Documente Academic
Documente Profesional
Documente Cultură
ENGLISH
FIRST YEAR
1. INTRODUCTION........................................................................................................4
1.1. LOMCE............................................................................................................... 4
1.2. The Basic Integrated Competences ...................................................................5
2. CONTEXT ................................................................................................................. 6
2.1. Specific context of the school..............................................................................6
2.2. Reading plan.......................................................................................................7
2.3. Information and Communications Technology Plan.............................................7
2.4. Characteristics of the groups in terms of learning................................................7
2.5. Prioritisation of needs..........................................................................................8
2.6. Timetable of classes............................................................................................9
2.7. Extra-curricular and complementary activities...................................................10
3. CURRICULAR DESIGN...........................................................................................11
3.1. Curriculum......................................................................................................... 11
3.2. Objectives.......................................................................................................... 11
3.3. Basic Competences..........................................................................................13
3.3.1. Basic Competences in this subject.............................................................17
3.3.2. Basic Competences via Oxford Rooftops ..................................................19
3.4. Contents............................................................................................................ 20
3.5. Methodology......................................................................................................24
3.5.1. Teaching methodology ...............................................................................24
3.5.2. Methodology de Oxford Rooftops...............................................................26
3.5.3. Teaching material and resources ...............................................................30
3.5.4. Activities.....................................................................................................31
3.5.5. Organisation of time, groups and space.....................................................33
3.5.6. Means of attending to the diversity of students...........................................34
3.6. Assessment.......................................................................................................36
3.6.1. Assessment procedures.............................................................................37
3.6.2. Assessment resources...............................................................................37
3.6.2.1. Assessment criteria..............................................................................37
3.6.2.2. Assessable learning standards............................................................39
3.6.2.3. Rbrica de evaluacin de competences..............................................41
3.6.3. Elements of assessment............................................................................43
4. PROGRAM OF UNITS.............................................................................................49
Starter Unit - Welcome to Park Street......................................................................50
1.1. LOMCE
The advantages and opportunities offered by the current Education Law (LOE),
modified by Law 8/2013, of December 9, for the Improvement of Educational Quality
(LOMCE), the increasingly pluricultural demands and needs of our society, along with
the guidelines established by the Council of Europe in the Common European
Framework of Reference for Languages, are three key elements reflected in the
Oxford Rooftops project
With a clear commitment to education and learning where students learn English via
motivating activities of a recreational nature which in a natural and unconscious
manner allow for the acquisition of the foreign language, and which incorporate the
challenge of increasing the capacity of students to perceive the knowledge of a foreign
language not only as just another subject but as the discovery of an outside world for
which all of us are partly responsible, there is emphasis on interaction in class in order
to develop an sense of awareness of social norms and values, within the
psychopedagogical principles that form the basis of the curricular design for the stage
of Primary Education.
The aim of our project is, firstly, to ensure that students acquire all the competences
established by the LOMCE concentrating, logically, upon competence in linguistic
communication and with particular emphasis upon social and civic competences,
learning to learn and sense of initiative and entrepreneurial spirit. In addition, to
incorporate the list of transversal elements, also cited by the LOMCE, into the learning
process. Needless To say, Reading comprehension, oral and written expression,
audiovisual communication and TIC, will be worked on intensely throughout the
process, but there will also be a place in the learning of the foreign language for the
promotion of equal opportunities, non-discrimination, real equality between men and
women and the prevention of domestic violence, the prevention and peaceful
resolution of conflict in all spheres, the rejection of any kind of violence, racism or
xenophobia, respect for the victims of terrorism, sustainable development and the
environment, the dangers of sexual exploitation and abuse, situations of risk in the
use of TIC, protection against emergencies and catastrophes, development of the
entrepreneurial spirit, physical activity and a balanced diet, improvements in
coexistence and the prevention of road accidents.
This project takes into account such significant and evident changes as globalisation,
which makes practically obligatory the command of a second foreign language, and
the impact of new technologies, directly affecting students when it comes to learning,
communicating or performing a task. Elements which have become, respectively, a
priority and a crucial tool in the learning process, not only during the stage referred to
in this document, but throughout life.
In this project, teachers must create the necessary conditions for learning, paying
particular attention to diversity in the ability and expectations of each student and the
quest for the development of the talent of each one. They will prepare and organise
work, helping towards its development; coordinate actions; encouraging positive
Society today, ever more heterogeneous and global, demands a competent type of
citizen, who knows what he/she is doing and does it creatively and autonomously.
Our project reflects and integrates the different cultural elements -objectives, learning
standards and competences- for the teaching of the foreign language, as well as
criteria and indicators of competences for assessment of the acquisition of the
competences and the fulfilment of objectives in the subject.
School
Street
1
2
3
4
5
Distribution of students
Characteristics of students
(The department describes them according to the three criteria listed below:
General
Of the different groups
Of one group
(Basic objectives for their treatment will be listed. There will also be prioritisation of needs and
strategies to be used and the scheduling.)
General
.......................
Group A
They enjoy learning whilst playing or Participates ting in recreational activities.
They find it easy/difficult to reveal creativity and imagination.
Group B
They enjoy learning whilst playing or Participates ting in recreational activities.
They find it easy/difficult to reveal creativity and imagination.
It is easy/difficult to stimulate their curiosity.
They like/dislike expressing their feelings.
They show ability/inability to organise and analyse their own learning.
They are/are not aware of the advantages of working collaboratively in class.
They express themselves in coherent/incoherent and correct/incorrect fashion in their own
language.
They need/do not need to understand all the words in a text to understand it
They like/dislike reading at home.
Others.
.
Group C
They enjoy learning whilst playing or Participates ting in recreational activities.
They find it easy/difficult to reveal creativity and imagination.
It is easy/difficult to stimulate their curiosity.
They like/dislike expressing their feelings.
They show ability/inability to organise and analyse their own learning.
They are/are not aware of the advantages of working collaboratively in class.
They express themselves in coherent/incoherent and correct/incorrect fashion in their own
language.
They need/do not need to understand all the words in a text to understand it
They like/dislike reading at home.
Others.
Group D
They enjoy learning whilst playing or Participates ting in recreational activities.
They find it easy/difficult to reveal creativity and imagination.
It is easy/difficult to stimulate their curiosity.
They like/dislike expressing their feelings.
They show ability/inability to organise and analyse their own learning.
They are/are not aware of the advantages of working collaboratively in class.
They express themselves in coherent/incoherent and correct/incorrect fashion in their own
language.
They need/do not need to understand all the words in a text to understand it
They like/dislike reading at home.
Others.
.
General needs
.......................
Group B.......................
Group C.......................
Group D.......................
Group A Student.......................
Group B Student.......................
Group C Student.......................
Group D Student.......................
Strategies to be employed
(to be completed by teachers)
a) Regarding students.......................
c) Regarding parents/tutors/families.......................
3.1. Curriculum
a) The objectives of each subject and educational phase: references related to the
targets must achieve by the end of the educational process, as a result of the learning-
teaching experiences intentionally planned to this end.
c) The contents, or sets of knowledge, abilities, strategies, skills and attitudes that
contribute towards the achievement of the objectives of each subject and educational
phase and to the acquisition of competences.
The contents are ordered into subjects, which are classified into material, spheres,
areas and modules according to the subjects, educational stages or programmes in
which students participate
3.2. Objectives
The demands and needs of 21st-century society have brought changes to the school
environment, preparing students to live in an increasingly international, multicultural
and multilingual and technologically more advanced. Our country has a commitment as
member of the EU in to the promotion of knowledge of other community languages, as
is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the Council of
a) Know and appreciate values and norms of coexistence, learn to work in keeping with
these, prepare for the active exercise of citizenship and respect human rights, as well
as the pluralism inherent in a democratic society.
b) Develop habits of individual and team work, of effort and responsibility in study, and
attitudes of self-confidence, critical sense, personal initiative, curiosity, interest and
creativity in learning, and entrepreneurial spirit.
c) Acquire habits for the prevention and peaceful resolution of conflict, which enable
them to behave autonomously in the family and domestic sphere, and in the social
groups in which they move.
d) Know, understand and respect different cultures and differences between people,
equal rights and opportunities for men and women and non-discrimination against
people with disabilities.
e) Know and use the Spanish language appropriately and, if it exists, the co-official
language of the Autonomous Community and develop reading habits.
h) Know the basic aspects of Natural Sciences, Social Sciences, geography, history
and Culture.
j) Use different artistic representations and expressions and begin to construct visual
and audiovisual proposals.
k) Value hygiene and health, accept ones own body and that of others, respect
physical differences and use physical education and sport as means of promoting
personal and social development.
l) Know and value those animals closest to humans and adopt behaviour conducive to
their care.
n) Encourage road safety and attitudes of respect that contribute towards preventing
traffic accidents.
The individual, via the use of language as an instrument of communication, puts into
practice a series of attitudes and values such as respect for the norms of coexistence,
the exercise of citizenship, the development of a critical spirit, respect for human rights
and pluralism, resolution of conflicts, the development of affective capacities in all
spheres, interest in learning and acknowledgement of the skills inherent to this
competence as a source of pleasure.
This competence includes a series of attitudes and values based on discipline, respect
for data and truth. The spheres integrated within mathematical competence are those
referring to numbers, algebra, geometry and statistics
Basic Competences in science and technology offer an approach to the physical world
and responsible interaction within it. They contribute to the development of scientific
The attitudes and values integrated in these competences are related to the
assumption of ethical criteria, interest in science, support for scientific research, the
appreciation of scientific knowledge and responsibility regarding the conservation of
natural and ecological resources, as well as the adoption of an appropriate attitude to
achieve a healthy mental and physical life in natural and social surroundings.
