Citizen+Z+A1 PDidactica Primaria LOMCE 2017+ EN-GB

Citizen Z
A1
Herbert Puchta, Jeff Stranks,
Peter Lewis-Jones
Primary Education
Teaching Programme
Citizen Z A1 / Teaching Programme ESO - 2- © Cambridge University Press 2016
INDEX
1 Teaching Methodology
1.1 Theoretical Basis
1.2 What Citizen Z offers
1.3 Course Components
2 Objectives
3 Competences
3.1 Introduction
3.2 Citizen Z's contribution to acquiring competences
3.3 Competences in Citizen Z
3.4. Multiple Intelligence
4 Contents
4.1 Contents blocks
4.2 Minimum contents
5 Learning standards
6 Assessment
6.1 Presentation
6.2 Assessment criteria
6.3 Assessment in Citizen Z
6.4 Assessment tools in Citizen Z
6.5. Qualification criteria
7 Educational needs
7.1. Introduction to the concept of attention to diversity

7.2. Attention to diversity in Citizen Z

8 Development of teaching units
8.1 Contents Block 1. Comprehension of oral texts

Block 2. Producing oral texts
Block 3. Understanding written texts
Block 4. Producing written scripts
 Linguistic knowledge
- Communication functions
- Vocabulary
- Syntactic-discursive contents
- Pronunciation and spelling
- Classroom language
Ø Learning strategies
Ø Socio-cultural and socio-linguistic features
8.2 Competences: Descriptors – Activities

8.3 Cross-curricular subjects and values education.
8.4 Inter-disciplinary focus
8.6 Contents - Assessment criteria - Competences
Annex - COMPETENCES EVALUATION FORM
Annex - STANDARDS – CONTENTS – CRITERIA – COMPETENCES

1 INTRODUCTION TO THE METHOD
1.1 Theoretical Basis
Citizen Z is a method for teaching English designed for Primary Education, achieving
the objectives established by the curriculum for and preparing pupils for the Cambridge
Key English Test, level A2 of the Common European Framework of Reference for
Languages (CEFR). It is essential to underline the practical orientation of the method's
approach as this enables pupils1 to conclude this stage of their education with a solid
basis to be able to take an exam which is recognised and of great prestige
internationally, Cambridge English Language Assessment offering the most
complete range of exams and qualifications in English for both teachers and
pupils world-wide. In this way, a double objective is met: pupils receive training in
strategies, skills and abilities which are indispensable and in practising the process of
learning a second language, with the guarantee of training which has long been a
success: Key English Test (KET).2
Citizen Z has been designed for studying for the official Cambridge exams and is
aimed at young people of between 10 and 18, depending on their degree of language
skill at any once time, allowing pupils to improve gradually over the different books in
the series.
Citizen Z is an entertaining general English course with ample preparation from the
official Cambridge exams integrally included. This flexible course includes all the tools
and technology needed in order to achieve the objectives set. Citizen Z is the only
official school method with exam contents for English language assessment both
produced and guaranteed by Cambridge. Its unique focus is designed to innovate
within linguistic research with regards to English vocabulary: English Vocabulary
Profile (EVP) is an online tool which provides pupils with detailed information about
words, sentences, phrasal verbs and idioms. The objective of the Cambridge
Learner Corpus (CLC) is to orientate pupils with regards to the exercises which will be
of greatest use to them, whether in the Student's Book or in the Workbook. So for both
learning English in general and for concentrating on exams, Citizen Z prepares you
and your pupils for what is to come: official Cambridge exams or real life.
Citizen Z is designed to cover both pupils' and teachers' needs in a complete,

dynamic, entertaining and rigorous fashion. The aim is not just to consolidate already
acquired knowledge but also to be aware of it practical use. In the same way, the
method has been written in such as way that pupils can understand and accept the fact
that learning a second language, in this case English, is a continual process to be
carried out over time, which is one of the Common European Framework of Reference
for Languages (CEFR)'s main principles. In addition, Citizen Z helps pupils to prepare
2
Throughout this programme, the terms “teachers” and “pupils” will be used as often as possible. En este mismo sentido, para
eludir las en ocasiones tediosas expresiones del tipo “los alumnos y alumnas” o “los profesores y profesoras”, predominará el
género masculino plural (“profesores” y “alumnos”), entendiéndose que hace referencia a ambos sexos.
2 The Common European Framework of Reference for Languages (CEFR) is the international standard which defines linguistic
ability. It is used world-wide to define pupils' language skills. CEFR has six levels which go from A1 (absolute beginner) to C2 (the
highest level of ability).

each exam strategy gradually and in depth, which allows them to develop a full,
rigorous view of the linguistic characteristics of English by using the four skills.
The fact that the teaching approach focuses on getting ready for the KET exam
guarantees the learning, revision and consolidation of different facets of spoken and
written language with specific training using specific techniques and strategies for this
type of exam. This method provides teachers with the material they need to help and
direct pupils to obtain a consolidated intermediate level in line with terms established
by CEFR. Common European Framework of Reference for Languages). One of the
objectives is to contribute to the development of pupils' language skills in general and
broaden their knowledge about the English language, always taking into account the
characteristics of the KET exam model. In order to do this in a dynamic, attractive way,
subjects of real interest are used, connected with the pupils' surroundings by using
different, interesting strategies, activities and approaches.
Thanks to the method's methodological guidance, pupils will study the curricular
contents in a simple, effective and gradual way, following a clear structure and a variety
of activities which will consolidate practical as well as theoretical knowledge. The four
skill are developed in this method in such a way that pupils can understand and
assimilate contents not only to study for KET but also to use English in a practical way
in real situations.
The method's most important facets include:
 Clearly presenting objectives.

 Attractive, motivating themes for pupils.
 Practical, easy-to-use material.
 Attention to diversity in the classroom.
 Integration of skills in a natural, practical way.
 Orientation towards pupils' autonomy in the learning process.
 Practical, necessary suggestions and advice for focusing on knowledge
in a brief, concise way.
 A deductive approach to grammar which helps pupils to think about it
and consolidate concepts studied in previous courses.
 This method motivates, integrates and offers challenges.
 It places pupils in real Cambridge exam situations.
 It provides pupils with real life situations in stories about pupils of the
same age.
 It offers provides teachers and pupils with many opportunities to
personalise their work sessions.
Citizen Z consists of an initial Welcome unit and 12 short units, dealing with a widest
range of topics for adolescents than is offered by other books. There is also a cultural
lesson after every other unit, and these encourage pupils to learn more about the world
around them. After every other unit there is a revision section for revising and
consolidating the contents of the previous two units by practising key language and
skills.
Citizen Z introduces new concepts in the English language in a natural, gradual way
and is based on the idea of continuity, giving what is learned a practical application and
a view to the future which allows pupils to see the importance of English as a second
language. But it aims to do more than just consolidate concepts which have already be

learned and present new facets of the English language: it also shows pupils the need
to learn the language in order to be able to use it in the future in professional and
personal contexts.
This method's objectives are to cover pupils' real, objective needs in terms of Common
European Framework of Reference for Languages (CEFR) parameters. The aim is to
stimulate continual, practical learning which will be useful to the pupils and enable them
to take the Cambridge Key English Test. This exam – recognised internationally in both
academic and professional circles – confirms practical knowledge of English at a low
level. To be able to take this exam successfully, candidates must show that they can
start communication using appropriate vocabulary; that they can defend a point of view;
that they are able to use different styles of communication, depending on each
situation; that they are aware of the linguistic conventions of the English language; and
that they can distinguish between different registers.
When studying for KET , pupils are required to learn, revise and consolidate different
facets of oral and written language, as well as receiving training about specific
techniques for the type of exam they are going to sit. When used in Primary Education,
Citizen Z guarantees ideal training for a real, functional and practical basic level,
helping and orientating Spanish pupils to develop language abilities in general and
increase their knowledge of English.
As well as preparing pupils to take KET, Citizen Z also teaches the material required
when learning English in Primary Education. This is done by integrating the contents
and objectives at each stage, in this way teaching pupils with a double objective.
1.2 What Citizen Z offers
The materials in Citizen Z have been put together with the attitude that the pupils are
not mere language learners. The pupils are taken to be, at all times, explorers who are
investigating every facet of the process of learning.
Citizen Z is a method for teaching English which is eminently practical and is based on
two basic approaches in terms of method:
1. The communicative approach enables Primary Education pupils to integrate

skills in a natural, progressive way.
2. Studying for the exam for obtaining KET.
To this end, the subjects have been painstakingly chosen, with a deductive approach to
linguistic questions, a variety of strategies and the method's uniform structure. During
the preparation of the method, the pupils' age and interests were taken into account, as
can be seen in the choice of texts, pictures and design, the type of activities, tactics for
enabling, improving and expanding study techniques, etc.
The objective of the texts is to develop linguistic ability in English as much as possible,
taking into account the diversity of the pupils' interests, their different rhythms of
learning and different aptitudes and expectations. To do this, the right choice of
contents and the organisation of learning has been fundamental in order to obtain the
most possible from the three class-hours of English each week. Furthermore, an
atmosphere for positive learning must be encouraged between teacher and pupils.
Citizen Z offers a clear, simple method with appropriate, varied contents, analysed

using interesting sources which encourage a balance between learning and
entertainment, taking differences between pupils into account.
The creation of a positive atmosphere for learning depends to a large degree on the
understanding between the teacher and the pupils, as well as the relationships that
pupils have with one another. The teacher must listen with empathy and genuine
interest and have certain psychological skills. Citizen Z makes it easy for the teacher to
create a positive learning experience using clearly defined tasks, a great number of
carefully designed exercises, opportunities for pupils to check their own work on a
regular basis, and a teaching process designed to guarantee that pupils learn to
express themselves both orally and in writing.
Citizen Z offers a greater number of productive activities with which pupils can develop
their competences with written and oral expression (speaking and writing
competences), as the same time as they continue developing their oral and reading
comprehension (reading and listening competences).
The teacher becomes a guide and facilitator for learning during work in pairs, groups
and role plays. This type of communication activities give pupils the chance to work
independently, without the teacher. During this type of activities, the teacher stays to
one side and only supervises and intervenes as necessary.
Citizen Z also pays special attention to cultural, linguistic and ethnic diversity at schools
in our country because of its importance and influence on learning English.
The method's characteristics are:
1. A focus on specific aims and progress: pupils know clearly what they can
do and how they should do it.
2. Language acquisition is genuine and significant. It is a matter of pupils

gradually acquiring mechanisms for learning and the necessary strategies
for becoming confident in English. To do this, current issues which are
closely connected with their interests have been selected. English is
practised in real contexts in the most natural, realistic was possible.
3. The learning process isdynamic and responsible. Throughout the course

pupils must learn and use different cognitive strategies which allow them to
be independent and reinforce and strengthen their skills. So they have to
deduce, connect, put in sequence and be aware of their mistakes and those
of their classmates.
With regards to how to use Citizen Z, we would like to underline the direct focus of
each unit, enabling pupils to make use of reason and then gradually use more specific
techniques, exercises and tasks. Skills, like contents, are dealt with from various
angles so that pupils can distinguish between different approaches to learning in a
dynamic way which they find interesting. The units are ordered in such as way that the
degree of difficulty increases until each structure, skill or competence is mastered. So
if, for example, the contents of a particular unit are grammatical, they are dealt with in
sequence, starting with the most basic facets, deducing how they are used by actually
using them, and using different activities which finally lead to the focus which the exam
places on these contents. The same is true for skill and the different techniques used.
In fact, Citizen Z offers sequential, deductive comprehension of the different facets of

English, continually involving pupils and making them responsible for their own
learning.
This course has been specifically drawn up for Spanish pupils, paying special
attention to the linguistic considerations where there is greatest interference with
their mother tongue, as well as frequent mistakes made by Spanish-speaking
candidates in the Key English Test. To this end, strategies for oral and written
production are gradually introduced in sequence. The method also allows an approach
which helps to avoid mistakes and, in this way, obtain the most positive result in both
academic and functional terms.
1.3 Course Components
Citizen Z includes aStudent's Book, aWorkbook with downloadable recordings) and a

Teacher’s Book with Teacher’s Resources online and a DVD DC.
The Pupil's Book has 160 full colour pages and is divided into 12 main units, each one
having 11 pages. At the end of every other unit there is a lesson about social skills or a
culture and literature page and after every two units there is a revision section.
There are also six videos with stories about adolescents which are included in the
Teacher's Book and on cards that go with them and which pupils can access online.
At the end of the Pupil's Book there is a section titled Extra materials with practise for
the Key English Test, pronunciation activities, various pages of grammar reference
(grammar reference) in which all the grammar in the Student’s Book is revised, offering
key exercises for grammar revision as well as small, attractive grammar tables, which
can be used in class or individually; and, lastly, a section titled speaking activities with
situations for practising in pairs.
The Activities Book with recordings has 128 pages to offer pupils more practice of
new vocabulary and grammar from the Student’s book and to enable pupils to work
thoroughly on developing all their skills. It can be used in class and at home. The
recordings which come with the book are MP3s in downloadable files available at
www.cambridge.org/elt/citizenz.
The Digital Student’s Book & Workbook includes 300 interactive activities as well
the photo-stories' recordings and videos.
The Teacher's Book includes:
 Teaching notes for the Pupil's Book's 12 units including:
- each unit's objectives, which are shown in the Learning outcome at the start.
- Step-by-step notes for each activity
- Information about the exam tasks which are clearly referenced and what is
tested in the exam.
- A wide range of ideas for reinforcement activities with sections titled Mixed
ability, Optional extension for broadening knowledge, Fast finishers for

continuity, in this way taking the diversity of the activities in the Pupil's Book
into account.
- Sections of Background information which provide the teacher with more
extensive information about a cultural lesson or about the subject dealt with
in each unit.
- The solutions for the activities.
- Transcriptions of the recordings as well as underlined texts with keys to the
oral comprehension activities.
 Dictated notes for the oral expression section (Language note).

 Citizen Z also provides printable material for teachers such as literature
photocopies, grammar presentations, photocopies for videos, lists of
bilingual words.
 The Test Generator enables teachers to create their own evaluation material
depending on the pupils' needs. They can choose specific activities in order to
evaluate vocabulary and grammar at any point of the course, teachers being
able to create specific or cumulative tests immediately. Tests with two levels of
difficulty are available: Standard and Extension. The Test Generator also
creates tests which have already been prepared about the contents of each unit
and each term and final tests, including mock Cambridge English Exams.
-
The class audio CDs have all the listening material needed for the Student’s book and
the Workbook.
2 OBJECTIVES
Law 8/2013, 9th December, for the Improvement of Educational Quality,

defines the syllabus as a series of objectives in each subject and educational stage;
competences, or the ability to activate and apply the contents of each subject and
educational stage in an integrated way, competences, or all the, abilities,
competences and attitudes which help achieve the objective of each subject and
educational stage and the acquisition of competences; didactic methodology, which
includes the description of teaching practices and the organization of teachers' work;
gradable standards and learning results ; and criteria of evaluation of the degree of
competence acquisition and the objectives of each subject and educational stage.
The general objectives for this level are connected with the competences which pupils
will have to use in all areas3:
a) Learning about and appreciating the values and norms of coexistence, learning
to behave accordingly, preparing to become an active citizen and respect human
rights, and the plurality typical of democratic societies.
3
Royal Decree 126/2014, 28th February, State Bulletin 52, 1st March 2014.

b) Developing individual and team work habits, effort and responsibility when
studying, confidence in oneself, critical capacity, personal initiative, curiosity, interest
and creativity when learning, and an enterprising spirit.
c) Acquiring competences for preventing and solving conflicts which allow pupils
to work independently in the family context and in other social groups.
d) Learning about, understanding and respecting cultural differences and

differences between people, equal rights and opportunities for men and women and
the non-discrimination of disabled people.
e) Learning about and using the Spanish language appropriately and, if there is one,
the co-official language of their Autonomous Community and developing reading
habits.
f) Acquiring basic communication competences in at least one foreign language,

allowing pupils to express and understand simple messages and get by in every day
situations.
g) Developing basic mathematical competences and starting to solve problems

which require basic calculation competences, knowledge of geometry and estimations,
as well as being able to apply this knowledge in daily life.
h) Understanding the basic characteristics of Natural Sciences, Social Sciences,

Geography, History and Culture.
i) Starting using ICT for learning, examining messages received and sent critically.
j) Using different artistic manifestations and expressions and learning to make

visual and audiovisual presentations.
k) Valuing hygiene and health, accepting your own body and others', respecting
differences and using physical education and sport as means of encouraging personal
and social development.
l) Learning about and valuing animals closest to humans and behaving in ways that
help to look after them.
m) Developing emotional competences in all personal areas and relationships with

others as well as opposing violence, all types of prejudice and sexist stereotypes.
n) Encouraging road education and respect, which help to prevent traffic accidents.
3 COMPETENCES
3.1 Introduction

In line with the European Parliament and Council's Recommendation 2006/962/EC,
18th December 2006, about key competences for continually learning, Decree
126/2014, 28th February, establishes a basic syllabus for Primary Education based on
promoting learning by competences integrated in syllabus items.
These competences are taken to be "know-how" in the context of any academic, social
or professional context. Learning using competences encourages learning and
motivates learning as overall procedures for learning about each subject are acquired.
Pupils have to develop basic competences throughout their compulsory education, in

both primary and secondary levels. These competences help them to fulfil their
potential, to become active citizens, become successful in their adult lives and enable
them to enjoying continual learning.
Each and every part of the syllabus encourages the acquisition and development of
these competences. Because of this, working on certain areas makes it possible to
reach these objectives. They are not limited to particular subjects or levels. Some of
the indispensable factors for achieving success include: the way in which centres are
organised and managed; the style of teaching; the way in which key parts and players
in the educational community interact; the availability of extra-curricular and
complementary activities.
LOMCE uses the definitions of key competences established by the European Union4.
LC - Linguistic Communication.
MSCT - Mathematical competence and basic science and technology
competences.
DC - Digital competences
LL - Learning to Learn
SCS - Social and Civic Competences.
SIE - Sense of Initiative and Entrepreneurship
CCE - Cultural Conscience and Expressions
The relation between contents, competences and evaluation criteria are described in
Order ECD/65/2015.
Citizen Z complies with the laws and instructions given by the authorities with regards
to education. The general approach is based on the acquisition of practical knowledge.
The objective is to enable pupils to develop thanks to continual learning.
The great variety of activities included in Citizen Z help to integrate the learning of a
foreign language with other parts of the syllabus. The programme is also designed to
help with the overall development of the seven competences.
3.2 Citizen Z's contribution to acquiring Competences
Learning a foreign language leads to acquiring basic competences in the same way
that studying other subjects does. This acquisition process is equally intense
throughout the different levels which make up the education system which pupils
follow.
4
European Parliament and Council recommendations for key competences for continual learning, 18th December 2006
(2006/962/CE)

Citizen Z contributes efficiently and systematically to acquiring each of the
competences and does so within a communicative framework which guarantees
that pupils become competent in English. This communicative approach is
followed throughout the six levels in primary education.
Citizen Z's teaching objectives and the choice of contents have been selected in order
to guarantee the development and acquisition of these basic competences.
Linguistic communication is based on the use of English as the vehicular language

for oral and written communication.
Developing this competence by studying a foreign language leads to pupils improving

their competences to express themselves orally and in writing. They develop this
competence by using the appropriate linguistic register and discourse in each situation
that they find themselves in.
Pupils' linguistic competences improve as they recognise and gradually master the
rules in the foreign language. To ask for help, they can use their own language and
reflect on the process of learning the new language.
The activities in Citizen Z allow pupils to acquire and develop the four competences
(oral oral comprehension, written comprehension, oral expression and written
expression), continually reinforcing the language with the underlying grammatical rules
for learning English.
Mathematical competence is connected with the ability to reason. This involves

making judgements and reaching conclusions by solving problems and using logic in a
coherent manner. It is also important to use mathematical concepts in everyday life.
In order to acquire this competence, pupils must know and use the numerical system
and its symbols. They must be familiar with different ways of expressing and finding
solutions in numerical terms, while linguistic competences enable them to reason,
develop explanations, form hypotheses and make use of deductive and inductive
arguments, etc.
The activities in Citizen Z are often connected with mathematical processes. Pupils are
presentd with tasks involving reasoning and logic, including mathematical tasks, both
orally and in writing. In this way the course helps them to develop and improve this
competence.
Basic competences in science and technology involve being able to understand

events and phenomena. This involves making predictions based on what has been
heard or read about in connection with dietary habits, health and the environment, and
being responsible consumers in daily life.
Citizen Z offers a wide range of oral and written texts with clear, detailed contents
about these subjects, in this way encouraging pupils to understand events and
phenomena and predict their consequences. Pupils improve their competences in
English at the same time as they acquire this knowledge.
To be able to deal with this information and acquire digital competences pupils must
know how to read, analyse and transmit the information they extract from all
types of texts in English. They must be able to choose and organise the

information which they hear and read. At the same time, this competence is
directly connected with the integration of multimedia resources in the learning
process.
Using interactive activities online (Online Workbook) material, Citizen Z helps pupils to
make better use of digital technology. There are also texts in which the handling of
information plays a crucial role, without this undermining other competences.
Learning to learn concentrates pupils' attention on what is expected of them in order

to learn English. Memory and self-evaluation competences are also dealt with. Both of
these competences are needed in all learning processes in which pupils form
hypotheses about language, using the wide variety of examples from real life which are
introduced in the text.
Citizen Z challenges pupils to get involved in an active way in the learning process
when dealing with linguistic contents. Linguistic roles are taught in a subtle way so that
pupils make their own deductions and hypotheses in a natural way, basing themselves
on the principles of "universal grammar" which are intrinsic to acquiring a language.
Additionally, there is a specific lesson every four units to revise what has been learned,
the course includes a continual process of self-evaluation, which also reinforces the
basic competence of Learning to Learn. Throughout the learning process, Citizen Z
continually encourages pupils to take part in cooperative learning, another pillar for
learning to learn and, in this way, English becomes an tool for thinking about,
interpreting and representing reality.
Social and civic competences consists of discovering and becoming familiar with the
different social and cultural bases which underlie English. Likewise, respect and other
values are reinforced by pair and group work.
Citizen Z teaches about cultural values - always taught in English - not only from
British society and customs but also from other English-speaking countries such as
Australia and the States. Respect and values are encouraged in a society which is
continually evolving, in which cultural diversity stands out as one of the principles for
the 21st Century. The contents of Citizen Z complement work carried out in the
education system to reinforce these values and, in this way, helps pupils to acquire
social and civic competences.
Sense of initiative and entrepreneurial spirit means being able to approach the
learning process in an autonomous way or, otherwise, in cooperation with others in
order to carry out whichever task is put forward.
Citizen Z encourages pupils to study independently, praising their sense of

responsibility and self-knowledge and also stimulating creativity and imagination.
Furthermore, as evaluation is closely connected with being critical and value
judgements which can be made individually or in groups, respect, tolerance and
understanding (towards themselves and towards classmates) are also encouraged.
Pupils take part in activities which allow them to reinforce their enterprising spirit and
business sense using creativity, autonomy, initiative, team work, self-confidence and
critical awareness.

Self discovery and development are to be found behind Cultural consciousness and
expression. This competence develops the ability to understand and evaluate cultural
and artistic manifestations in a critical way. As with social and civic competences, these
competences reinforce human values.
Citizen Z's methodological approach is interactive and it is not only communication in

English which is crucial: English is also the vehicular language used to give information
about other cultures and societies and their values. This also helps teachers to make
wider educational values become effective at their centres. Throughout the course, a
wide variety of cultural and artistic themes are dealt with using different activities.
In order to encourage cultural and social competences, Citizen Z offers activities

connected with the English-speaking world in which culture and art play an important
part.
The main objective of Citizen Z is the acquisition of English and its culture. The
language is used as a tool for making coherent value judgements about anything
expressed in English either orally or in writing. Thanks to the wide range of activities
offered in Citizen Z, the acquisition of competences is guaranteed.
3.3 Competences in Citizen Z
Competences are comprehensively developed throughout the fourteen units and in

revision. They are to be found in the Teaching units development section. (See
Section 5.5).
This document specifies a series of descriptors for acquiring and evaluating each of
the competences, bearing in mind pupils of the age group's cognitive development and
competences and in connection with the characteristics of the material in this course.
The programme for each unit specifies the ACTIVITIES to be carried out and the
enable the measurement of the level of achievement of these DESCRIPTORS.
The competence descriptors we have set for this subject are:
Linguistic communication
Listen
Understand simple oral messages and instructions and recognise familiar words and
linguistic structures.
Identify the gist and specific information from a short situation from repeated
visualisations of the oral text.
Recognise aural items such as accent, rhythm and correct intonation in familiar and
varied contexts.
Talk / Converse
Recite poems or sing a song with correct pronunciation and intonation.
Give simple oral presentations.
Give personal information and information about your surroundings in daily situations.

