Project TIGER 1-6

TIGER 1-6
Project. Foreign Languages (English)

Primary Stage: Years 1 to 6

 INDEX1 Page
1. Introduction. 3
a) Theoretical justification 3
b) Contextualisation 5
2. Objectives of the stage 6
3. Key Competences 7
a) Key Competences in the Spanish Educational System 7
b) Description of the Key Competences 9
c) Contribution of the Tiger project to the development of the Key Competences 13
d) Key Competences and the Objectives of the stage 18
e) Key Competences in the curriculum 18
f) Methodological strategies to deal with the Competences in the classroom 19
g) Assessment of the Key Competences 20
4. Contents, Evaluation Criteria and Learning standards. 21
a) Generic Contents, Evaluation Criteria and Learning standards for Primary Education. Tiger Project 21
b) Syntactical structures and high frequency vocabulary Tiger Project 33
5. Teaching methodology. 40
a) General and specific methodology of the area. Tiger Project 40
b) Teaching and learning activities and strategies. 41
6. Evaluation. 44
a) Evaluation criteria and Learning standards. 44
b) Evaluation resources. 44
c) Types of evaluation. 45
d) Qualification criteria 46
e) Reinforcement and extension Programmes (Mixed-ability activities). 47
f) Assessment of the teaching-learning process. 48
7. Measures designed to cater for students with specific educational needs 48
8. Reading Promotion 49
9. Cross-curricular contents (CLIL) 49
10. Cross-cutting elements (Attitudes and Values) 51
11. Use of information and communication technology. 53
12. Teaching and organisational resources. 56
13. Supplementary activities. 65

1 Delete as appropriate. Ctrl+clic the hyperlinks to go to each section of this document.

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1. INTRODUCTION
1.A) THEORETICAL JUSTIFICATION.
The gradual globalisation process, in which our world is immersed from the second half of the twentieth century, has increased
the need to face the new challenges arising from the gradual disappearance of borders, which were traditionally established
between countries in the economical, political, social as well as cultural sphere. Accordingly, it becomes clear that, one of the main
objectives of Education, from the earliest possible age, must be to provide citizens with useful tools to develop competences that
enable them to adapt to an increasingly globalised and interdependent society.
Foreign language learning takes on special importance in this respect, as the ability to communicate is the first requirement the
individual must fulfil to function effectively in an increasingly multi-cultural and multi-lingual context. This has been acknowledged by
all the European Union governments, which, over the past years, have programmed several Community actions in Education, with
the ultimate objective of making possible that each citizen has a working knowledge of at least two foreign languages, apart from
their mother tongue, and this has also been reflected in the Spanish legislation, which, according to this, has placed special
emphasis on the ability to communicate in one or more foreign languages, which is one of the goals to which our present
educational system is addressed.

The basic curriculum for Primary Education is structured around language activities as described in the Common European
Framework of Reference for Languages: understanding and production (expression and interaction) of oral and written texts. The
relevant Contents, Evaluation criteria and Learning standards are organised into four main blocks, which correspond to the
aforementioned language activities, which are the backbone of the education of the area.

In Primary Education, It should be seriously taken into account that students leave from a very basic competence level, and
therefore, both in the communicative interaction and in the understanding and production of texts, it will be essential to refer always
to familiar contexts for students of that age, thereby profiting from their previous knowledge and from their skills and experience.
The Tiger series has been developed along the lines of the following documents:

 Organic Law for the Improvement of Educational Quality 8/2013, of 9 December, (LOMCE)
 Royal Decree 126/2014 of 28 February, by which the core curriculum of Primary Education is established

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 According to the LOMCE, the curriculum is integrated by the objectives of each educational stage; the competences, or skills
needed to activate and put into practise the relevant contents of the stage in an integrated way, so as to achieve the realisation of
the activities and the effective resolution of complex problems; the contents, or a set of knowledge, abilities, skills, and attitudes
which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant
competences; the teaching methodology, ranging from the description of the teaching practices to the organisation of teacher's
work; measurable learning standards; and the evaluation criteria to assess the level of acquisition of the competences and the
achievement of the objectives of each educational stage.
The contents are organised into subjects, which are classified into areas, fields and modules, depending on the educational stage, or
the programmes students take part in.

a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage.
b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result
of the teaching and learning experiences intentionally planned for this purpose.
c) Competences: abilities to apply the relevant contents of each educational stage in an integrated way, in order to achieve
the correct realisation of the activities and the effective resolution of complex problems.
d) Contents: set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each
educational stage and the acquisition of the relevant competences. The contents are organised into subjects, which are
classified into areas, fields and modules, depending on the educational stage, or the programmes students take part in.
e) Measurable Learning Standards: specifications of the evaluation criteria which allow to define the learning results, and
specify what the student must know, understand and know how to do, in each area; these standards must be observable,
measurable, and assessable and must allow the graduation of the students' achievements. The standards must be designed in
order to contribute and facilitate the use of standardized and comparable tests.
f) Evaluation criteria: specific references used to assess the students' learning process. They describe whatever it is that must be
valued and that students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to
achieve in each area.
g) Teaching methodology: set of strategies, procedures and actions planned and organized by the teachers, consciously and
reflexively, in order to promote the students' learning process and their achievements.

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 The general principles at this stage, according to the Royal Decree 126/2014, of 28 February, by which the core curriculum of
Primary Education is established, are as follows:

The aim of the Primary Education is to help students learn the principles of oral expression and comprehension, reading, writing,
calculation, the acquisition of basic notions of culture, and the habit of coexistence as well as the study and work habits, the artistic
sense, creativity and affectivity, in order to ensure an integral formation that contributes to the full development of the students'
personality, and to prepare them effectively for Compulsory Secondary Education

The educational action in this stage will try to integrate the different learning experiences of the students and it will also be adapted
to the students' different working paces.

Primary Education is divided into six academic years, which will ordinarily be taught between six and twelve years old, and it is
organized in areas, which will have a holistic and integrative approach.

1.B) CONTEXTUALISATION.

(To be completed by the teacher/department according to their social, historical and geographical environment)

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2. OBJETIVES OF THE STAGE

Primary education will contribute to the children development of the skills that will enable them to:

a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active
citizenship and respect for human rights and pluralism inherent in a democratic society.
b) Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense,
personal initiative, curiosity, creativity and interest in learning, and entrepreneurship.
c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and
household, as well as in social groups with which they are associated.
d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and
women and non-discrimination of people with disabilities.
e) Know and use appropriately the Spanish language and, if any, the co-official language of the Autonomous Community and
develop reading habits.
f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in
everyday situations.
g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and
estimates, as well as being able to apply to situations in everyday life.
h) Know the main features of Natural Science, Social Science, Geography, History and Culture.
i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they receive
and produce.
j) Use representation and artistic expression and start to build visual and audio-visual proposals.
k) Rate hygiene and health, accept their own body and that of others, respecting differences and using physical education and
sport to encourage both personal and social development.
l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care.
m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence,
prejudice of any kind and sexist stereotypes.
n) Promote road safety education and respectful attitudes that affect the prevention of accidents.

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3. KEY COMPETENCES

3. A) KEY COMPETENCES IN THE SPANISH EDUCATIONAL SYSTEM

The European Union guidelines insist on the need for citizens to acquire the key competences as an essential condition for
individuals to achieve a complete personal, social and professional development, adapted to the demands of a globalized world
and making economic development possible, linked to knowledge.

The competence is a combination of practical skills, knowledge, motivation, ethical values, attitudes, emotions, and other social and
behaviour components, that work together in order to achieve a successful action. The practical knowledge is acquired through
active participation in social practices, which can be developed both in a formal educational context, (i.e. through the curriculum),
and in informal or non-formal educational contexts.

The competences are conceptualized as «know how to do», applied to a variety of academic, social and professional contexts. So
that it is possible to transfer these competences to the different contexts, it is essential to understand the knowledge included in the
competences and its connection with the practical abilities or skills involved.

The competence knowledge integrates a conceptual basis knowledge: concepts, principles, theories, data and facts (declarative
knowledge- know how to say); a skills knowledge, related both to an observable physical action and to mental action (procedural
knowledge –know how to do); and a third component which has a great social and cultural influence, and which involves a set of
attitudes and values (know how to be).

Apart from that, learning through competences favours the students' own learning process and their motivation for learning, due to
the strong relation between the different components: the concept-based knowledge (“know”) cannot be learnt apart from its use,
“know how to do”; neither can a procedural knowledge be acquired (“skills”) without a concept-based knowledge, which gives
sense to the action.

As some of the main features of learning through competences are transversality, dynamism and an integral character, the teaching
learning through competences process must be tackled from all the areas of knowledge and by all the different authorities of the
educational community, both in formal fields and in non-formal or informal ones.
Its dynamism is evidenced by the fact that the competences are not acquired at a certain moment and remain unaltered, but, on
the contrary, they are part of a developing process through which individuals acquire higher and higher levels of performance using
them.

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Furthermore, this type of learning involves a thorough training of students who, at the end of the educational stage, will manage to
transfer the acquired knowledge to the new circumstances they come across in the life they choose. Hence, they will be able to
reorganise their way of thinking and acquire new knowledge, improve their performance and discover new ways of action and new
skills that will allow them to efficiently perform the tasks, favouring the lifelong learning process.

The Key Competences of the curriculum are as follows:

1. Competence in linguistic communication. (CLC)

2. Competence in mathematics, science and technology. (CMST)
3. Digital competence. (DC)
4. Learning to learn. (L2L)
5. Social and civic competences. (SCC)
6. Sense of initiative and entrepreneurship. (SIE)
7. Cultural awareness and expression. (CAE)

The development of basic disciplinary competences (CLC, CMST) will be enhanced, though students will also deal with the rest of
cross-cutting key competences.

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3. B) DESCRIPTION OF THE KEY COMPETENCES

 The COMPETENCE IN LINGUISTIC COMMUNICATION (CLC), is the result of the communicative action within particular social
practices, in which the individual interacts with other interlocutors through texts in multiple modalities and formats. These
situations and practices may involve the use of one or several languages, in different spheres and either individually or
collectively.

For a correct development of this competence, we must take into account its main five components and their relevant
particularities:

- The linguistic component covers different dimensions: lexical, grammatical, semantic, phonological, orthographic and
orthoepic, understood as the correct articulation of sound from a graphical representation of language.

- The discourse pragmatic component covers three dimensions: sociolinguistic (related to the correct production and
reception of messages in different social contexts); pragmatics (including the communicative microfunctions and interaction
schemes); and discursive (including textual macrofunctions and questions related to discursive genres).

- The sociocultural component includes two dimensions: one related to the knowledge of the world and one related to the
intercultural dimension.

- The strategic component allows the individual to overcome difficulties and to solve problems that arise in the communicative
exchange. It includes both skills and communicative strategies for reading, writing, speaking, listening and conversing, and
also skills related to information processing, multimodal reading and production of electronic texts in different formats;
moreover, this component also includes the general cognitive, metacognitive, and socio-affective strategies, that individuals
use to communicate efficiently, what is essential in the foreign language learning process.

- Finally, the competence in linguistic communication includes a personal component which is involved in the communicative
interaction in three dimensions: attitude, motivation and personality features.

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 The COMPETENCE IN MATHEMATICS, SCIENCE AND TECHNOLOGY (CMST), induces and strengthens some essential features of
the students' training, which are basic for life.
In a society where the impact of mathematics, science and technology is determining, the achievement and sustainability of
social well-being demands behaviours and personal decision-making closely linked to critical abilities and a reasoned and
reasonable vision of others. All these are contributing factors in the competence in mathematics, science and technology.

a) The mathematical competence involves the ability to apply mathematical thinking and mathematical tools to describe,
interpret and predict different phenomena in context.

