Programación Cool Kids 3-4 3º-4º Prim. English

COOL KIDS 3-4

AREA OF FOREIGN LANGUAGES

ENGLISH

SECOND CYCLE

COMPULSORY PRIMARY EDUCATION

TABLE OF CONTENTS

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT 3

OBJECTIVES 10

CONTENTS 14

ASSESSMENT CRITERIA 17

KEY COMPETENCES 19

ATTENTION TO DIVERSITY 33

PROGRAMME OF UNITS: 3rd YEAR - COMPULSORY PRIMARY EDUCATION 34

PROGRAMME OF UNITS: 4th YEAR - COMPULSORY PRIMARY EDUCATION 79

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

2nd cycle Primary

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

II. DISTRIBUTION OF PUPILS

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)

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.

§  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

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

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

(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.)

XI. CLASS TIMETABLES

Teacher’s name and position:

Teacher’s name and position:

Teacher’s name and position::

THEORETICAL JUSTIFICATION FOR THE PROJECT

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.

d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and the non-discrimination of disabled people.

e) Know and make appropriate use of the Spanish language and, in its case, the co-official 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

Objectives of the area of foreign language

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 hobbies, 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.

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 efficient 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 competence 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 psycho pedagogic principles which serve as a foundation for the curricular design of 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.

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.