Anaya Programacion2

Mission Accomplished Long 4
CONTENT
Stage aims and competences
The Vaughan method
Competences and learning objectives
Teaching values
Multiple intelligences
Cooperative learning
Information and Communication Technology
Unit outline
- Assessment criteria and learning objectives
- Competences. Content and activities specifically designed for development
Values related to content and activities.
Marks
STAGE AIMS AND COMPETENCES

a) To learn and respect classroom rules, learn to work within the rules, be a
good citizen and respect human rights and diversity within democratic
society.
b) To learn how to work both individually and as part of a team, trying hard and
acting responsibly during study, in addition to demonstrating self-confidence,
critical thinking skills, personal initiative, curiosity, interest, creativity and
enterprise when learning.
c) To acquire the ability to prevent and resolve conflicts peacefully, which
enables students to act independently within the home and family
environment, as well as within other social groups where they interact.
d) To learn, understand and respect different cultures and types of people,
equal rights and opportunities between men and women and to learn not to
discriminate against those with disabilities.
e) To learn and use the Spanish language and, where appropriate, the coofficial language of the Autonomous Community, appropriately and to get
used to reading.
f) To acquire the basic communication skills needed, in at least one foreign
language, to express and understand simple messages and manage
everyday situations.
g) To develop basic mathematical skills and begin to resolve problems that
require basic calculations, in addition to gaining geometric knowledge,
learning how to use estimations and being able to apply these skills in
everyday situations.
h) To learn the basics of Natural Science, Social Science, Geography, History
and Culture.
i) To begin to use Information and Communication Technologies to learn,
developing critical thinking skills to assess and produce ideas.
j) To use different forms of artistic representation and expressions and to begin
to make visual and audiovisual contributions.
k) To value hygiene and health, accept their own body and those of others and
respect differences and to use physical education and sport to promote
personal and social development.
l) To learn about and value those animals most similar to the human being and
adopt behaviour that promotes caring for them.
m) To develop affective skills in all aspects of their personality and interactions
with others, as well as being opposed to violence, prejudice of any kind and
negative gender stereotypes.

n) To encourage road safety education and respect teachings to avoid road
accidents.
THE VAUGHAN METHOD
The Vaughan Method is based on three key elements:
1. Oral production based classes
The first significant element of the Vaughan Method is that classes are
mainly based on oral production- At Vaughan Systems, we believe that
grammatical knowledge alone is not enough to master a language. In a
traditional class, following a non-Vaughan method, teachers often focus on
"grammatical theory" and not so much on linguistic practice. For example,
many teachers make students learn English as though the language were a
series of equations and make them memorise "if" "present simple" +
"future" = "the first conditional" structures. However, at Vaughan, we believe
that in real life situations, when things really matter, there is no time to start
memorising theory. Our method is designed to make students use language
more flexibly, in order to teach them to communicate correctly in English,
without stopping to think. In our experience, this flexible use of language
cannot be acquired through hours of studying grammar but rather through
hours of putting this theory into practice.
Nevertheless, although at Vaughan Systems, classes are mainly based on
oral communication, this does not mean the class is dedicated solely to
conversation. In fact, the number of conversation exercises we carry out is
limited. Indeed, we do work mainly with grammar, however putting this
grammar into practice using drill type exercises to solicit specific responses,
until students absorb these responses and learn to use the language we
teach flexibly.
Since we mainly work with spoken English, Vaughan Method classes are
highly energetic, making it difficult for students to disconnect or get bored
during lessons. They know that the teacher could ask them a question
about a text or ask them for an answer at any time. The natural manner
with which teachers deliver a Vaughan class promotes concentration and
therefore enables students to get the most out of every second of the class,
which is reflected in their progress.
2. Correction
The second significant element of the Vaughan Method is that we correct
each mistake at the very moment it was made and make students repeat
corrections.
Why do we correct each mistake?

a) Upon doing so, students feel confident when speaking English because
they are aware of the progress they are making. They feel that the
teacher is correcting them increasingly less often as they progress.
b) Students end up trusting their teachers, because they know that when
they do not correct them, it is because they have used English correctly.
If teachers do not correct all mistakes, students will never be sure
whether what they are saying is correct. They can be sure with the
Vaughan Method.
c) We believe that if a mistake is left uncorrected, it is automatically
reinforced in the student's mind and they are therefore likely to repeat
the same mistake again in the future. In correcting each and every one
of the mistakes made, we break bad habits and replace them with good
ones.
d) Students learn from the mistakes of others and this encourages them to
participate and concentrate throughout the entire duration of the class.
e) Correcting each and every one of the mistakes made, creates positive
pressure in the classroom since students are anxious to speak well; this
is achieved quickly in the classroom environment, in a fun and
demanding way.
Why do we make immediate corrections?
a) It seems that if we correct students straight away while it is fresh in their
minds, it is easier for them to understand what the mistake they made
was.
b) Because practice does not make perfect. Practice simply makes things
become automatic. If we wait to correct a mistake, it is likely that this
mistake will become automatic. We insist on correcting mistakes as
soon as they are made to make students give the correct response
automatically.
c) Students end up correcting their own mistakes when they speak and
doing so plays a very important role in internalising the language.
Why do we make students repeat?
a) If we correct a student then continue with the class without saying
anything, the correction becomes a criticism. By making students repeat
the correct form, we are able to praise them and the correction process
therefore always ends on a positive note.
b) When students make a mistake, it is important that they repeat the
correct form several times in order to break bad habits.
c) Repetition also creates confidence, since students have very little doubt
as to the correct form of expressing the idea in question.
d) Learning a language is by no means easy and mistakes are inevitable. At
Vaughan, we do not turn a blind eye to mistakes; we accept that they
play an important part in the learning process and therefore work on
them repeatedly, until students learn to use the language correctly and
flexibly.
3. Motivation
The third important element of the Vaughan Method is motivation. Our
"Mission" is to ensure that students get the most out of every second of the
class, in addition to their time outside the classroom. One of the main ways
we keep students motivated is by showing them the progress they have
made. We do not overlook mistakes but rather pinpoint and work on them
until they become strong points. With the Vaughan Method, students are
aware that they are actually making progress and this motivates them to
want to keep improving.
HOW TO APPLY THE METHOD
The Teaching Handbook contains a detailed plan for every lesson, following the
Vaughan style, for all of the Missions in each one of the units for the year. We
have dedicated two complete pages to each Mission, which explain exactly how
to apply the Method in sixty minute classes throughout the year. Below is a step
by step guide on how to get the most out of the Teaching Handbook and, in
turn, the Mission Accomplished classes.
CLASS AIMS
The first thing you will notice in the class plans is an image taken directly from
the corresponding mission in the student's book. This is what students will be
working with throughout the class and the drills we carry out will be based
around it. A numbered list of lesson aims and the materials needed may be
found below the image.
Below the Aims and Materials, we have also included a section on teaching tips,
which highlight the most important grammar points to be remembered, possible
"false friends" and pronunciation mistakes that may be made during the day's
lesson, as well as student motivation techniques, following the Vaughan style.
Finally, we have a special section for those who "finish fast", where additional
material for top students who finish exercises more quickly than expected can
be found.
The aims of each lesson should be looked over before delivering the class and
should prepare teachers to put their drills into practice. It is important to
remember that students always come first. Knowing the direction in which a
class is heading and potential difficulties that may be encountered helps to put
more energy into it and plan it more carefully.
EACH LESSON PLAN
Alongside the image from the student book there is a complete plan for each
lesson, which provides a minute by minute description of how the class should
play out, according to the Vaughan Method. In line with the Vaughan class style,
the lesson should be delivered with high energy and dynamism and should be
made up of exercises that vary rhythm, content and length, combining new
topics with revision, short drills with long ones and placing particular emphasis
on repeating and internalising structures that are both relevant and useful.
RECAP/REFRESH
The first exercise in all of our lessons is a revision/refresh exercise, in which
an essential element of the previous lesson is recapped. The aim of a refresh
type exercise should be to take student's enthusiasm at the start of a lesson
and turn it into a high energy drill that makes them feel positive. During a
refresh exercise, it is important to ensure that the students are producing the
majority of the oral activity, be it repeating a phrase pronounced by the teacher
beforehand or making a phrase using a flashcard or key word. Refresh
exercises should never be difficult, as this will slow down the rhythm and
discourage students. The aim sought here is to make students aware of their
progress and ensure they have understood the essential point from the previous
class. This will motivate them and stimulate them for what is to follow.
SECTION: OBJECTIVE IN FOCUS
In the Objective in Focus section, we introduce new grammar, vocabulary and
pronunciation. This part of the class is always based on an exercise in the
student book and establishes the topics covered in it through a Vaughan style
drill. Each lesson plan includes two Objective in Focus drills, which, although
very different in style, cover the same point. Working on the same structure
using different drills helps students to become confident and flexible using the
same from the outset, which is essential for their future progress.
BACK TO BASICS
One of the pillars upon which the Vaughan method is based is that it focuses on
the essential. Essential elements of the language, such as numbers, dates and
the time must be mastered, although even the most advanced students
continue to experience problems with these elements if they do not practise
consistently. The Back to Basics exercises must be used and a few minutes of
each lesson must be spent on a topic guaranteed to help students with their day
to day English experiences.
SONG TIME
Song time is a good way of breaking more difficult drill activities up and usually
occurs about half way through the class. Through Song time, students
consolidate unit vocabulary and participate in an exercise that differs greatly
from the others. Song time should be a high energy exercise, since this will
encourage students to reengage throughout the rest of the lesson.

HOMEWORK
As a Vaughan teacher, it is important to never set homework at the end of a
class, since setting homework is perhaps the part of the class at which
enthusiasm is at its lowest. The corresponding unit Mission in the Activity Book
provides excellent exercises for students to do at home, in addition to the
material found in the Teacher Resource Book. Teachers should remember to
set well defined tasks and encourage students to do these exercises with their
parents.
REWIND
The Rewind section is very similar to the Refresh section, since it is used to
review a previous topic. However, in the Rewind section, students review
something learnt a long time ago. Just like the Refresh section, the Rewind
section should be high energy and place very particular emphasis on students'
ability to speak flexibly and on their speaking skills.
GAME TIME
The most important parts of a Vaughan class are the start and end of a lesson.
Just as the Refresh exercise is used to begin classes, there will be a "Game
Time!" exercise to end them. The most important thing about a "Game Time!"
exercise is that, just like the Refresh exercise, it is carried out with high energy
and involves all students in the class. Students should end each lesson feeling
happy and wanting to learn more English. The best way to achieve this is
through a varied, dynamic exercise such as those offered in "Game Time!" in
our lesson plans.
IN CONCLUSION
The Vaughan Method may be applied to any kind of class for any level, as
teachers are the driving force behind it all. If used correctly, the Teacher book
makes it possible to make the most out of each and every minute of the class,
to employ the method and guarantee that students take part in a dynamic, high
energy, English experience.
But remember: it all begins with the teacher.
MISSION ACCOMPLISHED KEY FACTORS

COMPETENCES AND LEARNING OBJECTIVES
Carlos Marchena
The Organic Law of Education of May 2006, specifically articles 6.1 and 6.2
thereof, gave rise to a new element being incorporated into the obligatory
educational stages of the curriculum. Moreover, the subsequent amendment
thereof in Organic Law 8/2013, of December 2013, for Improving the Quality of
Education, further introduced, under article 6.1, another curricular amendment
entitled learning objectives.
These amendments, when looking at the curriculum from a systemic point of
view, which are understood as the interdependence between each and every
one of the elements thereof, in turn impact the instruments designed to reflect
teacher organisation, i.e. didactic planning. Far from constituting mere
observations or simply supporting the progress made in the field of Educational
Sciences theoretically, they constitute the very backbone of the teaching task.
Looking at things from this point of view, suitably defining these terms and the
impact they have on editorial projects, becomes particularly relevant.
The term competence refers to the ability to comprehensively implement all
knowledge and personality traits acquired, which make it possible to solve a
diverse range of situations. It demonstrates an individual's ability to reorganise
what they have learnt and how to apply it to new contexts and situations.
Furthermore, the terms "basic" and "competences" together refer to the access
all students have to compulsory education.
Indeed, basic competences may be defined in many different ways. In
synthesising all the points they have in common, the following links may be
identified:
They cover a set of interrelated content, which is diverse in nature and
facilitates overall learning. (Principle of meaning.)
Contextualising what was learnt becomes particularly relevant (Principle of
functionality).
They involve a curricular selection and integration process.
They emphasise what has been learnt on both a personal and social level.
Competences constitute a new element introduced into the curriculum in order
to reorganise it; this is done with two aims in mind:
To adjust curriculums, which are often too weighty and broad, in order to
improve the quality of education. This involves making educational proposals,
which are characteristically simple and versatile.
To achieve learning that really works and makes it possible to attain true
permanent education within a society governed by change and continuous
innovation.
Royal Decree 126/2014, in which the basic curriculum for Primary Education is
established, in accordance with Recommendation 2006/962/EC of the

European Parliament and Council, issued on the 18th of December, 2006, on
key competences for permanent learning, sets out the following:
Basic competences:
1. Linguistic communication.
2. Mathematical competences and basic competences in science and
technology.
3. Digital competence.
4. Learning to learn.
5. Social and civic competences.
6. Sense of initiative and enterprising spirit
7. Cultural awareness and expressions
In turn, the learning standards constitute the different levels of knowledge and
skills (content and competences) established for students of each subject and
stage or level being assessed. These standards establish what students must
learn and, as a result, what the teacher must teach. Indeed, it is precisely in this
teaching proposal that learning standards play an instrumental role
(assessment tool) for determining the achievements outlined above.
Exploring this idea in more detail, we are able to confirm that these standards
provide the teacher with information on the success they have achieved and the
goals yet to be met, which enables them to focus on and plan the teaching
progress using their schedule. This means that the curriculum and particularly,
the basic competences, constitute a basic reference point when it comes to
establishing what our students should learn, whilst the standards make it
possible to monitor them. These standards in turn require levels of achievement
to be established. As a result, a scale according to which said standards may be
evaluated must be defined, which facilitates a truly personalised learning
process. In turn, this creates the need to employ more qualitative assessment
tools, amongst which technical observation tools are deemed most important.
Looking at didactic planning from a learning standards point of view, these
standards constitute the guidelines upon which teaching should be based. In
this sense, when linking the concept referred to above with learning maps,
these standards define learning targets, without specifying how these targets
should be met. Teaching efforts are therefore aimed at each and every one of
the students meeting these targets, the work they carry out being based on a
personal feedback process.
In accordance with the above, the learning standards should incorporate a
series of characteristics:
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They should include a wide range of knowledge and/or skills that students
must attain.
It must be possible to assess them. In other words, it must be possible to
measure the knowledge and skills established using approved tools and
avoiding value judgments.
They should be written clearly and concisely. The language used to describe
requirements at each and every achievement level should be unambiguous.
They should incorporate learning levels that make it possible to classify
students' progress in accordance with how the curriculum is designed.
The level they require should be appropriate and suited to the potential of the
students at which they are aimed.
They should be inclusive. They must respect different teaching and learning
styles, without specifying how goals should be met or restricting the way in
which achievement thereof is shown.
In view of what is established within the current organic standards framework,
the key to the entire didactic proposal is that it must reconcile these two
curricular elements, in such a way that the standards serve as a basic
"roadmap", to combine content and competences and ensure equality, by
designing intrinsic tasks that model such proposals.
TEACHING VALUES
Rafael Valbuena and Ricardo Gmez
As is the case with all polysemic words, discussing their meaning enables us to
focus on the context or contexts in which they might be used. In a conversation,
we are able to distinguish between expressions such as, "I really value
(appreciate) your opinion", "the value (financial worth) of the company's shares
has dropped in the last two years", or "Jack was the team's most valued (highlyregarded) player last season".
Moreover, when "value" is used in the plural, i.e. when someone talks about
"values", we are able to work out that they are using a specific meaning from
the dictionary, which refers to the whole set of values respected by a certain
group or entity. We therefore use phrases such as "we should teach values" or
"it seems our society is suffering from a crisis in values".
Indeed, there is a branch of philosophy concerned with the study of values. This
branch is known as axiology, defined for the first time in 1902, although people
began to reflect on values a few centuries before that, when some thinkers tried
to define the qualities of an individual or social group, which they added to
other, more tangible characteristics. Furthermore, they established certain value
categories, namely social values, values necessary for peaceful cohabitation
within society (cultural identity, tolerance, justice, equality and solidarity, etc.,)
and personal values (honesty, loyalty, austerity, humility and modesty, etc). They
also distinguished different types of ethics, such as those mentioned above and
aesthetics (balance, beauty and harmony, etc).
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Indeed, some philosophical groups consider values to be subjective entities, in

the sense that they are derived from interpretations made by individuals and
social groups, as a kind of social agreement. As a result, these values change
as societies evolve. Other thinkers maintain that values are objective entities,
i.e. basic principles upon which morals and professional ethics are based, which
regulate the ethical behaviour of individuals and groups.
Value types and hierarchies
Whether objective or not, many philosophers believe it necessary to establish a
hierarchical set of values, so as to enable people and societies to organise
themselves around them, in order to get what they need, i.e. food, health,
protection, peace, security, environmental quality, progress and happiness. It
should therefore be compulsory to comply with values such as social justice, for
instance, since it constitutes one of the pillars of human society and is in turn,
based on other values related to people and equality before the law. This set of
"great values" exists at the heart of our political systems, laws and penal codes,
in a more or less correct and complete way.
In smaller environments, such as a company, family or the school itself, other
values exist, which help to meet the specific goals of this social group.
Generally speaking, they are of utmost necessity when it comes to achieving
social cohesion, peaceful cohabitation and meeting the specific needs of each
of the group's members. Some of these ethical values include:
Value group related to RESPECT, the most important or essential of which
include respecting nature, other people and yourself, which in turn give us
tolerance, composure and patience, etc.
Group of values related to JUSTICE: Comradeship, solidarity, truthfulness,
loyalty, gratitude and hard work (in the sense of endeavor, effort and
perseverance), etc.
Group of values related to SELF-CONTROL: Bravery, austerity, modesty,
discretion, serenity and resilience, etc.
This category of values is by no means exhaustive and may vary slightly in
axiology contracts. Nevertheless, although the words used may vary, there will
be very little difference in their meaning.
In contrast to ethical values, it is not compulsory to comply with aesthetic
values. Nevertheless, they are worth emphasising as they bring satisfaction
and happiness, not only to those who practise such values but also to those
who witness them. Aesthetic values refer to practising sport, arts, games and
creative leisure, etc. Nobody is obliged to play the piano, dance or paint but we
believe things like reading, playing, visiting museums, going to the cinema or a
concert, enrolling at music schools or practising sport to be valuable. Upon
putting these values into practice, we feel better about ourselves, are happier
and feel more complete as a person.
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Teaching values at school. Where to start?

According to axiology, individuals have a moral "axis" or conscience, which is
like a body that gives rise to intuition, being able to recognise and appreciate
the value of an action and certain behaviours or situations. One purpose of the
school should be to teach this "axis", not only from a moral standpoint, in which
our conscience enables us to judge whether or not a value has been complied
with but also in terms of "the place and means" with which to clarify the values
upon which both individual and group actions should be based. It is important to
bear in mind that a value is something that "must be", even if it is not complied
with or carried out.
School is a social environment in which we learn, share and live together. Boys
and girls participate in the "great social values" surrounding the school and in
turn, teachers create a space in which to develop "other values" derived from
learning, living and working together.
It is therefore worth looking to the definitions of the word "value" given in the
official Royal Spanish Academy dictionary:
1. "The worth of things, in terms of usefulness or ability, to meet needs or
provide wellbeing or enjoyment". Values related to learning, such as
appreciating knowledge, enjoyment through discovery or enjoying speaking
a language itself as a means of communication, etc., are derived from this
meaning.
2. "The scope of the meaning or importance of a thing, action, word or
sentence", which leads us to think about the repercussions of our actions
and in turn, to find values related to justice and respect.
3. "The quality possessed by certain entities, which are considered positive
and thereby held in high esteem", for example an appreciation for the arts,
sciences etc., and the sense of wellbeing they give us.
As teachers, it is our responsibility to make an effort to develop behaviour
based values such as respect, self-control and justice. Throughout the year,
using the didactic proposals linked to the unit plans, specific values will be
mentioned, for example modest spending, discretion in the sense of good
judgment when it comes to speaking and working, responsibility in terms of
being aware of the consequences of our actions, self-control when it comes to
criticising or making judgments, respect for nature and social assets,
perseverance with our tasks, loyalty and companionship when it comes to
teamwork, etc.
It is clear that we should teach the ethical and aesthetic values mentioned
above, thus developing and maturing this moral "axis". When working in the
classroom, we should name and describe these values, to make them "visible"
to our students, who will eventually incorporate them into their actions,
furthermore choosing the appropriate steps to put them into practice. History
presents us with many examples of what happens when societies and
individuals and sometimes even the majority, act unethically, according to their
own wants and beliefs. Regardless of our personal beliefs, this should be
reason enough to confer objectivity to some values and make a deliberate,
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systematic effort to convey them, as a strong foundation upon which society

may develop and progress, both sensibly and effectively.
MULTIPLE INTELLIGENCES
Blanca Aguilar
"Every person has a unique combination
of multiple intelligences. This constitutes
the fundamental challenge faced by
education. We might ignore these
differences and assume all minds to be
the same. Or we might nurture the
differences between them".
(Howard Gardner)
The concept of multiple intelligences was introduced by Howard Gardner. In his
book, Frames of mind (1995), eight types of intelligence are described, namely
linguistic intelligence, mathematical/logical intelligence, spatial intelligence,
bodily or motor-kinesthetic intelligence, interpersonal intelligence, intra-personal
intelligence and naturalistic intelligence.
The use of his theory, based on the science of knowledge, in psychology and
neuroscience, not only revolutionised the concept of intelligence that existed to
that date but also gave rise to changes in pedagogical focus. Indeed, according
to this concept of intelligence, we all possess each type but each one is present
to a greater or lesser degree depending on our biological make-up, interaction
with others and the culture surrounding us. This means that each individual has
a unique combination of intelligences. Furthermore, Gardner defines
intelligence as the ability to "act", to solve and create problems, create products
and play a useful role within society. This ability may therefore be developed
through stimuli, experiences and situations, etc., thus making genetic make-up
or predisposition important but not decisive.
This approach therefore gives rise to a significant change to the concept of
school and education.
About the teacher:
Teachers should have excellent observation skills and learn to adopt a role that
gives students room to discover their predominant type(s) of intelligence and
own leaning styles. This will benefit students and forms the basis upon which to
develop the curriculum.
They should respect the individual characteristics of each learning type and the
abilities of each particular student, without overvaluing some types at the
expense of others and thinking of each student as a unique being with unique
needs.
About the student:
In the sense of a set of intelligences, attention should be paid to each
individual's weak points in order to develop intelligence as harmoniously as
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possible.
Each student should be given their own role within the micro-society formed in
the classroom so that the intelligences they have serve the group. As a result,
we must help each student to find their place within this society, in order to
enable them to achieve emotional balance and a personal self-image with which
they are able to collaborate in all class activities, so as to contribute to the best
of each individual's skills.
About the curriculum:
The curriculum should ensure that situations in which all types of intelligences
are worked on are created, that learning models are varied, that the type of
activities carried out develop all kinds of intelligence, that assessment systems
also take into account the fact that learning models are not the same for
everybody and that they are therefore more in-depth, flexible and broad in
scope.
Multiple intelligences
Linguistic intelligence
Mathematical/logical
intelligence
Skills developed
Thinking in words
Listening and understanding oral texts
Expressing needs, feelings and
experiences, etc.
Discussing and debating
Interpreting visual information
Beginning to read and write
Beginning to understand and express
ideas in a foreign language
Making comparisons and coming to
conclusions
Identifying causes and eliciting
consequences
Linking concepts together
Making basic quantifications and
beginning to count
Solving problems
Putting sequences in order
Using mathematical skills
Carrying out experiments
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Interpersonal Intelligence
Intra-personal Intelligence
Spatial intelligence
Bodily/Kinesthetic intelligence
Understanding others and interacting

with them
Establishing and maintaining
relationships with others
Becoming aware of the needs of others
Showing initiative in games and group
activities
Showing ability to give answers
Helping others to identify and overcome
problems
Working with others and enjoying
working as a team
Knowing how to put yourself in others'
shoes
Mediating conflict, organising, leading
and convincing
Developing an accurate self-image
Making an effort to recognise, express
and control one's own emotions
Reflecting on decision making
Setting oneself targets suited to
personal strengths and weaknesses
Showing ability to manage
independently in different situations
Thinking in 3D
Finding ones way around everyday
spaces
Using drawings as a means of
representation
Interpreting drawings and arts and crafts
works
Imagining and visualising settings and
situations
Using the body as a means of selfexpression
Controlling the body in order to achieve
coordination, skill, balance, flexibility,
strength and speed
Acquiring motor skills to carry out
precise tasks using the hands
Recognising measurements and
volumes
Coordinating the body and mind to
achieve a certain goal
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Musical intelligence
Naturalistic intelligence
Identifying sounds
Picking up the rhythm, tone and timbre
of sounds
To mimic rhythms, sounds and melodies
Listening to, humming, singing and
interpreting songs and musical works
Differentiating sound properties
Enjoying handling musical instruments
Recognising plants, animals, people or
elements from our natural environment
Showing curiosity in discovering
different organisms, elements and
phenomenon within nature
Collecting, categorising and using
information relative to the environment
Observing, interpreting, caring for and
questioning the environment
COOPERATIVE LEARNING
Yolanda G. Huerta
Cooperative learning is based on two basic assumptions, namely students'
active participation in their learning process and working together, sharing
responsibility and helping one another. It is defined as follows: "Didactic use of
small groups in which students work together to optimise their own learning and
that of others" (Johnson, Johnson and Holubec, 1999).
So why should we put cooperative learning into practice? What advantages
does it have over other learning structures?
If done properly, structuring learning on a cooperative model creates a
classroom environment that fosters learning and makes it possible to achieve
better results in terms of academic performance.
It makes it easier to pay attention to diversity, providing strategies and
resources to manage heterogeneity in the classroom. Teachers have more
time to assist students with greater needs individually. Furthermore, these
students may also benefit from the help of their classmates. Likewise, it
fosters the learning of more gifted students. Ultimately, it enables the creation
of inclusive classrooms.
It is a good way to teach values such as solidarity, cooperation, coexistence,
conversation and respect for differences.
Individual learning and teacher-student interaction are not eliminated but
rather added to student-student interaction and teamwork.
It improves the quality of group interactions and interactions with the teacher,
thus encouraging a more positive classroom environment.
Cooperative learning teams provide an ideal natural setting in which to teach
social and other skills, such as communication and methodological
competences and put them into practice. It entails simultaneously
internalising annual content and learning to work as a team.
It may be applied to all levels of education and in all areas of the curriculum.
17
Cooperative learning makes working in the classroom more appealing and