Digital competence
Involves the creative, critical and safe use of information and communication
technology. It means adaptation to the changes introduced by new technologies and
the acquisition of new knowledge, skills and attitudes to be competent in a digital
environment.
It requires knowledge of the main IT applications, and the development of various skills
related to accessing information, its processing and use for communication, the
creation of contents, security and the resolution of problems in different contexts.
The individual needs to make habitual use of the technological resources available with
the aim of resolving real problems in an efficient manner, as well as evaluating and
selecting new sources of information and technological innovations, as they appear,
according to their usefulness for accomplishing specific tasks or objectives.
The acquisition of this competence also requires attitudes and values which enable the
user to adapt to the new needs established by technology, its appropriation and
adaptation to ones ends and the capacity to interact socially around them. In addition,
digital competence involves participation and team work, and motivation and curiosity
regarding learning and improved use of technology.
Learning to learn
This competence involves, on the one hand, making a start in learning and, on the
other, being able to continue learning in autonomous fashion, a fundamental aspect of
permanent learning.
Learning to learn includes a variety of knowledge and skills which require reflection and
awareness regarding the very processes of learning, so the processes of knowledge
become the object of knowledge and one must learn how to implement them correctly.
The key attitudes and values in the acquisition of this competence are interest in
learning and the confidence to achieve the goals of learning.
These competences involve the ability and capacity to use knowledge of and attitudes
to understand the social reality of the world we live in and exercise democratic
citizenship in an increasingly plural society.
Social competence is related to personal and collective well-being and requires the
acquisition of knowledge enabling one to understand and analyse codes of conduct
and appropriate behaviour for coexisting in society.
Fundamental in this competence are: the ability effectively to interact in the public
sphere, showing solidarity towards an interest in the problems of the community,
respect for human rights, equality, the appreciation and comprehension of different
religions and cultures.
The development of these competences involves facing conflict with ethical values and
exercising citizens rights and duties with an attitude of solidarity and responsibility.
This competence refers to the capacity to transform ideas into actions, which means
acquiring awareness of a situation and opting with ones own criteria and implementing
those initiatives necessary to develop the option chosen and assume responsibility for
it, both in a personal and the social or professional sphere
The acquisition of this competence implements skills like the application of different
thinking abilities in order to understand, value, feel and enjoy different artistic
manifestations. It involves, also, personal attitudes and values of interest, recognition
and respect for these and for the conservation of heritage.
We will now list the most important aspects of our project, subject to what daily
educational practice may recommend at any given time:
Using numbers and their basic operations, symbols and forms of mathematical
expression and reasoning to produce and interpret information, to know more a about
quantitative and spatial aspects of reality and to resolve problems related to daily life.
Part of mathematical competence is the ability to interpret and express with clarity and
precision information, data and arguments.
Digital competence
Languages help speakers to communicate socially, but they are also a vehicle of
cultural communication and transmission. Learning a foreign language involves the
knowledge of cultural traits and facts linked to different communities of speakers of the
language.
This fact favours the comprehension of the social reality in which one lives, respect,
the acknowledgement and acceptance of cultural differences and behaviour, promotes
tolerance and integration and helps one to understand and appreciate both identifying
characteristics and differences.
The decisions that provoke reflection upon learning itself favour autonomy.
Insofar as autonomy and personal initiative often involve other people, this
competence makes necessary social skills in order to relate, cooperate and
work in a team: putting oneself in anothers place, valuing the ideas of others,
dialogue and negotiation, the necessary assertiveness to let others know of
ones own decisions, and working in a cooperative and flexible manner. The
sense of initiative and entrepreneurial spirit involve the capacity to imagine,
undertake, develop and evaluate individual or collective actions or projects with
creativity, confidence, responsibility and critical sense. It requires, then, the
ability to prepare in advance or prepare new ideas, seeking solutions and
putting them into practice.
Digital competence:
This competence is developed in all the units of Oxford Rooftops via:
Use of the iPack in all the lessons for presentation and revision of the
vocabulary, grammar and Phonetics, watching the animated version of the
songs, stories and films / videos and blogs, and participation in the games to
consolidate the contents.
The Oxford Online Learning Zone and resources in the web of Oxford
University Press Espaa with interactive practice, video, audio material for the
dictations in the WB, etc.
The digital books available for Oxford Rooftops.
Learning to learn:
All the units in Oxford Rooftops offer the possibility of developing this competence via
activities of repetition, activities of prediction, playing memory and logic games,
categorising vocabulary, and reflecting upon ones own progress with the Self
Evaluation.
3.4. Contents
The contents constituting this subject and this course, have been grouped into:
comprehension and production (expression and interaction) of oral and written texts.
These four blocks, related to two specific centres of attention: oral and written
language, reflect the constituent elements of the linguistic system, the functioning and
relationship and the social and cultural dimension of the foreign language.
4. Syntactic-discursive structures:
- Expression of relations of logic: conjunction (and).
- Affirmation (affirmative sentences; Yes (+ tag)).
- Exclamation (e.g. I love salad!).
- Negation (negative sentences with not), No (+ negative tag).
- Interrogation (What, how many).
- Expression of time: present (simple present); future (going to).
- Expression of aspect: punctual (simple tenses).
- Expression of modality: ability (can); obligation (have (got) to; imperative);
permission (can).
- Expression of existence (there is/are); entity (nouns and pronouns, articles,
demonstratives); quality ((very +) Adj.).
- Expression of quantity (singular/plural; cardinal numerals up to two digits;
ordinal numerals up to one digit. Quantity: many, some, more. Degree: very).
- Expression of space (prepositions and adverbs of location, position) Here,
there, on, in, under.
- Expression of time: divisions (e. g., summer).
- Expression of manner (Adv. of manner, e. g. slowly, well).
3. Communicative functions:
- Greetings and introductions.
- Expression of agreement or disagreement.
- Description of people and objects.
- Requesting and offering information, help, objects, permission.
Establishing and maintaining communication
3. Communicative functions:
- Greetings and introductions.
- Expression of agreement or disagreement.
- Description of people and objects.
- Request and provide information, help, objects, permission.
- Establishment and maintenance of communication.
4. Syntactic-discursive structures:
- Expression of logical relationships: conjunction (and).
- Affirmation (affirmative sentences; Yes (+ tag)).
- Exclamation (e.g. I love salad!).
- Negation (negative sentences with not), No (+ negative tag).
3. Communicative functions:
- Greetings and introductions.
- Expression of agreement or disagreement.
- Description of people and objects.
- Requesting and offering information, help, objects, permission.
- Establishing and maintaining communication.
4. Syntactic-discursive structures:
- Expression of relations of logic: conjunction (and).
- Affirmation (affirmative sentences; Yes (+ tag)).
- Exclamation (e.g. I love salad!).
- Negation (negative sentences with not), No (+ negative tag).
- Interrogation (What, how many).
- Expression of time: present (simple present); future (going to).
- Expression of aspect: punctual (simple tenses).
- Expression of modality: ability (can); obligation (have (got) to; imperative);
permission (can).
3.5. Methodology
The starting point of learning for students is their first prior knowledge; focusing
on what is familiar and near to the student but with an element of fantasy to achieve the
balance between security/well-being and interest/imagination. Students can transfer
concepts and strategies acquired so as to thus construct meanings and attribute sense
to what they learn (beginning with what they know and formulating hypotheses to
prepare rules that help to interiorise the new system). This encourages their personal
growth, development and socialisation.
Communicative situations that include humour and play motivate students and
facilitate learning; for this reason it is important to bear in mind the importance of the
songs and stories, the characteristics of the characters, the illustrations and even the
sound effects on the recordings.
Children learn in different ways and at different speeds; that is why our project is
designed to be used flexibly so that all group members may participate and find
activities in which they can apply knowledge and aptitudes, facilitating the development
of ones own sense of achievement and progress attained day by day. In our project
there is always support for those children who require it, always bearing in mind those
cases in which progress does not respond to programmed objectives, as well as cases
in which students excel n the attainment of objectives and, in the absence of
programmed activity, lose motivation and interest in the foreign language. To address
these possible situations we include both extension activities, for more advanced
students, and reinforcement activities, for those who might on occasions fall behind.
These activities do not appear in the Class Book. They are explained in the Teachers
Guide and may be of considerable use to the teachers daily work.
Consider progress but also error as something natural in the learning process.
Error occurs as evidence of the dynamism underlying comprehension and of gradual
control of the new communicative system. In our Project we understand that errors are
made when children anticipate how the language is going to function or when they
transfer rules from their mother tongue in a natural process of acquisition. But it is
important to distinguish between error and equivocacin. Errors are systematic
mistakes owing to poor or limited knowledge of the language. These errors will be
corrected at the end of the oral exchanges, in groups and via accessible language and
always bearing in mind that they do not suddenly disappear, but take time. La
equivocacin is an occasional mistake due to a lack of attention en at a given moment,
which may happen to a native speaker. It is not worth correcting these mistakes
because they are not relevant in the teaching-learning process.
Oxford Rooftops is a series of 6 levels that provides the perfect combination between
digital and printed content to ensure optimum performance by the class and the
students total commitment.
Oxford Rooftops is developed in the context of a fictitious city, Rooftops, based on the
city of Oxford, where the characters live. In levels 1 and 2 we will share in the lives of
the children who live in a residential area, attend Rooftops primary school, visit nearby
places like the park and participate in social events like carnival or a picnic. In levels 3
and 4, the stories take place in a more commercial area and we share in the lives of
the children whose families are involved in local businesses. In levels 5 and 6, the
residents of Rooftops will be accompanied by children from other countries on an
Exchange programme, through whom we will be able to compare the life of this typical
British city and other regions of the UK with other parts of the world.
