INDEX

1. JUSTIFICATION................................................................................................2
2. CONTEXT..........................................................................................................3
3. OBJECTIVES.....................................................................................................5
4. KEY COMPETENCES.......................................................................................6
5. CONTENTS........................................................................................................9
6. METHODOLOGY............................................................................................11
7. EVALUATION.................................................................................................16
8. ATTENTION TO DIVERSITY........................................................................19
9. EXTRACURRICULAR AND COMPLEMENTARY ACTIVITIES..............20
10. PLANS AND PROJECTS................................................................................20
11. BIBLIOGRAPHY.............................................................................................21
12. CURRICULAR MAP.......................................................................................21
13. TEACHING UNITS..........................................................................................23
13.1UNIT 1: “Wellcome to the school subway”..........................................................25
13.2UNIT 2: “What is a pumpkin?”.............................................................................27
13.3 UNIT 3: “We all are equal!”.................................................................................29
13.4 UNIT 4: “Santa, do you know my city?”..............................................................31
13.5 UNIT 5: “You are late! Hurry up!”.......................................................................33
13.6 UNIT 6: “Take care of your friends”....................................................................35
13.7 UNIT 7: “Monsters Inc.”.......................................................................................37
13.8 UNIT 8: “Flamenco Kids”....................................................................................39
13.9 UNIT 9: “Happy Birthday Earth!”........................................................................41
13.10 UNIT 10: “Masterchef Kids”..............................................................................43
13.11 UNIT 11: “Shrek family!”...................................................................................45
13.12 UNIT 12: “Be careful with the lion”...................................................................47

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 1. JUSTIFICATION
“The limits of my language are the limits of my world.”
Ludwig Wittgenstein.
This quote expresses masterfully the importance of learning foreign language. It tries
to show us that if you know a second language, you will enjoy the possibility of expand your
limits, since it is a way of acquiring new knowledge and culture.
We live in a globalized world, where English is one of the most important languages.
Our country belongs to the European Union, where English is spoken in many countries. So
this syllabus coincides with those exposed in The Common European Framework of
Reference for Languages: Learning, Teaching and Evaluation, Council of Europe, 2001.
(CEFRL henceforward) In which it is established how important foreign language learning
is for the Educational Community. So, in this context, the knowledge of foreign languages is
an indispensable tool for the affective, social and professional advancement of our students in
the future.
The Decree 97/2015, of March 3rd, which establishes the organization and
curriculum of Primary Education in the Autonomous Region of Andalusia (Decree
97/2015 henceforward), in its Article 3, says that the main goal of the primary education is
to achieve the personal development of our students in the future, making them aware of their
culture, skills as oral expression and comprehension and values as creativity and affectivity.
So, I will contribute to this article through my syllabus and from the English area.

Social development Proffesional advancement

Learning English
Expanding the cultural limits Affective development

This document follows the School Plan. It puts emphasis on teaching English by
naming it as an instrumental area. Besides, this planning represents the 3rd stage of the
curricular development. So, it follows the second level, which is stated by the school, and the
first level, which is the law in which this document is based.
Following the article 3 of the Order of March 17th, 2015, which develops the
curriculum of Primary Education in Andalusia (Order 17/2015 henceforward), the
development of the learning process will take into account the achievement of the key
competences, the relations of the knowledge with the students’ personal interests and
needs, the use of tools of information, communication and technologies and the importance of
make the students aware of the common problems of our world. Moreover, the evaluation
process will use indicators to concrete de evaluation criteria, as it is stated by the Decree
97/2015, which establishes the curriculum for Primary Education y Andalusia.
As it is stated in the methodological orientations for the English area in the Order
97/2015, this planning promotes a communicative approach, the main aim is to develop the
communicative competence in the pupils. Moreover, this syllabus adopts a task-based
approach, that is, the final task is the center of the planning. Furthermore, it promotes
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constructivism. Pupils are responsible for their own learning, relating what they are learning
to their previous knowledge in a meaningful way. Moreover, our syllabus is globalized. So,
we will be in contact with other subjects. According to Piaget (1979), another important
principle is that the teaching learning process should be adjusted to our students’ needs and
experiences. So, we will concentrate upon all the needs and problems which different students
have. Consequently, this syllabus is the starting point for the achievement of our goals, but it
can be modified during the process to satisfy our students’ needs and characteristics.
This syllabus is for the 4th grade of Primary Education. So, we will work mainly
through games, songs and entertaining activities to motivate our students. Furthermore, we
will use technologies, communicative activities, team and individual work, cultural activities
both from Spanish and English culture. Finally, I would give a lot of importance to work on
values, since I think that it is extremely necessary four our current society, as well as
creativity. Due to the fact that, in words of Cesar Bona (2015): “A child without creativity
loses a part of himself”.

2. CONTEXT.

2.1 General context: The town and the school

In order to draw up a plan, an analysis of the context is going to be exposed, because
the planning must be coherent and consistent within the educational context.
The state school is placed in a little town located close to Seville. This town has a
population of 40.000 inhabitants. The families are from middle class, with a medium-low
economic level. Most of them work in the country and in the building industry and in general
the cultural level it is not very high.
However, most of the students’ parents are involved in their children’s education. So,
the relations among parents and the educational community are positive and it helps to
improve the quality of the teaching-learning process. Consequently, some of them collaborate
in the organization of extracurricular and complementary activities. They are represented by
the Parents’ Association.
This school includes both the pre-school and primary education levels. It is composed
of a little building with three floors and it has in total three hundred and seventy pupils. There
are twenty two teachers.
On the ground floor, we can find the lobby with a Staff Room, the Secretary Room,
the Head-Master room, the three infant’s classrooms and the playground, which is available
for some activities. On the first floor, there are six primary classrooms, a Music classroom
and a Computer Room. On the second floor, we can find six primary classrooms more, a
Library and the Main-Hall (with a home cinema and a big screen).
2.2 Specific context: The classroom
Due to the fact that there is not an English classroom, an English corner will be
created. Moreover, the classroom will be decorated with the charts that the pupils do as final
tasks in some units. This will help to create an English atmosphere to promote the learning of
the language.
The classroom of the fourth grade has twenty seven pupils, twelve girls and fifteen
boys. While most of the pupils have no problem to study by themselves, some children need

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more attention, help and reinforcement. As an example, we focus on a girl from China who
has no problems with the Spanish language but has some problems with the English spelling.
The level of maturity differs from one child to another. Pupils are able to read and
write reasonable well in their mother tongue. However, students need to be guided in the
process of studying, because they are not autonomous yet. In addition, they have short
concentration spans but they are very imaginative. So, we can take advantage of that,
involving them in the activities and using their own ideas, which is an extra motivating point.
The group is heterogeneous, but there is no discrimination to anyone of the children.
Also, we have to take into account that we will find different levels in the English class
because some of them have been studying it in private schools or taking private lessons.
Finally, we must motivate and familiarize them with the foreign language through attractive
and diverse activities that reflect the everyday aspects of student lives.

Illustration 1: Main information about the context.

Source: Own elaboration

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 3. OBJECTIVES
The objectives are the elements that guide the teaching learning process, helping
teachers in organizing their tasks. The following are the Additional stage objectives of the
Order 97/2015. We are going to do a description and express how we are going to collaborate
with their achievement, but we are going to focus on the objectives that makes references to
the foreign language teaching:
d) We will promote a positive attitude towards our culture, since in it is our source, our
past and our future. We will do activities related to our culture and to other cultures
too, promoting respect and critical attitude.
o Contributed in units: 1, 2, 4, 5, 6, 8, 11 and 15.

f) The continuous contact with a foreign language and culture will help our children to
feel more identified with our own culture, expanding their points of view and their
options to compare one culture with another.
o Contributed in units: 1, 4, 5, 6, 8 and 11.

Moreover, I am going to reflect how I will contribute to the Area objectives which
are stated in the Order 17/2015. These objectives are very important since they refer to our
Area, so we will try to promote its achievement.

Objective Contribution
1. Listen to and understand verbal The most important objective in a communicative
messages in varied verbal interactions, approach such as ours, will be promoted with
using the transmitted information to activities which imply the comprehension of
perform tasks which are varied, specific recorded listenings, by direct listening from the
and related to their experiences. mates or the teacher and by audio-visual support
too.
2. Express and interact in simple It will be promoted by creating communicative
and routine situations, using verbal and situations in the classroom. The tasks will give the
nonverbal procedures and according to students a reason to speak and it will be created an
the rules of communicative exchanges atmosphere which promotes practice without
in order to respond with sufficient inhibition where errors are positive.
autonomy and in an appropriate,
respectful, cooperative and correct way
in everyday situations.
3. Write texts for varied purposes The most difficult skill will be promoted through
on topics covered in the classroom and the writing of short messages at the beginning and
with the help of models. then it will become more complex. To facilitate
this process. The texts will have a purpose, so the
students will be motivated and encouraged.
4. Read comprehensively diverse Reading comprehension will be worked through
texts related to their experience and extensive reading, to develop our students’ self-
interests, to extract general and specific confidence, and then, intensive reading will be
information with a previously used. During the extensive reading, we will
established purpose. provide them with support to facilitate
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 comprehension.