motivates better students working in a team.
Cooperative learning is based around classroom teamwork, however entails
much more than just group work. Indeed, it involves:
Members of the team working to achieve a common goal. Each student's
efforts benefit their own learning, whilst also benefiting the rest of the group.
Students depend on one another and must join forces to achieve their goal
(positive interdependence between participants).
Each member of the team taking responsibility for their share of the work and
also for improving their own individual performance, thus preventing certain
students from relying on the work of others (personal responsibility and
individual performance).
Creating a place and time in which to share individual work, resources,
materials and opinions. Furthermore, it requires students in the group to
interact, motivate one another, help each other out and feel appreciated and
respected (promotes face-to-face interaction). It also means all group
members have an equal chance to and are equally obliged to participate
(equal participation) and always have someone in the group with whom they
can interact (simultaneous interaction).
In order to fulfill these aims, several authors, such as Spencer Kagan, Robert E.
Slavin, A. Ovejero, Pere Pujols and many others have described a series of
(both simple and complex) cooperative learning structures, which facilitate the
organisation of interaction between members of a work group. These structures
consist of a set of social activities, which are designed for a specific purpose but
which do not include content. They may be considered "strategies or tips"
which, when applied to curricular content, guarantee that students in a work
team interact with one another as much as possible, all share the work and help
their fellow team members to learn.
Simple learning structures are easy to acquire and use in the classroom and are
relatively short. They do not require much preparation and the skills they require
students to put into practice are by no means complex. Indeed, as Spencer
Kagan would say, "learn it today, apply it tomorrow and use it for the rest of your
life". On the other hand, more time and perhaps even various sessions must be
spent on complex learning structures in the classroom, which furthermore
require greater group preparation. In this didactic proposal, a series of simple
learning structures are put forward, which are to be applied to various content
within the curriculum.
It must be noted that teachers take on a different role where an individual model
is concerned. This will serve to support and direct teamwork and resolve doubts
or difficulties that may arise. The suitability of the team should also be taken into
account, to ensure team members are motivated.
How should cooperative learning be implemented in the classroom?
A good way of implementing cooperative learning is to take a simple
cooperative learning structure, organise work groups, then apply this structure
to a class session. The result would then have to be observed and assessed, in
18
order to repeat the process, improving those elements necessary. One by one,
cooperative work structures will thereby be incorporated gradually and
sequentially into normal classroom practice.
Below is a list of specific steps to be followed and the fundamental elements to
be worked on in order to successfully implement cooperative learning in the
classroom.
1. Reinforce group cohesion and the positive classroom environment, through
group dynamics, games and activities.
2. Create cooperative work groups. Various pairs and "random teams" of four
students should be created in the first classroom cooperative learning
experiences, in order to see how they work together.
Towards the end of the first term, teams of four, referred to as "base teams"
should be created, in which students are able to work consistently for at
least one month. Throughout the second term, teams will be altered if
necessary to ensure that in the third term, the base teams are able to work
consistently. One key aspect of cooperative learning is that base teams are
mixed.
Moreover, each group may choose a name, picture and/or colour with
which to identify themselves. They would also have their own designated
space within the classroom.
3. Learn to cooperate and work as a team by learning about and practicing
social skills, resolving conflicts and employing group organisation skills.
Teamwork is a strategy we employ to facilitate learning, although it also
constitutes content that must be taught. When put into practice during
cooperative learning, certain skills, such as helping one another,
participating, encouraging teamwork, communicating with others
appropriately and resolving conflicts, etc., enable students to learn and
improve as the school year progresses.
Strategies for ensuring effective "Teamwork" include:
Assigning roles to base team members on a rotary basis, once every two
weeks.
Agreeing on rules and bearing them in mind during teamwork and
coexistence in the classroom.
Making a "quiet sign".
Assessing group work.
19
Chronological guidelines on the main actions to be carried out when

implementing cooperative learning throughout the year
First Term
Encouraging group cohesion and a positive classroom environment.
Establishing working rules.
Creating random pairs and teams for observation.
Putting the first cooperative work structures into practice.
Second Term
Creating base teams, observing them and making accurate changes.
Assigning roles within teams.
Continuing to gradually introduce new cooperative structures and combining
them with previous structures.
Reinforcing cooperation and teamwork as social habits.
Introducing self-assessment to the work groups.
Third Term
Working in consistent work teams throughout the entire term.
Continuing to put the cooperative structures introduced into practice, whilst
incorporating new, increasingly complex structures.
Reinforcing cooperation and teamwork as social habits.
Assessing how groups work together and the general classroom dynamic.
INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT)

Ins Monreal
Before beginning, it is necessary to go through a brief overview of the social
change that has been under way over the last few decades, and which
necessarily has an effect on our educational environment and on the actors that
make it up including educators. We are in the midst of a highly technological
society that in recent years has undergone a radical change stemming, in part,
from the fast, continuous development of ICT. The fact of living in this society
has created an awareness of the need to provide educators with specialised
training so that they can use education technologies properly, and derive the
maximum benefit from them.
This change has given rise to new communication languages, modes and
environments, which educators should be prepared to make use of, in turn
acquiring digital competence, which is understood to mean having the ability to
seek out, obtain, process and communicate information, and transform it into
knowledge.
In order to understand the presence of ITC in our classrooms, we must first be
familiar with its two key terms: information and communication. Information,
because we are immersed in an information revolution that has made it possible
for all of us educators to have access to a greater amount of information, and to
higher speeds for processing, distributing and storing it. In recent times, the
Web has broadened this access at a dizzying pace, and now the difficulty that
20
educators are faced with is often the time requited to sort out the documentation
found in the most objective and impartial way possible, since not everything
available on the Internet is trustworthy.
The second key term is communication; we know that the fact of ICT having
been developed also has an influence on the rise of new uses of language and
new ways of communicating. The ability to share information with other
educators from anywhere in the world opens up a space for communication and
exchange that would have been unthinkable just two decades ago: cyberspace
or the third environment, this new social space that, by extension, is also an
educational space.
ICT in education
We are convinced that schools should contribute to educating people in a
comprehensive manner; this contribution pushes for students to be trained to
understand information, and conditions educators to bear in mind that today's
students learn differently compared to students twenty years ago. Therefore,
when faced with the question, "Are we witnessing the emergence of new ways
of learning?", the answer is clear: "Yes, we are aware of the fact that our
students may generate Personal Learning Environments, because educators do
not have all the information and, although educators are in and of themselves a
source of knowledge, students have access to much broader information
through the Internet".
We at ANAYA aim to work together with educators, offering them a variety of
educational resources that complement their direct teaching and channel
students who are faced with a new way of learning. The basic idea is to create
teaching resources that are suited to students' new learning reality. For
students, we encourage resources that enable different uses of and approaches
to information.
It is important for schools to grow in harmony with the society of their day and
age, so that we can achieve a balance between students' informal learning
outside the education system and their formal learning acquired at school.
These are some of the reasons why ICT should be used in the classroom:
Because they foster a two-way type of learning: on the one hand, more
personalised, with a mind to diversity, and, on the other, learning that is also
collective and collaborative.
Because they transform the methodology of educators, who cease to be just a
transmitter of contents in order to become students' companion and trainer in
learning.
Because ICT tools transform classroom dynamics: interactiveness, as one of
the distinctive elements with respect to the old school, makes it possible to
further motivate students to learn.
In this new model, it is the educator who must take on this ambitious
commitment to the progress that educational technology makes available to
21
them. So what is teachers' new role? To help students acquire the necessary
resources in order to know how to seek out and find the information they need
and integrate it into the knowledge they have already acquired, thus turning it
into their own personal knowledge. Part of this help comes from the publishing
house, which makes digital teaching materials available to educators.
Educator profiles
In terms of teachers' profiles, if we follow UNESCO guidelines (2008), we find
that there are three different types of educators in our classrooms, as far as
integrating ICT into the curriculum is concerned:
Innovative pre-tech teacher: has continuously and naturally lived alongside

technology, has developed his or her digital competence to an advanced
level, and regularly uses ICT in direct teaching.
Educator who has acquired digital competence but is not an innovator, since
he or she does not seek out new ways to use ICT in the classroom.
Technophobic educator: has not acquired digital competence and has an
aversion to technological educational tools; sometimes has to do with a lack
of knowledge as to the possibilities and uses that ICT can have in the
classroom.
At the end of the day, we will have to adapt our mindset to a new type of society
that will turn us more than ever into "world citizens". Educators cannot be
strangers to knowledge of the Web, or to so-called "web 2.0" tools and their
applicability in the classroom. These tools facilitate learning not just for
educators, but for students as well, and help to approach ICT from a completely
pragmatic perspective. Web 2.0 tools include: photopeach, glogster, flickr,
google drive, slideshare, popplet, blogger and prezi.
Students and ICT
We are aware of the fact that the students in our classrooms are different to
those of previous decades. There are a number of reasons for this; we may
point out, for example, that they have new ways of life, and new ways of
choosing and making use of information. This is a reality, just as it is a reality
that students take a natural approach to ICT, since they are immersed in a
technological society from which they garner significant learnings in an informal
manner. We would like to offer these students teaching resources that are
tailored to their level and their degree of digital competence since, moreover, we
know that today's students prefer to study with digital media and we, as
publishers, have made possible a type of book that is more attractive and
accessible for both educators and students alike.
22
UNIT PLANNING
The present plan constitutes a model temporal learning sequence for the third year of
Primary School.
This plan may be expanded through the optional resources proposed in the Teacher's
Guide, mostly by means of the drills and the Teacher's Resource Book. The Teacher's
Guide presents a sequence to be followed in each lesson and details of how and when
to introduce the different kinds of drills. The drills are oral activities based on repetition
and correction, the basic goal of which is for the children to consolidate grammar
structures so that they can then reproduce them fluently and naturally.
23
UNIT 0
The introductory unit consists of two pages, two Missions. The Teachers Resource
Book (TRB) contains photocopiable activities to reinforce and consolidate the
knowledge acquired in each unit, as well as tests at the end of each unit, of each term,
and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess
the students level of English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Revising the vocabulary related to places in town studied in previous years
Revising the grammar structures studied in previous years: present simple and
past simple, the time adverbs "yesterday/today" and the interrogatives
"Where/Who". Wheres Fusy today? Where was Asky yesterday? Who was at the
bank yesterday?
To look at two images of Asky, Jessy, Fussy and Noella in town, one image refers
to "Yesterday" and the other image refers to "Today". To answer some questions
related to the images
To listen to and sing a "Rap and clap" song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in previous courses
and internalise and consolidate them using the TG drills
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To look at two images and identify the names of the places in town and the time
adverbs. To read some questions related to the images and answer orally
To carry out an Arts and Crafts activity (TRB Class Material Worksheet)
To carry out Writing activities in the AB
Mission 2.
Revising the vocabulary related to personal belongings studied in previous years
Revising the grammar structures studied in previous years: the interrogative
"Whose" and the possessive pronouns. Whose tent is this? Its
mine/yours/his/hers/ours/yours/theirs.
Introducing new grammar structures: Can you repeat that, please? Keep quiet.
Stop talking.
To look at some images of different characters and personal belongings related
through a maze. Follow the maze and say whose each object is
To participate in a "Game Time!" activity practising the possessive pronouns and
the Saxon genitive: Its Bobs flashlight. Its his.
To revise other grammar structures that have been studied in previous courses
To read some sentences related to some images and repeat them
24

Translation challenge. To carry out an activity aimed at understanding sentences
translated into English or focusing on the translation of sentences (TRB)
To carry out a Diagnostic Test (TRB)
CONTENT
Main vocabulary:
Places, personal belongings.
Structures
Wheres Fusy today? Where was Asky yesterday?
Whose tent is this?
Its mine/yours/his/hers/ours/yours/theirs.
Can you repeat, please?
Keep quiet.
Stop talking.
ASSESSMENT CRITERIA
(Listening)
To understand the main vocabulary and
grammar structures in very short oral
texts
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom activities
Understands basic words and
structures studied orally
Identifies the vocabulary related to
places in town and personal
belongings: bakery, bank, butchers,
chemists, church, football stadium,
grocer s, newsagents, petrol station,
police station, post office, town hall,
traffic lights, train station, camera,
flashlight, mp3 player, sharpener,
stickers
Understands the essence of oral
narratives:
Wheres Fusy today? Where was
Asky yesterday?
Whose tent is this?
Its mine/yours/his/hers/ours/
yours/theirs.
Can you repeat, please?
Keep quiet.
Stop talking.
Knows how to greet people and how to
provide basic information on his/her
name, age and mood
Listens actively
Uses the non-verbal language and
pictures that accompany the oral text in
order to figure out the meaning
Understands the syntactical structures
the teacher uses in the drills
Shows interest when participating in
25
(Speaking)
To know and use the basic vocabulary
and structures for producing short and
simple oral texts
To internalise the structures and acquire
verbal fluency through repetitions
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic the pronunciation, intonation,
rhythm and stress for reproducing texts
To show interest in learning frequently

used expressions in English
To use English with interest and
confidence when producing oral texts in
everyday situations
language games
- Understands songs
- Expresses the ideas conveyed in the
songs using gestures
- Carries out activities based on the
Cooperative Learning approach
- Produces very simple oral monologues
or dialogues
- Knows the English alphabet and is
able to spell out simple words
- Understands, imitates and repeats
fluently the structures used by the
teacher in the drills
- Reproduces and remembers structures
or vocabulary studied in previous units
or years
Cooperative Learning approach and
works as part of a team (games,
dialogues, etc.)
- Is able to read fluently the simple
words and sentences learnt
- Understands simple written texts
containing the language studied in
class
- Understands simple written instructions
connected to school tasks (look,
answer, say, read)
- Understands translated sentences and
carries out activities with them
- Writes the vocabulary and grammar
structures that have been studied
orally
- Prepares simple texts based on the
content learnt
- Memorises songs
- Mimics the expressions and sounds
presented in the vocabulary, grammar,
and pronunciation videos as well as in
the video featuring the auxiliary
teacher
- Shows interest in writing and repeating
familiar expressions in English
- Shows interest in using English as an
instrument for communicating with
people from other cultures and
countries
- Feels confident in his/her ability to
express him/herself in English
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
26
Linguistic communication
DESCRIPTORS
Identifies words
about personal
belongings and
places in town
Identifies simple
sentences related to
the unit topic
Grasps the overall

idea in oral texts and
identifies specific
aspects with the help
of linguistic and nonlinguistic elements
from the context
Recognises the
sound, rhythm and
intonation of common
expressions
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and identifying
unit vocabulary and
expressions (Missions 1-2)
- Listening to drills (Missions
1-2)
simple sentences (Missions
1-2)
- Listening to and
understanding the unit or
previous years topic-related
drills (Missions 1-2)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Listening to a text and
identifying the corresponding
pictures
(Mission 1 Act. 1)
- Listening to and reproducing a

song (Mission 1 Act. 2 "Rap
and clap")
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility
perseverance
27
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Sings a song using

appropriate linguistic
and paralinguistic
elements
Reproduces
grammar structures
through oral activities
proposed by the
Teacher's Guide, the
drills, based on
repetition and
correction
To participate in a
"Game Time!" activity
and the games
proposed in the TG
- Carrying out the Diagnostic

Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
- Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
- Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
- Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Speaking
- Playing a "Rap and clap" song
in Mission 1 Act. 2
Responsibility, respect
- Reproducing and internalising

expressions through activities
based on repetition and
correction (Missions 1-2)
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
- Reproducing simple
expressions in the "Game
Time!" activity (Mission 2) and
in the TG games (Missions
1-2)
unit structures
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Mission 2 TRB)
Perseverance and
responsibility
Responsibility
Respect, fellowship
28
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reads words and

expressions
previously introduced
in an oral manner
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writes words

(Mission 2 TRB)
(Mission 8 TRB)
term
Reading
- Reading the character's
introduction and the common
expressions learnt orally
(Missions 1-2)
- Recognising, reading and
understanding sentences
translated into English (TRB)
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
- Writing the unit words and
expressions (AB Missions 1-2)
(Mission 2 TRB)
Respect, fellowship,
perseverance, patience
Respect, fellowship,
perseverance, patience
29
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

(Mission 2 TRB)
(Mission 8 TRB)
term
Social and civic competences

DESCRIPTORS
Interacts with and
enjoys playing games
with his/her
classmates
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
IMPLEMENTING
ACTIVITIES
- Participation in the "Game
Time!" (Mission 2 Act. 3)
- Participation in the games
proposed in the TG
- Reproduction and
consolidation of the drills
(Missions 1-2)
RELATED VALUES
Respect and fellowship
Responsibility, respect,
perseverance
Mathematical competences and basic competences in science and technology

DESCRIPTORS
Listens to, reads and
reproduces the
numbers of the
activities
IMPLEMENTING
ACTIVITIES
- Listening to and reproduction
of the numbers (Missions 1-2)
- Reading the numbers
(Missions 1-2)
RELATED VALUES
Responsibility, patience,
self-esteem
Cultural awareness and expressions

DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
30
Plays tunes
Participates in games
- Reproducing the unit song

(Mission 2 Act. 3 "Rap and
clap")
- Participating in the PB "Game
Time!" and the games
proposed in the TG (Missions
1-2)
tolerance, self-esteem,
empathy, respect
empathy, respect,
solidarity
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Learns and
internalises the unit
vocabulary using
word games
Interacts with his/her

classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
IMPLEMENTING
ACTIVITIES
- Participation in the drills
1-2)
RELATED VALUES
Respect and
responsibility
- Completing words filling in the

blanks (AB Mission 1)
- Making a wordsearch (AB
Mission 2)
- Finding the secret word by
writing the letters that
correspond to each symbol
(AB Mission 2)
- Student-student interaction,
teamwork and pairwork
(Mission 2 Act. 3 "Game
Time!")
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance

(Mission 2 TRB)
(Mission 8 TRB)
Review 1, Review 2 (Mission 2
TRB) and Review 3 (Mission 1
TRB) at the end of each term
perseverance
31

Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-2)
RELATED VALUES
Patience, responsibility
Sense of initiative and enterprising spirit

DESCRIPTORS
Identifies elements
from their
surroundings
classmates in games
and oral activities
based on the
approach, activities
that imply helping one
another
IMPLEMENTING
ACTIVITIES
- Recognises a larger number
of objects from their
surroundings than in the
previous year (Missions 1-2)
- Interacting in games and
activities between the pupils
themselves (Mission 2 Act. 3
"Game Time!")
RELATED VALUES
perseverance
UNIT 1
This unit (My subjects!) focuses on learning about school subjects. The unit contains 8
missions. Each mission lasts sixty minutes. The Teachers Resource Book (TRB)
contains photocopiable activities to reinforce and consolidate the knowledge acquired
in each unit, as well as tests at the end of each unit, of each term, and at the end of the
year. Unit 0 provides a Diagnostic Test for the teacher to assess the students level of
English after the holidays.
Mission 1.
Introducing the new vocabulary, 15 subjects, using a listening. To listen, point and
repeat. "Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using the expressions: "Do you
like English? Yes, I do."
Introducing the verb expression "to learn about"
To listen to and sing a "Sing and clap" song
32
To become familiar with the rhythm and sounds of English by listening to a song
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
Introducing the unit vocabulary using the Picture Dictionary, p. 96
Mission 2.
Introducing the second part of the unit vocabulary, the adjectives "difficult" and
"easy" and the verb "to study", using a listening exercise and oral activities
To look at an image of Fussy, Yessy, Noella and Asky at the library and listen to
Asky practising the new vocabulary. To answer some questions related to the
image and then ask the questions
To listen to some sentences and say whether they are true or false. To correct the
false sentences
To give a presentation on the chart that he/she has previously written about the
subjects he/she likes and what he/she learns in each subject
To read and understand sentences about the structure studied that he/she hears
in an audio and correct them
To carry out an Arts and Crafts activity: "Let's make a subject chart!"
To carry out vocabulary activities to reinforce and consolidate the knowledge
acquired (TRB Vocabulary Worksheets)
Mission 3.
Introducing grammar using a listening exercise and other oral activities. Object
pronouns "me/you/him/her/us/you/them". English is easy for
me/you/him/her/us/you/them.
To look at some images and listen to Yessy, Noella, Asky and Fussy practising
the new grammar structure and reproduce the sentences
To look at some images of Yessy, Noella, Asky and Fussy and reproduce
sentences with the new grammar as Asky shows: "History is easy for me!". To
check the answers with an audio. Listen and check
To participate in a "Game Time!" activity using flashcards and practising the
structure: "Arts and crafts is easy for Jack and Jill. Arts and crafts is easy for
them."
33
Reference to Grammar Appendix, p. 87, to read and internalise the new grammar
learnt in the unit
Mission 4.
Introducing the second part of the grammar using listening activities. The past
continuous in the 1st, 2nd and 3rd person singular and plural, affirmative,
negative and interrogative. What were you/we/you/they doing at five oclock
yesterday? I was/wasnt studying English. We/you/they were/werent studying
French. What was I/he/she doing at a quarter past two? You were/werent playing
football. He/she was/wasnt playing tennis.
Revision of the time
To look at an image, listen to Asky and Jessy practising the new grammar
structure and repeat the questions and answers
To say affirmative and negative sentences with the structure studied and write
them. To check the answers of written exercises using an audio: Listen and check
To practise interrogative sentences. To make interrogative sentences from
affirmative sentences. Master the question. To check the answers using an audio.
Then listen and check
To carry out Listening activities to reinforce and consolidate this skill (TRB
Listening Worksheet)
To write affirmative and negative sentences with a series of words and the
structure studied in their notebook
learnt in the unit
Mission 5.
To listen to a story with a comic-like graphic design, which includes the
vocabulary and grammar that has been learnt previously
Introducing a colloquial expression: How do you say in English?
To become familiar with the rhythm and sounds of English through a reading
exercise
To listen to and read the story and say whether the sentences are true or false.
To correct the false sentences
34
To act out the story
To carry out a Speaking activity using the vocabulary and grammar studied in the
unit (TRB Speaking Worksheet)
To read the story and some sentences in a comprehensive manner and say
whether the sentences are true or false
Mission 6.
To listen to and say the colloquial expression learnt in Mission 5 in the Reading
activity: How do you say in English?
To listen to a text about a cultural topic from the United States, school and sports
To be able to identify some English-speaking countries
To show interest in understanding and talking about the customs of other
countries
To listen and read a text and answer some questions in their notebook
To read a text in a comprehensive manner and answer some questions about
school and sports in the USA in their notebook
To carry out an Arts and Crafts activity: "Let's make a cheerleaders pom pom!"
To carry out Reading activities to consolidate their knowledge and improve this
skill (TRB Reading Worksheets)
Mission 7.
A page dedicated to non-linguistic content and language integrated learning.
Social Science: school in the past
To be able to understand and speak in English about other subjects
To listen to and read a text about school in the past and say whether some
sentences related to the text are true or false
To give a presentation about the differences between school in the past and
today
35

To be able to read and write in English about the contents of other subjects
To read a text and some sentences about school in the past in a comprehensive
manner and say whether they are true or false
To carry out Writing activities to improve this skill (TRB Writing Worksheets)
Mission 8.
Recap video featuring an auxiliary teacher to revise the unit grammar and
vocabulary, with particular focus on the correct pronunciation, rhythm and
intonation of words and word stress and grammar structures (Teachers Book
Video)
To repeat and imitate the structures asked for by the auxiliary teacher
To become familiar with the rhythm and sounds of English using the featured
auxiliary teacher
To interact orally, practising interrogative and affirmative sentences studied in the
unit whilst looking at some pictures. Question-Answer
To listen to and read a text and answer some questions in their notebook. To
check the answers of written exercises using an audio: Listen and check
To participate in a Quiz answering some questions and naming some images
about the unit topic
To read a text in a comprehensive manner that they hear in an audio and answer
some questions in their notebook. To check the answers with an audio
To write the answers of the Quiz in their notebook
To carry out a test in which all these skills are put into practice (Reading, Writing,
Listening and Speaking) (TRB TEST)
CONTENT
Vocabulary
Main vocabulary: arts and crafts, biology, chemistry, English, French, geography,
German, history, maths, music, PE, physics, science, Spanish, difficult, easy, to learn
about, to study
- Extra vocabulary: athlete, cheerleader, freshman, middle class, sophomore, track
and field, trade, upper class, mandatory, poor, to sew, to support, to work
Structures
English is easy for me/you/him/her/us/you/them.
36
What were you/we/you/they doing at five oclock yesterday?

