GALAXY 3-4
AREA OF FOREIGN LANGUAGES
ENGLISH
SECOND CYCLE
COMPULSORY PRIMARY EDUCATION
TABLE OF CONTENTS
DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT .................. 3
OBJECTIVES ...........................................................................................................................................10
CONTENTS ..............................................................................................................................................12
ASSESSMENT CRITERIA .....................................................................................................................14
KEY COMPETENCES ............................................................................................................................16
TREATMENT OF DIVERSITY .............................................................................................................24
PROGRAMME OF UNITS: 3RD YEAR - COMPULSORY PRIMARY EDUCATION ...................25
PROGRAMME OF UNITS: 4TH YEAR - COMPULSORY PRIMARY EDUCATION ...................53
CLASSROOM PROGRAMME - NEW GALAXY 3: YEAR 2010/2011* ........................................80
CLASSROOM PROGRAMME - NEW GALAXY 4: YEAR 2010/2011* ......................................101
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DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
2nd cycle primary
School
Address
Town
Province
Post Code
I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
1
2
3
4
5
II. DISTRIBUTION OF PUPILS
Level
Number of pupils
Number of groups
III. STUDENT CHARACTERISICS
(The department should describe the profile of the students using the 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
High
Medium
Low
Mixed
Geographical
City Centre
Suburb
Small town
Rural
area
Nº of students with
Special needs:
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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.

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.
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
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
Group A
Group B
Group C
Group D
Specific individual needs
Group A Pupil
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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
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…)
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(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.)
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
Term/
Outing and
Dates
activity
Observations
descriptions
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XI. CLASS TIMETABLES
Teacher’s name and position:
TIME
Monday
Tuesday
Wed.
Thursday
Friday
Wed.
Thursday
Friday
Wed.
Thursday
Friday
Teacher’s name and position:
TIME
Monday
Tuesday
Teacher’s name and position::
TIME
Monday
Tuesday
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THEORETICAL JUSTIFICATION FOR THE PROJECT
The demands and needs of 21st-century society have brought changes to the school
environment, preparing pupils to live in an ever more international, multicultural, multilingual
and technologically more advanced world. As a member of the European Union, our country
is committed to the promotion of the knowledge of other community languages as is
reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the Council of Europe in
the European Common Reference Framework for the learning of foreign languages
establishes directives for both the learning of languages as well as for the assessment of
competence in different languages. These guidelines have been a key reference in the
elaboration of the curriculum.
The Royal Decree of Minimum Education states that Primary Education will help develop in
children the skills that will enable them to:
a). Know and appreciate the values and norms of coexistence and prepare for active
citizenship and respect for the human rights and pluralism inherent in a democratic society.
b). Develop habits of individual and team work, effort and responsibility as well as attitudes of
self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning
c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to
function independently in the family and household, as well as in the social groups with which
they will relate.
d) Know, understand and respect different cultures and differences between people, equal
rights and opportunities for men and women and the non-discrimination of disabled people.
e) Know and make appropriate use of the Spanish language and, in its case, the co-official
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.
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n) Promote road safety education and respectful attitudes for the prevention of traffic
accidents.
OBJECTIVES
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.
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
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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 competence 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 psycho pedagogic principles which serve as a foundation
for the curricular design of Primary Education. It is our aim that our pupils acquire
communicative competence in English via games and motivating activities, which at the
same time promote effective learning. Whilst engaged in these activities they use the
language to obtain information, express their own opinions and relate with others in a natural
way. It is a question of reinforcing the students’ ability to perceive the knowledge of a
foreign language not just as one more subject, but as the reflection of an outside world of
which we all form a part. The objective, insofar as is possible, is to globalise experiences
whilst not forgetting the specific stage of learning in which students find themselves.
Methodological bases that inspire our work are as follows
The starting point in the students’ learning is their previous knowledge; focusing on
this may seem close and familiar to the students but with an aspect of fantasy to strike a
balance between safety/well-being and interest/imagination. The student can transfer learned
concepts and strategies to build meaning and attribute meaning to what he/she learns
(Starting with what he knows and making hypotheses to make rules to help interiorize the
new system) thus, enhancing their personal growth, development and socialization.
Communicative situations that include humour and play capture the motivation of
students and facilitate learning; It is therefore important to take into account the
importance of songs and stories, the features of the characters, illustrations and even sound
effects
Children learn in different ways and at different speeds; for this reason our project is
devised to be used with flexibility so that all group members can take part and find activities
to which they can apply know-how and aptitude, facilitating the development of one's own
daily awareness of achievement and progress. Our project provides extra support for those
who need it, taking into account those cases in which progress does not respond to
expectancy as well as those who may excel in their goal achievement and, due to lack in
programmed activities, lose interest and become unmotivated. To remedy these situations
the programme includes extension activities for the more advanced and reinforcement for
those who may get bogged down at any time. These activities are in the Activity Book (at the
end of the book: ’Extra Writing’ for each unit), in the photocopiable materials and the
Resources Pack and notes in the Teacher’s Book.
Children’s learning is more intense and effective when they are active; they need to
exercise their action skills. Each of the units in our project provides a wide range of activities
and teaching resources for participation. The student is the keystone in the learning/teaching
process but his/her constructive attitude depends on the teacher’s intervention. This
intervention must be both active and reflective and adapt to the student’s level using input to
help the student interaction and feedback to contextualise activities and render meaningful
answers with a view to promoting communication strategies, consolidating those already
acquired and the admission of errors.
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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 Assessment of individual and collective progress is an important factor in
ensuring quality; We have provided an English language portfolio with photocopiable Self
Assessment 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.
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. Listen, speak and converse
The linguistic model provided by the school is the first source of knowledge and learning of
the language. The discourse employed in the classroom is both the vehicle for and the object
of learning, which is why the Curriculum and our project attend to both the knowledge of
linguistic elements and the ability to use them for other communicative tasks.
In addition, the linguistic model offered should be provided by a number of different speakers
in order to reflect the variation and nuances which an environmental linguistic model offers
speakers both in phonetic and prosodic terms and in the choice of specific expressions in
recognised communicative situations. Hence the presence in the Curriculum and our project
of the use of conventional audiovisual media and of IT and communication technology.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:
Block 1. Understand, speak and converse

Listen to and understand progressively more complex oral messages, such as
instructions or explanations, controlled oral exchanges or recordings on audiovisual or IT
sources to extract global or specific information.
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



Oral exchange in real or simulated situations providing verbal and non-verbal responses
requiring a choice from a limited number of possibilities, in progressively less controlled
contexts.
Production of previously seen oral texts via active participation in sketches, songs,
recitals, plays, controlled exchanges… or prepared by means of prior work with
assistance and models, showing interest in expressing themselves orally in individual and
group activities.
Development of basic strategies to improve comprehension and oral expression: use of
visual and non-verbal context and of previous knowledge of the subject or the situation
transferred from the languages they know to the target language.
Assessment of the foreign language as an instrument of communication.
Block 2. Read and Write
This aims at discursive competence in writing. In the target language written texts are also
models of textual composition and practice and acquisition of linguistic elements. The
progressive use of written language will depend on the degree of knowledge of the code,
which is directly related to the degree of security which the said code offers in the graphic
representation of the sounds of the language. To overcome this lack of security, the
Curriculum and our project include strategies and resources such as the use of dictionaries
and other conventional or digital means of consultation for the comprehension and
composition of every type of text.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:






Reading and understanding different texts, digital or on paper, adapted to the pupils’
linguistic competence, to use global and specific information, in the execution of a task or
to enjoy reading.
Guided use of reading strategies (use of elements of visual context and of prior
knowledge of the subject or situation transferred from the languages they know),
identifying the most important information, deducing the meaning of unknown words and
expressions.
Reading and writing their own texts about everyday situations and their own experience
such as invitations, congratulations, notes, warnings, brochures….
Composition, using models, of different simple texts, using familiar expressions and
sentences, to transmit information, or with diverse communicative aims.
Use of IT and communication technology to read, write and transmit information.
I.
Block 3: Knowledge of the language
Contact with and use of the target language, enable those learning it to elaborate an
elementary conceptual system regarding how it functions. The starting point is the type of
situation where its use involves the inference of rules concerning the functioning of the
language so that pupils can acquire confidence in their own abilities.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Linguistic knowledge.
o Identification of aspects of phonetics, rhythm, stress and intonation of the target
language and their use as fundamental aspects of comprehension and production
of brief oral texts.
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o

Recognition and use of previously employed vocabulary and basic forms and
structures particular to the target language. .
o Association of spelling, pronunciation and meaning via written models, familiar
oral expressions and establishment of analytical relation between spelling and
sound.
o Initiation into knowledge and use of basic strategies of production of texts (choice
of addressee, purpose, planning, preparation of draft, revision of text and final
version) using highly structured models.
o Interest in using the target language correctly in different situations.
Reflection upon learning.
o Use of skills and procedures such as memorisation, word association and
expressions with gestures and visual elements, observation of models, reading of
texts, use of multimedia resources, for the acquisition of new vocabulary, forms
and structures of the language.
o Reflection upon their own learning and acceptance of error as part of the process.
o Progressive use of graphic sources of consultation and information and of the
possibilities afforded by this technology.
o Confidence in their own ability to learn a foreign language and appreciation of
teamwork.
BLOCK 4 – Socio-cultural features and intercultural awareness
This block helps pupils to discover customs, forms of socialising, features and particularities
of countries where the target language is spoken, in other words, ways of life different to their
own. This knowledge will encourage tolerance and acceptance, increase interest in
knowledge of different social and cultural realities and facilitate intercultural communication.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:



Interest in acquiring information about the people and culture of countries where the
target language is spoken.
Knowledge of some similarities and differences in everyday customs and use of basic
forms of socialising between countries where the target language is spoken and our own.
Receptive attitude towards people who speak another language and have a different
culture to one’s own
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 exchanges referring to familiar topics in predictable
communication situations, respecting the basic rules of exchange, such as listening to
and looking at the person who is speaking.
This criterion assesses the ability to express immediate needs such as asking
permission, borrowing everyday objects, finding objects or people, talking about the
weather or about likes and abilities. There will be assessment of participation in
everyday situations such as routines, habits, language in class or simulated
situations, dramatisations, songs or recitals. This criterion will also assess pupils’
attitude when participating in exchanges and their degree of interest in the
contributions of others.
2. Grasp general meaning, and identify specific information in oral texts which are
familiar and of interest to pupils.
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This criterion seeks to assess whether pupils are able to grasp the general meeting of
an oral message, employing linguistic and non-linguistic elements present in the
communication situation. It also refers to the ability to recognise and extract familiar
words and expressions which appear in longer expressions although the text is not
understood in its entirety.
3. Read and grasp global meaning and some specific information in simple texts about
familiar topics and with a specific purpose.
This criterion assesses whether pupils are capable of reading, aloud too, different
texts, appropriate to their communicative skills, such as notes, classroom rules,
letters, posters or stories, containing familiar vocabulary and expressions, to extract
general and specific information, employing fundamental reading comprehension
strategies such as using elements of linguistic and non-linguistic context, and
transferring knowledge of known languages.
4. Write sentences and short texts in everyday and school situations and from models
with a specific purpose and an established format, both on paper and in digital form.
This criterion seeks to assess the ability to write diverse texts such as notes,
Instructions or rules, letters, posters, brochures, comics or simple descriptions. It will
assess the ability to use a model to produce a text with a certain degree of autonomy,
as well as correct spelling as a result of the observation of models and the knowledge
of the relationship between sound and spelling.
5. Use in a meaningful way forms and structures particular to the target language,
including aspects of sound, rhythm, stress and intonation in different communicative
contexts.
This criterion seeks to assess pupils’ ability to recognise and reproduce sounds,
rhythm, stress and intonation when participating actively by listening to repeating and
anticipating expressions in reading aloud activities and with the use of models.
6. Use some learning-to-learn strategies, such as requesting clarification, accompanying
communication with gestures, using visual and bilingual dictionaries, recovering,
seeking and compiling information about familiar topics in different sources and
identifying certain personal features which help them to learn better.
This criterion aims to assess the use of basic strategies which favour the learning
process such as the use of visual resources and gestures, requesting help and
clarification, gradually more autonomous use of bilingual dictionaries and some basic
technology. It will also assess the ability to evaluate their own progress, to provide
examples of strategies to learn better and the acquisition of a degree of autonomy in
the spontaneous use of simple, everyday forms and structures.
7. Appreciate the target language as an instrument of communication with other people
and show curiosity and interest towards people who speak the target language.
This criterion assesses whether pupils have an attitude of curiosity towards those who
speak the target language or other languages different to their own, and also the
capacity to appreciate linguistic diversity as an enriching element of society and value
sociocultural particularities of speakers of other languages.
8. Identify aspects of everyday life in countries where the target language is spoken and
compare them with their own.
This criterion assesses the capacity to observe and identify differences and
similarities in aspects of everyday life in countries where the target language is
spoken with regard to timetables, meals, traditions, festivals and ways of socialising
with people.
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The section Programme of Units of this document lists the assessment criteria and tools
specific to each teaching unit.
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...
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.
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





Competence in knowledge of and interaction with the physical world.
Data processing and digital competence.
Social and civic competence.
Cultural and artistic competence.
Learning-to-learn.
Autonomy and personal initiative.
But, what do we understand by each of these competences? In essence, and concentrating
on the most important aspect of the school curriculum, each of them contributes the following
to the student’s personal and intellectual preparation:
 COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written
communication tool, and as a means of learning and self regulation of thought, emotions
and behaviour. It contributes to the creation of a positive self-image and encourages
constructive relationships with others and with the environment. Learning to communicate
meaning establishing links with other people and cultures. It is fundamental in resolving
conflict and for peaceful coexistence. Acquiring this competence involves a command of
oral and written language in a variety of contexts and the functional use of at least one
foreign language.
 MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and express
information. Students learn about quantitative and spatial features and resolve everyday
problems. The acquisition of this competence means applying skills and attitudes which
allow for mathematical reasoning, understanding of mathematical arguments, and the
ability to express oneself and communicate in mathematical language integrating
mathematical concepts with other types of knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL
WORLD
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
Oxford University Press – Galaxy 3-4
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competence means knowing how put oneself in the place of others, accept differences,
be tolerant and respect their values, beliefs, cultures and the culture and personal history.
To summarise, it implies an understanding of the social reality we live in, the ability to
deal with conflict applying ethical values and understanding of the rights and obligations
we have as citizens, showing solidarity and responsibility.
 CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating a
variety of cultural and artistic statements, and treating them as a source of pleasure and
personal enrichment and as part of the cultural patrimony of different societies.
Appreciation and enjoyment of art and other cultural statements and an open and
receptive attitude to the variety of art forms lead to the conservation of a common
cultural legacy and encourages the student’s own creative capacity.
 LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the
other hand being capable of continuing the process in an autonomous fashion. It implies
the acceptance of a variety of possible answers to the same problem, and motivation to
search for these answers using different means. To sum up, it implies an organisation of
the student’s own capacity to efficiently manage resources and intellectual processes.
 AUTONOMY AND PERSONAL INITIATIVE
This competence refers to the ability to decide using one’s own criteria and to
successfully take the necessary initiatives to develop and take responsibility for the
chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a
critical approach to the development of individual or group projects.
How is each key competence attained by using this material?
We are going to explain in brief the most relevant aspects of our project, subject to the
denands of daily teaching practice at any given time.:
In essence and reflecting the most significant elements of the school currículum, each
competence contributes the following to the student’s personal and intellectual preparation:
A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE
FOREIGN LANGUAGE
 COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written communication tool,
and as a means of learning and self regulation of thought, emotions and behaviour. It
contributes to the creation of a positive self-image and encourages constructive relationships
with others and with the environment. Learning to communicate meaning establishing links
with other people and cultures. It is fundamental in resolving conflict and for peaceful
coexistence. Acquiring this competence involves a command of oral and written language in
a variety of contexts and the functional use of at least one foreign language.
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
Oxford University Press – Galaxy 3-4
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Lessons 3 and 6 of each unit include a communicative game which consists of dialogues in
pairs to obtain information: Galaxy 3 CB p.10, 13, AB p.67.

DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are the
communication of information and it’s transformation into knowledge. Aspects such as the
access to, and selection of information are included, and the transmission of this information
in different formats. Students learn to use ITC as an essential medium for information and
communication. The acquisition of this competence involves use of technology to solve
problems efficiently and having a critical attitude towards the information available.
Information and communication technology offers the possibility to comunícate in real
time with any part of the world, as well as simple and immediate access to a constant
flow of information which increases every day. Knowledge of a foreign language
offers the possibility to communicate using new technology real, functional contexts
for communication.. This competence consists of having the ability to obtain,
process and communícate information and turn it into knowledge.
The Galaxy! Series has its own website where students will be able to communicate, via ecards, with children from other parts of the world. The interactive games and stories offer an
opportunity for processing information and reinforcing knowledge. The teacher's website
(www.oup.com/elt/Galaxy) provides links to other websites for real time online activities.
The MultiROM offers interactive games to practise the language.
 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. Acquiring this competence 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.
At the end of the CB, the cultural section looks at festivities and cultural themes involving
children in English-speaking countries. For example: Galaxy 3 CB p. 60-63.
Some of the lessons 5 include texts with cultural themes in which British children participate.
For example: Galaxy 3 CB p.12, 30...
 CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating a
variety of cultural and artistic statements, and treating them as a source of pleasure and
personal enrichment and as part of the cultural patrimony of different societies. Appreciation
and enjoyment of art and other cultural statements and an open and receptive attitude to the
variety of art forms lead to the conservation of a common cultural legacy and encourages the
student’s own creative capacity.
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Learning a foreign language helps to develop this competence if the linguistic models
contain, even in the limited way possible at this level, cultural information. This competence,
then, encourages expression and communication in order to perceive and understand
different realities and products of the artistic and cultural world.
Artistic competence involves a basic understanding of techniques, resources and
conventions related to the different artistic idioms, music, literature, visual and stage arts or
different aspects of so-called popular culture.
Throughout the course, children use musical language (songs in lessons 2 and chants in
Spaceship lesson) and art (pictures) etc. In lessons 1 and 6 they do craftwork with cut-out
cards. For example: Galaxy 3 CB p.14, 16, 17, 21 and AB p.59, 69
 LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the other
hand being capable of continuing the process in an autonomous fashion. It implies the
acceptance of a variety of possible answers to the same problem, and motivation to search
for these answers using different means. To sum up, it implies an organisation of the
student’s own capacity to efficiently manage resources and intellectual processes.
Learning a foreign language is far more effective if it includes contents directly
related to reflection upon one’s own learning, so that each child identifies how to
learn better and which strategies to use to improve.
This involves the awareness of those capacities which form a part of learning, such
as attention, concentration, memory, comprehension, linguistic expression and
motivation, for example.
At the end of lessons 3 pupils use stickers to complete a dictionary/vocabulary
summary to use as a reference (the data base). For example: Galaxy 3 AB p.53.
At the end of each unit, (lessons 6) pupils revise and reflect upon what they have
learnt in the “back to base”. For example: Galaxy 3 AB p.15.
The Assessment notebook in each level contains photocopiable Portfolio material
(self-assessment) in the style of the European Language Portfolio...
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.
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Throughout the course numerous activities provide the opportunity to develop mathematical
competence with sequencing (jumbled story frames in the audio CD and others in the PMB),
counting, categorising and ordering activities. For example: Galaxy 3 AB p.19, 50, Teaching
Guide p. 46 (ej 2) and PMB p.7-8 (Old McDonald story).

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL
WORLD
This involves the ability to interact with the physical world in it’s natural state and see how it
has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for life, of
other people, and other living things. This competence implies the acquisition of scientific
rational thought which enables the student to interpret information and make decisions with
autonomy and personal initiative, and to use ethical values in personal and social decisions.
Interacting with the physical world, both in its natural aspects and those generated by
human action, in such a way that facilitates the understanding of events, the prediction of
consequences and activity directed towards the improvement and preservation of the
conditions of one’s own life, that of other people and of all other living creatures.
Taking as a starting point knowledge of the human body, nature, and the interaction of
mankind with nature, this competence allows students to discuss rationally the
consequences of different lifestyles and take decisions about a healthy physical and mental
way of life in a healthy and safe environment. The responsible use of natural resources,
environmental conservation, and preservation of individual and collective health are
recognised as key to quality of life.
Galaxy 3 & 4 covers a variety of themes including, for example, the human body, food,
nature, animals, social relations between friends and family, etc. For example: Galaxy 3 CB
p.26, 56.
 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
In the Guide, numerous activities are suggested to perform in pairs or groups with particular
attention to diversity and via projects, games, etc, which promote confidence and selfesteem. For example: Galaxy 3 Teaching Guide p. 5 (transversal themes) and p.138-140 –
group work.
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
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throughout their lives, which they should be able to use at specific moments and in
differerent situations (language is, in this sense, paradigmatic) . For this reason, any of
these competences may be achieved if not in all, certainly in most curriculum subjects and
for that reason too these competences can be used and applied in all these subjects,
regardless of in which one they have been acquired (transversality). Being competent should
guarantee the completion of determined learnings, but also permit the attainment of others,
both at school itself and beyond, a guarantee of continuous learning (or, in this case, the
capacity to communicate in very diverse situations, some of which pupils themselves may
not yet even perceive as likely in the future).
Nevertheless, clearly there is an obvious interrelation between the different elements of the
curriculum, one which we must highlight in order to make suitable use of all the curriculum
subjects employed in the teaching-learning process. When in a didactic programme like this
one the objectives of a unit are indicated formulated ( like the assessment criteria, in terms
of abilities), we know that these determine the choice of contents, in the same way that we
should employ assessment criteria which demonstrate whether or not pupils attain them.
Thus, assessment criteria allow for a double interpretation: on the one hand, those related to
the pupils’ learning as a whole, in other words, there will be some assessment criteria
specifically linked to concepts, others to procedures and others to attitudes, as all of these
contents need to be assessed because they were worked on in class and are those which
are assesssed at different stages during application of continuous assessment; and on the
other, there will be assessment criteria which have been formulated more with regard to
their relationship with key competences.
The assessment of key competences is an assessment model which differs from that of
assessment criteria, both because it is applied at different stages of other assessments, and
because its purpose, though complementary, is different. If we assume that key
competences involve a real and practical application of knowledge, abilities and attitudes,
the way of checking or assessing whether the pupil has acquired them is to reproduce
application situations which are as real as possible, and in these situations it is customary for
the pupil to use this accumulated background (all kinds of contents) but to respond, above
all, to practical situations. In this way, when we assess competences we are essentially,
though not exclusively, assessing procedures and attitudes, which is why we relate them to
assessment criteria that are more procedural and attitudinal.
SUBCOMPETENCES
The competences by their very nature are generic. To use them as a reference for
pedagogical actions and to really demonstrate the competences acquired by the students,
they need to be broken down into more specific objectives related to other elements of the
curriculum. We have called these objective subcompetences, and without covering all the
possibilities, they do include those most closely related to the subject curriculum and most
prominent in all subjects on account of their interdisciplinary nature.
In foreign language learning, these subcompetences are as follows (there are other
competences/subcompetences which are also acquired in the area of Foreign Language–
English, though not in this grade):
Competence in linguistic communication
 Express thoughts, emotions, experiences and opinions orally and simply.
 Adapt spoken style to a variety of communicative contexts, taking into account non-verbal
features and respecting norms of communicative exchanges.
 Understand social and cultural conventions when producing texts
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






