b. procedures - CRA Teruel 1

OBJETIVOS GENERALES DEL ÁREA DE INGLÉS



Comprender e interpretar mensajes verbales variados y utilizar las informaciones obtenidas para la realización de tareas diversas relacionadas con las experiencias de los alumnos.



Expresarse oralmente utilizando procedimientos y estrategias verbales y no verbales.



Leer de forma comprensiva diferentes tipos de textos y extraer de ellos tanto informaciones generales como específicas.



Escribir diferentes tipos de textos sobre temas variados.

 Identificar aspectos fonéticos, de ritmo, de acentuación y entonación, así como estructuras lingüísticas, aspectos léxicos de la lengua extranjera, funcionales y pragmáticos para usarlos como elementos básicos de la comunicación.

 Utilizar las nuevas tecnologías de la información y la comunicación para poder comunicarse en la lengua extranjera.

 Valorar la lengua extranjera como medio de comunicación y como herramienta de aprendizaje de distintos contenidos.



Mostrar una actitud positiva hacia el aprendizaje y uso de la lengua extranjera.



Utilizar los conocimientos y las experiencias previas con otras lenguas para una adquisición más rápida, eficaz y autónoma de la lengua extranjera.



Elaborar progresivamente competencias que capaciten a los alumnos para reflexionar y tomar decisiones cada vez más responsables sobre su propio aprendizaje y que contribuyan eficazmente al trabajo y al aprendizaje cooperativo.

COMPETENCIAS BÁSICAS DEL ÁREA DE INGLÉS

1-

Competencia morfosintáctica.

Se entiende como el dominio del código lingüístico verbal y no verbal, incluyendo los conocimientos y destrezas que permiten comprender y expresar con precisión el significado literal de los enunciados. Abarca entre otras: a. La competencia léxica.

Consiste en el conocimiento del vocabulario de una lengua y la capacidad de utilizarlo; incluye elementos léxicos y gramaticales. Se procurará el desarrollo de la capacidad de comprender y usar las fórmulas más habituales relacionadas con la comunicación en el aula y fuera de ella, las palabras y expresiones que se consideren necesarias para comunicarse sobre los temas que se aborden y las determinadas por la interpretación y producción de los textos que se elijan. b. La competencia gramatical.

Se entiende como la capacidad de aplicar los principios que rigen las complejas relaciones entre los distintos elementos del código lingüístico para interpretar y expresar significados. A lo largo de la etapa, y siempre como resultado de las necesidades de comunicación dentro en el aula, se irá afianzando, matizando y ampliando el uso de aspectos morfosintácticos básicos. El error gramatical forma parte del proceso de enseñanza – aprendizaje. El “feedback” proporcionado a los alumnos por el profesor y por los propios compañeros deberá fomentar su motivación para continuar dicho proceso. c. La competencia fonológica.

Es el reconocimiento y habilidad para utilizar fonemas, acento de palabra y enunciado, ritmo y entonación adecuados al propósito comunicativo. Debe facilitar la comprensión, expresión y comunicación de mensajes de manera inteligible. Un primer paso sería fomentar la percepción de sonidos nuevos que no existen en la lengua materna y combinaciones diferentes de fonemas ya conocidos. Para ello, se deberán ofrecer oportunidades constantes de escucharlos utilizando soportes audiovisuales variados. La identificación y práctica de esquemas rítmicos adquiere una importancia fundamental ya que transmiten información no contenida en las palabras.

.

2-

La competencia pragmática.

Agrupa las competencias que, junto con el componente lingüístico, integran la competencia comunicativa: a.

La competencia sociolingüística.

Abarca los conocimientos y destrezas que permiten comprender y producir enunciados adecuados, tanto en el significado como en la forma, a la situación de comunicación y al contexto en el que tienen lugar. El alumnado deberá adquirir las claves necesarias para reconocer y aplicar el registro (formal, informal, familiar,...) apropiado a cada situación de comunicación, escrita o hablada. Habrá de ser consciente de que la combinación de distintos factores como la situación, el tema, el propósito de la comunicación, los participantes y su actitud psicológica, entre otros, pueden dar lugar a conductas lingüísticas muy diferentes. Al mismo tiempo, deberá ser capaz de identificar algunos de los elementos del contexto a través de las palabras (registro) elegidas por el hablante, el tono de voz, los gestos, lo que no se dice, etc. b. Competencia discursiva.

Se refiere al conocimiento de los principios que rigen la organización, estructuración y secuenciación de elementos lingüísticos y funcionales de la lengua, así como las capacidades para utilizarlo en el medio hablado y en el escrito.

Incluye capacidades como la de estructurar y controlar el discurso en función de la organización temática, la coherencia y la cohesión, la ordenación lógica, el estilo y el registro, la eficacia retórica, la de estructurar sus intervenciones de forma que resulten informativas, relevantes, breves y ordenadas, o la de organizar la información según el tipo de texto y su función: descripción, narración, comentario, exposición, explicación, demostración, instrucción, argumentación, persuasión, etc., atendiendo a las convenciones propias de cada tipo de texto, oral o escrito. b.

Competencia funcional.

Consiste en la capacidad de emitir enunciados para cumplir una determinada intencionalidad comunicativa. Se refiere a aspectos no explícitos del mensaje, pero que resultan claves para su correcta interpretación. Abarca microfunciones (identificar, preguntar, responder, pedir, etc.), macrofunciones (descripción, narración, argumentación, etc.) y esquemas de interacción.

Como en otros apartados, las necesidades de comunicación dentro y fuera del aula determinarán la selección y secuenciación de las funciones y de los esquemas de interacción que el alumnado pueda llegar a ser capaz de manejar, incrementándose de una manera natural conforme se amplíe el campo de interacción de los alumnos y las situaciones de comunicación en las que participen. Su tratamiento será global y cíclico, al reaparecer necesariamente en el proceso de comunicarse.

3La competencia procesual.

Las capacidades que la integran permiten abordar con mayor eficacia e independencia el nuevo aprendizaje. Está relacionada con “saber ser”, “saber hacer” y

“saber aprender”. Puede subdividirse en: a.

Competencias intrapersonales.

Tienen que ver con el conocimiento de uno mismo y con el manejo de factores individuales tales como actitudes, motivaciones, valores, creencias, estilos cognitivos, afectos, personalidad, etc., de forma que favorezcan el proceso de aprendizaje y el desarrollo personal del alumnado en lugar de constituir un obstáculo. Incluye capacidades como saber reconocer y aceptar las características propias como aprendiz; manejar emociones como la frustración, el enojo, la tensión, etc.; la automotivación a lo largo de todo el proceso; la confianza en la propia capacidad; la tolerancia a la ambigüedad; etc. Es necesario tener en cuenta los diferentes estilos cognitivos de los alumnos y reconocerlos como distintas rutas para lograr un aprendizaje significativo, el cual contribuirá a reducir el temor a cometer errores, a aceptar sus capacidades y limitaciones, animará a asumir riesgos y fomentará la tolerancia hacia la ambigüedad. b. Competencias interpersonales.

Abarcan las competencias relacionadas con el aprendizaje en un contexto social, e incluyen la capacidad de relacionarse, cooperar y planificar con otros (trabajo en equipo); de negociar y resolver conflictos; la aceptación de otras formas de pensar y de actuar; la capacidad de aprender de otros; etc. c. Competencias relacionadas con el saber aprender.

A este apartado pertenecen capacidades, procedimientos, estrategias, etc., relacionados con el proceso de aprendizaje, su planificación, desarrollo y seguimiento.

Incluyen, entre otras, la reflexión sobre la comunicación, el sistema de la lengua y el aprendizaje; las destrezas de descubrimiento y análisis; el saber identificar las necesidades y objetivos propios, seleccionar y utilizar materiales y tareas adecuadas a sus fines y a sus características individuales; resolver problemas de información (planes de búsqueda, análisis, evaluación y comunicación de la información); utilizar las tecnologías de la información con distintas finalidades; desarrollar un sistema eficiente de recogida y clasificación de información sobre el funcionamiento de la lengua

(palabras, expresiones, reglas de uso, aspectos fonológicos...), tales como cuadros, tablas, gráficos, diagramas, fichas, etc.; usar estrategias verbales y no verbales para la obtención de información sobre la lengua; autocorregirse y corregirse mutuamente; hacer un seguimiento de los propios errores y actuar para corregirlos; evaluar el producto y el proceso del aprendizaje; utilizar la información sobre procedimientos alternativos experimentando y seleccionando aquéllas que considere personalmente más eficaces.

4. Competencia intercultural.

La competencia intercultural incluye, además de conocimientos, las capacidades de relacionar entre sí la cultura de origen y la cultura extranjera, de actuar de una manera sociocultural aceptable y de superar malentendidos interculturales y estereotipos.

