the sounds
/dr/, /tr/ y /kr/
SB, p. 37
-
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
Reinforcement activities
-WB exercises, p. 37
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p.53)
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity. TB p.54
Development activities (Skills time!).
Read and understand the text of a web-page
Recognise specific vocabulary in a text
SB, p. 38
-
-
Learn and reinforce Vocabulary and
grammatical structures for the Description
and completion of suggested exercises such as
completing sentences etc.
Recognise words upon hearing or reading them.
OC, OE
T-P
RC, WE, OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
OE
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Reinforcement activities
WB exercises, p. 38
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 54
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
43
6
45’
Warm-up activity. Play: Bingo
TB p.21
Development activities (Skills Time!).
Identify different classrooms after listening to
specific information.
Ask and answer questions about where each
classroom is using Where’s the…?
Identify and write with a capital letter the days
of the week.
SB, p. 39
Reinforcement activities
WB exercises, p. 39
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.55
Values worksheet (Unit 5) PMB p.11 and
TEB p. 15
-
Use of the vocabulary studied in this unit
- Listen to specific vocabulary
- Ask and answer questions using the structures and
vocabulary learnt.
- Identify and write the days of the week with a capital
letter
RC, OC
OC,OE,RC,WE,
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
Family and Friends 2 – Oxford University Press
T-P
GW, IW
44
UNIT 6: LET´S PLAY AFTER SCHOOL!
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 56
Identify after-school activities
SB p.40
Flashcards 57-62
DESCRIPTION
Reinforcement activities
-WB exercises, p. 40
-Wordlist, TB p.56
Extension activities:
- Optional activity: Vocabulary, TB p.56
Family and Friends 2 – Oxford University Press
INTERACTION
MATERIAL
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
-
Understand a short story
SB, p. 40
SKILLS
-
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of a Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about after-school activities and family
members. Completion of comprehension
exercises:
- Listen to a text
Read the short story
TRP
SB
CD
45
2
45’
Warm-up activity. Play: Freeze!
TB p. 20
Development activities: (Grammar)
Write affirmative and negative sentences
about after-school activities
Choose verbs to express the activities.
Say what they do each day of the week
Act out the story
SB, p. 41
-
Game: Freeze!
-
Read and listen to text studied in previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
- I visit…every Tuesday / I go swimming…
- I don’t watch TV / I don’t play football…
-
-
3
45’
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
RC, WE
T-P, GW
IW
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
T-P, GW
SB
CD
TB
Dramatisation of the short story
Reinforcement activities
WB exercises, p.41
Grammar reference. WB p.118
Extension activities:
Optional activity: (TB p. 57)
Warm-up activity: TB p. 58
Completion of the WB exercises to consolidate what
has been learnt
Development activities (Song).
Identify more after-school activities.
Flashcards 63-66
Use the Vocabulary studied in the context of
a song.
SB, p. 42
- Participation in communicative exchanges to practise
the structures learnt in a context of everyday language
- Learn a song performing the actions
Reinforcement activities
WB exercises, p. 42
Picture Dictionary WB, p. 112
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
Extra writing worksheet PMB p.12
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Family and Friends 2 – Oxford University Press
Completion of exercises to improve oral and written
skills
WB
WB
TB
SB
TRP
CD
46
4
45’
Warm-up activity.TB p. 59
-
Development activities (Phonics)
Pronounce the sounds produced by the
combination of the letters: fl, pl y bl
Identify the differences between the sounds:
/fl/, /pl/ y /bl/
SB, p. 43
- Listen to, repeat and indicate sounds
- Listen to and repeat a Chant.
- Match sounds and letters.
Reinforcement activities
-WB exercises, p. 43
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p.59)
5
45’
Revision of phonemes studied
T-P
RC,WE,OC
IW, GW
RC, WE
IW
SB
CD
WB
TRP
IW
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.TB p.60
Development activities (Skills time!).
Read and understand a poster
Match a description with a person
SB, p. 44
OC, OE
- Learn and reinforce Vocabulary and grammatical
structures for the description
and completion of suggested exercises such as
completing sentences, etc
- Recognise words upon hearing or reading them.
RC, WE
TB
OE
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Reinforcement activities
WB exercises, p. 44
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 60
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
47
6
45’
Warm-up activity. TB p.61
RC, OC
Development activities (Skills Time!).
Identify activities in which they participate
Talk about activities in which they participate
Identify verbs which express activities.
SB, p. 45
Reinforcement activities
WB exercises, p. 45
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.61
Values worksheet (Unit 6 PMB p.13 and
TEB p. 16
Listen to specific vocabulary
Make sentences using the structures and
vocabulary learnt.
Recognise verbs to express activities
OC,OE,RC,WE,
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
Assessment exercises:
Summative Test 2 p. 17 TEB
Skills Test 2 p.19
Family and Friends 2 – Oxford University Press
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
7
45’
T-P
GW, IW
Completion of assessment activities in Units 1-6
WE,OE
IW
TRP
48
UNIT 7: LET´S BUY PRESENTS!
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 62
Identify the commonest names of objects for
a party.
SB.48
Flashcards 67-72
DESCRIPTION
-
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of a Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about the preparation of a party and
family members. Completion of comprehension
exercises:
- Listen to a text
Read the short story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
MATERIAL
TRP
SB
CD
Understand a short story
SB, p. 48
-
Reinforcement activities
-WB exercises, p. 48
-Wordlist, TB 62
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
Extension activities:
- Optional activity: Vocabulary, TB p.62
Family and Friends 2 – Oxford University Press
49
2
45’
Warm-up activity. Play: What’s missing? TB
p. 20
Revision of vocabulary studied in the previous
session
Read and listen to text studied in previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical forms
- What do you like? I like…/ I don’t
like…What does he/ she like? He / she
likes… He / she doesn’t like...
OC, OE,
T-P
RC, OC,
IW, T-P, GW
Dramatisation of the short story
OC, OE
T-P, GW
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
- Revision of Vocabulary.
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
-
Development activities: (Grammar)
- Make sentences using Questions and
Answers about what people like using: What
do you like? I like…/ I don’t like…What does
he/ she like? He / she likes… He / she
doesn’t like...
Express what they like or don’t like.
-
-
3
45’
Act out the story
SB, p. 49
Reinforcement activities
WB exercises, p.49
Grammar reference. WB p.118
Extension activities:
Optional activity: (TB p.63)
Warm-up activity. TB p. 64
SB
CD
TB
Development activities (Song).
Identify names of presents. Flashcards 67-76
Use the Vocabulary studied in the context of
a song.
SB, p. 50
- Participation in communicative exchanges to
practise the structures learnt in a context of everyday
language
- Learn a song performing actions
Reinforcement activities
WB exercises, p. 50
Picture Dictionary WB, p. 112
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
Extra writing worksheet PMB p.14
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Family and Friends 2 – Oxford University Press
50
4
45’
Warm-up activity.TB p. 65
-
Development activities (Phonics)
Pronounce the sounds produced by the
combination of the letters: cl, gl y sl..
Identify the differences between the sounds.
/kl/, /gl/ y /sl/.
SB, p. 51
- Listen to, repeat and indicate sounds
- Listen to and repeat a song.
- Match sounds and letters.
Reinforcement activities
-WB exercises, p. 51
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p .65)
5
45’
Revision of phonemes
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.TB p.66
OC, OE
T-P
RC,WE,OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
OE
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Development activities (Skills time!).
Read and understand Instructions to make a
card
Recognise specific vocabulary in a text
SB, p. 52
-
Reinforcement activities
WB exercises, p. 52
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 66
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
-
Learn and reinforce Vocabulary and
grammatical structures for the Description
and completion of suggested exercises such as
sentence correction, etc.
Recognise words upon hearing or reading them.
51
6
45’
Warm-up activity. TB p.66
-
Development activities (Skills Time!).
Match children with the present they would
like after listening to specific information.
Ask and answer questions about likes and
dislikes.
Write long and short forms of: do not =don’t /
does not = doesn’t.
SB, p. 53
- Listen to a text with specific vocabulary
- Ask and answer questions using the structures and
vocabulary learnt.
- Write short and long forms in a sentence.
Reinforcement activities
WB exercises, p. 53
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.67
Values worksheet (Unit 7) PMB p.15 and
TEB p. 21
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
Game: Do it!.
RC, OC
OC,OE,RC,WE,
SB
CD
IW
IW
T-P
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
Family and Friends 2 – Oxford University Press
T-P
GW, IW
52
UNIT 8: WHAT´S THE TIME?
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 68
Identify different daily activities.
SB p.54
Flashcards 77-82
DESCRIPTION
-
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of a Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about everyday activities and family
members Completion of comprehension exercises:
- Listen to a text
Read the short story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
MATERIAL
TRP
SB
CD
Understand a short story
SB, p. 54
-
Reinforcement activities
-WB exercises, p. 54
-Wordlist, TB p.68
-Picture dictionary WB p. 113
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
- Optional activity: Vocabulary, TB p.68
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
Family and Friends 2 – Oxford University Press
53
2
45’
Warm-up activity. Play: jump
TB p.69
-
Draw on the board
Development activities: (Grammar)
Say what a person does over the course of a
day
Write questions and answers: What’s the
time? It’s…/He/She gets up at…
-
Read and listen to text studied in previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
What’s the time? It’s…/He/She gets up at…
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
Game: Slow reveal
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
IW
-
-
Dramatisation of the short story
Act out the story
SB, p. 55
3
45’
Reinforcement activities
WB exercises, p.55
Grammar reference. WB p.118
Extension activities:
Optional activity: (TB p. 69)
Warm-up activity: Game: Slow reveal TB p.
20
-
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a song completing it with new words and
actions
Development activities (Song).
Identify different times. Flashcards 83-86
Use the Vocabulary studied in the context of
a song.
SB, p. 56
-
Reinforcement activities
WB exercises, p. 56
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Extension activities:
Extra writing worksheet PMB pp.16
Cut and make 3 PMB p.38
Completion of exercises to extend grammatical
knowledge
RC, WE
Family and Friends 2 – Oxford University Press
SB
CD
TB
WB
TRP
IW
TRP
54
4
45’
Warm-up activity.TB p. 71
Development activities (Phonics)
Pronounce the sounds produced by the
combination of the letters: sm, sn, st y sk
Identify the differences between the sounds
/sm/, /sn/, /st/ and /sk/
- Revision of phonemes studied
-
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
OC, OE
T-P
RC, WE, OC
IW, GW
SB
CD
SB, p. 57
Reinforcement activities
-WB exercises, p. 57
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: (TB p.71)
Completion of exercises to recycle and extend
vocabulary and pronunciation
RC, WE
RC, WE
IW
WB
TRP
IW
TB
5
45’
Warm-up activity.
TB pp.72
OE
GW
- Learn and reinforce Vocabulary and grammatical
structures for the Description
and completion of suggested exercises such as
completing sentences, etc
- Recognise words upon hearing or reading them.
RC, OC, OE
IW, GW, T-P
Reinforcement activities
WB exercises, p. 58
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 72
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Development activities (Skills time!).
Read and understand information about
somebody’s daily routine.
Recognise specific vocabulary in a text.
SB, p. 58
Family and Friends 2 – Oxford University Press
SB
CD
55
6
45’
Warm-up activity.
TB p.73
-
Development activities (Skills Time!).