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
 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.
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Learning tasks or activities will constitute the core of didactic planning, and will integrate
objectives, contents and assessment, making up units of programming. Amongst other
criteria, the design of activities and tasks has taken into account the stages to be followed in
their development, prior knowledge, integrated treatment of linguistic components, skills and
strategies, proposed final objectives and the classroom’s potential for adaptation and
diversity.
Learning English will not only provide students with competences in order to communicate,
but also with cultural and social knowledge of the culture whose language they are studying,
which will help them develop a personality which is open and tolerant towards what is
different.. In this way one achieves the integral prepararation of the individual
As we have noted, one of the characteristics of the key competences is that they allow for
and encourage transversality in the learning with which they are associated, in other words,
that which can and should be achieved, though from a different but complementary
perspective, via the development of the curriculum of the various areas of the same
educational stage. In this grade, these areas are Conocimiento del Medio, Art, P:E.,
Spanish Language, Foreign Language, Mathematics, Music and, optionally, Religion.
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:
ÁREA
Science
Art
P.E.
Spanish Language
Foreign Language
Mathematics
*n.b.:
1.
2.
3.
4.
5.
6.
7.
8.
KEY COMPETENCES*
1
2
3
4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
5
X
X
X
X
X
X
6
X
X
X
X
X
X
7
X
X
X
X
X
X
8
X
X
X
X
X
X
Linguistic communication.
Mathematics.
Knowledge of and interaction with the physical world.
Data processing and digital competence.
Social and civic..
Cultural and artistic.
Learning-to-learn.
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.
TREATMENT OF DIVERSITY
One of the elements upon which the LOE places most emphasis is TREATMENT OF
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.
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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. TREATMENT OF 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.
Galaxy! 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.
Criteria and procedures adopted for the development of special curricular adaptation
for students with special educational needs
(The department can describe 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.
PROGRAMME OF UNITS: 3rd YEAR - COMPULSORY PRIMARY EDUCATION
This programming and scheduling constitutes a model of timed learning for 3rd year of
Primary Education and taking into account the specific objectives of English as a subject.
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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.
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
1.- TEACHING OBJECTIVES








Meet the characters in this book.
Identify and practise greetings.
Identify objects and ask about them.
Learn to revise the numbers from 1 to 20 and the colours.
Describe objects.
Sing a song accompanying it with actions.
Identify and perform the robot gymnastic exercises.
Revise familiar words in English.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Say familiar words
Discuss the context and characters of the book (CB pp.2, 3, 4 and 5)
Learn and sing a song (CB p. 2)
Answer oral questions (CB pp.2 and 3)
Listen to a rhyme and perform the actions (CB p. 4 and 5)
BLOCK 2 - Reading and writing
PROCEDURES
Read a conversation and answer questions (AB pp.2)
Complete a song and colour the lights as they answer (AB p. 3)
BLOCK 3 - Reflection upon and knowledge of the language through use
Theme
A spaceship lands on earth
Lexicon
Active
Red, orange, yellow, green, blue, black, white, purple, pink, brown, ball, boy, girl, cat,
dog, pear, rainbow. Hello, Goodbye. The numbers from 1 to 20.
Up, away, planet, everything, different, new, meet, visit, Granny, school, circus, park,
zoo, spaceship.
Functions and linguistic exponents
Active
What’s this in English? I don’t know. It’s a (cat).
What’s your name? I’m (Toby).
How old are you? I’m (9).
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Is it a (dog)?
Is it (blue)?
Passive
Look. Listen. Stand up. Sit down. Put your hand up. Put your hand down. Stop.
Let’s go (to a planet).
BLOCK 4 - Socio-cultural aspects and intercultural awareness
English vocabulary already familiar to the children.
Birthday congratulations in English.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. Social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit. .
Education for peace: respect for and tolerance of other cultures. Respect for classmates’
work and learning rhythm.
Moral and civic education: importance of sharing classroom material with classmates.
5. - TREATMENT OF DIVERSITY
Reinforcement activities
Lesson 1 (Guide p.142).
Lesson 2 (Guide p.142).
Lesson 3 (Hangman - Guide p.157).
Extension activities
Lesson 1 (Guide p.142).
Lesson 2 (Guide p.142).
Lesson 3 (Guide p.142).
6. - ASSESSMENT
Formative
Correct Activity Book.
Pupil’s participation in different activities.
Self-assessment
Data Bank (AB pp.52)
Unit 1: At school
1. - TEACHING OBJECTIVES







Identify and say the vocabulary of school material.
Identify, memorise and use the vocabulary of parts of the school
Ask about something and describe its situation.
Learn things about schools in Great Britain looking at photos.
Identify and perform the robot gymnastic exercises.
Write the vocabulary from the Unit.
Play with cut-outs to consolidate the key vocabulary in the Unit.
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

Play in teams to revise the vocabulary and structures in the Unit.
Self-assess the work done during the Unit.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a rhyme and perform the actions (CB p. 6)
Learn and practise a conversation about classroom language (CB p. 6)
Listen to and identify school objects and places (CB p. 8, AB p. 5 and 8).
Learn a song (CB p. 9).
Play a memory game using new syntactic structures (CB p. 10).
Ask classmates questions about a picture (AB p. 6)
Listen to and act out a story (CB p. 11).
BLOCK 2 - Reading and writing
PROCEDURES
Identify words in a word search (AB p. 4).
Write the name of the parts of the school in the drawing (AB p. 5 and 8).
Match the pictures with the words using the stickers (AB p. 53, Data Bank 1)
Decipher a code (AB p. 6).
Write questions about a drawing to ask classmates (AB p. 6).
Identify and write the language in a story (AB p. 7).
Complete a simple story with the sentences provided (AB p. 7)
Read a text about a school in Great Britain (CB p. 12).
Write the name of the different parts of their school on a picture following the model
(AB p. 8).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
School
Lexicon
Active
desk, chair, book, cupboard, pencil, rubber, classroom, dining room, gym, toilet, corridor,
playground. Yes, No.
Passive
Earth, classroom, object, playing, school, floor, photo, friends, maths, lesson, teacher,
handstand, tag, go, play, sorry, look.
Recycled
Greetings, the characters in the book, numbers from 1 to 20, colours.
Functions and linguistic exponents
Active
Can you help me please? Yes, of course.
Where’s (my book)? It’s in/on/under (the desk).
Passive
Walk on the spot, swing your arms
This is…these are…
Do you like…?
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Is he (in the cupboard)?
She’s eating lunch.
We’re doing (handstands).
He likes P.E.
Can I try?
Here it is.
Recycled
Look. Listen. Stand up. Sit down. Put your hand up. Put your hand down.
What’s this (in English)? I don’t know. It’s a…
Is it a…?
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Knowledge of customs in English-speaking countries via:
Reading texts about British schools (CB p. 12)
Classroom conversation (CB p. 6)
Song: Where’s my book? (CB p. 9)
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence
As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Consumer education: discussion about the classroom of the future.
Moral and civic education: importance of order in the classroom and at school.
Consumer education: importance of knowing how machines and gadgets work.
v. artistic and cultural competence.
CB p. 9. Sing a song.
AB p. 6, colour. P. 8, draw the school. Pp.. 59, 60 and 67, make and cut out cards.
4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
With music and art in the relevant pp. in the previous section.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Guess 1 and 2, Guide p.155)
Lesson 1 (Guide p.142).
Lesson 2 (Guide p.142, TRP Photocopy Master 1).
Lesson 3 (Guide p.143, TRP Photocopy Master 2).
Lesson 4 (Guide p.143).
Lesson 5 (Guide p.143).
Lesson 6 (Guide p.144).
Extension activities
Spaceship lesson (Question Chain, Guide p.157)
Lesson 1 (Guide p.142).
Lesson 2 (Guide p.143).
Lesson 3 (Guide p.143).
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Lesson 4 (Guide p.143).
Lesson 5 (Guide p.143, TRP Photocopy Master 3).
Lesson 6 (Guide p.144).
6.- ASSESSMENT
Formative
Correct Activity Book
Back to Base Lesson (AB p. 9)
Assessment sheet Unit 1 (Assessment notebook).
Self-assessment
My Effort (AB p. 9).
Data Bank 1 (AB p. 54).
Unit 2: At Toby’s party
1. - TEACHING OBJECTIVES












Identify and say the vocabulary of the living room.
Identify, memorise and use the vocabulary of birthday presents.
Ask questions and talk about things they have.
Revise how to ask someone’s age.
Revise how to ask and say where something is.
Sing a song to focus on the structures in the Unit.
Listen to two stories .
Write the language from the Unit.
Play to practise orally the structures in the Unit.
Focus on the strategies used to perform certain activities.
Play in teams to revise the vocabulary and structures in the Unit.
Self-assess the work done during the Unit.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a rhyme and perform the actions (CB p. 14)
Learn and practise a conversation about classroom language (CB p. 14)
Identify and practise the oral expression of names of living room furniture (CB p. 15).
Listen to and identify different gifts (CB p. 16, AB p. 11and 14).
Learn and sing a song (CB p. 17).
Play a game of elimination using the new syntactic structure (CB p. 18).
Ask classmates questions using the new syntactic structure (AB p. 12)
Listen to and act out a story (CB p. 19).
BLOCK 2 - Reading and writing
PROCEDURES
Write miscellaneous words using visual prompts (AB p. 10).
Read a text and colour a picture following the description (AB p. 10)
Complete sentences using visual prompts (AB p. 11)
Read and write the new syntactic structure (AB p. 12)
Match the pictures with the words using the stickers (AB p. 4, Data Bank 2)
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Write questions to ask classmates using the new syntactic structure (AB p. 21).
Identify and write the language in a story (AB p. 13).
Complete a simple story with the sentences provided (AB p. 13)
Read a text about a birthday party in Great Britain (CB p. 20).
Draw. and write the name of their favourite presents (AB p. 14).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Parties
Lexicon
Active
computer game, ball, skateboard, bike, video, T-shirt table, lamp, picture, sofa, television, plant.
Passive
come, see, look, living room, party, new, birthday, today, cake, present, ride, down, share, great,
balloon, cards, candles, friends.
Recycled
toilet, dining room, earth, objects, up, pencil. Colours. Numbers.
Functions and linguistic exponents
Active
Can I have a rubber, please? Yes, here you are.
Have you got a (bike)? Yes, I have/No, I haven’t.
I’ve got a (new T-shirt).
Passive
Tap your toes, stretch up high
I haven’t got a (bike).
Do you like it?
I like that.
Robodogs love computer games.
Recycled
Walk on the spot. Swing your arms.
Can you help me please? Yes, of course.
This is a (bike).
What’s this (in English)? It’s (my new bike).
How old are you? I’m (9).
Where’s (my ball)? It’s in/on/under the…
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Knowledge of how birthdays are celebrated in other countries through reading a text
about a birthday party Great Britain (CB p. 20)
Classroom conversation (CB p. 14)
Song : Birthday! (CB p. 17)
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
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iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Moral and civic education: appreciate the importance of giving and receiving presents.
Education for peace: respect for other people’s property.
v. artistic and cultural competence.
CB p. 17. Sing a song.
AB p. 10, colour. P. 14, Draw. a favourite present. Pp.. 59, 60and 69, make and cut
out cards.
4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
With music and art in the relevant pp. in the previous section.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Guide p.144)
Lesson 1 (Pass the Bag, Guide p.156).
Lesson 2 (Guide p.144, TRP Photocopy Master 4).
Lesson 3 (Guide p.144, TRP Photocopy Master 5).
Lesson 4 (Guide p.145).
Lesson 5 (Guide p.145).
Lesson 6 (Guide p.145).
Extension activities
Spaceship lesson (Guide p.144)
Lesson 1 (Guide p.144).
Lesson 2 (Guide p.144).
Lesson 3 (Guide p.145).
Lesson 4 (Guide p.145).
Lesson 5 (Guide p.144, TRP Photocopy Master 6).
Lesson 6 (Guide p.145).
6. - ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 15)
Assessment sheet Unit 2 (Assessment notebook).
Summative
Test 1 (Assessment notebook).
Assessment criteria in the test:
Oral expression: answer questions about a picture
Listening comprehension: listen to a recording and indicate the object corresponding
to the description
Reading comprehension and written expression: group and write words in fields.
Lexicon; read and draw according to the description of the text; complete texts using
a picture.
Self-assessment
My Effort (AB p. 15).
Data Bank 2 (AB pp.54).
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Old MacDonald 1

1.- TEACHING OBJECTIVES
Read and write to revise and consolidate structures and vocabulary from units 1
and 2
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a story and follow it in the book (CB p. 22and 23)
(AB p. 16, CB p. 22and 23)
Read aloud the dialogues from the story (CB p. 22 and 23)
Listen and draw according to the description (AB p. 18).
Practise the syntactic structures via pair work (CB p. 18).
BLOCK 2 - Reading and writing
PROCEDURES
Complete a simple text with the names of the characters (AB p. 16).
Match the two parts of the sentences (AB p. 17)
Complete sentences following the visual prompt (AB p. 17, CB p. 23)
Match the sentences with the pictures (AB p. 18)
Find the words in a word search (AB p. 19).
Add words to the vocabulary lists (AB p. 19)
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
A party at Old MacDonald’s house
Lexicon
Recycled
In, on, under, key, great, car, supermarket, chair, CD player, CD, parties, fun, here,
quick, hide, nice, numbers, colours, living room furniture, classroom objects, birthday
presents, parts of the school
Functions and linguistic exponents
Recycled
It’s (under the chair.
Have you got (the key)?
I’ve got (a great CD).
I haven’t got (my hat).
Where’s the (CD player)?
I’m (Nugget).
He’s (Old Macdonald).
Look at this.
Let’s go (to the supermarket).
Be quiet!
Hello.
Goodbye.
At home.
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3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Environmental education: respect for animals.
5. - TREATMENT OF DIVERSITY
Reinforcement activities
Lesson 1 (Guide p.146).
Lesson 2 (Guide p.146).
Lesson 3 (TRP Photocopy Master 7 and 8).
Extension activities
Lesson 1 (TRP Photocopy Master 7 and 8).
Lesson 2 (Guide p.146).
Lesson 3 (Guide p.146).
6. - ASSESSMENT
FORMATIVE
Correct the Activity Book
Unit 3: Tea at Granny’s
1. - TEACHING OBJECTIVES











Identify and name the members of the family.
Identify, memorise and say names of food and drink with the help of a song.
Cut out some cards and play a vocabulary game.
Listen to a song which introduces the language used to say what people like and
don’t like.
Play to practise a conversation about what they like and don’t like.
Read and write to consolidate the language from the unit.
Revise how to identify objects and ask questions about them.
Listen to two stories .
Focus on the strategies used to perform certain activities.
Play in teams to revise the vocabulary and structures in the Unit.
Self-assess the work done during the Unit.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a rhyme and perform the actions (CB p. 24)
Learn and practise a conversation about classroom language (CB p. 24)
Identify and practise the oral expression of names of family members (CB p. 24)
Listen to and identify different types of food (CB p. 26, AB p. 21 and 24).
Learn and sing a song (CB p. 27).
Ask classmates questions using the new syntactic structure (AB p. 22)
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Play a game of elimination using the new syntactic structure (CB p. 28).
Listen to and act out a story (CB p. 29).
BLOCK 2 - Reading and writing
PROCEDURES
Identify words with the help of visual prompts (AB p. 20).
Do a crossword based on visual prompts (AB p. 21)
Read and write the new syntactic structure (AB p. 22)
Match the pictures with the words using the stickers (AB p. 55, Data Bank 3)
Write questions to ask classmates using the new syntactic structure (AB p. 22).
Identify and write the language in a story (AB p. 23).
Complete a simple story with the sentences provided (AB p. 23)
Read a text about the family of a child in Great Britain (CB p. 30).
Write about food they like or don’t like (AB p. 24)
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Family
Lexicon
Active
Mum, Dad, brother, sister, Granny, Grandad, cake, biscuit, sandwich, yoghurt, fruit,
milk.
Passive
Tea, lovely, food, ham, jam, cheese, peas, Yuck! Yummy!, look, catch, too (also),
family, picnic, favourite, restaurant, friend, hurry, hamburgers, food, spaghetti, salad.
Recycled
Earth, up. Presents. Numbers. Greetings.
Functions and linguistic exponents
Active
I don’t understand. Listen again.
Do you like…? Yes, I do/No, I don’t.
I like…/I don’t like…
Passive
Wiggle your hips, shake your legs.
Recycled
Tap your toes, Stretch up high. Walk on the spot.
Swing your arms.
Can I have a rubber, please? Yes, here you are.
Have you got…? Yes, I have/No, I haven’t.
I’ve got (ham sandwiches).
What’s this in English?
Where’s (the cake)?
Where are the (biscuits)?
You’re….
This is….
Look, listen.
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about a British family by reading a text (CB p. 30)
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Classroom conversation (CB p. 24)
Song: Do you like sandwiches with ham and jam? (CB p. 27)
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Health education: importance of eating well.
Non-sexist education: acknowledgement of the importance of all the family
collaborating with housework.
v. artistic and cultural competence.
CB p. 27. Singing activity.
AB p. 24. Draw. Pp.. 61 and 62, make some cards. P 71, cut out.
4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
Music and art in the pp. related to the previous point.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Guide p.146)
Lesson 1 (Guide p.146).
Lesson 2 (Guide p.147, TRP Photocopy Master 9).
Lesson 3 (Question Chain - Guide p.157, TRP Photocopy Master 10).
Lesson 4 (Guide p.147).
Lesson 5 (Guide p.147).
Lesson 6 (Guide p.148).
Extension activities
Spaceship lesson (Guide p.146)
Lesson 1 (Guide p.146).
Lesson 2 (Guide p.147).
Lesson 3 (Guide p.147).
Lesson 4 (Guide p.147).
Lesson 5 (Guide p.147, TRP Photocopy Master 11).
Lesson 6 (Guide p.148).
6. - ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 25)
Assessment sheet Unit 3 (Assessment notebook).
Self-assessment
My Effort (AB p. 25).
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Data Bank 3 (AB p. 55).
Unit 4: At the circus
1. - TEACHING OBJECTIVES















Listen to and perform some gymnastic exercises.
Learn and practise a classroom conversation with the help of a song.
Identify and say the vocabulary of the face.
Identify, memorise and say names of items of clothing with the help of a song.
Ask about and describe people’s physical appearance.
Listen to two stories .
Cut out and play a vocabulary game.
Revise how to ask and say where things are.
Revise he/she via a song.
Revise how to ask and say what something is.
Read and write to consolidate the language from the unit.
Make a cut-out and use it to practise the key vocabulary in the unit.
Focus on the strategies used to perform certain activities.
Play in teams to revise the vocabulary and structures in the Unit.
Self-assess the work done during the Unit.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a rhyme and perform the actions (CB p. 32)
Learn and practise a conversation about classroom language (CB p. 32)
Identify and practise oral expression of parts of the face (CB p. 33)
Listen and identify different items of clothing (CB p. 34, AB p. 27 and 30).
Learn and sing a song (CB p. 35).
Play a game of elimination using the new syntactic structure (CB p. 36).
Ask classmates questions using the new syntactic structure (AB p. 28)
Listen to and act out a story (CB p. 37).
BLOCK 2 - Reading and writing
PROCEDURES
Draw and write the names of the parts of the face (AB p. 26)
Read a text and draw a face following the description (AB p. 26)
Write sentences with the help of oral prompts (AB p. 27).
Decipher a code and write the new structure (AB p. 28)
Match the pictures with the words using the stickers (AB p. 56, Data Bank 4)
Write questions to ask classmates using the new syntactic structure (AB p. 28).
Identify and write the language in a story (AB p. 29).
Complete a simple story with the sentences provided (AB p. 29)
Read a text about a trip to the circus in Great Britain (CB p. 38).
Draw a circus and write about it (AB p. 30)
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
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Theme
The circus
Lexicon
Active
Nose, mouth, hair, eyes, ears, teeth, hat, trousers, jacket, shoes, flower, socks,
big/little.
Passive
Clown, big, little, magician, acrobat, scared, circus, town, lion, tiger, rabbit, floppy,
shiny, stripy, good, brave, very, toes, too (also), lots of, horse-trainer, horse, juggler,
club, trapeze artist, trick
Recycled
Earth, cat, today. Food. The family. Clothes. Numbers.
Functions and linguistic exponents:
Active
Do you like bananas? Can you repeat, please?
Has he/she got…? Yes, he has/No, he hasn’t.
He/She’s got….
Passive
Jump up and down, hop on one leg.
It’s got (ten horses).
I like magic.
He can (do lots of tricks).
Recycled
What’s this? It’s a…
Have you got…? Yes, I have/No, I haven’t.
I’ve got it.
What colour is it/are they?
Where’s (my rabbit)?
Tap your toes. Stretch up high. Wiggle your Hips. Shake your legs. Stand up. Sit
down.
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about some activities that English children do in their free time by reading a
text about a trip to the circus (CB p. 38)
Classroom conversation (CB p. 32)
Song: The circus is in town? (CB p. 35)
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Non-sexist education: participation of both sexes, with no discrimination one against
the other, in games.
Education for peace: respect for the effort of others, even when things turn out badly.
v. artistic and cultural competence.
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CB p. 35. Singing activity .
AB p. 26, 28 and 30, draw. P. 61 and 62, make cards. P. 74, cut out.
4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
Music and art in pp. related to the previous point.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Simon says - Guide p.157)
Lesson 1 (Guide p.148).
Lesson 2 (Guide p.148, TRP Photocopy Master 12).
Lesson 3 (Guide p.148, TRP Photocopy Master 13).
Lesson 4 (Guide p.149).
Lesson 5 (Guide p.149).
Lesson 6 (Guide p.149).
Extension activities
Spaceship lesson (Guide p.148)
Lesson 1 (Guide p.148).
Lesson 2 (Guide p.148).
Lesson 3 (Guide p.149).
Lesson 4 (Guide p.149).
Lesson 5 (Guide p.149, TRP Photocopy Master 14).
Lesson 6 (Guide p.149).
6. - ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 31)
Assessment sheet Unit 4 (Assessment notebook).
Summative
Test 2 (Assessment notebook).
Assessment criteria in the test:
Oral expression: answer questions about a picture
Listening comprehension: listen to a recording and indicate the object corresponding
to the description
Reading comprehension and written expression: group and write words in fields
Lexicon s; read and draw according to the description of the text; complete texts
using a picture.
Self-assessment
My Effort (AB p. 31).
DATA BANK 4 (AB P. 56).
Old MacDonald 2

