Well Done! 6 General Programme

General Programme
Well Done! 6
Primary Education
Mandatory
Primary Sixth
__________________
Modern Foreign Languages
English
Teaching Programme – Well Done! 6

UNIT: Back to school
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
 Participate in oral interactions in real life or pretend situations with progressive autonomy,
efficiency and complexity in the expressions used.
- Review language learned in prior levels.
- Introduce themselves and other people.
- Ask and answer questions about what other people are doing.
- Talk about times and dates.
- Talk about daily routines and the time.
- Exchange personal information through a dialogue.
- Say a chant (Back to school)
- Sing a song (The Every Morning Rap).
- Interactive activities: cut-outs, games, etc
 Be able to understand oral texts of progressive complexity:
- People descriptions.
- Personal information.
- Understand verbs missing in a chant.
- A dialogue about important dates.
- Phrases about routines.
- A chant (Back to school)
- A song (The Every Morning Rap).
BLOCK 2. Reading and writing
 Read dialogues and texts, developing general understanding and specific information:
- Be able to read and understand short paragraphs about personal information.
- Be able to read and understand a school schedule.
- Be able to read and understand a school daily agenda.
 Write phrases, working with spelling and the order of words, writing small texts with a variety of
intentions in communication:
- Be able to write shorts descriptions about what people are doing.
- Be able to write dates correctly.
- Be able to write questions and answers about personal information.
- Be able to write phrases that describe a daily routine.
BLOCK 3. Knowledge of the language.
 Identify, apply and use the vocabulary of the unit:
- Verbs: carrying, standing, walking, getting, sitting, talking, waving, holding, smiling,
wearing.
- Clothes: skirt, boots, jeans, T-shirt, shorts.
- Accesories: case, tennis racket, sports bag, hockey stick, glasses, rucksack, camera,
laptopage
- School: boarding school, headmaster, pupil, steps.
- Popular celebrations: Guy Fawkes, Halloween, Christmas, Easter, Valentine’s Day, May
Day.
- Daily routine verbs: wake up, get up, have breakfast, start classes, finish classes, have
classes, have luch, have a break, have tea, have dinner, do homework, go to bed.
- The time: at…, from … to…
 Understand and apply grammar rules correctly:
Structures:
- Present continuous: I’m/He’s/She’s wearing/standing/carrying/talking, etc. Are you …-
ing? Yes, I am. No, I’m not.
- Present simple with times: When does school (start)?, I (starts) on…
- Present simple: daily routines.
- To be, can, have got.
- Wh- questions: How old?, When, Where, What, Why?
 Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Rhythm and intonation.
- -ing ending
- Rhyming words.
- Dates: the (sixth) of (September).
 Develop effective language-learning practices.

- Using previous knowledge.
- Communicating personal information.
- Following instructions.
- Work to communicate in pairs.
BLOCK 4. Socio-cultural aspects and cross-cultural awareness

 Recognize and learn basic forms of social interactions in to foreign language, through
active classroom participation:
- Be able to introduce themselves and others.
 Show to receptive attitude towards those who speak to different language than their own.
 Identify the lifestyle and culture of countries where a foreign language is spoken.
- Learn about intern schools
- Learn about school schedules.
- Learn about others daily routines.
BLOCK 5 – Literacy Education
 Enjoy literacy through reference texts and of their own selection and participate in artistic
fields of audiovisual talents (theater, movies, radio, television...), in order to understand
the world and human conditions, developing esthetic sensibility and to be enrich
linguistically.
II. CONTENTS
 Understand simple oral messages within the classroom context.
 Listen and understand simple messages.
 Oral interactions in real life or pretend situations through verbal and non verbal responses
facilitated by routines of communication.
 Produce previously learned oral texts by active participation in daily routines,
presentations, acting out, songs and recitals.
 Develop basic strategies to support the oral comprehension and expression.
 Value a foreign language as a tool for communication.
 Read and understand different texts, on paper and digitally, adapted to the linguistic competence
of the student, to use general and specific information, in the development of an assigment or
project or to enjoy reading.
 Progressive independent use of reading strategies (using visual elements and context, and
previous knowledge about a theme or situation, thansfered from the language known), identify
important information, infering the meaning of words and common expressi meaning of words
and common expressions, using a dictionary.
 Reading and writing texts about common social relation situations, means of communications and
texts for learning and getting information.
 Reading and writing texts about different situations with progression in the use of lexical terms,
extention, to sahre information with a variety of intentions..
 Get started in the use of educational and informative programs to produce texts, oral presentations
and communicating.
 Show interest in the care and presentation of written texts and their role in fullfilling their
comminications needs.
 Value a foreign language as a tool for communication and learning.
3.1. Linguistic knowledge
 Initialize in some phonetic aspects, like rhythm, accentuation, and intonation.
- -ing ending
- Rhyming words.
 Identify and use the lexical terms:
wearing.
laptopage
Day.
Structures:
3.2 Reflections on learning
- Communicating personal information
- Work to communicate in pairs.
 Recognize and learn basic forms of social interactions in to foreign language.
 Interdisciplinary and contents:
- Music: chant, song
- Linguistic abilities: reading and interpretation of a story.

Literacy genders:
Dialogues (PB page 5)
Daily routine times and calendar (PB page 4)
Produce oral and written texts:
- Dialogue reproductions (PB page 5).
- A chant (Back to school) (PB p 2)
- A rap (The Every Morning Rap) (PB page 4)
III. BASIC COMPETENCES

Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of
the linguistic competence, specially the activities:
 Infromal dialogues; Work in pairs (PB pages 2 to 5).
 Oral language interactions in pairs; lesson dialogue 4 (PB page 5)
 Written texts production: AB exercices pages 2 to 5 and a production of a personal information
sheet PB page 5.
 Understanding and enjoying written texts: Time sheets and routine calendars (PB page 3),
personal information sheet (PB page 5).
 Listenings to capture general and specific information: dialogues (PB page 5)
 Interactive communication; games (Who am I?, PB page 2)
 Activities for pronunciation: chant (PB page 2) and a rap (PB page 4), the months of the year (PB
page 3).
 A chant (Back to school) PB page 2, a song (The Every Morning Rap) PB page 4.
Data processing and digital competence

 Look at photographs as a mean of information.
 To interpret and to process information from tables and graphs.
 Familiarize and practice to understand how some of the digital components
work throughout the course using its components:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital
flashcards, wordcards and storycards, extra activities, interdisciplinary and digital posters,
Reader, interactive games, download PDF secction with printables, tests, videos with real
characters related to the Unit, Board games en versión interactive, una sección descargable en
PDF con los Worksheets to copy , tests, etc).
- Active Book (Active Teach home version)
- Class Audio CDs
- Well Done! 6's web page.
Civic and social competence

This competence is develop by using a language as a mean to communicate and transmit cultural
values by working essential skills of communication:
- Dialogue cues and interactions understanding what they communicate (PB, pages 2 to 5).
- Socialize and participate in classroom activities, playing, learning and following classroom
rules, in pairs and in groups; play Who am I?, PB page 2.
rules, in pairs and in groups; (PB pages 2 to 5).
- This competence is develop through the knowledge of different cultures and behavior patterns;
social conduct, intruduce themselves and others normas de convivencias y códigos de
conducta: presentarse y presentar a los demás (Lesson 1).
Cultural and artistic competence

This competence is develop throughout the unit through the following activities:
 A chant (Back to school) PB page 2, a song (The Every Morning Rap) PB page 4.
 Immersion in the language, traditions, and culture of the English speaking world.
 TG cultural notes (p 22) about british schools vacations.
 Britain popular festivals (PB page 3).
Learning to learn competence

 Creating an agenda for the whole school year.
 Integrate the use of time sheets and daily schedules, developing thinking skills (PB page 3)
 Work individually to assess their own talents and abilities (AB, pages 2 to 5) while
developing reading and writing skills.
 Get started using a set of strategies, resources, and working techniques:
- Reference material In the PB: reference bars, Grammar Reference, Interrogatives, yes/no
questions + short answers
- Picture Dictionary (AB page 73).
- Use of dictionaries

Autonomy and personal initiative
 Take responsability on tasks and activities proposed by the Unit, organize personal work as a
strategy to progress in their own learning. (AB, pages 2 to 5).
 Develop social abilities like respect, cooperation, and team work: games, Who am I?, PB page
2.
 Develop personal qualities of initiative and self-improvement persevering in difficulties; playing
(PB pages 2 to 5), interpreting songs (PB page 2 y 4), acting out dialogues (PB page Get started
using a set of strategies, resources, and working techniques:
- Reference material In the PB: reference bars, Grammar Reference, Irregular verbs
 Assess thier own talents and abilities like the capacity to self evaluate and personilize their own
work:
Competence in Knowledge and interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human
activities and abilities to interact in it.
- This competence is develop through the inmersion in the language, traditions, and culture of the
English speaking world; brithish school in particular.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations,
symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts
(different types of numbers, measurements, symbols, different types of numbers, measurements,
symbols, elements geometrics, etc.
This competence is developed in the Unit through:
- Learning the ordinal numbers (in dates).
- Learning the hours.
Emotional Competence
Emotional competence is about the ability to understand and control emotions, to be aware of others
emotions and feelings and establish positive relations with others and be to better and happier person
who approaches in a positive manner the personal social expectations within and their own life.
- Express feelings and emotions : in all dialogue and interactions (PB page 2 to 5)
- Overcome inhibitions through songs and music: A chant (Back to school) PB page 2, A song
(The Every Morning Rap) PB page 4.
IV. ATTENTION TO DIVERSITY

Extra-practice and extension activities
 Pupils Book (Back to school – pages 2 to 5)
- Reference bar at the bottom of the page.
 Active Book; activities and interactive games for language practice.
- Flashcards, Word cards, posters, videos and Reader
 Activity Book (Back to school – pages 2 to 5).
- Reading and writing activities.
- Picture Dictionary.
 Teachers' Guide: extra activities and teaching suggestions (Unit Back to school, page 20
to 28)
 Grammar Book.
 Teacher’s Resource Materials:
- Portfolio worksheets.
- List of irregular verbs
- Board Games
 Active Teach: interactive games and activities to practice the language.
 Interdisciplinary y and grammar posters.
V. EVALUATION
Formative Evaluation
Constant observation during the lesson.
Complete AB exercises (Unit Back to school, pages 2-5).
Evaluation Chart (Active Teach)
Summative Evaluation
Placement Test, pages 9-10 (Teacher’s Pack)
Evaluation criteria
 Participate in guided oral interactions about familiar topics in easily predictable situations:
- Review language learned in prior levels.
- Introduce themselves and other people..
- Ask and answer questions about what other people are doing.
- Talk about times and dates.
- Talk about daily routines and the time.
- Exchange personal information through a dialogue.
- Say a chant (Back to school)
- Sing a song (The Every Morning Rap).
 Understanding general and specific information relevant to oral texts with linguistic and non
linguistic elements, related to the content of the Unit:
- People descriptions.
- Personal information.
- Understand verbs missing in a chant.
- A dialogue about important dates.
- Phrases about routines.
- A chant (Back to school)
- A song (The Every Morning Rap).
 Read and identify simple words and phrases, presented previously orally, about familiar
and interesting topics (Test, pages 9-10 Diagnostic Test-Teacher’s Pack):
- Be able to read and understand short paragraphs about personal information.
- Be abel to read and understand an anual agenda.
- Be able to read and understand a school daily agenda.
 Write words and common expressions and phrases from a model and with an specific
purpose (Test, page 9-10 Diagnostic Test-Teacher’s Pack):
- Be able to write shorts descriptions about what people are doing.
- Be able to write dates correctly.
- Be able to write questions and answers about personal information.
- Be able to write phrases that describe a daily routine.

Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and extend vocabulary (Test, pages 9-10 Diagnostic Test-Teacher’s Pack):
wearing.
laptopage
Day.
Grammar
 Understand and use the grammar structures learned in the Unit: : (Test, pages 9-10, Diagnostic
Test-Teacher’s Pack):
Phonics
 Recognize and reproduce sounds, rhythm, accentuation, and intonation: -ing ending
- Rhyming words.
Reflection on learning
 Understand basic learning-to-learn strategies, like Asking for help, use gestures when speaking,
use visual dicctionaries, and identifying some personal aspects that will help them learn:
 Evaluate if the basic learning strategies are been used (Self-evaluation).
 (Self-evaluation).
 Interest and curiosity in widening knowledge related to the English language in different
situations.

 Reproduce, with some guidance, texts from oral texts:
- Dialogue reproductions (PB p 5).
- A chant (Back to school) (PB p 2)
- A rap (The Every Morning Rap) (PB p 4)
 Enjoy literacy through reading reference texts and own lessons inmersing in other artistic
audiovisual fields (theater, radio, TV...).

UNIT 1: Ready, steady, go!
I. OBJECTIVES
- Talk about physical characteristics.
- Make comparisons: asking questions.
- Give personal information about daily routines and families.
- Ask and answer questons about things people do better and about physical exercises..
- Participating in a dialogue about a race..
- Ask and answer questions about common diseases.
- Talk about a sport of their choice.
- Say a chant (Where in the world?).
- Sing a song (Stormy Weather)
- Saying a rhyme pronouncing (Eat it up!)
- About people comparisons.
- A dialogue about common diseases and a race.
- Understanding information about factual texts.
- Understanding specific information about feeling ill.
- A chant (Where in the world?).
- A song (Stormy Weather)
- A rhyme (Eat it up!).
- A story with visual support (The Old Machine)
- Be able to understand comparisons.
- Be able to read and understand questions about comparing people.
- Be able to read and understand an illustrated story.
- Be able to read and understand a story summary and a questoinaire about the human body
(Your Amazing Body).
- Be able to read and understand real texts about sport stars and their lives ( Young Sports
Stars)
- Be able to read and understand a narrative (King Arthur).
- Be able to write adjectives and diseases.
- Be able to write comparative phrases and superlatives.
- Be able to write phrases to describe health problems.
- Be able to write a text about a sport star.
- Adjectives: old, young, strong, weak, fit, lazy, fast, slow, good/better/best, clever.
- Common diseases: a cold, a cough, a headache, a sotmachache, a sore throat, a broken
(leg).
 Recognize, understand and apply grammar rules correctly:
Structures:
- Short adjectives; comparative and superlatives.
- Have got
- What’s the matter with (Amy)?, I feel very ill. I don’t feel well.
- Nasty, take the day off.
Review language:
- Adjectives: bad, big, fat, fit, furry, good, lazy, long, old, short, slow, small, strong, tall,
thin, weak, young.
- Sports.
Receptive language:
- Ready, steady, to!, race, have a rest, win.
- History: explore, (top) secret, staircase, phone box, inside, machine, ancient, take part
in, discus thrower.
Interdisciplinary y language:
- Biology: cell, brain, blood, bone, hack, muscle, eyelid, raise, eyebrow, X-ray.
- Physical Education: exercise, train, (twice) a (year), miss, take part in, competition, ski
racing, slopes, gymnastics, training sessions, speciality, gold medal.
- The sounds /ɪ/, / i:/
- Intonation of phrases and soft forms.
- Putting together words while speaking.
- Use previous knowledge..
- Follow instructions.
- Register new vocabulary.
- Critical thinking: compare and contrast, draw conclusions.
- Use the dictionary to find new words.
- Draw specific information from the listenings.
- Reflect on learning and self-evaluation
 Recognize and learn basic forms of social interactions in to foreign language, through active
classroom participation:
- Learn about physical exercises tables.
- Work in pairs.
- Show interest in children around the world; young sport stars.
 Enjoy literacy through reference texts and of their own selection and participate in artistic fields
of audiovisual talents (theater, movies, radio, television...), in order to understand the world and
human conditions, developing esthetic sensibility.
II. CONTENTS
 Produce previously learned oral texts by active participation in daily routines, presentations,
acting out, songs and recitals.
 Develop basic strategies to support the oral comprehension and expression: use visual, non verbal
context and previous knowledge about the topic or situation and thransfer them to an unknown
foriegn language.
 Disposition to overcome difficulties that may arraise while communicating, using the strategies
for communication from the language they possesed.


and communicating.

(leg).
Structures:
- Have got
 Associate global writing, pronunciation and meaning from written examples.
 Familiarize with the use of basic strategies to produce a text following a model: selecting the
recipient, purpose and content.
 Interest in using a foreign language in a variety of situations.

 Develop useful learning tools.
- Use previous knowledge.
- Critical thinking: compare and contrast, draw conclusions.

 Show a receptive attitude towards those who speak a different language than their own.
- Biology: facts about the human body.
- Social sciences: special schools for athletes in different parts of the world.
- Music and Arts: chant, song, rhyme for pronounciation.
- History: Clasic Greece and the Olimpic Games.
- Linguistic abilities: interpreting a story, saying a rhyme.

Literacy genders:
- A dialogue, PB page 7
- A story, PB page 9.
- A chant (Where in the world?), PB, page 6
- A song (Stormy Weather), PB, page 8
- A rhyme (Eat it up!).
- A questionaire about the human body (Your Amazing Body, PB page 10)
- A cross-cultural text (Young Sports Stars, PB page 11).
- Dialogue reproductions
- A text about a sport admired by a student , PB page 13, AB page 13.

Linguistic communication
 Expressing and understanding dialogues: Lesson 2, PB page 7
 Written texts production:
- Pupil’s Project: (What exercise do the people in your class do?), a project about themselves
and the sports they practice (PB page 11, TG page 43)
- Portfolio Project: look for information and write about three sports (TRM, page 14)
- Pupil's Book portfolio : All about my world! Write a biography about an athlete they admire
(PB page 13 and AB page 13)
 Understand and enjoy written texts: Window on the world: Young Sports Stars, PB page 11
 Listenings to capture general and specific information: Dialogues (Lesson 2, page 7), Lesson 7:
Let’s talk.
 Interactions if communication: Work in pairs PB page 6, games (Cut outs, PB page 7), (Play
Race Track, PB page 13) Board Games Unit 1 (PB page 16), Games Bank, page 205-206.
 Activities for pronounciation: Speak Well! (PB page 12).
 Songs, rhymes and chants (Unit 1)
 Reading, understanding and acting out stories (Lesson 4, PB page 9), The Reader (King Arthur).

 Look at photographs as a mean of information: (Window on the world, PB
page 11)
- Reference bars at the bottom of the page.
- Grammar (PB page 6 and 8) Grammar Book (pages 1-2)
- How to play (PB page 7)
charactersrelated to the themes of the Unit, board games in interactive versions, a PDF section
for downloading workshetts and texts,...
- Class Audio CDs
 Practice looking up information in the internet to work on projects, etc.

 This competence is develop by using a language as a mean to communicate and transmit cultural
- Dialogue cues and interactions understanding what they communicate (PB page 6, 7, 12)
rules, in pairs and in groups: (Cut-outs, PB page 7 and 61) (Play Race Track, PB page 13),
Board Games (PB page 11 and 16).
- The story of the Unit also involves the knowledge of social aspects and cultural facts from
other places: The story (Lesson 4, page 9)
- Learning to participate, express ideas, learn and cooperate with their peers through acting out a
dialogue and oral interactions of the Unit 1 (Lesson 4, page 13,) and the story and The
Reader: King Arthur).
- This competence is develop by using a language as a mean to communicate and transmit
cultural values by working essential skills of communication:
- interdisciplinary (Biology: human body muscular system)
- Cross-cultural: (Social sciences: children that go to special schools for sports).

 Sing songs, rhymes and chants
- A chant (Where in the world?) PB page 6
- A song (Stormy Weather) PB page 8
- A rhyme for pronounciation , PB page 12
 Cut-outs activities (Cut-out the cards PB page 7)
 Develop estetic and creativity: Making the project of the unit.
 Reading and acting out a story using cultural references (Story, PB page 9) and of the story (The
Reader) King Arthur; in printed version (Activity Pack) or digital (Active Book).
 Learn about TG cultural notes
- PAGE 34 about the fable The Turtle and the Hare from Aesop.
- PAGE 36 about british schools and sports.
 Immersion in the language, traditions, and culture of the English speaking world:
-interdisciplinary (Biology: human body muscular system)
-Cross-cultural: (Social sciences: children that go to special schools for sports).

- Be able to find information and learn it: Pupil’s Project: (What exercise do the people in
your class do?), a project about themselves and the sports they practice (PB page 11, TG
page 43)
- Portfolio Project: look for information and write about three sports(TRM, page 14)
(PB page 13 y AB page 13)
 Interdisciplinary sections (PB page 10) and cross-cultural (PB page 11), developing curiosity and
critical thinking of the world around them.
 Reflect on what and how the have learned: All about my World! (PB page 13) and Now I can
(AB page 13), Remember (AB pages 14-15).
 Work indiviadually to assess thier own talents and abilities (AB, pages 6 to 13) while developing
reading and writing skills.
- Using the reference materials, (PB): reference bars, Grammar Reference, Irregular verbs, etc.
- Read Well! (PB page 9) with questions about the story of the unit.
- AB Remember box (Lesson 8 )
- Picture Dictionary (AB page 74 and 80).
- Use of dictionaries (AB page 13).
 Develop thinking, organization, and research strategies: Section Remember (AB, page 14 and
15), Portfolio.
 Be able to communicate the results of their own work: all the projects of the unit.
 Look for information in the internet (PB page 13).
 Learning strategic thinking abilities;
- compare and contrast (PB page 11).
- Critical thinking (categorizing, draw conclusions, PB page 10).

strategy to progress in their own learning. (AB, page 6-13).
 Use the reference material proposed for each Unit : reference bar at the bottom of each page:
Reference (PB), Irregular Verbs (PB)
 Planning and carry on projects: Pupil’s Project: (What exercise do the people in your class do?),
a project about themselves and the sports they practice (PB page 11, TG page 43)
- Portfolio Project: look for information and write about three sports(TRM, page 14)
(PB page 13 and AB page 13)
 Develop siocial abilities like respect, cooperation, and team work: (Cut-outs, PB pages 7 and 61)
(Play Race Track, PB page 13), Board Games (PB page 11 y 16) (Games Bank, TG.206).
 Getting use to work in activities that requiereplannification, creating ideas, role play, like the cut-
outs activity (Cut-out, PB page 7), Picture Dictionary (PB, pages 74 and 80).
 Develop personal qualities of initiative and self-improvement persevering in difficulties: acting
out and representing the story of the Unit (Story, Lesson 4, page 13 and of the story (The
Reader) King Arthur.
 Reinforcing autonomy, personal identity and self esteem through dialogue use and interactions
(PB page 7, 12)
work: in sections:
- Remember, (AB page 14 and 15).
- Now I can, (AB) at the end of the lesson
- Write Well!, AB page 13
- Picture Dictionary, (AB page 74 and 80)
- All about my World! (PB, page 13, Lesson 8).

-Biology: human body muscular system
-Social sciences: children that go to special schools for sports.
This competence implies the development of a inquiring mind in the observation of reality: individual,
social and environmental issues:
- Importance of sports for a healthy lifestyle.
who approaches in a positive manner personal, social and schools aspects.
- Express feelings and emotions : in all dialogue ues and interactions ( PB pages 6 to 13),
through the representation of the story (Lesson 4,PB page 9) and of the story King Arthur
(The Reader).
- Using language to express feelings: Cut-out: pages 7 and 61)
- Overcome inhibitions through songs and music: Sing songs, rhymes and chants de la Unit.

