Contents

In order to develop the abilities expressed in the objectives, I will work on the

contents. They are a group of cultural forms and knowledge, which allows building

the students’ knowledge around them. They are also the key to achieving the

development of capacities.

The contents of this syllabus design are based on the official ones for the

6th level of Primary Education as established by the Order ECD/686/2014. It

classifies the contents into 4 blocks:

1. Comprehension of oral texts

2. Producing oral texts (expression and interaction)
3. Understanding written texts
4. Production of written texts (expression and interaction)

The development of the contents is relevant to the abilities appropriate to

each level. The integration of previous knowledge and new knowledge,

internalising the new concepts, abilities, skills and attitudes with the teacher’s

help will be very important. To achieve this, I have planned the distribution of

the contents following these principles:

 The grammar contents studied, centring the 1st term in the present tense;

the 2nd, in the past tense; and the 3rd, in the future with going to and

suggestions, and they follow the official grammar contents and functions

established by the Decree 89/2014.

 The topics have been chosen from the nearest topics to the children daily

lives in the 1st term, to subjects studied in other areas different than

English in the 2nd term, and subjects aimed to develop special attitudes,

such as environment concern or importance of English language in the

world during the 3rd term.

So, here are the common contents to the 4 blocks:

Socio-cultural and socio-linguistic considerations: social conventions, rules and

types of social norms, habits, values, beliefs and attitudes; non-verbal language.
 Recognising and following instructions about normal classroom activities.
 Assessing the importance of social interaction in the classroom.
 Communicating with classmates in English during the class.
 Using ability to interact with others and start a conversation in English.
 Learning the techniques used in Impressionist art.
 Learning about jobs and personal adjectives.
 Learning about sports of different countries.
 Learning about clothing styles.
 Learning about language and the polite forms of speech to use in restaurants.
 Becoming familiar with fashion tendencies.
 Becoming familiar with the use of computers.
 Becoming familiar with traditional tales.
 Becoming familiar with food and beverages.
 Recognising the importance of playing sports to lead a healthy life.
 Writing a recipe
 Recognising the importance of healthy food.
 Studying the importance of climates changes.
 Recognising the importance of looking after the wild life and not altering the natural
order of things.
 Recognising the importance of inventions and how they have changed pur lifes.
 Learn about animals in danger of extinction.
 Understand descriptions of inventions.
 Describing popular literature characters.
 Describing English characters.
 Value traditions in English-speaking countries
 Becoming familiar with Carnival and New Year's Eve
 Learning about the importance of sharing New Year's Eve with family and friends.

3. Communicative functions

 Describe the order of objects or actions using ordinal numbers.

 Ask for and give directions.
 Telling people about actions in the present.
 Talk about immediate plans.
 Telling people about actions which are connected with each other.
 Talk about competences from the past.
 Compare objects, animals or people.
 Ask about specific quantities.
 Ask and give personal details.
 Talk about and ask about plans for the future.
 Describe daily routines.
 Express likes and dislikes.
 Describe actions.
 Talk about holiday plans.
 Talk about jobs.
 Make descriptions of physical appearance.
 Make descriptions in past.
 Describe inventions.
 Tell stories.
 Express whishes.
 Give directions.

4. Syntactic-discursive contents
 Simple present vs Present continuous
 Going to (future plans)
 Frequence adverbs
 Likes and dislikes.
 Theres is, there are.
 Prepositions of place
 Past simple regular verbs
 There was, there were
 Past simple irregular verbs
 Want to+infinitive.
 Let’s+ infinitive
 Imperatives.
 Comparatives and superlatives.

5. Very frequent oral vocabulary (reception)

 Ordinal numbers from 1 to 31

 Professions and jobs
 In a restaurant
 Sports
 Inventions in the past
 The ICT.
 Descriptions
 Free time and holidays
 Environment.

6. Sound, accent, rhythm and intonation patterns

(EN LOS BLOQUES 3 Y 4 CAMBIA D NOMBRE pero tiene lo mismo. Diseñar
cuando tenga la U.D)
Specific contents to the block 1. Comprehension of oral texts.

Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.
- Revising hypothesis using newly understood points.

Specific contents to the block 2. Producing oral texts: Expression and

interaction.
Production strategies
Planning
- Write for the target reader, context and medium, using the appropriate registers
and structures in each case.
Realization
- Transmit the message clearly, coherently, giving it the appropriate structure and
adjusting it, when necessary, to each type of text's models and forms.
- Take advantage of previous knowledge the maximum.
Paralinguistics and paratexts
o Ask for help.
o Point out objects or carry out actions which clarify the meaning.
o Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact).

Specific contents to the block 3. Understanding written texts.

Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.
- Revising hypothesis using newly understood points.

Specific contents to the block 4: Production of written texts: expression

and interaction.
Production strategies
Planning
- Activate and coordinate general and communication competences in order to
carry the task out efficiently.
Realization
- Communicate the message clearly using the models and patterns for each type
of text.
- Take advantage of previous knowledge the maximum.