1. - TEACHING OBJECTIVES
Read and write to revise and consolidate structures and vocabulary from Units 3
and 4.
2. - CONTENTS
Oxford University Press – Galaxy 3-4
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BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a story and follow it in the book (CB p. 40 and 41)
Read the story and identify specific vocabulary (AB p. 32, CB p. 40 and 41)
Listen to a story and practise the dialogues in pairs (CB pp.40 and 41)
Listen and match what they hear to the corresponding picture (AB p. 34).
Read a text and colour the picture according to the description (AB p. 34).
Ask and answer questions about their own likes (AB p. 35).
BLOCK 2 - Reading and writing
PROCEDURES
Match the sentences in the story with the corresponding characters (AB p. 32)
The children write questions about the story (AB p. 33).
Match the pictures with the sentences. (AB p. 33).
Draw a picture and write a simple text about it (AB p. 34).
Complete a puzzle with various words (AB p. 35).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
A scarecrow.
Lexicon
Recycled
Man, field, big, wait, come back, very, brave, scarecrow, look, here, Galaxy, rabbit.
Items of clothing. Parts of the face. Colours. Food. Drink. Family members.
Functions and linguistic exponents
Recycled
What’s your name?
I’m (Caw)
This is (Daw)
She’s (my sister)
It’s (the scarecrow).
Has he got (a big hat)? Yes, he has.
He’s got (a big nose).
We don’t like him.
Do you like (my hat)?
I’ve got an idea.
Where’s (my scarecrow)?
Let’s see.
Go away.
I don’t understand.
Wait a minute.
What’s wrong?
Thank you.
Hello.
Goodbye.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
Oxford University Press – Galaxy 3-4
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iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Environmental education: respect for animals.
5. - TREATMENT OF DIVERSITY
Reinforcement activities
Lesson 1 (Guide p.150).
Lesson 2 (Guide p.150).
Lesson 3 (TRP Photocopy Master 15 and 16).
Extension activities
Lesson 1 (TRP Photocopy Master 15 and 16).
LESSON 2 (GUIDE P.150).
Lesson 3 (Guide p.150).
6. - ASSESSMENT
FORMATIVE
CORRECT THE ACTIVITY BOOK
Unit 5: At the park
1. - TEACHING OBJECTIVES












Identify and say the vocabulary of actions.
Identify, memorise and say names of sports with the help of a song.
Listen to two stories .
Cut out cards and use them to practise language.
Sing a song to focus on the structures can and can’t.
Play to practise talking about what one can do.
Revise how to ask people what they have.
Read and write to consolidate new language.
Develop the capacity to read via guided reading.
Focus on the strategies used to perform certain activities.
Play in teams to revise the vocabulary and structures in the Unit.
Self-assess the work done during the Unit.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a rhyme and perform the actions (CB p. 42)
Learn and practise a conversation about classroom language (CB p. 42)
Identify and practise the oral expression of actions (CB p. 43)
Listen and identify different activities which take place in a park (CB p. 44, AB p. 37
and 40).
Learn and sing a song (CBp. 45).
Play a game of elimination using the new structure (CB p. 46).
Ask classmates questions using the new syntactic structure (AB p. 38)
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Listen to and act out a story (CB p. 47).
BLOCK 2 - Reading and writing
PROCEDURES
Write miscellaneous words with the aid of visual prompts (AB p. 36 and 37).
Find and count the words in a word search (AB p. 36)
Decipher the code and write the new syntactic structure (AB p. 38)
Write questions to ask classmates using the new syntactic structure (AB p. 38).
Match the pictures with the words using the stickers (AB p. 57, Data Bank 5)
Identify and write the language in a story (AB p. 39).
Complete a simple story with the sentences provided (AB p. 39)
Read a text about a boy and his family in Great Britain (CB p. 48).
Complete with information about a person (AB p. 40)
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
In the park
Lexicon
Active
Run, fly, jump, swim, walk, hop, skip, play football, play basketball, ride a bike,
rollerblade.
Passive
Pass (v.), ball, help, stop, left, right, wobble (v.), tall, fall, active, good, cook (n.),
make, always, have (=eat), champion, player, lots of, trophies, tennis, magic tricks,
friends, swimmer.
Recycled
Earth, look!, yuck!, tea (=meal). Colours. Food. The family. Greetings.
Functions and linguistic exponents
Active
Can I go to the toilet, please? Yes, off you go.
Can you (play football)? Yes, I can./No, I can’t.
Can he/she…?
I can (skip).
I can’t (skateboard).
He/She can/can’t (play football)
Passive
Turn around, bend your knees
He plays (in the school team).
Recycled
Jump up and down. Hop on one leg. Shake your legs. Wiggle your hips.
Have you got (a skateboard)? Yes, I have/No I haven’t.
We haven’t got (bikes). I’ve got an idea!
I like (that)! I love (bikes).
Where’s (Zap)?
What’s his name? How old is he?
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about the typical free-time activities of families in English-speaking countries, by
reading a text about the Linnel family (CB p. 48):
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Classroom conversation (CB p. 42)
Song: Can you play football? (CB p. 45)
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Road safety education: Identify the need to wear appropriate clothing for sport.
Moral and civic education: importance of thinking how to help others
v. artistic and cultural competence.
CB p. 45. Sing.
AB p. 38 and 40, drawing activities. Pp.. 63 and 64, make cards. P. 75, cut out.
4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
Music and art in pp. related to the previous point.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Guide p.150)
Lesson 1 (Pass the Bag, Guide p.150).
Lesson 2 (Guide p.150, TRP Photocopy Master 17).
Lesson 3 (Guide p.150, TRP Photocopy Master 18).
Lesson 4 (Guide p.151).
Lesson 5 (Guide p.151).
Lesson 6 (Guide p.151).
Extension activities
Spaceship lesson (Guide p.150)
Lesson 1 (Guide p.150).
Lesson 2 (Guide p.150).
Lesson 3 (Guide p.151).
Lesson 4 (Guide p.151).
Lesson 5 (Guide p.151, TRP Photocopy Master 19).
Lesson 6 (Guide p.151).
6. - ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 41)
Assessment sheet Unit 5 (Assessment notebook).
Self-assessment
My Effort (AB p. 41).
Data Bank 5 (AB p. 57).
Unit 6: At the zoo
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1. - TEACHING OBJECTIVES












Identify and say the vocabulary of parts of the body.
Identify, memorise and say names of animals with the help of a song.
Listen to two stories .
Make cut-outs and use them to practise language.
Sing a song to focus on the structures can and can’t.
Play to practise how to talk about what can be done and physical appearance.
Revise how to talk about what we like and don’t like.
Read and write to consolidate new language.
Develop the ability to read via guided reading about animals.
Focus on the strategies used to perform certain activities.
Play in teams to revise the vocabulary and structures in the Unit.
Self-assess the work done during the Unit.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a rhyme and perform the actions (CB p. 50)
Learn and practise a conversation about classroom language (CB p. 50)
Identify and practise oral expression of parts of the body (CB p. 51)
Identify and practise oral expression of names of animals (CB p. 52)
Learn and sing a song (CBp. 53).
Listen to and identify numbers in context (AB p. 43)
Play a game of elimination using the new syntactic structure (CB p. 54).
Ask classmates questions using the new syntactic structure (AB p. 44)
Listen to and act out a story (CB p. 55).
Listen to a text and try to identify specific vocabulary (AB p. 46).
BLOCK 2 - Reading and writing
PROCEDURES
Write miscellaneous words with the aid of visual prompts (AB p. 42).
Read two texts and act appropriately (AB p. 42)
Draw animals and write their names (AB p. 43)
Read and write the new syntactic structure (AB p. 38)
Write questions to ask classmates using the new syntactic structure (AB p. 44).
Match the pictures with the words using the stickers (AB p. 58, Data Bank 6)
Identify and write the language in a story (AB p. 45).
Complete a simple story with the sentences provided (AB p. 45)
Read a text about some children in Great Britain and their animals (CB p. 56).
Draw an animal and write about it (AB p. 46).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Animals
Lexicon
Active
Legs, tail, head, arm, feet, hands, neck, elephant, dolphin, crocodile, giraffe, bear,
penguin.
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Passive
Long/short, welcome, zoo, animal, very, enormous, why, true, lie (n.), tall, stars, sky,
touch, long, fat, funny, swimming, short,, take, ride (n.), anyone, new, look, (at), fun,
curly, strong, fast, monkey, shark, people, sharp, fast (adv.), hippopotamus, lastly.
Recycled
Big, little, Earth, tiger, run, come. Parts of the face. Sports. Actions. Colours.
Numbers.
Functions and linguistic exponents:
Active
I’ve finished. Well done!
Can it (swim)? Yes, it can/No, it can’t.
Has it got (little ears)? Yes, it has/No it hasn’t.
Is it (big)? Yes, it is/No isn’t.
Passive
Nod your head. Run on the spot.
It’s got…/It hasn’t got….
Why has it got (a long neck)?
This animal can’t (see).
It can play football.
What’s your favourite (animal)?
Recycled
Is it… ¿ It’s…
We’ve got (twelve penguins).
It can’t (swim).
What is it?
What’s your name?
How old are you?
Do you like…? Yes, I do/No, I don’t.
I don’t like (zoos).
Where’s (Robodog).
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about unusual pets in Great Britain by reading a text (CB p. 56)
Classroom conversation (CB p. 50)
Song: Can anyone tell me why? (CB p. 53)
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Environmental education: respect for animals.
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Moral and civic education: importance of conserving the environment.
v. artistic and cultural competence.
CB p. 53, sing.
AB p. 42, 43, 44 and 46, drawing activities. Pp... 63 and 64, make cards. P. 77, cut
out.
4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
Music and art in pp.. related to the previous point.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Simon says - Guide p.157)
Lesson 1 (Guide p.152).
Lesson 2 (Guide p.152, TRP Photocopy Master 20).
Lesson 3 (Guide p.152, TRP Photocopy Master 21).
Lesson 4 (Guide p.153).
Lesson 5 (Guide p.153).
Lesson 6 (Guide p.153).
Extension activities
Spaceship lesson (Guide p.152)
Lesson 1 (Guide p.152).
Lesson 2 (Guide p.152).
Lesson 3 (Guide p.152).
Lesson 4 (Guide p.153).
Lesson 5 (Guide p.153, TRP Photocopy Master 22).
Lesson 6 (Guide p.153).
6. - ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 47)
Assessment sheet Unit 6 (Assessment notebook).
Summative
Test 3 (Assessment notebook).
Assessment criteria in the test:
Oral expression: answer questions about a picture.
Listening comprehension: listen to a recording and indicate the object corresponding
to the description
Reading comprehension and written expression: group and write words in fields
Lexicon; read and draw according to the description of the text; complete texts using
a picture.
Self-assessment
My Effort (AB p. 47).
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Data Bank 6 (AB p. 58).
OLD MACDONALD 3

1. - TEACHING OBJECTIVES
Read and write to revise and consolidate structures and vocabulary from Units 5
and 6.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a story and follow it in the book (CB p. 58 and 59).
Listen to a story and practise the dialogues in pairs (CB pp.58 and 59).
Listen and identify the corresponding animals (AB p. 50).
BLOCK 2 - Reading and writing
PROCEDURES
Match the sentences from the story with the characters who say them (AB p. 48).
Complete simple texts (AB p. 49).
Write simple descriptions (AB p. 49)
Read and answer specific questions after interpreting a table (AB p. 51).
Write various words inspired by picture prompts (AB p. 51).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
A lion visits Old MacDonald’s house.
Lexicon
Recycled
Look, good, big, animal, very fast, sharp, hungry, here, favourite, food, help, too.
Food and drink. Parts of the body and the face. Actions. Colours. Animals. Sports.
Furniture. Classroom objects. Birthday presents. Items of clothing.
Functions and linguistic exponents
Recycled
Old MacDonald can/can’t (run).
Can it (run)?
What’s he got?
It’s got (long hair).
Has it got (big teeth)?
I’ve got an idea.
Do you like (pizza)?
I like pizza. I don’t like (grass).
This is (good pizza).
What is it? It’s a (lion).
Who’s that?
My name’s (Len).
Come and look.
Have some grass.
I don’t know.
Oh no!
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Goodbye.
3. - - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Environmental education: respect for animals
Health education: importance of eating well.
5. - TREATMENT OF DIVERSITY
Reinforcement activities
Lesson 1 (Guide p.153).
Lesson 2 (Guide p.153).
Lesson 3 (TRP Photocopy Master 23 and 24).
Extension activities
Lesson 1 (TRP Photocopy Master 23 and 24).
Lesson 2 (Guide p.154).
Lesson 3 (Guide p.154).
6. - ASSESSMENT
FORMATIVE
CORRECT THE ACTIVITY BOOK
Unit : Festivals
Halloween
1.- TEACHING OBJECTIVES



Learn some things about Halloween.
Listen to a sketch and follow the story in their books.
Make and use a cut-out.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a play (CB p. 60).
Perform the play (CB p. 60).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Halloween
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Lexicon
Active
Ghost. Halloween.
Recycled
Greetings.
Functions and linguistic exponents
Passive
I want (a friend)
Recycled
What’s your name?
I’m…
Let’s go (to the Halloween party).
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about the customs and traditions related to Halloween in English-speaking countries.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Education for peace: respect for and tolerance of other cultures.
Moral and civic education: importance of being patient and sharing things with others.
5.- TREATMENT OF DIVERSITY
Reinforcement activity
Guide p.154.
Extension activity
Guide p.154.
Christmas
1.- TEACHING OBJECTIVES



Learn some things about Christmas in Great Britain.
Sing a song .
Make a Christmas decoration to take home.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Learn and sing a song (CBp. 60).
Ask questions about a cut-out (CB p. 60).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
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Christmas.
Lexicon
Active
Tree, Christmas
Passive
Bauble, little, pretty, on, you, me.
Recycled
Colours. Numbers.
Functions and linguistic exponents
Recycled
Let’s (put baubles on the Christmas tree).
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about the customs and traditions related to Christmas in English-speaking countries.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Education for peace: respect for and tolerance of other cultures.
Learning to be patient and share things with others.
5.- TREATMENT OF DIVERSITY
Reinforcement activity
Guide p.154.
Extension activity
Guide p.154.
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Easter
1.- TEACHING OBJECTIVES



Learn some things about Easter in Great Britain.
Sing a song .
Make an Easter card.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Learn and sing a song (CBp. 62).
Ask questions about their cards (CB p. 62).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Easter
Lexicon
Active
In, chick, Easter.
Passive
Egg, flower pot, post box, door, on, ground.
Recycled
Up, down, around, me, you, tree, look. Colours. Numbers.
Functions and linguistic exponents
Passive
I’ve got (two)
Recycled
Is it (in the orange egg)?
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about the customs and traditions related to Easter in English-speaking countries.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. Social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Education for peace: respect for and tolerance of other cultures.
Moral and civic education: importance of being patient and sharing things with others.
5.- TREATMENT OF DIVERSITY
Reinforcement activity
Guide p.154.
Extension activity
Guide p.154.
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Mother’s Day/Father’s Day
1. - TEACHING OBJECTIVES





Learn some things about Mother’s Day and Father’s Day in Great Britain.
Listen to a poem whilst looking at the pictures for better comprehension.
Recite a poem.
Make a bookmark to take home.
Write a poem to practise the language of festivals.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to and repeat a poem (CB p. 63).
Ask questions about the cut-out (CB p. 60).
BLOCK 2 - Reading and writing
PROCEDURES
Write a poem, filling in the gaps, about what each of them likes (TRP photocopy
master 28)
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Mother’s Day and Father’s Day.
Lexicon
Active
Mother’s Day, Father’s Day.
Passive
Gorilla, pizza
Recycled
Computer games, football. Colours
Functions and linguistic exponents
Recycled
I like (gorillas)
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about the customs and traditions associated with Mother’s Day and Father’s Day in Englishspeaking countries.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. Social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Education for peace: respect for and tolerance of other cultures.
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Moral and civic education: importance of being patient and sharing things with others.
5.- TREATMENT OF DIVERSITY
Reinforcement activity
Guide p.154.
Extension activity
Guide p.154
PROGRAMME OF UNITS: 4th YEAR - COMPULSORY PRIMARY EDUCATION
This programming and scheduling constitutes a model of timed learning for 4yh year of
Primary Education and 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.
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
1. - TEACHING OBJECTIVES







Remember the characters they met in Galaxy 3.
Identify and practise greetings.
Identify objects and ask about them.
Write the missing words in various sentences.
Learn the numbers from 10 to 100.
Sing a song accompanying it with actions.
Revise familiar English words.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Study a picture and talk about the context and the characters in the book (CB pp.2
and 3)
Listen to and recognise the numbers from 10 to 100 (CB pp.2 and 3).
Revise and sing a song (CB pp.2).
Identify and name the words of a song (CB pp.4 and 5).
Spell words in English prompted by a picture in the book (CB pp.4 and 5)
BLOCK 2 - Reading and writing
PROCEDURES
Read a comic story and complete sentences (AB p. 2).
Identify the name of the numbers from 10 to 100 in a word search (AB p. 3).
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BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
The alphabet
Lexicon
Active
Ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred, Hello, apple,
ball, cake, dolphin, elephant, flower, giraffe, hat, ice-cream, jacket, king, lamp, mouth,
nose, orange, pencil, queen, rubber, shoe, television, umbrella, video, window, X-ray,
yoghurt, zoo. The alphabet.
Passive
Up, away, planet, everything, different, new, too, beach, fancy dress party, pet show, funfair,
home, forest.
Functions and linguistic exponents
Active
What’s this in English? It’s a (hat)
How do you spell (hat)?
What’s your name? I’m (Zap)
How are you? I’m fine, thanks.
Passive
Let’s go (to a planet). This is fun!
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Approach English culture in general via:
Recognising the value of English as a means of communication.
Acknowledge the absence of the letter ñ in the English alphabet.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. Social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Education for peace: importance of greeting and introducing oneself to people.
Moral and civic education: importance of sharing classroom materials with one’s
peers.
5. - TREATMENT OF DIVERSITY
Reinforcement activities
Lesson 1 (Guide p.139).
Lesson 2 (Guide p.139).
Lesson 3 (Guide p.139).
Extension activities
Lesson 1 (Guide p.139).
Lesson 2 (Guide p.139).
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Lesson 3 (Guide p.139).
6. - ASSESSMENT
Formative
Correct the Activity Book.
Pupil’s participation in different activities.
Unit 1: At the beach
1. - TEACHING OBJECTIVES











Identify, say and write the vocabulary of sports and hobbies.
Identify, memorise and use the vocabulary of collectable objects.
Identify and perform the robot’s gymnastic exercises.
Ask how many items somebody has in their collection.
Talk about sports they can or cannot play.
Listen to and read a short story.
Write the vocabulary from the Unit.
Play a game of elimination to revise the vocabulary and structures in the unit.
Draw and write about a collection.
Play to consolidate the key vocabulary from the unit.
Self-assess the work completed.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to and repeat a rhyme and perform the actions (CB p. 6)
Learn and practise a conversation about classroom language (CB p. 6)
Identify and practise the oral expression of hobbies (CB p. 7)
Listen to and identify different collectable objects (CB p. 8, AB p. 5 and 8).
Learn and sing a song (CBp. 9).
Play a game of elimination using the new structure (CB p. 10).
Ask classmates questions using the new syntactic structure (AB p. 6)
Listen to and act out a story (CB p. 11).
BLOCK 2 - Reading and writing
PROCEDURES
Read and complete a text with the aid of visual clues (AB p. 4).
Look for words in a word search and use them to complete sentences (AB p. 5)
Read and write the new syntactic structure (AB p. 6)
Write questions to ask classmates using the new syntactic structure (AB p. 6).
Match the pictures with the words using the stickers (AB p. 53, Data Bank 1)
Complete a simple story with the sentences provided (AB p. 7)
Read a text about some children in Great Britain and their collections (CB p. 12).
Draw and write about their favourite collection (AB p. 8)
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
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Theme
The beach
Lexicon
Active
Sail a boat, play football, fly a kite, ride a bike, play volleyball, do karate, skateboard,
cards, stickers, marbles, badges, shells, sweets, but.
Passive
Hobbies, Earth, Help! collection, boats, pens, membership card. Colours. The
numbers from 1 to 100.
Functions and linguistic exponents
Active
Silence, please, listen and look. Pick up your pencil.
Open your book.
Do you want a pencil? Yes, please.
I can (fly a kite) but I can’t (do karate).
How many (badges) have you got? I’ve got (three).
Can you (sail a boat)? Yes, I can. No, I can’t.
Passive
Look at (my animal stickers).
I collect (marbles). That’s not a (shell).
What’s this in English? It’s a (badge).
My (shells), your (shells)
You’re (Silvia).
Are you (a boy or a girl)?
How old are you? I’m (10).
What’s your favourite (colour)?
Recycled
What’s your name? I’m (Alice).
Typical classroom conversations.
Robot’s gymnastics.
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Knowledge of customs in English-speaking countries and the academic life of British
children via texts about them (CB pp.12)
Song: Collections.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. Social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Moral and civic education: importance of saying please when asking for things.
Road safety: recognise the need to know how something works before using it (for
example, a bicycle).
v. artistic and cultural competence.
CB p. 9, sing.
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AB p. 8, draw your favourite collection. Pp.. 59, 60 and 67, make and cut out cards.
4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
With music and art in the relevant pp. in the previous section.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Guide p.140)
Lesson 1 (Guide p.140).
Lesson 2 (Guide p.140, TRP Photocopy Master 1).
Lesson 3 (Guide p.141, TRP Photocopy Master 2).
Lesson 4 (Guide p.141).
Lesson 5 (Guide p.141).
Lesson 6 (Guide p.142).
Extension activities
Spaceship lesson (Guide p.140)
Lesson 1 (Guide p.140).
Lesson 2 (Guide p.140).
Lesson 3 (Guide p.141).
Lesson 4 (Guide p.141).
Lesson 5 (Guide p.141, TRP Photocopy Master 3).
Lesson 6 (Guide p.142).
6. - ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 9)
Assessment sheet Unit 1 (Assessment notebook).
Self-assessment
My Effort (AB p. 9).
Data Bank 1 (AB p. 53).
Unit 2: At the fancy dress party
1.- TEACHING OBJECTIVES