 Pupils Book (Unit 1 – pages 6 to 13)
- Grammar Reference, page 61
- Cut-outs (for Lesson 2 of each unit).
 Activity Book (Unit 1 – pages 6 to 13).
- Picture Dictionary with stickers for the key vocabulary (Unit 1, AB, page 74).
- Remember (Unit 1 – page 14 and 15).
 Teachers' Guide: extra activities and teaching suggestions (Unit 1, page 32 to 49)
 Grammar Book (Unit 1)
 Express feelings and emotions : in all dialogue ues and interactions Active Book;
activities and interactive games for language practice.
 The Reader (in digital and print): King Arthur.
 Flashcards and Wordcards.
 Storycards (illustrated).
- Mini Flashcards, Mini Wordcards.
- Grammar additional practice (Worksheet 1 and 2)
- Extra activity for the song in Lesson 3 (Song worksheet )
- An activity to practice verbal communication with a partner.
- Reinforcement activities (Reinforcement worksheet Vocabulary)
- Fast finishers activities (Fast finisher worksheet Grammar)
- Cross-curricular worksheets.
- Board Games
V. EVALUATION
Completing the AB exercices (Unit 1, pages 6 to 13).
Tests 1 pages 11-12 (Teacher’s Pack)
Portfolio Worksheet (TRM, page 14)
Self-evaluation
Activity Book:
- Remember, self-evaluation activities at the end of each Unit (pages 14 and 15).
- Now I can, self-evaluation activities at the end of each Lesson (Read and draw the face)
- Picture Dictionary, page s 74 and 80)
Pupil’s Book
- All about my World! (page 13, Lesson 8).
Evaluation criteria
 Carry on in daily live conversations about familiar topics in predictable situations:
- Talk about physical characteristics.
- Making comparisons.
- Talk about common diseases.
- Understand the song , the rap and the rhyme of the Unit.
 Understand general and specific information from a variety of oral texts in different situations:
- People comparisons.
- A dialogue about common diseases and a race.
- Understanding specific information about feeling ill.
 Read and find information making inferences to understand a variety of texts (Test 1-Teacher’s
Pack):
- Be able to understand comparisons.
- Be able to read and understand a story and a questionaire about the human body.
- Be able to read and understand real stories about sports stars and their lives. .
 Write taking in consideration the recipient, the type of text, and the purpose (Test,1-Teacher’s
Pack):
- Be able to write adjectives and diseases.
- Be able to write comparative phrases and superlatives.
- Be able to write phrases to describe health problems.
- Be able to write a text about a sport star.
Use forms and basic sturctures of the foreing language.
Vocabulary
Learn and extend vocabulary (Test 1-Teacher’s Pack):
(leg).
Grammar
 Understand and use the grammar structures learned in the Unit: : (Test 1-Teacher’s Pack):
- Have got
Phonics
 Recognize and reproduce sounds, rhythm, accentuation, and intonation:
 Use basic learning-to-learn strategies, like Asking for help, use gestures when speaking, use visual
dicctionaries, and identifying some personal aspects that will help them learn.

 Value a foreing language as a tool to communicate with other people, as a learning tool and show
curiosity and interest towards people who speak a foreing language.
 Identify some cultural aspects and traditions from English speaking countries.

 Reproduce, with some guidance, oral and written texts: Dialogue reproductions (PB page 7)
– A text about a sport admired by a student , PB page 13, AB page 13

UNIT 2: Planet Earth
I. OBJECTIVES
- Talk about what ehey want to do.
- Talk about different countries.
- Talk about a trip to another country.
- Make plans.
- Ask for reasons to do things; ask and answer questions using Why?, Because?
- Talk about the weather.
- Say a chant (Where in the world?, )
- Sing a song (Stormy Weather )
- Saying a tongue twister: (She sells sea shells on the sea shore)
 Be able to understand oral texts of progressive complexity::
- Understand people talking about the places they want to visit.
- Understand and identify flag descriptions.
- Understand questions to get information.
- Understand dialogues where people are making plans.
- A chant (Where in the world?, ).
- A song (Stormy Weather )
- A story with visual support(Footprints in the snow)
- Be able to read and understand information about the weather.
- Be able to read and understand an illustrated story
- Be able to read and understand information about global warming and school
enviromental projects.
- Be able to read and understand a postcard.
- Be able to write names of countries, nationalities and vocabulary phrases related to
meteorology.
- Be able to write the time.
- Complete a text with facts about global warming.
- A postcard to describe a vacation (pretending).
- Countries: Argentina, Australia, the United States, Mexico, England, Spain, Egypt, China.
- Nationalities: Argentinean, Australian, American, Mexican, English, Spanish, Egyptian,
Chinese.
- Metheorology: boiling, freezing, foggy, storm/stormy, lighting, thunder.
Structures:
- Want to + infinitive
- Why...? Because...
- Present simple: It rains in winter.
- Present continious: It’s raining.
- Ago
Review language:
- Verbs: go to, eat, see, play, do, listen, meet, ride, speak, visit.
- Seasons: : spring, summer, autumn, winter.
- Metheorology: hot, cold, sunny, windy, cloudy, snow, rain.
- What’s the weather like?
Receptive language:
- flag, I’ sorry, miss. I don’t know, police officer, tour guide
- Song: inside, outside, warm, crash, I’m terrified of…
- History: believe, control, click on, turn, lever, noise, die out, woolly, mammoth, huge,
footprint, cave.
- Geography and biology: global warming, die/dying, temperature, freeze, ice, melt,
thunderstorm, carbon, dioxide, polar bear, seal, mosquito, malaria, coral ref., penguin,
krill, shrimp, deadly illness, colourful, underwater.
- Recycle, stamp, prize, healthier, environment, plastic bag, cloth, badge, box, tin can,
recycling centre, jumble sale, give away.
- The sound / eɪ/
- Intonation of words related to countries and nationalities.
- Intonation of Wh- questions.Wh-
- Contractions to put together words while speaking.
- Infer the meaning of new vocabulary within context.
- Creative thinking: organize a project.
- Work in pairs
- Learn about other countries and climates.
- Show interest in children around the world; proyectos escolares ambientales.
II. CONTENTS
foriegn language.
and communicating.

- The sound / eɪ/
Chinese.
Structures:
- Ago
- Infer the meaning of new vocabulary within context.
- Creative thinking: organize a project.

- Geography and biology: global warming, grennhouse effect gases.
- Social sciences: designing an enviromental plan.
- History: pre-historic animals– hairy mammoth.
- Music and Arts: chant, songs.
- Linguistic abilities: read a story, learning to interpret, say a chant for intonation.

Literacy genders:
- A chant (Where in the world?, ) PB page 14
- A song (Stormy Weather ) PB page 16
- A story with visual support(Footprints in the snow), PB page 17
- Una postal (PB page 21)
- Dialogue reproductions (PB pages 14-15 and 20).
- An enviromental project, PB pages19, AB page 21
- An postcard for the portfolio(PB page 21, AB page 23)

- Pupil’s Project: (A green project), an environmental project (PB page 19, AB page 21, TG
page 67)
- Portfolio Project: look up and write information for an environmental project (Copying
material24, TRM, page 26)
- Pupil's Book portfolio : All about my world! Write a postcard about a country (PB page 21 and
AB page 23)
 Understand and enjoy written texts: Global Warming, PB page 18, Window on the world: Green
kids, PB page 19
 Listenings to capture general and specific information: Dialogues (Lesson 2, page 15) Lesson 7:
Let’s talk.
 Interactions if communication: Work in pairs PB page 14, 16 and 20 games: Cut outs, PB page
15, Play a game, PB, page 15, Play Os and Xs, Word association, TG page 61, Anagram
dictation (Games Bank, page 205).
 Share personal experiences, ideas and emotions (Tell the class about the place you visited, PB
page 21).
 Reading, understanding and acting out stories (Lesson 4, PB page 17), The Reader (King
Arthur).

page 11)
- Grammar (PB page 14 and 16) Grammar Book (page 5-7)
- Class Audio CDs
- Look up and gather information in the internet for research.
- Web pages to access more information about a topic from the Unit.
- Dialogue cues and interactions understanding what they communicate (PB page 14, 15,20).
rules, in pairs and in groups: Work in pairs PB page 14, 16 and 20 games: Cut outs, PB page
15, Play a game, PB, page 15, Play Os and Xs, Word association, TG page 61 Anagram
dictation (Games Bank, page 205).
- interdisciplinary (Geography and biology: global warming, grennhouse effect gases)
- Cross-cultural: (Social sciences: designing an enviromental plan.

- A chant (Where in the world?) PB page 14
- A song (Stormy Weather) PB page 16
- A rhyme for pronounciation , PB page 20
 Cut-outs activities (Cut-out the cards PB page 15)
 Develop estetic and creativity: Making the project of the unit.
 Learn from the TG's cultural notes, PAGE 58 (the first buses in London and the Big Ben)
 Learn about other countries, nationalities and flags (througout the Lesson).
- Cross-cultural: (Social sciences: designing an enviromental plan.

 Be able to find information and learn it:
page 67)
- Pupil's Book portfolio : All about my world! Write a postcard about a country (PB page 21 and
AB page 23)
(AB page 23), Remember (AB page 24-25).
 Work indiviadually to assess thier own talents and abilities (AB, page 16 to 23) while developing
- Using the reference materials, (PB):reference bars, Grammar Reference, Irregular verbs, etc.

- Read Well! (PB page 17) with questions about the story of the unit..
- Picture Dictionary (AB pages 75 and 80).
- Use of dictionaries (AB page 23).
 Develop thinking, organization, and research strategies: Section Remember (AB, pages 24 to 25),
Portfolio.
 Look for information in the internet (PB page 19).
 Learning strategic thinking abilities;
- Infer the meaning of the vocabulary within context (PB page 18).
- Creative thinking (organizing a project, PB page 19).
- Getting information from readings and listenings.

strategy to progress in their own learning. (AB, page s 16 to 23).
 Planning and carry on projects:
page 67)
- Pupil's Book portfolio : All about my world! Write a postcard about a country (PB pages 21
and AB page 23)
 Develop siocial abilities like respect, cooperation, and team work: (Work in pairs PB page s 14,
16 and 20 games: Cut outs, PB page 15, Play a game, PB, page 15, Play Os and Xs Word
association, TG page 61, Anagram dictation (Games Bank, page 205).
outs activity (Cut-out, PB page 15), Picture Dictionary (PB, page s 75 and 80).
 Develop personal qualities like, initiative, perseverance and self-improvement through: acting out
and representing the story of the unit(Story, Lesson 4, page 17 and of the story (The Reader)
King Arthur.
 Reinforce independence, self-esteem and personal identity in dialogues and oral interactions (PB
pages 7, 12)
work: in sections:
- Remember, (AB pages 24 and 25).
- Picture Dictionary, (AB pages 75 and 80)

- Cross-cultural: (Social sciences: designing an enviromental plan).
- What is going on in our planet and our commitment to care for natures and the environment.
Recognize the geographic spaces where other cultures come from and are: Countries around the world
(throughout all the unit)
Countries del mundo (toda la Unit).
- Express feelings and emotions : in all dialogue ues and interactions ( PB p 14 to 23), through
the representation of the story (Lesson 4,PB page 17) and of the story King Arthur (The
Reader).