I was/wasnt studying English. We/you/they were/werent studying French.
What was I/he/she doing at a quarter past two?
You were/werent playing football. He/she was/wasnt playing tennis.
Culture
The USA. Schools and sports in the USA
Expression: How do you say in English?
Content and Language Integrated Learning (CLIL)
Social Science
School in the Past
Phonetics
Sound /f/
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
regarding common classroom
activities
structures studied orally and with a
visual support (Picture Dictionary)
Masters the alphabet and the days of
the week
Identifies vocabulary related to school
subjects: arts and crafts, biology,
chemistry, English, French, geography,
German, history, maths, music, PE,
physics, science, Spanish, difficult,
easy, to learn about, to study
narratives:
English is easy for
me/you/him/her/us/you/them.
What were you/we/you/they doing at
five oclock yesterday?
I was/wasnt studying English.
We/you/they were/werent studying
French.
What was I/he/she doing at a
quarter past two?
You were/werent playing football.
He/she was/wasnt playing tennis.
Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
auxiliary teacher's explanations in the
recap video
Listens actively
Understands personal questions
37
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
- Understands the vocabulary and

structures that have been studied in
previous years
- Shows interest when participating in
language games
- Understands common expressions
used in games
- Understands songs
- Understands the main information
from short conversations in which
he/she participates
- Understands short texts and is
capable of answering questions about
the topic
- Understands the time prepositions
"at/on" and the time adverbs
"yesterday/every day/today/ago"
- Understands cardinal and ordinal
numbers
- Uses the basic vocabulary studied in
previous years
- Masters the alphabet and the days of
the week
- Learns and uses new vocabulary
or dialogues
- Prepares presentations and briefly
describes places or people
- Is capable of expressing him/herself in
English in more situations than in the
previous year
dialogues, etc.)
- Answers adequately in simple
communication situations (knows how
to ask and answer about school
subjects, knows how to talk about
his/her preferences and about what
he/she learns in each subject using
the simple present, knows how to ask
and answer about what somebody
was doing at a past time using the
past continuous)
- Makes sentences in the 1st, 2nd and
3rd person singular and plural,
affirmative, interrogative and negative
sentences in the past continuous
- Knows how to talk about habitual
actions that are carried out "every
38
(Speaking)
spoken fluency through repetition
(Reading)
(Writing)
day", actions that were being done

"yesterday" or specifies the day of the
week "on Mondays" and the time "at
seven oclock" in the present simple
and past continuous
Correctly uses object pronouns
"me/you/him/her/us/you/them"
Correctly uses time prepositions and
time adverbs
Answers questions about him/herself
Understands, imitates and fluently
repeats structures related to the topics
studied in previous units or years and
the new structures using the drills
Repeats the words or structures asked
for by the auxiliary teacher in the recap
video
Reproduces and remembers
structures or vocabulary studied in
previous units or years
Is able to read fluently simple words
and sentences.
Understands simple written texts with
the vocabulary studied in class
Understands simple written
instructions connected to school tasks
(read, describe, draw, match, point,
ask, say, listen, look, write the
answers, find) and learns new actions
(Say true or false, Correct the
sentences, Master the question, Give
a presentation, Write in your notebook,
Ask and answer with your partner,
Change the sentences)
Identifies the images of the main
characters (Asky, Fusy, Yessy and
Noella) with their linguistic function.
Asky introduces questions, Fusy is in
charge of teaching pronunciation,
Yessy introduces affirmative sentences
and Noella introduces negative
sentences
Identifies pictures with their meaning
when making affirmative or negative
sentences, or indicates whether
something is correct () or incorrect
()
Has the ability to understand the
meaning of pictures or texts in a
picture or table and is able to make
sentences using this information
Understands translated sentences and
Writes the vocabulary and grammar
39

have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
To show interest and confidence in

learning frequently used expressions in
English
(Culture)
To show interest in knowing details
about the customs of other countries
(CLIL)
To show interest in English as a learning
tool for the content of other subjects
orally
content learnt
- Looks at and writes words which are
always written in capital letters
(countries, days of the week,
languages and the subject PE)
- Memorises songs
- Acts out stories
teacher
- Knows the wide range of sounds
existing in English compared to his/her
language. For example the /f/ sound
- Makes an effort to pronounce correctly
familiar expressions in English: How
do you say in English?
- Shows interest in using English as a
tool for communicating with people
from other cultures and countries
- Learns about school levels and sports
in the USA
- Values the English language as a
learning tool for other contents such as
Social Science: school in the past.
COMPETENCES
DESCRIPTORS
Identifies words
about school subject
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and identifying the
unit vocabulary and
1-8)
RELATED VALUES
perseverance
40
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers

to activities through a
listening exercise

1-8)
- Listening to and
previous units topic-related
unit structures
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1.
Mission 3 Act. 2.
Mission 4 Act. 1)
- Recap video of the unit
vocabulary and structures
(Mission 8)
- Carrying out listening
exercises using the unit
vocabulary and grammar
(Mission 4 TRB)
song (Mission 1 Act. 3 "Sing
and clap")
- Playing a video on the unit
(Mission 8)
- Listening to the story
(Mission 5 Act. 1)
- Listening to texts
(Mission 5 Act. 1.
Mission 6 Act. 2.
Mission 7 Act. 1.
Mission 8 Act. 2)
- Correcting activities through a
listening exercise. Listen and
check
(Mission 3 Act. 2.
Mission 4 Act. 2-3.
Mission 8 Act. 2)
gratitude, perseverance
Patience, responsibility,
respect, punctuality,
perseverance
41
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Sings a song using

and paralinguistic
elements
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction
- Carrying out a listening activity

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Speaking
- Playing a "Sing and clap"
song in Mission 1 Act. 3
- Reproducing and
consolidating grammar
structures through repetition
and correction based activities
(Missions 1-8)
Basics, Rewind)
perseverance
42
Shows interest when

participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
Delivers short and

simple presentations
and descriptions that
have been previously
prepared
Participates in simple
role plays
Time!" activities (Missions 1
and 3) and in the TG games
(Missions 1-8)
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
(Missions 5 and 8 TRB)
- Composition and
internalization of the
interrogative sentence in
Listen. Then answer and ask
(Mission 2) Master the
question (Mission 4) and
Look, ask and answer
(Mission 8)
- Short presentation on a topic
directly related to what has
been studied in class
(Mission 2 Act. 3.
Mission 7 Act. 3)
- Acting out the story of the
Reading activity in Mission 5
Act. 3 Act out
Respect, fellowship
Perseverance, patience
perseverance
perseverance
43
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
orally
Reads expressions
orally
Reads texts and

stories in a
comprehensive
manner
- Carrying out a speaking

activity in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Reading
- Reading the unit key
vocabulary (Missions 1-8)
- Reading the unit key words
from the Picture Dictionary,
p. 96 (Mission 1)
- Reads the Grammar
Appendix, p. 87, in order to
internalise the unit grammar
(Missions 3 and 4)
- Reading stories and texts
(Mission 5 Act. 1-2.
Mission 6 Act. 2.
Mission 7 Act. 1-2.
Mission 8 Act. 2)
- Reading texts and carrying
out exercises focused on
reading practice (Mission 6
TRB two levels, aimed at
mixed ability classes)
perseverance
44
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writes words and

sentences
Writes very simple

texts based on very
structured models
- Carrying out a reading activity

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
- Writing the unit key
expressions
(Mission 4 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 2-3)
(AB Missions 1-8)
- Writing very short and simple
texts using the vocabulary and
structures previously studied
in class
(Mission 2 Act. 3 Lets make a
presentation chart.
Mission 7 Act. 3.
Mission 8 Act. 3)
- Carrying out exercises to
consolidate the unit
vocabulary (Mission 2 TRB
two levels, aimed at mixed
ability classes)
- Carrying out exercises
focused on writing practice
(Mission 7 TRB two levels,
aimed at mixed ability classes)
perseverance
Patience, self-esteem,
responsibility,
punctuality,
perseverance
45
Answers questions
related to an oral or
written text
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
- Answers questions related to

a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 2)
- Carrying out a writing activity
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance

DESCRIPTORS
Identifies the time
written in words
Listens to, repeats
and writes the
numbers when talking
about what he/she
was doing in the past
and at what time
Reads and listens to
ordinal and cardinal
numbers in a text
when talking about
age, school levels
and dates
reproduces the
numbers of the
activities
IMPLEMENTING
ACTIVITIES
- Listening to, reproducing and
writing the time written in
words (Mission 4)
- Listening to, reproducing and
writing the numbers (Mission
4)
RELATED VALUES
Patience, solidarity,
responsibility,
perseverance
perseverance
- Reading and listening to a text

with ordinal and cardinal
numbers (Missions 6 and 7)
perseverance

(Missions 1-8)
self-esteem
46
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
RELATED VALUES
Patience, perseverance
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Uses vocabulary
videos to internalise
the correct
pronunciation of the
words
Uses the grammar
the correct use of
grammar structures in
context, paying
attention to the
correct pronunciation
and intonation of the
sentences
IMPLEMENTING
ACTIVITIES
1-8)
- Use of the Picture Dictionary,

p. 96, in Mission 1 with the
key vocabulary of the unit and
the Grammar Appendix, p. 87,
in Missions 3 and 4
- Use of the Pronunciation
guide, p. 91, with the unit key
sounds
- Identification of the meaning
of words using flashcards,
visual support, etc. (Missions
1-8)
- Listening to the unit recap

video in Mission 8 and in the
Review section (Language
Assistant, Pronunciation and
Pupils Book Video)
Pupils Book Video)
RELATED VALUES
Respect and
responsibility
47
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
auxiliary teacher to
vocabulary and
grammar learnt and
learns how to
pronounce it correctly
Values English as a
learning tool

classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
- Listening to the pronunciation

video in the Review Mission 2
and in the Teachers Book
Video Mission 8
Review Mission 1 (Language
Assistant Video)
- Learning about topics from

other subjects (Mission 7)
such as Social Science:
school in the past
- Learning about what school
was like in the past
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make a
subject chart.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out.
Mission 6 Act. 3 Lets make a
cheerleaders pom pom.
Mission 8 Act. 1)
(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance
48
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

(Mission 2 TRB)
(Mission 8 TRB)
Review 1, Review 2 (Mission 2
TRB) and Review 3 (Mission 1
TRB) at the end of each term

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
respecting the basic
behaviour rules
Interest and
to understand the
answers
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activity, games in which
the entire class participates
(Missions 1 and 3) and in the
games proposed in the TG
(Missions 1-8)
- Acting out the story in which
the characters always show a
receptive and helpful attitude
towards other people (Mission
5 Act. 3 Act out)
- Reproduction and
(Missions 1-8)
RELATED VALUES
perseverance
49
Values English as a
tool for
communicating with
other people
Shows interest in
communicating with
English-speakers
- Learning and using the

vocabulary studied in previous
years as well as the new
vocabulary in real or simulated
interactions (Missions 1-8)
- Learning and using a
colloquial expression in order
to make him/herself
understood and ask for the
meaning of something "How
do you say in English?"
(Missions 5 and 6)
- Manages well in simple
situations using the structures
studied (Missions 1-8)
- Learning the contents learnt in
school in the past
- Reading texts about the
customs and culture of people
who live in English-speaking
countries (Missions 5 and 6)
- Identifying school levels and
sports in the United States
(Mission 6)
perseverance
Solidarity, tolerance,
perseverance

DESCRIPTORS
Plays tunes
and acting out
activities
Makes simple Arts

and Crafts
compositions
IMPLEMENTING
ACTIVITIES
(Mission 1 Act. 3 "Sing and
clap")
Time!" (Missions 1 and 3) and
the games proposed in the TG
(Missions 1-8)
- Acting out the unit story
(Mission 5 Act. 3 Act out)
- Making a subject chart "Let's
make a subject chart" (Mission
2 Act. 3)
- Making a cheerleaders
pom pom, "Let's make a
cheerleaders pom pom"
(Mission 6 Act. 3)
RELATED VALUES
perseverance
perseverance
50
Learns a colloquial
expression in each
Reading exercise
- Learns a cultural expression in

all the stories of Mission 5 and
6 in Mission 6, "How do you
say in English?"
Learns about the

culture in Englishspeaking countries
- Learning about the customs of

some English-speaking
countries (Mission 6): school
levels and sports in the United
States
perseverance

DESCRIPTORS
Identifies elements
from their
surroundings

classmates in games
and oral activities
based on the
another
Carries out an Arts

and Crafts activity
Delivers short and

prepared
Writes a short text on
the topics studied in
the class
IMPLEMENTING
ACTIVITIES
Recognises a larger number
of objects from their
surroundings than in the
previous year, through oral
activities (Missions 1-8)
Interacting in games and
themselves
subject chart.
Mission 6 Act. 3 Lets make a
cheerleaders pom pom.
Mission 8 Act. 1)
"Lets make a subject chart"
(Mission 2 Act. 3).
"Lets make a cheerleaders"
pom pom (Mission 6 Act. 3).
Short presentation on a topic
(Mission 2 Act. 3.
Mission 7 Act. 3)
Writing a short text about
him/herself, or about someone
else, related to the topics
studied in class
(Mission 2 Act. 3
Mission 7 Act. 3)
RELATED VALUES
perseverance
perseverance
perseverance
perseverance
UNIT 2
51
This unit (Fantastic food!) focuses on learning about food. The unit contains 8
Mission 1.
Introducing the new vocabulary about food, 10 food items, through a listening
activity. "Shhhh! Listen, point and repeat"
Introducing the verb "to grow"
To talk using one of the "Game Time!" activities using flashcards and the
expressions: "Is it Green? Is it a vegetable?"
Mission 2.
Introducing the second part of the unit vocabulary, 8 food items using a listening
activity. Look, listen and say it!
To look at some images of Yessy and Noellas food trays, listen to and reproduce
the names of the food items shown
To listen to an audio about Helen and Alexs food likes and habits and answer
some questions in their notebook
To listen to an audio about Helen and Alexs food likes and habits and answer
To carry out an Arts and Crafts activity: "Let's make a healthy food chart!"
Mission 3.
52

Introducing grammar using a listening exercise and other oral activities. The
structure "like + to + infinitive" in the present simple, in the 1st, 2nd and 3rd
person singular and plural, affirmative, negative and interrogative. Do
I/you/we/you/they like to grow vegetables? Yes, I/you/we/you/they do. / No,
I/you/we/you/they dont. Does he/she like to eat fruit? Yes, he/she does. / No,
he/she doesnt.
To look at an image and listen to Asky, Yessy and Noella practising the new
grammar structure. Answer some questions following the example
To look at a box or table with peoples names, food images and days of the
weeks and understand the meaning of the () and () symbols. With that
information, interact orally practising the interrogative, affirmative and negative
sentences. Question-Answer: "Does Lola like to eat broccoli on Sundays? Yes,
she does. She likes to eat broccoli on Sundays."
To talk using one of the "Game Time!" activities using the expressions: "Do you
like to study science? Yes, I like to study science. "
learnt in the unit
To understand the meaning of the text, images and () and () symbols
displayed in a box or table and interact orally with that information
Mission 4.
Introducing the second part of the grammar using a listening exercise and other
oral activities. Expressing quantity using the adjectives of quantity "a little/a lot
of/all/many/much". He likes to eat a little/a lot of spinach. He likes to eat all the
spinach. Shes got a lot of peaches. She hasnt got many plums. They havent got
much olive oil.
To revise the previous mission grammar and the verb "have got"
To listen to an audio related to some images of various characters who are
saying the quantity of a food item they like to eat or they have, and reproduce the
sentences practising the new grammar structure
To check the answers of written exercises using an audio: Listen and check
Then listen and check.
53

To read and understand sentences about the structure studied that are related to
an audio and some images
To look at some images of Asky, Fussy, Yessy and Noella, understand the
meaning of the () and () symbols shown next to each image and write
sentences about the food items and quantity for each character following the
example. To check with an audio
learnt in the unit
Mission 5.
Introducing a colloquial expression: Would you like some more?
exercise
To listen to and read the story and answer some questions in their notebook
To read the story in a comprehensive manner and answer some questions in
their notebook
Mission 6.
To listen to and say the colloquial expression learnt in Mission 5 in the Reading:
activity: Would you like some more?
To listen to a text about a cultural topic from the United Kingdom and Ireland, the
shepherds pie, a typical dish
To show interest in understanding and talking about the customs of other
countries
To listen to and read a text and answer some questions in their notebook
54

To read a text about the shepherds pie in a comprehensive manner and answer
Mission 7.
Social Science: urban gardening
To listen to and read a text about urban gardening and complete an activity
To read a text about urban gardening in a comprehensive manner and some
sentences with two options to choose from. To write the correct option in their
notebook
To carry out a Social Science activity, "Lets grow herbs in class!"
Mission 8.
Video)
auxiliary teacher
To look at and describe some images orally
To listen to an audio about Jessica and complete her fact card in their notebook
with the information that they hear in the audio
To complete Jessicas fact card in their notebook by writing the food likes and
habits that they hear in an audio
To read some affirmative sentences and make them negative using "much" and
55
"many"
CONTENT
Vocabulary
Main vocabulary: beef, broccoli, butter, cucumber, honey, mashed potato, meatballs,
olive oil, peach, pepper, pineapple, plum, rice, salt, scrambled eggs, spinach, tuna, to
grow
- Extra vocabulary: allotment, compost, fertiliser, ham, herbs, lamb, land, leftover,
pie, plot, waste, fresh, minced, to look after, to rent, to taste like
Structures
Do I/you/we/you/they like to grow vegetables? Yes, I/you/we/you/they do. / No,
I/you/we/you/they dont.
Does he/she like to eat fruit? Yes, he/she does. / No, he/she doesnt.
He likes to eat a little/a lot of spinach.
He likes to eat all the spinach.
Shes got a lot of peaches. She hasnt got many plums.
They havent got much olive oil.
Culture
The United Kingdom and Ireland. Delicious Shepherds pie
Expression: Would you like some more?
Social Science
Urban Gardening
Phonetics
Sound /k/
ASSESSMENT CRITERIA
LEARNING OBJECTIVES
56
(Listening)
- Understands the teacher's instructions

- Understands basic words and
structures studied orally, using visual
support (Picture Dictionary)
- Masters the alphabet, the days of the
week and months
- Identifies the vocabulary related to
food: beef, broccoli, butter, cucumber,
honey, mashed potato, meatballs, olive
oil, peach, pepper, pineapple, plum,
rice, salt, scrambled eggs, spinach,
tuna, to grow
- Understands the essence of oral
narratives:
Do I/you/we/you/they like to grow
vegetables? Yes, I/you/we/you/they
do. / No, I/you/we/you/they dont.
Does he/she like to eat fruit? Yes,
he/she does. / No, he/she doesnt.
He likes to eat a little/a lot of
spinach.
He likes to eat all the spinach.
Shes got a lot of peaches. She
hasnt got many plums.
They havent got much olive oil.
- Understands the presentations and
recap video
- Understands the syntactical structures
- Listens actively
- Understands personal questions
previous years
language games
used in games
- Understands songs
- Understands the main information from
short conversations in which he/she
participates
- Understands short texts and is capable
of answering questions about the topic
- Understands the time adverbs "every
day/never/ sometimes/ yesterday/
always/ today" and the expression "on
Mondays"
- Understands time prepositions: "on
Mondays"
57
(Speaking)
(Speaking)

previous years
week and months
or dialogues
previous year
dialogues, etc.)
to talk about food, knows how to say
what he/she likes and doesnt like to
eat or do in the present tense, knows
how to say what food items he/she has
got and their quantity)
- Makes sentences using the structure
"like to + infinitive" in the 1st, 2nd and
sentences in the simple present
- Knows how to express possession
using the verb "to have got"
- Knows how to express quantity using
the adjectives of quantity "a little/a lot/
all/ many/much" correctly
- Correctly uses time adverbs
- Correctly uses prepositions
- Greets and bids farewell in English
- Uses "please" and "thank you" in the
adequate contexts
- Manages well in real or simulated
everyday situations
- Answers questions about him/herself
- Understands, imitates and fluently
- Repeats the words or structures asked
video
- Reproduces and remembers
58
(Reading)
(Writing)
have been studied
(Pronunciation)
texts

words and sentences learnt previously
class
- Understands simple written
sentences, Master the question, Give a
presentation, Write in your notebook,
- Identifies the images of the main
Noella) with their linguistic function
sentences
- Identifies pictures with their meaning
()
- Has the ability to understand the
orally
content learnt
(countries and days of the week)
- Memorises songs
- Acts out stories
teacher
language. For example, the /k/ sound
59

English
(Culture)
(CLIL)

familiar expressions in English: Would
you like some more?
- Learns about the shepherds pie, a
typical dish in the United Kingdom and
Ireland
Social Science: urban gardens in big
cities in the USA and the United
Kingdom
COMPETENCES
DESCRIPTORS
Identifies words
about food
Identifies simple
the unit topic
IMPLEMENTING
ACTIVITIES
To listen to
unit vocabulary and
1-8)
1-8)
- Listening to and
drills. (Missions 1-8)
unit structures
RELATED VALUES
60
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers

listening exercise
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

pictures
(Mission 1 Act. 1.
Mission 2 Act. 1.
Mission 3 Act. 2.
Mission 4 Act. 1-2)
(Mission 8)
(Mission 4 TRB)
and clap")
(Mission 8)
(Mission 5 Act. 1)
(Mission 5 Act. 1
Mission 6 Act. 2.
Mission 7 Act. 1.
Mission 8 Act. 2)
check (Mission 4 Act. 2-3)

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
respect, gratitude,
perseverance
Speaking
61
Sings a song using

and paralinguistic
elements

Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction
- Reproducing and
(Missions 1-8)
Basics, Rewind)
perseverance
Shows interest when

participating in
linguistic "Game
Time!" games and
games proposed in
the TG
(Missions 1-8)
unit structures
TRB)
- Composition and
Listen and answer (Mission 3)
Ask and answer (Mission 3)
and Master the question
(Mission 4).
been studied in class.
(Mission 8 Act 1)
Respect, fellowship
Practises
interrogative
sentences
Delivers short and

prepared
role plays

Act. 3 Act out
Perseverance
perseverance
perseverance
62
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
orally
Reads expressions
orally
Reads texts and

stories in a
comprehensive
manner

(Mission 2 TRB)
(Mission 8 TRB)
term
Reading
p. 97 (Mission 1)
- Reads the Grammar
(Missions 3 and 4)
Mission 6 Act. 2.
Mission 7 Act. 1-2)
perseverance
63
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writes words and

sentences
Writes very simple

texts based on very
structured models

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
expressions
(Mission 2 Act. 2.
Mission 4 Act. 2
Mission 5 Act. 2.
Mission 6 Act. 2
Mission 7 Act. 2.
Mission 8 Act. 2)
(AB Missions 1-8).
in class
(Mission 8 Act. 2)
ability classes)
perseverance
perseverance
64
Reads, understands
and completes texts
or sentences with
blank spaces,
choosing the correct
option or placing
words in the
adequate space
Answers questions
related to a text
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
- Placing words in the adequate

space or choosing between
two options (Mission 7 Act. 2)
Responsibility,
perseverance

a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2
Mission 8 Act. 2)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
solidarity, tolerance, selfesteem, responsibility,

DESCRIPTORS
reproduces the
numbers of the
activities
Learns how to grow
plants in class
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
- Learning about growing herbs
in class (Mission 7 Act. 3)
RELATED VALUES
self-esteem
perseverance
Digital competences
65
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
RELATED VALUES
solidarity, punctuality,
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Uses vocabulary
the correct
words
Uses the grammar
the correct use of
context, paying
attention to the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
IMPLEMENTING
ACTIVITIES
1-8)
RELATED VALUES
Respect and
responsibility

unit key vocabulary and the
Grammar Appendix, p. 87, in
Missions 3 and 4
sound
of the words using flashcards,
visual support etc. (Missions
1-8)

Pupils Book Video)
Pupils Book Video)
solidarity, tolerance, selfesteem, responsibility,
respect, gratitude,
perseverance

Video Mission 8
perseverance
66
Uses the featured

vocabulary and
grammar learnt and
learns how to
Values English as a
learning tool

classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

Assistant Video)

such as Social Science: urban
gardening
- Learning about growing urban
gardens in big cities in the
United Kingdom and USA
healthy food chart.
Mission 6 Act. 3 Lets grow
herbs in class)
Responsibility

(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance

DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
67
Interacts with and

enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
Values English as an
instrument for
communicating with
other people and
talking about current
issues
Shows interest in
communicating with
English-speakers

(Missions 1-8)
5 Act. 3 Act out)
- Reproduction and
(Missions 1-8)

to make offers, "Would you
like some?" (Missions 5 and
6)
situations using the studied
structures (Missions 1-8)
such as Social Science: urban
gardening
countries (Missions 5, 6 and
7)
- Identifying the shepherds pie,
a typical dish in the United
Kingdom and Ireland (Mission
6)
- Identifying urban gardens in
big cities in the United
Kingdom and USA (Mission 7)
perseverance
perseverance
perseverance

DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
68
Plays tunes

clap")
and acting out
activities

the games proposed in the TG
(Missions 1-8)
- Making a drawing about
healthy food "Let's make a
healthy food chart" (Mission 2
Act. 3)
Makes simple Arts

and Crafts
compositions
Learns a colloquial
expression in each
Reading exercise
Learns about the
empathy, responsibility,
perseverance
perseverance
perseverance
- Learning a cultural expression, Patience, fellowship,
"Would you like some?"
(Missions 5 and 6)
perseverance
- Learning about some English- Patience, fellowship,
speaking countries' customs
(Mission 6): the shepherds
pie, a typical dish in the United responsibility, respect,
Kingdom and Ireland
perseverance

DESCRIPTORS
Identifies elements
from their
surroundings

classmates in games
and oral activities
based on the
another
Carries out an Arts

and Crafts activity
IMPLEMENTING
ACTIVITIES
Through oral activities
recognises a larger number of
objects than in the previous
year (Missions 1-8)
Carrying out an activity in
which he/she identifies
elements of his/her
autonomous community
(TRB My autonomous
community)
themselves
healthy food chart.
Mission 6 Act. 3 Lets grow
herbs in class)
"Lets make a healthy food
chart" (Mission 2 Act. 3)
RELATED VALUES
perseverance
perseverance
perseverance
69
Delivers short and

prepared
- Short presentation on a theme

been studied in class (Mission
8 Act. 1).
Writes or prepares a
short text on the
topics that have been
studied in class
- Description of some images