For a correct development of the mathematical competence it is necessary to tackle four areas related to numbers, algebra,
geometry and statistics, interrelated in different ways.

b) The basic competences in science and technology are those competences which provide an approach to the physical
world and a responsible interaction with it, from both individual and collective actions, aimed at preserving and improving the
natural world, what is decisive for the protection and maintenance of the quality of life and progress of peoples. These
competences contribute to the development of scientific thinking, as they include the application of scientific methodologies
and technological skills, which lead to the acquisition of knowledge, contrasting ideas and applying the discoveries to social
welfare.

For a correct development of the competences in science and technology, it is essential to deal with scientific concepts
related to Physics, Chemistry, Biology, Geology, Mathematics and Technology, which arise from concepts, processes and
interconnected situations.

 The DIGITAL COMPETENCE (CD) involves a creative, critical and safe use of information and communication technologies, in
order to achieve the objectives related to work, employability, learning, use of free time, and inclusion and participation in
society.

This competence includes the adaptation to the changes introduced by new technologies in terms of literacy, reading and
writing, but also a new set of knowledge, skills and attitudes which are necessary nowadays to be competent in a digital
environment.

For a correct development of the digital competence it is fundamental to approach: information, communication, content
creation, safety and problem solving.

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 The competence for LEARNING TO LEARN (L2L) is vital for lifelong learning taking place in different contexts, both formal and
non-formal or informal ones.

This competence is characterised by the ability to start, organize and persist in learning. This requires, first of all, the ability to
feel motivated to learn, and, in the second place, the need to foster organization and learning management.

For a correct development of the competence for learning to learn, it is necessary to reflect on the mental processes people
carry on when learning, to know how the learning process works, as well as to develop the skills to regulate and control one's
own learning.

 The SOCIAL AND CIVIC COMPETENCES (SCC) involve the skills and abilities necessary to use their knowledge and attitudes
towards society –from different points of view, in a dynamic, changing and complex conception–, in order to interpret
phenomena and social problems in increasingly diverse contexts; to build responses, take decisions and solve conflicts, as well
as to interact with other people and groups according to norms based on mutual respect and democratic convictions.
Furthermore, it also includes actions at a closer level to individuals as part of a civic and social implication.

a) The social competence is related to personal and social well-being.

b) The civic competence is based on the critical knowledge of concepts such as democracy, justice, equality, citizenship and
civil rights, and it is formulated according to the Spanish Constitution, the Charter of Fundamental Rights of the European
Union, and international declarations, and its application by different institutions at local, regional, national, European and
international levels.

Acquiring these competences means being able to put oneself in the place of the other, accepting differences, being
tolerant and respecting other people's values, beliefs, cultures and their personal and collective stories; that is, to combine
individual and social, private and public, so as to find constructive solutions of the conflict and problems in the democratic
society.

 The SENSE OF INITIATIVE AND ENTREPRENEURSHIP (SIE), is the ability to transform ideas into actions. That means becoming
aware of the situation to be solved, know how to choose, plan and manage their knowledge, and the necessary skills or
abilities and attitudes with self-criteria, so as to achieve the desired objective.

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 For a correct development of the sense of initiative and entrepreneurship students need to foster:

- Creativity and innovation skills.

- A pro-active ability to deal with projects.
- Risk assumption, risk management and handling of uncertainty.
- Leadership qualities and individual and team work.
- Critical spirit and sense of responsibility.

 The CULTURAL AWARENESS AND EXPRESSION competence (CAE), involves knowing, understanding, appreciating and valuing
the different cultural and artistic demonstrations —with a critical eye and with an open and respectful attitude—, using them
as a source of enrichment and personal enjoyment, and considering them as part of peoples' wealth and heritage.

For a correct development of the competence for cultural awareness and expression it is essential to tackle:

- Knowing, studying and understanding the different artistic genres and styles, as well as the main artistic works and cultural
heritage productions.
- Learning the techniques and resources of the different artistic languages.
- Being aware of, understanding and being enriched with the productions regarding the world of Art and culture.
- Fostering the initiative, creativity and imagination of each individual facing the expression of one's own ideas and feelings.
- Showing interest, appreciation, respect, enjoyment and criticism towards artistic and cultural works.
- Fostering participation in the society's cultural life.
- Developing the capacity for hard work, steadiness and discipline as essential requirements for the creation of any sort of
quality artistic productions, as well as cooperative skills which allow collective work.

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3. C) CONTRIBUTION OF THE TIGER PROJECT TO THE DEVELOPMENT OF THE KEY COMPETENCES

 The Foreign language area, in its different modalities, contributes essentially to the development of the Competence in
Linguistic Communication (CLC), not only in terms of second languages, but also regarding the mother tongue. On the one
hand, the second language learning process must be close to the process of acquisition of the mother tongue, in order to
produce natural results, directly applicable to the linguistic use in the real world; on the other hand, the conscious reflection
and the systematic development of varied competences that occurs when learning second languages, can be extended to
the mother tongue, in order to improve the competence in their own language so as to understand, express, interact and
articulate thoughts and feelings about oneself, the others, and the mental and physical environment where social
relationships are built.

Tiger develops pupils’ linguistic communication skills in English in a systematic and comprehensive way. Pupils learn to
appreciate the importance of listening to different types of texts and expressing themselves in a clear and comprehensible
way.
Through exposure to a wide range of words, stories, songs, rhymes and dialogues in the first levels, as well as dialogues and
other short texts in the higher levels, pupils develop global understanding and the ability to identify relevant information. They
learn to compare content and contexts in listening extracts, and develop an awareness of the ways these are influenced by
social conventions, values and culture.

Through games, dialogues, personalized speaking activities and projects, pupils learn to express their thoughts, emotions,
experiences and opinions using both linguistic and non-linguistic means of communication. Pupils also increasingly initiate
conversations and take part in interactive exchanges and dialogues in the classroom and everyday context.

In the development of reading skills, pupils learn to identify relevant information and give a personal response to different
genres and formats of written texts. They also enjoy reading for pleasure.

In the first levels, children derive pleasure and enjoyment from listening, speaking, reading and writing in English thanks to the
practical activities Tiger offers.

As they go further in the stage, pupils learn to write in a clear, organized manner using appropriate language and vocabulary
to express their ideas and feelings. They also learn to revise and self-assess their written work.

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 The dynamic nature of language, is also present in the Competence in mathematics, science and technology (CMST) and in
other areas of knowledge, to which foreign languages can contribute facilitating and expanding access to data, procedures
and investigation techniques; favouring a more direct and successful exchange between scientific communities, and
fostering the joint construction of human knowledge.
Tiger develops pupils’ mathematical competence through the recognition and use of numbers in a range of different
contexts such as counting objects, following instructions to find pages in the Pupil’s Book and Activity Book, telling the time
and understanding differences in world time zones or handling currencies from different countries.

Through a range of activities based on visual observation and discrimination, pupils develop their understanding of the
relationship between geometric shapes and everyday objects in English.
Through the use of simple tables, grids and charts, pupils also learn to express and interpret information and data.
Through the CLIL sections of Tiger, pupils develop competence in knowledge of and interaction with the physical world in a
range of interesting, lively and dynamic ways. These include awareness of the influence human beings have on their
environment and the importance of adopting a healthy life style. In Tiger pupils learn about the differences between
mammals and reptiles, the importance of practising exercise and eating fruits and vegetables, the importance of protecting
endangered animals, being conscious about marine biodiversity, or understanding the relevance of technological inventions.

These topics develop pupils’ understanding of the different aspects of the physical world, as well as increasing autonomy and
personal initiative in areas of their own lives.

 In this and in any other fields, the linguistic activity is highly performed today through technological means. These means are
included in the curriculum as a natural support of oral and written texts that students will have to produce, understand and
process, so the Digital competence (CD) is considered as a substantial part of the communicative competence.

The use of information and communication technologies must have an important influence on the way in which foreign
languages are taught and learnt, and the necessary innovations in this field must be based on a new concept of language,
which is not just something that people know, but, above all, something that people do.

Through the integration of digital and multimedia resources in Tiger, pupils develop familiarity in using information and
communicating technologies as essential tools for learning and communication, and they will show frequent initiative in using
digital resources and can search for and communicate information independently. Pupils also become familiar with basic
vocabulary to talk about ICT in English.

Digital components for Tiger include fully integrated digital courses with the following the enhanced features: Vocabulary
App, Storytelller, Interactive Grammar Tables, Dialogue Builder and Culture Videos
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 Another key competence is developed in the learning process itself: the competence for Learning to learn (L2L); that is why
the curriculum highlights the procedural nature of all its constituent elements and their relationships. The contents needed to
reach the learning standards —whose level of acquisition is measured by applying the evaluation criteria described as
actions—, are considered as competential contents, that is to say everything that students must, simultaneously, know, know
how to use and know how to integrate to their competence profile.

The curriculum helps students develop the ability for learning to learn starting by establishing, in a transparent and consistent
way, the aimed objectives or results, what students must do with the language as speakers of a foreign language; deciding on
what they need to learn in order to reach these objectives, and indicating the strategies they can put into practice so as to
get them. Setting goals of a varying nature, according to the need to build the personal competence profile, is, as well, the
first step to take for an efficient autonomous lifelong learning.

Tiger takes account of the fact that pupils have different learning styles and provides the opportunity for each pupil to
develop and fulfil their potential, according to their individual strengths, aptitudes and preferences.
The balance and variety of different activity types throughout each lesson and unit caters for multiple intelligences.
The emphasis on learning to learn and thinking skills, enables pupils to reflect and become more effective and autonomous
learners.

Pupils develop awareness of the abilities required for learning such as paying attention, concentration, memory and making
effective use of time. Pupils also become increasingly confident when faced with new learning challenges and are willing to
take responsibility, show personal commitment and learn from their mistakes.
The Tiger characters engage pupils in setting general learning objectives at the start of each unit in the Pupil’s Book.
There are also clear learning aims established at the outset of each lesson within the unit. At the end of each lesson, the
teacher conducts a brief review to ensure that these aims have been met.
In addition to this, pupils are encouraged to carry out independent investigation for project work, making use of technology
where appropriate.

They also complete their Picture Dictionary and ‘My Tiger Team score card’ independently in the first levels, the Progress
Journal at the end of each unit. This comprises several different sections which get pupils to review their learning, identify
activities that help them learn, focus on learning strategies for different study skills, assess what they can do, and make an
action plan to help them remember the unit.

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 The effective use of foreign languages necessarily involves an open and positive vision of the relationship with the others,
materialised in attitudes such as valuing and respecting all languages and cultures, respecting people whose values and
beliefs differ from the own ones, as well as appreciating other people's customs, practices and ideas, what must be
understood as a unique opportunity for mutual enrichment, and for conflict prevention and resolution to the satisfaction of all
parties involved. The Social and civic competences (SCC), and the Cultural awareness and expression (CAE), (both the ones
related to their closest environment and the ones related to wider spheres of action), are consequently part of the skills
included in intercultural competence integrated in the foreign language learning.

Tiger places great emphasis on developing competence in social skills and citizenship (SCC) through the use of methodology
which promotes active participation, respect for classmates, willingness to follow rules, and cooperation and collaboration
with the teacher and peers.
Social skills and citizenship are explicitly promoted in 'Tiger Values’ after each story. These draw out learning points which
encourage pupils to adopt appropriate behaviour in different situations and to respect and value their relationships with
others and the community. For example, in the different levels of Tiger pupils learn the importance of helping each other, to
make a good use of time, safety, awareness of the need of equal opportunities, teamwork, illness prevention, taking care of
animals or the value of sharing.

Through the Culture lessons and video materials, pupils develop an interest in British culture, an awareness of cultural diversity,
and a sense of the society and community to which they belong.
Pupils learn to appreciate and value the differences between themselves and others, and understand how to participate and
behave appropriately in different situations.