Identify times when somebody performs
daily activities after listening to specific
information.
Talk about a person’s routines. Identify
and write interrogative particles: What ,
When, Where
SB, p. 59
Reinforcement activities
WB exercises, p. 59
Pair work, TRP
Extension activities:
Optional activity: TB p.73
Values worksheet (Unit 8) PMB p.17
and TEB p. 22
Family and Friends 2 – Oxford University Press
Revision of the time
RC, OC
T-P
- LIsten to specific information.
- Description of what a person does throughout
the course of a day
- Identification of interrogative particles in a
sentence
OC,OE,RC,WE
,
IW
Completion of exercises proposed to reinforce
and consolidate what has been learnt
RC, WE
IW
Completion of exercises to consolidate oral
expression
OE,OI
OC, OE
Completion of suggested activities
WE,OE
TP
T-P
SB
CD
WB
SB
TRP
TB
GW, IW
56
UNIT 9: WHERE DOES SHE WORK?
SESION
1
45’
OBJECTIVES/ACTIVITIES
DESCRIPTION
Warm up. TB, p. 74
Identify the names of different workplaces
SB p.60
Flashcards 87-92
Reinforcement activities
-WB exercises, p. 60
-Wordlist, TB 74
Extension activities:
- Optional activity: Vocabulary, TB p.74
Family and Friends 2 – Oxford University Press
INTERACTION
MATERIAL
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
-
Understand a short story
SB, p. 60
SKILLS
-
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of a Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about workplaces and family members
Completion of comprehension exercises:
- Listen to a text
Read the short story
TRP
SB
CD
57
2
45’
Warm-up activity. Play: What have I got? TB
p.75
Development activities: (Grammar)
Write short answers.
Ask and answer questions using Where does
he/she work? He / She Works in a bank. /
Does he/ she work in a shop? Yes, he /she
does / No, he/she doesn’t
-
Game: What have II got?
-
Read and listen to text studied in previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
- Where does he/she work? He / She Works
in a bank. / Does he/ she work in a shop?
Yes, he /she does / No, he/she doesn’t
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
- Revision of Vocabulary studied in lesson 1.
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
-
-
3
45’
Act out the story
SB, p. 61
Reinforcement activities
WB exercises, p.61
Grammar reference. WB p.118
Extension activities:
Optional activity: (TB p. 75)
Warm-up activity: Play: Smiley face
TB p. 21
Development activities (Song).
Identify more workplaces. Flashcards 87-96
Use the Vocabulary studied in the context of
a song.
SB, p. 62
Dramatisation of the short story
- Participation in communicative exchanges to
practise the structures learnt in a context of everyday
language
- Learn a song performing actions
SB
CD
TB
Reinforcement activities
WB exercises, p. 62
Picture Dictionary WB, p. 113
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
Extra writing worksheet PMB p.18
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Family and Friends 2 – Oxford University Press
58
4
45’
Warm-up activity.TB p. 71
-
Revision of phonemes studied
Development activities (Phonics)
Pronounce the sound/ein the middle of a
word
Identify how the letter e, at the end of a word
changes the sound of the preceding vowel:
lake, face…
SB, p. 63
-
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
Reinforcement activities
-WB exercises, p. 63
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p.77)
5
45’
Warm-up activity.
TB p.78
Development activities (Skills time!).
Read and understand an interview about a
person’s job
Recognise specific vocabulary
SB, p. 64
Completion of exercises to recycle and extend
vocabulary.
- Revision of Vocabulary
Learn and reinforce Vocabulary and
grammatical structures for the Description
and completion of suggested exercises such as
completing sentences, etc
- Recognise words upon hearing or reading them to
complete a comprehension exercise.
OC, OE
T-P
RC,WE,OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
OE
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Reinforcement activities
WB exercises, p. 64
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 78
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
59
6
45’
Warm-up activity.
TB p.79
RC, OC
Development activities (Skills Time!).
- Listen to specific vocabulary
Listen to specific information in an interview
Ask and answer questions using the structures
Ask and answer questions about someone’s
and vocabulary learnt.
work
- Separation using commas and the particle and of
Identify and use commas and the particle and
the last two words when making a list.
in a list
SB, p. 65
Reinforcement activities
WB exercises, p. 65
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.79
Values worksheet (Unit 9) PMB p.19 and
TEB p. 23
OC,OE,RC,WE,
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
Assessment exercises:
Summative Test 3 p. 24 TEB
Skills Test 3 p.26
Family and Friends 2 – Oxford University Press
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
7
45’
T-P
GW, IW
Completion of assessment activities in Units 1-9
WE,OE
IW
TRP
60
UNIT 10: IT´S HOT TODAY
SESION
1
45’
OBJECTIVES/ACTIVITIES
DESCRIPTION
Warm up. TB, p. 80
Identify different types of weather
SB p.68
Flashcards 97-102
-
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of a Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about the weather and family members
Completion of comprehension exercises:
- Listen to a text
Read the short story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
MATERIAL
TRP
SB
CD
Understand a short story
SB, p. 68
-
Reinforcement activities
-WB exercises, p. 68
-Wordlist, TB 80
-Picture dictionary WB p. 114
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
- Optional activity: Vocabulary, TB p.80
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
Family and Friends 2 – Oxford University Press
61
2
45’
Warm-up activity. TB p.81
Development activities: (Grammar)
Ask and answer questions using the
Expressions: What’s the weather like? It’s
windy/ raining/ hot.
Issue affirmative and negative commands:
Put on your hat/ Don’t put on your coat
Revision of Vocabulary studied in the previous
session
OC, OE,
T-P
Read and listen to text studied in previous
session
- Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
What’s the weather like? It’s windy/ raining/ hot.
Put on your hat/ Don’t put on your coat
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
- Use of previously studied vocabulary.
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
Completion of exercises to extend grammatical
knowledge
RC, WE
-
-
-
Dramatisation of the short story
SB
CD
TB
Act out the story
SB, p. 69
3
45’
Reinforcement activities
WB exercises, p.69
Grammar reference. WB p.119
Extension activities:
Optional activity: (TB p. 81)
Warm-up activity: Play: Word chain TB p.
20
Development activities (Song).
Identify different activities according to the
weather. Flashcards 103-106
Use the Vocabulary studied in the context of
a song.
SB, p. 70
Reinforcement activities
WB exercises, p. 70
Extension activities:
Extra writing worksheet PMB p.20
Family and Friends 2 – Oxford University Press
-
-Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a descriptive song and perform the actions
WB
TRP
IW
TRP
62
4
45’
Warm-up activity.TB p. 83
-
Revision of phonemes studied
Development activities (Phonics)
Pronounce the sound /a in the middle of a
word., and aloneIdentify how the letter e at the end of a word
changes the sound of the preceding vowel:
bike , kite
SB, p. 71
-
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
Reinforcement activities
-WB exercises, p. 71
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p.83)
5
45’
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity. TB p.84
Development activities (Skills time!).
Read and understand a weather forecast.
Match images using an informative text.
SB, p. 72
-
Learn and reinforce Vocabulary and
grammatical structures for the Description
and completion of suggested exercises. Write
sentences, etc.
Recognise words upon hearing or reading them,
matching them with the corresponding picture.
OC, OE
T-P
RC, WE, OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
OE
GW
RC, OC, OE
WE
IW, GW, T-P
SB
CD
Reinforcement activities
WB exercises, p. 72
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 84
Cut out and make 4 PMB p. 39
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
63
6
45’
Warm-up activity. TB p.85
RC, OC
T-P
Development activities (Skills Time!).
Listen to specific information and identify
different types of weather.
Talk about the weather forecast for different
days of the week.
Identify verbs and adjectives to talk and write
about the weather
SB, p. 73
- Listen to specific vocabulary
OC,OE,RC,WE,
- Talk about the weather using the structures and
vocabulary learnt
- Identification of verbs and adjectives in a sentence.
IW
Reinforcement activities
WB exercises, p. 73
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p .85
Values worksheet (Unit 10) PMB p.21 and
TEB p. 28
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
Family and Friends 2 – Oxford University Press
TP
T-P
SB
CD
GW, IW
64
UNIT 11: WHAT ARE YOU WEARING?
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 86
Identify names of items of clothing.
SB p.74
Flashcards 107-112
DESCRIPTION
-
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of a Vocabulary via chant.
Introduction of unit topic and vocabulary: short
story about items of clothing and family
members , Completion of comprehension
exercises:
- Listen to a text
Read the short story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
MATERIAL
TRP
SB
CD
Understand a short story
SB, p. 74
-
Reinforcement activities
-WB exercises, p. 74
-Wordlist, TB 86
-Picture dictionary WB p. 114
Extension activities:
- Optional activity: Vocabulary, TB p.86
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
Family and Friends 2 – Oxford University Press
65
2
45’
Warm-up activity. Play: Do it!
TB p. 20
-
Development activities: (Grammar)
Ask and answer questions about what people are wearing using: What are you wearing?
I’m wearing…What’s he/she wearing? He /
She’s wearing… /
SB p. 75
-
Game: Do it!
Read and listen to text studied in previous
session
Identification of communicative purpose of
previous text.
Learn and use different grammatical structures:
What are you wearing?
I’m wearing…What’s he/she wearing?
He / She’s wearing…
Dramatisation of the short story
Act out the story
SB, p. 75
3
45’
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
SB
CD
TB
Reinforcement activities
WB exercises, p.75
Grammar reference. WB p.119
Extension activities:
Optional activity: (TB p.87)
Warm-up activity: TB p. 88
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
Revision of Vocabulary previously studied
RC, WE
IW
RC, OE
T-P, IW
Development activities (Song).
Identify time expressions. Flashcards 111113
o’clock, half past , quarter to/ quarter
past
Use the Vocabulary studied in the context of
a song.
SB, p. 76
Reinforcement activities
WB exercises, p. 76
Extension activities:
Extra writing worksheet PMB p.22
-
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Family and Friends 2 – Oxford University Press
-
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a song using time expressions
66
4
45’
Warm-up activity.TB p. 89
-
Revision of phonemes studied
Development activities (Phonics)
Pronounce the sound /ə‫ט‬/ in the middle of a
word
Identify the sound of the letter o when it
precedes the letter e at the end of a word:
nose/ rope
SB, p. 77
-
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
Reinforcement activities
-WB exercises, p. 77
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p.89)
5
45’
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.
TB p.90
-
Learn and reinforce Vocabulary and
grammatical structures for the Description
and completion of suggested exercises like reading
comprehension
Recognise information upon hearing or reading a
text
OC, OE
T-P
RC,WE,OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
OE
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Development activities (Skills time!).
Read and understand a poem.
Identify specific information in a text
SB, p. 78
-
Reinforcement activities
WB exercises, p. 78
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 90
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
TRP
Family and Friends 2 – Oxford University Press
67
6
45’
Warm-up activity.
TB p.91
RC, OC
Development activities (Skills Time!).
Identify people after listening to specific
information.
Write how a person is dressed.
Identify the differences between to and past
on a clock
SB, p. 79
- Listen to specific vocabulary
- Complete a description using the structures and
vocabulary learnt.
- Identification of to and past on a clock.
Reinforcement activities
WB exercises, p. 79
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.91
Values worksheet (Unit 11) PMB p.23 and
TEB p. 29
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
OC,OE,RC,WE,
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
Family and Friends 2 – Oxford University Press
T-P
GW, IW
68
UNIT 12: YOU´RE SLEEPING!