(Mission 8 Act. 1).
Grows herbs in class
- Learning about growing herbs

punctuality,
perseverance
punctuality,
perseverance
perseverance
UNIT 3
This unit (Jobs!) focuses on learning about jobs. The unit contains 8 missions. Each
mission lasts sixty minutes. The Teachers Resource Book (TRB) contains
photocopiable activities to reinforce and consolidate the knowledge acquired in each
unit, as well as tests at the end of each unit, of each term, and at the end of the year.
Unit 0 provides a Diagnostic Test for the teacher to assess the students level of
Mission 1.
Introducing the new vocabulary, 11 words related to jobs, using a listening.
"Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using the expressions: "Im an
actor. Im an actor and a fire fighter. Im an actor, a fire fighter and a vet."
Mission 2.
Introducing the second section of unit vocabulary, 6 jobs, through an audio "Look,
listen and say it!"
70
To look at an image of different characters doing their work, listen to and

reproduce the jobs
To listen to an audio, choose the correct answer for some questions and write the
answers in their notebook
To write in their notebook the correct answer for some questions related to an
audio
To carry out a job questionnaire, "Lets make a job questionnaire!"
Mission 3.
Introducing grammar using a listening exercise and other oral activities.
Superlative adjectives. Shes the tallest. He isnt the shortest. Its the most
beautiful.
To look at some images and listen to Asky, Yessy and Noella practising the new
grammar structure and reproduce the sentences
To look at some images of jobs and reproduce sentences with the new grammar
structure following the example. To check the answers with an audio. Then listen
and check
To participate in a "Game Time!" activity practising the structure: "Im the tallest!"
learnt in the unit
Mission 4.
Introducing the second part of the grammar using oral activities. The interrogative
"Which + one/person". Which person has the best/worst/safest job? Which
person has the most dangerous job? Which one helps animals, the dentist or the
vet?
To interact practising the new grammar structure
To look at an image of different jobs, and to another image of Asky and Yessy
practising the new grammar structure. To answer some questions related to the
image of different jobs following Jessys example
71
Then listen and check.
learnt in the unit
To look at an image of different jobs and write some questions and answers in
their notebook using the words shown in the activity and the vocabulary about
jobs following Jessys example: "Which one helps, an actor or a police officer?"
Question-Answer. To check the answers with an audio
Mission 5.
Introducing a colloquial expression: May I help you?
exercise
To listen to and read a story and say whether some sentences are true or false.
Mission 6.
activity: May I help you?
To listen to a text about a cultural topic in the United States, the Empire State
Building in New York, the most beautiful building to many people
72

To show interest in understanding and talking about the customs and culture of
other countries
To listen to and read a text, and answer some questions in their notebook
To read a text about the Empire State Building in New York, in the United States,
in a comprehensive manner and answer some questions in their notebook
Mission 7.
Social Science: dentist and teeth worms
To listen to and read a text about the dentist and teeth worms, and correct some
sentences in their notebook
To give a presentation about the drawing of their teeth that they have done
previously and say what teeth they have got and how they take care of them
To read a text about the dentist and teeth worms in a comprehensive manner and
correct some sentences in their notebook
To carry out an Arts and Crafts activity, make a drawing of their teeth
Mission 8.
Recap video featuring an auxiliary teacher for revising the unit grammar and
Video)
auxiliary teacher
73
To look at a box or table with peoples names, their jobs and understand the
meaning of the () symbol displayed in the three columns Best / Worst /
Famous. With that information, interact orally practising the interrogative and
affirmative sentences. Question-Answer: "Whos the best actor? Zachs the best
actor." To check the answers with an audio. Listen and check
To listen to some sentences with two options to choose from and write the correct
option in their notebook
To give a presentation about the jobs that there are in their family that they have
prepared previously
To read some brief job descriptions. Guess the job and write it in their notebook
To understand the meaning of the text and () symbol displayed in a box or table
and interact orally with that information
To read some sentences with two options to choose from that they hear in an
audio and write the correct option in their notebook
CONTENT
Vocabulary
Main vocabulary: actor, architect, astronaut, cashier, chef, dentist, driver, fire fighter,
football player, hairdresser, journalist, judge, mechanic, police officer, singer, vet,
famous
- Extra vocabulary: cavity, floor, giant, jaw, metal workers, nickname, skyscraper,
tool, worm, high, to be able to, to believe, to destroy, to die, to discover, to lose
Structures
Shes the tallest. He isnt the shortest.
Its the most beautiful.
Which person has the best/worst/safest job?
Which person has the most dangerous job?
Which one helps animals, the dentist or the vet?
Culture
The USA. The most beautiful building to many people
Expression: May I help you?
Social Science
Dentist and Teeth Worms
Phonetics
Sound /st/
74
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
structures studied orally and with a
visual support (Picture Dictionary)
- Masters the alphabet and days of the
week
jobs: actor, architect, astronaut,
cashier, chef, dentist, driver, fire
fighter, football player, hairdresser,
journalist, judge, mechanic, police
officer, singer, vet, famous
narratives
Shes the tallest. He isnt the
shortest.
Its the most beautiful.
Which person has the
best/worst/safest job?
Which person has the most
dangerous job?
Which one helps animals, the dentist
or the vet?
recap video
- Listens actively
previous years
language games
used in games
- Understands songs
participates
- Understands time adverbs and
possessive adjectives
numbers
75
(Speaking)
(Speaking)
(Reading)

previous years
- Masters the alphabet and days of the
week
- Independently produces very simple
oral monologues and dialogues
describe places or people
previous year
dialogues, etc.)
talk about jobs and describe the basic
tasks and characteristics they involve
in simple sentences, knows how to
express the highest degree of a quality
and knows how to ask and answer the
question "Which one?")
- Makes sentences using the superlative
adjectives: adjective + est and most +
adjective
- Uses "please", "thank you", "Excuse
me", "I'm sorry" in the appropriate
context
- Uses prepositions
everyday situations
video
class
76
(Writing)
have been studied
(Pronunciation)
texts
(Culture)
To show interest in learning about
English-speaking countries
English
(Culture)

sentences
()
sentences using this information.
orally
Prepares with certain degree of
independence simple texts based on
the contents learnt
Looks at and writes words which are
(countries, days of the week and
languages)
Memorises songs
Acts out stories
Mimics the expressions and sounds
teacher
Knows the wide range of sounds
language. For example the /st/ sound
Makes an effort to pronounce correctly
Knows English-speaking countries and
identifies them by their flags
- Shows interest in writing and saying

familiar expressions in English: May I
help you?
77
(CLIL)
- Learns about the Empire State

Building in New York, in the United
States, the most beautiful building to
many people
Social Sciences: dentist and teeth
worms
COMPETENCES
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about jobs
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
To listen to
Listening to and identifying the
unit vocabulary and
Listening to the drills
(Missions 1-8)
Listening to and identifying
1-8)
Listening to and
Carrying out activities based
unit structures
Listening to a text and
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1.
Mission 3 Act. 1-2.
Mission 4 Act. 2)
Recap video of the unit
(Mission 8)
Carrying out listening
(Mission 4 TRB)
RELATED VALUES
Responsibility,
perseverance
perseverance
Responsibility
78
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers

listening exercise
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Sings a song using

and paralinguistic
elements
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction

and clap")
(Mission 8)
(Mission 5 Act. 1)
(Mission 5 Act. 1.
(Mission 6 Act. 2.
Mission 7 Act. 1)
check
(Mission 3 Act. 2.
Mission 4 Act. 2-3.
Mission 8 Act. 2)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Speaking
in Mission 1 Act. 3
perseverance
- Reproducing and
(Missions 1-8)
Basics, Rewind)
Perseverance and
responsibility
perseverance
Responsibility
79
Shows interest when

participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
Delivers short and

prepared
role plays
(Missions 1-8)
unit structures
TRB)
- Making and internalising
interrogative sentences in
Look and answer (Mission 4)
Look, ask and answer
(Mission 4) Master the
question (Mission 4) Ask and
answer (Mission 8)
(Mission 7 Act. 3.
Mission 8 Act. 4)
Act. 3 Act out
Respect, fellowship
perseverance
perseverance
80
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
orally
Reads expressions
orally
Reads texts and

stories in a
comprehensive
manner

(Mission 2 TRB)
(Mission 8 TRB)
term
Reading
p. 98 (Mission 1)
- Reads the Grammar
(Missions 3 and 4)
Mission 6 Act. 2.
Mission 7 Act. 1)
perseverance
perseverance
solidarity, self-esteem,
81
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writes words and

sentences
Writes very simple

texts based on very
structured models

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
expressions
(Mission 2 Act. 2.
Mission 4 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 1 and 3)
(AB Missions 1-8)
in class
(Mission 2 Act. 3 Lets make a
job questionnaire.
Mission 7 Act. 3.
Mission 8 Act. 3)
ability classes)
perseverance
perseverance
82
Answers questions
written text
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance

DESCRIPTORS
Reads, listens to and
writes cardinal and
ordinal numbers in a
text when talking
about dates,
measurement,
quantity and order
Reproduces cardinal
numbers when giving
a presentation about
him/herself
reproduces the
numbers of the
activities
IMPLEMENTING
ACTIVITIES
- Reading and listening to a text
with ordinal and cardinal
numbers (Missions 6 and 7)
- Writing cardinal numbers
(Missions 6 and 7)
- Reproducing cardinal
numbers when giving a
presentation about his/her
teeth (Mission 7)
(Missions 1-8)
RELATED VALUES
perseverance
perseverance
self-esteem
Digital competences
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
83
learning

(Missions 1-8)

perseverance
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit.
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Uses vocabulary
the correct
words
Uses the grammar
the correct use of
context, paying
attention to the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
IMPLEMENTING
ACTIVITIES
1-8)
RELATED VALUES
Respect and
responsibility

Missions 3 and 4
sounds
1-8)
perseverance

Pupils Book Video)
Pupils Book Video)

Video Mission 8
responsibility,
perseverance
84
Uses the featured

vocabulary and
grammar learnt and
learns how to
Values English as a
learning tool
Learns and
vocabulary using
word games
classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

Assistant Video)

dentist and teeth worms
- Learning about dentists in the
past, teeth worms, cavities,
teeth formation and the
importance of dental care
Mission 1)
- Unscrambling letters to make
words (AB Mission 2)
- Finding expressions in a word
snake (AB Mission 6)
job questionnaire.
Mission 5 Act. 3 Act out)

(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance
85
DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Shows interest and

to understand the
answers
instrument for
communicating with
other people and
issues
Shows interest in
communicating with
English-speakers
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
5 Act. 3 Act out)
- Reproduction and
(Missions 1-8)

to offer help, "May I help you?"
(Missions 5 and 6)
dentist and teeth worms
- Identifies the Empire State
Building in New York, in the
United States, the most
beautiful building to many
people (Mission 6)
RELATED VALUES
perseverance

DESCRIPTORS
Plays tunes
IMPLEMENTING
ACTIVITIES
- Reproducing the unit song in
clap")
RELATED VALUES
86
and acting out
activities

in the games proposed in the
TG (Missions 1-8)
- Making a job questionnaire,
"Lets make a job
questionnaire!" (Mission 2 Act.
3)
Makes simple Arts

and Crafts
compositions
- Drawing a picture of his/her

teeth (Mission 7 Act. 3)
Learns a colloquial
expression in each
Reading exercise
Learns about the
perseverance
- Learning a cultural expression, Fellowship, solidarity,
"May I help you?" (Missions 5
and 6)
- Learning about some English- Fellowship, solidarity,
and characteristics (Mission
6): the Empire State Building
in New York, in the United
States, the most beautiful
building to many people

DESCRIPTORS
Identifies elements
from their
surroundings
classmates in games
and oral activities
based on the
another
Carries out an Arts
and Crafts activity
IMPLEMENTING
ACTIVITIES
- Through oral activities
year (Missions 1-8)
themselves
job questionnaire.
- Drawing a picture of his/her
teeth (Mission 7 Act. 3)
RELATED VALUES
perseverance
87
Delivers short and

prepared
the class

(Mission 3 Act. 3.
Mission 8 Act. 4)
- Writing a short text about
him/herself or about someone
else related to the topics
studied in class
(Mission 2 Act. 3.
Mission 7 Act. 3.
Mission 8 Act. 3)
perseverance
UNIT 4
This unit (Lets shop!) focuses on learning about shopping. The unit contains 8
Mission 1.
Introduction of the new vocabulary, 9 words related to shopping, through a
listening exercise. To listen to, point and repeat. "Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using visual support and the
expressions: "Whats this? Its a trolley."
Mission 2.
Introducing the second part of the unit vocabulary, 7 words related to shopping,
using an audio. "Look, listen and say it!"
To look at an image of a shop, listen to and reproduce the vocabulary about
shopping
To listen to some sentences related to some images and correct them in their
notebook
88
To read some sentences related to some images that they hear in an audio. To
correct the sentences in their notebook
To carry out an Arts and Crafts activity: "Let's make a tetra brick wallet!"
Mission 3.
interrogative "How much" to ask about price and weight. The adverbs of quantity
"too" and "enough": too + adjective, too much + noun, enough + noun. How much
does it cost? It costs 299. How much does it weigh? It weighs 987 kilos. It costs
too much. Its too heavy/expensive.
Introducing the numbers from 100 to 1000
To look at some images and listen to Yessy, Noella, Asky and Fussy practising
Looking at the food and object names and their prices displayed in different
boxes, interact orally practising the interrogative and affirmative sentences.
Question-Answer: "How much does the birthday cake cost? It costs one hundred
and twenty-four euros. Its too expensive! "
To talk using one of the "Game Time!" activities using the expressions: "How
much does the camera cost? It costs five hundred and twenty-seven euros."
learnt in the unit
To understand the meaning of the text related to food items, objects and prices
displayed in different boxes and interact orally with that information
Mission 4.
Introducing the second part of the grammar using oral activities. Adjectives of
quantity to express quantity: too much/too many/enough + noun. Ive got too
many plums. Theres too much water. I havent got enough money.
Revising "Theres" and "have got" to express existence and possession
To look at an image of Yessy, Fussy, Noella and Asky at the supermarket
practising the new grammar structure and answer some questions related to the
89
image
To look at some images and write sentences related to the images in their
notebook using the grammar structure studied. To check the answers of written
exercises using an audio: Listen and check
To practise interrogative sentences. To make interrogative sentences starting
from the answer. Master the question. To check the answers using an audio.
Then listen and check
To carry out Listening activities in the AB
learnt in the unit
To look at some images and write sentences related to the images in their
notebook using the grammar structure studied. To check the answers with an
audio
Mission 5.
Introducing a colloquial expression: Here you go!
exercise
their notebook
Mission 6.
activity: Here you go!
To listen to a text about a cultural topic from the United States, Black Friday
90

other countries
To read a text about Black Friday in the United States in a comprehensive
manner and answer some questions in their notebook
Mission 7.
Maths: the imperial system of weights and measurements
To listen to and read a text about the imperial system and say whether some
sentences related to the text are true or false. To correct the false sentences
To read a text and some sentences about the imperial system in a
comprehensive manner and say whether the sentences are true or false. To
correct the false sentences
CLIL Project Apply your skills. To carry out a Maths activity, Apply your skills:
"Convert from the imperial to the metric system". To read and understand the
conversion table and the necessary steps to make the conversions from the
imperial to the metric system. To follow the steps, make the corresponding
conversions and complete the table with the results
Mission 8.
Video)
91
auxiliary teacher
To listen to an audio and answer some questions in their notebook
To participate in a Quiz answering a series of questions related to the unit topic
and saying cardinal numbers
To look at an image of different people doing their shopping at their supermarket.
To write the vocabulary related to shopping that appears in the image in their
notebook
To answer some questions related to an audio in their notebook
To read some sentences with two options to choose from and write the correct
option in their notebook
CONTENT
Vocabulary
Main vocabulary: basket, changing room, checkout, customer, scales, shelf, trainers,
trolley, wallet, window shopping, cheap, expensive, to cost, to pay, to try on, to weigh
- Extra vocabulary: bargain, empire, feet, half price, imperial system, inch, ink,
length, loss, measurement, metric system, owner, pound, sales, stone, own, still, to
be in the red, to save, to sell
Structures
How much does it cost? It costs 299.
How much does it weigh? It weighs 987 kilos.
It costs too much.
Its too heavy/expensive.
Ive got too many plums.
Theres too much water.
I havent got enough money.
Culture
The USA. Black Friday
Expression: Here you go!
Maths
The Imperial System
Phonetics
Sound /tr/
92
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and
main grammar structures in very short
oral texts and use the most suitable
LEARNING OBJECTIVES
- Understands basic words and structures
studied orally, using visual support
(Picture Dictionary)
week and months
shopping: basket, changing room,
checkout, customer, scales, shelf,
trainers, trolley, wallet, window shopping,
cheap, expensive, to cost, to pay, to try
on, to weigh
narratives:
How much does it cost? It costs 299.
How much does it weigh? It weighs
987 kilos.
It costs too much.
Its too heavy/expensive.
Ive got too many plums.
Theres too much water.
I havent got enough money.
grammar videos as well as the auxiliary
teacher's explanations in the recap
video.
- Listens actively
previous years
language games
- Understands common expressions used
in games
- Understands songs
participates
- Understands prepositions
- Understands the cardinal numbers from
100 to 1000 and ordinal numbers
- Understands decimal numbers
- Understands messages containing
93
(Speaking)
basic vocabulary and structures
needed to produce short and simple
oral texts
(Speaking)
To internalise the structures and
acquire spoken fluency through
repetition
(Reading)
instructions
previous years
week and months
- Independently produces very simple oral
monologues and dialogues
previous year
dialogues, etc.)
communication situations (knows how to
talk about shopping, knows how to ask
and answer someone about the price
and weight of something, knows how to
express quantity using the adverb of
quantity "too + adjective" and the
adjectives of quantity "too much/too
many/enough + noun")
- Makes sentences using the verbs "to
cost/to weigh/to be/to have got" in the
present simple, in the 1st, 2nd and 3rd
person singular and plural, affirmative,
negative and interrogative
- Expresses existence using "Theres" and
possession using "to have got"
- Uses "please", "thank you", "Excuse me"
and "I'm sorry" in the appropriate
contexts
- Uses prepositions
- Uses adverbs
everyday situations
video
- Reproduces and remembers structures
or vocabulary studied in previous units
or years
- Is able to read fluently the simple words
94
To understand the essential

information in a text using their prior
knowledge of vocabulary and
syntactical structures
(Writing)
have been studied
(Pronunciation)
texts
(Culture)
English
(Culture)
and sentences learnt previously

containing the language studied in class
connected to school tasks (read,
describe, draw, match, point, ask, say,
listen, look, write the answers, find) and
learns new actions (Say true or false,
Correct the sentences, Master the
question, Give a presentation, Write in
your notebook, Ask and answer with
your partner, Change the sentences)
Noella) with their linguistic function Asky
introduces questions, Fusy is in charge
of teaching pronunciation, Yessy
introduces affirmative sentences and
Noella introduces negative sentences
sentences, or indicating whether
()
meaning of pictures or texts in a picture
or table and is able to make sentences
using this information
structures that have been studied orally
- Prepares with certain degree of
independence simple texts based on the
contents learnt
(countries and days of the week)
- Memorises songs
- Acts out stories
the video featuring the auxiliary teacher
- Knows the wide range of sounds existing
in English compared to his/her language.
For example, the /tr/ sound
- Knows English-speaking countries and
known expressions in English: Here you
go!
- Shows interest in using English as a tool
95

(CLIL)
To show interest in English as a
learning tool for the content of other
subjects
for communicating with people from

other cultures and countries
- Learns about Black Friday in the United
States, date that marks the first day of
the Christmas shopping season after
Thanksgiving Day
- CLIL Project Apply your skills. Values the
English language as a learning tool for
other contents such as Maths: the
imperial system of weights and
measurements used in the United
Kingdom and Canada
COMPETENCES
DESCRIPTORS
Identifies words
about shopping
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
IMPLEMENTING
ACTIVITIES
To listen to
unit vocabulary and
(Missions 1-8)
1-8)
Listening to and
unit structures
Listening to a text and identifying
the corresponding pictures
(Mission 1 Act. 1.
Mission 2 Act. 1-2.
Mission 3 Act. 1.
Mission 4 Act. 1-2.
Mission 8 Act. 1)
(Mission 8)
RELATED VALUES
Responsibility,
perseverance
perseverance
perseverance, selfesteem
96
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers

listening exercise
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Sings a song using

and paralinguistic
elements

(Mission 4 TRB)
and clap")
(Mission 8)
(Mission 5 Act. 1)
(Mission 5 Act. 1
Mission 6 Act. 2.
Mission 7 Act. 1)
check (Mission 4 Act. 2-3)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Speaking
perseverance
perseverance
Responsibility
97
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction
Shows interest when
participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
Delivers short and

prepared
role plays
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
- Reproducing and
(Missions 1-8)
Basics, Rewind)
1-8)
unit structures
TRB)
Ask and answer (Mission 3)
Look and answer (Mission 4)
Master the question and
(Mission 4) and Listen and
answer the questions (Mission
8)
Act. 3 Act out
(Mission 2 TRB)
Perseverance and
responsibility
Respect, fellowship
perseverance
perseverance
98
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
orally
Reads expressions
orally
Reads texts and

stories in a
comprehensive
manner
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
(Mission 8 TRB)
term
Reading
p. 99 (Mission 1)
- Reads the Grammar
(Missions 3 and 4)
(Mission 5 Act. 1-2
Mission 6 Act. 2.
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance
perseverance
99

Writes words and

sentences
Writes very simple

texts based on very
structured models
Answers questions
written text
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writing
expressions
(Mission 2 Act. 2.
Mission 4 Act. 2.
Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Missions 8 Act. 2, 3 and 4)
(AB Missions 1-8).
in class
(Mission 4 Act. 4.
Mission 8 Act. 4)
ability classes)
a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 2)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
perseverance
perseverance
perseverance
100

term
DESCRIPTORS
Learns the numbers
from 100 to 1000 and
revises the numbers
from 1 to 100 when
talking about prices,
weights and
measurements
Identifies symbols
with their meaning,
and kg
Identifies units of
weight and
measurement in the
imperial system and
the metric system
writes decimal
numbers using the
decimal point in the
English style when
talking about weights
and measurements
Understands and
follows the
instructions to carry
out Maths operations
IMPLEMENTING
ACTIVITIES
- Listening to, reading and
reproduction of the numbers
from 1 to 1000 (Missions 2, 3,
4, 7 and 8)
- Writing numbers (Missions 2
and 8)
RELATED VALUES
perseverance
- Asking about prices and

answering in euros, placing
the symbol in the English
style before the number
(Missions 3, 4 and 8)
- Asking about weight and
answering in kilos (Missions 3,
4 and 8)
- Listening to and reading units
of weight and measurement in
the imperial system (foot/feet,
stone, pound, inch) and in the
metric system (metre, kilo)
(Mission 7 Act. 1-2).

writing decimal numbers
(Mission 7 Act. 1-3)
perseverance
- Reading the instructions to

follow in order to convert
weights and measurements
from the imperial system to
the metric system (Mission 7
Act. 1 Apply your skills.
"Convert from the imperial to
the metric system")
- Completing a table by writing
the equivalences in metres
and kilos in the metric system
101

writes ordinal and
cardinal numbers
reproduces the
numbers of the
activities
(Mission 7 Act. 3)
- Reading, listening to and
writing ordinal and cardinal
numbers in a text about Black
Friday (Mission 6 Act. 2).
(Missions 1-8)
perseverance
self-esteem
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
RELATED VALUES
perseverance
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Uses vocabulary
the correct
words
IMPLEMENTING
ACTIVITIES
1-8)
RELATED VALUES
Respect and
responsibility

Missions 3 and 4
sound
1-8)
perseverance

Pupils Book Video)
responsibility,
perseverance
102
Uses the grammar

the correct use of
context, paying
attention to the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
vocabulary and
grammar learnt and
learns how to
Values English as a
learning tool
Learns and
vocabulary using
word games
classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary

Pupils Book Video)

Video Mission 8

Assistant Video)

such as Maths: the imperial
system.
- Learning about the imperial
system of weights and
measurements used in the
United Kingdom and Canada
and their equivalence in the
metric system
tetra brick wallet.
perseverance
103
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

(Mission 2 TRB)
(Mission 8 TRB)
term

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
5 Act. 3 Act out)
- Reproduction and
(Missions 1-8)
RELATED VALUES
perseverance
104
instrument for
communicating with
other people and
issues
Shows interest in
communicating with
English-speakers

to interact socially in an
everyday situation, "Here you
go!" (Missions 5 and 6)
other subjects (Missions 7)
such as Maths: the imperial
measurements and their
equivalence in the metric
system
countries (Missions 5, 7 and
6)
- Identifying Black Friday in the
USA, date that marks the first
day of the Christmas shopping
season after Thanksgiving
Day (Mission 6)
- Identifying the imperial system
of weights and measurements
in the United Kingdom and
Canada (Mission 7)

DESCRIPTORS
Plays tunes
and acting out
activities
IMPLEMENTING
ACTIVITIES
clap")
TG (Missions 1-8)
RELATED VALUES
105
Makes simple Arts

and Crafts
compositions
- Making a wallet out of a tetra

brick "Let's make a tetra brick
wallet!" (Mission 2 Act. 3)
Learns a colloquial
expression in each
Reading exercise
- Learning a cultural expression

"Here you go!" (Missions 5
and 6)
Learns about the

- Learning about some Englishspeaking countries' customs

6): Black Friday in the USA,
date that marks the first day of
the Christmas shopping
season after Thanksgiving
Day (Mission 6)
- Learning about the imperial
measurements used in the
United Kingdom and Canada
(Mission 7)
perseverance
Fellowship, solidarity,