 The Cultural awareness and expression (CAE) also involves knowing, understanding, appreciating and showing criticism
towards different cultural and artistic performances, using them as a source of enrichment and enjoyment and considering
them as part of peoples' heritage.
In Tiger, artistic and cultural competence is developed through a wide range of enjoyable stories, songs, chants, music,
drama, dance and arts and crafts activities in the first levels, as well as through a wide range of short texts, images and video
material which focus on different aspects of British culture in higher levels. These engage pupils in learning, and lead to
pleasure and curiosity in finding out about how other people live their lives.
They also develop intercultural skills including an interest in, and appreciation of, other cultures and the ability of pupils to
compare British culture with their own.

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 The Culture lessons of Tiger include authentic songs, rhymes and games from the English-speaking world in the first levels, as
well as treating topics such as the use of new technologies by British children, a visit to a wild park, school food, the British
coast or, in the final years, cultural references to countries such as New Zealand, Ireland, Australia or India.

 The action-oriented approach adopted in the curriculum focuses on the students, who are the ones who learn, build their
competences and use them, both to deal with learning tasks in the classroom and in real communication. Hence, the area of
Foreign Language decisively contributes to the development of the Sense of initiative (SIE), specially regarding oral and
written expression and interaction activities, in which, from the very beginning, students must take decisions about what to say
and how to do it, through which channel and by what means, in which circumstances and depending on what expectations
and reactions of their partners, with the aim of meeting the intended communicative purpose as successfully as possible. The
conscious choice and application of the communication strategies, the speech organization, the execution control and
reparation, prepare pupils to assume their responsibilities, feel confident on their own abilities, reinforce their identity and
regulate their behaviour.

The clear and convincing expression of ideas and thoughts and the ability to assume risks, together with the appropriate
management of the interaction and stimulus derived from communicating in other languages to face new challenges or to
solve problems in complex scenarios, are essential in the development of entrepreneurship. Foreign languages are also the
doorway to a world of endless possibilities in the professional field, and the curriculum intends to promote entrepreneurship as
an attitude to life, including specific activities in which the students learn to be critical, creative and engaged also in these
contexts.

In Tiger the development of autonomy and personal initiative go hand in hand with learning to learn as we have seen in
Learning to learn. The approach to learning and the use of components such as the Progress Journal encourage pupils to
show a responsible attitude towards their own learning. Pupils learn to know and understand themselves and to be willing to
set and meet objectives. They also learn to reflect on their learning and to be constructively self-critical as they assess their
own progress.
Autonomy and personal initiative are also encouraged in regular project work in which pupils are actively encouraged to
express their opinions and divergent views, and in activities where pupils are encouraged to be creative and use their
imaginations.

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3. D) KEY COMPETENCES AND THE OBJECTIVES OF THE STAGE

 The key competences must be closely linked to the established objectives for Primary Education.

 The relationship between the key competences and the objectives of the stage, makes it necessary to design strategies in
order to favour the inclusion of students in adult life, and act as the base for their lifelong learning.

 The efficient acquisition of the key competences by students and its contribution to the achievement of the objectives of the
educational stages, requires the design of integrated learning activities, which make it possible to progress towards learning
more than one competence at a time.

3. E) KEY COMPETENCES IN THE CURRICULUM

 The key competences must be integrated in the different areas included in the curriculum, defining, specifying and
developing sufficiently the learning results that students must achieve.

 The competences must be cultivated in the fields of formal, non-formal and informal education, throughout the whole life.

 All the areas of the curriculum must take part in the development of the students' different competences.

 The selection of contents and methodology must assure the development of the key competences throughout the whole
academic life.

 The evaluation criteria must be a reference to assess what the students know and know how to do in each area. These
evaluation criteria are structured according to the assessable learning standards.

 The set of learning standards of a certain area will result in the area profile.

 All the areas must contribute to the development of the key competences.

18
3. F) METHODOLOGICAL STRATEGIES TO DEAL WITH THE COMPETENCES IN THE CLASSROOM
The teaching and learning process requires careful planning of the results to achieve, clearly understanding the goals or
objectives, the necessary resources, the most appropriate methodology and the learning assessment and feedback processes.

Didactic methods must be chosen according to the best possibilities to achieve the proposed targets and bearing in mind the
factors conditioning the learning process.

 One of the key elements in learning through competences is sparking and maintaining children's motivation for the learning
process, what involves a new approach to the student's role, which must be active and autonomous, conscious of being
responsible of their own learning process.
 In order to foster motivation for competence learning it is also necessary to apply active and contextualized methodologies
which enable the implication and participation of all the students, and the acquisition and use of real life knowledge, so that
learning becomes transferrable and long-lasting.
 Active methodologies must be supported by cooperative learning structures, so that, through the joint resolution of tasks, the
members of the group get to know the strategies used by their colleagues and are able to apply them to similar situations.
 The interactive strategies are the most appropriate ones for a competence teaching-learning process, as they enable sharing
and building knowledge as well as making the classes more dynamic, through verbal and collective exchange of ideas.
 Working through projects helps students organize their thoughts favouring reflection, criticism, elaborating hypotheses and
researching through a process where each one assumes the responsibility for their own learning, applying their knowledge
and skills to real projects.
 Furthermore, it is advisable to use the portfolio, which offers wide information about the students' learning process, reinforces
continuous evaluation, and allows sharing the learning results. The portfolio is a motivating tool for students which fosters their
autonomy and develops their critical and reflective thinking.
 Teachers must get involved in creating and designing different types of materials, adapted to the different levels and the
different styles and learning pace of students, with the aim to meet the demands of classroom diversity, paying special
attention to the integration of Information and Communication Technologies to the teaching-learning process, providing
access to virtual resources.
 Finally, it is necessary for teachers to get coordinated about the methodological and didactical strategies to be used.

19
3. G) ASSESSMENT OF THE KEY COMPETENCES

 Both in the continuous evaluation process that takes place in the different school years, as in the final assessment of the
different educational stages, in order to evaluate the competences it is necessary to choose strategies and instruments to
assess students according to their ability to solve problems simulating real contexts, mobilising their previous knowledge, skills
and attitudes.

 It is necessary to establish relationships between the learning standards and the relevant competences to which they
contribute, in order to assess the competence levels attained by each student.

 The assessment of the level of acquisition of the competences must be included in the evaluation of contents, as far as being
competent means mobilising knowledge and attitudes so as to respond to the different proposed situations, making the
learning process operationally effective, and applying the contents learnt from an integrated approach.

 The competences' performance levels will be measurable through indicators of achievement, such as Rubrics or rating scales.
These indicators of achievement must include ranges addressed to the evaluation of achievements, taking into account the
principle of attention to diversity.

 Teachers must use a variety of assessment procedures and include strategies that enable students to participate in the
evaluation of achievements, such as self-evaluation, peer evaluation or co evaluation. In any case, the different usable
assessment procedures, such as systematic observation of the students' work, oral and written tests, the portfolio, the
registration protocols, or the class works, will promote the integration of all the competences in a coherent evaluation frame.

 The end-of-stage external assessments will bear in mind, both in the design and in the evaluation, the assessable learning
standards of the curriculum.

20
4. CONTENTS, EVALUATION CRITERIA AND LEARNING STANDARDS
4. A) GENERIC CONTENTS, EVALUATION CRITERIA AND LEARNING STANDARDS FOR PRIMARY EDUCATION. TIGER 1-6.
CONTENTS
BLOCK 1:
UNDERSTANDING ORAL TEXTS
Learning strategies:
- Previous knowledge on the topic and
task.
- Identification and adaptation of text
type.
- Distinguishing different types of
understanding (general, essential
information, main points).
- Hypothesizing on content and context.
- Inference and formulation of hypothesis
on important information based on
different linguistic and paralinguistic
elements.
- Reformulation of hypothesis based on
the understanding of new elements.
Cultural and social linguistic elements:
Social conventions, norms regarding
courtesy and tone; customs, values,
beliefs and attitudes, non verbal
language
EVALUATION CRITERIA
UNDERSTANDING ORAL TEXTS
-Identify, in the personal, public and
educational fields, the general sense,
the essential information and the
most important points in very short
and simple oral texts, produced in a
standard language, with simple
structures and high frequency lexis,
about everyday and specific topics
related to their own experiences,
needs and interests, expressed
clearly and slowly and transmitted
either orally or through the use of
technological resources, in
predictable everyday contexts or
those related to areas of immediate
need, as long as the acoustic
conditions are good and the
message is not distorted, being able
to listen again to what has been said
or to ask for confirmation, and
counting on a visual support or with
clear contextual information
LEARNING STANDARDS
UNDERSTANDING ORAL
TEXTS
- Understands the core of
advertisements about
products of their interest
(games, computers, CD,
etc.).
- Understands messages and
public announcements
containing instructions,
indications or other sorts of
information (e.g. numbers,
prices, timetables, at a station
or at a department store).
- Understands what is said in
simple everyday situations
(instructions, directions,
requests, warnings)
TIGER PROJECT
COURSE, UNIT
- Ex. Tiger 5. Unit 1. Lesson 2.
Listen to an advertisement
for a new tablet. CLC, CMST,
CD, SCC
- Ex. Tiger 4. Unit 1. Lesson 3.
Act. 9. Listen to and
understand a class timetable
CLC, SCC.
- Ex. Tiger 6. Unit 4. Project:
Listen to a guide for tourists.
CLC, SCC, CAE
- Ex. Tiger 6. Unit 7. Project:
Listen to and plan a weekend
away. CLC, SCC, CAE, SIE
- Tiger 3. Unit 3. Lesson
7.READING CORNER: a
poster. CLC, SCC, CAE
- Ex. Tiger 6. Unit 3. Lesson 7.
Listen and understand how to
give instructions in the
kitchen. CLC, SCC, SIE
21
Communicative functions:
- Greetings and presentations,
apologizes, acknowledgements,
invitations.
- Expressing ability, likes and dislikes,
preferences, opinions, agreement or
disagreement, feelings, intentions.
- Descriptions of people, activities, places,
objects, habits, plans.
- Narration of past and recent events.
- Asking for and offering help, information,
instructions, objects, opinions, permission.
-Establishing and maintaining
communication.
Syntactical structures2
High Frequency vocabulary (reception) 3
Sound patterns, accents, rhythm and
intonation.
2
See list of syntactical structures and specific examples of the Tiger Project in paragraph 4.B).
3
See list of high frequency vocabulary and specific examples of the Tiger Project in paragraph 4.B).
- Know and put into practice the most
appropriate basic strategies in order
to understand the general sense, the
essential information or the main
points of a text.
- Identify basic and specific cultural
and social linguistic elements about
everyday life (habits, timetable,
activities, celebrations), life
conditions (house, environment),
interpersonal relationships (family,
friends, school), behaviour (everyday
gestures, use of the voice, physical
contact) and social conventions
(courtesy), and put into practice the
knowledge acquired to a suitable
comprehension of texts.
- Distinguish the main communicative
functions of the text (e.g. demanding
information, an order, or an offer)
and a limited repertoire of their most
usual examples, as well as the basic
discursive patterns (e.g. starting and
closing a conversation, or the points
of a schematic narration).
- Recognize basic syntactical
structures appearing in oral
communication (ex. interrogative
structure to ask for information), and
- Identifies the topic of a
predictable everyday
conversation that takes place
in his presence (for example,
n a shop, on a train).
- Understands the essential
information in short simple
conversations they take part
in, about familiar topics such
as, oneself, the family, the
school, free time, the
description of an object or a
place.
- Understands the main ideas
of simple, well structured
presentations, on subjects
that are familiar for them or
which they are interested in
(for example, music, sports,
etc.), as long as they count
on the support of images and
pictures, and speaking clearly
and slowly.
- Ex. Tiger 5. Unit 3. Lesson 7.
Listen and understand how to
buy tickets to visit a famous
building. CLC, CMST, SCC,
CAE
- Ex. Tiger 1 y Tiger 2. Units 1-6.
Lesson 2. Listen to the story.
CLC, CAE
- Ex. Tiger 3 y Tiger 4. Units 1-7.
Lesson 7. Listen to the Class
Chit-chat. CLC, CAE
- Ex. Tiger 5 y Tiger 6. Units 1-7.
Lesson 7. Listen to the
Everyday chit-chat. CLC, CAE
- Ex. Tiger 1 y Tiger 2. Units 1-6.
Lessons 5 y 6. Listen to CLIL
topics. CLC, CMST, CAE
- Ex. Tiger 3 y Tiger 4. Units 1-6.
Lesson 5. Listen to CLIL topics.
CLC, CMST, CAE
- Ex. Tiger 5 y Tiger 6. Units 1-7.
Lesson 8. Listen to CLIL topics.
CLC, CMST, CAE
22
their relevant meanings.
- Understands the general - Ex. Tiger 3. Unit 7. Lesson 2.
- Recognize a limited amount of high
and essential sense and Listen about a traditional
frequency oral lexis related to
distinguishes topic changes in play. CLC, SCC, CAE
everyday situations and specific
television programmes or any
topics to do with their experiences, - Ex. Tiger 3 y Tiger 4. Units 1-6.
other audiovisual material
needs and interests, and infer the Lesson 6. Watch a video clip
within their area of interest
possible meanings of unknown words about cultural topics. CLC,
(e.g. those in which young
and expressions from the context and CAE, SCC
people or famous people are
from the information included in the
interviewed about everyday - Ex. Tiger 5 y Tiger 6. Units 1-7.
text.
topics (for example, what Lesson 7. Watch a video clip
- Distinguish between basic sound,
they like to do in their free about cultural topics. CLC,
stress, rhythm and intonation
time), or those in which they CAE, SCC
patterns, and recognize the general
are informed about leisure
meaning and communicative
activities (theatre, cinema,
intentions related to them.
sport events, etc.).