Identify, say and write the vocabulary of the names of fancy dress costumes.
Identify, memorise and use the vocabulary of items of clothing.
Identify and perform the robot’s gymnastic exercises.
Ask questions and talk about what someone is wearing.
Listen to and read a short story.
Write the key vocabulary from the unit.
Play to consolidate the key vocabulary and structures from the unit.
Listen to, read and write the description of the children’s costumes.
Self-assess the work completed.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
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PROCEDURES
Listen to and repeat a rhyme and perform the actions (CB p. 14)
Learn and practise a conversation about classroom language (CB p. 14)
Identify and practise the oral expression of names of fancy dress costumes (CB p.
15)
Listen and identify different items of clothing (CB p. 16, AB p. 11 and 14).
Learn and sing a song with the new syntactic structures (CB p. 17).
Play a game of elimination using the new structure (CB p. 18).
Ask classmates questions using the new syntactic structure (AB p. 12)
Listen to and act out a story (CB p. 19).
BLOCK 2 - Reading and writing
PROCEDURES
Complete a crossword with the names of the costumes (AB p. 10)
Read and colour a drawing according to the description (AB p. 10)
Match sentences with the corresponding drawings (AB p. 11)
Read and write the new syntactic structure (AB p. 12)
Write questions to ask classmates using the new syntactic structure (AB p. 12).
Match the pictures with the words using the stickers (AB p. 54, Data Bank 2)
Complete a simple story with the sentences provided (AB p. 13)
Read a text about a boy in Great Britain and his friends (CB p. 20).
Draw and write about a friend’s costume. (AB p. 14).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
The fancy dress party.
Lexicon
Active
Clown, alien, ghost, princess, pirate, footballer, witch, cowboy, pink, purple, brown, black,
red, green, white, blue, orange, dress, tracksuit, skirt, boots, shorts, shirt, Earth girl, Earth
boy, aliens.
Passive
Dressing up, fancy dress costumes, amazing, fancy dress party, hat, socks, jacket, toes, head,
legs, nose, feet, arms, big, boy, girl, winners.
Recycled
Colours. Numbers.
Functions and linguistic exponents
Active
Walk on the spot. Stretch up high. Jump up and down. Wave goodbye.
That’s wrong and that’s right. Oh, I see.
Is (Zap) wearing (a hat) on (his head)? Yes, he is. No he isn’t.
(Ben) is wearing (a black hat). I’m a (pirate).
I want an (orange and green) tracksuit.
Passive
Do you like (these cowboy boots)?
Yes, they’re great!
I like (this dress).
What are these?
It’s not (a ghost). It’s (me).
What a mess! Look at his/her (toes)!
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Is it (a boy or a girl)?
Oh dear! Quick!
Recycled
Typical classroom conversation.
Robot gymnastics.
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Recognise elements of English culture.
Learn about typical fancy dress costumes in Great Britain, by reading a text (CB p. 20)
Song: Dressing up.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Education for sexual equality: respect and tolerance towards the clothing of others.
Education for peace: respect for the efforts of others, even when things turn out badly
(for example, losing in a game).
v. artistic and cultural competence.
CB p. 17, sing.
AB pp. 12 and 14, draw. Pp.. 59, 60 and 69, make and cut out cards.
4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
With music and art in the relevant pp. in the previous section.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Guide p.142)
Lesson 1 (Guide p.142).
Lesson 2 (Guide p.142, TRP Photocopy Master 4).
Lesson 3 (Guide p.143, TRP Photocopy Master 5).
Lesson 4 (Guide p.143).
Lesson 5 (Guide p.143).
Lesson 6 (Guide p.144).
Extension activities
Spaceship lesson (Guide p.142)
Lesson 1 (Guide p.142).
Lesson 2 (Guide p.143).
Lesson 3 (Guide p.143).
Lesson 4 (Guide p.143).
Lesson 5 (Guide p.143, TRP Photocopy Master 6).
Lesson 6 (Guide p.144).
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6. - ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 15)
Assessment sheet Unit 2 (Assessment notebook).
Summative
Test 2 (Assessment notebook).
Assessment criteria in the test:
Oral expression: answer questions about a picture
Listening comprehension: listen to a recording and indicate the object corresponding
to the description
Reading comprehension and written expression: group and write words in fields
Lexicon; read and draw according to the description of the text; complete texts using
a picture.
Self-assessment
My Effort (AB p. 15).
Data Bank 2 (AB p. 54).
Old MacDonald 1

1. - TEACHING OBJECTIVES
Read and write to revise and consolidate structures and vocabulary from Units 1
and 2.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a story and follow it in the book (CB p. 22 and 23)
Read the story and identify specific vocabulary (AB p. 16, CB p. 22 and 23)
Read some sentences and say whether they are true or false (AB p. 16, CB p. 22
and 23)
Listen to a text and match the drawings with the numbers (AB p. 18)
Learn and practise typical classroom conversations (CB p. 24)
BLOCK 2 - Reading and writing
PROCEDURES
Answer questions about the story (AB p. 17, CB pp.22 and 23)
Practise the syntactic structures from the story (AB p. 17, CB pp.22 and 23)
Write various words and complete a table with the aid of a text (AB p. 19 and 20).
Practise vocabulary with the computer screen.
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Old MacDonald quiere hacer deportes
Lexicon
Recycled
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Tracksuit, clothes, dress, shirt, hat, run, bike, magazine, favourite. Hobbies.
Collections. Fancy-dress costumes. Items of clothing. The numbers from 1 to 100.
Functions and linguistic exponents
Recycled
He’s wearing (a tracksuit)
He’s got (a bike)
Can you ride a bike? No, I can’t / Yes, I can
Old MacDonald can run.
Let’s (go home)
Look at (Old MacDonald)
Come here
Come on
Be careful.
What is it?
I like stickers.
I collect cards.
How many (sweets) have you got?
Pinky can fly a kite.
Perky can’t sail a boat.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Health education: importance of eating well.
Non-sexist education: recognition of the importance of all the family collaborating with
housework.
5. - TREATMENT OF DIVERSITY
Reinforcement activities
Lesson 1 (Guide p.144).
Lesson 2 (Guide p.144).
Lesson 3 (TRP Photocopy Master 7 and 8).
Extension activities
Lesson 1 (TRP Photocopy Master 7 and 8).
Lesson 2 (Guide p.144).
Lesson 3 (Guide p.144).
6. - ASSESSMENT
FORMATIVE
Correct the Activity Book.
Unit 3: At the pet show
1. - TEACHING OBJECTIVES

Identify, say and write the vocabulary of descriptive adjectives.
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










Identify, memorise and use the vocabulary of pets.
Identify and perform the robot’s gymnastic exercises.
Write the vocabulary from the Unit.
Listen to and read a short story.
Listen to and sing a song which introduces new structures.
Ask questions; write them and talk about the pets.
Play to revise the key vocabulary in the unit.
Listen and identify the pet described.
Colour a pet robot and write about using the language from the unit.
Play in pairs to consolidate the key vocabulary and structures from the unitSelf-assess the work done during the Unit.
2. - CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to and repeat a rhyme and perform the actions (CB p. 24)
Learn and practise a conversation about classroom language (CB p. 24)
Identify and practise the oral expression of adjectives (CB p. 26)
Listen to and identify different pets (CB p. 26, AB p. 21 and 24).
Learn and sing a song (CB p. 27).
Play a game of elimination using the new structure (CB p. 28).
Ask classmates questions using the new syntactic structure (AB p. 22)
Listen to and act out a story (CB p. 29).
BLOCK 2 - Reading and writing
PROCEDURES
Read and colour a drawing according to the description (AB p. 20)
Read descriptions of animals and complete sentences with the right words (AB p. 21)
Read and write the new syntactic structure (AB p. 22)
Write questions to ask classmates using the new syntactic structure (AB p. 22)
Match the pictures with the words using the stickers (AB p. 55, Data Bank 3)
Complete a simple story with the sentences provided (AB p. 23)
Read a text about a boy Great Britain and his classmate’s unusual pets (CB p. 30).
Draw and write about a robot pet (AB p. 24).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Animals
Lexicon
Active
Long, short, curly, straight, fat, thin, little, big, cat, mouse, snake, rabbit, parrot, goldfish, pet.
Passive
Welcome, unusual, pet show, over there, mice, yours, some, under, table, my, prize, robot,
certificate.
Recycled
Earth, Hello, please, prize, winner. Colours. Animals. Numbers from 1 to 100. The
parts of the body.
Functions and linguistic exponents
Active
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Put your hand up. Wave it around. Click your fingers. Touch the ground.
What’s number (3) (Blue boots).
The (dog) with the (curly) (tail).
At the (pet show).
Has he got (a long tail)? Yes, he has. No he hasn’t.
He’s got a fat (rabbit).
Is he (big)? No, he isn’t. Yes, he is.
She’s (red) and (blue).
He’s got (short hair).
Passive
What’s he doing? Can I see your pet, please? Can you guess?
There are (parrots). Some are (big).
Don’t worry.
Where’s (Minty)? Who’s (Minty)? What colour is he?
Recycled
It’s (big). That’s right.
Is it a boy or a girl?
I’m (Scott).
This is (a chameleon). Look at the (cat).
Typical classroom conversations.
Robot gymnastics.
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Knowledge of certain aspects of British culture, via reading about unusual pets in Great
Britain (Cb p. 30)
Song: My pet.
3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Consumer education: importance of choosing well when purchasing and of looking
after what one acquires (for example, a pet).
Education for peace: importance of collaborating with and helping others.
v. artistic and cultural competence.
CB p. 27, sing. P. 31, draw a pet certificate.
AB pp. 22 and 24, draw and colour. Pp.. 61, 62 and 71, make and cut out cards.
4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
With music and art in the relevant pp. in the previous section .
5.- TREATMENT OF DIVERSITY
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Reinforcement activities
Spaceship lesson (Guide p.144)
Lesson 1 (Guide p.144).
Lesson 2 (Guide p.145, TRP Photocopy Master 9).
Lesson 3 (Guide p.145, TRP Photocopy Master 10).
Lesson 4 (Guide p.145).
Lesson 5 (Guide p.146).
Lesson 6 (Guide p.146).
Extension activities
Spaceship lesson (Guide p.144)
Lesson 1 (Guide p.145).
Lesson 2 (Guide p.145).
Lesson 3 (Guide p.145).
Lesson 4 (Guide p.145).
Lesson 5 (Guide p.146, TRP Photocopy Master 11).
Lesson 6 (Guide p.146).
6.- ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 25)
Assessment sheet Unit 3 (Assessment notebook ).
Self-assessment
My Effort (AB p. 25).
Data Bank 3 (AB p. 55)
Unit 4: At the fun fair
1.- TEACHING OBJECTIVES











Identify, say and write the vocabulary of fairground food and drinks.
Identify, memorise and use the vocabulary of fairground attractions.
Identify and perform the robot’s gymnastic exercises .
Write the language from the Unit .
Listen to and read a short story .
Listen to and sing a song with the key structures from the unit .
Play to revise the key vocabulary and structures from the unit.
Draw a fairground attraction and write questions about it.
Write about a friend’s tastes.
Read some texts about a fairground.
Self-assess the work completed.
2.- CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to and repeat a rhyme and perform the actions(CB p. 32)
Learn and practise a conversation about classroom language (CB p. 32)
Identify and practise the oral expression of typical fairground food. (CB p. 33)
Listen and identify different means of transport (CB p. 34, AB p. 27 and 30).
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Learn and sing a song to revise structures (CB p. 35).
Play a game of elimination using the new structure (CB p. 36).
Ask classmates questions using the new syntactic structure (AB p. 28)
Listen to and act out a story (CB p. 37).
BLOCK 2 - Reading and writing
PROCEDURES
Completar sentences using visual prompts (AB p. 26 and 27)
Read and write the new syntactic structure (AB p. 28)
Write questions to ask classmates using the new syntactic structure (AB p. 28)
Match the pictures with the words using the stickers (AB p. 56, Data Bank 4)
Complete a simple story with the sentences provided (AB p. 29)
Read a text about a family in Great Britain and their visit to a fairground (CB p. 38).
Write a text about a friend’s favourite fairground activities (AB p. 30).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
La feria
Lexicon
Activo
Funfair, popcorn, toffee apples, salad, pizza, burgers, juice, sandwiches, ice-cream, and, but,
boat, train, plane, rocket, car, bus, ride.
Passive
Food, great, train, ride, bus, ride, plane ride, rocket ride, boat ride, car ride, ghost, record
sheet.
Recycled
Hello, welcome, fun, colours, face, food, Earth.
Functions and linguistic exponents
Active
Hop on one leg. Wiggle your toes. Swing your arms. Tap your nose.
It’s my go. Ok, it’s your go.
I like (salad) but I don’t like (popcorn).
(Percy) likes the (bus ride).
He/She doesn’t like the (rocket ride).
Does he/she like the (train) ride? Yes, he/she does. No, he/she doesn’t.
Passive
What’s that? Welcome to (the funfair). Thank you. This is great. Having fun. I don’t know.
You win.
Recycled
I’m (Percy Penguin). It’s a (car). Let’s go. Look over there. This is fun. Is it a boy or a girl?
Here is (my family).
Typical classroom conversations.
Robot gymnastics.
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Identify elements of English culture, such as a family visit to a theme park in Great
Britain by reading a text. (CB p. 39)
Song : Fun at the fair.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
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See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Education for peace : importance of being patient and respecting others.
Health education : importance of knowing which food is healthiest and how to enjoy a
balanced diet.
v. artistic and cultural competence .
CB p. 35, sing.
AB pp. 26 and 28, drawings. Pp.. 61, 62 and 73, make and draw cards.
4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
With music and art in the relevant pp. in the previous section .
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Guide p.146)
Lesson 1 (Guide p.146).
Lesson 2 (Guide p.147, TRP Photocopy Master 12).
Lesson 3 (Guide p.147, TRP Photocopy Master 13).
Lesson 4 (Guide p.147).
Lesson 5 (Guide p.148).
Lesson 6 (Guide p.148).
Extension activities
Spaceship lesson (Guide p.146)
Lesson 1 (Guide p.146).
Lesson 2 (Guide p.147).
Lesson 3 (Guide p.147).
Lesson 4 (Guide p.147).
Lesson 5 (Guide p.148, TRP Photocopy Master 14).
Lesson 6 (Guide p.148)
6.- ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 31)
Assessment sheet Unit 4 (Assessment notebook ).
Summative
Test 2 (Assessment notebook ).
Assessment criteria in the test :
Oral expression: answer questions about a picture
Listening comprehension : listen to a recording and indicate the object corresponding
to the description
Reading comprehension and written expression: group and write words in lexical
fields; read and draw according to the description of the text; complete texts using a
picture .
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Self-assessment
My Effort (AB p. 31).
Data Bank 4 (AB p. 56).
Old MacDonald 2

1.- TEACHING OBJECTIVES
Read and write to revise and consolidate structures and vocabulary from Units 3
and 4
2.- CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a story and follow it in the book (CB pp.40 and 41).
Read the story and identify specific vocabulary (AB p. 32, CB p. 40 and 41)
Listen to a story and practise in pairs (CB p. 40 and 41).
Listen and match drawings with a text (AB p. 34).
BLOCK 2 - Reading and writing
PROCEDURES
Identify and write the vocabulary from the story (AB p. 32, CB pp.40 and 41)
(AB p. 32, CB paginas 40 and 41).
Match sentences and words writing the syntactical structures from the story (AB p.
33, CB pp.40 and 41).
Write miscellaneous words based on visual prompts (AB p. 33).
Answer questions by consulting certain pictures (AB p. 34).
Classify vocabulary using a picture (AB pin 35).
Write differences between various pictures (AB p. 35).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Old MacDonald has a new pet
Lexicon
Recycled
Favourite, bad, biscuits, carrot, dog, sheep, radio, pop music, love, hate, true.
Pets. Means of transport. Colours. Numbers. Animals. Food. Parts of the body.
Functions and linguistic exponents
Recycled
What’s (that noise)?
Do you like it? / I don’t like (parrots).
Does (Old MacDonald) like (parrots)?
Yes, he/she does/No, he/she doesn’t.
Old MacDonald likes parrots but Spud doesn’t.
I love you
Old MacDonald has got a pet.
Is it (big)?
Where’s (your radio).
I can see (a mouse).
Well done.
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Yes, please.
Be quiet.
Say goodbye.
I’ve got an idea.
Has (Bo) got a (bear)?
Yes he/she has/No, he/she hasn’t.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Environmental education: importance of taking care of pets.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Lesson 1 (Guide p.148).
Lesson 2 (Guide p.148).
Lesson 3 (TRP Photocopy Master 15 and 16).
Extension activities
Lesson 1 (TRP Photocopy Master 15 and 16).
Lesson 2 (Guide p.148).
Lesson 3 (Guide p.148).
6.- ASSESSMENT
FORMATIVE
Correct the Activity Book.
Unit 5: At Silvia’s house
1.- TEACHING OBJECTIVES










Identify, say and write the name of the rooms in a house.
Identify, memorise and use the vocabulary of after-school activities.
Identify and perform the robot’s gymnastic exercises .
Write the language from the Unit .
Listen to and sing a song .
Play to revise the key vocabulary and structures from the unit .
Write questions and ask about what people do after class.
Listen to and write stories.
Draw and write about themselves.
Self-assess the work completed.
2.- CONTENTS
BLOCK 1 - Listening, speaking and conversing
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PROCEDURES
Listen to and repeat a rhyme and perform the actions (CB p. 42)
Learn and practise a conversation about classroom language (CB p. 42)
Identify and practise the oral expression of names of the rooms in a house (CB p. 43)
Listen and identify different everyday activities (CB p. 44, AB p. 37 and 40).
Learn and sing a song to revise vocabulary (CB p. 45).
Play a game of elimination using the new structure (CB p. 46).
Ask classmates questions using the new syntactic structure (AB p. 38)
Listen to and act out a story (CB p. 47).
BLOCK 2 - Reading and writing
PROCEDURES
Read a text and colour the pictures according to the description (AB p. 36)
Order and write sentences (AB p. 37)
Read and write the new syntactic structure (AB p. 38)
Write questions to ask classmates using the new syntactic structure (AB p. 38)
Match the pictures with the words, using the stickers (AB p. 57, Data Bank 5)
Complete a simple story with the sentences provided (AB p. 39)
Read a text about the typical week of a child in Great Britain (CB p. 48).
Write a text about what they do every day after class (AB p. 40).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
The house
Lexicon
Active
Bedroom, bathroom, living room, dining room, hall, kitchen, garden, do my homework,
watch television, have a bath, talk to Mum, have tea, play with a friend.
Passive
Sofa, table, door, lamp, chair, toys, scribble, munch, chatter, splash, well, bit, maths.
Recycled
Earth, cat, dog, food, yes, please, no, thanks, my, house, bus, sandwiches, friends.
Colours. Numbers. Sports.
Functions and linguistic exponents
Active
Shake your arms. Bend your knees. Run on the spot. Freeze.
Can I work with (Ted), please? Yes, you can.
What do you do after school?
Where do you (talk to Mum)?
Passive
Do you want (this)?
I can do maths.
We can watch television.
Here you are.
Come again.
On (Monday).
Recycled
I like this food. This is (my bedroom). You’ve got (lots of toys). I’ve got (homework). Thank
you. It’s great. Oh dear! I’m (Ted).
Typical classroom conversations .
Robot gymnastics.
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BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about aspects of everyday British life by reading a text about a typical week of
a child in Great Britain (CB p. 48).
Song : After school.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Education for peace : importance of thinking how to help others.
Moral and civic education: importance of collaborating with others and not taking
excessive advantage of their help.
v. artistic and cultural competence .
CB p. 45, sing.
AB pp. 36 and 40, colour and draw. Pp.. 63, 64 and 75, make and draw cards.
4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
With music and art in the relevant pp. in the previous section .
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Guide p.149)
Lesson 1 (Guide p.149).
Lesson 2 (Guide p.149, TRP Photocopy Master 17).
Lesson 3 (Guide p.149, TRP Photocopy Master 18).
Lesson 4 (Guide p.150).
Lesson 5 (Guide p.150).
Lesson 6 (Guide p.150).
Extension activities
Spaceship lesson (Guide p.149)
Lesson 1 (Guide p.149).
Lesson 2 (Guide p.149).
Lesson 3 (Guide p.150).
Lesson 4 (Guide p.150).
Lesson 5 (Guide p.150, TRP Photocopy Master 19).
Lesson 6 (Guide p.151).
6.- ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 41)
Assessment sheet Unit 5 (Assessment notebook ).
Self-assessment
My Effort (AB p. 41).
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DATA BANK 5 (AB P. 57).
Unit 6: In the forest
1.- TEACHING OBJECTIVES











Identify, say and write the vocabulary of prepositions of place .
Identify, memorise and use the vocabulary of forest objects.
Identify and perform the robot’s gymnastic exercises .
Write the key vocabulary from the unit .
Listen to and read short stories.
Listen to and sing a song .
Listen to instructions to follow a route.
Draw a forest and write questions.
Play to consolidate the key vocabulary and structures from the unit .
Listen to and read a project about forests.
Self-assess the work completed.
2.- CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to and repeat a rhyme and perform the actions(CB p. 50)
Learn and practise a conversation about classroom language (CB p. 50)
Identify and practise the oral expression of prepositions of place (CB p. 51)
Listen and identify different forest objects (CB p. 52, AB p. 43 and 46).
Learn and sing a song to revise prepositions of place (CB p. 53).
Play a game of elimination using the new structure(CB p. 54).
Ask classmates questions using the new syntactic structure (AB p. 44)
Listen to and act out a story (CB p. 50).
BLOCK 2 - Reading and writing
PROCEDURES
Read sentences and draw what they describe (AB p. 42)
Complete sentences using visual clues (AB p. 43)
Read and write the new syntactic structure (AB p. 44)
Write questions to ask classmates using the new syntactic structure (AB p. 44)
Match the pictures with the words using the stickers (AB p. 58, Data Bank 6)
Complete a simple story with the sentences provided (AB p. 45)
Read a text about different kinds of forest (CB p. 56).
Write instructions for a game (AB p. 46).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
The forest
Lexicon
Active
In, on, over, near, under, behind, between, in front of, bee, flower, tree, bush, river,
rock, bird, frog.
Passive
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Snake, sofa, rabbit, lamp, ball, chair, bears, beautiful, next to, nature trail, croak.
Recycled
Book, table, marbles, house, boots, Earth, Hello! forest, girl, boy. Numbers. Animals.
Functions and linguistic exponents
Active
Nod your head. Jump up and down. Now stand still. And turn around.
Sorry! That’s OK.
Is there a (rock)? Yes, there is. No, there isn’t.
There’s a (bird).
It’s (under) a (bush).
Passive
There are no (bears).
Don’t be silly.
Follow me!
Come along.
This way.
We’re going today.
I’m coming!
That’s cheating!
You can find..
coniferous (forest).
Recycled
Over there. Can you see..?
There’s (snow). There are (rocks).
Typical classroom conversations .
Robot gymnastics. .
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Learn about environmental education in Great Britain through projects, by reading a
text about projects undertaken by British children (CB p. 56)
Song : The forest march.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Environmental education: respect for animals and the environment.
Moral and civic education: respect for rules (for example, in a game).
v. artistic and cultural competence .
CB p. 53, sing.
AB pp. 42, 44 and 46, pictures. Pp.. 63, 64 and 77, make and draw cards.
4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM
With music and art in the relevant pp. in the previous section .
Oxford University Press – Galaxy 3-4
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5.- TREATMENT OF DIVERSITY
Reinforcement activities
Spaceship lesson (Guide p.151)
Lesson 1 (Guide p.151).
Lesson 2 (Guide p.151, TRP Photocopy Master 20).
Lesson 3 (Guide p.151, TRP Photocopy Master 21).
Lesson 4 (Guide p.152).
Lesson 5 (Guide p.152).
Lesson 6 (Guide p.152).
Extension activities
Spaceship lesson (Guide p.151)
Lesson 1 (Guide p.151).
Lesson 2 (Guide p.151).
Lesson 3 (Guide p.152).
Lesson 4 (Guide p.152).
Lesson 5 (Guide p.152, TRP Photocopy Master 22).
Lesson 6 (Guide p.152).
6.- ASSESSMENT
Formative
Correct the Activity Book
Back to Base Lesson (AB p. 47)
Assessment sheet Unit 6 (Assessment notebook ).
Summative
Test 3 (Assessment notebook ).
Assessment criteria in the test :
Oral expression: answer questions about a picture
Listening comprehension : listen to a recording and indicate the object corresponding
to the description
Reading comprehension and written expression : group and write words in lexical
fields; read and draw according to the description of the text; complete texts using a
picture .
Self-assessment
My Effort (AB p. 47).
Data Bank 6 (AB p. 58).
Old MacDonald 3