Abarca actitudes como la valoración de la lengua extranjera como instrumento de comunicación con personas de otros países; el respeto hacia otras actitudes, valores, normas, costumbres y formas de organizar la realidad; el interés por mantener contactos con otras personas; la valoración de la lengua extranjera como enriquecimiento personal, entre otros aspectos.

Entre los conocimientos relacionados con esta competencia que pueden ser de interés en esta etapa educativa se encuentran: información sobre los distintos países donde se habla la lengua objeto de estudio (localización, ciudades, lenguas, etc.); aspectos de la vida diaria en ellos, en general, y de los jóvenes en particular (horarios, escuela, actividades de ocio, comidas y bebidas, establecimientos, compras, servicios, etc.); relaciones personales (familiares, sentimentales, amistad, etc.); comportamiento social, normas, convenciones (puntualidad, tabúes, etc.); aspectos paralingüísticos (gestos, posturas, sonidos, etc.); medios de comunicación (programas de televisión, revistas para jóvenes, noticias, temas de actualidad, etc.); celebraciones, festividades y tradiciones; algunos aspectos históricos, literarios, artísticos de interés; etc.

La selección y distribución de los contenidos en este apartado vendrán determinados fundamentalmente por las necesidades de interrelación, el interés y la curiosidad de los alumnos, fomentados por el profesor, y por los materiales visuales, orales y escritos elegidos. La edad y experiencia vital del alumnado desempeñarán un papel determinante en este proceso.

CRITERIOS DE EVALUACIÓN DE CONTENIDOS

Primer ciclo



Comunicarse oralmente participando en conversaciones sobre temas conocidos, de su interés o relacionados con necesidades de comunicación inmediatas



Comprender el sentido global de las situaciones reales y simuladas de comunicación oral en el aula identificando y utilizando elementos lingüísticos y no lingüísticos



Leer e identificar palabras y frases, presentadas previamente de forma oral, sobre temas familiares y de interés



Escribir palabras, expresiones conocidas y frases a partir de modelos y con una finalidad específica

 Reconocer y reproducir aspectos sonoros de pronunciación, ritmo, acentuación y entonación de palabras y expresiones que aparecen en contextos comunicativos habituales



Mostrar interés por el aprendizaje, integrarse en la dinámica del aula, usar estrategias básicas para aprender a aprender e identificar algunos aspectos personales que le ayuden a aprender mejor

 Mostrar interés por aprender una lengua extranjera y reconocer la diversidad lingüística como elemento enriquecedor

 Identificar algunos aspectos de la vida cotidiana de los países donde se hable la lengua extranjera y compararlos con los propios

Segundo ciclo



Comunicarse oralmente participando en conversaciones sobre temas conocidos, de su interés o relacionados con necesidades de comunicación inmediatas



Comprender el sentido global de las situaciones reales y simuladas de comunicación oral en el aula identificando y utilizando elementos lingüísticos y no lingüísticos

 Leer y captar el sentido global de algunas informaciones específicas de textos sobre temas conocidos y con una finalidad concreta



Escribir frases y textos significativos en situaciones cotidianas a partir de modelos con una finalidad determinada y con un formato establecido, tanto en soporte papel como digital


 Mostrar interés por el aprendizaje, integrarse en la dinámica del aula, usar estrategias básicas para aprender a aprender e identificar algunos aspectos personales que le ayuden a aprender mejor



Tercer ciclo



Mantener conversaciones cotidianas y familiares sobre temas conocidos o de su interés utilizando las estrategias adecuadas para lograr una comunicación eficaz

 Comprender el sentido global e identificar las informaciones específicas más relevantes en textos orales sobre temas cotidianos o de su interés emitidos en diferentes situaciones de comunicación

 Reconocer la idea general, extraer información específica y realizar inferencias directas en textos escritos adecuados a la edad, con apoyo de elementos textuales y no textuales, sobre temas variados y de su interés



Planificar y redactar textos escritos con progresiva adecuación pragmática y morfosintáctica y atendiendo al destinatario, al tipo de texto y a la finalidad, tanto en soporte papel como digital


 Mostrar interés por el aprendizaje, integrarse en la dinámica del aula, usar estrategias básicas para aprender a aprender e identificar algunos aspectos personales que le ayuden a aprender mejor



CRITERIOS DE EVALUACIÓN DE COMPETENCIAS BÁSICAS

A continuación procedemos al desglose de las competencias básicas dentro del

área de inglés pertenecientes a la educación primaria:

 Competencia Lingüística:

- Habilidades para establecer vínculos y relaciones constructivas con los demás y con el entorno y acercarse a nuevas culturas.

- Adaptar la comunicación al contexto.

- Utilización activa y efectiva de códigos y habilidades lingüísticas y no lingüísticas y de las reglas propias del intercambio comunicativo en diferentes situaciones para comprender y producir textos orales y escritos adecuados a cada situación de comunicación

- Comprender, componer y utilizar distintos tipos de textos orales y escritos con intenciones comunicativas o creativas diversas.

- Utilizar la lectura para facilitar la interpretación y comprensión del código y permitir hacer uso de la lengua escrita.

- Utilizar la lectura como fuente de placer, de descubrimiento de otros entornos, idiomas y culturas, de fantasía y saber.

- Capacidad de leer, escuchar, analizar y tener en cuenta opiniones distintas a la propia con sensibilidad y espíritu crítico.

- Poder comunicarse en alguna lengua extranjera, y con ello enriquecer las relaciones sociales y desenvolverse en contextos distintos al propio.

- Con el uso de lenguas extranjeras, favorecer el acceso a más y diversas fuentes de información, comunicación y aprendizaje.

 Competencia Matemática:

- Conocimiento y manejo de los elementos matemáticos básicos (números, medidas, símbolos, elementos geométricos, etc.) en situaciones reales o simuladas de la vida cotidiana.

- Integrar el conocimiento matemático con otros tipos de conocimiento para dar una mejor respuesta a las situaciones de la vida de distinto nivel de complejidad.

 Competencia del Mundo Físico:

Habilidad para interactuar con el espacio circundante: moverse en él y resolver problemas en los que intervengan los objetos y su posición.

Conocimiento del cuerpo humano de la naturaleza y de la interacción de los hombres y mujeres en ella.

-

Mostrar actitudes de respeto hacia los demás y uno mismo.

Realizar predicciones de distinto nivel de complejidad.



Competencia digital:

-

Búsqueda, selección, registro y tratamiento o análisis de la información, utilizando estrategias diversas para acceder a ella según la fuente a la que se acuda y el soporte que se utilice (oral, impreso, audiovisual, digital o multimedia).

-

Dominio de lenguajes específicos básicos (textual, numérico, icónico, visual, gráfico y sonoro) y de sus pautas de decodificación y transferencia.

Utilizar las tecnologías de la información y la comunicación en su doble función de transmisoras y generadoras de información y conocimiento.

Emplear las tecnologías de la información y la comunicación como herramienta en el uso de modelos de procesos matemáticos, físicos, sociales, económicos o artísticos.

-

Ser una persona autónoma, eficaz, responsable, crítica, y reflexiva al seleccionar tratar y utilizar la información y sus fuentes, así como las distintas herramientas tecnológicas.

-

Tener una actitud crítica y reflexiva en la valoración de la información disponible, contrastándola cuando es necesario.



Competencia social y ciudadana:

Entender los rasgos de las sociedades actuales, su creciente pluralidad y su carácter evolutivo.

-

Demostrar comprensión de la aportación de las diferentes culturas han hecho a la evolución y progreso de la humanidad.

-

Mostrar un sentimiento de ciudadanía global compatible con la entidad local.

Ser consciente de los valores del entorno, evaluarlos y reconstruirlos afectiva y irracionalmente para crear progresivamente un sistema de valores propio y comportarse en coherencia con ellos al afrontar una decisión o un conflicto.

Conocerse y valorarse

Saber comunicarse en distintos contextos, expresar las propias ideas y escuchar las ajenas

-

Práctica del diálogo y de la negociación para llegar a acuerdos como forma de resolver los conflictos, tanto en el ámbito personal como en el social

Disponer de habilidades para participar activa y plenamente en la vida cívica

Construir, aceptar y practicar normas de convivencia acordes con los valores democráticos

.

