NEXT STOP 5

3rd level

JUSTIFICATION
The final objective of learning a foreign language is that the pupils reach stages
of linguistic competence, understanding that as the ability to interact in such
language. This is a complex process in which cognitive, affective and social
elements take part. A specific communicative activity requires the use of oral
and written language and the use of resources and strategies of linguistic and
non-linguistic communication concerning the context where it takes place. In the
same way, learning a foreign language has to help the development of positive
and receptive attitudes towards other languages and cultures. Furthermore, it is
intended to encourage and value the effort and confidence in one's own ability
to learn a foreign language. The Information and Communication Technologies
will be mediating vehicles for learning.
.
In short, the foreign language field has the aim of training people who
can use it to understand, speak and have a conversation, read and write, so its
use must be the starting point from the beginning. The starting point will be
situations of use that will encourage internalising the language working rules,
which will allow the pupils to establish which elements of the foreign language
work like in the language they know and which strategies help them to a better
learning.
It is recommended in the First Cycle to give priority to oral skills; in the following
cycles the skills will be developed gradually and in an integrated way. The
individual learning development will involve different ways of processing the
information and the acquisition of different abilities.
GENERAL OBJECTIVES
1.- Listen to and understand messages in varied oral interactions, using the
transmitted information to do the specific tasks related to their experience.
2.- Express and interact orally in simple and regular situations that have a
known content, using verbal and non-verbal procedures and taking a respectful
and collaborating attitude.
3.- Write different texts with varied purposes about subjects already discussed
in the classroom, and with the help of models.
4.- Read, in an understanding way, several texts related to their experiences
and interests, drawing general and specific information according to a previous
purpose.

5.- Learn how to use with progressive autonomy all the means available to
them, including new technologies, to obtain information and to communicate in
the foreign language.
6.- Value the foreign language as a mean of communication and understanding
among people from different origins and cultures, and as a learning tool with
different contents.
7.- Show a receptive and confident attitude in ones own ability to learn and use
the foreign language.
8.- Use the knowledge and previous experiences with other languages for a
faster, more effective and more autonomous acquisition of the foreign language.
9.- Identify phonetic, rhythmic aspects, accentuation and intonation, as well as
linguistic structures and lexical aspects of the foreign language and use them as
basic elements of communication.
THIRD CYCLE OF PRIMARY EDUCATION OBJECTIVES
1.- Understand and express oral messages in different classroom situations.
2.- Understand and use some linguistic and non-linguistic conventions in basic
situations of communication
3.-Interact with the others in classroom situations of communication.
4.-Reproduce songs and poems with the appropriate rhythm and intonation.
5.- Develop and adapt discussion skills and strategies in formal and informal
contexts.
6.-Participate in groups or pair activities where the studied language is used.
7.- Recognise the meaning of words and simple and complex sentences by
their pronunciation.
8.- Build up reading strategies as well as reinforce values
9.- Produce written texts which are appropriate to task, reader and purpose.
10.- Appreciate the communicative value of the English language through
classroom activities.
11.- Value the cultural aspects of the English language in a close and significant
context for the pupil.

METHODOLOGY
- Pupil-centred learning: children at this age are curious by nature and have a
natural need to communicate with the others. Next Stop tries to keep that
curiosity up and generate in them a desire to find out about new things. It uses
their need for communication to introduce them in the communicative
competence in another language. Next Stop is an active, motivating and
attractive method.
- Next Stop focuses on the meaning: the language, through activities, is
presented in a context close to the pupil, to his/her interests and experiences.
The stress falls on the communicative purpose of the new language.
- Learning through experiences: the more variety of experiences the pupils
have, the more enriched the learning is. Next Stop contributes through songs,
texts, games, stories, chants, etc.

