Programación 5º Primaria

VERSIÓN MADRID

INGLÉS
Cristina Rodríguez Díaz
Autora: Cristina Rodríguez Díaz
Maquetación: Educàlia Editorial
Edita: Educàlia Editorial
ISBN: 978-84-16663-51-4

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1. TABLE OF CONTENTS
1. TABLE OF CONTENTS 1
2. SECTION A: DIDACTIC PLANNING 2
1. Introduction 2
2. Primary Education General objectives and their integration 4
3. Contents and Key Competences 6
4. Methodology implications 6
5. Evaluation and Assessment 9
6. My lesson Planning context 19
7. Lesson Plan Structure 20
8. Bibliography 22
3. SECTION B: DIDACTIC UNITS 23
1st TermUnit 1 A trip to London
Unit 2 A school trip
Unit 3 Where’s my umbrella?
Unit 4 Hello sunshine!
Unit 5 It’s tea time!
2nd Term Unit 6 Travelling around
Unit 7 It’s Out and around
Unit 8 At the Natural History Museum
Unit 9 Famous English people
Unit 10 How much is it?
3 Term Unit 11 It’s free time!
rd

Unit 12 Look right!

Unit 13 English festivities
Unit 14 Let’s celebrate a holiday!
Unit 15 Preparing my suitcase
4. SECTION C: ANNEXES

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2. SECTION A: DIDACTIC PLANNING

1. INTRODUCTION

For designing this Didactic Planning, I have had in mind the curricular concretion

levels. Planning depends on the concepts every teacher has about teaching and more

specifically about the curriculum.

The need to carry out a lesson planning that standardizes the teaching-learning

process is justified by very diverse reasons:

✓ It helps eliminate 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 adaptation of teaching work to cultural and environmental

characteristics of the context.

The following planning is addressed at Primary Education and more specifically at

5th grade.

This lesson planning is congruent with:

- The Organic Law for improvement of Quality in Education 8/2013 of 9th of

December, which is the current educative law in Spain, where we can find the

General Objectives for Primary Education and for the Foreign Language Area

among other important aspects.

- The Royal Decree 126/2014 of February 28th, which stablish the curriculum in

Primary Education.

- The Decree 89/2014 of 24th July, from the council which eestablish the Primary

School Curriculum in the Madrid Community.

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- The Common European Framework of Reference for Languages (2001), which

describes in a comprehensive way the competences necessary for

communication, the related knowledge and skills and the situations and domains

of communication.

This lesson planning will be applied on a specific school which will be described in

the following section and grade (5th grade).

In this school, at 5th grade, the students make a trip to London at the end of the

school year and this is one of the reasons why they get ready for the trip by approaching

the English culture in their English Language subject at school.

This lesson planning treats everything related to what they are going to need:

vocabulary, structures, historical and cultural information. Communication is the final

aim, so communicative activities will play an important part of this planning, using the

communicative language teaching.

During the course, the students are going to become familiar with the typical

cultural items of England and of London. They are going to role-play the situations in

order to be competent and successful when in London. In the same way, they are going

to learn about the typical meals, festivities, shopping, leisure, and important places of

London.

This is the first contact they are going to have with the English people and culture,

but not the last one, since next year, in 6th grade, they are going to make a two-weeks

interchange with an English student. Therefore, this first contact is important, because

this time they are going to be guided by their teacher, but next year, they will be on their

own, and the Spanish language will not be a resource.

The model for planning I have selected to base my lesson planning is the ESA

planning model, by Jeremy Harmer which basically structured the learning/teaching

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process into three stages: the engage stage, the practice/communication stage, the

activate stage, and a final task. Each unit will follow this structure.

In the elaboration of this planning I have taken into account the Common

European Framework of Reference for Languages (CEFR), which provides a basis for

the mutual recognition of language qualifications, thus facilitating educational and

occupational mobility.

The CEFR is a document which describes in a comprehensive way the competences

necessary for communication, the related knowledge and skills and the situations and

domains of communication.

2. PRIMARY EDUCATION GENERAL OBJECTIVES AND THEIR

INTEGRATION IN MY ANNUAL PLANNING

In order to develop students’ capacities and skills specified on the Royal Decree

126/2014 of February 28th, students will have to achieve the following objectives in

Primary Education:

a) To know and appreciate the values and standards of living, to learn to act in

accordance with them, to prepare for active citizenship and respect for human rights and

pluralism inherent in a democratic society.

b) To develop individual and team work, effort and responsibility in the study, as well as

attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and

interest in learning, and entrepreneurship.

c) To acquire skills for the prevention and peaceful resolution of conflicts, enabling them

to function independently in the family and household, as well as social groups with which

they are associated.

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d) To know, understand and respect different cultures and differences between people,

equal rights and opportunities for men and women and non-discrimination of persons with

disabilities.

e) To know and make appropriate use of the Spanish language and, if any, the official

language of the Autonomous Community and develop reading habits.

f) To acquire, in at least one foreign language, skills to enable them to express and

understand simple messages and function in everyday situations.

g) To develop basic Maths skills and initiative in solving problems that require elementary

operations of calculation, geometry and estimation, as well as being able to apply to

situations in everyday life.

h) To understand the fundamentals of Natural Sciences, Social Sciences, Geography,

History and Culture.

i) To be started in the use of the Information and Communication Technologies and to

develop a critical mind to the messages they receive and produce.

j) To use representation and artistic expressions and to start to build visual and

audiovisual suggestions.

k) To value the hygiene and health, to accept their own body and that of others,

respecting differences and using physical education and sport to encourage both

personal and social development.

l) To know and appreciate those closest to us and adopt forms of behaviour that

contribute to animal care.

m) To develop emotional skills in all areas of personality and relationships with others,

and a contrary attitude to violence, prejudice of any kind and sexist stereotypes.

n) To promote road safety education and respectful attitudes that affect the prevention of

road accidents.

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These general objectives of the English subject are based on the Royal Decree

126/2014 of February 28th.

3. CONTENTS AND KEY COMPETENCES

According to the Common European Framework of Reference for Languages

(2001) and the current law, I distinguish seven Key Competences.

1. Communication and linguistic competence.

2. Mathematical competence and Science and technology competence.

3. Digital competence.

4. Learning to learn competence.

5. Social and civic competences.

6. Sense of initiative and autonomy competences.

7. Cultural awareness and expression competence.

All this competences are acquired through the study and work of the contents

of the four sections:

Section 1: Oral comprehension: listening.

Section 2: Oral expression and interaction: speaking.

Section 3: Written comprehension: reading.

Section 4: Written expression and interaction: writing.

4. METHODOLOGY IMPLICATIONS

The L.O.M.C.E. states that pedagogic methods will be adapted to the

characteristics of the students, will favour the capacity to learn on their own and work as

a team promoting creativity and dynamism, and will integrate resources of information

and communication technologies in learning. According to these, the methodological

principles of my annual lesson planning are the following:

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✓ Teaching methodology in Primary Education should generally aim for students’

development, integrating their experiences and learning.

✓ Teaching must be personalized and adapted to the various learning rhythms of

each student.

✓ The teacher is responsible for the approach to be used, which in turn are to respect

a series of methodological principles of a general nature proposed by the Madrid

Autonomous Community.

✓ Recreational activities constitute an especially suitable resource at this level.

✓ Contents should be organized with a global focus.

✓ The teaching process will be based on the students’ constructive activity, ensuring

that what is learnt will be of actual use and will encourage students to learn on their

own.

The Specific Methodology of this lesson planning for 5th grade students is based on

the principle of methodological flexibility. Many different methods are used in this

planning in order to develop the four linguistic skills. The Communicative Approach is

the most important of these methods, since we need to be communicatively competent

to achieve the final goal of this planning, going to London.

With reference to the different approaches, I will try to foster at all times the

development of the communicative competence in my students. Thus, I propose active

exercises in which they have to interact with their partners in order to get some personal

information, while they are using the language in a natural way from the very beginning.

Following the Communicative Language Teaching approach.

One of the most important methodological criteria refers to error treatment. In the

process of the acquisition of the new linguistic system, I consider errors as something

natural, which is an evidence of the progressive control of that system. My attitude

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toward this fact will be positive, and I will not consider the errors made by the students in

the first steps of learning as a symbol of failure.

The students will be the centre of the teaching-learning process, acting actively in

the different activities I will propose. The teacher will be seen as a kind of guide, who

gives an initial input, then proposes activities, and so on.

The principles behind the Communicative Approach underline the importance of

using authentic or realistic materials, providing opportunities to use the language for

actual communication.

Games have an important place in this planning, as they are very useful because

they are motivating and have and element of fun. They also provide good opportunities

for practicing the language.

The first lesson of every unit consists on the introduction of a context in which we

are going to be involved in our trip. The new vocabulary and structures will be introduced

orally. In the second lesson, there will be introduced more new vocabulary and

communicative structures will be introduced in a contextualised way, supported by

pictures, flashcards, worksheets and so on. It is the moment to practise the language

contents deeply. The third lesson will focus more on the practise as well as the

production. And finally, the fourth lesson will be important because of the assessment of

the unit with a final task.

The students will make a Portfolio, in which they will reflect their knowledge in

English and will use as a European Passport of English, by which they should know

which is their level of English.

5. EVALUATION AND ASSESSMENT

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3. SECTION B: DIDACTIC UNITS

UNIT 1: A TRIP TO LONDON! TOPIC: STARTER TERM: 1ST

1.

UNIT LEARNING GOALS

✓ To use target language for:

- Greeting/saying goodbye to other people.

- Giving some basic personal information: name, feelings.

- Interacting with the group.

✓ To tell the time.

✓ To show interest and active participation in the communicative activities

and games.

✓ To show interest in learning new knowledge items.

✓ To cooperate with and respect the other classmates

✓ To show politeness attitudes.

2.

UNIT COMMUNICATIVE UNIT LEARNING CONTENTS

FUNCTIONS

✓ Interacting with the group in Key language structures:

the class. Wh-questions: What’s your name?

✓ Giving/asking for some basic What time is it? It’s eight o’clock

personal information: name, Yes/no questions: Are you Spanish?

nationality. Key vocabulary:

✓ Describing some basic The revision of the alphabet, the revision of the

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feelings. numbers, nationalities, days and months,

✓ Giving/following some basic Structures for telling the time: quarter past,

instructions. o’clock…

3.

PREREQUISITES ENGLISH ACROSS THE CURRICULUM

PREVIOUS KNOWLEDGE

Contents include in the previous Geography; cooperative task-work;

course, 4th grade of Primary Social and Cultural environment.

4.

ASSESSMENT1

CRITERIA: Children will be LEARNING STANDARDS

able to use English to

✓ Greeting ✓ Listen carefully in face to face interactions,

✓ Giving personal without interrupting.

information ✓ Participates actively in real or simulated

✓ Telling the time communications.

5.

MIXED-ABILITY STRATEGIES

✓ Students that do not know the alphabet will be given a worksheet with the

letters and their names.

6.

METHODOLOGY read Methodology General traits on page 7

UNIT FINAL TASK

Board game: with two types of squares. They have to guess the time or which

1 Consider both teacher and students assessment.

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person is the data card from

7. SEQUENCE OF LEARNING ACTIVITIES2 (described in the unit annexes)

2 See unit lesson planning template

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 A TRIP TO LONDON!

1st Term Unit 1 A trip to London

Unit 2 A school trip
Unit 3 Where’s my umbrella?
Unit 4 Hello sunshine!
Unit 5 It’s tea time!
2nd Term Unit 6 Travelling around
Unit 7 It’s Out and around
Unit 8 At the Natural History Museum
Unit 9 Famous English people
Unit 10 How much is it?
3rd Term Unit 11 It’s free time!
Unit 12 Look right!
Unit 13 English festivities
Unit 14 Let’s celebrate a holiday!
Unit 15 Preparing my suitcase

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UNIT 1 : A TRIP TO LONDON

1. Answer these questions about the video.

a. Which is the city of the video?

__________________________________________
b. Which colour are the buses in London?
__________________________________________
c. Which colour are the taxis in London?
__________________________________________

2. Write true or false in the following sentences.

- London is a small city. ______

- London has a river. ______
- London has a lot of parks. ______
- London doesn’t have a bridge. ______

3. Ask two partners about their preferences and then

complete the chart. Complete with your opinion too.
✓ What’s your favourite colour?
✓ What’s your favourite food?
✓ What’s your favourite number?
✓ What’s your favourite animal?
✓ What’s your favourite sport?

Me _________ _________
Favourite colour
Favourite food
Favourite number
Favourite animal
Favourite sport

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4. Listen and sing the Alphabet Song.

5. Draw the hands on the clocks.

MUESTRA SESGADA
3