SESION
1
45’
OBJECTIVES/ACTIVITIES
DESCRIPTION
Warm up. TB, p. 92
Identify words related to weddings and
celebrations
SB p.80
Flashcards 117-122
-
Understand a short story
SB, p. 80
Observation of flashcards to introduce the
vocabulary
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about family events and family members
Completion of comprehension exercises:
- Listen to a text
Read the short story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
MATERIAL
TRP
SB
CD
Reinforcement activities
-WB exercises, p. 80
-Wordlist, TB p. 92
-Picture dictionary WB p.115
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
- Extension activities:
- Optional activity: Vocabulary, TB p.92
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
Family and Friends 2 – Oxford University Press
69
2
45’
3
45’
Warm-up activity. Play: Jump!
TB p.93
Development activities: (Grammar)
Ask and answer questions about what people
are doing using What are you/ they doing? I/
We/They’re …-ing What’s he/ she doing?
He/She’s… -ing
-
Act out the story
SB, p. 81
-
Reinforcement activities
WB exercises, p.81
Grammar reference. WB p.120
Extension activities:
Optional activity: (TB p. 93)
Warm-up activity:
TB p. 94
Development activities (Song).
Identify what people do to prepare for a
celebration. Flashcards 117-122
Use the Vocabulary studied in the context of
a song.
SB, p. 82
Reinforcement activities
WB exercises, p. 82
Extension activities:
Extra writing worksheet PMB p.24
Family and Friends 2 – Oxford University Press
Game: Jump!
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Read and listen to text studied in previous
session
- Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
What are you/ they doing? I/ We/They’re …-ing
What’s he/ she doing? He/She’s… -ing
-
-
-
SB
CD
TB
Dramatisation of the short story
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a song performing actions
70
4
45’
Warm-up activity.TB p. 95
-
Revision of sounds studied
Development activities (Phonics)
Pronounce the sound /u:/ in the middle of a
word
Identify the sound of the letter u when it
precedes the letter e at the end of a word:
June/ tube
SB, p. 83
-
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters.
Reinforcement activities
-WB exercises, p. 83
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p.95)
5
45’
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.
TB p.96
Development activities (Skills time!).
Read and understand a descriptive e-mail.
Find specific information in a text
SB, p. 84
-
-
OC, OE
T-P
RC,WE,OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
OE
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Learn and reinforce Vocabulary and
grammatical structures for the Description
and completion of suggested exercises such as
completing tables, sentences etc.
Finding specific information to complete sentences
Reinforcement activities
WB exercises, p. 84
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 96
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
71
6
45’
Warm-up activity.
TB p.97
RC, OC
Development activities (Skills Time!).
Identify people from specific information
Talk about what people are doing
Identify and Write the –ing form of the
present continuous
SB, p. 85
- Listen to descriptions with specific vocabulary
- Write a description using the structures and
vocabulary studied.
- Identification of the form –ing to express what is
happening
Reinforcement activities
WB exercises, p. 85
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.97
Values worksheet (Unit 12) PMB p.25 and
TEB p. 30
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
OC,OE,RC,WE,
Assessment exercises:
Summative Test 4 p. 31 TEB
Skills Test 4 p. 33
Family and Friends 2 – Oxford University Press
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
7
45’
T-P
GW, IW
Completion of assessment activities in Units 1-12
WE,OE
IW
TRP
72
UNIT 13: LOOK AT ALL THE ANIMALS!
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 98
Identify the names of farm animals
SB p.88
Flashcards 127-132
DESCRIPTION
-
Understand a short story
SB, p. 88
-
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of a Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about animals and family members
Completion of comprehension exercises:
- Listen to a text
Read the short story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
MATERIAL
TRP
SB
CD
Reinforcement activities
-WB exercises, p. 88
-Wordlist, TB p. 98
-Picture dictionary WB p. 115
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
- Optional activity: Vocabulary, TB p.98
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
Family and Friends 2 – Oxford University Press
73
2
45’
Warm-up activity.
TB p. 99
Development activities: (Grammar)
Compare animals according to size and
people according to height and Write
comparative sentences: This cow is bigger
than that. This girl is taller than the boy
Act out the story
SB, p. 89
3
45’
Reinforcement activities
WB exercises, p.89
Grammar reference. WB p.120
Extension activities:
Optional activity: (TB p. 99)
Warm-up activity: Play: A long sentence TB
p. 100
.
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
Revision of the animals they know.
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
-
-
-
Read and listen to text studied in previous
session
Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
- This cow is bigger than that. This girl is taller
than the boy
SB
CD
TB
Dramatisation of the short story
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a song using adjectives
Development activities (Song).
Identify adjectives to describe animals.
Flashcards 133-136
Use adjectives in the context of a song.
SB, p. 90
-
Reinforcement activities
WB exercises, p. 90
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
Extra writing worksheet PMB p.26
Optional activity TB p. 100
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Family and Friends 2 – Oxford University Press
74
4
45’
Warm-up activity.TB p. 101
Development activities (Phonics)
Pronounce the sound/ i: / at the end and in
the middle of a word
SB, p. 91
Reinforcement activities
-WB exercises, p. 91
Extension activities:
-Optional activity: Vocabulary (TB p.101)
5
45’
- Revision of phonemes studied
Listen to, repeat and indicate sounds
- Listen to and repeat a Chant.
Relationship between sounds, letters and
words.
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.
TB p.102
Development activities (Skills time!).
Read and understand an informative text
about events.
Find specific information in a text
SB, p. 92
Reinforcement activities
WB exercises, p. 92
Learn and reinforce Vocabulary and
grammatical structures for the Description
and completion of suggested exercises such as
completing tables, sentences etc.
- Recognise specific information in an informative
text
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
Optional activity, TB, p. 102
Cut out and make 5, PMB p.40
Completion of exercises to extend grammatical
knowledge
Family and Friends 2 – Oxford University Press
OC, OE
T-P
RC,WE,OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
OE
GW
SB
CD
RC, OC, OE
IW, GW, T-P
RC, WE
IW
WB
RC, WE
T-P, GW
TB
-
75
6
45’
Warm-up activity.
TB p.103
RC, OC
OC,OE,RC,WE,
Development activities (Skills Time!).
Identify and number pictures about the rules
to follow in a farm after listening to specific
information.
Write affirmative and negative rules:
Don’t open the gate / Wear boots
SB, p. 93
- Listen to specific information
- Make sentences using the structures and
vocabulary learnt.
- Write and to connect two phrases
Reinforcement activities
WB exercises, pp. 93
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.103
Values worksheet (Unit 3) PMB p.27 and
TEB p. 35
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
Family and Friends 2 – Oxford University Press
T-P
GW, IW
76
UNIT 14: LOOK AT THE PHOTOS!
SESION
1
45’
OBJECTIVES/ACTIVITIES
DESCRIPTION
Warm up. TB, p. 104
Identify adjectives to describe people.
SB p.94
Flashcards 137-142
-
-
Understand a short story
SB, p. 94
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of Vocabulary via chant
Introduction of unit topic and vocabulary: short
story with adjectives which describe people
and family members. Completion of
comprehension exercises:
- Listen to a text
Read the short story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
MATERIAL
TRP
SB
CD
Reinforcement activities
-WB exercises, p. 94
-Wordlist, TB p. 104
- Picture dictionary WB p.116
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Extension activities:
- Optional activity: Vocabulary, TB p.94
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
Family and Friends 2 – Oxford University Press
77
2
45’
3
45’
Warm-up activity. Play: Slow reveal. TB p. 20 - Game: Slow reveal
and 105
Read and listen to text studied in previous
Development activities: (Grammar)
session
Talk about people using the past.
- Identification of communicative purpose of previous
Use adjectives to describe people using: I/
text.
He/ She was happy - I / He /She wasn’t sad – Learn and use different grammatical structures:
We / You / They were kind – We / You / They I/ He/ She was happy - I / He /She wasn’t sad – We /
You / They were kind – We / You / They weren’t dry
weren’t dry
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
SB
CD
TB
Act out the story
SB, p. 95
-
Reinforcement activities
WB exercises, p.95
Grammar reference. WB p.120
Extension activities:
Optional activity: (TB p. 105)
Warm-up activity:
TB p.106
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
.
RC, WE
IW
RC, OE
T-P, IW
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
-
Dramatisation of the short story
Participation in communicative exchanges to
practise the structures learnt in a context of
everyday language
Learn a song using adjectives and verbs in the
past
Development activities (Song).
Identify rooms. Flashcards 143-146
Use the Vocabulary studied in the context of
a song.
SB, p. 96
-
Reinforcement activities
WB exercises, p. 96
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Extension activities:
Extra writing worksheet PMB p.28
Family and Friends 2 – Oxford University Press
78
4
45’
Warm-up activity.TB p. 107
-
Revision of phonemes studied
Development activities (Phonics)
Understand how the setter e at the end of a
word changes the sound of the preceding
vowel: cub- cube
Identify long and short vowel sounds.
SB, p. 97
-
Listen to, repeat and indicate sounds
Listen to and repeat a Chant.
Match sounds and letters within a word.
Reinforcement activities
-WB exercises, p. 97
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Extension activities:
-Optional activity: Vocabulary (TB p.107)
5
45’
Warm-up activity.
TB p.108
Development activities (Skills time!).
Read and understand a newspaper article.
Recognise specific vocabulary
SB, p. 98
Completion of exercises to recycle and extend
vocabulary.
- Revision of Vocabulary and structures studied
Learn and reinforce Vocabulary and
grammatical structures for the Description
and completion of suggested exercises such as
completing tables, etc
- Recognise words upon hearing or reading them.
OC, OE
T-P
RC,WE,OC
IW, GW
RC, WE
RC, WE
IW
SB
CD
WB
TRP
IW
TB
OE
GW
RC, OC, OE
IW, GW, T-P
SB
CD
Reinforcement activities
WB exercises, p. 98
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 108
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
79
6
45’
Warm-up activity. Play: Smiley face TB
pp.109 /21
-
Development activities (Skills Time!).
Listen to specific information to indicate
whether pictures are true or false.
Talk about characters’ fancy dress costumes
Identify and Write and and or in affirmative
and negative sentences.
SB, p. 99
- Listen to specific vocabulary
- Make sentences about what the characters are
wearing
- Identification and formation of affirmative and
negative sentences using and or of
Reinforcement activities
WB exercises, p. 99
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.109
Values worksheet (Unit 14)PMB p.29 and
TEB p. 36
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
Game: Smiley face.
RC, OC
OC,OE,RC,WE,
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
Family and Friends 2 – Oxford University Press
T-P
GW, IW
80
UNIT 15: WELL DONE!
SESION
1
45’
OBJECTIVES/ACTIVITIES
Warm up. TB, p. 110
Identify plural nouns like man/men ; woman/
women; child / children
SB p.100
Flashcards 147-152
DESCRIPTION
Family and Friends 2 – Oxford University Press
MATERIAL
T-P, IW
RC, OC, OE
T-P
RC, OC, OE
IW, GW, T-P
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to recycle and extend
vocabulary
RC, OE
IW, GW
TB
-
-
Reinforcement activities
-WB exercises, p 100
-Wordlist, TB p. 110
-Picture dictionary WB p 116
Extension activities:
- Optional activity: Vocabulary, TB p.110
INTERACTION
OC, OE
-
Understand a short story
SB, p. 100
SKILLS
Observation of flashcards to introduce the
Vocabulary.