1.- TEACHING OBJECTIVES
Read and write to revise and consolidate structures and vocabulary from Units 5
and 6.
2.- CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a story and follow it in the book (CB p. 58 and 59)
Listen to the story and read it in pairs (CB pp.58 and 59)
Order some pictures after listening to a story (AB p. 50)
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Read a story and identify specific vocabulary (AB p. 50).
BLOCK 2 - Reading and writing
PROCEDURES
Read some sentences and say whether they are true or false (AB p. 48, CB pp.58
and 59).
Match the sentences with the pictures (AB p. 48, CB pp.58 and 59)
Write the syntactic structures in the story, matching sentences (AB p. 49, CB pp.58
and 59).
Write a secret message looking for letters in some story frames (AB p. 51 CB pp.58
and 59).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Some burglars enter Old MacDonald’s house.
Lexicon
Recycled
Robber, farm, bed, sofa, table, sheep, chicken, cow, run, look, nice, happy,
sometimes, teachers, bear, cat, fish, bee. Rooms in a house. Prepositions. Forest
vocabulary. After-school activities.
Functions and linguistic exponents
Recycled
There’s a (robber) (on the farm).
There are two (robbers)
Where’s the (farmer)?
Go to (the kitchen)
Wake up!
Come on.
I’ve got an idea.
Don’t be silly!
Well done. Be quiet.
What do you do (in the evening)?
Where do you (play with a friend).
There’s a (fish) (in) the (river).
Goodbye from us!
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Moral and civic education: respect for rules (for example, in games); importance of
collaborating with others and not taking excessive advantage of their help.
5.- TREATMENT OF DIVERSITY
Reinforcement activities
Lesson 1 (Guide p.152).
Lesson 2 (Guide p.153).
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Lesson 3 (TRP Photocopy Master 23 and 24).
Extension activities
Lesson 1 (TRP Photocopy Master 23 and 24).
Lesson 2 (Guide p.153).
Lesson 3 (Guide p.153).
6.- ASSESSMENT
FORMATIVE
Correct the Activity Book.
Unit : Festivals
Birthday
1.- TEACHING OBJECTIVES




Learn some things about birthdays in Great Britain .
Sing a song.
Read an invitation to a party.
Make a birthday badge for a friend.
2.- CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Learn and sing a traditional song. (CB p. 60).
BLOCK 2 - Reading and writing
PROCEDURES
Read a party invitation (CB p. 60).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Birthday parties.
Lexicon
Active
Birthday, party, present, cake, candles, balloons, sweets, card.
Passive
Festivals, jolly good fellow, today, say, phone, where, when, starts, ends.
Recycled
The months of the year. The numbers from 1to 20.
Functions and linguistic exponents
Active
Happy Birthday!
Passive
Please come to my party.
Recycled
He’s (a jolly good fellow).
It’s (my birthday).
BLOCK 4 - Socio-cultural aspects and intercultural awareness
A traditional English song: For he’s a jolly good fellow.
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3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Moral and civic education: importance of collaborating with classmates.
Education for peace : respect for and tolerance of other cultures .
5.- TREATMENT OF DIVERSITY
Reinforcement activity
Guide p.153.
Extension activity
Guide p.153.
Christmas
1.- TEACHING OBJECTIVES



Learn some things about Christmas in Great Britain .
Listen to a Christmas story.
Make a Christmas card.
2.- CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to a play and indicate the corresponding story frames (CB p. 61).
BLOCK 2 - Reading and writing
PROCEDURES
Read a play aloud (CB p. 61).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Christmas
Lexicon
Active
Christmas, Father Christmas, presents, silly, Mum, Dad, children.
Passive
Festivals, Christmas story.
Functions and linguistic exponents
Active
It’s (Father Christmas). Be quiet! Go to sleep. Goodnight. Wake up! Look!
Passive
Father Christmas brings presents.
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A present for (Tom).
Recycled
I like (Christmas).
BLOCK 4 - Socio-cultural aspects and intercultural awareness
Anglo-Saxon Christmas traditions.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Moral and civic education: importance of collaborating with classmates.
Education for peace : respect for and tolerance of other cultures .
5.- TREATMENT OF DIVERSITY
Reinforcement activity
Guide p.153.
Extension activity
Guide p.153.
Pancake Day
1.- TEACHING OBJECTIVES



Learn some things about Carnival in Great Britain .
Listen to and recite a poem.
Make a card with the recipe for pancakes.
2.- CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to and recite a poem (CB p. 62).
BLOCK 2 - Reading and writing
PROCEDURES
Write a recipe (TRP photocopy Master 27).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Carnivals
Lexicon
Active
Pancake, tea, table, chair, foot, hair.
Passive
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Festivals, everywhere, toss, turn, catch, flour, salt, egg, milk, oil, bowl, spoon, pan,
lemon, sugar, mix, add, beat, cook.
Recycled
In, on.
Functions and linguistic exponents .
Active
It’s (Pancake Tuesday).
Let’s make (pancakes).
You can help me.
Passive
Make them in a pan.
Catch them if you can.
Recycled
Come and have tea.
BLOCK 4 - Socio-cultural aspects and intercultural awareness
A traditional carnival recipe in Great Britain : Pancakes.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Moral and civic education: importance of collaborating with classmates.
Education for peace : respect for and tolerance of other cultures .
5.- TREATMENT OF DIVERSITY
Reinforcement activity
Guide p.153.
Extension activity
Guide p.153.
Easter
1.- TEACHING OBJECTIVES



Learn some things about Easter in Great Britain .
Sing a song.
Make an Easter present by framing the poem.
2.- CONTENTS
BLOCK 1 - Listening, speaking and conversing
PROCEDURES
Listen to and sing a traditional English song. (CB p. 63).
BLOCK 2 - Reading and writing
PROCEDURES
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Complete a poem with names of family and friends (TRP photocopy Master 28).
BLOCK 3 - Reflection upon and knowledge of the language through use
CONCEPTS
Theme
Easter
Lexicon
Active
Easter, hot cross bun, Dad, Mum, daughter, son.
Passive
Festivals, penny, yourself.
Recycled
One, two.
Functions and linguistic exponents .
Active
Happy Easter!
Passive
Buy one for your dad.
They’re yum.
BLOCK 4 - Socio-cultural aspects and intercultural awareness
A traditional Easter song in Great Britain : Hot Cross Buns.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See in the introduction the general features of the contribution of learning the target language
to the key competences and in particular how they are reflected in this unit:
.
iv. social and civic competence As learning a language implies the knowledge of
social features and cultural aspects linked to speakers of the language and which may be
studied in parallel fashion in the unit.
.
Moral and civic education: importance of collaborating with classmates.
Education for peace : respect for and tolerance of other cultures .
5.- TREATMENT OF DIVERSITY
Reinforcement activity
Guide p.153.
Extension activity
Guide p.153.
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CLASSROOM PROGRAMME -
NEW GALAXY 3: YEAR 2010/2011*
This classroom programme is part of the curriculum for primary education and the curriculum project for the area which OUP has designed for the Cool Kids method
of teaching-learning the English language.
Designing a classroom programme is a very special task, as each centre, depending on its type and curricular project, each class, depending on its diversity, and
each teacher, according to his/her teaching experience, runs a different classroom programme in terms of particular characteristics but a similar one in a more
general sense
Within this general context, and on the basis of openness and flexibility as a useful and efficient tool for primary school teachers, the Cool Kids editorial project has
prepared this classroom programme.
The abbreviations and symbols employed are as follows:
In the activities section:
SB- Student’s Book
p. - page
AN – Assessment Notebook
TG- Teaching guide
PM- Photocopy Masters Book
In the skills section:
DS – Communicative Skills
L- Listening Comprehension
R- Reading Comprehension
And in the interaction section:
IN- Interaction
IW- Individual Work
PW- Pair Work
T-Ss- Teacher-Students
S- Oral Expression
W- Written Expression
GW – Group Work
AC – All the Class
Oxford University Press – Galaxy 3-4
80
Ses
sion
1
Introduction: Starter
CLASSROOM ACTIVITIES
OBJECTIVES

Remember the vocabulary.

Introduce the characters:
Zap and Zeeta.





Sing the song Up, up, and
away.
Identify the characters.


Answer questions orally.

2




Understand a brief dialogue
and answer questions.
Talk about a picture.


Follow the robot.


Practise colours and numbers.
Activate pupils’ vocabulary and write words on board.
Optional use of flashcards.
Look at Starter poster or the picture from the book and
introduce characters and story. Formulate questions in
mother tongue based on picture.
Practise actions which accompany the song . Listen to
and sing the song and act out the words .
Introduce the characters. Listen to CD/tape and identify
characters
Listen to CD/tape pausing after each question for a
pupil to respond
Optional activities: questions (reinforcement)/Role play
(extension).
Draw a self-portrait. Clarify questions via previous work
with characters. Answer questions individually.

Practise reading and writing.

Observe picture and activity to remember story. Identify
different areas of the spaceship and activities performed
in each.
Activity to demonstrate the actions stand up, sit down,
look, listen, put your hand up, put your hand down
saying them before performing them. Pupils repeat the
actions and teacher stops doing and saying them in the
same order. Listen to and perform the actions.
Observe the picture and numbers and colours which
appear. Practise with the questions What number is it?
and What colour is it? Listen to and repeat the rhyme.
Optional activities. Colours (oral; reinforcement)/Colours
(written; extension).
Read and act out the rhyme.

Sing the song Up, up and
away.


Listen to and sing the song and act out the words.
Observe the flashcards and concentrate on correct
3


Oxford University Press – Galaxy 3-4
SKILLS
INTERAC
TION
S, W
T–Ss
S
T–Ss
MATERIALS
Board
TRP flashcards
TRP poster Starter
CB p. 2–3
APPR
OX.
TIME
.
10’
25’
10’
L, S
T–Ss
L
T–Ss
IW
T–Ss
IW
L, S
CD/tape
CB p. 2
CD/tape
CB p. 2–3
CD/tape
CB p. 2–3
LP p. 142
10’
20’
AB p. 2
15’
T–Ss
CB p. 4–5
10’
S, L
LC
T–Ss
CD/tape
CB p. 4–5
10’
LC
T–Ss
CD/tape
CB p. 4–5
15’
W
IW
S, L
LP p. 142
R, W
L, S
81
IW
T–Ss
AB p. 3
CD/tape
CB p. 2–3
10’
5’

4
Revise familiar words to
prepare the Listening
comprehension .


Memorise vocabulary.

pronunciation of the words boy, girl, cat, dog, pear and
rainbow. Revision of vocabulary with the game
True/false. Observe and comment on pictures and
predict what characters say. Listen and identify objects
and oral practice.
Optional activities : hangman (reinforcement)/What’s
this? (extension).
Explain the task before colouring and writing the name
of the colour used. Observe cards and find
corresponding stickers to complete the database. Make
a bag to store vocabulary cards.
LC
T–Ss
PW
TRP flashcards
CB p. 4–5
CD/tape
L, S
T–Ss
LP p. 142 (157)
LC
IW
20’
Approximate length: 4 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
20’
82
Colours, scissors
TRP flashcards
Data bank, AB p. 52
AB p. 65
Ses
sion
UNIT 1: At school
CLASSROOM ACTIVITIES
OBJECTIVES

Introduce the theme of the unit.


Follow the robot.


Recite a chant.
1



2
3
Memorise school/classroom
vocabulary.

Complete a wordsearch.


Count objects and write the
numbers.
Practise the listening
comprehension.

Assimilate the new vocabulary.

Activate the vocabulary learnt.







Follow the robot.
Oxford University Press – Galaxy 3-4



Observe the picture and comment on situation firstly in
mother tongue and then in English.
Demonstrate new exercises and revise gymnastic table
with the new movements: walk on the spot and swing
your arms. Listen and complete the table.
Observe poster and hypothesise upon situation. Listen
to and repeat the expressions Can you help me, please?
Yes, of course. Practise the chant in pairs.
Observe flashcards and identify objects: book, chair,
cupboard, desk, pencil, rubber. Practise with the game
Freeze. Listen to and repeat the model.
Optional activities : guess (reinforcement)/Question
chain (extension).
Explain activity and do word search .
Observe drawing and complete with the correct numbers
Observe the Starter poster and exchange questions and
answers. Listen to and repeat the song Up, up and
away. Observe and discuss the picture. listen to the
story while observing the frames
Introduce the vocabulary: classroom, dining room, gym,
toilet, corridor, playground. Listen and identify the words
whilst indicating them in the picture. Listen to and repeat
the rhyme. Practise with the game What’s missing?
Optional activities: vocabulary (reinforcement)/Listening
comprehension (extension).
Prepare the wordstrip 1 and play the game What’s this?
Optional activity: pairwork (reinforcement).
Revision of walk on the spot, swing your arms, put your
hand up, put your hand down and complete table.
SKILLS
INTERAC
TION
MATERIALS
APPR
OX.
TIME
.
L
T–Ss
CB p. 6–7
5’
LC
T–Ss
CD/tape
CB p. 6
10’
L, S
T–Ss
L, S
PW
LC
T–Ss
LC
IW
TRP poster Classroom
Conversation
CD/tape
CB p. 6
TRP flashcards (classroom
objects)
CD/tape
CB p. 7
LP p. 155
LP p. 157
AB p. 4
LC
IW
AB p. 4
10’
L, S
T–Ss
25’
LC
T–Ss
TRP poster Starter
CB p. 2–3
CD/tape
CB p. 8
TRP flashcards (school)
CD/tape
CB p. 8
10’
20’
10’
20’
LP p. 142
LC
PW
LC
T–Ss
83
Wordstrip 1, AB p. 59
Scissors
LP p. 158
CD/tape
15’
10’

Learn the prepositions with the
song Where’s my book?



4

Identify oral information.

Practise reading and writing.


Practise questions and
answers: Where is...? It’s...


Practise reading.

Improve oral and written
expression.

5





Assimilate vocabulary studied.

Listen to a story.


6

Practise reading and writing.


Oxford University Press – Galaxy 3-4
Observe pictures and anticipate vocabulary:
in, on, under, where is ...? Listen to the song following
the rhythm. Listen again and repeat the song .
Optional activities: song (reinforcement/extension).
Identify the characters and comment upon the situation.
Demonstrate the activity, listen to text ad match each
character with the correct place.
Written practice of words studied with the game Match.
Observe plan and explain activity. Complete activity
individually and correct.
Optional activity: school parts (reinforcement).
Listen to and repeat the song Where’s my book?
Revision of classroom objects with the game Flash.
Observe and discuss the picture . Listen to the
questions, anticipate the answer and check. Listen and
repeat the drill. Game in pairs.
Optional activity: Oral expression (reinforcement).
Observe the code and colour the drawing. Match the
questions with the correct answer.
Colour the objects and ask the questions . Exchange
books with a classmate, observe drawing and play a
memory game .
Optional activities : written expression
(reinforcement)/Oral and written expression (extension).
Explain the activity. Observe the database and revise
vocabulary, if possible, and play the game Numbers.
Complete the database with corresponding words and
stickers.
Listen to and repeat the rhyme Can you help me? Yes,
of course. Observe and comment on the pictures. Listen
to the story following the frames. Listen again and
identify the character. Listen for second time and identify
order of picture fames.
Listen to sentences and choose those corresponding to
character to complete speech bubbles. Observe the
story frames and complete with words from the table.
Optional activities : reading comprehension
LC
L, S
T–Ss
L
LC
IW
CB p. 9
CD/tape
15’
15’
LP p. 142, 143
CD/tape
AB p. 5
15’
W
IW
LC
L, S
T–Ss
LC
LC
PW
IW
W, S
IW
LC
PW
LC
IW
L
LC
IW
CD/tape
CB p. 11
15’
R, W
IW
AB p. 7
20’
LC
84
TRP flashcards (school)
AB p. 5
Colours
LP p. 142; Photocopy Master 1
CD/tape
CB p. 9–10
15’
LP p. 143
AB p. 6
Colours
AB p. 6
Colours
10’
LP p. 143, Photocopy Master 2
Data bank 1, AB p. 53
Unit 1 stickers
LP p. 143
20’
10’

Improve listening and reading
comprehension.

7
8


Revise contents studied.



Prepare a game.



Improve pronunciation.
Revise contents studied.




Reflect upon effort made and
Self-assessment .
Learn about Halloween.


9
(reinforcement)/Oral and written expression (extension).
Listen and complete the gymnastics table. Comment on
the title, observe the photos and anticipate the contents.
Read and check hypotheses. Infer meaning of new
words from context. Read and listen to text again.
Complete AB activity.
Optional activities : reading (reinforcement)/Vocabulary–
Poster (extension).
Make a plan of the school and label each. Oral practice.
Prepare cut-outs and explain the game. Play game in
pairs.
Optional activities : structures (reinforcement)/Alternative
game (extension).
R
LC
CD/tape
CB p. 12
AB p. 8
20’
LP p. 143
LC
IW
LC
PW
Listen to and repeat the song Where’s my book?
General revision of contents via spaceship game
Individual reflection and completion of self-assessment
sheet.
LC
LC
T–Ss
GW
LT
IW
Introduction to theme and knowledge of British
traditions. Observe and comment on the title A ghost
story and the pictures, and explain new vocabulary.
Listen to play whilst following pictures. Listen again.
Make some finger puppets. Perform play with puppets.
TD
T–Ss
IW
Approximate length: 9 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
T–Ss
IW
85
AB p. 8; Colours
TRP poster Classroom
conversation
Scissors
CB p. 13; AB p. 67
LP p. 144
CD/tape , CB p. 9
CB and AB Unit 1
LP p. 36
AB p. 9
10’
CD/tape
CB p. 60
Photocopy Master 25
Scissors, glue, colours
LP p. 130–131
45’
15’
5’
20’
20’
Ses
sion
1
UNIT 2: At Toby’s party
CLASSROOM ACTIVITIES
OBJECTIVES

Follow the robot.


Practise typical classroom
expressions: Can I have ...?
Yes, here you are.
Learn vocabulary related to the
house: living room objects.






Practise reading.

Familiarise oneself with
context.

Understand a story.




2

Assimilate the new vocabulary.


Follow the robot.

Sing the song Birthday!
3
Oxford University Press – Galaxy 3-4




Incorporation of new movements tap your toes, stretch
up high and complete table.
Observe and discuss poster. Listen to and repeat the
recording. Practise in pairs.
Presentation of words picture, plant, lamp, table, sofa,
television with flashcards and emphasis on new words.
Practise with the game Clever parrots. Listen, identify
the objects and repeat the words. Written practice.
Optional activities: vocabulary (reinforcement)/Oral
expression (extension).
Read the sentences, colour the objects and correct.
Observe the Starter poster and contextualise the
situation. Listen to and repeat the song Up, up and
away.
Anticipate contents from the title and pictures. Listen to
the story and identify the characters who speak.
Optional activity: Listening comprehension (extension).
Introduce the words bike, skateboard, ball, video,
computer game, T-shirt with flashcards and the game
Guess! Listen and identify the objects. Listen and repeat
the chant. Listen to a series of six words and identify the
one which is repeated. Play Wordstrip.
Optional activity: pass the bag (reinforcement).
Perform the actions, listen and complete the table.
Observe drawing and learn the melody and the
expressions Have you got ...?, I haven’t got ...,
I’ve got. Listen to and repeat the song .
Optional activity: song (reinforcement).
Listen to recording and number the presents. Written
SKILLS
INTERAC
TION
MATERIALS
APPR
OX.
TIME
.
LC
T–Ss
CD/tape ; CB p.. 14
10’
L, S
T–Ss
PW
CD/tape ; CB p.. 14
TRP poster Classroom
conversation
10’
LC
W
T–Ss
IW
LC
IW
LC
T–Ss
L
T–Ss
LC
L, S
T–Ss
IW
PW
L
T–Ss
LC
T–Ss
15’
TRP flashcards (living room
objects)
CB p. 15
CD/tape
AB p. 10
LP p. 144
10’
AB p. 10
TRP poster Starter
CB p. 2–3
CD/tape
CB p. 16
LP p. 144
TRP flashcards
CD/tape
CB p. 16
AB p. 59, Wordstrip 2
LP p. 156
CD/tape
CD/tape
CB p. 17
LP p. 144
86
10’
15’
20’
10’
10’

Practise listening and reading
comprehension and writing .

4

Practise the structure Have you
got ...?, I haven’t got ...,
I’ve got.


Practise comprehension and
expression .



Match words and pictures.


Listen to a story.


Practise reading and writing.

5

6

Follow the robot.

Improve reading
comprehension.





Oxford University Press – Galaxy 3-4
practice of names of presents with wordcards and the
game Jump. Revision of prepositions and complete
sentences.
Optional activity: writing (reinforcement)/Survey
(extension).
Listen to and repeat the song Birthday!, Revision of
vocabulary with the game What’s missing? Observe the
picture and comment on the situation. Listen and identify
the character. Practise the structure following the
rhythm.
Observe the maze and find the questions. Make
questions and oral exchange with a classmate.
Optional activities : have you got a ...?–Written
expression (reinforcement)/Have you got a ...?
(extension).
Revision of vocabulary (living-room and birthday
presents) with wordcards and the game Point. Observe
and complete database.
Warm-up: listen to and repeat the rhyme Can I have ...?
Practise in groups. Observe and comment on the
pictures. Listen to the story and follow the story frames.
Listen again and identify who is speaking. Another
listening with change of sequence and identification of
story frames.
Optional activity: reading comprehension
(reinforcement).
Identify what each character says. Complete speech
bubbles. Observe the story frames and complete with
words from the table. Collective correction.
Optional activity: performance–writing (extension).
Revision of movements tap your toes, stretch up high,
put your hand up, put your hand down and completion of
table according to recording.
Discuss the title My private diary and the pictures and
anticipate the contents. Read the texts and check .
Deduce the meaning of the words balloon, candles,
party, cards, new, lots of with the help of the pictures.
Optional activities : reading comprehension
(reinforcement)/Vocabulary (extension).
Listen to the recording . Explain activity with the
example. Listen again and complete the table. Draw and
TD
IW
LC
T–Ss
PW
TD
IW
PW
CD/tape
AB p. 11
TRP wordcards (presents)
25’
LP p.. 144; Photocopy Master 4
CD/tape
CB p. 17, 18
15’
AB p. 12
15’
LP p. 144, 145
Data bank 2, AB p. 54
Unit 2 stickers
15’
TRP poster Classroom conversation
CB p. 14
CD/tape
CB p. 19
25’
LC
IW
TD
T–Ss
R, W
LC
IW
LP p. 145
AB p. 13
LP p. 145
20’
LC
T–Ss
CD/tape
5’
TD
T–Ss
IW
CD/tape
CB p. 20
20’
LP p. 145; Photocopy Master 6
L, W
87
IW
CD/tape
20’


Practise listening and reading
comprehension.

Play a game.

7

8


Improve pronunciation.
Revise contents studied.



Reflect upon effort made and
Self-assessment .

write the name of their favourite presents.
Optional activity: Oral expression and escrita
(extension).
Revision of typical classroom language. Explain and
prepare the game of families with cut-outs. Demonstrate
the game and revise the necessary language: Have you
got ...? Yes, I have Here you are. /Sorry.
No, I haven’t. Listen to a model, put pupils into groups
and play the game.
Optional activities : game (reinforcement)/a more difficult
game.
Listen to and repeat the song Birthday!
Prepare the spaceship game. Revision of unit contents
and play game.
Individual reflection and completion of self-assessment
sheet.
AB p. 14
TD
TRP poster Classroom conversation
CB p. 21
Cut-out 2 AB p. 69
CD/tape
45’
LP p. 145
LC
LC
T–Ss
GW
LT
IW
Approximate length: 8 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
T–Ss
PW
GW
88
CD/tape , CB p. 17
CB and AB Unit 2
LP p. 52
AB p. 15
5’
20’
20’
Ses
sion
REVISION UNIT: Old MacDonald 1
CLASSROOM ACTIVITIES
SKILLS
OBJECTIVES
MATERIALS
APPR
OX.
TIME
.
45’

Learn how Christmas is
celebrated in Great Britain .