 Competencia cultural y artística:

Habilidades de pensamiento, perceptivas y comunicativas, sensibilidad y sentido estético para poder comprender, valorar, emocionarse y disfrutar de las manifestaciones culturales y artísticas

-

Iniciativa , imaginación y creatividad para expresarse mediante códigos artísticos

-

Conocimiento básico de las principales técnicas, recursos y convenciones de los diferentes lenguajes artísticos, así como de las obras y manifestaciones más destacadas del patrimonio cultural



Competencia de aprender a aprender:

Sentimiento de competencia personal, que redunda en la motivación , la confianza en uno mismo y el gusto por aprender

Ser consciente de lo que se sabe y de lo que es necesario aprender

Ser consciente de cómo se aprende

Conocer las propias potencialidades y carencias, sacando provecho de las primeras y teniendo motivación y voluntad para superar las segundas desde una expectativa de éxito, aumentando progresivamente la seguridad para afrontar nuevos retos de aprendizaje

Curiosidad de plantearse preguntas, identificar y manejar la diversidad de respuestas posibles ante una misma situación o problema utilizando diversas estrategias y metodologías que permitan afrontar la toma de decisiones, racional y críticamente, con la información disponible.

Perseverancia en el aprendizaje, desde su valoración como un elemento que enriquece la vida personal y social y que es , por tanto, merecedor del esfuerzo que requiere

CRITERIOS DE CALIFICACIÓN



Examen.- 80 % o Listening.- 20 % o Speaking.- 20 % o Reading.- 20 % o Writing.- 20 %

 Interés y comportamiento.- 10 %

 Trabajo diario ( en el aula y fuera de ella, presentación del cuaderno…).- 10%

 Además se valorarán los siguientes aspectos:

- La asistencia a clase, la actitud y motivación escolar diaria y la participación en clase, así como el trabajo individual o en grupo.

- Por tanto, la calificación no se deriva exclusivamente de la realización de pruebas escritas u orales. La actitud en clase podrá ser determinante en la calificación final de las distintas evaluaciones.

- Se establecerá en cada caso a qué objetivos de la programación corresponden los ejercicios de una prueba, así como el valor de los mismos en la calificación global.

- En otros instrumentos o técnicas, como realización de tareas individuales, participación en clase y actividades fuera del aula, se valorarán pautas negociadas y propuestas a comienzo de curso. Se matizarán en el momento que se proponga la actividad.

- Se evalúa el proceso de aprendizaje del alumno. La evaluación formativa se concibe como un método que nos permite ir conociendo la evolución de los alumnos en el aprendizaje, tanto en los objetivos de la materia como en la actitud del alumno ante la asignatura.

- Es importante que el alumno tome conciencia de sus propios avances, estancamientos o retrocesos en relación a sus esfuerzos, y así se responsabilice de su propia educación aprendizaje.

FIRST CYCLE

FIRST TERM

UNIT: GREETINGS, COLOURS AND NUMBERS.

OBJECTIVES



To recognize and use greetings



To recognize and realize different kind of actions



To use polite greetings as “please”, “thank you”



To learn numbers from 1 to 30



To learn the colours

CONTENTS

A. CONCEPTS



Hello. I am



Goodbye



Good afternoon



Colours



Numbers from 1 to 30

B. PROCEDURES



Express their feelings and desires



Take part in songs



Greet and say goodbye according to the hour



Introduce themselves in English



Use flashcards

C. ATTITUDES



Cooperate with their partners

BASIC COMPETENCES



LINGUISTIC COMPETENCE:

Being able: -to use the appropiate greetings in different situations (parts of the day).

-to describe orally or in written form different objects using the colours.

- to use the numbers to express their age, quantity ...



MATHS COMPETENCE :

Being able

to express the requied quantity in a specific real or unreal situation (number of objects shown...)

to count the numbers from 1 to 20 in familiar situations: to ask for a glass of water.



PHYSICAL WORLD COMPETENCE:

Being able : - to realize about different situations where the contents of these units can be used. ..For instance: say hello when you enter the classroom or goodbye when you go out.



DIGITAL COMPETENCE:

Being able: - to make use of the new technologies to revise the acquired contents.

to be an autonomous and critical person .



SOCIAL AND CIVIC COMPETENCE:

Being able: - to interact with their partners using their previous knowledge.

- to show respect using the polite expressions : thank you , sorry, please...



LEARN TO LEARN COMPETENCE:

Being able: - to realize that playing or singing they can learn english.

EVALUATION









Singing song using actions

Practicing greetings

Counting objects

Recognizing colours

THEME : THE CLASS

OBJECTIVES



To respect other people (pupils, teachers) and kind of behaviours



To know classroom objects



To learn the different places in a school (classroom , playground)



To learn the name of some subjects

CONTENTS

A. CONCEPTS



Table / chair



Crayon



Pupil / teacher



Orders :colour, point, touch...

B. PROCEDURES



Recognize the basic vocabulary of the classroom



Participate in chants, songs, games...

C. ATTITUDES



Show interest in the school objects



Respect the rules



Have a correct behaviour.





Being able: -to use the parts of the school

-to learn orally and written classroom objects ( table, chair,...) and practice

them in different contexts

- to recognize the parts of a school ( playground,toilet...) relating them with

daily lives activities



MATHS COMPETENCE :

Being able: - to count the different objects that you can find in a music classroom or a

gym and see the difference ( a ball, a guitar...)



PHYSICAL WORLD COMPETENCE:

Being able : - to recognize the physical space where they are ( in a gym, a music room,

a playground...)



DIGITAL COMPETENCE:


- to be an autonomous and critical person .




Being able: -to interact with their partners using their previous knowledge.

- to show respect using the polite expressions : thank you , sorry, please...

- to participate in songs, games and share their knowledge with their partners




Being able: - to realize that playing or singing they can learn english.

- to relate previous knoledge to the new one and use it in real contexts

EVALUATION



Knowing the name of the classroom objects



Recognising the places in a school



Pronouncing vocabulary properly

THEME : HALLOWEEN

OBJECTIVES :



To known the vocabulary related to the festival.



To understand oral messages.

CONTENTS

A. CONCEPTS



Halloween creatures : witch, ghost , pumpkin, spider, skeleton, monster, jack o´ lantern, black cat, vampires……



What is this? This is a ...



Trick or treat ?

B. PROCEDURES



To remember known words.



To show oral comprehension through physical response.



To learn a rhyme.



To associate the vocabulary with the pictures.



To sing a song.



To performance a tale.



To participate in small groups.

C. ATTITUDES



To participate actively in games.



To make an effort to memorize and produce a song , a

rhyme .



To appreciate the work done through the unit.



To show a respectful attitude to the physical appearance



To show interest for a different culture





Being able: -to use the parts of the school

-to learn orally and written the vocabulary related to this festival ( witch,

ghost,...) and relate them with different contexts ( fancy dress,

newspapers, advertisements...)

- To show oral comprenhension through physical response ( trick or treat)



MATHS COMPETENCE :

Being able: - to count the different halloween creatures and objects using the English

numbers ( pumpkins, brooms...)

- to count money , sweets etc that they receive in their houses



DIGITAL COMPETENCE:






Being able: -to relate the English festival with a Spanish festival and see some

differences and similarities

- to perform a tale, a song... in order to show it to their friends and family




Being able: - to realize that playing or singing they can learn English.

- to relate previous knoledge to the new one and use it in real contexts ( a fancy

dress party...)

EVALUATION



Recognising basic vocabulary






Understanding oral messages

THEME : THE BODY

OBJECTIVES



To know the name of the parts of the body



To reproduce oral messages



To sing a song

CONTENTS

A. CONCEPTS



Parts of the face



Parts of the body: legs, arms,hands, shoulders, knees,fingers, toes...



Point to...



Touch...



Move...

B. PROCEDURES:









To learn a rhyme.






To sing a song.




C. ATTITUDES








To make an effort to memorize and produce a song , a rhyme .






Being able: -to learn orally and written the vocabulary related to the parts of the body

- to recognize different orders in class ( touch your nose, point to your leg)



MATHS COMPETENCE :

Being able: - to count the fingers of the hand using the English

numbers



DIGITAL COMPETENCE:








dress party...)

EVALUATION



Knowing body vocabulary



Recognising different orders in class



Paying attention in class




THEME :CHRISTMAS

OBJECTIVES



To associate images with words.



To learn vocabulary related to Christmas



To identify English words by understanding their meaning.



To appreciate the differences between English and Spanish Christmas festival



To know the name of some toys: car, kite, ball, doll, robot...

CONTENTS

A. CONCEPTS



Christmas vocabulary: Father Christmas, snow ,snowman, bells, candle, cracket...



Toys: kite, doll, car, robot, ball,...

B. PROCEDURES



Associating objects with words.



English words reading.



Associating pictures with words.



Listening carols

C. ATTITUDES



To show interest in other cultures Christmas habits.



To enjoy English language learning





Being able:

-to learn orally and written the vocabulary related to this festival ( father

Christmas...) and relate them with different contexts ( fancy dress,

newspapers, advertisements...)