23
CONTENTS
BLOCK 2:
PRODUCTION OF ORAL TEXTS:
EXPRESSION AND INTERACTION
Production strategies:
Planning
- Design the message clearly,
distinguishing the main ideas and the
basic structure.
- Adapt the text to the addressee,
context and channel, applying the
correct register and the appropriate
discourse structure in each case.
Execution
- Expressing messages clearly, coherently
and adjusting, if necessary, to models
and forms of each type of text.
- Readjust the task (undertake the task in
a more modest way) or the message
(make concessions in what they would
really like to express), after considering
the difficulties and the available
resources.
- Rely on and make the most of their
previous knowledge (using
'prefabricated' language, etc.).
- Compensate language gaps with the
use of linguistic, paralinguistic or
paratextual procedures:
EVALUATION CRITERIA
PRODUCTION OF ORAL TEXTS:
EXPRESSION AND INTERACTION
- Take part, in a simple and
comprehensible way, in
conversations that require a direct
exchange of information in
immediate areas of need or about
very familiar topics (oneself, the
surrounding environment, people,
places, objects and activities, likes
and opinions), in a neutral or informal
register, using simple sentences or
high frequency expressions, both
isolated or linked with simple
connectors, even though sometimes
the pronunciation is not so clear and
it can lead to misunderstandings,
despite pauses and hesitations and
although repetition, paraphrase and
cooperation with the speaker may
be necessary to maintain the
communication.
- Know and apply the most
appropriate basic strategies to
produce simple oral texts, either
monologues or dialogues, using, for
example, 'prefabricated' language'
or memorized expressions, or
supporting what they want to express
with gestures.
LEARNING STANDARDS
PRODUCTION OF ORAL
TEXTS: EXPRESSION AND
INTERACTION
- Makes short simple
presentations, prepared and
rehearsed beforehand,
about everyday topics or
subjects which they are
interested in (introduce
themselves and other
people; give basic
information about
themselves, their family or
their class; talk about their
interests or hobbies and their
main everyday activities; give
brief and simple descriptions
of their room, their favourite
food, someone's
appearance, or an object;
present a topic of their
interest (their favourite band);
say what they like or dislike
and give their opinion using
simple structures).
TIGER PROJECT
COURSE, UNIT
- Ex. Tiger 3. Units 1-6. Lesson
6. Present their Project on
cultural issues to the rest of
the class: an animal fact file,
lunch at
their school, etc. CLC, SCC,
CAE, SIE, L2L
- Ex. Tiger 4. Units 1-6. Lesson
6. Present their Project on
cultural issues to the rest of
the class: their favourite book,
a description of where they
live, etc. CLC, CAE, SIE, L2L
- Ex. Tiger 5. Project. Units 1-7.
Lesson 6. Present their Project
on interesting practical issues
to the rest of the class:
Electronic gadgets, exercise,
endangered animals, etc.
CLC, CMST, CAE, SCC, SIE, L2L
- Ex. Tiger 6. Project. Units 1-7.
Lesson 6. Present their Project
on interesting practical issues
to the rest of the class:
Inventions, Planning a
weekend away, a recipe,
etc. CLC, CMST, CAE, SCC,
SIE, L2L
24
Linguistic
- Modify words with a similar meaning.
- Define or paraphrase a term or
expression.
Paralinguistic and paratextual
- Asking for help.
- Pointing objects, using deictics or doing
actions to clarify meaning.
- Using culturally appropriate body
language (gestures, facial expressions,
postures and visual and body contact,
proxemics).
- Using extralinguistic sounds and
conventional prosodic qualities.
Cultural and social linguistic elements:
Social conventions, norms regarding
courtesy and tone; customs, values,
beliefs and attitudes, non verbal
language.
Communicative functions:
- Greetings and presentations, apologize,
expression of gratitude, invitations.
- Expressing ability, likes and dislikes,
- Learn about basic cultural and
social linguistic aspects and put into
practice the knowledge acquired to
produce oral texts adapted to the
context, respecting the most basic
communicative conventions.
- Apply the relevant communicative
functions (e.g. greetings, information
exchanges, or offers), using a limited
amount of the most common
exponents and basic oral patterns
(e.g. saying hello and good bye to
start and close a conversation, or
developing the points of a narration),
and their most common features to
the oral text produced or co-
produced.
- Use basic syntactical structures (e.g.
connect words or groups of words
with basic linkers such as “and”,
“then”, “but”, “because”), even
though basic errors may still occur
systematically, for example regarding
verb tenses or concordance.
- Know and use a limited amount of
high frequency oral lexis related to
everyday situations and specific
- Gets on well in daily
transactions (e.g. order a
product in a shop and ask
about the price).
- Takes part in conversations
either face to face or through
technical means (telephone,
Skype), in which they
establish social contact (say
thank you, say hello, say
good bye, address someone,
apologize, introduce
themselves, show interest for
someone, congratulate
someone), exchange
personal information and talk
about everyday topics,
express feelings, offer
something to someone,
borrow something, meet
friends or give instructions
(e.g. indications to arrive
somewhere with the help of a
map).
- Ex. Tiger 5. Unit 1. Lesson 7.
Act. 23. Role-play buying an
electronic gadget. CLC,
CMST, DC, SIE
- Tiger 4. Unit 6. Lesson 3. Act.
9. Look at the map and give
instructions to a friend. CLC,
SIE, L2L
- Ex. Tiger 1 y Tiger 2. Units 1-6.
Lesson 4. Do a role-play. CLC,
SCC, CAE, SIE
- Ex. Tiger 3 y Tiger 4. Units 1-6.
Lesson 7. Act out a dialogue.
CLC, SCC, CAE, SIE
- Ex. Tiger 5 y Tiger 6. Units 1-7.
Lesson 7. Do an Everyday
Chit-Chat role-play. CLC,
SCC, CAE, SIE
25
preferences, opinions, agreement or
disagreement, feelings, intentions.
- Descriptions of people, activities, places,
objects, habits, plans.
- Narration of past and recent events.
- Asking and offering help, information,
instructions, objects, opinions, permission.
-Establishing and maintaining
communication.
Syntactical structures4
topics to do with their experiences,
needs and interests.
- Articulate a limited repertoire of
basic sound, stress, rhythm and
intonation patterns, adapting them
to the relevant communicative
function, in a usually comprehensible
way, but with significant influence of
the first language, or other languages
- Takes part in an interview,
e.g. a visit to the doctor,
naming parts of the body so
as to indicate where they feel
pain.
- Ex. Tiger 1. Unit 2. Lesson 7.
Repeat the parts of the body.
CLC, CMST, L2L
- Ex. Tiger 2. Unit 5. Lesson
Kids’ Culture 5. Listen to and
say a Doctor, Doctor ...type
joke. CLC, SCC, CAE, SIE

- Make themselves understood in

High Frequency vocabulary (production)5
Sound patterns, accents, rhythm and
intonation.
short simple interventions, even
though they may commonly hesitate,
make repetitions and use pauses to
organize, correct or reformulate what
they want to say.

- Interact in a very simple way, using

very basic techniques, both linguistic
and non-verbal ones (e.g. gestures or
physical contact) to start, maintain or
close a short conversation.

4
See list of syntactical structures and specific examples of the Tiger Project in paragraph 4.B).
5
See list of high frequency vocabulary and specific examples of the Tiger Project in paragraph 4.B).

26
CONTENTS
BLOCK 3: UNDERSTANDING
WRITTEN TEXTS
Learning strategies:
- Previous knowledge on the topic and
task.
- Identification and adaptation of text
type.
- Distinguishing different types of
understanding (general, essential
information, main points).
- Hypothesizing on content and context.
- Inference and formulation of hypothesis
on important information based on
different linguistic and paralinguistic
elements.
- Reformulating hypotheses from the
comprehension of new elements.
Cultural and social linguistic elements:
Social conventions, norms regarding
courtesy and tone; customs, values,
beliefs and attitudes, non verbal
language
Communicative functions:
- Greetings and presentations, apologize,
expression of gratitude, invitations.
- Expressing ability, likes and dislikes,
preferences, opinions, agreement or
disagreement, feelings, intentions.
- Descriptions of people, activities, places,
objects, habits, plans.
- Narration of past and recent events.
EVALUATION CRITERIA LEARNING STANDARDS TIGER PROJECT
UNDERSTANDING WRITTEN TEXTS UNDERSTANDING COURSE, UNIT
WRITTEN TEXTS
- Ex. Tiger 3. Unit 2. Lesson 7.
- Identify the topic and understand Reading Corner: public signs:
the general sense, the main ideas Don's touch!, etc. CLC, SCC,
and specific information in very short CAE.
and simple texts, either in digital form - Ex. Tiger 4. Unit 3. Lesson 7.
or in paper print, in a standard Reading Corner: public signs.
language and with a high frequency Mind the gap!, etc. CLC,
lexis about familiar topics or everyday SCC, CAE.
texts, as long as they can reread - Ex. Tiger 4. Unit 4. Lesson 7.
what they didn't understand, use a Reading Corner: a notice.
dictionary and count on visual and CLC, CAE.
contextual support.
- Understands instructions,
- Know and apply the most
indications, and basic
appropriate basic strategies to
information in notes, signs
understand the general sense, the
and posters in the streets,
essential information or the main
shops, means of transport,
points of the text.
cinemas, museums, schools,
and other public services.
- Identify basic and specific cultural
and social linguistic elements about
everyday life (habits, timetable,
activities, celebrations), life
conditions (house, environment),
interpersonal relationships (family,
friends, school), and social
conventions (courtesy), and put into
practice the knowledge acquired to
a suitable comprehension of texts.
27
- Asking and offering help, information,
instructions, objects, opinions, permission.
-Establishing and maintaining
communication.
Syntactical structures6
High Frequency written vocabulary
(reception)7
Graphic patterns and orthographic
conventions
- Distinguish the main communicative
functions of the text (e.g. a greeting
card, an information request, or an
offer) and a limited repertoire of their
most usual examples, as well as the
basic discursive patterns (e.g. starting
and closing a letter, or the points of a
schematic description).
- Recognize the most usual meanings
of the basic syntactical structures in
written communication (e.g.
interrogative structure to ask for
information).
- Recognize a limited amount of high
frequency oral lexis related to
everyday situations and specific
topics to do with their experiences,
needs and interests, and infer the
possible meanings of unknown words
and expressions from the context and
from the information included in the
text.
- Understands essential
information and finds specific
information in simple
informative material such as
menus, time tables,
catalogues, price lists,
advertisements, telephone
guides, publicity, tourist
brochures, cultural or event
programmes, etc.
- Ex. Tiger 3. Unit 3. Lesson 7.
Reading Corner: A poster.
CLC, CAE.
- Ex. Tiger 3. Unit 4. Lesson 7.
Reading Corner: A recipe.
CLC, SCC, CAE.
- Ex. Tiger 3. Unit 7. Lesson 7.
Reading Corner: A
programme for a show. CLC,
CAE.
- Ex. Tiger 4. Unit 1. Lesson 7.
Reading Corner: A leaflet.
CLC, SCC, CAE.
- Ex. Tiger 4. Unit 7. Lesson 7.
Reading Corner: A poster.
CLC, SCC, CAE.