DESCRIPTORS
Identifies elements
from their
surroundings
IMPLEMENTING
ACTIVITIES
year (Missions 1-8)

classmates in games
and oral activities
based on the
another

themselves
tetra brick wallet.
Mission 5 Act. 3 Act out.).
Carries out an Arts

and Crafts activity
- Making a wallet out of a tetra

brick "Let's make a tetra brick
wallet!" (Mission 2 Act. 3)
Delivers short and

prepared

RELATED VALUES
perseverance
106

the class
Understands and
follows the
out Maths operations

studied in class
(AB Mission 3 and 8)
follow in order to convert
weights and measurements
from the imperial system to
the metric system (Mission 7
Act. 1 Apply your skills.
"Convert from the imperial to
the metric system")
- Completing a table by writing
the equivalences in the metric
system in metres and kilos
(Mission 7 Act. 3)
perseverance
perseverance
UNIT 5
This unit (My to-do list!) focuses on learning about daily routines and chores. The unit
contains 8 missions. Each mission lasts sixty minutes. The Teachers Resource Book
(TRB) contains photocopiable activities to reinforce and consolidate the knowledge
acquired in each unit, as well as tests at the end of each unit, of each term, and at the
end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the
students level of English after the holidays.
Mission 1.
Introduction of the new vocabulary, 7 expressions related to daily routines and
chores, through a listening exercise. To listen to, point and repeat. "Shhhh!
Listen, point and repeat"
To talk using one of the "Game Time!" activities using the expressions: "What am
I doing? Youre washing your face."
Mission 2.
107
Introducing the second part of the unit vocabulary, 6 expressions related to daily
routines and chores, using a listening activity. Look, listen and say it!
To look at the image of a restaurant, listen to and repeat the daily routines and
chores
To listen to an audio about Lilys daily routines and chores and put some
sentences in the correct order in their notebook according to what they hear in
the audio
To read some sentences about Lilys daily routines and chores related to an
audio. Write the sentences in the correct order in their notebook according to the
audio
To carry out an Arts and Crafts activity, "Lets make a classroom chores chart!"
Mission 3.
structure "want to + infinitive" in the simple present, in the 1st, 2nd and 3rd
person singular, affirmative and negative. I/you/we/you/they want to/dont want to
wash the dishes. He/she wants to have a bath. He/she doesnt want to have a
bath.
To look at some images and listen to Noella and her mother practising the new
grammar structure and reproduce the sentences: "Noella, what do you want to
do? I want to make my bed. I dont want to set the table."
To look at the information about different people and their daily routines and
chores and understand the meaning of the () and () symbols displayed. With
that information, reproduce affirmative and negative sentences practising the
structure studied and write the sentences in their notebook. To check the answers
of written exercises using an audio: Listen and check
To participate in a "Game Time!" activity using flashcards and practising the
structure: "I want to take the rubbish out."
learnt in the unit
To look at the information about different people and their daily routines and
chores and understand the meaning of the () and () symbols displayed. With
that information, reproduce affirmative and negative sentences practising the
108
structure studied and write the sentences in their notebook. To check the answers
of written exercises using an audio
Mission 4.
Introducing the second part of the grammar using oral activities. The structure
"need to + infinitive" in the simple present, in the 1st, 2nd and 3rd person
singular, affirmative and negative. The structures "after/before + verb ing".
I/you/we/you/they need to set the table before having dinner. I/you/we/you/they
dont need to walk the dog before having dinner. He/she needs to dry his/her hair
after having a bath. He/she doesnt need to clean his/her room after setting the
table.
To look at some images and listen to Fussy, Yessy and Noella practising the new
grammar structure and repeat the sentences: "I need to set the table before
having dinner. She needs to dry her hair after having a bath."
from affirmative sentences. Master the question. To check the answers using an
audio. Then listen and check
learnt in the unit
To understand the meaning of the text displayed in a box or table and write
affirmative sentences in their notebook practising the structure presented
following Askys example: "Jim wants to listen to music." To check the answers of
written exercises using an audio
Mission 5.
Introducing a colloquial expression: Its no problem! Dont worry!
exercise
To listen to and read the story and correct some sentences in their notebook
109
To read the story in a comprehensive manner and correct some sentences in
their notebook
Mission 6.
activity: Its no problem! Dont worry!
To listen to a text about a cultural topic from the United Kingdom and Ireland,
head boys and head girls, school representatives
other countries
To read a text about head boys and head girls in the United Kingdom and Ireland
in a comprehensive manner and answer some questions in their notebook
Mission 7.
Natural Science: our sleep cycle
To listen to and read a text about our sleep cycle and answer some questions
To read a text about our sleep cycle in a comprehensive manner and answer
some questions
CLIL Project Apply your skills. To carry out a Natural Science activity, Apply your
110
skills: "Make a sleep cycle diary." To read and understand the necessary steps to
make their sleep cycle diary. To follow the steps and carry it out, completing a
table with the corresponding time and activities for three days
Mission 8.
Video)
auxiliary teacher
To look at some images and orally describe the routines or tasks that each
character needs to do using the verb "need" and the days of the week
To give a presentation about the list of his/her chores that he/she has written
previously
To carry Listening activities in the AB
To look at four pairs of images and write two sentences about each pair of
images in their notebook practising the vocabulary about daily routines and tasks
and the structure "before/after + verb ing"
To make a list of his/her daily chores and indicate with () and () symbols the
tasks he/she usually makes. Then give a presentation
CONTENT
Vocabulary
Main vocabulary: chores, to clean your room, to dry your hair, to get undressed, to
have a bath, to have a break, to make your bed, to set the table, to sleep, to take out
the rubbish, to walk the dog, to wash the dishes, to wash your face
- Extra vocabulary: badge, dreams, meeting, prefect, responsibility, speech, stage,
state, deep, rapid, to be asleep, to be awake, to be aware, to become, to breathe,
to fall asleep, to relax, to solve, to vote
Structures
I/you/we/you/they want to/dont want to wash the dishes.
He/she wants to have a bath.
He/she doesnt want to have a bath.
I/you/we/you/they need to set the table before having dinner.
111
I/you/we/you/they dont need to walk the dog before having dinner.

He/she needs to dry his/her hair after having a bath.
He/she doesnt need to clean his/her room after setting the table.
Culture
The UK and Ireland. Head boys and head girls
Expression: Its no problem! Dont worry!
Natural Science
Our Sleep Cycle
Phonetics
Sound /e/
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
Masters the alphabet, the days of the
week and months
Identifies vocabulary related to daily
routines and chores: chores, to clean
your room, to dry your hair, to get
undressed, to have a bath, to have a
break, to make your bed, to set the
table, to sleep, to take out the rubbish,
to walk the dog, to wash the dishes, to
wash your face
narratives:
I/you/we/you/they want to/dont want
to wash the dishes.
He/she wants to have a bath.
He/she doesnt want to have a bath.
I/you/we/you/they need to set the
table before having dinner.
I/you/we/you/they dont need to walk
the dog before having dinner.
He/she needs to dry his/her hair
after having a bath.
He/she doesnt need to clean his/her
room after setting the table.
recap video
Listens actively
112
(Speaking)

previous years
language games
used in games
- Understands songs
he/she participates
the topic
- Understands prepositions
- Understands quantity and time
adverbs
numbers
instructions
previous years
week and months
previous year
dialogues, etc.)
to talk about the daily routines and
chores he/he does, knows how to say
the tasks he/she wants/needs to do or
those he/she doesnt want/need to do,
knows how to say what activity he/she
does before or after another one)
- Makes sentences in the 1st, 2nd and
in the simple present to express
habitual actions
113
(Speaking)
(Reading)
- Correctly uses the structure "want + to

+ infinitive" to express the desire to do
something and the structure "need to +
infinitive" to express necessity
- Knows how to talk about habitual
actions and specifies the day of the
week (on Thursday evening) in the
simple present
- Correctly uses the time adverbs
"before/after" + verb ing to indicate
the order in which he/she does his/her
activities
- Uses "please", "thank you", "Excuse
me", "I'm sorry" in the appropriate
context
- Uses prepositions
- Correctly uses time and quantity
adverbs
everyday situations
video
class
Noella) with their linguistic function.
114
(Writing)
have been studied
(Pronunciation)
texts
(Culture)
English
(Culture)
(CLIL)
sentences
()
orally
the contents learnt
(months, countries and days of the
week)
- Memorises songs
- Acts out stories
teacher
language. For example the /e/ sound
known expressions in English: Its no
problem! Dont worry!
- Learns about school representatives in
the United Kingdom and Ireland,
school boys and school girls
- CLIL Project Apply your skills. Values
the English language as a learning tool
for other contents such as Natural
Science: our sleep cycle
COMPETENCES
115
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about daily routines
and chores
Identifies simple
the unit topic.
Grasps the overall

identifies specific
from the context.
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
To listen to
unit vocabulary and
(Missions 1-8)
1-8)
Listening to and
unit structures
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1.
Mission 3 Act. 1.
Mission 4 Act. 1.
Mission 8 Act. 2)
(Mission 8)
(Mission 4 TRB)
Listening to and reproducing a
and clap")
Playing a video on the unit
(Mission 8)
Listening to the story
(Mission 5 Act. 1).
Listening to texts
(Mission 5 Act. 1
Mission 6 Act. 2.
Mission 7 Act. 1)
RELATED VALUES
Responsibility,
perseverance
perseverance
perseverance
116
Checks the answers

listening exercise
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Sings a song using

and paralinguistic
elements
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction

check
(Mission 3 Act. 2.
Mission 4 Act. 2-3.
Mission 8 Act. 2)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Speaking
in Mission 1 Act. 3
perseverance
- Reproducing and
(Missions 1-8)
Basics, Rewind)
Perseverance and
responsibility
Responsibility
117
Shows interest when

participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
Delivers short and
prepared
role plays
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
1-8)
unit structures
TRB)
Master the question (Mission
4).
(Mission 8 Act. 3).
Act. 3 Act out
(Mission 2 TRB)
(Mission 8 TRB)
term
Respect, fellowship
perseverance
perseverance
118
Reads words
orally
Reads expressions
orally
Reads texts and

stories in a
comprehensive
manner
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reading
Reading the unit key
Reading the unit key words
from the Picture Dictionary, p.
100 (Mission 1)
Reads the Grammar
(Missions 3 and 4)
Reading stories and texts
(Mission 5 Act. 1-2
Mission 6 Act. 2.
Recognising, reading and
Reading texts and carrying
Carrying out a reading activity
in the Unit Test
Carrying out the Diagnostic
(Mission 2 TRB)
Carrying out the Unit Test at
(Mission 8 TRB)
Carrying out the Term Test in
term
Carrying out the End-of-YearTest in Review 3 which
perseverance
perseverance
Writing
119
Writes words and

sentences
Writes very simple

texts based on very
structured models
Answers questions
written text

expressions
(Mission 2 Act. 2.
Mission 3 Act. 2.
Mission 4 Act. 2.
Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 2)
(AB Missions 1-8)
in class
(Mission 2 Act. 3.
Mission 7 Act. 3.
Mission 8 Act. 3)
ability classes)
a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2)
perseverance
perseverance
perseverance
120
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term

DESCRIPTORS
writes the numbers
from 1 to 11
Understands and
follows the
instructions to make a
diary

reproduces the
numbers of the
activities
IMPLEMENTING
ACTIVITIES
Reading, listening to and
writing the numbers from 1 to
11 when talking about our
sleeping cycle (Mission 7 Act.
1-2)
Reading the instructions to
follow in order to make his/her
sleep cycle diary (Mission 7
Act. 1 Apply your skills. "Make
a sleep cycle diary")
Writing the time (Mission 7
Act. 3)
Listening to and reproduction
Reading the numbers
(Missions 1-8)
RELATED VALUES
perseverance
perseverance
self-esteem
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
RELATED VALUES
perseverance
121
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Uses vocabulary
the correct
words
Uses the grammar
the correct use of
context, paying
attention to the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
vocabulary and
grammar learnt and
learns how to
IMPLEMENTING
ACTIVITIES
1-8)
RELATED VALUES
Respect and
responsibility

Missions 3 and 4
sound
1-8)
perseverance

Pupils Book Video)
Pupils Book Video)

Video Mission 8

Assistant Video)
responsibility,
perseverance
122
Values English as a
learning tool
Learns and
vocabulary using
word games

such as Natural Science: our
sleep cycle
- Learning about the five sleep
stages, their characteristics
and the importance of
sleeping for our health
- Unscrambling words to make
sentences
(AB Mission 3)

classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
classroom chores chart.
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

(Mission 2 TRB)
(Mission 8 TRB)
2 TRB) and Review 3
(Mission 1 TRB) at the end of
each term
perseverance

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
IMPLEMENTING
ACTIVITIES
RELATED VALUES
123
behaviour rules
Interest and
to understand the
answers
instrument for
communicating with
other people and
issues
Shows interest in
communicating with
English-speakers
(Missions 1-8)
5 Act. 3 Act out)
- Reproduction and
(Missions 1-8)

to show a positive reaction
and show calmness in a
situation that implies
supporting other people, "Its
no problem! Dont worry!"
(Missions 5 and 6)
such as Natural Science: our
sleep cycle
- Identifying head boys and
head girls, school
representatives in the United
Kingdom and Ireland (Mission
6)
perseverance

DESCRIPTORS
Plays tunes
IMPLEMENTING
ACTIVITIES
clap")
RELATED VALUES
124
and acting out
activities
Makes simple Arts

and Crafts
compositions
Learns a colloquial
expression in each
Reading exercise
Learns about the

TG (Missions 1-8)
- Making a chart about
classroom chores, "Let's make
a classroom chores chart!"
(Mission 2 Act. 3)
perseverance
"Its no problem! Dont worry!"
(Missions 5 and 6)
6): head boys and head girls,
school representatives in the
United Kingdom and Ireland

DESCRIPTORS
Identifies elements
from their
surroundings
IMPLEMENTING
ACTIVITIES
year (Missions 1-8)

classmates in games
and oral activities
based on the
another

themselves
classroom chores chart.
Mission 5 Act. 3 Act out.)
Carries out an Arts

and Crafts activity
- Making a chart about

classroom chores "Let's make
a classroom chores chart!"
(Mission 2 Act. 3)
- Drawing a picture (AB Mission
2)
RELATED VALUES
perseverance
125
Delivers short and

prepared
the class
Understands and
follows the
instructions make a
diary

(Mission 7 Act. 3 Apply your
skills: "Make a sleep cycle
diary!"
Mission 8 Act. 3)
studied in class
(Mission 8 Act. 3)
follow in order to make his/her
sleep cycle diary (Mission 7
Act. 1 Apply your skills. "Make
a sleep cycle diary")
- Writing the time (Mission 7
Act. 3)
perseverance
perseverance
UNIT 6
This unit (Once upon a time) focuses on learning about fairy tales. The unit contains
8 missions. Each mission lasts sixty minutes. The Teachers Resource Book (TRB)
Mission 1.
Introducing the new vocabulary, 8 words related to fairy tales, using a listening.
To listen to, point and repeat. "Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using flashcards and the
expressions: "Wheres the king? The king is next to the knight. "
Mission 2.
126

Introducing the second part of the unit vocabulary, 7 words related to fairy tales,
using an audio. "Look, listen and say it!"
To look at an image, listen to and reproduce the vocabulary related to fairy tales
To listen to an audio related to some images of fairy tale characters. Indicate
whether the images are correct or incorrect with a tick () or a cross () in their
notebook
To carry out an Arts and Crafts activity: "Let's make a cardboard castle!"
Mission 3.
Introducing grammar using oral activities. The past simple of irregular verbs in the
1st, 2nd and 3rd person singular, affirmative, negative and interrogative. Did I/you
ride a horse yesterday? Yes, I/you did. / No, I/you didnt. I/you rode a horse
yesterday. Did he/she sing yesterday? Yes, he/she did. / No, he/she didnt.
He/she sang yesterday.
Revising the time adverb "yesterday"
To look at some images of four characters and another image of Asky in which he
is asking about what he did yesterday, and a page is answering: "Did I ride a
horse yesterday? Yes, you did. You rode a horse yesterday." To answer some
questions related to the four images following Askys example
To look at a box or table which displays the name of different fairy tale characters
and an activity they did in the past. With that information, reproduce affirmative
sentences practising the structure studied following the example: "The King sat
on his throne yesterday." To check the answers with an audio. Listen and check
To talk using one of the "Game Time!" activities using the expressions: " Every
day I go. Yesterday I went."
learnt in the unit
To understand the meaning of the text displayed in a box or table and interact
orally with that information. To check the answers with an audio
127
Mission 4.
Introducing the second part of the grammar using oral activities: The past simple
of irregular verbs in the 1st, 2nd and 3rd person plural, affirmative, negative and
interrogative. Did we/you/they think about it? Yes, we/you/they did. / No,
we/you/they didnt. We/you/they thought about it.
Revision of the time adverb "yesterday"
To look at an image of fairy tale characters showing different actions that they did
"Yesterday". To answer some questions related to the image practising the new
grammar structure. To check the answers using an audio. Then listen and check
To listen to an audio and correct some sentences in their notebook
from affirmative sentences. Master the question. To check the answers of written
exercises using an audio. Then listen and check
learnt in the unit
To correct some sentences related to an audio in their notebook
Mission 5.
Introducing a colloquial expression: They all lived happily ever after.
exercise
To listen to and read the story and say whether some sentences are true or false.
128
Mission 6.
activity: The all lived happily ever after
To listen to a text about a cultural topic from the United States, Hollywood, the
Mecca of American cinema
other countries
To read a text about Hollywood, the Mecca of American cinema, in a
comprehensive manner and answer some questions in their notebook
Mission 7.
Social Science: fairy tales
To listen to and read a text about fairy tales and say whether some sentences
related to the text are true or false. To correct the false sentences
To read a text and some sentences about fairy tales in a comprehensive manner
and say whether they are true or false
To write their own fairy tale and carry out an Arts and Crafts activity: "Lets write
our own fairy tale and make a puppet!"
Mission 8.
129

Video)
auxiliary teacher
To look at a fairy tale image and make an oral description
To look at a box or table displaying images of fairy tale characters, three columns
with the time expressions Yesterday / A month ago / Five years ago and different
actions for each character. With that information, reproduce affirmative sentences
practising the structure studied following the example: "Princess Yessy was in the
enchanted woods yesterday." To check the answers with an audio. Listen and
check
To give a presentation about the activities that he /she did yesterday which
he/she has prepared previously
To understand the meaning of the text and images displayed in a box or table
and interact orally with that information. To check the answers with an audio
CONTENT
Vocabulary
Main vocabulary: castle, dragon, dwarf, enchanted woods, evil stepmother, fairy
godmother, giant, king, knight, monster, princess, wizard, to kiss, to poison, to rule
- Extra vocabulary: being, district, fig, message, moral, movie star, physical beauty,
sign, translation, early, without, to found, to imagine
Structures
Did I/you ride a horse yesterday? Yes, I/you did. / No, I/you didnt.
I/you rode a horse yesterday.
Did he/she sing yesterday? Yes, he/she did. / No, he/she didnt.
Did we/you/they think about it? Yes, we/you/they did. / No, we/you/they didnt.
We/you/they thought about it.
Culture
The USA. Hollywood
Expression: They all lived happily ever after
Ciencias Sociales
Fairy Tales
130
Phonetics
Sound /w/
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
activities
- Masters the alphabet, days of the
week and months
- Identifies vocabulary related to fairy
tales: castle, dragon, dwarf, enchanted
woods, evil stepmother, fairy
godmother, giant, king, knight,
monster, princess, wizard, to kiss, to
poison, to rule
narratives:
Did I/you ride a horse yesterday?
Yes, I/you did. / No, I/you didnt.
I/you rode a horse yesterday.
Did he/she sing yesterday? Yes,
he/she did. / No, he/she didnt.
Did we/you/they think about it? Yes,
we/you/they did. / No, we/you/they
didnt.
We/you/they thought about it.
recap video
- Listens actively
previous years
language games.
used in games
- Understands songs
he/she participates
131
(Speaking)
(Speaking)

the topic
Understands prepositions
Understands time (yesterday/ago) and
quantity adverbs
Carries out activities based on the
Uses the basic vocabulary studied in
previous years
Masters the alphabet, days of the
week and months
Learns and uses new vocabulary
Independently produces very simple
Prepares presentations and briefly
Is capable of expressing him/herself in
previous year
dialogues, etc.)
Answers adequately in simple
to talk about fairy tales and their
characters, knows how to talk about
completed actions in the past and
knows how to say when someone did
an activity)
Makes sentences in the past simple
using irregular verbs in the 1st, 2nd
and 3rd person singular and plural,
to talk about actions done in past
Correctly uses the time adverbs
"yesterday/ago" to specify when
something happened
Greets and bids farewell in English
Uses "please", "thank you", "Excuse
me" and "I'm sorry" in the appropriate
context
Uses prepositions
Uses time and quantity adverbs
Manages well in real or simulated
everyday situations
video
132
(Reading)
(Writing)
have been studied
(Pronunciation)
texts

Is able to read fluently the simple
Understands simple written texts
class
sentences
()
orally
the contents learnt
week)
Memorises songs
Acts out stories
teacher
133
(Culture)
English
(Culture)
(CLIL)
language. For example the /w/ sound

familiar expressions in English: They
all lived happily ever after
- Learns about Hollywood, in the United
States, the Mecca of American cinema
Social Science: fairy tales
COMPETENCES
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about fairy tales
Identifies simple
the unit topic
To listen to
unit vocabulary and
(Missions 1-8)
1-8)
Listening to and
unit structures
RELATED VALUES
Responsibility,
perseverance
perseverance
134
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers

listening exercise
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

pictures
(Mission 1 Act. 1.
Mission 2 Act. 1-2.
Mission 3 Act. 1.
Mission 4 Act. 1.
Mission 8 Act. 2)
(Mission 8)
(Mission 4 TRB)
and clap")
(Mission 8)
(Mission 5 Act. 1).
(Mission 5 Act. 1.
Mission 6 Act. 2.
Mission 7 Act. 1)
check
(Mission 3 Act. 2.
Mission 4 Act. 1 and 3.
Mission 8 Act. 2)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance
perseverance
135
Sings a song using

and paralinguistic
elements
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction
Shows interest when
participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
Delivers short and
prepared
role plays
Speaking
in Mission 1 Act. 3
- Reproducing and
and correction-based activities
(Missions 1-8)
Basics, Rewind)
1-8)
unit structures
TRB)
- Making and internalising the
interrogative sentence in Look
and answer (Missions 3-4)
and Master the question
(Mission 4).
(Mission 8 Act. 3).
Act. 3 Act out
Responsibility
Perseverance and
responsibility
Respect, fellowship
perseverance
perseverance
136
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
orally
Reads expressions
orally
Reads texts and

stories in a
comprehensive
manner

(Mission 2 TRB)
(Mission 8 TRB)
term
Reading
p. 101 (Mission 1)
- Reads the Grammar
Appendix, p.89, in order to
(Missions 3 and 4)
(Mission 5 Act. 1.
Mission 6 Act. 2.
Mission 7 Act. 1)
perseverance
perseverance
137
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writes words and

sentences
Writes very simple

texts based on very
structured models
Answers questions
written text

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
expressions
(Mission 2 Act. 2.
Mission 4 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2)
in class (Mission 7 Act. 3
Writing a fairy tale, "Lets write
our own fairy tale")
ability classes)
a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2)
perseverance
perseverance
perseverance
138
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term

DESCRIPTORS
reproduces the
numbers of the
activities
reproduces the
numbers in time
expressions
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
reproduction of sentences in
the past using the adverb
"ago" (Missions 6 and 8)
RELATED VALUES
self-esteem
perseverance
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
RELATED VALUES
perseverance
Learning to learn
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
139
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Uses vocabulary
the correct
words
Uses the grammar
the correct use of
context, paying
attention to the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
vocabulary and
grammar learnt and
learns how to

proposed in the TG
(Missions 1-8)
Respect and
responsibility

Missions 3 and 4
sound
1-8)
perseverance

Pupils Book Video)
Pupils Book Video)

Video Mission 8

Assistant Video)
responsibility,
perseverance
140
Values English as a
learning tool
Learns and
vocabulary using
word games
classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

such as Social Science: fairy
tales
- Learning about fairy tales,
their origin and their
importance in different
cultures
Mission 1)
(AB Mission 2)
cardboard castle.
Mission 7 Act. 3 Lets write our
own fairy tale and make a
puppet)

(Mission 2 TRB)
(Mission 8 TRB)
2 TRB) and Review 3
each term
perseverance

DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
141
Interacts with and

enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
instrument for
communicating with
other people and
issues
Shows interest in
communicating with
English-speakers

(Missions 1-8)
5 Act. 3 Act out)
- Reproduction and
(Missions 1-8)

to tell the happy ending of
fairy tale, "They all lived
happily ever after" (Missions 5
and 6)
such as Social Science: fairy
tales
countries
(Missions 5, 6 and 7)
- Identifying Hollywood, in the
United States, the Mecca of
American cinema (Mission 6)
- Identifying fairy tales in
(Mission 7)
responsibility,
gratitude, respect,
perseverance
perseverance
responsibility,
gratitude, respect,
perseverance

DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
142
Plays tunes

clap")
and acting out
activities

TG (Missions 1-8)
- Making a cardboard castle,
"Let's make a cardboard
castle!" (Mission 2 Act. 3)
Makes simple Arts

and Crafts
compositions
- Writing a fairy tale and

making a puppet, "Let's write
Learns a colloquial
expression in each
Reading exercise
Learns about the
perseverance
our own fairy tale and make a

puppet" (Mission 7 Act. 3)
6).
"They all lived happily ever
after" (Missions 5 and 6)
6): Hollywood, in the United
States, the Mecca of American
cinema (Mission 6)
- Learning about fairy tales in
(Mission 7)

DESCRIPTORS
Identifies elements
from their
surroundings

classmates in games
and oral activities
based on the
IMPLEMENTING
ACTIVITIES
year (Missions 1-8)
- Carrying out an activity in
elements of his/her
(TRB My autonomous
community)
themselves
RELATED VALUES
perseverance
143
another
Carries out an Arts

and Crafts activity
cardboard castle.
Mission 7 Act. 3 Lets write our
own fairy tale and make a
puppet)
Making a cardboard castle,
"Let's make a cardboard
castle!" (Mission 2 Act. 3)
Writing a fairy tale and making
a puppet, "Let's write our own
fairy tale and make a puppet"
(Mission 7 Act. 3)
Drawing a picture (AB Mission
6).
Short presentation on a topic
(Missions 8 Act. 1 and 3).
Delivers short and

prepared
the class
Feels capable and

shows confidence
when using his/her
creativity and writes a
fairy tale
- Writing a fairy tale (Mission 7

