1.

JUSTIFICATION

This document is a didactic programming addressed to a group of students of the second cycle, fourth grade

in Primary Education (Autonomous Community of Andalucía).

Programming answers an attempt to rationalize teaching practice with the aim that teaching should not be

carried out in an arbitrary way but rather as a plan. As Gimeno y Sacristán says: “…the design of the

programming cannot be understood as a mechanical matter, a mere technique or a concrete formula”.

Programming depends on the concepts one has about teaching and more specifically about the curriculum

(Autonomous Community of Andalucía). Thus, the curricular model will have a decisive influence on the

focus and the design of the program.

The need to carry out a teaching program that standardizes the teaching-learning process is justified by very

diverse reasons,

 It helps to eliminate chance and improvisation, which does not mean that everything is closed or

predetermined.

 It systematizes orders and specifies the process stated in the educational project and curricular

program, with enough flexibility to leave space for creativity.

 It enables the teacher to adapt teaching work to cultural and environmental characteristics of the

context.

This programming has been divided into three main sections.

1. In the first section, we can find the school background, pupils’ characteristics and more detailed

information about the school in which this planning is based on.

2. In the second section, we can find the progression from the 1 st to the 3rd level of concretion from the

curriculum.

3. Finally, there is a third section where fifteen didactic units are developed schematically, according to the

3rd level of concretion of the curriculum.

2. CONTEXT
THE LEGAL SITUATION

This Didactic Programming is based on:

 Spanish Constitution (Article 27).

 The Organic Law 2/2006, 3rd May about Primary Education, (LOE).

 The Order of 10th August, 2007 which establishes the Primary Education in the Autonomous

Community of Andalucía and the final disposition Decree 230/2007, July 31st.

 Law 17/2007, of the 10th of December, of Education of Andalusia (LEA).

 Order of the 10th of August of 2007, which establishes the planning of the learning process

assessment in primary education students in the Autonomous Community of Andalusia.

THE CITY

This school planning has been elaborated to be carried out with a group of students in a school located in

Sevilla, a touristic and inductrial town where people are aware of the importance of modern languages,

particularly the English one. Even though, this planning approach could be adapted to a different context by

varying the activities depending on the current problematic issues in the immediate children’s reality.

The majority of my students are coming from families belonging to a middle economic level. In this school

we have several students coming from Morocco and South America countries.

THE SCHOOL

This Primary Education School is located in the centre of the town. In this public school there are around 225

pupils. In reference to the pupils, it is important to highlight the percentage of immigration (14%) and the

percentage of children with handicaps or special educational needs (2%). In general, pupils have an

acceptable level of knowledge although poor studying habits.

Primary Education children attend 5 school hours a day. The school, it offers nursery service, dining room

and voluntary out-of-school activities. The AMPA organizes some activities working in collaboration with the

school.

The average ratio per class is twenty-five children. At school, the pupils are distributed in nine groups: three

for Infant School and six for Primary Education. The school defends the continuity of the children’s
development, public studies and therefore there is a close relationship with public nursery schools and the

high schools in the closest town.

The staff is composed by 17 teachers. They form cycle groups and different commissions (English, Music,

Library, New Technologies, Languages, Festivities...). There are teachers for different specialities (Musical

education, Physical education, Special Needs education, English education) and nine class tutors. So, there

are two English specialists that cover the English subject in the three cycles of Primary Education and Infant

Education as well. The executive team is made up by the principal, the secretary and the head of studies.

Other associations collaborate, apart from the staff, in order to run the centre. Firstly, the School Council,

which takes important decisions, like passing the school’s PEC. Secondly, the AMPA, which participates in

the school’s life, festivities and finally, the Town Council.

The school building has wide corridors and plenty of space, which makes it completely adapted. In contrast,

this obligates children to make long walks from their ordinary classrooms to the specific ones, as is the case

of English. The centre is well equipped and it offers a Music room, an English classroom, a library, a gym, an

ICT and audiovisual room with an interactive digital board and several computers with internet connection in

every classroom. The school also includes two playgrounds, one for Infants and the other one for Primary

students. The school also has a dining room and a kitchen.

The school’s educational principles are compiled in the PEC dossier. In this dossier we can find the ideological

and educational principles collection that the school adopts. The school educates for equal opportunity

between the sexes and it works to eliminate the differences between male and female roles. The PEC dossier is

characterized by the integral education of the students from a constructivist learning process based on a global

teaching - learning and on a significant and participative way. Therefore, the child becomes the centre of this

process. Finally, one of the main objectives that the school wants to achieve when a child has finished the

Primary Education is to become autonomous, critical and responsible people. Moreover, they propose to

educate students in human rights and freedom through tolerance and solidarity to promote the achievement of

equal opportunities and equal rights in our society. This school has a good relationship with the AMPA and the

town hall. All of them try to guarantee the objectives established in the PEC dossier.

When we refer to the hours devoted to English in Primary Education, we have to mention that this school has

for fourth year (second cycle) approximately 85 hours per year.

The school is aware of the importance of teaching a FL to very young learners and the consequences it can

cause (time, space, needs…) so that the school agrees with the English teachers on doing English at Second

Cycle in flexible groups. This means that the group is split into two subgroups in order to work in a calmer

way and to check the progression of every individual child more efficiently. While one group is learning

English, the other one stays in the classroom with the class tutor doing another subject.

Smaller groups allow working oral skills more accurately, playing games quite often, and doing ICT. In short,

flexible groups allow both teacher and students, not just personalized teaching, but also more personalized

learning by attending individual pupil’s needs.

The importance the school gives to teaching a foreign language as a priority in its educational project

becomes explicit with the pedagogic innovation project. To implement the English subject at school, the

English teacher has at his/her disposal different spaces like: English classroom, provided with useful material

and resources (books, CD’S, DVD’S, films, teachers’ resources guides/packs, worksheets, stories, posters,

flashcards, puppets and also several computers) as well as an ICT and audiovisual classroom, where the

CD’S and DVD’S can be played and with an interactive digital board.

Handicapped students in this school are treated by different specialists such as the class tutor, the Special

Educational Needs Teacher and the psycho-pedagogue from the EAP (Psycho-pedagogic Team Attention).

The school deals with these special educational needs providing classrooms with specialists such as psycho-

pedagogue and doing special educational lessons with those children, at least three hours per week in the

ordinary classroom. All the professionals intervening in the education, directly or indirectly, must be

coordinated in order to become a good influence in the teaching learning process. It is important, particularly

within the teachers, a good level of coordination in order to follow the same action guidelines (curricular

material, attention to diversity, rules and discipline…). It is also very important the communication between

stages and cycles, in order to have more control over the progress of each pupil and respect their

individualities.

THE GROUP CLASS AND ITS DIVERSITY

In the second cycle of Primary Education, there are two different levels and two classrooms: the 1 st and the

2nd form, with an average of 25 pupils per class and two class tutors. Moreover, the specialists of English,

Music, Physical Education and Special Needs Education also take part in the educational process.
 The group class to whom this Didactic Programming is addressed is made up by 24 children. There are 14

girls and 10 boys. They are between 9 and 10 years old. They started studying English at Infant School. In

general, they have an acceptable level of English. Above all, they are quite good at oral comprehension. They

are also very motivated and try to speak as much English as possible in classroom, although their expression

competence is still very low. That is why, one of the main aims this year is developing students’ oral skills.

Oral comprehension will be strongly worked on through real-spoken English auditory materials. In general,

this is a very positive, dynamic and motivated group. They are very active and talkative, so this is an

advantage for the English teacher. They are usually very participative, active and involved in their teaching-

learning process. It is actually very nice to teach them English because even though they are a quite

heterogeneous group, their sense of humour and mutual comprehension makes it easy to affront these

differences concerning low levels or slow rhythms in foreign language learning. This group has found the

way to take advantage of their differences so as to complement each other, which enriches them enormously.

In general terms, they have a good level of acceptance of the classroom rules. They all have a sense of group

and have established a good relationship, although there are some individual differences due to different

rhythms of development and a particular case of needing attention.

Concerning my group’s diversity, the children show important differences in their level of English as well as

in their pace and work habits. Some are slow learners, but also fast finishers, some pupils are very

participative, others shyer, some students very intuitive and creative but not constant in their work. There is a

boy with an ADHD disorder, but with no intellectual problems, only a lack of self-control. There are two

immigrant children in the class but they do not represent a problem. They are well adapted and they arrived

to our school some years ago.

3. PRIMARY EDUCATION CHARACTERISTICS

Primary Education Characteristics comprises six academic years, from 6 to 12 years of age and it is

organized in three cycles of two years each. It is compulsory and free. .

The main purpose of Primary Education is to provide children with a basic education to acquire a basic

cultural knowledge and some skills related to oral expression, reading, writing and Mathematics, as well as a

gradual independence of behaviour in their environment.

 General objectives at this level can be seen as the capacities to be developed by the students. When finishing

this level, children should have acquired some skills related to communication, logical thinking,

understanding and appreciating their social and natural environment. They are expected to be able to use the

Spanish as well as other means of representation and artistic expression (the Autonomous Community

language). They should be able to understand and express simple messages in a foreign language and to carry

out simple arithmetical operations, as well as to understand and follow elementary logic procedures. They

have to acquire the skills that will enable them to carry out their day-to-day activities independently from

their family and social environment and to understand the fundamental features of their physical, social and

cultural environment. They should likewise learn the body and health hygiene, as well as the conservation of

nature and the environment. They also have to learn how to use physical education and sports to foster their

own personal development.

All these skills are broken down into a series of educational objectives that are closely linked to each other

and at the same time constitute the continuation of those acquired in the Kindergarten. They likewise form

the basis upon which the skills comprising Compulsory Secondary Education are to be built. According to

LOE, the contents are divided in dimensions (blocks) and are organized into areas without losing sight of

their global nature. All the areas contribute to the development of the skills mentioned in the general

objectives for this level.

4. THE BASIC COMPETENCES IN PRIMARY EDUCATION

The study of a foreign language contributes to the development of linguistic communication competence in a

direct manner, completing, enriching and filling with new expressive and comprehensive nuances this general

communicative ability. The learning of a foreign language based on the development of communication

skills, will contribute to the development of this core competence in the same way that the first language does

it.

Language is the primary vehicle of human thought, the more powerful tool for the interpretation and

representation of reality, and the learning instrument par excellence. Hence, the area, to the extent that it

contributes to improving the general communicative ability, it also helps to improve the competence of

learning to learn. However, its biggest contribution is that learning a foreign language can soon be profitable

if you include content directly related to the reflection on one’s own learning, so that every child learn better

and are therefore capable of identifying what strategies make them more effective. That is the reason why a
specific section of thinking about the language itself has been introduced into the curriculum. In turn this

leads to decisions that favour self-thinking, and in this sense, it can be said that the foreign language also

contributes to the development of autonomy and personal initiative.

The competences referred are now directly related to competence in information processing and digital

competence. Information and communications technologies offer the possibility of communicating in real

time anywhere in the world as well as offering a simple and immediate access to an information flow that is

constantly increasing day after day. The knowledge of a foreign language offers the possibility of using it to

communicate. And, most importantly, it creates real contexts and functional communication.

This area contributes largely to the development of social and civic competence. Languages are useful for

speakers to communicate socially, but are also a vehicle of communication and cultural transmission.

Learning a foreign language implies knowledge of facts and cultural traits associated with its different

communities of speakers. This kind of learning, focused in an appropriate manner since school, should lead

to an interest in learning about other cultures and interact with other people, speakers or learners of that

language. At the same time, the knowledge of another language and different cultural features from those of

our own contribute to the better understanding and appreciation of one’s own language and culture and

fosters the respect, recognition and acceptance of differences in culture and behaviour, promotes tolerance

and integration and helps them to understand and appreciate not only the identity features but also the

differences.

Finally, although to a lesser extent, this area is helping to develop the artistic and cultural competence if the

linguistic models used contain, even with the limitations on this cycle, linguistic productions with a cultural

component.

Basic Competences come from the necessity to establish the improvement of people’s capacities in order to

act adequately and efficiently making it necessary to centre the curriculum in the basic competences to

accomplish the different learning’s of transversal understanding.

To centre in the competences makes pupils integrate in their learning process, putting into relation the

different types of contents and using them in an effective way and in different situations and contexts.

We understand as competence the capacity to put into practice in an integrate manner and in different

contexts and situations, the knowledge, the abilities and the personal attitudes acquired. The concept of

competence includes the knowledge (theory knowledge) as well as the abilities (practical or application
 knowledge) and the attitudes (personal compromises), including the knowing of how to do, how to apply and

how to be.

The principal characteristics of the basic competences are:

 To promote the development of the capacities; putting more emphasis on the development of

capacities than the assimilation of the contents even though these are always present when

materializing the learning process.

 Taking into account the application character of the learning process. A competent person is one who

is capable of resolving problems related to his environment.

 They are based on their dynamic character. The competences are developed in a progressive manner

and can be acquired in different places and situations.

 They are based on its interdisciplinary or transversal character. They integrate various learning’s

from various disciplines.

 They are a meeting point between quality and equity. They pretend to guarantee an education that

responds to the necessities of the times we are living in (quality) and to be acquired by all pupils in

order to be used as a common base for all citizens (equity).

According to the LOE, there are two groups of basic competences established:

 The Transversal Competences / The Cross-curricular Competences: they are the basis for personal

development and construct the knowledge, in which we have to consider the communicative

competences to understand and express reality; the methodology competences, which activate the

learning process and anything related to personal development.

 The Specific Competences: they are related to culture and world’s vision which will enable the girls

and boy’s actions to be more reflexive, critical and adequate.

Therefore basic competences for the compulsory education are identified as the following eight:
BASIC COMPTENCES

COMPETENCES
TRANSVERSAL

Communicative Communicative, linguistic and audiovisual

competences competence

Artistic and cultural competence

 Treatment of the information and digital
competence

Methodology
competences Mathematics competence

Learning to learn competence

Personal
development Autonomy and personal initiative competence
competences
COMPETENCES SPECIFIC

Knowledge and interaction with the physical world

competence

Living and populating

The world
Social and citizen competence

The objectives and contents of each curricular areas have to take into account the integration and

development of all the basic competences. The assessment evaluation serves as a reference to evaluate the

progressive grade of acquisition of the different competences.

Here, there is a brief explanation of each basic competence in Primary Education:

Communicative competences

It involves knowing how to interact orally through writing and with the use of audiovisual languages, using

body language and communication technologies in different languages and mathematical tools.

There are two communicative competences: linguistic and audiovisual, and artistic and cultural.

1. Linguistic and audiovisual communicative competence

It is the different domain of languages, oral and written, in multiple supports and with the complement of

audiovisual languages in a variety of contexts, used as a tool to learn to learn.

2. Artistic and cultural competence

 It is the use of those resources related to expression and representation which facilitate the realisation of

social and individual creations; the basic knowledge of the diverse cultural and artistic manifestations and

the ability to appreciate and enjoy art and other cultural activities; the application of abilities of divergent

thoughts and collaborative work; an open, respectful and critical attitude towards the diversity of artistic

and cultural expressions; the desire and will to cultivate ones own aesthetics and creating capacity; and

finally an interest in participating in cultural life and contributing to the conservation of the cultural and

artistic patrimony, of ones own community as well as of other communities and cultures, especially those of

people who are part of our school community.

Methodological competences

Refer to the development of efficient and adequate working methods in school situations and the use of

information and communication technologies to resolve the possible problems that we can encounter in

different situations and environments.

There are three methodological competences: treatment of information and digital competence, mathematical

competence and learning to learn competence.

3. Treatment of information and digital competence

This competence involves the development of work methodologies that favour student’s selection,

treatment and usage of the information and its source in different supports and technologies. It also has to

enforce the critical and reflexive attitudes in valuating the available information contrasting when

necessary, and respecting the rules of conduct which regulate the use of information.

4. Mathematical competence

This competence involves the ability to understand, use and relate to numbers, their basic operations the

symbols and the form of expression in mathematical reasoning, to produce and interpret different types of

information as well as to broaden the knowledge of quantitative aspects and spatial reality, and to

understand and resolve problems and situations related to everyday life, scientific knowledge and the

labour and social world.

5. Learning to learn competence

This involves consciousness, management and control of ones own capacities and the understanding from

a personal efficiency and competence, and also includes a strategic thought as well as the capacity to
 cooperate and evaluate oneself, also the efficient management of a group of resources and intellectual

working techniques, all this is developed through individual as well as collective conscious and rewarding

learning experiences.

Personal competences

Personal competence involves being as one desires and using ones own way of being to develop him/herself

in school and life situations, taking into account the variations that must be introduced in constructing the

female and male identity. It involves the development and understanding of one’s own emotions and those of

others.

6. Personal initiative and autonomy competence

It involves being able to imagine, undertake, develop and evaluate collective or individual projects with

creativity, confidence, responsibility and a critical sense.

Specific competences centred in living and inhabiting the world

This competence involves taking into account the enrichment that social relations produce, the

intergenerational dialogue and to evaluate the cultural contributions, manifestations, and productions in its

diversity and plurality of time and space as part of the cultural patrimony of humanity. It requires the

understanding by the students of the reality that surrounds them, also to recognise their belonging to the

group and society, and to interact with the environment and compromise to improve it in order to become

active citizens in a democratic and participative society. We are talking about two specific competences

centred in living and inhabiting the world: the competence in understanding and the interaction with the

physical world, and the social and citizen competence.

7. The understanding and interaction in the physical world competence

It is supposedly the application of the scientific-technical idea to interpret the information received and

to predict and take decisions with initiative and autonomy in a world in which advances that are produced

in the scientific and technical world are very fast and have a conclusive influence in our life’s, society and

the natural world.

 It also implies the difference and value of the scientific knowledge in contrast with other forms of

knowledge, and the use of values and ethic judgments associated with science and the technological

development.

8. Social and citizen competence

Involves understanding the social reality in which we live, facing conflicts and using the judicial ethics

based on democratic values and practices, and maintaining a constructive attitude, responsible and

supportive while fulfilling the civic rights and obligations.

5. EDUCATION IN VALUES

According to LOE, education in values will be dealt with cross-curricular topics. Students must know,

assume and uphold their rights and obligations with respect for others, being tolerant, cooperative and

solidarity with individuals and groups. Dialogue must be encouraged, grounded on the human rights as

common values of a pluralistic society. As LOE and the order of our regional government establishes,

education in values will be treated in all subjects, together with other cross-curricular topics, such as reading

comprehension, oral expression, audiovisual communication, and information and communication

technologies.

6. ENGLISH SUBJECT CHARACTERISTICS

IN PRIMARY EDUCATION

The understanding of foreign languages is an increasing necessity in the society we are living. There are a lot

of reasons: international relations, professional travels, artistic and tourist manifestations, the access to means

of communication…

The understanding of foreign languages gives the opportunity to be connected with other cultures, habits,

idiosyncrasy and, at the same time, it favours the inter professional relations and encourage this international

spirit, the respect for other countries and, of course, to know a little better the mother tongue.

The integration in the European Union with countries of different languages fosters the necessity of knowing

these languages to make communication easy. It is in this context that we recognize the role of foreign

languages to better construct the European identity:

  A multi-linguistic and multicultural European identity.

 Free circulation.

 Cultural, economical and scientific cooperation.

The European Council has established a common reference for learning foreign languages. The

communicative competence is composed of several sub competences:

 Linguistic competence (semantic, morph syntactic and phonologic elements…).

 Pragmatic or discursive competence (functions, speaking acts, conversation…).

 Socio-linguistic competence (social conversations, communicative intention, registres…).

 Personal competence (family relation, individual social practices…).

 Educative, working competences.

Oral and written communication must be worked on at the same time. However, in the first and second cycle

of Primary Education, we have to give more importance to oral communication. Foreign language must be

the language of communication in the classroom.

As the English language is an obligatory subject, we have to keep in mind that students have different

capacities, different levels in communicative competence and different interests too. For this reason we can’t

only have one method. We have to be open to all kinds of differences or circumstances.

The assessment must include the main competitive abilities:

 Oral comprehension.

 Oral expression.

 Written comprehension.

 Written expression.

7. THE STUDENTS’ CHARACTERISTICS IN THE SECOND CYCLE OF PRIMARY

EDUCATION

In the 2nd cycle (4th grade of Primary Education), students are between 9 and 10 years old. At this age,

children are getting more and more conscious of their environment and their capacity of thinking and

learning are also increasing.

COGNITIVE DEVELOPMENT ASPECT

Children adopt a great variety of ways of representing their world:

 Imagination: it is not as frequent as in infancy, but it is still very important at this age. Imagination is

an abstract efficient way children use to think. They have also another way which is the symbolic

representation, which is even more efficient and abstract. It consists on using the language to

represent events, ideas and thoughts. This is a fundamental tool children use at this age to solve their

problems.

 Children also represent their environment through basic concept categories and rules. The concept

categories emerge when the child recognizes physical or abstract-symbolic similarities between

objects and experiences around them. They organize everything around in categories, through

psychological similarities they have perceived. Then they realize that some categories are related (for

example, cars, lorries, buses, bikes…are vehicles) and they make rules to join all of them. Rules

describe the set of systematic relations among concept categories. E.g. what’s the connection between

cake/fruit? The connection is food. The process through which children generalize, make rules and

concepts from new situations is called exploration (Bruner, 1973). Exploration means to develop

hypothesis on a new problem, examining very closely the similarities in relation to other problems

the children faced in their past. They may need several explorations before finding the correct rule or

concept for that particular problem.

 It is also very important to consider maturation of the children at this age. White (1965) has identified

this period as particularly important in the development of the central nerve system of the child. It is

then when the high quality cognitive processes begin. So children start to answer in a complex and

abstract cognitive way, and they are able to inhibit the simple associative answers characteristics of

much younger children. According to White the new cognitive skills after a neurological

development are:

a) Children keep invariable dimensions of stimuli, even though these change.

b) Internal representations of the actions, which allow a planning and direction of the
conduct, more than a mere behavior of try and fail, which also allows inference.
c) Greater responsibility of the visual and auditory receptors of distances, and less
responsibility of closer receptors which participate in the emotion, tact or pain.
These children’s egocentrism continues decreasing as the result of this social experience. They acquire a new

conscience of others’ points of view and interests, and can compare his/her personal thoughts, with those of
 other people outside or inside his/her family. As a result of his/her findings of satisfaction and similarity in

his/her relation with others, the child acquires more confidence in his/her personal criteria.

AFFECTIVE AND SOCIAL DEVELOPMENT

Children in these years are more implicated in their environment and they understand that this environment is

wider; it comprises more than just the things around them. They move from the security of their family and

neighbourhood to some new and different surroundings. The social interchanges let children understand the

importance of culture, family and themselves in the social order. This makes them understand also their own

singularity. As they discover what the human being is, they also find that there are rights, obligations and

social responsibilities, which are the central topics of these years.

Their maters start to have a greater importance in the child’s development. This impact of their peers is

comprehensible as they spend less time at home.

LANGUAGE DEVELOPMENT

At this age, children use more and more the language to communicate with the adults and with other peers.

This social interaction represents an amount of resources for the refinement of ideas and concepts transmitted

from generation to generation.

MORAL DEVELOPMENT

Children now start to trust in their personal judgments about morality. They have developed an internal moral

sense that, though still incomplete compared to the one of the adults, let them answer in an independent way

about the base of their own sense of justice and injustice. The moral dependence from the adults (external

control) has been substituted by the development of a personal moral which belongs to the child (internal

control).

8. OBJECTIVES

SEQUENCE AND PRIORITY

Objectives are understood to be the intentions that orient the design and fulfilment of necessary activities for

reaching the major educational objectives. Objectives fulfil two essential functions:
  Serving as a guide of the contents and learning activities.

 They supply criteria to control these activities.

For the elaboration of the objectives four criteria must be considered:

 Clearness in speaking

 Scope of the contents they belong to: communicative dimension and plurilingual and intercultural

dimension.

 Types of capacity expected of the student body regarding each one of the aspects mentioned above.

 Flexibility in adapting them to individual aspects of learning.

There are several kinds of objectives. In my programming I include the following ones:

 General objectives of Primary Education.

 General objectives of the English subject in Primary Education.

 Teaching/learning objectives in second cycle, fourth grade.

GENERAL OBJECTIVES FOR PRIMARY EDUCATION

These general objectives are based on the Organic Law 2/2006, 3 rd May about Primary Education, (LOE)

 To know, to assess and to apply the values and norms in society in order to become a free citizen and

be able to take individual and collective compromises, respect human rights and accept pluralism in a

democratic society.

 To have conscience of the value of individual and collective work and develop habits of effort and

work in studies as well as trustful attitudes with personal initiative, auto discipline, aptitude to

criticize, responsibility, curiosity, interest and creativity in learning.

 To acquire abilities to maintain and improve personal relationships, and to prevent and resolve

conflicts in a pacific manner in the family as well as at school and in society.

 To know, understand and respect the different cultures and the differences between people to

facilitate a positive image between boys and girls, to acquire personal autonomy, the equal rights and

opportunities between men and women and the no discrimination of incapacitated people; to defend

the application of human rights in all means of life (personal and social) without discrimination.
  To know and use in a proper way the Spanish and if as well as a foreign language, and develop

reading habits.

 To develop the basic maths competences, to initiate them in the solving of problems which require

the elementary operations in calculus, geometric knowledge and estimations, and to be able to apply

them in everyday life.

 To know, value and love the social, natural and cultural environment, reinforcing in this way the

sense of belonging, have roots in the country and the capacity to share this knowledge with the

world; to understand from this observation the simple facts and phenomena, the principal

mechanisms to be able to take compromises responsible to maintain elements of improvement.

 To use different artistic presentations and expressions and to initiate in visual activities.

 To use TICs to select and assess the information received.

 To develop the affective capacities of ones personality and in the manner in which the children relate

to others, as well as an attitude against violence, any sort of prejudices and sexist stereotypes.

 To apply in different contexts, the acquired knowledge and own resources in order to resolve in a

creative manner problems, personal situations and everyday needs.

 To value the importance of hygiene and health, to accept ones own body and the body of others,

respect the differences and use physical education and sport to favour the personal and social

development.

 To acquire the basic elements of a correct vial education and the attitudes of respect which favour the

prevention of traffic accidents.

 To know and value nature as well as domestic animals and adopt behaviours which favour their

protection.

GENERAL OBJECTIVES FOR LANGUAGES IN PRIMARY EDUCATION (SECOND

CYCLE, 4TH GRADE)

These general objectives are based on the Order of 10th August, 2007 which establishes the Primary

Education in the Autonomous Community of Andalucía and the final disposition Decree 230/2007, July 31st

The teaching of foreign languages at this stage will aim to develop the following skills:
1. Listening and understanding messages in a variety of verbal interactions, using the information

transmitted to the performance of specific tasks related to their diverse experience.

2. Express and interact verbally in simple and routine situations that have a known content development and

acquaintances, using verbal and nonverbal procedures and adopting an attitude of respect and cooperation.

3. Writing texts with different purposes varied on topics previously treated in the classroom and with the

help of models.

4. Read a comprehensive variety of texts, related to their experiences and interests, drawing general and

specific information according to a previous purpose.

5. Learn to use progressive autonomy with all means at his disposal, including new technologies to obtain

information and to communicate in a foreign language.

6. Assessing the foreign language and the languages in general as means of communication and

understanding between people of different backgrounds and cultures and as a learning tool for different

contents.

7. Express a receptive attitude and confidence in the ability of learning and using a foreign language.

8. Using the knowledge and experience with other languages for quicker, more efficient and independent

acquisition of the foreign language.

9. Identify phonetic aspects of rhythm, intonation and accentuation, as well as linguistic structures and

lexical aspects of foreign language and use them as basic elements of communication.

TEACHING AND LEARNING

Here are some teaching and learning objectives to work with in the second cycle of Primary Education. I

present them to give a global vision of what the Didactic Units are going to be about. My students started to

achieve them last year and they will complete them at the end of this year.

 To make the student become aware of his capacity to learn a foreign language: English.

 To sensitize the student of the profits of speaking foreign languages.

 To establish English as a way of communication in class: to greet someone, to introduce someone.

 To sensitize the student with English spelling.

 To incite the student to repeat and memorize.

 To make the student understand the importance of phonetics.

 To give priority to oral language against written language.

 To encourage the students to trust in themselves when they speak.

 To avoid ridiculous when mistakes are made.

 To develop with the student the respect to the differences between him/her and other countries and

cultures.

 To encourage the curiosity of getting to know English speaking countries.

 To promote memorizing dialogues, songs, poems...

 To know the location of Great Britain and English speaking countries in a map.

 To promote the student for cooperation.

 To educate towards tolerance and respect.

 To make the student reflect about the ideas of: freedom, equality and brotherhood.

 To make the student be conscious of his/her progress.

 To make the student discover the British gastronomy.

 To listen to fairy tales and act them out.

 To understand and act out a dialogue.

 To describe real things basically.

 To participate actively in classroom activities.

 To be aware of the importance of taking care of the environment.

 To express personal habits related to personal hygiene and leading a healthy lifestyle.

 To understand oral texts related to personal habits.

 To express personal likes and dislikes.

 To understand and use the vocabulary related to the body correctly and coherently.
  To ask for and give information about something.

 To respect traditions and customs in the English speaking countries.

 To identify the different members of the family, the town they are living, the neighbourhood…

 To manage in a happy birthday party, in the shopping list …

 To understand oral and written texts about animals.

 To use some prepositions correctly.

All these objectives are specified in the didactic units. They have been organised taking into account the

following principles: the logical acquisition of these objectives according to the English subject and the

coherent correlation of the objectives with the cognitive stage of the pupils and the age of the students.

Nevertheless, these didactic objectives are flexible enough to be adapted to the individual characteristics of

all the pupils.

9. CONTENTS

Generally speaking, contents are all that is “learnable”. The term “contents” refers to teaching and learning

objects that society considers useful and necessary for promoting personal and social development of all

individuals. This acceptance of the concept of “contents” has two essential dimensions that stand out in the

contents:

 The role that society plays in the definition of what deserves to be learnt.

 The instrumental nature of those learning objects in integral development of students.

Today, what society considers as objects for learning, overflows in an ample way the framework of what has

traditionally been considered as school contents.

The general contents of the foreign language in second cycle of Primary Education (fourth grade) are based

on the Order of 10th August, 2007 which establishes the Primary Education in the Autonomous Community

of Andalucía and the final disposition Decree 230/2007, July 31st.

Block 1. Listening, speaking and talking

 Listening and comprehension of spoken messages of progressive complexity, as instructions or

explanations, guided oral interactions or recordings in audiovisual and digital format in order to

extract any specific and comprehensive information.

  Spoken interaction in real or simulated situations giving verbal and nonverbal responses that

require a choice between limited repertoires of possibilities, in progressively less targeted contexts.

 Production of oral texts, previously known through active participation in songs, plays, recitations

and interactions either guided or prepared in a previous work with additional aids and models, and

showing interest to express themselves orally in individual and group activities.

 Developing basic strategies to support basic comprehension and oral expression: use of non-verbal

and visual context and background knowledge on the subject or the situation transferred from the

languages they know to the foreign language.

 Evaluation of the foreign language as a tool to communicate.

Block 2. Reading and writing

 Reading and understanding different texts, either digital or in paper formats, in order to obtain the

global or specific information required to perform a certain task or enjoy reading.

 Use of guided reading strategies (use of the visual elements of the context and background on the

subject or the situation transferred from the languages they know), identifying the most important

information, deducting the meaning of words and expressions not known.

 Reading and writing texts themselves in everyday situations close to experience, such as invitations,

congratulations, letters, advertisements, brochures ...

 Composition, starting from models, of different simple texts, using well-known oral phrases and

sentences, to transmit information, or to communicate with different intentions.

 Use of information and communication technologies to read, write and transmit information.

 Interest in presentation and care of written texts.

Block 3. Knowledge of the language

Language skills

 Identification of phonetic, rhythmic, intonation and accentuation aspects of the foreign language

and their use as fundamental aspects of the understanding and production of short oral texts.

 Recognition and use of vocabulary, shapes and basic structures of the foreign language, previously

used.

 Association of spelling, pronunciation and meaning starting with written models, oral known

expressions and establishment of analytical spelling-sound relationships.

  Launching the awareness and use of the basic strategies for the production of texts (choice of

purpose, planning, preparation of the draft, revised and final version of the text) from highly

structured models.

 Interest in using the foreign language in the right way in varied situations.

Thinking about language

 Use of skills and procedures such as repetition, memorization, association of words and

expressions with gestural elements and visual observation of models, reading of texts, use of

multimedia formats, for the acquisition of new vocabulary, shapes and structures of the language.

 Thinking about learning and the acceptance of mistaking as part of the process.

 Use of progressive means of consultation and information graphics and the possibilities offered by

technology.

 Confidence in the ability to learn a foreign language and valuation of the cooperative work.

Block 4. Socio-cultural aspects and intercultural awareness

 Interest in learning about people and the culture of the countries where the foreign language is

spoken.

 Knowledge of some of the most characteristic similarities and differences in daily habits and in the

use of some basic forms of social relationship between our country and those where the foreign

language is officially spoken.

 Receptive attitude towards people who speak another language and have a different culture from

our own.

10. METHODOLOGY

Pedagogic methods have to be adapted to the characteristics of the students, they favour the capacity for

learning on their own and working as a team. They will integrate resources of information technologies and

communications in learning. Students will be initiated in knowledge and application of scientific

methodology.
METHODOLOGICAL PRINCIPLES

 Teaching methodology in Primary Education (second cycle, fourth grade) should aim for students’

development, integrating their experiences and learning.

 Teaching must be personalized and adapted to the various learning rhythms of each child.

 The teacher is responsible for the methods to be used, which in turn are to respect a series of

methodological principles of a general nature proposed by various Autonomous Communities.

 Recreational activities constitute an especially suitable resource at this level, as they likewise do in

Infant Education.

 Contents should be organized with a global focus.

 The teaching process is to be based on students’ constructive activity, ensuring that what is learnt will

be of actual use and encouraging students to learn on their own.

ENGLISH SPECIFIC METHODOLOGY FOR STUDENTS OF PRIMARY EDUCATION,

SECOND CYCLE, FOURTH GRADE

The Methodology to be used is going to have mainly the following characteristics: communicative, global,

oral and based on the psychological evolution of the children at this age.

The lessons should be taught in English from the very beginning. This means that the teacher must prepare

familiar situations for the students. The techniques they have used to learn their native language are still very

fresh in them and they will apply them unconsciously to the new language.

The classroom language is going to be an important one. The teacher must use any excuse to teach the

language. The classroom language is not very extensive and the children have already practiced it the

previous years. There is a great amount of expressions and vocabulary that they will learn in a passive way,

they will just understand them. The more the year advances, the more expressions they learn. The teacher

must be persistent on asking the students to use the English expressions.

The classroom must be decorated with topics, expressions and vocabulary used along the year. The more

visual input children receive the better for their learning progress. For achieving the new vocabulary, the

teacher will always try to use real objects if possible. That way, students not only see the new word in a

visual aid but they can touch it and see it’s real. He/she also gets pupils use their senses when possible.
The space in the class is made profitable to make easier the active use of the class. In the classrooms there

should be space diversification (eg. corner for the computers, another called the “magic box” corner where

fast and slow finishers can go for extra activities and another one called the “story telling” one, where books

of different levels are exposed for children to read and where the teacher explains stories to them.

The use of different materials is fundamental. Technology is going to help a lot: computers, DVD’s, games,

visuals etc. All of them will motivate the students and help them to learn the foreign language.

As the main routine, at the beginning of every class the students can sing a “hello” song to welcome them in

the English class and to make them aware they will have to communicate in the foreign language as much as

possible. At the end of the lesson they can also sing the “bye bye” song. This routine makes them conscious

of the beginning and ending of the English lesson, and so they know what they are expected during that time.

Positive reinforcement is the basis of any methodology as a teacher, and so one must always do their best to

reinforce the students’ work and effort. The teacher uses different techniques; the stickers “Well done” or

“Congratulations”, some drawn faces, and public acknowledgment. Children love being publicly recognized

by their effort, and this makes them continue with their learning process in a really enthusiastic way.

To sum up, it must be said that the methodology in this cycle has as its main aim providing the students with

communicative activities that will develop their oral and written skills, so they can use the language with

accuracy and appropriateness.

PERSONAL METHODOLOGY APPLIED IN SECOND CYCLE,

FOURTH GRADE

The teaching methodology which I carry out in my lessons takes into account the characteristics, needs and

the previous knowledge of the students. I will try to provide the students with enough communicative

practice in order to develop their communicative competence at both levels, verbally and non-verbally. The

students are encouraged, but not forced, to use the foreign language from the very beginning. The use of

visual aids, gestures, body movements and so on, is highly important because it helps the students to

understand and to make them be understood. At this cycle, students are still consolidating their

communicative skills in the first language .The teaching of the second language must be focused mainly on

the development of oral skills, especially listening, although the written skills are also taking a great

relevance.
Language topics are introduced and practised into meaningful contexts, which are familiar to the students and

related to their previous knowledge. It helps them to learn the language unconsciously and effortlessly. Tasks,

materials and resources should be varied, attractive and suitable for the students’level. In this way, the use of

the stories, games, songs, audio visual and multimedia resources favour the learning of the foreign language

in the classroom. In fact, I have a bag full of resources with lots of different materials ready to be used in case

I need it at any time.

In my lessons I will use daily strategies to make the teaching and learning of the foreign language more

effective. As overall strategies, it is important to create the necessary conditions in the classroom that will

elicit the behaviour that I want from my students. Apart from this, there are other useful ways of teaching like

starting and ending the lesson with predictable signals and routines (greetings, singing a song, teacher

wearing an English hat…among others). Also, revision activities are very helpful since they help the teacher

to revise previous lessons by checking knowledge through flashcards games or other tasks, and let him/her

know what they already know.

It is crucial for the learning of English to use integrated curriculum projects. Working through projects in a

holistic way allows my students to make connections between the foreign language and their mother tongue.

So, if they are learning the body topic in the area of “Natural, Social and Cultural Environment Knowledge”

as well as in the English one, that will help them to learn the English language easily and in a meaningful

way..

I will use a wide variety of activities to attend all learners multiple intelligences and I will change the activity

type from time to time during the lesson in order to avoid them to get bored.

Concerning the activities I plan in my lessons, they are authentic, based on real communication, since I look

for interaction within my students, and they are within a context. Furthermore, I use to plan short breaks in

long lessons when changing the task to let my pupils rest in some way.

Students’ grouping will be also varied, since they will work in pairs, in groups or individually, depending on

the activities. They will also improve personal relationships and they will increase self-confidence.

According to each kind of activity, I will play different roles: monitor my pupil’s performances, participant

as a resource for them, facilitator by organizing the communicative activities and my students’ interaction.

However, my main objective in the classroom is to create a friendly and cosy atmosphere in order to
encourage cooperation, tolerance and mutual support for my students to make them feel comfortable in the

group and class.

Currently, the role of the learner is very important because their opinions, feelings and motivation are taken

into account. Children also have a higher autonomy from the teacher; they are encouraged to work

independently from the teacher. Due to this higher degree of involvement they will be asked to be self-

evaluated at the end of each Didactic Unit or just at end of an activity or a lesson. For this I use a special

material which consists in different boy’s and girl’s faces, one is happy, one is indifferent and one is sad (also

with the colours of the traffic lights). They are always hanged on the class walls and once the activity or

lesson is finished, children must go to the corresponding face or traffic light according to their feelings. For

instance, if they like the lesson, they will stand in front of the happy face or the green colour, meanwhile if

they don’t like it they will probably go to the sad face or to the red colour.

Another important point concerning methodology is the role of the parents. They play an essential part and it

is necessary to be in contact and have a close relationship with them. Parents should be proud of their

children when they are talking, singing or playing in English.

On the one hand, I make use of non-verbal strategies, such as gestures, body language, facial expressions,

and pictures and so on, which help my students to comprehend the language better. On the other hand, I also

use linguistic strategies like providing compensable input, varying my tone of voice or explaining the same

concept in a different way. To make my lessons more comprehensible and attractive, I will make use of

several extra linguistic strategies. Body language and gestures are essential in teaching because they facilitate

the input understanding.

Material also helps to make the language input more comprehensible. They are attractive, motivating,

authentic, and meaningful and there are also diverse auditory aids, such as sounds, chants, songs, rhythms

and visual aids, like pictures, maps, posters and flashcards in the classroom. Besides, I will also use different

routines to start and finish the lesson as I said before; for instance, greetings (hello, good morning, good

afternoon), asking for the day of the week, the weather and calling the class register through “the star of the

week”, which is a strategy I use to motivate my students. This strategy consist on choosing a pupil every

week to be in charge of the weather, the day of the week and calling the class register during the whole week.

This is also a meaningful reward for them and a way of making use of positive reinforcement. I also ask the

star of the week to be in charge of different classroom responsibilities like giving out the material, cleaning

the blackboard and so on. Also, I use the train of emotions as a routine, which is a train with five different
colour wagons (bored: grey, sad: blue, angry: red, surprised: orange and happy: yellow), where children have

to stick their photos, according to their feelings. This routine really helps me to know a little bit more about

my pupils feelings, worries or desires. When carrying out the day of the week and the weather routine, I also

revise the months of the years through a rhyme chant. So, every day I will repeat the chant of the month

altogether.

Another routine I make use of is the corners in the class. It consists on playing different games, listening to

songs, stories or simply dialogues and gap filling or discriminating sounds and words. There is also the

reading corner, where children can just look and read books, and the speaking corner, where they carry out

communicative activities to achieve a common goal, such as shop’s or the restaurants. Corners will be used

once a week during the last 15 minutes of the lesson as a reward for pupils for their hard work, but at the

same time, to communicate in English.

And last but not least, I will encourage my students to use English outside the classroom by travel bags. The

English travel bag contains some class material, some story books, a CD with several well known songs, a

DVD and a notebook to take notes in order to share student’s and parent’s opinions about the travel. The star

of the week is the one that every week takes the travel bag to his/her home.

ICT (TIC)

Nowadays, Information and Communication Technologies are considered valuable tools for the teaching and

learning of the English language. In fact, there are many computers available at schools at the moment. So,

teachers must benefit from them.

I consider ICT as an important resource to use in my lessons. Four of the main reasons why computers should

be used in the English language classroom are the following ones:

 Motivation. Pupils usually like using computers outside class and school to play games or surf the

internet. We can take advantage of this enthusiasm and focus it on the pupils’ learning process.

 Neutral Assessment. English language exercises on-line can be a good solution for less advantaged

students as they will be corrected or evaluated by a machine and not by the teacher or other

classmates. This fact may motivate them to take risks and experiment with language during the

learning process.
  Communication. Nowadays computers are used as one of the major means of communication. The

language teaching and learning should not leave this medium behind.

 Attention to diversity. In big groups, there will always be pupils who learn at a different pace. By

using computers, each student can use exercises which are adapted to his/her pace. Thus, individual

learning features will be respected. Computers could be also a good solution for fast-finishers.

On Internet, we can find lots of language on-line exercises with many different activities such as, multiple

choice, gap-filling, ordering, pronouncing, word searches, and so on, through which students can work on

different language aspects and practice the four basic skills in an integrated way. However, the use of TIC

must be progressive, so it must go from the briefest and simplest to the most complex, always in an

accumulative and cyclic way. By using Internet for a project, the students do not only use the English

language to do things, but they also develop autonomous learning and creativity. Within this process one of

the most interesting features is that pupils are in touch with authentic language. The teacher should always

keep a balance between helping students and letting them learn autonomously.

In general, there are some advantages of using Internet in the English language classroom, since it is a very

rich tool. First of all, we should mention the authenticity of the source. Secondly, say that Internet provides

both teacher and pupils with many resources such as encyclopaedias, dictionaries, audiovisual materials like

videos, informative magazines and newspapers, where we can find nearly all the information we may need.

Last but not least, Internet is a communication tool and as such it will substitute traditional pen friends

because communication is more direct and faster. Finally, it is important to know that computers cannot only

be used in the classroom and together with the students, but the teachers themselves can benefit from this

means, since they can get all kind of worksheets, printable or ideas to carry out in their lessons.

MEASURES FOR STIMULATING INTEREST IN READING

AND THE CAPACITY FOR A PROPER EXPRESSION

As established by the LOE which regulates the structure and curriculum of the Primary Education, the

scheme of work must include the measures taken in order to encourage the interest for reading and the ability

to express oneself correctly. My school and my English Department participate in the following institutional

programmes:

 To promote reading in the English classroom and the revision and updating of the library funds.
  The English Department also cooperates with the Programme “El periódico en la Escuela” (The

newspaper at school), and introduces activities in all terms carried out with the support of items of

news and chronicles about English language.

 Correct and adequate oral and written expression is encouraged, by means of activities in every unit,

with their corresponding assessment: written papers, public presentations of results on the part of

students. In written tests or exams, in the marking of activities, there will be a section of the mark

addressed to the correct written expression.

11. ASSESSMENT

ASSESSMENT CONCEPT

Teachers carry out assessment in Primary Education. They have to evaluate pupils’ learning as well as their

own teaching practices. An initial pupil assessment is to be carried out at the beginning of the stage, serving

as a springboard for subsequent learning. According to LOE, assessment of pupil learning process should be

continuous and global and will be performed taking into account the education objectives and the assessment

criteria laid down in the curriculum. Therefore the progress of the student in the global areas curriculum will

be taken into account.

ASSESSMENT CHARACTERISTICS

Here are indicated the main characteristics of the evaluation and promotion in this stage in Primary

Education.

 The assessment will take into consideration the different elements of the curriculum, the work done

in class and the effort made by the student. There will be special attention given to the formative

assessment and in the level of acquisition of the basic competences.

 If the student progress is not adequate, measures will be taken to give support and facilitate the basic

learning which is required to enable the student to continue the education process.

 Evaluation of learning by students in Primary Education will be constant and differentiated according

to the different subjects, environments and modules of the curriculum.

  Teachers will evaluate students taking into account specific targets and knowledge acquired in each

one of the subjects, environments and modules according to evaluation criteria established in the

curriculum for each grade or cycle and which are specified in the didactic programs.

 Assessment will be carried out by the evaluation team which will be formed by the group of teachers

in each student group coordinated by the class teacher and will receive assessment from the

Orientation department. The respective teacher will decide upon qualifications of the subjects and

environments and modules in such cases. Remaining decisions will be adopted by consensus of the

evaluation team.

 Teachers will also evaluate teaching processes and their own teaching practice in relation to the

achievements of the educational objectives in the curriculum. Equally, they will evaluate the

efficiency of didactic programming in regards to the characteristics of the educational centre and

school surroundings as well as the educational needs of the students.

 At the end of the Primary Eduaction an individual assessment will be made on, the process which the

student has made as well as the level of the learning acquisition and basic competences.

ASSESSMENT CRITERIA

These general assessment criteria are based on the Order of 10 th August, 2007 which establishes the Primary

Education in the Autonomous Community of Andalucía and the final disposition Decree 230/2007, July 31 st

1. Participate in oral interactions on familiar topics addressed in predictable situations of communication,

respecting the basic rules of exchange, such as listening and looking to who’s talking.

This approach assesses the ability to express immediate needs such as asking permission, ask how to

borrow everyday objects, locating objects or people, talk about the weather or preferences or abilities. The

involvement in everyday situations such as routines, habits, language in the classroom or in simulation

activities, plays, songs and recitations will also be taken into account. The attitude with which the pupil

participates in exchanges and if he/she shows interest in the interventions of others, is also evaluated with

this criterion.

2. Capturing the global sense, and to identify specific information in oral texts on familiar topics and

interests.
 This approach wants to assess whether they are able to capture the overall sense of a message by relying

on oral language and non-linguistic elements present in the communication situation. It also refers to the

ability to recognize and extract known words and phrases that appear in more extensive expressions,

although the text is not understood completely.

3. Read and grasp the overall sense and some specific information from simple texts on familiar topics with

a specific purpose.

This criterion evaluates if they can read, aloud too, different texts, appropriate to their communicative

competence, as notes, classroom rules, letters, posters or stories, containing known vocabulary and

phrases, to extract specific and global information, with the help of key comprehensive written strategies

such as using elements of linguistic and non-linguistic context, and transfer knowledge of the languages

he/she knows.

4. Write short texts and meaningful phrases in everyday and school situations from models with a specific

purpose and with an established format, both in paper and digital.

This approach attempts to value the ability to write various texts as notes, instructions or rules, letters,

posters, brochures, comic books or simple descriptions. The ability to use the model to produce a text with

some degree of autonomy as well as the spelling learned from model observation and knowledge of the

relationship between sound and spelling will be assessed.

5. Using forms and structures of the foreign language containing sound, rhythmic, intonation and

accentuation aspects within different communication contexts in a significant manner.

This approach is aimed to assess the ability of children to recognize and play back audio aspects of

rhythm, intonation and accent when participating actively on listening, repeating and anticipating phrases

in reading aloud activities and starting always from models.

6. Use some strategies on learning how to learn: inquiry, observing models, accompanying communication

with gestures, establishing partnerships, using visual and bilingual dictionaries, retrieve, search and collect

information on familiar topics in different mediums and identify some personal aspects that help the

student to learn better.

 This approach aims to assess the use of basic strategies that promote the learning process as the use of

visual and gestural resources, the request for assistance and clarification, using increasingly autonomous

of bilingual dictionaries and some basic technological means. The ability to assess their progress, give

examples of strategies that he/she uses to learn better and acquisition of some autonomy in the

spontaneous use of forms and straightforward daily structures will also be evaluated.

7. Assessing the foreign language as a tool of communication with other people and help to show curiosity

and interest in people who speak the foreign language.

This approach is evaluated if they have an attitude of curiosity towards those who speak a foreign

language or languages other than their own. The capacity to appreciate the rich linguistic diversity as an

element of society as well as the socio-cultural peculiarities of the speakers of other languages will also be

observed.

8. Identify some aspects of daily life, customs and celebrations of the countries where the foreign language

is spoken, and compare them with their own.

This approach is evaluated with the ability to observe and identify similarities and differences on some

aspects of daily life in countries where people speak the foreign language with regard to timing, food,

traditions, holidays and ways of relating to people and ways of relating to people.

PROMOTION

At the end of the cycle, and as a consequence of the assessment process, a decision is made regarding pupil’s

promotion to the following cycle, providing that the corresponding objectives are considered to have been

reached. The school will inform the parents or legal tutors of the student’s academic situation and his/her

progress. These will actively collaborate and participate in the child’s educational progress and decisions

which need to be made.

If the objectives haven’t been reached, the pupil may be held back one academic year in the same cycle. This

decision may only be implemented once during the entire stage and must be made by the class teacher, who

in turn takes into account the reports of the remaining teachers in the group. When this decision implies non-

promoting to the following cycle or level, pupil’s parents or the legal tutors must be consulted and

complementary educational measures must likewise be drawn up, aimed at the pupil’s attaining the
 educational objectives. Along the same lines, if during the process of continuous assessment the progress of a

pupil is deemed as not responding to the objectives programmed, teachers may adopt suitable educational

reinforcement measures, and if the case warrants, curricular adaptation measures.

DIAGNOSTIC ASSESSMENT

At the end of the cycle a diagnostic assessment will be made in a formative, guiding and informative form for

the families and the school.

The diagnostic assessment will allow teachers to analyse, evaluate and guide if necessary the first two cycles

of primary education in order to acquire the learning aim.

DEVELOPMENT OF THE EVALUATION PROCESS

It is the teacher’s task to carry out evaluation of the students and inform the parents with regularity. This

information will refer to objectives stated in the didactic programming and progress and difficulties detected

in achievement of these.

The LOE establishes, as a proposal, global and continuous evaluation that contemplates:

Initial evaluation

 This is carried out at the start of each one of the educational phases (stage, cycle, course or didactic

unit). In the case of starting a new stage, it will include information about schooling, school history,

medical data and psycho-pedagogic information of interest for school life and all will be stated in the

academic file.

 This will supply information about prior knowledge and determine the starting level.

 Supply orientation in decision taking about objectives, contents, methodologies, classroom

organisation...

 Help adjusting actuations to need, interests, and possibilities of the students.

Progress evaluation

 This extends throughout the educational process.

 Supplies information about how the process is developing.

  Includes all the factors that intervene in the process.

 Diagnoses needs and difficulties as well as determining the source of these.

 Orients modifications to be introduced in the progress to regulate the process and overcome

difficulties.

 The didactic objectives will guide the educational intervention and constitute an immediate reference

point for continuous evaluation, enabling finding most suitable evaluation procedures for the

objectives.

Final evaluation

 This takes place at the final stage of learning.

 It evaluates learning carried out using as references evaluation criteria that judges the degree of

development of capacities and degree of assimilation of contents.

 It is a synthesis of continuous evaluation that reflects the final situation of the process.

 Orients planning of new teaching and learning sequences.

MY STUDENTS’ ASSESSMENT

I must take into account that assessment in Primary Education, second cycle, second grade will be global and

continuous, but at the same time, it must be mainly based on the systematic observation of the classroom

work done. My students are always observed and I make a classroom diary which lets me observe if my

students are overcoming the objectives or not, leading the process and propose, if it is necessary, retaken

activities. I also take notes about meaningful facts as well as my student’s habits and attitudes towards the

English subject.

With this register, I obtain enough data and information to value if the Didactic Unit has been correctly

planned or if I have to introduce some changes.

When evaluating children progress at this stage, we should give priority to comprehension, that’s why it is

important to devise oral comprehension assessment activities that involve actions, movements or drawings.

As for the activities to assess oral expression, the emphasis will be laid on their ability to communicate

efficiently in English rather than on the linguistic accuracy of their message.

 Assessment has a triple perspective:

 Teacher assesses students and fills the assessment grill in each Didactic Unit with different items

taken from the teaching and learning objectives. Each item is going to be evaluated according to the

following criteria. The colours of the traffic light: Green (Achieved), Orange (Partially achieved) and

Red (Needs to be improved).

 Students assess themselves, through a self-assessment sheet that they will complete at the end of each

Didactic Unit. This tool gives me an idea about my pupil’s feelings about their progress. It is

important that they play an active role on the evaluation process and they get used to give and receive

information about themselves in English. That is the reason for using a self assessment sheet, where

children show with a happy or sad face if the unit has been fun or a sad face if the unit has been

complicated or they disliked it.

 Teacher assesses him/herself. It is important to reflect on our teaching because this reflection always

leads us to something that makes us improve our task as teachers. In this way, if I self-assess myself I

can contribute with solutions to possible problems and to make possible changes in my programming

and way of teaching.

12. ATTENTION TO DIVERSITY AND SPECIFIC

EDUCATIONAL NEEDS

This principle rests on a very simple philosophy. The English teachers often complain about students’

previous knowledge. They say it is heterogeneous and that learning procedures are diversified due to each

individual’s profiles and learning styles. Homogeneity in a foreign language class does not exist. Here are

some of the principles to treat diversity:

 To admit the existence of diversity.

 To adapt pedagogic and methodological involvement to answer the necessities of every student.

 To develop the cooperation and solidarity among the levels which will be considered complementary

and never as inferiors or superiors.

 Negative opinions about the capacity of comprehension or production of a classmate are not allowed

in class.

 To permit as much liberty as possible when expressing oneself.

  To favour auto-evaluation and co-evaluation.

I must dedicate attention to students with specific educational needs in an inclusive school. In order to do

this, we must adapt the curriculum, give support to the ordinary group and make flexible groups or divide the

class in two groups.

The pupils with specific attention required must develop their personal capacities to a maximum and must

acquire the objectives of the curriculum. New adaptations which are specifically separated from contents and

evaluation assessment will be available to these specific pupils in order to facilitate the acquisition of the

curriculum and to develop the basic competence. So that, attention to diversity must be included in the

Didactic Programming and are centred around five elements of attention:

ATTENTION FOR STUDENTS WITH SPECIAL

EDUCATIONAL NEEDS

Students with special educational needs that require, in a period of their schooling or throughout their

education, certain supports and specific educational attention because they have physical, psychic, sensorial

handicaps or have serious personality or behaviour disorders will have specialised attention, according to the

principles of non-discrimination and normalization of education and with the aim of achieving their

integration. To this effect, these students will receive precise aid in the moment of their schooling or when

their needs have been detected.

Students with special educational needs will be schooled according to their characteristics and will be

integrated in ordinary groups, in specialised classes in ordinary centres, in special educational centres or in

combined schooling.

ATTENTION TO INTELLECTUALLY GIFTED STUDENTS

With the aim of offering a more suitable educational solution for these students, necessary measures will be

taken to identify and evaluate in an early stage their needs and rules will be established to flexibly the

duration in each one of the levels and stages of the educational system, leaving to one side the age of these

students.
ATTENTION TO FOREIGN STUDENTS

Incorporation to the educational system will favour students from other countries especially those in age of

compulsory education. For students that do not know the Spanish language and culture, or who present

serious lacking in basic knowledge, specific learning programs will be designed with the aim of easing

integration of these students in the corresponding levels. These programs can be taught in specific classrooms

established in the centres that teach in ordinary regimes. Development of these programs will be

simultaneous to that of schooling of students in ordinary groups, according to the level and evolution of their

learning.

ATTENTION TO STUDENTS WHO ARE INCORPORATED

AT A LATER STAGE

These students, who are incorporated at a later stage, will be given personal attention with organized and

curricular measurements that allow their scholar integration and the benefits of their studies according to

their personal, learning and social context characteristics.

ATTENTION TO EQUAL OPPORTUNITIES FOR A QUALITY EDUCATION

Necessary actions will be developed and resources and supports will be supplied to enable compensating the

effects in situations of social disadvantage for achieving the educational objectives and training foreseen for

each one of the levels in the educational system.

Singular procedures will be adopted in school centres or geographic areas in which, due to socio-economic

and socio-cultural characteristics of the population, a differentiated educational intervention is necessary with

special attention being paid to the guarantee of equal opportunities in the rural world. In such cases, material

resources and necessary teachers will be supplied and it will be provided technical and human support

necessary for achievement of the educational compensation.

DIVERSITY IN MY CLASS

In reference to this programming, I will take into account the diversity in my class and that’s why I will

propose varied activities where I can pay attention to the different pupil’s demands. Depending on the
contents, it will be more or less viable, but I will use the necessary curricular adaptations and the appropriate

resources, always making the students try to do the tasks as similar as possible to their classmates.

Bearing in mind diversity in my class, I have to know the characteristics of my pupils in order to start from

their competence level, that could be more or less advanced or with more difficulties, to attend their

necessities and to favour the learning of my pupils.

In reference to the children with attention difficulties, I will try to have them next to me, in the first row of

seats. Then, those pupils with learning difficulties, I will guide and help them in their learning process in a

more direct way, but always allowing their autonomy development. It is very important to provide them with

previous models when I want them to answer a question or acting out a song.

Participation must also be taken into account. It is important that pupils pay attention during all the time. I

will always encourage my pupils to participate in the classroom while carrying out any task, especially shy

students. Also, I must take into consideration that the most talkative pupils are not sitting together in the

classroom or in the last rows when conversations take place.

To attend diversity dealing with learning differences, maturity, cognitive styles, work rhythm or pace and also

of interests, I will use some favouring learning strategies, which are different mechanisms to make possible

and to set off my pupil’s learning process. First of all, I always have a welcome attitude in class to create a

good learning atmosphere. I select the curricular materials depending on my pupil’s preferences in order that

they will be motivated in learning. I usually value the advances that take place at any time in order to

increase my students’ self esteem. Moreover, I will make use of interactive routines, I will speak clearly and

slowly; I will use brief and simple statements when giving instructions and I will make use of paralinguistic

resources, such as gestures and body language. I will promote real and contextualised learning situations in

order for my pupils to learn in a meaningful way.

I must attend my students with Special Educational Needs, carrying out in an individual way their work and

also revising that they do the teacher’s proposals. Obviously, their tasks must be adapted to their real

possibilities and to their competence language level. Those pupils will be all the time taking part of the

different activities with the rest of their classmates in order to favour their socialization and therefore

participate as much as possible. They must feel they belong to a group when they participate in the classroom

tasks, and at the same time, I must favour their individualisation, since they realize they are individual beings

because they have got particular necessities, wishes and so on.

 Fast finishers need extra activities. Apart from giving them more worksheets and complementary materials to

go further into the contents and structures we are working on, they help me as class assistants or help their

classmates, especially slow finishers to carry out the tasks. However, teacher must ensure that the slow ones

don’t feel useless. Fast finishers also make use of the corners in the class. They can go to the library corner,

the listening corner, the game corner or to the computers… They can do on-line activities or play interactive

games meanwhile the others are finishing their tasks.

Slow finishers usually need special attention from the teacher. That’s why if necessary, I give them

explanations in their mother tongue to clarify their doubts or simply to make them understand a language

structure. Also, repetitions on how to do the activities or provide them with more examples are necessary.

Generally they need help from the teacher when carrying out the classroom tasks, but also it is also a good

idea to get help from their classmates. They also need extra activities to reinforce and consolidate the

contents and the language structures learned from previous years. Constant observation from the teacher will

be carried out to ensure they have understood the tasks and they are able to do it alone. As well, they will be

asked to produce fewer activities than the rest of the class.

Finally, immigration in my class will be taken into account. Nevertheless the two immigrant’s pupils in my

class are totally integrated in it, as they have been attending school since they were three years old.

13. DIDACTIC UNITS SEQUENCE

INTRODUCTION

In the following pages the Didactic Units of this programming are developed. Each one of these didactics

units is based in one theme and also in some cases I revise other topics from previous years. This means that

the chosen contents for the second cycle have been sequenced in seven Didactic Units.

DIDACTIC UNIT ORGANIZATION: COMMON

All my Didactic Units follow the same pattern, that is to say, all of them have some common features.

The structure of my Didactic Units includes the required points: some Didactic Objectives; Contents; Some

teaching and learning activities, each of which has been accompanied by categories to define the type of

activity and my intention when apply it in my class; Some extra tasks for reinforcement and extension, that is
 to say, to attend diversity; Assessment, which include assessment criteria and some assessment activities to

evaluate my pupils and finally.

General Aspects

Routines are one of the most common features and they are very important, not only in this cycle but in the

whole stage. In the following, I present some of the routines I daily use with my students in class. All my

sessions follow a general lesson structure. They will start with an introduction by shaking hands to wave and

greet children. Then, the star of the week carries out the days of the week and weather routine. Later on, I

will get the children’s attention with some appealing material such as flashcards, a poster, a story book or a

song to introduce or just to review a topic. It is important to make connections with previous work (revision

of the last session) in order to check if children are ready to start with a new lesson or new concepts and

language structures; and also to check if they have acquired the language contents of the previous lessons.

After presenting the material, a warm up activity is carried out.

In the beginning-middle part of the session, I will introduce a new activity by giving clear instructions and

well-structured explanations. Then, the task will be carried out and I will focus on my pupil’s demands,

questions, difficulties, checking understanding, and so on. Lessons will be carried out from a cooperative and

encouraging point of view. I will check and consider how children can be helped by offering help and

feedback in order to improve the task and learner’s performance.

The class will finish with a round up activity, where I will review the topic introduced in the classroom and

all the vocabulary and language structures learnt at the end of the lesson in order to consolidate knowledge.

We will put things away and line up and start our goodbye routine by shaking hands with the teacher and

classmates.

The active methodology I use with my group of students, which is adapted to their characteristics, has been

widely explained within the point on methodology in the first part of this programming, and it is the one that

will be applied in all the Didactic Units. Pupils learn when they are motivated. It is important that pupils

interact among themselves; in order to develop all their learning skills and cooperate with their classmates.

Some strategies I use to make my students work in silence are the traffic lights sign. If the traffic light is

green, students are allowed to speak. If it is orange, they can whisper, and finally, if it is red, students must

work in silence.
A different one is the magic rain stick I have got in class. When my pupils are very talkative and there is too

much noise in the class, I use the rain stick to calm them down. As soon as they hear the magic rain stick,

they must stop and leave what they are doing.

I also use motivation strategies, such as the star of the week pupil, who is responsible of the class routines

(weather, date, call out the register, class material…) and the star chart, in which I stick smiley faces/stars

stickers every time a pupil does something good or as a reward for: good work, good behaviour, working in

silence, participation and so on, and finally the certificates I give to my students once they get 10 smiley

faces/stars in the star chart.

The activities I present are planned according to my students’ necessities and interests. They are varied,

motivating, authentic and within a context. Having in mind the different levels, rhythms and diversity in my

class, I present language in different forms, adapting teaching to student’s ways of learning. All the activities

are global and all for the whole group. I have included a wide range of activities in order to involve my

students in the development of many abilities.

Class corners are used the last 15 minutes of class. Students work in the learning areas, they know how to use

them because they have been working in them since first cycle.

Interdisciplinareity is also included in my Didactic Units, because I believe that learning a language means

learning all the aspects of the language and the culture; so other areas of the curriculum are involved in the

English lessons. Arts and crafts, Maths, Physical Education…are also worked in the units of my Didactic

Programming. The Basic Competences established by LOE will be also taken into account when teaching.

The space I use to carry out the tasks of my programming is not just the classroom space, but also I will make

use of the corridor, the gym, the playground or the computers room when working with computers. It is

important that pupils use English not only in the English classroom, but also when playing games or doing

physical activities.

Tics play a crucial role in today’s teaching. The use of computers, DVDs, videos, cassettes and so on, helps

pupils with their learning as they approach contents in an interesting and real context. Tics will be specially

used at the end of every didactic unit, since I will spend the last session in the computers room. There,

children will reinforce and revise through interactive games and other activities the language structures and

vocabulary concepts worked previously in the Didactic Unit.

 The assessment of my students has been already explained in detail previously, but I would like to emphasize

the tools I use. Through daily observation, which is the key of assessment for the first cycle, I make a

classroom diary with all the observations of my pupils’ development. Apart from the activities carried out and

the students’ self-assessment, which gives me an idea of my pupil’s feelings about their progress; I also have

a self-assessment in order to improve some aspects of the programming or of my teaching, if necessary, such

as modifying any activity or materials which are not suitable for my group.

TABLE OF CONTENTS

Here the themes of my Didactic Units are specified and classified by terms. Each term is formed by two

didactic units and there is an extra one about festivities which will take place on the festivity dates.

Therefore, my programming will include the following seven didactic units which will be distributed

throughout the school year in the following way:

D.U D.U TITLE TERM

NUMBER

1 Welcome back to school!

2 Move your body!

3 Our friends, the animals! 1st

4 Welcome to my house and meet my family!

5 You look nice!

6 I’m hungry! 2nd

7 Let’s have fun! 1st, 2nd and 3rd

8 My town 2nd
 9 The shopping list

10 Jobs: What would you like to be?

11 Happy birthday!

12 Neighbourhood

13 Going to the cinema 3rd

14 Let’s save our planet!

15 A visit to the museum

DIDACTIC UNIT Nº 1: Welcome back to school!

1. The Basic Competences

 Communicative, linguistic and audiovisual competence.

 Artistic and cultural competence.

 Treatment of the information and digital competence.

 Mathematics competence.

 Learning to learn competence.

 Autonomy and personal initiative competence.

2. General objectives

 To revise/practise greetings (salutations and goodbyes).

 To ask and answer questions.

 To review the numbers from 1 to 10.

  To learn and identify the numbers from 11 to 20.

 To revise/recognize/use colours and classroom objects.

 To describe where things are (in, on, under).

 To follow oral instructions and commands given.

 To listen to and understand a story/song.

 To sing a song.

 To recite a rhyme/chant.

 To manifest a positive attitude in the English classroom.

 To accept and respect the English classroom rules.

3. Contents

Block 1. Listening, speaking and talking

 Using greetings in class.

Hello, Good morning, Good afternoon, Goodbye!

 Asking and answering questions.

What’s your name? I’m + name.

How are you? I’m fine, thank you.
How old are you? I’m + age + years old.
 Expressing vocabulary related to colours, numbers and classroom objects.

 Locating classroom objects in the class.

It’s + preposition (in/on/under) + classroom object.

 Participating/Taking part in role-plays and songs.

Hello! Good morning!

What do you want?
I want a (noun)paper/scissors....
What colour?
I want colour RED.
Ok. Here you are.
Thank you.
 Reciting a rhyme/chant.

 Asking and telling what time is it.

What’s the time, Mr Wolf?

It’s + number + o’clock /It’s dinner time.
 Listening and following teacher’s instructions.
  Listening and understanding songs.

 Understanding oral questions related to colours, numbers and classroom objects.

Where is + noun?
 Recognising vocabulary related to colours, numbers and classroom objects using visual support.

Block 2. Reading and writing

 Tracing colours, numbers and classroom vocabulary.

Block 3. Knowledge of the language

 Pronunciation, intonation and rhythm of colours, numbers and classroom vocabulary.

 Being aware of the differences between oral and written language.

Block 4. Socio-cultural aspects and intercultural awareness

 Positive attitude towards the foreign language and its culture.

 Participation in the activities done in class.

 Respecting other’s opinions and participation.

 Using verbal and non-verbal elements to communicate.

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.

DIDACTIC UNIT Nº 2: Move your body!

1. The Basic Competences

 Communicative, linguistic and audiovisual competence.

 Artistic and cultural competence.

 Treatment of the information and digital competence.

 Learning to learn competence.

 Autonomy and personal initiative competence.

2. General objectives

 To ask and answer questions.

 To review the parts of the face, colours and numbers.

 To describe our face.

 To revise/recognize/use the parts of the body.

 To differentiate between right and left.

 To follow oral instructions and commands given.

 To listen to and understand a story/song.

 To sing a song.

 To recite a rhyme/chant.

 To manifest a positive attitude in the English classroom.

 To accept and respect the English classroom rules.

3. Contents

Block 1. Listening, speaking and talking

 Asking and answering questions.

How many eyes have you got?

I’ve got + number (eyes).
 Expressing vocabulary related to the parts of the body and face, colours and numbers.

This is a (part of the body).

It is number...
It’s got + number + colour + part of the body.
 Participating/taking part in role-plays and songs.

 Reciting a rhyme/chant

 Listening and following teacher’s instructions.

 Listening and understanding songs.

 Understanding oral questions related to the parts of the body and face, colours and numbers.

 Recognising vocabulary related to the parts of the body and face, colours and numbers, using visual

support.
 Block 2. Reading and writing

 Tracing the parts of the body and face vocabulary.

Block 3. Knowledge of the language

 Pronunciation, intonation and rhythm of the parts of the body and face vocabulary; and also about the

colours and numbers.

 Being aware of the differences between oral and written language.

Block 4. Socio-cultural aspects and intercultural awareness

 Positive attitude towards the foreign language and its culture.

 Participation in the activities done in class.

 Respecting other’s opinions and participation.

 Using verbal and non-verbal elements to communicate.

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.

DIDACTIC UNIT Nº 3: Our friends, the animals!

1. The Basic Competences

 Communicative, linguistic and audiovisual competence.

 Artistic and cultural competence.

 Treatment of the information and digital competence.

 Learning to learn competence.

 Autonomy and personal initiative competence.

2. General objectives

 To ask and answer questions.

 To review the numbers, prepositions, the farm animals and the sounds they make.
  To identify the different wild animals in the jungle.

 To recognize the wild animals’ sounds and their actions.

 To differenciate between farm animals and wild animals.

 To follow oral instructions and commands given.

 To listen to and understand a story/song.

 To sing and act out a song/story.

 To recite a rhyme/chant.

 To manifest a positive attitude in the English classroom.

 To accept and respect the English classroom rules.

3. Contents

Block 1. Listening, speaking and talking

 Asking and answering questions.

Where is the snake?

It is + preposition (in/on/under)....
How many snakes can you see?
I can see + number + animal.
What can you see? I can see a + animal.
What can it be? It can be a + animal.
Can you fish a farm animal?Yes, I can!
 Expressing vocabulary related to the farm and wild animals.

This is a + animal.
 Locating wild animals in a poster.

It’s + preposition (in/on/under) + wild animal.

 Understanding and producing the animals’ sounds.

Farm animals:cow, hen, pig, horse, ship, duck.

Farm animals sounds: Mooo, Cluck, Oink, Baaa, Quack...
Wild animals: lion, tiger, snake, bear, parrot...
Wild animals sounds: Roar, Hiss, Growl, Talk...
 Participating/taking part in role-plays and songs.

 Reciting a rhyme/chant.

 Listening and following teacher’s instructions.

 Listening and understanding songs.

  Understanding oral questions related to the farm and wild animals.

 Recognising vocabulary related to the farm and wild animals, with visual support.

Block 2. Reading and writing

 Tracing the farm and wild animals and their sounds.

Block 3. Knowledge of the language

 Pronunciation, intonation and rhythm of the farm and wild animals; and also about the numbers.

 Being aware of the differences between oral and written language.

Block 4. Socio-cultural aspects and intercultural awareness

 Positive attitude towards the foreign language and its culture.

 Participation in the activities done in class.

 Respecting other’s opinions and participation.

 Using verbal and non-verbal elements to communicate.

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.

DIDACTIC UNIT Nº 4: Welcome to my house and meet my family!

1. The Basic Competences

 Communicative, linguistic and audiovisual competence.

 Artistic and cultural competence.

 Treatment of the information and digital competence.

 Mathematics competence.

 Learning to learn competence.

 Autonomy and personal initiative competence.

2. General objectives
  To ask and answer questions.

 To review the family members, colours and numbers.

 To describe our house.

 To recognize the different parts of the house and house objects.

 To differentiate between right/left, up/down, big/middle/little.

 To follow oral instructions and commands given.

 To listen to and understand a story/song.

 To sing a song.

 To recite a rhyme/chant.

 To manifest a positive attitude in the English classroom.

 To accept and respect the English classroom rules.

3. Contents

Block 1. Listening, speaking and talking

 Asking and answering questions.

Have you got a blue mum?

Yes, I have. / No, I haven’t.
What’s this? It’s a kitchen.
Where is mum? It’s up/down the stairs, on the right/left room.
Is mum in the kitchen? Yes/No.
How many chairs?
 Expressing vocabulary related to the members of the family, parts of the house, action verbs and house

objects.

This is a (bedroom).
There is one (bed)/ There are (two chairs).
Action Verbs: sleeping, cooking, having a shower, playing, eating...
House objects: bed, fridge, cook, sofa, table, chair, bath...
 Participating/taking part in songs.

 Reciting a rhyme/chant.

 Listening and following teacher’s instructions.

 Listening and understanding songs.

  Understanding oral questions related to the family members, parts of the house, house objects, colours

and numbers.

 Recognising vocabulary related to the parts of the house, house objects, family members, colours and

numbers, using visual support.

Block 2. Reading and writing

 Tracing the parts of the house, house objects and family member’s vocabulary.

Block 3. Knowledge of the language

 Pronunciation, intonation and rhythm of the parts of the house, family members, house objects; and

also about the colours and numbers.

 Being aware of the differences between oral and written language.

Block 4. Socio-cultural aspects and intercultural awareness

 Positive attitude towards the foreign language and its culture.

 Participation in the activities done in class.

 Respecting other’s opinions and participation.

 Using verbal and non-verbal elements to communicate.

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.

DIDACTIC UNIT Nº 5: You look nice!

1. The Basic Competences

 Communicative, linguistic and audiovisual competence.

 Artistic and cultural competence.

 Treatment of the information and digital competence.

 Learning to learn competence.

  Autonomy and personal initiative competence.

2. General objectives

 To ask and answer questions.

 To review the weather, seasons, colours and numbers.

 To describe the weather.

 To identify the weather, and the seasons.

 To know the name of different clothes.

 To follow oral instructions and commands given.

 To listen to and understand a story/song.

 To sing a song.

 To recite a rhyme/chant.

 To manifest a positive attitude in the English classroom.

 To accept and respect the English classroom rules.

3. Contents

Block 1. Listening, speaking and talking

 Asking and answering questions.

Is it sunny today? Yes it is/No it isn’t.

Can you fish (a skirt)? Yes/No.
Who is wearing trousers? I’m wearing trousers.
If it is winter, what am I wearing? In winter, I am wearing (a coat).
 Expressing vocabulary related to the weather, seasons, clothes, colours and numbers.

Weather: It’s sunny/rainy/windy/snowy/ cloudy/hot/cold...

Seasons: Spring, Summer, Autumn, Winter.
Clothes: T-shirt, coat, jumper, gloves, trousers, shoes, socks, skirt…
 Participating/taking part in role-plays and songs.

 Reciting a rhyme/chant.

 Listening and following teacher’s and classmates instructions.

Go and find (a red hat).

Put on (a hat)/Put off (the shoes).
 Listening and understanding songs.
  Understanding oral questions related to the weather, seasons, clothes, colours and numbers.

 Reading and comprehension:

 Recognising vocabulary related to the weather, seasons, clothes, colours and numbers, using visual

support.

Block 2. Reading and writing

 Tracing the seasons, the weather and clothes vocabulary.

Block 3. Knowledge of the language

 Pronunciation, intonation and rhythm of the weather, seasons and clothes vocabulary; and also about

the colours and numbers.

 Being aware of the differences between oral and written language.

Block 4. Socio-cultural aspects and intercultural awareness

 Positive attitude towards the foreign language and its culture.

 Participation in the activities done in class.

 Respecting other’s opinions and participation.

 Using verbal and non-verbal elements to communicate.

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.

DIDACTIC UNIT Nº 6: I’m hungry!

1. The Basic Competences

 Communicative, linguistic and audiovisual competence.

 Artistic and cultural competence.

 Treatment of the information and digital competence.

 Mathematics competence.
  Learning to learn competence.

 Autonomy and personal initiative competence.

2. General objectives

 To ask and answer questions.

 To review fruits, the weather, the days of the week, colours and numbers.

 To describe a food item by its shape and smell.

 To revise/recognize/use the different food items.

 To express likes and dislikes.

 To talk about the weather.

 To follow oral instructions and commands given.

 To listen to and understand a story/song.

 To sing a song.

 To recite a rhyme/chant.

 To manifest a positive attitude in the English classroom.

 To accept and respect the English classroom rules.

3. Contents

Block 1. Listening, speaking and talking

 Asking and answering questions.

What is it? It’s (a banana).

How many apples? (6 apples).
What colour is it? It’s (red).
Do you like chocolate? Yes, I do/No, I don’t.
Can you fetch me an egg? Yes/No.
 Expressing vocabulary related to the weather, food, colours and numbers.

This is (a sandwich) /It’s (tea).

Weather: It’s raining/sunny/windy/snowing...
 Participating/taking part in role-plays and songs.

 Reciting a rhyme/chant.

 Listening and following teacher’s instructions.

 Peel (the banana)/Cut (the apple)into pieces/Punch (the fruit)into the stick...
Listening and understanding songs.
 Understanding oral questions related to the weather, food, colours and numbers.

 Recognising vocabulary related to the weather, food, colours and numbers, using visual support.

Block 2. Reading and writing

 Tracing the weather and food vocabulary.

Block 3. Knowledge of the language

 Pronunciation, intonation and rhythm of the weather and food vocabulary; and also about the colours

and numbers.

 Being aware of the differences between oral and written language.

Block 4. Socio-cultural aspects and intercultural awareness

 Positive attitude towards the foreign language and its culture.

 Participation in the activities done in class.

 Respecting other’s opinions and participation.

 Using verbal and non-verbal elements to communicate.

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.

DIDACTIC UNIT Nº 7: Let’s have fun!

1. The Basic Competences

 Communicative, linguistic and audiovisual competence.

 Artistic and cultural competence.

 Treatment of the information and digital competence.

 Mathematics competence.

 Learning to learn competence.

  Autonomy and personal initiative competence.

2. General objectives

 To ask and answer questions.

 To review colours, numbers and prepositions.

 To describe an object by its shape.

 To learn about the different festivities celebrated around the world.

 To follow oral instructions and commands given.

 To listen to and understand a story/song.

 To sing a song.

 To recite a rhyme/chant.

 To manifest a positive attitude in the English classroom.

 To accept and respect the English classroom rules.

 To respect others cultures’ festivities.

 To feel curious about other cultures and customs.

3. Contents

Block 1. Listening, speaking and talking

 Asking and answering questions.

How many (skeletons) can you see?

I see (five skeletons).
What colour is it? It is (red).
What is it? It is a (pumpkin).
Where is (the egg)? It is on/under/in....
 Expressing vocabulary related to the three festivities: Halloween, Christmas and Easter.

Halloween: pumpkin, skeleton, spider, bat, witch, ghost, owl, black cat...happy Halloween!
Christmas: Santa Claus, Christmas tree, present, stocking, star, reindeer, sleigh, bell,
snowman...merry Christmas!
Easter: Easter bunny, Easter egg, chick, basket...happy Easter!
 Participating/taking part in role-plays and songs.

 Reciting a rhyme/chant.

 Listening and following teacher’s instructions.

  Listening and understanding songs.

 Understanding oral questions related to festivities as well as colours and numbers.

 Recognising vocabulary related to the three festivities, colours and numbers, using visual support.

Block 2. Reading and writing

 Tracing the festivities vocabulary.

Block 3. Knowledge of the language

 Pronunciation, intonation and rhythm of three festivities, Halloween, Christmas and Easter, but also

about colours and numbers.

 Being aware of the differences between oral and written language.

Block 4. Socio-cultural aspects and intercultural awareness

 Positive attitude towards the foreign language and its culture.

 Participating in the activities done in class.

 Respecting other’s opinions and participation.

 Using verbal and non-verbal elements to communicate.

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore

I will observe my students’ performance and achievement and I will write down whatever I consider

important to evaluate my students.

DIDACTIC UNIT Nº 8: My town

1. The Basic Competences

In this Didactic Unit, I am going to apply the following competences:

 Linguistic and audiovisual communicative competence

 Artistic and cultural competence

 Treatment of information and digital competence

 Learning to learn competence

2. General objectives

 The main objective of the English language is to my students to communicate.

 To use the vocabulary and new structures correctly.

 To understand and extract specific information from a written or oral text.

 To understand the specific information in the text: My town

3. Contents

Block 1. Listening, speaking and talking

 To understand oral and written messages

 To give an answer to verbal and non verbal questions in the classroom

Block 2. Reading and writing

 Reading and comprehension of different informative, descriptive and narrative texts

 Association of the spelling with the sounds of the alphabet.

Block 3. Knowledge of the language

 Linguistic knowledge: greetings, present, future, prepositions…

 Reflection on language: Rhythm, intonation…

 Reflection on learning: strategies to get easy the vocabulary and grammar structures, correct use of TIC

techniques, a positive aptitude

Block 4. Socio-cultural aspects and intercultural awareness

 Curiosity about other languages and cultures, importance of English as a mean of communication…: an

Anglo-Saxon town

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.
DIDACTIC UNIT Nº 9: The shopping list

1. The Basic Competences

In this Didactic Unit, I am going to apply the following competences:

 Linguistic and audiovisual communicative competence

 Treatment of information and digital competence

 Mathematical competence

 Personal initiative and autonomy competence

2. General objectives

 The main objective of the English language is to aid people to communicate. I will use it as the main

way of communication in the English class.

 To put in practice these four language competences:

 To understand oral English.

 To understand written English.

 To express oneself in oral English.

 To express oneself in written English.

 To understand the specific information in the text: The shopping list.

3. Contents

Block 1. Listening, speaking and talking

 To reproduce some oral and written texts worked in the class: songs, readings, tales, stories…

 To value the English language as an instrument for communication

Block 2. Reading and writing

 Association of the spelling with the sounds of the alphabet.

 Development of the reading habit through the approximation to the stories, comics, dictionaries of

images and other types of suitable and motivating books or texts.

Block 3. Knowledge of the language

  Linguistic knowledge: greetings, numbers, negative and interrogative structures

 Reflection on language: Rhythm, intonation…

Block 4. Socio-cultural aspects and intercultural awareness

 Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students:

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.

DIDACTIC UNIT Nº 10: Jobs: What would you like to be?

1. The Basic Competences

In this Didactic Unit, I am going to apply the following competences:

 Linguistic and audiovisual communicative competence

 Treatment of information and digital competence

 Mathematical competence

 Personal initiative and autonomy competence

2. General objectives

 The main objective of the English language is to aid people to communicate. I will use it as the main

way of communication in the English class.

 To put in practice these four language competences:

 To understand oral English.

 To understand written English.

 To express oneself in oral English.

 To express oneself in written English..

 To use the vocabulary and new structures correctly.

  To understand and extract specific information from a written or oral text.

 To understand the specific information in the text: Jobs: what would you like to be?

3. Contents

Block 1. Listening, speaking and talking

 To understand oral and written messages

 To give an answer to verbal and non verbal questions in the classroom

 To reproduce some oral and written texts worked in the class: songs, readings, tales, stories…

Block 2. Reading and writing

 Use of the information and communication technologies to read, write and transmit information.

 Development of the reading habit through the approximation to the stories, comics, dictionaries of

images and other types of suitable and motivating books or texts.

Block 3. Knowledge of the language

 Linguistic knowledge: interrogative structures, personal pronouns…

 Reflection on language: Rhythm, intonation…

 Reflection on learning: strategies to get easy the vocabulary and grammar structures, correct use of TIC

techniques, a positive aptitude

Block 4. Socio-cultural aspects and intercultural awareness

 Curiosity about other languages and cultures, importance of English as a mean of communication…

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.

DIDACTIC UNIT Nº 11: Happy birthday!

1. The Basic Competences

In this Didactic Unit, I am going to apply the following competences:

  Linguistic and audiovisual communicative competence

 Artistic and cultural competence

 Learning to learn competence

 Personal initiative and autonomy competence

2. General objectives

 The main objective of the English language is to aid people to communicate. I will use it as the main

way of communication in the English class.

 To understand the cultural differences between English speaking countries and Spain.

 To understand the specific information in the text: Happy birthday.

3. Contents

Block 1. Listening, speaking and talking

 To understand oral and written messages

 To give an answer to verbal and non verbal questions in the classroom

Block 2. Reading and writing

 Reading and comprehension of different informative, descriptive and narrative texts

 Reading and writing texts of daily situations: invitations, congratulations, notes…

Block 3. Knowledge of the language

 Linguistic knowledge: the new vocabulary, months of the year, present, past, future….

 Reflection on language: Rhythm, intonation, sounds…

 Reflection on learning: strategies to get easy the vocabulary and grammar structures, correct use of TIC

techniques, a positive aptitude

Block 4. Socio-cultural aspects and intercultural awareness

 Curiosity about other languages and cultures, importance of English as a mean of communication…

4. Assessment (evaluation)
 Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students.

DIDACTIC UNIT Nº 12: Neighbourhood

1. The Basic Competences

In this Didactic Unit, I am going to apply the following competences:

 Linguistic and audiovisual communicative competence

 Artistic and cultural competence

 Treatment of information and digital competence

 Personal initiative and autonomy competence

2. General objectives

 The main objective of the English language is to aid people to communicate. I will it as the main way

of communication in the English class.

 Reading texts to obtain information in a comprehensive way.

 To understand the specific information in the text: Neighbourhood

3. Contents

Block 1. Listening, speaking and talking

 To understand oral and written messages

 To reproduce some oral and written texts worked in the class: songs, readings, tales, stories…

 To value the English language as an instrument for communication

Block 2. Reading and writing

 Association of the spelling with the sounds of the alphabet.

 Development of the reading habit through the approximation to the stories, comics, dictionaries of

images and other types of suitable and motivating books or texts.

Block 3. Knowledge of the language

  Reflection on learning: strategies to get easy the vocabulary and grammar structures, correct use of TIC

techniques, a positive aptitude

Block 4. Socio-cultural aspects and intercultural awareness

 Curiosity about other languages and cultures, importance of English as a mean of communication…

4. Assessment (evaluation)

Assessment in Primary Education must be continuous and global, therefore I will observe my students’

performance and achievement and I will write down whatever I consider important to evaluate my

students:

 Any kind of oral and written production

 The participation or not in the class

 The attitude towards learning

 Comprehension and use of any kind of grammatical, phonetically and lexical questions

 Rhythm and intonation.

DIDACTIC UNIT Nº 13: Going to the cinema

1. The Basic Competences

In this Didactic Unit, I am going to apply the following competences:

 Linguistic and audiovisual communicative competence

 Artistic and cultural competence

 Treatment of information and digital competence

 Personal initiative and autonomy competence

2. General objectives

 To ask and tell the time correctly.

 To understand and extract specific information from a dialogue.

 To put in practice the new vocabulary.

  Expressions of time.

3. Contents

 The time: What time is it?

 The expressions of time.

 Daily routines: get up, go school, finish school, have dinner, watch TV, go to bed, going to the cinema

….

4. Assessment (evaluation)

 To ask for and tell the time correctly in English.

 To participate actively in classroom activities.

 To keep written activities clean and tidy.

 To use properly the expressions of time.

DIDACTIC UNIT Nº 14: Let’s save our planet!

1. The Basic Competences

In this Didactic Unit, I am going to apply the following competences:

 Linguistic and audiovisual communicative competence

 Artistic and cultural competence

 Treatment of information and digital competence

 Personal initiative and autonomy competence

2. General objectives

 To be aware of the importance of helping to protect the environment.

 To describe the necessary measures to protect the environment.

 To identify the positive and negative actions related to the environment.

 Commands.

 To extract specific information from written and oral texts.

3. Contents
  Vocabulary related to the environment: litter, danger, save, recycle, waste, plant, protect…

 Present simple and present continuous tenses.

 The present continuous tense: recycling, wasting, planting, protecting…

 Commands.

4. Assessment (evaluation)

 To be aware of the importance of helping to protect the environment.

 To express actions in the present simple and present continuous tenses.

 To give commands properly.

 To show a tolerant and respectful attitude towards other people’s participation in the classroom.

 To participate actively in the classroom activities.

DIDACTIC UNIT 15: A visit to the museum

1. The Basic Competences

In this Didactic Unit, I am going to apply the following competences:

 Linguistic and audiovisual communicative competence

 Artistic and cultural competence

 Treatment of information and digital competence

 Personal initiative and autonomy competence

2. General objectives

 To use prepositions correctly.

 To identify the present continuous and use it correctly.

 To understand written and oral descriptions.

 Expressions for an appointment.

 To be aware of the importance of cultural facts.

3. Contents

 Revision of question tags.

  Prepositions of movement and verbs with prepositions.

 The museum: to on time, prehistory, to paint, paintings, a floor, to be afraid…

 Expressions for an appointment.

 Phonetics: English consonants: / ð / this, other, bathe. / θ / think, both, method.

4. Assessment (evaluation)

 To use prepositions correctly.

 To understand general and specific information in oral and written dialogues.

 To take an active part in classroom activities.

 To use expressions of an appointment properly.

 To appreciate the importance of cultural facts.

14. BIBLIOGRAPHY

 SLATTERY, S.; WILLIS, J. (2002): English for Primary Teachers. Oxford: Oxford University Press.

 HALLIWELL, S. (1992): Teaching English in the Primary Classroom. Longman Handbooks for

Language Teachers.

 WOODWARD, T. (2001): Planning Lessons and courses. Designing sequences of work for the

language classroom. Cambridge Handbooks for Language Teachers. Series Editor Penny Ur. CUP.

Resource books
 REILLY, V. ; WARD M. S. (1997): Very Young Learners. Resource books for teachers. Oxford

University Press.

 PHILLIPS, S. (1993): Young Learners. Resource books for teachers. Oxford University Press.

 LEWIS, G.; BEDSON, G. (1999): Games for Children. Resource books for teachers. Oxford

University Press.

 LEWIS, G. (2004): The Internet and Young Learners. Resource books for teachers. Oxford

University Press.

 LOANNOU-GEORGIOU, S.; PAVLOU, P. (2003): Assessing Young Learners. Resource books for

teachers. Oxford University Press.

Other books
 Gimeno Sacristán, J. (1998). Una reflexión sobre la práctica. Morata. Madrid.

Teacher’s magazines
 The Teacher’s Magazine. Ed. Ediba, S.R.L.

 I Love English Junior. Ed. Bayard Revistas, S.A.

 The Heinemann English Teaching Magazine: Primera Clase. Ed. Heinemann Iberia, S.A.

 The Macmillan English Teaching Magazine. Ed. Macmillan.

 Oxford Magazine.

Websites
http://www.angles365.com
http://www.dltk-kids.com
http://www.vocabulary.co.il
http://www.billybear4kids.com
http://www.learnenglish.org.uk/kids
http://www.onestopenglish.com
http://www.britishcouncil.org/kids
http://www.oup.com/elt/global/products/galaxy
http://www.enchantedlearning.com
http://www.storyplace.org
http://www.bbc.co.uk