5. Learn to use with progressive ICT will be used as a mean to develop autonomy
autonomy all the means at their and to make the students able to get information or
disposal, including new technologies, to use them with a communicative purpose. The
obtain information and to communicate excess of information make necessary to teach
in the foreign language. them useful ways to get information from Internet.
6. Use effectively knowledge, The mother tongue will be used as a bridge
experiences and communication towards the knowledge of the new language. So,
strategies acquired in other languages the students will be taught to be aware of the
for a faster, more efficient and similitude between the learning process of the L1
autonomous acquisition of the FL. and the English language.
7. Value the foreign language and There is no doubt about the importance of
languages in general as a means of knowing English. So the pupils should be aware of
communication between people from the usefulness of this language, not only as a
different cultures and develop a positive means of communication, but also as a way to
attitude towards integrated multilingual expand their limits, their knowledge and
and multicultural diversity in the experience.
Region of Andalusia.
8. Show a receptive attitude, of We should try to make our students aware of their
progressive confidence in one’s own progress, in this way, they will increase their self-
ability to learn and use a foreign esteem and will build a positive attitude towards
language. the learning of English. The final tasks will be
elements to remember what they have learnt.
9. Identify phonetic aspects of The best way to work on rhythm, intonation and
rhythm, stress and intonation, and stress is through the use of songs. They are
linguistic structures and lexical aspects motivating tools for children, easy to memorize
of the target language, using them as and useful to learn vocabulary too. So they will be
basic elements of communication. very important in this syllabus.

Finally, the main objectives of this syllabus can be summarized as the following one.
a) To act as a bridge towards the English language and culture and to value our own
Andalusian culture.
b) To transmit positive values as respect, generosity, autonomy and responsibility.
c) To work in a cooperative way, sharing objectives and aims in order to make students
able to work in group.
d) To achieve the competences and the objectives that the curriculum states.
e) To make students have a positive attitude through English and its learning process.

4. KEY COMPETENCES
The Article 2 of Royal Decree 126/2015 defines a key competence as de ability to
apply the relevant contents of each educational stage in an integrated way, in order to achieve
the correct realisation of the activities and the effective resolution of complex problems.
I have based the description of the contributions from this syllabus to the key
competences in the Order ECD/65/2015 of January 21, 2015 which describes the relations
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between competences, contents and evaluation criteria in Primary Education, Secondary
Education and Post-compulsory education (Ministry of Education, Culture and Sports)
(Order ECD/65/2015 henceforward.) The way in which this area contributes to the
development of competences is presented below:

1) Linguistic Competence (LC)

This competence will be present in almost every activity done, since
communication is our main aim in the English classroom. During the
teaching-learning process, we will promote not only linguistic contents but
also different applications or functions that can be developed through the use
of these linguistic contents, simulating everyday situations. This competence
will be worked with songs, stories and the simulation of real life situations in
which communication has a meaningful purpose. Through all this, the pupils will be aware of
the importance of relevance of being linguistically competent.

Didactic routine: The inverview, which implies communication.

Unit 2: Performing a song (the lyric, the pronunciation, etc.)
Contribution Unit 4: Writing a tryptic to present the town to Santa
Unit 10: Write the presentation of a recipe

2) Mathematical competence and basic competences in science and technology (MC)

This competence will be considered and worked in many aspects. On
the one hand, pupils will have to apply the mathematical knowledge to face
situations in other language. On the other hand, the competences in science
and technology will be present too. The presence of mathematical competence
will appear during the study of the numbers and the creation of crafts.
Furthermore, the will work on the hours, they will deal with situations which they know from
their own experiences, as the weather or natural features.

Didactic routine: The time, presenting the time to their partners.

Unit 7: Working on numbers of arms, legs, etc to build a monster.
Contribution Unit 10: Value the surrounding during the visit to the Orchard.
Unit 2: Making a pumpkin with recycled materiales

3) Digital Competence (DC)

We consider very important the development of this competence,
since nowadays it is necessary to have skills in technologies for almost any
type of activity. So, we will promote the use of the information and
communication technologies during the year through different activities. The
students at this level have certain competence to use computers or other tools
as tablets. We will take advantage on that promoting the use of these tools
with a useful purpose, as for instance, a way to obtain concrete information, to get images,
songs or videos.

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 Teacher's blog: Offering a lot of possibilities to the pupils .
Unit 3: Looking for pictures of women and men doing the same
Contribution jobs to expose the equality between them.
Unit 8: Investigate to compare english culture with our culture

4) Learning to learn competence (LLC)

At this stage the pupils are starting to win more autonomy, so we have
to promote that. During the year we will encourage our students to look after
their notebooks and control their own daily study and homework.
Furthermore, we will try to make them aware of the presence of tools
that can help them to learn and are present outside the classroom. We will pay
special attention to the use of technologies, and we will try to make them able to use these
tools with a positive purpose, as it could be a way of getting information.

Didactic routine: Vocabulary exposition to their partners.

Unit 7: Making a wallchart in groups, they will have to be
Contribution autonomous during the group work.
Unit 11: Making a genealogic tree (investigation in their families)

5) Social and civic competence (SCC)

This ability makes them able to understand the social reality of our
world and to practice democratic citizenship. English as a foreign language
will contribute to this competence through the development of attitudes of
respect, good behaviour and acceptance of different cultures. Knowing a
foreign language necessarily makes them aware of the presence of different
cultures. The cooperative learning will foster good attitude, participation, cooperation, respect
and support of others members of their groups. So they will be better citizens of our present.

Cooperative learning dynamics (pencils to the center, 1-2-4, etc)

Unit 3: Working on the equality among women and men.
Contribution Unit 9: Working on the celebration of the Earth International Day,
where they will realise the importance of taking care of it.

6) Cultural awareness and expression competence (CAEC)

We will promote the working on cultural aspects, not only of the
English culture, but also our own culture, in order to compare them and enrich
our pupils. Moreover, students will use different artistic techniques. Our
culture is one of the most important aspects that define ourselves, so it should
be known, worked on and expanded in order to make of our pupils better
citizens. Furthermore, the knowledge of another different culture is the best way to promote
an integral development of the children, making them check the differences between both
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cultures and through this, promoting positive attitudes to our culture, to the English culture
and to the foreign cultures in general.

Final tasks: they will promote the expression competence

Unit 8: Working on Flamenco and the Andalusian culture.
Contribution Unit 8: Working on the British culture through the city of London
and its characteristics

7) Competence in personal initiative and entrepreneurial spirit (CPIES)

The pupils will have to work in different groupings following
cooperative learning principles, so they will have to participate giving
opinions and taking decisions. In this aspect, they will have to be creative,
participative and critical. We will promote that by giving importance to the
fact of participating during the classes and giving positive feedback to those
who give their own opinion. In this way, we will try to stimulate its sense of initiative, either
in written form and oral form.

Unit 10: During the exposition of their the recipe with all the
process and the ingredients
Contribution Unit 1: Designing and making the craft of a natural reserve

Now that we have spoken about the objectives we want to achieve and the key
competences we want to develop. We are going to proceed to speak about the contents, seen
as tools to develop these two elements.

5. CONTENTS
The contents are defined in Article 2 of Royal Decree 126/2015 as a set of abilities,
skills, knowledge and attitudes which helps to fulfil the objectives for each stage and the
achievement of the key competences. The Annex I of the Order 17/2015 for Andalusia
establishes the contents of the area of first foreign language in primary education.
The design of the contents take into account some specific features in the English area,
as it could be the developmental stage of the students, the development of certain abilities or
aspects of knowledge. Our curriculum organise the contents following the recommendations
of the Order of 17/2015, for Andalusia. As it is stated in the same law, the primary objective
is to develop in our students the communicative competence in English language. This, not
only implies the knowledge of the language, but also the ability to transfer that knowledge to
real life situations with a real communicative purpose.