 Pupils Book (Unit 2 – pages 14 to 21).
- Picture Dictionary with stickers for the key vocabulary (Unit 2, AB, page 75).
- Remember (Unit 2 – pages 24 and 25).
 Teachers' Guide: extra activities and teaching suggestions (Unit 2, pages 54 to 73)
- Grammar additional practice (Worksheet 1 and 2)
- Actividades de ampliación (Fast finisher worksheet Grammar)
- Board Games
V. EVALUATION
Complete AB exercices(Unit 2, pages 16 to 23).
Tests 2 page 13-14 (Teacher’s Pack)
End of Term 1 Test, pages 23 and 24 (Teacher’s Pack).
Self-evaluation
Activity Book:
- Write Well!, page 23
- Picture Dictionary, pages 75 and 80
Pupil’s Book
Evaluation criteria
- Talk about what ehey want to do.
- Talk about different countries.
- Talk about a trip to another country.
- Make plans.
- Ask for reasons to do things; ask and answer questions using Why?, Because?
- Talk about the weather.
- Understand people talking about the places they want to visit.
- Understand and identify flag descriptions.
- Understand questions to get information.
- Understand dialogues where people are making plans.

 Read and find information making inferences to understand a variety of texts. (Test 2-Teacher’s
Pack):
- Be able to read and understand information about the weather.
- Be able to read and understand an illustrated story
- Poder leer y comprender información Be able to read and understand information about
global warming and school enviromental projects.
- Be able to read and understand a postcard.
 Write taking in consideration the recipient, the type of text, and the purpose. (Test,2-Teacher’s
Pack):
- Be able to write names of countries, nationalities and vocabulary phrases related to
meteorology.
- Be able to write the time.
- Complete a text with facts about global warming.
- A postcard to describe a vacation (pretending).

Vocabulary
Learn and extend vocabulary (Test 2-Teacher’s Pack):
Chinese.
Grammar
 Understand and use the grammar structures learned in the Unit: : (Test 2-Teacher’s Pack):
- Ago
Phonics
- The sound / eɪ/


 Reproduce, with some independence, oral and written texts:
- Dialogue reproductions (PB pages 14-15 and 20).
- An enviromental project, PB page 19, AB page 21
- A postal, PB page 21, AB page 23

UNIT 3: On the screen
I. OBJECTIVES
- Talk about habits and routines.
- Asking and giving information about TV shows, expressing likes and dislikes.
- Describing people and movies, making comparisons and contrasting.
- Express an opinion to share or not an idea.
- Say a chant (TV watching).
- Sing a song (The Hollywood Rap)
- Saying a tongue twister (The puppy and the bunny)
- Questions and answers about TV shows.
- A dialogues about time to watch TV.
- Understand opinions.
- Understand the general meaning and specific information about TV or movie dialogues .
- A chant (TV watching).
- A song (The Hollywood Rap)
- A tongue twister (The puppy and the bunny)
- A story with visual support(At the studio)
- Be able to read and understand phrases about the frequency of an activity.
- Be able to read and understand phrases that express an opinion.
- Be able to read and understand instructions for drawing a picture.
- Be able to read and understand TV shows and movie descriptions.
- Be able to write TV shows and descritive adjectives.
- Be able to write phrases to describe TV habits and the frequency TV is watched.
- Be able to write phrases that express opinions.
- Be able to write a movie review.
- TV shows: film, cartoon, music programme, comedy, reality show, quiz show, the news,
wildlife programme
- Prepositions of time: in (the morning), on (friday evening), at (the weekend)
- Descriptive adjectives: famous, exciting, funny, boring, frightening, handsome, beautifull
Structures:
- Present simple+ adverbs
- Do you ever (watch TV) (in the morening)
- What’s on (Channel two)
- Comparatives and superlatives with long adjectives
- I agree. I don’t agree.
Review language:
-Comparatives and superlatives of short and long adjectives
-Past simple of to be
Receptive language:
-Horror film, animated film, I can’t remember…; star, Queen
-History: film studio, later, choose, It’s my turn! Cool! Jacket, voice, curtain, gold,
digger, gold rush, scene, take(n), floor, suddenly, fall. Wait a minute!

-Art: bolt, cheek, chee, eyebrows, forehead, scar, shoulders, teeth, rectangle, circle,
triangle, line, centre, bottom, top, pointed, collar.
-Story, sailor, adventure, invent, popular, crocodile, accordion, rainforest, cute, mascot,
monkey, steal, character, Germany, China, Russia, the USA
- The sound / ʌ /
- Intonation and rhythm in phrases
- Creative thinking: flexibility.
- Logical thinking: clasiffy.
- Getting specific information from readings and listenings.
- Reflect on learning and self-evaluation.
- Listen to the opinion of others.
- Work in pairs
- Show interest in the lifes of children around the world; children TV shows from around
the world.
II. CONTENTS
foriegn language.
and communicating.

- The sound / ʌ /
wildlife programme
- Descriptive adjectives: famous, exciting, funny, boring,, frightening, handsome, beautifull
Structures:

- Creative thinking: flexibility.
- Logical thinking: clasiffy/mental plans.
- Art: drawing mounsters.
- Arts and Music: chant, rapage
- Linguistic abilities: story, interpretation, rhyme.

Literacy genders:
- A chant (TV watching), PB page 22
- A song (The Hollywood Rap), PB page 24
- A rhyme(The puppy and the bunny), PB page 28,
- A story with visual support(At the studio), PB page 25
- A survey about TV, PB page 23
- A movie review(PB page 29, AB page 23).

- Dialogue reproductions (PB pages 22, 23, 28).
- A survey about TV, PB page 23
- A movie review (PB page 29, AB page 23).

- Pupil’s Project: (Favourite TV show), favourite TV shows as a child (PB page 27, AB page
31, TG page 91)
- Portfolio Project: looking for and filling out information (Copying material36, TRM, page 38)
- Pupil's Book portfolio : All about my world! Write a movie review (PB page 29 and AB page
33)
 Understand and enjoy written texts: How to draw cartoon monsters , PB page 26 or Window on
the world: Subject: Children’s TV, PB page 27
 Listenings to capture general and specific information (Lesson 7).
 Games as interactions of communication: Charades, TG page 82) Cut out the TV survey, PB
page 23, Play Find someone who…, PB page 29, Letter race (Games Bank page 206).
 Share personal experiences, ideas and emotions (Tell the class about your film, PB page 29).
Arthur).

page 11)
- Class Audio CDs
- Look up and gather information in the internet for research.

- Dialogue cues and interactions understanding what they communicate (PB pages 22,23 and
28)
- Learn to listen to the opinions of others (PB page 24)
rules, in pairs and in groups: Charades, TG page 82) Cut out the TV survey, PB page 23,
Play Find someone who…, PB page 29, Letter race (Games Bank page 206).

- interdisciplinary (Art: follow instructions to draw a mounter) PB page 26
- Cross-cultural: (Children around the world: favourite TV shows), PB page 27

- A chant (TV watching), PB page 22
- A song (The Hollywood Rap), PB page 24
- A tongue twister (The puppy and the bunny), PB page 28,
 Cut-outs activities (Cut-out PB page 23)
 Draw a picture for the portfolio (TG page 87)
 Learn to draw (PB page 26).
 Learn about famous TV and movie characters : Dracula, Frankenstein (PB page 26)
 Develop estetic and creativity:
31, TG page 91)
- Portfolio Project: Look for information and fill out a TV survey (Copying material 36, TRM,
page 38)
- Pupil's Book portfolio : All about my world! Write a movie review(PB pages 29 and AB page
33)
Immersion in the language, traditions, and culture of the English speaking world:
-interdisciplinary (Art: follow instructions to draw a mounter) PB page 26
-Cross-cultural: (Children around the world: favourite TV shows), PB page 27

31, TG page 91)
page 38)
- Pupil's Book portfolio : All about my world! Write a movie review(PB page 29 and AB page
33)
(AB page 33), Remember (AB pages 34-35).
- Read Well! (PB page 25) with questions about the story of the unit.
- Picture Dictionary (AB pages 76 and 81)
- Use of dictionaries.
- Use the internet to look up for information(PB page 29).
 Be able to communicate the results of their own work: Unit projects , survey on page 23), etc.
 Learning strategic thinking abilities; analizing and choosing information:

- summarizing and sintetizing: Summary of the story (AB page 25),
- carrying out a survey (Survey PB page 23)
- Build mental frames and classify (PB page 26)

strategy to progress in their own learning. (AB, page 26 to 33).
 Planificación y realización de proyectos:
31, TG page 91)
page 38)
- Pupil's Book portfolio : All about my world! Write a movie review(PB page 29 and AB page
33)
 Learn to draw monstruos, PB page 26,
 Develop siocial abilities like respect, cooperation, and team work: Charades, TG page 82) Cut
out the TV survey, PB page 23, Play Find someone who…, PB page 29, Letter race (Games
Bank page 206).
outs activity (Cut-out, PB page 23), Picture Dictionary (PB, page 76).
King Arthur.
page 22, 23, 28
work: in sections:
- Remember, (AB page 34and 35).

-interdisciplinary (Art: follow instructions to draw a mounter) PB page 26
-Cross-cultural: (Children around the world: favourite TV shows), PB page 27
- Nuestra responsabilidad para elegir con criterio la programación TV.
Germany, Russia, China, USA (PB page 27).
(different types of numbers, measurements, symbols, diffstintos tipos de números, medidas, símbolos,
elementos geométricos, etc.
- Percentage of frequency graph (PB page 22).
- A survey(Survey, PB page 23)

- Express feelings and emotions : in all dialogue ues and interactions PB p 22,23, 28), through
the representation of the story (Lesson 4, PB page 25) and of the story King Arthur (The
Reader).
- Using language to express feelings: Cut-out: page 23 y 87)
- Share personal experiences, ideas and emotions (Tell the class about your film, PB page 29).

- Picture Dictionary with stickers for the key vocabulary (Unit 3, AB, pages 76 and 81)
- Remember (Unit 3 – page 34 and 35).
 Flashcards and Wordcards
- Grammar additional practice (Worksheets 1 and 2)
- Board Games
V. EVALUATION
Complete AB exercices(Unit 3, page 26 to 33).
Evaluation Chart (Active Teach).

Tests 3 pages 15 and 16 (Teacher’s Pack)
Self-evaluation
Activity Book:
- Write Well!, page 33
Pupil’s Book
- All about my World! (page 29, Lesson 8)
Evaluation criteria
- Talk about habits and routines.
- Asking and giving information about TV shows, expressing likes and dislikes.
- Describing people and movies.
- Express an opinion to share or not an idea.
- Understanding the song, the chant, and the rhyme of the unit.
- Questions and answers about TV shows.
- A dialogues about time to watch TV.
- Understand opinions.
- Understand the general meaning and specific information about TV or movie dialogues .

 Be able to read and find explicit information and infer straight information about a topic of
interest.: (Test 3-Teacher’s Pack, page 15 and 16)
- Be able to read and understand phrases about the frequency of an activity.
- Be able to read and understand phrases that express an opinion.
- Be able to read and understand instructions for drawing a picture.
- Be able to read and understand TV shows and movie descriptions.
 Write taking in consideration the recipient, the type of text, and the purpose. (Test,3-Teacher’s
Pack, pages 15 and 16).
- Be able to write TV shows and adjectives to describe them.
- Be able to write TV watching habits and the frequency TV is watched.
- Write phrases to express opinions.
- Write a movie review.
Vocabulary
Identify, apply and use the vocabulary of the unitTest 3-Teacher’s Pack page 15 and 16):
wildlife programme
- Descriptive adjectives: famous, exciting, funny, boring, famous, frightening, handsome,
beautifull
Grammar
Understand and apply grammar rules correctly: Test 3-Teacher’s Pack pages 15 and 16)
Phonics
- The sound / ʌ /


- Dialogue reproductions (PB pages 22, 23, 28).
- A survey about TV, (PB page 23)
- A movie review(PB page 29, AB page 23).