The contents of the lessons in Oxford Rooftops are organised in such a way that each
of the three main components, iPack, Class Book and Activity Book, contributes value
in a particular way. The three sources are used systematically when they will prove
most beneficial. The iPack is a very effective tool for introductions, so it is used at the
beginning of the lessons to introduce concepts, which are practised and consolidated
with the Class Book and later completed with the with the Activity Book. This
sequence will be maintained throughout all the levels, and levels 3 and 4 of Oxford
Rooftops include an extra step, using the iPack again, between the Class Book and the
Activity Book.
There is also the introduction of four words related to the inter- curricular themes.
Each unit of Oxford Rooftops 1 introduces and practises two key structures, the first,
via the iPack in lesson 2 with the cartoon song, and the second, in lesson 5 with the
unit story.
Skills
The iPack, Class Book and Activity Book work is combined to develop skills together.
Through a variety of entertaining tasks with a very systematic methodology, students
progress from practising oral comprehension to practising oral expression; from
practising oral expression to practising written comprehension and from practising
written comprehension to practising written expression.
Each unit of Oxford Rooftops 1 introduces an animated song in lesson 2 featuring the
course characters and providing context for the first grammatical structure of the unit
and practice for the vocabulary introduced in lesson 1. Later there is a revision song
which recycles the two lexical groups and the two structures studied.
Rhymes offer invaluable support for the practice of vocabulary and grammar, as they
include much repetition, and their use of rhythm is very helpful for memorising. Oxford
Rooftops 1 presents a rhyme that covers the first lexical group of the unit. A second
rhyme is introduced to listen to while sticking the stickers in the Class Book.
Cultural contents
From the beginning of each unit the children are immersed in British culture by
witnessing the lives of the characters in the town of Rooftops. The vocabulary, and the
cartoons in the story bring to life the details and customs of everyday British life.
In lesson 3, with the cultural film, students witness the daily activity of real British
children in a real British city or its suburbs. These lessons make aware of belonging to
a global community and invite them to reflect upon the culture they are learning about
via the language, and to compare it with their own, whilst helping to develop social and
civic competences and cultural awareness and expressions.
In lesson 4, via a typical social exchange, students again encounter cultural aspects of
English-speaking countries, with frequently used everyday language.
Moreover, at the end of the Class Book there are two additional units, devoted to
festivals to expand learning of intercultural content.
Stories
Through the stories the students share in the adventures of the characters in Rooftops.
They play an important role with regard to the development of language, given that
they revise the first block of vocabulary and key grammatical structures and at the
same time introduced the second block and grammatical structure in context.
Initial contact with the story is via the iPack, with a fun game, in the form of a riddle,
which when completed reveals the title of the story, and which may subsequently be
used to make predictions about the story, contributing to the development of reading
and writing
After the game, students are immersed in the world of Rooftops enjoying an animated
version in the iPack.
After the introduction in the iPack, students remember the story in the Class Book, this
time in greater detail observing the cartoons and listening to the audio. The cartoons in
the Class Book are used for a fun revision of vocabulary asking students to find the
objects hidden in the story. Next, students can evaluate the story in the activity Story
club, which helps them to become more autonomous in their learning.
Finally, in the Activity Book they have the opportunity to consolidate and personalise
the theme of the story making a creative contribution to the world in which it takes
place.
Intercurricular themes
In lesson 7 of each unit of Oxford Rooftops, there is an opportunity to transfer English
to introduce contents belonging to other areas of the curriculum: Social and natural
Sciences, art, music and mathematics. In this way concepts worked on in other
subjects are consolidated and students learn to establish practical connections
between the contents of other areas and the structures and vocabulary they are
learning in English, transferring the skills acquired in one area to another.
The intercurricular concept is introduced via the iPack with a presentation using slides
and subsequently consolidated and practised in the Class Book via comprehension
and oral expression activities, and in the Activity Book, via activities reading-writing
activities, presenting the children with a cognitive challenge.
Pronunciation
At the start of the phonetics lesson, the iPack is used to introduce the sounds to study
in the unit. Students are familiarised with the pronunciation of the letters, and also with
their written form. Next, the iPack provides additional receptive practice via fun
interactive game, called Stepping Stones, in which the children have to listen to and
identify both the sounds and the letters that represent them. A third activity in the iPack
shows how these sounds, along with others from previous units, can be combined to
form words.
After consolidating the contents of the iPack in the Class Book activities, students put
into practice what they have learnt, combining the sounds themselves to decipher and
read words.
Students can already read a short story by themselves, specially created for phonetic
reading.
Oxford Rooftops 1 provides one phonetic story per unit in the Phonics Reader that
accompanies the Activity Book. These are stories which the children will be able to
almost completely decipher, as they will have learnt the patterns of sounds and letters
necessary to read them. These are illustrated and humorous stories, and therefore
highly motivating. The stories are also available in the iPack, in electronic format. They
can be used, for example, to revise the sounds already studied at the start of each
lesson.
The Teachers Resource CD-ROM provides printed material (phonetic minicards and
photocopiable sheets of the sounds and their combinations) to continue practising with.
Revision
Oxford Rooftops attaches considerable importance to recycling and Revision of the
language throughout the course. In level 1 there is systematic recycling of all the key
language in all the units and via very varied contexts
In addition to recycling in each unit, there is revision at the end of each term via the
revision stories City Adventures, available in both the iPack and the Class Book. They
reflect the vocabulary and grammar from the two previous units in a story featuring new
characters who live in a different world.
There is additional optional revision in the Teachers Guide and in the Teachers
Resource CD-ROM with the reinforcement and extension sheets.
External exams
The contents and skills of Oxford Rooftops have been developed bearing in mind the
demands of the GESE Trinity and Cambridge English: Young Learners exams.
The textbook used is Oxford Rooftops by Oxford University Press. Students have the
Class Book with an introductory unit which introduces the characters and context of the
course, six units with nine lessons in each, two pages of material about festivities and
three revision stories in the form of comic stories featuring animals (City Adventures); a
mini cultural book per unit and a picture dictionary. They also have the Activity book,
with seven pages of activities and additional practice from the revision stories and the
festivities pages and also the Phonics Readers with six stories, graded in difficulty, to
practise reading common sounds and collocations in the learning of English as a
foreign language.
The teacher has the Teachers Guide, with detailed teaching notes for each lesson ,
suggestions for initial, final and extra activities, cultural notes, the answers to the
students activities, transcriptions of the listenings, references to the Basic
Competences, wordcards, references to the worksheets and an ideas bank with
suggestions for games and activities, explanations of the games in the iPack; the
Teacher's Resource CD-ROM with worksheets for additional vocabulary and grammar
practice to reinforce and extend the main contents of the worksheets from the units, on
festivities, extra stories, intercurricular themes and the worksheets on festivals and the
cultural films; assessment material and the portfolio, the unit tests, notes on the Basic
Competences and the listening and solutions for all the worksheets. The audio CDs
with all the songs, stories, listenings, the listening tests and the Phonics Reader.
There is also the Teacher's Resource Pack with 103 flashcards, 115 wordcards, the
story cards, a Rooftops city poster and another about classroom language
And finally, the resources on the Oxford Online Learning Zone website for students with
interactive practice, to be used at home or in the classroom; the resources on the
Oxford Premium website for teachers with all the material online, and the digital books
available for Oxford Rooftops.
Of lesson development
Each unit includes different kinds of activities that appeal to multiple intelligences
and are designed to facilitate the acquisition, establishment, evolution and
improvement of the various skills that make up a large part of the competence in
the English language. These activities son:
Some of these activities act as an extension for those students without difficulties,
and others offer reinforcement for those who require it.
The activities referred to are as follows:
Of evaluation
The evaluation of learning in primary education will be continuous and global
and will take into account the students progress in the in the combined
areas of the curriculum. The teacher will evaluate both students learning
and their level of achievement of the competences as well as teaching
processes and their own teaching..
The evaluation activities may be classified in different levels:
Complementary
These types of activities, which would include: cultural excursions, seeing plays in
English, celebrating typical Anglo-Saxon festivals etc., will be prepared by the staff
in each schools English department.
With regard to students, the teacher may employ different criteria in order to group
them:
(Delete as appropriate)
Human resources
Support teachers
Psychologist
Criteria
In alphabetical order
Flexible groups (specify what type and why)
Small groups for reinforcement inside/outside classroom
Students with different sensorial needs in different groups
When performing tasks, completing activities, projects, etc. the organisation of students
is carried out depending on the type of interaction occurring at that moment in class:
Teacher-student
Individual work
Pairwork
Group work
The resources available to teachers and the available spaces in which to develop
learning processes are, nowadays, increasingly varied.
As a result, learning contexts are also more diverse. Teachers can implement activities
and projects that involve different settings:
The school
The community
The family context
The classroom is no longer the only space in which to teach a subject. Each school has
a series of spatial resources both material and virtual exploitation of which furnishes
the different scenarios in which the subject is taught:
Language laboratory
Virtual classroom
IT Room Audiovisual Room
Library
Auditorium - Theatre
Workshop
Gymnasium
For the use of common spaces, the teacher will note down in observations when, how
and why these spaces are used for English classes:
____________________________________________________________________
A very important role is played by the incorporation of ICT into education, providing
diverse martial resources which offer teachers the possibility of designing their classes
in a personalised manner and adjusting to the needs of each and every moment:
Vdeo-DVD
TV
Radiocassete/ CD player
Video camera Audio recorder
Computers (PC, laptops, netbooks, tablets, ...)