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 The selection of the contents have been realised taking into account the students
typical interests, in order to generate topics and tasks which motivate them and promote a
meaningful learning.
In this syllabus, the contents are distributed into fifteen teaching units and organized
following the four blocks of contents which are established by the Order of 17 th March, of
2015. Each one of these fifteen units reflects all the aspects needed to achieve the linguistic
competence in our students following the indications of the Common European Framework of
Reference for Languages.
The blocks of contents presented below are stated by the Order 17/2015 for
Andalusia, Annex I, Chapter 1 (General Aspects of the Area of Foreign Language).
 Block 1. Comprehension of Oral texts.
Following the Order 17/2015, this block is treated as the most important
one, due to the fact that to learn a new language we always start from an oral
receptive way. So, we have to try to use the English language during most of
the time in class, starting from routines, as greetings or instructions, and ending
with specific listening about concrete topics or tasks in order to prepare our
students to extract useful information in different contexts. The complexity of this block
would be increase in this 3rd course in comparison with the first courses of primary education.
They will hear more complex songs, stories or routines from the teacher. To make easier the
comprehension we will use contextual and visual support in order to avoid anxiety in those
pupils who do not understand the whole meaning.
 Block 2. Production of Oral texts: expression and interaction.
This block goes together with the first one. The development of these
skills appears at the same time than the block 1, and it stars with simple oral
expressions as greetings, opinions or simple interactions during the daily life
in the classroom. We have to try the promotion of certain habits that require
oral expression from our students. To achieve that, we will use routines, since
that will make it easier for them. For instance, the interview routine or the weather
presentation routine, in which they will have to express simple messages in oral form. Finally,
this block also contributes to the development of some cultural aspects of Andalusia.
 Block 3. Comprehension of Written texts.
This block wins special importance if we speak about the relevance of
the development of reading habits in our students. The block is directly linked
with the last block of contents since it is the basis for the development of
written production. At this course, the pupils are supposed to be able to read
simple texts and to extract, at least, the general meaning from them. Anyway,
we will provide contextual support to facilitate the comprehension of the written texts. We
will deal with different types of texts, as descriptions, stories or conversations. The degree of
detail of comprehension of the texts will be increased through the school year, always taking
into account the different levels of our students.
 Block 4. Production of Written texts: expression and interaction.
The block of written production is the last one in the sequence of
development of skills in our syllabus. Anyway, all the contents will be treated
in an integrated way, in which each one contributes to the fulfilment of the
rest. The productive written skills are naturally linked with the receptive
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written skills since they work as a reaction or interaction to the other one. In general, the
production at this stage it is not much extensive, they will produce short sentences in order to
transmit meaningful messages to develop the communicative competence.
 Contents related to the autonomous region.
Through all the teaching learning process we will work on the Andalusian culture,
putting special emphasis on the comparison between our culture and the culture of the target
language. There is a whole unit orientated towards the Andalusian culture through the
Flamenco. Furthermore, we will work continually on the British culture to make them aware
of our differences and to extract positive aspects from that.

 Values education contents.

The relevance of working on values it is established by article 39 of the Law 17/2017,
on Education in Andalusia, of December 10th, so we will pay special attention to the
transmission of positives values as respect for the rest of the people, cultures or sexes. This
will be specially focused on Unit 2, Unit 4 and Unit 14. Nevertheless I will try to transmit
positive values in all the units, since I think that it is something totally necessary in our
current society.

6. METHODOLOGY
To facilitate the comprehension of the methodology used during the development of
this syllabus, all this part is sub-divided in the different aspects of the methodology.
 General guidelines
The methodology of this syllabus is based on a communicative approach, which is
recommended by the Common European Framework of Reference for Languages
(CEFRL, 2001). The main aim is to develop the communicative competence, which is the
ability, not only to produce grammatically correct sentences, but also to know when and
where to utter those sentences and to whom. So, it is defined as successful communication.
The teaching-learning process has to be adjusted to the children’s needs and
experiences. So, teachers will attend to all the needs and problems which different students
have. In this way, it is easier to attain a meaningful learning.
To develop Communicative competence, firstly, we will work on receptive skills
(listening and reading), then on productive ones (speaking and writing). It is important to
remember that communication involves using the 4 linguistic skills. They are practised with a
variety of resources/activities which stimulate both production and comprehension. Moreover,
we will follow a task-based approach, so the final task is the centre of the process. Also, the
syllabus will try to make students feel motivated and enjoy the learning of the English
language.
We must underline four basic aspects in our methodology:
- The activation of previous knowledge that is achieved by warm-up activities.
- The use of the foreign language as a vehicle of communication in the class.
- The importance of the contextual support.
- Cooperative learning, which will be deeply explained below.

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 Errors are viewed as a natural and an integral part of the process of language learning.
So, they will be seen as a way to improve learning. Furthermore, silent periods will be
respected in order to avoid anxiety.
We will use a variety of didactic resources so that the pupils can learn in the most
suitable way according to their style of learning. We will use tales, songs, stories, etc. Another
important aspect to work on is the British socio cultural aspects, without forgetting the child
´s own culture. This syllabus deals with important pedagogical notions for Foreign Language
learning such as interdisciplinary work, values and also socio-cultural aspects. All these are
included in the different activities and tasks.
 Spacial Organization
The spacial organization of the classroom is directly related to the methodology used
in this syllabus. In general, the pupils will be sat in groups of four, so they can interact in the
daily practice and develop a cooperative learning.
The teacher’s table will be at the bottom of the class, because the centre of this
methodology are the pupils and not the teacher, this way, they could win more responsibility
on their own learning process. As it was said before, an English corner will be created. This
space is available to read stories in English in some occasions.
The board in the lateral wall will be used to publish charts and final tasks through the
year. Furthermore, there will be two spaces in which pupils can publish notes. The first one
will be: “I congragulate”, in which pupils can congratulate their partners after good results or
actions. And the second one will be “Suggestions”, in which they can publish notes to
express topics that they are concerned about and that can be worked in the English lessons.
The English corner and the bottom wall will be used for a lot of activities. The
English corner will be used as a place to realise special activities (reading, follow up or
reinforcement). The wall will be decorated with the Weather Calendar or the Clocks charts
used in one the routines, as well as a place to hang some of the final tasks will be realised
through the year.

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  Didactic routines
The units that compose this syllabus are related to topics close to the student interests
and needs. Through these units and its final tasks, they will improve the four skills as well as
the key competences, the values and socio-cultural aspects.
All the units are presented within a song/video, in some units the song is directly
related to the centre of interest and in others, we will use a song which serve as a review of
different general topics.
Motivation will be very important in our classroom, so we will try to create an
atmosphere of participation and cooperation, where the final tasks has a realistic use.
The use of contextual support will be a constant in this syllabus, in order to avoid
anxiety and facilitate the comprehension processes. Besides, the use of a variety of didactic
resources will play an important role, so the students can get different stimulus.
The distribution of a normal lesson will vary depending on the topic, but in the
following chart it is showed all the elements that can appear in a random lesson of this
syllabus.

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 Warm-up (About 10')
Presentation of a song (listen, sing and dance)
Vocabulary exposition
Routine (interview, weather calendar)

Main part (About 25')

Oral activities (Comunicative activities, group or pair work, etc.)
Written activities (Individual work: information gap, read and
match, write, etc.)
Final Task development

Closing (About 10')

Finisher cards
Routine (What's the time?)
Games (The Spinner game, Miming game, Simon says, etc)

There are four routines. Which will be added through the three terms, ending the
school with the four in every lesson.
 Interview routine: Interview to ask for feelings and work on emotional intelligence.
 Vocabulary exposition: Two pupils present the vocabulary in different oral ways.
 Weather routine: Two pupils will present the weather to their partners each day.
 Time routine: Two pupils will present the time at which they do their hobbies.
The methodology of this syllabus try to build autonomous and active pupils, so they
will be the main characters in the final tasks and the activities. So the role of the teacher will
be around being a guide, a creator of communicative situations and a helper depending on the
moment.
Cooperative learning will be present in all the units. Following Pere Pujolás (2009),
this dynamic in classroom will help students to work in groups, to respect opinions and take
choices, work autonomously and participate. As well as improve self-confidence and the
fostering of positives values in the classroom. Some dynamics to use in the English classroom
will be “Pencils on the center” or “1, 2, 4”.
Furthermore, in this syllabus we will work on the European Language Portfolio, in
order to help students realize what they have learnt. The portfolio will reflect the tasks, the
vocabulary/structures of all the units through the whole school year. Besides, we sill work
since the first unit in a kind of “Physical Portofolio” in form of board game. This boardgame
is called “The Spinner game” and it will be done with recycled “fidget spinners”, and will
reflect the main groups of vocabulary or structures in order to serve as game to practice them,
as well as a way to remember and reflect all the things that students have learnt through the
school year.
Finally, in the teacher’s table there are:
“Finisher’s cards”. When working individually, if a
student finishes, they can take one and do the random
action that it indicates.

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  Behaviour control mechanisms: pacific resolution of conflicts
The mechanisms to control behavior will be mainly based on the prevention of
conflicts through the use of cooperative learning, in which students learn to respect each
other and solve problems in a pacific way. Furthermore, we will use ClassDojo
(<[Link] a web application to give points to all those pupils who
make good actions in classroom. It will be used only in a positive way, so they only can
“win” points for good actions, and not “lose” them for disruptive behavior. At the end of each
month, the students will can use the points to “buy” time playing in the ICT or reading stories
at the reading corner.

Appereance of ClassDojo web application

 Use of Information and Communication technologies

The Andalusian Administration considers the use of Information and
Communication Technologies as an indispensable tool for teaching and learning. In addition
Decree 97/2015, which establishes the main guidelines for Primary Education in
Andalusia, develops this basic competence.
Furthermore, the development of the Digital Competence is a very important
achievement nowadays, due to the fact that technologies are present within our daily life and
its domain is unavoidable in order to create competent citizens.
Therefore, sometimes we will use the computer room. It is an attractive resource in
which students are motivated. So, I have created a blog in which they could get resources
from me in digital format. This blog presents different resources used in this syllabus. To
access you can capture the Bidi Code presented bellow or write in the Internet the following
direction of the website:
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 <[Link]

7. EVALUATION
As it is stated in the Order of November 4th, 2015, which establishes the ordenation
of evaluation of the learning process in Primary Education in Andalusia, evaluation in
will consider the grade of acquisition of the key competences and the achievement of the
stage objectives. This evaluation will be continuous, global and formative and it will take
into account the progress of our pupils together with all the elements of our curriculum. So the
information we get helps us to improve all the teaching learning process
To evaluate the area we will create an Area Profile with all the indicators for the third
grade of Primary Education. To evaluate the key competences I will elaborate a Competence
Profile in which all the indicators of achievement are set.