Take part in spoken interaction spontaneously.
Reading
Identify relevant information on written posters and simple maps.
Understand the general idea and specific details about familiar subjects.
Deduce information from diverse texts about subjects of interest.

Writing
Reproduce simple texts using previously presentd models.
Fill in forms or cards with personal information and data.
Write short letters, e-mails or postcards with personal information and information
about your immediate surroundings.
Write simple stories and descriptions.

Mathematical competences and basic science and technology competences.
Solve simple problems connected with familiar subjects.
Interpret and show simple statistical data on simple graphs and tables.
Order and classify data using appropriate criteria.
Recognise daily objects' sizes and geometrical properties.
Solve puzzles and crosswords.

Use various techniques and items to build an object after planning the actions
required to do so.
Identify and differentiate objects and resources in the immediate surroundings and
what human beings do with them.
Respect nature and animals in the environment.
Be familiar with and follow healthy living practices.
Find out about responsible behaviour for taking care of the environment.
Apply strategies using methods from scientific research.
Digital competences
Use ICT to reinforce and support learning English.
Give short presentations and create in English using various formats and digital tools.
Locate basic information on digital sources and formats.

Social and Civic Competences.

Take part in group activities with respect and interest and share opinions.
Show respect for your classmates and wait for your turn to speak.
Understand and value the use of English for communicating with other people and to
find out about other cultures.
Identify habits from countries in which foreign languages are spoken.
Cultural awareness and expressions.
Use artistic techniques and items in your presentations and projects.
Take an active part in preparing and carrying out artistic activities in the classroom.
Show interest in and respect for the culture of English-speaking countries.

Learning to Learn
Identify, plan and apply objectives for carrying out tasks and activities.
Use tools and resources, such as dictionaries and grammar books, to solve doubts.
Show an interest in carrying out self-evaluation and correcting your own mistakes.
Use basic comprehension and expression strategies to help carry out tasks.
Sense of initiative and entrepreneurial spirit.
Look for information to be able to complete your tasks individually.
Have a positive, proactive attitude to reading texts by yourself.
Plan and check your work to be able to present it properly.
Each unit's programme also includes connections between the unit's CONTENTS,
EVALUATION CRITERIA AND COMPETENCES .
In the annex at the end of each document there is an EVALUATION FORM ABOUT
COMPETENCES which includes the different descriptors set for acquiring the
competences in each subject and school year.
The teacher can use this form to evaluate the competences and descriptors for each
unit or whenever appropriate throughout the school year.
3.4 Multiple Intelligences
In 1983 US psychologist Howard Gardner developed the Theory of Multiple

Intelligences 5 in which he stated that all humans have eight different types of
intelligence which we use throughout life. Each individual develops them to greater or
lesser degrees depending on their genetics and external stimuli. During the learning
process the teacher must take all of them into account in order to make sure that the
pupils can acquire knowledge using their own, personal competences.
5
Gardner, H. (1994): Estructuras de the mente: the teoría de the inteligencias múltiples, (Colombia, Fondo de Cultura
Económica) and Gardner, H. (2001): La inteligencia reformulada: the teoría de the inteligencias múltiples in the siglo
XXI, (Barcelona, Paidós).

The resources used in Citizen Z allow pupils to develop their communication
competences in a natural way; in all units the seven competences are worked on in
order for their minds to work in a complete manner. Based on these seven
competences, different types of intelligence are developed. The activities in Citizen Z
have been prepared with the objective of stimulating different types of intelligence, so
there is always something of interest for every pupil.
Linguistic intelligence, sensitivity towards the written and spoken word and the ability
to learn languages are key parts of Citizen Z and it is combined with other forms of
intelligence.
Interpersonal intelligence- efficient communication with others - is a crucial factor in

learning languages. Communication activities contribute to developing interpersonal
competences and encourage pupils to work together and carry on developing
communication strategies.
Interpersonal intelligence, understanding oneself, intimate thoughts and feelings, is

an integral part of the learning process and is developed in each unit in Citizen Z, in
this way enabling pupils to be more aware of themselves and the world around them.
Citizen Z deals with Musical intelligence in every unit, appreciation for rhythm and
music through songs, chants and raps. As Howard Gardner points out, this intelligence
works almost in parallel with linguistic intelligence.
When working with primary education pupils it is also very important to develop the
body and mind together, which means that movement (body kinaesthetic)
intelligence, coordination and connection with the whole body, is also taken into
account.
There is a series of activities for developing logical-mathematical intelligence. These

activities help to develop logical thought and problem solving.
Spatial intelligence, expression and understanding through the visual world, is also
one of the keys to learning. Pupils are highly aware of the world around them and often
think in terms of drawings and pictures. The attractive presentation of pictures in
Citizen Z helps pupils to be more creative and stimulates their imagination.
Lastly, Naturalist intelligence, the ability to interact with the natural world around us,
is fundamental for pupils' integral learning. In Citizen Z there are many observation
activities about natural surroundings and reflections about our place in the world.
The eight multiple intelligences can be identified or associated with the competences
to a certain extent. With regards to technological information and competences, Citizen
Z comes with interactive online activities in which pupils have access to various
resources for practising what they have learned in each unit, which also helps them to
develop autonomous learning.
As well the competences, in each unit in Citizen Z different social and cultural factors
are examined, attitudes and cross-curricular subjects being looked at using various
types of activities. As part of Values education, various areas are examined
throughout the book: Moral and civic education, Health education, Peace education,

Equality education, Consumer education, Classroom collaborative work. In this way
pupils are taught to just to learn the language but also to value and respect other
cultures, which contributes to their development as human beings.
English is also connected with other syllabus areas such as mathematics, natural
sciences, social sciences, artistic education, music and technology. This is because all
the activities are designed not just to teach language but also to achieve other
objectives.
When “cooperative learning or work” is mentioned in this programme, it must be

understood in two ways: working in teams or small groups and cooperative work in
itself. In both cases, the teacher will organise the classroom into small groups, but
different types of methods are used. With group work, normally each group will be
assigned a task and the result or final production will be evaluated; depending on each
tasks, roles will be defined which must be distributed amongst the group members
(spokesperson, coordinator…) so that each one has something to contribute. On the
other hand, cooperative work has another nuance : the participation of each member of
the groups is needed for learning to take place: the contents to be studied are given out
amongst the team members and each member is responsible for preparing what
he/she has been given and passing the knowledge on to the others; so the better an
individual works, the more others learn too and, consequently, the team will be better
prepared to do the tasks or activities it will be faced with.
4 CONTENTS
4.1 Contents blocks
The basis syllabus in Primary Education for First Foreign Language learning is based
around four blocks of activities as set out by the Common European Framework of
Reference for Languages:
1. Comprehension of oral texts

2. Producing oral texts (expression and interaction)
3. Comprehension of written texts
4. Production of written texts (expression and interaction)
These four main blocks are the basis for the evaluation criteria and gradable learning
standards as well as the syllabus contents, in other words all the knowledge, abilities,
competences and attitudes which contribute to reaching the objectives and acquiring
competences.
This didactic programme's contents for the 5th/6th year of Primary Education are as
follows:
Block 1. Comprehension of oral texts
1. Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.

- Distinguishing types of comprehension (gist, essential information, main points).
- Making hypotheses about contents and context.
- Inference and making hypotheses about meaning using comprehension of the main
points, both linguistic and paralinguistic.
- Revising hypothesis using newly understood points.
2. Socio-cultural and socio-linguistic considerations: social conventions, rules and

types of social norms, habits, values, beliefs and attitudes; non-verbal language.
 Respecting classmates' opinions.
 Respecting and complying with classroom rules.
 Respecting habits, values and beliefs other than your own.
 Reflect on sport's cultural values.
 Reflect on the values of self-esteem such as making your own flag.
 Show an interest in developing social skills such as being patient.
 Interest in finding out about cultures other than your own: masks from different
countries and short poems from Japanese literature.
 Reflect on the values of self-esteem such as being part of a family.
 Show an interest in developing social skills such as having good manners.
 Interest in learning about cultures other than your own: parks in different parts
of the world.
 Reflect on the values of self-esteem such as things which make us happy.
 Show an interest in developing social skills such as supporting somebody.
 Reflect on the importance of helping friends.
 Interest in finding out about cultures other than your own: welcoming people
from other countries.
 Reflect on the importance of sports.
 Reflect on the values of self-esteem such as organising our daily time.
 Show an interest in developing social skills such as being positive.
 Interest in finding out about cultural matters: musical instruments from different
countries.
 Reflect on the importance of asking for things politely.
 Reflect on the values of self-esteem such as knowing what we eat.
 Show an interest in developing social skills such as thinking about others.
 Interest in and reflection on appreciating other cultures.
 Interest in finding out about cultural matters such as some famous statues in
different parts of the world.
 Reflect on the values of self-esteem such as respecting animals and nature.
 Show an interest in developing social skills such as dealing with fear.
 Reflect on means of transport and the environment.
 Interest in finding out about cultural issues such as other people's experiences
and journeys.
3. Communicative functions
 Introducing yourself to somebody else.
 Describing yourself and other people.
 Describing feelings
 Expressing questions.
 Expressing personal tastes
 Describing good qualities

 Describing the family.
 Giving compliments
 Describing places in the city
 Expressing a direction.
 Conversations in a shop.
 Describing habits and activities
 Describing technological habits
 Encouraging somebody
 Offering a friend help
 Describing people
 Describing skills
 Telling the time
 Describing routines and dates
 Giving suggestions
 Describing music and feelings
 Describing a scene
 Describing food and eating habits
 Expressing obligation
 Expressing requests and offers politely
 Asking for and offering help
 Expressing achievements
 Talking about the past
 Requesting information about the past
 Describing the weather
 Describing past holidays
 Expressing ability in the past
 Describing a picture
 Putting a story in order
 Describing journeys and transport
 Expressing comparisons between things
 Conversation at a train station
4. Syntactic-discursive contents
 Questions words
 To be
 To be (negative, singular and plural)
 To be (questions and short answers)
 Object pronouns
 Possessive ‘s
 Possessive adjectives
 This / that / these / those
 There is / there are
 Some / any
 Imperatives

 Simple present
 Adverbs of frequency
 Present simple (negative and questions)
 Have / has got (positive, negative and questions)
 Countable and uncountable nouns
 Can (ability)
 Prepositions of time
 Present continuous
 Like/ don’t like + -ing
 Must / mustn’t
 Can (asking for permission)
 I’d like... / Would you like...?
 Past simple: was / wasn’t; were / weren’t;there was / were
 Past simple: Was he...? / Were you...?
 Past simple (regular verbs)
 Past simple (irregular verbs)
 Past simple (negative and questions)
 Could / couldn’t
 Comparative adjectives
 One / ones
5. Very frequent oral vocabulary (reception)

 Countries and nationalities: Brazil, Japan, Mexico, Russia, South Africa, Spain,
the UK, the USA, Turkey, Portugal.
 Adjectives: new/old, big/small, clean/dirty, cheap/expensive, fast/slow.
 Adjectives for describing feelings: angry, bored, cold, excited, hot, hungry, sad,
thirsty, tired, worried.
 Positive and negative adjectives: awful, bad, excellent, exciting funny, good,
great, terrible.
 Members of a family: aunt, brother, cousin, father, grandfather grandmother,
mother, sister, uncle.
 The home and furniture: bathroom, bedroom garage, garden, hall kitchen, living
room.
 Places in a town or city: bank, chemist’s, library, museum park, post office,
restaurant supermarket, train station.
 Prepositions of place: behind, between, in front of, next to on the corner (of),
opposite.
 Numbers over 100
 Prices
 Free time activities: chat to friends online, dance, do homework, go shopping,
hang out with friends, play computer games.
 Electronic devices: e-reader, games console, GPS, headphones, laptop, MP3
player, smartphone, tablet.
 Parts of the body: arm, body, ear, eye, face foot, hand, leg, mouth, nose.
 Descriptions of people: blue, grey, long, curly, short, black, blonde red, brown,
wavy, straight, green.

 Sports: cycle, do tae kwon do, go surfing, ice-skate, play basketball, play
tennis, play volleyball, snowboard.
 The time: It’s three o’clock, It’s half past eight. It’s quarter past ten, It’s quarter
to one.
 Months and seasons
 Clothes: a dress, a coat, jeans, a jumper, a shirt, shoes, shorts, a skirt, socks,
a T-shirt, trainers, trousers.
 Food and drink: coffee, potato, tea, banana, orange, burger, carrot, chicken,
beef, milk, strawberry, apple, pepper, lamb, bread, butter, cereal, egg, fruit,
honey, jam, toast, yoghurt.
 Daily food: breakfast, lunch, dinner.
 Expressions about the past in, at, last and yesterday.
 Revise the weather: It’s raining, It’s sunny, It’s windy. It’s cloudy, It’s snowing,
It’s hot. It’s cold, It’s warm.
 Verb-noun pairs with have, take, make, do, get and go.
 Adjectives: beautiful, boring, clean, clever, dangerous, dirty, horrible,
interesting, lovely, safe, stupid, ugly.
 Transport: ferry, helicopter, motorbike, plane, taxi, train.
 Geographical places: mountain, beach, river, sea, field, lake, farm, forest.
6. Sound, accent, rhythm and intonation patterns

 Recognising, contrasting and correct pronunciation of /h/ or /w/ in question
words.
 Recognising, contrasting and correct pronunciation of this / that / these / those.
 Recognising, contrasting and the correct pronunciation of stress in numbers/
 Recognising, comparing and pronouncing the third person of the simple
present.
 Recognising, contrasting and the correct pronunciation of the long vowel
sound /eɪ/.
sound /ɔː/.
 Recognising, contrasting and the correct pronunciation and intonation of lists of
words.
 Recognising, contrasting and correct pronunciation of intonation when there are
two options.
 Recognising, contrasting and correctly pronouncing the simple past of regular
verbs.
 Recognising, contrasting and correctly pronouncing the simple past of irregular
verbs.
 Recognising, contrasting and the correct pronunciation of stress in comparative
forms.
Block 2. Producing oral texts: expression and interaction
1. Production strategies
Planning

- Preparing messages systematically, distinguishing between the main idea or ideas
and its basic structure.
- Writing for the target reader, context and medium, using the appropriate registers
and structures in each case.
Realization
- Transmit the message clearly, coherently, giving it the appropriate structure and
adjusting it, when necessary, to each type of text's models and forms.
- Adjust the task or message after assessing its difficulties and the available
resources.
- Take advantage of previous knowledge the maximum.
- Compensate for language deficits using paralinguistic or paratextual procedures:
Linguistics
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects or carry out actions which clarify the meaning.
o Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact).
o Use extralinguistic sounds and conventional prosodic qualities.

of the world.
countries.

 Interest in finding out about cultural matters such as some statues in different
parts of the world.
and journeys.
 Expressing personal tastes.

 Questions words
 To be
 Object pronouns
 Possessive ‘s
 Some / any
 Imperatives
 Simple present
 Can (ability)
 One / ones
5. Very frequent oral vocabulary (production)

great, terrible.

room.
opposite.
 Prices
 The time: It’s three o’clock., It’s half past eight. It’s quarter past ten, It’s quarter
to one.
6. Sound, accent, rhythm and intonation patterns

 Recognising, contrasting and correct pronunciation of /h/ or /w/ in question
words.
 Recognising, contrasting and correct pronunciation of this / that / these / those.
 Recognising, contrasting and the correct pronunciation of stress in numbers/
 Recognising, comparing and pronouncing the third person of the simple
present.
sound /eɪ/.
sound /ɔː/.

 Recognising, contrasting and the correct pronunciation and intonation of lists of
words.
 Recognising, contrasting and correct pronunciation of intonation when there are
two options.
 Recognising, contrasting and correctly pronouncing the simple past of regular
verbs.
 Recognising, contrasting and correctly pronouncing the simple past of irregular
verbs.
 Recognising, contrasting and the correct pronunciation of stress in comparative
forms.
1. Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.
- Distinguishing types of comprehension (gist, essential information, main points).
- Making hypotheses about contents and context.
- Inference and making hypotheses about meaning using comprehension of the main
points, both linguistic and paralinguistic.
- Revising hypothesis using newly understood points.

of the world.
countries.

parts of the world.
and journeys.

 Questions words
 To be
 Object pronouns
 Possessive ‘s
 Some / any
 Imperatives
 Simple present
 Can (ability)
 One / ones
5. Very frequent written vocabulary (reception)

great, terrible.

room.
opposite.
 Prices
to one.
6. Chart patterns and spelling conventions

 Recognising conventions about spelling and punctuation rules when writing
sentences and texts.
Block 4. Production of written texts: expression and interaction
1. Production strategies
Planning
- Activate and coordinate general and communication competences in order to carry
the task out efficiently.
- Identify and use the appropriate linguistic or subject resources.

Realization
- Communicate the message clearly using the models and patterns for each type of
text.
- Adjust the task or message after assessing its difficulties and the available
resources.
- Take advantage of previous knowledge the maximum.

of the world.
countries.
parts of the world.
and journeys.

 Questions words
 To be
 Object pronouns
 Possessive ‘s

 Some / any
 Imperatives
 Simple present
 Can (ability)
 One / ones
5. Very frequent written vocabulary (production)

great, terrible.
room.
opposite.
 Prices

to one.
6. Chart patterns and spelling conventions

 Correctly using basic spelling and punctuation rules when writing sentences
and texts.
4.2 Minimum contents
When evaluating, it is essential to establish minimum contents. These contents will be

a point of reference for the teacher and pupils when evaluating their progress in the
process of learning and be the basis for different types of evaluation. Mastering these
contents, which are backed up by different evaluation tools, confirms pupils' progress
and explains their positive results (at the end of the academic year or at the end of the
evaluation).
(See Section 4.1, Content blocks, in this teaching programme)
5 LEARNING STANDARDS and RESULTS
In order to grade the performance or achievement of each pupil during Primary

Education the syllabus sets criteria for evaluation. These specifications are called
learning standards and enable definition of the results of learning and are based on
what pupils should know and know what to do in each subject.
Learning standards must be observable, measurable and possible to evaluate and,

along with evaluation criteria, must be used to evaluate competences and objectives in

continual evaluations and at the end of each subject. Because of this, syllabus learning
standards are set for the whole of Primary Education.
As can be seen in the way learning standards are phrased, The pupils are closely
connected with the development of linguistic competence, in such a way that The
pupils can be used to check the specific standard of achievement or degree of
realisation of objectives during each school year.
In this way the connection between evaluation standards and competences is this
subject and school year is set as follows for this programme:
LEARNING STANDARDS DESCRIPTORS

General standards for the level 5th/6th Primary Education
Block 1. Comprehension of oral texts LISTEN
 Understanding the gist of adverts about 1. Understand simple oral messages and
products of interest. instructions and recognise familiar words
and linguistic structures.
 Understanding messages and public
announcements with contain instructions, 2. Identify the gist and specific information from a
warnings or other types of information. short situation from repeated visualisations
of the oral text.
 Understanding what is said during usual
transactions. 3. Recognise aural items such as accent,
rhythm and correct intonation in familiar
 Identifying the subject of a predictable daily and varied contexts.
conversation which you hear.
 Understanding the gist of short, simple

conversations about family matters and which
you take part in.
 Understanding the gist of simple, well

structured, clear, slowly delivered
presentations about family matters or matters
of interest helped by pictures and illustrations.
 Understanding the gist and identifying subject

changes in television programmes and other
audiovisual materials about matters of interest.
Block 2. Producing oral texts TALK / CONVERSE
1. Recite poems or sing a song with correct

 Make short presentations, previously prepared pronunciation and intonation.
and practised, about daily subjects or things of
interest. 2. Give simple oral presentations.
 Cope in daily situations. 3. Give personal information and information
about your surroundings in daily situations.
 Take part in direct conversations or using
technical resources to make social contact. 4. Take part in spoken interaction
spontaneously.
 Take part in an interview and give personal
information.
Block 3. Understanding written texts READING

1. Identify relevant information on written
 Understanding instructions, explanations and posters and simple maps.
basic information in notes, signs and posters.
2. Understand the general idea and specific
 Understanding essential information and details about familiar subjects.
identifying specific information in simple
informative texts. 3. Deduce information from diverse texts
about subjects of interest.
 Understanding brief, simple correspondence
about familiar subjects.
 Understanding the gist of short pieces of news

and articles about familiar subjects or subjects
of interest.
 Understanding the gist of short, well structured

stories in which pictures or actions transmit a
large part of the information.
Block 4. Producing written scripts WRITING
1. Reproduce simple texts using previously

 Fill in a short form or card with your personal presentd models.
data.
2. Fill in forms or cards with personal
 Write personal correspondence with short information and data.
messages or talk about yourself and your
immediate surroundings. 3. Write short letters, e-mails or postcards
with personal information and information
about your immediate surroundings.
4. Write simple stories and descriptions.
6 EVALUATION
6.1 Presentation
The process of teaching and learning is incomplete if the process in itself is not valued
and the results are not measured. Assessment is necessary in order to check to what
extent the foreseen objectives have been achieved and, consequently, adapt the
educational process to pupils' needs and characteristics. Assessment must provide
information about what pupils have learned and how they have learned it. Thanks to
evaluation, we can determine what help each pupil needs in order to guarantee
progress.
Although all components of educational systems must be evaluated and can be

improved, at present we will assume that the main objective of evaluation is pupils'
academic progress.
As well as considering the progress of the group as a whole, it is indispensable to

follow individual pupil's progress taking into account different forms and rhythms of
learning in order to know exactly what teaching intervention each pupil needs.

Clearly, evaluation is usually carried out by the teacher. However, bearing in mind the
fact that our approach aims to involve pupils in their own learning, it is reasonable that
they, too, should be involved in the evaluation process. What the pupils say about how
they see their own learning must be taken into account: the difficulties they find in the
process and, especially, their tastes and preferences with regards to how to learn
English.
Assessment is needed throughout the stages of learning:
 At the beginning of the process, the starting point must be evaluated (what
pupils already know, what they do not and what they know imperfectly). This
evaluation allows us to anticipate problems and adapt the teaching programme.
This can be done at the start of the academic year, the term or even at the start
of each unit.
 During the process, evaluation helps the teacher to take decisions about areas
where more work is needed, about extending, removing or reinforcing contents
about about whether the programme should be altered in any way.
 At the end of each educational stage, evaluation allows the teacher to see if
the the results of the teaching-learning process match the objectives.
Assessment must consist of a diverse combination of tools which provide objective,

quantitative data in order to give information about the process and make it possible to
assess each pupil. Tools or assessment strategies include observation in class,
correctly monitoring parameters (tasks being carried out or not, greater or lesser
participation, greater or lesser interest in learning…), written tests (with questions in
different formats: singular answers, short answers, multiple choice, association of ideas
or concepts…), oral interaction, with the teacher or between pupils, and taking part in
team work and/or cooperative work and their results. Once more, the objective is to
have carefully collected data which gives a precise record of progress made with
learning and possible difficulties.
In all cases, the most important thing is to always choose the tool which gives the most
information about the teaching-learning process we want to find out about and deal
with.
Assessment criteria can be defined as reference norms which establish the type of
learning and also the extent to which each pupil can be expected to acquire knowledge
and competence.
These criteria allow us to establish and evaluate pupils' progress appropriately, both
individually and a group. The materials in Citizen Z are in line with the following
evaluation criteria and legislation about primary education:
- Identifying the gist, the essential information and main points in very short oral
texts with standard language, simple structures and frequently used vocabulary,

enunciated with clarity and slowly, read live or using technical resources, about
specific, usual subjects connected with personal experiences, needs and
interests in predictable daily contexts or connected with areas of immediate
need in the personal, public or educational areas, with good acoustic conditions
and no distortion of the message, with the possibility of listening to the message
again or asking for confirmation and with visual support or a clear visual context
reference.
- Knowing and using the most appropriate basic strategies for general
comprehension of the text's essential information or main points.
- Identifying basic, meaningful social and cultural features about daily life,
interpersonal relationships, behaviour and social conventions andmaking use
of the knowledge acquired about them to understand the text correctly.
- Distinguishing between the main communicative function or functions of the

text and a limited repertoire of their most usual features, as well as basic
patterns of expression.
- Recognising the most common meanings associated with basic syntax

structures in oral communication.
- Recognising a limited repertoire of oral vocabulary often used in everyday

situations and usual, specific subjects connected with needs and interests and
using the context indicators and the information in the text to form an idea about
the probable meanings of unfamiliar words and expressions.
- Distinguishing between sound patterns, accents, rhythms and basic intonation

and recognising general communicative meanings and intentions connected
with them.
- Taking part in a simple, comprehensible way in short conversations which

involve a direct exchange of information in areas of immediate need or about
familiar subjects using a neutral, informal register, using simple phrases or
expressions of frequent use, which are normally used separately or linking them
with basic connectors, even though the pronunciation may not always be clear,
although there may be pauses and hesitations and repetition may be required,
as well as paraphrasing and the interlocutor's cooperation in order to keep
communication going.
- Knowing and being able to use basic strategies in order to produce oral
texts about single subjects or very short, simple dialogues.
- Knowing specific and meaningful basic sociocultural and sociolinguistic

features, applying knowledge about them when speaking in the same context,
respecting the most basic communicative conventions.
- Comply with the text's main communicative function, using a limited repertoire
of its most frequent features and basic communication patterns.