IWB
Internet (WiFi, others...)
(Note here any observation regarding when, how and why these resources are used.)
One of the elements most reinforced by the LOE and still stressed by the LOMCE is
attention to diversity. It is clear that the same educational activity practised upon the
same group of students produces different effects depending on the knowledge and
previous experience of each of them, their intellectual capacity, and their degree of
interest and motivation regarding teaching.
Oxford Rooftops offers reinforcement and extension activities that allow for
individualised attention to students, depending on their needs and rhythm of learning.
In our project we include ideas in all the lessons so teachers may respond to the
diverse situations that arise in the classroom.
In the material for teachers, the Teachers Guide, and Teachers Resource CD-ROM
we recommend reinforcement and extension activities for students as well as notes for
the teacher, teaching tips, to address the different needs of students.
a) For students with high intellectual capacity: extension contents and material will
be facilitated appropriate to the needs of these students enabling them to develop their
capacities to the full.
b) For students who join the educational system late: the necessary reinforcement
measures will be adapted to facilitate their integration in school and the recovery of lost
time so they may continue to benefit fully from their studies.
c) For students with specific learning difficulties: measures of both schooling and
attention will be adopted. For students with a disability, there will be flexibility and
methodological alternatives. For students with serious learning difficulties, priority will
be given to contents regarding procedure and attitudes, seeking social integration,
given the impossibility of sufficient progress in conceptual contents. It is necessary to
insist n instrumental contents or material regarded as such.
3.6. Assessment
If we assume that the Basic Competences involve real application and practice of
knowledge, habits and attitudes, the way of checking or evaluating whether the student
has acquired the is to reproduce situations that are as real as possible, and in these
situations it is normal for students to resort to that accumulated baggage (all kinds of
contents) but to respond, above all, to practical situations.
There will also be individualised assessment of all students at the end of 3rd of
primary education in which students must demonstrate their degree of acquisition of
competences in linguistic communication and mathematics. At the end of 6th year of
primary education they must also show their degree of acquisition of the Basic
Competences, as well as the achievement of objectives in this phase.
As well as assessing students progress, the teachers work will be evaluated, and
therefore included in the evaluation process of the teaching programmes and their
indicators in each schools proposal for teaching.
Adhering to different criteria, the curriculum proposes a series of tools that allow us to
undertake the assessment process in the classroom. In the case of formative
The assessment criteria established by the curriculum for the first year of primary
education in the area of foreign language, organised into four main blocks:
comprehension and production (expression and interaction) of oral and written texts,
are as follows:
- Know and know how to apply the most appropriate basic strategies for
comprehension of overall meaning, essential information or the main points of
the text.
- Identify the main communicative function of the text (e.g. request for
information, an order, an offer), as well as the basic discursive patterns (e.g.
conversational beginning or end, or points in a narration).
- Know and know how to apply basic strategies to produce very short and
simple oral texts, using, e.g.., prefabricated formulae and language or
memorised expressions or with the aid of gestures.
- Interact in very basic fashion, using very simple linguistic and non-verbal
techniques(e.g.. gestures or physical contact )to start, maintain or conclude a
brief conversation fulfilling the main communicative aim of the text (e.g.. a
greeting, congratulations).
- Produce very short and simple oral texts, using for example. memorised
expressions or with the aid of gestures.
- Participate in a very basic manner in very brief and very simple conversations
that require a direct exchange of information about very familiar themes, using
mainly very simple and isolated expressions and sentences of very frequent
use with repetition and the interlocutor's collaboration essential to continue the
conversation.
- Know and Use a limited repertoire of oral high frequency lexicon related to
everyday situations and specific habitual themes related to ones own interests,
experiences and needs.
- Know and know how to apply the most appropriate basic strategies for
comprehension f the overall meaning, essential information or the main points
of the text.
- Identify the theme and general meaning in texts, both printed and digital, very
short and simple, with predominance of simple structures and very high
- Know and apply basic strategies to produce written texts very short and
simple, p. e. copying very typical words and sentences to achieve desired
communicative functions.
- Construct very short and simple texts, made up of simple isolated sentences,
to speak of oneself or one's immediate surroundings, using a repertoire of
mainly icon-based codes for communication.
Learning standards in this course have been organised into four main blocks:
comprehension and production (expression e interaction) of oral and written texts
.Below we detail the law:
- Participates in daily routines (days of the week, month, and weather, etc.) and
understands the relevant vocabulary.
- Locates familiar words in the visual material used for routines (calendar,
expressions about the weather) or in class books (title, page number etc.).
In the assessment process, we have identified five levels of grading, and to record
them we recommend the following qualitative scale ordered from low to high:
Insuficiente (IN): No conseguido; Suficiente (SU): Conseguido con nivel bajo en los
diferentes mbitos; Bien (BI): Conseguido con nivel medio; Notable (NT): conseguido
con nivel alto, and Sobresaliente (SB): Conseguido totalmente. To apply the grading
criteria these levels must be applied to the Assessment criteria detailed for the area of
foreign language
In order to evaluate students, teachers need a series of instruments that enable them
to obtain specific data. In the template we recommend the instruments we regard as
most suitable for the obtention of this data, such as: observation, written test, oral test,
class notebook, and portfolio. El profesor podr modificar la plantilla sustituyendo o
incluyendo otros instrumentos que haya empleado.
Los INDICATORS en los que se han desglosado las Basic Competences, que
incluimos en la plantilla, and que nos permiten demostrar la competence real del
alumno para esta materia and este curso son los que indicamos a continuacin:
INDICATORS
CL1. LISTENING
CL1.1. Identifies words, introduced previously, about familiar themes of interest.
CL1.2. Identifies simple sentences, introduced previously, about familiar themes of interest.
CL1.3. Grasps the gist of oral texts and identifies some specific details with the help of linguistic and non-
linguistic elements of the context.
CL1.4. Recognises aspects of sound, rhythm, accentuation and intonation of expressions that appear in
habitual communication contexts.
CL2. SPEAKING
CL2.1. Sings a song making appropriate use of linguistic and paralinguistic elements.
CL2.2. Recites chants, tongue twisters, short poems, etc. with correct intonation and pronunciation.
CL2.3. Participates in simple sketches.
CL3. CONVERSING
CL3.1. Participates in very controlled oral exchanges about familiar themes in easily predictable
communication situations.
CL4. READING
INDICATORS
CMCT1. Counts to 10
CMCT2. Resolves simple problems.
CMCT3. Relates fundamental elements and resources with people's lives
CMCT4. Applies very basic scientific concepts and notions to understand the world around us.
CMCT5. Identify some species of living creatures.
CMCT6. Identifica caractersticas de diferentes etapas de la vida de las personas.
INDICATORS
CD1. Uses the digital medium to learn the foreign language.
INDICATORS
AA1. Use basic strategies to learn to learn, such as using picture dictionaries.
AA2. Uses basic comprehension strategies like grasping the gist in oral texts with the aid of linguistic and
non-linguistic elements of the context.
AA3. Use basic strategies of interaction, such as asking for help, accompanying communication with
gestures, etc.
INDICATORS
SC1. Participates in and enjoys game s and sketches adjusting performance to relationship with
classmates.
SC2. Values the foreign language as an instrument of communication with other people.
INDICATORS
SIEE1. Shows interest and curiosity regarding learning the foreign language.
SIEE2. Identifies personal aspects which help one learn better.
INDICATORS
There is a relationship between different elements of the curriculum which play a part in
the assessment process: Assessment criteria, learning standards and basic
competences and indicators. In the following table we reflect upon these elements
following the organisation into four blocks: comprehension and production (expression
e interaction) of oral and written texts.
Imitate a very limited repertoire of basic patterns of SIEE2. Identifies personal aspects which help one learn
sounds, accents, rhythms and intonation better.
Recognise frequently used symbols e Identify the SIEE2. Identifies personal aspects which help one learn
general meanings and communicative intentions related to better.
them.
AA1. Uses basic strategies to learn to learn, such as using
Identify the main function or communicative functions text
This programme and scheduling is a temporal sequence model of learning for 1st year
of Primary Education, a total of 68 hours per course.
The elements we have included in each of the units, to show how the educational
process will be developed, in the case of the programming are the standards of
learning, the linguistic contents corresponding to each unit, the assessment criteria, the
Basic Competences and the indicators which specify the development of each basic
competence.
In the case of the scheduling, we have included the objectives worked on in each
lesson , the activities, indicating the type of activity in question, be it of the start of the
lesson , of development, of attention to diversity (reinforcement and extension), of
assessment, of development of competences or for the development of intercurricular
themes; the Basic Competences and los indicators that specify the development of the
latter, as well as the necessary resources in each of the sessions.
ESTNDARES DE CC
CONTENTS LINGSTICOS ASSESSMENT CRITERIA INDICATORS - COMPETENCES
LEARNING BB
BLOCK 1: COMPREHENSION OF ORAL TEXTS
Understands the essence of Comprehension strategies: initial Know and know how to apply the most CL CL1.1. Identifies words, introduced
teachers messages and contact with the lexicon and appropriate basic strategies for SC previously, about familiar themes of interest.
instructions regarding typical grammar watching the cartoon comprehension of overall meaning, essential CD
classroom activity. versions in the iPack of the information or the main points of the text. CL1.2. Identifies simple sentences,
CEC introduced previously, about familiar themes
vocabulary and the song.
CMCT of interest.