Introduction to British traditions. Observe and comment on
the picture and explanation of new vocabulary indicating
the objects. Listen to and repeat the song . Make
Christmas tree decorations. Game with the decorations.
TD
T–Ss
IW

Follow a story.

Observe and comment on the pictures. Read and listen to
text. Get to know characters and find words in text.
Optional activity: Listening comprehension
(reinforcement).
Optional activity: Listening comprehension (extension).
Listen to and read story. Sort pupils into pairs, select three
or four story frames and perform chosen part with
emphasis on correct intonation.
Optional activity: Oral expression (extension).
Explain activity and practise syntactic structures from story.
Revision of living-room objects with flashcards and
prepositions in, on and under. Complete exercises .
Optional activity: vocabulary (reinforcement).
L, R
IW
L, S
PW
R, W
T–Ss
IW
TD
IW
TD
GW
Card, paper, scissors, glue, colours
LP p. 138
45’
TD
IW
Assessment notebook p. 13–14
Photocopies p. 17–19
45’
1

2
3
INTERAC
TION

Practise comprehension and
oral expressions.

Practise reading and written
expression.






Improve comprehension and
oral and written expression.

5

Make a poster.

6

Assess knowledge acquired.

4
Listen to the first sentence of the recording and explain the
activity. Listen to the rest of the text and complete the text
with the missing objects. Read dialogue and oral practice
in pairs. Match sentences with corresponding animals. Find
words in a word search and then classify.
Creative extension of vocabulary and expressions learnt in
units 1 and 2. Divide class into groups and each designs
ideal classroom. Exhibit posters in classroom.
Complete test 1: Units 1–2.
Approximate length: 6 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
89
CD/tape
CB p. 61
Photocopy Master 26
Scissors, glue, thread, colours
LP p. 132–133
CD/tape
CB p. 22–23
AB p. 16
LP p. 145
LP p. 146, Photocopy master 7, 8
CD/tape
CB p. 22–23
LP p. 146
CB p. 22–23
AB p. 17
TRP flashcards (living room
objects)
LP p. 146
CD/tape
AB p. 18–19
45’
25’
20’
45’
Sessi
on
UNIT 3: Tea at Granny’s
CLASSROOM ACTIVITIES
OBJECTIVES


Follow the robot.

Practise typical
classroom
conversations .


Memorise vocabulary
related to the family.



Practise reading and
writing.
Introduce the theme of
the lesson.

1




Understand a story.


2

Assimilate vocabulary
related to food.



3

Follow the robot.
Assimilate the use of
the structure
Do you like ...? with a
song .
Practise reading and




Oxford University Press – Galaxy 3-4
SKILLS
Incorporation of new movements wiggle your hips and shake your
legs, revision of actions from unit 2 and complete the table.
Observe poster and present the model: I don’t understand. Listen
again. Listen to and repeat the expressions. Practise in pairs.
Introduce the words brother, sister, dad, granddad, granny and
mum with flashcards and the game Guess, if possible. Listen to
recording and identify corresponding person. Repeat new words.
Optional activities : family words (reinforcement/extension).
Observe drawings and identify the people following the example.
Match drawings with corresponding sentence. Collective
correction.
Warm up: observe Starter poster and anticipate vocabulary
related to food. Listen to and repeat the song Up, up and away.
Observe title and story frames, contextualise and anticipate what
is happening. Listen to story while following story frames. Listen
again and identify characters.
Optional activity: Listening comprehension (extension).
Introduce the words cakes, biscuits, sandwiches, yoghurt, fruit
and milk con las flashcards. Practise with the game Mime the
card. Listen to recording and identify corresponding drawing.
Listen to and repeat chant. Listen to series of words and identify
missing word. Play word chain game.
Optional activity: rhyme (reinforcement).
Revision of movements and complete table.
Observe drawing concentrating on words ham, jam, cheese and
peas. Learn the melody. Listen and repeat.
Optional activity: song (reinforcement).
Discuss picture and identify words. Listen to recording and
identify corresponding food. Revise spelling of new words with
90
INTERAC
TION
MATERIALS
APPR
OX.
TIME
.
LC
T–Ss
CD/tape
CB p. 24
5’
L, S
T–Ss
PW
15’
LC
T–Ss
TRP poster Classroom
conversation
CD/tape
CB p. 24
TRP flashcards (family)
CD/tape
CB p. 25
R, W
LC
LC
IW
10’
T–Ss
LP p. 146
AB p. 20
TRP poster Starter
CB p. 2–3
L
T–Ss
CD/tape
CB p. 26
15’
LC
L, S
T–Ss
IW
PW
LP p. 146
TRP flashcards (food)
CD/tape
CB p. 26
AB p. 61, Wordstrip 3
LC
L, S
LC
T–Ss
T–Ss
LP p. 146
CD/tape
CD/tape
CB p. 27
5’
15’
TD
IW
LP p. 146
CD/tape
25’
15’
10’
20’
oral and written
expression.
4

Practise the structure
Do you like ...?

Practise comprehension
and expression .









Match words and
pictures.
Listen to and
understand a story.
5




Practise reading and
writing.



Follow the robot.
Improve reading
comprehension.
6




Practise listening and
reading comprehension.

Oxford University Press – Galaxy 3-4
wordcards and the game Stop. Do crossword.
Optional activity: writing (reinforcement).
Optional activity: vocabulary (extension).
AB p. 21
TRP wordcards (food)
Warm up: listen to and repeat the song Do you like sandwiches
with ham and jam? Revision of vocabulary related to food with the
game Lip reading and flashcards. Observe picture and explain
situation. Listen to the questions and anticipate the answers.
Listen to recording and check. Oral practice and play the game in
pairs.
Demonstrate the activity. Identify the questions. Make questions
with the structure Do you like ...? and oral exchange in pairs.
Optional activities : question chain–written expression
(reinforcement).
Optional activity: vocabulary (extension).
Revision of vocabulary related to family and food with the
wordcards and the game You and me. Complete the database.
LC
T–Ss
PW
TD
IW
PW
LP p. 146; Photocopy Master 9
LP p. 147
CD/tape
CB p. 27, 28
TRP flashcards (food)
20’
AB p. 22
Warm up: listen to and repeat the rhyme I don’t understand.
Listen. Observe pictures and anticipate contents. Listen to
recording whilst looking at story frames. Listen again and identify
the character. Listen to recording with order changed and identify
story frames.
Optional activity: role play (extension).
Identify what each person says. Complete speech bubbles.
Observe the story frames and complete with words from table.
Collective correction.
Optional activities : reading comprehension
(reinforcement)/written expression (extension).
Revision of movements and complete table.
Observe and discuss the title This is my family and me and the
photos. Anticipate the contents. Check hypothesis by reading
texts. Deduce the meaning of the words or expressions Mother’s
Day, favourite restaurant, party and picnic from context. Read and
listen to text.
Optional activities : reading
comprehension(reinforcement)/vocabulary–Oral and written
expression (extension).
Observe pictures and revise vocabulary. Listen to first dialogue
and give examples. Listen to remaining dialogues and complete
15’
LP p. 157
LP p. 147, Photocopy Master 10
LP p. 147
TRP wordcards (family, food)
Data Bank 3, AB p. 55
10’
25’
LC
L
LC
IW
T–Ss
PW
R, W
LC
IW
LP p. 147
AB p. 23
20’
T–Ss
T–Ss
IW
LP p. 147
CD/tape
CD/tape
CB p. 30
5’
25’
LC
R
LC
CD/tape
CB p. 24
TRP poster Classroom Conversation
CB p. 29
LP p. 147
L, W
LC
91
IW
CD/tape
AB p. 24
15’

Make a game.

7



8

Improve pronunciation.
Revise contents
studied.
Reflect upon effort
made and Selfassessment .



activity. Draw favourite food and write sentences explaining what
they like and don’t like.
Warm up: use of typical classroom language with the poster.
Classroom conversation. Practise in pairs. Prepare cut-outs and
demonstrate the game. Listen to and repeat models. Divide class
into pairs and play the game, changing roles.
Optional activities : other games (reinforcement)/Music game
(extension).
Listen to and repeat the song Do you like sandwiches with ham
and jam?
Prepare spaceship game. Revise contents of unit and play game.
Individual reflection and completion of self-assessment sheet.
Approximate length: 8 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
92
TD
T–Ss
PW
TRP poster Classroom conversation
CB p. 31
Cut-out 3; AB p. 71
Scissors
CD/tape
LP p. 147, 148
45’
LC
T–Ss
CD/tape , CB p. 17
5’
LC
GW
20’
LT
IW
CB and AB Unit 3; LP p. 72
TRP flashcards (family, food)
AB p. 25
20’
Sessi
on
1

Follow the robot.


Learn the structures
from the conversation.
Memorise vocabulary of
parts of the face


Revise vocabulary
related to the circus.
Ask and answer
questions.




2
UNIT 4: At the circus
CLASSROOM ACTIVITIES
OBJECTIVES






3


4
Identify vocabulary
related to clothing.
Revise expressions
learnt in session 1 of
this unit .
Differentiate between
the pronouns he and
she.
Revise vocabulary
learnt.

Revise vocabulary from
previous session.

Differentiate between
has/have ... got in
questions

Play the game Who is
Warm-up: do gymnastics learning and practising the expressions
stand up, jump up and down, hop on one leg, wiggle your hips, shake
your legs, sit down.
Learn the conversation. Recite the conversation as a chant in chorus.
Listen to, repeat and identify the words hair, eyes, ears, nose, mouth,
teeth writing and reading these words and indicating parts of the face
Optional activities : Simon says (reinforcement)/Simon says draw...
(extension).
Oral practice. Repetition of the song Up, up, and away!
Find the clown, identifying where he is at each moment. Use L1 if
possible.
Memorise new vocabulary and practise the words jacket, trousers,
socks, shoes, hat, flower. Game Hands up. Play Wordstrip
Optional activities : vocabulary (reinforcement)/more vocabulary
(extension).

Warm-up: revision of gymnastics table adding the expressions tap
your toes, stretch up high.
Listening and reading comprehension of text of the song . Demonstrate
the word floppy. Read, listen to and sing the song .

Revision of vocabulary of clothing. Name and colour of items of
clothing.

Optional activities : vocabulary (reinforcement)/classification
(extension).

Warm up: read and pronounce correctly the text of the song The
circus is in town. Revision of vocabulary related to clothing. Game of
Whispers with the picture cards.

Listen to text and identify characters. Second listening with repetition.
Game of characters. Practise questions and answers: Has he
got...?/Yes, he has/No, he hasn’t. Game of Clever parrots with items
of clothing

Optional activities : memory game (reinforcement)/syntaxis
Oxford University Press – Galaxy 3-4
93
SKILLS
INTERAC
TION
L,S
T–Ss
S, LT
IW
TD
LC
T–Ss
L, S
T–Ss
L, LT
T–Ss
LC, S
T–Ss,
GW, PW
LT, L
T–Ss
TD
T–Ss
LC
W
T–Ss
IW
TD
LC
IW
T –Ss
TD
S
W
T–Ss
IW
MATERIALS
CD/tape
CB p. 32
TRP poster Classroom
Conversation
CB p. 32
TRP flashcards (parts of the
face)
CB p. 33
AB p. 26
LP p. 157
LP p. 148; coloured chalk
Poster Starter
CB p. 2–3
CD/tape
CB p. 34
TRP flashcards (clothes)
CB p. 34
AB p. 61; scissors
LP p. 148
CD/tape
LP p. 78
CD/tape
CB p. 35
TRP flashcards (clothes)
AB p. 27
Photocopy Master 12
CD/tape
CB p. 35
TRP flashcards (clothes)
CD/tape
CB p. 36
AB p. 28
Data Bank (clothes) AB p. 56
LP p. 149
APPR
OX.
TIME
.
5’
10’
30’
10’
10’
25’
5’
15’
25’
15’
30’
this?
5
6
7
8

Activate forms of
dialogue.

Read texts to be acted
out.

Revise expressions
from the gymnastics
table.

Improve reading
comprehension and
writing.
(extension).






Revision of the dialogue Do you like bananas? Oral practice.
Listen to text. Answer reading comprehension questions. Follow the
story via the recording. Identify changes in second text. Reading and
writing practice with the structure Has he got a rabbit? Collective
correction.
Optional activities : dramatisation (reinforcement)/comic (extension).
Listen to karaoke versión of text to be revised. Body movements to
demonstrate comprehension of text
Write the title A visit to the circus by Teddy and the words juggler,
clubs, horse trainer, trapeze artist, trick on the board. Collective
deduction of meaning via photographs and texts. Listen and repeat
the text. Consolidate texts via practice.
Optional activities : reading (reinforcement)/poster (extension).
TD
PW
TD
W
GW
IW
L
IW
TD
R
T–Ss
TRP poster Classroom
Conversation
CD/tape . CB p. 32
CD/tape
CB p. 37
AB p. 29. LP p. 149
CD/tape
LP p. 84
10’
CD/tape
CB p. 38
AB p. 30
LP p. 149
TRP photocopy Master 14
LP p. 149
TRP poster Classroom
Conversation
Scissors; AB p. 73
CD/tape
CB p. 39
CD/tape ; CB p. 35
40’
35’
5’
5’
40’


Revise conversations.
Practise vocabulary
and linguistic structures
by playing.


General revision of conversations in this Unit .
Prepare game with cut-outs. Use cut-outs to play, practising: Has he
got ....? Yes, he has/ No he hasn’t.
S
S
T–Ss
PW


Improve pronunciation.
Assess knowledge
acquired.


Repetition of recording of song The circus is in town.
Individual and silent general revision of contents so far. Divide class
into teams to play the spaceship game. Assessment with a table on
the board of Classroom conversation, words, question and answers,
songs and chants, robot gym actions.
Alter the game, note each of the revised words in AB and final
assessment of unit and performance at school.
S
IW
TD
GW
TRP flashcards (parts of the face
and items of clothing)
LP p. 88
25’
W, LT
IW
AB p. 31
15’

Reflect upon effort
made and Selfassessment .

Approximate length: 8 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
94
5’
Ses
sion
REVISION UNIT: Old MacDonald 2
CLASSROOM ACTIVITIES
SKILLS
OBJECTIVES
INTERAC
TION

Wish someone a Happy
Christmas .

Work on general culture and learn about British
traditions. Significance of painted eggs. Make a postcard
and play hide-and-seek..
TD
T–Ss
IW

Follow a story.

Read and listen to text. Identify vocabulary, match
pictures and sentences. Written practice: questions.
Optional activities Listening comprehension
(reinforcement)/order story frames (extension).
Oral practice of dialogues. Description of characters.
Match pictures with sentences.
Optional activities : vocabulary (reinforcement)/Oral
expression and reading comprehension (extension).
Inicial motivation. Listen to poem, preparation of a point
of the book. Write and read poem.
L, R
IW
TD
PW, GW
TD
IW
Creative extension of the vocabulary and expressions
learnt in Units 3 and 4. Prepare a poster related to the
family.
Completion of test 2: Units 3–4.
TD
GW
TD
IW
1
2


3
Practise comprehension and
oral expressions.



Write a poem.

5

Extend vocabulary.

6

Assess knowledge acquired.

4
Approximate length: 6 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
95
MATERIALS
APPR
OX.
TIME
.
CD/tape
CB p. 62
Photocopy Master 27
LP p. 134–135
CD/tape
CB p. 40–41; AB p. 32–33
LP p. 149,
Photocopy master 15, 16
CD/tape
CB p. 40–41; AB p. 34–35
LP p. 150,
Photocopy master 15, 16
CD/tape
CB p. 63
Photocopy Master 28
LP p. 136–137
LP p. 139
45’
Assessment notebook p. 14–15
Photocopies p. 20–22
45’
45’
45’
45’
45’
Ses
sion
1
UNIT 5: At the park
CLASSROOM ACTIVITIES
OBJECTIVES

Follow the robot.


Learn the structures from the
conversation.
Memorise vocabulary of actions



Do gymnastics learning and practising the expressions
turn around, bend your knees, jump up and down , hop
on one leg, stand up, sit down.
Learn the conversation. Recite the conversation
following the listen and chant in chorus.
Listen to, repeat and identify the words fly, jump, walk,
run, hop, swim by writing and reading these words.
Optional activities : vocabulary (reinforcement)/actions
(extension).
SKILLS
INTERAC
TION
L, S
T–Ss
S, LT
IW
TD
LC
T–Ss
MATERIALS
APPR
OX.
TIME
.
CD/tape
CB p. 42
5’
TRP poster Classroom
Conversation
CB p. 42
TRP flashcards (actions)
CB p. 43; AB p. 36
10’
30’
LP p. 150


2

Find Zeeta , Zap and Robodog.
Learn about activities that may
be performed in the park.
Questions and answers.
Learn new vocabulary related
to actions.






3

Revise expressions learnt in
session 1 of this unit .
Differentiate between the verb
forms can and can’t.

Practise listening
comprehension .



Oxford University Press – Galaxy 3-4
Oral practice. Observe the Starter poster. Repetition of
the song Up,Up, and away!.
Observe the pictures whilst indicating the actions as they
are mentioned. Identify familiar vocabulary.
Memorise new vocabulary and practise the expressions
skip, rollerblade, ride a bike, play football, play
basketball, skateboard. Listen to and repeat the song .
Identify the missing sequence. Wordstrip game.
Optional activities : vocabulary of actions and sport
(reinforcement)/Listening comprehension (extension).
Gymnastics table adding the expressions shake your
legs, wriggle your hips.
Listening and reading comprehension of words of the
song . Expressions wobble to the left! ... to the right!
don’t fall! Read, listen to and repeat the words of the
song and check comprehension.
Game of disappearing wordcards. Identify missing
action. Write corresponding action.
Optional activities : practise the song
(reinforcement)/can-can’t (extension).
L, S
T–Ss
L, LT
T–Ss
LC, S
T–Ss,
GW, PW
LT, L
T–Ss
TD
T–Ss
LC
W
T–Ss
IW
Poster Starter
CB p. 2–3
CD/tape
CB p. 44
TRP Wordstrip 5
CB p. 44
AB p. 63; scissors
LP p. 157–158
LP p. 150
CD/tape
LP p. 98
CD/tape
CB p. 45
TRP wordcards (sports and
activities)
96
5’
10’
25’
5’
15’
25’
4

Revise vocabulary from
previous session.

Warm up: song Can you play football? Game of
elimination. Bingo! with the picture cards.
TD
LC
PW, GW
T–Ss

Ask questions with the modal
verb can.

Listen and repeat the text. Oral practice, invention of
new questions, Memorize game and written practice.
Database game.
Optional activities : vocabulary (reinforcement)/structure
can-can’t (extension).
TD
S
W
T–Ss
IW
Warm-up: revision of conversation CB p. 42. Observe
pictures. Explain what is happening. Deduce contents.
Listen to text and oral practice.
Read text and write sentences.
TD
T–Ss
R, W
IW


Listen to and understand a
story.

Identify and write basic
structures with the verbs like
and have.
5


6


Revise vocabulary learnt at the
beginning of the unit .
Listen to a text and identify the
vocabulary.



Prepare and play a game.


Improve speech.



Revise vocabulary and
structures.


Assess knowledge acquired.

8
Optional activities : reading comprehension
(reinforcement)/Oral and written expression (extension).
Revision of vocabulary studied and extension with new
vocabulary: active, a good cook, a champion football
player, trophies.
Listen to text, identify vocabulary and choose from what
is being heard. Complete tables of personal information.
Optional activities: omitting words
(reinforcement)/questionnaire (extension).
Warm-up: revision of conversation models like Can I
have a pencil, please? Prepare to play the game
following instructions.
Practise associated linguistic structures.
Game in pairs and repetition of dialogue with exchange
of roles.
Optional activities : can-can’t (reinforcement)/guess who
(extension).
Warm-up: repetition of the song Can you play football?
Spaceship game to revise the vocabulary and structures
in the unit .
Revision of vocabulary learnt and self-assessment of
learning so far.
30’
30’
15’
LC
T–Ss
CD/tape
CB p. 43
20’
TD
IW
AB p. 40
LP p. 105
25’
TD
T–Ss
LP p. 151
CD/tape
CB p. 49
35’
S
PW
AB p. 75
10’
LP p. 151
TD
T–Ss
CB p. 45
20’
W
IW
AB p. 41
25’
Approximate length: 8 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
AB p. 39
15’
LP p. 151


7
AB p. 37
LP p. 150, 158
Photocopy Master 17
CD/tape
CB p. 46
TRP flashcards (sports and
actions)
CD/tape
CB p. 46
AB p. 38
Data Bank (actions) AB p. 57
LP p. 150 Photocopy Master 18
CD/tape
CB p. 47
97
Ses
sion
1
UNIT 6: At the zoo
CLASSROOM ACTIVITIES
OBJECTIVES

Follow the robot.


Learn the structures from the
conversation.
Memorise vocabulary of parts
of the body.





2


Revise vocabulary related to
animals.
Name the animals drawn.
Learn vocabulary related to the
zoo.





Revise structures to describe
animals.


Practise listening
comprehension and writing.

3


Practise structures learnt
asking questions.

Invent questions.
4



Oxford University Press – Galaxy 3-4
Gymnastics to learn and practise new expressions: nod
your head, run on the spot.
Learn the conversation. Recite the conversation as a
chant in chorus.
Listen to, repeat and identify the words arms, tail, head,
neck, legs, feet writing and reading these words and
indicating parts of the body.
Optional activities : Simon says (reinforcement)/parts of
the body (extension):
Warm-up: situation in the Starter poster and repetition
of the song Up, up, and away!
Find and identify each animal. Repeat names and
answer the question.
Memorise new vocabulary and practise the words
elephant, dolphin, crocodile, giraffe, bear, penguin.
Wordstrip game.
Optional activities : vocabulary (reinforcement)/Listening
comprehension (extension).
Gymnastics table to revise expressions learnt at the
beginning of this Unit (session 1). Listening and
rerading comprehension of words of song . Follow the
song with the pictures. Read, listen to and sing the song
.
Oral recognition of vocabulary related to animals and
numbers
Optional activities : song , photocopy
(reinforcement)/make a wordsquare, writing questions
(extension).
Warm up: song Can anyone tell me why? Revision of
names of animals with the picture cards. Listen to text
and repeat questions. Game in pairs.
Identify an animal by formulating questions. Revision of
parts of the body.
Optional activities : punctuation marks
(reinforcement)/description of animals (extension).
SKILLS
INTERAC
TION
MATERIALS
5’
L, S
T–Ss
S, LT
IW
TD
LC
T–Ss
L, S
T–Ss
L, LT
T–Ss
LC, S
T–Ss,
GW, PW
TD
T–Ss
CD/tape
CB p. 53
25’
L
T–Ss
IW
AB p. 43
Wordcards (animals)
Photocopy Master 20
LP p. 152, 158
20’
TD
LC
T–Ss
PW
30’
TD
PW
CD/tape
CB p. 54
TRP flashcards (animals)
AB p. 44;
Data Bank (parts of the body) AB
p. 58
LP p. 152
98
CD/tape
CB p. 50
TRP poster Classroom
Conversation
CB p. 50
TRP flashcards (parts of the
body)
CB p. 51; AB p. 42
LP p. 151
TRP poster Starter
CB p. 2–3
CD/tape
CB p. 52
TRP Wordstrip 6
CB p. 52; AB p. 42
AB p. 63; scissors
LP p. 151, 152, 157, 158
APPR
OX.
TIME
.
10’
30’
5’
15’
25’
15’

Make a dialogue following a
model.