- Using basic syntax structures (eg. linking words and groups of words with
basic connectors such as "and", "then", "but" and "because") although still
making basic mistakes habitually.
- Knowing and using a much used, limited oral repertoire in daily situations
about usual, specific subjects connected with interests, experiences and needs.
- Using, in a general comprehensible manner, albeit obviously influenced by

mother tongue or other languages, a very limited repertoire of basic sound,
accent, rhythmic and intonation patterns, adapting them to the communicative
task desired.
- Making yourself understood in short, simple speech, although initial

hesitation and faltering are apparent, as are repetitions and pauses to organise,
correct and better express what you want to say.
-Interact in a very basic way, using very simple techniques, both language and
non-verbal at first, to hold or conclude a conversation.
- Identifying the subject, the gist, the main ideas and specific information in
very short, simple texts, in standard language, with often used vocabulary, in
which the subject and the type of text are highly familiar, dealing with everyday
subjects or matters of immediate need, with the possibility of re-reading if you
have not understood it, using a dictionary and with visual and context support.
- Knowingand knowing how to use the most appropriate strategies to

understand the gist, essential information or the text's main points.
- Identifying specific and meaningful sociocultural and sociolinguistic

features about daily life, living conditions, personal relationships and social
conventions, and apply the knowledge used to understand the text correctly.
- Distinguishing the text's communication function or functions and a

limited repertoire from its most usual features, as well as basic communication
patterns.
- Recognising the basic syntax structures associated with the main

principles of written communication.
- Recognising a limited repertoire of frequently used vocabulary about very

day situations and usual, specific subjects connected with your experiences,
needs and interests, and inferring the probably meanings of words and
expressions from the context and other information in the text.
- Recognising basic punctuation marks, as well as frequently used symbols,

and identifying the meanings and general communicative purpose of each one.

- Write very short, simple texts made up of simple, independent sentences, in

a neutral register, in a reasonably correct way in terms of basic punctuation, to
speak about yourself, your immediate surroundings and things from your daily
life in predictable, familiar situations.
- Knowing and applying basic strategies for producing very simple, short
written texts.
- Knowing basic, specific and meaningful sociocultural and sociolinguistic

features and applying this knowledge to write a context appropriate text.
- Comply with the written text's main communicative function using a limited
repertoire of the most frequently used features and communication patterns.
- Using basic syntax structures, although still making basic mistakes

habitually.
- Knowing and using frequent written vocabulary about daily situations and
usual, specific subjects connected with your interests, experiences and needs.
- Using chart patterns and basic punctuation conventions to write words and
short sentences which are often used in speech reasonably correctly, although
not necessarily completely correctly.
As we stated in the previous section, both evaluation criteria and their application -
learning standards - must be items in terms of objective achievement and each stage's
competences.
Furthermore, for specific evaluation of the degree of achievement in terms of these

criteria in the FIFTH / SIXTH SCHOOL YEAR of Primary Education, the teacher may
use the descriptors listed in section 3 (Basic Competences) and 5 (Learning
Standards) and in this programme's Didactic Units Development.
6.3 Assessment in Citizen Z
It is best to use continual evaluation with pupils of this age, following their progress in
the classroom and using the information obtained while teaching. Continual evaluation
is based on the teacher following the pupils' progress and using the knowledge
acquired in that way to direct them, which makes the pupils' role even more active: they
learn the guidelines which the teacher gives them and also their own following of them.
Pupils neither develop at the same rate nor learn in the same way, so each pupil must
be evaluated individually and not compared with classmates. The objective must be
based on each pupil's progress and development.
As well as their progress in English, pupils' social and emotional development must be
evaluated and observed. The teacher must praise pupils' progress and work in pairs
and as a group as well as giving them instructions about how to make progress with
their English.

The following evaluation criteria are in line with legal requirements and the teaching
materials offering in Citizen Z and are taken to be important, necessary areas for
evaluation.
1. Oral comprehension. The aim is to check pupils' ability to understand the gist of
short oral messages, given in ideal communication conditions, in other words,
direct communication situations with helpful contexts.
2. Understanding specific messages. The aim is to check the ability to understand

not only the gist but also specific details, which have been previously pointed out,
from simple oral and written texts which are familiar to the pupils, although they
may not fully understand some other parts of the message.
3. Producing messages. The teacher evaluates pupils' ability to express themselves

orally in everyday situations. The comprehensibility of the message is particularly
evaluated, excusing possible pronunciation mistakes which do not affect
understanding.
4. Pronunciation. The aim is to check have assimilated the English phonetic system:
its phonemes' rhythm and intonations, whether they can use it in comprehension
and for producing simple messages in already familiar contexts.
5. Assimilation of new vocabulary. With this criteria the aim is to evaluate the ability
to understand and use vocabulary appropriately and expressions which have been
learned. Vocabulary assimilation is always checked in situations with a context and
close the the pupils' own experience.
6. Class participation. Observe how pupils behave to assess whether they

participate in a constructive form in class communication situations, respecting the
rules for the exchange of information.
7. Collaborative work. This, too, is evaluated by observing pupils' behaviour, seeing

whether they take part in a constructive way in group activities, collaborating in a
harmonious learning process in the classroom.
8. Individual work. By observing pupils' behaviour, their individual work is evaluated

with regards to correct contents, care taken with presentations and timely
completion of tasks.
9. Interest in learning. The aim is to check that pupils are interested in advancing in
their learning and curious to learn new things, if they pay attention in class, ask
questions and ask about their doubts.
10. Respect for others. There is an evaluation of whether pupils respect their
classmates and teachers, listen to them without interrupting them, respecting turns
to speak and appreciating others' ideas and opinions.
11. Interest in finding out about other cultures. There is an evaluation of whether
pupils are interested in finding out about culture in English-speaking countries, if
they pay attention when such subjects are talked about and if they ask questions in
order to widen their knowledge.

12. Using polite forms. The aim is to observe in order to check that pupils use the
polite forms in English that they learn and include them in normal class routine.
In order to have an overall appreciation of the whole of the class, the teacher may draw
up a double-entry table with a vertical list of the pupils and, horizontally, the numbers
for evaluation criteria. By marking the boxes using a colour code which shows to what
extent objectives have been achieved (for example, green for good, blue for
acceptable, red for insufficient), the group's progress can be seen at a simple glance.
Discipline also forms part of any good evaluation. By channelling pupils' innate energy
in the right direction, the teacher can avoid rebelliousness and discipline problems.
Many problems of this type arise when pupils get bored, when the level is beneath
them or when activities are too repetitive. Citizen Z has been designed to take into
account the very diverse needs and desires of different pupils and, thanks to this, it
includes a wide variety of activities for them to enjoy.
However, it is important for the teacher to mark the rules with regards to discipline in
the classroom, making sure that pupils know what is and what is not acceptable, and
treating all pupils alike. If clear, fair discipline parameters are established, a 'safe'
atmosphere will be created in the classroom and pupils will study freely and with
confidence.
In order to keep the interest of the smallest pupils, the teacher must find a balance
between their limitless energy and short span of concentration in order to avoid
boredom, restlessness and lack of motivation, things which lead to discipline problems.
6.4 Assessment tools in Citizen Z
The Test Generator enables teachers to create their own evaluation material
depending on the pupils' needs. They can choose specific activities in order to evaluate
vocabulary and grammar at any point of the course, teachers being able to create
specific or cumulative tests immediately. Tests with two levels of difficulty are available:
Standard and Extension. The Test Generator also creates tests which have already
been prepared about the contents of each unit and each term and final tests, including
mock Cambridge English Exams.
Every two units in the Pupil's Book there is a section called Get it right! which includes
three types of activities: additional vocabulary and grammar practice with specific
activities to support learning in areas of greater difficulty for pupils and where most
mistakes are made (Corpus challenge) and a pronunciation section: Say it right!
Every two units in the Pupil's Book there is also a self-assessment section called Test
Yourself for pupils to revise the vocabulary, grammar and functional language concepts
which they need to reinforce.
In the annex at the end of this document there is a COMPETENCES EVALUATION

FORM, broken into different descriptors, which the teacher may use at the end of each
unit, each quarter or whenever appropriate throughout the school year.
6.5. Qualification criteria
As mentioned in point 6.1, one of the objectives of assessment is to specify how much
each pupil has learned. This information will be used to take important decisions, so

the parameters used to fix them and communicate them will be used for taking
important decisions. In other words, the teacher and the pupils will know where their
weak points are and, consequently, which area or areas of knowledge they should
focus on.
In order to proceed as explained in the previous paragraph, the best thing is to assess
unit by unit, making use of the contents specifications in point 8. To do this, we include
reference values table using percentage values to make them easily understood. The
idea is not to fill in a table like this for each pupil but, when giving marks, teachers
should take into account the importance of different things studied, how much they
count towards final marks and, as appropriate, shortcomings and reinforcement tasks.
TEACHING UNIT % % total

1. Oral Comprehension 15
2. Oral production 15
Block 60
3. Written comprehension 15
4. Writing expression 15
Communication functions 4
Vocabulary 4
Syntactic-discursive contents 4
Transversal features
Pronunciation and spelling 4 28
in the blocks
Classroom language 4
Learning strategies 4
Socio-cultural and socio-linguistic features 4
3 cross-curricular subjects and Values education. 12
100
This approximation makes it easier, to a large extent, to make the adjustments required
for pupils with special needs (see point 7). Let us take a pupil with hearing problems:
obviously, the percentages for blocks 1 and 2 can be reduced, as can those for
pronunciation, and they can be assigned to the other blocks.
Marks can also be altered depending on what we call correction factors, affecting final
marks by ± 5-10%. These factors are:
- Intention to communicate in English.
- Motivation for learning English.
- Personal work: effort, persistence…
It is also the case that any dishonest attitude (eg. copying in written tests or stealing
other people's work) will lead to losing all points from that teaching unit or all the units
taught until then during the term.
7 EDUCATIONAL NEEDS
7.1. Introduction to the concept of attention to diversity.
Educating means doing everything possible for all the pupils to obtain maximum
personal, intellectual, social and emotional development and, of course, for them to
achieve the objectives set by the curriculum. And this means having to make sure of

our pupils attention to diversity to the highest standards. Obviously, each person is
different, but we know that the pupils who need greatest attention in terms of
educational adjustment are those who need specific educational help, and they fall into
the following categories:
a) pupils with special educational needs dues to an inability or serious behaviour

disorders;
b) pupils with high intellectual capacity;
c) pupils who have joined our educational system late;
d) pupils with specific learning difficulties;
e) pupils with special educational needs due to personal conditions or school history.
Except for the group who have joined late, and because learning English is a principle
independent from the educational system, the rest of the pupils will, as we say, need
adjustments to deal with their individual characteristics. We will deal briefly with each
profile (taking into account the fact that the educational approach for pupils with more
than one problem will be more complex).
 Pupils with educational needs due to disabilities or serious behaviour disorders.
Their disability may be physical (sensory or movement), intellectual or

connected with language disability. In the first case, the most usual problems
are significant sight, hearing or movement problems. This disability will lead to
pupils having greater or lesser difficulties with certain linguistic abilities (eg.,
listening for hypo acoustic children). So, in the first place, the teacher must
modify the objectives and, secondly, use methodical means to access the
curriculum, which will vary depending on each disability. In other words, modify
the learning process for each pupil's particular characteristics (to continue with
the same example, emphasising visual access, taking into account the pupil's
hearing problems), giving more emphasis to activities, materials, resources, etc,
which support the learning process.
For pupils with intellectual disability and language disorder (in terms of
expression and/or comprehension), the teacher faces a completely different
problem as, in general, pupils will need a highly adapted version of the
curriculum in terms of objectives and contents, and assessment in similar terms.
Specifically for pupils with language disorder, bearing in mind that they already
have serious problems with their mother tongue, it is easy to imagine that
learning a second (or third) language will not be easy for them. For all of these
pupils, decisions about their academic course must be slowly taken, in
coordination with the Orientation Department, as some of them may well not
achieve the objectives set in terms of competences in each stage.
Behaviour disorder is usually, though not always, related to attention deficit

hyperactivity disorder. In all cases, the teacher must use standard measures to
deal with these pupils' difficulties. Briefly, we should mention: balancing the right
class routine with new, motivating teaching approaches, positioning pupils
carefully, reinforcing success, valuing effort more than results (taking care of
self-esteem and motivation), modifying assessment tools, etc. If there is no

maladjustment, these objectives should not be modified. If there is a
discrepancy, the possibility of adapting the syllabus may be taken into account,
always bearing in mind the competences which have to be acquired in order to
go forward or obtain qualifications.
 Pupils with high intellectual capacity.
These pupils' main problem is usually lack of motivation, the result of having to
perform learning activities which they are already beyond. It is the teacher's job
to use appropriate teaching strategies (eg. get them to lead team work or ask
them to take part in some explanations as pupil-helpers…) and offer activities
which are a challenge for them (activities to widen their knowledge or increase
it, voluntary or otherwise).
 Pupils with specific learning difficulties.
When learning a language, learning disorders due to reading difficulties should

be taken into account (eg. dyslexia) or problems writing. In either case, the
teacher must find out exactly what the difficulties are and, as above, adapt the
syllabus and methods for improving the teaching-learning process.
 Pupils with special education needs due to personal conditions or school

history.
This group has only recently been specified in legal terms and can be
interpreted in different ways. The Department of Orientation must determine
which pupils are to be included in the group (eg. pupils with epilepsy which
obstructs their learning) and decide how to deal with this educationally.
7.2. Attention to diversity in Citizen Z
Bearing in mind this range of possibilities, it should be said that Citizen Z pays
attention to diversity in its programme, structure and contents. As we have mentioned
earlier, the Citizen Z programme is flexible. It offers specific points and general
suggestions to help teachers to adapt the programme to their own context: the centre,
their classroom and each pupil.
The contents of Citizen Z, which have been carefully chosen, are attractively presentd
in a stimulating way in order to deal with diversity. The course has a cyclical structure
which allows pupils to widen their knowledge starting from what they already know and
acquire more knowledge about cultural issues and new, more complex linguistic
subjects. At the same time, the complex evaluation process includes general criteria
which must be prepared and adapted for each group, setting specific objectives
depending on the context of each centre, teacher and class. Teachers have different
tools of evaluation and competences as well as specific tasks. It is also necessary to
set minimum contents according to the needs, abilities and rhythm at which the pupils
learn.
In fact, in able to address educational needs successfully attention must be paid to

the activities, materials and resources which Citizen Z offers. The great majority of
them can be used in a personalised way and are open so that each pupil can reply in a

different way depending on his/her ability.
The Activities Book concentrates of each unit's key contents. These activities can be
used both with pupils who need extra help and with more able pupils who finish the
initial task early. Each pupil will need a different amount of time which will depend, to a
greater or lesser extent, on his/her motivation. Most of the activities are designed for
use in the classroom, but they can also be given as homework. As can be seen on the
table further on, the same material and/or resources can be used to reinforce the class
or widen knowledge; in other words, the objective can be changes as fits. For example,
a simple question about a text can be reinforcement for less advanced pupils and can
also serve as inspiration in an extension activity in which pupils are asked to say other
words in the same semantic area.
The teacher should take advantage of pupils' abilities in every way that arises. One
pupil may hate speaking but enjoying writing vocabulary on the board, while another
may be good at drawing or making posters.
Another crucial factor is the methodology used by the teacher with his/her own group
and, more specifically, with pupils with learning difficulties. The most important thing
with all types of task is to make sure that they have been correctly prepared
beforehand, pupils knowing all the words they are going to need and understanding the
activity's objectives. If pupils are given the right linguistic tools in order to carry out the
activity successfully, it is almost certain that they will find it sufficiently demanding and
interesting. Without the necessary preparation, pupils may have an experience of
negative learning, which will lead to them losing confidence and feeling frustrated with
an activity which demands a degree of competence which they do not have.
As said above, assessment and stimulation are essential for pupils, and even more so
for those with special needs. When doing an activity, you must guide them towards
finding the right answers rather than giving them to them. This will lead to pupils feeling
satisfied when they find the right answer. Whenever a pupil makes a mistake, you must
emphasise that making mistakes is part of the learning process and that they should
not be ashamed of making mistakes.
The extra activities in each lesson (optional extension, mixed ability y fast finisher) can
be used whenever the teacher feels that the pupils need to practise particular
vocabulary. The same activities can be used to extend more advanced pupils'
knowledge, although, in some cases, it may be necessary to change the instructions a
little; or adapt them for different levels, depending on each class.
It should not be forgotten that continual revision is another important part of the
learning process and that it is particularly helpful for pupils with special needs, as well
as for the rest of the group. Citizen Z is based on a system of continual revision, with
different games and techniques for revising the vocabulary learned in each unit and
each block of two units.
The Teacher's Resources, the interactive online activities and the DVD for the digital
designed to help teachers deal with different, specific needs in the classroom.

8 TEACHING UNITS DEVELOPMENT
As can be seen in the development of the teaching units, the contents have been
grouped in four main blocks:

In order to facilitate reading the programme, inter-disciplinary contents are specified

after each block's specific contents. The pupils are the following:
Communication functions
Vocabulary
Structures.
Pronunciation and spelling:
Classroom language
Learning strategies
Socio-cultural and socio-linguistic features
The contents of each unit are explained on the following pages.

UNIT 1 ONE WORLD
1 Contents

 Listening to and understanding a radio competition about countries.
 Listening to and understanding a website about the Olympic Games.
 Listening to and understanding a dialogue about famous footballers.
 Watching a video about a story connected with the unit theme: Just a little joke.
 Oral interaction about famous people from different countries.

 Oral presentation about your own flag.
 Role-play introducing yourself to another person.
 Conversations talking about yourself and other people.
 Pupils act out a dialogue showing themselves to be patient.
 Exchange questions and answers.
 Exchange opinions.
 Compare answers in pairs.
 Do activities in pairs or groups.
 Pupils discuss the questions raised in pairs.
 Do the oral activity about the situation given.
 Reading a website about the Olympic Games.

 Read information in Get it right! about: the right way to say ages and where we
come from.
 Reading a dialogue about famous footballers.
 Reading a story about a new classmate.
 Reading two dialogues showing examples of patience.
 Filling in a questionnaire with personal information.

 Pupils complete grammar rules about question words and the present simple of the
verb to be and do exercises to practice them.
 Producing sentences for practising the vocabulary in the unit.
 Pupils answer the comprehension questions for the written and oral texts.
The following points are studied indirectly in the four previous blocks:
Communication functions:
 Introducing yourself to somebody else.
 Describing yourself and other people.
Vocabulary:

 Countries and nationalities: Brazil, Japan, Mexico, Russia, South Africa, Spain,
 Adjectives: new/old, big/small, clean/dirty, cheap/expensive, fast/slow.
Syntactic-discursive contents:
 Questions words
 To be
 Recognising, contrasting and correct pronunciation of /h/ or /w/ in question words.

 Recognising and using the main spelling norms.
Classroom language:
 Can you explain what … is?

 Do you already know the meaning of …?
 Read the questions and think about…
 Compare your answers with a partner.
 Check your answers.
 Think about the information you would expect...
 Do this exercise in pairs.
 Write three more questions about….
 Discuss … in pairs.
 Check your partner’s use of …
Learning strategies:
 Review common mistakes and focus on the important information in the Get it right!
boxes about: the right way to say ages and where we come from.
 Pupils predict the contents of a text using the pictures and titles to aid
comprehension.
 Assimilate advice for planning and producing a written text.
 Assimilate common expressions for improving fluency.
 Explain key language in real situations using a photo-story and a video: Just a little
joke.
Socio-cultural and socio-linguistic features:

 Reflect on sport's cultural values.
 Reflect on the values of self-esteem such as making your own flag.
 Show an interest in developing social skills such as being patient.

2 Basic Competences
Descriptors Activities
LISTEN
Identify the gist and specific information from Listening to conversations about countries
a short situation from repeated visualisations and nationalities.
of the oral text. Listen and watch the story: Just a little joke.
Reading a dialogue about famous
footballers.
TALK / CONVERSE
Take part in spoken interaction Exchange questions and answers about
spontaneously. famous people from different countries.
Give simple oral presentations Oral presentation about your own flag.
Give personal information and information Take part in conversations talking about
about your surroundings in daily situations. yourself and other people.
Pupils act out a dialogue showing

themselves to be patient.
READING
Understand the general idea and specific Reading a website about the Olympic
details about familiar subjects. Games.
Reading a dialogue.
Reading two dialogues showing examples

of patience.
Deduce information from diverse texts about Reading a story about a new classmate.
subjects of interest.
WRITING
Fill in forms or cards with personal Filling in a questionnaire with personal
information and data. information.
Mathematical competences and basic science and technology

competences.
Interpret and show simple statistical data on Interpreting concept maps about the
simple graphs and tables. vocabulary [WB].
Be familiar with and follow healthy living Pupils take an interest in and identify
practices. healthy living habits such as playing sports.
Solve puzzles and crosswords. Doing a letter soup [WB].
Digital competences
Use ICT to reinforce and support learning Do the exercises on
English. www.cambridge.org/elt/citizenz

Locate basic information on digital sources Do the activities on
and formats. www.cambridge.org/elt/citizenz
and access the videos and recordings using
Citizen Z Augmented Reality Web App.
Social and civic competences.
Take part in group activities with respect and Pupils compare their answers in pairs and
interest and share opinions. then review them with the whole class.
Pupils discuss in pairs and in small groups,
giving their ideas and opinions about the
issues brought up in the activities.
Show respect for your classmates and wait Respect classmates' opinions and ideas
for your turn to speak. when working on tasks.
Learning to Learn
Identify, plan and apply objectives for Do the exercises for the unit in the
carrying out tasks and activities. Workbook by yourself.
Use tools and resources, such as dictionaries Use reference books and material as extra
and grammar books, to solve doubts. extra material, practise for the Cambridge
exams, pronunciation and grammar
reference at the end of the book and the
Get it right! pages every two units.
Show an interest in carrying out self- Test yourself every two units checking the
evaluation and correcting your own mistakes. consolidation of the knowledge acquired.
Use basic comprehension and expression Do the activities in the extra material and in
strategies to help carry out tasks. the resources available online.

Look for information to be able to complete Do the activities in the Workbook, in the
your tasks individually. extra material and in the resources
available online.
Have a positive, proactive attitude to reading Do the reading activities in the Workbook
texts by yourself. individually.

3 cross-curricular subjects and values education.
Moral and civic education
 Show interest taking an active part in class and following the teacher's instructions
correctly.
 Recognise the importance of being creative.
 Accept other people's opinions and preferences.
 Show interest in classmates' opinions and ideas.
Education for Equality
 Show respect for other people's opinions, regardless of their gender.
Values
 Health: the value of sport: the Olympic spirit

 Self-esteem – Sense of identity: making your own flag
Work in pairs, as a group or cooperative work in the classroom
 Be able to work in pairs or groups effectively, respecting other people and being
cooperative.
4 Inter-disciplinary focus
 At this level, themes tend to touch on other areas of the syllabus, subjects
continually overlapping.
5 Assessment criteria
 Name, recognise and present vocabulary connected with celebrations and

descriptive adjectives.
 Pupils use question words and the simple present of the verb to be correctly.
 Use correct pronunciation and intonation: /h/ or /w/ in question words.
 Finding out about and using basic socio-cultural and socio-linguistic features such
as making your own flag and being patient.
 Producing short, comprehensible oral texts which give, request and exchange
information: role plays about introducing yourself, talking about yourself and about
other people.
 Write brief, simple texts and with clear structures: a questionnaire with personal
information.