- To relate pictures to words



MATHS COMPETENCE :

Being able: - to count the different toys and presents they receive at home using the

English numbers



DIGITAL COMPETENCE:






Being able: -to relate the English festival with the Spanish festival and see some








dress party...)

EVALUATION



Knowing vocabulary related to Christmas







FIRST CYCLE

SECOND TERM

UNIT: FAMILY

OBJECTIVES



To produce vocabulary related to the family.



To revise the knowledge about the members of a family .



To recognise written texts about the members of a family



To pay attention to the global sense of simple oral texts with mime and gestual support in meaningful text

CONTENTS

A CONCEPTS



Grandfather, grandmother......



He is in the ....she is in the ......



Is this .....?



Is she / he....?



She/ he is dancing....



Action verbs : eat, play, dance......

B PROCEDURES



Use orally the foreign language to communicate with the teacher and the rest of the students.



Answer orally to questions about the pictures.



Identify differences between two pictures.



Use stickers to revise the written language .



Learn a chant by heart.



Make a family poster

C ATTITUDES



Showing interest by using non linguistic resources ( gestures, sounds

...)



Showing interest to use oral messages previously memorized.



Acceptance of error as an integral part of the learning process.



Knowing English life.





Being able: -to adapt the vocabulary learned at school to real situations ( hello, mum)

-to understand the main idea of a tale reading in class, and relating the

characters with the action they make ( the mum cooks, the baby plays...)

- To listen to a song and fill in the gaps



MATHS COMPETENCE :

Being able: - to answer questions related to the number of brothers or sisters they have

and compare the answers with their partners one



PHYSICAL WORLD COMPETENCE

Being able to : - to talk about the members of their family and their names



DIGITAL COMPETENCE:



- to respect the class´ rules when using the new technologies




Being able: - to participate actively in classroom activities







- to show interest in learning



CULTURAL AND ARTISTIC COMPETENCE

Being able : - to show creativity and imagination to draw their families and explain who

each member is

EVALUATION



Knowing vocabulary related to family







UNIT: CLOTHES

OBJECTIVES



To know the verbs associated to clothes semantic field.



To follow simple oral instructions to simulate they are wearing different clothes



To make oral descriptions about clothes.



To identify written words with their meaning

CONTENTS

A CONCEPTS



Skirt, shirt, coat, jacket, boots, dress, scarf, hat





What are you wearing?

I´m wearing…

 What colour is …?

B. PROCEDURES



Simple oral messages production.



Clothes description.






Association of words and pictures or objects

C. ATTITUDES



To enjoy the English language as a way of oral expression.





Being able: -to adapt the vocabulary learned at school to real life situations (put on,

take off....etc )

-To listen to a song and fill in the gaps.

- To make a fashion show and describe the partners ´ clothes.



MATHS COMPETENCE :

Being able: - to count the clothes that they find in a suitcase.

- to talk about the number of clothing that they are wearing ( I´m wearing

a pair of shoes , gloves ...etc )




Being able to : - to talk about the different kinds of clothing you are wearing in the

four seasons.

- to differenciate the suitable kind of clothing between the different

countries.



DIGITAL COMPETENCE:


















Being able : - to cut clothes and put them in a rope , saying it aloud : I wash my shirt

and put it on the rope.

-to make a collage using photos from different famous people . For

example : Ana Obregón is wearing short skirt .

EVALUATION

UNIT: FOOD



Describing the clothes of a person



Recognising vocabulary related to clothes







OBJECTIVES



To express likes and dislikes





To relate food with the origin ( milk-cow)

To learn vocabulary related to food

CONTENTS

A. CONCEPTS

 I like; I don´t like





Food vocabulary: Biscuits, ham, sweets, chicken, fruits, vegetables, ...

Animals : cow, hen, pig, sheep...

B. PROCEDURES

C. ATTITUDES



Act out chants





Identify the procedence of food

Making dialogues related to food



Valor ate their own progress and their partners´ one



Behave properly





Being able: -to adapt the vocabulary learned at school to real life situations ( banana,

apple, bread ..etc

-To listen to a song and fill in the gaps.

- To make a market , practising : how much is it ? - / Are there ?, Can I have a kilo of onions ?

- to express likes and dislikes ( I like pizza , I don´t like oranges )



MATHS COMPETENCE :

Being able: - to count the fruits .

- to count the coins thay they use shopping .




Being able to : - to talk about the different kinds of food , likes and dislikes

- to differenciate the suitable kinds of food between the different

countries.



DIGITAL COMPETENCE:








- to perform a role play in a supermarket using the acquired vocabulary .

- to appreciate the different typical food from other countries.










Being able : - to write a tale “ the very hungry caterpillar “ after reading it , using

flashcards to ilustrate it .

-to prepare a recipe following the different steps : cut the apples , mix the

eggs....

EVALUATION



Knowing vocabulary related to food









Expressing preferences as far as food is concerned

UNIT: EASTER

OBJECTIVES



To recognise and use the vocabulary related with Easter: Easter egg, Easter rabbit, Easter bonnet , Easter card, sweets…



To describe objects location : in, on, under...

 To familiarize with Easter´s celebration in the English culture.



To remind and use the new vocabulary.



To identify and use the vocabulary related to animals.

CONTENTS

B. PROCEDURES



To deduce the theme of the unit



To follow a history through visual and written clues



To associate written texts with drawings



To write known words



To play a story



To colour a drawing following a written clue



To show understanding of written texts through non verbal answers.



To learn a Easter song



To write a letter to a friend

C. ATTITUDES

A. CONCEPTS



Vocabulary: Easter, egg, rabbit, card, bonnet, chicks, flowers, chocolate



Prepositions: in, on , under...



Actions: point to, listen to, send a card, cut , fold , write , stick

 Where’s the … ?



Happy Easter



To show interest for Easter in a different culture



To participate actively in different activities.



To appreciate the work done through the unit



To show interest to make a Easter card



To respect the use of English as a means of communication in the classroom





Being able:

-to learn orally and written the vocabulary related to this festival ( rabbit ,

egg, basket...etc )

- To show oral comprenhension through physical response ( find the egg )



MATHS COMPETENCE :

Being able: - to count how many eggs have they found.



DIGITAL COMPETENCE:






Being able: -to relate the English festival with a Spanish festival and see some






- to relate previous knoledge to the new one and use it in real contexts .

EVALUATION



Knowing Easter vocabulary



Showing interest to talk and write in English

 Respecting partner´s work



Taking care of the material



Behaving correctly in class with partners and teachers

FIRST CYCLE

THIRD TERM

UNIT: ANIMALS

OBJECTIVES



To know the vocabulary related to domestic and wild animals





To relate animals and actions

To revise body parts



To sing songs

CONTENTS

A. CONCEPTS



Domestic animals: cat, dog, fish, bird, spider...



Wild animals: lion, tiger, snake, horse, ...



Body parts: head, body, legs, tail



Actions: run, swim, fly, walk

B. PROCEDURES



Identify animals



Relate new vocabulary with old one



Act out actions



Take part in songs

C. ATTITUDES



Participate in classroom activities



Cooperate at school



Show interest in the activities



Be respectful with the opinions of their partners





Being able: -to adapt the vocabulary learned at school to real life situations ( wild

animals and farms animals )

-to identify the animal sound with the animal.

- to divide the classroom in several groups : dogs and cats and giving orders to different groups to be performed.

- to make easy descriptions about the animals ( It´s small and brown , it can fly ...)



MATHS COMPETENCE :

Being able: - to count farm animals .

- to count different parts of the animals : four legs and a tail




Being able to : - to respect , protect and feed the animals.

- to relate the animals with their habitat ( the forest, the jungle , the sea)



DIGITAL COMPETENCE:



- to watch : Three Billy goats and order some flashcards related to the

story.





- to protect and respect the animals and their environment.










Being able : - to make a poster showing the different animals in different habitats ( a

fish in the sea , a pig in the earth , and a bird in the sky )

EVALUATION



Knowing the vocabulary related to domestic and wild animals



Relating animals to actions

UNIT: THE HOUSE.

OBJECTIVES.



To c onsolidate the learning of house´s rooms.



To learn the prepositions in, on ,under,next to ...



To learn some action verbs: watch tv, sleep, cook, have a bath...



To produce brief and simple written texts about rooms and furniture.

CONTENTS.

A. CONCEPTS.



Living room, dining room.......



Sofa , sink, pan, lamp.....



Sleep, wash, clean, brush....



In , on , under, next to ....

B. PROCEDURES.



Make pre-reading exercises.



Performance a tale.



Make dictations using draws and colours.



Make a poster.



Using the tale to consolidate the prepositions.



Using images to recognise the rooms.



Establish relations between the flashcard and the written word.

C. ATTITUDES.



Participate in action games and class activity .



