5TH Syllabus

ENGLISH IS FUN
5TH GRADE
ESCOLA PROVENÇALS
UNIT 0 REVISION_________________________________________________
1.- TEACHING OBJECTIVES

Students will be able to:
 Recognise the characters of the Surprise e-pal/Club; Hannah, Rob, Kelly and Niko.
 Sing a song
 Revise vocabulary from previous levels
 Present and practise ordinal numbers
 Revise and practise personal questions and answers
 Present and practise computer – related language
 Write a self-description
 Review the alphabet
 Revise and reflect on the work accomplished. Self-evaluate their own progress.
2.- CONTENTS
BLOCK 1- Listening, talking and conversing
PROCEDURES
 Listen to and read the contents in speech bubbles and identify the characters (CB p. 3).
 Listen to the questions in a form and write down the answers in the right place. (CB p. 3).
 Listen to, find, and repeat ordinal numbers (CB p. 3).
 Listen to, and sing a song (CB p. 3).
 Listen to a character filling in a form and pick out the right answer between three proposed options (AB p. 3).
 Listen to and read an email (CB p. 4).
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 Listen to and read a presentation song (CB p. 4)
 Listen and repeat the name of some countries. Infer and match the nationality of the e-pal pictures with the right country. CB page. 4 and 5).
BLOCK 2- Reading and writing

PROCEDURES
 Match the description of the characters with their picture. (CB p. 2)
 Write about yourself and make a self-portrait (AB p. 2).
 Match the numbers with their ordinals. (AB p. 2).
 Read vocabulary and find it in the picture (CB p. 3).
 Fill in a form about yourself and a friend (AB p. 3).
 Look closely at the pictures and match them with the right country. (AB p. 4).
 Decode the letters and write the name of six countries (AB p. 4).
 Match the words with the right subject in the e-pal picture. (CB pages. 4 and 5).
 Match computer instructions with the pictures of the corresponding activity. (CB p. 4).
 Choose three categories of vocabulary and write four words in each one (AB p. 5).
 Order and write the computer instructions (AB p. 5).
BLOCK 3- Reflection and knowledge of language through use

CONCEPTS
Basic
Vocabulary: Ordinal numbers 1st-10th
Spain, France, Thailand, Germany, China, Italy.
Revision: vocabulary Level 3 and 4.
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Communicative Structures
Revision of question forms: What’s your name?, Where are you from?, What’s your favourite hobby?. Have you got any brothers and sisters?,
Who are your friends; Etc.
Language functions
Introduce oneself
Ask and answer questions about people's identity
Use computer-related language
BLOCK 4- Socio-cultural features and intercultural awareness

CONCEPTS
Relate the English language with its own reality through greetings and introductions. .
3.- CONTRIBUTION OF THE AREA OF FOREIGN LANGUAGE TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT
See the Introduction for the general aspects of the contribution of learning a foreign language to KEY COMPETENCES, and particularly how they
reflect in this unit:
ii. learning-to-learn competence;

Students reflect and build on their personal initiative by giving their opinion on different matters; they also learn to manage their resources by
means of diverse learning techniques; doing the exercises in the Study Skill , using the Picture Dictionary or making a Portfolio.
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iii. data processing and digital competence,
Students practise and become familiar with several digital and computer skills such as the vocabulary they need to use a computer, emails,
websites, (e-pal ; http://www.wherewhenwhathow Co.uk, etc.
iv.social and civic competence since knowing a language implies the knowledge of specific features and social facts linked to speakers of the
said language, and can be worked on alongside the unit.
Civic and moral education
Develop positive attitudes in personal relations; the importance of greetings and introductions.
4. RELATION WITH OTHER AREAS OF THE CURRICULUM
This unit will place great emphasis on a cross-curricular subject, transferring structures and vocabulary to a real life context and helping in the
development of knowledge of the world outside the English language class.
Computing
Learn computer-related language.
5.- TREATMENT OF DIVERSITY

Additional Reinforcement activities
 Picture dictionary, AB p 74
 Name plates (TG, p. 29).
 The surprise! Revision game (GD p. 31
 TPR Internet (GD, p. 35)
Additional extension activities

 Fast Finishers, (AB p. 66).
 Play Throw and tell (TG, Bank of Ideas )
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 Make a personal collage with magazine cuttings (All about me collageTG, p. 31).
 Time capsule (GD p. 35).
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UNIT 1: CHIKEN SOUP_______________________________________________________

 Identify and name eight fruits and vegetables.
 Prepare a recipe, learning suitable vocabulary and expressions
 Learn classroom language and everyday language; talk about and ask for food (How about…?).
 Engage in short and simple communicative exchanges (dialogues) to practise the structures, expressions and vocabulary in the unit,
 Listen and understand the story in the unit; a comic (Chicken soup) practising the key structures in it : I like…, I don’t like.., he likes…, he/she
doesn’t like.
 Read and represent the story. Practise pronunciation and intonation of the phrases
 Read and understand an email and identify the information (Fruit Smoothie!)
 Do written activities, practising comprehension and expression and consolidating the vocabulary and structures in the unit
 Learn and practise the second structure in the unit: :I love/I hate…, She loves/She hates...
 Learn and say tongue twisters to practise the /b/ y /p/ sounds.
 Learn about haveing a varied and balanced diet, transferring classroom language to a real life context (Food groups).
 Revise and reflect on the work accomplished.
Self-evaluate your own progress.
2.- CONTENTS
PROCEDURES
 Listen to Jean's email about healthy food (CB p. 14)
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 Listen to the CD, repeat the words mentioned (fruits and vegetables), identify them and point them out in the CB, indicating their number
(CB p. 14).
 Listen to the dialogue and practise it in pairs (CB p. 14).
 Listen to, sing and personalise a rap, inventing new stanzas with the replay vocabulary (CB p. 15).
 Listen to the key words that will later appear in the story (Chicken soup) and point them out in the illustration. Listen to the story and explain
it with the help of the story cards, (CB p. 15).
 Listen to and read the story in the unit. Answer the comprehension questions (CB pages. 16 and 17).
 Look closely at the picture and listen to the CD. Identify and point out the foods that are named. Repeat out loud (CB p. 18).
 Ask and answer questions to practise structures and vocabulary in the unit, following the model proposed (CB p. 18).
 Listen to and read an email and a recipe (smoothie) and find four differences between both activities. Repeat the recipe and its instructions
(CB p. 19).
 Listen to and read a text about food groups and answer personal questions and questions on the information in the text (CB p. 20).
 Listen, repeat and act out the dialogue of a sketch related with food (CB p. 21).
 Listen to the CD and mark the food Nico likes (AB p. 23).

PROCEDURES
 Read Jean's email about healthy food (CB p. 14)
 Order the letters to form the right words and write them down (AB p. 16)
 Write the foods you like and those you don't like in a chart (AB p. 16).
 Read the dialogues and ask that same question in class, finding and writing the name of the people who like the same foods (AB p 16).
 Fill in a crossword with the help of the visual clues (AB p. 17).
 Answer the questions about food, writing the answer (AB p. 17).
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 Write one more verse in the rap (AB p. 17)
 Read and listen to the story in the unit. Answer the comprehension questions (CB pages. 16 and 17).
 Do some writing and comprehension exercises about the story in the unit, answer questions, complete texts, and identify true or false
information (AB p. 18).
 Read the dialogues in which children talk about their food tastes. Listen and repeat. Read the phrases and identify the child (CB p. 18).
 Draw and write about foods according to how much you like or dislike them (AB p. 19).
 Complete the phrases regarding the tastes of two characters (AB p. 19).
 Read and listen to an email and a recipe (smoothie) and find four differences between both activities (CB p. 19).
 Complete the phrases of a recipe and number the pictures correctly (AB p. 20).
 Write your own recipe to make a smoothie (AB p. 20).
 Classify different foods writing their names in a chart (AB p. 21).
 Prepare a healthy menu following the proposed model (AB p. 21).
 Complete the dialogue using the one in the CB as a model and write a new one (AB p. 22).
 Read a text about food groups and answer the questions (CB p. 20).
 Read the poems about food. Answer a comprehension question (Portfolio-CB p. 21).
 Complete the written poem and write a new one (AB p. 23).