UNIT 4: At work
I. OBJECTIVES
- Talk about what careers they would like to have in the future.
- Ask and answer questions about people careers.
- Ask and answer questions about thye past.
- Talk about important events from the past.
- Say a chant (Do you work inside?)
- Sing a song (The History Rap)
- Saying a tongue twister (Betty and Vonnie).
- Ask and answer questions about careers and important characters from the past.
- A dialogue about careers.
- A chant (Do you work inside?)
- A song (The History Rap)
- A tongue twister (Betty and Vonnie).
- A story with visual support(Renaissance Man)
- Be able to read and understand phrases about careers.
- Be able to read and understand a story with illustrations.
- Be able to read and understand a text about computers and about someone's life.
- Be able to read and understand a chant about the internet and the ideal job.
- Be able to read and understand a work survey.
- Be able to write words related to careers.
- Be able to write words with "b" and "v" correctly.
- Be able to write phrases to describe careers and past events.
- Be able to write a text about a person they know and their live.
- Careers: teacher, police officer, driving instructor, computer operator, dhop
assistant, journalist, firefighter, actor/actress, musicioan, painter, scientis, pilot,
- Past simple regular verbs : invented, played, painted, travelled, sailed, wanted, lived,
studied, loocked, believed
Language structures:
- What’s his/her job? He’s/she’s an...
- Yes/No questions in present tense + short answers: Did he/she...? Yes, he/she did.
No, he/she didn’t.
- Yes/No questions in past tense + short answers: Do you...?/
D oes he/she ...? Are you…? Is he/she…? Have you got…? Hashe/she got…?
- Simple past + regular affirmative, negative and interrogative verbs He/she
didn’t…
- What do you use a computer for? I use it for -ing.
Review language:
- Clothes and colours
- Was/ where
Receptive language:
- Inside, engine, ladder, rescue
- Song: waxwork , west, captain, century, marry, throne, queen, play (n), stars, believe
- History: Renaissance, workshop, architect, drawing, church, flying maching, lyre
-Technology: keyboard, microphone, mouse, screen, printer, speakers, input, press, key,
character, command, output, device
-Paramedic, builder, tool, deaf, laugh, politican
- Distinguish the sounds /b/ and /v/
- Intonation in yes/no questionsYes/No
- Simple past -ed ending.
- Critical thinking: clasiffy.
- Use conceptual maps to organize information.
- The ideal job.
- Show interest in the lifes of children around the world; undesrtand what some careers are
all about.
- Work in pairs

II. CONTENTS
foriegn language.

and communicating.

 Initializing in some phonetic and intonation aspects:
Language structures:
didn’t…
- Critical thinking: clasiffy.
- Use conceptual maps to organize information.

- Technology: how computer work; recent inventions
- History: the history of computers; Leonardo da Vinci.
 Cross-cultural content:
- The ideal job.
- Show interest in the lifes of children around the world; undesrtand what some careers are
all about.

Literacy genders:
- A story (Lesson 4, PB page 39)
- A chant (Do you work inside?) PB page 30
- A song (The History Rap) PB page 32
- A rhyme (Betty and Vonnie) PB page 36
- Cross- cultural texts (Computers, PB page 34 and What do you want to be when you’re older,
PB page 35).
- A personal biography (PB page 37)
- Dialogue reproductions (PB pages 30,31,32, 36)
- A text about an ideal job (PB page 35 and AB page 41)
- A personal biography about a family member familiar (PB page 37)

- Pupil’s Project: (Ideal job) a project about an ideal job (PB page 35, AB page 41, TG page
115).
- Portfolio Project: look up information and write about careers (Copying material 486, TRM,
page 50)
- Pupil's Book portfolio : All about my world! Write a personal biography (PB page 37 and AB
page 43)
 Understand and enjoy written texts: Computers, PB page 34, Window on the world: What do
you want to be when you’re older? PB page 35
 Interactions if communication: Pairwor activities (PB p .30, 31, 32,36), games: Play What’s my
job, PB page 30, Play Four in a row, PB page 37, Spelling Race, Guess the picture, Anagram
dictation, Dictogloss (Games Bank, page 205-206), Cut out and make the question wheel, PB
page 31.
 Share personal experiences, ideas and emotions (Tell the class about your relative, PB page 37).
 Songs, rhymes and chants (Unit 4).
Arthur).

page 11)
- Grammar (PB pages 30 and 32) Grammar Book (pages 13-14)
- Class Audio CDs
- Look un and gather information from the internet to make a project: TG page 91.
- Web pages to access more information about the theme of the unit:
- http://www.micropolix.com/.
- http://library.thinkquest.org/5862/
- http://inventors.about.com/library/blcoindex.htm

- Dialogue cues and interactions understanding what they communicate (PB pages
30,31,32,36).
rules, in pairs and in groups: Pairwork activities (PB pages 30, 31, 32,36), games: Play
What’s my job, PB page 30, Play Four in a row, PB page 37, Spelling Race, Guess the
picture, Anagram dictation, Dictogloss (Games Bank, pages 205-206), Cut out and make
the question wheel, PB page 31.
- Interdisciplinary (Technology: computers; recent events-
History: the history of computers, Leonardo da Vinci, PB page 34.
- Cross-cultural:(Social sciences, children around the world: the ideal job, PB page 35.

- A chant (Do you work inside?) PB page 30
- A song (The History Rap) PB page 32
- A rhyme(Betty and Vonnie) PB page 36
 Cut-outs activities (Cut-out: The Question Wheel, PB page 31)
 Cultivar la capacidad estética y creadora:
115).
- Portfolio Project: look up information and write about careers(Copying material 486, TRM,
page 50)
page 43)
TG's cultural notes Madame Tussauds (PAGE 108).
Interdisciplinary (Technology: computers; recent events-
Cross-cultural:(Social sciences, children around the world:the ideal job, PB page 35.

115).
page 50)
page 43)
 Reflect on what and how the have learned: All about my World! (PB page 37) y Now I can (AB
page 43), Remember (AB pages 44-45).
- Use of dictionaries.
- Critical thinking: clasiffy, (PB page 35)
- utilizar mapas mentales para organizar información.
- Reading abilities: extraer información específica, adivinar palabras por el contexto (PB page
35).

115).
page 50)
page 43)
 Look un and gather information from the internet to make a project: TG page 113, 115.
 Develop siocial abilities like respect, cooperation, and team work: Pairwork activities (PB pages
30, 31, 32,36), games: Play What’s my job, PB page 30, Play Four in a row, PB page 37,
Spelling Race, Guess the picture, Anagram dictation, Dictogloss (Games Bank, pages 205-206),
Cut out and make the question wheel, PB page 31.
outs activity (Cut-out, PB page 31), Picture Dictionary (PB, page 77 and 81)
King Arthur.
pages 30,31,36)
work: in sections:

- interdisciplinary (Technology: computers; recent events-
- Cross-cultural:(Social sciences, children around the world:the ideal job, PB page 35.
- Work, responsability, etc..
Rumania, Japan, USA, Canada, Sudan, Haiti (PB page 35).
- Express feelings and emotions : in all dialogue ues and interactions ( PB pages 30,31,32, 36),
through the representation of the story (Lesson 4, PB page 33) and of the story King Arthur
(The Reader) or the games of the unit .
- Using language to express feelings: Cut-out: page 31 and 85)
- Share personal experiences, ideas and emotions (Tell the class about a person in your
family, PB page 37).

 Teachers' Guide: extra activities and teaching suggestions (Unit 4, pages104 to 121
 Flashcards and Wordcards. Storycards (illustrated).
- Board Games
V. EVALUATION
Complete AB exercices(Unit 4, pages 36 to 43)
Tests 4 page 17-18 (Teacher’s Pack)
End of Term Test 2, pages 25 and 26 (Teacher’s Pack)
Self-evaluation
Activity Book:
- Picture Dictionary, pages77 and 81
Pupil’s Book
Evaluation criteria
- Talk about what careers they would like to have in the future.
- Ask and answer questions about people careers.
- Ask and answer questions about thye past.
- Talk about important events from the past.
- Ask and answer questions about careers and important characters from the past.
- A dialogue about careers.

interest..: (Test 4-Teacher’s Pack, pages 17 and 18) y Term 2 Test (Teacher’s Pack, pages 25-26).
- Be able to read and understand phrases about careers.
- Be able to read and understand a text about computers and about someone's life.
- Be able to read and understand a chant about the internet and the ideal job.
- Be able to read and understand a work survey.
 Write taking in consideration the recipient, the type of text, and the purpose. (Test 4-Teacher’s
Pack, pages17 and 18) and Term 2 Test (Teacher’s Pack, pages 25-26).
- Be able to write words related to careers.
- Be able to write words with "b" and "v" correctly.
- Be able to write phrases to describe careers and past events.
- Be able to write a text about a person they know and their live.

Vocabulary
 Identify, apply and use the vocabulary of the unit Test 4-Teacher’s Pack, pages 17 and 18) and
Term 2 Test (Teacher’s Pack, pages 25-26).
Grammar
 Understand and apply grammar rules correctly:Test 4-Teacher’s Pack, page 17 and 18) and Term
2 Test (Teacher’s Pack, pages 25-26).
didn’t…
Phonics


- Dialogue reproductions (PB pages 30,31,32, 36)
- A text about an ideal job (PB pages 35 and AB page 41)
- A personal biography about a family member familiar (PB page 37)

UNIT 5: Having fun
I. OBJECTIVES
- Ask and answer questions about prices.
- Talk about abailable food.
- Offer and request things.
- Talk about future plans.
- Say a chant (Yesterday, Pick it up!).
- Sing a song (The Around the World Rap).
- Saying a tongue twister (Charlie Checker)
- Understand prices.
- Understand a dialogue about a Tapas Bar.
- Understand a dialogue about furure plans.
- A chant (Yesterday, Pick it up!).
- A song (The Around the World Rap).
- A tongue twister (Charlie Checker)
- A story with visual support(A Fastastic Feast).
- Be able to read and understand phrases about future plans.
- Be able to read and understand an illustration, dialogues and foot notes.
- Be able to read and get specific information about food packages.
- Be able to read and understand Maths problems and solutions about money and
measurements.
- Be able to read and get the meaning of generak and specific information about food
festivals.
- Be able to read and understand a description about weekend plans.
- Be able to write about food and leisure time activities.
- Be able to write phrases using contractions.
- Be able to write phrases to describe the food that is available.
- Be able to write questions about the food that is available.
- Be able to write phrases about future plans.
- Be able to write a paragraph about a festival.
- Be able to write a paragraph about a plans for the weekend.
- Everyday dishes: sausages, fried eggs, apple pie, mashed potato, stew, tomato soup, roast
chicken, chips, cheesecake, rice pudding, boiled egg
- Numbers and prices : from 1 to 99, pounds, pence
- Leisure time activities: have a party, go bowling, have fun, see a film, go out with my
friends.
- Expressions about time: tonight, tomorrow, next week
Structures:
- I like/love/don’t like/can’t stand + noun
- How much is/are + some/any
- Offer and requesting things: can I have some (soupe) please?
- Going to, For future time.
Review language:
- Food.
- Leisure time activities
Receptive language:
-Song: pass (a test)
-History: king, queen, ceremony, abbey, coronation, crowd, celebrate, peacock, Cock
-Maths: kilo, half a kilo, grams, litre, weigh, heavy/light, How much does it weigh?
-Rainy season, yam, harvest, feast, drums, mask, gohst, fields, parade, dawn, lantern,
candle, cymbal, meat, turkey, cranberry sauce, sweet potato, sweet corn, pumpkin pie,
settler, crops, Native Americans.
- The sound /tʃ/
- Intonations and soft sounds.
- Contractions.
- Logical thinking: mental calculations
- Critical thinking: compare and contrast
- Looking for information on History.
- Reflect on their own learning and self-evaluation
- Work in pairs
- Festivals and food from around the world.
- British traditional food.
- Understanding the live of famous people.
II. CONTENTS
foriegn language.

and communicating.

- The sound /tʃ/
- Contractions.
friends.
Structures:
- Logical thinking: mental calculations
- Critical thinking: compare and contrast
- Looking for information on History.