Interest and disposition to help to other people.



Appreciate and be careful with the furniture and rooms of the house





Being able: -to adapt the vocabulary learned at school to real life situations ( living

room, bathroom , dining room ... )

-to identify different objects in the house .( table , carpet, bath ..)

- to make easy descriptions about the house ( There is a lamp ...etc )



MATHS COMPETENCE :

Being able: - to count the rooms .

- to count the different objects .




Being able to : - to recognise the physical space where they are .

- To respect the different kind of life.



DIGITAL COMPETENCE:



- to watch : Three little pigs and order some flashcards related to the

story.





- to respect the behaviour rules at home.










Being able : - to make a poster about different materials to build a house : brick ,

wood…..

- to make a big house divided in different rooms and then they stick objects

.

EVALUATION



Knowing the vocabulary related to house´s rooms and furniture



Relating rooms in a house with the actions done in it







FIRST CYCLE

FIRST TERM


OBJECTIVES



To recognize and use greetings



To recognize and realize different kind of actions

 To use polite greetings as “please”, “thank you”



To learn numbers from 1 to 30



To learn the colours

CONTENTS

D. CONCEPTS



Hello. I am



Goodbye



Good afternoon



Colours




E. PROCEDURES



Express their feelings and desires



Take part in songs



Greet and say goodbye according to the hour



Introduce themselves in English



Use flashcards

F. ATTITUDES



Cooperate with their partners

EVALUATION









Singing song using actions

Practicing greetings

Counting objects


Recognizing colours

OBJECTIVES



To respect other people (pupils, teachers) and kind of behaviours



To know classroom objects



To learn the different places in a school (classroom , playground)



To learn the name of some subjects

CONTENTS

B. CONCEPTS



Table / chair



Crayon



Pupil / teacher



Orders :colour, point, touch...

B. PROCEDURES



Recognize the basic vocabulary of the classroom



Participate in chants, songs, games...

C. ATTITUDES



Show interest in the school objects



Respect the rules



Have a correct behaviour.

EVALUATION



Knowing the name of the classroom objects



Recognising the places in a school





OBJECTIVES :







CONTENTS

D. CONCEPTS



Halloween creatures : witch, ghost , pumpkin, spider, skeleton, monster, jack o´ lantern, black cat, vampires……



What is this? This is a ...



Trick or treat ?

E. PROCEDURES









To learn a rhyme.






To sing a song.







C. ATTITUDES






To make an effort to memorize and produce a song , a

rhyme .






To show a respectful attitude to the physical appearance



To show interest for a different culture

EVALUATION



Recognising basic vocabulary








OBJECTIVES



To know the name of the parts of the body



To reproduce oral messages



To sing a song

CONTENTS

B. CONCEPTS



Parts of the face



Parts of the body: legs, arms,hands, shoulders, knees,fingers, toes...



Point to...



Touch...



Move...

B. PROCEDURES:









To learn a rhyme.






To sing a song.




C. ATTITUDES








To make an effort to memorize and produce a song , a rhyme .


EVALUATION



Knowing body vocabulary



Recognising different orders in class



Paying attention in class





OBJECTIVES



To associate images with words.



To learn vocabulary related to Christmas



To identify English words by understanding their meaning.



To appreciate the differences between English and Spanish Christmas festival



To know the name of some toys: car, kite, ball, doll, robot...

CONTENTS

A. CONCEPTS



Christmas vocabulary: Father Christmas, snow ,snowman, bells, candle, cracket...



Toys: kite, doll, car, robot, ball,...

B. PROCEDURES



Associating objects with words.






Associating pictures with words.



Listening carols

C. ATTITUDES



To show interest in other cultures Christmas habits.



To enjoy English language learning

EVALUATION



Knowing vocabulary related to Christmas







FIRST CYCLE

SECOND TERM

UNIT: FAMILY

OBJECTIVES



To produce vocabulary related to the family.



To revise the knowledge about the members of a family .



To recognise written texts about the members of a family



To pay attention to the global sense of simple oral texts with mime and gestual support in meaningful text

CONTENTS

B CONCEPTS



Grandfather, grandmother......



He is in the ....she is in the ......



Is this .....?



Is she / he....?



She/ he is dancing....



Action verbs : eat, play, dance......

D PROCEDURES



Use orally the foreign language to communicate with the teacher and the rest of the students.



Answer orally to questions about the pictures.



Identify differences between two pictures.



Use stickers to revise the written language .



Learn a chant by heart.



Make a family poster

E ATTITUDES



Showing interest by using non linguistic resources ( gestures, sounds

...)



Showing interest to use oral messages previously memorized.



Acceptance of error as an integral part of the learning process.



Knowing English life.

EVALUATION



Knowing vocabulary related to family







UNIT: CLOTHES

OBJECTIVES



To know the verbs associated to clothes semantic field.



To follow simple oral instructions to simulate they are wearing different clothes



To make oral descriptions about clothes.



To identify written words with their meaning

CONTENTS

A CONCEPTS



Skirt, shirt, coat, jacket, boots, dress, scarf, hat



What are you wearing?

 I´m wearing…

 What colour is …?

B. PROCEDURES



Simple oral messages production.



Clothes description.






Association of words and pictures or objects

F. ATTITUDES



To enjoy the English language as a way of oral expression.

EVALUATION



Describing the clothes of a person



Recognising vocabulary related to clothes







UNIT: FOOD

OBJECTIVES



To express likes and dislikes



To relate food with the origin ( milk-cow)



To learn vocabulary related to food

CONTENTS

C. CONCEPTS

 I like; I don´t like



Food vocabulary: Biscuits, ham, sweets, chicken, fruits, vegetables, ...



Animals : cow, hen, pig, sheep...

B. PROCEDURES

C. ATTITUDES



Act out chants



Identify the procedence of food



Making dialogues related to food

EVALUATION

 Valorate their own progress and their partners´ one



Behave properly



Knowing vocabulary related to food









Expressing preferences as far as food is concerned

UNIT: EASTER

OBJECTIVES



To recognise and use the vocabulary related with Easter: Easter egg, Easter rabbit, Easter bonnet, Easter card, sweets…



To describe objects location : in, on, under...








CONTENTS

A. CONCEPTS






Prepositions: in, on , under...







Happy Easter

D. PROCEDURES















To play a story













C. ATTITUDES
















EVALUATION














FIRST CYCLE

THIRD TERM

UNIT: ANIMALS

OBJECTIVES



To know the vocabulary related to domestic and wild animals



To relate animals and actions



To revise body parts



To sing songs

CONTENTS

A. CONCEPTS



Domestic animals: cat, dog, fish, bird, spider...



Wild animals: lion, tiger, snake, horse, ...



Body parts: head, body, legs, tail



Actions: run, swim, fly, walk

B. PROCEDURES



Identify animals



Relate new vocabulary with old one



Act out actions



Take part in songs

C. ATTITUDES



Participate in classroom activities



Cooperate at school



Show interest in the activities



Be respectful with the opinions of their partners

EVALUATION



Knowing the vocabulary related to domestic and wild animals



Relating animals to actions


OBJECTIVES.



To c onsolidate the learning of house´s rooms.



To learn the prepositions in, on ,under,next to ...



To learn some action verbs: watch tv, sleep, cook, have a bath...



To produce brief and simple written texts about rooms and furniture.

CONTENTS.

B. CONCEPTS.



Living room, dining room.......



Sofa , sink, pan, lamp.....



Sleep, wash, clean, brush....



In , on , under, next to ....

D. PROCEDURES.



Make pre-reading exercises.



Performance a tale.



Make dictations using draws and colours.



Make a poster.



Using the tale to consolidate the prepositions.



Using images to recognise the rooms.



Establish relations between the flashcard and the written word.

E. ATTITUDES.



Participate in action games and class activity .



Interest and disposition to help to other people.



Appreciate and be careful with the furniture and rooms of the house

EVALUATION



Knowing the vocabulary related to house´s rooms and furniture



Relating rooms in a house with the actions done in it







SECOND CYCLE

FIRST TERM


OBJECTIVES



To be familiar with the English language as a communication way.





To recognise and use the colours in English.

To identify and use the numbers from 1 to 50



To recognise and use greetings and polite expressions used in the English language.



To meet people.



To develop deduction strategies that facilitate oral understanding of the messages.



To express preferences and asking about them.



To recognise and say the alphabet in English.

CONTENTS

A. CONCEPTS



Greatings:Hello / Goodbye, Good morning / afternoon

 I’m + noun

 red, yellow, blue, black, white






Colours:orange, green, purple, brown, pink, grey

 Can I have …, please?



Thank you.



Verbs:look, say, cover, write, check

 What’s your name?



Who is it?

 What colour’s this?