CONCEPTS
Basic
Vocabulary: carrots, pineapple, broccoli, beans, potatoes, peas, onions, plums. Run!
Fruit, smoothie, wash, peel, cut, put, pour, mix, drink, recipe, vegetables, meat, fish, oil, fats, cereals, healthy.
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Communicative structures
Do you like…?, Yes, I don. No, I don’t.
I love/hate/like/don’t like…
How about…?
Language functions
Say hello and goodbye
Ask and answer questions about food preferences
Express likes and preferences.
Phonetics rhythm, stress and intonation

PROCEDURES
 Learn and say the tongue twister (CB p. 6).
 Act out and dramatise the rap, the story and the song in the unit ).

CONCEPTS
Relate the English language with its own reality through the food and eating habits in Great Britain and specially in schools, thus contributing to
the knowledge of customs, forms of social relationships and specific features of countries in which the target language is spoken.
Get to know, for example, what a smoothie is: a very healthy blended fruit drink, widely consumed in British schools thanks to the 5-a-day
campaign.
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Talk about a famous sportsman, the Formula 1 race driver Fernando Alonso, and relate sport with health and good eating habits.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT

reflect in this unit:
ii.learning-to-learn competence;

iv.social and civic competence since knowing a language implies the knowledge of specific features and social facts linked to speakers of the
Develop positive attitudes in personal relations; the importance of greetings and farewells as courtesy expressions as well as having good table
manners.
Health education
The importance of caring about what we eat in order to ensure a healthy and balanced diet. .
v. artistic and cultural competence

 Make a story book, (AB, p. 87-88).
 Write and decorate a poem about food (AB p. 23).
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4. RELATION WITH OTHER AREAS IN THE CURRICULUM
development of their knowledge of the world outside the English language class.
Sciences
Learn about food science and how food is classified (food groups).

Additional reinforcement activities
 Photocopy Master 33 Draw and write (cut out the picture and vocabulary cards and play with them ).
 Photocopy Master 6, 8, 9
 Play Pop it in your pocket (Bank of Ideas p. 176)
 Play “ Run and write “(DG p. 60).
 Order and put punctuation marks in a letter snake. (DG p. 63).

 Play Board pelmanism (Bank of Ideas p. 178)
 Photocopy Master 7
 Invent a recipe as from the words written on pieces of paper (DG p. 67).
 Drill the unit topic with the cross-curricular poster (DG p. 69).
 Make a list with meals they like and don't like (DG p. 71).
 Drill the unit topic with the cross-curricular poster: Think about food! (DG)
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 Text display (Portfolio activity: My poem, AB p. 23).
6.- ASSESSMENT
Assessment tools
Summative Assessment
Test Unit 2 Assessment booklet, pages. 15 and 16
End of Term Examination, Assessment booklet, pages. 25, 26 and 27
Global Test , Assessment booklet, pages. 28, 29 and 30
Let’s check, AB pages. 24 and 25
Formative Assessment
Creation of a Portfolio to evaluate continuous progress of the student (AB p. 23).
Complete the Picture Dictionary, AB, p. 75
Continuous Assessment in the Assessment sheet, Assessment booklet, p. 5.
Self-Assessment
Read and tick (Let’s Check!, AB, p. 25).
Section “I can”, p. 36
Assessment criteria
 Identifies, says and numbers food items (Test Unit 2- Listening, vocabulary and grammar, Assessment booklet, p. 15)
 Completes vocabulary words (verbs) (Test Unit 2- Listening, vocabulary and grammar, Assessment booklet, p. 15).
 Completes the phrases with a structure drilled in the unit (likes/doesn’t like) Test Unit 2- Listening, vocabulary and grammar, Assessment
booklet, p. 15)
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 Reads and understands the text, indicating whether the phrases are true or false (Test Unit 2- Reading and writing, Assessment booklet, p.
16).
 Completes the phrases using correctly the structure drilled in the unit (love/hate )Test Unit 2- Reading and writing, Assessment booklet, p.
16).
 Engages in simple communicative exchanges in groups (CB p. 23).
 Participates in oral interactions through a cutout activity (Story Book, AB pages 87 and 88)
 Self-evaluates own progress and reflects on work accomplished. (Portfolio material , Assessment booklet, p. 36 and AB p. 25).
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UNIT 3: FERDINAND’S HAIR____________________________

 Identify and practise phrases (adjectives) to describe physical appearance.
 Draw a list of rules for a specific place or occasion.
 Learn classroom English as well everyday English ; (I think so!)
 Engage in short and simple communication exchanges (dialogues) to practise the structures, expressions and vocabulary in the unit.
 Listen to, sing and personalise a rap,(My family) inventing new stanzas
 Listen and understand the story in the unit; a story with a bit of a moralising twist, (Ferdinand’s hair) and practise the key structures : I’ve
got… I haven’t got…, He’s got…, He hasn’t got..
 Read and act out the story. Practise the pronunciation and intonation of phrases. .
 Read and understand an email and identify the information (Computer room rules)
 Do written activities, practising comprehension and expression, consolidating in this way, the vocabulary and structures in the unit.
 Learn and practise the second structure in the unit: I’m wearing… She’s wearing… He isn’t wearing…
 Learn and say a tongue twister to practise pronunciation of the /s/ y /b/ sound.
 Get to know about school uniforms, transferring classroom language to a real life context (school uniforms around the world).
 Revise and reflect on the work accomplished.
Self-evaluate your own progress.
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2.- CONTENTS
PROCEDURES
 Listen to Elke's email about her family. (CB p. 6)
 Listen to the CD, repeat the words that are mentioned (physical descriptions), identify them and point them out in the CB, indicating their
number. (CB p. 6).
 Listen to a dialogue and practise it in pairs.(CB p. 6).
 Listen, sing and personalise a rap, inventing new stanzas with the replay vocabulary. (CB p. 7).
 Listen to the key words that will later appear in the story (Ferdinand’s hair) and point them out in the picture. Listen to the story and explain it
with the help of the story cards, (CB p. 7).
 Listen to and read the story in the unit. Answer the comprehension questions.
(CB pages 8 and 9).
 Look closely at the illustration and listen to the CD. Identify and point out the clothing items that are mentioned. Repeat out loud. (CB p. 10).
 Listen and identify every different character who speaks. (CB p. 10).
 Ask and answer questions in order to practise the structures and vocabulary in the unit, following the proposed model. (CB p. 10).
 Listen and repeat adjectives and their antonyms (CB p. 11).
 Listen to and read an email and the computer room rules and find the three differences between both activities. (CB p. 11).
 Listen/read a text about school uniforms of the world and answer comprehension questions. Match the photographs with their corresponding
text. (CB p. 12).
 Listen, repeat and act out the dialogue of a sketch about descriptions (CB p. 13).
 Listen to the CD and complete Kelly's descriptions (AB p. 13).
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PROCEDURES
 Read Elke's email about her family (CB p. 6)
 Classify the words semantically (AB pages 6 and 7)
 Complete the descriptive phrases (AB p.6).
 Describe the hair of two characters (AB p 6).
 Write a personal description and two other descriptions of friends (AB p. 7).
 Write one more stanza in the rap describing a relative (AB p. 7).
 Read and listen to the story in the unit. Answer comprehension questions (CB pages 8 and 9).
 Do writing and comprehension exercises in the unit: answer questions, identify characters and describe people (AB p. 8).
 Read the phrases describing the characters. Find and point out the characters in the picture in the book (CB p. 10).
 Read the descriptions of the characters and colour them appropriately. (AB p.9).
 Read the phrases and pick out the right verb (AB p. 9).
 Describe a character, read the description out loud and guess who it is (AB p. 9).
 Read and listen to an email and the rules for the computer room (Computer room rules) and find three differences between both activities
(CB p. 11).
 Order the letters in the word (AB p. 10).
 Complete the computer room rules (AB p. 10).
 Write two rules for the English class and two rules for your home (AB p. 10).
 Read a text about uniforms in the world and answer the questions (CB p. 12).
 Complete the phrases about British children's uniforms (AB p. 11).
 Design and describe the ideal uniform (AB p. 11)
 Read a family description. Answer a question (CB p. 13).
 Read and order the dialogue. Listen and check. (AB p. 12).
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 Complete a personal dialogue. (AB p. 12).