6
See list of syntactical structures and specific examples of the Tiger Project in paragraph 4.B).
7
See list of high frequency vocabulary and specific examples of the Tiger Project in paragraph 4.B).

28
- Recognize basic orthographical
signs (e.g. period, comma), as well as
high frequency symbols (e.g. ☺, @,
₤), and identify their related
meanings and communicative
intentions.
Distinguish between graphic patterns
and recognize the general meaning
and communicative intentions
related to basic orthographical
conventions
- Understands short and
simple correspondence (SMS,
e-mails, postcards, cards)
talking about familiar topics
such as oneself, the family,
the school, free time, the
description of an object or a
place, indication of the time
and place of a date, etc.
- Understands the main points
of short news and youth
magazines' articles dealing
with familiar topics or about
subjects of their interest
(sports, music bands,
computer games).
- Ex. Tiger 3. Unit 1. Lesson 7.
Reading Corner: an e-mail.
CLC, CD, SCC, CAE.
.
- Ex. Tiger 5. Unit 5. Lesson 4.
Read a postcard about Loch
Ness. CLC, SCC, CAE.
- Ex. Tiger 6. Unit 4. Lesson 2.
Read a letter about Dublin.
CLC, SCC, CAE.
- Ex. Tiger 4. Unit 5. Lesson 7.
Reading Corner: A website.
CLC, DC, SCC, CAE.
- Ex. Tiger 5. Unit 1. Lesson 8.
Read a website about
electronic gadgets. CLC,
CMST, DC, SCC
- Ex. Tiger 5. Unit 3. Lesson
2.Read a website about
wildlife in India. CLC, DC,
SCC, CAE
- Ex. Tiger 6. Unit 1. Lesson
8.Read a magazine article
about differences and
similarities in languages. CLC,
CAE, L2L
29
- Understands the main ideas
of simple, well structured
stories and identifies the main
characters, as well as the
main plot is based on images
and actions (adapted
readers, comics, etc.).
- Ex. Tiger 1 y Tiger 2. Units 1-6.
Lesson 2. Look at the story of
the unit. Ex.: The Gingerbread
Man, The missing skateboard,
A new pet, Break Time. CLC,
SCC, CAE
- Ex. Tiger 3 y Tiger 4. Units 1-6.
Lesson 2. Read the story of
the unit. Ex.: The Earl of
Sandwich, The Tortoise and
the Hare, The Piper of Hamlin,
Around the World Eighty
Minutes. CLC, SCC, CAE
- Ex. Tiger 5 y Tiger 6. Units 1-7.
Lesson 3. Read the story of
the unit. Ex.: A Scottish
legend, the biography of a
scientist, a detective story,
the biography of a famous
climber, etc. CLC, CMST,
SCC, CAE
30
CONTENTS
BLOCK 4: PRODUCTION OF WRITTEN
TEXTS:
EXPRESSION AND INTERACTION
Production strategies:
Planning
- Mobilise and coordinate their general
and communicative competences so as
to do their tasks effectively (review what
they already know about the topic, what
they can or want to say, etc.).
- Find and correctly use linguistic or
thematic resources (use of a dictionary or
a grammar book, looking for help, etc.).
Execution
- Expressing messages clearly and
adjusting to models and rules for each
text type.
- Adjusting tasks (undertaking more
modest tasks) or messages (making
concessions for what you really want to
express), after having valued difficulties
and available resources.
- Relying on and making the most of
previous knowledge (using
'prefabricated' language, etc.).
Cultural and social linguistic elements:
EVALUATION CRITERIA LEARNING STANDARDS TIGER PROJECT
PRODUCTION OF WRITTEN TEXTS: PRODUCTION OF COURSE, UNIT
EXPRESSION AND INTERACTION WRITTEN TEXTS:
EXPRESSION AND
INTERACTION
- Write, either in digital form or in
- Completes short forms or
paper print, very short and simple - Ex. Tiger 4. Unit 2. Lesson
files with their personal data
texts, made of simple isolated 8.Write a file about their
(for example, in order to
sentences, in a neutral or informal favourite book. CLC, SCC,
register themselves in social
register, using orthographical CAE
networking sites, or to open
conventions and the main
an e-mail account, etc.).
punctuation marks reasonably well, in
order to talk about themselves, about
their immediate environment and
about aspects of their everyday life,
in predictable familiar situations.
- Know and put into practice the most
appropriate basic strategies in order
to produce written texts, e.g. copy
very usual words and sentences so as
to achieve the aimed
communicative functions.
- Learn about basic specific and
significant cultural and social
linguistic aspects (e.g. conventions
for starting or closing a letter to
familiar people) and put into practice
the knowledge acquired to produce
written texts adapted to the context,
respecting basic norms of courtesy.
31
Social conventions, norms regarding Learn about basic specific and
courtesy and tone (being polite), significant cultural and social
customs, values, beliefs and attitudes, linguistic aspects. - Writes short, simple, personal - Ex. Tiger 3 y 4. Units 1-6.
non verbal language. correspondence (messages, Lesson 6. Write a Project on
- Accomplish the main
notes, postcards, e-mails, cultural issues. Ex.: A holiday
communicative functions of the
Communicative functions: chats or SMS) in which they postcard, An animal fact file,
written text (e.g. a greeting card, an
- Greetings and presentations, thank someone, congratulate Weekend activities, an
information exchange, or an offer),
apologizes, acknowledgements, someone, invite someone, English report, etc. CLC, SCC,
using a limited repertoire of their most
invitations. give instructions, or talk about CAE, SIE, L2L.
usual examples, as well as the basic
- Expressing ability, likes and dislikes, themselves and their
discursive patterns (e.g. greeting for
preferences, opinions, agreement or immediate environment
starting or closing a letter, or the
disagreement, feelings, intentions. (family, friends, hobbies, daily - Ex. Tiger 5 y 6. Units 1-7.
points of a schematic narration).
- Descriptions of people, activities, places, activities, objects, places) Lesson 9. Write a Project. Ex.
objects, habits, plans. - Handle basic syntactical structures and makes questions related A food diary, A famous
- Narration of past and recent events. (e.g. connect words or groups of to these subjects. painting, A guide for tourists,
- Asking and offering help, information, words with basic linkers such as a recipe, etc. CLC, CMST,
instructions, objects, opinions, permission. “and”, “then”, “but”, “because”), SCC, CAE, SIE, L2L
- Establishing and maintaining even though basic errors may still
communication. occur systematically, for example
regarding verb tenses or
Syntactical structures8 concordance.
- Know and use a limited amount of
High Frequency written vocabulary
high frequency oral lexis related to
(production) 9
everyday situations and specific
topics to do with their experiences,
Graph patterns and orthographic
needs and interests.
conventions.
- Put into practice graphic patterns
and basic orthographical
conventions so as to write short words
or sentences used in common
speech reasonably well, but not
necessarily with a totally correct
spelling.

8
See list of syntactical structures and specific examples of the Tiger Project in paragraph 4.B).
9
See list of high frequency vocabulary and specific examples of the Tiger Project in paragraph 4.B).

32
4. B) SYNTACTICAL STRUCTURES AND HIGH FREQUENCY VOCABULARY. TIGER 1-6

SYNTACTICAL STRUCTURES EXAMPLES OF SYNTACTICAL STRUCTURES IN TIGER

Expression of logical relationships: conjunction Tiger 1. Unit 1-6. Ping and Pong
(and); Tiger 2. Unit 2. a ruler and a pencil
Tiger 3. Unit 2. The Tortoise and the Hare
Tiger 4. Unit 2. She’s got … and she’s wearing …
Tiger 5. Unit 4. country and western
Tiger 6. Unit 6. children and teenagers
disjunction (or); Tiger 3. Unit 1-6. Word or number
Tiger 3. Unit Halloween: `Trick or treat’
Tiger 4. Unit 2, 5, 7. True or false
Tiger 5. Unit Halloween: `Trick or treat’
opposition (but); Tiger 2. Unit 2. … but he/she hasn’t got a …
Tiger 3. Unit 4. I like ..., but I don’t like ...
Tiger 4. Unit 3. No, but there’s a …
cause (because); Tiger 5. Unit 3. because...
Tiger 6. Unit 1. because...
purpose (to infinitive, e. g. I did it to help her); Tiger 5. Unit 3. I want to …
Tiger 6. Unit 2. I want to …
Tiger 6. Unit 6. I think it’s important to …
Tiger 6. Unit 7. he needs to take...
comparison (as Adj. as; smaller (than); the biggest). Tiger 5. Unit 3. Are you/Is he/she older/taller than … ?
Tiger 6. Unit 2. What’s the longest/highest/hottest / smallest/widest …?

Tiger 4. Unit Starter. When’s your birthday?

Tiger 4. Unit 1. after-school clubs
time relationships (when; before; after).
Tiger 5. Unit Starter. When’s your birthday?
Tiger 6. Unit 5. When did he/she live?

