Primary Education Mandatory

Teaching Programme
Well Done! 4

Primary Education Mandatory

Fourth

______
Modern Foreign Languages

English

The blue owls club

I. OBJECTIVES

BLOCK 1. Listening, speaking and conversation

• Participate in oral interactions:

-Name the characters.

-Share personal information.

-Describe someone else.

-Saying how you are.

-Asking about the health well being of others and talk about their own.

-Asking and answering questions about personal information.

• Understand simple oral texts within the classroom's context:

-Understanding personal information.

-Recognize the characters from a story.

-Recognizing someone else's description.

-Understanding a story using visual propts.

BLOCK 2. Reading and writing

• Be able to read texts:

-Be able to read and recognize personal informtion.

-Be able to read and recognize someone else's description.

-Following the texts of a story.

• Writing:

-Write personal information.

-Write a description about a person mentioning their preferences and abilities.

BLOCK 3. Knowledge of the language.

• Identify, apply and use the vocabulary of the unit:

-Characters: Leo, Amir, Lucy, Kim, owl.

Name, age, address, phone number, brother, sister, pet.

Physical descriptions.

• Understand and apply grammar rules correctly:

-Language structures:

Who’s this? This is (my friend/Amir).

What’s his/her name? His/her name’s (Kim).

How old is he/she? He’s/she’s ten.

What’s his/her sister favourite colour? It’s (blue).

Where do you live?

What’s your phone number?

Have you got brothers or sisters? Yes, I have. No, I haven’t. I’ve got ...

His/her mame’s ... He/she’s got... He/She likes ... He/She can ...

-Receptive language:

Welcome to the Blue Owls Club! Together, forever.

Names + street/Road. Find someone who ..., survey

• Develop effective language-learning practices

-Use previous knowledge.

-Following instrucctions.

-Reflect on their own work and self-evaluate themselves at the end of the Unit.

BLOCK 4. Socio-cultural aspects and intercultural awareness

• Recognize and learn basic forms of social interactions in a foreign language.
• Say hello and goodbye.

-Work in pairs.

-Welcome others.

• Show a receptive attitude towards those who speak a different language than their own.
• Learning about the language, lifestyle and culture of English-speaking world.

BLOCK 5. - Literacy Education

• Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.

II. CONTENTS

BLOCK 1. Listening, speaking and conversation

• Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
• Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses from a limited range of options within a less structure context with less guidance.
• Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
• Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
• Value a foreign language as a tool for communication.

BLOCK 2. Reading and writing

• Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment.
• Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, infering the meaning of the words and common expressions.
• Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
• Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
• Using technology to read, write and share information.
• Show interest in the care and presentation of written work.

BLOCK 3. Knowledge of the language.

3.1. Linguistic knowledge

• Identify and use the lexical terms:

-Characters: Leo, Amir, Lucy, Kim, owl.

Name, age, address, phone number, brother, sister, pet.

Physical descriptions.

• Understand and apply grammar rules correctly:
• Language structures:

Who’s this? This is (my friend/Amir).

What’s his/her name? His/her name’s (Kim).

How old is he/she? He’s/she’s ten.

What’s his/her sister favourite colour? It’s (blue).

Where do you live?

What’s your phone number?

Have you got brothers or sisters? Yes, I have. No, I haven’t. I’ve got ...

His/her mame’s ... He/she’s got... He/She likes ... He/She can ...

• Associate global writing, pronunciation and meaning from written examples.
• Get familiar with the use of basic strategies of the production of written texts based on a model: chose the address, the purpose and content.
• Show interest in using a foreign language in a variety of situations.

3.2. Reflection on learning.

• Develop effective language-learning practices.

-Use previous knowledge.

-Following instrucctions.

-Remembering new words.

-Use logical thinking.

-Reflect on their own work and self-evaluate themselves at the end of the Unit.

BLOCK 4. Socio-cultural aspects and intercultural awareness

• Recognize and learn basic forms of social interactions in a foreign language.
• Show a receptive attitude towards those who speak a different language than their own.

BLOCK 5. - Literacy Education

Literacy genre:

Sories:

The Blue Owls club. PB, page 4.

Oral and written text producction:

Dialogue reproduction

A chant:Blue Owls chant, PB, page 4.