Presentation of unit contents and planning of
objectives and activities
Match pictures and words.
Memorisation of Vocabulary via chant
Introduction of unit topic and vocabulary: short
story about a day at school and family
members. Completion of comprehension
exercises:
- Listen to a text
Read the short story
TRP
SB
CD
81
2
45’
Warm-up activity. Play: Snap!
TB pp.19/111
- Game: Snap!
Read and listen to text studied in previous
session
- Identification of communicative purpose of previous
text.
Learn and use different grammatical structures:
How many…were there? There were some teachers.
There weren’t any children
OC, OE,
T-P
RC, OC,
IW, T-P, GW
OC, OE
T-P, GW
Development activities: (Grammar)
Talk about situations in the past.
Use some and any in affirmative and negative
sentences.
Ask and answer questions using: How
many…were there? There were some teachers.
There weren’t any children
-
Dramatisation of the short story
Act out the story
SB, p. 101
3
45’
SB
CD
TB
Reinforcement activities
WB exercises, p.101
Grammar reference. WB p.120
Extension activities:
Optional activity: (TB p. 111)
Warm-up activity:
TB p. 112
Completion of the WB exercises to consolidate what
has been learnt
RC, WE
IW
WB
Completion of exercises to improve oral and written
skills
RC, WE
IW
RC, OE
T-P, IW
Development activities (Song).
Identify ordinal numbers. Flashcards 153-156
Use the Vocabulary studied in the context of a
song.
SB, p. 102
- Participation in communicative exchanges to
practise the structures learnt in a context of everyday
language
- Learn a song with the corresponding actions
.
RC, OC, OE, WE
WB
TB
SB
TRP
CD
T-P, GW
Reinforcement activities
WB exercises, p. 102
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
TRP
Completion of exercises to extend grammatical
knowledge
RC, WE
IW
TRP
Extension activities:
Extra writing worksheet PMB p.30
Family and Friends 2 – Oxford University Press
82
4
45’
Warm-up activity.TB p. 113
-
Revision of phonemes studied
OC, OE
T-P
Development activities (Phonics)
Pronounce the sound /ŋ / y / ŋk / at the end of
words
Identify the differences between the sounds /ŋ
/ y / ŋk /
- Listen to, repeat and indicate sounds
- Listen to and repeat a Chant.
- Match sounds and letters.
RC,WE,OC
IW, GW
SB
CD
SB, p. 103
Reinforcement activities
-WB exercises, p. 103
Extension activities
-Optional activity: Vocabulary (TB p.113)
5
45’
Completion of exercises proposed to reinforce and
consolidate what has been learnt
Completion of exercises to recycle and extend
vocabulary.
Warm-up activity.TB p.114
RC, WE
RC, WE
IW
WB
TRP
IW
TB
OE
GW
SB
CD
- Learn and reinforce Vocabulary and grammatical
structures for the Description
and completion of suggested exercises
- Recognise information upon listening to and
reading a story
RC, OC, OE
IW, GW, T-P
Development activities (Skills time!).
Read and understand a story.
Recognise specific information
SB, p. 104
Reinforcement activities
WB exercises, p. 104
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
IW
WB
Extension activities:
Optional activity, TB, p. 114
Completion of exercises to extend grammatical
knowledge
RC, WE
T-P, GW
TB
Family and Friends 2 – Oxford University Press
83
6
45’
Warm-up activity. Play: Freeze!
/115
TB p.20
Development activities (Skills Time!).
Order events chronologically alter listening to
specific information
Describe what has happened.
Identify the formation of the plural and use of
the forms –s and -ies
SB, p. 105
Reinforcement activities
WB exercises, p. 105
Pair work, TRP
Extension activities:
Optional activity: Communication, TB p.115
Values worksheet (Unit 15) PMB p.31 and
TEB p. 37
-
Play: Freeze!
!.
- Listen to specific vocabulary
- Make sentences using the past, the structures and
vocabulary learnt.
- Recognise the plural form of nouns.
RC, OC
OC,OE,RC,WE,
Completion of exercises proposed to reinforce and
consolidate what has been learnt
RC, WE
Completion of exercises to consolidate oral expression
OE,OI
OC, OE
Assessment exercises:
Summative Test 5 p. 38TEB
Skills Test 5 p.40
Family and Friends 2 – Oxford University Press
SB
CD
IW
IW
TP
T-P
WB
SB
TRP
TB
Completion of suggested activities
WE,OE
7
45’
T-P
GW, IW
Completion of assessment activities in Units 1-15
WE,OE
IW
TRP
84
STORY: THE THREE BILLY GOATS GRUFF
SESSION
OBJECTIVES/ACTIVITIES
1
Warm up. TB, p. 116
45’
Understand and enjoy a traditional story.
Act out a story.
DESCRIPTION
- Revision of parts of the body
-
Listen to and read a story
-
Dramatisation of a story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
MATERIAL
TRP
SB
CD
IW, GW, T-P
TB p. 118 SB p. 108 and 109
Reinforcement and extension activities
- Optional activity: Vocabulary, TB p.118
Family and Friends 2 – Oxford University Press
IW
Completion of exercises to recycle and extend
vocabulary
EO, RC, WE
GW
WB
TRP
TB
85
STORY: ROBIN HOOD AND THE SHERIFF
SESSION
OBJECTIVES/ACTIVITIES
1
Warm up. TB, p. 116
45’
Understand and enjoy a traditional story.
Act out a story.
DESCRIPTION
- Revision of parts of the body
-
Listen to and read a story
-
Dramatisation of a story
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
MATERIAL
TRP
SB
CD
IW, GW, T-P
TB p. 117 SB p. 110 and 111
Reinforcement and extension activities
- Optional activity: Vocabulary, TB p.117
- Culture note: Robin Hood , TB p.119
Family and Friends 2 – Oxford University Press
IW
Completion of exercises to recycle and extend
vocabulary
EO, RC, WE
GW
WB
TRP
TB
86
CULTURE : LONDON
SESSION
OBJECTIVES/ACTIVITIES
1
Warm up. TB, p. 118
45’
Ask for and give directions to get to a specific place.
Learn signs in London
SB pp.112-113
-
DESCRIPTION
Find places of interest on a map
Identification of signs indicating how to get
somewhere
Write a description of their home town
Reinforcement and extension activities:
- Optional activity:, TB p.118
- Culture note: London attractions TB p.118
Family and Friends 2 – Oxford University Press
Completion of exercises to recycle and extend
vocabulary
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
WE
IW, GW, T-P
OE, RC, WE
IW
MATERIAL
TRP
SB
CD
WB
TRP
IW, GW
TB
87
CULTURE : TRANSPORT
SESSION
OBJECTIVES/ACTIVITIES
1
Warm up. TB, p. 119
45’
Identify different means of transport.
Talk about the use of transport.
SB pp.114-115
DESCRIPTION
.
-
Identification of different means of transport in a
text.
-
Talk about what transport they use
-
Write about what transport a family member uses
Reinforcement and extension activities:
- Optional activity:, TB p.119
- Culture note: Travelling to school TB p.
119
Family and Friends 2 – Oxford University Press
Completion of exercises to recycle and extend
vocabulary
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
WE
IW, GW, T-P
OE, RC, WE
IW
MATERIAL
TRP
SB
CD
WB
TRP
IW, GW
TB
88
HALLOWEEN
SESSION
OBJECTIVES/ACTIVITIES
1
Warm up. TB, p. 120
45’
Identify specific vocabulary for this party
Read and understand a short story.
SB pp.116-117
DESCRIPTION
-
Identification of Vocabulary studied
-
Listen to and read a short story about Halloween
-
Identification of Vocabulary related to that party.
-
Picture the costume they would like for that party
Reinforcement and extension activities:
- Optional activity:, TB p.120
Completion of exercises to recycle and extend
- Culture note: Halloween celebrations TB p. vocabulary
120
Family and Friends 2 – Oxford University Press
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
WE
IW, GW, T-P
OE, RC, WE
IW
MATERIAL
TRP
SB
CD
WB
TRP
IW, GW
TB
89
CHRISTMAS
SESSION OBJECTIVES/ACTIVITIES
1
Warm up. TB, p. 121
45’
Identify Christmas traditions in the UK
Talk about Christmas
Listen to and understand a simple text
Identify dates
SB pp.118-119
DESCRIPTION
.
-
Identification of words related with Christmas and
traditions in the UK
-
Reading comprehension.
-
Write about how they celebrate Christmas
Reinforcement and extension activities:
- Optional activity:, TB p.121
- Culture note: Boxing Day TB p. 121
Family and Friends 2 – Oxford University Press
Completion of exercises to recycle and extend
vocabulary
SKILLS
INTERACTION
OC, OE
T-P, IW
RC, OC, OE
T-P
WE
IW, GW, T-P
OE,RC, WE
IW
MATERIAL
TRP
SB
CD
WB
TRP
IW, GW
TB
90
Annex I THE DEVELOPMENT OF KEY COMPETENCES USING FAMILY AND FRIENDS 2
STARTER UNIT: WELCOME BACK!
Class Book
Workbook
Teacher’s book
Linguistic
competence
All the activities
All the activities
All the activities
Mathematical
competence
P. 7: How many…are there?;
Write the numbers
P. 7: Count and write; Write the
missing words and numbers
Lesson 4: Lead-in; Write
the numbers + Optional
activity
Lesson 1: Warmer
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
P. 108-109: Picture dictionary
Social and civic
competence
P. 6: Ask and answer; Introduce
a friend
P. 7: Ask and answer
Cultural and artistic
competence
P. 4: Listen and sing; Sing and
do; Story
P. 5: Act
P. 6: Introduce a friend; Listen
and sing; Sing and do
P. 5: Draw yourself
108-109: Picture dictionary
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 4: Sing and do
P. 5: Circle True or False; Listen
and number; Point and say
All the activities
P. 4: Write; Find and circle the family
words
P. 5: Write your name and circle the
Family and Friends 2 – Oxford University Press
Photocopy Master
Book
MultiROM
All the activities
All the activities
Lesson 1: Warmer
Lesson 2: Point and say
Lesson 3: Ask and answer
+ Optional activity;
Introduce a friend
Lesson 4: Ask and answer
+ Optional activity; Look
and point, ask and answer
Lesson 1: Lead-in; Song;
Story
Lesson 2: Warmer; Act the
story
Lesson 3: Song ; Culture
note
Lesson 4: Warmer;
All the activities
Lesson 1: Warmer; Leadin; Song actions; Optional
activities
Songs
All the activities
Games
91
P. 6: Introduce a friend; Sing and
do
P. 7: Listen and point
Family and Friends 2 – Oxford University Press
correct word; Order the words and
match
P. 6: Match; Write; Find and circle
the days of the week
P. 7: Count and write
Lesson 2: Lead-in; Story
actions; Circle True or
False; Listen and number;
Point and say
Lesson 3: Warmer; Leadin; Look and say:
Introduce a friend; Song
actions + Optional activity
Lesson 4: Lead-in
92
Unit 1: OUR NEW THINGS
Class Book
Workbook
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
Cultural and artistic
competence
P. 8: Listen and chant; Story
P. 9: Act; Let´s learn!
P. 10: Listen and sing; Sing and
do
P. 11: Listen and chant
P. 12: Listen and read the
description
P. 12: Read the description
P. 13: Draw and write about your
classroom
P. 109: Picture dictionary
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 9: Write
P. 10: Sing and do
P. 11: Listen and circle the
correct sound
P. 12: Point to things you can
see in a school; Circle the correct
word
P. 13: Listening; Speaking;
Writing
All the activities
P. 8: Find and circle the words; Write
P. 9: Grammar
P. 10: Find and circle the words;
Crossword
P. 11: Phonics
P. 12: Circle five things in Layla’s
classroom; Circle the incorrect word
and write the sentence correctly
P. 13: Writing; About me!
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
P. 109: Picture dictionary
P. 117: Grammar reference
P. 13: Speaking
Family and Friends 2 – Oxford University Press
MultiROM
All the activities
All the activities
Lesson 2: Point and say
Lesson 6: Point, ask and
answer + Optional activity
Lesson 1: Warmer; Chant;
Listen and read
Lesson 2: Act
Lesson 3: Song
Lesson 4: Chant; Sounds
Lesson 5: Warmer; Listen
and read; Culture note
Lesson 6: Warmer
All the activities
Lesson 1: Lead-in; Listen,
point and repeat +
Optional activity; Listen
and read + Optional
activity
Lesson 2: Warmer; Leadin; Story actions; Look and
say + Optional activity;
Write; Point and say +
P. 3: Keep your
classroom tidy
P. 2: Colour
P. 3: Draw a poster
P. 36: My classroom
scene
Songs and phonics
All the activities
P. 2: Write the words;
Match and complete the
sentences
P. 3: Tick or cross
All the activities
Word, Phonics and
Grammar Games
93
P. 117: Grammar reference
Family and Friends 2 – Oxford University Press
Optional activity
Lesson 3: Warmer; Leadin; Listen, point and
repeat; Optional activity 2;
Sing and do; Song actions
+ Optional activities
Lesson 4: Warmer; Leadin; Optional activity 1;
Listen and circle the
correct sound + Optional
activity
Lesson 5: Lead-in; Say
the words; Listen and read
+ Optional activity; Circle
the correct word +
Optional activity
Lesson 6: Lead-in; Listen
and number; Point, ask
and answer; Underline the
capital letters at the start
of the sentences and
circle the capital letters at
the start of the names +
Optional activity
94
Unit 2: THEY’RE HAPPY NOW!
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
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
P. 110: Picture dictionary
P. 117: Grammar reference
P. 19: Speaking
P. 14: Listen and chant; Story
P. 15: Act; Let´s learn!
P. 16: Listen and sing; Sing and
do
P. 17: Listen and chant
P. 18: Listen and read the poem
P. 18: Read the poem
P. 19: Draw and write about your
feelings
P. 110: Picture dictionary
All the activities
P. 15: Look and match; Write
P. 16: Sing and do
P. 17: Listen and circle the
sounds ch, sh and th; Join the
All the activities
P. 14: Match; Write
P. 15: Grammar
P. 16: Order the words and match;
Wordsearch
Family and Friends 2 – Oxford University Press
MultiROM
All the activities
All the activities
Lesson 6: Point, ask and
answer
Lesson 1: Warmer; Chant
+ Optional activity; Listen
and read
Lesson 2: Act
Lesson 3: Song; Culture
note
Lesson 4: Warmer; Leadin + Optional activity;
Sounds; Chant + Optional
activity
Lesson 5: Warmer; Listen
and read; Optional activity
–Poem–
All the activities
Lesson 1: Warmer; Leadin; Listen, point and repeat
+ Optional activity; Listen
and read
P. 5: Let’s help each
other
Songs and phonics
All the activities
P. 4: Complete the
puzzle; Look and write
P. 5: Tick the correct
picture; Circle the
All the activities
Word, Phonics and
Grammar Games
95
letters
P. 18: How does the boy feel?;
Match
P. 19: Listening; Speaking;
Writing
Family and Friends 2 – Oxford University Press
P. 17: Phonics
P. 18: Write the wors in the correct
boxes; Write True or False
P. 19: Writing; About me!
P. 117: Grammar reference
Lesson 2: Warmer; Leadin; Story actions; Look and
say; Look and match;
Write + Optional activity
Lesson 3: Warmer; Leadin; Listen, point and repeat
+ Optional activity; Sing
and do; Song actions +
Optional activities
Lesson 4: Circle the
sounds; Listen to the
sounds and join the letters
Lesson 5: Lead-in; How
does the boy feel?; Match
+ Optional activity
Lesson 6: Warmer; Leadin; Listen and number;
Point, ask and answer +
Optional activity; Look and
write the long form +
Optional activity
correct word
96
Unit 3: I CAN RIDE A BIKE!
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
Workbook
All the activities
All the activities
P. 26: Review 1 – Circle the oddone-out
P. 20: Write the words in the correct
box
P. 26: Review 1 – Read the words
and write them in the correct boxes
P. 110: Picture dictionary
P. 117: Grammar reference
Cultural and artistic
competence
P. 21: Point, ask and answer
P. 25: Speaking
P. 27: Review 1 – Ask and
answer
P. 20: Listen and chant; Story
P. 21: Act; Let´s learn!
P. 22: Listen and sing; Sing and
do
P. 23: Listen and chant
P. 24: Listen and read the
information
Learning-to-learn
Autonomy and
All the activities
P. 21: Write; Point, ask and
Family and Friends 2 – Oxford University Press
P. 20: What’s next? Draw
P. 24: Read the information
P. 25: Draw and write about what you
can and can’t do
P. 110: Picture dictionary
All the activities
P. 20: What’s next?; Write the words
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
P. 7: Sports and safety
All the activities
Lesson 2: Point, ask and
answer
Lesson 6: Point, ask and
answer
Lesson 1: Warmer; Chant
+ Optional activity; Listen
and read
Lesson 2: Act
Lesson 3: Song +
Optional activity
Lesson 4: Warmer; Leadin; Sounds; Chant +
Optional activity
Lesson 5: Warmer; Listen
and read; Optional activity
–Design the perfect bike–;
Culture note
Lesson 6: Optional activity
–Remember box–
All the activities
Lesson 1: Warmer; Lead-
P. 6: Colour
P. 7: Draw your
favourite sport
Songs and phonics
All the activities
P. 6: Look and
All the activities
Word, Phonics and
97
personal initiative
answer
P. 22: Sing and do
P. 23: Circle the middle sounds
a, e, i, o and u; Listen and circle
the middle sound
P. 24: What colour are the
bikes?; Read and tick
P. 25: Listening; Speaking;
Writing
P. 26-27: Review 1
Family and Friends 2 – Oxford University Press
in the correct box
P. 21: Grammar
P. 22: Match; Write and number the
pictures
P. 23: Phonics
P. 24: Write; Circle the incorrect word
and write the sentence correctly
P. 25: Writing; About me!
P. 26: Review 1
P. 117: Grammar reference
in; Listen, point and repeat
+ Optional activity –Simon
says–; Listen and read
Lesson 2: Warmer; Leadin; Story actions; Look and
say; Write; Point, ask and
answer + Optional activity
Lesson 3: Warmer; Leadin; Listen, point and repeat
+ Optional activity; Sing
and do; Song actions
Lesson 4: Circle the
middle sounds; Listen and
circle the middle sound +
Optional activity
Lesson 5: Lead-in; What
colour are the bikes?;
Read again and tick +
Optional activities
Lesson 6: Warmer; Leadin; Listen and number;
Point, ask and answer;
Read and circle the
vowels at the start of the
words + Optional activity
complete; Complete the
questions and write the
answers
P. 7: Look and circle
Grammar Games
98
Unit 4: HAVE YOU GOT A MILKSHAKE?
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
Workbook
Teacher’s book
Photocopy Master
Book
All the activities
All the activities
All the activities
All the activities
P. 30: Listen, point and repeat
P. 30: Write the numbers; Write the
number words in order; Look and
write the numbers
Lesson 3: Warmer; Leadin; Optional activity 1 & 2
–Bingo–
Lesson 5: Warmer
P. 8: Write the missing
numbers
P. 9: Add the points
Pág: 37: Numbers
board game
P. 9: Healthy food
P. 111: Picture dictionary
P. 117: Grammar reference
P. 33: Speaking
Cultural and artistic
competence
P. 28: Listen and chant; Story
P. 29: Act; Let´s learn!
P. 30: Listen and sing; Sing and
do
P. 31: Listen and chant
P. 32: Listen and read the
caption story
P. 32: Read the conversation
P. 33: Draw and write about what’s in
your lunch box
P. 111: Picture dictionary
Learning-to-learn
Autonomy and
All the activities
P. 29: Write; Look, ask and
All the activities
P. 28: Number the picture; Crossword
Family and Friends 2 – Oxford University Press
MultiROM
All the activities
All the activities
Lesson 2: Look, ask and
answer
Lesson 6: Warmer; Point,
ask and answer
Lesson 1: Warmer; Chant
+ Optional activity; Listen
and read
Lesson 2: Act
Lesson 3: Song
Lesson 4: Warmer; Leadin; Sounds; Chant +
Optional activity
Lesson 5: Listen and read
+ Optional activity;
Optional activity –Illustrate
your menu–; Culture note
All the activities
Lesson 1: Warmer; Lead-
P. 9: Read and Draw
P. 37: Numbers board
game
Songs and phonics
All the activities
P. 8: Wordsearch; Look
All the activities
Word, Phonics and
99
personal initiative
answer
P. 30: Sing and do
P. 31: Circle the sounds gr, br
and fr; Listen and complete the
words
P. 32: Look at the pictures and
say the food words; Tick or cross
P. 33: Listening; Speaking;
Writing
Family and Friends 2 – Oxford University Press
P. 29: Grammar
P. 31: Phonics
P. 32: Tick what they’ve got and
cross what they haven’t got; Write
True or False
P. 33: Writing; About me!
P. 117: Grammar reference
in; Listen, point and
repeat; Optional activity –
chant–; Listen and read +
Optional activity
Lesson 2: Warmer; Leadin; Story actions; Look and
say; Write; Look, ask and
answer + Optional activity
Lesson 3: Listen, point
and repeat + Optional
activity; Sing and do;
Song actions; Optional
activity –Cut and make–
Lesson 4: Listen, point
and repeat + Optional
activity; Circle the
sounds; Listen and
complete the words
Lesson 5: Lead-in; Look at
the pictures and say the
food words; Listen and
read; Tick or cross +
Optional activity
Lesson 6: Warmer; Leadin; Listen and write Yes or
No; Point, ask and
answer; Write a question
mark or a full stop +
Optional activity
and complete
Grammar Games
100
Unit 5: WE’VE GOT ENGLISH!