Participates in daily routines Identify basic, specific and significant
and Understands associated Sociocultural and sociolinguistic sociocultural and sociolinguistic aspects, AA
CL1.3. Grasps the gist of oral texts and
vocabulary. aspects: they listen to introductions regarding everyday life and social identifies some specific details with the help
and greetings. conventions, and apply the knowledge of linguistic and non-linguistic elements of
Understand essential acquired regarding these to an adequate the context.
information in very short and Communicative functions: they comprehension of the text.
simple conversations in which identify numbers, colours and CL1.4. Recognises aspects of sound,
student Participates, about classroom objects. Identify the general meaning and a limited rhythm, accentuation and intonation of
expressions that appear in habitual
familiar themes and using repertoire of vocabulary and de expressions
communication contexts.
non-verbal language to Syntactic structures: I'm (Anna). in very short and simple oral texts, about
improve comprehension. I'm (6). related items in very predictable everyday SC1. Participates in and enjoys games and
contexts. sketches adjusting performance to
Understands the basic High frequency lexicon: Numbers: relationship with classmates.
formulae of social relations. 110. Colours: black, blue, brown, Identify the main communicative function of
green, orange, pink, purple, red, the text, as well as the basic discursive SC2. Values the foreign language as an
Understands the teachers white, yellow. Classroom patterns. instrument of communication with other
questions about basic material: bag, crayon, pen, pencil, people.
information, ones body, rubber. Greetings: Hello! Recognise a limited repertoire of oral high
CD1. Uses the digital medium to learn the
objects, pets and animals, Goodbye! Im (Nizzy). frequency lexicon related to everyday
foreign language.
ones family and in general situations and habitual and specific themes
about the topics covered in Patterns of sounds, accents, CEC1. Recognises certain cultural
class rhythms and intonation: The Identify basic patterns of sounds, accents, manifestations present in the Anglo-Saxon
sounds a, e, i, o, u. A chant and a rhythms and intonation and Recognise the
CMCT1. Counts to 10
ESTNDARES DE CC
CONTENTS LINGSTICOS ASSESSMENT CRITERIA INDICATORS - COMPETENCES
LEARNING BB
BLOCK 1: COMPREHENSION OF ORAL TEXTS
Understands the essence of Comprehension strategies: initial Know and know how to apply the most CL CL1.1. Identifies words, introduced
teachers messages and contact with the lexicon and appropriate basic strategies for SC previously, about familiar themes of interest.
instructions regarding typical grammar watching the cartoon comprehension of overall meaning, essential CD
classroom activity. versions in the iPack of vocabulary, information or the main points of the text. CL1.2. Identifies simple sentences,
CEC introduced previously, about familiar themes
songs and stories
CMCT of interest.
Participates in daily routines Identify basic, specific and significant
and Understands associated Sociocultural and sociolinguistic sociocultural and sociolinguistic aspects, AA
CL1.3. Grasps the gist of oral texts and
vocabulary. aspects: they listen to a story regarding everyday life and social identifies some specific details with the help
about a trip to the park (The park conventions, and apply the knowledge of linguistic and non-linguistic elements of
Understands essential story), a video about everyday acquired regarding these to an adequate the context.
information in very short and language and a text about comprehension of the text.
simple conversations in which geometrical shapes. CL1.4. Recognises aspects of sound,
student participates, about Identify the general meaning and a limited rhythm, accentuation and intonation of
expressions that appear in habitual
familiar themes and using Communicative functions: repertoire of vocabulary and de expressions
communication contexts.
non-verbal language to description of toys, adjectives, in very short and simple oral texts, about
improve comprehension. possessions and geometrical related items in very predictable everyday SC1. Participates in and enjoys games and
shapes. contexts. sketches adjusting performance to
Understands the basic relationship with classmates.
formulae of social relations. Syntactic structures: Ive got a Identify the main communicative function of
(skateboard). Its (blue and black). the text, as well as the basic discursive SC2. Values the foreign language as an
Understands the teachers Its (big). This ball is for you. This patterns. instrument of communication with other
questions about basic ball is for me. people.
information, ones body, Recognise a limited repertoire of oral high
CD1. Uses the digital medium to learn the
objects, pets and animals, High frequency lexicon: Toys: ball, frequency lexicon related to everyday
foreign language.
ones family and in general bike, book, doll, kite, scooter, situations and habitual and specific themes
about the topics covered in skateboard, skipping rope; CEC1. Recognises certain cultural
class Adjectives: big, small, old, new; Identify basic patterns of sounds, accents, manifestations present in the Anglo-Saxon
Geometrical shapes: circle, rhythms and intonation and recognise the
CMCT1. Counts to 10
ESTNDARES DE CC
CONTENTS LINGSTICOS ASSESSMENT CRITERIA INDICATORS - COMPETENCES
LEARNING BB
BLOCK 1: COMPREHENSION OF ORAL TEXTS
Understands the essence of Comprehension strategies: initial Know and know how to apply the most CL CL1.1. Identifies words, introduced
teachers messages and contact with the lexicon and appropriate basic strategies for SC previously, about familiar themes of interest.
instructions regarding typical grammar watching the cartoon comprehension of overall meaning, essential CD
classroom activity. versions in the iPack Del information or the main points of the text. CL1.2. Identifies simple sentences,
CEC introduced previously, about familiar themes
vocabulary, songs and Stories.
CMCT of interest.
Participates in daily routines Identify basic, specific and significant
and Understands associated Sociocultural and sociolinguistic sociocultural and sociolinguistic aspects, AA
CL1.3. Grasps the gist of oral texts and
vocabulary. aspects: they listen to a story regarding everyday life and social identifies some specific details with the help
about a walk by the river (The river conventions, and apply the knowledge of linguistic and non-linguistic elements of
Understand essential story), a video about everyday acquired regarding these to an adequate the context.
information in very short and language and a text about frogs. comprehension of the text.
simple conversations in which CL1.4. Recognises aspects of sound,
student Participates, about Communicative functions: Identify the general meaning and a limited rhythm, accentuation and intonation of
expressions that appear in habitual
familiar themes and using description of animals, repertoire of vocabulary and of expressions
communication contexts.
non-verbal language to characteristics of animals and life in very short and simple oral texts, about
improve comprehension. cycle of frogs. Description of las related items in very predictable everyday SC1. Participates in and enjoys games and
preferencias sobre los animales. contexts. sketches adjusting performance to
Understands the basic relationship with classmates.
formulae of social relations. Syntactic structures: Its a Identify the main communicative function of
(mouse). A blue (body). Blue the text, as well as the basic discursive SC2. Values the foreign language as an
Understands the teachers (legs). Whats your favourite patterns. instrument of communication with other
questions about basic animal? My favourite animals (a people.
information, ones body, dog). Recognise a limited repertoire of oral high
CD1. Uses the digital medium to learn the
objects, pets and animals, frequency lexicon related to everyday
foreign language.
ones family and in general High frequency lexicon: Animals: situations and habitual and specific themes
about the topics covered in bird, cat, dog, fish, frog, horse, CEC1. Recognises certain cultural
class mouse, rabbit. Parts of the body Distinguish between basic patterns of manifestations present in the Anglo-Saxon
of an animal: body, legs, nose, sounds, accents, rhythms and intonation and
ESTNDARES DE CC
CONTENTS LINGSTICOS ASSESSMENT CRITERIA INDICATORS - COMPETENCES
LEARNING BB
BLOCK 1: COMPREHENSION OF ORAL TEXTS
Understands the essence of Comprehension strategies: initial Know and know how to apply the most CL CL1.1. Identifies words, introduced
teachers messages and contact with the lexicon and appropriate basic strategies for SC previously, about familiar themes of interest.
instructions regarding typical grammar watching the cartoon comprehension of overall meaning, essential CD
classroom activity. versions in the iPack of the information or the main points of the text. CL1.2. Identifies simple sentences,
CEC introduced previously, about familiar themes
vocabulary, songs and Stories.
CMCT of interest.
Participates in daily routines Identify basic, specific and significant
and Understands associated Sociocultural and sociolinguistic sociocultural and sociolinguistic aspects, AA
CL1.3. Grasps the gist of oral texts and
vocabulary. aspects: they listen to a story regarding everyday life and social identifies some specific details with the help
about a visit to the museum (The conventions, and apply the knowledge of linguistic and non-linguistic elements of
Understand essential museum story), a video about acquired regarding these to an adequate the context.
information in very short and everyday language and a text comprehension of the text.
simple conversations in which about Road safety. CL1.4. Recognises aspects of sound,
student Participates, about Identify the general meaning and a limited rhythm, accentuation and intonation of
expressions that appear in habitual
familiar themes and using Communicative functions: terms repertoire of vocabulary and de expressions
communication contexts.
non-verbal language to related with means of transport in very short and simple oral texts, about
improve comprehension. and description of means of related items in very predictable everyday SC1. Participates in and enjoys games and
transport; actions; orders regarding contexts. sketches adjusting performance to
Understands the basic Road safety. relationship with classmates.
formulae of social relations. Identify the main communicative function of
Syntactic structures: I can see a the text, as well as the basic discursive SC2. Values the foreign language as an
Understands the teachers (motorbike). I can see a (purple) patterns. instrument of communication with other
questions about basic (bike). (Dont) eat / run / shout / people.
information, ones body, walk. Stop! Look! Listen! Cross! Recognise a limited repertoire of oral high
CD1. Uses the digital medium to learn the
objects, pets and animals, Let's sit down! Let's stand up! frequency lexicon related to everyday
foreign language.
ones family and in general situations and habitual and specific themes
about the topics covered in High frequency lexicon: Transport: CEC1. Recognises certain cultural
class bus, car, helicopter, lorry, Distinguish between basic patterns of manifestations present in the Anglo-Saxon
motorbike, plane, and taxi, train: sounds, accents, rhythms and intonation and
High frequency lexicon: Transport: AA1. Use basic strategies to learn to learn,
bus, car, helicopter, lorry, such as using picture dictionaries.
motorbike, plane, taxi, train:
Actions: walk, run, eat, shout; AA3. Use basic strategies of interaction,
Road safety: stop, look, listen, such as asking for help, accompanying
cross; Expressions de communication with gestures, etc.
courtesy: Please, Thank you!