 How many … can you see?



(Blue) and (yellow) make (green).

B. PROCEDURES



Greeting and meeting people.



Understanding a story through contextual keys.



Songs and rhyme learning and reciting.



Filling a sentence based in a model.



Filling the Picture Dictionary.



Following oral commands.

C. ATTITUDES



Showing interest in the new language.

 English language importance in the child’s world.



To parcitipate actively in the activities.



To look for strategies that easies the English language understanding and learning.



To assess the use of the English language as a communication way in the classroom.



To make effort in using the English language in easy and short communicative interchanges.



To assess the right work.

EVALUATION



Being able to greet and say goodbye



Recognising and using the colours



Asking ans answering about daily life



Recognising the alphabet letters



Recognising and using numbers from 1 to 50



Saying his /her name and age












OBJECTIVES



To recognize and use the class objects



To describe objects attending to the colour .



To recognise and use the names of the different places in your school.



To identify and produce the subjects names .



To make dialogues about classroom objects location.

CONTENTS

A. CONCEPTS



Classroom objects:rubber, ruler, pencil, pen, book, notebook, pencil case, scissors, window , door , blackboard , floor , chair , bin , classroom , desk, crayon, glue

 “s” del plural

 It’s a (pen).



Is it a (pen)?

 a + adjetive + noun



T here’s a …



Verbs:Stand up,Point to, guess colour , cut , stick , hands up!

, finished , look around , up , down , left , right

 What’s this?

 What colour’s the (pen)?

B. PROCEDURES



Learning and reciting a poem .



Showing oral comprehension through physical movements .



Understanding stories .



Learn and sing a song .



Make questions and answers in a game .



Performance a tale .





Listen and identify pictures.

Filling the picture dictionary with new vocabulary .

C. ATTITUDES

• Respect the use of English as language communication in the class.

• Make an effort to use the English language in oral communication skills.

• Look after the own materials and the our partners.

• Take part in games and performance tales.

• Assessment the English use as a communicative way in the classroom.

EVALUATION



Recognising and using school vocabulary



Identifying the name of the subjects



Using correctly where is...? it is... and where are...? they are...



Using correctly the verb to be



Knowing the personal pronoums












OBJECTIVES :



To recognise and use the v erb “ to be “ and “ have got “









To describe different costumes.

CONTENTS

G. CONCEPTS



Halloween creatures : witch, ghost , pumpkin, spider, skeleton, monster, jack lantern, bla ck cat, vampires……



To have got .

 He/ she is wearing…..



To be



Trick or treat ?

 Clothes : cloak, hat, boots…. and objects.

H. PROCEDURES

• To remember known words.

• To show oral comprehension through physical response.

• To learn and produce a rhyme.

• To use oral and written clues to identify body´s parts.

• To associate the vocabulary with the pictures.

• To sing a song.

• To complete a Picture Dictionary with the new vocabulary.

• To read short descriptions.

• To write guided descriptions.

• To learn and produce spells .

• To performance a tale.

• To participate in small groups.

C. ATTITUDES

• To participate actively in games.

• To make an effort to memorize and produce a song , a rhyme .

• To appreciate the work done through the unit.

• To show a respectful attitude to the physical appearance .

• To show interest for a different culture.

EVALUATION



Knowing the vocabulary related to Halloween



Using prepositions in , on , under, behind, next to and near



Using verbs to be and to have












OBJECTIVES



To recognise the names of the face.






To listen and discriminate short texts.



To use the language related to the body .



To describe people using the new and previous knowledge.

CONTENTS

A. CONCEPTS



mouth, eye, eyes, ear, ears, nose, hair,



long, short, big, small

 I’ve got ...



I want ...

 Here’s ... for you!



a + adjective + noun



colours

 Touch your …

 Can I have …, please?

 Can you find … ?



Who am I?

B. PROCEDURES:






To show oral comprehension through physical response



To learn and produce a rhyme

 To use oral and written clues to identify body´s parts.






To sing a song.



To complete a Picture Dictionary with the new vocabulary.



To read short descriptions.



To write guided descriptions.







C. ATTITUDES

• To participate actively in games.

• To make an effort to memorize and produce a song , a rhyme .

• To appreciate the work done through the unit.

• To show a respectful attitude to the physical appearance .

• To show interest for a different culture.

• To improve the use of English language as a means of communication.

EVALUATION



Pronouncing and using the parts of the body



Describing people using the verb have got



Using the following adjectives: big, small, long, short, tall












OBJECTIVES



To recognise and use the vocabulary related with the Christmas: toys ...

 To describe objects location : in, on , under…

 To familiarize with the Christmas ´ celebration in the English culture.






To identify and use the vocabulary related to toys.

CONTENTS

A. CONCEPTS



Vocabulary: train, doll, bike, ball, skateboard, candle, present, star, tree, box,

Father Christmas , toy , letter , sack



Prepositions



Christmas



Happy Christmas

 Is it a … ?

 colours

 please / thank you




Dear Father Christmas



Love

B. PROCEDURES

















To play a story




To show understanding of written texts through non verbal

answers.



To learn a Christmas song



To write a letter to Father Christmas

C. ATTITUDES



To show interest for Christmas in a different culture









To show interest to make a Christmas card




EVALUATION



Using and recognising Christmas vocabulary











SECOND CYCLE

SECOND TERM

UNIT: FAMILY

OBJECTIVES



To review the language from the first term



To recognise and use the language related to the family



To describe people

CONTENTS

C CONCEPTS



Mum, Dad, Granny, Grandpa, mother, father, brother, sister, grandmother, grandfat her…

 He’s got (long hair).

 She’s got (short hair).

 colours

 big, small, long, short



verb to be



verb to have

F PROCEDURES



Using rhymes to make groups



Listening and discrimination of short texts



Classification of words



Recognition of words previously learned



Showing oral comprehension through physical movements



Understanding stories



Learning and reciting a poem



Filling the picture dictionary with new vocabulary

G ATTITUDES



To be interested in learn language used in different contexts



Take part in games



Assessment the importance of problem solving



Enjoy creating a book in English



Enjoy your own work during the unit



Assessment the English use as a communicative way in the

classroom

EVALUATION



Knowing and using the family vocabulary



Describing people using have got and to be











UNIT: CLOTHES

OBJECTIVES



To identify and use different clothes names



To identify and describe people according to the way they are dressed



To reinforce the language for expressing preferences

CONTENTS

A CONCEPTS



Shoes, boots, trousers, skirt, shirt, jumper, hat...

 Put on …

 Take off …

 I’ve got the (trousers).



I ’m wearing



Colours



Adjective + noun

 He’s got … / She’ s got …



Dress up.

 Who’s this?

 Who’s got (a green hat)?

 Where are … ?

 That’s my …

B. PROCEDURES



Understand a story



Reading and identification texts concerning pictures



Following easy oral instructions through physical response



Identification new words written morphology



Picture dictionary making



Game playing

I. ATTITUDES



Assessment of the learned knowledge



To be interested in new activities learning for leisure time



To participate actively in the proposed activities



To cooperate in the different works



Assessment the English use as a communicative way in the classroom

EVALUATION



Knowing and using the name of clothes



Using the articles a , an correctly



Describing people using the structure to be + wearing











UNIT: FOOD

OBJECTIVES



To recognise and use vocabulary related to food.



To use and remember the language for expressing likes and dislikes.



To describe foods depending of their form and colour.



To dramatise supermarket dialogues.



To use and remember the language to ask for and give objects.

CONTENTS

A. CONCEPTS

 cheese, eggs, oranges, apples, bananas, ham, chicken, fish, pie

 I like …

 I don’t like …

 Do you like …?

 I don’t want …



Try this.



No, thank you.



Yes, please.



Six (pies), please.



Here you are.








I’ve got …

It’s (cheese).

 I want …

 How many …



Can you point to … ?



How much is it?



There is, there are

B. PROCEDURES



Identification of food.



Listening and identification of the right picture.



Understanding of a story using written and visual keys.



Learning and reciting a rhyme.



Talking about favourite food.



Asking the partners their favourite food.



Completing written texts about dialogues.






Story roleplaying.

C. ATTITUDES



To enjoy the roleplaying.



To show creativity in the different materials elaborated during the unit.



To be respectful with other preferences.



To take an active participation in group activities.



To value in a positive way the unit work.




EVALUATION



Knowing food vocabulary



Using the expressions how much is...? / how much are...?