Class Book
Workbook
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
Cultural and artistic
competence
P. 34: Listen and chant; Story
P. 35: Act; Let´s learn!
P. 36: Listen and sing; Sing and
do
P. 37: Listen and chant
P. 38: Listen and read the
description
P. 38: Read the description
P. 39: Draw and write about today’s
subjects
P. 111: Picture dictionary
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 35: Write; Point, ask and
answer
All the activities
P. 34: Circle the words; Write; Look at
the numbers on the pictures above
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
P. 11: Safety at school
P. 111: Picture dictionary
P. 118: Grammar reference
P. 35: Point, ask and answer
P. 39: Speaking
Family and Friends 2 – Oxford University Press
All the activities
Lesson 2: Point, ask and
answer
Lesson 6: Point, ask and
answer about your school
Lesson 1: Warmer; Chant
+ Optional activity; Listen
and read
Lesson 2: Act
Lesson 3: Song; Optional
activities
Lesson 4: Warmer; Leadin; Sounds; Chant +
Optional activity
Lesson 5: Warmer; Listen
and read; Optional activity
–Draw and write about
your webpage–; Culture
note
All the activities
Lesson 1: Warmer; Leadin; Listen, point and repeat
Songs and phonics
All the activities
P. 10: Complete the
words; Write and
All the activities
Word, Phonics and
Grammar Games
101
P. 36: Sing and do
P. 37: Circle the sounds dr, tr
and cr; Joint the letters
P. 38: What school subjects can
you see?; Circle the false word
and write the correct word
P. 39: Listening; Speaking;
Writing
Family and Friends 2 – Oxford University Press
and write
P. 35: Grammar
P. 36: Look and write; Match; Now
write
P. 37: Phonics
P. 38: Circle four things that are in the
playground; Read again and write
P. 39: Writing; About me!
P. 118: Grammar reference
+ Optional activity –Chant
actions–; Listen and read
Lesson 2: Warmer; Leadin; Story actions; Look and
say; Write; Point, ask and
answer + Optional activity
Lesson 3: Warmer; Leadin; Listen, point and
repeat; Sing and do; Song
actions
Lesson 4: Listen, point
and repeat; Optional
activity –Find your
partner–; Circle the
sounds; Listen to the
sounds and join the letters
+ Optional activity
Lesson 5: Lead-in; What
school subjects can you
see?; Listen and read +
Optional activity; Read
again and circle +
Optional activity
Lesson 6: Warmer; Leadin; Listen and number;
Point, ask and answer
about your school +
Optional activity; Circle
the capital letters at the
start of the days of the
week + Optional activity
correct the sentences
P. 11: Circle; Complete
the timetable
102
Unit 6: LET’S PLAY AFTER SCHOOL!
Class Book
Linguistic
competence
Mathematical
competence
All the activities
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
Social and civic
competence
P. 46: Review 2 – Circle the oddone-out
Cultural and artistic
competence
Learning-to-learn
Autonomy and
personal initiative
Workbook
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
Pág 47: Review 2 – Read
and write the numbers
Pág 46: Review 2 – Read
the words and write them
in the correct boxes
P. 112: Picture dictionary
P. 118: Grammar
reference
P. 45: Speaking
P. 46: Review 2 – Ask and
answer
P. 40: Listen and chant; Story
P. 41: Act; Let´s learn!
P. 42: Listen and sing; Sing and
do
P. 43: Listen and chant
P. 44: Listen and read the
information texts
All the activities
P. 41: Write
P. 42: Sing and do
P. 43: Circle the sounds fl, pl and
bl; Listen and complete the
words
P. 44: Say what the children do;
Who does each activity?
Family and Friends 2 – Oxford University Press
P. 44: Read the
description
P. 45: Draw and write
what you do and don’t do
after school
P. 112: Picture dictionary
All the activities
P. 40: Match; Look and
write
P. 41: Grammar
P. 42: Circle the correct
word and write; Write and
number the picture
P. 43: Phonics
All the activities
Lesson 2: Point and say
Lesson 6: Look and say
P. 13: Help your family
Lesson 1: Warmer; Chant; Listen and
read
Lesson 2: Act
Lesson 3: Song
Lesson 4: Warmer; Lead-in; Sounds;
Chant; Optional activity –Chant the
phrases–
Lesson 5: Warmer; Listen and read;
Optional activity –Draw your favourite
after-school activity–; Culture note
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat + Optional activity –
Simon says–; Listen and read +
Optional activity
Lesson 2: Warmer; Lead-in; Story
actions; Look and say; Write +
Optional activity; Point and say
P. 13: Write and draw
Songs and phonics
All the activities
P. 12: Circle the false
word and write the
correct word; Look and
complete
P. 13: Write
All the activities
Word, Phonics and
Grammar Games
103
P. 45: Listening; Speaking;
Writing
P. 46-47: Review 2
Family and Friends 2 – Oxford University Press
P. 44: Circle the words
that are incorrect and
write the sentences
correctly
P. 45: Writing; About me!
Pág 46-47: Review 2
P. 118: Grammar
reference
Lesson 3: Warmer; Lead-in; Listen,
point and repeat + Optional activity;
Sing and do; Song actions + Optional
activity
Lesson 4: Listen, point and repeat +
Optional activity; Circle the sounds;
Listen and complete the words
Lesson 5: Lead-in; Say what the
children do; Read again: Who does
each activity? + Optional activities
Lesson 6: Warmer; Lead-in; Listen
and tick or cross; Look and say +
Optional activity; Circle the verbs +
Optional activity
104
Unit 7: LET’S BUY PRESENTS!
Class Book
Workbook
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
Cultural and artistic
competence
P. 48: Listen and chant; Story
P. 49: Act; Let´s learn!
P. 50: Listen and sing; Sing and
do
P. 51: Listen and chant
P. 52: Listen and read the
instructions
P. 52: Read the
instructions
P. 53: Draw and write
about present’s for your
mum
P. 112: Picture dictionary
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 49: Write; Point, ask and
answer
P. 50: Sing and do
P. 51: Circle the sounds cl, gl
All the activities
P. 48: Find and circle the
words; Match and write
P. 49: Grammar
P. 50: Find and circle the
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
P. 112: Picture dictionary
P. 118: Grammar
reference
P. 49: Point, ask and answer
P. 53: Speaking
Family and Friends 2 – Oxford University Press
MultiROM
All the activities
All the activities
Lesson 2: Point, ask and answer +
Optional activity
Lesson 6: Point, ask and answer;
Optional activity –Do you like…?–
Lesson 1: Warmer; Chant + Optional
activity; Listen and read
Lesson 2: Act
Lesson 3: Optional activity –What´s in
the picture?–; Song + Optional
activity; Culture note
Lesson 4: Warmer; Lead-in; Sounds;
Chant; Optional activity –chant the
words–
Lesson 5: Warmer; Listen and read;
Optional activity –Make a card for
your mum–
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat + Optional activity;
Listen and read + Optional activity
Lesson 2: Warmer; Lead-in; Story
P. 15: Be good at the
party!
P. 14: Colour
P. 15: Read and colour
Songs and phonics
All the activities
P.14: Join and write the
words, Look and write
P. 15: Look and circle
All the activities
Word, Phonics and
Grammar Games
105
and sl; Join the letters
P. 52: Who is the card for?;
Circle the correct word
P. 53: Listening; Speaking;
Writing
Family and Friends 2 – Oxford University Press
words; Crossword
P. 51: Phonics
P. 52: Put the pictures in
the correct order
P. 53: Writing; About me!
P. 118: Grammar
reference
actions; Look and say + Optional
activity; Write; Point, ask and answer
+ Optional activity
Lesson 3: Warmer; Lead-in; Listen,
point and repeat + Optional activity;
Sing and do; Song actions
Lesson 4: Listen, point and repeat;
Optional activity –Find your partner–;
Circle the sounds; Listen to the
sounds and join the letters
Lesson 5: Lead-in; Who is the card
for?; Listen and read + Optional
activity; Circle the correct word +
Optional activity
Lesson 6: Warmer; Lead-in; Listen
and match; Point, ask and answer;
Look and write the long form +
Optional activity
106
Unit 8: WHAT’S THE TIME?
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
All the activities
Photocopy Master
Book
All the activities
All the activities
Lesson 2: Draw the time on the
clocks
Lesson 6: Listen and draw the time
P. 55: Write and draw the time
on the clocks
P. 113: Picture dictionary
P. 118: Grammar
reference
P. 55: Point, ask and answer
P. 59: Speaking
P. 54: Listen and chant; Story
P. 55: Act; Let´s learn!
P. 56: Listen and sing; Sing and
do
P. 57: Listen and chant
P. 58: Listen and read the
information
P. 58: Read the
description
P. 59: Draw and write
about your day
P. 113: Picture dictionary
All the activities
P. 55: Write and draw the time
on the clocks; Point, ask and
answer
P. 56: Sing and do
P. 57: Circle the sounds sm, sn,
st and sk; Circle the correct
sound
P. 58: Say what the girl and her
All the activities
P. 54: Write; Order the
words and match
P. 55: Grammar
P. 56: Look at the pictures
and match; Match; Write;
Point and say
P. 57: Phonics
P. 58: Write H or D
Family and Friends 2 – Oxford University Press
MultiROM
All the activities
Lesson 2: Point, ask and answer
Lesson 6: Point, ask and answer
Lesson 1: Warmer; Chant + Optional
activity; Listen and read
Lesson 2: Act
Lesson 3: Song; Optional activity –
Cut and make–
Lesson 4: Warmer; Lead-in; Sounds;
Chant
Lesson 5: Warmer; Listen and read;
Culture note
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat + Optional activity;
Optional activity –Decide on actions–;
Listen and read
Lesson 2: Warmer; Lead-in; Story
actions; Look and say; Write and
draw the time on the clocks +
Optional activity; Point, ask and
P. 17: Personal hygiene
P. 17: Draw
P. 38: Make a clock
Songs and phonics
All the activities
P. 16: Complete and
match; Look and write
P. 17: Look and tick
All the activities
Word, Phonics and
Grammar Games
107
mum do; Circle the false word
and write the correct word
P. 59: Listening; Speaking;
Writing
Family and Friends 2 – Oxford University Press
P. 59: Writing; About me!
P. 118: Grammar
reference
answer + Optional activity
Lesson 3: Warmer; Lead-in; Listen,
point and repeat + Optional activity;
Sing and do; Song actions + Optional
activity
Lesson 4: Listen, point and repeat;
Circle the sounds; Listen and circle
the correct sound + Optional activity
Lesson 5: Warmer; Lead-in; Say what
the girl and her mum do; Listen and
read + Optional activity; Circle the
false word and write the correct word
+ Optional activities
Lesson 6: Warmer; Lead-in; Listen
and draw the time; Look and say;
Circle What and underline When +
Optional activity
108
Unit 9: WHERE DOES SHE WORK?
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
Teacher’s book
Photocopy Master
Book
All the activities
All the activities
All the activities
All the activities
P. 64: Where does she work?
What animals can you see?