A song: Who’s this? PB, page 6.

III. BASIC COMPETENCES

Linguistic competence

All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities.

• Listen and chant (PB, page 4). Listen and sing (PB, page 6).

The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.

Mathematical competence

Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).

This competence is develop in the Unit through: order information in a chart.

This competence is develop in the Unit 2.

Competence in Knowledge and interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it.

-describe other people

This competence is reflected thought all the Unit in lesson: 3.

Data processing and digital competence

• Use means of information and situations of diverse types of communication to combine communication and reading skills:

-Posters and stickers (to connect visual and written information).

-Observe photographs as a mean of information.

• Interpret and process information from tables and pictures.

-Summary of the contents of the bottom of the page on each lesson.

• Practice and get familiar with the of a variety of digital competences and information throughout the curse applying the components of the method.

WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:

-Digital versions of flashcards, wordcards, Storycards.

-Videoclips.

-The interactive version of the Board game with dices and digital chips.

-Reader version to be listen to and read by the whole class.

-Class Audio CDs.

-Course web page.

The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.

Interpersonal, social and civic competences

• This competences are develop through the knowledge of different interdisciplinary sections related to the unit:

-Understanding dialogs and comminication exchanges.

-Learn to communicate with others and understand what they say.

• Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.
• This competences are developthrough interdisciplinary sections related to the theme of the Unit.

Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. In this Unit the competence is exercise specially on lesson 4 and 6

Cultural and artistic competence

This competence is develop in the Unit through the following activities:

• Sing songs, rhymes and chants:
• A chant: Blue Owls chant , PB, page 4.
• A song: Who’s this?, PB, page 6.
• Immerse in the English language and culture through reading and understanding a story: The Blue Owls club, PB page 4.

Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. In this Unit the competence is exercise specially on lesson 4.

Autonomy and personal initiative

Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is develop throughout the unit through all four lessons.

Emotional Competence

This competence is develop throughout the unit through all four lessons.al expectations within and their own life.

This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in itself, and it's possibilities.

-Express feelings and emotions: in all dialogs and communications. (PB, pages 4-7), acting out a story: (PB page 4).

-Dancing and movement (Act out the story, PB page 4).

-Overcome inhibitions through songs and music: Sing songs and chants: chant: Blue Owls chant, PB, page 4.

-A song: Who’s this? PB, page 6.

This competence is developed across the eight lessons of the Unit.

IV. Attention to diversity

Extra-practice and extension activities

• Pupils Book (The blue owls club, pages 4 to 7).

-Reference bar at the bottom of each page.

- Lesson with multicultural content that provides additional practice to written comprehension.

• Active Book; included in the activity pack, with activities and interactive games for language practice.(AB, pages 1 and 2)

-Flashcards, Wordcards, pósteres, videos and Reader.

• Activity Book (The blue owls club – pages 1 and 2).

-Pre-reading and pre-writing activities.

-Listening activities to complete at home using the Active Book.

-Storycards (from the story).

-Chants and canciones. PB, pages 10 and 12.

• Teacher’s Resource Materials:

-Worksheets to copy.

-Mini Flash Cards and Mini Word Cards to consolidate the language learned.

-Extra worksheets to consolidate the content of other areas of knowledge.

-Extra-practice activities for students who need more practice.

-Challenging activities for fast learners.

• Active Teach: interactive games and activities to practice the language.

V. Evaluation

Formative Evaluation

Constant observation during the lesson.

Complete the AB exercises(The blue owls club, pages 1 and 2).

Summative Evaluation

Tests, pages 3 and 7.

Placement Test

Test record

Evaluation criteria

BLOCK 1. Listening, speaking and conversation

• Participate in oral interactions:

-Name the characters.

-Share personal information.

-Describe someone else..

-Saying how you are.

-Asking about the health well being of others and talk about their own.

-Asking and answering questions about personal information.

• Understand simple oral texts within the classroom's context:

-Understanding personal information.

-Recognize the characters from a story.

-Recognizing someone else's description.

-Understanding a story using visual propts.

BLOCK 2. Reading and writing

• Be able to read texts:

-Be able to read and recognize personal informtion.

-Be able to read and recognize someone else's description.

-Following the texts of a story.