CONCEPTS
Basic
Vocabulary: long, short, small, big, curly, straight, glasses.
Polite, rude, tidy, untidy, on time, late.
Lovely, hairdressers, uniform, cardigan, cap, he UK, Ecuador, Japan, Italy.
Adjective+adjective+noun
I’ve got (short curly hair), I haven’t got…,
He’s/She’s wearing…., He/She isn’t wearing…
Language functions
Describe yourself and other people .
Express what you have.
Express rules.
Phonetics (rhythm, stress and intonation )

PROCEDURES
 Learn and say a tongue twister (CB p. 14- Tongue twister).
 Act out the rap, the story, and song in the unit
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CONCEPTS
Relate the English language with its own reality through the external appearance and physical features of the people in different parts of the
world, thus contributing to the knowledge of customs, forms of social relationships and specific features of the countries in which the target
language is spoken.
Get to know facts about the rules and uniforms of British schools and compare them with their own.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT

See in the introduction the general aspects of the contribution of learning a foreign language to KEY COMPETENCES and particularly as they are
reflected in this unit:
ii. learning-to-learn competence;

means of diverse learning techniques; doing the exercises in the Study Skill, using the Picture Dictionary or making a Portfolio.

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iv. social and civic competence since knowing a language implies the knowledge of specific features and social facts linked to speakers of the
Develop positive attitudes in relations with family and friends. .

 Make a story book, (AB, pages 85-86).

development of their knowledge of the world outside the English language class. .
Geography
Learn about different parts of the world in relation to the uniforms (School uniforms around the world).

 Photocopy Master 32 Draw and write (cut out the picture and vocabulary cards and play with them) Play Guess what? (Bank of Ideas, p.
178).
 Photocopy Master 1, 3 and 4 (Play Guess who?)
 Order and put punctuation marks in a letter snake (DG).
 Play at being in a TV quiz show (Bank of Ideas, p. 176)
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 Play Noughts and crosses (Bank of Ideas, p. 174)
 Write and decorate some rules for the English class (DG).
 Describe school uniforms (DG).
 Work on the topic of the unit with the cross-curricular poster: People in uniforms (DG)
 Text display (Portfolio activity: My family, AB p. 13)
6.- ASSESSMENT
Assessment tools
Test Unit 1 Assessment booklet, pages. 13 and 14
Test trimestral, Assessment booklet, pages. 25, 26 and 27
Let’s check, AB pages. 14 and 15
Creation of a Portfolio to evaluate continuous progress of the student (AB p. 13).
Continuous Assessment in the Assessment sheet, Assessment booklet, p. 5.
Self-Assessment
“I can” section, p. 36
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Assessment criteria
 Identify, say and number the characters according to their description (Test Unit 1- Listening, vocabulary and grammar, Assessment booklet ,
p. 13)
 Complete the vocabulary words (adjectives) (Test Unit 1- Listening, vocabulary and grammar, Assessment booklet, p. 13.
 Complete the phrases with a structure drilled in the unit (She’s got/she hasn’t got) Test Unit 1- Listening, vocabulary and grammar,
Assessment booklet , p. 13)
 Read and understand a text, distinguishing the right option between the phrases (Test Unit 1- Reading and writing, Assessment booklet, p.
14).
 Complete the phrases using correctly the structure drilled in the unit (She’s wearing/She isn’t wearing )Test Unit 1- Reading and writing,
Assessment booklet , p. 14.
 Engage in short and simple communicative exchanges in groups (CB p. 13).
 Participate in oral interactions through a cutout activity (Story Book, AB pages 85 and 86)
 Self evaluate your own progress and reflect about the work accomplished (Portfolio material. Assessment booklet , p. 36 and AB p. 15).
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UNIT 4: MY CITY__________________________________

 Identify and name eight facilities in the city .
 Give directions (imperative) using prepositions of place
 Identify and learn vocabulary related with road safety
 Learn classroom language and everyday language; related with greetings (Hi, It’s…).
 Engage in simple communicative exchanges (dialogues) to practise the structures, expressions and vocabulary in the unit.
 Listen to, sing and personalise the rap,(Our week) inventing new stanzas.
 Listen to and understand the story in the unit; a detective story (The robbery) practising the key structures in it : There is a…,There
are…,There isn’t a…,There aren’t any.
 Read and act out the story. Practise pronunciation and intonation of the phrases
 Read and understand an email and identify the information (Road safety-Arrive Alive!).
 Do writing activities, practising comprehension and expression, thus consolidating the structures and vocabulary in the unit.
 Learn and practise the second structure in the unit : Go straight on/past/through…, Turn left/right/, Cross the road.
 Learn and say the tongue twister to practise pronunciation of the /k/ y /s/ sound.
 Learn about several unique buildings of the world, transferring the classroom language to a real life context (Unique buildings).
 Revise and reflect on the work accomplished. Self-evaluate own progress.
2.- CONTENTS
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PROCEDURES
 Listen to Fiore's email about the city (CB p. 22)
 Listen to the CD, repeat the words mentioned (city facilities), identify them and point out in the CB, indicating their number (CB p. 22).
 Listen to the dialogue and practise it in pairs (CB p. 22).
 Listen to, sing and personalise the rap, inventing new stanzas with the replay vocabulary (CB p. 23).
 Listen to the key words that will later appear in the story (The robbery) and point them out in the picture. Listen to the story and explain it
with the help of the story cards, (CB p. 23).
 Listen to, and read the story in the unit. Answer some comprehension questions (CB pages.24/25)
 Look closely at the pictures and listen to the CD. Identify and signal directions as they are heard. Repeat out loud (CB p. 26).
 Ask and answer questions to practise structures and vocabulary in the unit, to give directions following the model proposed (CB p. 26).
 Listen to six words related with road safety and point to the right photos as they are named (CB p. 27)
 Listen to and read an email and a sign on road safety (Road safety –Arrive alive!). Say whether it is sign A or B (CB p. 27).
 Listen to and read the text on unique buildings and answer personal questions on your opinion and the information in the text (CB p. 28).
 Listen, repeat and act out the dialogue of the sketch, related with a telephone conversation (CB p. 29).
 Listen to the text about the city of Venice and pick out the right words between the three proposed options (AB p. 33).

PROCEDURES
 Read Fiore's email about the city (CB p. 22)
 Fill in the crossword with the indicated words (AB p. 26)
 Answer the questions about your weekend and complete a chart with your friends' weekend (AB p. 26).
 Read the name of the facilities and match them to the right picture (AB p 27).
 Rearrange the letters in the names of the days of the week and write them down in order (AB p. 27).
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 Write one more verse in the rap (AB p. 27)
 Read and listen to the story in the unit. Answer the comprehension questions (CB pages.24 and 25)
 Do writing and comprehension exercises about the story in the unit; answer questions, fill in the texts and identify true or false information
(AB p. 28).
 Read the dialogues in which directions of how to get somewhere are given and asked. Listen and indicate the place the instructions refer to.
(CB p. 26).
 Complete the instructions of how to get to a place.
 Look closely at a street map and point to the place they are talking about (AB p. 29).
 Write an answer giving the instructions of how to get to certain places. P (AB p. 29).
 Read an email and a sign on road safety (Road safety –Arrive alive!). Say if it is sign A or B. Answer the opinion questions (CB p. 27).
 Match the drawings with their corresponding word (AB p. 30).
 Fill in the chart classifying good and bad road safety habits (AB p. 30).
 Read and answer the comprehension questions (AB p. 30).
 Read a text about unique buildings and answer the question (CB p. 28).
 Fill in the chart with facts about unique buildings of the world (AB p. 31).
 Read a text and complete a similar one, personalising your answer (AB p. 31).
 Describe a well known, outstanding building (AB p. 31).
 Complete a dialogue. Listen and check. Write a similar dialogue (AB p. 32).
 Read and listen to the text about Oxford city and answer a comprehension question (Portfolio, CB p. 29).
 Complete the texts about each one's city (AB p. 33)
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CONCEPTS
Basic
Vocabulary: Art gallery, bowling alley, ice rink, sports centre, shopping centre, restaurant, football stadium, Internet café.
Traffic lights, zebra crossing, text message, cycle helmet, reflective vest, lights.
Robbery, security guard, robber, map,
Metal, glass, brick, ice, fantastic, unique, stone, building.
There is a (painting). There isn’t a…, There are…, There aren’t any…
Go… straight on/past/through, Turn left/right, Cross the road.
Language functions
Talk about what people do on weekends
State what there is and what there isn't, when describing a city
Give directions to get somewhere.
Phonetics(rhythm, stress and intonation)

PROCEDURES
 Learn and say a tongue twister (CB p. 22- Tongue twister).
 Act out and dramatise the rap, the story and the song in the unit)

CONCEPTS
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Relate the English language with its own reality through cities and their equipment, thus contributing to the knowledge of customs, forms of social
relationships and specific features of the countries where the target language is spoken.
Talk about and reflect on the importance of road safety and the widespread awareness campaign being carried out in Great Britain .
Get to know facts about unique buildings of the world and the building materials used in their construction
Learn about famous cities like Oxford or Venice.
3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITCONTRIBUTION OF THE AREA OF FOREIGN
LANGUAGE TO
reflect in this unit.
ii.learning-to-learn competence;

iv. social and civic competence since knowing a language implies the knowledge of specific features and social facts linked to speakers of
the said language, and can be worked on alongside the unit.
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Develop civic awareness as citizens who care for their city and its facilities
Rad safety awareness
The importance of learning and complying with road safety regulations, to protect our health and encourage good habits of civic coexistence.