P. 66: Review 3 – Circle the oddone-out
Pág 66: Review 3 – Read
the words and write them
in the correct boxes
Lesson 6: Optional activity –
Categories–
P. 19: All jobs are
important
P. 113: Picture dictionary
P. 119: Grammar
reference
P. 61: Point, ask and answer
P. 65: Speaking
P. 66: Review 3 – Ask and
answer
P. 60: Listen and chant; Story
P. 61: Act; Let´s learn!
P. 62: Listen and sing; Sing and
do
P. 63: Listen and chant
P. 64: Listen and read the
interview
All the activities
P. 61: Write; Point, ask and
answer
P. 62: Sing and do
P. 63: Circle the sound a_e;
Complete the words
P. 64: Where does she work?
Family and Friends 2 – Oxford University Press
MultiROM
All the activities
All the activities
Lesson 2: Point, ask and answer
Lesson 6: Ask and answer + Optional
activity
P. 64: Read the
description
P. 65: Draw and write
about where your family
works
P. 113: Picture dictionary
All the activities
P. 60: Find and circle the
words; Look and write
P. 61: Grammar
P. 62: Find and circle the
words; Look and write
P. 63: Phonics
Lesson 1: Warmer; Chant; Listen and
read
Lesson 2: Act
Lesson 3: Song; Culture note
Lesson 4: Warmer; Lead-in; Sounds;
Chant
Lesson 5: Warmer; Listen and read;
Optional activity –Draw and write
about a day at work–
Lesson 6: Warmer
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat; Optional activities;
Listen and read
Lesson 2: Warmer; Lead-in; Story
actions; Look and say; Write; Point,
ask and answer + Optional activity
P. 19: Draw another
important job
Songs and phonics
All the activities
P. 18: Write and join;
Look and write
P. 19: Look and match
All the activities
Word, Phonics and
Grammar Games
109
What animals can you see?;
Circle the false word and write
the correct word
P. 65: Listening; Speaking;
Writing
P. 66-67: Review 3
Family and Friends 2 – Oxford University Press
P. 64: Circle three clothes
words and underline three
family words; Circle the
incorrect word and write
the sentences correctly
P. 65: Writing; About me!
Pág 66-67: Review 3
P. 119: Grammar
reference
Lesson 3: Warmer; Lead-in; Listen,
point and repeat + Optional activity;
Sing and do; Song actions + Optional
activity
Lesson 4: Listen, point and repeat;
Circle the sound; Listen and complete
the words + Optional activity
Lesson 5: Warmer; Lead-in; Where
does she work? What animals can
you see?; Listen and read; Circle the
false word and write the correct word
+ Optional activity
Lesson 6: Lead-in; Listen and circle
the correct word; Ask and answer +
Optional activity; Circle the commas
and underline and
110
Unit 10: IT’S HOT TODAY!
Class Book
Workbook
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
Cultural and artistic
competence
P. 68: Listen and chant; Story
P. 69: Act; Let´s learn!
P. 70: Listen and sing; Sing and
do
P. 71: Listen and chant
P. 72: Listen and read the
weather report
P. 72: Read the
instructions
P. 73: Draw and write
about the weather and the
things you can and can’t
do
P. 114: Picture dictionary
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 69: Write; Point, ask and
answer
P. 70: Sing and do
P. 71: Circle the sound i_e;
Listen and complete the words
P. 72: What is the weather like?;
Match
All the activities
P. 68: Match; Now write
P. 69: Grammar
P. 70: Find and circle the
weather words; Look and
write
P. 71: Phonics
P. 72: Write the weather;
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
All the activities
P. 21: Let’s look alter
our world
P. 72: What is the weather like?
P. 114: Picture dictionary
P. 119: Grammar
reference
P. 69: Point, ask and answer
P. 73: Speaking
Family and Friends 2 – Oxford University Press
MultiROM
All the activities
Lesson 2: Point, ask and answer
Lesson 6: Point, ask and answer +
Optional activity
Lesson 1: Warmer; Chant; Listen and
read
Lesson 2: Act
Lesson 3: Song + Optional activity
Lesson 4: Warmer; Lead-in; Sounds;
Chant
Lesson 5: Warmer; Listen and read;
Culture note
Lesson 6: Warmer
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat + Optional activity;
Optional activity –Mime the word–;
Listen and read
Lesson 2: Warmer; Lead-in; Story
actions; Look and say; Write +
Optional activity; Point, ask and
P. 21: Look and draw;
Draw
P. 39: A weather card
Songs and phonics
All the activities
P. 20: Circle the oddone-out; Read and
complete the sentences
All the activities
Word, Phonics and
Grammar Games
111
P. 73: Listening; Speaking;
Writing
Family and Friends 2 – Oxford University Press
Read again and tick
P. 73: Writing; About me!
P. 119: Grammar
reference
answer + Optional activity
Lesson 3: Warmer; Lead-in; Listen,
point and repeat + Optional activities;
Sing and do; Song actions
Lesson 4: Listen, point and repeat;
Circle the sound + Optional activity;
Listen and complete the words +
Optional activity
Lesson 5: Lead-in; What is the
weather like?; Listen and read +
Optional activity; Read again and
match + Optional activity
Lesson 6: Warmer; Lead-in; Listen
and tick the correct picture; Point, ask
and answer + Optional activity; Circle
the verbs and underline the
adjectives + Optional activity
112
Unit 11: WHAT ARE YOU WEARING?
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
Teacher’s book
All the activities
All the activities
All the activities
P. 78: What’s the time?
P. 76: Read and draw the
times on the clocks; Look
at the clocks and write the
times
Lesson 3: Optional activity –Say the
time–
Lesson 6: Optional activity –What
time is it?–
Photocopy Master
Book
All the activities
P. 114: Picture dictionary
P. 119: Grammar
reference
P. 75: Ask and answer
P. 79: Speaking
P. 74: Listen and chant; Story
P. 75: Act; Let´s learn!
P. 76: Listen and sing; Sing and
do
P. 77: Listen and chant
P. 78: Listen and read the poem
All the activities
P. 75: Match and write; Ask and
answer
P. 76: Sing and do
P. 77: Circle the sound o_e;
Listen and complete the words
P. 78: What colour is the coach?
What’s the time?; Circle the false
Family and Friends 2 – Oxford University Press
P. 78: Read the poem
P. 79: Draw and write
about the clothes you are
wearing
P. 114: Picture dictionary
All the activities
P. 74: Number the picture;
Look and write
P. 75: Grammar
P. 76: Read and draw the
times on the clocks; Look
at the clocks and write the
times
MultiROM
All the activities
All the activities
Lesson 2: Ask and answer
Lesson 6: Point, ask and answer
Lesson 1: Warmer; Chant; Listen and
read
Lesson 2: Act
Lesson 3: Song; Culture note
Lesson 4: Warmer; Lead-in; Sounds;
Chant + Optional activity
Lesson 5: Warmer; Listen and read;
Culture note
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat; Optional activity –
Mime the chant–; Listen and read +
Optional activity
Lesson 2: Warmer; Lead-in; Story
actions; Look and say; Match and
write; Ask and answer + Optional
P. 23: Let’s take care of
our things
P. 22: Colour and write
P. 23: Draw your
favourite things
All the activities
P. 22: Match and write;
Colour and write
P. 23: Tick or cross
Songs and phonics
All the activities
Word, Phonics and
Grammar Games
113
word and write the correct word
P. 53: Listening; Speaking;
Writing
Family and Friends 2 – Oxford University Press
P. 77: Phonics
P. 78: Circle three words
and underline one toy;
Circle the correct word
and write
P. 79: Writing; About me!
P. 119: Grammar
reference
activity
Lesson 3: Warmer; Lead-in; Listen,
point and repeat + Optional activities;
Sing and do; Song actions
Lesson 4: Listen, point and repeat;
Circle the sound; Listen and complete
the words + Optional activity
Lesson 5: Lead-in; What colour is the
coach? What’s the time?; Listen and
read; Read again and circle the false
word and write the correct word +
Optional activity
Lesson 6: Warmer; Lead-in; Listen
and number Point, ask and answer +
Optional activity; Circle the to and
past + Optional activity
114
Unit 12: YOU’RE SLEEPING!
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
All the activities
P. 86: Review 4 – Circle the oddone-out
P. 86: Review 4 – Read
the words and write them
in the correct boxes
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
P. 115: Picture dictionary
P. 120: Grammar
reference
P. 85: Speaking
P. 86: Review 4 – Point, ask and
answer
P. 80: Listen and chant; Story
P. 81: Act; Let´s learn!
P. 82: Listen and sing; Sing and
do
P. 83: Listen and chant
P. 84: Listen and read the
descriptive email
All the activities
P. 81: Look and circle
P. 82: Sing and do
P. 83: Circle the sound u_e;
Listen and complete the words
P. 84: What are they doing?;
Family and Friends 2 – Oxford University Press
All the activities
P. 80: Find and circle the
words; Crossword
P. 81: Grammar
P. 82: Match; Circle the
correct word and write
All the activities
All the activities
Lesson 2: Point, ask and answer
Lesson 6: Point, ask and answer
P. 84: Read the letter
P. 85: Draw and write
about your family at a
party
P. 115: Picture dictionary
MultiROM
Lesson 1: Warmer; Optional activity –
Where was it?–; Chant; Listen and
read + Optional activity
Lesson 2: Act + Optional activity –
Read the story again–
Lesson 3: Song + Optional activity;
Culture note
Lesson 4: Warmer; Lead-in; Sounds;
Chant
Lesson 5: Warmer; Listen and read;
Optional activity –Drawing game–
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat + Optional activities;
Listen and read
Lesson 2: Warmer; Lead-in; Story
actions; Look and circle + Optional
P. 25: Let’s work
together!
Songs and phonics
All the activities
P. 24: Write and match;
Look and complete
P. 25: Match; Write the
names
All the activities
Word, Phonics and
Grammar Games
115
Write
P. 85: Listening; Speaking;
Writing
P. 86-87: Review 4
Family and Friends 2 – Oxford University Press
P. 83: Phonics
P. 84: Circle the incorrect
word and write the
sentences correctly
P. 85: Writing; About me!
Pág 86-87: Review 4
P. 120: Grammar
reference
activity
Lesson 3: Warmer; Lead-in; Listen,
point and repeat + Optional activities;
Sing and do; Song actions + Optional
activities
Lesson 4: Listen, point and repeat;
Circle the sound; Listen and complete
the words + Optional activity
Lesson 5: Lead-in; What are they
doing?; Listen and read + Optional
activity; Read again and write +
Optional activity
Lesson 6: Warmer; Lead-in; Listen
and number; Point, ask and answer +
Read and circle ing + Optional activity
116
Unit 13: TIDY UP!
Class Book
Workbook
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
Cultural and artistic
competence
P. 88: Listen and chant; Story
P. 89: Act; Let´s learn!
P. 90: Listen and sing; Sing and
do
P. 91: Listen and chant
P. 92: Listen and read the
information
P. 92: Read the
information
P. 93: Draw and write
about a farm visit
P. 115: Picture dictionary
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 89: Write; Point and say
P. 90: Sing and do
P. 91: Circle the sound ee; Listen
and complete the words
P. 92: Where are the children?
What animals can you see?;
Circle the correct word
All the activities
P. 88: Look and number;
Now write
P. 89: Grammar
P. 90: Find and circle the
words; Look and write;
Look and write
P. 91: Phonics
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
P. 92: Where are the children?
What animals can you see?
P. 115: Picture dictionary
P. 120: Grammar
reference
P. 85: Listening; Speaking
Family and Friends 2 – Oxford University Press
All the activities
Lesson 2: Point and say
Lesson 6: Look and say
P. 27: We’re all
different!