 Expressing preferences using I like, I don´t like



Using there is and there are properly



Recognising numbers from 1 to 100



Using expressions to go shopping











UNIT: EASTER

OBJECTIVES



To recognise and use the vocabulary related with Easter: Easter egg, Easter rabbit, Easter bonnet, Easter card, sweets…



To describe object s location : next to, between, on the left, on the right…








CONTENTS

A. CONCEPTS






Prepositions: next to, between, on the left, on the right







Happy Easter

B. PROCEDURES















To play a story













C. ATTITUDES
















EVALUATION














SECOND CYCLE

THIRD TERM

UNIT: ANIMALS

OBJECTIVES



To recognise and saying the names of different animals.



To describe animals.



To speak about animals capabilities.



To reinforce the animals living places.

CONTENTS

A. CONCEPTS



Vocabulary: horse, pig, sheep, cow, dog, hen, hamster, bird



Verbs: fly, run, swim, jump



Parts of the body: wings, tail, legs, head



(A fish) can (swim).

 It’s got ...

 numbers



colours



Prepositions: in, on, under and behind



What?



Where?

 big, small, long, short

 It’s + adjective

 That’s a (pig).



How many (pigs) can you see?



What am I?



What is he / she / it?



Where are you?

 What colour … ?

 slowly, fast, quietly, loudly

B. PROCEDURES



Sound animals identification.



Showing oral understanding through non verbal response



Songs and rhymes learning and reciting.



Global understanding of a story using contextual keys.



Guessing animals through descriptions.



Taking part in games.




C. ATTITUDES



Showing interest in the animals and their environment.



Enjoying imagining fantastic creatures.



Assessing the cooperation as a way to obtain common goals.



To collaborate in making works.



Assessing the unit work.




EVALUATION



Knowing the name of different animals



Using the verbs : run, jump, climb, swim, fly.....



Describing animals using the verb have got ,can and to be











UNIT: THE JOBS AND THE CITY.

OBJECTIVES



To identify and use vocabulary concerning jobs.



To recognize and use the language related to city places.



To describe cities and their streets.



To reinforce the clothes vocabulary.



To ask and answer about the places location.

CONTENTS.

B. CONCEPTS.



Jobs: Doctor, teacher, postman, postwoman, policeman, bus driver, shop assistant, waiter, cook



Places:bus station, restaurant, supermarket, school, hospital, park, toy























 shop, cinema.

 There’s a (……) There isn’t (……)







Excuse me, where’s the (…)?

It’s on the left/right. It’s next to the (…).

Where do you live?

I live …..

I work in …

He’s wearing (a red anorak).

She’s wearing (….)

He’s a (…)

I direct the traffic.

I drive a bus.

I’m lost.

I don’t believe it.

I start at the (bus station).

I go to the (school).

I finish at the (park).

B. PROCEDURES.



Contextual cues stories comprehension.



Suitable rhythm and pronuntiation when we are rhiming.



Map symbols and pictures comprehension.





City descriptions listenings.

Non verbal answers to oral descriptions of a city.



Jobs identification and writing.



Routes and pictures of a map reading and writing.



Dialogues acting.

 “Picture Dictionary” unit words filling.

A. ATTITUDES.

EVALUATION

 To be respectful with the people’s jobs.



To take interest in a well-oriented walk through the cities.



To assess the worth of knowing the jobs features.



To take an active in developing each person capabilities.



Knowing the name of the most important buildings in a town



Recognising the name of the different jobs



Using the different prepositions to recognise different places in the town: on the right , on the left , next to , opposite.....



Using the structures : there is , there are and where ..?












OBJECTIVES.



To identify and use related to the rooms of the house.



To describe the rooms.



To ask for and give information about the object location.



To describe the spatial location of the objects.

 To describe the way in which is developed the game “Treasure Hunt”.

CONTENTS.

A. CONCEPTS.

 Prepositions: Behind, in front of…



Rooms and furniture: living room, kitchen, bathroom, bedroom, garden, sofa, chair, table, cupboard, bed, lamp, plant, TV, toilet, bath.

 There’s a (sofa).



There are (two chairs)

 There isn’t a…

 Is there a …?

 Where’s the…?

F. PROCEDURES.



Room objects and rooms of the house picture identification and saying.



Songs learning.



Picture false and true sentences reading.



Contextual clues stories comprehension.



Rimes learning.



Non verbal answers to oral texts.



Own class written and oral descriptions.



To associate words with their visual representation.



Treasure clues reading.

 “Picture Dictionary” unit words filling.

G. ATTITUDES.



To assess the worth of knowing English words about closer objects of the house.



To take an active part in the class activities.



To be respectful with the rest of the people performances.

EVALUATION



Knowing the different rooms and furniture in a house

 Describing a room using the verbs : there is / there isn´t , there are / aren´t , Is there

….? / are there ….?

 Using the following prepositions : in, on , under, behind, in front of…….



Writing the numbers from 1 to 1000











THIRD CYCLE

FIRST TERM

UNIT: PERSONAL DETAILS.

OBJECTIVES:



To ask and give personal details, (name, age, address).



To ask and say the time.

CONTENTS.

A. CONCEPTS



Verb to be



I live at....



What time is it?

 It’s ................ o’clock /half past.



Birthday, hospital, school, party,

 I’m, How old are you?



The days of the week.



The months of the year,



The alphabet

 What’s your name?

 When’s your birthday?



Orders: Stand up, sit down, touch your nose/ears, clap your hands, close your eyes, right arm, turn around.

 Who’s this?



Where do you live?

B. PROCEDURES

 To sing the song “The alphabet song”.



To play to Bingo with letters of the alphabet.



To understand specific information about oral and written texts.



To ask about personal information to complete a personal schedule.



To write sentences about the age.

A. ATTITUDES



To be respectful with the physical features of the people.



To be respectful w ith the psychological aspects of the people’s personalities.



To take an active part in English language conversations.



To assess the worth of the different aspects of the people around the world and in different cultures.

EVALUATION



Asking about personal details



Explaining daily routines



Using present continuous



Asking about hours



Knowing the vocabulary about the days, months and seasons



Distinguishing the ordinal numbers from 1 to 100



Differencing between ordinal and cardinal numbers












OBJECTIVES :

 To recognise and use the verb “ to be “ and “ have got “









To describe different costumes.

CONTENTS :

J. CONCEPTS



Halloween creatures : witch, ghost , pumpkin, spider, skeleton, monster, jack lantern, black cat, vampires……



To have got .



He/ she is wearing …..



To be



Trick or treat ?

 Clothes : cloak, hat, boots…. and objects.

K.

PROCEDURES









To learn and produce a rhyme.

 To use oral and written clues to identify body´s parts.






To sing a song.



To complete a Picture Dictionary with the new vocabulary.



To read short descriptions.



To write guided descriptions.



To learn and produce spells .







C. ATTITUDES






To make an effort to memorize and produce a song , a rhyme






To show a respectful attitude to the physical appearance .



To show interest for a different culture.

EVALUATION



Knowing the vocabulary related to Halloween



Using prepositions in , on , under, behind, next to and near



Using verbs to be and to have






Resp ecting partner´s work







UNIT: HOBBIES AND SPORTS.

OBJECTIVES:



To recognize and use vocabulary related to hobbies and places.



To speak and write about your hobbies.



To speak and write about sports.



To ask and answer to suggestions related to sports.



To understand and express orally the daily activities of the other people.

CONTENTS.

A. CONCEPTS:



Actions: Swimming, riding my bike, playing basketball, exploring, collecting things, reading comics, swimming pool, football, tennis, athletics

 Let’s go to ....

 Places: Park, cinema, river, playground, house…

 What’s your favourite hobby/sport? My favourite sport/ hobby is....

 Do you like ............? I like/ I don’t like.



Ordinal numbers

B. PROCEDURES

C.



To understand a comic with visual and graphic support.



To complete written sentences with visual information.



To order a dialogue based on sports and hobbies activities.



To sing a song.



To complete a Picture Dictionary with new vocabulary.



To do a survey.



To play the name and commands relating to sports into the physical education lesson.

ATTITUDES:



To participate in different activities.



To use English as a means of communication in class.



To be respectful with the rest of the people capabilities.



To take an active participation in the comprehension of the uses and hobbies of the rest of the people in other cultures.

EVALUATION



Knowing free time and sport vocabulary

 Using let´s



Using the imperative in affirmative and negative sentences



Differencing the possessive pronoums



Writing about sports



Making questions in present simple



Using can to ask for permission











UNIT: THE WEATHER.

OBJECTIVES



To learn and use vocabulary related to the weather and the form seasons of the year.



To ask and give answers about weather questions.



To write about the weather of different countries and the weather during every season.

 To suggest activities to be done related to this unit’s topic.

CONTENTS

A. CONCEPTS



Seasons: Spring, summer, autumn, winter

 Weather expressions: It’s raining/ It’s snowing.It’s

hot/ cold/ sunny/ cloudy/ windy.

 What’s the weather like?