- Maths: money and measurements.
- History: Enrique VIII and Catalina from Aragón.
 Cross-cultural content:
- Home economics: food and recipes.
- Food festivals.

Literacy genders:
- A chant (Yesterday, Pick it up!) PB page 38
- A song (The Around the World Rap) PB page 40
- A tongue twister (Charlie Checker) PB page 44
- A story with visual support(A Fastastic Feast) PB page 41
- Cross-cultural texts (Food Festivals PB page 43)
- A paragraph about weekend plans (PB page 45)
- Dialogue reproductions (38,39,40,42)
- A text talking about about weekend plans , PB page 45, AB page 53

- Pupil’s Project: (Food Festival) a project about food festivals from the country or region of
the student (PB page 43, AB page 51, TG page 139).
- Portfolio Project: Look for information about food froma a list (Worksheet to be copy 60,
TRM, page 62)
- Pupil's Book portfolio : All about my world! Write a paragraph about weekend plans (PB page
45 and AB page 53)
 Understand and enjoy written texts: Window on the world: Food Festivals PB page 43.
 Interactions if communication: Pairwork activities (PB pages 38,39,40,42), Cut-out play, PB
page 39, Play Make your meal, PB page 45, games: What’s the Card?, Disappearing dialogue,
Wild sentences (Games Bank pages 205-205)
 Share personal experiences, ideas and emotions (Tell the class about your plans, PB page 45).
Arthur).

page 11)
- Grammar (PB pages 38 and 40) Grammar Book (pages 17-18)

- Class Audio CDs
- Buscar en Internet información sobre una comida (Sugerencia TG page 139)


- Dialogue cues and interactions understanding what they communicate (PB pages 38,39,40
and 42).
- Learning good manners and common courtesy expressions to ask for things at a bar or
restaurant .(PB page 38)
rules, in pairs and in groups: Pairwork activities (PB pages 38,39,40,42), Cut-out play, PB
page 39, Play Make your meal, PB page 45, games: What’s the Card?, Disappearing
dialogue, Wild sentences (Games Bank pages 205-205)
- interdisciplinary (Maths: money and measurements) PB page 42
- Cross-cultural (Social sciences, children around the world: Food festivals), PB page 43

- A chant (Yesterday, Pick it up!), PB page 38
- A song (The Around the World Rap), PB page 40
- A tongue twister (Charlie Checker), PB page 44
 Cut-outs activities (Cut-out the kitchen, PB page 39)
 Draw a picture for the portfolio (TG page 135).
the student(PB page 43, AB page 51, TG page 139).
TRM, page 62)
45 and AB page 53)
TG's cultural notes

- Catalina of Aragón and Enrique VIII (TG. PAGE 135).
- Traditional british or american food(TG page 136)
- Harvest Festivals (TG page 138).
- Cross-cultural (Social sciences, children around the world: Food festivals), PB page
43
- History: Enrique VIII and Catalina of Aragón (AB page 49).

the student(PB page 43, AB page 51, TG page 139).
TRM, page 62).
45 and AB page 53)
 Reflect on what and how the have learned: All about my World! (PB page 45) and Now I can (AB
page 53), Remember (AB page 54-55).
 Work indiviadually to assess thier own talents and abilities (AB, pages 46 to 53) while
developing reading and writing skills.
- Use the internet to look for information (Worksheet to be copy 60 TG page 139).
 Be able to communicate the results of their own work: Unit projects , drawings displays (PB
page 42), etc.
- Logical thinking: mental Maths (PB page 42)
- Critical thinking: compare and contrast (PB page 42).
- Looking for information on History (AB page 49).
- Reading abilities: reading for understanding and getting general and specific information, and
infering words from context(PB page 43).

strategy to progress in their own learning. (AB, pages 46 to 53).
 Planificación y realización de proyectos:
the student (PB page 43, AB page 51, TG page 139).
TRM, page 62)
45 and AB page 53)
 Look un and gather information from the internet to make a project: TG page 139.
 Develop siocial abilities like respect, cooperation, and team work: Pairwork activities (PB pages
38,39,40,42), Cut-out play, PB page 39, Play Make your meal, PB page 45, games: What’s the
Card?, Disappearing dialogue, Wild sentences (Games Bank page 205-205) Getting use to work

in activities that requiereplannification, creating ideas, role play, like the cut-outs activity ( Cut-
out, PB page 39), Picture Dictionary (PB, pages 78 and 82)
King Arthur.
pages 38,39,44)
work: in sections:

- Cross-cultural (Social sciences, children around the world: Food festivals), PB page 43
- History: Enrique VIII y Catalina de Aragón.
- Health and nutrition, reflect on eating habits .
- The value of things. How and where to shop.
Ghana (Africa), Vietnam, USA, (PB page 43).
- Prices and questities(PB pages 38, 42)
- Mental Math, comparing and contrasting prices(PB page 42).
- Express feelings and emotions : in all dialogue ues and interactions ( PB pages 38,39,40 and
42), through the representation of the story (Lesson 4, PB page 41) and of the story King
Arthur (The Reader) or the games of the unit .
- Share personal experiences, ideas and emotions (Tell the class about your plans, PB page
45)

- Board Games
V. EVALUATION
Self-evaluation
Activity Book:
Pupil’s Book
Evaluation criteria
- Ask and answer questions about prices.
- Talk about abailable food.
- Offer and request things.
- Talk about future plans.
- Understand prices.
- Understand a dialogue about a Tapas Bar.
- Understand a dialogue about furure plans.

interest..: (Test 5-Teacher’s Pack, pages 19 and 20).
- Be able to read and understand phrases about future plans.
- Be able to read and understand an illustration, dialogues and foot notes.
- Be able to read and get specific information about food packages.
- Be able to read and understand Maths problems and solutions about money and
measurements.
- Be able to read and get the meaning of generak and specific information about food
festivals.
- Be able to read and understand a description about weekend plans.
Pack, pages 19 and 20).
- Be able to write about food and leisure time activities.
- Be able to write phrases using contractions.
- Be able to write phrases to describe the food that is available.
- Be able to write questions about the food that is available.
- Be able to write a paragraph about a festival.
- Be able to write a paragraph about a plans for the weekend.
Vocabulary
 Identify, apply and use the vocabulary of the unit Test 5-Teacher’s Pack, pages 19 and 20).
friends.
Grammar
 Understand and apply grammar rules correctly:Test 5-Teacher’s Pack, pages 19 and 20).
Phonics
- The sound /tʃ/
- Contractions.


- Dialogue reproductions (38,39,40,42)
- A text talking about about weekend plans , PB page 45, AB page 53

UNIT 6: Around the world
I. OBJECTIVES
- Talk abouy what people did in the past.
- Ask and answer questions about the past.
- Tell a story about past events.
- Talk abouy their favourite book and a city from a different country.
- Say a chant (Yesterday, Pick it up!).
- Sing a song (The Around the World Rap).
- Be able to ask and answer questions about what people did in the past.
- Be able to participate in a dialogue about recent events .
- Be able to ask and answer questions about Holidays.
- chants (Yesterday, Pick it up!).
- A song (The Around the World Rap).
- A story with visual support (Discovery).
- Read and understand phrases about past events.
- Read and understand story summaries.
- Read and understand a description about a Holiday in a famous city.
- Write regular and irragular verbs in past tense.
- Write phrases about what was done in the past.
- Write questions to ask for information about the past.
- Write about a book and a literary character of their choice.
- Write a posrtcard.
- Write a paragraph to describe a holiday.
- Irregular verbs in past tense: see-saw, have-had, go-went, drink-drank, read-read, take-
took, ride-rode, wear-wore, say-said, give-gave, meet-met, buy-bought, leave-left.
- Expressions of timein the past: on Saturday, last summer, yesterday morning, on
Christmas day, at the weekend, last week two months ago, this morning.
- Regilar verbs in past tense: married, travelled, wanted, arrived, sailed.
Structures:
- Past simple of irregular verbs: affirmative, negative, yes/no questions + short answers.
- WH- questions in simple past: What, When, Who, Where.
- Yes/no questions + short answers.
Review language:
- Dream, ill
Receptive language:
- Song: steam train, princess.
- History: wait, alone, Sir, strange, noise, surprised, stay, journey, top, Mount Everest,
Wait for me!
- Literature: write-wrote, sailor, break up, adventures, knight, moustache, lonely, donkey,
island, alone, raft, slave, run away, runaway, hit, dress upage

- Take-took (six hours), stay, play (n), wheel, top, hotel, noisy, market, restaurant, eat-ate,
amusement park, school trip, bullet train, building, temple, aquarium, statue, coach,
harbour, ferry, swim-swam, surfers.
-
 Linguistic abilities: reading and interpretation of a story.
- Past simple regular verbs with/ t/, /d/, /id/.
- Irregular verbs in past simple
- Researsh for facts.
- Critical thinking: analize, compare and contrast.
- Reaserch abilities: learn about a place.
- Trabajar por parejas.
- Appreciate world known literature.
- Show interest in the lifes of children around the world; ciudades del mundo.

II. CONTENTS
foriegn language.
extention, to sahre information with a variety of intentions.
and communicating.

- Expressions of time in the past: on Saturday, last summer, yesterday morning, on
Structures:
- Past simple of verbos regulares: affirmative, negative, yes/no questions + short answers.
- Researsh for facts.
- Critical thinking: analize, compare and contrast.
- Reaserch abilities: learn about a place.

- interdisciplinary (Literature: World known stories)PB page 50
- Cross-cultural (Social sciences and Geography; children around the world: trips to great
cities), PB page 52

Literacy genders:
- A story, PB page 49
- A song (The Around the World Rap) PB page 48.
- Textos cross-cultural: Around the world in eighty days, Literature, PB page 50, Big city
trips, PB page 51
- A text to describe a photograph about a holiday(PB page 53)

- Dialogue reproductions (46,47,52).
- A postcard from ythe student's city of origin (AB page 61)
- A text to describe a photograph from a trip (PB page 53, AB page 61)

- Pupil’s Project: (Big cities) a project about a great city in the world (PB page 51, AB page 61,
TG page 163).
- Portfolio Project: look for and gather information about a great city(Worksheet to be copy 72,
TRM, page 74)
- Pupil's Book portfolio : All about my world! Write a paragraph about a photograph from a
trip(PB page 53 and AB page 63)
 Understand and enjoy written texts: Around the World in Eighty Days, by Jules Verne, PB page
48, Literature, PB page 50 or Window on the world: Big city trips, PB page 51
 Interactions if communication: Pairwork activities, PB pages 46,47, 50,52,53), Games: Play
Yesterday PB page 46, Cuts the cards PB page 47, Play Dream Holiday PB page 53, Word
ping pong (Games Bank pages 205-206)
 Share personal experiences, ideas and emotions (Tell the class about your holiday, PB page 53)
Arthur).

page 51)
- Class Audio CDs
- Look un and gather information from the internet to make a project: TG page 163

- Hablar del comportamiento que se espera de ellos cuando van de vacaciones o excursiones
(toda la Unit)

- Dialogue cues and interactions understanding what they communicate (PB pages 46,47, 52
and 53)
rules, in pairs and in groups; Pairwork activities, PB pages 46,47, 50,52,53), Games: Play
Yesterday PB page 46, Cuts the cards PB page 47, Play Dream Holiday PB page 53,
Word ping pong (Games Bank pages 205-206).
- interdisciplinary (Literature: World known stories)PB page 50
cities), PB page 52

- A song (The Around the World Rap) PB page 48
 Cut-outs activities (Cut-out PB page 47)
 Hacer dibujos y producir una redacción sobre un personaje literario (PB page 50).
 Hacer referencia al escritor Julio Verne y su obra “La vuelta al mundo en ochenta dias” (PB page
48)
TG page 163).
TRM, page 74)
 Notas culturales de la TG: “Rocinante” page 161.
- interdisciplinary (Literature: World known stories) PB page 50
cities), PB page 52

TG page 163).
TRM, page 74)
 Reflect on what and how the have learned: All about my World! (PB page 53) y Now I can (AB
page 63), Remember (AB pages 64-65).
 Work indiviadually to assess thier own talents and abilities (AB, pages 56 to 63) while developing
- Remember, (AB page 64 y 65).
 Be able to communicate the results of their own work: Unit projects .
 Aprenden habilidades de pensamiento estratégico, análisis y seLesson de información:
- Habilidades de Critical thinking: analize, compare and contrast(PB page 50)
- Habilidades de lectura: skimming y scanning.
- Halibilidade de investigación: learn about a place.