Act. 3 "Let's write our own
fairy tale and make a puppet")

studied in class (Mission 7
Act. 3 Writing a fairy tale and
making a puppet, "Let's write
our own fairy tale and make a
puppet")
perseverance
perseverance
UNIT 7
This unit (Amazing nature) focuses on learning about nature. The unit contains 8
Mission 1.
Introducing new vocabulary, 8 natural features, using a listening. To listen to,
point and repeat. "Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using the expressions: "You can
surf on these. What are they?"
144

WRITTEN COMMUNICATION
Mission 2.
Introducing the second part of the vocabulary, 9 words related to nature and
holidays, using a listening exercise and oral activities
To look at some images of Yessy, Noella and Asky on holiday, listen to and repeat
the vocabulary about nature and holidays. To answer some questions related to
the images
To listen to an audio and choose the correct answer to some questions in their
notebook
To read some sentences related to some images of Yessy, Noella and Askys
trips and answer some questions
To read some questions related to an audio that they hear and choose the correct
answer from three options in their notebook
To carry out an Arts and Crafts activity: "Let's make an ocean in a bottle!"
Mission 3.
structure "going to + infinitive" to talk about the future and intentions in the 1st,
2nd and 3rd person singular and plural, affirmative, negative and interrogative.
Im not going to travel to Asia. Are you/we/you/they going to travel to the desert?
Yes, you/we/you/they are. / No, you/we/you/they arent. He/she is/isnt going to
travel to the desert.
To look at an image and listen to Asky and Fussy pointing out a calendar and
practising the new grammar structure. To reproduce the sentences
To look at a box or table displaying images of Asky, Yessy, Fussy and Noellas
holidays, the months of the year and verbs. With that information, interact orally
practising the interrogative and affirmative sentences. Question-Answer: "Whats
145
Fusy going to do in January? Fusys going to travel to the glacier in January."
To talk using one of the "Game Time!" activities using the expressions: "No, Im
not. Im not going to ski tomorrow. Are you going to travel to the glacier this
week? Yes, I am. Im going to travel to the glacier this week."
learnt in the unit
To understand the meaning of the text and images displayed in a box or table
and interact orally with that information
Mission 4.
oral activities. Describing location using "far from" and "near". How far is it from
the beach to the volcano? Its 25 kilometres from the beach to the volcano. Is the
waterfall near the glacier? Yes, it is. Its near the glacier.
To look at some images, listen to Yessy, Noella, Asky and Fussy practising the
new grammar structure and reproduce the sentences
To listen to an audio related to an image of Asky and Fussy on holiday in the
desert and correct some sentences in their notebook
learnt in the unit
To read some sentences related to the audio they hear and to an image of Asky
and Fussy and correct some sentences in their notebook
Mission 5.
146

Introducing a colloquial expression: Nothings going to stop me!
exercise
their notebook
Mission 6.
activity: Nothings going to stop me!
To listen to a text about a cultural topic from Ireland, the Cliffs of Moher
other countries
To read a text about the Cliffs of Moher, in Ireland, in a comprehensive manner
and answer some questions in their notebook
Mission 7.
Social Science: the water cycle
To listen to and read a text about the water cycle and answer some questions
147

To read a text about the water cycle in a comprehensive manner and answer
some questions
CLIL Project Apply your skills. To carry out a Social Science activity, Apply your
skills: "Make a mini water cycle". To read and understand the necessary steps to
make a mini water cycle. To follow the steps and carry it out.
Mission 8.
Video)
auxiliary teacher
To listen to an audio about Bennys holiday and complete his fact card in their
notebook with the information that they hear in the audio
To participate in a Quiz naming some images, completing some sentences with
the correct answer from three options and making interrogative sentences from
affirmative sentences about the unit topic
To read brief descriptions of natural features, guess the name of the feature and
write it in their notebook
To complete a fact card about Bennys holiday in their notebook by writing the
information that they hear in an audio
CONTENT
Vocabulary
Main vocabulary: beach, camel, cliff, desert, glacier, island, ocean, rocks, sand, trip,
volcano, waterfall, waves, to camp, to explore, to relax, to travel
- Extra vocabulary: collection, condensation, evaporation, groundwater, liquid,
148
mountain range, north, precipitation, tourists, tower, vapor, view, eastern, usually,
to collect, to filter, to flow, to form, to recycle
Structures
Im going to travel to the desert. Im not going to travel to Asia.
Are you/we/you/they going to travel to the desert? Yes, you/we/you/they are. / No,
you/we/you/they arent.
He/she is/isnt going to travel to the desert.
How far is it from the beach to the volcano? Its 25 kilometres from the beach to the
volcano.
Is the waterfall near the glacier? Yes, it is. Its near the glacier.
Culture
Ireland. The Cliffs of Moher.
Expression: Nothings going to stop me!
Social Science
The Water Cycle.
Phonetics
Sound /ks/
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
- Mastering the alphabet, days of the
week and months
- Identifies vocabulary related to nature
and holidays: beach, camel, cliff,
desert, glacier, island, ocean, rocks,
sand, trip, volcano, waterfall, waves, to
camp, to explore, to relax, to travel
narratives:
Im going to travel to the desert. Im
not going to travel to Asia.
Are you/we/you/they going to travel
to the desert? Yes, you/we/you/they
are. / No, you/we/you/they arent.
He/she is/isnt going to travel to the
desert.
How far is it from the beach to the
volcano? Its 25 kilometres from the
beach to the volcano.
Is the waterfall near the glacier?
Yes, it is. Its near the glacier.
149

and structures for
simple and short oral production
(Speaking)

recap video
Listens actively
Understands the vocabulary and
previous years
language games
Understands common expressions
used in games
Understands songs
Expresses the ideas conveyed in the
Understands the main information
he/she participates
Understands short texts and is
the topic
Understands prepositions, time and
quantity adverbs
Understands cardinal and ordinal
numbers
Understands messages containing
instructions
previous years
Masters the alphabet, days of the
week and months
previous year
dialogues, etc.)
to talk about nature, knows how to say
where he/shes going to travel or go on
holiday to in the future, knows how to
say when he/shes going to go and
what he/shes going to do in his/her
trip, knows how to describe location
saying whether a place is far from or
150
(Speaking)
(Reading)
near another one and knows how to

say how far a place is)
Makes sentences using the structure
"going to + infinitive" in the 1st, 2nd
and 3rd person singular and plural,
affirmative, negative and interrogative
to talk about actions that he/she is
going to do in the future or to talk
about intentions
Correctly uses "far from" and "near" to
describe location
Knows how to ask about the distance
to a place using "How far is it from the
beach to the volcano?" and answer
expressing the distance in kilometres
or time: "Its 25 kilometres/Its a ten
minute walk."
Knows how to specify when he/she is
going to do an activity using the days
of week (on Sunday), months (in June)
or time adverbs and expressions
(tomorrow, this week)
Uses "please", "thank you", "Excuse
context
Uses prepositions
Correctly uses time and quantity
adverbs
everyday situations
video
class
151
(Writing)
have been studied
(Pronunciation)
texts
(Culture)
English
(Culture)

sentences
()
orally
the contents learnt
week)
Memorises songs
Acts out stories
teacher
language. For example the sound /ks/

known expressions in English:
Nothings going to stop me!
- Learns about the beautiful Cliffs of
Moher in eastern Ireland
152
(CLIL)

Social Science: the water cycle
COMPETENCES
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about nature
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
To listen to
unit vocabulary and
(Missions 1-8)
1-8)
Listening to and
unit structures
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1.
Mission 3 Act. 1.
Mission 4 Act. 1-2)
(Mission 8)
(Mission 4 TRB)
RELATED VALUES
Responsibility,
perseverance
perseverance
153
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers

listening exercise
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Sings a song using

and paralinguistic
elements
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction

and clap")
(Mission 8)
(Mission 5 Act. 1)
(Mission 5 Act. 1.
Mission 6 Act. 2.
Mission 7 Act. 1)
check (Mission 4 Act. 3)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Speaking
in Mission 1 Act. 3
- Reproducing and
(Missions 1-8)
Basics, Rewind)
perseverance
perseverance
Responsibility
Perseverance and
responsibility
154
Shows interest when

participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
Delivers short and
prepared
role plays
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
in the TG games
(Missions 1-8)
unit structures
TRB)
- Making and internalising the
interrogative sentence in Ask
and answer (Mission 3) and
4)
Act. 3 Act out
(Mission 2 TRB)
(Mission 8 TRB)
term
Respect, fellowship
perseverance
perseverance
155
Reads words
orally
Reads expressions
orally
Reads texts and

stories in a
comprehensive
manner
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reading
p. 102 (Mission 1)
Reads the Grammar
(Missions 3 and 4)
Reading stories and texts
(Mission 5 Act. 1.
Mission 6 Act. 2.
Recognising, reading and
Reading texts and carrying
Carrying out a reading activity
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
perseverance
perseverance
156
Writes words and

sentences
Can make sentences

Writes very simple
texts based on very
structured models
Reads, understands
and completes texts
or sentences with
blank spaces,
option or placing
words in the
adequate space
Answers questions
written text

expressions
(Mission 2 Act. 2.
Mission 4 Act. 2.
Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 1-3)
- Creating sentences joining
two phrases
ability classes)
three options
(Mission 8 Act. 1 and 3)
(AB Missions 3, 6 and 8).
perseverance
- Answering questions related

to a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 2)
perseverance
Responsibility,
perseverance
perseverance
Responsibility,
perseverance
157
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term

DESCRIPTORS
reproduces the
numbers of the
activities
Aks about distance
and answers in
kilometres or minutes

writes cardinal and
ordinal numbers
Understands and
follows the
out a mini water cycle
Identifies symbols
with their meaning
IMPLEMENTING
ACTIVITIES
Reading the numbers
(Missions 1-8)
Asking about distance and
answering in kilometres or
minutes (Its 25 kilometres/a
ten minute walk from the
beach).
writing cardinal and ordinal
numbers when talking about
the water cycle (Mission 7 Act.
1-2)
Reading the instructions to
follow in order to make a mini
water cycle (Mission 7 Act. 3
Apply your skills. "Make a mini
water cycle!")
Identifying the symbol "ml"
(200 ml) when talking about
water (Mission 7 Act. 3 Apply
your skills. "Make a mini water
cycle!")
RELATED VALUES
self-esteem
perseverance
perseverance
Digital competences
158
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
RELATED VALUES
perseverance
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Uses vocabulary
the correct
words
Uses the grammar
the correct use of
context, paying
attention to the
sentences
IMPLEMENTING
ACTIVITIES
proposed in the TG
(Missions 1-8)
RELATED VALUES
Respect and
responsibility

Missions 3 and 4
sound
1-8)
perseverance

Pupils Book Video)
Pupils Book Video)
responsibility,
perseverance
159
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
vocabulary and
grammar learnt and
learns how to
Values English as a
learning tool
Learns and
vocabulary using
word games
classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

Video Mission 8
Assistant Video)

such as Social Science: the
water cycle
- Learning about the water
cycle, the four stages in this
process and what they involve
- To unscramble letters to make
Mission 2 Act. 3. Lets make
an ocean in a bottle.

(Mission 2 TRB)
(Mission 8 TRB)
2 TRB) and Review 3
each term
perseverance
160

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
instrument for
communicating with
other people and
issues
Shows interest in
communicating with
English-speakers
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
5 Act. 3 Act out)
- Reproduction and
(Missions 1-8)

to express determination
about something he/she is
going to do, "Nothings going
to stop me!" (Missions 5 and
6)
such as Social Science: the
water cycle
- Identifying the beautiful Cliffs
of Moher in eastern Ireland
(Mission 6)
RELATED VALUES
perseverance

DESCRIPTORS
Plays tunes
IMPLEMENTING
ACTIVITIES
RELATED VALUES
161

clap")
and acting out
activities
Makes simple Arts

and Crafts
compositions
Learns a colloquial
expression in each
Reading exercise
Learns about the

TG (Missions 1-8)
- Making an ocean in a bottle,
Let's make an ocean in a
bottle!" (Mission 2 Act. 3)
2).
- Learning a cultural
expression, "Nothings going
to stop me!" (Missions 5 and
6)
6): the beautiful Cliffs of
Moher in easter Ireland

perseverance

DESCRIPTORS
Identifies elements
from their
surroundings

classmates in games
and oral activities
based on the
another
Carries out an Arts
and Crafts activity
IMPLEMENTING
ACTIVITIES
Through oral activities
year (Missions 1-8)
Carrying out an activity in
elements of his/her
(TRB My autonomous
community)
themselves
an ocean in a bottle.
Making an ocean in a bottle,
"Let's make an ocean in a
bottle!" (Mission 2 Act. 3)
Drawing a picture (AB Mission
2).
RELATED VALUES
perseverance
162
Delivers short and

prepared
the class

Understands and
follows the
mini water cycle

follow in order to make a mini
water cycle (Mission 7 Act. 3
Apply your skills. "Make a mini
water cycle!")

studied in class
perseverance
perseverance
UNIT 8
This unit (Well done!) focuses on learning actions and adverbs of manner. The unit
contains 8 missions. Each mission lasts sixty minutes. The Teachers Resource Book
(TRB) contains photocopiable activities to reinforce and consolidate the knowledge
acquired in each unit, as well as tests at the end of each unit, of each term, and at the
end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the
students level of English after the holidays.
Mission 1.
Introducing new vocabulary, 8 actions, using a listening. To listen to, point and
repeat. "Shhhh! Listen, point and repeat."
To talk using one of the "Game Time!" activities using the expressions: "She
throws the ball to her friend. Negative! She doesnt throw the ball to her friend."
Mission 2.
Introducing the second part of the vocabulary, 8 adverbs of manner, using an
audio. "Look, listen and say it!"
To look at some images of Asky doing different actions, listen to and reproduce
163
some sentences related to the images practising the new vocabulary

To listen to an audio and match the images of Fussy, Yessy, Asky and Noella to
the correct adverb of manner through the maze according to the audio. To write
the answers in their notebook
To listen to an audio and match the images of Fussy, Yessy, Asky and Noella to
the correct adverb of manner through the maze according to the audio. To write
the answers in their notebook
To carry out an Arts and Crafts activity: "Let's make adverb signs!"
Mission 3.
Introducing grammar using oral activities. The interrogative "How" and the simple
present in the 1st, 2nd and 3rd person singular and plural, affirmative, negative
and interrogative. Adverbs of manner. How do I/you/we/you/they skateboard?
You/I/we/you/they skateboard well. How does he/she play the piano? He/she
plays the piano angrily. He/she doesnt play the piano cheerfully.
Revision of the simple past: How did Cindy run on Monday? Cindy ran quickly on
Monday.
Revision of the present continuous: What am I doing? Youre singing loudly.
To look at an image of Asky, Fussy, Noella and Jessy doing different actions.
Asky is asking and answering about the action he is doing: "How do I
skateboard? I skateboard well!" To answer some questions about the four
characters following Askys example
To look at some images of Cindy and the days of the week displayed. With that
information, interact orally practising the interrogative and affirmative sentences.
Question-Answer: "How did Cindy run on Monday? Cindy ran quickly on
Monday." To check with an audio. Listen and check
To talk using one of the "Game Time!" activities using visual support and the
expressions: "What am I doing? Youre singing loudly."
learnt in the unit
To understand the meaning of the text related to some images and interact orally
with that information. To check the answers with an audio
164
Mission 4.
oral activities. The affirmative and negative adverbs "too" and "either". Revision
of the structure "want to + infinitive" in the simple present in the 1st, 2nd and 3rd
person singular and plural, affirmative, negative and interrogative.
I/you/we/you/they want to do well in the exams. He/she wants to do well in the
exam too. He/she doesnt want to fall badly. I/you/we/you/they dont want to fall
badly either.
Revision of the present continuous: How is Evelyn throwing the ball?
To look at some images and listen to Yessy, Asky, Fussy and Noella practising
learnt in the unit
To look at four pairs of images of Asky, Fussy, Yessy and Noella doing different
actions, each pair of images is related to an adverb of manner. To write
sentences for each pair of images describing how the characters carry out those
actions following the example: "Fusy surfs well. Noella surfs well too." To check
the answers of written exercises using an audio
Mission 5.
Introducing a colloquial expression: Wait a minute! I dont understand
exercise
165

their notebook
Mission 6.
activity: Wait a minute! I dont understand
To listen to a text about a cultural topic from the United States, dog walking in
New York
other countries
To read a text about dog walking in New York, in the United States, in a
comprehensive manner and answer some questions in their notebook
Mission 7.
Social Science: I forgot!, memory and everyday objects that help us remember
To listen to and read a text about memory and everyday objects that help us
remember and say whether some sentences related to the text are true or false.
To read a text and some sentences about memory and everyday objects that
help us remember in a comprehensive manner, and say whether they are true or
false
166
CLIL Project Apply your skills. To carry out an Arts and Crafts activity, Apply your
skills: "Make a birthday reminder chart". To read and understand the necessary
steps to make a birthday reminder chart. To follow the steps and carry it out
Mission 8.
Video)
auxiliary teacher
To look at two pictures of Noella, Asky, Fussy and Yessy and compare them
To read some sentences describing how different actions are done and interact
orally to show agreement using the adverb "too" and the personal pronoun given
between brackets. To check the answers with an audio. Listen and check
To give a presentation that he/she has written previously about the list of how
he/she does things
To read some sentences and interact orally to show agreement using the adverb
"too" and the personal pronoun given between brackets. To check the answers
with an audio
To read a text that presents sentences with two options to choose from and write
the correct option in their notebook
To make a list of how he/she does things and then give a presentation
CONTENT
Vocabulary
Main vocabulary: angrily, badly, carefully, carelessly, cheerfully, loudly, quietly, well, to
call, to carry, to catch, to fall, to pass, to show, to tell, to throw
- Extra vocabulary: alerts, appointment, invention, kind, lead, memory, way, to have
something in common, to provide, to remind
Structures
How do I/you/we/you/they skateboard? You/I/we/you/they skateboard well.
How does he/she play the piano? He/she plays the piano angrily. He/she doesnt play
the piano cheerfully.
167
I/you/we/you/they want to do well in the exams.

He/she wants to do well in the exam too.
He/she doesnt want to fall badly.
I/you/we/you/they dont want to fall badly either.
Culture
The USA. Dog Walking in New York.
Expression: Wait a minute! I dont understand
Social Science
I Forgot!
Phonetics
Sound /l/
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
week and months
Identifies vocabulary related to actions
and adverbs of manner: angrily, badly,
carefully, carelessly, cheerfully, loudly,
quietly, well, to call, to carry, to catch,
to fall, to pass, to show, to tell, to throw
narratives:
How do I/you/we/you/they
skateboard? You/I/we/you/they
skateboard well.
How does he/she play the piano?
He/she plays the piano angrily.
He/she doesnt play the piano
cheerfully.
I/you/we/you/they want to do well in
the exams.
He/she wants to do well in the exam
too.
He/she doesnt want to fall badly.
I/you/we/you/they dont want to fall
badly either.
recap video
Listens actively
168
(Speaking)
and structures for

previous years
language games
used in games
- Understands songs
he/she participates
the topic
- Understands prepositions, time and
quantity adverbs
numbers
instructions
previous years
week and months
previous year
dialogues, etc.)
to talk about the actions he/she does,
knows how to ask and answer about
the manner in which he/she does
his/her actions, knows how to say what
actions he/she wants to do or doesnt
want to do and knows how to show
agreement or disagreement with
someone)
- Makes sentences with the
interrogative "How" in the simple
present in the 1st, 2nd and 3rd person
singular and plural, affirmative,
169
(Speaking)
(Reading)
negative and interrogative to talk about

the manner in which he/she does an
action
- Correctly uses adverbs of manner to
indicate how he/she does an action
- Correctly uses the affirmative and
negative adverbs "too/either" to show
agreement or disagreement with
someone
- Correctly uses "want to + infinitive" to
indicate what action he/she wants to
do or doesnt want to do
- Uses the present continuous to talk
about actions that he/she is doing, and
uses the simple past to talk about
actions he/she did
- Uses please, "thank you", "Excuse
context
- Uses prepositions
- Correctly uses time and quantity
adverbs
everyday situations
video
class
170
(Writing)
have been studied
(Pronunciation)
texts
(Culture)
English
(Culture)
(CLIL)

sentences
()
meaning of pictures or texts in a box or
table and is able to make sentences
using that information
orally
Prepares simple texts based on the
content learnt.
week)
Memorises songs
Acts out stories
teacher
language. For example the /l/ sound

familiar expressions in English: Wait a
minute. I dont understand!
- Learns about dog walking in New York,
in the United States
for other contents such as Social
Science: I forgot!, memory and
everyday objects that help us
remember
171
COMPETENCES
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about actions and
adverbs of manner
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
To listen to
unit vocabulary and
(Missions 1-8)
1-8)
Listening to and
unit structures
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1-2.
Mission 3 Act. 2.
Mission 4 Act. 1-2)
(Mission 8)
(Mission 4 TRB)
Listening to and reproducing a
and clap")
Playing a video on the unit
(Mission 8)
Listening to the story
(Mission 5 Act. 1)
Listening to texts
(Mission 5 Act. 1.
Mission 6 Act. 2.
Mission 7 Act. 1)
RELATED VALUES
Responsibility,
perseverance
perseverance
perseverance
172
Checks the answers

listening exercise
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Sings a song using

and paralinguistic
elements
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction

check
(Mission 3 Act. 2.
Mission 4 Act. 2-3.
Mission 8 Act. 2)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Speaking
in Mission 1 Act. 3
perseverance
- Reproducing and
(Missions 1-8)
Basics, Rewind)
Perseverance and
responsibility
Responsibility
173
Shows interest when

participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
Delivers short and

prepared
role plays
1-8)
unit structures
TRB)
- Listening to, making and
internalising interrogative
sentences in Look and answer
(Mission 3) Ask and answer
(Mission 3) and Master the
question (Mission 4)
(Mission 8 Act.4).
Act. 3 Act out
Respect, fellowship
perseverance
perseverance
174
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
orally
Reads expressions
orally
Reads texts and

stories in a
comprehensive
manner

(Mission 2 TRB)
(Mission 8 TRB)
term
Reading
p. 103 (Mission 1)
- Reads the Grammar
(Missions 3 and 4)
(Mission 5 Act. 1.
Mission 6 Act. 2.
Mission 7 Act. 1 and 3.
Mission 8 Act. 3)
perseverance
perseverance
175
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writes words and

sentences
Can make sentences

Writes very simple
texts based on very
structured models

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
expressions
(Mission 2 Act. 2.
Mission 4 Act. 2.
Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2-3.
Mission 8 Act. 3-4)
two phrases
ability classes)
perseverance
Responsibility,
perseverance
perseverance
176
Reads, understands
and completes texts
or sentences with
blank spaces,
option or placing
words in the
adequate space
Answers questions
written text
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

two options
(Mission 8 Act. 3)
(AB Mission 7)
Responsibility,
perseverance

a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2).
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance

DESCRIPTORS
reproduces the
numbers of the
activities
Understands and
follows the
birthday reminder
chart
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
follow in order to make a
birthday reminder chart
(Mission 7 Act. 3 Apply your
skills. "Make a birthday
reminder chart")
RELATED VALUES
self-esteem
perseverance
Digital competences
177
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
RELATED VALUES
perseverance
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Uses vocabulary
the correct
words
Uses the grammar
the correct use of
context, paying
attention to the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
IMPLEMENTING
ACTIVITIES
1-8)
RELATED VALUES
Respect and
responsibility

Missions 3 and 4
sound
1-8)
perseverance

Pupils Book Video)
Pupils Book Video)

Video Mission 8
responsibility,
perseverance
178
Uses the featured

vocabulary and
grammar learnt and
learns how to
Values English as a
learning tool
Learns and
vocabulary using
word games
classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

Assistant Video)

memory and everyday objects
that help us remember
- Learning about the memory,
things we often forget about in
our daily life; objects, devices
and strategies that help us
remember and the importance
of using our memory
- To unscramble letters to make
adverb signs.