- Development of basic skills: we try to develop listening, speaking, reading

and writing, although at this level the oral skills are the priority through a
vocabulary close to the pupil. The vocabulary is revised and recycled
systematically in Next Stop to assure it is internalised. And we have the word of
the day in each lesson.
- Several learning levels: Next Stop takes them into account so each unit can
be treated in a different level of depth, besides taking into account those pupils
who finish fast and the ones who need reinforcement. There are also optional
activities and extra activities with photocopiable material.
- Pupil's grouping: the activities require several types of groups in their
development: alone, in pairs, in small groups and in big groups.
- Autonomous learning: Next Stop's main objective is to develop skills and the
necessary knowledge to achieve autonomy in one's own learning, in a positive
and collaborative working atmosphere.

UNIT 1

NEXT STOP 5
GRADE: 5TH

CYCLE:
I
TERM: I (Units 1)
Objective:
- Children talk about neighbours, pets and friends
SKILLS

- Introduce and review greetings,

-

introductions and farewell forms.

Ask and answer about personal
information.
Ask and answer questions to get
specific information.
Practice reading skills and
explore the value of being a
good neighbour and having pets.
Practice writing skills and
describe a pet
Learn to ask and answer about

PROCEDURES
1. Listening, speaking and talking
.
- Listen, repeat and make the
dialog.
- Listen and act out stories.
- Listen, repeat and spell words.
- Listen and guess the reason.
- Listen, chant and repeat the
sounds.
- Listen to the song and correct
the mistakes.
- Listen and get the required
information.

ATTITUDES

- Motivation to improve in the

-

learning process.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities.
Appreciate the value of being a
good neighbour.
Respect their classmates
participation.
Analysing our geographical
features: Our country and cities.

reasons.
Read about Vancouver and
make a map with geographical
features.
Write about towns and cities in
their own country.

ACTIVITIES
In each unit the activities are arranged in
sequence along the different lessons. We do
the following division of activities within each

- Listen, remember and answer

questions.
2. Reading and writing.
- Look at the picture and complete
sentences.
- Using visual and verbal
context to recognise words.
- Listen and read. Then repeat the
dialog.
- Read about pets.
- Read the story and answer
questions.
- Read a story and correct
Information.
- Listen, read a song then correct
Correct the mistakes.
- Read about a city and get the
required information.
- Write a letter about a favourite
pet .
- Prepare a mini poster about a
place (a city, a country, a town,
etc)

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt

RESOURCES

- Teachers Resource Kit CD_ROM print

lesson:
- Opening activities: these are aimed to
greet and to see for the first time the
subjects we are going to work with, and
even remember and take up again
previous aspects we are going to need.
The learning of the word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of

- For fast finishers.

- To enhance reading strategies.
- To improve spelling and recognition of
-

words.
To develop the first steps in writing.
To develop story telling and giving
speeches

out (optional)
Pictures of animals
Tambourine
Word and Picture Cards from the lesson.
Poster
Picture cards from animals
Cardboard, magazines, glue and
scissors.
CD5
Pupil's book.
Workbook
Coloured pencils.

extension (fast finishers) and reinforcement,

for those who need to work a bit more in
certain aspects.
EVALUATION
Tools:

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit
Self-evaluation worksheet

Criteria:
- Is able to ask the other's personal information
and gives his/her own.
- Is able to write about towns and cities in his/her
country.
- Knows how to ask and answer about reasons.
- Follows oral and written instructions.
- Is capable of asking questions to get specific
information.
- Shows interest in participating in the classroom
activities.
Starting evaluation: As the pupils have taken
English in 4th grade of primary education we'll
dedicate a lesson to revise, mainly orally, the
contents they must have worked on, to know the

CROSS-CURRICULAR TOPICS
- Education for Peace: Explore the value of respect:
being a good neighbour and having a pet
- Moral and civic education: collaborating with the
others for the success of the activities.
- Education for solidarity: creating a positive, helping
and respectful atmosphere in the classroom, to
facilitate teamwork.

starting point. From the previous knowledge we'll

select the points to work on in our didactic units.
Test Teacher's book,

UNIT 2

NEXT STOP 5
GRADE: 5TH

CYCLE:
III
TERM: I (Unit 2)

Objectives:
- Children learn ordinal numbers and dates, and to talk about the past
SKILLS

- Introduce and use ordinal

-

numbers.
Review the simple past
Talk about what students did.
Identify sounds through a song
Practise reading skills and
explore the value of respecting
older people.
Read and write a blog.