 Make a story book, (AB, p. 89-90).

In this unit special emphasis will be placed on a cross-curricular topic, transferring the structures and vocabulary to a real life context, helping
students to develop their knowledge of the world outside the English classroom.
Art
Learn about unique buildings.

 Photocopy Master 34 Draw and write (cut out the picture and vocabulary cards and play with them ).
 Photocopy Master 11, 13 and 14
 Play No. Sorry! and The magician (Bank of Ideas p. 176 and 177)

 Play Board slam (Bank of Ideas p. 177)
28
 Design a road safety poster (design a poster with road safety habits ) (GD p. 87).
 Describe your house (DG p 89).
 Work on the topic of the unit with the cross-curricular poster: Special homes (GD)
 Text display (Portfolio activity: My town, CB p. 29 AB p. 33).
6.- ASSESSMENT
Assessment tools
Test Unit 3 Assessment booklet, pages. 17 and 18.
End of Term examination, Assessment booklet, pages. 28, 29 and 30
Let’s check, AB pages. 34 y 35
Creation of a Portfolio to evaluate the continuous progress of the student (AB p. 33).
Continuous Assessment in the Assessment sheet , Assessment booklet, p. 5.
Self-Assessment
Section “I can”, p. 36
Assessment criteria
29
 Identify, say and number some commonplace locations in the city (Test Unit 3- Listening, vocabulary and grammar, Assessment booklet, p.
17)
 Complete the vocabulary words (road safety) (Test Unit 3- Listening, vocabulary and grammar, Assessment booklet, p. 17).
 Complete the phrases with the structure drilled in the unit (there are/there aren’t) Test Unit 3- Listening, vocabulary and grammar,
Assessment booklet, p. 17)
 Read and understand a text following and numbering indications on the map (Test Unit 3- Reading and writing, Assessment booklet, p. 18).
 Complete the phrases correctly using a structure drilled in the unit (There is/there isn’t-There are/there aren’t any Test 3- Reading and
writing, Assessment booklet, p. 18).
 Engage in short and simple communicative exchanges in groups (CB p. 33).
 Participate in oral interactions through a cutout activity (Story Book, AB pages 89 and 90)
 Self-evaluate own progress and think about the work accomplished . (Portfolio material, Assessment booklet, p. 36 and AB p. 35).
UNIT 0. REVIEW
Objectives Activities Skills Interaction Material
Ses Welcome the children to the class. TB p. 28. Introducing the book. L/S T/Ss CB
sio Introduce yourself . AB
n 1 Define the e-pal concept and introduce TB p. 28/CB p. 2 y 3. Listen, read and L/S/R T /Ss CD 1
the characters of the Surprise e-pal find Hannah, Rob, Kelly and Nico. Starter poster
Club. Listen to the presentation Flashcards of the e-pals
dialogues of the new characters and A3 sheet of card with the
identify them. name of the class written
Personalise. Practise oral expression. TB p. 28/CB p. 3. Listen and answer L/S T/Ss in the middle, coloured
Ask and answer previous questions. strips of paper (one per
30
Practise oral comprehension and TB p. 28/CB p. 3. Listen, point and L/S T/Ss student) glue or
expression. Practise the key vocabulary repeat. Sellotape
in the lesson. Listen and repeat ordinal Picture Dictionary (AB p
numbers. . 73)
Get to know the characters in the book. TB p. 29/AB p. 2. Read, match and R T/Ss/IW Old magazines
Read the texts and colour the pictures . colour. A ball
Practise written expression. Make a TB p. 29/AB p. 2. Draw and write about W T/Ss/IW
drawing and write a paragraph with your yourself
own information
Consolidate vocabulary in the lesson. TB p. 29/AB p. 2. Read and match. R T/Ss/IW
Match numbers with figures and ordinal
form.
Additional activities Additional activities
Reinforcement and extension Reinforcement activities L/S/R/W T /Ss/IW
Revise and practise vocabulary, Picture dictionary, AB p 74
language and structures acquired in the Name plates (TB, p. 29).
lesson . Additional extension activities
Fast Finishers (AB p. 66).
Play Throw and tell (TB, Bank of Ideas )
UNIT 0. REVIEW
Objectives Activities Skill Interaction Material
Ses Go over the key vocabulary in the unit TB p. 30. Review vocabulary. L/S T/Ss CB
sio Revise vocabulary from previous levels. TB p. 30/CB p. 3. Read and find. S/R T /Ss AB
n 2 Read and identify vocabulary . CD 1
31
Practise the personal questions and TB p. 30/CB p. 3. Listen and sing. L/S T/Ss Starter poster
answers with a song. 10 sheets of paper, each
Listen to and sing the song. with one of the questions
Go over the vocabulary of previous TB p. 31/AB p. 3. Listen and circle. L T /Ss/IW in the application form of
levels. Listen and identify the right the Surprise e-pal Club.
words. A student-card sized
Practise written expression. Fill in the TB p. 31/AB p. 3. Complete about you S/W T/IW/S-S photo of each student
charts with own information and that of a and a friend. Old magazines.
fellow student.
Reinforcement and extension Reinforcement activities
Revise and practise vocabulary, The Surprise! Revision game (TB p. 31 L/S/R/W T /Ss/IW
language and structures learnt in the Additional extension activities
lesson . Fast Finishers (AB p. 66).
Make a personal collage with magazine
cuttings (All about me collageTB, p. 31).
UNIT 0. REVIEW
Go over the language of previous TB p. 32. Language review. L/S T/Ss CB
levels . AB
32
Ses Introduce the e-pals in the Surprise e-pal TB p. 32/CB pages. 4 y 5. Read and R/L T /Ss/IW CD 1
sio Club. Read and listen to an email. listen to the email. Starter poster
n 3 Listen to and sing the introduction song . TB p. 32/CB pages 4 y 5. Listen and L/S T/Ss Flashcards: e-pals
sing.
Listen and practise the key vocabulary in TB p. 33/CB pages. 3 y 4. Listen and L/R T /Ss/IW
the lesson: countries. Match the repeat. Look at the e-pals and guess
characters with their countries. the country
Get to know the characters in the book . TB p. 33/AB p. 4. Look, read and match. R T/Ss/IW
Writing practise. Use the code to TB p. 33/AB p. 4. Use the code to write W T/Ss/IW
discover the countries. the countries.
Revise and practise vocabulary, Fast finishers (AB p. 66)
language and structures learnt in the Make a collage about a country with
lesson. magazine cuttings (Web page collages
TB, p. 33).
UNIT 0. REVIEW
Ses Go over the concept of Surprise e-pal TB p. 34. Review. L/S T/Ss CB
ión Club and the e-pals' countries. AB
4 Present the course topics and revision TB p. 34/CB pages 4 y 5. Match these R T /Ss/IW CD 1
vocabulary. Match the phrases with their words to the e-pals’ topics. Flashcards: e-pals.
topics.
33
Present and practise key vocabulary in TB p. 35/CB p. 4. Read and match. R/S T/Ss/IW Picture Dictionary (AB p
the lessons; computer related language. 73).
Match the phrases with the pictures,
showing comprehension.
Practise written expression. Write words TB p. 35/AB p. 5. Choose three W T /Ss/IW
in the categories. categories and write four words in
each.
Practise written expression. Order and TB p. 35/AB p. 5. Write in order. W T/Ss/IW
write the computer instructions
Reinforcement and extension Reinforcement activities
Revise and practise vocabulary, Picture dictionary, AB p 74 L/S/R/W T /Ss/IW
language and structures learnt in the TPR Internet (TB, p. 35)
lesson. Additional extension activities
Fast Finishers, (AB p. 66).
Time capsule (TB p. 35).
34
UNIT 1 CHICKEN SOUP
Ses Introduce the new Surprise! e-pal. TB p. 56 New Surprise! e-pal L/S T/Ss CB
sio Present the unit topic. Listen to and read TB p. 56/CB p. 14. Listen and read. L/S/R T /Ss AB
n 1 an email from the new e-pal. CD 1
Starter poster
Listen to and practise key vocabulary in TB p. 56/CB p. 14. Listen and repeat the L/S T/Ss
Flashcards: e-pals and
the lesson: fruits and vegetables. words.
fruits and vegetables
Practise Do you like..? Yes I do / No I
Fruits and vegetables
don’t.
vocabulary cards
Practise oral comprehension. Identify the TB p. 57/CB p. 14. Listen and say the L T/Ss
Photocopy of Photocopy
key vocabulary in the lesson. Listen and number.
Master 33
say the number of each fruit and
Picture Dictionary (AB p.
vegetable.
75)
Practise pronunciation of the /p/ and /b/ TB p. 57/CB p. 14. Listen and say the L /S T /Ss World map
sounds with the tongue twister tongue twister.
Oral practice of key vocabulary with a TB p. 57/CB p. 14. Listen and ask each L /S T /Ss
dialogue in pairs other.
Practise written expression and spelling. TB p. 57/AB p. 16. Write the words. W T/Ss/IW
Order the letters to form words guided by
the pictures.
Practise written expression. Personalise TB p. 57/AB p. 16. Write. W T/Ss/IW
and write preferences regarding fruits
and vegetables.
Practise oral expression. Fill in the chart TB p. 58/AB p. 16. Complete. Ask and S T/Ss/IW
with the name of somebody who likes write names.
each food.
35
Go over and drill vocabulary, language Picture Dictionary (AB p. 75)
and structures learnt in the lesson Photocopy Master 33 (cut out the picture
and vocabulary cards and play Hold up
pictures with them).
Extension activities
Play Board pelmanism (Bank of Ideas p.
178)
UNIT 1 CHICKEN SOUP