Identify structures and write a
dialogue
5



Improve reading
comprehension.



6



Listen to an interview and
understand the essential
information.
Describe an animal in writing.
Play the game of questions and
answers.



7


Revise vocabulary and
structures from the unit .


Reflect upon effort made and
Self-assessment .

8
Warm-up: repeat dialogue with exchange of roles from
listening 107. Listen to store and observe pictures.
Identify carácter and store frame at each moment.
Reading practice and dialogue writing in corresponding
speech bubble.
Optional activities : reading comprehension
(reinforcement)/dialogues/store frames (extension)
Warm-up: gymnastics table to revise actions studied in
previous sessions. Observe the photographs . Read and
listen to accompanying texts. Deduce meaning of new
words. Writing model.
Practise listening comprehension. Multiple matching of
people with their age and preferences.
Practise the description of an animal following model in
classbook.
Optional activities : reading (reinforcement)/classification
of animals; poster (extension).
Warm-up: revision of conversation models . Prepare
questions game. Cut out according to instructions.
Explain the game. Listen to text. Repetition of questions.
Check use of structures Is it...? Has it got....? Can it ...?
Optional activities : Has it got...? (reinforcement)/Oral
expression with cut-outs (extension).
Warm-up: Repetition of the song Can anyone tell me
why? Spaceship game to revise the vocabulary and
structures in the unit .
Revision of vocabulary learnt and final assessment of
unit and performance in school.
TD
T–Ss
IW
CD/tape
CB p. 55
25’
W
IW
AB p. 45
20’
R, L
T–Ss
LP p. 152
CD/tape
CB p. 56
15’
L
IW
AB p. 46
10’
W
IW
AB p. 46
20’
TD
PW
TD
T–Ss
PW
LT, W
IW
Approximate length: 8 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
99
LP p. 153
TRP poster Classroom
Conversation
Scissors, Cut-out 6
CB p. 57
AB p. 77
CD/tape
LP p. 153
CD/tape
CB p. 35
TRP flashcards (parts of the
body)
AB p. 47
45’
20’
25’
Ses
sion
OBJECTIVES

Follow a story.
1
2
3
REVISION UNIT: Old MacDonald 3
CLASSROOM ACTIVITIES
SKILLS


Read and listen to text. Identify vocabulary, match story
frames and text. Written practice: questions.
Optional activities : Listening comprehension
(reinforcement)/order story frames (extension).
L, R
INTERAC
TION
IW
MATERIALS
CD/tape
CB p. 58–59; AB p. 48
LP p. 153,
Photocopy master 23, 24
CD/tape
CB p. 58–59; AB p. 49
LP p. 153,
Photocopy master 23, 24
CD/tape
AB p. 50
APPR
OX.
TIME
.
45’
45’

Practise comprehension and
oral expressions.


Oral practice of dialogues. Say sentences.
Optional activities: vocabulary (reinforcement)/Oral
expression and reading comprensión (extension).
TD
PW, GW

Identify and recognise words.

LC
IW

Revise vocabulary related to
actions
Practise listening comprehension . Identify animals and
parts of the body. Word classification: animals / food.
Identify actions and demonstrate in writing knowledge
acquired.
Optional activities : comic (reinforcement)/questions and
answers (extension).
Use and put into practice knowledge acquired. Prepare
and play a board game.
LC
IW
AB p. 51
20’
TD
GW
LP p. 140–141
45’
TD
IW
Assessment notebook p. 15–16
Photocopies p. 23–25
45’

4–5

6

Revise vocabulary and
structures learnt in previous
Units.
Assess knowledge acquired.



Complete test 3: Units 5–6.
Approximate length: 6 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
10
0
25’
CLASSROOM PROGRAMME -
NEW GALAXY 4: YEAR 2010/2011*
This classroom programme is part of the curriculum for primary education and the curriculum project for the area which OUP has designed for the Cool Kids method of teachinglearning the English language.
Designing a classroom programme is a very special task, as each centre, depending on its type and curricular project, each class, depending on its diversity, and each teacher,
according to his/her teaching experience, runs a different classroom programme in terms of particular characteristics but a similar one in a more general sense
Within this general context, and on the basis of openness and flexibility as a useful and efficient tool for primary school teachers, the Cool Kids editorial project has prepared this
classroom programme.
The abbreviations and symbols employed are as follows:
In the activities section:
SB- Student’s Book
p. - page
AN – Assessment Notebook
In the skills section:
DS – Communicative Skills
L- Listening Comprehension
R- Reading Comprehension
And in the interaction section:
IN- Interaction
IW- Individual Work
PW- Pair Work
T-Ss- Teacher-Students
TG- Teaching guide
PM- Photocopy Masters Book
S- Oral Expression
W- Written Expression
GW – Group Work
AC – All the Class
Oxford University Press – Galaxy 3-4
10
1
Ses
sion
1
Introduction: Starter
CLASSROOM ACTIVITIES
OBJECTIVES

Meet the characters again:
Zeeta and Zap.

Memorise expressions to
introduce people.

Revise and learn the numbers
from 1 to 100.
2

General activation of familiar vocabulary. Observe
starter poster.Identify characters. Introduce the unit .
Follow the song Up, Up, and away!

Listen to text. Identify and study useful expressions:
What’s your name? How are you? I’m fine thanks.
Optional activities : Consolidate vocabulary
(reinforcement) / basic questions (extension)



Warm-up: Revision of numbers from 1 to 20. Practise
saying numbers. Follow the numbers on the poster.
Match and practise reading numbers.
Optional activities : Oral expression (reinforcement) /
Guess my number (extension)

Remember numbers.

Warm-up: game What’s my number?

Revise the letters of the
alphabet.

Oral practice in naming letters of alphabet. Listen to and
accompany song aloud.
Write words. Acquire vocabulary. Use cut-outs to
practise.
Optional activities : song (reinforcement) / game I see in
front of me (extension)
3


Complete words.

SKILLS
MATERIALS
APPRO
X.
TIME.
25’
TD
T – Ss
IW
Cassette/CD
CB p. 2-3
TD
T – Ss
IW
AB p. 2
Cassette/CD
LP p. 139
20’
S
L, R
T – Ss
IW
TRP Flashcards. Numbers.
Cassette/CD
CB p. 2-3; AB p. 3
LP p. 139, wordcards: numbers
5’
40’
S
LC
IW
TRP Flashcards: números (20 –
100)
Cassette/CD
CB p. 4-5
AB p. 52
TRP Wordcards AB p. 65
Glue, scissors.
LP p. 139
5’
TD
T – Ss
IW
T – Ss
Approximate length: 3 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
INTERAC
TION
10
2
15’
25’
Ses
sion
UNIT 1: At the beach
CLASSROOM ACTIVITIES
OBJECTIVES
INTERAC
TION
MATERIALS
APPRO
X.
TIME.
5’

Observe in detail the contents
of the Unit .

Warm-up: General discussion of pictures, what they see,
recognise and know.
LT
T – Ss
CB p. 6-7

Learn to give direct orders.

S
T – Ss
PW
Cassette/CD
CB p. 6
10’

Memorise vocabulary of
hobbies

Recite actions. Listen to recording and memorise and
repeat structures introduced: Silence please, pick up
your pencil, open your book. Learn the conversation.
Perform in class.
Listen, repeat and identify, indicating hobbies
introduced. Game of Echo with the picture cards.
Written practice.
Optional activities : ask questions (reinforcement) / can –
can’t. (extension)
TD
IW
T – Ss
TRP Flashcards: hobbies
CB p. 7, AB p. 4
Cassette/CD
LP p. 140
30’
1

2
SKILLS

Listen to and understand a
speech.

Learn new vocabulary.

Identify vocabulary using
pictures.
Oxford University Press – Galaxy 3-4

Warm-up: Sing the song Up, up, and away! Listen to
and follow recording. Summarise text in L1.
L, S
T – Ss
TRP Poster starter; CB pp. 2-3
Cassette/CD; CB p. 8
15’

Identify vocabulary, repeat chant and predict next word.
L, LT
T – Ss
CB p. 8
Cassette/CD
10’

Identify new vocabulary and practise the words : cards,
stickers, marbles, badges, shells, sweets. Wordstrip
game
Optional activities : Vocabulary:numbers, new
characters (reinforcement) / Listening comprehension
(extension)
LC, S
T – Ss
IW, PW
Wordstrip 1, AB p. 59
Scissors
20’

LP p. 140
10
3

Recite and act out a rhyme.

Learn the structure: How many
... have you got?

Identify the vocabulary learnt in
context.


3




4
5

Invent actions for the song .
Practise the new syntactic
structure

Consolidate the structure
studied.



UNIT 1: At the beach
Warm-up: repeat actions in gymnastics table.
TD
T – Ss
Cassette/ CD
CB p. 9
5’
Listen to the song . Listening and reading
comprehension of words of song .
TD
IW
AB p. 5
Cassette/ CD
20’
S
T – Ss
IW
LP p. 140; p. 156 – 158
Photocopy Master 1
20’
TD
IW
Cassette/CD; CB p. 9
5’
CB p. 10
TRP Flashcards (collectable
objects)
AB p. 6
Data Bank (hobbies) AB p. 53
Cassette/ CD
LP p. 141
LP p 156 –158 Wordstrip 1
Poster Classroom conversation;
15’
Cassette/CD
CB p. 11
10’
AB p. 7
Cassette/ CD
30’
Identify quantities and objects. Listen in silence. Repeat
if possible. Written practice and sentences using
wordsearch.
Optional activities : song – draw and write
(reinforcement) / numbers and objects (extension)
Warm up: Song Collections.
General revision of names of collections playing Freeze.
Oral practice of How many .... have you got?
Read, write and use the syntactic structure presented.
Find the answer to the questions. Play What’s missing?
Optional activities : complete the sentences
(reinforcement) / guess: How many...have you
got?(extension)
LC
T – Ss
TD
GW
TD
T – Ss
IW
T – Ss
IW

Exchange roles in the rhyme.

Warm-up: listen to and repeat the rhyme.

Activate forms of dialogue.

Listen to the story. Identify changes and practise the
dialogue.

Complete texts.

Reading and writing practice using words provided
followed by oral practice of the same text once
completed
Optional activities : reading comprensión (reinforcement)
/ act out the story, separate sentences (extension)

Oxford University Press – Galaxy 3-4
W
PW
LP p. 141
10
4
25’
5’

6


UNIT 1: At the beach
Warm-up: Revision and repetition of actions from
session 1. Practise observing pictures, predict
vocabulary and anticipate the contents. Listen to text
and check accuracy of predictions.
Listen to and identify activity to be performed. Write
number and personal practice.
Optional activities : mime (reinforcement) / Count and
write (extension)

Practise listening
comprehension .


Recognise objects.



Prepare a Galaxy membership
card.

Practise vocabulary and
linguistic structures by playing.


Revise months of the year.


Learn words related to
birthdays.

Introduce new vocabulary” Birthday, presents...”


Sing the song For he’s a jolly
good fellow.
Listen t oand sing along with words of the song. Reading
practice and improved pronunciation. Make a birthday
badge for a friend.
Optional activities : add sentences (reinforcement) /write
an invitation (extension)
7
8
Work on reaqding
comprehension.


Oxford University Press – Galaxy 3-4
Warm up: Revise conversation models from session 5.
Prepare cards individually.
Listen to model conversation. Use game t odiscover
identity of each classmate
Optional activities : interrogative structures
(reinforcement) / Oral expression (extension)
Warm-up: Pupils raise a hand when they hear the month
of their birthday.
TD
T – Ss
Cassette/CD
CB p. 12
25’
L, W
T – Ss
15’
S
T – Ss
LT
T – Ss
Cassette/CD
AB p. 8
LP p. 141
TRP Photocopy Master 3
TRP Poster Classroom
Conversation
Scissors; Cut-out 1; AB p. 67
L, S
PW
15’
LC
T – Ss
Cassette/CD
CB p. 13
LP p. 142
CB p. 60
LP p. 130
LC
T – Ss
TD
GW
PW
10
5
Cassette/ CD
TRP Photocopy master 25,
scissors, coloured crayons, safety
pins, glue.
LP p. 153
5’
20’

Sing a song .


Revise what has been learnt so
far.

9


Reflect upon effort made and
self-assessment
UNIT 1: At the beach
Warm-up: song Collections
General revision of unit in groups. Note the sections
Classroom conversation, Words, Questions and
answers, songs, Robot gym actions.
Final individual revision of words they remember from
AB and final assessment of unit indicating level of
performance as appropriate.
S
IW
Cassette/CD; CB p. 9
5’
TD
GW
LP p. 37
TRP Flashcards: hobbies and
collections.
25’
W
LT
IW
AB p. 9
15’
Approximate length: 9 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
10
6
Ses
sion
1
UNIT 2: At the fancy dress party
CLASSROOM ACTIVITIES
SKILLS
OBJECTIVES
INTERAC
TION
MATERIALS
APPRO
X.
TIME.
10’

Remember actions learnt in
Galaxy 3.

Do gymnastics learning and practising the expressions:
walk on the spot, stretch up high, jump up and down,
wave goodbye.
L, S
T – Ss

Learn structures from
conversations.

S, LT
IW

Memorise vocabulary related to
fancy dress costumes
LC
T – Ss

Familiarise oneself with
vocabulary from the Unit .
S
LT
T – Ss
TRP Poster Starter, CB p. 2-3
Cassette/CD
CB p.16
20’

Identify vocabulary related to
clothing.
Learn the conversation, particularly the expressions: Oh,
I see, That’s wrong and that’s right . Recite the
conversation following the chant in chorus.
Listen, repeat and identify, indicating, writing and
reading clown, alien, ghost, princess, pirate, footballer ,
witch,cowboy.
Optional activities : Guess who is this? (reinforcement) /
I’ve got + items of clothing , I can ... (extension)
Warm-up: Situation of Zeeta and Zap in the poster.
Observe and explain the meaning of the title. Listen to
speech. Identify familiar vocabulary. Repetition of words
related to items of clothing.
Memorise newvocabulary and practise the words :
dress, tracksuit, skirt, boots, shorts, shirt. Wordstrip
game
Optional activities : Vocabulary (reinforcement) /
Listening comprehension (extension)
L, S
LT
T – Ss
CB p. 16, Wordstrip 2 AB p. 59
Scissors, Cassette/CD
TRP Flashcards: ropa
LP p. 142
25’

2



Oxford University Press – Galaxy 3-4
10
7
Cassette/CD
CB p. 14
TRP Poster Classroom Conversation
CB p. 14
TRP Flashcards: colours
CB p. 15; AB p. 10
Cassette/CD
LP p. 142
10’
25’

Follow the words of a song .

Order and number texts
according to order of
appearance.
3




Consolidate the structure: Is
he/she wearing....?

4


Anticipate the contents of the
reading.

5

Oxford University Press – Galaxy 3-4
UNIT 2: At the fancy dress party
Warm-up: Complete gymnastics table. Listening and
reading comprehension of the words of the song .
Detailed explanation of the meaning of the question Is
...wearing...? Reaf, listen to and sing the song .
Listen to the text, order and choose the corresponding
picture
Optional activities : Vocabulary, write and match,
classify (reinforcement) / Is he wearing...? (extension)
Warm up: correct pronunciation of the song Dressing
up. Questions game of elimination and identify
characters. Listen to cassette. Game of guessing who is
who. Practise written expression following the same
structure. Database game.
Optional activities : Who is who? (reinforcement) / Is
she/he waring ...(extension)
Warm-up: Revision of conversation in CB p. 14. Observe
the story frames, predict the story. Oral anticipation.
Listen to text. Reading and writing practice. Collective
correction.
Optional activities : reading comprehension
(reinforcement) / written expression (extension)
L, S
T – Ss
IW
Cassette/ CD
CB p. 17
20’
W
T – Ss
IW
25’
S
LC
IW
T – Ss
PW
TD
TD
PW
T – Ss
AB p. 11
Cassette/CD
Photocopy Master 4
LP p. 142
LP p. 143
Cassette/CD; CB pp. 17 – 18
Photocopy Master 5
TRP Flashcards: items of clothing
AB p. 12, Cassette/CD
Wordcards: costumes and items
of clothing AB p. 54 stickers
LP p. 143
LP p. 156-158
Poster: Classroom Conversation;
Cassette/CD; CB p. 14
CB p. 19
AB p. 13
LP p. 143
10
8
45’
45’
6

Observe models for describing
people.

Describe a classmate.



7

Differentiate between correct
and incorrect operations.

Prepare fancy dress cards.

Practise vocabulary and
linguistic structures by playing.
Do a linguistic project about
models.




8
Oxford University Press – Galaxy 3-4

UNIT 2: At the fancy dress party
Warm-up: Recite gymnastics table from session 1.
Check level of learning of vocabulary from the Unit. If
possible, reinforce or clarify concepts. Read and listen to
text. Explain in L1 if possible.
Prepare a text describing a classmate, friend or
imaginary stranger following the model.
Optional activities : Listening comprehension
(reinforcement) / Clothes in the correct column, clothes
(extension)
Warm-up: General revision of conversations in this Unit .
Follow instructions provided for each pupil t omake a
card.
Use the fancy dress cards to play practising Is he/she
wearing....? and items of clothing.
Creative use of vocabulary learnt. Draw models on cards
and and describe the clothes they are wearing.
Exhibition of models with commentary, recorded on
audio or video cassette.
TD
IW
T – Ss
W
IW
S
T – Ss
LT
IW
L, S
T – Ss
PW
GW
TD
10
9
Cassette/CD
CB p. 20
25’
AB p. 14
TRP Photocopy Master 6
LP p. 143
20’
TRP Poster Classroom
Conversation
5’
Scissors; AB p. 69; CB p. 21
20’
Cassette/CD
CB p. 21
LP p. 136
Cards, pencils, dictionaries, camera,
video camera, cassettes
20’
50’
9

Improve pronunciation.


Assess knowledge acquired.


Reflect upon effort made and
self-assessment.

UNIT 2: At the fancy dress party
Warm-up: follow the song Dressing up.
General revision of contents. Sort pupils into teams to
play the spaceship game. Evaluation with a table on the
board of: Classroom conversation; words; question and
answers; songs and chants; robot gym actions.
After the game write each of the words theey remember
from the AB and final assessment of the Unit indicating
level of performance as appropriate.
S
IW
Cassette/CD; CB p. 17
5’
TD
GW
TRP Flashcards: costumes and
ítems of clothing
LP p. 52
25’
W, LT
IW
AB p. 15
15’
Approximate length: 9 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
11
0
Ses
sion
UNIT de REVISION: Old MacDonald 1
CLASSROOM ACTIVITIES
SKILLS
OBJECTIVES

Learn about Christmas
traditions in Great Britain .

1


Follow a story.
2



Practise comprehension and
oral expression.
3



Improve reading and writing.
4



Prepare a Fashion Parade


Assess knowledge acquired.

5
Learn about British customs. Observe and discuss the
title A Christmas Story. Listen whilst indicating story
frames and repeat. Read the play and make a Christmas
card.
Optional activities : Oral expression (reinforcement /
extension)
Read and listen to text. Identify vocabulary, match
pictures and sentences. Reading practice.
Optional activities : Who’s speaking? (reinforcement) /
ordenar viñetas (extension).
TD
T – Ss
GW
IW
L
R
IW
Oral practice of dialogues. Correct pronunciation if
necessary. Written practice answering questions in
writing.
Optional activities : vocabulary (reinforcement) /
repetition of story without consulting book (extension).
Listen to text and identify the couple. Reading and
writing practice completing texts.
Optional activities : ordered sequence of story frames
(reinforcement) / write text in speech bubbles
(extension)
Creative extension of vocabulary and expressions
connected with clothing in Units 1 and 2. Make a poster
about fashion. Record on video (optional).
Complete test 1: Units 1 – 2
TD
PW, GW
R, W
MATERIALS
Cassette/CD
CB p. 61
Photocopy Master 26
Scissors, glue, colours
LP pp. 132-133
APPRO
X.
TIME.
45’
Cassette/CD
CB p. 22-23; AB p. 16
LP p. 144, Photocopy master
15,16
45’
Cassette/CD
CB p. 22-23
AB p. 17
LP p. 144
45’
IW
Cassette/CD; AB p. 18 – 19
Photocopy Master 7, 8
LP p. 144
45’
TD
GW
LP p. 136
45’
TD
IW
Assessment notebook pp. 13 –
14.
Photocopies pp. 17 – 19
45’
6
Approximate length: 6 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
INTERAC
TION
11
1
Ses
sion
1
2
UNIT 3: At the pet show
CLASSROOM ACTIVITIES
OBJECTIVES
SKILLS
INTERAC
TION
MATERIALS
APPRO
X.
TIME.
5’

Recite and act out a rhyme.

Do gymnastics learning and practising the expressions:
wave it around, click your fingers, touch the ground, put
your hand up.
L, S
T – Ss

Learn and practise
conversatrional structures.

Practise a conversation model. Recite the conversation
following the chant in chorus and practise the
conversation in pairs.
S, LT
IW

Memorise descriptive
adjectives.

Listen, repeat and identify, indicating, writing, repeating
and reading : fat, thin, long, big, little.
Optional activities : antonymous adjectives
(reinforcement) / It’s ... + adjective. (extension).
Warm-up: Repetition of the song Up, up, and away! and
situation of the characters in a pet shop.
TD
T – Ss
L, S
T – Ss
TRP Poster Starter
CB pp. 2-3
5’
Cassette/CD
CB p. 26. TRP Flashcards:
animals
CB p. 26
AB p. 61; Scissors
Wordstrip 3
LP p. 144
15’

Familiarise oneself with the
theme .

Predict what will happen in the
story.

Identify vocabulary related to
names of pets.
Oxford University Press – Galaxy 3-4


Listen to the speech, understand the text and prepare an
oral summary.
L, S
T – Ss

Memorise new vocabulary and practise the words : cat,
mouse, snake, rabbit, parrot, goldfish. Wordstrip game.
Optional activities : guess the animal (reinforcement) /
Make sentences (extension).
LC, S
T – Ss
GW, PW

11
2
Cassette/CD
CB p. 24
TRP Flashcards: parts of the body
and adjectives
TRP Poster Classroom
Conversation
CB p. 24
Cassette/CD
CB p 25
AB p. 20
LP p. 144
10’
30’
25’


3
4

Revise expressions learnt in
session 1 of this Unit .
Improve pronunciation.