PROCEDURES
1. Listening, speaking and talking:
Listen, repeat and make up a
dialog.
- Listen and answer questions.
- Listen, sing ,and write the
missing words.
- Listen and match the dates to
the questions.
- Ask and answer questions about
-

ATTITUDES

- Motivation to improve in the

-

learning process.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities
Helping others to present their
works.
Appreciate the value of

Develop reading strategies:

past events.
scanning, getting specific
- Listen and read the dialog, then
information.
act it out.
Practise asking about past
- Ask and answer about ancient
events.
Egypt.
Read about the museum in Cairo
and learn more about Egypts
history.
2. Reading and writing.
Research and write about a
- Read and listen to the story.
famous person in history.
- Read the story and complete the
sentences.
- Read and listen to the dialog
- Read, complete and write about a
blog.
- Scan information from the text.
- Read about historical facts from
Egypt.
- Read and write about past events.
- Make a mini history project about
Egypt or their own country.

ACTIVITIES
In each unit the activities are arranged in
sequence along the different lessons. We do
the following division of activities within each

respecting older people

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES

- Action cards.- IRREGULAR PAST VERB

FORMS

- Teachers Resource Kit CD_ROM

lesson:
- Opening activities: these are aimed to
greet and to see for the first time the
subjects we are going to work with, and
even remember and take up again
previous aspects we are going to need.
The learning of the word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of

- To enhance reading strategies.

- To improve spelling and recognition of
-

words.
To develop the first steps in writing.
To develop story telling and making
interviews.

printout (optional)
Lexical cards
Picture Cards of places
Poster
CD5
Pupil's book..
Pictures from magazines or postcards
about tourist attractions.

extension (fast finishers) and reinforcement,

for those who need to work a bit more in
certain aspects.
EVALUATION
Tools:

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit
Self-evaluation worksheet

Criteria:
- Asks and answers about the past.
- Lists different activities did in the past.
- Follows written instructions.
- Uses ordinal number in contexts.
- Presents a blog using the structure learnt.
- Makes a mini project about the history of a
country.
- Shows interest in participating in the classroom.
- Is able to describe past events.

CROSS-CURRICULAR TOPICS
- Education for Peace: Respect Respect older
people.
- Moral and civic education: collaborating with the
others for the success of the activities.
- Education for solidarity: creating a positive, helping
and respectful atmosphere in the classroom, to
facilitate teamwork.

UNIT 3

NEXT STOP 5
GRADE: 5TH

CYCLE:
III
TERM: I (Unit 3)

Objectives:
- Children talk about what they or someone else was doing in the past
SKILLS

PROCEDURES

- Review the present progressive by

1. Listening, speaking and talking:
reading a postcard.
- Practice talking about things that were - Listen, repeat and act out the dialog.
- Listen, read and describe past
in progress in the past.
activities
- Read about what people are doing in
- Listen and number the activities.
the past.
- Listen, sing and write the times
- Write where they were at a specific

ATTITUDES

- Motivation to improve in the

-

learning process.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities.

time.
- Listen and complete the words.
- Introduce and practise specific time.
- Listen and read the dialog.
- Say what they did the day before.
- Practise asking and answering about
- Report an interview.
events that were happening in the past.
- Read about the Singapore Zoo and
2. Reading and writing.
write about an animal.
- Listen and read. Then say the
- Write about zoos or safari parks in
sentences.
their own country.
- Listen, read the story and answer
the questions..
- Read the articles and get the
required information.
- Read about the Singapore Zoo and
complete the chart.
- Prepare an interview: make up
questions and practice them.
- Interview the person chosen and
write the answers.
- Report the answers of the interview
in a written way.
- Write about a day at a safari park or
a zoo.
- Make a poster describing past events.

ACTIVITIES
In each unit the activities are arranged in
sequence along the different lessons. We do
the following division of activities within each

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt

- Regular use of polite

-

expressions.
Respect for their classmates'
work.
Be punctual. Dont be late.

RESOURCES

- Action cards
- Teachers Resource Kit CD_ROM

lesson:
- Opening activities: these are aimed to
greet and to see for the first time the
subjects we are going to work with, and
even remember and take up again
previous aspects we are going to need.
The learning of the word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of

- For fast finishers.

- To enhance reading strategies.
- To improve spelling and recognition of
-

words.
To develop the first steps in writing.
To develop story telling and making
interviews.

printout (optional)
Pictures of different actions
Alphabet cards, cards with words from
the lesson
Word and Picture Cards from the lesson.
Poster
Picture cards from classroom objects.
CD5
Pupil's book- workbooks
Coloured pencils.
Scissors and glue.

extension (fast finishers) and reinforcement,

for those who need to work a bit more in
certain aspects.
EVALUATION

CROSS-CURRICULAR TOPICS
- Education for Peace: Punctuality. The importance to
be on time.
- Moral and civic education: collaborating with the
others for the success of the activities.
- Education for solidarity: creating a positive, helping
and respectful atmosphere in the classroom, to
facilitate teamwork.

Tools:

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit
Self-evaluation worksheet

Criteria:
- Follows oral and written instructions.
- Knows how to describe what people were doing
in the past.
- Expresses what were doing and where they
were at a specific time.
- Knows how to use specific times.
- Is able to ask and answer about events that
were happening in the past.

UNIT 4

NEXT STOP 5

GRADE: 5TH

CYCLE:
III
TERM: II (Unit 4)

Objectives:
- Children will learn to talk about what two or more people were doing in the past.
SKILLS

PROCEDURES

ATTITUDES

- Read magazines about countries 1. Listening, speaking and talking:

- Interest in participating in the

and endangered animals.

Practice talking about what two
- Listen, repeat and act out the
or more people were doing in the
dialog.
past
- Listen, point pictures and say
Read about a picture
them aloud.
competition.
- Listen and mark the sentences
Practise reading skills and
true or false
explore the value of ecology
- Listen, say and spell the words.
Develop reading skills through
- Listen and complete the words.
singing a song
- Listen and match with pictures.
- Talk about endangered animals.
Learn about Galapagos and
- Give a speech about a perfect
think of a perfect environment.
.
environment.
Learn about animals in their own
country.
2. Reading and writing.
- Listen and read. Then match the
captions to the pictures.
- Listen, sing and then match each
verse to a picture.
- Read an article about the
Galapagos.

classroom activities.
Recognition of words and objects
proper from the unit
Good will towards reflecting on
their own learning.
Become aware of the importance
of the environment.
Respect for their classmates'
work.

- Write an article about a perfect

environment.
- Present the article to the class
accompanied by a mini poster.
- Make a poster about endangered
animals.

ACTIVITIES
In each unit the activities are arranged in
sequence along the different lessons. We do
the following division of activities within each
lesson:
- Opening activities: these are aimed to
greet and to see for the first time the
subjects we are going to work with, and
even remember and take up again
previous aspects we are going to need.
The learning of the word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES

- Occupation word cards

- Teachers Resource Kit CD_ROM
-

pringout (optional)
Word and Picture Cards from the lesson.
Poster
C D 1.
Pupil's book.
Coloured board markers or chalk
Yellow paper/ card paper
Props for acting out the story.
Box, hat bow
Small pieces of paper
Magazine pictures of famous people
Scissors and glue.

the day and to say goodbye.

As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.
EVALUATION
Tools:

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit
Self-evaluation worksheet

Criteria:
- Identifies, illustrates and writes about

CROSS-CURRICULAR TOPICS
- Education for Peace: Ecology; Think about the
environment.
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for something
and saying thank you.

endangered animals.
Talks about what people were doing in the past.
Describes a picture using the past progressive.
Presents a speech about a perfect environment.
Follows simple and complex instructions.
Shows interest in participating in the classroom
activities.

UNIT 5

NEXT STOP 5
GRADE: 5TH

CYCLE:
III
TERM: II (Unit 5)

Objectives:
- Children will tell a story or describe an event that happened in the past
SKILLS

- Read and advertisement about

-

diving in the coral reef.

Learn to talk about the past
using when and while.
Read and write newspaper
articles using different strategies.
Talk about differences and
similarities and explore the value
of diversity.
Ask and answer about things
that were happening in the past.
Read about aboriginal people
and talk about free time.
Learn about traditions in their
own country.

PROCEDURES

ATTITUDES

1 Listening, speaking and talking:

- Interest in participating in the

- Listen, repeat and act out the

dialog.
- Listen, read and match the titles
to the newspaper articles.
- Listen, write the missing words
and sing the song.
- Listen and complete the words.
- Listen and read the dialog.
- Talk about things that were
happening in the past.
- Talk about ways they are the same
as their friends and ways they are
different
- Give a speech about tradition in their

classroom activities.
Recognition of words and objects
proper from the unit
Respect for their classmates'
work.
Respect for the physical
characteristics of their
classmates.
Appreciate the value of diversity.

own country.
2. Reading and writing.
- Listen and read. Then answer
questions.
- Read newspapers articles and
answer the questions.
- Write a newspaper article following
a writing style.
- Read about Aboriginal people
and complete the headings in the chart.
- Write information about traditions in
their country.

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We do
the following division of activities within each
lesson:
- Opening activities: these are aimed to
greet and to see for the first time the
subjects we are going to work with, and
even remember and take up again
previous aspects we are going to need.
The learning of the word of the day is

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition of
words.
- To develop the first steps in writing.
- To develop giving instructions strategies

RESOURCES

- Action cards
- Teachers Resource Kit CD_ROM
-

printout (optional)
Pictures of different actions
Alphabet cards, cards with words from
the lesson
Word and Picture Cards from the lesson.
Poster
Picture cards from classroom objects.

placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.
EVALUATION

CD5
Pupil's book- workbooks
Coloured pencils.
Scissors and glue

CROSS-CURRICULAR TOPICS

Tools:

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit
Self-evaluation worksheet

- Education for Peace: Diversity Embrace different

cultures.
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for something
and saying thank you.

Criteria:
- Uses reading strategies to get the required
information from articles, advertisements,
newspapers.
- Knows how to talk and write about the past
using when and while.
- Recognises the differences and similarities
among people and explore the value of diversity
- Asks and answers about things that were
happening in the past.
- Presents an article about traditions in their own
country.

UNIT 6
NEXT STOP 5

CYCLE: III
TERM: II ( Unit 6 )

GRADE : 5TH

Objective : Children will learn to talk about the media and health
SKILLS

- Talk about movies.

- Talk about how things look, taste,
-

sound, and smell.

Get the required information
reading book reviews.
Practise reading skills and explore
the value of homesickness.
Write a book review.
Practise asking and answering
about feeling homesick.
Read and Indian menu and learn
about nutrition.
Write about typical meals from their
own country.

PROCEDURES

ATTITUDES

1. Listening, speaking and talking:

- Interest in participating in the

- Listen, repeat and act out the

dialog.
- Listen and mark sentences true or
false.
- Listen and make a comment.
- Listen and complete the words.
- Listen and read the dialog.
-Listen, write the missing adjectives
and sing the song.
- Discuss about feeling homesick.
- Give a speech about typical meals in
the country.

2. Reading and writing.

- Read and write definitions.
- Read and correct the sentences.
- Read an article about an Indian menu
and scan information.

classroom activities.
Good will towards reflecting on
their own learning.
Regular use of polite expressions.
Respect for their classmates' work.
Helping others to present articles
and posters.
Value your values : Homesickness
Your home is important.

- Search for information about a typical

meal from your country.
- Make an article about a typical meal
from your country.
-Present the article to the class
accompanied by a mini poster.

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We
do the following division of activities within
each lesson:
- Opening activities: these are aimed
to greet and to see for the first time
the subjects we are going to work
with, and even remember and take
up again previous aspects we are
going to need. The learning of the
sentence of the day is placed here.
- Main activities: these are the main
activities aimed to obtain the
intended objectives in each unit,
arranged in sequence in each
lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition
of words.
- To develop the first steps in writing.
- To develop story telling and making
interviews.

RESOURCES

- Readers
- Teachers Resource Kit CD_ROM
-

printout (optional)
Lexical cards of adjectives
Picture Cards of aches
Poster
CD5
Pupil's book..
Pictures from magazines or
postcards about tourist attractions

remember the sentence of the day

and to say goodbye.
At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
Some of them are aimed to routine
acquisition, to work in group or alone,
of extension (fast finishers) and
reinforcement, for those who need to
work a bit more in certain aspects.

EVALUATION
Tools:

- Direct observation.
- Participation in the classroom activities.

CROSS CURRICULAR TOPICS

- Education for Peace: Your home is important
- Education for solidarity: respect the others in their
class contributions.

- Moral and civic education: recognising the

importance of saying please when asking for
something and saying thank you. Helping others in
solving problems.

Pupils' books revision.

Register the facts.
End of unit
Self-evaluation worksheet

Criteria:
- Expresses his/her opinion about movies and
other things.
- Follows simple and complex instructions.
- Reads and writes a book review
- Knows how to ask and answer about feeling
homesick.
- Makes an article about health and home and
presents it to class.
- Presents an article about a typical meal from
their own country
- Shows interest in participating in the classroom
activities.

UNIT 7
NEXT STOP 5
CYCLE: II

TERM: III ( Unit 7 )

GRADE : 5 TH

Objective : Children will talk about the future of our planet

SKILLS

PROCEDURES

- Discover ways to save our planet. 1. Listening, speaking and talking:

- Develop talking about what will and
-

wont happen in the future.

Practice reading and writing
poems.
Identify sounds through pictures.
Practise reading skills and explore
the value of respect through a
song.
Practise asking and answering
about the future.
Talk about geographical features of
Iceland after doing a quiz.
Write interesting facts about their
own country.

- Listen, read and express their

opinions and ideas.
- Listen, answer and complete the
words.
- Listen, read and act out the dialog.
-Listen to the song and match the
pictures to the verses.
- Ask and answer about the future.
- Listen and say what children are
doing.
- Give a speech about interesting facts
of the country.
2. Reading and writing.
- Listen and read. Then find the
words.
- Listen, read and answer the
questions.
- Read poems and discuss which one
is the best.
- Write a poem based on the future.

ATTITUDES
- Interest in participating in the
classroom activities.
- Good will towards reflecting on
their own learning.
- Regular use of polite expressions.
- Respect for their classmates' work.
- Helping others to organise ideas to
present a report.

- Search for information about your

country and write about it.
-Present the article to the class
accompanied by a mini poster.

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We
do the following division of activities within
each lesson:
- Opening activities: these are aimed
to greet and to see for the first time
the subjects we are going to work
with, and even remember and take
up again previous aspects we are
going to need. The learning of the
sentence of the day is placed here.
- Main activities: these are the main
activities aimed to obtain the
intended objectives in each unit,
arranged in sequence in each
lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to
remember the sentence of the day

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition
of words.
- To develop the first steps in writing.
- To develop story telling and making
articles.

RESOURCES

- Flash cards.
- Teachers Resource Kit CD_ROM
printout (optional)
- Lexical cards:
- Picture Cards
- Poster
- CD5
- Pupil's book..
- Pictures from magazines about
typical products from their country.

and to say goodbye.

At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
Some of them are aimed to routine
acquisition, to work in group or alone,
of extension (fast finishers) and
reinforcement, for those who need to
work a bit more in certain aspects.

EVALUATION
Tools:

- Direct observation.
- Participation in the classroom activities.

CROSS CURRICULAR TOPICS

- Education for Peace: Cooperate with others
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the

importance of saying please when asking for

something and saying thank you. Helping others in
solving problems.

Pupils' books revision.

Register the facts.
End of unit test.
Self-evaluation worksheet

Criteria:
- Asks and answers about the future
- Develops talking about what will and wont
happen in the future.
- Knows how to write a poem.
- Discovers ways to save our planet after reading
a text.
- Describing what people will or wont do in the
futures.
- Follows written instructions.
- Make an article and present it to class.
- Shows interest in participating in the classroom
activities.