6 Contents - Assessment criteria - Competences
Contents Assessment criteria Competences

Recognise and use frequently
Recognising and presenting used orally and in writing LC
vocabulary connected with frequently used oral vocabulary SCS
countries, nationalities and about countries and
adjectives. nationalities and adjectives.
Practise the use and forms of Understanding and using
question words and the simple functions and meanings
present of the verb to be. associated with basic syntactic
structures.
LC
Distinguish and comply with SCS
the habitual communication
function or functions:
introducing yourself to
somebody and talking about
yourself and about others.
Practise the pronunciation of /h/ Recognise and pronounce and
or /w/ in question words. write correctly.
LC
Use correct pronunciation and
intonation.
Listening to everyday Use the subject, general
conversations about countries and meaning and main information
nationalities. and ideas from the text in LC
short, simple texts with visual SCS
Reading a website, a dialogue and and audio support.
a story.
Oral presentation about your own Finding out about and using
flag. basic socio-cultural and socio- LC
linguistic features such as SCS
making your own flag.
Role plays introducing yourself, Producing short,
LC
talking about yourself and about comprehensible oral texts
SCS
other people. which give, request and SIE
exchange information.
Filling in a questionnaire with Write brief, simple texts and
LC
personal information. with clear structures about
SCS
everyday matters or subjects SIE
of interest.

UNIT 2 I FEEL HAPPY
1 Contents

 Listen to and understand four dialogues talking about feeling.
 Listen to and understand text messages about the places where they are.
 Listen to and understand a dialogue about plans for beating boredom.
 Listening to and understanding a cultural text about masks from countries around
the world.
 Oral interaction about feelings.

 Exchange of short questions and answers.
 Conversation in pairs about films, actors, groups or singers who they like and do
not like.
 Do the oral activity about the masks they like and do not like.
 Read text messages about the places where they are.

 Read information in Get it right! about: how to ask where various people are and
personal pronouns.
 Read a dialogue about plans for beating boredom.
 Read a cultural text about masks from countries around the world.
 Reading various short poems: Haiku.
 Reading various messages as a model for writing your own.
 Pupils complete a text messages for a friend.

 Pupils complete the grammar rules about the use of the verb to be in negative,
singular and plural, short questions and answers and object pronouns and do
exercises to practice them.
 Describing feelings
 Expressing questions.
 Expressing personal tastes.
Vocabulary:

 Adjectives for describing feelings: angry, bored, cold, excited, hot, hungry,
sad, thirsty, tired, worried.
 Positive and negative adjectives: awful, bad, excellent, exciting funny, good,
great, terrible.
 to be (negative, singular and plural)
 to be (questions and short answers)
 Object pronouns
 Recognising, contrasting and correctly pronouncing vowel sounds in adjectives.
Classroom language:

boxes about: how to ask where various people are and personal pronouns.
comprehension.

 Interest in finding out about cultures other than your own: masks from different

2 Basic Competences
LISTEN
Identify the gist and specific information from Listening to conversations about feelings.
a short situation from repeated visualisations
of the oral text.
Recognise aural items such as accent, Listening to a dialogue about plans.
rhythm and correct intonation in familiar and Listening to a cultural text about masks
varied contexts. from countries around the world.
TALK / CONVERSE
Give personal information and information Take part in conversations about feelings.
Conversation in pairs about films, actors,
groups or singers who they like and do not
like.
Take part in spoken interaction Role play with questions and answers using
spontaneously. the verb to be.
Describing the masks they like.

READING
Understand the general idea and specific Read text messages about places.
details about familiar subjects.
Reading a dialogue.
Reading text messages between friends.
Deduce information from diverse texts about Reading a cultural text.
subjects of interest. Reading various short poems.
WRITING
Reproduce simple texts using previously Reading various messages as a model for
presentd models. writing your own.
Write short letters, e-mails or postcards with Pupils complete a text messages for a
personal information and information about friend.
your immediate surroundings.

competences.
Digital competences


Take an active part in preparing and carrying Obtaining information from the cultural text
out artistic activities in the classroom. and various short poems.
Learning to Learn

available online.

correctly.
Values
 Friendship and helping others: welcoming people from other countries.
cooperative.
 This unit is connected with plastic arts. Pupils read about the masks used in
celebrations in different countries.
 Naming, recognising and presenting vocabulary connected with feelings.

 Pupils use the verb to be in negative, singular and plural, short questions and
answers, and object pronouns.
 Use correct pronunciation and intonation of vowel sounds in adjectives.

 Be familiar with and use basic socio-cultural and socio-linguistic features such as
masks used in celebrations in different countries.
 Produce short, comprehensible oral texts in which information is requested and
exchanged: expressing feelings and their personal tastes about footballers, actors
and singers.
 Write brief, simple texts and with clear structures: a text message for a friend.


Recognise and present vocabulary Recognise and use a limited
LC
connected with adjectives for repertoire of frequently used
SCS
describing feelings and positive oral vocabulary about feelings.
and negative adjectives.
Pupils practise using the verb to be Understanding and using
in negative, singular and plural, functions and meanings
short questions and answers, and associated with basic syntactic
object pronouns. structures.
LC
habitual communication
functions: talking about
feelings, asking questions and
saying what you like and do not
like.
Practise pronouncing vowel sounds Recognise and pronounce and
in adjectives. write correctly.
LC
intonation.
Listen to everyday conversations Use the subject, general
about feelings. meaning and main information
and ideas from the text in LC
Reading text messages, a cultural short, simple texts with visual
text and various short poems. and audio support.
Debate with classmates about the Be familiar with and use basic
masks used in celebrations in socio-cultural and socio-
LC
different countries and the feelings linguistic features such as
SCS
which various short poems give celebrations in different CCE
them. countries and short poems
from Japanese literature.
Expressing feelings and personal Producing short,
LC
tastes about footballers, actors and comprehensible oral texts
SCS
singers. which give, request and SIE
Preparing a text messages for a Write brief, simple texts and
LC
friend. with clear structures about
SCS
everyday matters or subjects of SIE
interest.

UNIT 3 ME AND MY FAMILY
1 Contents

 Listening to and understanding three monologues about the family.
 Listening to and understanding an article about Kate Middleton.
 Listening to and understanding a dialogue about the main character's family.
 Watching a video about a story connected with the unit theme: A song for Ruby.

 Oral interaction about friendship.
 Oral presentation about your family.
 Describing the good qualities which members of your family have.
 Role play of dialogues paying compliments.
 Role play of dialogues with examples of good manners.
 Reading an article about Kate Middleton.

 Read information in Get it right! about: some names of relatives which are the same
in feminine and masculine and possessive pronouns.
 Reading a dialogue about the main character's family.
 Reading a story about a family.
 Reading two dialogues showing examples of good manners.
 Producing a description of your favourite room.

 Pupils complete the grammar rules about the use of the possessive ‘s, possessive
adjectives and definite articles this / that / these / those and do exercises to practice
them.
 Describing good qualities
 Describing the family.
 Giving compliments
Vocabulary:

 Members of a family: aunt, brother, cousin, father, grandfather grandmother,
 The home and furniture: bathroom, bedroom garage, garden, hall kitchen,
living room.
 Possessive ‘s
 Possessive adjectives
 this / that / these / those
 Recognising, contrasting and correct pronunciation of this / that / these / those.

Classroom language:

box about: some names of relatives which are the same in feminine and masculine
and possessive pronouns.
comprehension.
 Explain key language in real situations using a photo-story and a video: A song for
Ruby.

 Reflect on the values of self-esteem such as being part of a family.
 Show an interest in developing social skills such as having good manners.

2 Basic Competences
LISTEN
Identify the gist and specific information from Listening to conversations about the family.
a short situation from repeated visualisations Listen and watch the story: A song for
of the oral text. Ruby.
Recognise aural items such as accent, Listening to a dialogue about a relative.
rhythm and correct intonation in familiar and
varied contexts.
TALK / CONVERSE
Give simple oral presentations Introducing the members of your family and
describing each of their characteristics.
Give personal information and information Take part in conversations about the family.
about your surroundings in daily situations. Role play of dialogues paying compliments.
Role play of dialogues with examples of
good manners.
READING
Understand the general idea and specific Reading an article about Kate Middleton.
details about familiar subjects.
Reading two dialogues with examples of
good manners.
Deduce information from diverse texts about Reading to a dialogue about a family.
Reading a story about a family.
WRITING
Write simple stories and descriptions. Producing a description of your favourite
room.
competences.
Solve puzzles and crosswords. Do a crossword [WB].
Digital competences


Learning to Learn

available online.
correctly.
 Recognise the importance of having good manners.

Values
 Personal relationships: the importance of the family.

 Sense of belonging: being part of a family.
cooperative.
 Naming, recognising and presenting vocabulary connected with the family and the
home.
 Use the possessive ‘s, the possessive adjectives and definite articles this / that /
these / those correctly.
 Use the correct pronunciation and intonation of this / that / these / those.
the importance of being part of a family, paying compliments and having good
manners.
information: introducing your family and its qualities.
 Write short, simple, well-structured texts: a description of your favourite room.

Recognise and use frequently
Recognise and present vocabulary used oral vocabulary orally and LC
SCS
connected with members of a in writing about the family and
family, the home and furniture. the home.
Practise using the possessive ‘s, Understanding and using LC
the possessive adjectives and functions and meanings SCS
definite articles this / that / these / associated with basic syntactic
those. structures.
Distinguish and comply with

describing good qualities,

talking about the family and
paying a compliment.
Practise the pronunciation of this / Recognise and pronounce and
that / these / those. write correctly.
LC
intonation.
about the family. meaning and main information
Reading an article, three dialogues short, simple texts with visual
and a story. and audio support.
importance of being part of a socio-cultural and socio-
family. linguistic features such as the
LC
importance of being part of a SCS
Conversations/role plays paying family, paying compliments and
compliments and with examples of having good manners.
good manners.
Introducing the members of your Producing short,
LC
family and describing their comprehensible oral texts
SCS
qualities. which give, request and SIE
Producing a description of your Write brief, simple texts and
LC
favourite room. with clear structures about
SCS
of interest.

UNIT 4 IN THE CITY
1 Contents

 Listening to and understanding dialogues asking for directions in the city.
 Listening to and understanding a tourist brochure about a Chinese city.
 Listening to and understanding three dialogues in different places in the city.
 Listening to and understanding a dialogue about prices in a shop.
 Listening to and understanding a cultural article about parks in different countries.
 Oral interaction about places in your city.

 Oral exchange giving instructions about how to go to somewhere in the city.
 Role play asking about prices in a shop.
 Reading a tourist brochure about a Chinese city.

 Reading three dialogues in different places in the city.
 Read information in Get it right! about: people, bookshop and library.
 Read a cultural text about parks in different countries.
 Reading an extract of a novel: The Railway Children by E. Nesbit.
 Producing a brochure for your town or city.

 Pupils complete grammar rules about there is / there are; some / any and
imperatives and do exercises to practice them.
 Describing places in the city
 Expressing a direction.
 Conversations in a shop.

Vocabulary:
 Places in a town or city: bank, chemist’s, library, museum park, post office,
 Prepositions of place: behind, between, in front of, next to on the corner (of),
opposite.
 Numbers over 100
 Prices
 there is / there are
 some / any
 Imperatives
 Recognising, contrasting and the correct pronunciation of stress in numbers.

Classroom language:

boxes about: people, bookshop y library.
comprehension.

 Interest in learning about cultures other than your own: parks in different parts of
the world.

2 Basic Competences
LISTEN
Identify the gist and specific information from Listening to conversations about directions
a short situation from repeated visualisations and places in the city.
of the oral text.
Recognise aural items such as accent, Listening to a dialogue about prices in a
rhythm and correct intonation in familiar and shop.
varied contexts.
TALK / CONVERSE
Give personal information and information Producing conversations about places in
about your surroundings in daily situations. the city.
Oral interaction giving instructions about

how to go to somewhere in the city.
Role play asking about prices in a shop.

READING
Deduce information from diverse texts about Reading a tourist brochure about a Chinese
subjects of interest. city.
Reading dialogues in different places in the
city.
Read a cultural text about parks in different
countries.
Reading an extract of a novel.
WRITING
Reproduce simple texts using previously Reading an brochure as a model for writing
presentd models. your own.
Reproduce simple texts using previously Producing a brochure for your town or city.
presentd models.

competences.
Solve simple problems connected with Interpreting prices in a shop.
familiar subjects.
Digital competences



out artistic activities in the classroom. about parks in different countries; taking an
interest in reading an extract of a novel.
Learning to Learn

available online.
correctly.

Values
 Community spirit: my town or city.
cooperative.
 Name, recognise and present vocabulary connected with the city and going
shopping.
 Use there is / there are; some / any and the imperatives correctly.
 Using correct pronunciation and intonation: stress in numbers.
as parks in different parts of the world.
exchanged: conversations about places in the city, instructions about how to go to
somewhere in the city and a role play asking for prices in a shop.
 Write short, simple, well-structured texts: a brochure for your town or city.

Recognise and use a limited
Recognise and present vocabulary repertoire of frequently used LC
SCS
connected with places in the city, oral vocabulary about the city
MSCT
prepositions of place, numbers and going shopping.
over 100 and prices.
there is / there are; some / any and functions and meanings
imperative forms. associated with basic syntactic
structures.
LC
function or functions: talk about
places in the city, gives
directions and buy something
in a shop.
Practise the pronunciation of Recognise and pronounce and LC
stress in numbers. write correctly. MSCT

intonation.
conversations about directions and meaning and main information
places in the city and prices in a and ideas from the text in
LC
shop. short, simple texts with visual
SCS
and audio support. MSCT
Reading a tourist brochure, a
dialogue, a cultural text and a
literary extract.
Debate with classmates about Finding out about and using
some parks in different parts of the basic socio-cultural and socio-
LC
world. linguistic features such as CCE
parks in different parts of the
world.
Conversations about places in the Producing short,
city and giving instructions about comprehensible oral texts
how to go to somewhere in the city. which give, request and LC
SCS
exchange information. SIE
Role play asking about prices in a MSCT
shop.
Producing a brochure for your Write brief, simple texts and

LC
town or city. with clear structures about
SCS
of interest.

UNIT 5 IN MY FREE TIME
1 Contents

 Listen to and understand monologues with descriptions of electronic devices.
 Listen to and understand an article from an online magazine about a school club.
 Watching a video about a story connected with the unit theme: The school play.
 Oral interaction about personal habits.

 Oral interaction about the electronic devices they use.
 Oral interaction about the things which make them happy.
 Role play about encouraging somebody.
 Do the oral activity about the situation given for supporting somebody.
 Read an article from an online magazine about a school club.

 Reading a questionnaire about the attraction of television.
 Read information in Get it right! about: friends and always.
 Reading a story about taking part in a play.
 Reading two dialogues showing examples of supporting other people.
 Producing a description of what they do three days a week.

 Pupils complete the grammar rules about the use of the simple present, in positive,
negative and questions, and adverbs of frequency and do exercises to practice
them.
 Describing habits and activities
 Describing technological habits
 Encouraging somebody
Vocabulary:

 Free time activities: chat to friends online, dance, do homework, go shopping,
 Electronic devices: e-reader, games console, GPS, headphones, laptop, MP3
 Present simple
 Adverbs of frequency
 Present simple (negative and questions)
 Recognising, comparing and pronouncing the third person of the simple present.
Classroom language:

boxes about: friends and always.
comprehension.
 Explain key language in real situations using a photo-story and a video: The school
play.

 Reflect on the values of self-esteem such as things which make us happy.
 Show an interest in developing social skills such as supporting somebody.

2 Basic Competences
LISTEN
Identify the gist and specific information from Listening to and watching a story. The
a short situation from repeated visualisations school play.
of the oral text.
Recognise aural items such as accent, Listening to descriptions of electronic
rhythm and correct intonation in familiar and devices.
varied contexts.
TALK / CONVERSE
Give personal information and information Oral interaction about the electronic devices
about your surroundings in daily situations. they use.
Oral interaction about personal habits.

Take part in spoken interaction Debate about the things which make them
spontaneously. happy.
Role play about encouraging somebody.

READING
Understand the general idea and specific Read an article from an online magazine
details about familiar subjects. about a school club.
Deduce information from diverse texts about Reading a questionnaire about the
subjects of interest. attraction of television.
. Reading dialogues with examples of
supporting other people.
WRITING
Reproduce simple texts using previously Producing a description of what they do
presentd models. three days a week.

competences.
Digital competences


Learning to Learn

available online.
correctly.

Values
 Individual and team work

 Sense of identity: valuing things which make us happy.
cooperative.
 Name, recognise and present vocabulary connected with leisure.

 Use the simple present in positive, negative and questions and adverbs of
frequency correctly.
 Use the correct pronunciation and intonation the third person of the simple present.
valuing things which make us happy and supporting somebody.
exchanged: conversations about electronic devices which they use and personal
habits.
 Write short, simple, well-structured texts: a description of what they do three days a
week.

Recognising and presenting repertoire of frequently used LC
vocabulary connected with free oral vocabulary about leisure. SCS
time activities and electronic MSCT
devices.
simple present in positive, negative functions and meanings
and questions and adverbs of associated with basic syntactic
frequency. structures.
LC
habits and activities, talk about
technology habits and
encourage somebody.
Practise pronunciation: third Recognise and pronounce and LC

person, simple present. write correctly.

intonation.
conversations about electronic meaning and main information
devices. and ideas from the text in LC
Reading an article, a short, simple texts with visual MSCT
questionnaire, three dialogues and and audio support.
a story.
things which make them happy. socio-cultural and socio-
linguistic features such as LC
Role play about encouraging valuing things which make us SCS
somebody. happy and supporting
somebody.
Conversations about electronic Producing short,
LC
devices they use and about comprehensible oral texts
SCS
personal habits. which give, request and SIE
Producing a description of what Write brief, simple texts and
LC
they do three days a week. with clear structures about
SCS
of interest.

UNIT 6 FRIENDS
1 Contents
 Listening to and understanding an interview about groups of friends.

 Listening to and understanding an article about a true friend.
 Listening to and understanding a dialogue about a surprise for a friend.
 Listening to and understanding a cultural text about welcoming people from other
countries.
 Oral interaction about helping friends.

 Descriptions of various people's appearance.
 Role play of a dialogue describing a person.
 Debate in pairs about welcoming people from other countries.
 Reading an article about a true friend.

 Read information in Get it right! about: the use of the article with an adjective and
the third person of the verb to have.
 Reading a dialogue about a surprise for a friend.
 Reading a cultural text about welcoming people from other countries.
 Reading an extract of a novel: Black Beauty by Anna Sewell.
 Producing a description of your best friend.

 Pupils complete the grammar rules about the use of of have / has got in positive,
negative and questions and countable and uncountable nouns and do exercises to
practice them.
 Offering a friend help
 Describing people

Vocabulary:
 Parts of the body: arm, body, ear, eye, face foot, hand, leg, mouth, nose.
 Descriptions of people: blue, grey, long, curly, short, black, blonde red, brown,
 Have / has got (positive, negative and questions)
 Countable and uncountable nouns
 Recognising, contrasting and the correct pronunciation of the long vowel sound /eɪ/.
Classroom language:

about: the use of the article with an adjective and the third person of the verb to
have.
comprehension.

 Reflect on the importance of helping friends.
 Interest in finding out about cultures other than your own: welcoming people from
other countries.

2 Basic Competences
LISTEN
Identify the gist and specific information from Listening to an interview about groups of
a short situation from repeated visualisations friends.
of the oral text. Listening to a dialogue about a friend.
TALK / CONVERSE
Give simple oral presentations Descriptions of various people's
appearance.
Take part in spoken interaction Debate in pairs about welcoming people
spontaneously. from other countries.
Give personal information and information Take part in conversations describing
about your surroundings in daily situations. people and talking about how to help
friends.
READING
Understand the general idea and specific Reading a dialogue about a surprise for a
details about familiar subjects. friend.
Deduce information from diverse texts about Reading an article about a true friend.
Reading a cultural text about welcoming
people from other countries.
WRITING
Reproduce simple texts using previously Producing a description of your best friend.
presentd models.
competences.
Interpret and show simple statistical data on Interpreting and producing concept maps
simple graphs and tables. about the vocabulary [WB].
Digital competences



out artistic activities in the classroom. about welcoming people from other
countries and about an extract from a
novel.
Learning to Learn

available online.
correctly.
 Reflect on the importance of welcoming people from other countries.

Values
 Friendship and loyalty: helping a friend.
cooperative.
 Name, recognise and present vocabulary connected with people's appearance.

 Use have / has got in positive, negative and questions and countable and
uncountable nouns correctly.
 Use correct pronunciation and intonation of the long vowel sound /eɪ/.
as friendship and hospitality.
information: descriptions of people's appearance.
 Write short, simple, well-structured texts: a description of your best friend.

Recognising and presenting repertoire of frequently used
LC
vocabulary connected with parts of oral vocabulary about
the body and descriptions of descriptions of people.
people.
Practise the use and forms of have Understanding and using
/ has got in positive, negative and functions and meanings
questions and countable and associated with basic syntactic
uncountable nouns. structures.
LC
SCS
function or functions: helping a
friend and describing people.
Practise pronouncing the long Recognise and pronounce and
vowel sound /eɪ/. write correctly.
LC
intonation.
Listen to everyday conversations Use the subject, general LC
SCS

about friends. meaning and main information
and ideas from the text in
Reading a dialogue, an article, a short, simple texts with visual CCE
cultural text and an extract from a and audio support.
novel.
Debate with classmates about how Finding out about and using
to help friends and how to basic socio-cultural and socio- LC
welcome people from other linguistic features such as SCS
countries. friendship and hospitality.
Descriptions of various people's Producing short,
appearance. comprehensible oral texts
LC
which give, request and
SCS
Role play of a dialogue describing exchange information. SIE
a person.
Preparing a description of your Write brief, simple texts and

LC
best friend. with clear structures about
SCS
of interest.

UNIT 7 SPORTING LIFE
1 Contents
 Listening to and understanding a phone call making plans to meet.

 Listen to and understand an article about different sports players.
 Listening to and understanding an article about the end of a football game.
 Watching a video about a story connected with the unit theme: The big match.
 Oral interaction about the importance of sports.

 Describing your skills.
 Describing the sports they play.
 Conversations about the times they carry out their daily activities.
 Oral interaction about football.
 Debate about the end of a game of football.
 Oral interaction about important dates in your life.
 Oral interaction about your favourite sports player.
 Practise dialogues giving suggestions.
 Do the oral activity about the situation given showing a positive attitude.
 Reading an article about different sports players.

 Reading an article about the end of a football game.
 Read information in Get it right! about: for/during, the -ing form after How about and
the verb without to after Let’s.
 Reading a story about a football game on television.
 Reading three dialogues giving examples of positive attitudes.
 Producing a text about your favourite sports player.

 Pupils complete the grammar rules about the use of can (ability) and prepositions
of time and do exercises to practice them.

 Describing skills
 Telling the time
 Describing routines and dates
 Giving suggestions
Vocabulary:
 Sports: cycle, do tae kwon do, go surfing, ice-skate, play basketball, play tennis,
play volleyball, snowboard.
 The time: It’s three o’clock., It’s half past eight. It’s quarter past ten, It’s quarter to
one.
 Months and seasons
 - Revise ordinal numbers.
 Can (ability)
 Prepositions of time
 Recognising, contrasting and the correct pronunciation of the long vowel sound /ɔː/.
Classroom language:

about: for/during, the -ing after How about and the verb without to after Let’s.
comprehension.
 Explain key language in real situations using a photo-story and a video: The big
match.

 Reflect on the importance of sports.
 Reflect on the values of self-esteem such as organising our daily time.
 Show an interest in developing social skills such as being positive.
2 Basic Competences
LISTEN
Understand simple oral messages and Listening to a phone call arranging to meet.
instructions and recognise familiar words and
linguistic structures.
Identify the gist and specific information from Listening to and watching a story. The big
a short situation from repeated visualisations match.
of the oral text.
Recognise aural items such as accent, Listening to an article about sports players.
varied contexts.
TALK / CONVERSE
Give personal information and information Describing your skills.
Describing the sports they play.
Conversations about the times they carry

out their daily activities.
Oral interaction about your favourite sports

player.
Take part in spoken interaction Take part in conversations about sports.

spontaneously.
. Producing conversations giving
suggestions.
Oral interaction about important dates in

your life.
Debate about the end of a game of football.
Acting out a conversation with a positive

attitude.
READING
Understand the general idea and specific Reading an article about different sports
details about familiar subjects. players.
Reading three dialogues giving examples of
positive attitudes.

Deduce information from diverse texts about Reading an article about the end of a
subjects of interest. football game.
Reading a story about a football game on
television.
WRITING
Reproduce simple texts using previously Producing a text about your favourite sports
presentd models. player.
competences.
Digital competences

Learning to Learn

available online.

correctly.
 Show interest in and respect for other people's skills and particular tastes in sports.
Values
 Health: the importance of sports.