(Mission 2 TRB)
(Mission 8 TRB)
term
responsibility,
perseverance
perseverance
179
DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
instrument for
communicating with
other people and
issues
Shows interest in
communicating with
English-speakers
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
5 Act. 3 Act out)
- Reproduction and
(Missions 1-8)

to tell someone that he/she
needs clarification "Wait a
moment! I dont understand"
(Missions 5 and 6)
memory and everyday objects
that help us remember
- Identifying dog walking in New
York, in the United States
(Mission 6)
RELATED VALUES
perseverance

DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
180
Plays tunes

clap")
and acting out
activities

TG (Missions 1-8)
- Making sings with adverbs,
"Let's make adverb signs!"
(Mission 2 Act. 3)
- Making a birthday reminder
chart. Apply your skills. "Make
a birthday reminder chart"
(Mission 7 Act. 3)
- Learning a cultural
expression, Wait a minute! I
dont understand (Missions 5
and 6)
6): dog walking in New York,
Makes simple Arts

and Crafts
compositions
Learns a colloquial
expression in each
Reading exercise
Learns about the
perseverance

DESCRIPTORS
Identifies elements
from their
surroundings
IMPLEMENTING
ACTIVITIES
year (Missions 1-8)

classmates in games
and oral activities
based on the
another

themselves
adverb signs.
Carries out an Arts

and Crafts activity
- Making sings with adverbs,

"Let's make adverb signs!"
(Mission 2 Act. 3)
- Making a birthday reminder
chart. Apply your skills. "Make
a birthday reminder chart"
(Mission 7 Act. 3)
RELATED VALUES
perseverance
181
Delivers short and

prepared
the class
Understands and
follows the
birthday reminder
chart

(Mission 8 Act. 4)
studied in class
(Mission 8 Act. 4)
follow in order to make a
birthday reminder chart.
(Mission 7 Act. 3. Apply your
skills. "Make a birthday
reminder chart")
perseverance
perseverance
UNIT 9
This unit (Summers here!) focuses on learning about holidays and nationalities. The
unit contains 8 missions. Each mission lasts sixty minutes. The Teachers Resource
Book (TRB) contains photocopiable activities to reinforce and consolidate the
knowledge acquired in each unit, as well as tests at the end of each unit, of each term,
and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess
the students level of English after the holidays.
Mission 1.
Introduction of new vocabulary, 11 nationalities, using a listening. To listen to,
point and repeat. "Shhh! Listen, point and repeat"
To participate in a "Game Time!" activity in which nationalities are practised using
visual support
Mission 2.
Introduction of the second part of the vocabulary, 10 objects related to holidays,
using a listening exercise and oral activities
182
To look at some images of Yessy and Fussy showing the objects they use at the
beach and in the mountains and repeat the vocabulary about holidays. To answer
some questions related to the images
To listen to an audio about Jen and write the things from a list that she is taking
on holidays in their notebook
To write in their notebook the things from a list that Jen is taking on holidays that
they hear in an audio
To carry out an Arts and Crafts activity: "Let's make a paper fan!"
Mission 3.
interrogative "What + nationality" and the verb "to be" in the 3rd person plural,
affirmative, negative and interrogative. What nationality are people from the
USA? People from the USA are American. People from France arent Italian.
People from France are French.
To look at an image in front of Buckingham Palace and listen to Asky and Fussy
practising the new grammar structure and reproduce the sentences
To look at some images of people from different nationalities and reproduce
sentences with new grammar structure saying what nationality they are. To check
the answers with an audio. Then listen and check
To participate in a "Game Time!" activity using flashcards and the expressions:
"People from France arent Spanish. People from France are Frech."
Reference to Grammar Appendix, p. 90 to read and internalise the new grammar
learnt in the unit
Mission 4.
Introducing the second part of the grammar using a listening exercise and oral
activities. The modal verb "should" in the 1st, 2nd and 3rd person singular and
plural, affirmative, negative and interrogative. Should I/you/he/she/we/you/they
wear sunscreen when its sunny? Yes, you/I/he/she/we/you/they should.
183
I/you/he/she/we/you/they shouldnt wear shorts when its cold.

To look at some images and listen to Asky, Yessy, Fussy and Noella practising
the new grammar structure, saying what you should do or shouldnt do. To
reproduce the sentences
To look at some images showing a tick () or a cross () symbol, reproduce
sentences with the new grammar saying what the characters in the images
should do or shouldnt do and write the sentences in their notebook. To check the
answers of written exercises using an audio: Listen and check
from affirmative and negative sentences. Master the question. To check the
answers using an audio. Then listen and check
learnt in the unit
To write some sentences related to some images that show a tick () or a cross
() symbol in their notebook, saying what the characters in the images should
do or shouldnt do. To check the answers with an audio
Mission 5.
Introducing a colloquial expression: Cheer up!
exercise
To listen to and read the story and correct some sentences in their notebook
To listen the same story and number the cartoon panels (AB)
To read the story in a comprehensive manner and correct some sentences in
their notebook
184
Mission 6.
activity: Cheer up!
To listen to a text about a cultural topic from Canada, summer camps for kids
other countries
To read a text about summer camps for kids in Canada in a comprehensive
manner and answer some questions in their notebook
Mission 7.
Natural Science: the sun
To listen to and read a text about the importance of the sun and its effects and
answer some questions
To read a text about the importance of the sun and its effects in a comprehensive
manner and answer some questions
CLIL Project Apply your skills. To carry out a Natural Science activity, Apply your
skills: Experiment with ultra-violet light." To read and understand the necessary
steps to do an experiment with ultra-violet light. To follow the steps and carry it
out
Mission 8.
185
Video)
auxiliary teacher
To look at an image about holidays and describe it
To listen to and read a text and some sentences with two options to choose from
and write the correct option in their notebook
To participate in a Quiz about the unit topic saying nationalities, identifying
images and naming two things that he/she should do at school and two things
he/she shouldnt do
To read a text that he/she listens in an audio. To read some sentences related to
the text with two options to choose from and write the correct option in their
notebook
CONTENT
Vocabulary
Main vocabulary: compass, flask, flip-flops, flippers, goggles, hiking boots, snorkel,
sunglasses, sunscreen, swimsuit, towel, Brazilian, British, Chinese, French, German,
Italian, Kenyan, Polish, Portuguese, Russian, Spanish
- Extra vocabulary: adventure, benefit, bracelets, cancer, canoeing, disinfectant,
effect, exposure, illness, kayaking, kids, log cabins, rays, show, skills, even, to
chat, to produce
Structures
What nationality are people from the USA? People from the USA are American.
People from France arent Italian. People from France are French.
Should I/you/he/she/we/you/they wear sunscreen when its sunny? Yes,
you/I/he/she/we/you/they should.
I/you/he/she/we/you/they shouldnt wear shorts when its cold.
Culture
Canada. Canada camps
Expression: Cheer up!
Natural Science
The Sun
Phonetics
Sound /s/
186
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
week and months
Identifies vocabulary related to
holidays and nationalities: compass,
flask, flip-flops, flippers, goggles,
hiking boots, snorkel, sunglasses,
sunscreen, swimsuit, towel, Brazilian,
British, Chinese, French, German,
Italian, Kenyan, Polish, Portuguese,
Russian, Spanish
narratives:
What nationality are people from the
USA? People from the USA are
American.
People from France arent Italian.
People from France are French.
Should I/you/he/she/we/you/they
wear sunscreen when its sunny?
Yes, you/I/he/she/we/you/they
should.
I/you/he/she/we/you/they shouldnt
wear shorts when its cold.
recap video
Listens actively
previous years
language games
used in games
Understands songs
he/she participates
187
(Speaking)
and structures for
(Speaking)

the topic
Understands prepositions, time and
quantity adverbs
Understands ordinal and cardinal
numbers
instructions
previous years
week and months
previous year
dialogues, etc.)
Answers correctly in simple
talk about nationalities and about the
objects he/she uses at the beach and
in the mountains, knows how to give
someone a recommendation about
what he/she should or shouldnt do)
Uses the interrogative "What +
nationality" and the verb "to be" in the
3rd person plural, affirmative, negative
and interrogative to ask and answer
about nationalities
Uses the modal verb "should" to give
recommendations and makes
sentences in the 1st, 2nd and 3rd
person singular and plural, affirmative,
negative and interrogative
Correctly uses adverbs of manner to
indicate how he/she does an action
Uses please, thank you, Excuse me,
I'm sorry in the appropriate context
Uses prepositions
Correctly uses time and quantity
adverbs
everyday situations
188

(Reading)
(Writing)
have been studied
(Pronunciation)

video
class
sentences
()
orally
the contents learnt
(months, countries, nationalities and
days of the week)
Memorises songs
Acts out stories
189

texts
(Culture)
English
(Culture)
(CLIL)

teacher
language. For example the /s/ sound
known expressions in English: Cheer
up!
- Learns about summer camps for kids
in Canada
for other contents such as Natural
Science: the sun, its importance for
our health and its positive and
negative effects
COMPETENCES
DESCRIPTORS
Identifies words
about holidays and
nationalities
IMPLEMENTING
ACTIVITIES
To listen to
unit vocabulary and
- Listening to the drills
(Missions 1-8)
RELATED VALUES
Responsibility,
perseverance
190
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers

listening exercise

1-8)
- Listening to and
unit structures
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1.
Mission 3 Act. 1-2.
Mission 4 Act. 1-2)
(Mission 8)
(Mission 4 TRB)
and clap")
(Mission 8)
(Mission 5 Act. 1)
(Mission 5 Act. 1.
(Mission 6 Act. 2.
Mission 7 Act. 1.
Mission 8 Act. 2)
check
(Mission 3 Act. 2.
Mission 4 Act. 2-3)
perseverance
perseverance
perseverance
191
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Sings a song using

and paralinguistic
elements
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction
Shows interest when
participating in
linguistic "Game
Time!" games and
games proposed in
the TG

in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Speaking
- Reproducing and
and correction-based activities
(Missions 1-8)
Basics, Rewind)
Perseverance and
responsibility
1-8)
unit structures
TRB)
Respect, fellowship
Responsibility
192
Practises
interrogative
sentences
Delivers short and

prepared
role plays
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
orally
Reads expressions
orally
- Listening to, making and

internalising interrogative
sentences in Answer the
questions (Mission 2) and
4)
Act. 3 Act out
(Mission 2 TRB)
(Mission 8 TRB)
term
Reading
p.104 (Mission 1)
- Reads the Grammar
Appendix, p.90, in order to
(Missions 3 and 4)
perseverance
perseverance
perseverance
perseverance
193
Reads texts and

stories in a
comprehensive
manner
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writes words and

sentences
Can make sentences

(Mission 5 Act. 1.
Mission 6 Act. 2.
Mission 7 Act. 1 y 3
Mission 8 Act. 2)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
expressions
(Mission 2 Act. 2.
Mission 4 Act. 2.
Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 2-3)
two phrases
perseverance
Responsibility,
perseverance
194
Writes very simple

texts based on very
structured models
Reads, understands
and completes texts
or sentences with
blank spaces,
option or placing
words in the
adequate space
Answers questions
written text
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

ability classes)
two options
(Mission 8 Act. 2)
(AB Missions 3, 6 and 8)
perseverance

a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 2)
in the Unit Test
(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance
Responsibility,
perseverance
195

DESCRIPTORS
reproduces the
numbers of the
activities
cardinal numbers in a
song

numbers and time
expressions in a text
(thousands, oclock)
Understands and
follows the
instructions to do an
experiment with ultraviolet light
Reads cardinal
numbers
IMPLEMENTING
ACTIVITIES
Reading the numbers
(Missions 1-8)
reproducing cardinal numbers
in a song (Mission 1 Act. 3
"Sing and clap")
Reading and listening to a text
with numbers and time
expressions (Mission 6 Act. 2)

follow in order to do an
experiment with ultra-violet
light (Mission 7 Act. 3 Apply
your skills. "Experiment with
ultra-violet light")
- Reading cardinal numbers in
the instructions in order to do
an experiment with ultra-violet
light (Mission 7 Act. 3 Apply
RELATED VALUES
self-esteem
perseverance
perseverance
perseverance
perseverance
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
RELATED VALUES
perseverance
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
IMPLEMENTING
ACTIVITIES
1-8)
RELATED VALUES
Respect and
responsibility
196

grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Uses vocabulary
the correct
words
Uses the grammar
the correct use of
context, paying
attention to the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
vocabulary and
grammar learnt and
learns how to
Values English as a
learning tool

Missions 3 and 4
sound
1-8)
perseverance

Pupils Book Video)
Pupils Book Video)

Video Mission 8

Assistant Video)

other subjects,(Mission 7)
such as Natural Science: the
sun
- Learning about the
importance of the sun, its
positive and negative effects
on our heath and
recommendations to prevent
ultra-violet light
responsibility,
perseverance
197
Learns and
vocabulary using
word games
classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

(AB Mission 2)
paper fan.
responsibility,
perseverance

(Mission 2 TRB)
(Mission 8 TRB)
term
perseverance

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
IMPLEMENTING
ACTIVITIES
(Missions 1-8)
5 Act. 3 Act out)
RELATED VALUES
198
Interest and
to understand the
answers
instrument for
communicating with
other people and
issues
Shows interest in
communicating with
English-speakers
- Reproduction and
(Missions 1-8)
perseverance

to raise someones spirit,
Cheer up!" (Missions 5 and 6)
- Learning contents taught in
such as Natural Science: the
sun, its importance for our
health and its positive and
negative effects
- Identifying summer camps for
kids in Canada (Mission 6)

DESCRIPTORS
Plays tunes
and acting out
activities
Makes simple Arts

and Crafts
compositions
IMPLEMENTING
ACTIVITIES
clap")
TG (Missions 1-8)
- Making a fan out of paper,
"Let's make a paper fan!"
(Mission 2 Act. 3)
- Drawing a picture (AB
Missions 2 and 6)
RELATED VALUES
perseverance
199
Learns a colloquial
expression in each
Reading exercise
Learns about the

Cheer up! (Missions 5 and 6)
6): summer camps for kids in
Canada

DESCRIPTORS
Identifies elements
from their
surroundings
classmates in games
and oral activities
based on the
another
Carries out an Arts
and Crafts activity
Delivers short and

prepared
the class
Understands and
follows the
instructions to do an
experiment with ultraviolet light
IMPLEMENTING
ACTIVITIES
year (Missions 1-8)
themselves
paper fan.
Mission 5 Act. 3 Act out).
- Making a fan out of paper,
"Let's make a paper fan!"
(Mission 2 Act. 3)
- Drawing a picture (AB
Missions 2 and 6)
studied in class
follow in order to do an
experiment with ultra-violet
light (Mission 7 Act. 3. Apply
RELATED VALUES
perseverance
perseverance
perseverance
REVIEW 1
200
Every three units, there is a Review section focusing on the revision of all that has
been studied in previous units throughout the term. Each Review is divided into 2
Missions. We will also find a photocopiable TERM TEST in the TRB.
Mission 1.
To identify and revise the vocabulary studied in previous units through a game. To
carry out different activities: changing sentences, choosing the correct option,
answering questions, naming words corresponding to a semantic group, etc.
To revise other grammar structures that have been studied in the previous units,
internalise and consolidate them using the TG drills
To read and understand questions, orders and sentences
To describe an Arts and Crafts activity (TRB Class Material Worksheet)
Mission 2.
internalise and consolidate them using the TG drills and the recap video
To make sentences with adjectives in the superlative form from sentences in the
positive form
To look at some images, read some sentences that describe the images and
guess if the description corresponds to a subject, a food item or a job
To answer some questions that they hear in an audio in their notebook
To carry out a TERM TEST in which all the skills, reading, writing, listening and
speaking, are assessed (TRB)
CONTENIDOS
Vocabulary
Revision of the vocabulary studied in previous units.
Grammar structures
Revision of the structures studied in previous units.
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
201
To identify and understand the overall

sense, the essential information and
most of the main points in very short,
simple oral texts
(Speaking)
oral texts
(Cooperative Learning)
Interacts with other students
To get his/her point across in short,
(Speaking)
repetition

- Understands basic words and structures
- Identifies the vocabulary that has been
studied
narratives
narratives of the videos that the teacher
uses in class (Pupils Book Video,
Language Assistant Video and
Pronunciation Video)
- Listens actively
previous years
language games
in games
- Understands the overall meaning of
increasingly difficult oral instructions and
explanations
previous years
and dialogues
- Gets his/her point across in short, simple
presentations
previous year
- Works as part of a team (games,
dialogues, etc.)
communication situations (greetings,
introductions, makes questions, answers
with affirmative or negative responses,
asks for something)
- Works on and tries to master indirect
interrogative sentences (Master the
question)
for by the teacher in the recap video
202
(Reading)
To identify the topic as well as the
overall meaning in texts
(Writing)
have been studied in the unit or
(Pronunciation)
texts

English
(Culture)
(CLIL)
subjects

connected to school tasks
- Is capable of saying what a text is about
by quickly reading through some basic
elements (key vocabulary, title)
contents learnt
- Shows interest in writing clearly
- Mimics the sounds presented in different
videos (Pupils Book Video,
Pronunciation Video and Language
Assistant Video)
in English compared to his/her language
known expressions in English
- Incorporates new expressions and
vocabulary into daily routines
- Identifies English-speaking countries
and their flags
learning tool for other contents
COMPETENCES
DESCRIPTORS
Identifies words
IMPLEMENTING
ACTIVITIES
To listen to
unit vocabulary and
expressions
- Listening to the drills
RELATED VALUES
Responsibility,
perseverance
203
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers
listening exercise
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

simple sentences
- Listening to and
understanding the topicrelated drills
unit structures
- Listening to and
understanding videos (Pupils
Book Video, Language
Assistant Video and
perseverance
perseverance
Responsibility,
perseverance

listening exercise
in the Term Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Responsibility
Speaking
204
Reproduces
grammar structures
proposed by the
Teachers Guide, the
drills, based on
repetition and
correction
Reproduces the
grammar structures
and vocabulary
studied in the unit
Shows interest when
participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
orally
Reads expressions
- Reproducing and
Basics, Rewind)
- Reproducing the unit grammar
and vocabulary in the games
proposed in the TG
- Asks his/her classmates
questions using the unit
expressions
unit structures
- Composition and
Master the question
activity in the Term Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Reading
vocabulary
from the Picture Dictionary
expressions
Perseverance and
responsibility
Perseverance and
responsibility, fellowship
Respect, fellowship
Perseverance
Responsibility,
perseverance
solidarity, tolerance, self-
205
orally
Reads texts and

stories
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writes very simple

texts based on very
structured models
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
esteem, empathy,
perseverance
in the Term Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
in class
in the Term Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Responsibility,
perseverance
206

DESCRIPTORS
Reads and
reproduces quantities
using the adjectives
of quantity "a lot
of/much/many/a little"
Identifies and
reproduces the time
Reads cardinal
numbers
reproduces the
numbers in the
activities
IMPLEMENTING
ACTIVITIES
- Reading and reproducing
quantities using the adjectives
of quantity "a lot
of/much/many/a little"
- Identifying and reproducing
the time
- Reading cardinal numbers
(Mission 1)
- Listening to and reproducing
the numbers (Missions 1-2)
- Reading numbers
(Missions 1-2)
RELATED VALUES
Responsibility
self-esteem
self-esteem
self-esteem,
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
RELATED VALUES
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation
appendix at the end
of the book
IMPLEMENTING
ACTIVITIES
proposed in the TG
- Using the Picture Dictionary

- Using the Grammar Appendix
- Using the Pronunciation guide
RELATED VALUES
Respect, responsibility
Responsibility,
perseverance
207
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

visual support, etc.
Responsibility,
perseverance
(Mission 1 Act. 1)
perseverance

(Mission 2 TRB)
(Mission 8 TRB)
term

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
IMPLEMENTING
ACTIVITIES
Time!" activities, dialogues
and in the games proposed in
the TG
Respect, fellowship
- Reproduction and
perseverance
RELATED VALUES
208
instrument for
communicating with
other people
- Reusing the vocabulary

studied in previous years and
using the new vocabulary in
real or simulated interactions
structures
perseverance

DESCRIPTORS
and acting out
activities
IMPLEMENTING
ACTIVITIES
- Participating in the games
proposed in the TG
RELATED VALUES
perseverance

DESCRIPTORS
Identifies elements
from their
surroundings
classmates in games
and oral activities
based on the
another
IMPLEMENTING
ACTIVITIES
year
themselves
(Mission 1 Act. 1)
RELATED VALUES
perseverance
perseverance
REVIEW 2
Mission 1.
To identify and revise the vocabulary and structures studied in previous units
through a game. To carry out different activities: changing sentences, choosing
the correct option, answering questions, saying the price and weight of
something, spell words, etc.
209

Mission 2.
To look at an image and answer some questions. To use an audio in order to
correct the activities. Listen and check
To change some sentences written in the present simple to sentences in the past
simple
To read some sentences in the present simple and change them to the past
simple
CONTENIDOS
Vocabulary
Grammar structures
ASSESSMENT CRITERIA
(Listening)
simple oral texts
LEARNING OBJECTIVES
Understands basic words and structures
Identifies the vocabulary that has been
studied
narratives
210
(Speaking)
oral texts
(Speaking)
repetition
(Reading)
(Writing)

- Listens actively
previous years
language games
in games
- Understands the overall meaning of
explanations
previous years
and dialogues
presentations
previous year
dialogues, etc.)
asks for something)
question)
211

(Pronunciation)
texts

English
(Culture)
(CLIL)
subjects

contents learnt
Assistant Video)
and their flags
COMPETENCES
DESCRIPTORS
Identifies words
Identifies simple
the unit topic
Grasps the overall
IMPLEMENTING
ACTIVITIES
To listen to
unit vocabulary and
expressions
simple sentences
Listening to and
unit structures
Listening to and
RELATED VALUES
Responsibility,
perseverance
perseverance
Responsibility
212

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers
listening exercise
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

Assistant Video and
Responsibility,
perseverance

listening exercise
Responsibility,
perseverance

in the Term Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Reproduces
grammar structures
proposed by the
Teachers Guide, the
drills, based on
repetition and
correction
Reproduces the
grammar structures
and vocabulary
studied in the unit
Shows interest when

participating in
linguistic "Game
Speaking
Reproducing and
Reproducing the structures
Basics, Rewind)
Reproducing the unit grammar
proposed in the TG
Asks his/her classmates
Reproducing simple
expressions
Perseverance and
responsibility
Perseverance and
Respect, fellowship
213
Time!" games and

games proposed in
the TG
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

unit structures
Carrying out a speaking
(Mission 2 TRB)
(Mission 8 TRB)
term
Reading
vocabulary
expressions
Reads words
orally
Reads expressions
orally
Reads texts and

stories

in the Term Test
(Mission 2 TRB)
(Mission 8 TRB)
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Responsibility,
perseverance
perseverance
perseverance
214
term
Writes very simple

texts based on very
structured models
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writing
Writing very short and simple
in class
Carrying out a writing activity
in the Term Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Responsibility,
perseverance

DESCRIPTORS
reproduces the
numbers in the
activities
Revises the numbers
from 100 to 1000
when talking about
prices and weights
Identifies symbols
with their meaning,
and kg
IMPLEMENTING
ACTIVITIES
- Reading numbers
(Missions 1-2)
- Revising the numbers from
100 to 1000 (Mission 1)
- Answering by saying prices in
euros, using the symbol in
the English style before the
number (Mission 1)
- Answering by saying the
weight in kilos (Mission 1)
RELATED VALUES
self-esteem
perseverance
215
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
RELATED VALUES
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
IMPLEMENTING
ACTIVITIES
proposed in the TG
RELATED VALUES
Respect and
responsibility

- Using the Pronunciation
guide
Responsibility,
perseverance

Responsibility,
perseverance
(Mission 1 Act. 1)
perseverance
216
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

(Mission 2 TRB)
(Mission 8 TRB)
term

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
instrument for
communicating with
other people
IMPLEMENTING
ACTIVITIES
the TG (Missions 1-8)
Respect, fellowship
- Reproduction and
perseverance

structures
perseverance
RELATED VALUES

DESCRIPTORS
and acting out
activities
IMPLEMENTING
ACTIVITIES
proposed in the TG
RELATED VALUES
perseverance
217

DESCRIPTORS
Identifies elements
from their
surroundings
Asks questions and
answers
classmates in games
and oral activities
based on the
another
IMPLEMENTING
ACTIVITIES
year
- Asks questions and answers
orally with his/her classmates
themselves
(Mission 1 Act. 1)
RELATED VALUES
perseverance
Responsibility, autonomy
perseverance
REVIEW 3
Mission 1.
To identify and practise the vocabulary and grammar studied in previous units
through a game. To carry out different activities: changing sentences, answering
questions, saying how far a place is, finding the word that corresponds to a
definition, etc
Mission 2.
218
To look at some images of different characters and describe them reproducing
sentences with the grammar structure following the example: "Yessys telling a
joke loudly."
To listen to an audio and indicate if some sentences are correct or incorrect with
a tick () or a cross () in their notebook
To read some questions and write the answers in their notebook
To carry out the END-OF-YEAR TEST (TRB)
CONTENIDOS
Vocabulary
Grammar structures
ASSESSMENT CRITERIA
(Listening)
simple oral texts
(Speaking)
LEARNING OBJECTIVES
Understands basic words and structures
Identifies the vocabulary that has been
studied
narratives
Listens actively
previous years
language games
Understands common expressions used
in games
Understands the overall meaning of
explanations
219

oral texts
(Speaking)
repetition
(Reading)
(Writing)
(Pronunciation)
texts

English
(Culture)
previous years
and dialogues
presentations
previous year
dialogues, etc.)
asks for something)
question)
contents learnt
Assistant Video)
220

(CLIL)
subjects
and their flags

COMPETENCES
DESCRIPTORS
Identifies words
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Checks the answers
listening exercise
Uses the tests from
the Teachers
IMPLEMENTING
ACTIVITIES
To listen to
unit vocabulary and
expressions
simple sentences
Listening to and
unit structures
Listening to and
Assistant Video and
RELATED VALUES
Responsibility,
perseverance
perseverance
Responsibility
Responsibility,
perseverance

listening exercise
Responsibility,
perseverance

in the Term Test
221
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

(Mission 2 TRB)
(Mission 8 TRB)
term
Reproduces
grammar structures
proposed by the
Teachers Guide, the
drills, based on
repetition and
correction
Reproduces the
grammar structures
and vocabulary
studied in the unit
Shows interest when

participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Speaking
Reproducing and
Reproducing the structures
Basics, Rewind)
Reproducing the unit grammar
proposed in the TG
Asks his/her classmates
Reproducing simple
expressions
unit structures
Carrying out a speaking
(Mission 2 TRB)
(Mission 8 TRB)
Perseverance and
responsibility
Perseverance and
Respect, fellowship
222
Listening and
Speaking
-
Reads words
orally
Reads expressions
orally
Reads texts and
stories
Uses the tests from

the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking
Writes very simple

texts based on very
structured models
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to

term
Reading
vocabulary
expressions

in the Term Test
(Mission 2 TRB)
(Mission 8 TRB)
term
Writing
in class
in the Term Test
Responsibility,
perseverance
Responsibility,
perseverance
perseverance
Responsibility,
perseverance
223
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