• Writing:

-Write personal information.

-Write a description about a person mentioning their preferences and abilities.

BLOCK 3. Knowledge of the language.

• Identify, apply and use the vocabulary of the unit: :

-Characters: Leo, Amir, Lucy, Kim, owl.

Name, age, address, phone number, brother, sister, pet.

Physical descriptions.

• Understand and apply grammar rules correctly::

-Language structures:

Who’s this? This is (my friend/Amir).

What’s his/her name? His/her name’s (Kim).

How old is he/she? He’s/she’s ten.

What’s his/her sister favourite colour? It’s (blue).

Where do you live?

What’s your phone number?

Have you got brothers or sisters? Yes, I have. No, I haven’t. I’ve got ...

His/her mame’s ... He/she’s got... He/She likes ... He/She can ...

-Receptive language:

Welcome to the Blue Owls Club! Together, forever.

Names + street/Road. Find someone who ..., survey.

• Develop effective language-learning practices:

-Use previous knowledge.

-Following instrucctions.

-Reflect on their own work and self-evaluate themselves at the end of the Unit.

• BLOCK 4. Socio-cultural aspects and intercultural awareness

• Recognize and learn basic forms of social interactions in a foreign language.

-Say hello and goodbye.

-Work in pairs.

-Welcome others.

• Show a receptive attitude towards those who speak a different language than their own.

• Learning about the language, lifestyle and culture of English-speaking world.

BLOCK 5. - Literacy Education

• Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.

UNIT 1: What time is it?

I. OBJECTIVES

BLOCK 1. Listening, speaking and conversation

• Participate in oral interactions:

-Talk about daily routines activities.

-Recite a poem.

-Telling time.

-Asking and answering questions about time..

• Understand simple oral texts within the classroom's context: :

-Recognize the hours.

-Recognize daily routine activities.

-Understanding a story using visual propts.

BLOCK 2. Reading and writing

• Be able to read texts:

-Read the hour.

-Read phrases about daily routine activities.

-Following the texts of a story with illustrations.

• Writing:

-Write phrases about daily routine activities.

-Write phrases in singular and plural using It’s a (car) and They’re (rockets).

-Write an email about a daily routine.

-Write expressions.

BLOCK 3. Knowledge of the language.

• Identify, apply and use the vocabulary of the unit: :

-Numbers from 1 to 12.

It’s (nine) o’clock. It’s half/quarter past (ten). It’s quarter to (eleven).

Get up, have breakfast, go to school, have a break, have lunch, go home, have dinner, go to bed.

• Understand and apply grammar rules correctly:

-Language structures:

What time is it? It’s five o’clock. It’s half/quarter past (ten). It’s quarter to (eleven).

I (get up) at (half past seven). Me too!

-Receptive language:

It’s time for school. Hands (of a clock). It’s light/dark outside, but you are in bed, sleepyhead, it’s time for bed, in the morning/evening. Morning’s here, sun, shine, cook, try, email, Please, write soon.

It’s time for dinner/to go home, box.

-Interdisciplinary language: :

England, Spain, Argentina, Hawaii, New Zealand, Earth, on the other side, imagine, place.

Before, after, do homework, have lessons, watch television, play football, help, village, city.

• Recognize and reproduce sounds, rhythm, accentuation, and intonation: :

-Rhythm and intonation.

-Poem to practice rhythm: Morning’s here.

• Develop effective language-learning practices:

-Use previous knowledge.

-Following instrucctions.

-Remembering new words.

-Compare and contrast.

-Reflect on their own work and self-evaluate themselves at the end of the Unit.

• BLOCK 4. Socio-cultural aspects and intercultural awareness

• Recognize and learn basic forms of social interactions in a foreign language.

-Work in pairs.

-Know about the routines of others.

-Helping the elderly.

-Learn the different time zones in diferent countries.

-Learn the daily routines in different countries.

• Show a receptive attitude towards those who speak a different language than their own.

• Learning about the language, lifestyle and culture of English-speaking world.

BLOCK 5. - Literacy Education

• Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.

II. CONTENTS

BLOCK 1. Listening, speaking and conversation

• Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
• Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.
• Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
• Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
• Value a foreign language as a tool for communication.

BLOCK 2. Reading and writing