Sorry! (key). cat, dog, bike, book, CEC3. Reproduces patterns of rhythm and
tail, legs, ball, big, head; Colours melody with his/her voice.
(revision).
CEC4. Participates in and enjoys games
Patterns of sounds, accents, and sketches.
rhythms and intonation:
reproducing the initial sound /t/.
They reproduce the sounds b, d, g,
l, ll, v, w and combine them to
form words (van, bull, dog, bag,
ESTNDARES DE CC
CONTENTS LINGSTICOS ASSESSMENT CRITERIA INDICATORS - COMPETENCES
LEARNING BB
BLOCK 1: COMPREHENSION OF ORAL TEXTS
Understands the essence of Comprehension strategies: initial Know and know how to apply the most CL CL1.1. Identifies words, introduced
teachers messages and contact with the lexicon and appropriate basic strategies for SC previously, about familiar themes of interest.
instructions regarding typical grammar watching the cartoon comprehension of overall meaning, essential CD
classroom activity. versions in the iPack of the information or the main points of the text. CL1.2. Identifies simple sentences,
CEC introduced previously, about familiar themes
vocabulary, songs and stories.
CMCT of interest.
Participates in daily routines Identify basic, specific and significant
and Understands associated Sociocultural and sociolinguistic sociocultural and sociolinguistic aspects, AA
CL1.3. Grasps the gist of oral texts and
vocabulary. aspects: they listen to a story regarding everyday life and social identifies some specific details with the help
about a birthday party (The party conventions, and apply the knowledge of linguistic and non-linguistic elements of
Understands essential story), a video about everyday acquired regarding these to an adequate the context.
information in very short and language and a text about growing. comprehension of the text.
simple conversations in which CL1.4. Recognises aspects of sound,
student participates, about Communicative functions: Identify the general meaning and a limited rhythm, accentuation and intonation of
expressions that appear in habitual
familiar themes and using description of members of the repertoire of vocabulary and de expressions
communication contexts.
non-verbal language to family, actions and stages of in very short and simple oral texts, about
improve comprehension. growth. related themes in very predictable everyday SC1. Participates in and enjoys games and
contexts. sketches adjusting performance to
Understands the basic Syntactic structures: This is my relationship with classmates.
formulae of social relations. (dad). I / He / She can (dance / Identify the main communicative function of
jump / sing / skip). How old are the text, as well as the basic discursive SC2. Values the foreign language as an
Understands the teachers you? patterns. instrument of communication with other
questions about basic people.
information, ones body, High frequency lexicon: Family: Recognise a limited repertoire of oral high
CD1. Uses the digital medium to learn the
objects, pets and animals, aunty, brother, dad, grandma, frequency lexicon related to everyday
foreign language.
ones family and in general grandpa, mum, sister, uncle. situations and habitual and specific themes
about the topics covered in Actions: dance, jump, sing, skip. CEC1. Recognises certain cultural
class Growth: crawl, smile, talk, write Identify basic patterns of sounds, accents, manifestations present in the Anglo-Saxon
(clave); car, lorry, walk, run, shout, rhythms and intonation and Recognise the
ESTNDARES DE CC
CONTENTS LINGSTICOS ASSESSMENT CRITERIA INDICATORS - COMPETENCES
LEARNING BB
BLOCK 1: COMPREHENSION OF ORAL TEXTS
Understands the essence of Comprehension strategies: initial Know and know how to apply the most CL CL1.1. Identifies words, introduced
teachers messages and contact with the lexicon and appropriate basic strategies for SC previously, about familiar themes of interest.
instructions regarding typical grammar watching the cartoon comprehension of general meaning, CD
classroom activity. versions in the iPack of the essential information or the main points of CL1.2. Identifies simple sentences,
CEC introduced previously, about familiar themes
vocabulary, songs and stories. the text.
CMCT of interest.
Participates in daily routines
and Understands associated Sociocultural and sociolinguistic Identify basic, specific and significant AA
CL1.3. Grasps the gist of oral texts and
vocabulary. aspects: they listen to a story sociocultural and sociolinguistic aspects, identifies some specific details with the help
about carnival (The carnival story), regarding everyday life and social of linguistic and non-linguistic elements of
Understand essential a video about everyday language conventions, and apply the knowledge the context.
information in very short and and a text about drawing faces. acquired regarding these to an adequate
simple conversations in which comprehension of the text. CL1.4. Recognises aspects of sound,
student participates, about Communicative functions: rhythm, accentuation and intonation of
expressions that appear in habitual
familiar themes and using description of clothes, description Identify the general meaning and a limited
communication contexts.
non-verbal language to of sensations, instructions about repertoire of vocabulary and expressions in
improve comprehension. clothes. very short and simple oral texts, about SC1. Participates in and enjoys games and
related items in very predictable everyday sketches adjusting performance to
Understands the basic Syntactic structures: I'm wearing a contexts. relationship with classmates.
formulae of social relations. (yellow) (T-shirt). I'm / He's / She's
(happy). Put your shoes) on! Take Identify the main communicative function of SC2. Values the foreign language as an
Understands the teachers (your cap) off!. the text, as well as the basic discursive instrument of communication with other
questions about basic data, patterns. people.
ones body, objects, pets and High frequency lexicon: Clothes:
CD1. Uses the digital medium to learn the
animals, ones family and in cap, dress, jacket, shoes, skirt, Recognise a limited repertoire of oral high
foreign language.
general about the topics sunglasses, trousers, T-shirt. frequency lexicon related to everyday
covered in class Sensations: happy, hungry, sad, situations and habitual and specific themes CEC1. Recognises certain cultural
thirsty, tired. Pictures of faces: manifestations present in the Anglo-Saxon
Distinguishes between the angry, ill, scared, tired (clave); ball, Identify basic patterns of sounds, accents,
(revision).
ESTNDARES DE CC
CONTENTS LINGSTICOS ASSESSMENT CRITERIA INDICATORS - COMPETENCES
LEARNING BB
BLOCK 1: COMPREHENSION OF ORAL TEXTS
Understands the essence of Comprehension strategies: initial Know and know how to apply the most CL CL1.1. Identifies words, introduced
teachers messages and contact with the lexicon and appropriate basic strategies for SC previously, about familiar themes of interest.
instructions regarding typical grammar watching the cartoon comprehension of general meaning, CD
classroom activity. versions in the iPack del essential information or the main points of CL1.2. Identifies simple sentences,
CEC introduced previously, about familiar themes
vocabulary, songs and Stories. the text.
CMCT of interest.
Participates tees in daily
routines and Understands Sociocultural and sociolinguistic Identify basic, specific and significant AA
CL1.3. Grasps the gist of oral texts and
associated vocabulary. aspects: they listen to a story sociocultural and sociolinguistic aspects, identifies some specific details with the help
about picnics (The picnic story), a regarding everyday life and social of linguistic and non-linguistic elements of
Understand essential video about everyday language conventions, and apply the knowledge the context.
information in very short and and a text about a fruit tree. acquired regarding these to an adequate
simple conversations in which comprehension of the text. CL1.4. Recognises aspects of sound,
student Participates, about Communicative functions: rhythm, accentuation and intonation of
expressions that appear in habitual
familiar themes and using description of food, fruit , Identify the general meaning and a limited
communication contexts.
non-verbal language to information about a country fair repertoire of vocabulary and of expressions
improve comprehension. and description tastes and in very short and simple oral texts, about SC1. Participates in and enjoys games and
preferences related items in very predictable everyday sketches adjusting performance to
Understands the basic contexts. relationship with classmates.
formulae of social relations. Syntactic structures: I like (apples).
I don't like (olives). Here's a (tree). Identify the main communicative function of SC2. Values the foreign language as an
Understands the teachers Do you like (apples)? Yes, I do. / the text, as well as the basic discursive instrument of communication with other
questions about basic No, I don't. patterns. people.
information, ones body,
CD1. Uses the digital medium to learn the
objects, pets and animals, High frequency lexicon: Comida: Recognise a limited repertoire of oral high
foreign language.
ones family and in general apples, cakes, eggs, olives, frequency lexicon related to everyday
about the topics covered in sandwiches, sausages, situations and habitual and specific themes CEC1. Recognises certain cultural
class strawberries, tomatoes. Fruit: manifestations present in the Anglo-Saxon
cherries, grapes, oranges, Distinguish between patterns of sounds,
CC
LEARNING STANDARDS CONTENTS LINGSTICOS ASSESSMENT CRITERIA INDICATORS - COMPETENCES
BB
BLOCK 1: COMPREHENSION OF ORAL TEXTS
Understands the essence of Comprehension strategies: initial Know and know how to apply the most CL CL1.1. Identifies words, introduced
teachers messages and contact with the lexicon and appropriate basic strategies for SC previously, about familiar themes of interest.
instructions regarding typical grammar watching the cartoon comprehension of general meaning, CD
classroom activity. versions in the iPack del essential information or the main points of CL1.2. Identifies simple sentences,
CEC introduced previously, about familiar themes
vocabulary and the songs the text.
AA of interest.