Verbs: Ride, climb, play, go, watch, live, fly



months of the year



There is/are



Present continuous.

B. PROCEDURES



Pictures and words and sentences matching.



Weather symbols identification as a starting point for beginning a conversation.



Speaking about activities concerning weather.

 “Picture Dictionary” new vocabulary production.



To talk about the proper country weather.

C. ATTITUDES



To make an effort in doing the activities.



To be interested in environmental aspects of the weather.

 To be respectful with other’s performances.



To take a possitive attitude through speaking in English language.

EVALUATION



Knowing the weather expressions





Making questions about the weather









UNIT: CHRISTMAS.

OBJECTIVES



To remember and use vocabulary related with Christmas.





To learn a traditional carol.

To participate in a Christmas Tale.



To review the vocabulary related with Christmas.

CONTENTS

A. CONCEPTS



This (bike) is for you. These skates are for you.



Vocabulary related with Christmas: Father Christmas, boots, tree, bell, star, candle, present, snowman, reindeer



Act ions:play, open, wear, need, Hurry up, hide, give…



Advent calendar

 What do you want? I want/ I don’t want.



It is...... They are....



What day is it today?.

B. PROCEDURES



To understand a tale (story) and follow the story.



To listen a carol and complete the written lyrics with words.



To sing a carol.



To identify objects (things) related with Christmas.

EVALUATION

A. ATTITUDES



To show interest for Christmas in different cultures.



To participate in different activities.



To use English language as a means of communication in class.



To value social aspects of English life.



Using and recognising Christmas vocabulary











THIRD CYCLE

SECOND TERM

UNIT: FAMILY

OBJECTIVES



To recognize and produce vocabulary related to family.



To identify people through their physical appearance description.



To describe physical appearance orally and in a written way.



To describe familiar relationship0 using family trees.

CONTENTS

A. CONCEPTS



Family vocabulary: father, mother, sister, son...



Family tree.



Body parts.



Adjectives.



Clothes vocabulary.

B. PROCEDURES

C.



Listen to descriptions and identify people in the pictures.



Recite rhymes with correct pronunciation, intonation and rhythm.



Read descriptions and draw people.



Complete crosswords.



Classify words.



Complete texts with the correct word.



Describe people and guess the familiar relationship they have.



Write sentences about familiar relationship using a family tree.

ATTITUDES



Enjoyment of the use of a foreign language.



Uderstand the importance of the family for a happy life.



Show respect for the different types of families (single mothers, divorced parents, monoparental families...).

EVALUATION



Knowing and using the family vocabulary



Describing people using have got and to be











UNIT: FEELINGS.

OBJECTIVES



To recognize and use words related to feelings.



To express feelings.

 To ask for other people’s feelings.

CONTENTS

A. CONCEPTS.



Feelings vocabulary: angry, happy, sad, scared, thirsty...



The past tense



Questions:

+ Are you...?

+ Is he...?

B. PROCEDURES.



Match pictures and words.



Sing songs.

 Guess people’s feelings listening to oral texts.



Describe situations that make us feel happy, sad, thirsty...



Write a book with pictures related to our feelings.

C. ATTITUDES.




 Understanding of other people’s feelings.



Try to make other people happy.

EVALUATION



Using the vocabulary about feelings



Using the present simple in affirmative, negative and interrogative sentences



Differencing between present and past simple



Making sentences in past tense



Using present continuous correctly



Using last to refer to the past











UNIT: FOOD

OBJECTIVES



To remember and produce vocabulary related to food.



To ask for food in an educated way.



To express preferences about food.

CONTENTS

A. CONCEPTS



Food vocabulary.



Questions: a) Do you want a ...........? b) Do you like ................?



Answers: a) Yes, please. b) No, thank you. c) I want a .......

B. PROCEDURES.

C.



Follow a story using contextual clues.



Make dialogues with correct intonation, pronunciation and rhythm.



Classify food vocabulary in groups (fruit, vegetable,cereals, meat, milk products...)



Show oral understanding through non verbal answers.



Match questions and answers.



Learn rhymes and songs.



Complete a picture and describe it in a written way.

ATTITUDES



Learn about the importance of a helathy and balanced diet.




EVALUATION



Knowing food vocabulary



Using the expressions how much is...? / how much are...?

 Expressing preferences using I like, I don´t like



Using there is and there are properly



Recognising numbers from 1 to 100



Using expressions to go shopping











UNIT: EASTER

OBJECTIVES

• To recognise and use the vocabulary related with Easter: Easter egg, Easter rabbit, Easter bonnet,

Easter card, sweets…

• To describe objects location : next to, between, on the left, on the right…

• To familiarize with Easter´s celebration in the English culture.

• To remind and use the new vocabulary.

• To identify and use the vocabulary related to animals.

CONTENTS

A. CONCEPTS






Prepositions: next to, between, on the left, on the right







Happy Easter

B. PROCEDURES















To play a story













C. ATTITUDES
















EVALUATION














THIRD CYCLE

THIRD TERM

UNIT: ANIMALS.

OBJECTIVES



To know and produce the names of wild animals.



To reinforce the vocabulary related to the farm animals.



To make oral and written animal desceriptions.



To talk about animal habits.



To recognize the present and past simple tenses.

CONTENTS

A. CONCEPTS



Vocabulary: Monkey, lion, tiger, bear, dolphin, elephant, giraffe, zebra, rhino, whale, chimpanzee, kangaroo, panda,Cat, dog, cow, sheep…



Verbs:live, walk, run, sleep, play, eat, drink, close, start, finish, work, help



Where does (animal) live?



How much does ....................... weigh?

B. PROCEDURES



Animal tales understanding.



Animals description aided by an information chart.



Animal habits sentences writing.



Animals guessing based on a description.



Animals rate according to their features.

 “Picture Dictionary” new vocabulary production.

C. ATTITUDES





To be interested in knowing different ways of living.

To be respectful with the life of the animals and the

environment.





To assess the nature worth.

To be conscious about the environmental needs.

EVALUATION



Knowing the name of different animals



Using the verbs : run, jump, climb, swim, fly.....



Describing animals using the verb have got ,can and to be



Understanding and writing texts about animals using verbs in past











UNIT: CITY.

OBJECTIVES:



To recognize and use vocabulary concerning shops and streets.





To describe places.

To ask for and give information about city main places and services.



To talk about hobbies placed in their context.

CONTENTS.

A. CONCEPTS



Places: city, village, bank, cafe, sports, centre, church, museum, theatre ,

Park, cinema, playground, house, restaurant, hospital, bus station, school, supermarket , cathedral, castle



There are... Is there.....?/ Are there.....?

 There is a....../ There isn’t a..........

 Let’s go to.......

 It’s on the right/left.

 It’s next to....



Where am I?

B. PROCEDURES













Maps comprehension.

Tourist information office dialogue drama.

City written description and pictures association.

Your own city descriptions.

Following a city route through orientative instructions.

“Picture Dictionary” new vocabulary production.

C. ATTITUDES



To be conscious about the significance of giving and asking for places information to be orientated.



To be respectful with the transports traffic rules.



To know the worth of the information interchanges.

EVALUATION



Knowing the name of the most important buildings in a town



Recognising the name of the different jobs



Using the different prepositions to recognise different places in the town: on the right , on the left , next to , opposite.....



Using the structures : there is , there are and where ..?











UNIT: TRANSPORTS.

OBJECTIVES:



To know and produce vocabulary concerning ways of transport.



To use vocabulary related to usual habits



To talk about the ways of transport.



To produce sentences about how to go to the school.



To know and use numbers from 1 to 1000

CONTENTS

A. CONCEPTS



Means of transport: Plane, train, boat, motorbike, car, bike, bus ,go by

(transport).



Verbs: Live, walk, play, run



Days of the week




B. PROCEDURES



Oral questions and answers production about usual habits

in normal life.









Travels information reading and understanding.

Ways of transport and vocabulary association.

Transport and travellers stories comprehension.

“Picture Dictionary” new vocabulary production.

C. ATTITUDES





To make an effort in doing the activities.

To show interest in knowing ways of transport and

communication.





To be respectful with other people habits.

To appreciate the worth of knowing different languages in

the travellers world.

EVALUATION



Knowing the vocabulary related to transports



Using correctly the prepositions with the means of transport



Using numbers from 1 to 1000











UNIT: HOLIDAYS



Revision of the contents of the course: o Verb to be o Verb to have o Can o There is / there are o Verb to like o Present simple o Past simple o Present continuous o Personal pronoums o A / an o Adjectives o Interrogative pronoums: Where , what, when, why, how, who... o Ordinal and cardinal numbers o Vocabulary used in the units

b. procedures - CRA Teruel 1

OBJECTIVES:

CONTENTS.

UNIT: FAMILY

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