 Sense of identity: planning time.
cooperative.

 Naming, recognising and presenting vocabulary connected with sports, the time
and the date.
 Using can (ability) and prepositions of time correctly.
 Use correct pronunciation and intonation of the long vowel sound /ɔː/.
as organising daily time, being positive.
information: describing skills, talking about their daily routines and make
suggestions.
 Write brief, simple texts and with clear structures: a text about their favourite sports
player.

Recognise and present vocabulary repertoire of frequently used
LC
connected with sports, the time, oral vocabulary about sports,
SCS
the months, the seasons of the the time and the date.
year and ordinal numbers.
Practise the use of can (ability) Understanding and using

and prepositions of time. functions and meanings
associated with basic syntactic
structures.
LC
function or functions: talking
about skills, telling the time,
talking about routines and
dates and making suggestions.
Recognise and pronounce and
Practise pronouncing the long write correctly.
LC
vowel sound /ɔː/.
intonation.
plans and sports. meaning and main information
Reading two articles, three short, simple texts with visual
dialogues and a story. and audio support.
Debate with classmates about the Finding out about and using LC
time they carry out their daily basic socio-cultural and socio- SCS
routines. linguistic features such as

organizing daily time and being
Role play a conversation with a positive.
positive attitude.
Describing your skills. Producing short,
comprehensible oral texts
Producing conversations giving which give, request and LC
suggestions. exchange information. SCS
SIE
Oral interaction about important
dates in your life.
Producing a text about your Write brief, simple texts and
LC
favourite sports player. with clear structures about
SCS
of interest.

UNIT 8 DANCE TO THE MUSIC
1 Contents
 Listening to and understanding a radio programme about world dances.

 Listening to and understanding Tweets about an event taking place
 Listening to and understanding a dialogue about personal tastes.
 Listening to and understanding a cultural article about musical instruments in
different countries.
 Oral interaction about music and feelings.

 Describing a scene.
 Conversations expressing tastes in clothes.
 Conversations about musical instruments.
 Conversations about how they behave at parties.
 Reading Tweets about an event taking place.

 Read information in Get it right! about: in / on ; the present continuous.
 Reading a dialogue about personal tastes.
 Read a cultural text about musical instruments from different countries.
 Reading an extract of a novel: Little Women by Louisa May Alcott.
 Reading three Tweets as a model for their own.
 Producing three Tweets describing a situation.

 Pupils complete the grammar rules about the use of of the Present Continuous and
like / don’t like + -ing and do exercises to practice them.
 Describing music and feelings
 Describing a scene
 Expressing personal tastes.

Vocabulary:
 Clothes: a dress, a coat, jeans, a jumper, a shirt, shoes, shorts, a skirt, socks, a
T-shirt, trainers, trousers.
 Present continuous
 Like/ don’t like + -ing
 Recognising, contrasting and the correct pronunciation and intonation of lists of

words.
Classroom language:

boxes about: in / on ; the present continuous.
comprehension.

 Interest in finding out about cultural matters: musical instruments from different
countries.

2 Basic Competences
LISTEN
Identify the gist and specific information from Pupils listen to a radio programme about
a short situation from repeated visualisations world dances.
of the oral text.
Recognise aural items such as accent, Listening to conversations about personal
rhythm and correct intonation in familiar and tastes.
varied contexts.
TALK / CONVERSE
Give simple oral presentations Describing a scene.
Take part in spoken interaction

spontaneously. Conversations about musical instruments.
Conversations about how they behave at

parties.
Give personal information and information Producing conversations expressing the
about your surroundings in daily situations. feelings which music brings out for them.
Conversations expressing tastes in clothes.

READING
Deduce information from diverse texts about Reading Tweets at an event.
subjects of interest. Reading a dialogue about personal tastes.
Read a cultural text about musical

instruments from different countries.
WRITING
Reproduce simple texts using previously Reading three Tweets as a model for their
presentd models. own.
Producing three Tweets describing a
situation.
competences.
Digital competences
Give short presentations and create in Use Twitter and master the rules for writing

English using various formats and digital short messages on it.
tools.

out artistic activities in the classroom. about musical instruments from different
countries and an extract from a novel.
Learning to Learn

available online.
correctly.

Values
 Culture and music: the importance of music.
cooperative.
 Name, recognise and present vocabulary connected with clothes.

 Use the present continuous and like / don’t like + -ing correctly.
 Using correct pronunciation and intonation: intonation in a list of words.

as music in different parts of the world.
exchanged: description of a situation, a conversation about feelings about music
and about taste in clothes.
 Write short, simple, well-structured texts: a description of a situation.


Recognising and presenting Recognise and use a limited
LC
vocabulary connected with clothes. repertoire of frequently used
oral vocabulary about clothes.
Practise the use and forms of the Understanding and using
present continuous and like / don’t functions and meanings
like + -ing. associated with basic syntactic
structures.
LC
music and feelings, describe a
situation and express personal
tastes.
Practise intonation in word lists. write correctly.
LC
intonation.
about personality. meaning and main information
LC
and ideas from the text in
DC
Reading various Tweets, a short, simple texts with visual CCE
dialogue, a cultural text and an and audio support.
extract from a novel.
musical instruments. basic socio-cultural and socio-
LC
music in different parts of the
world.
Conversation about feelings Producing short,
brought about by music. comprehensible oral texts
which give, request and LC
SCS
Expressing personal tastes in exchange information. CCE
clothes. SIE
Describing a scene.
Preparing three Tweets describing Write brief, simple texts and
LC
a situation. with clear structures about
SCS
of interest.

UNIT 9 WOULD YOU LIKE A DESSERT?
1 Contents
 Listening to and understanding a dialogue about the ability to cook.

 Listening to and understanding an article about young cooks.
 Listening to and understanding a dialogue in a restaurant.
 Watching a video about a story connected with the unit theme: The pizza.
 Oral interaction about food and eating habits.

 Conversations about obligations.
 Role play asking for or offering things politely in a commercial establishment.
 Conversations offering or asking for help.
 Do the oral activity about the situation given showing that you think about other
people.
 Reading an article about young cooks.

 Read information in Get it right! about: must, can.
 Reading a menu in a restaurant.
 Reading a dialogue in a restaurant.
 Reading a story about problems in the kitchen.
 Reading two dialogues showing examples of thinking about other people.
 Producing a menu for your classmates.
 Pupils complete the grammar rules about the use of must / mustn’t; can (asking for
permission); I’d like ... / Would you like ...? and do exercises to practice them.
 Describing food and eating habits
 Expressing obligation
 Expressing requests and offers politely

 Asking for and offering help
Vocabulary:
 Food and drink: coffee, potato, tea, banana, orange, burger, carrot, chicken, beef,
milk, strawberry, apple, pepper, lamb, bread, butter, cereal, egg, fruit, honey, jam,
toast, yoghurt.
 Daily food: breakfast, lunch, dinner.
 must / mustn’t
 can (asking for permission)
 I’d like... / Would you like...?
 Recognising, contrasting and correct pronunciation of intonation when there are

two options.
Classroom language:

boxes about:
comprehension.
 Explain key language in real situations using a photo-story and a video: The pizza.

 Reflect on the importance of asking for things politely.
 Reflect on the values of self-esteem such as knowing what we eat.
 Show an interest in developing social skills such as thinking about others.
2 Basic Competences

LISTEN
Identify the gist and specific information from Listening to a dialogue about the kitchen.
a short situation from repeated visualisations Listening to and watching a story. The pizza.
of the oral text.
Recognise aural items such as accent, Listening to a dialogues in a restaurant.
varied contexts.
TALK / CONVERSE
Take part in spoken interaction Role play asking for or offering things
spontaneously. politely in a commercial establishment.
Conversations offering or asking for help.
Give personal information and information Take part in communicative exchanges

about your surroundings in daily situations. about food and eating habits.
Producing conversations about obligations.
READING
Understand the general idea and specific Reading a menu from a restaurant.
details about familiar subjects. Reading a dialogue in a restaurant.
Reading dialogues with examples of

thinking about other people.
Deduce information from diverse texts about Reading an article about young cooks.
Reading a story about problems in the
kitchen.
WRITING
Reproduce simple texts using previously Producing a menu for your classmates.
presentd models.

competences.
Be familiar with and follow healthy living Pupils take an interest in and identify
practices. healthy eating habits.
Digital competences


Learning to Learn

available online.

correctly.
 Reflect on the importance of asking for things politely.
Values
 Health: the importance of what we eat.

 Personal care and hygiene: knowing what we eat.
cooperative.
 Name recognise and present vocabulary connected with food.

 Use must / mustn’t; can (asking for permission); I’d like ... / Would you like ...?
correctly.
 Use the correct pronunciation and intonation: intonation when there are two
options.
asking for things politely, knowing what we eat and thinking about other people.
information: expressing obligations and conversations offering and asking for help.
 Write brief, simple texts and with clear structures: a menu for your classmate.


Recognise and present vocabulary repertoire of frequently used LC
connected with food, drink and the oral vocabulary about food. SCS
meals of the day.
Practise the use and forms of must Understanding and using

/ mustn’t; can (asking for functions and meanings
permission); I’d like ... / Would you associated with basic syntactic
like...? structures.

LC
the habitual communication SCS
function or functions: talking
about food and eating habits,
expressing obligation, making
requests and offering things
politely and offering and asking
for help.
Practising intonation when two write correctly.
LC
options are offered.
intonation.
conversations about cooking and meaning and main information
the menu in a restaurant. and ideas from the text in
LC
short, simple texts with visual
Reading a menu, various and audio support.
dialogues, an article and a story.
Debate with with classmates about Be familiar with and use basic
food. socio-cultural and socio-
linguistic features such as
Role play asking for or offering knowing what we eat, asking LC
things politely in a commercial for things politely, and thinking SCS
establishment. about other people.
Role play showing that you think
about other people.
Expressing obligations. Producing short,
LC
comprehensible oral texts
SCS
Conversations offering or asking which give, request and SIE
for help. exchange information.
Preparing a menu for your Write brief, simple texts and
LC
classmate. with clear structures about
SCS
of interest.

UNIT 10 HIGH FLYERS
1 Contents
 Listening to and understanding a dialogue about what somebody did last weekend.
 Listening to and understanding an article about an astronaut.
 Listening to and understanding an article about fictional heroes.
 Listening to and understanding a cultural text about some famous statues in
different countries.
 Oral interaction about achievements.

 Conversations talking about what they did the day before.
 Conversations asking questions about the past.
 Role plays talking about the weather.
 Putting a story in the past in order.
 Do the oral activity about a literary extract.
 Reading an article about an astronaut.

 Read information in Get it right! about: There were; liked.
 Reading an article about fictional heroes.
 Read a cultural text about famous statues from different countries.
 Reading an extract of a novel: The Adventures of Tom Sawyer by Mark Twain.
 Reading a text about a model statue to write your own.
 Write a text about a statue in your town or city.

 Pupils complete the grammar rules about the use of of the simple past of the verb
to be (affirmative, negative and questions), there was / were and the simple past of
regular verbs and do exercises to practice them.

 Expressing achievements
 Talking about the past
 Requesting information about the past
 Describing the weather
Vocabulary:
 Expressions about the past in, at, last and yesterday.
 The weather: It’s raining, It’s sunny, It’s windy. It’s cloudy, It’s snowing, It’s hot. It’s
cold, It’s warm.
 Past simple: was / wasn’t; were / weren’t;there was / were
 Past simple: Was he...? / Were you...?
 Past simple (regular verbs)
 Recognising, contrasting and correctly pronouncing the simple past of regular

verbs.
Classroom language:

boxes about: There were; liked.
comprehension.

 Interest in and reflection on appreciating other cultures.
 Interest in finding out about cultural matters such as some famous statues in
different parts of the world.
2 Basic Competences
LISTEN
Identify the gist and specific information from Listening to a conversation about last
a short situation from repeated visualisations weekend.
of the oral text.
Recognise aural items such as accent, Listening to an article about an astronaut.
varied contexts.
TALK / CONVERSE
Give personal information and information Conversations talking about what they did
about your surroundings in daily situations. the day before.
Conversations asking questions about the

past.

 Role plays talking about the weather.
Take part in spoken interaction Producing conversations about

spontaneously. achievements.
Give simple oral presentations Putting a story in the past in order.
READING
Understand the general idea and specific Reading an article about an astronaut.
details about familiar subjects. Reading an article about fictional heroes.
.
Deduce information from diverse texts about Read a cultural text about famous statues
subjects of interest. from different countries.
WRITING
Reproduce simple texts using previously Reading a text about a model statue to
presentd models. write your own.
Write a text about a statue in your town or
city.

competences.
Digital competences


out artistic activities in the classroom. about famous statues in different countries
and an extract from a novel.
Learning to Learn

available online.

correctly.
Values
 Success: hard work and achievements.
cooperative.
 Name, recognise and present vocabulary connected with time past and the
weather.
 Use the simple past of the verb to be (affirmative, negative and questions), there
was / were and the simple past of regular verbs correctly.
 Use correct pronunciation and intonation: the simple past of regular verbs.
as hard work and achievements.
information: a conversation asking about the past and conversations about the
weather.
 Write short, simple, well-structured texts: a text about a statue in your town or city.

Name, recognise and present repertoire of frequently used
LC
vocabulary connected with time oral vocabulary about moments
past and the weather. in the past and the weather.
Use the simple past of the verb to Understanding and using

be (affirmative, negative and functions and meanings
questions), there was / were and associated with basic syntactic
the simple past of regular verbs structures.
correctly.
Distinguish and comply with LC
expressing achievements,
talking about the past, asking
for information about the past
and describing the weather.
Practice the pronunciation of the write correctly.
LC
simple past of regular verbs.
intonation.
about last weekend. meaning and main information
Reading two articles, a cultural text short, simple texts with visual
and an extract from a novel. and audio support.
Debate with classmates about an Finding out about and using
astronaut's achievements. basic socio-cultural and socio- LC
linguistic features such as hard SCS
work and achievements.
Conversations talking about Producing short,
what they did the day before. comprehensible oral texts
which give, request and
Conversations asking questions exchange information.
about the past. LC
SCS
Role plays talking about the SIE
weather.
Putting a story in the past in

order.
Write a text about a statue in your Write brief, simple texts and
LC
town or city. with clear structures about
SCS
of interest.

UNIT 11 A WORLD OF ANIMALS
1 Contents

 Listening to and understanding a dialogue about what somebody did in their last
holidays.
 Listening to and understanding an article about a horse which became a hero.
 Listening to and understanding an article about extinct animals.
 Watching a video about a story connected with the unit theme: The spider.
 Conversation about last holidays.

 Debate about respecting animals.
 Oral interaction about skills in the past.
 Descriptions of a picture.
 Do the oral activity about the situation given talking about dealing with fear.
 Reading an article about a horse which became a hero.

 Read information in Get it right! about: could, had.
 Reading an article about extinct animals.
 Reading a story about dealing with fear.
 Producing a blog post about an animal.

 Pupils complete the grammar rules about the use of or the simple past of irregular
verbs, the simple past in negative and questions and could/couldn’t and do
exercises to practice them.
 Producing sentences for practising the vocabulary presented in the unit.
 Describing past holidays
 Expressing ability in the past
 Describing a picture
 Putting a story in order

Vocabulary:
 Verb-noun pairs with have, take, make, do, get and go.
 Adjectives: beautiful, boring, clean, clever, dangerous, dirty, horrible,
 Past simple (irregular verbs)
 Past simple (negative and questions)
 could / couldn’t
 Recognising, contrasting and correctly pronouncing the simple past of irregular

verbs.
Classroom language:

boxes about: could, had.
comprehension.
 Explain key language in real situations using a photo-story and a video: The spider.

 Reflect on the values of self-esteem such as respecting animals and nature.
 Show an interest in developing social skills such as dealing with fear.

2 Basic Competences
LISTEN
Identify the gist and specific information from Listening to conversations about last
a short situation from repeated visualisations holidays.
of the oral text.
Recognise aural items such as accent, Listening to an article about a horse which
rhythm and correct intonation in familiar and became a hero.
varied contexts.
Listening to and understanding an article
about extinct animals.
TALK / CONVERSE
Take part in spoken interaction Communicative exchanges about last
spontaneously. holidays.
Debate about respecting animals.
Give simple oral presentations Descriptions of a picture.
Give personal information and information Oral interaction about skills in the past.
Role play of conversations showing how to
deal with fear.
READING
Understand the general idea and specific Reading and understanding an article about
details about familiar subjects. a horse.
Deduce information from diverse texts about Reading an article about some extinct
subjects of interest. animals.
Reading a story about dealing with fear.
WRITING
Reproduce simple texts using previously Reading an text as a model for writing your
presented models. own.
Producing a blog post about an animal.
competences.
Respect nature and animals in the Taking interest in and valuing taking care of
environment. the animal world.
Digital competences


Learning to Learn

available online.

correctly.
Values
 Environmental education: our relationship with animals and nature.
cooperative.
 Name, recognise and present vocabulary connected with verbs and nouns which
go together.
 Use the simple past of irregular verbs, the simple past in negative and questions
and could/couldn’t correctly.
 Use correct pronunciation and intonation of the simple past of irregular verbs.
as respecting animals and nature and dealing with fear.
information: a conversation/role-play about last holidays and skills in the past.
 Write brief, simple texts and with clear structures: a blog post about about an
animal.


Recognising and presenting repertoire of frequently used LC
vocabulary connected with verb- oral vocabulary about verbs
noun pairs and adjectives. and nouns which go together.
Use the simple past of irregular Understanding and using
verbs, the simple past in negative functions and meanings
and questions and could/couldn’t. associated with basic syntactic
structures.
Distinguish and comply with LC

function or functions: Pupils
ask and answer about the last
holidays, express skill in the
past, describe an image and
put a story in order.
Practice the pronunciation of the Recognise and pronounce and
simple past of irregular verbs. write correctly.
LC
intonation.
Listening to conversations about Use the subject, general
last holidays. meaning and main information
Reading two articles and a story. short, simple texts with visual
and audio support.
respecting animals. basic socio-cultural and socio- LC
Role play about how to deal with respecting animals and nature MSCT
fear. and dealing with fear.
Conversations about last holidays. Producing short,
comprehensible oral texts LC
Oral interaction about skills in the which give, request and SCS
past. exchange information. SIE
Producing a blog post about an Write brief, simple texts and LC

animal. with clear structures about SCS
of interest. MSCT

UNIT 12 GETTING ABOUT
1 Contents
 Listening to and understanding a dialogue in a train station.

 Listening to and understanding an article about a race between different means of
transport in London.
 Listening to and understanding an article about various young people's favourite
journeys.
 Oral interaction about travel and means of transport.

 Debate about the impact of transport on the environment.
 Conversations comparing two means of transport.
 Oral presentation about your favourite journey.
 Role play of a typical situation in a train station.
 Debate about unusual means of transport.
 Do the oral activity about a literary extract.
 Reading an article about a race between different means of transport in London.

 Read information in Get it right! about: on / by; comparative forms.
 Reading an article about various young people's favourite journeys.
 Reading a cultural text about means of transport in different parts of the world.
 Reading a novel: The Secret Garden by Frances Hodgson Burnett.
 Reading an text about a means of transport as a model for writing your own.
 Reading three dialogues showing examples of dealing with fear.
 Write a text about an unusual means of transport.

 Pupils complete the grammar rules about the use of comparative adjectives and
one/ones and do exercises to practice them.
 Producing sentences for practising the vocabulary presented in the unit.
 Describing journeys and transport

 Expressing comparisons between things
 Conversation at a train station
Vocabulary:
 Transport: ferry, helicopter, motorbike, plane, taxi, train.
 Geographical places: mountain, beach, river, sea, field, lake, farm, forest.
 Comparative adjectives
 one / ones
 Recognising, contrasting and the correct pronunciation of stress in comparative

forms.
Classroom language:

boxes about: on / by; comparatives.
comprehension.

 Reflect on means of transport and the environment.
 Interest in finding out about cultural issues such as other people's experiences and
journeys.

2 Basic Competences
LISTEN
Identify the gist and specific information from Listening to a conversation at the train
a short situation from repeated visualisations station.
of the oral text.
Recognise aural items such as accent, Listening to an article about a race in
rhythm and correct intonation in familiar and London.
varied contexts. Listening to an article about trips.
TALK / CONVERSE
Take part in spoken interaction Communicative exchanges about trips and
spontaneously. means of transport.
Debate about the impact of transport on the

environment.
Debate about unusual means of transport.
Give simple oral presentations Oral presentation about your favourite

journey.
Give personal information and information Role play of a typical situation in a train
about your surroundings in daily situations. station.
Conversations comparing two means of

transport.
READING
Understand the general idea and specific Reading and understanding an article about
details about familiar subjects. journeys.
.
Deduce information from diverse texts about Listening to an article about a race in
subjects of interest. London.
Reading a cultural text about means of
transport in different parts of the world.
WRITING
Reproduce simple texts using previously Reading an text about a means of transport
presented models. as a model for writing your own.
Write simple stories and descriptions. Write a text about an unusual means of
transport.
competences.

Identify and differentiate objects and Reflect on the impact of transport on the
resources in the immediate surroundings and environment.
what human beings do with them.
Digital competences


out artistic activities in the classroom. about means of transport in different parts
of the world.
Pupils take an interest in reading an extract
from a novel.
Learning to Learn

available online.

correctly.
Values
 Environmental education: the impact of transport on the environment.
cooperative.
 Name, recognise and present vocabulary connected with transport and

geographical places.
 Use the comparative adjectives and one/ones correctly.
 Using correct pronunciation and intonation: stress in comparatives.
transport and the environment.
information: a conversation about journeys and means of transport, role play of a
typical situation at a train station.
 Write brief, simple texts and with clear structures: a text about an unusual means of
transport.
Recognise and present vocabulary Recognise and use frequently LC

connected with transport and used oral vocabulary orally and MSCT
geographical places. in writing about transport and
geographical places.

comparative adjectives and functions and meanings
one/ones. associated with basic syntactic
structures.
LC
function or functions: describe
journeys and transport,
compare things and get by at a
train station.
Practise the pronunciation of Recognise and pronounce and
stress in comparatives. write correctly.
LC
intonation.
conversations about travel and meaning and main information
transport. and ideas from the text in LC
short, simple texts with visual CCE
Reading two articles, a cultural text and audio support.
and an extract from a novel.
Finding out about and using
Debate about the impact of basic socio-cultural and socio-
transport on the environment. linguistic features such
LC
transport and the environment. MSCT
Debate about unusual means of
transport.
Conversations about journeys and Producing short,

means of transport. comprehensible oral texts LC
which give, request and SCS
Role play of a typical situation in a exchange information. SIE
train station.
Write a text about an unusual Write brief, simple texts and LC
means of transport. with clear structures about SCS
of interest. MSCT

ANNEX - ABILITIES EVALUATION FORM
Very good
Excellent
Not good
Average
Good
Listen
Understand simple oral messages and instructions and recognise familiar

words and linguistic structures.
Identify the gist and specific information from a short situation from
repeated visualisations of the oral text.
Recognise aural items such as accent, rhythm and correct intonation in

familiar and varied contexts.
Talk / Converse
Recite poems or sing a song with correct pronunciation and intonation.
Give simple oral presentations
Give personal information and information about your surroundings in daily

situations.
Take part in spoken interaction spontaneously.

Reading
Identify relevant information on written posters and simple maps.
Understand the general idea and specific details about familiar subjects.
Deduce information from diverse texts about subjects of interest.

Writing
Reproduce simple texts using previously presented models.
Fill in forms or cards with personal information and data.
Write simple stories and descriptions.

Very good
Excellent
Not good
Average
Good
competences.
Solve simple problems connected with familiar subjects.
Interpret and show simple statistical data on simple graphs and tables.
Order and classify data using appropriate criteria.
Recognise daily objects' sizes and geometrical properties.
Solve puzzles and crosswords.

Use various techniques and items to build an object after planning the
actions required to do so.
Identify and differentiate objects and resources in the immediate

surroundings and what human beings do with them.
Respect nature and animals in the environment.
Be familiar with and follow healthy living practices.
Find out about responsible behaviour for taking care of the environment.
Apply strategies using methods from scientific research.

Digital competences
Use ICT to reinforce and support learning English.
Give short presentations and create in English using various formats and
digital tools.
Locate basic information on digital sources and formats.

Take part in group activities with respect and interest and share opinions.
Show respect for your classmates and wait for your turn to speak.
Understand and value the use of English for communicating with other
people and to find out about other cultures.
Identify habits from countries in which foreign languages are spoken.