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 Area profile Competence profile

To evaluate the area

objectives through different To evaluate the key
instruments associated to 4 competences with a rubriq
levels of achievement with 4 levels of achievement

The evaluation criteria from the Order 17/2015 are showed in the Annex II.
Evaluation Criteria.

It establishes the reference for the assessment of pupils' effort, each

child's starting point and their necessities. Teachers study the pupils'
Initia previous knowledge by means of warming-up activities. Furthermore,
l we have to talk with the teachers from last year to check their previous
eval level. We can also check the context, the self-esteem, work habits,
relationships and attitudes.
uatio
n
On- On-going evaluation provides us information about the results, success
goin and difficulties of our students. It is treated by facilitating and
communicative tasks during the didactic unit. All the skills will be
g evaluated.
eval
uatio
n
Final evaluation determines the grade of attainment obtained for every
student as regards the suggested evaluation criteria. It helps the teacher
Final to know the pupils' level at the end of their educational developemnt.
eval Therefore, all the activities that have been done, the final task and the
final test will be evaluated.
uatio
n

 Evaluation instruments
The evaluation will be carried on through different techniques and instruments and
paying special attention to the continuous observation of the progress of the learning process
and its personal maturity. We will set measures in order to reinforce pupils when it is
necessary through the school year. The diversity of instruments of evaluation is important
since each one suit better with one or another indicator.
We can say that the tools of evaluation asses the development of the teaching-
learning process, the grade of achievement of the tasks that we are carrying out and the things

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we should change in order to improve the teaching-learning process. To check examples of
evaluation go to Annex III (Examples of evaluation)

Teacher's diary Classroom activities The Portfolio

To reflect the daily They will be very varied This instrument will
work. For instance: the and with an entertaining serve as way to evaluate
participation, the profile, since our at the end of each term.
attitude or the presence students need to be It will help students to
of positive values as motivated. For instance: review and realize what
generosity or empathy worksheets or student's they have done. So the
with their partners notebook will be aware of their
progress

Final task Tests Rubric

It will be the centre of Used at the end of each This instrument will be
the process. It will unit to asses the provided with 4 levels.
evaluate the final result acquisition of the It will be used mainly to
and the process of indicators which are evaluate oral
working on it. evaluated. It will use a indicatores, as the
lot of contextual support expositions or
(pictures). presentations of the
pupils.

The teachers will have to evaluate the pupils’ learning and the teaching-learning
process. Furthermore, our paper as teacher will be evaluated too. To do that, we will have to
check the level of motivation of our pupils, the grade of achievement of the key competences
and the objectives proposed, the usefulness of the materials used and all the teaching-learning
process. To be honest with our own evaluation, we will make a list in which some important
items will be written, this list will be checked with indicators of achievement, and I will put:
achieved, in process or not achieved.
To reinforce this point of the syllabus and provide it with a more practical, real and
functional character. So, our evaluation is based on the evaluation criteria, is global, because
it not only evaluate the objectives, but also the key competences. And finally, it is formative,
because it orientates the education process.

 Objects of evaluation

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 EVALUATIO
Evaluation of the pupils

Evaluation of the teacher or self-

N
evaluation

Evaluation of the syllabus

The evaluation will have three different versions:

- Evaluation of the pupils: It will be done as it has been stated below. We will use a
variety of instruments of evaluation, taking into account objectives and key
competences, as well as indicadors of evaluation
- Evaluation of the teacher: It will be through a rubric with four levels of achievement.
Here you can see a part of that rubric, in which there are multiple ítems which are
supposed to idenfy if the teacher is acting well or not.

Criterion Level of achievement

Not initiated In process Achieved
Pupils are motivated to learn English
Pupils are interested in the blog and use if
as a source of knowledge and fun
The timing of the lessons is appropriate and
the programmed tasks are developed
The tasks proposed serve as a vehicle of
communication in classroom

- Evaluation of the syllabus: This syllabus will be evaluated through a checking list to
asses if it has been designed correctly for the group of students.

Item Yes/No
Yes No
The syllabus take into account all the legislative framework
The syllabus is based on information provided by relevant authors
The syllabus establishes a context to develop all the process
The syllabus take into account the attention to diversity
The syllabus takes into account objectives, key competences and contents
The syllabus establishes an evaluation process
The syllabus takes into account plans and projects
The didactic units are original, motivating and close to the students
interests’
The didactid units treat global issues

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 8. ATTENTION TO DIVERSITY
“How sad the forest would be if only the better birds were singing.”
Rabindranath Tagore
The Decree 97/2015 in its Article 16 defines attention to diversity as set of
educational activities aimed at responding to the different capabilities, rhythms and learning
styles, motivations, interests, socio economic and cultural situations, linguistic and health of
students.
The group is heterogeneous, so we should attend all the pupils and extract positive
aspects from this diversity. All the students have different personalities, capacities and skills.
So, there are different learning styles, interests, levels and motivation. There are pupils who
need reinforce and pupils we should push forward with widening activities.
According to the Order of July 25th, 2008, which states the Attention to Diversity
in Andalusia, the present syllabus should ensure that all students should progress at their own
level. Consequently, we will facilitate reinforcement and widening activities.
As well as the Instructions of March 8th, 2017 from the general directory of
participation and equity, which updates the protocol of detection, identification of the
student with specific needs of support educational and educational response
organization.

Reinforcement activities Widening activities

Worksheets with extra contextual Finisher's cards, IWB activities, tasks of
support, specific role inside the group, a higher complexity, etc.
cooperative activities, activities in the
IWB to motivate, etc.

We will focus on a girl from China who has some problems with the English
spelling, so we will promote reinforcement activities in order to keep her at the same level of
the class more or less. As we know is essential the role of the school in the socialisation of
these students and in their personal development. We will promote an atmosphere of
collaboration and friendship in the classroom, trying to integrate not only this girl, but also all
the components of the group.
Some specific actuations will be done in order to attend this girl:
o She will be sat close to the teacher, so I can help her easily. As well, she will
be sat next to a responsible partner who can help her.
o She will be receive extra-contextual support to facilitate its progress.
o She will do specific worksheets to improve the spelling.
o We will support her participation so she can get more self-confidence.
o We will provide materials to her parents so they can help her at home too.

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 9. EXTRACURRICULAR AND COMPLEMENTARY ACTIVITIES

This point is based in the Decree 6/2017, of January 16th, which regulates the
extracurricular activities. The main extracurricular activity through this syllabus is the
excursion to the school orchard, in which the pupils, will complete the final task of the unit
about fruits and vegetables.
This kind of activities is very motivating for students since they have a meaningful
and functional character, so they feel that what they are working on has a real purpose. Most
of the Final Tasks will have this character.
- Visit to the School Orchard: The visit to the School Orchard will be part of the Final
Task of the Unit 9: “Mastercheff Kids”. This Final Task will consist in the creation of
flyers and posters to decorate the School Orchard. So the will work on names of fruits
and vegetables, that they will use in the creation of a healthy recipe to expose in the
classroom too.

10. PLANS AND PROJECTS

Following the instructions of June 30th 2014, of the General Secretary of education
about educative programmes and professional recognition of the teachers responsible of
the coordination of educative programmes in the public schools, I will contribute:
- Reading plan: through the promotion of reading in English in my area. Reading will be a
very important part of the English subject, since it is directly related with the block of
contents of written comprehension. The reading of stories will take place in some of the
didactic units, as well as informative texts, descriptions, dialogues or performances will be
present in written form.

- Linguistic centre project: Within this project I will contribute from my area to achieve a
linguistic competence, which is one of the main key competences. Furthermore, it is the
centre of my area. Communication is the cornerstone of this syllabus, since most of the
tasks and activities are present within a communicative aim. Language is the main vehicle
of communication, so the contribution to this programme is straight and clear.

- Living and feeling the patrimony: Value the Andalusian environment and culture it is an
essential point, as it is stated in most of the additional stage objectives. From the didactic
unit of “Flamenco Kids”, we will make a contribution through the work of Flamenco as
part of the Andalusian patrimony in relation and comparison with the British patrimony
and culture.

- Andalusian network of eco-schools: The Units “Happy Birthday Earth” and “Mastercheff
Kids” contribute to the development of certain positive values towards our environment.
We will work on vocabulary related to recycling, and we will see the importance of taking
care of our surrounding. This form part of the integral development of any child.