33

Assertion (affirmative sentences; Yes (+ tag))
Exclamation (What + noun, e. g. What fun!; How +
Adj., e. g. How nice!; exclamatory sentences, e. g . I
love salad!).
Negation (negative sentences with not, never, no
(Adj.), nobody, nothing; No (+ negative tag)).
Interrogation (Wh questions; Aux. questions).
Time expression: past (simple past; present perfect);
Tiger 1. Unit 1.Are you … ? Yes, I am
Tiger 1. Unit 5. Can you (swim)? Yes, I can./No, I can’t.
Tiger 2. Unit 3. Is this your (coat)? Yes, it is.
Tiger 3. Unit 2. Yes, it has./No, it hasn’t.
Tiger 4. Unit 2. Yes, he/she has.
Tiger 5. Unit 1. Yes, he/she does
Tiger 6. Unit 2.Yes, there are
Tiger 1. Unit 1. Don’t … !
Tiger 2. Unit 4. That’s not fair! Don’t cheat!
Tiger 3. Unit 4. What a great invention!
Tiger 4. Unit 7. You can be the (cameraman)!
Tiger 5. Unit6. I love it!
Tiger 6. Unit 1. That’s great/fantastic/amazing!
Tiger 1. Unit 1. I don’t.
Tiger 1. Unit 4. Do you like (cheese)? No, I don’t.
Tiger 2. Unit 5. No, I haven’t.
Tiger 3. Unit 1. No, I’m not.
Tiger 4. Unit 1. We haven’t got (PE).
Tiger 5. Unit 5. I never do
Tiger 6. Unit 7. I’m (not) going to
Tiger 1. Unit Starter. What’s your name?
Tiger 1. Unit 3. Who’s this?
Tiger 1. Unit 6. Where’s my (scooter)?
Tiger 2. Unit 1. Where’s (she)?
Tiger 2. Unit 2. What has she/he got?. Unit 5. What’s the matter?
Tiger 3. Unit 1. What do you do in your free time?
Tiger 4. Unit 1. Have we got (English) today? Yes, we have./ Unit 6. Where are
you?
Tiger 5. Unit Starter. Where are you from? What’s your favourite ... ?/ Unit 2.
What’s he/she doing? What are they doing?
Tiger 6. Unit Starter. What do you want to do in the future?/ Unit 5. How old is
...? Who invented the … ?, etc.
Tiger 5. Unit 4. I/He/She was.
Tiger 5. Unit 5. I/He/She/They lived in/didn’t live in …
34
 Tiger 6. Unit 5. He/She worked
Tiger 6. Unit 6. Irregular verbs: do/did, feed/fed, go/went, have/had,
make/made, put/put, sweep/swept, take/took
present (simple present); Tiger 1. Unit 1. I (draw) at school
Tiger 2. Unit 4. I want to …
Tiger 3. Unit 2. It’s got …It hasn’t got … /
Tiger 3. Unit 4. I like ... /I love ... /I don’t like ...
Tiger 4. Unit 3. I go to school by (car). I walk to school
Tiger 5. I think … I want to ….
Tiger 6. Unit 1. He/She likes (play)ing chess, etc.

future (going to; will). Tiger 6. Unit 7. What are you going to do?

Expression of aspect: punctual (simple tenses);
durative (present and past continuous);
Tiger 1. Unit 2. This is the (head).
Tiger 2. Unit 5. I have a (headache).
Tiger 3. Unit 1. I use a computer to
Tiger 4. Unit 6. My ideal holiday destination is …
Tiger 5. Unit 6. It grows in (winter).
Tiger 6. Unit 7. I think he needs…
Tiger 2. Unit 3. I’m/You’re wearing …
Tiger 3. Unit 6. What are you doing? I’m/We’re …
Tiger 4. Unit 2. He’s/She’s wearing …
Tiger 5. Unit 2. We’re/They’re playing golf.
Tiger 6. Unit 1. I’m learning (Welsh)

habitual (simple tenses (+ Adv., e. g. always, Tiger 3. Unit 5. What do you do every day? I …
everyday)); Tiger 5. Unit 1. I always/often/never/sometimes/usually ...
Tiger 5. Unit 5. I usually/sometimes do.
Tiger 6. Unit 6. I never/often/sometimes/usually …
inchoative (start –ing); terminative (finish –ing). Tiger 4. Unit 5. I love …ing. I prefer …ing.
Tiger 5. Unit 5. Start, stop, finish…
Tiger 6. Unit 1. He/She likes (play)ing chess
Tiger 6. Unit 6. He loves …ing

35
Expression of modality: factuality (declarative Tiger 1. Unit 1. It’s a (bag).
sentences); Tiger 2. Unit 4. I want to play (cards).
Tiger 3. Unit 4. It’s the year 1762
Tiger 4. Unit 3. There are (shops) in the street
Tiger 5. Unit 2. She’s playing rugby
Tiger 6. Unit 4. She wasn’t at (the cinema) at six.
ability (can); Tiger 3. Unit 3. I/He/She can/can’t …
Tiger 4. Unit 1. Can you (play a musical instrument)? I can/can’t (play …)
Tiger 5. Unit 7. can’t believe her eyes
Tiger 6. Unit 2. Can you see … ?
possibility (may); Skills Trainer level 6

necessity (must; need); Tiger 6. Unit 7. I think he needs to take a (torch).

obligation (have (got) to; imperative); Tiger 2. Unit 4. Don’t cheat!

Tiger 4. Unit 6. Turn left at the (bridge). Don’t (turn right). Tiger 6. Unit 7.
Imperatives: Don’t drop litter. Use the bins
permission (can; may); Tiger 1. Unit 1. Can I have this (pencil), please?
Tiger 2. Unit 1. Can I have a …, please?
Tiger 5. Unit 6. Can I have … ?
Tiger 6. Unit 4. Can you tell me what time…?
Tiger 6. Unit 6. Can I help you?
intention (going to; will). Tiger 6. Unit 7. What are you going to do?

Tiger 2. Unit 6. There’s a (zoo).Is there a (beach)?

Expression of the existence (there is/are);
entity (nouns and pronouns, articles,
demonstratives);
Tiger 3. Unit 6. There is/are …
Tiger 4. Unit 3. Are there any … ? Yes, there are./No, there aren’t
Tiger 5. Unit 6. Is/Are there any … ?
Tiger 6. Unit 4. Is there … ? Are there … ?
Tiger 1. Unit 2. This is my head./ These are my eyes
Tiger 2. Unit 1. The cooker is in the …
Tiger 3. Unit 2. The Tortoise and the Hare
Tiger 4. Unit 5. My/His/Her favourite activity/activities is/are …
Tiger 5. Unit 5. I/He/She/They lived in/didn’t live in …

36

quality ((very +) Adj.)
Expression of quantity (singular/plural; cardinal
numerals up to four digits; ordinal numerals up to
two digits. Quantity: all, many, a lot, some, (a) few,
(a) little, more, much, half, a bottle/cup/glass/piece
of. Degree: very, too, enough).
Expression of space (prepositions and adverbs of
location, position, distance, motion, direction, origin
and arrangement).
Expression of time (points (e. g. quarter past five);
divisions (e. g. half an hour, summer), and
indications (e. g. now, tomorrow (morning)) of time;
duration (e. g. for two days); anteriority (before);
posteriority (after); sequence (first…then);
simultaneousness (at the same time); frequency (e.
g. sometimes, on Sundays).
Expression of the manner (Adv. of manner, e. g.
slowly, well).
Tiger 6. Unit 1. I/We/They like (go)ing to the youth club.
Tiger 3. Unit 4. works very hard
Tiger 4. Unit 3. They’re very near.
Tiger 5. Unit 6. There is a/are some … There isn’t/aren’t any …
Tiger 5. Unit 6. I eat lots of/some … /I don’t eat any …
Tiger 6. Unit 3. countable and uncountable nouns
Tiger 6. Unit 5: ordinal numbers
Tiger 3. Unit Starter. It’s in/on/under/behind/next to …
Tiger 4. Unit Starter. It’s in/on/under/behind/next to …/ Unit 3. It’s opposite the
…
Tiger 4. Unit 6. Turn left at the (bridge). Don’t (turn right). Go straight on.
Tiger 6. Unit 5: on a farm
Tiger 6. Unit 6. go straight on, go under the bridge, turn left.
Tiger 3. Unit 5. What time is it? It’s (nine o’clock).
Tiger 4. Unit 1. We’ve got (music) at (quarter past ten)./ Unit 4. She works from
(nine) to (five).
Tiger 5. Unit Starter. It’s on the (31st) of (March).
Tiger 6. Unit 1. sometimes, often, never
Tiger 6. Unit 3. First of all, … Then, … Next, … Last of all, …
Tiger 6. Unit 4. at (quarter past five)./ on Saturdays
Tiger 6. Unit 5. In the past, … Today, …
Tiger 6. Unit 6. every day, at the weekend, once a month/week, yesterday
Tiger 5. Unit 1. usually
Tiger 5. Unit 7. Yes, definitely
37
 HIGH FREQUENCY VOCABULARY EXAMPLES OF HIGH FREQUENCY VOCABULARY IN TIGER

Personal identification Tiger 1. Unit Starter. name and age

Tiger 4. Unit 2. hair and facial features
House, home Tiger 2. Unit 1. rooms in a house
Tiger 4. Unit 3. buildings in towns and cities
Tiger 4. Unit 6: features of the countryside
Tiger 5. Unit 5. CLIL. life in a medieval castle
Tiger 6. Unit 4. places in towns and cities
Tiger 6. Unit 6. Household chores
Daily routines Tiger 3. Unit 5. daily routines
Tiger 5. Unit 5. everyday activities
Tiger 6. Unit 5. everyday objects
Family and friends Tiger 1. Unit 3. family

Work and jobs Tiger 4. Unit 4: jobs

Free time, leisure and sports
Travel and holiday
Tiger 5. Unit 4: professions
Tiger 1. Unit 6. toys
Tiger 2. Unit 4. break time games
Tiger 3. Unit 1. leisure activities
Tiger 3. Unit 3. sports
Tiger 3. Unit 7. theatre
Tiger 4. Unit 5. free time activities
Tiger 4. Unit 7: films and cinema
Tiger 5. Unit 2. sports
Tiger 5. Unit 4. CLIL. music
Tiger 5. Unit 7. CLIL. art
Tiger 6. Unit 1. free time activities
Tiger 6. Unit 7. camping equipment
Tiger 1. Festivals. Halloween, Christmas, Easter
Tiger 2. Unit 6. places
Tiger 2. Festivals. Halloween, Christmas, Carnival
Tiger 3. Unit 6. beach activities
38

Health and fitness
Education and studies
Shopping/ commercial activities
Food and restaurants
Transport
Language and communication
Environment, clime and nature
Information and communication technologies
Tiger 3. Festivals. Halloween, Christmas, World Book Day
Tiger 4. Unit 5. CLIL. art galleries and science museums
Tiger 4. Festivals: Halloween, Christmas, Valentine’s Day
Tiger 5. Festivals: Halloween, Christmas and New Year, Carnival
Tiger 6. Festivals: Thanksgiving in Canada, Advent and Christmas in New
Zealand, Pancake Day in Wales and the UK, Carnival in Jamaica, St Patrick’s
Day in Ireland, April Fools’ Day in England and the UK
Tiger 1. Unit 2. parts of the body
Tiger 2. Unit 5. common health problems
Tiger 5. Unit 2. CLIL. exercise is healthy and cool
Tiger 5. Unit 6. CLIL: healthy eating
Tiger 1. Unit 1. classroom objects
Tiger 4. Unit 1. school subjects
Tiger 2. Unit 3. clothes
Tiger 5. Unit 7. clothes
Tiger 1. Unit 4. food
Tiger 3. Unit 4. food
Tiger 5. Unit 6. fruit and vegetables
Tiger 6. Unit 3. food
Tiger 4. Unit 3. CLIL. types of transport in cities
Tiger 4. Unit 2. CLIL. great books for children
Tiger 6. Unit 1.CLIL. differences and similarities in languages
Tiger 1. Unit 5. animals
Tiger 2. Unit 2. pets
Tiger 3. Unit 2. animal parts of the body
Tiger 4. Unit 6. CLIL. arboreal animals and plants
Tiger 5. Unit 3. animals/ endangered animals
Tiger 6. Unit 2. geographical features/ volcanoes
Tiger 6. Unit 3. generous trees
Tiger 6. Unit 7. weather stations and weather forecasts
Tiger 5. Unit 1. electronic gadgets
Tiger 6. Unit 4. technology in the city
Tiger 6. Unit 5. history of television in the UK
39
5. TEACHING METHODOLOGY

5.A) GENERAL AND SPECIFIC METHODOLOGY OF THE AREA. TIGER PROJECT

Learning with Tiger

With Tiger, children:

 Communicate confidently and competently.