Listening and reading comprehension of the text of the
song . Read, listen to and sing the song, followed by
corresponding comprehension practice.
L,S
T – Ss
Cassette/ CD
LP p. 62
5’
TD
T – Ss
Cassette/ CD
CB p. 27
20’
LC
W
T – Ss
IW
AB p. 21
Photocopy Master 9
LP p. 145
Cassette/CD; CB p. 27
TRP Flashcards: pets
Match descriptions with
pictures.


Description of pets. Make sentences.
Optional activities: Vocabulary (reinforcement / Write the
differences (extension)

Revise vocabulary from
previous session.

Warm up: Read and pronounce correctly the words of
the song “My pet”.
TD
IW
T – Ss

Learn new structures playing
the game who is this?

Listen to text, identify cat in question. Word game.
Practise questions and answers in oral and written form:
Is he big? / Has he got...? / Number... / That’s right
Optional activities : complete sentences (reinforcement)
/ syntaxis: He/She’s...+ adjective (extension)
Revision of the dialogue Blue boots, oral practice and
collective recitation.
TD
S
W
T – Ss
IW
TD
PW
Observe the story. Predict the contents. Listen to and
follow the text. Reading and writing using the strucrture
and performing the dialogue. Collective correction.
Optional activities : mime reading (reinforcement / Act
out the story, separate sentences (extension)
TD
T – Ss
IW

5
UNIT 3: At the pet show
Warm-up: perform actions while reciting the rhyme.

Activate forms of dialogue.


Predict the contents of the
story.

Oxford University Press – Galaxy 3-4

Cassette/CD
CB p. 28, AB p. 23
Data Bank (descriptive adjectives;
pets) AB p. 55
LP p. 145
Photocopy Master 10
Poster Classroom Conversation;
Cassette/CD ; CB p. 24
Cassette/CD
CB p. 29
AB p. 23
LP p. 145
11
3
20’
10’
35’
5’
40’

Revise familiar expressions.

Improve reading
comprehension and writing.


6


Prepare and play a linguistic
game.


Improve pronunciation.


Assess knowledge acquired.


Reflect upon effort made and
self-assessment.

7
8
UNIT 3: At the pet show
Warm-up: Revision of actions from first session. Recite
and mime to demonstrate comprehension of text.
LT
IW
TD
T – Ss
Warm-up: General revision of conversations in this Unit .
Prepare cut-out 3 game to practise vocabulary and
linguistic structures from this Unit .. Use cut-outs to play,
practising: Is it a girl or a boy? / Has she got a long
tail?...etc.
Warm-up: Repetition of the song My pet.
S
LC
T – Ss
PW
S
IW
General revision in silence of contents. Sort pupils into
teams to play the spaceship game. Evaluation with a
table on the board of: Classroom conversation; words;
question and answers; songs and chants; robot gym
actions.
After the game, write all the words they remeber from
the AB and and final assessment of the unit indicating
level of performance as appropriate.
TD
GW
W
LT
IW
Write the title Unusual pets in our class. Observe the
poster and deduce meaning of new vocabulary.
Formulate comprehension questions. Listen and repeat
the text..
Optional activities : remember words (reinforcement) /
Find and write the words (extension)
5’
Cassette/CD
CB p. 30
AB p. 24
LP p. 149
TRP Photocopy Master 11
LP p.145, 146
TRP Poster Classroom
Conversation
Scissors; AB p. 71
Cassette/CD
CB p. 31
Cassette/CD; CB p. 27
40’
TRP Flashcards: descriptive
adjectives; pets
LP p. 72
25’
45’
5’
AB p. 25
Approximate length: 8 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
Cassette/CD
LP p. 68
11
4
15’
Ses
sion
UNIT 4: At the funfair
CLASSROOM ACTIVITIES
OBJECTIVES

Learn about Carnival traditions
in Great Britain .

1

2
SKILLS
INTERAC
TION
Introduction to Carnival traditions: Pancake Day. Explain
what a pancake is and compare with their own customs.
Listen and repeat the poem Let’s make pancakes. Make
a card with the recipe for pancakes.
Optional activities : Oral expression (reinforcement /
extension)
TD
T – Ss
IW

Follow the robot.

Do gymnastics learning and practising the expressions:
hop on one leg, wiggle your toes, swing your arms, tap
your nose..
L, S
T – Ss

Learn conversational
structures.

Learn the conversation, particularly the expressions: It’s
my/your go. Recite the conversation following the chant
in unison.
S, LT
IW

Memorise vocabulary related to
fancy dress costumes

Listen, repeat and identify, indicating, writing and
reading: burgers, ice-cream, juice, pizza, popcorn, salad,
toffee apples, sandwiches.
Optional activities : Oral expression (reinforcement) /
She likes ... – She doesn’t like ... (extension)
LC
T – Ss

Oxford University Press – Galaxy 3-4
11
5
MATERIALS
Cassette/CD
CB p. 62
Scissors, colours
LP p. 134
LP p. 153
Cassette/CD
CB p. 32
TRP Poster Classroom Conversation
CB p. 32
Cassette/CD
TRP Flashcards: food and drink
CB p. 33; AB p. 26
LP p. 146
APPRO
X.
TIME.
45’
10’
10’
25’
3
4
UNIT 4: At the funfair
Warm-up: Explain the situation. Song Up, up and away.
Observe title and pictures and formulate hypotheses.
Listen to speech and identify familiar vocabulary .
Repeat words related to means of transport.
S
LT
T – Ss
TRP Poster Starter; CB p. 2 – 3
Cassette/CD
CB p. 34
20’
Memorise new vocabulary and practise the words :
boat, train, plane, rocket, car, bus. Wordstrip game.
Optional activities : I like / don’t like ... (reinforcement) /
Listening and writing comprehension (extension)
L, S
LT
IW
PW
25’
Warm-up: Listening and reading comprehension and of
words of the song Fun at the fair. Listen to and sing the
song.
Revision of vocabulary related to the fair. Observe CB
and explain the situation. Listen to recording, pausing for
pupils to respond. Oral practice.
Optional activities : Questions and answers Vocabulary (reinforcement)
L, S
T – Ss
IW
CB p. 34, Wordstrip 4 AB p. 61
Scissors, Cassette/CD
TRP Flashcards: means of
transport
LP p. 146
Cassette/ CD
CB p. 35
TD
T – Ss
IW
PW
Cassette/CD
CB p. 36
25’

Discuss the first question with all the group. Practise
written expression following the same structure and oral
exchange. Database game.
LC

Optional activities : Does he/she like ...? (extension)


Familiarise oneself with the
vocabulary from the Unit .

Identify vocabulary related to
clothing.


Follow the words of a song .


Practise the new structure:
Does ... like ...?




Practise oral and written
expression.
5
Oxford University Press – Galaxy 3-4
T – Ss
IW
PW
Photocopy Master 13
LP p. 147, 156, 158
AB p. 28
TRP Wordcards: fairground food
and attractions
AB p. 56 stickers
LP p. 147
11
6
20’
45’

Understand a story.

6


Improve listening and reading
comprehension.
7
8



Revise models of conversation.


Prepare a game and practise
vocabulary and structures
learnt by playing.


9

Improve pronunciation.


Assess knowledge acquired.


Reflect upon effort made and
self-assessment.

UNIT 4: At the funfair
Warm-up: Revision of conversation from CB p. 32.
Observe the story frames and formulate hypotheses.
Listen to text indicating story frames. Listen again with
order changed. Reading and writing practice. Collective
correction. Oral practice.
Optional activities : reading
comprehension(reinforcement) / Roleplay – Ora land
written expression (extension)
Warm-up: Recite gymnastics table. Revise fairground
vocabulary. Guided reading and listen to text. Complete
exercises in AB.
Optional activities : reading comprehension
(reinforcement) / Vocabulary (extension)
Warm-up: General revision of conversations in this Unit
Follow instructions to play the game. Listen to model
and play the game in pairs.
Optional activities : Vocabulary and
structures(reinforcement) / Oral expression (extension)
Warm-up: Follow the song Fun at the fair.
General revision of contents. Sort pupils into teams to
play the space race game. Evaluation with a table on the
board of: Classroom conversation; words; question and
answers; songs; robot gym actions.
After the game, complete AB and and final assessment
of unit indicating level of performance as appropriate.
TD
Poster Classroom Conversation
Cassette/CD; CB p. 32
CB p. 37
AB p. 29
45’
LP p. 147
TD
T – Ss
PW
IW
Cassette/CD
CB p. 38
AB p. 30
LP p. 148
TRP Photocopy Master 14
TRP Poster Classroom
Conversation
45’
S
T – Ss
LT
LC
T – Ss
IW
PW
Cassette/CD
CB p. 39; AB p. 73; Scissors
LP p. 148
40’
S
T – Ss
Cassette/CD; CB p. 35
5’
TD
T – Ss
IW
TRP Flashcards: fairground food
and attractions; spaceships.
LP p. 88
25’
W, LT
IW
AB p. 31
15’
Approximate length: 9 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
T – Ss
IW
GW
11
7
5’
Ses
sion
RERVISION UNIT: Old MacDonald 2
CLASSROOM ACTIVITIES
SKILLS
OBJECTIVES

Learn about Easter traditions in
Great Britain .

1


Follow a story.
2



Practise comprehension and
oral expression.
3



Improve reading and writing.
4



Make a poster about pets.


Assess knowledge acquired.

5
MATERIALS
APPRO
X.
TIME.
45’
Introduction to Easter traditions. Explain what hot cross
buns are and compare with their own customs. Listen to
and repeat the song Hot cross buns. Prepare an Easter
present.
Optional activities : Song (reinforcement) / Oral
expression (extension)
Observe the story frames and explain the situation.
Read and listen to text. Identify vocabulary with aid of
story frames. Reading comprehension practice.
Optional activities : Listening comprehension
(reinforcement/extension)
TD
T – Ss
IW
L
R
T – Ss
IW
Oral practice of dialogues concentrating on
pronunciation. Match sentences and pictures. Written
practice.
Optional activities : Vocabulary (reinforcement) / Oral
expression (extension)
Listen to text and match with corresponding picture.
Reading and writing practice.
Optional activities : Extra activity (reinforcement) / write
the text in the speech bubbles (extension)
Creative use vocabulary and structures learnt in Units 3
and 4. In groups make a poster of a pet. Exhibit work in
classroom.
Complete test 2: Units 2 – 4
TD
T – Ss
PW, GW
IW
R, W
IW
Cassette/CD
AB p. 34 – 35
LP p. 148
45’
TD
GW
LP p. 137
45’
TD
IW
Assessment notebook pp. 15 –
16.
Photocopies pp. 20 – 22
45’
6
Approximate length: 6 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
INTERAC
TION
11
8
Cassette/CD
CB p. 63
Scissors, card, glue, colours
LP p. 135
LP p. 153; Photocopy Master 28
Cassette/CD
CB p. 40 – 41
AB p. 32
LP p. 148, Photocopy Master
15,16
Cassette/CD
CB p. 40 – 41
AB p. 33
LP p. 148
45’
45’
Ses
sion
1
UNIT 5: At Silvia’s house
CLASSROOM ACTIVITIES
OBJECTIVES

Follow the robot.

Learn and practise
conversational structures.

Memorise vocabulary related to
the house.

Complete exercises practising expressions: shake your
arms, bend your knees, run on the spot, freeze.

Practise a conversation model. Repeat conversation and
practise in pairs.


2

Understand a story.


Identify vocabulary related to
after-school activities.


Oxford University Press – Galaxy 3-4
Listen, repeat and identify new vocabualry: bedroom,
bathroom, living room, dining room, kitchen, garden,
hall. Game Mime the card.
Optional activities : Vocabulary (reinforcement /
extension)
Warm-up: Repetition of the song Up, up, and away! And
familiarisation with context. Listen to speech, understand
text and identify expressions.
Memorise new vocabulary and practise expressions: do
my homework, watch television, have a bath, talk to
Mum, have tea, play with a friend. Wordstrip game.
Optional activities : Listening comprehension
(reinforcement) / Listening and reading comprehension
(extension)
SKILLS
INTERAC
TION
L, S
T – Ss
S, LT
IW
TD
T – Ss
L, S
T – Ss
LC, S
IW
PW
MATERIALS
Cassette/CD
CB p. 42
TRP Poster Classroom
Conversation
Cassette/CD; CB p. 42
CB p 43
AB p. 36
LP p. 149
TRP Poster Starter; CB pp. 2-3
Cassette/CD
CB p. 44; TRP Flashcards:
activities
CB p. 44
AB p. 63; Scissors
Wordstrip 5
LP p. 149
11
9
APPRO
X.
TIME.
5’
10’
30’
20’
25’
3

Improve pronunciation.


Practise comprehension and
expression.



Revise vocabulary learnt and
practise new structures.

Practise comprehension and
expression.
Identify and write activities. Write sentences with aid of
visual prompts.
Optional activities: Song ;Written expression
(reinforcement)


Optional activity: Partes de la casa (extension)
Warm up: Listen to and pronounce correctly words of
song After school. Revision of vocabulary of the house
and activities with the game Bit by bit. Observe and
comment on the pictures in the CB. Listen to questions
and answers one by one to guess the character. Listen
and repeat the dialogue and game in pairs.

Observe the code and decipher questions and answers.
Make their own questions and interchange with a
classmate. Revision, if possible, of vocabulary with the
game Memorize and complete database.
Optional activities : Written expression– Vocabulary
(reinforcement)
Optional activity: Oral expression (extension)
4


Oxford University Press – Galaxy 3-4
UNIT 5: At Silvia’s house
Warm-up: perform actions while reciting rhyme.
Comprehension of words of song, indicating
corresponding part of picture. Read, listen to and repeat
the song. Comprehension practice.
TD
T – Ss
Cassette/ CD
LP p. 98
CB p. 45
20’
LC
W
T – Ss
IW
AB p. 37
25’
LP p. 149; Photocopy Master 17
LP pp. 156 – 158
LP p. 149
TD
T – Ss
PW
Cassette/CD; CB p. 45
TRP Flashcards: the house /
activities
CB p. 46
25’
TD
S
W
T – Ss
IW
PW
AB p. 38
TRP Wordcards (house, activities)
Data Bank, AB p. 55
20’
LP p. 149; Photocopy Master 18
LP pp. 156-158; Wordstrip 5
LP p.150
12
0


Practise typical classroom
conversations .
Understand a story.


5


Improve reading
comprehension and writing.

6


UNIT 5: At Silvia’s house
Revision of the dialogue, oral practice and collective
recitation.
Observe and discuss the title and the pictures and
predict content. Listen t oand follow the text. Complete
exercises and collective correction. Oral practice.
Optional activities: reading comprehension
(reinforcement) / Act out the story – comprehension and
expression (extension)
Warm-up: Revision of actions from the first session,
recite and mime. Discuss the title My week and the
pictures and deduce new vocabulary. Listen and follow
text. Comprehension exercises and collective revision.
Guided writing practice
Optional activity: Lectura (reinforcement)
Optional activities : Vocabulary – Written expression
(extension)
Warm-up: General revision of conversations in this unit.
Prepare game with cut-outs. Explain rules of game
before playing in groups of three.

Prepare and play a linguistic
game.


Improve pronunciation.

Warm-up: Repetition of the song After school.

Assess knowledge acquired.


Reflect upon effort made and
self-assessment.

General revision in silence of contents so far.
Assessment via a table on the board of: Classroom
conversation; words; question and answers; songs and
chants; robot gym actions.
Alter the game, write the words they remember in the AB
and final assessment of the unit indicating performance
as appropriate.
7
8
TD
T – Ss
TD
T – Ss
IW
GW
TD
T – Ss
IW
5’
40’
Cassette/CD; LP p. 104
CB p. 48
AB p. 40
5’
LP p. 150; TRP Photocopy Master
19
LP p. 150
40’
TRP Poster Classroom
Conversation
CB p. 49; AB pp. 75, 79
Scissors, dice, counters.
Cassette/CD
Cassette/CD; CB p. 45
45’
S
LC
T – Ss
GW
S
IW
TD
GW
TRP Flashcards: house, afterschool activities
LP p. 72
25’
W
LT
IW
AB p. 41
15’
Approximate length: 8 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
Poster Classroom Conversation
Cassette/CD; CB p. 42
Cassette/CD
CB p. 47
AB p. 39
LP p. 150
12
1
5’
Ses
sion
1
UNIT 6: In the forest
CLASSROOM ACTIVITIES
OBJECTIVES
SKILLS
INTERAC
TION
MATERIALS
APPRO
X.
TIME.
10’

Follow the robot.

Do gymnastics learning and practising the expressions:
Nod your head, jump up and down, turn around, now
stand still.
L, S
T – Ss
Cassette/CD
CB p. 50

Learn conversational
structures.

Learn the conversation, particularly the expressions:
Sorry! That’s OK. Listen to and repeat the conversation.
Practise in pairs.
S, LT
T – Ss
IW
TRP Poster Classroom Conversation
CB p. 50

Memorise vocabulary related to
fancy dress costumes

Listen, repeat and identify the prepositions on, in,
under, over, near, behind, between, in front of. Complete
pratice exercises.
Optional activities : Prepositions of place (reinforcement
/ extension)
Warm-up: Explicación de la situación and anticipate the
vocabulary. Song Up, up and away. Observe and
comment on las imágenes. Audición and seguimiento
del esquech.
LC
T – Ss
IW
S
LT
T – Ss
Starter poster, CB p. 2-3
Cassette/CD
CB p. 52
20’
Memorise new vocabulary and practise the words : tree,
bush, river, rock, bird, frog. Wordstrip game.
Optional activities : Vocabulary (reinforcement) /
Listening and reading comprehension (extension)
L, S
LT
T – Ss
IW, PW
CB p. 52, Cassette/CD
TRP Flashcards: the forest
Scissors, Wordstrip 6, AB p. 63
LP p. 151
25’


Familiarise oneself with the
vocabulary from the Unit .


Identify vocabulary related to
the forest.

2

Oxford University Press – Galaxy 3-4
12
2
Cassette/CD
TRP Flashcards: prepositions of
place
CB p. 51; AB p. 42
LP p. 151
10’
25’

Practise prepositions with a
song .

Improve comprehension and
expression.
3





Consolidate the structure: Is
there...? Yes, there is / No,
there isn’t.

4



Understand a story.

5

Oxford University Press – Galaxy 3-4
UNIT 6: In the forest
Warm-up: Complete gymnastics table. Observe picture
and anticipate contents. Comprehension of words of
song The forest march, listen and sing along.
Anticipate vocabulary and identify from context. Write
sentences with help of visual prompts.
Optional activities : Song , Vocabulary, Spelling
(reinforcement)
Optional activity: Song (extension)
L, S
T – Ss
IW
Cassette/ CD
CB p. 53
20’
W
T – Ss
IW
Cassette/CD; AB p. 43
25’
Warm up: Follow the song The forest march. Play the
game Echo to revise forest vocabulary. Anticipate
vocabulary and structures from the listening and listen,
following the route in the CB. Oral practice following the
cassette o CD. Practice exercises and collective
correction. Database game .
Optional activities : Written expression- Vocabulary
(reinforcement)
Optional activity: Is there ...? (extension)
S, L
LC
T – Ss
PW
IW
Warm-up: Revision of conversation in CB p. 50. Observe
the story frames and make oral predictions. Listen to text
and comprehension exercises. Practice in reading,
writing and oral expression.
Optional activities : reading comprehension
reinforcement) / Act out the story – comprehension and
expression (extension)
TD
T – Ss
IW
GW
12
3
LP p. 151; Photocopy Master 20
LP pp. 156-158; Wordstrip 6
LP p. 151
Cassette/CD; CB p. 53
CB p. 54
TRP Flashcards (the forest)
AB p. 44
Databank, AB p. 58; stickers
Wordcards: prepositions, the
forest
LP p. 151; Photocopy Master 21
LP pp. 156-158; Wordstrip 6
LP p. 151
Poster Classroom Conversation;
Cassette/CD; CB p. 50
CB p. 55
AB p. 45
LP p. 152
45’
45’

Improve reading
comprehension.

Improve listening
comprehension.
6



Revise contents studied via a
game.
7



UNIT 6: In the forest
Warm-up: Recite gymnastics table from session 1.
Discuss the situation before reading the text and
anticipate vocabulary. Deduce meaning of unknown
words from context. Guided reading and comprehension
questions.
Listen to text and identify vocabulary following the
Forest race. Make their own race and instructions.
Optional activities : reading comprehension
(reinforcement) / Vocabulary – Written expression
(extension)
Warm-up: General revision of conversations from this
unit. Prepare game following the instructions provided.
Oral practice with the cassette/CD and play game.
Optional activities : Vocabulary (reinforcement) / Oral
expression (extension)

Improve pronunciation.

Warm-up: Follow the song The forest march.

Assess knowledge acquired.

General revision of contents. Play spaceship game.
Evaluation with a table on the board of: Classroom
conversation; words; question and answers; songs;
robot gym actions.

Reflect upon effort made and
self-assessment.

After the game, write all the words they remember in the
AB and final assessment of the Unit indicating level of
performance as appropriate.
8
TD
T – Ss
IW
L, W
IW
TD
T – Ss
IW
PW
S
T – Ss
TD
T – Ss
IW
W, LT
IW
Approximate length: 8 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
12
4
Cassette/CD
CB p. 56
20’
AB p. 46
25’
LP p. 152
TRP Photocopy Master 22
Cassette/CD
TRP Poster Classroom
Conversation
CB p. 57; AB p. 77
Scissors; Cut-out 6
LP p. 152
Cassette/CD; CB p. 53
45’
5’
TRP Flashcards: prepositions; the
forest
LP p. 124
25’
AB p. 47
15’
Ses
sion
REVISION UNIT: Old MacDonald 3
CLASSROOM ACTIVITIES
SKILLS
OBJECTIVES

Follow a story.
1



Practise comprehension and
oral and written expression.


2

3
Improve listening
comprehension, reading and
writing


4

Assess knowledge acquired.


Prepare the end-of-year show.

5
y
6
Read and listen to text. Ascertain truthfulness of
sentences and match sentences with characters.
Optional activities : Listening comprehension
(reinforcement) / Listening comprehension (extension)
Oral practice of story concentrating on pronunciation.
Practise reading comprehension and written expression.
Optional activities : Vocabulary (reinforcement) / Oral
expression (extension)
Listen to text and order pictures. Reading and writing
practice answering questions, drawing pictures and
writing a secret message.
Optional activities : Practise the story (reinforcement) /
Written expression (extension)
Complete test 3: Units 5 – 6
Creative extension of vocabulary and expressions
studied throughout the course. Preparation of
programme, invitations and poster to advertise show.
Rehearse and perform, if possible, in front of parents
and/or other groups. Record on video (optional).
MATERIALS
APPRO
X.
TIME.
45’
L
R
T – Ss
IW
Cassette/CD
CB pp. 58 – 59; AB p. 48
LP p. 152, Photocopy Master 23,
24
TD
T – Ss
IW
Cassette/CD; CB pp. 58 – 59
AB p. 49
LP p. 152
45’
L, R, W
IW
Cassette/CD
AB pp. 50 – 51; CB pp. 58 – 59
45’
LP p. 152
TD
IW
TD
GW
Approximate length: 6 sessions of 45 minutes.
Oxford University Press – Galaxy 3-4
INTERAC
TION
12
5
Assessment notebook pp. 15 –
16.
Photocopies pp. 23 – 25
LP p. 138
45’
45’
12
6