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 11. BIBLIOGRAPHY

Bibliographic references:

- Bona, C. La nueva educación. Los retos y desafíos de un maestro de hoy. Barcelona: 2015
- Brewster, Ellis and Girard. The Primary English Teachers’ Guide. Penguin: 2007.
- Pujolás, P. Aprender juntos alumnos diferentes: los equipos de aprendizaje cooperativo en
el aula. Octaedro: 2004.
- Harmer, J. The Practice of English Language Teaching. Longman, 2007.
- Piaget, J. Psicología y Pedagogía. Barcelona: Ariel, 1969.
Legislative references:

- Recommendation of the European Parliament and the Council of Europe, of December 18 th

2006, about the key competences for the permanent learning.
- The Common European Framework of Reference for Languages: Teaching, Learning and
evaluation. Council of Europe, 2001.
- Law for the Improvement of Quality in Education, of December 9th,, 2013.
- Royal Decree, of February 28, which establishes the basic curriculum of Primary
Education.
- Law 17/2007, of December 10th, on Education in Andalusia.
- Decree 97, of 3rd March 2015, which establishes the organization and curriculum of
Primary Education in Andalusia.
- Decree 328/2010, of July 13rd, which establishes the Basic Norms for early education
centres of the second cycle, Primary schools, early education and primary schools and
public centres for especial education.
- The Order of 17th March, 2015, which develops the curriculum for Primary Education in
Andalusia.
- Order of November 4th, 2015, which establishes the ordenation of evaluation of the
learning process in Primary Education in Andalusia.
- The Order of July 25th, 2008, which regulates attention to diversity of students in basic
education in public schools in Andalusia.
- Instructions of March 8th, 2017 from the general directory of participation and equity,
which updates the protocol of detection, identification of the student with specific needs of
support educational and educational response organization.
- The Order ECD/65/2015 of January 21st, which describes the relationship between key
competences, contents and evaluation criteria in Primary Education, Secondary Education
and Post-compulsory education. (Ministry of Education, Culture and Sports)
- The instructions of June 30th 2014, of the General Secretary of education about educative
programmes and professional recognition of the teachers responsible of the coordination of
educative programmes in the public schools
- Decree 6/2017, of January 16th, which regulates the extracurricular activities.

12. CURRICULAR MAP

The next page shows the curricular map in which all the curricular elements are related.

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 Didactic Units Key Competences Area Objectives Evaluation Standards Indicators Other areas
Criteria
U1: “Welcome to LC, SCC, LLC, DC 1, 2, 3, 4, 5 2.1, 2.6, 2.9, 2.14 1.1, 8.1, 17.1, 24.1 2.1.1, 2.6.1, 2.9.1, Art, science.
the school subway 2.14.1
U2: “What is a LC, SCC, LLC, DC 1, 2, 3, 4, 7 2.2, 2.6, 2.10, 2.15 2.1, 8.1, 18.1, 25.1 2.2.1, 2.6.2, 2.10.1, Art
pumpking?” 2.15.1
U3: “We are all LC, SCC, LLC, DC 1, 2, 3, 4, 9 2.3, 2.7, 2.11, 2.16 3.1, 11.1, 20.1, 26.1 2.3.1, 2.7.1, 2.11.1, Art, social science
equal” 2.16.1
U4: “Santa, do you LC, SCC, LLC, DC 1, 2, 3, 4, 5 2.4, 2.8, 2.12, 2.17 5.1, 13.1, 21.1, 27.1 2.4.1, 2.8.1, 2.12.1, Science
know my city?” 2.17.1
U5: “You are late!” LC, SCC 1, 2, 3, 4, 6, 8, 9 2.5, 2.8, 2.13, 2.14 7.1, 14.1, 22.1, 24.1 2.5.1, 2.8.2, 2.13.1, Maths
2.14.1
U6: “Take care of LC, SCC 1, 2, 3, 4, 8 2.1, 2.8, 2.9, 2.15 1.1, 13.1, 17.1, 25.1 2.1.1, 2.8.3, 2.9.1, Music
your friends” 2.15.1
U7: “Monsters Inc” LC, DC, SCC 1, 2, 3, 4, 9 2.2, 2.6, 2.10, 2.16 2.1, 8.1, 19.1, 26.1 2.2.1, 2.6.1, 2.10.1, Science
2.16.1
U8: “Flamenco LC, SCC, DC 1, 2, 3, 4, 6, 8, 9 2.3, 2.6, 2.11, 2.16 3.1, 8.1, 20.1, 26.1 2.3.1, 2.6.2, 2.11.1, Music
Kids” 2.16.1
U9: “Happy LC, LLC 1, 2, 3, 4, 6 2.4, 2.7, 2.12, 2.14 5.1, 11.1, 24.1, 24.1 2.4.1, 2.7.1, 2.12.1, Science
Birthday Earth!” 2.14.1
U10: “Mastercheff LC, SCC, LLC, DC 1, 2, 3, 4, 6, 8, 9 2.5, 2.8, 2.13, 2.15 7.1, 13.1, 22.1, 25.1 2.5.1, 2.8.1, 2.13.1, Science
Kids” 2.15.1
U11: LC, SCC, LLC, DC 1, 2, 3, 4, 6, 8, 9 2.1, 2.8, 2.9, 2.16 1.1, 14.1, 17.1, 26.1 2.1.1, 2.8.2, 2.9.1, Science, Art
“Shrek family!” 2.16.1
U12: “Be careful LC, SCC, LLC, DC 1, 2, 3, 4, 7 2.2, 2.8, 2.10, 2.17 2.1, 13.1, 18.1, 27.1 2.2.1, 2.8.3, 2.10.1, Natural Science
with the lion” 2.17.1

22
 13. TEACHING UNITS

In the next diagram it is showed the timing of the whole school year. Each unit is represented
within a different color, related to the colors linked to each term (blue, orange and green). This
combination of colors is maintained all through the syllabus to facilitate its comprehension.

Illustration 2: Timing of the School year

Source: Own elaboration

23
 This is the timing presented to the pupils. Due to the fact that the first unit deals with the
subway map, we are going to present the school year as a travel in which each stop is a didactic
unit, with particular characteristics around a centre of interest and a final task.

Illustration 3: Timing of the school year for kids

Source: own elaboration

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 13.1 UNIT 1: “Wellcome to the school subway”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of City places and Final Personalize the London subway map with
interest directions Task different parts of the city (theatre, town hall)
Justification Work on autonomy through the use of a subway map, giving and receiving
indications and working on the names of different parts of the city.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.1/1.1 LC, 1, 5
Comprehension of the video “Asking and giving
SCC directions”.
Communicative function: Recognizing words related to
2.1.1
directions and city parts.
Sociocultural: Compare our city with London.
2.6/8.1 LC, 2 Production of short sentences to give directions or
LLC indications.
Communicative function: Using words related to city
2.6.1
parts.
Sociocultural: Differences among cultures.
2.9/17.1 LC, 4 Comprehension of information provided about
DC indications of directions to follow in a city.
Communicative function: Recognise words and
2.9.1
sentences related to directions and city parts.
Sociocultural: Recognise the words related to the topic.
2.14/24.1 LC, 3 Production of short sentences using a previous example
SCC to indicate where is a concrete place.
Communicative function: Write indications to arrive to
2.14.1
a city place.
Sociocultural: Transmit cultural characteristics
Contents
Vocabular Theatre, town hall, hospital, Structure Directions (straight forward,
y shopping centre, pharmacy, s turn right, turn left, etc).
bakery.

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Reinforcement worksheets”, “Contextual
“Reading corner” support”, “Individualised attention”.

Didactic Transposition

Methodology Resources
Use of the London subway to present the Facilities Material/ human
school year. Communicative approach, Classroom, Laptops, paper,
cooperative work, emotional intelligence Interactive scissors, IWB, glue,
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through the “Interview routine”, etc. Whiteboard, Internet. colours

2. Grammar structure 3. Review of grammar and vocabulary (O

Present the Final Task
Worksheet with
1 the vocabulary (Flashcards, video, etc) written activities (Fill the gap,learning
Cooperative match) (Pincel to the middl
Present
Games to practice lexis.

4. Present a video/song related to 5.

theStart
topicthe Final task 6. Review of vocabulary with oral activiti
Worksheet with listening and written
Giving instructions to follow withContinue
activities. with
contextual the Final Task
support
Planification of the process

8. Finish of the Final Task 9. Written test about the four block of co
Presentation to their partners or to the teacher.
7. Review of grammar structure with written activities
Continue with the Final T. Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.1.1: Identify oral texts IND 2.6.1: Express short

which give information about interventions about giving
directions in a city. indications.
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly. wrong, with stops and lot of errors.
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions. information he/she wants to.
The student gets the basic information The student speaks well, with good
and some details. pronunciation and intonation.
The student gets all the information, The student speaks fluently, with good
includying all the details. pronunciation and intonation.
IND 2.9.1: Understand texts IND 2.14.1: Write short texts
with vocabulary of the unit with simple sentences to give
(city places). indications.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly. wrong, with a lot of errors or use L1.
The student gets the right and basic The student writes well, transmitting the
information to solve the questions. information he/she wants to.
The student gets the basic information The student writes well, using varied
and some details. vocabulary correctly.
The student gets all the information, The student writes well, using all the
includying all the details. tools at his/her disposal to transmit info.