Participates in daily routines
and Understands associated Sociocultural and sociolinguistic Identify basic, specific and significant CL1.3. Grasps the gist of oral texts and
vocabulary aspects: they listen to vocabulary sociocultural and sociolinguistic aspects, identifies some specific details with the help
related to Halloween and regarding everyday life and social of linguistic and non-linguistic elements of
Understand essential Christmas conventions, and apply the knowledge the context.
information in very short and acquired regarding these to an adequate
simple conversations in which Communicative functions: comprehension of the text. CL1.4. Recognises aspects of sound,
student Participates, about description of objects and rhythm, accentuation and intonation of
expressions that appear in habitual
familiar themes and using costumes related to Halloween and Identify the general meaning and a limited
communication contexts.
non-verbal language to Christmas repertoire of vocabulary and de expressions
improve comprehension. in very short and simple oral texts, about SC1. Participates in and enjoys games and
Syntactic structures: Who is it? Im related items in very predictable everyday sketches adjusting performance to
Understands the basic a (bat). Its a (yellow) (star). contexts. relationship with classmates.
formulae of social relations.
High frequency lexicon: Identify the main communicative function of SC2. Values the foreign language as an
Understands the teachers Halloween: bat, ghost, monster, the text, as well as the basic discursive instrument of communication with other
questions about basic pumpkin, rat, And witch. patterns. people.
information, ones body, Christmas: carrot, mince pie,
CD1. Uses the digital medium to learn the
objects, pets and animals, present, stocking, star, tree. Recognise a limited repertoire of oral high
foreign language.
ones family and in general frequency lexicon related to everyday
about the topics covered in Patterns of sounds, accents, situations and habitual and specific themes CEC1. Recognises certain cultural
class rhythms and intonation: some manifestations present in the Anglo-Saxon
songs (A party for Halloween; Distinguish between basic patterns of
Approx. Timing
UNIT Approx. N Sessions Notas and observaciones
(45 mins por session )*
*Each centre will have to adapt this program to its own situation and timetable
LAS SESSIONS SON DE 45' CADA UNA DE MANERA ORIENTATIVA. CADA PROFESOR ADAPTARA ESTE ASPECTO A SU HORARIO and AL NIVEL DE SU CLASE.
The following table shows the nomenclature for the different elements which make up the scheduling of the units.
COGNITIVE
SKILLS CCBB INTERACTION RESOURCES ESCENARIOS
PROCESSES
Written Comunicacin
CE CL PA Profesor alumno AB Activity Book ACC Access Language laboratory
comprehension lingstica
Comprehensio Matemtica, cientfica
CO CMCT TI Individual work CB Class Book IDE Identification IT room
n oral and tecnolgica
Expression Comprehensio
EE CD Digital competence TG Group work TG Teachers Guide COMP Aula taller
escrita n
TR Teachers Resource
EO Oral expression AA Aprender a aprender TP Pairwork REP Reproduction Aula virtual
CD-ROM CD-ROM
Teachers Resource
IO Interaction oral SC Sociales and cvicas TRP REF Reflection Library
Pack
Sense of initiative and
TD All skills SIEE iPack Interactive materials CONX Connection Auditorium
entrepreneurial spirit
Cultural awareness and
CEC SINT Sntesis Gimnasio
expressions
MEM Memorization
Listen to the text in the CD, indicating the photographs in the SIEE SIEE1. Shows interest and curiosity regarding learning the
book and repeating the language of everyday use (Listen, point foreign language.
and repeat).
Practise oral expression. Listen to the recording looking at the pictures and marking the CL CL1.2. Identifies simple sentences, introduced previously,
correct option (Listen, look and tick). about familiar themes of interest.
Practise the oral expression. Act out the scene from the book with the language studied in CL CL2.3. Participates in simple sketches.
the lesson (Act out a scene).
Community Values: Oral exchange talking about the importance of sharing, why it is SC SC2. Values the foreign language as an instrument of
Understand the importance of important, when it is difficult, etc. (We share). communication with other people.
sharing.
Be aware of community values. Do an AB exercise observing the picture and colouring the CEC CEC2. Creates simple works of art.
children who share things (Colour the children sharing).
Do an AB exercise observing the picture and marking the words CL CL4.1. Reads words introduced previously in oral fashion
for the objects that appear in it (Look and tick the words in the familiar and interesting themes.
picture).
Practise an English sound in Do an AB exercise listening to a chant and marking the CL CL1.4. Recognises aspects of sound, rhythm,
the context of the unit: bike, corresponding picture (Listen and tick). accentuation and intonation of expressions that appear in
book. habitual communication contexts.
Do an AB exercise listening to and reciting the chant (Listen CL CL2.2. Recites chants, tongue twisters, short poems, etc.
again and chant). with correct intonation and pronunciation.
Finish the lesson . Participation in the game Mime miming the toys and SC SC1. Participates in and enjoys games and sketches
expressions (optional). adjusting performance to relationship with classmates.
Develop digital competence. Online Learning Zone: CD CD1. Uses the digital medium to learn the foreign PC / Tablet
Free use of the Internet activities suggested for the unit. language.
Listen to the text in the CD, indicating the photographs in the SIEE SIEE1. Shows interest and curiosity regarding learning the
book and repeating the language of everyday use (Listen, point foreign language.
and repeat).
Practise oral expression. Listen to the recording matching the pictures of the children CL CL1.2. Identifies simple sentences, introduced previously,
with their favourite animals (Listen and match). about familiar themes of interest.
Practise the oral expression. Practise the questions and answers about the children in the CL CL2.3. Participates in simple sketches.
picture and their favourite animals (Ask and answer).
Community Values: We like Oral exchange talking about the importance of caring for SC SC2. Values the foreign language as an instrument of
animals animals, treating them well and with respect (We like animals). communication with other people.
Be aware of community values. Do an AB exercise colouring the children being kind to the CEC CEC2. Creates simple works of art.
animals (Colour the children being kind to animals).
Do an AB exercise observing the picture and circling the animal CL CL4.1. Reads words introduced previously in oral fashion
word that appears in it (Look and circle the animal in the familiar and interesting themes.
picture).
Practise an English sound in Do an AB exercise listening to a chant and marking the CL CL1.4. Recognises aspects of sound, rhythm,
the context of the unit: doll, corresponding picture (Listen and tick). accentuation and intonation of expressions that appear in
dog. habitual communication contexts.
Do an AB exercise listening to and reciting the chant (Listen CL CL2.2. Recites chants, tongue twisters, short poems, etc.
again and chant). with correct intonation and pronunciation.
Finish the lesson . Preparation of a survey about animals drawn in the cultural CMCT CMCT2. Resolves simple problems.
miniboom and exhibiting he results with a bar chart(optional)
Develop digital competence. Online Learning Zone: CD CD1. Uses the digital medium to learn the foreign PC / Tablet
Free use of the Internet activities suggested for the unit. language.
Introduction of the vocabulary of means of transport with the CD CD1. Uses the digital medium to learn the foreign
flashcards in the iPack (optional) language.
Identify the vocabulary. Listen to the vocabulary in the CD indicating the means of CL CL1.1. Identifies words, introduced previously, about
transport in the book illustration (Listen, point and repeat). familiar themes of interest.
Reproduce the vocabulary. Listen to the numbers of the means of transport saying the CL CL1.1. Identifies words, introduced previously, about
vocabulary corresponding to each number (Listen and say the familiar themes of interest.
word).
Listen to a chant and stick the Listen to the chant from the activity Stick, stick, stick... while CL CL1.4. Recognises aspects of sound, rhythm,
stickers. they stick the corresponding stickers onto the pictures of the accentuation and intonation of expressions that appear in
means of transport (Sticker time. Listen and stick). habitual communication contexts.
Memorise the vocabulary via Listen to and repeat a chant with the names of the means of CL CL2.2. Recites chants, tongue twisters, short poems, etc.
repetition. transport (Listen and chant). with correct intonation and pronunciation.
Reinforce language learnt in Do an AB exercise numbering the means of transport and CEC CEC2. Creates simple works of art.
lesson via writing and reading colouring them according to colours of the keywords (Look and
activities. number. Look and colour).
Finish the lesson . Oral interaction remembering the character who saw each SC SC1. Participates in and enjoys games and sketches
means of transport in the animation of the vocabulary, watch it adjusting performance to relationship with classmates.
again. Participation in the game Traffic lights (optional)
Develop digital competence. Online Learning Zone: CD CD1. Uses the digital medium to learn the foreign PC / Tablet
Free use of the Internet activities suggested for the unit. language.
Listen to the text in the CD, indicating the photographs in the SIEE SIEE1. Shows interest and curiosity regarding learning the
book and repeating the language of everyday use (Listen, point foreign language.
and repeat).
Practise oral expression. Listen to the recording matching the pictures of the children CL CL1.2. Identifies simple sentences, introduced previously,
with their birthday cakes and drawing the correct number of about familiar themes of interest.
candles (Listen and match. Draw).
Practise the oral expression. Practise the questions and answers about their age, writing the CL CL3.1. Participates in very controlled oral exchanges
results on the board (Ask and answer). about familiar themes in easily predictable communication
situations.
Community Values: We keep Oral exchange talking about the importance of keeping fit, the SIEE SIEE2. Identifies personal aspects which help one learn
fit. benefits of doing sport or active games (We're active). better.
Be aware of community values. Do an AB exercise colouring the pictures of the children who CEC CEC2. Creates simple works of art.
keep fit (Look and colour the active children).
Do an AB exercise observing the picture and ticking the words CL CL4.1. Reads words introduced previously in oral fashion
that appear in it (Look and tick the words in the pictures). familiar and interesting themes.
Practise an English sound in Do an AB exercise listening to a chant and marking the CL CL1.4. Recognises aspects of sound, rhythm,
the context of the unit: mum, corresponding picture (Listen and tick). accentuation and intonation of expressions that appear in
brother. habitual communication contexts.