(Mission 2 TRB)
(Mission 8 TRB)
term

DESCRIPTORS
reproduces the
numbers in the
activities
Revises the numbers
when talking about
distance
Understands
questions about
distance and answers
in kilometres
IMPLEMENTING
ACTIVITIES
- Reading numbers
(Missions 1-2)
- Reproducing the numbers
(Mission 1)
- Answering questions by
saying the distance in
kilometres (Mission 1)
RELATED VALUES
self-esteem
perseverance
perseverance
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
RELATED VALUES
Learning to learn
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
224
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
classmates in games
and oral activities
based on the
approach,
internalising and
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
into practice,
Reading, Writing,
Listening and
Speaking

proposed in the TG
Respect and
responsibility

guide
Responsibility,
perseverance

Responsibility,
perseverance
(Mission 1 Act. 1)
perseverance

(Mission 2 TRB)
(Mission 8 TRB)
term
225
DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
instrument for
communicating with
other people
IMPLEMENTING
ACTIVITIES
the TG (Missions 1-8)
Respect, fellowship
- Reproduction and
perseverance

structures
perseverance
RELATED VALUES

DESCRIPTORS
and acting out
activities
IMPLEMENTING
ACTIVITIES
proposed in the TG
RELATED VALUES
perseverance

DESCRIPTORS
Identifies elements
from their
surroundings
classmates in games
and oral activities
based on the
another
IMPLEMENTING
ACTIVITIES
year
themselves
(Mission 1 Act. 1)
RELATED VALUES
perseverance
perseverance
END-OF-YEAR TEST
226
At the end of the book, the teacher is provided with an END-OF-YEAR TEST (a
photocopiable activity in the TRB) which assesses all the units in the book with their
corresponding vocabulary and grammar structures that have been studied. This EYT is
divided into 6 parts or skills. In the first part, the listening skill is assessed through
different exercises. In the second one, the vocabulary from all the units is assessed.
The third part focuses on the grammar studied throughout the year. The fourth and fifth
parts assess the reading and speaking skills consecutively. And, to finish, the last part
in which the teacher can assess the students speaking skills.
FESTIVAL 1. THANKSGIVING
The festival has just one Mission and presents three different activities.
Mission 1
To identify vocabulary and expressions related to the Thanksgiving festivity:
cornbread, cranberry sauce, harvest, pilgrims, stuffing, to travel, to visit
To listen to and read a text about the Thanksgiving festivity and answer some
questions in their notebook
To read a text about the Thanksgiving festivity in a comprehensive manner and
answer some questions in their notebook
To carry out an Arts and Crafts activity: "Let's make a turkey!"
CONTENT
Vocabulary
Main vocabulary: cornbread, cranberry sauce, harvest, pilgrims, stuffing, to travel, to
visit
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
Identifies vocabulary related to the
Thanksgiving festivity: cornbread,
cranberry sauce, harvest, pilgrims,
stuffing, to travel, to visit
Masters the alphabet, the numbers
227
(Speaking)
(ordinal and cardinal) and dates

narratives
recap video
- Listens actively
previous years
language games
used in games
- Understands songs
from short conversations
the topic
instructions
- Understands informative oral texts and
feels capable of extracting the main
sense and also correct information
previous years
- Masters the alphabet, the numbers
previous year
dialogues, etc.)
communication situations
- Uses please and thank you in the
adequate context
- Makes sentences about actions
he/she is carrying out at that time
228
(Speaking)
(Reading)
(Writing)
have been studied
(Pronunciation)
texts

English
(Culture)
everyday situations
video
- Understands informative written texts
and feels capable to extract the main
orally
the contents learnt
(months, countries, nationalities,
festivities and days of the week)
- Memorises songs
- Acts out stories
teacher
language.
known expressions in English related
to the Thanksgiving festivity
- Learns about the Thanksgiving festivity
229
COMPETENCES
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies vocabulary
about Thanksgiving
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Sings a song using
and paralinguistic
elements
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction
To listen to
unit vocabulary and
expressions
Listening to drills
simple sentences
Listening to and
drills
unit structures
pictures
Recap video with the unit

song (PB Act. 1 "Rap and
clap")
- Listening to a text (PB Act. 2)
Speaking
(PB Act. 1)
- Playing and consolidation of
grammar structures through
activities based on repetition
and correction
Basics, Rewind)
RELATED VALUES
Responsibility,
perseverance
Responsibility
Responsibility
Respect and
perseverance
Responsibility
Perseverance and
responsibility
230
Shows interest when

participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Reads words
orally
Reads expressions
orally
Reads texts and
stories in a
comprehensive
manner
expressions in the TG games
unit structures
Reading
vocabulary
Respect, fellowship

expressions
Responsibility,
perseverance
- Reading texts (PB Act. 2)
Writes words
Writing
expressions (AB Act 1 and 2).
Answers questions
related to a text

to a text (PB Act. 2)
Perseverance
perseverance

DESCRIPTORS
ordinal numbers in a
song (4th) and a text

reproduces the
numbers of the
activities
IMPLEMENTING
ACTIVITIES
reproducing a song with
ordinal numbers (PB Act. 1
"Rap and clap")
with ordinal numbers (PB Act.
2)
Writing ordinal numbers (PB
Act. 2)
of the numbers (PB and AB)
Reading the numbers (PB and
AB)
RELATED VALUES
perseverance
self-esteem
Digital competences
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
231
learning
perseverance
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
English resorting to a
grammar and
pronunciation guide
at the end of the book
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Values English as a
learning tool for
topics of interest
classmates in games
and oral activities
based on the
another
IMPLEMENTING
ACTIVITIES
proposed in the TG
RELATED VALUES
Respect and
responsibility

with the key grammar
structures, p. 87-90
sounds

visual support, etc

Thanksgiving festivity in the
United States
themselves
(PB Act. 3 Lets make a
turkey!)
Responsibility
perseverance

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
IMPLEMENTING
ACTIVITIES
Time!" activities and in the
RELATED VALUES
232
Interest and
to understand the
answers
tool for
communicating with
other people and talk
about topics from
other countries
Shows interest in
communicating with
English-speakers
- Reproduction and
perseverance
- Learning about a cultural topic

in the United States, the
Thanksgiving festivity
perseverance

countries: the Thanksgiving
festivity in the United States

DESCRIPTORS
Plays tunes
IMPLEMENTING
ACTIVITIES
- Reproducing the unit song in
Mission 1 (PB Act. 1 "Rap and
clap")
and acting out
activities

proposed in the TG
Makes simple crafts

and artistic
compositions
- Drawing a turkey, "Let's make

a turkey!" (PB Act. 3)
Learns about the


Thanksgiving festivity in the
United States
RELATED VALUES
perseverance
perseverance
perseverance

DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
233
Identifies elements
from their
surroundings

year

classmates in games
and oral activities
based on the
another
Carries out an Arts or
Crafts activity

themselves (PB Act. 3 Lets
make a turkey!)
- Drawing a turkey, "Let's make

a turkey!" (PB Act. 3)
perseverance
perseverance
FESTIVAL 2. APRIL FOOLS DAY

Mission 1
To identify vocabulary and expressions related to the April Fools Day festivity:
tricks, to advertise, to be related to, to invent, to play jokes on somebody, to trick
To listen to and read a text about the April Fools Day festivity. To say whether
some sentences related to the text are true or false and correct the false
sentences
To read a text about the April Fools Day festivity in a comprehensive manner. To
say whether some sentences related to the text are true or false and correct the
false sentences
To carry out an Arts and Crafts activity: "Lets make an April Fools jack-in-thebox!"
CONTENT
Vocabulary
Main vocabulary: tricks, to advertise, to be related to, to invent, to play jokes on
234
somebody, to trick
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
activities
Identifies vocabulary related to the
April Fools Day festivity: tricks, to
advertise, to be related to, to invent, to
play jokes on somebody, to trick
narratives.
recap video
Listens actively
previous years
language games
used in games
Understands songs
the topic
instructions
Understands informative oral texts and
235
(Speaking)
(Speaking)
(Reading)

previous years
- Masters the alphabet, the numbers
previous year
dialogues, etc.)
adequate context
everyday situations
video
236
(Writing)
have been studied
(Pronunciation)
texts

English
(Culture)

orally
the contents learnt
festivities and days of the week)
- Memorises songs
- Acts out stories
teacher
language.
to the April Fools Day festivity
- Learns about the April Fools Day
festivity in English-speaking countries
COMPETENCES
DESCRIPTORS
Identifies vocabulary about
April Fools Day
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and
identifying unit
vocabulary and
expressions
- Listening to drills
RELATED VALUES
Responsibility,
perseverance
237
Identifies simple sentences

related to the unit topic
Grasps the overall idea in oral

texts and identifies specific
aspects with the help of
linguistic and non-linguistic
elements from the context
Recognises the sound,
rhythm, intonation and word
stress of common expressions
Sings a song using

appropriate linguistic and
paralinguistic elements
Reproduces grammar
structures through oral
activities proposed by the
Teacher's Guide, the drills,
based on repetition and
correction
- Listening to and
identifying simple
sentences
- Listening to and
understanding the
unit or previous units
topic-related drills
- Carrying out activities
based on the
approach in all units
to promote language
learning in groups
and to internalise the
unit structures
- Listening to a text
and identifying the
corresponding
pictures
- Recap video with the
unit vocabulary and
structures
- Listening to and
reproducing a song
(PB Act. 1 "Rap and
clap")
- Listening to a text
(PB Act. 2)
Speaking
- Playing a "Rap and
clap" song (PB Act.
1)
- Playing and
consolidation of
grammar structures
through activities
based on repetition
and correction
- Reproducing the
structures learnt in
previous years or
units (TG Refresh,
Back to Basics,
Rewind)
Responsibility
Responsibility
Respect and
perseverance
Responsibility
Perseverance and
responsibility
238
Shows interest when

participating in linguistic
"Game Time!" games and
Respect, fellowship
expressions in the TG
games
- Carrying out activities
based on the
approach in all units
to promote language
learning in groups
and to internalise the
unit structures
Reads words previously

introduced orally
Reads expressions previously
introduced orally
Reads texts and stories in a
comprehensive manner
Writes words
Answers questions related to

a text
Reading
vocabulary
expressions
Reading texts (PB
Act. 2)
Writing
Writing the unit key
vocabulary and
grammar expressions
(AB Act.1 and 2)
Answering questions
related to a text (PB
Act. 2)
Perseverance
perseverance
perseverance
perseverance

DESCRIPTORS
reproduces the
numbers of the
activities
dates and time in a
song and a text (1st,
twelve oclock)
IMPLEMENTING
ACTIVITIES
AB)
of a song with dates and time
(PB Act. 1 "Rap and clap")
with dates and time (PB Act.
2)
RELATED VALUES
self-esteem
perseverance
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
RELATED VALUES
perseverance
239
Learning to learn
DESCRIPTORS
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation guide
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Values English as a
learning tool for
topics of interest
classmates in games
and oral activities
based on the
another
IMPLEMENTING
ACTIVITIES
proposed in the TG
RELATED VALUES
Respect and
responsibility

guide, p. 91, with the key
sounds
- Learning about the April Fools

Day festivity in Englishspeaking countries
themselves
(PB Act. 3 Lets make an April
Fools jack-in-the-box!)
Responsibility
responsibility,
perseverance
perseverance

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
IMPLEMENTING
ACTIVITIES
- Reproduction and
perseverance
- Learning about a cultural topic
RELATED VALUES
240
tool for
communicating with
about topics from
other countries
Shows interest in
communicating with
English-speakers
in English-speaking countries,
the April Fools Day festivity


countries: the April Fools Day
festivity
responsibility,
perseverance

DESCRIPTORS
Plays tunes
and acting out
activities
Makes simple crafts
and artistic
compositions
Learns about the
IMPLEMENTING
RELATED VALUES
ACTIVITIES
- Reproducing the unit song (PB Patience, fellowship,
Act. 1 "Rap and clap")
responsibility,
perseverance
proposed in the TG
- Making a jack-in-the-box,
"Lets make an April Fools
jack-in-the-box!" (PB Act. 3)
responsibility,
perseverance
- Learning about the April Fools Patience, responsibility,
Day festivity in Englishperseverance
speaking countries

DESCRIPTORS
Identifies elements
from their
surroundings
classmates in games
and oral activities
based on the
another
IMPLEMENTING
ACTIVITIES
year
themselves
(PB Act. 3 Lets make an April
Fools jack-in-the-box!)
RELATED VALUES
perseverance
241

Crafts activity
- Making a jack-in-the-box,
"Lets make an April Fools
jack-in-the-box!" (PB Act. 3)
responsibility,
perseverance
FESTIVAL 3. CANADA DAY

Mission 1
To identify vocabulary and expressions related to the Canada Day festivity:
colonies, government, to organise
To listen to and read a text about the Canada Day festivity and answer some
questions in their notebook
To read a text about the Canada Day festivity in a comprehensive manner and
answer some questions in their notebook
To carry out an Arts and Crafts activity: "Lets make a Canadian pinwheel!"
CONTENT
Vocabulary
Main vocabulary: colonies, government, to organise
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
activities
Identifies vocabulary about the
Canada Day festivity: colonies,
government, to organize
narratives
242
(Speaking)
(Speaking)

recap video
Listens actively
previous years
language games
used in games
Understands songs
the topic
instructions
Understands informative oral texts and
previous years
previous year
dialogues, etc.)
Uses please and thank you in the
adequate context
everyday situations
243
(Reading)
(Writing)
have been studied
(Pronunciation)
texts

English
(Culture)

orally
the contents learnt
always written with capital letters
festivities, days of the week)
- Memorises songs
- Acts out stories
teacher
language
to the Canada Day festivity
- Learns about the Canada Day festivity
in Canada
COMPETENCES
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
To listen to
244
about Canada Day
Identifies simple
the unit topic
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Sings a song using
and paralinguistic
elements
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction
Shows interest when
participating in
linguistic "Game
Time!" games and
games proposed in
the TG

unit vocabulary and
expressions
- Listening to drills
simple sentences
- Listening to and
drills
unit structures
pictures
- Recap video with the unit
Responsibility,
perseverance

song (PB Act. 1 "Rap and
clap")
- Listening to a text (PB Act. 2)
Respect and
perseverance
Speaking
(PB Act. 1)

and correction
Basics, Rewind)
expressions in the TG games
unit structures
Reading
Responsibility
Responsibility
Responsibility
Perseverance and
responsibility
Respect, fellowship
245
Reads words
orally
Reads expressions
orally

vocabulary
Perseverance

expressions
Reads texts and

stories in a
comprehensive
manner
- Reading texts (PB Act. 2)
perseverance
Writes words
Writing
expressions (AB Act. 1 and 2)
Answers questions
related to a text

to a text (PB Act. 2)
responsibility,
perseverance
perseverance

DESCRIPTORS
reproduces the
numbers of the
activities
cardinal numbers and
dates in a song and a
text (1867, 1st, three,
1982)
IMPLEMENTING
ACTIVITIES
AB)
reproduction of a song with
dates and cardinal numbers
(PB Act. 1 "Rap and clap")
with dates and cardinal
numbers (PB Act. 2)
Writing dates (PB Act. 2)
RELATED VALUES
self-esteem
perseverance
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
RELATED VALUES
perseverance
Learning to learn
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
246
Participates in the
for naturally
internalising and
consolidating the
learnt in the unit
grammar and
pronunciation guide

proposed in the TG
Respect and
responsibility

guide, p. 91, with the key
sounds
perseverance
Uses basic
understanding
strategies with the
non-linguistic
elements from the
context
Values English as a
learning tool for
topics of interest

perseverance
- Learning about the Canada

Day festivity in Canada

classmates in games
and oral activities
based on the
another

themselves
Canadian pinwheel!)
perseverance,
responsibility
perseverance

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Interest and
to understand the
answers
IMPLEMENTING
ACTIVITIES
- Reproduction and
perseverance
RELATED VALUES
247
tool for
communicating with
about topics from
other countries
Shows interest in
communicating with
English-speakers
- Learning about a cultural

topic from Canada, the
Canada Day festivity
perseverance

countries: the Canada Day
festivity in Canada
perseverance

DESCRIPTORS
Plays tunes
and acting out
activities
Makes simple crafts
and artistic
compositions
Learns about the
IMPLEMENTING
RELATED VALUES
ACTIVITIES
- Reproducing the unit song (PB Patience, fellowship,
Act. 1 "Rap and clap")
proposed in the TG
- Making a Canadian pinwheel, Patience, responsibility,
"Let's make a Canadian
perseverance
pinwheel!" (PB Act. 3)
- Learning about the Canada
Day festivity in Canada

DESCRIPTORS
Identifies elements
from their
surroundings
classmates in games
and oral activities
based on the
another
Crafts activity
IMPLEMENTING
ACTIVITIES
year
themselves
Canadian pinwheel!)
- Making a Canadian pinwheel,

"Let's make a Canadian
RELATED VALUES
perseverance
perseverance
248
pinwheel!" (PB Act. 3)
esteem, empathy,
responsibility,
perseverance
STORY
The story has four chapters. All the vocabulary and syntactical structures studied
during the year are included in the story.
To listen to and read the story
To read the story in a comprehensive manner
CONTENT
Includes the vocabulary and syntactical structures studied during the year
Vocabulary: school subjects, food, jobs, shopping, daily routines and chores, fairy
tales, nature, actions and adverbs of manner, affirmative/negative adverbs, holidays
and nationalities
Reusing vocabulary: colours, days of the week, fruit, food, adjectives, animals, parts
of the body, aches and pains, places in town, time, clothes
Grammar structures: like to + infinitive, want to + infinitive, superlatives, present
continuous, present simple, past simple, past continuous, going to + infinitive, object
pronouns, cardinal and ordinal numbers, too + adjective, should, etc.
Reusing structures: verbs to have got, to like, there is/there are, comparatives, can
ASSESSMENT CRITERIA
LEARNING OBJECTIVES
249
(Listening)
(Speaking)
(Speaking)
(Reading)

week and months
narratives.
- Listens actively
the topic
instructions
- Understands informative oral texts and
previous years
week and months
dialogues, etc.)
adequate context
everyday situations
250
(Pronunciation)
texts

English
- Memorises songs
- Acts out stories
teacher
language.
COMPETENCES
DESCRIPTORS
studied during the
course
Identifies simple
topics studied
throughout the
course
Grasps the overall

identifies specific
from the context
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
IMPLEMENTING
ACTIVITIES
To listen to
unit vocabulary and
expressions
RELATED VALUES
perseverance

simple sentences
- Listening to and
drills
unit structures
pictures
responsibility,
perseverance
- Listening to a story
Respect and
perseverance
perseverance
Responsibility
Speaking
251
Reproduces
grammar structures
proposed by the
drills, based on
repetition and
correction
Reads words
previously presented
in the different units
Reads expressions
previously presented
in the different units
Reads the dialogues
of a story in a
comprehensive
manner
Writes words
Answers questions
related to a text

and correction
Basics, Rewind)
Reading
- Reading the key vocabulary of
the course and previous
courses
- Reading the key expressions
during the course
Perseverance and
responsibility
- Reading a story
perseverance
Writing
expressions
to a text
perseverance
gratitude, respect,
perseverance
perseverance

DESCRIPTORS
numbers
IMPLEMENTING
ACTIVITIES
- Listening to and reading
numbers
RELATED VALUES
perseverance
Digital competences
DESCRIPTORS
learning
IMPLEMENTING
ACTIVITIES
RELATED VALUES
perseverance
Learning to learn
DESCRIPTORS
Participates in the
IMPLEMENTING
ACTIVITIES
proposed in the TG
RELATED VALUES
252
for naturally
internalising and
consolidating the
learnt in the unit
English resorting to
the visual dictionary
and grammar guide
Values English as a
learning tool for
topics of interest
classmates in games
and oral activities
based on the
another
esteem, empathy,
- Using the Picture Dictionary to
identify words, p. 96-104
to identify grammar
perseverance
- Reading a comic
responsibility,
perseverance,
responsibility
perseverance

themselves

DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
behaviour rules
Values English as a
tool for
communicating with
other people
IMPLEMENTING
ACTIVITIES
- Reading and listening to a

comic in which Fussy has an
accident. While he is in
hospital, he has a nightmare in
which he has to help in order
to find his friend Asky.
RELATED VALUES

DESCRIPTORS
Plays tunes
IMPLEMENTING
ACTIVITIES
- Reproducing the songs
appearing in the story
RELATED VALUES
253

DESCRIPTORS
Shows independence
and confidence in
reading the story
Understands the
overall meaning of
the story and more
specific information
classmates in games
and oral activities
based on the
another
IMPLEMENTING
ACTIVITIES
- Confidence and interest in
reading the story
- Confidence in understanding
the overall meaning and more
specific information of the
story
themselves
.
RELATED VALUES
gratitude, respect,
perseverance
responsibility,
perseverance
perseverance
254
MARKINGS
LINGUISTIC COMMUNICATION
To listen to
Identifies vocabulary related to the unit theme
Identifies simple sentences related to the unit topic
Grasps the overall idea in oral texts and identifies specific
aspects with the help of linguistic and non-linguistic elements
from the context
Recognises the sound, rhythm, intonation and word stress of
common expressions
Checks the answers of the activities by means of a listening
activity
Speaking
Sings a song using appropriate linguistic and paralinguistic
elements
Reproduces grammar structures through oral activities
proposed by the Teacher's Guide, the drills, based on repetition
and correction
Participates with interest in linguistic games "Game Time!" and
in those proposed in the TG
Practises interrogative sentences
Delivers short and simple presentations and descriptions that
have been previously prepared
Participates in simple role plays
Reading
Reads words previously introduced orally in class about the
topic of objects in class
Reads expressions previously introduced orally
Reads texts and stories in a comprehensive manner
Writing
Writes words and sentences
Can make sentences
Writes very simple texts based on very structured models
Reads, understands and completes texts or sentences with
blank spaces, choosing the correct option or placing words in
the adequate space
Answers questions related to an oral or written text
255
Fail
Satisfactory
Good
Very Good
Excellent
Name: _______________________________________________________________
MATHEMATICAL COMPETENCES AND BASIC COMPETENCES IN SCIENCE

AND TECHNOLOGY
Reads and writes ordinal and cardinal numbers
Reads and practises time expressions
DIGITAL COMPETENCE
Uses digital media for learning
LEARNING TO LEARN
Participates in the drills as an exercise for naturally
internalising and consolidating the different structures learnt in
the unit or previous units
Uses basic strategies for learning to learn English resorting to
a visual dictionary and grammar and pronunciation appendix at
the end of the book
Uses basic understanding strategies with the help of linguistic
and non-linguistic elements from the context
Uses videos on vocabulary in order to internalise the word's
Uses the grammar videos to internalise the use of grammar
structures in a context and according to the correct
pronunciation and intonation of the sentences
Uses pronunciation videos to learn to pronounce and
reproduce correctly words and sentences
Uses the featured auxiliary teacher to consolidate the learnt
unit vocabulary and grammar and learns the correct
pronunciation of what has been learnt
Values English as a learning tool
Learns and internalises the unit vocabulary using word game
Interacts with his/her classmates in games and oral activities
based on the Cooperative Learning approach, internalising and
consolidating the unit grammar structures and vocabulary
SOCIAL AND CIVIC COMPETENCE
Interacts with and enjoys games with his/her classmates
respecting the basic behaviour rules
Shows interest and concentration in order to understand the
teacher's drills so as to provide the correct answers
Values foreign languages as an instrument to communicate
with other people
Shows interest in communicating with English-speakers
256
Fail
Satisfactory
Good
Very Good
Excellent
257
CULTURAL AWARENESS AND EXPRESSIONS

Plays tunes
Participates in games and acting out activities
Makes simple Arts and Crafts compositions
Learns a colloquial expression in each Reading
Learns about the culture in English-speaking countries
SENSE OF INITIATIVE AND ENTERPRISING SPIRIT
Identifies elements from the surroundings
Interacts with his/her classmates in games and oral activities
based on the Cooperative Learning approach, activities that
imply helping one another
Carries out an Arts and Crafts activity
Delivers short and simple presentations and descriptions that
have been previously prepared
Writes a short text on the topics studied in the class
258
Fail
Satisfactory
Good
Very Good
Excellent

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Mission Accomplished Long 4

Mission Accomplished Long 4

Mission Accomplished Long 4

STAGE AIMS AND COMPETENCES

Mission Accomplished Long 4

negative gender stereotypes.

Mission Accomplished Long 4

Why do we correct each mistake?

Mission Accomplished Long 4

Mission Accomplished Long 4

Mission Accomplished Long 4

encourage students to reengage throughout the rest of the lesson.

Mission Accomplished Long 4

MISSION ACCOMPLISHED KEY FACTORS

Mission Accomplished Long 4

established, in accordance with Recommendation 2006/962/EC of the

Mission Accomplished Long 4

Mission Accomplished Long 4

Indeed, some philosophical groups consider values to be subjective entities, in

Mission Accomplished Long 4

Teaching values at school. Where to start?

Mission Accomplished Long 4

systematic effort to convey them, as a strong foundation upon which society

Mission Accomplished Long 4

Mission Accomplished Long 4

Understanding others and interacting

Mission Accomplished Long 4

Mission Accomplished Long 4

Cooperative learning makes working in the classroom more appealing and

Mission Accomplished Long 4

Mission Accomplished Long 4

Chronological guidelines on the main actions to be carried out when

INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT)

Mission Accomplished Long 4

Mission Accomplished Long 4

Innovative pre-tech teacher: has continuously and naturally lived alongside

Mission Accomplished Long 4

Mission Accomplished Long 4

Mission Accomplished Long 4

To carry out Writing activities in the AB

Mission Accomplished Long 4

To show interest in learning frequently

Mission Accomplished Long 4

Grasps the overall

- Listening to and reproducing a

Mission Accomplished Long 4

Uses the tests from

Sings a song using

- Carrying out the Diagnostic

- Reproducing and internalising

Mission Accomplished Long 4

Uses the tests from

Reads words and

Uses the tests from

- Carrying out the Diagnostic

Mission Accomplished Long 4

Uses the tests from

- Carrying out the Diagnostic

Social and civic competences

Mathematical competences and basic competences in science and technology

Cultural awareness and expressions

Mission Accomplished Long 4

- Reproducing the unit song

Interacts with his/her