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.2 UNIT 2: “What is a pumpkin?”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Halloween Final Make a pumpkin using recycled
interest Task materials to decorate the classroom.
Justification The need of introduce the English culture in our classroom through the
celebration of Halloween.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/ Song:

contents .
IND
2.2/2.1 LC, 1, 7
Comprehension of the song “Knock knock, trick or
SCC treat?”
Communicative function: Recognizing words related to
2.2.1
Halloween
Sociocultural: Value the English culture
2.6/8.1 LC, 2 Production of short sentences and expressions related to
LLC the celebration of Halloween
Communicative function: Using words related to
2.6.2
Halloween
Sociocultural: Expose characteristics of Halloween
2.10/18.1 LC, 4 Comprehension of information provided about the
DC celebration of Halloween.
Communicative function: Recognise words and
2.10.1
sentences related to the English Culture.
Sociocultural: Recognise the words related to the topic
2.15/25.1 LC, 3 Production of short sentences using a previous example
SCC as for instance: Trick or treat?
Communicative function: Write information to expose it
2.15.1
lately
Sociocultural: Transmit cultural characteristics
Contents
Vocabular Skeleton, witch, pumpkin, bat, Structure Use of the verbe “have to”, in
y ghost, monster s order to describe a process.

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the knowledge of
“Reading corner” vocabulary and the grammar structure”

Didactic Transposition

Methodology Resources
This unit will present the British culture Facilities Material/ human
through the celebration of Halloween in our Classroom All kind of recycled
classroom as a bridge to link our cultures. materials

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 2. Grammar structure
Present the Final Task 3. Review of grammar and vocabulary (O
Worksheet with written activities (Fill the gap, match)
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the middl
Games to practice lexis.

4. Present a video/song related to the

5. Start
topicthe Final task 6. Review of vocabulary with oral activit
Worksheet with listening and written
Giving instructions to follow withContinue
activities. with
contextual the Final Task
support
Planification of the process

8. Finish of the Final Task

9. Written test about the four block of co
Presentation to their partners or to the teacher.
7. Review of grammar structure with written activities
Continue with the Final T. Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.2.1: Understand the IND 2.6.2: Express short

general meaning of messages interventions with sentences
related to Halloween related to the cultural topic
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.10.1: Identify a basic IND 2.15.1: Write short texts
text related to a Halloween using a model to describe
story to ask questions. his/her favourite Hallowen
party
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.3 UNIT 3: “We all are equal!?”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Equality among men Final Posters to decorate the school with
interest and wome Task historical events that women did.
Justification The need of prevent the sexist violence by showing the equality that women and
men should share in our nowadays society.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.3/3.1 LC, 1, 9
Comprehension of the song “The Equality Song, by
SCC Remi”
Communicative function: Recognizing words related to
2.3.1
different jobs
Sociocultural: value the role of women in society
2.7/11.1 LC, 2 Production of short sentences to describe the historical
LLC events that women did.
Communicative function: Using words related to jobs
2.7.1
Sociocultural: Expose the importance of women in
society through the development of different events.
2.11/20.1 LC, 4 Comprehension of information provided about different
DC jobs
Communicative function: Recognise words and
2.11.1
sentences related to jobs
Sociocultural: Recognise the words related to the topic
2.16/26.1 LC, 3 Production of short sentences using a previous example
SCC to provide the posters with information
Communicative function: Write information to expose it
2.16.1
lately
Sociocultural: Transmit cultural characteristics
Contents
Vocabular Doctor, dentist, veterinarian, Structure Past simple and its uses applied
y firefighter, policeman, engineer s to historical events

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the past simple and the
“Reading corner” written form of the vocabulary”

Didactic Transposition

Methodology Resources
This unit will show the importance that Facilities Material/ human

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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
women have in society and historical events Classroom Paper, scissors, IWB,
that women did to get where they are today. glue, colours

2. Grammar structure
Present the Final Task 3. Review of grammar and vocabulary (O
Worksheet with written activities (Fill the gap, match)
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the midd
Games to practice lexis.

4. Present a video/song related to the

5. Start
topicthe Final task 6. Review of vocabulary with oral activit
Worksheet with listening and written
Giving
activities.
instructions to follow withContinue
contextual support
with the Final Task
Planification of the process

8. Finish of the Final Task

9. Written test about the four block of co
Presentation to their partners or to the teacher.
7. Review of grammar structure with written activities
Continue with the Final T. Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.3.1: Difference and IND 2.7.1: Develop short

recognise the global message presentations, using easy
of the song/video . structures and vocabulary.
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.11.1: Recognise the IND 2.16.1: Write short
model of a letter with info messages about historical
about historical events. events that women did.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.4 UNIT 4: “Santa, do you know my city?”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Christmas and places of Final In groups, make a triptych about a
interest our city Task place in our city to show it to Santa
Justification The need of value our own culture and environment, as well as comparing it
with elements of the British Culture, as it is Santa Claus.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.4/5.1 LC, 1 Comprehension of the song “Where are you going?”
SCC about places of the city and Christmas vocabulary
Communicative function: Recognizing words related to
2.4.1
Christmas
Sociocultural: Value Christmas as cultural party
2.8/13.1 LC, 2 Production of short sentences to expose their tryptich
LLC about a place of the city
Communicative function: Using words related to
2.8.1
Christmas
Sociocultural: Expose characteristics of their town
2.12/21.1 LC, 4, 5 Comprehension of information provided about
DC Christmas and places to visit in their town
Communicative function: Recognise words and
2.12.1
sentences related to their town and Christmas
Sociocultural: Recognise the words related to the topic
2.17/27.1 LC, 3 Production of short sentences using a previous example
SCC Communicative function: Write information to expose it
lately
2.17.1
Sociocultural: Transmit cultural characteristics

Contents
Vocabular Snow, Reindeer, Christmas tree, Structure Present simple and use of the –s/
y Candle, Bell, Sleigh. s -es in the third person of singular

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the present simple and
“Reading corner” its termination on the third person”

Didactic Transposition

Methodology Resources
This unit will foster the Andalusian culture Facilities Material/ human
through the exposition of a place to visit in Classroom Paper, scissors, IWB,
Christmas in their town. glue, colours

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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 2. Grammar structure
Present the Final Task 3. Review of grammar and vocabulary (O
Worksheet with written activities (Fill the gap, match)
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the midd
Games to practice lexis.

4. Present a video/song related to the

5. Start
topicthe Final task 6. Review of vocabulary with oral activit
Worksheet with listening and written
Giving
activities.
instructions to follow withContinue
contextual support
with the Final Task
Planification of the process

8. Finish of the Final Task

9. Written test about the four block of co
Presentation to their partners or to the teacher.
7. Review of grammar structure with written activities
Continue with the Final T. Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.4.1: Identify ideas and IND 2.8.1: Maintain a basic

basic structures on the song conversation about what
about city parts to visit. places Santa should visit.
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.12.1: Recognise basic IND 2.17.1: Write simple
structures to ask for texts to describe a place that
information about places. Santa should visit.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.5 UNIT 5: “You are late! Hurry up!”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Clothes Final To make a craft with different clothes
interest Task from recycled newspapers/magazines.
Justification The need of knowing basic vocabulary related to different clothes to use it in
everyday life situations.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.5/7.1 LC, 1, 9. Comprehension of the song “Put on your shoes” related
SCC to clothes
Communicative function: Recognizing words related to
2.5.1
different clothes
Sociocultural: Value the different clothing styles
2.8/14.1 LC 2, 6. Production of short sentences to expose their craft with
the different clothes
Communicative function: Using words related to clothes
2.8.2
Sociocultural: Expose differences among our clothes
and the clothes used in the United Kingdom
2.13/22.1 LC 4, 8. Comprehension of information provided about clothes
in a description.
Communicative function: Recognise words and
2.13.1
sentences related to clothes
Sociocultural: Recognise the words related to the topic
2.14/24.1 LC 3, 9. Production of short sentences using a previous example
to write a short description.
Communicative function: Write information to expose it
2.14.1
lately
Sociocultural: Transmit cultural characteristics
Contents
Vocabular Trousers, jacket, shirt, dress, Structure The time. “It’s… o’clock, half
y shoes, hat, scarf. s past, quarter past or quarter to”.

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the use of the different
“Reading corner” ways to express the time”

Didactic Transposition

Methodology Resources
This unit will try to improve the use of the Facilities Material/ human
time in English, as well as the communicative Classroom Paper, scissors, IWB,
use of the vocabulary related to clothes. glue, colours,
magazines.
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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 2. Grammar structure
Present the Final Task Worksheet with written activities 3. Review
(Fill of grammar
the gap, match) and vocabulary (O
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the midd
Games to practice lexis.