Objetivos Activities Skill Interaction Material
Ses Practise key vocabulary 1: fruits and TB p. 59/CB p. 15. Listen and rap. Rap L/S/R T /Ss CB
sio vegetables. Sing the song. . with the replay words. AB
n 2 Fill in the crossword with the key and TB p. 60/AB p. 17. Complete the W/R T/Ss/IW CD 1
replay vocabulary words. crossword. Flashcards: fruits and
Expand key vocabulary. Count how TB p. 60/AB p. 15. Read and write a R T/Ss/IW vegetables
many fruits and vegetables you can number. Fruits and vegetables
name. . vocabulary cards
Complete a new verse in the song, TB p. 60/AB p. 17. Write a new verse. W/R T /Ss/IW Story cards 2
personalising it .
Develop oral comprehension with a TB p. 60/CB p. 15. Listen and repeat the L /S T /Ss
story. Listen and repeat. words.
Practise oral comprehension listening to TB p. 60/CB p. 15. Listen to the story. L T/Ss/IW
the story and answering the
comprehension question.
36
Go over and drill vocabulary, language Play Pop it in your pocket (Bank of Ideas
and structures learnt in the lesson p. 175)
Play Run and write (TB p. 60)
UNIT 1 CHICKEN SOUP

Ses Revise and consolidate the story in the TB p. 62. Story time L/S T/Ss CB
sio unit . AB
n 3 Develop written comprehension. Read TB p. 62-63/CB pages. 16 y 17. Listen, L/S/R T /Ss CD 1
and understand as a whole. Answer the read and answer the questions. Flashcards: fruits and
general comprehension questions. vegetables
Introduce key structure 1; I like / don’t Story cards 2
like. He / She likes / doesn’t like Study Skills Book
Develop written comprehension. Read TB p. 63/AB p. 18. Read and circle True R/L/S T/Ss/IW
and understand more specifically. Figure or False. Then read the story again and
out if some phrases are true or false. check.
Practise written expression of the key TB p. 63/AB p. 18. Write like or don’t R/W T/Ss/IW
structure. Read and complete the like.
phrases.
Practise written expression of the key TB p. 63/AB p. 18. Read and complete R/W T /Ss/IW
structure. Study the chart with the table. Then write sentences
information and complete the phrases.
37
Go over and drill vocabulary, language Order and add punctuation marks in the
and structures learnt in the lesson letter snake (TB p. 63).
Play with the flashcards (TB p. 63)
Study Skills Book: grammar 1 (p 7)
UNIT 1 CHICKEN SOUP

Objectives Activisms Skill Interaction Material
Ses Revise the vocabulary of previous levels. TB p. 64/CB p. 18. What foods can you R/L/S T/Ss/IW CB
sio Identify and match words. Listen and see? Listen, check and repeat. AB
n 4 check. CD 1
Introduce key structure 2; I live / hate / TB p. 64/CB p. 18. Read, listen and RL/S T /Ss Flashcards: fruits and
like / don’t like . Read, listen to, and repeat. vegetables
repeat the phrases. Photocopies of
Practise written comprehension. Read TB p. 64/CB p. 18. Read and say the R/L/S T/Ss Photocopy Masters 6
the phrases and identify the character name. and 7.
described. Study Skills Book.
Practise and personalise key structure 2. TB p. 64 y 65/CB p. 18. Now think of L/S T/S-S
Ask your friend some questions. some more sentences and ask a friend.
Practise written expression. Complete TB p. 65/CB p. 18. Draw and write about W T /Ss
the text with your own information. two foods.
Practise written expression of key TB p. 65/AB p. 19. Complete W T/Ss/IW
structure 2. Write about the tastes of the
characters guided by the pictures.
38
Actividades adicionales Additional activities
Refuerzo y ampliación Reinforcement activities L/S/R/W T /Ss/IW
Repasar y practicar vocabulario, Photocopy Master 6
lenguaje y estructuras aprendidas en la Extension activities
lección. Fast Finishers (AB p. 68).
Photocopy Master 7
Study Skills Book: grammar 2 (p. 8)
UNIT 1 CHICKEN SOUP

Ses Revise key vocabulary 1 TB p. 66. Vocabulary review. L/S T/Ss CB
sio Practise written comprehension. Read TB p. 66/CB p. 19. Read and listen to the R/L/S T /Ss/IW AB
n 5 and listen to an email. email. CD 1
Flashcards: free time
Practise oral comprehension. Read and TB p. 66/CB p. 19. Read and listen to the R/L/S T/Ss/IW
activities
listen to a recipe. recipe.
Vocabulary cards: free
Listen to and repeat key vocabulary 2 TB p. 66/CB p. 19. Listen and repeat the L/S T/Ss time activities
words Picture Dictionary
Listen for specific information: the four TB p. 66/CB p. 19. Listen and find four L T/Ss Photocopies of
differences differences. Photocopy Master 33.
Practise key vocabulary 2; Complete the TB p. 67/AB p. 20. Read and complete. R/W T/Ss Picture Dictionary
phrases with the right word. Order the Number the pictures Study Skills Book
pictures.
Write a recipe similar to the one on p19 TB p. 67/AB p. 20. Choose three fruit. W T /Ss/IW
of the CB Write your own smoothie recipe
39
Go over and drill vocabulary, language Picture Dictionary (AB p 75)
and vocabulary cards and play with
them ).
Invent a recipe as from the words written
in some papers (TB p. 67).
Study Skills Book: dictionary skills (p. 9)
UNIT 1 CHICKEN SOUP

Ses Transfer the language in the unit to a TB p. 68 Introduce the cross-curricular L/S T/Ss CB
sio real life context, linking with other theme. AB
n 6 subjects: Social and natural science - CD 1
Sciences naturals (food groups) Cross-curricular poster in
Practise written comprehension. Read TB p. 68/CB p. 20. Listen and read. L/R T /Ss/IW unit 2
and listen to a text about food groups Photocopies of
and answer the personalization and Photocopy Master 8.
comprehension questions.
Expand the cross-curricular topic and go TB p. 69/AB p. 21. Complete the table R/W T /Ss/IW
further into it. Consolidate and expand using the words on the plate. Then add
vocabulary by classifying food. some more of your own.
Show comprehension of the cross- TB p. 69/AB p. 21. Look at Hannah’s W/R T /Ss/IW
curricular topic and practise writing. healthy menu. Design a healthy menu
Write a healthy menu following the for you
example.
40
Go over and drill vocabulary, language Photocopy Master 8
and structures learnt in the lesson Extension activities
Invent a healthy recipe suitable for a
sportsman (TB p. 69).
Work on the unit topic with the cross-
curricular poster (TB p. 69).
UNIT 1 CHICKEN SOUP