Do an AB exercise listening to and reciting the chant (Listen CL CL2.2. Recites chants, tongue twisters, short poems, etc.
again and chant). with correct intonation and pronunciation.
Develop digital competence. Online Learning Zone: CD CD1. Uses the digital medium to learn the foreign PC / Tablet
Free use of the Internet activities suggested for the unit. language.
Develop digital competence. Online Learning Zone: CD CD1. Uses the digital medium to learn the foreign PC / Tablet
Free use of the Internet activities suggested for the unit. language.
Check understanding of the Listen to the song identifying the pictures in the book for each CL CL1.4. Recognises aspects of sound, rhythm,
grammatical structure. verse. accentuation and intonation of expressions that appear in
habitual communication contexts.
Second listening and observing pictures of food (Listen and CL CL2.1. Sings a song making appropriate use of linguistic
point. Listen and sing). and paralinguistic elements.
Practise the grammatical Listen to and repeat a text numbering pictures of food as it is CL CL1.3. Grasps the gist of oral texts and identifies some
structure via oral mentioned (Listen and number). specific details with the help of linguistic and non-linguistic
comprehension. elements of the context.
Practise the oral expression. Completion of an activity following the lines of the maze and SC SC2. Values the foreign language as an instrument of
drawing the food on the plates. Reproduction de los names communication with other people .
taking turns with a classmate . Participation in a game
guessing the character who likes this food acceding to the
description (Follow and draw. Say. Play).
Consolidate the vocabulary . Completion of the picture dictionary from unit 6 in the CB AA AA1. Use basic strategies to learn to learn, such as using
(Picture Dictionary picture dictionaries.
Reinforce language learnt in Do an AB exercise observing the drawing, numbering the CL CL5.2. Writes sentences based on models and with a
lesson via writing and reading character sand writing sentences about the food they like specific goal.
activities. (Look, number and write).
Finish the lesson . Revision of the vocabulary indicating the different places, SC SC1. Participates in and enjoys games and sketches
characters and foods in the poster. Participation in the games adjusting performance to relationship with classmates.
Find it first! and True or not true (optional)
Revise, consolidate and extend Reinforcement and extension activities: CL CL5.2. Writes sentences based on models and with a TR CD-ROM
the unit contents . - Reinforcement worksheet 1 specific goal.
- Extension worksheet 1
- Song worksheet
Introduction of the new vocabulary with the flashcards in the CD CD1. Uses the digital medium to learn the foreign
iPack (optional) language.
Practise oral expression. Listen to the vocabulary in the CB indicating the fruit in the CL CL1.1. Identifies words, introduced previously, about
book illustration(Listen, point and repeat). familiar themes of interest.
Listen to the numbers and say the fruit corresponding to each CL CL1.1. Identifies words, introduced previously, about
number (Listen and say the word). familiar themes of interest.
Practise oral expression. Complecin de la tabla segn la audicin. Realizacin de su CL CL1.2. Identifies simple sentences, introduced previously,
dibujo completando la tabla segn sus gustos sobre las frutas about familiar themes of interest.
(Listen and tick or cross. Draw and complete for you).
Participation in a game in pairs in which one student describes CEC CEC4. Participates in and enjoys games and sketches.
a character's tastes and the other guesses who it is (Say. Play).
Do an AB exercise colouring the fruit according to the key, CMCT CMCT1. Counts to 10
counting the pieces of each type and writing the number and
the fruit (Colour, count and write).
Do an AB exercise completing sentences about the pictures CL CL5.2. Writes sentences based on models and with a
and drawing themselves nd completing sentence s about specific goal.
themselves (Look and write. Draw for you and write).
Finish the lesson . Participation en un game catando frutas a ciegas and diciendo SIEE SIEE2. Identifies personal aspects which help one learn
su sabor and si les gusta o no. Complecin of a tabla sobre los better.
resultados (optional)
Revise, consolidate and extend Reinforcement and extension activities: CL CL5.2. Writes sentences based on models and with a TR CD-ROM
the unit contents . - Reinforcement worksheet 2 specific goal.
- Extension worksheet 2
- Story worksheet
Develop digital competence. Online Learning Zone: CD CD1. Uses the digital medium to learn the foreign PC / Tablet
Free use of the Internet activities suggested for the unit. language.
INSTRUMENTS OF
GRADING LEVELS
ASSESSMENT
IN SU BI NT SB
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INSTRUMENTS OF
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INSTRUMENTS OF
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INSTRUMENTS OF
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INSTRUMENTS OF
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The Common European Framework of Reference for Languages (CEF) is a description of linguistic
competence in six levels: A1, A2, B1, B2, C1 and C2. The contents of English for primary
correspond approximately with the first two. The indicators have been drawn up to help both
students and teachers normalise assessment processes.
The texts, tasks and functions of the text book have been carefully selected to include the linguistic
skills underlined in the lower levels of the CEF.
The Portfolio, proposed by the Council of Europe, is a folder kept by students in which they detail
their experiences with regard to languages and language learning
This includes the student's mother tongue, as well as any other language he/she has had contact
with. The portfolio comprises the following elements:
A linguistic biography:
A list in which students evaluate their linguistic skills in terms of what they can do: What I
can do.
Tools to help students identify their learning style and their objectives.
A list of learning activities to perform outside class.
Un pasaporte lingstico
A global evaluation of the student's linguistic skills based on the indicators of the CEF.
A brief report about language learning both inside and outside the classroom.
Una lista de certificados and ttulos.
Un dossier lingstico:
A collection of the student's work, from written tasks to recordings and projects.
In synthesis the biography details daily experiences in the in using and learning the language, the
passport summarises these experiences and the dossier is the evidence of the experiences
chosen.
In the Teachers Resource CD-ROM there are photocopiable material and evaluation sheets for
each unit for students to complete a biography of language learning, with particular reference to
the contents of the student's book.
When students have completed these sheets, the teacher will collect them and keep them to be
returned at the end of the year. At that stage, teachers will be asked to consult the CEF indicators
and to decide the level attained by students during the year in general terms.
Name: ____________________________
Nationality: ________________________
Mother tongue: _____________________
Date: ______________________________
Assessment of the different skills in the foreign language. Tick () or cross (x) for each level A1 or
A2 according to the description of each skill.
A1 A2
Listening
Reading
Conversation
Speaking
Writing
A1 A2
Listening Is able to identify words of normal usage Is able to understand the most usual
and simple sentences about oneself, sentences and vocabulary about themes of
ones family and ones immediate personal interest (like very basic personal and
surroundings when spoken to clearly and family information, shopping, place of
slowly. residence, profession). Puede captar la idea
principal de mensajes and anuncios sencillos,
breves and claros.
Reading Is able to understand well-known names, Is able to read very short and simple texts.
words and very simple sentences, for Can find specific and predictable information in
example, in adverts and posters or simple everyday texts like adverts, menus and
catalogues. timetables and understands short, simple
personal letters.
Conversation Is able to interact in a simple way if the Is able to communicate in simple, habitual
(Oral other person is prepared to repeat or tasks that require an exchange of simple and
interaction) rephrase what they have said more direct information about everyday themes and
slowly and help him/her formulate what activities. Can undertake very brief social
they are trying to say. Knows how to ask exchanges, despite normally not being able to
and answer simple questions about understand enough to maintain a conversation
matters of immediate need or everyday oneself
themes.
Speaking Is able to use simple expressions and Is able to begin a series of expressions and
(Oral sentences to describe the place where sentences to describe in simple terms ones
production) one lives and the people one knows. family and other people, their living conditions,
their formation and their current or most recent
job.
Writing Is able to write short, simple postcards, Is able to write short and simple notes and
for example, to send congratulations. messages related to issues of immediate
Knows how to fill in forms with personal need. Can write a very simple personal letter,
data, for example their name, nationality for example thanking somebody.
and address in a hotel register.
Name: ___________________________
Nationality: _______________________
First language: ____________________
Date: ____________________________
Evaluate your language ability in each skill area. Read the descriptions of language skills for levels
A1 or A2. Then put ticks () or crosses (x) in the table.
A1 A2
Listening
Reading
Conversation
Speaking
Writing
A1 A2
Listening I can recognise familiar words and very I can understand phrases and the highest
basic phrases concerning myself, my frequency vocabulary related to areas of most
family and immediate concrete immediate personal relevance (e.g. very basic
surroundings when people speak slowly personal and family information, shopping,
and clearly. local area, employment). I can catch the main
point in short, clear, simple messages and
announcements.
Reading I can understand familiar names, words I can read very short, simple texts. I can find
and very simple sentences, for example specific, predictable information in simple
on notices and posters or in catalogues. everyday material such as advertisements,
prospectuses, menus and timetables and I can
understand short simple personal letters.
Conversation I can interact in a simple way provided I can communicate in simple and routine tasks
(Oral the other person is prepared to repeat or requiring a simple and direct exchange of
interaction) rephrase things at a slower rate of information on familiar topics and activities. I
speech and help me formulate what Im can handle very short social exchanges, even
trying to say. I can ask and answer though I cant usually understand enough to
simple questions in areas of immediate keep the conversation going myself.
need or on very familiar topics.
Speaking I can use simple phrases and sentences I can use a series of phrases and sentences to
(Oral to describe where I live and people I describe in simple terms my family and other
production) know. people, living conditions, my educational
background and my present or most recent
job.
Writing I can write a short, simple postcard, for I can write short, simple notes and messages
example sending holiday greetings. I can relating to matters in areas of immediate need.
fill in forms with personal details, for I can write a very simple personal letter, for
example entering my name, nationality example thanking someone for something.
and address on a hotel registration form.