4. Present a video/song related to 5.

theStart
topicthe Final task
6. Review of vocabulary with oral activit
Worksheet with listening and written
Giving
activities.
instructions to follow with contextual support
Continue with the Final Task
Planification of the process

8. Finish of the Final Task

Presentation to their partners or to 9.
theWritten
teacher.
test about the four block of co

7. Review of grammar structure with written activities

Continue with the Final T. Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.5.1: Understand the IND 2.8.2: Apply the correct

general meaning of a listening pronunciation of the
about clothes and the time. vocabulary and the structures.
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.13.1: Understand the IND 2.14.1: Write short texts
main points of a text related to with simple sentences using
the centre of interest. the vocabulary known.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.6 UNIT 6: “Take care of your friends”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Values: generosity, Final In groups, develop a role play to
interest friendship and love Task prevent bullying.
Justification The need of avoiding situations of bullying in the school. This will be done
through the simulation of positive situations to Foster values as friendship.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.1/1.1 LC 1
Comprehension of the song “All Together Now,
adaptation from The Beatles”
Communicative function: Recognizing words related to
2.1.1
friendship
Sociocultural: Value the cultural differences
2.8/13.1 LC, 2 Production of short sentences to prepare the role play
SCC about situations of positive values development.
Communicative function: Using words related to
2.8.3
friendship, generosity and positive values.
Sociocultural: Value what is different.
2.9/17.1 LC 4, 8. Comprehension of information provided about
situations to develop positive values.
Communicative function: Recognise words and
2.9.1
sentences related to values
Sociocultural: Recognise the words related to the topic
2.15/25.1 LC 3 Production of short sentences using a previous example
to prepare the Role cards
Communicative function: Write information to expose it
2.15.1
lately
Sociocultural: Transmit cultural characteristics
Contents
Vocabular Generosity, love, friendship, Structure Present continuous.
y honor, loyalty, effort. s

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the present simple and
“Reading corner” its termination on the third person”

Didactic Transposition

Methodology Resources
This unit will foster positive situations to Facilities Material/ human
avoid bullying through the development of Classroom Whiteboard to
generosity, love and friendship. visualize videos or
listen to the song.
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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 2. Grammar structure
1. Present the Final Task Worksheet with written activities 3. Review
(Fill of grammar
the gap, match) and vocabulary (O
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the midd
Games to practice lexis.

4. Present a video/song related to 5.

theStart
topicthe Final task
6. Review of vocabulary with oral activit
Worksheet with listening and written activities.
Giving instructions to follow with contextual support
Continue with the Final Task
Planification of the process

8. Finish of the Final Task

Presentation to their partners or to 9.
theWritten
teacher.
test about the four block of co

7. Review of grammar structure with written activities

Continue with the Final T. Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.1.1: Know the global IND 2.8.3: Apply phonetical

message of a song and aspects to develop a simple
sociocultural aspects conversation
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.9.1: Understand the IND 2.15.1: Write short texts
global meaning of a text about following a model. Describe
the role play situation. a short situation.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.7 UNIT 7: “Monsters Inc.”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Monsters Inc. And body Final Make a chart with a personalized
interest parts Task monster (with different body parts)
Justification The need of knowing vocabulary related to body parts using as a tool a pixar
film (Monsters Inc.) which helps for the transmission of positive values.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.2/2.1 LC 1, 9. Comprehension of the song “If I didn’t have you” from
Monsters Inc.
Communicative function: Recognizing words related to
2.2.1
body parts
Sociocultural: Value generosity and friendship
2.6/8.1 LC 2 Production of short sentences to present their charts
about Monsters and their body parts
Communicative function: Using words related to body
2.6.1
parts
Sociocultural: Show positive attitudes to group work
2.10/19.1 LC, 4 Comprehension of information provided about body
DC parts and a scene of Monsters Inc.
Communicative function: Recognise words and
2.10.1
sentences related to body parts.
Sociocultural: Recognise the words related to the topic
2.16/26.1 LC, 3 Production of short sentences using a previous example
SCC Communicative function: Write information to expose it
lately
2.16.1
Sociocultural: Transmit cultural characteristics

Contents
Vocabular Head, shoulders, knees, toes, Structure There is / There are …
y chest, back, arm, leg. s

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the use of the body
“Reading corner” parts vocabulary and the structure of the
topic”

Didactic Transposition

Methodology Resources
This unit will develop group work, starting Facilities Material/ human

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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
from the visualization of a small part of the Classroom Paper, scissors, IWB,
film Monsters Inc. glue, colours
2. Grammar structure
1. Present the Final Task Worksheet with written activities 3. Review
(Fill of grammar
the gap, match) and vocabulary (O
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the midd
Games to practice lexis.

4. Present a video/song related to 5.

theStart
topicthe Final task
6. Review of vocabulary with oral activit
Worksheet with listening and written
Giving
activities.
instructions to follow with contextual support
Continue with the Final Task
Planification of the process

8. Finish of the Final Task

Presentation to their partners or [Link]
teacher.
test about the four block of co

7. Review of grammar structure with written activities

Continue with the Final T. Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.2.1: Know the global IND 2.6.1: Express short

message of a song and interventions using structures
sociocultural aspects and vocabulary worked on.
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.10.1: Identify basic IND 2.16.1: Write short
communicative structures, as messages using structures and
it is “There is, there are…” a concrete vocabulary.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.
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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.8 UNIT 8: “Flamenco Kids”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Andalusian culture and Final Investigation through ICT about the
interest flamenco Task musical culture in UK and comparison.
Justification The need of knowing the Andalusian culture and compare it with the English
culture by fostering our own values and cultural, historial and social heritage.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.3/3.1 LC, 1, 9. Comprehension of the song “English is easy” by Jose
SCC Luis Monton
Communicative function: Recognizing words related to
2.3.1
Flamenco
Sociocultural: Value Flamenco as cultural heritage
2.6/8.1 LC 2, 6. Production of short sentences to expose the triptych and
sing the song
Communicative function: Using words related to
2.6.2
Flamenco
Sociocultural: Expose characteristics of Andalusia
2.11/20.1 LC, 4, 8. Comprehension of information provided about
DC Flamenco and Andalusian culture
Communicative function: Recognise words and
2.11.1
sentences related to Andalusia
Sociocultural: Recognise the words related to the topic
2.16/26.1 LC 3, 9. Production of short sentences using a previous example
Communicative function: Write information to expose it
lately
2.16.1
Sociocultural: Transmit cultural characteristics

Contents
Vocabular Clap, splash, cough, dance, speak Structure Verb to can. I can, You can, …
y and sing s

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the use of the verb to
“Reading corner” can in different contexts”

Didactic Transposition

Methodology Resources
This unit will foster the Andalusian culture Facilities Material/ human
and Flamenco provided it coincides with the Classroom Paper, scissors, IWB,
Andalusian day at the end of February. glue, colours

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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 2. Grammar structure
1. Present the Final Task Worksheet with written activities 3. Review
(Fill of grammar
the gap, match) and vocabulary (O
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the midd
Games to practice lexis.

4. Present a video/song related to the

5. Start
topicthe Final task
6. Review of vocabulary with oral activi
Worksheet with listening and written
Giving
activities.
instructions to follow with contextual support
Continue with the Final Task
Planification of the process

8. Finish of the Final Task

Presentation to their partners or to 9.
theWritten
teacher.
test about the four block of co

7. Review of grammar structure with written activities

Continue with the Final T. Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.3.1: Know the global IND 2.6.2: Expose

message of a song and its information about Andalusian
sociocultural aspects culture and Flamenco
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.11.1: Express oneself IND 2.16.1: Comprehend the
in a simple conversation with basic meaning of a listening
simple questions about British music.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.9 UNIT 9: “Happy Birthday Earth!”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Weather and Final Create a weather calendar to establish
interest environment Task a routine for the rest of the term.
Justification The importance of taking care of our environment and to know the different
ways to ask for or give information about the weather.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.4/5.1 LC 1
Comprehension of the song “How’s the weather?” and a
variety of resources to answer that question.
Communicative function: Recognizing words related to
2.4.1
the weather and the environment
Sociocultural: Value our environment
2.7/11.1 LC, 2, 6. Production of short sentences to explain the weather
LLC calendar they have created.
Communicative function: Using words related to the
2.7.1
weather and the environment.
Sociocultural: Expose characteristics of our weather
2.12/24.1 LC 4 Comprehension of information provided about the
situation of the environment or the weather.
Communicative function: Recognise words and
2.12.1
sentences related to the environment.
Sociocultural: Recognise the words related to the topic
2.14/24.1 LC 3 Production of short sentences using a previous example
Communicative function: Write information to expose it
lately
2.14.1
Sociocultural: Transmit the characteristics of our
weather and compare it with the British one.
Contents
Vocabular Cloudy, windy, rainy, sunny, Structure How’s the weather? Whats the
y snowy, foggy, hot, cold. s weather like? It’s…

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises with contextual support to
“Reading corner” understand what is the weather”

Didactic Transposition

Methodology Resources
This unit will develop positive values towards Facilities Material/ human
our environment. As well as knowing the Classroom Paper, scissors, IWB,
differences with the British weather. They glue, colours
will create a weather calendar to follow a
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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
routine. 2. Grammar structure
1. Present the Final Task Worksheet with written activities 3. Review
(Fill of grammar
the gap, match) and vocabulary (O
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the middl
Games to practice lexis.