Use artistic techniques and items in your presentations and projects.
Take an active part in preparing and carrying out artistic activities in the
classroom.
Show interest in and respect for the culture of English-speaking countries.

Very good
Excellent
Not good
Average
Good
Learning to Learn
Identify, plan and apply objectives for carrying out tasks and activities.
Use tools and resources, such as dictionaries and grammar books, to

solve doubts.
Show an interest in carrying out self-evaluation and correcting your own

mistakes.
Use basic comprehension and expression strategies to help carry out

tasks.
Look for information to be able to complete your tasks individually.
Have a positive, proactive attitude to reading texts by yourself.
Plan and check your work to be able to present it properly.

ANNEX – Learning Standards – Contents – Evaluation Criteria –
Competences
UNIT 1 ONE WORLD
LEARNING ASSESSMENT DESCRIPTORS

CONTENTS
STANDARDS CRITERIA COMPETENCES
BLOCK 1. COMPREHENSION OF ORAL TEXTS

‒ Understanding the Comprehension strategies: ‒ Identifying the gist, the LC LC- Understand simple
gist of adverts - Understand the general idea, essential information MS oral messages and
about products of sentences and expressions and main points in very CT instructions and
recognise familiar words
interest (games, connected with countries and short oral texts with DC
computers, CDs, nationalities. standard language, SC
etc). - Understand interaction in simple structures and S LC- Identify the gist and
‒ Understanding conversations about famous frequently used CC specific information from
public messages footballers. vocabulary, enunciated E a short situation from
and - Understand and extract the with clarity and slowly, LL repeated visualisations
main information from read live or using SI of the oral text.
announcements
which contain recordings (listening, photo technical resources, E
LC- Recognise aural
instructions, story, video). about specific, usual items such as accent,
directions or other subjects connected rhythm and correct
types of Socio-cultural and socio- with personal intonation in familiar and
information (for linguistic features: experiences, needs varied contexts.
example, - Respecting classmates' and interests in
numbers, prices, opinions. predictable daily MSCT- Order and
timetables at a - Respecting and complying contexts or connected classify data using
station or at a with classroom rules. with areas of appropriate criteria.
department store). - Respecting habits, values and immediate need in the
MSCT- Be familiar with
‒ Understanding beliefs other than your own. personal, public or
and follow healthy living
what is said in - Reflect on sport's cultural educational areas, with practices.
simple, usual values. good acoustic
transactions - Reflect on the values of self- conditions and no DC - Use ICT to
(instructions, esteem such as making your distortion of the reinforce and support
directions, own flag. message, with the learning English.
requests, - Show an interest in developing possibility of listening
DC - Give short
warnings). social skills such as being to the message again
presentations and
‒ identifying the patient. or asking for create in English using
subject of a confirmation and with various formats and
predictable Communication functions: visual support or a digital tools.
everyday - Introducing yourself to clear visual context
somebody else. reference. DC- Using ITC for
conversation
- Describing yourself and other ‒ Knowing and knowing starting social
which takes place relationships with pupils
in your presence people. how to use the most in other countries.
(for example, in a appropriate strategies
shop, on a train). Syntactic-discursive contents: to understand the gist, SCS- Take part in group
‒ Understanding the - Questions words essential information or activities with respect
main information - To be the text's main points. and interest and share
opinions.
in simple, short ‒ Identifying basic socio-
conversations Vocabulary: cultural and socio- SCS- Show respect for
they take part in - Countries and nationalities: linguistic features, your classmates and
about familiar Brazil, Japan, Mexico, specific and wait for your turn to
subjects such as, Russia, South Africa, Spain, speak.
meaningful, about
for example, the UK, the USA, Turkey, everyday life (habits,
oneself, the Portugal. timetables, activities, CCE- Show interest in
family, school, - Adjectives: new/old, celebrations), living and respect for the
free time, the big/small, clean/dirty, conditions (housing, culture of English-
description of an cheap/expensive, fast/slow. surroundings), speaking countries.
object or a place. interpersonal
‒ Understanding the Sound, accent, rhythm and CCE- Take an active
relationships (relatives,
gist of simple, well part in preparing and
intonation patterns: friends, school), carrying out artistic
structured, clear, - Recognising, contrasting and
CONTENTS
slowly delivered correct pronunciation of /h/ behaviour (usual activities in the
presentations or /w/ in question words. gestures, use of voice, classroom.
about familiar physical contact) and
AA- Identify, plan and
matters or matters social conventions
apply objectives for
of interest (for (politeness) and using carrying out tasks and
example, music, the knowledge activities.
sports, etc.) acquired about them to
helped by pictures understand the text AA- Use tools and
and illustrations, properly. resources, such as
and with slow, ‒ Distinguishing between dictionaries and
grammar books, to solve
clear talking. the function or main
doubts.
‒ Understanding the communication
gist and functions of the text AA- Show an interest in
distinguishing (eg. a request for carrying out self-
changes in information, an order, evaluation and
subject on an offer) and a limited correcting your own
television repertoire of its most mistakes.
programmes or usual characteristics,
AA- Use basic
other audiovisual as well as the basic comprehension and
material in your discursive models (eg. expression strategies to
area of interest beginning and end of help carry out tasks.
(eg. interviews conversations, or
with young people narrative plans). SIEE- Look for
or known information to be able to
characters about complete your tasks
individually.
everyday issues;
for example, what SIEE- Have a positive,
you like to do in proactive attitude to
your free time) or reading texts by
in which yourself.
information about
leisure activities is SIEE- Plan and check
your work to be able to
given (theatre,
present it properly.
cinema, sports
events, etc).
BLOCK 2. PRODUCING ORAL TEXTS: EXPRESSION AND INTERACTION

‒ Giving short, Production strategies: ‒ Taking part in a simple, LC LC- Give short,
simple - Take part in conversations comprehensible way in MS rehearsed oral
presentations, talking about yourself and short conversations CT presentations, and
reply to simple
previously other people. which involve a direct DC
questions which can be
prepared and - Pupils discuss practical issues exchange of SC asked about your
practised, about connected with the unit. information in areas of S presentations.
everyday issues - Expressing agreement or immediate need or CC
or issues which disagreement with classmates' about familiar subjects E LC- Give personal
they are opinions. using a neutral, LL information and
interested in - Asking for and giving personal informal register, using SIE information about your
surroundings in daily
(introducing information. simple phrases or
situations.
yourself and - Giving / following instructions / expressions of frequent
introducing other directions. use, which are LC- Take part in
people; giving - Pupils exchange limited normally used spoken interaction
basic information information about issues separately or linking spontaneously.
about yourself, connected with famous people them with basic
your family and in different countries. connectors, even MSCT- Order and
your class; talking - Basic description of activities though the classify data using
about your and experiences. pronunciation may not appropriate criteria.
hobbies and - Using descriptive language to always be clear,
interests and your make short statements. although there may be
main activities in - Oral presentation about your pauses and hesitations practices.
daily life; describe own flag. and repetition may be
Citizen Z A1 / Primary Education Teaching Programme - 126- ©

Cambridge University Press 2017
CONTENTS
your room in a required, as well as DC - Use ICT to
short, simple Socio-cultural and socio- paraphrasing and the reinforce and support
manner; your linguistic features: interlocutor's learning English.
favourite menu; - Respecting classmates' cooperation in order to
DC - Give short
somebody's opinions. keep communication presentations and
appearance or an - Respecting and complying going. create in English using
object's with classroom rules. ‒ Being familiar with and various formats and
appearance; - Respecting habits, values and knowing how to use digital tools.
present a subject beliefs other than your own. basic strategies for
you are interested - Reflect on sport's cultural producing very short, DC- Using ITC for
starting social
in (your favourite values. simple oral monologue
relationships with pupils
group); say what - Reflect on the values of self- or dialogue texts using, in other countries.
you like and do esteem such as making your eg., prefabricated
not like and give own flag. formulas or language SCS- Take part in
your opinion using - Show an interest in developing or memorized group activities with
simple structures). social skills such as being expressions, or using respect and interest
‒ Getting by in patient. gestures to back up and share opinions.
everyday what you want to say.
SCS- Show respect for
transactions (eg. Communication functions: ‒ Knowing specific and your classmates and
asking for - Introducing yourself to meaningful basic wait for your turn to
something in a somebody else. sociocultural and speak.
shop and its - Describing yourself and other sociolinguistic features,
price). people. applying knowledge
CCE- Show interest in
‒ Taking part in about them when
and respect for the
face-to-face Syntactic-discursive contents: speaking in the same culture of English-
conversations or - Questions words context, respecting the speaking countries.
using technical - To be most basic
media (phone, communicative CCE- Take an active
Skype) making Vocabulary: conventions. part in preparing and
social contact ‒ Fulfilling the text's main carrying out artistic
- Countries and nationalities: activities in the
(giving thanks, Brazil, Japan, Mexico, communication classroom.
greeting, saying Russia, South Africa, Spain, function (eg.
goodbye, the UK, the USA, Turkey, congratulation, an AA- Identify, plan and
addressing Portugal. exchange of apply objectives for
somebody, - Adjectives: new/old, information, an offer), carrying out tasks and
offering apologies, using a limited activities.
big/small, clean/dirty,
introducing cheap/expensive, fast/slow. repertoire of the most
AA- Use tools and
yourself, asking frequent characteristics resources, such as
after somebody, Sound, accent, rhythm and and the basic dictionaries and
congratulating intonation patterns: discursive models (eg. grammar books, to
somebody), - Recognising, contrasting and greetings and farewells solve doubts.
exchanging correct pronunciation of /h/ in conversations, or a
personal narrative plan drawn up AA- Show an interest
or /w/ in question words. in carrying out self-
information and point by point).
evaluation and
information about ‒ Using basic syntax correcting your own
daily matters, structures (eg. linking mistakes.
expressing words and groups of
feelings, offering words with basic AA- Use basic
somebody connectors such as comprehension and
something, asking "and", "then", "but" and expression strategies to
help carry out tasks.
to borrow "because") although
something, still making basic
SIEE- Look for
meeting up with mistakes habitually, eg. information to be able
friends or giving verb tenses or in terms to complete your tasks
instructions (eg. of consistency. individually.
how to get ‒ Knowing and using a
somewhere using much used, limited oral SIEE- Have a positive,
a map). repertoire in daily proactive attitude to
‒ Taking part in an reading texts by
situations about usual,
yourself.
interview, eg. a specific subjects

CONTENTS
medical interview connected with SIEE- Plan and check
naming parts of interests, experiences your work to be able to
the body to say and needs. present it properly.
what hurts. ‒ Using, in a general
comprehensible
manner, albeit
obviously influenced by
mother tongue or other
languages, a very
limited repertoire of
basic sound, accent,
rhythmic and intonation
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
understood in short,
simple speech,
although initial
hesitation and faltering
are apparent, as are
repetitions and pauses
to organise, correct
and better express
what you want to say.
‒ Interacting in a very
basic way, using very
simple techniques,
linguistic or non-verbal
(eg. gestures or
physical contact) to
start, keep up or
conclude a short
conversation.
BLOCK 3. UNDERSTANDING WRITTEN TEXTS

‒ Understanding Comprehension strategies: ‒ Identifying the subject, LC LC-Identify relevant
instructions, - Identifying specific information the gist, the main ideas MS information on written
directions and in simple material: a website, a and specific CT posters and simple
maps.
basic information dialogue, a story. information in texts, in DC
in notes, on signs - Identifying the type of text. standard language, CC LC- Understand the
and signals in - Predict the contents of the text with often used E general idea and
streets shops, by its title or pictures. vocabulary, in which LL specific details about
means of - Deduce the meaning of the subject and the SIE familiar subjects.
transport, unknown words by their type of text are highly
cinemas context. familiar, dealing with LC- Deduce information
from diverse texts
museums, - Identifying the subject and everyday subjects or
about subjects of
schools and other contents of each paragraph. matters of immediate interest.
services and need, with the
public places. Socio-cultural and socio- possibility of re-reading MSCT- Order and
‒ Understanding linguistic features: if you have not classify data using
essential - Respecting classmates' understood it, using a appropriate criteria.
information and opinions. dictionary and with
finding specific - Respecting and complying visual and context MSCT- Be familiar with
information in with classroom rules. support. and follow healthy living
informative - Respecting habits, values and ‒ Knowing and knowing practices.
material such as beliefs other than your own. how to use the most
DC - Use ICT to
menus, - Reflect on sport's cultural appropriate strategies reinforce and support

CONTENTS
timetables, values. to understand the gist, learning English.
catalogues, price - Reflect on the values of self- essential information or
lists, adverts, esteem such as making your the text's main points. DC - Give short
presentations and
phone books, own flag. ‒ Identifying basic socio-
create in English using
publicity, tourist - Show an interest in developing cultural and socio- various formats and
brochures, social skills such as being linguistic features, digital tools.
cultural patient. specific and
programmes or meaningful, about DC- Using ITC for
events. Communication functions: everyday life (habits, starting social
‒ Understanding - Introducing yourself to timetables, activities, relationships with pupils
in other countries.
short, simple somebody else. celebrations), living
correspondence - Describing yourself and other conditions (housing, SCS- Take part in
(SMS, e-mails, people. surroundings), group activities with
postcards and interpersonal respect and interest
cards) about Syntactic-discursive contents: relationships (relatives, and share opinions.
familiar subjects - Questions words friends, school), social
such as, for conventions SCS- Show respect for
- To be
your classmates and
example, oneself, (politeness) and using
wait for your turn to
the family, school, Vocabulary: the knowledge speak.
free time, the - Countries and nationalities: acquired about them to
description of an Brazil, Japan, Mexico, understand the text CCE- Show interest in
object or a place, Russia, South Africa, Spain, properly. and respect for the
information about ‒ Distinguishing between culture of English-
the UK, the USA, Turkey,
speaking countries.
the time and place Portugal. the function or main
for a meeting. - Adjectives: new/old, communication CCE- Take an active
‒ Understanding the big/small, clean/dirty, functions of the text part in preparing and
gist and the main cheap/expensive, fast/slow. (eg. a request for carrying out artistic
points of short information, an order, activities in the
pieces of news Chart patterns and spelling an offer) and a limited classroom.
and magazine conventions: repertoire of its most
articles for young - Knowing about and correctly usual characteristics,
people which deal using basic spelling and as well as the basic carrying out tasks and
with familiar punctuation rules when writing discursive models (eg. activities.
subjects or which sentences and texts. beginning and end of
interest them conversations, or AA- Use tools and
(sports, music plans). resources, such as
groups, computer ‒ Recognising the main dictionaries and
grammar books, to
games). meanings associated solve doubts.
with the main principles
of written AA- Show an interest
communication (eg. in carrying out self-
interrogative structure evaluation and
for asking for correcting your own
mistakes.
information).
‒ Recognising a limited AA- Use basic
repertoire of frequently comprehension and
used vocabulary about expression strategies to
very day situations and help carry out tasks.
usual, specific subjects
connected with your SIEE- Look for
experiences, needs information to be able
to complete your tasks
and interests, and
individually.
inferring the probably
meanings of words and SIEE- Have a positive,
expressions from the proactive attitude to
context and other reading texts by
information in the text. yourself.
‒ Recognising basic
SIEE- Plan and check
punctuation marks (eg.
full stop, comma), and present it properly.

CONTENTS
frequently used
symbols (eg. ☺, @, ₤),
and identifying the
meanings and general
communication
purposes connected
with them.
BLOCK 4. PRODUCING WRITTEN SCRIPTS: EXPRESSION AND INTERACTION

‒ Fill in a short form Production strategies: ‒ Write very short, simple LC LC- Reproduce simple
or card with your - Write notes with key texts, on paper or MS texts using previously
personal data (for information about the text they digital format, made up CT presented models.
example, to sign are going to write. of simple, independent DC
LC- Fill in forms or
up on a social - Use their knowledge of sentences, in a neutral SC cards with personal
network, to open grammar and vocabulary to register, in a S information and data.
an e-mail account, write short descriptions, reasonably correct way CC
etc). stories, experiences. in terms of basic E LC- Write short letters,
‒ Writing short, - Use connectors to link simple spelling and LL e-mails or postcards
simple personal sentences and expressions to punctuation, to speak SIE with personal
correspondence tell a story or describe an about yourself, your information and
event. immediate information about your
(messages, notes,
immediate
postcards, e- - Read and analyse a text to surroundings and surroundings.
mails, chats or use it as a model when writing things from your daily
SMS) giving your own work: a life in predictable, LC-Write simple stories
thanks, questionnaire with personal familiar situations. and descriptions.
congratulating information. ‒ Find out about and use
somebody, giving basic strategies for MSCT- Order and
an invitation, Socio-cultural and socio- producing very short, classify data using
giving linguistic features: simple written texts, eg. appropriate criteria.
instructions, - Respecting classmates' copying very usual
opinions. MSCT- Be familiar with
talking about words and sentences
yourself and your - Respecting and complying to carry out the desired practices.
immediate with classroom rules. communication
surroundings - Respecting habits, values and functions. DC - Use ICT to
(family, friends, beliefs other than your own. ‒ Find out about specific, reinforce and support
hobbies, daily - Reflect on sport's cultural meaningful, basic learning English.
activities, objects, values. socio-cultural and
- Reflect on the values of self- DC - Give short
places) and ask socio-linguistic features
presentations and
questions about esteem such as making your (eg. conventions about create in English using
those subjects. own flag. the start and end of a various formats and
- Show an interest in developing letter to known digital tools.
social skills such as being characters) and make
patient. use of the knowledge DC- Using ITC for
acquired about them in starting social
Communication functions: relationships with pupils
written work in other countries.
- Introducing yourself to appropriate to the
somebody else. context, respecting the SCS- Take part in
- Describing yourself and other basic norms of group activities with
people. politeness. respect and interest
‒ Fulfilling the text's main and share opinions.
Syntactic-discursive contents: communication
- Questions words function (eg. your classmates and
- To be congratulation, an wait for your turn to
exchange of speak.
Vocabulary: information, an offer),
- Countries and nationalities: using a limited CCE- Show interest in
repertoire of the most and respect for the
Brazil, Japan, Mexico,
culture of English-
Russia, South Africa, Spain, frequent characteristics
speaking countries.
the UK, the USA, Turkey, and the basic

CONTENTS
Portugal. discursive models (eg. CCE- Take an active
- Adjectives: new/old, greetings and farewells part in preparing and
big/small, clean/dirty, in letters, or a narrative carrying out artistic
activities in the
cheap/expensive, fast/slow. plan drawn up point by
classroom.
point).
Chart patterns and spelling ‒ Using basic syntax AA- Identify, plan and
conventions: structures (eg. linking apply objectives for
- Knowing about and correctly words and groups of carrying out tasks and
using basic spelling and words with basic activities.
punctuation rules when writing connectors such as
AA- Use tools and
sentences and texts. "and", "then", "but" and
resources, such as
"because") although dictionaries and
still making basic grammar books, to
mistakes habitually, eg. solve doubts.
verb tenses or in terms
of consistency. AA- Show an interest
in carrying out self-
‒ Knowing and using
evaluation and
frequent written correcting your own
vocabulary about daily mistakes.
situations and usual,
specific subjects AA- Use basic
connected with your comprehension and
interests, experiences expression strategies to
and needs.
‒ Using chart patterns
SIEE- Look for
and basic punctuation information to be able
conventions to write to complete your tasks
words and short individually.
sentences which are
often used in speech SIEE- Have a positive,
reasonably correctly, proactive attitude to
reading texts by
although not
yourself.
necessarily completely
correctly. SIEE- Plan and check

Unit 2 - I FEEL HAPPY

CONTENTS

‒ Understanding Comprehension strategies: ‒ Identifying the gist, the LC LC- Understand simple
the gist of adverts - Understand the general idea, essential information MS oral messages and
interest (games, connected with books. short oral texts with DC
computers, CDs, - Understand interaction in standard language, SC
etc). conversations about plans. simple structures and S LC- Identify the gist and
‒ Understanding - Understand and extract the frequently used CC specific information from
public messages main information from vocabulary, enunciated E a short situation from
and recordings (listening). with clarity and slowly, LL repeated visualisations
read live or using SI of the oral text.
announcements
which contain Socio-cultural and socio- technical resources, E
LC- Recognise aural
instructions, linguistic features: about specific, usual items such as accent,
directions or other - Respecting classmates' subjects connected rhythm and correct
types of opinions. with personal intonation in familiar and
information (for - Respecting and complying experiences, needs varied contexts.
example, with classroom rules. and interests in
numbers, prices, - Respecting habits, values and predictable daily MSCT- Order and
timetables at a beliefs other than your own. contexts or connected classify data using
station or at a - Interest in finding out about with areas of appropriate criteria.
department cultures other than your own: immediate need in the
DC - Use ICT to
store). masks from different personal, public or
reinforce and support
‒ Understanding countries. educational areas, with learning English.
what is said in good acoustic
simple, usual Communication functions: conditions and no DC - Give short
transactions - Describing feelings distortion of the presentations and
(instructions, - Expressing questions. message, with the create in English using
- Expressing personal tastes possibility of listening various formats and
directions,
digital tools.
requests, to the message again
warnings). Syntactic-discursive contents: or asking for DC- Using ITC for
‒ identifying the - to be (negative, singular and confirmation and with starting social
subject of a plural) visual support or a relationships with pupils
predictable - to be (questions and short clear visual context in other countries.
everyday answers) reference.
‒ Knowing and knowing SCS- Take part in group
conversation - Object pronouns
activities with respect
which takes place how to use the most and interest and share
in your presence Vocabulary: appropriate strategies opinions.
(for example, in a - Adjectives for describing to understand the gist,
shop, on a train). feelings: angry, bored, cold, essential information or SCS- Show respect for
‒ Understanding excited, hot, hungry, sad, the text's main points. your classmates and
the main thirsty, tired, worried. ‒ Identifying basic speak.
information in - Positive and negative socio-cultural and
simple, short adjectives: awful, bad, socio-linguistic
conversations excellent, exciting funny, features, specific and CCE- Show interest in
they take part in good, great, terrible. and respect for the
meaningful, about
about familiar culture of English-
everyday life (habits, speaking countries.
subjects such as, Sound, accent, rhythm and timetables, activities,
for example, intonation patterns: celebrations), living CCE- Take an active
oneself, the - Recognising, contrasting and conditions (housing, part in preparing and
family, school, correctly pronouncing vowel surroundings), carrying out artistic
free time, the sounds in adjectives. interpersonal activities in the
description of an classroom.
object or a place. friends, school), AA- Identify, plan and
‒ Understanding behaviour (usual apply objectives for
the gist of simple, gestures, use of voice, carrying out tasks and

CONTENTS
well structured, physical contact) and activities.
clear, slowly social conventions
delivered (politeness) and using AA- Use tools and
resources, such as
presentations the knowledge
dictionaries and
about familiar acquired about them to grammar books, to
matters or matters understand the text solve doubts.
of interest (for properly.
example, music, ‒ Distinguishing between AA- Show an interest in
sports, etc.) the function or main carrying out self-
helped by pictures communication evaluation and
correcting your own
and illustrations, functions of the text
mistakes.
and with slow, (eg. a request for
clear talking. information, an order, AA- Use basic
‒ Understanding an offer) and a limited comprehension and
the gist and repertoire of its most expression strategies to
distinguishing usual characteristics, help carry out tasks.
changes in as well as the basic
subject on discursive models (eg. SIEE- Look for
information to be able to
television beginning and end of
complete your tasks
programmes or conversations, or individually.
other audiovisual narrative plans).
material in your SIEE- Have a positive,
area of interest proactive attitude to
(eg. interviews reading texts by
with young people yourself.
or known
characters about your work to be able to
everyday issues; present it properly.
for example, what
you like to do in
your free time) or
in which
information about
leisure activities is
given (theatre,
cinema, sports
events, etc).

simple - Take part in short comprehensible way in MS rehearsed oral
presentations, conversations in everyday short conversations CT presentations, and
reply to simple
previously contexts about shopping. which involve a direct DC
situations.
yourself and - Giving / following instructions / expressions of
introducing other directions. frequent use, which LC- Take part in
people; giving - Exchanging limited information are normally used spoken interaction
basic information about issues connected with separately or linking spontaneously.
about yourself, feelings. them with basic
your family and - Basic description of activities connectors, even MSCT- Order and
your class; talking and experiences. though the classify data using
about your - Using descriptive language to pronunciation may not appropriate criteria.
hobbies and make short statements. always be clear,
DC - Use ICT to
interests and your - Explaining what they like and although there may be