Ses Develop oral comprehension and TB p.70/CB p. 21. Listen and repeat. L/S T/Ss CB
sio expression. Listen to and repeat the Then act. AB
n 7 dialogue. Act out a brief sketch and CD 1
practise the expressions (Say it!). Photocopies of
Practise the language in the Say it! TB p. 71/AB p. 22. Look at the pictures R/S T /Ss Photocopy Master 9.
section. Complete and act out the and complete. Listen and check. Study Skills Book.
dialogue.
Practise writing, personalising the TB p. 71/AB p. 22. Write your own W T/Ss/IW
dialogue. dialogue.
Make a list of food you like and don't like
(TB p. 71).
Study Skills Book: spelling and
pronunciation (p. 10)
41
UNIT 1 CHICKEN SOUP
Ses Revise and consolidate the vocabulary in TB p. 72. Vocabulary review. L/S T/Ss CB
sio the unit on the board AB
n 8 Practise written comprehension. Read TB p. 72/CB p. 21. Read and listen. R/L T /Ss/IW CD 1
and listen to the poems (Portfolio). Study Skills Book
Answer a comprehension question.
Practise oral comprehension. Listen and TB p. 72 y 73/AB p. 23. Listen to Nico L T/Ss
figure out the details about the character and circle the correct words.
in the book
Practise written expression. Complete TB p. 73/AB p. 23. Complete Nico’s W T /Ss/IW
the poem . poem
Consolidate vocabulary and language in TB p. 73/AB p. 23. Write and decorate W T /Ss/IW
the unit in a final writing activity. your own food poem
(Portfolio).
Go over and drill vocabulary, language Play in pairs at writing phrases about
and structures learnt in the lesson tastes (TB p 73)
Text display (Portfolio activity: My poem,
AB p. 23).
Study Skills Book: reading and writing (p
11)
42
UNIT 1 CHICKEN SOUP
Ses Revise the language and activities done TB p. 74/AB pages. 24 y 25 Let’s check! L/S T/Ss AB
sio throughout the unit CD 1
n 9 Self-evaluate learning of key vocabulary TB p. 74 /AB p. 25. Read and tick. R/W T /Ss/IW Story cards 2
and structures, the development of Photocopy of Photocopy
linguistic skills and comprehension of the Master 10
cross-curricular information. A finished story book
Recall the story in the unit, practising TB p. 75/AB p. 87. Make the story book L/S T/Ss/IW
written comprehension and expression. on page 87.
Reinforcement and extension Reinforcement activities L/S T /Ss
Go over and drill vocabulary, language Talk about the activities in the unit and
and structures learnt in the lesson look for the ones you liked the most (TB p
75
A game in pairs about the tastes of each
one (TB p. 75)
43
UNIT 2. FERDINAND’S HAIR
sio Present the unit topic. Listen to and read TB p. 36/CB p. 6. Listen and read. L/S/R T /Ss AB
n 1 the new e-pal's email. CD 1
Starter poster
Listen and drill the key vocabulary in the TB p. 37/CB p. 6. Listen and repeat the L/S T/Ss
lesson: adjectives to describe people. words.
the family
Practise has got + adjective + noun .
Photocopy Master 32
Practise oral comprehension and TB p. 37/CB p. 6. Listen and say the L/S T/Ss
Picture Dictionary (AB p
expression. Identify the key vocabulary number.
74).
in the lesson. Listen to the descriptions
A world map
of people.
Dice
Practise question intonation and TB p. 37/CB p. 6. Listen and say the L/S T /Ss
pronunciation of the /s/ and /b/ sounds tongue twister.
with a tongue twister.
Oral drill of key vocabulary, practising TB p. 37/CB p. 6. Listen and ask each L/S T /Ss
the dialogue in pairs. other.
Practise written comprehension. Classify TB p. 38/AB p. 6. Put these words in the W T/Ss/IW
description vocabulary. correct box.
Practise written expression. Fill in the TB p. 38/AB p. 6. Complete. R/W T/Ss/IW
phrases using adjectives as from the
pictures.
Practise written expression. Write TB p. 38/AB p. 6. Write about Rob and W T/Ss/IW
phrases with descriptions of the Hannah.
characters.
44
Revise and practise vocabulary, Picture Dictionary (AB p 74).
language and structures learnt in the Photocopy Master 32 Draw and write (cut
lesson . out the picture and vocabulary cards and
play with them) and Pelmanism (Bank of
Ideas, p. 178).
Play Noughts and crosses (Bank of
Ideas , p. 174)

Ses Practise key vocabulary 1; adjectives TB p. 39/CB p. 7. Listen and sing. Sing L/S/R T /Ss CB
sio that describe physical appearance. Sing with the replay words. AB
n 2 the song. CD 1
Classify the key and replay vocabulary TB p. 40/AB p. 7. Put these words in the W/R T/Ss/IW Flashcards: family
words. Write the words in the right correct boxes Vocabulary cards: the
boxes. family .
Practise written expression. Write TB p. 40/AB p. 7. Write a description of W T/Ss/IW Story cards 1
descriptions of you and your friends. you and your friends.
Complete a new verse of the song, TB p. 40/AB p. 7. Write a new verse. W/R T /Ss/IW
personalising it.
Practise oral comprehension listening to TB p. 40/CB p. 7. Listen to the story. R T/Ss/IW
the story and answering a
comprehension question.
45
Go over and practise vocabulary, A game of introductions (TB p. 40)
language and structures learnt in the Extension activities
lesson. Fast Finishers (AB p. 67).
Make a Venn diagram with the adjectives
describing physical appearance (TB p.
40)
46
sio unit . AB
n 3 Develop written comprehension. Read TB p. 43/CB pages. 8 y 9. Listen, read L/S/R T /Ss CD 1
and understand as a whole. Answer and answer the questions. Flashcards: the family
questions of general comprehension. Story cards 1
Present key structure 1: I’ve got / Study Skills Book
haven’t got.. He/ she´s got / hasn’t got
Develop written comprehension. Read TB p. 43/AB p. 8. Read and underline R T/Ss/IW
and understand more specifically. the correct sentence. Then read the
Choose the correct phrases. story again and check.
Practise written expression of the key TB p. 43/AB p. 8. Read and write F or H. R/W T/Ss/IW
structure. Read and match the phrases
with the pictures.
Practise the written expression of the TB p. 43/AB p. 8. Write four sentences R/W T /Ss/IW
key structure. Write a text about a about Henry the hairdresser
character in the story.
Go over and drill vocabulary, language A game of descriptions (TB p. 43)
A team game writing phrases on the board
(TB p. 43)