 Are highly motivated and enjoy the challenge of studying English.
 Develop listening, speaking, reading and writing skills in a well-balanced, integrated way.
 Learn through different genres of stories and other engaging activities such as spelling bees, games, songs and videos of real
children in the UK rhymes and games.
 Develop social skills such as cooperation, collaboration, sharing and turn-taking.
 Develop cognitive skills which are transferable to all areas of the curriculum.
 Use CLIL to find out about the world and carry out independent investigation.
 Learn about British culture and develop intercultural and citizenship skills.
 Use new technologies and multi-media to study, research, consolidate and extend learning.
 Pronounce English naturally and intelligibly.
 Develop the basic competences in a systematic way.
 Learn to learn and become increasingly responsible, autonomous, self-motivated learners
 Understand and use grammar correctly and appropriately.
 Prepare, plan and write an enjoyable project in every unit.

40
5.B) TEACHING AND LEARNING ACTIVITIES AND STRATEGIES. TIGER PROJECT

COMPONENTS IN TIGER10

 Pupil’s Book
A full-colour, write-in book with a starter unit, six or seven story-based units (depending on the level) and festivals such as Halloween,
Christmas, the World Book Day or April Fools’ Day. Each unit features seven or eight lessons including: setting objectives, vocabulary
practice and spelling bee, a double page story with comprehension, reflection questions and values, a double page of grammar
practice, phonics and speaking activities, CLIL topics, culture, consolidation and extension lesson, etc.

 Activity Book A (Reinforcement) o B (Extension)

This is an optional component in the first two levels. It develops children’s literacy, consolidates home-school links and practises key
language which has been introduced in the Pupil’s Book.
The organisation of the Activity Book reflects the sequence of lessons in the Pupil’s Book, and also includes a two-page review for
every unit.
At the end of the Activity Book, in the higher levels, there is a full-colour supplement which includes the Verb list, Picture Dictionary,
Grammar Reference Bank, Vocabulary and Grammar Reinforcement (A) or Extension (B), Songs Worksheets, the Bilingual Dictionary,
Graded Grammar activities k Graded Speaking activities. In the higher levels, teachers can opt for Activity Book A or Activity Book B,
depending on whether reinforcement or extension material is most appropriate for their pupils.

 Progress Journal
A write-in booklet designed to focus on learning to learn and promote autonomy. Pupils complete My Language Passport at the start
of the booklet, followed by three pages of activities at the end of each unit. These activities are comprised of six sections: ‘My
learning review’ in which pupils recall what they have learnt in the unit, ‘My vocabulary check’ in which pupils review key
vocabulary, ‘My learning’ in which pupils identify activities which help them learn, ‘My study skills’ in which pupils reflect on personal
learning strategies, ‘My progress’ in which pupils self-assess and evaluate their progress, and ‘My learning plan’ in which pupils
formulate an action plan to help them remember what they have learnt. As pupils work through the units, the Progress Journal
provides a motivating ongoing record of their progress and achievement. It also provides a useful reference for parents and
teachers, and is a tangible home-school link.

10
For further information on components, see the individual Projects of each course of the Tiger series.

41
 Pupil’s Online Materials
Designed to promote autonomy and pleasure in studying English, these are a pupil’s resource for independent home or school use
and reinforce the home-school link. All the active vocabulary, grammar, stories and songs that children encounter in the Pupil’s Book
can be found here, together with a range of lively and varied accompanying activities to provide enjoyable extra practice and
consolidation.

 Teacher’s Book
The Teacher’s Book contains reduced facsimiles of the Pupil’s Book and Activity Book for easy classroom use.
The Teacher’s Book contains an introduction, syllabus, At a Glance Lesson Plans and Detailed Lesson Plans for each lesson. These
include learning objectives, materials needed, learning routines, revision activities, teaching notes and answer keys. The audio scripts
can be found at the end of the Teacher’s Book.

 Flashcards
-colour flashcards with images of key vocabulary provides an ideal resource for presenting and practicing vocabulary. Detailed
suggestions for using the flashcards are given in the teaching notes for each lesson

 Class CDs
Three Class CDs provide all the audio material in Tiger Pupil’s Books, Activity Books and Tests and Photocopiable Resources Packs. This
includes all the learning routines, key vocabulary, stories, reading texts, songs, chants, phonics activities, listening activities, unit
reviews, Class Chit-Chat or Everyday chit-chat and festival materials. There are also karaoke versions of the songs.

 Word cards
A set of word cards match items on the flashcards. These are used to introduce the written form of words and for a wide range of
recognition and practice activities. As for the flashcards, detailed suggestions for using the word cards are given in the teaching
notes for each lesson.

 Story cards
Full-colour story cards in the first levels, which replicate the illustrations in the Pupil’s Book, are provided for all the stories. On the
reverse side of each story card is the text that accompanies each picture, as well as relevant questions to ask.

42
 Tests and Photocopiable Resources Pack

This component contains the following sections:

• Classroom practice worksheets: Extension, Phonics, Grammar, Transition, Basic Writing Practice
• Tests: Diagnostic Test, Unit Tests, Term Tests and End-of-year Test with instructions and an answer key.
• Assessment grids: Assessment of basic competences for each unit.
• Letters to parents: An introductory letter at the outset of the course followed by one letter to introduce each unit. The letters to
parents and carers also include the main song lyrics in each unit.

 Tiger Digital

This includes vocabulary presentation, reference and practice activities, a storyteller with various options for telling and practising the
story, interactive grammar tables, a dialogue builder and video clips for the culture sections.

43
6. EVALUATION

The assessment of the students' learning process will be continuous and global, and will bear in mind the student's progress in all
areas.

The schools will do an individual assessment to all the students at the end of the third year of Primary Education.

Al the end of the sixth year of Primary Education, students will do an end-of-stage individual assessment, where teachers will check
the level of acquisition of the competence in linguistic communication, and of the competence in mathematics, science and
technology, as well as the achievement of the objectives of the stage.

6.A) EVALUATION CRITERIA AND LEARNING STANDARDS

The Evaluation criteria are specific references used to assess the students' learning process. They describe whatever it is that must
be valued and that students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to
achieve in each area.
These criteria, for the whole stage of Primary Education, are clearly detailed in paragraph 4 of this document.
These evaluation criteria are specified through the Learning Standards, which allow defining the learning results, and specifying the
knowledge students must achieve in each case.

6.B) EVALUATION RESOURCES

Evaluation in Tiger is developed appropriately at each stage of the course. The evaluation material is designed to check
achievements in teaching and learning, identify pupils’ needs and provide the opportunity for self-assessment.

Informal evaluation
 Teacher’s evaluation of the unit
 Progress Journal activities.
 Unit Review sections at the end of every unit.

44
 Formal evaluation
 Diagnostic Test
 Unit Tests
 Term Tests
 End-of-Year Test

Self-evaluation
 Learning to learn section. Picture Dictionary.
 Self-assessment activity of the Unit reviews.

Tiger Rubrics

6.C) TYPES OF EVALUATION

 Diagnostic evaluation: It takes place before starting the new learning process, in order to have an idea of the students’ previous
knowledge and competences.
 Formative evaluation: It takes place within the learning process so as to get a partial assessment of the knowledge and
competences that the students are acquiring and it allows the teacher to take teaching decisions (go forward and backwards in
the programme, change methodological strategies, delete, simplify or add contents, etc.).
 Accumulative evaluation: It takes place at the end of a cycle, covering long time periods, in order to check whether the students
have acquired the knowledge and competences that would allow them to pass to the following course.

The previous three types of evaluation are equally necessary, the first one before, the second one during, and the third one at the
end of the process, and all of them are detailed in the evaluation resources section.

45
6.D) QUALIFICATION CRITERIA

The teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind
the acquisition of the basic competences, the evaluation criteria and using the different resources of evaluation.
The qualification will be established by analysing the learning process and the progress in the activities and tasks done by the
students. For that purpose, the teacher/department will take into account and will qualify the aspects below in the following way:

Evaluation Resources % Observations

46
6.E) REINFORCEMENT AND EXTENSION PROGRAMMES (MIXED-ABILITY ACTIVITIES)

 At this stage, particular emphasis will be placed on paying attention to students' diversity, on a personalised attention, on the
prevention of learning difficulties, and on putting in practice reinforcement mechanisms as soon as these difficulties are detected.
 In order to promote reading habits, time will be allowed for this purpose every day.
 Special attention will be paid, during this stage, to the students' personalized attention, to the development of early diagnosis and
to the establishment of reinforcement mechanisms so as to achieve school success.
 Tutorial action will focus on the orientation of both the individual and the global students' educational process. The tutor teacher
will coordinate the educational intervention of the whole group of teachers, according to what is established by the
corresponding education administration, and he/she will also keep a constant relationship with the family, so as to facilitate the
exercise of rights recognized in article 4.1.d) and g) of the Organic Law 8/1985, of 3 July, that regulates the right to education.
 The reinforcement mechanisms that must be put into practice as soon as learning difficulties are detected, may be both
organizational and curricular. Among these measures can be considered the support in the ordinary group, flexible groupings or
curricular adaptations.

Specific reinforcement and extension activities in the Tiger Project.

Tiger takes account of the fact that pupils have different learning styles and provides the opportunity for each pupil to
develop and fulfil their potential according to their individual strengths, aptitudes and preferences.

The balance and variety of different activity types throughout each lesson and unit caters for multiple intelligences (linguistic, logical-
mathematical, bodily-kinaesthetic, spatial, musical, interpersonal, intrapersonal, naturalistic) and the emphasis on learning to learn
and thinking skills, enables pupils to reflect and become better learners.

The Tiger Activity Book of the higher levels offers two options:
- Option A (Basics or Reinforcement)
- Option B (Plus or Extension)

47
6.F) ASSESSMENT OF THE TEACHING-LEARNING PROCESS
(The teacher/department will describe and detail here the agreed criteria in order to assess and modify, if necessary, the teaching-
learning process)

Criteria Description

7. MEASURES DESIGNED TO CATER FOR STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS

Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 3 rd of May, in articles 71 to 79 bis, to those
students who require a different educational attention. Teachers will apply the most appropriate measures so that the assessment
conditions are adapted to those students with special educational support needs.

(The teacher/department will detail here the criteria and specific procedures used to cater for this type of students.)

Criteria Procedure

48
8. READING PROMOTION

Reading is not only a basic tool for the development of children's personality, but it's also a way to socialize as an essential
element to live in democracy and get involved in the information society. For that purpose it's necessary for students to acquire
certain abilities which allow them to:

 Understand simple literary works adapted to the students’ age and interests (narrative and poetic texts).
 Get introduced to the use of the school library
 Take part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc.

MacMillan offers a wide range of English readers adapted to the age of the children. For further information, please see the
Macmillan Children's Readers site: http://www.macmillanenglish.com/courses/macmillan-childrens-readers/

9. CROSS-CURRICULAR CONTENTS (CLIL)

CLIL stands for Content and Language Integrated Learning. One of the objectives of Tiger is to relate the English learning
process to other Primary areas.

But in order to work in English about a topic from another teaching area, it is important to offer the right context to help students
learn and understand it.