CONTENTS
main activities in what they do not like. pauses and hesitations learning English.
daily life; describe - Role play with questions and and repetition may be
your room in a answers using the verb to be. required, as well as DC - Give short
presentations and
short, simple paraphrasing and the
manner; your Socio-cultural and socio- interlocutor's various formats and
favourite menu; linguistic features: cooperation in order to digital tools.
somebody's - Respecting classmates' keep communication
appearance or an opinions. going. DC- Using ITC for
object's - Respecting and complying ‒ Being familiar with and starting social
appearance; with classroom rules. knowing how to use relationships with pupils
in other countries.
present a subject - Respecting habits, values and basic strategies for
you are interested beliefs other than your own. producing very short, SCS- Take part in
in (your favourite - Interest in finding out about simple oral monologue group activities with
group); say what cultures other than your own: or dialogue texts using, respect and interest
you like and do masks from different eg., prefabricated and share opinions.
not like and give countries. formulas or language
your opinion using or memorized SCS- Show respect for
your classmates and
simple Communication functions: expressions, or using
structures). - Describing feelings gestures to back up speak.
‒ Getting by in - Expressing questions. what you want to say.
everyday - Expressing personal tastes ‒ Knowing specific and
transactions (eg. meaningful basic CCE- Show interest in
asking for Syntactic-discursive contents: sociocultural and and respect for the
culture of English-
something in a - to be (negative, singular and sociolinguistic features,
speaking countries.
shop and its plural) applying knowledge
price). - to be (questions and short about them when CCE- Take an active
‒ Taking part in answers) speaking in the same part in preparing and
face-to-face - Object pronouns context, respecting the carrying out artistic
conversations or most basic activities in the
using technical communicative classroom.
Vocabulary:
media (phone, - Adjectives for describing conventions.
Skype) making feelings: angry, bored, cold, ‒ Fulfilling the text's main apply objectives for
social contact excited, hot, hungry, sad, communication carrying out tasks and
(giving thanks, thirsty, tired, worried function (eg. activities.
greeting, saying - Positive and negative congratulation, an
goodbye, exchange of AA- Use tools and
adjectives: awful, bad,
addressing resources, such as
excellent, exciting funny, information, an offer),
dictionaries and
somebody, good, great, terrible. using a limited grammar books, to
offering repertoire of the most solve doubts.
apologies, Sound, accent, rhythm and frequent characteristics
introducing intonation patterns: and the basic AA- Show an interest
yourself, asking discursive models (eg. in carrying out self-
- Recognising, contrasting and
after somebody, greetings and farewells evaluation and
correctly pronouncing vowel correcting your own
congratulating sounds in adjectives. in conversations, or a
mistakes.
somebody), narrative plan drawn
exchanging up point by point). AA- Use basic
personal ‒ Using basic syntax comprehension and
information and structures (eg. linking expression strategies to
information about words and groups of help carry out tasks.
daily matters, words with basic
expressing connectors such as SIEE- Look for
feelings, offering information to be able
"and", "then", "but" and
somebody "because") although individually.
something, asking still making basic
to borrow mistakes habitually, SIEE- Have a positive,
something, eg. verb tenses or in proactive attitude to
meeting up with terms of consistency. reading texts by
friends or giving ‒ Knowing and using a yourself.
instructions (eg. much used, limited oral
how to get repertoire in daily your work to be able to

CONTENTS
somewhere using situations about usual, present it properly.
a map). specific subjects
‒ Taking part in an connected with
interview, eg. a interests, experiences
medical interview and needs.
naming parts of ‒ Using, in a general
the body to say comprehensible
what hurts. manner, albeit
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

instructions, - Pupils identify specific the gist, the main ideas MS information on written
directions and information in simple material and specific CT posters and simple
maps.
basic information such as: text messages, a information in texts, in DC
in notes, on signs cultural text and various short standard language, CC LC- Understand the
and signals in poems. with often used E general idea and
streets shops, - Identifying the type of text. vocabulary, in which LL specific details about
means of - Predict the contents of the text the subject and the SIE familiar subjects.
transport, by its title or pictures. type of text are highly
cinemas - Deduce the meaning of familiar, dealing with
museums, unknown words by their everyday subjects or
LC- Deduce
schools and other context. matters of immediate information from
services and - Identifying the subject and need, with the diverse texts about
public places. contents of each paragraph. possibility of re-reading subjects of interest.
‒ Understanding if you have not
essential Socio-cultural and socio- understood it, using a MSCT- Order and
information and linguistic features: dictionary and with classify data using
finding specific - Respecting classmates' visual and context appropriate criteria.
information in opinions. support.
informative - Respecting and complying ‒ Knowing and knowing DC - Use ICT to

CONTENTS
material such as with classroom rules. how to use the most learning English.
menus, - Respecting habits, values and appropriate strategies
timetables, beliefs other than your own. to understand the gist, DC - Give short
presentations and
catalogues, price - Interest in finding out about essential information or
lists, adverts, cultures other than your own: the text's main points. various formats and
phone books, masks from different ‒ Identifying basic socio- digital tools.
publicity, tourist countries. cultural and socio-
brochures, linguistic features, DC- Using ITC for
cultural Communication functions: specific and starting social
programmes or - Describing feelings meaningful, about relationships with pupils
in other countries.
events. - Expressing questions. everyday life (habits,
‒ Understanding - Expressing personal tastes timetables, activities, SCS- Take part in
short, simple celebrations), living group activities with
correspondence Syntactic-discursive contents: conditions (housing, respect and interest
(SMS, e-mails, - to be (negative, singular and surroundings), and share opinions.
postcards and plural) interpersonal
cards) about relationships (relatives, SCS- Show respect for
- to be (questions and short
your classmates and
familiar subjects answers) friends, school), social
such as, for - Object pronouns conventions speak.
example, oneself, (politeness) and using
the family, school, Vocabulary: the knowledge CCE- Show interest in
free time, the - Adjectives for describing acquired about them to and respect for the
description of an understand the text culture of English-
feelings: angry, bored, cold,
speaking countries.
object or a place, excited, hot, hungry, sad, properly.
information about thirsty, tired, worried. ‒ Distinguishing between CCE- Take an active
the time and - Positive and negative the function or main part in preparing and
place for a adjectives: awful, bad, communication carrying out artistic
meeting. excellent, exciting funny, functions of the text activities in the
‒ Understanding good, great, terrible. (eg. a request for classroom.
the gist and the information, an order,
main points of Chart patterns and spelling an offer) and a limited
short pieces of conventions: repertoire of its most carrying out tasks and
news and Knowing about and correctly usual characteristics, activities.
magazine articles using basic spelling and as well as the basic
for young people punctuation rules when writing discursive models (eg. AA- Use tools and
which deal with beginning and end of resources, such as
familiar subjects conversations, or dictionaries and
grammar books, to
or which interest plans).
solve doubts.
them (sports, ‒ Recognising the main
music groups, meanings associated AA- Show an interest
computer games). with the main in carrying out self-
principles of written evaluation and
communication (eg. correcting your own
mistakes.
interrogative structure
for asking for AA- Use basic
information). comprehension and
‒ Recognising a limited expression strategies to
repertoire of frequently help carry out tasks.
used vocabulary about
very day situations and SIEE- Look for
usual, specific subjects information to be able
connected with your
individually.
experiences, needs
and interests, and SIEE- Have a positive,
inferring the probably proactive attitude to
meanings of words and reading texts by
expressions from the yourself.
context and other
information in the text.
‒ Recognising basic present it properly.

CONTENTS
full stop, comma), and
frequently used
and identifying the
communication
purposes connected
with them.

‒ Fill in a short form Production strategies: ‒ Write very short, LC LC- Reproduce simple
or card with your - Write notes with key simple texts, on paper MS texts using previously
personal data (for information about the text they or digital format, made CT presented models.
example, to sign are going to write. up of simple, DC
up on a social - Use their knowledge of independent SC cards with personal
network, to open grammar and vocabulary to sentences, in a neutral S information and data.
an e-mail write short descriptions, register, in a CC
account, etc). stories, experiences. reasonably correct way E LC- Write short letters,
‒ Writing short, - Use connectors to link simple in terms of basic LL e-mails or postcards
simple personal sentences and expressions to spelling and SIE with personal
correspondence tell a story or describe an punctuation, to speak information and
event. about yourself, your information about your
(messages,
immediate
notes, postcards, - Read and analyse a text to immediate surroundings.
e-mails, chats or use it as a model when writing surroundings and
SMS) giving your own work: a text things from your daily LC-Write simple stories
thanks, message for a friend. life in predictable, and descriptions.
congratulating familiar situations.
somebody, giving Socio-cultural and socio- ‒ Find out about and use MSCT- Order and
an invitation, linguistic features: basic strategies for classify data using
giving - Respecting classmates' producing very short, appropriate criteria.
instructions, opinions. simple written texts,
- Respecting and complying DC - Use ICT to
talking about eg. copying very usual
yourself and your with classroom rules. words and sentences learning English.
immediate - Respecting habits, values and to carry out the desired
surroundings beliefs other than your own. communication DC - Give short
(family, friends, - Interest in finding out about functions. presentations and
hobbies, daily cultures other than your own: ‒ Find out about specific, create in English using
activities, objects, masks from different meaningful, basic various formats and
countries. digital tools.
places) and ask socio-cultural and
questions about socio-linguistic DC- Using ITC for
those subjects. Communication functions: features (eg. starting social
- Describing feelings conventions about the relationships with pupils
- Expressing questions. start and end of a letter in other countries.
- Expressing personal tastes to known characters)
and make use of the SCS- Take part in
group activities with
Syntactic-discursive contents: knowledge acquired respect and interest
- to be (negative, singular and about them in written and share opinions.
plural) work appropriate to the
- to be (questions and short context, respecting the SCS- Show respect for
answers) basic norms of your classmates and
- Object pronouns politeness. wait for your turn to
speak.
‒ Fulfilling the text's main
Vocabulary: communication CCE- Show interest in
- Adjectives for describing function (eg. and respect for the
feelings: angry, bored, cold, congratulation, an culture of English-
excited, hot, hungry, sad, exchange of speaking countries.
thirsty, tired, worried. information, an offer),
using a limited CCE- Take an active
- Positive and negative
part in preparing and

CONTENTS
adjectives: awful, bad, repertoire of the most carrying out artistic
excellent, exciting funny, frequent characteristics activities in the
good, great, terrible. and the basic classroom.
discursive models (eg.
Chart patterns and spelling greetings and farewells apply objectives for
conventions: in letters, or a narrative carrying out tasks and
Knowing about and correctly plan drawn up point by activities.
using basic spelling and point).
punctuation rules when writing ‒ Using basic syntax AA- Use tools and
sentences and texts. structures (eg. linking resources, such as
dictionaries and
words and groups of
grammar books, to
words with basic solve doubts.
connectors such as
"and", "then", "but" and AA- Show an interest
"because") although in carrying out self-
still making basic evaluation and
mistakes habitually, correcting your own
mistakes.
eg. verb tenses or in
terms of consistency. AA- Use basic
‒ Knowing and using comprehension and
frequent written expression strategies to
vocabulary about daily help carry out tasks.
specific subjects SIEE- Look for
connected with your information to be able
interests, experiences
individually.
and needs.
‒ Using chart patterns SIEE- Have a positive,
and basic punctuation proactive attitude to
conventions to write reading texts by
words and short yourself.
sentences which are
often used in speech your work to be able to
reasonably correctly, present it properly.
although not
correctly.

Unit 3 - ME AND MY FAMILY

CONTENTS

the gist of adverts - Understand the general idea, essential information M oral messages and
about products of sentences and expressions and main points in very SC instructions and
interest (games, connected with the family. short oral texts with T
computers, CDs, - Understand interaction in standard language, DC
etc). conversations about the simple structures and SC LC- Identify the gist and
‒ Understanding members of a family. frequently used S specific information from
public messages - Understand and extract the vocabulary, enunciated CC a short situation from
and main information from with clarity and slowly, E repeated visualisations
recordings (listening, photo read live or using LL of the oral text.
announcements
which contain story, video). technical resources, SI
LC- Recognise aural
instructions, about specific, usual E items such as accent,
directions or other Socio-cultural and socio- subjects connected rhythm and correct
types of linguistic features: with personal intonation in familiar and
information (for - Respecting classmates' experiences, needs varied contexts.
example, opinions. and interests in
numbers, prices, - Respecting and complying predictable daily MSCT- Order and
timetables at a with classroom rules. contexts or connected classify data using
station or at a - Respecting habits, values and with areas of appropriate criteria.
department beliefs other than your own. immediate need in the
DC - Use ICT to
store). - Reflect on the values of self- personal, public or
‒ Understanding esteem such as being part of educational areas, with learning English.
what is said in a family. good acoustic
simple, usual - Show an interest in developing conditions and no DC - Give short
transactions social skills such as having distortion of the presentations and
(instructions, good manners. message, with the create in English using
possibility of listening various formats and
directions,
digital tools.
requests, Communication functions: to the message again
warnings). - Describing good qualities or asking for DC- Using ITC for
‒ identifying the - Describing the family. confirmation and with starting social
subject of a - Giving compliments visual support or a relationships with pupils
predictable clear visual context in other countries.
everyday Syntactic-discursive contents: reference.
conversation - Possessive ‘s
which takes place - Possessive adjectives how to use the most and interest and share
in your presence - this / that / these / those appropriate strategies opinions.
(for example, in a to understand the gist,
shop, on a train). Vocabulary: essential information or SCS- Show respect for
‒ Understanding - Members of a family: aunt, the text's main points. your classmates and
the main brother, cousin, father, ‒ Identifying basic speak.
information in grandfather grandmother, socio-cultural and
simple, short mother, sister, uncle. socio-linguistic
conversations - The home and furniture: features, specific and CCE- Show interest in
they take part in bathroom, bedroom garage, and respect for the
meaningful, about
about familiar garden, hall kitchen, living culture of English-
subjects such as, room. timetables, activities,
for example, celebrations), living CCE- Take an active
oneself, the Sound, accent, rhythm and conditions (housing, part in preparing and
family, school, intonation patterns: surroundings), carrying out artistic
free time, the - Recognising, contrasting and interpersonal activities in the
description of an correct pronunciation of this / classroom.
object or a place. that / these / those. friends, school), AA- Identify, plan and

CONTENTS
resources, such as
dictionaries and
correcting your own
mistakes.
complete your tasks
or known
for example, what
you like to do in
your free time) or
in which
information about
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about the family. which involve a direct DC
situations.
people; giving - Pupils exchange limited are normally used spoken interaction
basic information information about issues separately or linking spontaneously.
about yourself, connected with the family. them with basic
DC - Use ICT to
interests and your - Presenting your family although there may be

CONTENTS
main activities in members' qualities. pauses and hesitations learning English.
daily life; describe - Assimilating expressions for and repetition may be
your room in a giving compliments. required, as well as DC - Give short
presentations and
short, simple - Role play of dialogues with paraphrasing and the
manner; your examples of good manners. interlocutor's various formats and
favourite menu; cooperation in order to digital tools.
somebody's Socio-cultural and socio- keep communication
appearance or an linguistic features: going. DC- Using ITC for
object's - Respecting classmates' ‒ Being familiar with and starting social
appearance; opinions. knowing how to use relationships with pupils
in other countries.
present a subject - Respecting and complying basic strategies for
you are interested with classroom rules. producing very short, SCS- Take part in
in (your favourite - Respecting habits, values and simple oral monologue group activities with
group); say what beliefs other than your own. or dialogue texts using, respect and interest
you like and do - Reflect on the values of self- eg., prefabricated and share opinions.
not like and give esteem such as being part of formulas or language
your opinion using a family. or memorized SCS- Show respect for
your classmates and
simple - Show an interest in developing expressions, or using
structures). social skills such as having gestures to back up speak.
‒ Getting by in good manners. what you want to say.
everyday ‒ Knowing specific and
transactions (eg. Communication functions: meaningful basic CCE- Show interest in
asking for - Describing good qualities sociocultural and and respect for the
- Describing the family. culture of English-
something in a sociolinguistic features,
speaking countries.
shop and its - Giving compliments applying knowledge
price). about them when CCE- Take an active
‒ Taking part in Syntactic-discursive contents: speaking in the same part in preparing and
face-to-face - Possessive ‘s context, respecting the carrying out artistic
conversations or - Possessive adjectives most basic activities in the
using technical - this / that / these / those communicative classroom.
media (phone, conventions.
Skype) making Vocabulary: ‒ Fulfilling the text's main apply objectives for
social contact - Members of a family: aunt, communication carrying out tasks and
(giving thanks, brother, cousin, father, function (eg. activities.
greeting, saying grandfather grandmother, congratulation, an
- The home and furniture: information, an offer),
dictionaries and
somebody, bathroom, bedroom garage, using a limited grammar books, to
offering garden, hall kitchen, living repertoire of the most solve doubts.
apologies, room. frequent characteristics
introducing and the basic AA- Show an interest
Sound, accent, rhythm and
intonation patterns: correcting your own
congratulating - Recognising, contrasting and in conversations, or a
mistakes.
somebody), correct pronunciation of this / narrative plan drawn
exchanging that / these / those. up point by point). AA- Use basic

CONTENTS
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

directions and in simple material: an article, and specific CT posters and simple
maps.
basic information three dialogues, a story. information in texts, in DC
cinemas context. familiar, dealing with LC- Deduce
information from
diverse texts about
schools and other contents of each paragraph. matters of immediate subjects of interest.
public places. Socio-cultural and socio- possibility of re-reading MSCT- Order and
‒ Understanding linguistic features: if you have not classify data using
finding specific - Respecting and complying visual and context DC - Use ICT to
information in with classroom rules. support. reinforce and support
informative - Respecting habits, values and ‒ Knowing and knowing learning English.

CONTENTS
material such as beliefs other than your own. how to use the most DC - Give short
menus, - Reflect on the values of self- appropriate strategies presentations and
timetables, esteem such as being part of to understand the gist, create in English using
various formats and
catalogues, price a family. essential information or
digital tools.
lists, adverts, - Show an interest in developing the text's main points.
phone books, social skills such as having ‒ Identifying basic socio- DC- Using ITC for
publicity, tourist good manners. cultural and socio- starting social
brochures, linguistic features, relationships with pupils
cultural Communication functions: specific and in other countries.
programmes or - Describing good qualities meaningful, about
SCS- Take part in
events. - Describing the family. everyday life (habits,
‒ Understanding - Giving compliments timetables, activities, respect and interest
short, simple celebrations), living and share opinions.
correspondence Syntactic-discursive contents: conditions (housing,
(SMS, e-mails, - Possessive ‘s surroundings), SCS- Show respect for
postcards and - Possessive adjectives interpersonal your classmates and
cards) about relationships (relatives, wait for your turn to
- this / that / these / those
speak.
familiar subjects friends, school), social
such as, for Vocabulary: conventions CCE- Show interest in
example, oneself, - Members of a family: aunt, (politeness) and using and respect for the
the family, school, brother, cousin, father, the knowledge culture of English-
free time, the grandfather grandmother, acquired about them to speaking countries.
description of an mother, sister, uncle. understand the text
CCE- Take an active
object or a place, - The home and furniture: properly.
information about bathroom, bedroom garage, ‒ Distinguishing between carrying out artistic
the time and garden, hall kitchen, living the function or main activities in the
place for a room. communication classroom.
meeting. functions of the text
‒ Understanding Chart patterns and spelling (eg. a request for AA- Identify, plan and
the gist and the information, an order, apply objectives for
conventions: carrying out tasks and
main points of - Knowing about and correctly an offer) and a limited
activities.
short pieces of using basic spelling and repertoire of its most
news and punctuation rules when writing usual characteristics, AA- Use tools and
magazine articles sentences and texts. as well as the basic resources, such as
for young people discursive models (eg. dictionaries and
which deal with beginning and end of grammar books, to
familiar subjects conversations, or solve doubts.
AA- Show an interest
them (sports, ‒ Recognising the main in carrying out self-
music groups, meanings associated evaluation and
computer games). with the main correcting your own
principles of written mistakes.
communication (eg.
AA- Use basic
comprehension and
for asking for expression strategies to
information). help carry out tasks.
‒ Recognising a limited
repertoire of frequently SIEE- Look for
used vocabulary about information to be able
very day situations and to complete your tasks
usual, specific subjects individually.
connected with your
SIEE- Have a positive,
experiences, needs proactive attitude to
and interests, and reading texts by
inferring the probably yourself.
meanings of words and
expressions from the SIEE- Plan and check
context and other your work to be able to

CONTENTS
frequently used
and identifying the
communication
purposes connected
with them.
BLOCK 4. PRODUCING WRITTEN SCRIPTS: EXPRESSION AND

INTERACTION
(messages,
immediate
SMS) giving your own work: a description things from your daily LC-Write simple stories
thanks, of your favourite room. life in predictable, and descriptions.
(family, friends, - Reflect on the values of self- functions. presentations and
hobbies, daily esteem such as being part of ‒ Find out about specific, create in English using
activities, objects, a family. meaningful, basic various formats and
- Show an interest in developing digital tools.
questions about social skills such as having socio-linguistic DC- Using ITC for
those subjects. good manners. features (eg. starting social
conventions about the relationships with pupils
Communication functions: start and end of a letter in other countries.
- Describing good qualities to known characters)
- Describing the family. and make use of the SCS- Take part in
- Giving compliments group activities with
knowledge acquired respect and interest
about them in written and share opinions.
Syntactic-discursive contents: work appropriate to the
- Possessive ‘s context, respecting the SCS- Show respect for
- Possessive adjectives basic norms of your classmates and
- this / that / these / those politeness. wait for your turn to
speak.
- Members of a family: aunt, function (eg. and respect for the
brother, cousin, father, congratulation, an culture of English-
grandfather grandmother, exchange of speaking countries.
mother, sister, uncle. information, an offer),
CCE- Take an active

CONTENTS
- The home and furniture: using a limited part in preparing and
bathroom, bedroom garage, repertoire of the most carrying out artistic
garden, hall kitchen, living frequent characteristics activities in the
classroom.
room. and the basic
discursive models (eg. AA- Identify, plan and
Chart patterns and spelling greetings and farewells apply objectives for
conventions: in letters, or a narrative carrying out tasks and
- Knowing about and correctly plan drawn up point by activities.
using basic spelling and point).
punctuation rules when writing ‒ Using basic syntax AA- Use tools and
resources, such as
sentences and texts. structures (eg. linking
dictionaries and
words and groups of grammar books, to
connectors such as
correcting your own
mistakes habitually,
mistakes.
information to be able
connected with your
interests, experiences individually.
and needs.
yourself.
words and short
sentences which are SIEE- Plan and check
although not
correctly.

Unit 4 - IN THE CITY

CONTENTS

interest (games, connected with directions and short oral texts with DC
computers, CDs, places in the city. standard language, SC
‒ Understanding conversations about prices. frequently used CC specific information from
public messages - Understand and extract the vocabulary, enunciated E a short situation from
and main information from with clarity and slowly, LL repeated visualisations
recordings (listening). read live or using SI of the oral text.
announcements
which contain technical resources, E
LC- Recognise aural
instructions, Socio-cultural and socio- about specific, usual items such as accent,
directions or other linguistic features: subjects connected rhythm and correct
types of - Respecting classmates' with personal intonation in familiar and
information (for opinions. experiences, needs varied contexts.
example, - Respecting and complying and interests in
numbers, prices, with classroom rules. predictable daily MSCT- Order and
timetables at a - Respecting habits, values and contexts or connected classify data using
station or at a beliefs other than your own. with areas of appropriate criteria.
department - Interest in learning about immediate need in the
MSCT- Solve simple
store). cultures other than your own: personal, public or
problems connected
‒ Understanding parks in different parts of the educational areas, with with familiar subjects.
what is said in world. good acoustic
simple, usual conditions and no DC - Use ICT to
transactions Communication functions: distortion of the reinforce and support
(instructions, - Describing places in the city message, with the learning English.
directions, - Expressing a direction. possibility of listening
DC - Give short
requests, - Conversations in a shop. to the message again
presentations and
warnings). or asking for create in English using
‒ identifying the Syntactic-discursive contents: confirmation and with various formats and
subject of a - there is / there are visual support or a digital tools.
predictable - some / any clear visual context
- Imperatives reference. DC- Using ITC for
everyday
‒ Knowing and knowing starting social
conversation relationships with pupils
which takes place Vocabulary: how to use the most in other countries.
in your presence appropriate strategies
 Places in a town or city:
to understand the gist,
(for example, in a SCS- Take part in group
bank, chemist’s, library,
shop, on a train). essential information or activities with respect
museum park, post office, and interest and share
‒ Understanding the text's main points.
restaurant supermarket, opinions.
the main
train station. ‒ Identifying basic
information in socio-cultural and SCS- Show respect for
simple, short  Prepositions of place:
your classmates and
socio-linguistic
conversations behind, between, in front of, wait for your turn to
features, specific and
they take part in next to on the corner (of), speak.
meaningful, about
about familiar opposite.
everyday life (habits,
subjects such as,  Numbers over 100 timetables, activities, CCE- Show interest in
for example,
oneself, the
 Prices celebrations), living and respect for the
conditions (housing, culture of English-
family, school, surroundings), speaking countries.
free time, the Sound, accent, rhythm and
interpersonal
description of an intonation patterns: CCE- Take an active
object or a place. - Recognising, contrasting and part in preparing and
friends, school), carrying out artistic
‒ Understanding the correct pronunciation of
behaviour (usual activities in the
the gist of simple, stress in numbers/
gestures, use of voice, classroom.