47
Ses Revise vocabulary from previous levels. TB p. 44/CB p. 10. What clothes can you R/L/S T/Ss/IW CB
sio Identify and match words. Listen, check see? Listen, check and repeat. AB
n 4 and repeat them. . CD 1
Present key structure 2; superlative TB p. 44/CB p. 10. Listen and say the RL/S T /Ss Photocopies of
adjectives : I’m / She’s / He’s wearing. name. Photocopy Master 1 and
She / He isn’t wearing. 2.
Read, listen and repeat the phrases . Study Skills Book.
Practise written comprehension. Read TB p. 45/CB p. 10. Read and say the R/L/S T/Ss
the phrases and identify the character name.
described.
Present and practise key structure 2 in TB p. 45 y 45/CB p. 10. Now think of L/S T/S-S
question form : He’s / She’s wearing? some more sentences and ask a friend
Practise written expression asking and
answering questions
Practise written comprehension of key TB p. 45/AB p. 9. Read and colour R T/Ss/IW
structure 2. Colour the drawing Hannah’s clothes.
according to the description
Practise written expression. Write the TB p. 45/AB p. 9. Colour Rob’s clothes W T/Ss/IW
description you see in the drawing. and write about them.
Consolidate key structure 2. Figure out TB p. 45/AB p. 9. Read and circle. R T/Ss/IW
the right word
Practise written expression. Describe a TB p. 45/AB p. 9. Write about someone W/S IW/S-S
friend. in your class. Ask a friend to guess
who it is.
Reinforcement and extension Reinforcement activities L/S/R/W IW/ S-S
Photocopy Master 2
48
49
Ses Revise key vocabulary 1 TB p. 46. Vocabulary review. L/S T/Ss CB
sio Practise key vocabulary 2; adjectives. TB p. 46/CB p. 11. Listen and repeat. L/S T/Ss AB
n 5 Read and repeat the adjectives in the CD 1
rules of the computer room Vocabulary cards: the
Practise written comprehension. Read TB p. 46/CB p. 11. Read and listen to the R/L/S T /Ss/IW adjectives
and listen to the email. email. Picture Dictionary
Practise oral and written comprehension. TB p. 46/CB p. 11. Read. Then listen and R/L/S T/Ss/IW Photocopies of
Read the text, listen and find the find three differences. Photocopy Master 32
differences. Study Skills Book
Practise spelling. Order the letters to TB p. 47/AB p. 10. Write the words W T /Ss/IW
form words.
Fill in the rules with the right adjectives.
TB p. 47/AB p. 10. Complete the W T/Ss/IW
computer room rules
Practise written expression. Write rules TB p. 47/AB p. 10. Write two rules for W T/Ss/IW
for the class and your home your English class and two rules for
your home.
and structures learnt in the lesson Photocopy Master 32 Guess what? (Bank
of Ideas, p. 178).
Write and decorate the rules for the
English class poster (TB p. 47).
50
Ses Transfer the language in the unit to a TB p. 48. Introduce the cross-curricular L/S T/Ss CB
sio real life context, linking with other theme. AB
n 6 subjects: Social and natural science CD 1
(Ciencias sociales) (school uniforms Cross-curricular poster
from all over the world ). from unit 1.
Practise written comprehension. Read TB p. 48/CB p. 12. Listen, read and L/R T /Ss/IW Photocopy of Photocopy
and match the paragraphs with the match. Master 3.
photos.
Read the paragraphs and show TB p. 48/CB p. 12. Which uniform do R/S T/Ss/IW
comprehension. Find in them the you like best? Describe the clothes you
proposed vocabulary: clothes wear to school.
Practise the language from the cross- TB p. 49/AB p. 11. Complete. R/W T /Ss/IW
curricular topic. Identify and write the
vocabulary.
Personalise the key language. Design a TB p. 49/AB p. 11. Design and write W T /Ss/IW
uniform and write about it. about your ideal school uniform for a
boy or a girl
Describe school uniforms (TB p.49).
curricular poster: People in uniforms (TB
p. 49)
51
Ses Develop oral comprehension and TB p. 50/CB p. 13. Listen and repeat. L/S T/Ss CB
practise expressions (Say it!). Photocopies of
Practise language in the Say it! section. TB p. 50 y 51/AB p. 12. Read and order R/S T /Ss Photocopy Master 4.
Order and act out the dialogue. the dialogue. Listen and check Study Skills Book.
Practise writing, personalising the TB p. 51/AB p. 12. Write your own W T/Ss/IW
dialogue. dialogue.
Go over and drill vocabulary, language Photocopy Master 4 (guess who)
curricular poster: People in uniforms (TB
p. 51
Study Skills Book: Spelling and
pronunciation (p 5)
52
Ses Practise written comprehension. Read TB p. 52/CB p. 13. Read and listen. R/L T /Ss/IW CB
sio and listen to the text (Portfolio). Answer AB
n 8 a comprehension question. CD 1
Practise oral comprehension. Listen and TB p. 52 y 53/AB p. 13. Listen and L T/Ss Photos of famous people
complete the descriptions. complete. taken from magazines
Practise written expression. Complete TB p. 53/AB p. 13. Complete about Kelly W/R T /Ss/IW Study Skills Book
the description. and her family
Consolidate vocabulary and language in TB p. 53/AB p. 13. Write about you and W T /Ss/IW
the unit in a final activity of personalised your family.
writing (Portfolio).
Go over and drill vocabulary, language Order and put punctuation marks in a
and structures learnt in the lesson letter snake (TB p. 53).
Text display (Portfolio activity: My family,
AB p. 13)
Study Skills Book: reading and writing (p.
6)
53
sio throughout the unit CD 1
n 9 Self-evaluate learning of key vocabulary TB p. 54 y 55/AB p. 15. Read and tick. W T /Ss/IW Story cards 1
and structures, development of linguistic Photocopy of Photocopy
skills and comprehension of cross- Master 5
curricular information Flashcards: Keiko's e-pal
Recall the story in the unit, practising TB p. 55/AB p. 85. Make the story book L/S T/Ss/IW A finished mini book of
written comprehension and expression. . on page 85. the story
Additional activities Additional activities A photo where you see
Reinforcement and extension Reinforcement activities L/S T /Ss the complete figure of
Go over and drill vocabulary, language Play at a TV quiz show (Bank of Ideas, p. someone
and structures learnt in the lesson 176)
Sing the song in the unit (TB p. 55)
54
55
UNIT 4. MY CITY
sio Present the topic in the unit. Listen to TB p. 76/CB p. 22. Listen and read. L/S/R T /Ss AB
n 1 and read the email from the new e-pal. CD 2
Picture Dictionary (AB p
Listen and practise key vocabulary in the TB p. 77/CB p. 22. Listen and repeat the L/S T/Ss
76)
lesson: places in the city words.
Practise oral comprehension. Identify TB p. 77/CB p. 22. Listen and say the L T/Ss places in the city.
key vocabulary in the lesson. Listen and number. Vocabulary cards:
identify the places in the city. places in the city .
Practise the intonation of the questions TB p. 77/CB p. 22. Listen and say the L /S T /Ss Photocpies of
and pronunciation of the /k/ and /s/ tongue twister. Photocopy Master 34
sounds with the tongue twister. A world map.
Oral practice of key vocabulary by TB p. 77/CB p. 22. Listen and ask each L /S T /Ss
means of a dialogue in pairs. other.
Practise written expression. Fill in the TB p. 77/AB p.26. Complete the puzzle R/W T/Ss/IW
crossword with the pictures.
Practise written expression. Answer the TB p. 78/AB p. 26. Answer the question. R/W T/Ss/IW
question in writing.
Practise written expression. Ask four TB p. 78/AB p. 26. Ask four friends and S/W T/S-S/IW
friends and write down their answers. complete.
56
Go over and drill vocabulary, language Picture Dictionary (AB p 76)
and vocabulary cards and play The list
with them TB p 179).
extend the work with the pronunciation
(TB p. 78)
UNIT 4. MY CITY
Ses Practise key vocabulary 1; places in the TB p. 79/CB p. 23. Listen and sing. Sing L/S/R T /Ss CB
sio city. Sing the song. with the replay words. AB
n 2 Match the key and replay vocabulary TB p. 79/AB p. 27. Read and match R T/Ss/IW CD 2
words with the pictures Flashcards: places in the
Consolidate the language in the song. TB p. 80/AB p. 27. Write the days of the R/W T/Ss/IW city.
Practise written comprehension and week. Then write them in order Vocabulary cards:
expression. Order the letters to make places in the city
words. Order the days of the week Story cards 3
Complete the new verse in the song, TB p. 80/AB p. 27. Write a new verse. W T /Ss/IW
personalising it.
57
Practise oral comprehension listening to TB p. 80/CB p. 23. Listen to the story. L T/Ss/IW
the story and answering a
comprehension question
Go over and drill vocabulary, language Play No. Sorry! (Bank of Ideas p. 176)
Play Board slam (Bank of Ideas p. 177)
58
UNIT 4. MY CITY
sio unit AB
n 3 Develop written comprehension. Read TB p. 82-83/CB pages. 24 y 25. Listen, L/S/R T /Ss CD 2
and understand as a whole. Answer the read and answer the questions. Story cards 3
questions on general comprehension. Flashcards: places in the
Present the key structure 1: ;there is / city.
isn’t and there are / aren`t Vocabulary cards :
Develop written comprehension. Read TB p. 83/AB p. 28. Circle True or False. R T/Ss/IW places in the city.
and point out to the phrases as true or Then read the story again and check. Study Skills Book
false .
Practise written comprehension. Read TB p. 83/AB p. 28. Read and write A or R T/Ss/IW
the phrases and match with the right B..
pictures.
Practise written expression of the key TB p. 83/AB p. 28. Look at the pictures. W T /Ss/IW
structure. Find the differences between Find five differences and write. Use
two pictures and write them down. there is / isn’t and there are / aren`t
Go over and drill vocabulary, language Play There is.. there are.. (TB p. 83)
Play at inventing phrases about the
classroom (TB p. 83)
59
UNIT 4. MY CITY
Ses Revise vocabulary of previous levels. TB p. 84/CB p. 26. Vocabulary Review L/S T/Ss/IW CB
sio Identify and match the words. Listen and Listen and repeat. AB
n 4 check . CD 2
Present key structure 2; Imperative TB p. 84/CB p. 26. Listen and repeat. R/L/S T /Ss Flashcards: places in the
tense (in instructions). Listen and repeat Read, listen follow the directions and city .
the phrases. say the letter. Vocabulary cards:
Practise oral comprehension. Listen and TB p. 84/CB p. 26. You are at the L T/Ss places in the city
follow the instructions. restaurant. Listen, follow the directions Photocopies of
and say the letter. Photocopy Master 11
Practise key structure 2. Give direction TB p. 84 y 45/CB p. 26. S T/S-S and 12.
indications to a friend . Choose where the library is. Tell a Study Skills Book.
friend how to get there from the Start
Practise written comprehension of key TB p. 85/AB p. 29. Read and complete. R T/Ss/IW
structure 2. Complete the paragraphs
guided by the pictures.
Practise written expression. Write TB p. 85/AB p. 29. Write directions. Use W T/Ss/IW
indications giving directions to get to two the map in activity 1
places on the map.
Photocopy Master 12
Study Skills Book: grammar 1 (p. 13)
60
UNIT 4. MY CITY
Ses Revise key structure 2 TB p. 86. Begin the lesson. L/S T/Ss CB
sio Identify key vocabulary 2; words related TB p. 86/CB p. 27. Listen and repeat. L/S T/Ss AB
n 5 with road safety CD 2
Picture Dictionary
Practise written comprehension. Read TB p. 86/CB p. 27. Read and listen to the R/L/S T /Ss/IW
Photocopies of
and listen to an email. . email.
Photocopy Master 13.
Practise oral and written comprehension. TB p. 87/CB p. 27. Read. Then listen and R/L T/Ss/IW Study Skills Book
Read and listen to the road safety say A or B.
regulations. Answer the general
questions about road safety.
Consolidate the written form of key TB p. 87/AB p. 30. Read and match R T /Ss/IW
vocabulary 2. Match the words with the
photos.
Show good road safety habits. TB p. 87/AB p. 30. Complete the table. R/W T/Ss/IW
Practise written comprehension. Answer TB p. 87/AB p. 30. Read and answer R T/Ss/IW
the questions about road safety. Yes, I do or No, I don’t
61
and vocabulary cards and play
Pelmanism with them – Bank of Ideas, p
178).
Design a road safety poster with habits of
road safety education (TB p. 87).
Study Skills Book: dictionary skills (p 14)
62
UNIT 4. MY CITY
Ses Transfer the language in the unit to a TB p. 88. Introduce the cross-curricular L/S T/Ss CB
sio real life context, with other subjects: theme. AB
n 6 Social and Natural Science (Ciencias CD 2
sociales) Unique buildings Cross-curricular poster in
Practise written comprehension. Read TB p. 88/CB p. 28. Listen and read. L/R T /Ss/IW unit 3.
and listen to the information about Which building would you like to visit? Photocopies of
unique buildings and answer the Why? Photocopy Master 13.
questions.
Practise written comprehension. Fill in TB p. 89/AB p. 31. Look at your Class R T /Ss/IW
the chart with the information of the texts Book. Complete the table.
in the Class Book.
Show comprehension about the cross- TB p. 89/AB p. 31. Read about Rob’s R/W T /Ss/IW
curricular topic and personalise it favourite building and complete for
you.
Personalise the cross-curricular topic TB p. 89/AB p. 31. Write about a unique W T/Ss/IW
and practise written expression. building you know..
Describe the house of your dreams (TB p
89).
Work on the topic of the unit with the
cross-curricular poster: Special homes
(TB p.89)
63
UNIT 4. MY CITY
Ses Develop oral comprehension and TB p. 90/CB p. 29. Listen and repeat. L/S T/Ss CB
practise the expressions: (Say it!). Photocopy of Photocopy
Practise the language in the Say it! TB p. 90/AB p. 32. Complete the R/S T /Ss Master 14.
section. Complete the dialogue with the dialogue. Listen and check. Study Skills Book.
words in the box. Listen and check.
Practise writing personalizing a dialogue.
TB p. 91/AB p. 32. Write your own W T/Ss/IW
dialogue.
and structures learnt in the lesson Play No. Sorry! And The magician (Bank
of Ideas p. 176 and 177)
Revise the dialogue in the lesson with
characters of the course or famous people
(TB p. 91)
Study Skills Book: spelling and
pronunciation p. 15)
64
UNIT 4. MY CITY
Ses Revise and consolidate the vocabulary in TB p. 92. Vocabulary review. L/S/W T/Ss CB
sio the unit using the flashcards. AB
n 8 Practise written comprehension. Read TB p. 92/CB p. 29. Read and listen. R/L T /Ss/IW CD 2
and listen to a text (Portfolio). Answer Flashcards: places in the
the comprehension questions. city .
Practise oral comprehension. Listen and TB p. 92 y 53/AB p. 33. Listen and circle. L T/Ss Vocabulary cards:
pick out the specific information. places in the city
Practise written expression. Fill in the TB p. 93/AB p. 33. Complete about your W/R T /Ss/IW Study Skills Book
chart. . own town or city
Consolidate vocabulary and language in TB p. 93/AB p. 33. Write about your own S/W T /Ss/IW
the unit in a final writing activity town or city.
(Portfolio).
Go over and drill vocabulary, language Play The magician (Bank of Ideas p. 177)
Text display (Portfolio activity: My town,
CB p. 29, AB p. 33).
Study Skills Booklet: reading and writing
(p. 16)
65
UNIT 4. MY CITY
sio throughout the unit. CD 2
n 9 Self-evaluate the learning of key TB p. 94/AB p. 15. Read and tick. W T /Ss/IW Story cards 3
vocabulary and structures, development Photocopies of
of linguistic skills and comprehension of Photocopy Master 15
cross-curricular information A finished storybook
Recall the story in the unit, practising TB p. 95/AB p. 89. Make the story book L/S T/Ss/IW
written comprehension and expression. on page 89.
Reinforcement and extension Reinforcement activities L/S T /Ss
Go over and drill vocabulary, language Bingo with the vocabulary in the unit (TB
and structures learnt in the lesson p.95)
Write a letter soup with the vocabulary in
the unit (TB p. 95)
66