Bearing this in mind, Tiger includes two lessons on CLIL in each unit. CLIL allows children to learn interesting content from other areas
of the curriculum, such as Science. In Lesson 5, key language and content input is provided. In Lesson 6, children personalise the
content and apply it to their own world. In levels 5 and 6 students work on CLIL contents in lesson 8, as indicated below:

49
Unit TIGER 1 TIGER 2 TIGER 3 TIGER 4 TIGER 5 TIGER 6
1 Social Science: Social Science: ICT: How techy Social Science: Social Science: Language:
What we do at Things in our are you? Three different How often to you Differences and
school homes schools use electronic similarities in
gadgets? languages
2 Natural Science: Natural / Social Natural Science : Literature: Four Natural Science: Geography:
Our five senses Science: Mammals and great books for Exercise is Volcanoes
What pets eat reptiles children healthy and cool
3 Social Science: Natural / Social PE: Workouts for Geography: Natural Science: Natural Science:
Different families Science: Seasons kids Types of transport Endangered Generous Trees
and nature in cities animals
4 Natural Science: Social Science: Natural Science: Natural / Social Music: American ICT: Technology in
Food we eat School rules Five-a-day the Science: Working music the city
fun way! dogs
5 Social Science: Natural Science: Geography: Time Art and Natural History: Life in a History: The History of
How we move Keeping healthy zones Science: Art medieval castle Television in the UK
galleries and
science
museums
6 Natural Science: Social Science: Natural Science: Natural Science: Natural Science: Social Science:
Materials Road safety Secrets of the sea Arboreal animals Eating a rainbow Children and
and plants (nutrients in teenagers in
fruit and action
vegetables)
7 Social and civic ICT: Making Art: Looking at Geography:
values: Teamwork movies art Weather stations and
for a show weather forecasts

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10. CROSS-CUTTING ELEMENTS (ATTITUDES AND VALUES)
The Royal Decree 126/2014, of 28th February, establishes that:
 Civic and Constitutional education will be worked in all the areas.
 Education will promote equal opportunities and non-discrimination for disability.
 Education will promote the development of values that foster effective equality between men and women and the
prevention of gender-based violence.
 Education will promote the development and the peaceful settlement of conflicts in all areas of personal, familiar and social
life, and the prevention of terrorism and any kind of violence.
 Education will promote the prevention of gender-based violence, terrorist violence or any kind of violence, racism, or
xenophobia.
 Education will avoid sexist stereotypes which lead to discrimination.
 Education will promote elements related to the sustainable development and protection of the environment, awareness of
the risk of exploitation and sexual abuse, awareness of the dangers of using information and communication technologies, as
well as the need of emergency safety behaviours and disaster prevention.
 Education will promote the development and consolidation of entrepreneurship.
 Measures will be taken to increase physical activity and a healthy and balanced diet amongst children.
 Road safety education will be promoted.

ATTITUDES AND VALUES

Tiger includes sections called Tiger Values / Tiger Street Club Values / Tiger Track Values which highlight values and attitudes relevant
to the story of the unit.
 Politeness in the foreign language.
 Effort with new vocabulary and structures.
 Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Good companionship in class
 Overcome mental blocking when meeting new people in the target language
 Attentive-assertive listening
 Use of target language in class

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CROSS-CUTTING ELEMENTS IN TIGER

Tiger integrates cross-cutting elements into the learning process. Thus in one way or another, either in the topic of the unit or the
specific tasks, all units deal with the themes of moral and civic education, environmental education, education for tolerance,
education for sexual equality, health education, consumer education and education for leisure, as detailed in the examples below:

 E.g. Tiger Tales 1. Unit 3. Talk about the importance of helping at home and avoid sexual stereotypes.
 E.g. Tiger Tales 1. Unit 6. Awareness of the importance of making a moderate use of new technologies, such as computer
games.
 E.g. Tiger Tales 2. Unit 4. Awareness of where they can or can't play with balls.
 E.g. Tiger Tales 2. Unit 5. Talk about the importance of visiting the doctor when they are ill.
 E.g. Tiger Team 3. Unit 5. Awareness of the importance of loving their family and not being greedy.
 E.g. Tiger Team 3. Unit 4. Awareness of the importance of healthy food and interest to learn funny ways of eating fruits and
vegetables.
 E.g. Tiger Team 4. Unit 3. The importance of using ecological means of transport.
 E.g. Tiger Team 4. Unit 4. Awareness of the importance of respecting the traffic signs so as to be safe.
 E.g. Tiger Tracks 5. Festivals. The importance of enjoying celebrations in order to feel happy.
 E.g. Tiger Tracks 5. Festivals. Awareness of the importance of practicing sport so as to stay healthy.
 E.g. Tiger Tracks 6. Unit 3. Awareness of the importance of trying different types of food from different cultures.
 E.g. Tiger Tracks 6. Unit 7. Awareness of the existence of charity organisations to protect animals.

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11. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY
The widespread inclusion of Information and Communication technologies (ICT) in the Education System, will bear in mind the
principles of universal accessibility and a customized design, which will enable a personalised education adapted to each student's
needs and pace.

Information and Communication technologies will become a key element in order to produce the methodological changes that will
help us achieve the goal of improving the educational quality. In spite of that, students must always show a responsible attitude and
do a controlled use of these new technologies throughout the whole educational system.

Students, as people of the 21st century, mustn't be apart from the knowledge of these new technologies; consequently, they will also
learn how to use, in a responsible way, the possibilities that Information and Communication technologies offer them for the
acquisition of skills in the area of Foreign Language.

USE OF TIC IN TIGER

Tiger Digital Course

One of the very exciting features of Tiger is that it has a fully integrated and enhanced digital course. This is ideal for use on
interactive whiteboards and projector-computer combinations. There is also an offline solution available. The Tiger Digital Course
promotes heads-up learning via a range of practical tools and contents especially designed for real teaching situations. These
enhanced features include:

• A fully digitalized, interactive Pupil’s Book, optimized for interactive whiteboard use.
• A Vocabulary App which enables teachers to present, review and practice vocabulary in a memorable and meaningful way.
• A Storyteller which allows teachers to flexibly present and tell the stories and also provides post-story practise.
• Integrated videos present the course content in an engaging way.
• An integrated Markbook allows pupils’ progress to be consulted and monitored, both by the pupils themselves, and by the
teacher. The teacher’s version of the Markbook is comprehensive; with full information on pupils’ results and increased class
administration functionality.
• Access to materials for teachers including photocopiable worksheets and Test Builder.

53
And in the higher levels, there is also:

• A Dialogue Builder which enables teachers to present the dialogue from the class chit-chat which appears on the final page of
each unit. The dialogue builder allows the teacher to build up the dialogue gradually. There is also a practice component which
enables the pupils to order the dialogue.
• The Interactive Grammar Tables enable the teacher to digitally present the grammar tables from the Pupil’s Book and
systematically focus on the aspects of grammar being studied. There are interactive activities which allow the pupils to practise
these structures.
• Integrated songs can be played or downloaded. Pupils can sing along with the lyrics and then do a follow-up activity.

 Using the enhanced features of Tiger Team Digital Course

The Tiger Team Digital Course is intuitive and very easy to use. Three new tools that give teachers greater flexibility in this
enhanced digital course are the Vocabulary App, Storyteller and Interactive Grammar Tables.

 Using the Vocabulary App

The Vocabulary App is an easy to use tool which has three basic modes: flashcard presentation, picture dictionary for review and
vocabulary activities:
Flashcards presentation
The teacher can show the digital flashcards at any point when the Teacher’s Book calls for the teacher to use the flashcards
for presentation or revision. When the teacher is presenting the vocabulary items he or she can show the images one by one
as a slideshow. There are also other options the teacher can choose: spotlight, distort and flash for revision purposes, which
enable the teacher to review the vocabulary in a motivating way at the end of the lesson or at the beginning of the next
lesson.

Picture dictionary for review

The picture dictionary is a useful resource for consolidation, allowing the teacher to select a lexical set with corresponding
images and audio. There is a version of the picture dictionary available in the Pupil’s Online Materials, to enable pupils revise
and test themselves.

Vocabulary activities
Pelmanism and a word maze activity allow the teacher to practise the lexical items with the pupils in class in a fun and
motivating way. These activities are also available in the Pupil’s Online Materials, so that pupils can play these at home too
and share their learning with their parents.

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 Using the Storyteller
The Storyteller gives the teacher increased flexibility when telling the story in Lesson 2 and provides practice as well. Like the
Vocabulary App, the Storyteller has three easy to use modes: introduce the story, tell the story and review the story.

Introduce the story

This pre-story mode allows teachers to present a global overview of the story by projecting digital story cards. In the first
instance, we suggest that the teacher projects all the digital story cards together on the screen, thereby allowing the pupils to
see the whole story in context. This mode also enables the teacher to select and project individual digital story cards.

Tell the story

This storytelling mode allows the teacher to tell the story to the pupils. The options of audio and text can be switched on or off,
depending on how the teacher wants to tell the story. If the teacher wants to tell the story him/herself, he or she can of course
do so by projecting the story frames in the same way as he or she would hold up traditional story cards. A version of the
Storyteller is also available in the Pupil’s Online Materials, so that pupils can enjoy the stories at home and show their parents.

Review the story

The post-story mode allows the teacher to review the story with the pupils and check understanding. There is sequencing
activity and a matching activity for the pupils to complete in class, which is also available in the Pupil’s Online Materials, so
that pupils do this at home too.

 How to use the Interactive Grammar Tables

The Interactive Grammar Tables and practice material enable the teacher to present the grammar tables from the Pupil’s Book
and systematically focus on the aspects of grammar being studied: affirmative, negative, questions forms and short answers. The
presentation stage is followed by a practice stage. There are two interactive practice activities.
The first activity contains language from the unit in the form of an ordering activity or a drag and drop gap fill. The second activity
contains language from the unit, but also with some extension. This is in the form of a multiple choice where pupils have to choose
the correct form.

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12. TEACHING AND ORGANISATIONAL RESOURCES

School

Address

Town/city Province Post code

FOREIGN LANGUAGE DEPARTMENT

1.
2.
3.
4.

STUDENT’S DISTRIBUTION
Year Number of students Number of groups
Primary 1st year
Primary 2nd year
Primary 3rd year
Primary 4th year
Primary 5th year
Primary 6th year

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DIFFERENT GROUPS’ NEEDS

1st year of Primary

Group A

Group B

Group C

SPECIFIC INDIVIDUAL NEEDS

Group A
Student
Student
Student

Group B
Student
Student
Student

Group C
Student
Student
Student

57
2nd year of Primary

Group A

Group B

Group C

SPECIFIC INDIVIDUAL NEEDS

Group A
Student
Student
Student

Group B
Student
Student
Student

Group C
Student
Student
Student

58
3rd year of Primary

Group A

Group B

Group C

SPECIFIC INDIVIDUAL NEEDS

Group A
Student
Student
Student

Group B
Student
Student
Student

Group C
Student
Student
Student

59
4th year of Primary

Group A

Group B

Group C

SPECIFIC INDIVIDUAL NEEDS

Group A
Student
Student
Student

Group B
Student
Student
Student

Group C
Student
Student
Student

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5th year of Primary

Group A

Group B

Group C

SPECIFIC INDIVIDUAL NEEDS

Group A
Student
Student
Student

Group B
Student
Student
Student

Group C
Student
Student
Student

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6th year of Primary

Group A

Group B

Group C

SPECIFIC INDIVIDUAL NEEDS

Group A
Student
Student
Student

Group B
Student
Student
Student

Group C
Student
Student
Student

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ORGANISATION OF RESOURCES

Resources available in the school (delete as appropriate)

Video and TV
CD/ Cassette player
Video camera
Computers
IW (Interactive Whiteboards)

Notes:

Rooms / spaces available in the school (delete as appropriate)

Foreign Language rooms
Language Laboratory
Computer room
Playground
Gymnasium
Theatre
Library

Notes:

Organization within the classroom (delete as appropriate)

Arrangement of desks in rows
Arrangement of desks in groups
Arrangement of desks in a “U” shape
Specific corners: class library, cross-curricular topics, games, handiwork, computer, etc.

Other:

63
CLASS TIMETABLES

Teacher:
Monday Tuesday Wednesday Thursday Friday

Teacher:
Monday Tuesday Wednesday Thursday Friday

64
13. SUPPLEMENTARY ACTIVITIES
The supplementary activities are those activities organised by the school during the school timetable, according to their curricular
project, and that differ from the actual teaching activities, in terms of time, place or the resources used.

(The teacher/department will detail here the supplementary activities organized by the department)

Course Activity Date Teachers

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