TG page 163).
TRM, page 74)
 Develop siocial abilities like respect, cooperation, and team work: Pairwork activities, PB pages
46,47, 50,52,53), Games: Play Yesterday PB page 46, Cuts the cards PB page 47, Play Dream
Holiday PB page 53, Word ping pong (Games Bank pages 205-206)
outs activity (Cut-out, PB page 47), Picture Dictionary (PB, pages 79 and 82).
and representing the story of the unit (Story, Lesson 4, page 49 and of the story (The Reader)
King Arthur.
pages 46,47,50, 52, 53)
work: in sections:
- Remember, (AB page 64 and 65).

- interdisciplinary (Literature: World known stories) PB page 50
cities), PB page 52
- The importance of learning and reflection about what happened in the past.
- Be concious about the environmental impact in our means for traveling.

New York, Bariloche (Argentina), Osaka (Japón), etc (PB page 51).
- Express feelings and emotions : in all dialogue ues and interactions ( PB pages 46,47,50,52,
53), through the representation of the story (Lesson 4, PB page 49) and of the story King
Arthur (The Reader) or the games of the unit .
- Share personal experiences, ideas and emotions (Tell the class about your holidays, PB page
53).

 Teachers' Guide: extra activities and teaching suggestions (Unit 6, pages 152-169)
- Board Games
V. EVALUATION
End of Term 3 Test, page 27 and28 (Teacher’s Pack)
Self-evaluation
Activity Book:
Pupil’s Book
Evaluation criteria
- Talk abouy what people did in the past.
- Ask and answer questions about the past.
- Tell a story about past events.
- Talk abouy their favourite book and a city from a different country.
- Practice the chant, the song and the rhyme of the unit.
- Be able to ask and answer questions about what people did in the past.
- Be able to participate in a dialogue about recent events .
- Be able to ask and answer questions about Holidays.
interest..: (Test 6-Teacher’s Pack, pages 21 and 22) and End of Term 3 Test (Teacher’s Pack,
pages 27-28).
- Read and understand phrases about past events.
- Read and understand story summaries.
- Read and understand a description about a Holiday in a famous city.
Pack, pages 21 and 22) and End of Term 3 Test (Teacher’s Pack, pages 27-28).
 Be able to write regular verbs in past tense and words abou modern machinery
- Write regular and irragular verbs in past tense.
- Write phrases about what was done in the past.
- Write questions to ask for information about the past.
- Escribir sobre un libro que me gusta.
- Write a posrtcard.
- Write a paragraph to describe a holiday.
Vocabulary
 Identify, apply and use the vocabulary of the unit (Test 6-Teacher’s Pack, pages 21 and 22) and
End of Term 3 Test (Teacher’s Pack, pages 27-28).
- Expressions of time in the past: on Saturday, last summer, yesterday morning, on
Grammar
 Understand and apply grammar rules correctly:(Test 6-Teacher’s Pack, pages 21 and 22) and End
of Term 3 Test (Teacher’s Pack, pages 27-28).
 Past simple of verbos regulares: frases affirmatives
- Past simple of irregular verbs: affirmative, negative, yes/no questions + short answers.
Phonics


- Dialogue reproductions (46,47,52).
- A postcard from ythe student's city of origin(AB page 61)
- A text to describe a photograph from a trip (PB page 53, AB page 61)

UNIT Well done!
I. OBJECTIVES
- Making a survey.
- Ask and answer questions about past events.
- Hablando de los planes para el año que viene.
- Ask and answer questions about future plans
- Sing a song (The Changing School Rap)
- Past events affirmations.
- A dialogue with personal information.
- A text about future plans.
- Specific information in a survey.
- A song (The Changing School Rap)
- End of a story with visual support(The Competition).
- Be able to read and understand paragraphs to describe past events.
- Be able to read and understand fact questions about thye past.
- Be able to read and understand a paragraph about future plans.
- Be able to read and understand a questionaire about a linguistic biography.
- Be able to write phrases about past events.
- Be able to write questions to ask for information about the past.
- Be able to answer a survey about changing the school.
- Be able to fill out a survey about a linguistic biography
 Review Well Done! 6 key vocabulary: regular and irregular in past tense, estructuras en pasado,
adjectives to talk about feelings, sports, courses, countries, etc.
 Review Well Done! 6 language structures: Present continous, simple present, there is/there
are, Past simple of regular and irregular verbs, Wh- questions, want to/don’t want to, going to with
future, Why?, Because.
 Linguistic abilities: reading and interpretation of a story.
 (Review) Recognize and reproduce sounds, rhythm, accentuation, and intonation
- Folowing instructions
- Understand other people's plans and opinions.
- Work in pairs

II. CONTENTS
foriegn language.

and communicating.

 Review phonological aspects of rhythm, accentuation, and intonation
 Review Well Done! 6 key vocabulary.
 Review Well Done!6 grammar structures.

- Folowing instructions

- Understand other people's plans and opinions.
- Work in pairs
 Interdisciplinary and contents: repaso general del contenido.

Literacy genders:
- A story, PB page 56
- A song (The Changing School Rap) PB page
- Questions about a competition, PB page 55
- A survey (Secondary School Survey), PB page 56
- A survey (World Facts Quiz), PB page 57
- A survey about the school change (PB page 57 and AB page 69)
- Dialogue reproductions (PB page 54,56)

 Expressing and understanding dialogues: PB pages 54,56.
 Written texts production: A survey about the school change for the portfolio (PB p, 57, AB page
69, All about my world!).
 Understanding and enjoying written texts: Extractos de un diario de viajes, PB page 54,
Questions about a competition, PB page 55, A survey(Secondary School Survey), PB page 56,
A survey (World Facts Quiz), PB page 57, A survey about the school change (PB pages 57 and
AB page 69)
 Listenings to capture general and specific information: A survey (Secondary School Survey, PB
page 56), A survey (World Facts Quiz), PB page 57
 Interactive communication; Pairwork activities, PB pages 54,56, Games with Flashcards and
Wordcards, Spelling race, Ahorcado (Games Bank page 206), End-of-Year Competition, PB
page 55, Quiz: (World Facts Quiz) PB page 57.
 Activities for pronunciation: la canción (PB page 56)
 Songs: The Changing School, PB page 56.
 Reading, understanding and acting out stories (story ending, The Competition, PB page 56), The
Reader (King Arthur 1-6)

page 51)
- Class Audio CDs
- Internet; to look up information

- Dialogues e intercambios comunicativos y comprensión de lo que estos transmiten: Pairwork
activities, PB pages 54,56.
rules, in pairs and in groups; Pairwork activities, PB pages 54,56, Games with Flashcards and
Wordcards, Spelling race, Ahorcado (Games Bank page 206), End-of-Year Competition, PB
page 55, Quiz: (World Facts Quiz) PB page 57.
- Learn to participate, express ideas, learn and colaborate with peers through acting out a story,
end of the year (PB page 56,) and the story and The Reader: King Arthur).
other places: The story ( page 56)
- This competence is develop through the knowledge of different cultures and behavior patterns:
throughout the year in the interdisciplinary and cross-cultural sections.

 Sing songs : (The Changing School Rap) PB page 56
 Reading and acting out a story using cultural references (PB page 56,) and the story and The
Reader: King Arthur) in printed version (Activity Pack) or digital (Active Book).
 Immersion in the language, traditions, and culture of the English speaking world interdisciplinary
and cross-cultural de rapaso de todo el libro (Quiz, PB 57).
 Realizando proyectos como la redacción sobre el cambio de colegio for the Portfolio (PB p, 57,
AB page 69) (All about my world!).

- Questions about a competition, PB page 55
- A survey(Secondary School Survey), PB page 56
- A survey (World Facts Quiz), PB page 57
 Interdisciplinary sections and cross-cultural de repaso de todo el libro (Quiz, PB page 57),
developing curiosity and critical thinking of the world around them.
 Reflect on what and how the have learned: All about my World! (PB page 57 and AB page 69)
and Now I can (AB page 69), a control sheet “Biografía Lingüística” to include in the portfolio
AB, page 95 and review test with interdisciplinary content (World Facts Quiz, PB page 57).
 Work indiviadually to assess thier own talents and abilities (AB, page 66 a 69) while developing
 Using the reference materials: reference bars (PB), Grammar Reference (PB), Irregular verbs (PB)
 Be able to communicate the results of their own work: Unit projects .

 Planning and carry on projects: el proyecto de la Lesson cross-cultural: A survey about the school
change for the Portfolio (PB p, 57, AB page 69) (All about my world!).
 Develop siocial abilities like respect, cooperation, and team work: Pairwork activities, PB page
54,56, Games with Flashcards and Wordcards, Spelling race, Ahorcado (Games Bank page 206),
End-of-Year Competition, PB page 55, Quiz: (World Facts Quiz) PB page 57.

 Develop personal qualities of initiative and self-improvement persevering in difficulties; : acting
out the story ending (PB page 56) and of the story (The Reader) King Arthur.
work: in sections: All about my World! (PB page 57 and AB page 69) and Now I can (AB page
69), a control sheet “Biografía Lingüística” to include in the portfolio AB, page 95 and review
test with interdisciplinary content (World Facts Quiz, PB page 57).

Inmersion in the language, traditions, and culture of the English speaking world by reviewing the
interdisciplinary and cross-cultural sections (World Facts Quiz, PB page 57).
- Express feelings and emotions : in all dialogue ues and interactions (PB page 56) and of the
story King Arthur (The Reader) or the games of the unit .
- Overcome inhibitions through songs and music: Sing songs de la Unit.

 Pupils Book (Unit Well done! – pages 54 to 57)
- Grammar Reference
 Activity Book (Unit Well done! – pages 66 to 69).
 Teachers' Guide: extra activities and teaching suggestions (Unit Well done! – pages 176 to 183)
 Grammar Book
- Board Games
 Interdisciplinary and grammar posters.
V. EVALUATION
Complete AB exercices(Unit Well done! pages 66 to 69)
Final Tests pages 29-32 (Teacher’s Pack)
Self-evaluation
Activity Book:
- Now I can, actividades de Self-evaluation al final la Lesson) PAGE 69
- Biografía Lingüística, PAGE 95
Pupil’s Book
- All about my World! (page 57) Portfolio.
Evaluation criteria
 Participate in guided oral interactions about familiar topics in easily predictable situations throught
the book: (Final Test, pages 29-32)
linguistic elements, related to the content of the Unit (Final Test, page 29-32)

interest..: (Final Test, pages 29-32)
 Write taking in consideration the recipient, the type of text, and the purpose. (Final Test, pages
29-32)

Vocabulary
 Learn and extend vocabulary (Final Test, pages 29-32)
Grammar
 Understand and use the grammar structures learned in the book: (Final Test, pages 29-32)
Phonics


- Dialogue reproductions (PB pages 54,56)

FESTIVALS: Halloween
I. OBJECTIVES
- Telling a ghost story.
- A ghost story.
- Be able to read and understand a ghost story.(The Strange Visitor).
- Be able to write words related to Halloween.
- Complete a ghost story..
 Identify, apply and use the vocabulary of the unit:Halloween, ghost, vampire, mummy, spider,
monster, witch.
Receptive language: strange, visitor, forest, hut, fire, lonely, hips, neck, hairy, feel-felt, sit-sat.
 Understand and use the grammar structures: Narrative simple past.
 Recognize and reproduce sounds, rhythm, accentuation, and intonation
- Use previous knoeledge.
- Gather information from a text.
- Work in pairs and groups
- Learn the tradition of Halloween.
- Interdisciplinary and contents: Arts and crafts (make apumpkin decoration).
II. CONTENTS
foriegn language.

and communicating.