5TH Syllabus

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5TH Syllabus

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ENGLISH IS FUN

1.- TEACHING OBJECTIVES

BLOCK 2- Reading and writing

BLOCK 3- Reflection and knowledge of language through use

BLOCK 4- Socio-cultural features and intercultural awareness

ii. learning-to-learn competence;

5.- TREATMENT OF DIVERSITY

Additional extension activities

1.- TEACHING OBJECTIVES

BLOCK 2- Reading and writing

BLOCK 3- Reflection and knowledge of language through use

Phonetics rhythm, stress and intonation

BLOCK 4- Socio-cultural features and intercultural awareness

3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT

iii. data processing and digital competence,

v. artistic and cultural competence

5.- TREATMENT OF DIVERSITY

Additional extension activities

1.- TEACHING OBJECTIVES

BLOCK 2- Reading and writing

BLOCK 3- Reflection and knowledge of language through use

Phonetics (rhythm, stress and intonation )

3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT

ii. learning-to-learn competence;

iii. data processing and digital competence,

v. artistic and cultural competence

4. RELATION WITH OTHER AREAS OF THE CURRICULUM

5.- TREATMENT OF DIVERSITY

Additional extension activities

1.- TEACHING OBJECTIVES

BLOCK 2- Reading and writing

BLOCK 3- Reflection and knowledge of language through use

Phonetics(rhythm, stress and intonation)

BLOCK 4- Socio-cultural features and intercultural awareness

iii. data processing and digital competence,

v. artistic and cultural competence

4. RELATION WITH OTHER AREAS OF THE CURRICULUM

5.- TREATMENT OF DIVERSITY

Additional extension activities

UNIT 1 CHICKEN SOUP

UNIT 1 CHICKEN SOUP

UNIT 1 CHICKEN SOUP

UNIT 1 CHICKEN SOUP

UNIT 1 CHICKEN SOUP

UNIT 1 CHICKEN SOUP

UNIT 2. FERDINAND’S HAIR

UNIT 2. FERDINAND’S HAIR

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