4. Present a video/song related to the

5. Start
topicthe Final task
6. Review of vocabulary with oral activit
Worksheet with listening and written
Giving
activities.
instructions to follow with contextual support
Continue with the Final Task
Planification of the process

8. Finish of the Final Task

Presentation to their partners or to 9.
theWritten
teacher.
test about the four block of co
7. Review of grammar structure with written activities
Continue with the Final T.
Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.4.1: Idenfity ideas and IND 2.7.1: Expose a short

structures in a simple description about the weather
conversation about weather. in our town
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.12.1: Recognise basic IND 2.14.1: Write short texts
structures to ask for with simple sentences and
information about the weather basic vocabulary about
weather
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.10 UNIT 10: “Masterchef Kids”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Foods and healthy Final Poster with a recipe. Visit to the school
interest lifestyle Task orchard to decorate it with flyers.
Justification The need of having a healthy lifestyle through a correct diet. As well as knowing
how to prepare some foods and expose it to their partners.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.5/7.1 LC, 1, 9. Comprehension of the song “Do you like broccoli?” and
SCC similar songs about foods.
Communicative function: Recognizing words related to
2.5.1
foods.
Sociocultural: Value the Mediterranean diet.
2.8/13.1 LC, 2, 6. Production of short sentences to expose the process of
LLC each recipe in a poster.
Communicative function: Using words related to foods
2.8.1
and the process to cook.
Sociocultural: Expose characteristics of our diet
2.13/22.1 LC, 4, 8. Comprehension of information provided about foods
DC and cooking.
Communicative function: Recognise words and
2.13.1
sentences related to the Mediterranean diet and the
British diet.
Sociocultural: Recognise the words related to the topic
2.15/25.1 LC, 3, 9. Production of short sentences using a previous example
SCC Communicative function: Write information to expose it
lately
2.15.1
Sociocultural: Transmit cultural characteristics

Contents
Vocabular Broccoli, flour, jam, cake, Structure Do you like…? Yes, I like. No, I
y cheese, olive oil, lettuce, jamb. s don’t like…

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the present simple and
“Reading corner” its termination on the third person”

Didactic Transposition

Methodology Resources
This unit will foster a healthy lifestyle and Facilities Material/ human

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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 diet through the knowledge of structures and Classroom Paper, scissors, IWB,
vocabulary to express their preferences when School orchard glue, colours
2. Grammar structure
eating.
1. Present the Final Task Worksheet with written activities 3. Review
(Fill of grammar
the gap, match) and vocabulary (O
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the middl
Games to practice lexis.

4. Present a video/song related to the

5. Start
topicthe Final task
6. Review of vocabulary with oral activiti
Worksheet with listening and written
Giving
activities.
instructions to follow with contextual support
Continue with the Final Task
Planification of the process

8. Finish of the Final Task

Presentation to their partners or to 9.
theWritten
teacher.
test about the four block of co
7. Review of grammar structure with written activities
Continue with the Final T.
Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.5.1: Understand the IND 2.8.1: Maintain a basic

global meaning of a dialogue conversation using vocabulary
about food. of food.
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.13.1: Understand the IND 2.15.1: Write short
most important points of a text sentences to describe a recipe
related to a recipe. using vocabulary about food.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.
Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.11 UNIT 11: “Shrek family!”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Family members and Final Make a genealogic tree with the
interest friendship Task members of their families
Justification The importance of knowing basic vocabulary related to the different family
members in order to speak about oneself.

Curricular development

Block of EC/ STD K.C. A.O Contents Song:

contents .
IND
2.1/1.1 LC, 1, 9. Comprehension of the song “Mission Impossible, Shrek
SCC Scene”
Communicative function: Recognizing words related to
2.1.1
family members and positive values
Sociocultural: Value friendship
2.8/14.1 LC, 2, 6. Production of short sentences to present the genalogic
LLC tree about their families
Communicative function: Using words related to family
2.8.2
members
Sociocultural: Expose importance of loyalty
2.9/17.1 LC, 4, 8. Comprehension of information provided about the scene
DC of the film Shrek
Communicative function: Recognise words and
2.9.1
sentences related to family members
Sociocultural: Recognise the words related to the topic
2.16/26.1 LC, 3, 9. Production of short sentences using a previous example
SCC Communicative function: Write information to expose it
lately
2.16.1
Sociocultural: Transmit cultural characteristics

Contents
Vocabular Dad, mum, sister, brother, aunty, Structure I have got, You have got, He/She
y uncle, son, daughter, s has got… Have you got…?
grandparents

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the use of ‘have got’ in
“Reading corner” conversations about everyday life”

Didactic Transposition

Methodology Resources
This unit will work on the vocabulary about Facilities Material/ human

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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 family as well as in positive values as Classroom Paper, scissors, IWB,
generosity or friendship throughout the use of glue, colours
2. Grammar structure
a scene from Shrek.
1. Present the Final Task Worksheet with written activities 3. Review
(Fill of grammar
the gap, match) and vocabulary (O
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the middl
Games to practice lexis.

4. Present a video/song related to the

5. Start
topicthe Final task
6. Review of vocabulary with oral activiti
Worksheet with listening and written
Giving
activities.
instructions to follow with contextual support
Continue with the Final Task
Planification of the process

8. Finish of the Final Task

Presentation to their partners or to 9.
theWritten
teacher.
test about the four block of co
7. Review of grammar structure with written activities
Continue with the Final T.
Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.1.1: Get information IND 2.8.2: Apply phonetical

from a scene of Shrek about aspects to express information
friendship. about their families
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.9.1: Understand the IND 2.16.1: Write short
global meaning of a text about messages to describe the
family members. members of their families.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.
Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 13.12 UNIT 12: “Be careful with the lion”

Level 4th grade Timing 9 sessions of 45 minutes

Centre of Wild animals Final Make a craft of a natural reserve with
interest Task clay and recycled materials
Justification The need of knowing wild animals. As well as respect and take care of them
through the creation of a Natural Reserve in groups.

Curricular development

Block of EC/ STD K.C. A.O Contents Video/Song:

contents .
IND
2.2/2.1 LC, 1 Comprehension of the song “Yes, I can. The animal
SCC song”.
Communicative function: Recognizing words related to
2.2.1
wild animals.
Sociocultural: Value wild animals and natural reserves.
2.8/13.1 LC, 2 Production of short sentences to present their natural
LLC reserve and its characteristics.
Communicative function: Using words related to wild
2.8.3
animals.
Sociocultural: Expose characteristics wild animals.
2.10/18.1 LC, 4, 7 Comprehension of information provided about wild
DC animals and natural reserves.
Communicative function: Recognise words and
2.10.1
sentences related to natural reserves.
Sociocultural: Recognise the words related to the topic.
2.17/27.1 LC, 3 Production of short sentences using a previous example.
SCC Communicative function: Write information to expose it
lately.
2.17.1
Sociocultural: Transmit cultural characteristics.

Contents
Vocabular Lion, elephant, giraffe, crocodile, Structure Use of can to express actions: I
y snake, monkey, gorilla, zebra. s can fly, It can climb…

Attention to diversity: Students with specific necessities of educational support

Widening activities Reinforcemente activities

“Games in the whiteboard”, “Finisher’s card”, “Exercises to improve the spelling of wild
“Reading corner” animals”

Didactic Transposition

Methodology Resources
This unit starts from the creation of a natural Facilities Material/ human
reserve to work on the respect for wild Classroom Paper, scissors, IWB,
animals and their environment. glue, colours, clay

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puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29
 2. Grammar structure
1. Present the Final Task Worksheet with written activities 3. Review
(Fill of grammar
the gap, match) and vocabulary (O
Present the vocabulary (Flashcards, video, etc) Cooperative learning (Pincel to the middl
Games to practice lexis.

4. Present a video/song related to the

5. Start
topicthe Final task
6. Review of vocabulary with oral activiti
Worksheet with listening and written
Giving
activities.
instructions to follow with contextual support
Continue with the Final Task
Planification of the process

8. Finish of the Final Task

Presentation to their partners or to 9.
theWritten
teacher.
test about the four block of co
7. Review of grammar structure with written activities
Continue with the Final T.
Game: Review vocabulary
Game: Review vocabulary

Evaluation: Learning assesment and instruments

IND 2.2.1: Understand the IND 2.8.3: Maintain a short

global meaning of information conversation about wild
about a natural reserve. animals and its importance.
Instrument: Listening test 25% Instrument: Expose FT 25%
The student does not get any information The student does not speak at all or do it
or does it wrongly wrong, with stops and lot of errors
The student gets the right and basic The student speaks well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student speaks well, with good
and some details pronunciation and intonation
The student gets all the information, The student speaks fluently, with good
includying all the details pronunciation and intonation
IND 2.10.1: Idenfity basic IND 2.17.1: Write a text to
strategies to get information ask people to take care of
from a text about animals. wild animals.
Instrument: Reading test 25% Instrument: Writing test 25%
The student does not get any information The student does not write at all or do it
or does it wrongly wrong, with a lot of errors or use L1
The student gets the right and basic The student writes well, transmitting the
information to solve the questions information he/she wants to
The student gets the basic information The student writes well, using varied
and some details vocabulary correctly
The student gets all the information, The student writes well, using all the
includying all the details tools at his/her disposal to transmit info.

Esta publicación se encuentra registrada, están reservados todos los derechos. Ni la totalidad ni parte de la misma
puede reproducirse o transmitirse por procedimiento electrónico o mecánico alguno, incluyendo fotocopia,
grabación magnética, almacenamiento de información y sistema de recuperación, sin permiso escrito del autor .
29