 Identify the lexical term and use withHalloween.
 Understand and apply grammar rules correctly: Narrative simple past.
- Use previous knoeledge.
- Gather information from a text.
- Learn the tradition of Halloween.
- Arts and crafts : make a pumpkin decoration.

Generos literarios
- Dialogues (PB page 58)
- A ghost story (The strange visitor) PB page 58.

- Dialogues and interactions using language as a tool for communication:
- A ghost story (The strange visitor) PB page 58.

- Class Audio CDs
- Dialogue cues and interactions understanding what they communicate (PB page 58)
- Socialize and participate in class activities: games likeSpelling race (Games Bank, page 206)
- Be able to communicate the results of their own work:
(Halloween Worksheets , TRM page 75, Copying material73),
 Tell A ghost story (The strange visitor) PB page 58.
 Develop estetic and creativity: in all the festival sections: Halloween Worksheets , TRM page 75,
Copying material73.
 Immersion in the language, traditions and culture of the English speaking world through the
sections(traditions of Halloween, PB page 58)
 Understand and use good practices and learning strategies learned in class: elaborate a Portfolio
with the key vocabulary and a project on Halloween.
 Work indiviadually to assess thier own talents and abilities (AB, page 70).
 Using the reference materials
strategy to progress in their own learning. (AB, page 70).
 Using the reference materials propuesto para la Unit.
 Develop siocial abilities like respect, cooperation, and team work: games likeSpelling race
(Games Bank, page 206) .
 Choose and carry on projects using their own criteria:
(Halloween Worksheets , TRM page 75, Copying material73),
- Recognize space where other cultures take place, developing a critical spirit in te observation of
reality: traditions and culture in the English speaking world (traditions of Halloween PB page 58)
- Express feelings and emotions : in all dialogue ues and interactions ( PB page 58)
- Use language to express emotions : drawings and crafts (Copying material73, Halloween
worksheet (TRM page 75) make a paper pumpkin.
V. TRATAMIENTO DE LA DIVERSIDAD
 Activity Book (Festivals) page 70
 Teacher’s Resource Materials: (Halloween Worksheets , TRM page 75, Copying material73),
VI. EVALUACIÓN
Complete AB exercices(Festivals, page 70).
Evaluation criteria
- Talk about traditions related to Halloween
- Telling a ghost story (The Strange Visitor).
- A ghost story (The Strange Visitor)
 Read and identify words and phrases presented previously orally, about familiar and interesting
topics:
- Be able to read and understand facts .
- A text about Halloween
 Learn phrases, words and common expressions through models with a purpose:
- Write words and phrases related to Halloween.
Recognize and use the vocabulary and structures worked in the festival lessons.
Vocabulary
 Halloween, ghost, vampire, mummy, spider, monster, witch.
Grammar
 Understand and apply grammar rules correctly: Narrative simple past.
Phonics
 Reproduce, with some independence, oral and written texts: :

FESTIVALS: Christmas
I. OBJECTIVES
- Talk about traditions related to Christmas.
- Answer questions about facts(Christmas Trivia).
- Sing a song (The twelve days of Christmas).
- A villancico (The twelve days of Christmas).
- Play bingo with Christmas vocabulary .
- Be able to read and understand a questionaire.
- Be able to read and complete a letter with blanks.
- Write words and phrases related to Christmas.
- Write ordinal numbers .
- Write a letter to Father Christmas .
 Identify, apply and use the vocabulary of the unit:Christmas Day, Christmas Eve, a white
Christmas, reindeer, snow, sleigh, present, witch, grandfather frost, king.
Receptive language: department store, Thanksgiving, astronaut, spaceship, partridge, pear, turtle
dove, hen , ring, greese, lay, swan, maid, milk (v), lord, leap, piper, pipe.
 Understand and apply grammar rules correctly.
- Work together.
- Understand traditions from other cultures (Christmas en Great Britain).
II. CONTENTS
foriegn language.
and communicating.

 Identify the lexical term and use withChristmas.
- History: facts about Christmas.
- Música: sing a villancico.
Literacy genders:
- Dialogues (PB page 59).
- A Christmas Villancico (The twelve days of Christmas) PB page 59.

- Songs: A Christmas Villancico (The twelve days of Christmas) PB page 59.
- Class Audio CDs
values by working essential skills of communication:.
- Socialize and participate in class activities:; Christmas Trivia, PB page 59, Games: Letter race,
Hang a man, Bingo(Games Bank, page 206).
- Be able to talk about their own work.
 Sing a Christmas Carrol (The twelve days of Christmas) PB page 59.
 Develop estetic and creativity: in all the festival sections: Christmas Worksheet , TRM page 76,
Copying material74, a letter to Father Christmas .
sections(traditions of Navidad en Gran Bretaña, PB page 59)
 Work indiviadually to assess thier own talents and abilities (AB, page 71).
 Develop siocial abilities like respect, cooperation, and team work.
 Choose and carry on projects using their own criteria: Christmas Tree Worksheet , TRM page 76,
Copying material 74, a letter to Father Christmas .
- Recognize space where other cultures take place, developing a critical spirit in te observation of
reality: traditions and culture in the English speaking world (traditions of Navidad, PB page 59)
- Learn ordinal numbers(PB page 59).
- Express feelings and emotions : in all dialogue ues and interactions ( PB page 59)
- Use language to express emotions : drawings and crafts (Copying material74, Christmas
worksheet (TRM page 76).
- Overcome inhibitions through songs and music: Songs, rhymes, and chants:(The twelve days
of Christmas) PB page 59.
 Teacher’s Resource Materials: Christmas Worksheets , TRM page 76, Copying material74),
VI. EVALUACIÓN
Evaluation criteria
- Talk about traditions related to Christmas.
- Sing A villancico (The twelve days of Christmas) PB page 59.
- A villancico (The twelve days of Christmas) PB page 59.
topics:
- Be able to read and understand a questionaire.
- Be able to read and complete a letter with blanks.
- Write words and phrases related to Christmas.
- Write ordinal numbers.
Vocabulary
 Christmas Day, Christmas Eve, a white Christmas, reindeer, snow, sleigh, present, witch,
grandfather frost, king.
Grammar
 Understand and use correctly the grammar structures they already learned.
Phonics
- A Chritsmas carrol (The twelve days of Christmas) PB page 59.

FESTIVALS:April Fool’s Day
I. OBJECTIVES
- Talk about traditions related to el April Fool’s Day.
- Tell a joke.
- Sing a song (April Fool)
- A joke.
- A song (April Fool)
- Be able to read and understand jokes.
- Be able to read and understand different jokes.
- Write words and phrases related to April Fool’s Day.
 Identify, apply and use the vocabulary of the unit: April Fool’s Day, joke, practical joke, play a
joke on someone, laugh.
Receptive language: hurt, moustache, eyebrows, coin, pavement, set, alarm clock, late, salt, bowl,
silly, harmless, cruel.
- Using previous knowledge..
- Work together.
- Understand traditions from another countries : April Fool’s Day in England and France .
II. CONTENTS
foriegn language.

and communicating.

- Identify the lexical term and use with April Fool’s Day.
 Comprensión y aplicación correcta de aspectos gramaticales y estructuras de los festivales.
- Social sciences: April Fool’s Day in England and France .
- Arts and crafts : make a poisson d’Avril.
Literacy genders:
- Dialogues
- A joke, PB page 60
- A song (April Fool), PB page 60

- Tell jokes, PB page 60.
- Class Audio CDs
- Socialize and participate in class activities:; chistes y bromas, PB page 60 games likeWall
dictation (Games Bank. PAGE 206).
- Be able to talk about their own work
 Develop estetic and creativity: in all the festival sections: (Make a Poisson D’Avril , TRM page
77, Copying material75),
sections(traditions of : April Fool’s Day. PB page 60).
 Aprender a Tell chistes y bromas (PB page 60).
 Work indiviadually to assess thier own talents and abilities (AB, page 72)
- Develop siocial abilities like respect, cooperation, and team work: chistes y bromas, PB page
60 games likeWall dictation (Games Bank. PAGE 206).
 Choose and carry on projects using their own criteria: un Poisson d’Avril, TRM page 77,
Copying material75).
 Recognize space where other cultures take place, developing a critical spirit in te observation of
reality: traditions and culture in the English speaking world (April Fool’s Day. PB page 60).
- Express feelings and emotions : in all dialogue ues and interactions .

 Flashcards, Word cards, posters, videos and Reader
 Teacher’s Resource Materials: Easter Jigsaw Puzzle, TRM page 77 Copying material75),
VI. EVALUACIÓN
Evaluation criteria
- Talk about traditions related to el April Fool’s Day.
- A joke.
- A song (April Fool)
topics:
- Be able to read and understand jokes.
- Be able to read and understand different jokes.
- Write words and phrases related to April Fool’s Day.
Vocabulary
 April Fool’s Day, joke, practical joke, play a joke on someone, laugh.
Grammar
Understand and use correctly the grammar structures they already learned.
Phonics
- Tell a joke, PB page 60

Well Done! 6 General Programme

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General Programme

Modern Foreign Languages

Teaching Programme – Well Done! 6

 Develop effective language-learning practices.

BLOCK 4. Socio-cultural aspects and cross-cultural awareness

BLOCK 5 – Literacy Education

III. BASIC COMPETENCES

Data processing and digital competence

Civic and social competence

Cultural and artistic competence

Learning to learn competence

Teaching Programme – Well Done! 6

Competence in Knowledge and interaction with the physical world

IV. ATTENTION TO DIVERSITY

BLOCK 3. Knowledge of the language.

BLOCK 5 – Literacy Education

Teaching Programme – Well Done! 6

BLOCK 2. Reading and writing

Teaching Programme – Well Done! 6

BLOCK 3. Knowledge of the language.

3.2 Reflections on learning

BLOCK 4. Socio-cultural aspects and cross-cultural awareness

Teaching Programme – Well Done! 6

III. BASIC COMPETENCES

Data processing and digital competence

Civic and social competence

Cultural and artistic competence

Learning to learn competence

Autonomy and personal initiative

Competence in Knowledge and interaction with the physical world

IV. ATTENTION TO DIVERSITY

Teaching Programme – Well Done! 6

BLOCK 4. Socio-cultural aspects and cross-cultural awareness

BLOCK 5 – Literacy Education

Teaching Programme – Well Done! 6

BLOCK 3. Knowledge of the language.

BLOCK 4. Socio-cultural aspects and cross-cultural awareness

Teaching Programme – Well Done! 6

III. BASIC COMPETENCES

Data processing and digital competence

Cultural and artistic competence

Learning to learn competence

Teaching Programme – Well Done! 6

Autonomy and personal initiative

Competence in Knowledge and interaction with the physical world

IV. ATTENTION TO DIVERSITY

BLOCK 2. Reading and writing

BLOCK 3. Knowledge of the language.

BLOCK 4. Socio-cultural aspects and cross-cultural awareness

BLOCK 5 – Literacy Education

Teaching Programme – Well Done! 6

Teaching Programme – Well Done! 6

BLOCK 3. Knowledge of the language.

3.2 Reflections on learning

BLOCK 5 – Literacy Education

Produce oral and written texts:

III. BASIC COMPETENCES

Data processing and digital competence

Civic and social competence

Teaching Programme – Well Done! 6

Cultural and artistic competence

Learning to learn competence

 Learning strategic thinking abilities; analizing and choosing information: