Programme Explorers 4 Prim4 English

EXPLORERS 4

AREA OF FOREIGN LANGUAGES

ENGLISH

FORTH YEAR

COMPULSORY PRIMARY EDUCATION

1 Explorers 4 – Oxford University Press INDEX

1. THEORETICAL JUSTIFICATION FOR THE PROJECT...... 3 2. METHODOLOGY...... 4 3. KEY COMPETENCES...... 5 4. ATTENTION TO DIVERSITY...... 19 5. CURRICULUM...... 21 5.1. OBJECTIVES...... 21

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY

COMPETENCES...... 26

5.3. CONTENTS...... 28

5.4. ASSESSMENT CRITERIA...... 31

6. PROGRAMME OF UNITS...... 33 7. TIMING EXPLORERS 4: YEAR 20--/20--*...... 78 Annex I. THE DEVELOPMENT OF KEY COMPETENCES USING EXPLORERS 4...... 130 Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT...... 138

2 Explorers 4 – Oxford University Press 1. THEORETICAL JUSTIFICATION FOR THE PROJECT

THE advantages and opportunities offered by the current educational legislation (LOE), the increasingly multicultural demands and needs of our society, along with the directives established by the Council of Europe in the Common European Framework of Reference for languages, are three key aspects which are reflected in the Explorers project.

With a marked vocation towards education and learning, where pupils learn English through motivating activities of a ludic nature which allow the foreign language to be acquired subconsciously and naturally, and which involve the challenge of boosting the ability of students to perceive the knowledge of a foreign language not only as one more subject but as the discovery of an outside world of which we all form a responsible part, the project promotes interaction in class in order to develop an attitude of awareness towards social norms and values, within the psychopedagogical principles upon which the curriculum design for the stage of Primary Education is based.

The aim of our project is to ensure that students acquire all the skills stipulated by the LOE, focussing, logically, on the competence of linguistic communication, and laying particular emphasis upon social and civic competence, learning-to-learn and autonomy and personal initiative.

In this project, teachers must create the necessary conditions for learning, with particular emphasis upon diversity. They will prepare and organise the work, helping to develop it; coordinate actions; encouraging positive attitudes towards English language and culture, attracting and developing pupils’ interest in the new and the creative, intervening in an active and reflexive manner, and treating mistakes as signs of progress.. Meanwhile, pupils must play an active role in in the learning process, being, as the LOE recommends, the cbetween of the process, and thus developing their autonomy and independence.

3 Explorers 4 – Oxford University Press 2. METHODOLOGY

Explorers is a six-level series which proposes fast grammatical progression combined with a methodology focused on the four skills (reading, writing, listening and speaking).

Explorers transcends classroom teaching, promoting the values of family, friendship, cooperation, help and gratitude.

Vocabulary and grammar New language is introduced in connection with the topic of each unit. It appears in the students’ book via the flashcards and recordings and is practised with songs and games or activities designed to motivate students.

Skills Every unit contains a five-page section devoted specifically to the development of the four skills: reading, writing, listening and speaking.

Stories Each unit contains a story in which new words appear in a fun and motivating context. These stories also permit cyclical revision of previously studied linguistic structures and provide new opportunities to practise material already encountered. In Explorers 4 the unit story features the main characters of the course. The three extension stories complement the language and offer students the opportunity to give an answer. Every two units there is a comic story of three episodes which allows for language to be revised in an entertaining context.

Exploring the real world Explorers is a flexible method, which also pays considerable attention to the real world, as is reflected by the contents of the DVD, coordinated with the Class Book. The theme of the unit is explored in greater depth in lesson 7. The DVD also includes material from the real world

Songs and chants In every unit there is a song in order for children to practise new language, new vocabulary and new sounds. Melody and rhythm are essential for the memorisation of new words. When they sing, children are able to shrug off their fears and shyness and practise language in a natural way with their peers whilst also enjoying themselves.

4 Explorers 4 – Oxford University Press Songs, then, provide a good opportunity to introduce movement and fun into the classsroom

Drama and Total Physical Response

Students of any age, especially those who move well, benefit from methods which associate language with actions. The more body language is connected to the learning process, the more likely it is that students will absorb and retain information. For this reason, children are taught actions which accompany the songs or stories. In Explorers, children have the opportunity to act out the stories and perform in simple plays. One of the main obstacles when learning a language at any age is self- perception. Theatre appeals to children’s imagination and is an excellent way of interesting them in the stories and improving their communication skills. In this way children will learn to communícate and make themselves understood and will develop skills which will enable them to express themselves with greater fluency in everyday situations by practising in class with a story before experiencing the same situation in a real context.

Values Values or civic education are a fundamental part of Explorers. It is essential to focus upon children as people beyond their linguistic skills and improve their behaviour and development of correct attitudes; as well as teaching them how their behaviour impacts upon their environment and peers.

3. KEY COMPETENCES

In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the traditional components (objectives, contents, teaching methods and assessment criteria) as well as key competences. This is one of the guiding elements of the curriculum as a whole and, consequently, a guide in the processes of teaching and learning. In fourth grade of primary school pupils have to participate in the so-called diagnostic assessment, in which they have to demonstrate the acquirement of certain skills. This assessment does not have academic consequences for students, but the fact that the results help guide cbetweens to take decisions regarding students’ learning gives us some idea as to how educational processes are conditioned by this element in the sense of being much more functional. In sixth grade of primary school

5 Explorers 4 – Oxford University Press the decision as to whether pupils are promoted to the subsequent level is partly based on whether or not they have acquired the key competences, as a result of which they become a reference for student assessment.

As opposed to an educational model focused upon the the acquirement of more or less theoretical knowledge, often unrelated, an educational process based upon the acquirement of skills emphasises, above all, the acquirement of some vital know-how, practical and integrated, know-how which students will have to demonstrate (this is rather more than functional training). In brief, a skill is the putting into practice and demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve problems and situations in different contexts. In a very graphic and succinct manner, there is a definition of the putting into practice of acquired knnowledge, knowledge in action, in other words, mobilising knowledge and skills in a specific situation (real and different from the one in which these were learned), activating existing resources or knowledge (although one thinks they are absent because they have been forgotten).

There is one aspect which should be highlighted, regarding what might be called the combined character of the skill: the pupil, via what he knows, must demonstrate what he can apply, but also what he can be. In this way we see how a skill integrates the different contents which are worked on in the classroom (concepts, procedures and attitudes), an example of integral training of the pupil. To summarise, we are acknowledging that the academic instiitution wil not only prepare students in the knowledge of technical and scientific know-how, but also as citizens, so they should evince a series of civic and intellectual attitudes which imply respect towards others, being responsible, team-work... Another aspect is also important: acquiring competences allows one to tackle the constant renewal of knowledge which occurs in any area of learning. The student’s academic training takes place in school over a limited number of years, but the need for personal and/or professional preparation never ends, so that a competence in the use, for example, of information and communication technology, will enable access to this tool to obtain the information necessary at any given moment (obviously, after analysing its quality). If we also bear in mind that it is often impossible to consider in depth all the contents of the curriculum, it is clear that the student must acquire this competence, that of learning to learn.

6 Explorers 4 – Oxford University Press In our educational system, the key competences regarded as those which students should possess when they finish their obligatory education in order to deal with the demands of their personal and working lives are as follows:

. Competence in linguistic communication . Mathematical competence. . Competence in knowledge of and interaction with the physical world. . Data processing and digital competence. . Social and civic competence. . Cultural and artistic competence. . Learning-to-learn. . Autonomy and personal initiative.

But, what do we understand by each of these competences? In essence, and concentrating on the most important aspect of the school curriculum, each of them contributes the following to the student’s personal and intellectual preparation:

. COMPETENCE IN LINGUISTIC COMMUNICATION This competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language.

. MATHEMATICAL COMPETENCE This competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge.

7 Explorers 4 – Oxford University Press . COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions.

. DATA PROCESSING AND DIGITAL COMPETENCE Searching, finding, and processing skills are developed in this competence, as are the communication of information and its transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential media for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available.

. SOCIAL AND CIVIC COMPETENCE This competence involves understanding the social reality of the world in which we live and being a democratic citizen in the today’s plural society. It incorporates individual behaviour patterns that allow us to function and coexist in society, have contact with others, cooperate, assume commitments and deal with conflict. Acquiring this competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, cultures and the culture and personal history. To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility.

. CULTURAL AND ARTISTIC COMPETENCE This competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements

8 Explorers 4 – Oxford University Press and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the student’s own creative capacity.

. LEARNING-TO-LEARN This competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an organisation of the student’s own capacity to efficiently manage resources and intellectual processes.

. AUTONOMY AND PERSONAL INITIATIVE This competence refers to the ability to decide using one’s own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school. The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

We are going to explain in brief the most relevant aspects of our project, subject to the denands of daily teaching practice at any given time.:

In essence and reflecting the most significant elements of the school currículum, each competence contributes the following to the student’s personal and intellectual preparation:

A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE FOREIGN LANGUAGE

. COMPETENCE IN LINGUISTIC COMMUNICATION This competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is

9 Explorers 4 – Oxford University Press fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language.

Foreign language learning contributes directly to the development of this competence, completing, enriching and adding new aspects of comprehension and expression to the general communicative competence of the student. All textbooks published by Oxford University Press offer a wide range of activities which encourage authentic communication in the classroom, with a systematic development of written and oral skills and opportunities for personalisation

The first two lessons of each unit incluye comunicative activities for the structures introduced in the unit SB P..6 - 7,16-17, 26-27, 36-37, 46-47, 56-57,. In the third lesson of each unit is a dramatisation of the story. SB P.. 8,18,28,38,48,58. The fourth and fifth lesson of each unit contain activities which help to mprove pronunciation. SB P.. 9,10,19,2029,30,39,40,49,50,59,60

. DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the communication of information and it’s transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential medium for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available.

Information and communication technology offers the possibility to comunícate in real time with any part of the world, as well as simple and immediate access to a constant flow of information which increases every day. Knowledge of a foreign language offers the possibility to communicate using new technology real, functional contexts for communication.. This competence consists of having the ability to obtain, process and communícate information and turn it into knowledge.

Explorers includes a Songs CD so that each student can practise pronunciation via songs. It also offers the possibility of connecting to internet and playing

10 Explorers 4 – Oxford University Press interactive games on the Oxford Online Learning Zone. Explorers features a Teacher’s Resource CD-ROM which contains a wide variety of material that facilitates the teachers’ work and helps them to reinforce the work covered.

. SOCIAL AND CIVIC COMPETENCE This competence involves understanding the social reality of the world in which we live and being a democratic citizen in today’s plural society. It incorporates individual behaviour patterns that allow us to function and coexist in society, have contact with others, cooperate, assume commitments and deal with conflict. Acquiring this competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, culture and personal history. To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility. Languages are used for social communication, but also as a vehicle for cultural communication and transmission. Learning a foreign language involves an understanding of cultural features and information related to the communities which speak the language. This favours an understanding of the society we live in through respect and acceptance of different cultures. Tolerance and integration are developed and an appreciation of features of, and differences in, cultural identity.

Each of the units includes activities which promote good behaviour and respect for others as well as correct ways of behaving in different places. SB P.. 6-10, 16-20.26-30, 36-40, 46-50, 56-60 At the end of the book the festivals sections help students to be aware of the different material worked on in each unit, as well as the different stories at the end of Units 1, 3 and 5 and Space Explorers in units 2, 4 and 6.

. CULTURAL AND ARTISTIC COMPETENCE This competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the student’s own creative capacity.

11 Explorers 4 – Oxford University Press Learning a foreign language helps to develop this competence if the linguistic models contain, even in the limited way possible at this level, cultural information. This competence, then, encourages expression and communication in order to perceive and understand different realities and products of the artistic and cultural world.

Artistic competence involves a basic understanding of techniques, resources and conventions related to the different artistic idioms, music, literature, visual and stage arts or different aspects of so-called popular culture.

All the units provide the option of expressing oneself via sketches, songs, plays and written work in both the student’s book and the workbook. SB P. 6-9, 16-19, 26-29, 36-39, 46-49, 56-59, 66-69… WB P. 4, 6, 11, 22,

. LEARNING-TO-LEARN This competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an organisation of the student’s own capacity to efficiently manage resources and intellectual processes.

Learning a foreign language is far more effective if it includes contents directly related to reflection upon one’s own learning, so that each child identifies how to learn better and which strategies to use to improve.

This involves the awareness of those capacities which form a part of learning, such as attention, concentration, memory, comprehension, linguistic expression and motivation, for example.

Every activity in Explorers helps to develop this competence.

. AUTONOMY AND PERSONAL INITIATIVE This competence refers to the ability to decide using ones own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school.

12 Explorers 4 – Oxford University Press The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects. Decisions which result from reflection on the learning process favour autonomy. As autonomy and personal initiative often involve others, this competence necessitates social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and personal initiative involve being able to imagine, begin, develop and evaluate one’s actions or individual or group projects with creativity, confidence, responsibility and a critical attitude. In this sense it requires the ability to revise previous ideas or create new ones, finding solutions and putting them into practice.

The stories encourage cooperation and respect for others, teamwork, valuing the opinions of others, etc.

Personal initiative is another competence to bear in mind within the different levels of Explorers, as it increases students’ self-confidence and the initiative necessary to carry out different activities and put them into practice in real life (examples: SB pp. 6-9, 16-19, 26-29, 36-39, 46-49, 56-59, 66-69; WB pp. 12, 20,22, 27, 30, 42.)

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING

. MATHEMATICAL COMPETENCE This competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge.

Using numbers and basic operations, symbols and forms of expression and mathematical reasoning to produce and interpret information, to know more about

13 Explorers 4 – Oxford University Press quantitative and spatial aspects of reality and to resolve problems related to daily life. Part of mathematical competence is the ability to interpret and express with clarity and precision information, data and arguments.

Different lessons of the Students’ Book (SB) and the Workbook (WB) include activities related to mathematics which interrelate two different subjects SB P. 6-9, 16-19, 26-29, 36-39, 46-49, 56-59, 66-69; WB P.. 12, 20,22, 27, 30, 42.

. COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYS- ICAL WORLD

This involves the ability to interact with the physical world in its natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions.

Interacting with the physical world, both in its natural aspects and those generated by human action, in such a way that facilitates the understanding of events, the prediction of consequences and activity directed towards the improvement and preservation of the conditions of one’s own life, that of other people and of all other living creatures. Taking as a starting point knowledge of the human body, nature, and the interaction of mankind with nature, this competence allows students to discuss rationally the consequences of different lifestyles and take decisions about a healthy physical and mental way of life in a healthy and safe environment. The responsible use of natural resources, environmental conservation, and preservation of individual and collective health are recognised as key to quality of life.

Different activities worked upon throughout the various students’ books improve pupils’ knowledge of themselves and of the physical world which surrounds them, as a consequence of performing the activities included in the books (examples: SB pp. 3, 33, 60 ; WB pp, 2-5, 11, 35, 78).

Continuous learning

14 Explorers 4 – Oxford University Press In a competence there iis no knowledge which is only acquired in and valid for a particular subject (especially in and for this one). Everything students learn in different subjects (and not only at school) forms a background of culture and information which should serve them throughout their lives, which they should be able to use at specific moments and in differerent situations (language is, in this sense, paradigmatic) . For this reason, any of these competences may be achieved if not in all, certainly in most curriculum subjects and for that reason too these competences can be used and applied in all these subjects, regardless of in which one they have been acquired (transversality). Being competent should guarantee the completion of determined learnings, but also permit the attainment of others, both at school itself and beyond, a guarantee of continuous learning (or, in this case, the capacity to communicate in very diverse situations, some of which pupils themselves may not yet even perceive as likely in the future).

Nevertheless, clearly there is an obvious interrelation between the different elements of the curriculum, one which we must highlight in order to make suitable use of all the curriculum subjects employed in the teaching-learning process. When in a didactic programme like this one the objectives of a unit are indicated formulated ( like the assessment criteria, in terms of abilities), we know that these determine the choice of contents, in the same way that we should employ assessment criteria which demonstrate whether or not pupils attain them. Thus, assessment criteria allow for a double interpretation: on the one hand, those related to the pupils’ learning as a whole, in other words, there will be some assessment criteria specifically linked to concepts, others to procedures and others to attitudes, as all of these contents need to be assessed because they were worked on in class and are those which are assesssed at different stages during application of continuous assessment; and on the other, there will be assessment criteria which have been formulated more with regard to their relationship with key competences.

The assessment of key competences is an assessment model which differs from that of assessment criteria, both because it is applied at different stages of other assessments, and because its purpose, though complementary, is different. If we assume that key competences involve a real and practical application of knowledge, abilities and attitudes, the way of checking or assessing whether the pupil has acquired them is to reproduce application situations which are as real as possible, and in these situations it is customary for the pupil to use this accumulated background (all kinds of

15 Explorers 4 – Oxford University Press contents) but to respond, above all, to practical situations. In this way, when we assess competences we are essentially, though not exclusively, assessing procedures and attitudes, which is why we relate them to assessment criteria that are more procedural and attitudinal.

SUBCOMPETENCES The competences by their very nature are generic. To use them as a reference for pedagogical actions and to really demonstrate the competences acquired by the students, they need to be broken down into more specific objectives related to other elements of the curriculum. We have called these objective subcompetences, and without covering all the possibilities, they do include those most closely related to the subject curriculum and most prominent in all subjects on account of their interdisciplinary nature.

In foreign language learning, these subcompetences are as follows (there are other competences/subcompetences which are also acquired in the area of Foreign Language–English, though not in this grade):

Competence in linguistic communication . Express thoughts, emotions, experiences and opinions orally and simply. . Adapt spoken style to a variety of communicative contexts, taking into account non- verbal features and respecting norms of communicative exchanges. . Understand social and cultural conventions when producing texts . Understand a variety of texts types typical of the academic setting and understanding the communicative intention and formal features. . Take pleasure in reading and use reading to discover other places, languages and cultures. . Be conscious of the need to respect spelling rules in the production of written texts . Understand principles of word formation as a means of extending vocabulary . Use a sufficient range of vocabulary to be able to express oneself orally and in writing in specific situations. . Compose texts typical of the academic environment, appropriate to the communicative objective. . Write texts to express ideas, feelings and experiences

Data processing and digital competence

16 Explorers 4 – Oxford University Press . Search for, obtain, process and communicate information in the foreign language, transforming it into knowledge, using the computer or the internet. . Analyse critically the information obtained

Social and civic competence . Use dialogue as a basic tool for interpersonal communication and in the resolution of conflict. . Understand the values which characterise a democratic society: freedom, solidarity, participation, citizenship, tolerance. . Value linguistic diversity as a cultural advantage.

Cultural and artistic competence . Appreciate cultural diversity as seen though artistic statements.

Learning-to-learn . Understand and habitually use the main techniques and strategies which favour the intellectual process (summary, note taking, concept maps...). . Use a variety of sources for finding and processing information

Autonomy and personal initiative . Show initiative and personal creativity . Develop social skills.

Mathematical competence . Apply logical reasoning to chains of argument, identifying the fundamental ideas.

Competence in knowledge of and interaction with the physical world

. Recognise geographical spaces and conditions where other cultures are located or come from and which may determine and influence the development of these cultures. . Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and different linguistic and discursive skills are employed in a contextualised manner. Therefore, the activities in which the foreign language is used are set within fields which may be public (everything related to daily social interaction), personal family

17 Explorers 4 – Oxford University Press relationships and individual social habits), professional or educational. Students will use communication strategies in a natural and systematic manner in order to make effective the communication activities performed by means of communicative skills. The skills developed will be: productive (speaking and writing), receptive (listening and reading) and based on interraction or mediation.

Learning tasks or activities will constitute the core of didactic planning, and will integrate objectives, contents and assessment, making up units of programming. Amongst other criteria, the design of activities and tasks has taken into account the stages to be followed in their development, prior knowledge, integrated treatment of linguistic components, skills and strategies, proposed final objectives and the classroom’s potential for adaptation and diversity.

Learning English will not only provide students with competences in order to communicate, but also with cultural and social knowledge of the culture whose language they are studying, which will help them develop a personality which is open and tolerant towards what is different.. In this way one achieves the integral prepararation of the individual

As we have noted, one of the characteristics of the key competences is that they allow for and encourage transversality in the learning with which they are associated, in other words, that which can and should be achieved, though from a different but complementary perspective, via the development of the curriculum of the various areas of the same educational stage. In this grade, these areas are Conocimiento del Medio, Art, P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally, Religion.

For the overall work required of teachers in this grade, we indicate in the table below the key competences which, as a minimum, should also be attained in other areas, in some with more interrelation and in others with less:

KEY COMPETENCES* ÁREA 1 2 3 4 5 6 7 8 Science X X X X X X X X Art X X X X X X P.E. X X X X X X Spanish Language X X X X X X Foreign Language X X X X X X

18 Explorers 4 – Oxford University Press Mathematics X X X X X X X X

*n.b.: 1. Linguistic communication. 2. Mathematics. 3. Knowledge of and interaction with the physical world. 4. Data processing and digital competence. 5. Social and civic.. 6. Cultural and artistic. 7. Learning-to-learn. 8. Autonomy and personal initiative.

As can be seen, the transversality of the key competences is evident, so within the framework of the cbetween’s educational standard criteria should be formulated for their collective treatment.

4. ATTENTION TO DIVERSITY

One of the elements upon which the LOE places most emphasis is attention to diversity. It is clear that the same educational method employed with a single group of students has differing results depending on each pupil’s knowledge and previous experience, their intellectual capacity and their interests and motivation with regard to teaching.

This si why, on many occasions, we have to modify. or adapt contents or methodology in order that all pupils may attain the objectives established. Similarly, we should offer extension activities for more able or receptive students. attention to diversity should always be practised in both directions. Therefore, these differences should always be catered for, by presenting the same activities in different ways by means of the activities included in the students’ book and the workbook.. Teachers need to evaluate towards whom they should direct one type of activity or the other, and need to be constantly aware of these differences, not only when assessing, but also when teaching and planning the process of teaching-learning.

Explorers includes reinforcement and extension activities which allow for individualised attention to pupils, depending on their needs and learning rhythm. Every lesson in our

19 Explorers 4 – Oxford University Press project includes ideas to help teachers respond to the different situations which arise in the classroom

The Teacher’s Book suggests reinforcement and consolidation activities for students as well as notes for the teacher, teaching advice, better to deal with different types of student.

In one of the components of the Teacher’s Resource CD-ROM, the teacher will find photocopiable consolidation and extension pages for each unit. .

Criteria and procedures adopted for the development of special curricular adaptation for students with special educational needs

(The department can descfribe and detail these criteria and procedures here if necessary. If this is not the case then this section can be omitted)

Adaptations will focus on:

1- The time and rhythm of learning 2- A more personalised methodology 3- A reinforcement of study skills 4- The improvement of procedures, habits and attitudes 5- Ways of increasing amount of counselling a) For the more gifted students, extension materials will be provided b) For pupils with serious learning problems, as sufficient progress in the conceptual contents of the course is more difficult to attain, procedures and attitudes will be the priority, with social integration being the overall aim. Core instrumental skills need to be the key content of the adapted curriculum. Modifications to the curriculum may be quite significant (they will probably entail the elimination of contents, objectives and consequently of the assessment criteria which might otherwise be considered essential). When such adaptations are not enough, the alternative is to have the pupil study part of the core curriculum in special groups, with different contents and educational activities. This learning can take place in the mainstream classroom with special support, or in a separate physical space. This pupil will have the general objectives of

20 Explorers 4 – Oxford University Press this stage of primary education as a reference, but will work towards those aims through different contents and activities.

5. CURRICULUM

5.1. OBJECTIVES

General objectives of the stage

The demands and needs of 21st-century society have brought changes to the school environment, preparing pupils to live in an ever more international, multicultural, multilingual and technologically more advanced world. As a member of the European Union, our country is committed to the promotion of the knowledge of other community languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the Council of Europe in the European Common Reference Framework for the learning of foreign languages establishes directives for both the learning of languages as well as for the assessment of competence in different languages. These guidelines have been a key reference in the elaboration of the curriculum.

The Royal Decree of Minimum Education states that Primary Education will help develop in children the skills that will enable them to: a). Know and appreciate the values and norms of coexistence and prepare for active citizenship and respect for the human rights and pluralism inherent in a democratic society. b). Develop habits of individual and team work, effort and responsibility as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in the social groups with which they will relate.

21 Explorers 4 – Oxford University Press d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and the non-discrimination of dis- abled people. e) Know and make appropriate use of the Spanish language and, in its case, the co-of- ficial language of the Autonomous Community and develop reading habits f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in everyday situations. g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and estimates, as well as in being able to apply them to situations in everyday life. h) Get to know and appreciate their natural environment both social and cultural, as well as the possibilities for action and care of it. i) Get started in the use of information and communication technology to develop a critical mind to the messages they receive and produce. j) Use representation and artistic expression and start to build visual proposals. k) Value the importance of hygiene and the acceptance of one’s own body as well as that of others, respecting differences and using physical education and sport to encourage both personal and social development. l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care. m) Develop emotional skills in all areas of personality in their relations with others and an attitude opposed to violence, prejudice and gender stereotype. n) Promote road safety education and respectful attitudes for the prevention of traffic accidents.

Objectives of the area of foreign language

22 Explorers 4 – Oxford University Press The area of foreign language is designed to train students to understand, speak and talk, read and write. Most of the learning opportunities are in the school environment. This circumstance demands the inclusion of diverse contents removed from the academic world such as those of social relations, mass media and the literary world (properly adapted)

The axis of the area of foreign language, in the curriculum and in our project, is the achievement of an effective oral and written communicative competence in meaningful social contexts which will enable students to express themselves more and more efficiently and correctly encompassing all possible uses and registers as well as the use of communication strategies both verbal and non verbal.

The Royal Decree of Minimum Education establishes that the objective of the teaching of a foreign language during this stage will be the development of the following abilities:

1. Listening to and understanding verbal messages in various kinds of interactions, using the information provided for the execution of diverse specific tasks related to students’ experience.

2. Expressing themselves orally and interacting in simple and routine within a given content and development, using procedures and verbal and non verbal language and adopting a rspectful and co-operative attitude.

3. Producing short simple texts with various purposes on topics covered in class with the aid of patterns.

4. Reading and understanding various texts, related to their experience and hob- bies, texts to extract general and specific information in accordance with a specific purpose.

5. Learning to use with increasing autonomy all the means at their disposal, including new technology, to obtain information and to communicate in the foreign language.

23 Explorers 4 – Oxford University Press 6. Valuing the foreign language, and languages in general, as a means of communication and understanding between people of diverse origins and cultures and as a tool for learning different contents.

7. Expressing a receptive and confident attitude vis-à-vis their own ability to learn and use the foreign language.

8. Using knowledge and prior experience of other languages for a faster, more ef- ficient and independent acquisition of the target language.

9. Identifying the phonetic aspects of rhythm, intonation and pronunciation, as well as linguistic structures and lexical aspects of the target language, using them as basic elements of communication.

Objectives of the area of foreign language and its integration within our profect The aim of the area of foreign language is to prepare people who can use it to understand, speak, converse, read and write, so its use should be the starting point from the moment teaching begins. The introduction of English in the first year of Primary Education is an experience which is currently being adopted in numerous schools, and stems from the premise that learning a second language at an early age contributes to the development of basic abilities. Primary education begins with a very elementary competente in the target language, so, throughout this stage, the knowledge, ability and experience in the languages the children know will be extremely important in order to understand and construct meanings, structures and strategies when participating in acts of communication.

The elaboration of our project, which affects the organisation and contents of the programme, is closely linked to the psychopedagogic principles which serve as a foundation for the curricular designof Primary Education. It is our aim that our pupils acquire communicative competence in English via games and motivating activities, which at the same time promote effective learning. Whilst engaged in these activities they use the language to obtain information, express their own opinions and relate with others in a natural way. It is a question of reinforcing the students’ ability to perceive the knowledge of a foreign language not just as one more subject, but as the reflection of an outside world of which we all form a part. The objective, insofar as is possible, is to globalise experiences whilst not forgetting the specific stage of learning in which students find themselves.

24 Explorers 4 – Oxford University Press : Methodological bases that inspire our work are as follows The starting point in the students’ learning is their previous knowledge; focusing on this may seem close and familiar to the students but with an aspect of fantasy to strike a balance between safety/well-being and interest/imagination. The student can transfer learned concepts and strategies to build meaning and attribute meaning to what he/she learns (Starting with what he knows and making hypotheses to make rules to help interiorize the new system) thus, enhancing their personal growth, development and socialization.

Communicative situations that include humour and play capture the motivation of students and facilitate learning; It is therefore important to take into account the importance of songs and stories, the features of the characters, illustrations and even sound effects

Children learn in different ways and at different speeds; for this reason our project is devised to be used with flexibility so that all group members can take part and find activities to which they can apply know-how and aptitude, facilitating the development of one's own daily awareness of achievement and progress. Our project provides extra support for those who need it, taking into account those cases in which progress does not respond to expectancy as well as those who may excel in their goal achievement and, due to lack in programmed activities, lose interest and become unmotivated. To remedy these situations the programme includes extension activities for the more advanced and reinforcement for those who may get bogged down at any time. These activities are in the Activity Book (at the end of the book: ’Extra Writing’ for each unit), in the photocopiable materials and the Resources Pack and notes in the Teacher’s Book.

Children’s learning is more intense and effective when they are active; they need to exercise their action skills. Each of the units in our project provides a wide range of activities and teaching resources for participation. The student is the keystone in the learning/teaching process but his/her constructive attitude depends on the teacher’s intervention. This intervention must be both active and reflective and adapt to the student’s level using input to help the student interaction and feedback to contextualise activities and render meaningful answers with a view to promoting communication strategies, consolidating those already acquired and the admission of errors.

25 Explorers 4 – Oxford University Press Consider both progress and the error as something natural in the learning process. Errors occur as a result of the underlying dynamism in comprehension and progressive mastering of the new language. We understand that errors occur when the child tries to anticipate the functioning of the language or when he transfers rules from his mother tongue in a natural process of acquisition. It is important to note the difference between error and mistake. Errors are believed to be systematic failings due to lack of knowledge. These errors will be dealt with when finishing oral interactions, in groups, taking into account that they take time to correct. A mistake is an occasional failure due to lack of attention which may even befall native speakers. Mistakes are not worthwhile correcting since they are not relevant to the teaching/learning process.

The evaluation of individual and collective progress is an important factor in ensuring quality; We have provided an English language portfolio with photocopiable Self Evaluation sheets (Teacher’s Book) which will enable teachers to monitor their students’ progress. It is devised so that it can be adapted by teachers to their own specific needs

Globalised learning will generate an apprehension of reality as a whole. Our project takes this into account offering activities related with other areas in the curriculum beginning with learning about the child, then moving on to the world around him; house, school, environment and society in general. In each unit, this development is reflected in those topics related to other areas in the curriculum; Environmental Education, Artistic Education, Mathematics, Physical Education, etc.

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY COMPETENCES

The Royal Decree 1513/2006 of minimum education indicates how this area contributes to the process of acquiring the key competences, so we make specific reference to the legislation in question.

Learning a foreign language contributes directly to the acquisition of Linguistic Competence, completing, enriching and adding new aspects of comprehension and expression to the general communicative competence of the student. A communicative approach to language learning contributes to this competence in the same way as learning of the mother tongue.

26 Explorers 4 – Oxford University Press Language is the principal vehicle for human thought, the most powerful tool for the interpretation and representation of reality the the instrument of learning par excellence, so the area, contributes towards both general communicative ability and to the competence of learning-to-learn. However, its main contribution ítems from the Fac. that the learning of a foreign language is far more effective if it includes contents directly related to reflection upon learning itself, in order that each child may identify how to learn better and whichare the most effective strategies.. Hence the introduction in the curriculum of a specific section reflecting upon learning itself. In addition, the decisions prompting this reflection favour autonomy, and in this sense, it might be said that the foreign language helps in the development of autonomy and personal initiative.

All the above-mentioned competences are currently directly related to Data processing and digital competence. ITC offers the possibility of communicating in real time with any part of the world and also offers easy access to an incessant flow of information which is growing every day. Knowledge of a foreign language offers the possibility of communicating by using it. And, most important of all, the context of this communication is authentic and functional.

This area contributes significantly towards the development of social and civic competence. Languages enable people to comunícate socially, but are also a vehicle of cultural communication and transmission. Learning a foreign language involves the knowledge of cultural traits and facts associated with different communities of speakers of the language. This learning, well directed from school, should develop into both the ability and desire to discover other cultures and relate to other people, speakers or students of the language. Meanwhile, knowledge of another language and of cultural traits different to one’s own help towards increased understanding and appreciation of one’s own language and culture and promotes respect, acknowledgement and acceptance of different cultures and behaviour, encourages tolerance and integration and helps one to understand and appreciate both similarities and differences between people.

Finally, though to a lesser degree, this area assists the development of the artistic and cultural competence if the linguistic models used contain, the limitations of this stage notwithstanding, linguistic productions with a cultural component.

27 Explorers 4 – Oxford University Press 5.3. CONTENTS

The Real Decreto de Enseñanzas Mínimas establishes the following contents for the area of foreign language in the second cycle of Primary Education.

Block 1. Listen, speak and converse

The linguistic model provided by the school is the first source of knowledge and learning of the language. The discourse employed in the classroom is both the vehicle for and the object of learning, which is why the Curriculum and our project attend to both the knowledge of linguistic elements and the ability to use them for other communicative tasks.

In addition, the linguistic model offered should be provided by a number of different speakers in order to reflect the variation and nuances which an environmental linguistic model offers speakers both in phonetic and prosodic terms and in the choice of specific expressions in recognised communicative situations. Hence the presence in the Curriculum and our project of the use of conventional audiovisual media and of IT and communication technology.

The contents of this block for the second cycle for the areas of foreign language in accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Block 1. Understand, speak and converse

. Listen to and understand progressively more complex oral messages, such as instructions or explanations, controlled oral exchanges or recordings on audiovisual or IT sources to extract global or specific information. . Oral exchange in real or simulated situations providing verbal and non-verbal re- sponses requiring a choice from a limited number of possibilities, in progressively less controlled contexts. . Production of previously seen oral texts via active participation in sketches, songs, recitals, plays, controlled exchanges… or prepared by means of prior work with as- sistance and models, showing interest in expressing themselves orally in individual and group activities.

28 Explorers 4 – Oxford University Press . Development of basic strategies to improve comprehension and oral expression: use of visual and non-verbal context and of previous knowledge of the subject or the situation transferred from the languages they know to the target language. . Assessment of the foreign language as an instrument of communication.

Block 2. Read and Write

This aims at discursive competence in writing. In the target language written texts are also models of textual composition and practice and acquisition of linguistic elements. The progressive use of written language will depend on the degree of knowledge of the code, which is directly related to the degree of security which the said code offers in the graphic representation of the sounds of the language. To overcome this lack of security, the Curriculum and our project include strategies and resources such as the use of dictionaries and other conventional or digital means of consultation for the comprehension and composition of every type of text.

. Reading and understanding different texts, digital or on paper, adapted to the pupils’ linguistic competence, to use global and specific information, in the execution of a task or to enjoy reading. . Guided use of reading strategies (use of elements of visual context and of prior knowledge of the subject or situation transferred from the languages they know), identifying the most important information, deducing the meaning of unknown words and expressions. . Reading and writing their own texts about everyday situations and their own experience such as invitations, congratulations, notes, warnings, brochures…. . Composition, using models, of different simple texts, using familiar expressions and sentences, to transmit information, or with diverse communicative aims. . Use of IT and communication technology to read, write and transmit information.

Block 3: Knowledge of the language

Contact with and use of the target language, enable those learning it to elaborate an elementary conceptual system regarding how it functions. The starting point is the type

29 Explorers 4 – Oxford University Press of situation where its use involves the inference of rules concerning the functioning of the language so that pupils can acquire confidence in their own abilities.

. Linguistic knowledge. o Identification of aspects of phonetics, rhythm, stress and intonation of the target language and their use as fundamental aspects of comprehension and production of brief oral texts. o Recognition and use of previously employed vocabulary and basic forms and structures particular to the target language. . o Association of spelling, pronunciation and meaning via written models, familiar oral expressions and establishment of analytical relation between spelling and sound. o Initiation into knowledge and use of basic strategies of production of texts (choice of addressee, purpose, planning, preparation of draft, revision of text and final version) using highly structured models. o Interest in using the target language correctly in different situations. . Reflection upon learning. o Use of skills and procedures such as memorisation, word association and expressions with gestures and visual elements, observation of models, reading of texts, use of multimedia resources, for the acquisition of new vocabulary, forms and structures of the language. o Reflection upon their own learning and acceptance of error as part of the process. o Progressive use of graphic sources of consultation and information and of the possibilities afforded by this technology. o Confidence in their own ability to learn a foreign language and appreciation of teamwork.

BLOCK 4 – Socio-cultural features and intercultural awareness This block helps pupils to discover customs, forms of socialising, features and particularities of countries where the target language is spoken, in other words, ways of life different to their own. This knowledge will encourage tolerance and acceptance,

30 Explorers 4 – Oxford University Press increase interest in knowledge of different social and cultural realities and facilitate intercultural communication.

. Interest in acquiring information about the people and culture of countries where the target language is spoken. . Knowledge of some similarities and differences in everyday customs and use of basic forms of socialising between countries where the target language is spoken and our own. . Receptive attitude towards people who speak another language and have a different culture to one’s own

5.4. ASSESSMENT CRITERIA

The Real Decreto de Enseñanzas Mínimas establishes the following assessment criteria for the second cycle of Primary Education in the area of foreign language:

1. Participate in controlled oral exchanges referring to familiar topics in predictable communication situations, respecting the basic rules of exchange, such as listening to and looking at the person who is speaking. This criterion assesses the ability to express immediate needs such as asking permission, borrowing everyday objects, finding objects or people, talking about the weather or about likes and abilities. There will be assessment of participation in everyday situations such as routines, habits, language in class or simulated situations, dramatisations, songs or recitals. This criterion will also assess pupils’ attitude when participating in exchanges and their degree of interest in the contributions of others.

2. Grasp general meaning, and identify specific information in oral texts which are familiar and of interest to pupils. This criterion seeks to assess whether pupils are able to grasp the general meeting of an oral message, employing linguistic and non-linguistic elements present in the communication situation. It also refers to the ability to recognise

31 Explorers 4 – Oxford University Press and extract familiar words and expressions which appear in longer expressions although the text is not understood in its entirety.

3. Read and grasp global meaning and some specific information in simple texts about familiar topics and with a specific purpose. This criterion assesses whether pupils are capable of reading, aloud too, different texts, appropriate to their communicative skills, such as notes, classroom rules, letters, posters or stories, containing familiar vocabulary and expressions, to extract general and specific information, employing fundamental reading comprehension strategies such as using elements of linguistic and non-linguistic context, and transferring knowledge of known languages.

4. Write sentences and short texts in everyday and school situations and from models with a specific purpose and an established format, both on paper and in digital form. This criterion seeks to assess the ability to write diverse texts such as notes, In- structions or rules, letters, posters, brochures, comics or simple descriptions. It will assess the ability to use a model to produce a text with a certain degree of autonomy, as well as correct spelling as a result of the observation of models and the knowledge of the relationship between sound and spelling.

5. Use in a meaningful way forms and structures particular to the target language, including aspects of sound, rhythm, stress and intonation in different communicative contexts. This criterion seeks to assess pupils’ ability to recognise and reproduce sounds, rhythm, stress and intonation when participating actively by listening to repeating and anticipating expressions in reading aloud activities and with the use of models.

6. Use some learning-to-learn strategies, such as requesting clarification, accom- panying communication with gestures, using visual and bilingual dictionaries, recovering, seeking and compiling information about familiar topics in different sources and identifying certain personal features which help them to learn better. This criterion aims to assess the use of basic strategies which favour the learning process such as the use of visual resources and gestures, requesting help and clarification, gradually more autonomous use of bilingual dictionaries and

32 Explorers 4 – Oxford University Press some basic technology. It will also assess the ability to evaluate their own progress, to provide examples of strategies to learn better and the acquisition of a degree of autonomy in the spontaneous use of simple, everyday forms and structures.

7. Appreciate the target language as an instrument of communication with other people and show curiosity and interest towards people who speak the target language. This criterion assesses whether pupils have an attitude of curiosity towards those who speak the target language or other languages different to their own, and also the capacity to appreciate linguistic diversity as an enriching element of society and value sociocultural particularities of speakers of other languages.

8. Identify aspects of everyday life in countries where the target language is spoken and compare them with their own. This criterion assesses the capacity to observe and identify differences and similarities in aspects of everyday life in countries where the target language is spoken with regard to timetables, meals, traditions, festivals and ways of socialising with people. The section Programme of Units of this document lists the assessment criteria and tools specific to each teaching unit.

6. PROGRAMME OF UNITS

This programme and timing constitutes a timing and learning model for 3rd year of Primary Education, based on a 68-hour year, and considers the specific objectives of English as a subject.

This is a timetable which is adaptable to the group/class profile as it may be used simultaneously with pupils with language-learning difficulties, as well as those of a slightly more advanced level. Furthemore, it may be adapted to the teacher and pupils’ own tastes and aims and to the evolution of the academic year.

This is a guiding and extendable programme, with countless optional possibilities suggested in the Teacher’s Guide and the Teacher’s Resource CD-ROM. Teachers may introduce these activities whenever they see fit, according to the needs and

33 Explorers 4 – Oxford University Press attitude of pupils, bearing in mind learning rhythm – individual and collective – and available teaching hours.

STARTER UNIT: HELLO AGAIN!

I TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing . Participate in oral exchanges: - Learn the days of the week, practise spelling and the numbers from 1-100. - Converse using greetings, munbers, days of the week, how many, There are, using the expressions: How may (tadpoles) are there? There are (twenty-nine tadpoles). . Understand simple oral texts in the classroom context: - Sing a song

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to vocabulary studied in previous levels. . Use of basic reading comprehension strategies (Listen and read). . Complete simple written texts with words studied. . Read a song. . Identify specific words.

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: . -related to the days of the week, practise spelling and numbers from 1-100. …. - Interests: word groups. . Understand and correctly apply grammatical aspects: How may (tadpoles) are there? There are (twenty-nine tadpoles). . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song. . Use of revision strategies and reflection upon what has been learnt.

34 Explorers 4 – Oxford University Press BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. . Show a respectful attitude towards people who speak another language and have a different culture to one’s own. . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken.

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing . Participation in oral exchanges: - Identification of the days of the week, practise spelling and numbers from 1- 100. in numerical and written form (SB&WB P. 2-3) - Dialogues using greetings, numbers, days of the week, how many, There are, using the expressions: How may (tadpoles) are there? There are (twenty-nine tadpoles). (SB, P. 3,4) . Comprehension of simple oral texts within the classroom context : - Song (SB, P.3)

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to vocabulary studied in previous levels. ( SB P. 2-5) . Use of basic reading comprehension strategies (Listen and read). (SB, P.4) . Complete simple written texts with words studied (WB, P.2-5) . Read a song . (SB, P.3) . Identification of and differentiation between sounds in specific vocabulary and song (SBP.3)

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: - Related to the days of the week, practise spelling and numbers from 1-100. in numerical and written form ….(SB P. 2-5 and WB P. 2-5) - Interesas: word groups. . Comprehension and correct application of grammar:

35 Explorers 4 – Oxford University Press - How may (tadpoles) are there? There are (twenty-nine tadpoles). (SB, P. 2- 5) . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song : song (SB, P. 3) . Use revision strategies and reflection upon language studied. (SB&WB, P.2-5)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. (SB &WB P.2-5; ) . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken. . Be receptive to and learn mathematical forms ( SB P.4y 5 WB P.2, 4 and 5) . Organisation of personal work as a strategy to progress in learning. (SB&WB, P.2- 5) . Take advantage of learning opportunities created within and beyond the classroom context .(SB&WB, P.2-5) . Active participation in activities and group work .(SB, P.2-4)

III. KEY COMPETENCES

Linguistic communication All the sections and activities in the unit contribute to the development of linguistic competence in communication, in particular: . The Listen and read or repeat section to reference the functional language in the unit: - Converse using the days of the week, practise spelling and numbers from 1- 100. …(SB, P. 2-5) . The activity sections in the WB P. 2-5, TB P. 31

Data processing and digital competence - Practise and become familiar with the functioning of various digital and IT competences via the course using internet resources.TB P.49-50

36 Explorers 4 – Oxford University Press Social and civic competence . This competence is developed via working on essential communication skills like: - Dialogues and communicative exchanges (SB P.2-5). - Socialising and participating in classroom activities, establishing and accepting norms of coexistence: both in pairs and in groups - Exhibit one’s own work and listen to that of others, putting oneself in their place... Artistic and cultural competence . Sing a song. (SB, P. 3). . Immersion in the language, tradition and culture of the English-speaking world . Use the target language as an instrument for accessing information and as a tool for learning diverse contents and information ( SB P. 2-5) TB P. 28 . Act out a short story: ( SB P.4)

Learning-to-learn . Understand and use good learning habits in class: make a notebook/folder with the vocabulary learnt... TB P.27 . Manage one’s own abilities. (WB, páginas 2-5).

Autonomy and personal initiative . Assume responsibility for tasks and activities set out in the unit (WB, P. 2-5) TB P.29 . Use reference material suggested for the unit. . Be equipped with and deploy social skills to interact, cooperate and work in pairs and teams in a cooperative and flexible manner whenever required by the communicative activities in the unit: Dialogues, etc. . Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical world This competence involves accurate perception of the physical space in which life and human activity develop, and the ability to interact therein.

Mathematical competence Consists of the ability to use and relate numbers, basic operations, symbols and forms of mathematical expression and reasoning... This competence involves the knowledge and use of basic mathematical elements (different kinds of numbers, measurements, symbols, geometric elements, etc)......

37 Explorers 4 – Oxford University Press This competence is developed in the unit via SB P. 4 and 5 WB P.2, 4 and 5

IV. LITERARY EDUCATION This section develops the ability to relate to others, via the repetition of dialogues included in the unit as well as those of their own creation. Also important is the creation of descriptive texts, which help to consolidate language in both oral and written form... Literary genres: Dialogue (SB P. 4)

Production of oral and written texts: Sing a song (SB P. 3)

V. TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities; TRB Workbook (Starter Unit – P.2-5) Activities in the reference sections: - Vocabulary: (Starter Unit) Extension activities Teacher’s Resource and Tests Pack CD-ROM and TB Starter Unit

VI. ASSESSMENT

Formative assessment Starter Unit (SB P. 2-5) Completion of WB activities (Starter Unit P. 2-5).

Self-assessment Teacher’s Resource CD-ROM

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing

38 Explorers 4 – Oxford University Press . Understand the gist and the most relevant specific information of oral texts in different communication contexts related to the contents of the unit: - Starter Unit Test Audio, Tests and Resource CD-ROM. - Listening Test and Resource, CD-ROM, SB P.2-5 ) Tests Starter Unit, - Express oneself and interact correctly and fluently in different communicative situations: ( SB& WB P.2-5) - Ask and answer questions about the theme in question Speaking Tests, TR CD-ROM ). (SB&WB, P. 2-5) - Act out a conversation (Role-play – (SB P.4) Speaking Tests, TR CD-ROM ). - Describe photographs (Photo description (SB P.2 and 5) - Speaking Tests, TR CD-ROM).

BLOCK 2 - Written communication: reading and writing . Understand the information contained in written texts from various sources (Reading ( SB P.2-5; WB P.2-5) -Test and Resource, CD-ROM) . Complete texts with different resources (Writing (WB P.2-5)- TR CD-ROM)

BLOCK 3 - Knowledge of the language Vocabulary . Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM, . Related to the days of the week, practise spelling and numbers from 1-100. …(SB & WB P.2-5) - Interests: word groups. Grammar . Understand and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM, How may (tadpoles) are there? There are (twenty-nine tadpoles). Phonetics . Apply knowledge acquired regarding pronunciation. Reflection upon learning (SB&WB P.2-5) Assess use of basic strategies which favour progress in learning. (SB&WB P.2-5)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Show interest and curiosity regarding learning the target language and recognise linguistic diversity as an enriching element ((SB P.2-5;WB, P.2-5) . Identify some cultural elements typical of countries and cultures where the target language is spoken. Teacher´s Resource Pack CD-ROM

39 Explorers 4 – Oxford University Press UNIT 1: AT THE CIRCUS

BLOCK 1 - Oral communication: listening, speaking and conversing . Participate in oral exchanges: - Identify the names of different types of hair and adjectives to describe people - Converse using vocabulary related to names of different types of hair and adjectives to describe people , using He´s got/ he hasn´t got/ Has he got? and using the expressions Has he got ( curly hair)? Yes , he has / No he han´t. He has ( wavy ) hair. He´s ( young and tall) . Understand simple oral texts in the classroom context: - Listen to and act out a short story. - Sing a song. - Understand a story.

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to l circo . Use of basic reading comprehenson strategies (Point and answer). . Complete simple sentences with words studied. . Read a short story, a song. . Identify sounds /i/ and /i:/.

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: . related to the names of different types of hair and adjectives to describe people . - Interests: word groups. . Understand and correctly apply grammatical aspects: . He´s got/ he hasn´t got/ Has he got? and using the expressions Has he got ( curly hair)? Yes , he has / No he han´t. He has ( wavy ) hair. He´s ( young and tall). . Use and differentiate between sounds and letters.

40 Explorers 4 – Oxford University Press . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song. . Use revision strategies and reflection upon language studied.

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. . Show a respectful attitude towards people who speak another language and have a different culture to one’s own. . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken.

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing . Participation in oral exchanges: - Identification of the names of different types of hair and adjectives to describe people (SB&WB P. 6-15) - Dialogues using Vocabulary related to the names of different types of hairand adjectives to describe people , using the present simple and using the expressions He´s got/ he hasn´t got/ Has he got? and using the expressions Has he got ( curly hair)? Yes , he has / No he han´t. He has ( wavy ) hair. He´s ( young and tall) - (SB&WB, P. 6-15, WB P. 8 and 66) . Comprehension of simple oral texts within the classroom context : - A short story . (SB, P.8,11 and 14-15) - Song (SB, P.9) - Narration (SB, P.11)

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to the names of different types of hair and adjectives to describe people ( SB P. 6-15 WB P. 6-15 and 66-67) . Use of basic reading comprehenson strategies. (SB, P.8 , 10, 11-15 ) . Complete simple written texts with words studied (WB, P.6-15) . Read a short story , a song and a narration. (SB, P.8,11y 14-15)

41 Explorers 4 – Oxford University Press . Identification of and differentiation between sounds in specific vocabulary and chant (SB&WB, P. 9 and 10)

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: . related to the names of different types of hair and adjectives to describe people . (SB& WB P. 7-15) - Interests: word groups. . Comprehension and correct application of grammar: . He´s got/ he hasn´t got/ Has he got? and using the expressions Has he got ( curly hair)? Yes , he has / No he han´t. He has ( wavy ) hair. He´s ( young and tall). 6-15, WB P. 8 and 66)

. Use and differentiate between sounds and letters. (SB&WB, P.10) . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song : phonics, song (SB&WB, P. 9 and 10) . Use revision strategies and reflection upon language studied. (WB, P.7-15)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. (SB& WB P.7-15) . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken. (WB, P.66 TB P. 46) . Be receptive to and learn mathematical forms ( SB P.6, WB pág10 and 15) . Organisation of personal work as a strategy to progress in learning. ( SB&WB, P.7-15) . Take advantage of learning opportunities created within and beyond the classroom context .(SB&WB, P.7-15 ) . Active participation in activities and group workt .(SB&WB, P.7-15 )

Linguistic communication All the sections and activities in the unit contribute to the development of linguistic competence in communication, in particular:: . The Listen and read or repeat section to reference the functional language in the unit:

42 Explorers 4 – Oxford University Press . Talk about the names of different types of hair and adjectives to describe people … (SB, P. 6 15) - Narration (SB, P.11-12 WB P. 68) - Act out a Dialogue (SB, P. 8). . The activity sections in the WB P. 6-15

Data processing and digital competence - Practise and become familiar with the functioning of various digital and IT competences via the course using internet resources.( SB P.11, TB P.49-50)

Social and civic competence . This competence is developed via working on essential communication skills like: - Dialogues and communicative exchanges ( SB P.7-15, TB P. 52). - Socialising and participating in classroom activities, establishing and accepting norms of coexistence: both in pairs and in groups - Exhibit one’s own work and listen to that of others, putting oneself in their place .. Artistic and cultural competence . Sing a song , Act out a story. do a cut-out . (SB, P. 9y10) . Immersion in the language, tradition and culture of the English-speaking world (Cultural lessons: Australia WB P. 66, TB P. 34 and 52) . Use the target language as an instrument for accessing information and as a tool for learning diverse contents and information ( SB P. 6-15) . Act out a short story: ( SB P.9)

Learning-to-learn . Understand and use good learning habits in class: make a notebook/folder with the vocabulary learnt.. . Use reference material. . Manage one’s own abilities in the Review sections (WB, pági.13 TB P.36, 40, 42, 48).

Autonomy and personal initiative . Assume responsibility for tasks and activities set out in the unit (WB, P. 6-15 , TB P. 37, 48) . Use reference material suggested for the unit.

43 Explorers 4 – Oxford University Press . Be equipped with and deploy social skills to interact, cooperate and workin pairs and teams in a cooperative and flexible manner whenever required by the communicative activities in the unit: Dialogues, etc. . Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical world This competence involves accurate perception of the physical space in which life and human activity develop, and the ability to interact therein. TB P. 44

Mathematical competence Consists of the ability to use and relate numbers, basic operations, , symbols and forms of mathematical expression and reasoning.. This competence involves the knowledge and use of basic mathematical elements (different kinds of numbers, measurements, symbols, geometric elements, etc)...... This competence is developed in the unit via : SB P. 6 WB P. 10 and 15 .

IV. LITERARY EDUCATION This section develops the ability to relate to others, via the repetition of dialogues included in the unit as well as those of their own creation. Also important is the creation of descriptive texts, which help to consolidate language in both oral and written form..

Literary genres: Dialogue (SB P. 8 and 14-15) Narration ( SB P.11)

Production of oral and written texts: Complete a description (, WB P.10 and 12) Perform a dialogue/song (SB P.8 and 14-15)

V. TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities; TRB CD-ROM Workbook (Unit 1 – P.6-15) Activities in the reference sections: - Pronunciation bank (Unit 1-SB&WB, P. 10) Extension activities

44 Explorers 4 – Oxford University Press Teacher’s Resource and Tests Pack and TB Unit 1

VI. ASSESSMENT

Formative assessment Unit 1 (SB P. 6-12) Cumulative review (Starter-Unit 1, SB P. 11-13) Completion of WB activities (Unit 1, P. 6-12 and 14-15).

Self-assessment Progress review (Unit 1 - WB, P. 13).

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing . Understand the gist and the most relevant specific information oral texts in different communication contexts related to the contents of the unit: - Unit 1 Test Audio, Tests and Resource CD-ROM. - Listening Test and Resource, CD-ROM; SB P.6-15) Tests Unit 1, - Express oneself and interact correctly and fluently in different communicative situations: - Ask and answer questions about the theme in question Speaking Tests, TR CD-ROM; - Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB P.8). - Describe photos (Photo description - Speaking Tests, TR CD-ROM; SB P.6, WB P.11

BLOCK 2 - Written communication: reading and writing . Understand the information contained in written texts from various sources (Reading -Test and Resource, CD-ROM; SB P.8-15; WB P.6-15) . Complete texts with different resources (Writing - TR CD-ROM; WB P.8-13)

BLOCK 3 - Knowledge of the language Vocabulary . Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM, - related to names of different types of hair and adjectives to describe people. - Interests: word groups.

45 Explorers 4 – Oxford University Press Grammar . Understand and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM, . - He´s got/ he hasn´t got/ Has he got? and using the expressions Has he got ( curly hair)? Yes , he has / No he han´t. He has ( wavy ) hair. He´s ( young and tall).SB& WB P.6-15, WB P. 8 and 66). Phonetics . Apply knowledge acquired regarding pronunciation .( SB& WB P.10) Reflection upon learning . Assess use of basic strategies which favour progress in learning . ( SB&WB P. P. 6-15)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Show interest and curiosity regarding learning the target language and recognise linguistic diversity as an enriching element (SB P.11-13;WB, P.66 ) . Identify some cultural elements typical of countries and cultures where the target language is spoken. (TB P. 46)

UNIT 2: AT HOME

BLOCK 1 - Oral communication: listening, speaking and conversing . Participate in oral exchanges: - Identify the names of different actions which can be performed during the day and how the day is divided up . - Converse using vocabulary related to different actions which can be performed during the day and how the day is divided up . - , using He´s/She´s ( eating) and using the expressions What´s ( Lucy) doing. She´s (eating).Who´s ( painting? Peter´s painting. I have breakfast in the morning. . Understand simple oral texts in the classroom context: - Listen to and act out a short story. - Sing a song. - Understand a story.

46 Explorers 4 – Oxford University Press BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to daily habits . Use of basic reading comprehenson strategies (Point and answer). . Complete simple sentences with words studied. . Read a short story, a song.

Identify sounds /n/ and //.

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: - related to different actions which can be performed during the day and how the day is divided up . - Interests: word groups. . Understand and correctly apply grammatical aspects: . What´s ( Lucy) doing. She´s (eating).Who´s ( painting? Peter´s painting. I have breakfast in the morning. . Use and differentiate between sounds and letters. . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song. . Use revision strategies and reflection upon language studied.

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing . Participation in oral exchanges: - Identification of names of different actions which can be performed during the day and how the day is divided up . (SB&WB P. 16-25) - Dialogues using Vocabulary related to different actions which can be performed during the day and how the day is divided up and using the

47 Explorers 4 – Oxford University Press expressions What´s ( Lucy) doing. She´s (eating).Who´s ( painting? Peter´s painting. I have breakfast in the morning. - (SB&WB, P. 16-15, WB P. 18 and 68) . Comprehension of simple oral texts within the classroom context : - A short story . (SB, P.18,21 and 24-25) - Song (SB, P.19) - Narration (SB, P.21)

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to different actions which can be performed during the day and how the day is divided up ( SB P. 16-25 WB P. 16- 25 and 68-69) . Use of basic reading comprehenson strategies. (SB, P.18 , 20, 21-25 ) . Complete simple written texts with words studied (WB, P.16-25) . Read a short story , a song and a narration. (SB, P.18,21y 24-25) . Identification of and differentiation between sounds in specific vocabulary and chant (SB&WB, P. 19 and 20)

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: - related to different actions which can be performed during the day and how the day is divided up .(SB& WB P. 17-25) - Interests: word groups. . Comprehension and correct application of grammar: - What´s ( Lucy) doing. She´s (eating).Who´s ( painting? Peter´s painting. I have breakfast in the morning.(SB&WB, P. 16-25, WB P. 18 and 68) . Use and differentiate between sounds and letters. (SB&WB, P.20) . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song : phonics, song (SB&WB, P. 19 and 20) . Use revision strategies and reflection upon language studied. (WB, P.17-25)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. (SB& WB P.17-25) . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken. (WB, P.68)

48 Explorers 4 – Oxford University Press . Be receptive to and learn mathematical forms ( SB P.23, WB pág16) . Organisation of personal work as a strategy to progress in learning. ( SB&WB, P.17-25) . Take advantage of learning opportunities created within and beyond the classroom context .(SB&WB, P.17-25 ) . Active participation in activities and group work .(SB&WB, P.17-25 )

Linguistic communication All the sections and activities in the unit contribute to the development of linguistic competence in communication, in particular:: . The Listen and read or repeat section to reference the functional language in the unit: - Talk about different actions which can be performed during the day and how the day is divided up … (SB, P. 16 -25) - Narration (SB, P.21-22 WB P. 68) - Act out Dialogue (SB, P. 18). . The activity sections in the WB P. 16-25

Social and civic competence . This competence is developed via working on essential communication skills like: - Dialogues and communicative exchanges ( SB P.17-25, TB P. 68). - Socialising and participating in classroom activities, establishing and accepting norms of coexistence: both in pairs and in groups - Exhibit one’s own work and listen to that of others, putting oneself in their place .. Artistic and cultural competence . Sing a song , Act out a story. do a cut-out . (SB, P. 19y20) . Immersion in the language, tradition and culture of the English-speaking world (Cultural lessons: Armenia WB P. 68, TB P. 61, 66, 67) . Use the target language as an instrument for accessing information and as a tool for learning diverse contents and information ( SB P. 16-25)

49 Explorers 4 – Oxford University Press . Act out a short story: ( SB P.19)

Learning-to-learn . Understand and use good learning habits in class: make a notebook/folder with the vocabulary learnt.. . Use reference material. . Manage one’s own abilities in the Review sections (WB, pági.23 TB P.56, 57, 58,59, 64, 68, 70).

Autonomy and personal initiative . Assume responsibility for tasks and activities set out in the unit (WB, P. 16-25 , TB P. 68, 69) . Use reference material suggested for the unit. . Be equipped with and deploy social skills to interact, cooperate and workin pairs and teams in a cooperative and flexible manner whenever required by the communicative activities in the unit: Dialogues, etc. . Organise personal work as a strategy to progress in learning.

Mathematical competence Consists of the ability to use and relate numbers, basic operations, , symbols and forms of mathematical expression and reasoning.. This competence involves the knowledge and use of basic mathematical elements (different kinds of numbers, measurements, symbols, geometric elements, etc)...... This competence is developed in the unit via : SB P. 23 WB P. 16 .

Literary genres: Dialogue (SB P. 18 and 24-25)

50 Explorers 4 – Oxford University Press Narration ( SB P.21)

V. TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities; TRB CD-ROM Workbook (Unit 2 – P.16-25) Activities in the reference sections: - Pronunciation bank (Unit 2-SB&WB, P. 20) Extension activities Teacher’s Resource and Tests Pack and TB Unit 2

VI. ASSESSMENT

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing . Understand the gist and the most relevant specific information oral texts in different communication contexts related to the contents of the unit: - Unit 2 and Unit 1&2 Test Audio, Tests and Resource CD-ROM. - Listening Test and Resource, CD-ROM; SB P.16-25) Tests Unit 2, and 1&2 - Express oneself and interact correctly and fluently in different communicative situations: - Ask and answer questions about the theme in question Speaking Tests, TR CD-ROM; - Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB P.18).

51 Explorers 4 – Oxford University Press - Describe photos (Photo description - Speaking Tests, TR CD-ROM; SB P.16, WB P.21

BLOCK 3 - Knowledge of the language Vocabulary . Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM, - related to different actions which can be performed during the day and how the day is divided up . - Interests: word groups. Grammar . Understand and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM, . What´s ( Lucy) doing. She´s (eating).Who´s ( painting? Peter´s painting. I have breakfast in the morning. (SB&WB, P. 16-25, WB P. 18 and 68) Phonetics . Apply knowledge acquired regarding pronunciation .( SB& WB P.20) Reflection upon learning . Assess use of basic strategies which favour progress in learning . ( SB&WB P. P. 16-25)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Show interest and curiosity regarding learning the target language and recognise linguistic diversity as an enriching element (SB P.21-23;WB, P.68 ) . Identify some cultural elements typical of countries and cultures where the target language is spoken.

UNIT 3: IN THE TOWN

BLOCK 1 - Oral communication: listening, speaking and conversing

52 Explorers 4 – Oxford University Press . Participate in oral exchanges: - places in a city and adverbs of place. - Converse using vocabulary related to items of clothing and seasons of the year, using There´s ( a park), Is there a bank? … and using the expressions There´s ( a shop) .Is there a school? Yes there is. No, there isn ´t. Where is the cinema? The cinema is between the shop and the bank . Understand simple oral texts in the classroom context: - Listen to and act out a short story. - Sing a song. - Understand a story.

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to la forma de vestir . Use of basic reading comprehenson strategies (Point and answer). . Complete simple sentences with words studied. . Read a short story, a song. Identify sounds /k/ and /

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: -related to places in a city and adverbs of place. - Interests: word groups. . Understand and correctly apply grammatical aspects: There´s ( a shop) .Is there a school? Yes there is. No, there isn´t. Where is the cinema? The cinema is between the shop and the bank . Use and differentiate between sounds and letters. . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song. . Use revision strategies and reflection upon language studied.

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. . Show a respectful attitude towards people who speak another language and have a different culture to one’s own.

53 Explorers 4 – Oxford University Press . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken.

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing . Participation in oral exchanges: - Identification of places in a city and adverbs of place. (SB&WB P. 26-35) - Dialogues using vocabulary related to places in a city and adverbs of place. and using the expressions There´s ( a shop) .Is there a school? Yes there is. No, there isn´t. Where is the cinema? The cinema is between the shop and the bank (SB&WB, P. 26-35, WB P. 28 and 70) . Comprehension of simple oral texts within the classroom context : - A short story . (SB, P.28,311 and 34-35) - Song (SB, P.29) - Narration (SB, P.31)

BLOCK 2 - Written communication: reading and writing - General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to places in a city and adverbs of place. . ( SB P. 26-35 WB P. 26-35 and 70-71) . Use of basic reading comprehension strategies. (SB, P.28 , 30-35 ) . Complete simple written texts with words studied (WB, P.26-35) . Read a short story , a song and a narration. (SB, P.28,31y 34-35) . Identification of and differentiation between sounds in specific vocabulary and chant (SB&WB, P. 29 and 30)

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: -related to places in a city and adverbs of place. .(SB& WB P. 27-35) - Interests: word groups. . Comprehension and correct application of grammar: - There´s ( a shop) .Is there a school? Yes there is. No, there isn´t. Where is the cinema? The cinema is between the shop and the bank (SB&WB, P. 26-35, WB P. 28 and 70) . Use and differentiate between sounds and letters. (SB&WB, P.30)

54 Explorers 4 – Oxford University Press . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song : phonics, song (SB&WB, P. 29 and 30) . Use revision strategies and reflection upon language studied. (WB, P.27-35)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. (SB& WB P.27-35) . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken. (WB, P.70 TB P. 95) . Be receptive to and learn mathematical forms ( SB P.27, WB pág29, 30) . Organisation of personal work as a strategy to progress in learning. ( SB&WB, P.27-35) . Take advantage of learning opportunities created within and beyond the classroom context .(SB&WB, P.27-35 ) . Active participation in activities and group workt .(SB&WB, P.27-35 )

Linguistic communication All the sections and activities in the unit contribute to the development of linguistic competence in communication, in particular: TB P.91 . The Listen and read or repeat section to reference the functional language in the unit: . Talk about places in a city and adverbs of place. - … (SB, P. 26 -35) - Narration (SB, P.31-32 WB P. 70) - Act out Dialogue (SB, P. 28). . The activity sections in the WB P. 26-35

Social and civic competence . This competence is developed via working on essential communication skills like: - Dialogues and communicative exchanges ( SB P.7-15, TB P. 90 and 96).

55 Explorers 4 – Oxford University Press - Socialising and participating in classroom activities, establishing and accepting norms of coexistence: both in pairs and in groups - Exhibit one’s own work and listen to that of others, putting oneself in their place .. Artistic and cultural competence . Sing a song , Act out a story. do a cut-out . (SB, P. 29y30) . Immersion in the language, tradition and culture of the English-speaking world (Cultural lessons:Perú WB P. 70, TB P. 90) . Use the target language as an instrument for accessing information and as a tool for learning diverse contents and information ( SB P. 26-35) . Act out a short story: ( SB P.29)

Learning-to-learn . Understand and use good learning habits in class: make a notebook/folder with the vocabulary learnt.. . Use reference material. . Manage one’s own abilities in the Review sections (WB, pági.33 TB P.78, 80, 83, 86, 92).

Autonomy and personal initiative . Assume responsibility for tasks and activities set out in the unit (WB, P. 26-35 , TB P. 81) . Use reference material suggested for the unit. . Be equipped with and deploy social skills to interact, cooperate and workin pairs and teams in a cooperative and flexible manner whenever required by the communicative activities in the unit: Dialogues, etc. . Organise personal work as a strategy to progress in learning.

Mathematical competence Consists of the ability to use and relate numbers, basic operations, , symbols and forms of mathematical expression and reasoning.. This competence involves the knowledge and use of basic mathematical elements (different kinds of numbers, measurements, symbols, geometric elements, etc)......

56 Explorers 4 – Oxford University Press This competence is developed in the unit via : ( SB P.27, WB pág29, 30).

Production of oral and written texts: Complete a description (, WB P.30 and 32) /song (SB P.28 and 34-35)

VI. ASSESSMENT

Assessment criteria

57 Explorers 4 – Oxford University Press BLOCK 1 - Oral communication: listening, speaking and conversing . Understand the gist and the most relevant specific information oral texts in different communication contexts related to the contents of the unit: - Unit 3Test Audio, Tests and Resource CD-ROM. - Listening Test and Resource, CD-ROM; SB P.26-35) Tests Unit 3, - Express oneself and interact correctly and fluently in different communicative situations: - Ask and answer questions about the theme in question Speaking Tests, TR CD-ROM; - Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB P.28). - Describe photos (Photo description - Speaking Tests, TR CD-ROM; SB P.26, WB P.31

BLOCK 3 - Knowledge of the language Vocabulary . Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM, - Related to places in a city and adverbs of place. - Interests: word groups. Grammar . Understand and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM, . There´s ( a shop) .Is there a school? Yes there is. No, there isn´t. Where is the cinema? The cinema is between the shop and the bank (SB&WB, P. 26-35, WB P. 28 and 70). . Apply knowledge acquired regarding pronunciation .( SB& WB P.30) Reflection upon learning . Assess use of basic strategies which favour progress in learning . ( SB&WB P. P. 26-35)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Show interest and curiosity regarding learning the target language and recognise linguistic diversity as an enriching element (SB P.31-33;WB, P.70 )

58 Explorers 4 – Oxford University Press . Identify some cultural elements typical of countries and cultures where the target language is spoken. (TB P. 95)

UNIT 4: AT THE YOUTH CLUB

BLOCK 1 - Oral communication: listening, speaking and conversing . Participate in oral exchanges: - Identify the names of different types of games and the time of day when they are played - Converse using vocabulary related to different types of games and the time of day when they are played , using He´s got/ he hasn´t got, Do you like (skipping)? Yes I do . No, I don´t and He´s got ( curly hair). Does he like ( skippping? Yes he does/ No He doesn´t. She likes doing exercises . Understand simple oral texts in the classroom context: - Listen to and act out a short story. - Sing a song. - Understand a story.

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to tipos de casas . Use of basic reading comprehenson strategies(Point and answer). . Complete simple sentences with words studied. . Read a short story, a song.

Identify sounds /

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: - related to different types of games and the time of the day when they are played . - Interests: word groups. . Understand and correctly apply grammatical aspects:

59 Explorers 4 – Oxford University Press . - He´s got ( curly hair). Does he like ( skippping? Yes he does/ No He doesn´t. She likes doing exercises . Use and differentiate between sounds and letters. . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song. . Use revision strategies and reflection upon language studied.

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing . Participation in oral exchanges: - Identification of names of different types of juegos and las partes del dia en que se realizan. (SB&WB P. 36-45) - Dialogues using Vocabulary related to different types of games and the time of the day when they are played and using the expressions He´s got ( curly hair). Does he like ( skippping? Yes he does/ No He doesn´t. She likes doing exercises (SB&WB, P. 36-45, WB P. 38 and 72) . Comprehension of simple oral texts within the classroom context : - A short story . (SB, P.38,41 and 44-45) - Song (SB, P.39) - Narration (SB, P.41)

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to different types of games and the time of the day when they are played ( SB P. 36-45 WB P. 36-45 and 72-73) . Use of basic reading comprehenson strategies. (SB, P.38 , 40, 41-45 ) . Complete simple written texts with words studied (WB, P.36-45) . Read a short story , a song and a narration. (SB, P.38,41y 44-45)

60 Explorers 4 – Oxford University Press . Identification of and differentiation between sounds in specific vocabulary and chant (SB&WB, P. 39 and 40)

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: -related to different types of games and the time of the day when they are played . (SB& WB P. 37-45) - Interests: word groups. . Comprehension and correct application of grammar: - He´s got ( curly hair). Does he like ( skippping? Yes he does/ No He doesn ´t. She likes doing exercises (SB&WB, P. 36-45, WB P. 38 and 72) . Use and differentiate between sounds and letters. (SB&WB, P.40) . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song : phonics, song (SB&WB, P. 39 and 40) . Use revision strategies and reflection upon language studied. (WB, P.37-45)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. (SB& WB P.37-45) . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken. (WB, P.72) . Be receptive to and learn mathematical forms ( SB P.36, 40, 43, WB pág43) . Organisation of personal work as a strategy to progress in learning. ( SB&WB, P.37-45) . Take advantage of learning opportunities created within and beyond the classroom context .(SB&WB, P.37-45 ) . Active participation in activities and group work .(SB&WB, P.37-45 )

Linguistic communication All the sections and activities in the unit contribute to the development of linguistic competence in communication, in particular:: . The Listen and read or repeat section to reference the functional language in the unit: . Talk about different types of games and the time of the day when they are played … (SB, P. 36 45)

61 Explorers 4 – Oxford University Press - Narration (SB, P.41-42 WB P. 72) - Act out Dialogue (SB, P. 38). . The activity sections in the WB P. 36-45

Social and civic competence . This competence is developed via working on essential communication skills like: - Dialogues and communicative exchanges ( SB P.37-45,). - Socialising and participating in classroom activities, establishing and accepting norms of coexistence: both in pairs and in groups - Exhibit one’s own work and listen to that of others, putting oneself in their place .. Artistic and cultural competence . Sing a song , Act out a story. do a cut-out . (SB, P. 39y40) . Immersion in the language, tradition and culture of the English-speaking world(Cultural lessons: Switzerland WB P. 72, TB P. 99, 110, 114) . Use the target language as an instrument for accessing information and as a tool for learning diverse contents and information ( SB P. 36-45) . Act out a short story: ( SB P.39)

Learning-to-learn . Understand and use good learning habits in class: make a notebook/folder with the vocabulary learnt.. . Use reference material. . Manage one’s own abilities in the Review sections (WB, pági.43 TB P.104-105- 107-112 and 114).

Autonomy and personal initiative . Assume responsibility for tasks and activities set out in the unit (WB, P. 36-45 , TB P. 102) . Use reference material suggested for the unit. . Be equipped with and deploy social skills to interact, cooperate and workin pairs and teams in a cooperative and flexible manner whenever required by the communicative activities in the unit: Dialogues, etc.

62 Explorers 4 – Oxford University Press . Organise personal work as a strategy to progress in learning.

Mathematical competence Consists of the ability to use and relate numbers, basic operations, , symbols and forms of mathematical expression and reasoning.. This competence involves the knowledge and use of basic mathematical elements (different kinds of numbers, measurements, symbols, geometric elements, etc)...... This competence is developed in the unit via : SB P. 36, 40, 43 WB P. 43 .

Literary genres: Dialogue (SB P. 38 and 34-45) Narration ( SB P.41 WB 72)

VI. ASSESSMENT

63 Explorers 4 – Oxford University Press Formative assessment Unit 4 (SB P. 36-42) Cumulative review (Starter-Unit 4, SB P. 41-43) Completion of WB activities (Unit 4, P. 36-42 and 44-45).

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing . Understand the gist and the most relevant specific information oral texts in different communication contexts related to the contents of the unit: - Unit 4 & 3-4Test Audio, Tests and Resource CD-ROM. - Listening Test and Resource, CD-ROM; SB P.36-45) Tests Unit 4 & 3-4, - Express oneself and interact correctly and fluently in different communicative situations: - Ask and answer questions about the theme in question Speaking Tests, TR CD-ROM; - Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB P.38). - Describe photos (Photo description - Speaking Tests, TR CD-ROM; SB P.36, WB P.41

BLOCK 3 - Knowledge of the language Vocabulary . Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM, -related to different types of games and the time of the day when they are played - Interests: word groups. Grammar

64 Explorers 4 – Oxford University Press . Understand and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM, - He´s got ( curly hair). Does he like ( skippping? Yes he does/ No He doesn ´t. She likes doing exercises (SB&WB, P. 3 6-45, WB P. 38 and 72) Phonetics . Apply knowledge acquired regarding pronunciation .( SB& WB P.40) Reflection upon learning . Assess use of basic strategies which favour progress in learning . ( SB&WB P. P. 36-45)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Show interest and curiosity regarding learning the target languageand recognise linguistic diversity as an enriching element (SB pág41-43;WB, P.72 ) . Identify some cultural elements typical of countries and cultures where the target language is spoken. UNIT 5: MY DAY

BLOCK 1 - Oral communication: listening, speaking and conversing . Participate in oral exchanges: - Identify the names of daily routines and the time when they are performed .. - Converse using vocabulary related to daily routines and the time when they are performed .. , using I ( get up). What time do you have….? and using the expressions I ( get up) at eight o´clock. What time you you have (breakfast)? I have breakfast at half past eight. . Understand simple oral texts in the classroom context: - Listen to and act out a short story. - Sing a song. - Understand a story.

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to daily routines and the time when they are performed .. . Use of basic reading comprehenson strategies(Point and answer). . Complete simple sentences with words studied.

65 Explorers 4 – Oxford University Press . Read a short story, a song.

Identify sounds // and //.

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: . related to daily routines and the time when they are performed .. - Interests: word groups. . Understand and correctly apply grammatical aspects: . I ( get up) at eight o´clock. What time you you have (breakfast)? I have breakfast at half past eight. . Use and differentiate between sounds and letters. . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song. . Use revision strategies and reflection upon language studied.

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing . Participation in oral exchanges: - Identification of daily routines and the time when they are performed .. (SB&WB P. 46-55) - Dialogues using Vocabulary related to daily routines and the time when they are performed .. and using the expressions I ( get up) at eight o´clock. What time you you have (breakfast)? I have breakfast at half past eight. (SB&WB, P. 46-55, WB P. 48 and 74) . Comprehension of simple oral texts within the classroom context : - A short story . (SB, P.48,51 and 54-55) - Song (SB, P.49) - Narration (SB, P.51)

66 Explorers 4 – Oxford University Press BLOCK 2 - Written communication: reading and writing - General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to daily routines and the time when they are performed .. ( SB P. 46-55 WB P. 46-55 and 74-75) . Use of basic reading comprehenson strategies. (SB, P.48 , 50, 51-55 ) . Complete simple written texts with words studied (WB, P.46-55) . Read a short story , a song and a narration. (SB, P.48,51y 54-55) . Identification of and differentiation between sounds in specific vocabulary and chant (SB&WB, P. 49 and 50)

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: related to daily routines and the time when they are performed .. .(SB& WB P. 47-55) - Interests: word groups. . Comprehension and correct application of grammar: - I ( get up) at eight o´clock. What time you you have (breakfast)? I have breakfast at half past eight.(SB&WB, P. 46-55, WB P. 48 and 74) . Use and differentiate between sounds and letters. (SB&WB, P.50) . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song : phonics, song (SB&WB, P. 49 and 50) . Use revision strategies and reflection upon language studied. (WB, P.47-55)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. (SB& WB P.47-55) . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken. (WB, P.74) . Be receptive to and learn mathematical forms ( SB P.46-55, WB pág46-55) . Organisation of personal work as a strategy to progress in learning. ( SB&WB, P.47-55) . Take advantage of learning opportunities created within and beyond the classroom context .(SB&WB, P.47-55 ) . Active participation in activities and group workt .(SB&WB, P.47-55 )

67 Explorers 4 – Oxford University Press Linguistic communication All the sections and activities in the unit contribute to the development of linguistic competence in communication, in particular:: . The Listen and read or repeat section to reference the functional language in the unit: . Talk about daily routines and the time when they are performed .. … (SB, P. 46- 55 TB P. 123) - Narration (SB, P.51-52 WB P. 74) - Act out Dialogue (SB, P. 48). . The activity sections in the WB P. 46-55

Social and civic competence . This competence is developed via working on essential communication skills like: - Dialogues and communicative exchanges ( SB P.47-55, TB P. 138, 140) - Socialising and participating in classroom activities, establishing and accepting norms of coexistence: both in pairs and in groups - Exhibit one’s own work and listen to that of others, putting oneself in their place .. Artistic and cultural competence . Sing a song , Act out a story. do a cut-out . (SB, P. 49y50) . Immersion in the language, tradition and culture of the English-speaking world (Cultural lessons: South Africa WB P. 74, TB P. 125) . Use the target language as an instrument for accessing information and as a tool for learning diverse contents and information ( SB P. 46-55) . Act out a short story: ( SB P.49)

Learning-to-learn . Understand and use good learning habits in class: make a notebook/folder with the vocabulary learnt.. . Use reference material. . Manage one’s own abilities in the Review sections (WB, pági.53 TB P.124, 128, 129, 137).

68 Explorers 4 – Oxford University Press Autonomy and personal initiative . Assume responsibility for tasks and activities set out in the unit (WB, P. 46-55 , TB P. 122) . Use reference material suggested for the unit. . Be equipped with and deploy social skills to interact, cooperate and workin pairs and teams in a cooperative and flexible manner whenever required by the communicative activities in the unit: Dialogues, etc. . Organise personal work as a strategy to progress in learning.

Mathematical competence Consists of the ability to use and relate numbers, basic operations, , symbols and forms of mathematical expression and reasoning.. This competence involves the knowledge and use of basic mathematical elements (different kinds of numbers, measurements, symbols, geometric elements, etc)...... This competence is developed in the unit via :SB P.46-55 WB P. 46-55 .

V. TREATMENT OF DIVERSITY Reinforcement activities Additional and alternative activities; TRB CD-ROM

69 Explorers 4 – Oxford University Press Workbook (Unit 5– P.46-55) Activities in the reference sections: - Pronunciation bank (Unit 5-SB&WB, P. 50) Extension activities Teacher’s Resource and Tests Pack and TB Unit 5

VI. ASSESSMENT

Formative assessment Unit 5 (SB P. 46-52) Cumulative review (Starter-Unit 5, SB P. 51-53) Completion of WB activities (Unit 5, P.4 6-52 and 54-55).

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing . Understand the gist and the most relevant specific information oral texts in different communication contexts related to the contents of the unit: - Unit 5Test Audio, Tests and Resource CD-ROM. - Listening Test and Resource, CD-ROM; SB P.46-55) Tests Unit 5, - Express oneself and interact correctly and fluently in different communicative situations: - Ask and answer questions about the theme in question Speaking Tests, TR CD-ROM; - Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB P.48). - Describe photos (Photo description - Speaking Tests, TR CD-ROM; SB P.46, WB P.51

BLOCK 3 - Knowledge of the language

70 Explorers 4 – Oxford University Press Vocabulary . Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM, . related to daily routines and the time when they are performed ... - Interests: word groups. Grammar . Understand and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM, . I ( get up) at eight o´clock. What time you you have (breakfast)? I have breakfast at half past eight. (SB&WB, P. 46-55, WB P. 48 and 74). Phonetics . Apply knowledge acquired regarding pronunciation .( SB& WB P.50) Reflection upon learning . Assess use of basic strategies which favour progress in learning . ( SB&WB P. P. 46-55)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Show interest and curiosity regarding learning the target languageand recognise linguistic diversity as an enriching element (SB P.51-53;WB, P.74) . Identify some cultural elements typical of countries and cultures where the target language is spoken.

UNIT 6: UNDER THE SEA

BLOCK 1 - Oral communication: listening, speaking and conversing . Participate in oral exchanges: - Identify the names of different sea animals and adjectives which can apply to them - Converse using vocabulary related to sea animals and adjectives which can apply to them, using There are ( crabs), Have they got ( shells)? and using the expressions There are octopuses in the sea. Have they got shells? Yes, they have. No, they haven´t.What´s missing? It´s your card . Understand simple oral texts in the classroom context:

71 Explorers 4 – Oxford University Press - Listen to and act out a short story. - Sing a song. - Understand a story.

BLOCK 2 - Written communication: reading and writing . General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to sea animals and adjectives which can apply to them Use of basic reading comprehenson strategies(Point and answer). . Complete simple sentences with words studied. . Read a short story, a song. Identify sounds /iz/ and /s/.

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: . related to sea animals and adjectives which can apply to them. - Interests: word groups. . Understand and correctly apply grammatical aspects: . - There are octopuses in the sea. Have they got shells? Yes, they have. No, they haven´t.What´s missing? It´s your card. . Use and differentiate between sounds and letters. . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song. . Use revision strategies and reflection upon language studied.

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing . Participation in oral exchanges:

72 Explorers 4 – Oxford University Press - Identification of names of sea animals and adjectives which can apply to them (SB&WB P. 56-65) - Dialogues using Vocabulary related to sea animals and adjectives which can apply to them and using the expressions There are octopuses in the sea. Have they got shells? Yes, they have. No, they haven´t.What´s missing? It´s your card (SB&WB, P. 56-65, WB P. 58 and 76) . Comprehension of simple oral texts within the classroom context : - A short story . (SB, P.58,61 and 64-65) - Song (SB, P.59) - Narration (SB, P.61)

BLOCK 2 - Written communication: reading and writing - General comprehension and identification of specific vocabulary in different simple texts, appropriate to their age and related to to sea animals and adjectives which can apply to them ( SB P. 56-65 WB P. 56-65 and 76-77) . Use of basic reading comprehenson strategies. (SB, P.58 , 60, 61-65 ) . Complete simple written texts with words studied (WB, P.56-65) . Read a short story , a song and a narration. (SB, P.58,61y 64-65) . Identification of and differentiation between sounds in specific vocabulary and chant (SB&WB, P. 59 and 60)

BLOCK 3 - Knowledge of the language . Revise and identify the vocabulary from the unit: . related to sea animals and adjectives which can apply to them.(SB& WB P. 57-65) - Interests: word groups. . Comprehension and correct application of grammar: - There are octopuses in the sea. Have they got shells? Yes, they have. No, they haven´t.What´s missing? It´s your card(SB&WB, P. 56-65, WB P. 58 and 76) . Use and differentiate between sounds and letters. (SB&WB, P.60) . Recognise and reproduce aspects of sound, rhythm, stress and intonation: phonics, song : phonics, song (SB&WB, P. 59 and 60) . Use revision strategies and reflection upon language studied. (WB, P.57-65)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Learn basic forms of social relationship in the target language, participating in different classroom activities. (SB& WB P.57-65)

73 Explorers 4 – Oxford University Press . Identification of customs and aspects of everyday life typical of other countries and cultures where the target language is spoken. (WB, P.76) . Be receptive to and learn mathematical forms ( SB P.61,63, WB P.56, 57, 59 and 63-65) . Organisation of personal work as a strategy to progress in learning. ( SB&WB, P.57-65) . Take advantage of learning opportunities created within and beyond the classroom context .(SB&WB, P.57-65 ) . Active participation in activities and group workt .(SB&WB, P.57-65 )

Linguistic communication All the sections and activities in the unit contribute to the development of linguistic competence in communication, in particular:: . The Listen and read or repeat section to reference the functional language in the unit: . Talk about sea animals and adjectives which can apply to them … (SB, P. 56- 65) - Narration (SB, P.61-62 WB P. 58) - Act out Dialogue (SB, P. 68). . The activity sections in the WB P. 56-65

Social and civic competence . This competence is developed via working on essential communication skills like: - Dialogues and communicative exchanges ( SB P.57-65, TB P. 154,156). - Socialising and participating in classroom activities, establishing and accepting norms of coexistence: both in pairs and in groups - Exhibit one’s own work and listen to that of others, putting oneself in their place .. Artistic and cultural competence . Sing a song , Act out a story. do a cut-out . (SB, P.59y60) . Immersion in the language, tradition and culture of the English-speaking world(Cultural lessons: Thailand WB P. 76,)

74 Explorers 4 – Oxford University Press . Use the target language as an instrument for accessing information and as a tool for learning diverse contents and information ( SB P. 56-65) . Act out a short story: ( SB P.59)

Learning-to-learn . Understand and use good learning habits in class: make a notebook/folder with the vocabulary learnt.. . Use reference material. . Manage one’s own abilities in the Review sections (WB, pági.63 TB P.148, 150 and 158).

Autonomy and personal initiative . Assume responsibility for tasks and activities set out in the unit (WB, P. 56-65 , TB P. 144, 158) . Use reference material suggested for the unit. . Be equipped with and deploy social skills to interact, cooperate and workin pairs and teams in a cooperative and flexible manner whenever required by the communicative activities in the unit: Dialogues, etc. . Organise personal work as a strategy to progress in learning.

Mathematical competence Consists of the ability to use and relate numbers, basic operations, , symbols and forms of mathematical expression and reasoning.. This competence involves the knowledge and use of basic mathematical elements (different kinds of numbers, measurements, symbols, geometric elements, etc)...... This competence is developed in the unit via : SB P.61, 63 WB P. 56,57,59 and 63-65 .

75 Explorers 4 – Oxford University Press Literary genres: Dialogue (SB P. 58 and 64-65) Narration ( SB P.61)

VI. ASSESSMENT

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing . Understand the gist and the most relevant specific information oral texts in different communication contexts related to the contents of the unit: - Unit 6 & 5-6 Test Audio, Tests and Resource CD-ROM. - Listening Test and Resource, CD-ROM; SB P.56-55) Tests Unit 6 & 5-6, - Express oneself and interact correctly and fluently in different communicative situations:

76 Explorers 4 – Oxford University Press - Ask and answer questions about the theme in question Speaking Tests, TR CD-ROM; - Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB P.58). - Describe photos (Photo description - Speaking Tests, TR CD-ROM; SB P.56, WB P.61

BLOCK 3 - Knowledge of the language Vocabulary . Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM, . related to sea animals and adjectives which can apply to them. - Interests: word groups. Grammar . Understand and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM, - There are octopuses in the sea. Have they got shells? Yes, they have. No, they haven´t.What´s missing? It´s your card (SB&WB, P. 56-65, WB P. 58 and 76). Phonetics . Apply knowledge acquired regarding pronunciation .( SB& WB P.60) Reflection upon learning . Assess use of basic strategies which favour progress in learning . ( SB&WB P. P. 56-65)

BLOCK 4 - Socio-cultural aspects and intercultural awareness . Show interest and curiosity regarding learning the target languageand recognise linguistic diversity as an enriching element (SB P.61-63;WB, P.76 ) . Identify some cultural elements typical of countries and cultures where the target language is spoken.

77 Explorers 4 – Oxford University Press 7. TIMING EXPLORERS 4: YEAR 20--/20--*

UNIT APPROX. APPROX. TIMING (45 MIN PER SESSION) NOTES and OBSERVATIONS Nº SESSIONS Come and explore! 1 45 min* Hello again! 4 3hours 1 At the circus 12 9hours 2 At home 13 9hours 45 min 3 In the town 12 9hours 4 At the youth club 13 9hours 45 min 5 My day 12 9hours 6 Under the sea 13 9hours 45min Culture ,Festivals and Extensive Reading 10 7 hours and 30min* TOTAL e.g approx 90 67hours 45 min

Extra activities programmed by the school

*Each centre will have to adapt this programme to its own situation and timetable. THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS LEVEL

78 Explorers 4 – Oxford University Press The terms used in the classroom programme tables are as follows:

Skills Interaction Material RC Comprensión escrita P-A Profesor-alumno WB Workbook (Reading (Teacher-pupil) comprehension) OC Comprensión Oral TI Trabajo individual SB Students’ Book ( Oral comprehension) (Individual work)

WE Expersión escrita TG Trabajo en grupo TB Teacher’s Book (Written expression) (Group work)

OE Expresiòn Oral (Oral TP Trabajo en parejas TR Teacher´s Resource CD-ROM expression) (Pair work) CD- ROM OI Interacción oral (Oral interaction)

AS Todas las destrezas (All skills)

79 Explorers 4 – Oxford University Press COME AND EXPLORE

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 Warm up. TB, P. 23 - Practise greetings. CO,EO P-A, TI TRP 45’ cB Welcome students to the world of Explorers. CD Learn the Explorers song from level 4. - Learn a new song . CE, CO, EO P-A Revise the vocabulary from level 3 - Introduction of unit contents and planning of Use the English alphabet with a revision objectives and activities. game made with a grid - Play What´s Messing, Look and find to rvise SB vocabulary and learn new vocabulary. - End with Goodbye

CE, CO, EO TI, TG, TP

Reinforcement activities Play Hang a man CE, EE TI WB -TB exercises, P. 24 TRP -Wordlist, TB 24

Extension activities: Do exercises to recycle and extend Vocabulary - Optional activity: TB P.24 CE, EO TI, TG TB

80 Explorers 4 – Oxford University Press HELLO AGAIN!

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 Warm up. TB, P. 25 -With Hello and the Explorers song CO,EO P-A, TI TRP 45’ SB Introduce the characters from the course. - Observe images to introduce Vocabulary. CD Revise the alphabet - Introduction of unit contents and planning of CE, CO, EO P-A Learn the days of the week objectives and activities. SB P.2 - Matc pictures and words. - Memorise Vocabulary . - Repeat alphabet alter hearing it

- Comprehension nof a dalogue between Sam and Sophie CE, CO, EO TI, TG, TP Understand a dialogue -Play the game play I see SB, P. 8

Say goodbye

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI WB -WB exercises, P.2 work. TRP -Follow and colour then write TB 26 WB p. 2 Reinforce studies with the poster -Put the poster up in the classroom

Extension activities: - Optional activity for all and for Do exercises to recycle and extend Vocabulary CE, EO TI, TG TB fast finishers TB P.26

81 Explorers 4 – Oxford University Press 2 Warm-up activity. CO, EO, P-A SB 45’ TB P.27 CD Learn the alphabet rock song - Listen to and learn the alphabet in rock style TB Spell names - Identification of communicative purpose of spelling CE, CO, TI, TP, TG Practise spelling via a game - Play spelling game Goodbye - Find numbers in a drawing SB P.3 TB, P. 27

CO, EO TP, TG Reinforcement activities Realización de los ejercicios presentados en el WB to CE, EE TI WB WB exercises, P.3 TB 28 consolidate studies Extension activities: Optional activity: (TB P. 28) Do exercises to improve oral and written skills. CE, EE TI WB TB 3 : CE, EO P-A, TI SB 45’ TB P. 29 TRP . CD Listen to and act out a story - Listen,learn and act out a story. CE, CO,EO, EE TP, TG Order the events in a story - Order the events in a story Write sentences with There are ( twenty-nine - Make questions and answers tadpoles) SB, P. 4 WB P. 4 TB P. 30 Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI WB TB exercises, P. 30 work. TRP Extension activities: Optional activity TB P. 30 Do exercises to extend grammatical knowledge CE, EE TI TRP

82 Explorers 4 – Oxford University Press 4 Warm-up activity. - CO, EO P-A SB 45’ TB P.31 CD WB CE, EE., CO TI, TG Introduce and practise the numbers from 1- - Listen to, indicate and repeat the numbers 100 - Listen to and resad short texts. Practise numbers with a memory game - Ansswer How many questions Goodbye - Make questions and answers SB, P. 5 WB p. 5 - Complete a crossword. Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TRP -TB exercises, P. 32 work.

Extension activities: TB -Optional activity: Vocabulary (TB P.32) Do exercises to recycle and extend Vocabulary. CE, EE TI -Picture Dictionary

83 Explorers 4 – Oxford University Press UNIT 1: AT THE CIRCUS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 Warm up. TB, P. 33 . CO,EO P-A, TI TRP 45’ SB Introduce and practise the first block of - Observation of flashcards to introduce Vocabulary. CD Vocabulary - Introduction of unit contents and planning of CE, CO, EO P-A Introduce the new vocabulary in the context objectives and activities. of a chant - Introduce and learn chant. Flashcards - Listen to questions to guess whether it is Sam or Revise the structure He´s got ( curly hair)/ Sophie He hasn´t got wavy hair) - Listen and repeat words Practise the new vocabulary and the revision Dialogue with a classmate to practise He´s got structure, via an activity in pairs ( curly hair)/ He hasn´t got wavy hair) CE, CO, EO, TI, TG, TP -

- Complete with the right word SB, P. 6 TB P.33 WB P. - Make sentences

Goodbye

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM -Do activities to reinforce previous work work. TB -Wordlist, TB 33-34

Extension activities: - Ideas bank TB P.34 Do exercises to recycle and extend Vocabulary CE, EO TI, TG

84 Explorers 4 – Oxford University Press 2 Warm-up activity. CO, EO, P-A SB 45’ TB P.35 CD Development activities: (Grammar) - Listen, read and repeat a recording. TB Introduce and practise the first new - Identification of communicative purpose of previous CE, CO, TI, TP, TG grammatical structure with Has he got text. ( glasses)? - Learn and use grammatical structures: Practise the new structure by repeating a I Has he got ( glasses)? dialogue. - Play game to practise structures studied Practise the structure in a game of - Listen to a text and number the picture frames elimination. -Give answers to questions provided Use coordinates to resolve the Quest puzzle Goodbye CO, EO, EE TP, TG SB, P. 7 , WB P. 7 TB P. 35 and 36 Reinforcement activities Do reinforcement sheet 1 from unit 1 to consolidate CE, EE TI TR CD-ROM Do a revision sheet studies TB Extension activities: Do an extension sheet Do exercises to improve oral and written skills. CE, EE TI 3 Warm-up activity TB P.37 CE, EO P-A, TI SB 45’ Consolidate the new language in the context - Listen to and read a story TRP of a story - Learn the story and act it out in groups. . CD Continue practising by acting out the story in - Read and choose the correct word from a sentence CE, CO,EO, EE TP, TG groups related to the story SB, P. 8, WB P. 8 TB P.37-38 - Write questions using the words given.

Goodbye

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the story sheet from unit 1 work. TB Extension activities: Do suggested activity Do exercises to extend grammatical knowledge TB P.38 CE, EE TI

85 Explorers 4 – Oxford University Press 4 Warm-up activity.TB P. 39 CO, EO P-A SB 45’ CD Introduce and practise the second block of - Introduction of vocabulary via Flashcards WB new vocabulary - Listen, indicate and repeat a song . CE, EE., CO TI, TG Practise the vocabulary and structure via a - Listen and repeat a song. song - Do listening exercises and repeat Revise questions and short answers with Is - Practise vocabulary and structure with a cut-out. he/she ( young)? - Write the correct word in each sentence , then Practise the vocabulary and the structure via listen and check whether it is correct a game with cut-outs - Write the correct letter Flashcards SB, P. 9, AB P. 9TB P. 39 Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI / TP -Reinforcement activities TB P. 40 work.

Extension activities: TB -Extension exercise (TB P.40) Do exercises to recycle and extend Vocabulary. CE, EE TI/ TP

5 Warm-up activity. EO TG SB 45’ TB P. 41 - Ask questions about two picture frames, after CE, CO, EO TI, TG, TP CD Consolidate new language whilst developing listening to the recording and choosing the right one WB listening and reading comprehension skills - Read and listen to short texts and TB Identify and pronounce the sounds /i:/ and number them appropriately /i/ - Do listening exercises and repeat to SB, P. 10 WB P.10 TB P. 41 differentiate between sounds. Goodbye - Read and match questions and answers with the correct picture. Write a short text similar to a dice and colour Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do reinforcement sheet 2 from unit 1 work. TB Extension activities: Do extension sheet 2 from unit 1 Do exercises to extend knowledge of grammar and CE, EE TP, TG vocabulary

86 Explorers 4 – Oxford University Press 6 Warm-up activity. CE, CO P-A SB 45’ TB P.43 CD WB CO,EO, CE,EE, TI TB Learn and understand a text with - Ialogue about the animals in the photos, listen to a intercurricular vocabulary, about the bodies text about the theme, read and check the answers of animals - Read and listen again, repeating the names of the SB, P. 11, WB P. 11 TB P. 43 animals .Find information on internet - Find the right word and match it with the correct pic- Goodbye ture. -Write sentences about the pictures Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Develop a class project entitled : Exploring work. TP TB the country TB P. 44 EO, IO P-A Extension activities: Do suggested activities CO, EO TG, TI Intercurricular DVD sheet unit 1 7 Warm-up activity. CE, CO P-A SB 45’ TB P.45 CD Consolidate language from unit in a real - Listen to and read texts, answering the questions. WB world context -Observing SB illustrations, complete activity 1 of P. 12 CO,EO, CE,EE TI TB Read focusing on specific information of the WB. Value the importance of respecting others -Read, draw and write a text similar to the dice. Complete a writing task following a model SB, P. 12-13, WB P. 12 TB P. 45

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Reinforcement activity from TB P.46 work. TP Extension activities: EO, IO P-A Reinforcement activity from TB P.46 Do suggested activities CO, EO TG, TI

87 Explorers 4 – Oxford University Press 8 Warm-up activity. CE, CO P-A SB 45’ TB P.47 CD Practise a useful dialogue with everyday -Observe Konrad’s page again and say the number. WB language. -Listen to, repeat then practise dialogue CO,EO, CE,EE TI TB Complete the Picture Dictionary page. -Do activities on WB P. 13 Revise the unit language. Reflect upon one’s own learning and performance in the unit SB, P. 13, WB P. 13 TB P. 47

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do reinforcement sheet 3from unit 1 work. TP Extension activities: EO, IO P-A Do extension sheet 3 from unit 1 Do suggested activities CO, EO TG, TI 9 Warm-up activity. CE, CO P-A SB 45’ TB P.49 CD Obtain information watching an episode of - Watch an episode of the DVD raising a hand when WB the DVD something different is seen CO,EO, CE,EE T TB Write about what you are wearing - Do sheet 1 of the DVD DVD Value the importance of respecting others TB P. 49

Goodbye 10 Warm-up activity. CE, CO P-A SB 45’ TB P.49 CD Obtain information watching an episode of -Do sheet 2 of the DVD WB the DVD CO,EO, CE,EE T TB Write about what you are wearing DVD Value the importance of respecting others TB P. 49-50

Goodbye Extension activities: Do the test CO,EO, CE,EE TI TR CD-ROM Test Unit 1

88 Explorers 4 – Oxford University Press 11 Warm-up activity. CE, CO P-A SB 45’ TB P.51 CD Practise and extend the language from unit 1 -Introduction with the Storycards WB in the context of a story -Listen and read the story CO,EO, CE,EE T TB Identify the language and situate it in the -Do the different workbook activitiesP. 14 DVD story. Involve oneself personally in the story TB P. 51, SB P. 14-15, WB P.14

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do the recommended activity in the TB P. 52 work. TP Extension activities: EO, IO P-A Do the recommended activity in the TB P. 52 Do suggested activities CO, EO TG, TI

12 Warm-up activity. CE, CO P-A SB 45’ TB P.52 CD Show understanding of the story by matching -Do the different workbook activities P. 15 WB pictures and sentences CO,EO, CE,EE T TB TB P. 53, SB P. 14-15, WB P. 15 DVD

89 Explorers 4 – Oxford University Press UNIT 2: AT HOME

SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 Warm up. TB, P. 55 . CO,EO P-A, TI TRP 45’ SB Introduce and practise the first block of - Observation of flashcards to introduce Vocabulary. CD Vocabulary - Introduction of unit contents and planning of CE, CO, EO P-A Introduce the new vocabulary in the context objectives and activities. of a chant - Introduce and learn chant. Flashcards - Listen to questions to guess the character Revise the structure He´s/ She´s (eating) - Listen and repeat words Practise the new vocabulary and the revision - Dialogue with a classmate to practise the structure, via an activity in pairs structures He´s/ She´s (eating)- - - Complete with letter corresponding to the number CE, CO, EO, TI, TG, TP - Complete some sentences

SB, P. 16 TB P.55 WB P.16

Goodbye

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM -Do activities to reinforce previous work work. TB -Wordlist, TB 56

90 Explorers 4 – Oxford University Press 2 Warm-up activity. CO, EO, P-A SB 45’ TB P.57 CD Development activities: (Grammar) - Listen, read and repeat a recording. TB Introduce and practise the first new - Identification of communicative purpose of previous CE, CO, TI, TP, TG grammaticak structure with What´s ( Lucy) text. doing? - Learn and use grammatical structures: Practise the structure nueva by repeating What´s ( Lucy) doing?She´s listening to music a dialogue. Play game to practise structures studied Practise the structure in a game of - Listen to a text and number the picture frames elimination. -Ask and answer questions with a classmate Use coordinates to resolve the Quest puzzle Goodbye CO, EO, EE TP, TG SB, P. 17 , WB P. 17 TB P. 57-58 Reinforcement activities Do reinforcement sheet1 from unit 1 to consolidate CE, EE TI TR CD-ROM Do a reinforcement sheet TB P. 58 studies TB Extension activities: Do an extension sheet TB P.58 Do exercises to improve oral and written skills. CE, EE TI 3 Warm-up activity TB P.59 CE, EO P-A, TI SB 45’ Consolidate the new language in the context - Listen to and read a story TRP of a story - Learn the story and act it out in groups. . CD Continue practising by acting out the story in - Read and say True or False in some sentences CE, CO,EO, EE TP, TG groups - Write answers to some incorrect sentences SB, P. 18, WB P. 18 TB P.59-60

Goodbye

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the story sheet from unit 2 work. TB Extension activities: Do the suggested activity Do exercises to extend grammatical knowledge TB P.60 CE, EE TI

91 Explorers 4 – Oxford University Press 4 Warm-up activity.TB P. 61 CO, EO P-A SB 45’ CD Introduce and practise the second block of - Introduction of vocabulary via Flashcards WB new vocabulary - Listen, indicate and repeat a song . CE, EE., CO TI, TG Practise the vocabulary and structure via a - Listen and repeat a song . song - Do listening exercises and repeat Revise the structure Who´s ( talking on the - Practise vocabulary and structure with a cut-out. phone)? - Choose the right word in each sentence, then listen Practise the vocabulary and the structure via and check whether it is correct a game with cut-outs - Write questions according to drawings Flashcards SB, P. 19, AB P. 19TB P. 61 Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI / TP -Reinforcement exercise TB P. 62 work.

5 Warm-up activity. EO TG SB 45’ TB P. 63 - Ask questions about two picture frames, after CE, CO, EO TI, TG, TP CD Consolidate new language whilst developing listening to the recording and choosing the right one WB listening and reading comprehension skills - Read and listen to short texts los cuales TB Identify and pronounce the sounds /n/ which incluye the right name. and / - Do listening exercises and repeat to differentiate between sounds. SB, P. 20 WB pág20 TB P. 63 - Read and match questions and answers Goodbye with the correct picture - Write a short text similar to a dice and colour Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do reinforcement sheet 2 from unit 2 work. TB Extension activities: Do extension sheet 2 from unit 2 Do exercises to extend knowledge of grammar and CE, EE TP, TG vocabulary

92 Explorers 4 – Oxford University Press 6 Warm-up activity. CE, CO P-A SB 45’ TB P.43 CD WB CO,EO, CE,EE, TI TB Learn and understand a text about famous - Do a dialogue about the photos which appear, listen artists to a text about the theme, read and check the answers SB, P. 21, WB P. 21 TB P. 65 - Read and listen again, repeating names. .Find information on internet Goodbye - Write words in order to make sentences and classify words

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the suggested activity : TB P. 65 work. TP TB Extension activities: EO, IO P-A DVD Intercurricular DVD sheet unit 2 Do suggested activities CO, EO TG, TI

7 Warm-up activity. CE, CO P-A SB 45’ TB P.67 CD Consolidate language from unit in a real - Listen to and read texts, answering the questions. WB world context -Observing SB illustrations, complete the sctivity 1 de CO,EO, CE,EE TI TB Read focusing on specific information la P. 22 del WB. Value the importance of being healthy -Read, draw and write a text similar to the dice. Complete a writing task following a model SB, P. 22-23, WB P. 22 TB P. 67

93 Explorers 4 – Oxford University Press 8 Warm-up activity. CE, CO P-A SB 45’ TB P.69 CD Practise a useful dialogue with everyday -Observation of Jack’s page again and say the WB language. number. CO,EO, CE,EE TI TB Complete the Picture Dictionary page. -Listen to, repeat then practise dialogue Revise the unit language. -Do activities on WB P. 23 Reflect upon one’s own learning and performance in the unit SB, P. 23, WB P. 23 TB P. 69

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do reinforcement sheet 3from unit 2 work. TP Extension activities: EO, IO P-A Do extension sheet 3 from unit 2 Do suggested activities CO, EO TG, TI 9 Warm-up activity. CE, CO P-A SB 45’ TB P.71 CD Obtain information watching an episode of - Watch an episode of the DVD raising a hand when WB the DVD an insecto r other animal is seen CO,EO, CE,EE T TB Write about un picnic - Do sheet 1 of the DVD DVD Value the importance of tener saludTB P. 71

Goodbye 10 Warm-up activity. CE, CO P-A SB 45’ TB P.71 CD Obtain information watching an episode of -Do sheet 2 of the DVD WB the DVD CO,EO, CE,EE T TB Write about un picnic DVD Value the importance of being healthy TB P. 71-72

Goodbye 11 Extension activities: Do the test CO,EO, CE,EE TI TR CD-ROM 45’ Test Unit 2 and Term test

94 Explorers 4 – Oxford University Press 12 Warm-up activity. CE, CO P-A SB 45’ TB P.73 CD Pracise and extend the language from unit -Introduction with the Storycards WB 1y 2 in the context of a story -Listen and read the story CO,EO, CE,EE T TB Identify the language and situate it in the -Do the different workbook activitiesP. 24 DVD story. Involve oneself personally in the story TB P. 73, SB P. 24-25, WB P.24

13 Warm-up activity. CE, CO P-A SB 45’ TB P.75 CD Listen to information about a family -Do the different workbook activities P. 25 WB Answer and complete sentences about the CO,EO, CE,EE T TB story DVD TB P.75, SB P. 24-25, WB P. 25

95 Explorers 4 – Oxford University Press UNIT 3: IN THE TOWN

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 Warm up. TB, P. 77 . CO,EO P-A, TI TRP 45’ SB Introduce and practise the first block of - Observation of flashcards to introduce Vocabulary. CD Vocabulary - Introduction of unit contents and planning of CE, CO, EO P-A Introduce the new vocabulary in the context objectives and activities. of a chant - Introduce and learn chant. Flashcards - Listen to questions to guess who it is Revise the structure There´s ( a park) - Listen and repeat words Practise the new vocabulary and the revision - Dialogue with a classmate to practise the structure, via an activity in pairs structures. There´s ( a park) CE, CO, EO, TI, TG, TP - Complete a crossword - Write sentences using the revision structure

SB, P. 26 TB P.77 WB P.26

Goodbye

96 Explorers 4 – Oxford University Press 2 Warm-up activity. CO, EO, P-A SB 45’ TB P.79 CD Development activities: (Grammar) - Listen, read and repeat a recording. TB Introduce and practise the first new - Identification of communicative purpose of previous CE, CO, TI, TP, TG grammaticak structure with Is there ( a text. bank)? Yes, there is./ No, there isn´t - Learn and use grammatical structures: Practise the new structure by repeating a Is there ( a bank)? Yes, there is./ No, there isn´t dialogue. - Listen to a text and number the picture frames Practise the structure in a game of - Make sentences to practise the structures studied. elimination. Use coordinates to resolve the Quest puzzle Goodbye CO, EO, EE TP, TG SB, P.27 , WB P. 27 TB P. 79 Reinforcement activities Do reinforcement sheet1 from unit 1 to consolidate CE, EE TI TR CD-ROM Do a revision sheet studies TB Extension activities: Do an extension sheet TB P.80 Do exercises to improve oral and written skills. CE, EE TI 3 Warm-up activity TB P.81 CE, EO P-A, TI SB 45’ Consolidate the new language in the context - Listen to and read a story TRP of a story - Learn the story and act it out in groups. . CD Continue practising by acting out the story in - Read and choose the correct word from a sentence CE, CO,EO, EE TP, TG groups related to the story SB, P. 28, WB P.28 TB P.81 - Write questions and answers based on a drawing

Goodbye

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the story sheet from unit 3 work. TB Extension activities: Do the recommended activity Do exercises to extend grammatical knowledge TB pág82 CE, EE TI

97 Explorers 4 – Oxford University Press 4 Warm-up activity.TB P. 83 CO, EO P-A SB 45’ CD Introduce and practise the second block of - Introduction of vocabulary via Flashcards WB new vocabulary - Listen, indicate and repeat a song . CE, EE., CO TI, TG Practise the vocabulary and structure via a - Listen and repeat a song . song - Do listening exercises and repeat Revise the structure Is it ( between th - Practise vocabulary and structure with a cut-out. estable and the restaurant?? - Listen and number picture frames in order , then Practise the vocabulary and the structure via listen and check whether it is correct a game with cut-outs - Complete sentences based on the picture Flashcards SB, P. 29, AB P. 29TB P. 83 Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI / TP -Reinforcement exercise TB P. 84 work.

5 Warm-up activity. EO TG SB 45’ TB P. 85 - Ask questions about two picture frames, after CE, CO, EO TI, TG, TP CD Consolidate new language whilst developing listening to the recording and choosing the right one WB listening and reading comprehension skills - Read and listen to short texts and TB Identify and pronounce the sounds /k/ number them in the correct order. and /g/ - Do listening exercises and repeat to SB, P. 30 WB P.30 TB P. 85 differentiate between sounds and number them Goodbye - Read and match questions and answers with the correct picture - Write a short text similar to a dice and colour Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do reinforcement sheet 2 from unit 3 work. TB Extension activities: Do extension sheet 2 from unit 3 Do exercises to extend knowledge of grammar and CE, EE TP, TG vocabulary

98 Explorers 4 – Oxford University Press 6 Warm-up activity. CE, CO P-A SB 45’ TB P.87 CD WB CO,EO, CE,EE, TI TB Learn and understand a text with - Do a dialogue about the kinds of fesrtivals in the pho- intercurricular vocabulary, about capital cities tos, listen to a text about the theme, read and check SB, P. 31, WB P. 31 TB P. 87 the answers - Read and listen again, repeating los names of the Goodbye festivals .Find information on internet - Read and match words to make sentences and match them with the corresponding picture. Find words related to capital cities, colour them, write theur name. Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the suggested activity TB P. 88 work. TP TB Extension activities: EO, IO P-A Intercurricular DVD sheet unit 3 Do suggested activities CO, EO TG, TI

7 Warm-up activity. CE, CO P-A SB 45’ TB P.89 CD Consolidate language from unit in a real - Listen to and read texts, answering the questions. WB world context -Observing SB illustrations, complete activity 1 on P. CO,EO, CE,EE TI TB Read focusing on specific information 32 del WB. Value the importance of road safety -Read, draw and write a text similar to the dice. Complete a writing task following a model SB, P. 32-33, WB P. 32 TB P. 89

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Reinforcement activity from TB P.90 work. TP Extension activities: EO, IO P-A Extension activity from TB P.90 Do suggested activities CO, EO TG, TI

99 Explorers 4 – Oxford University Press 8 Warm-up activity. CE, CO P-A SB 45’ TB P.91 CD Practise a useful dialogue with everyday -Observe Theo’s page again and say the number. WB language. -Listen to, repeat then practise dialogue CO,EO, CE,EE TI TB Complete the Picture Dictionary page. -Do activities on WB P. 33 Revise the unit language. Reflect upon one’s own learning and performance in the unit SB, P. 33, WB P. 33 TB P. 91

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do reinforcement sheet 3from unit 3 work. TP Extension activities: EO, IO P-A Do extension sheet 3 from unit 3 Do suggested activities CO, EO TG, TI 9 Warm-up activity. CE, CO P-A SB 45’ TB P.93 CD Obtain information watching an episode of - Watch an episode of the DVD raising a hand when WB the DVD a different image is seen CO,EO, CE,EE T TB Write about a city - Do sheet 1 of the DVD DVD Value the importance of road safety TB P. 93

Goodbye 10 Warm-up activity. CE, CO P-A SB 45’ TB P.93 CD Obtain information watching an episode of -Do sheet 2 of the DVD WB the DVD CO,EO, CE,EE T TB Write about a city DVD Value the importance of road safety TB P. 93-94

100 Explorers 4 – Oxford University Press 11 Warm-up activity. CE, CO P-A SB 45’ TB P.95 CD Pracise and extend the language from unit 3 -Introduction with the Storycards WB in the context of a story -Listen and read the story CO,EO, CE,EE T TB Identify the language and situate it in the -Do the different workbook activities P. 34 DVD story. Involve oneself personally in the story TB P. 95, SB P. 34-35, WB P.34

12 Warm-up activity. CE, CO P-A SB 45’ TB pág97 CD Use familiar skills to match sentence halves -Do the different workbook activities P. 35 WB from the story CO,EO, CE,EE T TB Show comprehension by matching sentences DVD with the story TB P. 97, SB P. 34-35, WB P. 35

UNIT 4: AT THE YOUTH CLUB

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS

101 Explorers 4 – Oxford University Press 1 Warm up. TB, P. 99 . CO,EO P-A, TI TRP 45’ SB Introduce and practise the first block of - Observation of flashcards to introduce Vocabulary. CD Vocabulary - Introduction of unit contents and planning of CE, CO, EO P-A Introduce the new vocabulary in the context objectives and activities. of a chant - Introduce and learn chant. Flashcards - Listen to questions to guess who is speaking Revise the structure He´s got/ He hasn´t - Listen and repeat words got ( wavy hair) - Dialogue with a classmate to practise the structures Practise the new vocabulary and the revision He´s got/ He hasn´t got ( wavy hair) structure, via an activity in pairs - Write the appropriate expression below each CE, CO, EO, TI, TG, TP picture SB, P. 36 TB P.99 WB P.36 - Write a text about likes and dislikes

Goodbye

Extension activities: - Ideas bank TB P.100 Do exercises to recycle and extend Vocabulary CE, EO TI, TG 2 Warm-up activity. CO, EO, P-A SB 45’ TB P.101 CD Development activities: (Grammar) - Listen, read and repeat a recording. TB Introduce and practise the first new - Identification of communicative purpose of previous CE, CO, TI, TP, TG grammatical structure with Do you like text. (skipping)? Yes, I do/ No, I don´t - Learn and use grammatical structures: Practise the new structure by repeating a Do you like (skipping)? Yes, I do/ No, I don´t dialogue. - Play game to practise structures studied Practise the structure in a game of - Listen to a text and number the picture frames elimination. Ask a classmate questions Use coordinates to resolve the Quest puzzle Goodbye CO, EO, EE TP, TG SB, P. 37 , WB P. 37 TB P. 101

102 Explorers 4 – Oxford University Press Reinforcement activities Do reinforcement sheet 1 from unit 1 to consolidate CE, EE TI TR CD-ROM Do a revision sheet studies TB Extension activities: Do an extension sheet Do exercises to improve oral and written skills. CE, EE TI 3 Warm-up activity TB P.103 CE, EO P-A, TI SB 45’ Consolidate the new language in the context - Listen to and read a story TRP of a story - Learn the story and act it out in groups. . CD Continue practising by acting out the story in - Read and choose the correct word from a sentence CE, CO,EO, EE TP, TG groups related to the story SB, P. 38, WB P. 38 TB P.103 - Write questions following guidelines.

Goodbye

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the story sheet from unit 4 work. TB Extension activities: Do the suggested activity TB P.104 Do exercises to extend grammatical knowledge CE, EE TI 4 Warm-up activity.TB P. 105 CO, EO P-A SB 45’ CD Introduce and practise the second block of - Introduction of vocabulary via Flashcards WB new vocabulary - Listen, indicate and repeat a song . CE, EE., CO TI, TG Practise the vocabulary and structure via a - Listen and repeat a song . song - Do listening exercises and repeat Revise the structure She likes ( doing - Practise vocabulary and structure with a cut-out. exercises) - Identify the wrong word, correct it , then listen and Practise the vocabulary and the structure via check whether it is correct a game with cut-outs - Write sentences, following a model Flashcards SB, P. 39, AB P. 39TB P. 105 Goodbye

103 Explorers 4 – Oxford University Press Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI / TP -Reinforcement exercise TB P. 106 work.

5 Warm-up activity. EO TG SB 45’ TB P. 107 - Write questions about some picture frames, after CE, CO, EO TI, TG, TP CD Consolidate new language whilst developing listening to the recording and choosing the right one WB listening and reading comprehension skills - Read and listen to short texts and TB .and number them in the correct order /טIdentify and pronounce the sounds /ə :/ - Do listening exercises and repeat to SB, P. 40 WB P.40 TB P. 107 differentiate between sounds. Goodbye - Read questions about a drawing and tick or cross . - Write short texts following guidelines Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do reinforcement sheet 2 from unit 4 work. TB Extension activities: Do extension sheet 2 from unit 4 Do exercises to extend knowledge of grammar and CE, EE TP, TG vocabulary 6 Warm-up activity. CE, CO P-A SB 45’ TB P.109 CD WB CO,EO, CE,EE, TI TB Learn and understand a text with - Do a dialogue about the sports in the photos, listen to intercurricular vocabulary, about popular a text about the theme, read and check the answers sports - Read and listen again, repeating the names of the SB, P. 41, WB P. 41 TB P. 109 sporst .Find information on internet - Find words in a word search and match them with Goodbye the correct picture. -Write short texts following guidelines provided .

104 Explorers 4 – Oxford University Press Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the suggested reinforcement activity TB work. TP TB P. 110 EO, IO P-A Extension activities: Do suggested activities CO, EO TG, TI Intercurricular DVD sheet unit 4 7 Warm-up activity. CE, CO P-A SB 45’ TB P.111 CD Consolidate language from unit in a real - Listen to and read texts, answering the questions. WB world context -Observing SB illustrations, complete activity 1 de la P. CO,EO, CE,EE TI TB Read focusing on specific information 42 del WB. Value the importance of trying again -Read, draw and write a similar text to the dice. Complete a writing task following a model SB, P. 42-43, WB P. 42 TB P. 111

8 Warm-up activity. CE, CO P-A SB 45’ TB P.113 CD Practise a useful dialogue with everyday -Observe Charlie’s picture again and say the number. WB language. -Listen to, repeat then practise dialogue CO,EO, CE,EE TI TB Complete the Picture Dictionary page. -Do activities on WB P. 43 Revise the unit language. Reflect upon one’s own learning and performance in the unit SB, P. 43, WB P. 43 TB P. 113

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do reinforcement sheet 3 from unit 4 work. TP Extension activities: EO, IO P-A Do extension sheet 3 from unit 4 Do suggested activities CO, EO TG, TI

105 Explorers 4 – Oxford University Press 9 Warm-up activity. CE, CO P-A SB 45’ TB P.115 CD Obtain information watching an episode of - Watch an episode of the DVD raising a hand when WB the DVD one of the bedroom objects is seen CO,EO, CE,EE T TB Write about likes and dislikes - Do sheet 1 of the DVD DVD Value the importance of being able to try again TB P. 115

Goodbye 10 Warm-up activity. CE, CO P-A SB 45’ TB P.116 CD Obtain information watching an episode of -Do sheet 2 of the DVD WB the DVD CO,EO, CE,EE T TB Write about likes and dislikes DVD Value the importance of being able to try again TB P. 115-116

Goodbye 11 Extension activities: Do the test CO,EO, CE,EE TI TR CD-ROM 45’ Test Unit 4 and Term test 12 Warm-up activity. CE, CO P-A SB 45’ TB P.117 CD Pracise and extend the language from units -Introduction with the Storycards WB 3 and 4 in the context of a story -Listen and read the story CO,EO, CE,EE T TB Identify the language and situate it in the -Do the different workbook activities P. 44 DVD story. Involve oneself personally in the story TB P. 117, SB P. 44-45, WB P.44

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do the recommended activity in the TB P. work. TP 118 EO, IO P-A Extension activities: Do suggested activities CO, EO TG, TI Do the recommended activity in the TB P. 118

106 Explorers 4 – Oxford University Press 13 Warm-up activity. CE, CO P-A SB 45’ TB P.118 CD Listen focusing on information about places -Do the different workbook activities P. 45 WB in a city CO,EO, CE,EE T TB Write sentences about where places are in a DVD city Ask and answer questions about places in a city TB P. 118, SB P. 44-45, WB P. 45

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do the recommended activity in the TB P. work. TP 119 EO, IO P-A Extension activities: Do suggested activities CO, EO TG, TI Do the recommended activity in the TB P.119

UNIT 5: MY DAY

107 Explorers 4 – Oxford University Press 1 Warm up. TB, P. 120 . CO,EO P-A, TI TRP 45’ SB Introduce and practise the first block of - Observation of flashcards to introduce Vocabulary. CD Vocabulary - Introduction of unit contents and planning of CE, CO, EO P-A Introduce the new vocabulary in the context objectives and activities. of a chant - Introduce and learn chant. Flashcards - Listen to questions to guess who it is Revise the structure I ( get up) - Listen and repeat words Practise the new vocabulary and the revision - Dialogue with a classmate to practise the structure, via an activity in pairs structures. I ( get up)- - Complete with the letter corresponding to each CE, CO, EO, TI, TG, TP number to make sentences and match them with the corresponding picture - Write about daily routines using the pictures SB, P. 46TB P.120 WB P. 46

Goodbye

108 Explorers 4 – Oxford University Press 2 Warm-up activity. CO, EO, P-A SB 45’ TB P.122 CD Development activities: (Grammar) - Listen, read and repeat a recording. TB Introduce and practise the first new - Identification of communicative purpose of previous CE, CO, TI, TP, TG grammatical structure with What time do text. you ( have breakfast)? I ( have breakfast) - Learn and use grammatical structures: at ( seven) o´clock What time do you ( have breakfast)? I ( have Practise the new structure by repeating a breakfast) at ( seven) o´clock dialogue. - Play game to practise structures studied Practise the structure in a game of - Listen to a text and number the picture frames elimination. - Ask a classmate questions Use coordinates to resolve the Quest puzzle CO, EO, EE TP, TG Goodbye SB, P.4 7 , WB P. 47 TB P. 122 Reinforcement activities Do reinforcement sheet 1 from unit 1 to consolidate CE, EE TI TR CD-ROM Do a revision sheet studies TB Extension activities: Do an extension sheet Do exercises to improve oral and written skills. CE, EE TI 3 Warm-up activity TB P.124 CE, EO P-A, TI SB 45’ Consolidate the new language in the context - Listen to and read a story TRP of a story - Learn the story and act it out in groups. . CD Continue practising by acting out the story in - Read and choose the correct word from a sentence CE, CO,EO, EE TP, TG groups related to the story SB, P.48, WB P. 48 TB P.124 - Write answers to questions provided

Goodbye

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the story sheet from unit 5 work. TB Extension activities: Do the suggested activity Do exercises to extend grammatical knowledge TB pág125 CE, EE TI

109 Explorers 4 – Oxford University Press 4 Warm-up activity.TB P. 126 CO, EO P-A SB 45’ CD Introduce and practise the second block of - Introduction of vocabulary via Flashcards WB new vocabulary - Listen, indicate and repeat a song . CE, EE., CO TI, TG Practise the vocabulary and structure via a - Listen and repeat a song . song - Do listening exercises and repeat Revise the structure He ( wakes up)/ at - Practise vocabulary and structure with a cut-out. ( half past ten) - Read and match sentences with the corresponding Practise the vocabulary and the structure via picture , then listen and check whether it is correct a game with cut-outs - Write sentences following guidelines Flashcards SB, P. 49, AB P. 49TB P. 126 Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI / TP -Reinforcement exercise TB P. 127 work.

5 Warm-up activity. EO TG SB 45’ TB P. 128 - Ask questions about two picture frames, after CE, CO, EO TI, TG, TP CD Consolidate new language whilst developing listening to the recording and choosing the right one WB listening and reading comprehension skills - Read and listen to short texts and TB Identify and pronounce the sounds // number them in the correct order. and // - Do listening exercises and repeat to SB, P. 50 WB P.50 TB P. 128 differentiate between sounds. Goodbye - Read and match questions and answers with the correct picture - Write a short text similar to a dice and colour Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do reinforcement sheet 2 from unit 5 work. TB Extension activities: Do extension sheet 2 from unit 5 Do exercises to extend knowledge of grammar and CE, EE TP, TG vocabulary

110 Explorers 4 – Oxford University Press 6 Warm-up activity. CE, CO P-A SB 45’ TB P.130 CD WB CO,EO, CE,EE, TI TB Learn and understand a text with - Do a dialogue about the times of day which appear in intercurricular vocabulary, about weather the photos, listen to a text about the theme, read and forecasts: in the morning check the answers SB, P. 51, WB P. 51 TB P. 130 - Read and listen again, repeating names.Find information on internet Goodbye - Write the times indicating the part of the day - Complete sentences following the instructions Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the suggested activity TB P. 131 work. TP TB Extension activities: EO, IO P-A Intercurricular DVD sheet unit 5 Do suggested activities CO, EO TG, TI

7 Warm-up activity. CE, CO P-A SB 45’ TB P.132 CD Consolidate language from unit in a real - Listen to and read texts, answering the questions. WB world context -Observing SB illustrations, complete activity 1 of P. 52 CO,EO, CE,EE TI TB Read focusing on specific information of the WB. Value the importance of safety in the home -Read, draw and write a similar text to the dice. Complete a writing task following a model SB, P. 52-53, WB P. 52 TB P. 132

111 Explorers 4 – Oxford University Press 8 Warm-up activity. CE, CO P-A SB 45’ TB P.134 CD Practise a useful dialogue with everyday -Observe Jessica’s page again and say the number. WB language. -Listen to, repeat then practise dialogue CO,EO, CE,EE TI TB Complete the Picture Dictionary page. -Do activities on WB P. 53 Revise the unit language. Reflect upon one’s own learning and performance in the unit SB, P. 53, WB P.53 TB P. 134

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do reinforcement sheet 3from unit 5 work. TP Extension activities: EO, IO P-A Do extension sheet 3 from unit 5 Do suggested activities CO, EO TG, TI 9 Warm-up activity. CE, CO P-A SB 45’ TB P.136 CD Obtain information watching an episode of - Watch an episode of the DVD raising one’s hand WB the DVD when a different routine is seen . CO,EO, CE,EE T TB Write about the daily routine - Do sheet 1 of the DVD DVD Value the importance of safety in the home TB P. 136

Goodbye 10 Warm-up activity. CE, CO P-A SB 45’ TB P.137 CD Obtain information watching an episode of -Do sheet 2 of the DVD WB the DVD CO,EO, CE,EE T TB Write about the daily routine DVD Value the importance of safety in the home TB P. 136-137

112 Explorers 4 – Oxford University Press 11 Warm-up activity. CE, CO P-A SB 45’ TB P.138 CD Pracise and extend the language from unit 5 -Introduction with the Storycards WB in the context of a story -Listen and read the story CO,EO, CE,EE T TB Order the scenes from the story. -Do the different workbook activities P. 54 DVD Involve oneself personally in the story TB P. 138, SB P. 54-55, WB P.54

12 Warm-up activity. CE, CO P-A SB 45’ TB P.140 CD Demonstrate comprehension by correcting -Do the different workbook activitiesP. 55 WB sentences from the story CO,EO, CE,EE T TB TB P. 140, SB P. 54-55, WB P. 55 DVD

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do the recommended activity in the TB P.141 work. TP Extension activities: EO, IO P-A Do the recommended activity in the TB P.141 Do suggested activities CO, EO TG, TI

UNIT 6: UNDER THE SEA

113 Explorers 4 – Oxford University Press 1 Warm up. TB, P. 142 . CO,EO P-A, TI TRP 45’ SB Introduce and practise the first block of - Observation of flashcards to introduce Vocabulary. CD Vocabulary - Introduction of unit contents and planning of CE, CO, EO P-A Introduce the new vocabulary in the context objectives and activities. of a chant - Introduce and learn chant. Flashcards - Listen to questions to guess who it is Revise the structure There are (crabs) - Listen and repeat words Practise the new vocabulary and the revision - Dialogue with a classmate to practise the structure, via an activity in pairs structuresThere are (crabs) - Complete a crossword CE, CO, EO, TI, TG, TP - Make sentences indicating the number of each species of fish

SB, P. 56 TB P.142 WB P.56

Goodbye

114 Explorers 4 – Oxford University Press 2 Warm-up activity. CO, EO, P-A SB 45’ TB P.144 CD Development activities: (Grammar) - Listen, read and repeat a recording. TB Introduce and practise the first new - Identification of communicative purpose of previous CE, CO, TI, TP, TG grammatical structure with Have they got text. ( shells) ? Yes, they have./ No , they - Learn and use grammatical structures: haven´t Have they got ( shells) ? Yes, they have./ No , they Practise the new structure by repeating a haven´t dialogue. - Play game to practise structures studied Practise the structure in a game of - Listen to a text and number the picture frames elimination. - write the name of the animal and answers to the Use coordinates to resolve the Quest puzzle questions CO, EO, EE TP, TG Goodbye SB, P. 57 , WB P. 57 TB P. 144 Reinforcement activities Do reinforcement sheet 1 from unit 1 to consolidate CE, EE TI TR CD-ROM Do a reinforcement sheet TB 145 studies TB Extension activities: Do an extension sheet TB 145 Do exercises to improve oral and written skills. CE, EE TI 3 Warm-up activity TB P.146 CE, EO P-A, TI SB 45’ Consolidate the new language in the context - Listen to and read a story TRP of a story - Learn the story and act it out in groups. . CD Continue practising by acting out the story in - Read and choose the correct word from a sentence CE, CO,EO, EE TP, TG groups related to the story SB, P. 58, WB P. 58 TB P.146 - Write questions for some sentences provided

Goodbye

Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the story sheet from unit 6 work. TB Extension activities: Do the suggested activity TB P.147 Do exercises to extend grammatical knowledge CE, EE TI

115 Explorers 4 – Oxford University Press 4 Warm-up activity.TB P. 148 CO, EO P-A SB 45’ CD Introduce and practise the second block of - Introduction of vocabulary via Flashcards WB new vocabulary - Listen, indicate and repeat a song . CE, EE., CO TI, TG Practise the vocabulary and structure via a - Listen and repeat a song . song - Do listening exercises and repeat Revise the structure What´s missing? It´s - Practise vocabulary and structure with a cut-out. your card - Choose the right word in each sentence, then listen Practise the vocabulary and the structure via and check whether it is correct a game with cut-outs - Write sentences about animals. Flashcards SB, P. 59, AB P. 59TB P. 148 Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI / TP -Reinforcement exercise TB P. 149 work.

5 Warm-up activity. EO TG SB 45’ TB P. 150 - Make questions about picture frames, after CE, CO, EO TI, TG, TP CD Consolidate new language whilst developing listening to the recording and choosing the right one WB reading and listening comprehension skills - Read and listen to short texts and TB Identify and pronounce the sounds /i number them in the correct order. - Do listening exercises and repeat to SB, P. 60 WB P.60 TB P. 150 differentiate between sounds. Goodbye - Read and match questions and answers with the correct picture - Write a short text following instructions Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do reinforcement sheet 2 from unit 6 work. TB Extension activities: Do extension sheet 2 from unit 6 Do exercises to extend knowledge of grammar and CE, EE TP, TG vocabulary

116 Explorers 4 – Oxford University Press 6 Warm-up activity. CE, CO P-A SB 45’ TB P.152 CD WB CO,EO, CE,EE, TI TB Learn and understand a text with - Create a dialogue about the images in the photos, intercurricular vocabulary, about water listen to a text about the theme, read and check the SB, P. 61, WB P.61 TB P. 152 answers - Read and listen again, repeating names of pic- Goodbye tures.Find information on internet - Write letter corresponding to each number - Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TR CD-ROM Do the suggested activity TB P. 153 work. TP TB Extension activities: EO, IO P-A Intercurricular DVD sheet unit 6 Do suggested activities CO, EO TG, TI

7 Warm-up activity. CE, CO P-A SB 45’ TB P.154 CD Consolidate language from unit in a real - Listen to and read texts, answering the questions. WB world context -Observing SB illustrations, complete activity 1 of P. 62 CO,EO, CE,EE TI TB Read focusing on specific information of the WB. Value the importance of safety on the beach -Read, draw and write a text similar to the dice. Complete a writing task following a model SB, P. 62-63, WB P. 62 TB P. 154

117 Explorers 4 – Oxford University Press 8 Warm-up activity. CE, CO P-A SB 45’ TB P.156 CD Practise a useful dialogue with everyday -Observe of picture frame again and say name. WB language. -Listen to, repeat then practise dialogue CO,EO, CE,EE TI TB Complete the Picture Dictionary page. -Do activities on WB P. 63 Revise the unit language. Reflect upon one’s own learning and performance in the unit SB, P. 63, WB P. 63 TB P. 156

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do reinforcement sheet 3from unit 6 work. TP Extension activities: EO, IO P-A Do extension sheet 3 from unit 6 Do suggested activities CO, EO TG, TI 9 Warm-up activity. CE, CO P-A SB 45’ TB P.158 CD Obtain information watching an episode of - Watch an episode of the DVD raising a hand when WB the DVD a different animal is seen CO,EO, CE,EE T TB Write about a fish - Do sheet 1 of the DVD DVD Value the importance of safety on the beach TB P. 158

Goodbye 10 Warm-up activity. CE, CO P-A SB 45’ TB P.159 CD Obtain information watching an episode of -Do sheet 2 of the DVD WB the DVD CO,EO, CE,EE T TB Write about a fish DVD Value the importance of safety on the beach TB P. 158-159

Goodbye 11 Extension activities: Do the test CO,EO, CE,EE TI TR CD-ROM 45’ Test Unit 1 – Term test Units 5-6

118 Explorers 4 – Oxford University Press 12 Warm-up activity. CE, CO P-A SB 45’ TB pág160 CD Practise and extend language from Units 5 -Introduction with the Storycards WB and 6 in the context of a story -Listen and read the story CO,EO, CE,EE T TB Complete sentences and find them in the -Do the different workbook activities P. 64 DVD story. Match questions and answers related to the story TB P. 160, SB P. 64-65, WB P.64

13 Warm-up activity. CE, CO P-A SB 45’ TB pág161 CD Listen focusing on information about sea -Do the different workbook activities P. 65 WB animals CO,EO, CE,EE T TB Complete sentences about activities DVD performed at different times of the day TB P. 161, SB P. 64-65, WB P. 65

Goodbye Reinforcement activities Do suggested exercises to reinforce and consolidate CE, EE TI TB Do the recommended activity in the TB P.162 work. TP Extension activities: EO, IO P-A Do the recommended activity in the TB P. Do suggested activities CO, EO TG, TI 162

119 Explorers 4 – Oxford University Press FESTIVAL: CHRISTMAS DAY

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 Warm up. CO,EO P-A, TI TRP 45’ TB, P. 163 SB - Listen, identify and repeat a text about Christmas CD Read about how Christmas Day is celebrated Day. CE, CO, EO P-A in Great Britain. - Listen to and read a text, answering some Introduce and practise language related to questions. TI, TG, TP Cristmas Day. - Play a game about Christmas Day Practicar the new language via a Christmas Day game.

TB P.163 SB P. 66

Goodbye

Reinforcement and extension activities. TI WB TRP - Do the suggested Do exercises to recycle and extend Vocabulary EO, CE, EE TG TB Reinforcement and extension activities.

120 Explorers 4 – Oxford University Press 2 Warm up. CO,EO P-A, TI TRP 45’ TB, P. 165 SB CD Practise the language of Christmas Day in - Listen and repeat a Halloween song CE, CO, EO P-A the context of a song . - Make a bat with one’s hands Make a Christmas meal - Design your favourite Christmas meal. TI, TG, TP Write and talk about Christmas food following - Listen, read and write a similar text to the dice. the model of an oral and written text

TB P.166 SB P. 57

Reinforcement and extension activities. TI WB TRP - Do the suggested Do exercises to recycle and extend Vocabulary EO, CE, EE TG TB Reinforcement and extension activities.

121 Explorers 4 – Oxford University Press FESTIVAL: WORLD BOOK DAY

SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 Warm up. CO,EO P-A, TI TRP 45’ TB, P. 166 SB - Listen, indicate and repeat words related to World CD Read about how book day is celebrated in Book Day CE, CO, EO P-A Great Britain - Listen to and read a text about Book Day Introduce and practise language related to - answer some Yes/No questions about the theme EE TI, TG, TP book day - Play a game about the theme Practise new language via a book day game.

TB P. 166 SB P.68

Reinforcement and extension activities. EO,CE, EE TI WB TRP - Do the suggested Do exercises to recycle and extend Vocabulary TI, TG Reinforcement and extension activities. TB TB P.167 -

122 Explorers 4 – Oxford University Press 2 Warm up. CO,EO P-A, TI TRP 45’ TB, P. 168 SB CD Practise the language of World Book Day in - Listen and repeat a song about this celebration CE, CO, EO P-A the context of a song . - Make a bookmark. Make a bookmark. EE TI, TG, TP Write and talk about the bookmark following - Listen, read and write a similar text to the dice. the model of an oral and written text

TB P. 168 SB P.69

Reinforcement and extension activities. EO,CE, EE TI TRP

- Do the suggested Do exercises to recycle and extend Vocabulary TI, TG TB Reinforcement and extension activities. TB P.168 -

123 Explorers 4 – Oxford University Press READ MORE: ITALY

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 CO,EO P-A, TI TRP 45’ Warm up. SB TB, P. 169 CD CE, CO, EO P-A

Use the language from unit 1 to describe - Read and listen to a text . EE TI, TG, TP new things about the real world. - Write the correct word. Read and understand a text about carnival in . Italy - Complete a text about one’s own country Continue developing reading, writing and vocabulary skills. Find out more things about children in other countries

TB P. 169-170 WB P. 66-67

124 Explorers 4 – Oxford University Press READ MORE: ARMENIA

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 CO,EO P-A, TI TRP 45’ Warm up. SB TB, P. 169 CD CE, CO, EO P-A

Use the language from unit 2 to describe - Read and listen to a text . EE TI, TG, TP new things about the real world. - Read and indicate the correct word. Read and understand a text about freee time in Armenia - Complete a text about one’s own country Continue developing reading, writing and vocabulary skills. Find out more things about children in other countries

TB P. 169-170 WB P. 66-67

Goodbye

125 Explorers 4 – Oxford University Press READ MORE: PERU

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS 1 CO,EO P-A, TI TRP 45’ Warm up. SB TB, P.171 CD CE, CO, EO P-A

Use the language from unit 3 to describe - Read and listen to a text . EE TI, TG, TP new things about the real world. - Read and indicate the correct word. Read and understand a text about a city in Peru - Find and write words to complete a crossword Continue developing reading, writing and - Complete a text about one’s own country vocabulary skills. Find out more things about children in other countries

TB P. 171-172 WB P. 68-69

Goodbye

126 Explorers 4 – Oxford University Press READ MORE:SWITZERLAND

Use the language from unit 4 to describe - Read and listen to a text . EE TI, TG, TP new things about the real world. - Read and indicate the correct word. Read and understand a text about ski-ing in Switzerland - Find words and write them below the Continue developing reading, writing and corresponding picture vocabulary skills. - Complete a text about one’s own country Find out more things about children in other countries

TB P. 173-174 WB P. 70-71

Goodbye

127 Explorers 4 – Oxford University Press 128 Explorers 4 – Oxford University Press READ MORE: SOUTH AFRICA

Use the language from unit 5 to describe - Read and listen to a text . EE TI, TG, TP new things about the real world. - Read and match the correct word. Read and understand a text about a park in South Africa - Find the right word to identify the mystery word Continue developing reading, writing and - Complete a text about one’s own country vocabulary skills. Find out more things about children in other countries

TB P. 175-176 WB P. 72-73

Goodbye READ MORE: THAILAND

Use the language from unit 6 to describe - Read and listen to a text . EE TI, TG, TP new things about the real world. - Read and indicate the correct word. Read and understand a text about sea life in Thailand - Find the name o fan animal in a word search Continue developing reading, writing and - Complete a text about one’s own country vocabulary skills. Find out more things about children in other countries

TB P. 177-178 WB P. 74-75

Goodbye

Explorers 4 – Oxford University Press 130 Annex I. THE DEVELOPMENT OF KEY COMPETENCES USING EXPLORERS 4

STARTER UNIT: HELLO Class Book Workbook Teacher’s book Teacher’s Resource AGAIN! CD-ROM Linguistic competence All the activities All the activities All the activities All the activities Mathematical competence P. 2: Listen, point and repeat; P. 2: activity 3; P.3 Write and colour Lesson 1: Listen, point Pág3. Find the numbers in the then answer and repeat big picture Pág4 Listen and order. Count and Lesson 1-4Optional P. 5 Listen point write activities; Write the P.5 Write answers Competence in knowledge of and P. 3: look and write interaction with the physical world Data processing and digital All the activities competence Social and civic competence P.3: Sing about you P.3. Look and write.Play the game Lesson 1: Warmer: P.4. Act Comienza la lección Lesson 3: Ask and answer about you Cultural and artistic competence P.3: Song Pág5 Write then listen and follow Lesson 1: Warmer Songs Lesson 2 Song Lesson 4: Warmer

Learning-to-learn All the activities All the activities All the activities All the activities Autonomy and personal initiative Pag. 2: listen to Sam and Sophie P. 2: Find and circle. Write the Lesson 1: Warmer + Games Listen and repeat the colour. missing letters Optional activity; Optional P. 3: Listen and answer P. 3: Listen and write activity ; Read and P. 5: How about you write theages; Listen and check Lesson 2:-4 Warmer; Optional activity; Lesson 2: Draw yourself and write

Explorers 4 – Oxford University Press 131 Unit 1: AT THE CIRCUS Class Book Workbook Teacher’s book Teacher’s Resource CD-ROM Linguistic competence All the activities All the activities All the activities All the activities Mathematical competence P. 9 Listen , point and repeat P.10 Read and write the number. Reinforcement and P. 10 Read and listen. Say the Find , circle and write extension activities.. number P. 15 write the number.Write, then Tests number in order.

Competence in knowledge of and P.6: Talk to your friend. P.66: Read about Italy and write Lesson 1-12 Warmer : Reinforcement and interaction with the physical world P.7: Play the game about your country Starting lesson and extension activities.. P. 8: Listen and read. P.8 Read and circle Optional activities Tests P.11: Insects colours P.9 Write listen and check –Stories flash cards– Pág12: Lets explore! Data processing and digital P.11: Explore the Internet with Pag..49-50 All the activities competence your teacher Social and civic competence P. 6: Talk to your friend. P.8 Write questions and tick or cross P. 13: Listen and rfepeat then P.10 Read and write practise Cultural and artistic competence P.6: Chant P.10 Write Lesson 1-12 Warmer : Songs and phonics P. 8: Story P.11 Write Starting lesson and P. 8: Act; P.12: Read, draw and write Optional activities P. 9: Song; Sing and do P. 46 Culture note P.9: Cut out and play the game P. 14-15: Read the story

Learning-to-learn All the activities All the activities All the activities All the activities Autonomy and personal initiative P. 6: Listen and choose Sam or P.6: The two activities Lesson 1-12 Warmer : Reinforcement and Sophie P. 7, :Write the answers Starting lesson and extension activities.. P. 7Listen and read, listen and P. 9: Write then write the letter Optional activities Tests repeat. Play the game P. 11: Tick and follow. Write the word P. 9: Listen and repeat P. 12: Read draw and write P. 10: Listen and choose Aor B. P. 13-14 All the activities Listen and repeat. the correct order P. 14: Listening and read

Unit 2: AT HOME Explorers 4 – Oxford University Press 132 Class Book Workbook Teacher’s book Teacher’s Resource CD-ROM Linguistic competence All the activities All the activities All the activities All the activities Mathematical competence P.19: Listen , point and repeat P.16 Look and write then write the P.20 Listen and say the number letter

Competence in knowledge of and P.16 Listen and say the name P.17:Write questions and answers Lesson 1-12 Warmer : Reinforcement and interaction with the physical world P.17 Listen , read . P.18 Look , circle and correct the Starting lesson and extension activities.. P.21 World Music mistakes Optional activities Tests P. 22Read and listen. Answer P.20 . write the questions P. 23 Let´s talk Data processing and digital P.21 Explore the Internet with TB P.71-72 All the activities competence your teacher Social and civic competence P.19 Listen and repeat P.17 Write questions and answers Lesson 1-12 Warmer : Reinforcement and P. 20: Read and listen, say the P.18 read and write True or False Starting lesson and extension activities.. name P.19 Read and circle. Listen and Optional activities Tests P.23: Let´s talk check P. 24Listen and read P.20 All the activities P.21 Match the is trumentes with the countries

Cultural and artistic competence P.16 Chant P. 22: Read, draw and write Lesson 1-12 Warmer : Songs and phonics P. 18: Story. Act P.68:Read about Armenia and write Starting lesson and P.19. Song. Cut out and play the about your country Optional activities game P.67 P.20 Sounds English P. 21: World music P. 24: Listen and read

Learning-to-learn All the activities All the activities All the activities All the activities Autonomy and personal initiative P. 17: Listen and read. Play the P. 16: Write Lesson 1-12 Warmer : Reinforcement and game P. 18: Read and circle True or false Starting lesson and extension activities.. P. 20: Listen and read. Say the P.20: and 21: Write Optional activities Tests name P. 22: Read , draw and write activities P. 21: Read and listen again P. 23: Write the question and answer Anser the questions P. 24-25 All the activities

Explorers 4 – Oxford University Press 133 Unit 3: IN THE TOWN Class Book Workbook Teacher’s book Teacher’s Resource CD-ROM Linguistic competence All the activities All the activities All the activities All the activities Mathematical competence P.29: Listen , point and repeat P.27 Listen and number P. 29 Listen and number P.30 : Read and write the number

Competence in knowledge of and P.26 Listen and say the name P.26:Write(2) Lesson 1-12 Warmer : Reinforcement and interaction with the physical world P.27 Listen , read . P.27 Write questions , circle the Starting lesson and extension activities.. P.31 Festivals correct answers Optional activities Tests P. 32Read and listen. Answer P.31 Read and match the questions P. 23 Let´s talk Data processing and digital P.31 Explore the Internet with TB P.93-94 All the activities competence your teacher Social and civic competence P.29 Listen and repeat P.28 Write questions and answers Lesson 1-12 Warmer : Reinforcement and P. 30: Read and listen, say the P.31 .Write Starting lesson and extension activities.. season P.32: activity 2 Optional activities Tests P.33: Let´s talk P. 34Listen and read

Cultural and artistic competence P.26 Chant P. 30: Colour the dogs and write Lesson 1-12 Warmer : Songs and phonics P. 28: Story. Act P.32: Read draw and write Starting lesson and P.29. Song. Cut out and play the P.34: activity 3 Optional activities game P.70 Read about Peru and write Cultural notes. P.95 P.30 Sounds English about your country P. 31: Festivals P. 34: Listen and read

Learning-to-learn All the activities All the activities All the activities All the activities Autonomy and personal initiative P. 27: Listen and read. Play the P. 26: 1 Write… Lesson 1-12 Warmer : game P. 28 Read and circle Starting lesson and P. 30: Listen and read. Say the P. 29: Write Optional activities name P. 30 Colour then write activities P. 21: Read and listen again P. 32 :Read draw and write Say true or false P. 33 All page P.34 All the activities P.35 activity 2

Explorers 4 – Oxford University Press 134 Unit 4: AT THE YOUTH CLUB Class Book Workbook Teacher’s book Teacher’s Resource CD-ROM Linguistic competence All the activities All the activities All the activities All the activities Mathematical competence P.39: Listen , point and repeat P.43 :lListen and number

Competence in knowledge of and P.36 Listen and say true or false P.37:Listen and follow Lesson 1-12 Warmer : Reinforcement and interaction with the physical world P.37 Listen , read . P.39 Circle and correct the mistakes. Starting lesson and extension activities.. P.41 Houses Listen and check. Write then match Optional activities Tests P. 42Read and listen. Answer P.41 Write the questions P. 43 Let´s talk Data processing and digital P.41 Explore the Internet with TB P.115-116 All the activities competence your teacher Social and civic competence P.39 Listen and repeat P.36 Write Lesson 1-12 Warmer : Reinforcement and P. 40: Read and listen, say Yes P.37 Write. .. Starting lesson and extension activities.. or No P.38 Write questions and answers Optional activities Tests P.43: Let´s talk P. 40 Read and tick or cross P. 44Listen and read P.41: Write

Cultural and artistic competence P.36 Chant P. 40: look and then write Lesson 1-12 Warmer : Songs and phonics P. 38: Story. Act P. 42 Read, draw and write Starting lesson and P.39. Song. Cut out and play the P.72 Read about Switzerland then Optional activities game write about your country P.40 Sounds English P. 41: Houses P. 44: Listen and read

Learning-to-learn All the activities All the activities All the activities All the activities Autonomy and personal initiative P.36 Listen and repeat play the P. 36: 1 Write… Lesson 1-12 Warmer : game P. 39 :Follow and write Starting lesson and P. 37: Listen and read. Play the P. 41 circle and match Optional activities game P.42: The two activities activities P. 41: Listen and read. Say the P. 43 All page name P.44- 45 All pages

Explorers 4 – Oxford University Press 135 Unit 5: MY DAY Class Book Workbook Teacher’s book Teacher’s Resource CD-ROM Linguistic competence All the activities All the activities All the activities All the activities Mathematical competence P.49: Listen , point and repeat All the activities P.50 Read and listen. Say the number Competence in knowledge of and P.46 Listen and say de animal P.48 Read and circle Lesson 1-12 Warmer : Reinforcement and interaction with the physical world P.47 Listen and read . P.49 Read and match . Starting lesson and extension activities.. P.50 Listen and say the animal P.51 .Write Optional activities Tests P. 51Read about mammals P.52 Read and listen and answer the questions P. 53 Let´s talk Data processing and digital P.51 Explore the Internet with TB P.136-137 All the activities competence your teacher Social and civic competence P. 46: Listen and repeat. Play the P.47 Write questions… Lesson 1-12 Warmer : Reinforcement and game P.50: look and Write. Starting lesson and extension activities.. P.49 Listen and repeat P.52 Activity 1 Optional activities Tests P.53: Let´s talk P. 54Listen and read

Cultural and artistic competence P.46 Chant P. 50: Look and write Lesson 1-12 Warmer : Songs and phonics P. 48: Story. Act P. 51 Write the times Starting lesson and P.49. Song. Cut out and play the P.52: Read , draw and write Optional activities game P.74 Read about South Africa then P.50 Sounds English write about you P. 51: Mammals P. 54: Listen and read

Learning-to-learn All the activities All the activities All the activities All the activities Autonomy and personal initiative P.46 Listen and repeat play the P. 46: Write Lesson 1-12 Warmer : game P. 50: Read and write the number… Starting lesson and P. 47: Listen and read. Play the P. 52 Read , draw and write Optional activities game P. 53 All page activities P. 51: Listen and read. Say true P.54-57 All activities or false

Explorers 4 – Oxford University Press 136 Unit 6: UNDER THE SEA Class Book Workbook Teacher’s book Teacher’s Resource CD-ROM Linguistic competence All the activities All the activities All the activities All the activities Mathematical competence P.59: Listen , point and repeat P.56 Count and write. P. 60 Listen and say the Lumber. P. 57 and 63 Listen and Lumber P.65 Find and Lumber the pictures

Competence in knowledge of and P.56 Listen and say Yes or No P.57:Write the animal names, then Lesson 1-12 Warmer : Reinforcement and interaction with the physical world P.57 Listen , read . write the answers Starting lesson and extension activities.. P.61 Wheat to flour P.59 Read and circle. Listen and Optional activities Tests P. 62Read and listen. Answer check the questions P.61 Write the letter P. 63 Let´s talk P.65 Listen and write True or False Data processing and digital competence P.61 Explore the Internet with TB P.158-159 All the activities your teacher Social and civic competence P.59 Listen and repeat P.58 Write questions. Look and circle Lesson 1-12 Warmer : Reinforcement and P. 60: Read and listen, say Sam the correct answers Starting lesson and extension activities.. or Sophie P.59 Write Optional activities Tests P.63: Let´s talk P.64 Write then number P. 64Listen and read

Cultural and artistic competence P.56 Chant P. 59: write Lesson 1-12 Warmer : Songs and phonics P. 58: Story. Act P. 62 Read, draw and write Starting lesson and P.59. Song. Cut out and play the P.76 Read about Thailand then write Optional activities game about your country P.60 Sounds English P. 61: Wheat and flour P. 64: Listen and read

Learning-to-learn All the activities All the activities All the activities All the activities Autonomy and personal initiative P.56 Listen and repeat play the P. 56: Write Lesson 1-12 Warmer : game P. 57: Write the animal names then Starting lesson and P. 57: Listen and read. Play the wrte the answers Optional activities game P. 60 Follow and write … activities P. 61: Listen and read. Say the P.61 : Write name P. 62-65: All the activities

Explorers 4 – Oxford University Press 137 STORIES, CULTURE and Class Book Workbook Teacher’s book Teacher’s Resource CD- FESTIVALS ROM

Linguistic competence All the activities All the activities All the activities Mathematical competence Competence in knowledge of and P.66: Christmas Day: Listen and Page 66 Italy: Read and interaction with the physical world read listen P. 68: World Book Day: Listen Páge.68: Armenia: Read and read and listen Page 70 :Peru. Read and listen Page 72 : Switzerland Read and listen Page 74:: South Africa. read and listen. Page 76: Thailand. Read and Listen Data processing and digital competence Social and civic competence P. 66: Read look and say. Play P.67, 69,71,73,75y 77: Bingo Read and circle

P. 68: Read look and say. Play Bingo

Cultural and artistic competence P.67 Listen and sing. Make a hand print Christmas dinner. P. 68 Listen and sing and make a bookmark Learning-to-learn All the activities All the activities All the activities Autonomy and personal initiative P. 67: Listen and read and write P.67, 69,71,73,75y 77:: and talk about your Christmas Write, Complete dinner sentences P.69: Listen and read and write and talk about your bookmark

Explorers 4 – Oxford University Press 138 Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPART- MENT

2nd cycle primary School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1 2 3 4 5 II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISICS

(The department should describe the profile of the students using ther following areas as a guide:)

– General characteristics – Characteristics of different groups – Characteristics of one particular group

(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL

(omit those which are not relevant) Social level High Medium Low Mixed Geographical City Suburb Small town Rural area Cbetween Nº of students with Special needs: Observations:

V. Learning characteristics of the different groups

(omit those which are not relevant)

General

Group A . Pupils like learning through play. . Pupils show a lot of/little creativity and imagination. . The curiosity of pupils is easily/not easily engaged. . Pupils like/don’t like expressing their emotions. . Pupils are capable/incapable of organising and analysing their own learning. . Pupils are/are not conscious of the advantages of group work in class. . Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language. . Pupils need/don’t need to understand all the words in a text to understand it. . Pupils like/don’t like reading at home. . Others.

Group B . Pupils like learning through play. . Pupils show a lot of/little creativity and imagination. . The curiosity of pupils is easily/not easily engaged. . Pupils like/don’t like expressing their emotions. . Pupils are capable/incapable of organising and analysing their own learning. . Pupils are/are not conscious of the advantages of group work in class. . Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language. . Pupils need/don’t need to understand all the words in a text to understand it. . Pupils like/don’t like reading at home.

140 Explorers 4 – Oxford University Press . Others.

Group C . Pupils like learning through play. . Pupils show a lot of/little creativity and imagination. . The curiosity of pupils is easily/not easily engaged. . Pupils like/don’t like expressing their emotions. . Pupils are capable/incapable of organising and analysing their own learning. . Pupils are/are not conscious of the advantages of group work in class. . Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language. . Pupils need/don’t need to understand all the words in a text to understand it. . Pupils like/don’t like reading at home. . Others.

Group D . Pupils like learning through play. . Pupils show a lot of/little creativity and imagination. . The curiosity of pupils is easily/not easily engaged. . Pupils like/don’t like expressing their emotions. . Pupils are capable/incapable of organising and analysing their own learning. . Pupils are/are not conscious of the advantages of group work in class. . Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language. . Pupils need/don’t need to understand all the words in a text to understand it. . Pupils like/don’t like reading at home. . Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group A

141 Explorers 4 – Oxford University Press Group B Group C Group D

Specific individual needs

Group A Pupil Group B Pupil Group C Pupil Group D Pupil

VII. STRATEGIES

(To be completed by teachers) a) With pupils b) With teachers c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS

(omit those which are not relevant)

Human resources Support teachers Psychologist

Criteria Alphabetical order Flexible grouping (specify what type and give reasons) Small support groups within/outside the mainstream class Pupils with special sensory needs in different groups/classes

IX. ORGANISATION OF SPACE AND TIME

142 Explorers 4 – Oxford University Press Material resources available in the school (omit those which are not relevant)

. Video - DVD . TV . Radio cassette/ CD player . Video camera . Computers . Pizarra Digital Interactiva . Internet connection(WiFi, others…)

(Note here any observations about how, when and why these resources are used for English classes.)

Spaces available in the school (omit those which are not relevant)

. Multi-use areas . Language laboratory . Computer room . playground . Gymnasium . Teatro . Library

Criteria for use of common spaces (Note here anyobsdervations about when, how and why these spaces are used for English classes.)

Distribution of classroom space

143 Explorers 4 – Oxford University Press (omit those which are not relevant)

. Pupils’ desks arranged in rows . Pupils’ desks arranged in “U” . Specific corners: Class library, transversal topics, games, crafts, etc. . Others X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO

OTHER GROUPS

(Note here any educational or other outings planned.)

Outing and Group/s Term/ Profesores activity Observations Dates descriptions

144 Explorers 4 – Oxford University Press XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:

Teacher’s name and position::

145 Explorers 4 – Oxford University Press