UNIT 8
NEXT STOP 5
CYCLE: III

TERM: III ( Unit 8 )

GRADE : 5TH

Objective : Children will learn adverbs of manner.

SKILLS
- Introduce and practise talking
-

PROCEDURES

1. Listening, speaking and talking:

about how things are done.
- Listen, repeat and act out the
Talk about rules and obligation
dialog.
Use strategies to read and write a
- Listen, look pictures and say a
story.
suitable title.
Learn rules and explore the value
- Listen and answer the questions.
of discipline.
- Listen and complete the words.
Review talking about rules and give
- Listen and read the dialog.
advice with should.
- Talk about classroom rules and
obligations
Read about sportspeople and learn
- Give advice with should
about the Olympic game.
Give a speech about a sportsperson
Write about a sportsperson from
their own country.
2. Reading and writing.
- Listen and read. Then write the
required information..

ATTITUDES
- Interest in participating in the
classroom activities.
- Good will towards reflecting on
their own learning.
- Regular use of polite expressions.
- Respect for their classmates' work.
- Helping others to organise ideas to
present a report.

- Read an article about the Olympic

Games.
- Write a text about a sportsperson.
- Present the article to the class
accompanied by a mini poster.
- Read and write rules, advice and
obligations

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We
do the following division of activities within
each lesson:
- Opening activities: these are aimed
to greet and to see for the first time
the subjects we are going to work
with, and even remember and take
up again previous aspects we are
going to need. The learning of the
sentence of the day is placed here.
- Main activities: these are the main
activities aimed to obtain the
intended objectives in each unit,
arranged in sequence in each

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition
of words.
- To develop the first steps in writing.
- To develop story telling and making
descriptions.

RESOURCES

- Pictures of sports.
- Teachers Resource Kit CD_ROM
printout (optional)
- Lexical cards: advice, rules,
obligations.
- Picture Cards of sportspeople
- Poster
- CD5
- Pupil's book.Workbooks
- Pictures from magazines about
games, sports

lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to
remember the sentence of the day
and to say goodbye.
At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
Some of them are aimed to routine
acquisition, to work in group or alone,
of extension (fast finishers) and
reinforcement, for those who need to
work a bit more in certain aspects.

EVALUATION

CROSS CURRICULAR TOPICS

Tools:

- Education for Peace: Obey important rules Discipline

- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for
something and saying thank you. Helping others in
solving problems.

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit test.
Self-evaluation worksheet

Criteria:
- Knows how to express rules, obligations and
some advice.
- Makes a list of classroom rules
- Follows written instructions.
- Writes and says a fictional story.
- Writes about a sportsperson from his/her
country
- Makes a description and presents it to class.
- Shows interest in participating in the classroom
activities.

UNIT 9

NEXT STOP 5
CYCLE: III
TERM: IV ( Unit 9 )

GRADE :5TH

Objective: Talk about shopping, and make polite offers and requests

SKILLS
- Introduce and practise vocabulary
-

to talk about shopping

Learn to make polite offers.
Read and write invitations
Talk about happiness and explore
the value of positiveness
Learn to make polite requests
Read about the Quetzal bird and
learn about the fables and myths.
Write about books about animals in
their own country.

PROCEDURES
1. Listening, speaking and talking:
- Listen, repeat and act out the
dialog.
- Listen and mark the sentences true
or false
- Listen and complete the words.
- Listen and match with pictures.
- Talk about happiness.
- Listen to the song and write the
missing words.
- Tell a short fable or myth.
2. Reading and writing.
- Listen, sing and then answer

ATTITUDES
- Interest in participating in the
classroom activities.
- Good will towards reflecting on
their own learning.
- Regular use of polite expressions.
- Respect for their classmates' work.
- Helping others to organise ideas to
present a report.

questions.
- Read an article about the story of
Quetzal bird
- Write a short fable or myth.
- Present the article to the class
accompanied by a mini poster.
- Read and write suitable requests to
different situations.
- Write an article about books about
animals in their own country,

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We
do the following division of activities within
each lesson:
- Opening activities: these are aimed
to greet and to see for the first time
the subjects we are going to work
with, and even remember and take
up again previous aspects we are
going to need. The learning of the
sentence of the day is placed here.
- Main activities: these are the main

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition
of words.
- To develop the first steps in writing.
- To develop presentation skills.