Lesson 1: Warmer; Chant; Listen and
read
Lesson 2: Act
Lesson 3: Song; Culture note
Lesson 4: Warmer; Lead-in; Sounds;
Chant + Optional activity
Lesson 5: Warmer; Listen and read;
Optional activity –Draw your favourite
thing at the farm–, Optional activity –
Cut and make–
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat; Optional activities;
Listen and read
Lesson 2: Warmer; Lead-in; Story
actions; Look and say + Optional
activity; Write; Point and say
Lesson 3: Warmer; Lead-in; Listen,
P. 26: Draw and write
P. 27: Draw `me and my
friends´
P. 40: An animal mask
Songs and phonics
All the activities
P. 26: Complete the
sentences
P. 27: Join
All the activities
Word, Phonics and
Grammar Games
117
P. 93: Listening; Speaking;
Writing
Family and Friends 2 – Oxford University Press
P. 92: Read and circle
P. 93: Writing; About me!
P. 120 Grammar
reference
point and repeat + Optional activity;
Sing and do; Song actions + Optional
activity
Lesson 4: Listen, point and repeat;
Circle the sound; Listen and complete
the words + Optional activity
Lesson 5: Lead-in; Where are the
children? What animals can you
see?; Listen and read + Optional
activity; Read again and circle the
correct word
Lesson 6: Warmer; Lead-in; Listen
and number; Look and say + Optional
activity; Write and to connect the
sentences + Optional activity
118
Unit 14: LOOK AT THE PHOTOS!
Class Book
Workbook
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
P. 94: Listen and chant; Story
P. 95: Act; Let´s learn!
P. 96: Listen and sing; Sing and
do
P. 97: Listen and chant
P. 98: Listen and read the
newspaper article
P. 98: Read the magazine
article
P. 99: Draw and write
about you and your
friends during Primary 2
P. 116: Picture dictionary
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 95: Look and circle; Point and
say
P. 96: Sing and do
P. 97: Circle the short vowels
and underline the long vowels;
Listen and circle the correct word
All the activities
P. 94: Find and circle the
words; Look and write
P. 95: Grammar
P. 96: Find and circle the
words; Crossword
P. 97: Phonics
All the activities
Teacher’s book
All the activities
Photocopy Master
Book
All the activities
MultiROM
All the activities
P. 98: What are the children
wearing?; The newspaper article
P. 116: Picture dictionary
P. 120: Grammar
reference
Family and Friends 2 – Oxford University Press
All the activities
Lesson 2: Point and say
Lesson 6: Look and say
Lesson 1: Warmer; Chant; Listen and
read
Lesson 2: Act
Lesson 3: Song + Optional activity;
Optional activity –Draw a picture of
the classroom–
Lesson 4: Warmer; Lead-in; Sounds;
Chant
Lesson 5: Warmer; Lead-in Optional
activity; Listen and read; Culture note
Lesson 6: Warmer
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat + Optional activity;
Listen and read + Optional activity;
Optional activity –Memory game–
Lesson 2: Warmer; Lead-in; Story
actions; Look and say + Optional
P. 29: Let’s be kind and
good
P. 29: Draw `I’m kind…´
All the activities
P. 28: Circle the false
word and write the
correct word; Complete
the sentences
P. 29: Look and draw
Songs and phonics
All the activities
Word, Phonics and
Grammar Games
119
P. 98: What are the children
wearing?; Circle the false word
and write the correct word
P. 99: Listening; Speaking;
Writing
Family and Friends 2 – Oxford University Press
P. 98: Match the children
to the animals; Complete
the sentences
P. 99: Writing; About me!
P. 120: Grammar
reference
activity; Look and circle; Point and
say + Optional activity
Lesson 3: Warmer; Lead-in; Listen,
point and repeat; Sing and do; Song
actions
Lesson 4: Listen, point and repeat;
Circle the shot vowels and underline
the long vowels; Listen and circle the
correct word + Optional activity
Lesson 5: Lead-in; What are the
children wearing?; Listen and read;
Circle the false word and write the
correct word + Optional activity
Lesson 6: Warmer; Lead-in; Listen
and write True or False; Look and
say; Circle and and underline or +
Optional activity
120
Unit 15: WELL DONE!
Class Book
Workbook
Linguistic
competence
Mathematical
competence
All the activities
Competence in
knowledge of and
interaction with the
physical world
Data processing
and digital
competence
Social and civic
competence
Cultural and artistic
competence
P. 106: Review 5 – Circle the
odd-one-out
P. 101: Point, ask and answer
P. 105: Speaking
P. 100: Listen and chant; Story
P. 101: Act; Let´s learn!
P. 102: Listen and sing; Sing and
do
P. 103: Listen and chant
P. 104: Listen and read the fairy
tale
P. 104: Read the fairy tale
P. 105: Draw and write
about a school open day
P. 116: Picture dictionary
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 101: Write; Point, ask and
answer
P. 102: Sing and do
P. 103: Circle the sounds ng and
nk; Listen and complete the
All the activities
P. 100: Write; Now look
and answer to the
questions
P. 101: Grammar
P. 103: Phonics
Teacher’s book
All the activities
All the activities
P. 102: Match; Find and
circle; Look and write
using the words above
Pág 107: Review 5 – Look
and write how many
Pág 106: Review 5 –
Read the words and write
them in the correct boxes
Lesson 3: Warmer; Optional activity –
Who’s first/second/third/fourth child?–
Photocopy Master
Book
All the activities
All the activities
Lesson 1: Lead-in Optional activity
P. 116: Picture dictionary
P. 120: Grammar
reference
Family and Friends 2 – Oxford University Press
MultiROM
All the activities
Lesson 2: Point, ask and answer
Lesson 6: Point, ask and answer
Lesson 1: Warmer; Chant + Optional
activity; Listen and read
Lesson 2: Act
Lesson 3: Song + Optional activity;
Optional activity –Draw a picture of
the classroom–; Culture note
Lesson 4: Warmer; Lead-in; Sounds;
Chant + Optional activity
Lesson 5: Warmer; Listen and read;
Culture note
All the activities
Lesson 1: Warmer; Lead-in; Listen,
point and repeat; Listen and read +
Optional activity
Lesson 2: Warmer; Lead-in; Story
actions; Look and say; Look and say;
P. 31: Let’s remember
the values
Songs and phonics
All the activities
P. 30: Complete the
puzzle; Complete the
sentences
P. 31: Complete the
sentences; Match
All the activities
Word, Phonics and
Grammar Games
121
words
P. 104: What is the horse doing?
P. 105: Listening; Speaking;
Writing
P. 106-107: Review 5
Family and Friends 2 – Oxford University Press
P. 104: Read the story
again and put the pictures
in the correct order; Match
the sentences to the
picture above; Circle the
incorrect words and write
the sentences correctly
P. 105: Writing; About me!
Pág 106-107: Review 5
P. 120: Grammar
reference
Write + Optional activity; Point, ask
and answer + Optional activity
Lesson 3: Warmer; Lead-in; Listen,
point and repeat; Sing and do; Song
actions + Optional activity
Lesson 4: Listen, point and repeat;
Circle the sounds; Listen and
complete the words + Optional
activity
Lesson 5: Lead-in; What is the horse
doing?; Listen and read + Optional
activities
Lesson 6: Warmer; Lead-in; Listen
and number + Optional activity; Point,
ask and answer; Circle the ies
endings and underline s endings +
Optional activity
122
Extras: STORIES, CULTURE and FESTIVALS
Class Book
Linguistic
competence
Mathematical
competence
All the activities
Competence in
knowledge of and
interaction with the
physical world
P. 112: Give directions from the
Houses of Parliament
P. 112-113: London – Factfile
P. 114-115: Transport – Factfile
P. 116-117: Halloween – Factfile
P. 118-119: Christmas in the UK –
Factfile
Data processing
and digital
competence
Social and civic
competence
Cultural and artistic
competence
Teacher’s book
All the activities
Photocopy Master Book
All the activities
Transport: Optional activity –Put the places in
a pile and write on the board–
PMB notes: Cut and make 2
Christmas in the UK:: Warmer
MultiROM
All the activities
All the activities
All the activities
P. 113: Give directions from the
Houses of Parliament
P. 115: Look, ask and answer
P. 117: Ask and answer
P. 119: Find, ask and answer
P. 108-109: Story – The Three Billy
Goats Gruff
P. 110-111: Story – Robin Hood and
the Sheriff
P. 112-113: London – Listen and
read; Draw and write about a place in
your town
P. 114-115: Transport – Listen, read
and number; Draw and write
P. 116-117: Halloween – Listen and
read; Draw your favourite Halloween
Family and Friends 2 – Oxford University Press
Transport: Look, ask and answer
Halloween: Ask and answer
Christmas in the UK: Find, ask and answer
Story 1: Lead-in; Story + Optional activity; Act
out the story; Optional activity –Make the
elements for the story–
Story 2: Culture note; Story; Optional activity
London: Culture note; Story; Draw and write +
Optional activity
Transport: Culture note; Draw and write
Halloween: Warmer; Lead-in; Culture note;
Draw your favourite costume
Christmas in the UK: Warmer; Lead-in; Listen
and read; Culture note; Find, ask and answer;
P. 32-33: Playscript 1 – Goldilocks and
the Three Bears
P. 34-35: Playscript 2 – Little Red
Riding Hood
All the activities
123
costume
P. 118-119: Christmas in the UK –
Listen and read
Learning-to-learn
Autonomy and
personal initiative
All the activities
P. 113: Point and say; Give directions
from the Houses of Parliament
P. 114-115: Listen, read and number;
Circle the correct word; Look, ask and
answer
P. 117: Circle the incorrect word and
write the correct word; Look and say,
ask and answer
P. 119: Find, ask and answer; Write
about how you celebrate Christmas
Family and Friends 2 – Oxford University Press
Optional activity –Make a Christmas stocking–
PMB notes: Playscript 1; Playscript 2; Cut and
make 1; Cut and make 2; Cut and make 3; Cut
and make 4; Cut and make 5
All the activities
Story 1: Warmer; Lead-in; Story; Act out the
story
Story 2: Warmer; Lead-in; Story; Optional
activity –Explain that you are going to tell the
story again–
London: Warmer; Lead-in; Listen and read;
Point and say + Optional activity; Give
directions from the Transport: Warmer; Leadin; Listen and read; Circle the correct word;
Look, ask and answer + Optional activity
Halloween: Listen and read; Circle the
incorrect word and write the correct word; Look
and say, ask and answer
Christmas in the UK: Listen and read; Listen,
point and repeat; Find, ask and answer; Write
about how you celebrate Christmas; Optional
activity –When’s your birthday?–
PMB notes: Playscript 1; Playscript 2; Cut and
make 1; Cut and make 2; Cut and make 3; Cut
and make 4; Cut and make 5
All the activities
All the activities
All the activities
124
Family and Friends 2 – Oxford University Press
125
Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
1st 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.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their own
language.
Family and Friends 2 – Oxford University Press
127

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
Specific needs of different groups
Family and Friends 2 – Oxford University Press
128
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
Pupils with special sensory needs in different groups/classes
Family and Friends 2 – Oxford University Press
129
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 2 – Oxford University Press
130
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
Wed.
Thursday
Friday
Teacher’s name and position:
TIME
Monday
Tuesday
Family and Friends 2 – Oxford University Press
131
Teacher’s name and position::
TIME
Monday
Tuesday
Wed.
Thursday
Friday
Wed.
Thursday
Friday
Teacher’s name and position:
TIME
Monday
Tuesday
Family and Friends 2 – Oxford University Press
132