RESOURCES

- Pictures of shopping
- Teachers Resource Kit CD_ROM
printout (optional)
- Lexical cards: invitations.
- Picture Cards of traditional stories,
fables
- Poster
- CD5
- Pupil's book.Workbooks
- Pictures from magazines and
information from the web about particular

activities aimed to obtain the

intended objectives in each unit,
arranged in sequence in each
lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to
remember the sentence of the day
and to say goodbye.
At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
Some of them are aimed to routine
acquisition, to work in group or alone,
of extension (fast finishers) and
reinforcement, for those who need to
work a bit more in certain aspects.

types of music.

EVALUATION
Tools:

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit test.
Self-evaluation worksheet

Criteria:
- Asks and answers about shopping.
- Follows written instructions.
- Knows how to make polite offers and requests.
- Writes about a traditional story or a fable
- Presents a traditional story or fable to the class.
- Shows interest in participating in the classroom
activities.

CROSS CURRICULAR TOPICS

- Education for Peace: Make an effort to be better
each day
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for
something and saying thank you. Helping others in
solving problems.

UNIT 10
NEXT STOP 5
CYCLE: II
TERM: IV ( Unit 10 )

GRADE : 5TH

Objectives: Children will talk about people, things, and places.

SKILLS
- Talk about language.
- Learn to use the indefinite
-

pronouns
Read and write instructions How
to
Introduce vocabulary related to
where things are.
Practise asking and answering
about where things are
Read about shopping in
Switzerland .

PROCEDURES

ATTITUDES

1. Listening, speaking and talking:

- Interest in participating in the

- Listen, repeat and act out the

dialog.
- Listen and read.
- Listen, say and spell the words.
- Listen and complete the words.
- Listen, read and number the
instructions.
- Listen find the lost things and sing the
song.
- Talk about shopping.
- Discuss where things are using

classroom activities.
Good will towards reflecting on
their own learning.
Regular use of polite expressions.
Respect for their classmates' work.
Helping others to organise ideas to
present a report.
Appreciate peoples responsibility
Take responsibility for your
belongings

- Compare different cultures

-

between two countries.

Write about shopping in their own
country.

somewhere and anywhere.

- Give a speech about shopping in their
own country
2. Reading and writing.
- Listen and read. Then answer
questions.
- Read about shopping in another
country and complete the required
information.
- Read a passage about where things
are.
- Write a text about shopping.
.

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We
do the following division of activities within
each lesson:
- Opening activities: these are aimed
to greet and to see for the first time
the subjects we are going to work
with, and even remember and take
up again previous aspects we are

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition
of words.
- To develop the first steps in writing.
- To develop giving instructions
strategies

RESOURCES

- Pictures of shopping articles

- Teachers Resource Kit CD_ROM
-

printout (optional)
Lexical cards: instructions.
Picture Card of a house
Poster
CD5
Pupil's book. Workbooks

going to need. The learning of the

sentence of the day is placed here.
- Main activities: these are the main
activities aimed to obtain the
intended objectives in each unit,
arranged in sequence in each
lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to
remember the sentence of the day
and to say goodbye.
At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
Some of them are aimed to routine
acquisition, to work in group or alone,
of extension (fast finishers) and
reinforcement, for those who need to
work a bit more in certain aspects.

Realia.

EVALUATION
Tools:

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit test.
Self-evaluation worksheet

Criteria:
- Is able to use the indefinite pronouns
- Knows how to write a *How to text instruction.
- Asks and answers about where things are.
- Describes a place locating things.
- Writes an article about shopping in his-her
country.
- Compares shopping in Switzerland with his-her
own country
- Follows written instructions
- Makes a description and presents it to class.
- Shows interest in participating in the classroom
activities.

CROSS CURRICULAR TOPICS

- Education for Peace: Take responsibility for your
belongings
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for
something and saying thank you. Helping others in
solving problems.


English Coordinator

..
Teacher in charge