CONTENTS
well structured, physical contact) and
clear, slowly social conventions AA- Identify, plan and
delivered (politeness) and using apply objectives for
carrying out tasks and
activities.
about familiar acquired about them to
matters or matters understand the text AA- Use tools and
of interest (for properly. resources, such as
example, music, ‒ Distinguishing between dictionaries and
sports, etc.) the function or main grammar books, to
helped by pictures communication solve doubts.
AA- Show an interest in
and with slow, (eg. a request for carrying out self-
clear talking. information, an order, evaluation and
‒ Understanding an offer) and a limited correcting your own
the gist and repertoire of its most mistakes.
distinguishing usual characteristics,
changes in as well as the basic AA- Use basic
comprehension and
subject on discursive models (eg.
expression strategies to
television beginning and end of help carry out tasks.
programmes or conversations, or
other audiovisual narrative plans). SIEE- Look for
material in your information to be able to
area of interest complete your tasks
(eg. interviews individually.
with young people
or known
proactive attitude to
characters about reading texts by
everyday issues; yourself.
for example, what
you like to do in SIEE- Plan and check
your free time) or your work to be able to
in which present it properly.
information about
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about the family. which involve a direct DC
situations.
about yourself, places in the city. them with basic
MSCT- Solve simple
interests and your - Oral interaction giving although there may be
problems connected

CONTENTS
main activities in instructions about how to go to pauses and hesitations with familiar subjects.
daily life; describe somewhere in the city. and repetition may be
your room in a - Assimilating expressions for required, as well as DC - Use ICT to
short, simple asking prices in a shop. paraphrasing and the
learning English.
manner; your interlocutor's
favourite menu; Socio-cultural and socio- cooperation in order to DC - Give short
somebody's linguistic features: keep communication presentations and
appearance or an - Respecting classmates' going. create in English using
object's opinions. ‒ Being familiar with and various formats and
appearance; - Respecting and complying knowing how to use digital tools.
present a subject with classroom rules. basic strategies for
DC- Using ITC for
you are interested - Respecting habits, values and producing very short, starting social
in (your favourite beliefs other than your own. simple oral monologue relationships with pupils
group); say what - Interest in learning about or dialogue texts using, in other countries.
you like and do cultures other than your own: eg., prefabricated
not like and give parks in different parts of the formulas or language SCS- Take part in
your opinion using world. or memorized group activities with
respect and interest
simple expressions, or using
and share opinions.
structures). Communication functions: gestures to back up
‒ Getting by in - Describing places in the city what you want to say. SCS- Show respect for
everyday - Expressing a direction. ‒ Knowing specific and your classmates and
transactions (eg. - Conversations in a shop. meaningful basic wait for your turn to
asking for sociocultural and speak.
something in a Syntactic-discursive contents: sociolinguistic features,
shop and its - there is / there are applying knowledge CCE- Show interest in
price). - some / any about them when and respect for the
‒ Taking part in - Imperatives speaking in the same culture of English-
face-to-face context, respecting the speaking countries.
conversations or Vocabulary: most basic
using technical communicative CCE- Take an active
media (phone,
conventions.
bank, chemist’s, library, carrying out artistic
Skype) making ‒ Fulfilling the text's main activities in the
museum park, post office,
social contact communication classroom.
restaurant supermarket,
(giving thanks, function (eg.
train station. AA- Identify, plan and
greeting, saying congratulation, an
goodbye,  Prepositions of place: exchange of apply objectives for
addressing behind, between, in front of, carrying out tasks and
information, an offer),
activities.
somebody, next to on the corner (of), using a limited
offering opposite. repertoire of the most AA- Use tools and
apologies,  Numbers over 100 frequent characteristics resources, such as
introducing and the basic dictionaries and
yourself, asking  Prices discursive models (eg. grammar books, to
after somebody, greetings and farewells solve doubts.
congratulating Sound, accent, rhythm and in conversations, or a
somebody), intonation patterns: narrative plan drawn in carrying out self-
exchanging - Recognising, contrasting and up point by point). evaluation and
personal the correct pronunciation of ‒ Using basic syntax correcting your own
information and stress in numbers/ structures (eg. linking mistakes.
information about words and groups of
daily matters, words with basic AA- Use basic
comprehension and
expressing connectors such as expression strategies to
feelings, offering "and", "then", "but" and help carry out tasks.
somebody "because") although
something, asking still making basic SIEE- Look for
to borrow mistakes habitually, information to be able
something, eg. verb tenses or in to complete your tasks
meeting up with terms of consistency. individually.
friends or giving ‒ Knowing and using a
instructions (eg. SIEE- Have a positive,
much used, limited oral
how to get repertoire in daily reading texts by

CONTENTS
somewhere using situations about usual, yourself.
‒ Taking part in an connected with SIEE- Plan and check
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

directions and in simple material such as a and specific CT posters and simple
maps.
basic information tourist brochure, a dialogue, a information in texts, in DC
in notes, on signs cultural text, a literary extract. standard language, CC LC- Understand the
and signals in - Identifying the type of text. with often used E general idea and
streets shops, - Predict the contents of the text vocabulary, in which LL specific details about
means of by its title or pictures. the subject and the SIE familiar subjects.
transport, - Deduce the meaning of type of text are highly
cinemas unknown words by their familiar, dealing with LC- Deduce information
from diverse texts
museums, context. everyday subjects or
about subjects of
schools and other - Identifying the subject and matters of immediate interest.
services and contents of each paragraph. need, with the
public places. possibility of re-reading MSCT- Order and
‒ Understanding Socio-cultural and socio- if you have not classify data using
essential linguistic features: understood it, using a appropriate criteria.
information and - Respecting classmates' dictionary and with
finding specific opinions. visual and context MSCT- Solve simple
information in - Respecting and complying support. problems connected
informative with classroom rules. ‒ Knowing and knowing with familiar subjects.

CONTENTS
material such as - Respecting habits, values and how to use the most DC - Use ICT to
menus, beliefs other than your own. appropriate strategies reinforce and support
timetables, - Interest in learning about to understand the gist, learning English.
catalogues, price cultures other than your own: essential information or
DC - Give short
lists, adverts, parks in different parts of the the text's main points. presentations and
phone books, world. ‒ Identifying basic socio- create in English using
publicity, tourist cultural and socio- various formats and
brochures, Communication functions: linguistic features, digital tools.
cultural - Describing places in the city specific and
programmes or - Expressing a direction. meaningful, about DC- Using ITC for
starting social
events. - Conversations in a shop. everyday life (habits,
‒ Understanding timetables, activities, in other countries.
short, simple Syntactic-discursive contents: celebrations), living
correspondence - there is / there are conditions (housing, SCS- Take part in
(SMS, e-mails, - some / any surroundings), group activities with
postcards and - Imperatives interpersonal respect and interest
cards) about relationships (relatives, and share opinions.
familiar subjects Vocabulary: friends, school), social
such as, for conventions
example, oneself,
(politeness) and using
your classmates and
the family, school, the knowledge speak.
free time, the acquired about them to
restaurant supermarket, CCE- Show interest in
description of an understand the text
train station. and respect for the
object or a place, properly.
culture of English-
information about  Prepositions of place: ‒ Distinguishing between speaking countries.
the time and behind, between, in front of, the function or main
place for a next to on the corner (of), communication CCE- Take an active
meeting. opposite. functions of the text part in preparing and
carrying out artistic
‒ Understanding  Numbers over 100 (eg. a request for
activities in the
the gist and the information, an order,
main points of  Prices an offer) and a limited
classroom.
short pieces of repertoire of its most AA- Identify, plan and
news and Chart patterns and spelling usual characteristics, apply objectives for
magazine articles conventions: as well as the basic carrying out tasks and
for young people - Knowing about and correctly discursive models (eg. activities.
which deal with using basic spelling and beginning and end of
familiar subjects punctuation rules when writing conversations, or AA- Use tools and
sentences and texts. resources, such as
dictionaries and
them (sports, ‒ Recognising the main grammar books, to
music groups, meanings associated solve doubts.
computer games). with the main
principles of written AA- Show an interest
evaluation and
correcting your own
for asking for mistakes.
information).
SIEE- Look for
connected with your
experiences, needs to complete your tasks
and interests, and individually.
yourself.
‒ Recognising basic SIEE- Plan and check

CONTENTS
punctuation marks (eg. your work to be able to
frequently used
and identifying the
communication
purposes connected
with them.

(messages,
immediate
SMS) giving your own work: a brochure for things from your daily LC-Write simple stories
thanks, your town or city. life in predictable, and descriptions.
- Respecting and complying MSCT- Solve simple
problems connected
yourself and your with classroom rules. words and sentences with familiar subjects.
surroundings beliefs other than your own. communication DC - Use ICT to
(family, friends, - Interest in learning about functions. reinforce and support
hobbies, daily cultures other than your own: ‒ Find out about specific, learning English.
activities, objects, parks in different parts of the meaningful, basic
world. DC - Give short
presentations and
questions about socio-linguistic create in English using
those subjects. Communication functions: features (eg. various formats and
- Describing places in the city conventions about the digital tools.
- Expressing a direction. start and end of a letter
- Conversations in a shop. to known characters) DC- Using ITC for
and make use of the starting social
Syntactic-discursive contents: knowledge acquired in other countries.
- there is / there are about them in written
- some / any work appropriate to the SCS- Take part in
- Imperatives context, respecting the group activities with
basic norms of respect and interest
politeness. and share opinions.
Vocabulary:
 Places in a town or city: SCS- Show respect for
communication your classmates and
function (eg. wait for your turn to
congratulation, an speak.
restaurant supermarket,
exchange of
train station. CCE- Show interest in
 Prepositions of place: using a limited and respect for the
culture of English-

CONTENTS
behind, between, in front of, repertoire of the most speaking countries.
next to on the corner (of), frequent characteristics
opposite. and the basic CCE- Take an active
 Numbers over 100 discursive models (eg.
greetings and farewells activities in the
 Prices in letters, or a narrative classroom.
plan drawn up point by
Chart patterns and spelling point). AA- Identify, plan and
conventions: ‒ Using basic syntax apply objectives for
- Knowing about and correctly structures (eg. linking carrying out tasks and
using basic spelling and activities.
words and groups of
punctuation rules when writing words with basic AA- Use tools and
sentences and texts. connectors such as resources, such as
"and", "then", "but" and dictionaries and
"because") although grammar books, to
still making basic solve doubts.
mistakes habitually,
terms of consistency. evaluation and
‒ Knowing and using correcting your own
frequent written mistakes.
vocabulary about daily
situations and usual, AA- Use basic
comprehension and
specific subjects
connected with your help carry out tasks.
and needs. SIEE- Look for
‒ Using chart patterns information to be able
and basic punctuation to complete your tasks
conventions to write individually.
words and short
sentences which are
often used in speech reading texts by
reasonably correctly, yourself.
although not
necessarily completely SIEE- Plan and check
correctly. your work to be able to

Unit 5 - IN MY FREE TIME

CONTENTS

interest (games, connected with descriptions of short oral texts with DC
computers, CDs, electronic devices. standard language, SC
‒ Understanding conversations about personal frequently used CC specific information from
public messages habits. vocabulary, enunciated E a short situation from
announcements
LC- Recognise aural
department - Respecting habits, values and immediate need in the
DC - Use ICT to
store). beliefs other than your own. personal, public or
‒ Understanding - Reflect on the values of self- educational areas, with learning English.
what is said in esteem such as things which good acoustic
simple, usual make us happy. conditions and no DC - Give short
transactions - Show an interest in developing distortion of the presentations and
(instructions, social skills such as message, with the create in English using
supporting somebody. possibility of listening various formats and
directions,
digital tools.
requests, to the message again
warnings). Communication functions: or asking for DC- Using ITC for
‒ identifying the - Describing habits and confirmation and with starting social
subject of a activities visual support or a relationships with pupils
predictable - Describing technological clear visual context in other countries.
everyday habits reference.
- Encouraging somebody ‒ Knowing and knowing SCS- Take part in group
conversation activities with respect
which takes place how to use the most and interest and share
in your presence Syntactic-discursive contents: appropriate strategies opinions.
(for example, in a - Present simple to understand the gist,
shop, on a train). - Adverbs of frequency essential information or SCS- Show respect for
‒ Understanding - Present simple (negative and the text's main points. your classmates and
the main questions) ‒ Identifying basic speak.
information in socio-cultural and
simple, short Vocabulary: socio-linguistic
conversations - Free time activities: chat to features, specific and CCE- Show interest in
they take part in friends online, dance, do and respect for the
meaningful, about
about familiar homework, go shopping, hang culture of English-
subjects such as, out with friends, play computer timetables, activities,
for example, games. celebrations), living CCE- Take an active
oneself, the - Electronic devices: e-reader, conditions (housing, part in preparing and
family, school, games console, GPS, surroundings), carrying out artistic
free time, the headphones, laptop, MP3 interpersonal activities in the
description of an player, smartphone, tablet. classroom.
‒ Understanding Sound, accent, rhythm and behaviour (usual apply objectives for
the gist of simple, intonation patterns: gestures, use of voice, carrying out tasks and

CONTENTS
well structured, - Recognising, comparing and physical contact) and activities.
clear, slowly pronouncing the third person social conventions
delivered of the simple present. (politeness) and using AA- Use tools and
resources, such as
dictionaries and
correcting your own
mistakes.
complete your tasks
or known
for example, what
you like to do in
your free time) or
in which
information about
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about the electronic which involve a direct DC
prepared and devices which they use. exchange of SC asked about your
practised, about - Pupils discuss practical issues information in areas of S presentations.
everyday issues connected with the unit. immediate need or CC
or issues which - Expressing agreement or about familiar subjects E LC- Give personal
they are disagreement with classmates' using a neutral, LL information and
interested in opinions. informal register, using SIE information about your
(introducing - Asking for and giving personal simple phrases or
situations.
yourself and information. expressions of
introducing other - Giving / following instructions / frequent use, which LC- Take part in
people; giving directions. are normally used spoken interaction
basic information - Exchanging limited information separately or linking spontaneously.
about yourself, about issues connected with them with basic
your family and personal habits. connectors, even MSCT- Order and
DC - Use ICT to

CONTENTS
main activities in - Debate about the things which pauses and hesitations learning English.
daily life; describe make them happy. and repetition may be
your room in a - Assimilating expressions for required, as well as DC - Give short
presentations and
short, simple encouraging somebody. paraphrasing and the
manner; your interlocutor's various formats and
favourite menu; Socio-cultural and socio- cooperation in order to digital tools.
somebody's linguistic features: keep communication
appearance or an - Respecting classmates' going. DC- Using ITC for
object's opinions. ‒ Being familiar with and starting social
appearance; - Respecting and complying knowing how to use relationships with pupils
in other countries.
you are interested - Respecting habits, values and producing very short, SCS- Take part in
in (your favourite beliefs other than your own. simple oral monologue group activities with
group); say what - Reflect on the values of self- or dialogue texts using, respect and interest
you like and do esteem such as things which eg., prefabricated and share opinions.
not like and give make us happy. formulas or language
your opinion using - Show an interest in developing or memorized SCS- Show respect for
your classmates and
simple social skills such as expressions, or using
structures). supporting somebody. gestures to back up speak.
‒ Getting by in what you want to say.
everyday Communication functions: ‒ Knowing specific and
transactions (eg. - Describing habits and meaningful basic CCE- Show interest in
asking for activities sociocultural and and respect for the
- Describing technological culture of English-
speaking countries.
shop and its habits applying knowledge
price). - Encouraging somebody about them when CCE- Take an active
‒ Taking part in speaking in the same part in preparing and
face-to-face Syntactic-discursive contents: context, respecting the carrying out artistic
conversations or - Present simple most basic activities in the
using technical - Adverbs of frequency communicative classroom.
media (phone, - Present simple (negative and conventions.
Skype) making questions) ‒ Fulfilling the text's main apply objectives for
social contact communication carrying out tasks and
(giving thanks, Vocabulary: function (eg. activities.
greeting, saying - Free time activities: chat to congratulation, an
friends online, dance, do
homework, go shopping, hang information, an offer),
dictionaries and
somebody, out with friends, play computer using a limited grammar books, to
offering games. repertoire of the most solve doubts.
apologies, - Electronic devices: e-reader, frequent characteristics
introducing games console, GPS, and the basic AA- Show an interest
yourself, asking headphones, laptop, MP3 discursive models (eg. in carrying out self-
congratulating correcting your own
in conversations, or a
mistakes.
somebody), Sound, accent, rhythm and narrative plan drawn
exchanging intonation patterns: up point by point). AA- Use basic
personal - Recognising, comparing and ‒ Using basic syntax comprehension and
information and pronouncing the third person structures (eg. linking expression strategies to
information about of the simple present. words and groups of help carry out tasks.

CONTENTS
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

directions and in simple material: an article, a and specific CT posters and simple
maps.
basic information questionnaire, three dialogues information in texts, in DC
in notes, on signs and a story. standard language, CC LC- Understand the
cinemas unknown words by their familiar, dealing with LC- Deduce
information from
diverse texts about
schools and other - Identifying the subject and matters of immediate subjects of interest.
finding specific opinions. visual and context DC - Use ICT to
information in - Respecting and complying support. reinforce and support
informative with classroom rules. ‒ Knowing and knowing learning English.

CONTENTS
material such as - Respecting habits, values and how to use the most DC - Give short
menus, beliefs other than your own. appropriate strategies presentations and
timetables, - Reflect on the values of self- to understand the gist, create in English using
various formats and
catalogues, price esteem such as things which essential information or
digital tools.
lists, adverts, make us happy. the text's main points.
phone books, - Show an interest in developing ‒ Identifying basic socio- DC- Using ITC for
publicity, tourist social skills such as cultural and socio- starting social
brochures, supporting somebody. linguistic features, relationships with pupils
cultural specific and in other countries.
programmes or Communication functions: meaningful, about
SCS- Take part in
events. - Describing habits and everyday life (habits,
‒ Understanding activities timetables, activities, respect and interest
short, simple - Describing technological celebrations), living and share opinions.
correspondence habits conditions (housing,
(SMS, e-mails, - Encouraging somebody surroundings), SCS- Show respect for
postcards and interpersonal your classmates and
speak.
familiar subjects - Present simple friends, school), social
such as, for - Adverbs of frequency conventions CCE- Show interest in
example, oneself, - Present simple (negative and (politeness) and using and respect for the
the family, school, questions) the knowledge culture of English-
free time, the acquired about them to speaking countries.
description of an Vocabulary: understand the text
CCE- Take an active
object or a place, - Free time activities: chat to properly.
information about friends online, dance, do ‒ Distinguishing between carrying out artistic
the time and homework, go shopping, hang the function or main activities in the
place for a out with friends, play computer communication classroom.
meeting. games. functions of the text
‒ Understanding - Electronic devices: e-reader, (eg. a request for AA- Identify, plan and
games console, GPS, carrying out tasks and
main points of headphones, laptop, MP3 an offer) and a limited
activities.
short pieces of player, smartphone, tablet. repertoire of its most
news and usual characteristics, AA- Use tools and
magazine articles Chart patterns and spelling as well as the basic resources, such as
for young people conventions: discursive models (eg. dictionaries and
- Knowing about and correctly
using basic spelling and
or which interest punctuation rules when writing plans).
them (sports, sentences and texts. ‒ Recognising the main in carrying out self-
communication (eg.
AA- Use basic
comprehension and
connected with your

CONTENTS
frequently used
and identifying the
communication
purposes connected
with them.

(messages,
immediate
thanks, of what they do three days of life in predictable, and descriptions.
congratulating the week. familiar situations.
somebody, giving ‒ Find out about and use MSCT- Order and
an invitation, Socio-cultural and socio- basic strategies for classify data using
giving linguistic features: producing very short, appropriate criteria.
instructions, - Respecting classmates' simple written texts,
opinions. DC - Use ICT to
yourself and your - Respecting and complying words and sentences learning English.
immediate with classroom rules. to carry out the desired
surroundings - Respecting habits, values and communication DC - Give short
(family, friends, beliefs other than your own. functions. presentations and
hobbies, daily - Reflect on the values of self- ‒ Find out about specific, create in English using
activities, objects, esteem such as things which meaningful, basic various formats and
make us happy. digital tools.
questions about - Show an interest in developing socio-linguistic DC- Using ITC for
those subjects. social skills such as features (eg. starting social
supporting somebody. conventions about the relationships with pupils
start and end of a letter in other countries.
Communication functions: to known characters)
- Describing habits and and make use of the SCS- Take part in
activities group activities with
- Describing technological about them in written and share opinions.
habits work appropriate to the
- Encouraging somebody context, respecting the SCS- Show respect for
basic norms of your classmates and
Syntactic-discursive contents: politeness. wait for your turn to
- Present simple speak.
- Adverbs of frequency communication CCE- Show interest in
- Present simple (negative and function (eg. and respect for the
questions) congratulation, an culture of English-
exchange of speaking countries.
- Free time activities: chat to

CONTENTS
friends online, dance, do repertoire of the most carrying out artistic
homework, go shopping, hang frequent characteristics activities in the
out with friends, play computer and the basic classroom.
games. discursive models (eg.
- Electronic devices: e-reader, greetings and farewells apply objectives for
games console, GPS, in letters, or a narrative carrying out tasks and
headphones, laptop, MP3 plan drawn up point by activities.
player, smartphone, tablet. point).
‒ Using basic syntax AA- Use tools and
Chart patterns and spelling structures (eg. linking resources, such as
dictionaries and
conventions: words and groups of
grammar books, to
- Knowing about and correctly words with basic solve doubts.
using basic spelling and connectors such as
punctuation rules when writing "and", "then", "but" and AA- Show an interest
sentences and texts. "because") although in carrying out self-
mistakes.
individually.
and needs.
sentences which are
although not
correctly.

Unit 6 - FRIENDS

CONTENTS

‒ Understanding the Comprehension strategies: ‒ Identifying the gist, the LC LC- Understand simple
gist of adverts - Understand the general idea, essential information MS oral messages and
interest (games, connected with friends. short oral texts with DC
etc). conversations about simple structures and S LC- Identify the gist and
‒ Understanding friendship. frequently used CC specific information from
announcements
LC- Recognise aural
department store). - Reflect on the importance of immediate need in the
DC - Use ICT to
‒ Understanding helping friends. personal, public or
what is said in - Interest in finding out about educational areas, with learning English.
simple, usual cultures other than your own: good acoustic
transactions welcoming people from other conditions and no DC - Give short
(instructions, countries. distortion of the presentations and
directions, message, with the create in English using
Communication functions: possibility of listening various formats and
requests,
digital tools.
warnings). - Offering a friend help to the message again
‒ identifying the - Describing people or asking for DC- Using ITC for
subject of a confirmation and with starting social
predictable Syntactic-discursive contents: visual support or a relationships with pupils
everyday - Have / has got (positive, clear visual context in other countries.
conversation negative and questions) reference.
which takes place - Countable and uncountable
in your presence nouns how to use the most and interest and share
(for example, in a appropriate strategies opinions.
shop, on a train). Vocabulary: to understand the gist,
‒ Understanding the - Parts of the body: arm, body, essential information or SCS- Show respect for
main information ear, eye, face foot, hand, leg, the text's main points. your classmates and
in simple, short mouth, nose. ‒ Identifying basic socio- speak.
conversations - Descriptions of people: blue, cultural and socio-
they take part in grey, long, curly, short, black, linguistic features,
about familiar blonde red, brown, wavy, specific and CCE- Show interest in
subjects such as, straight, green. and respect for the
meaningful, about
for example, culture of English-
oneself, the Sound, accent, rhythm and timetables, activities,
family, school, intonation patterns: celebrations), living CCE- Take an active
free time, the - Recognising, contrasting and conditions (housing, part in preparing and
description of an the correct pronunciation of surroundings), carrying out artistic
object or a place. the long vowel sound /eɪ/. interpersonal activities in the
‒ Understanding the classroom.
gist of simple, well friends, school), AA- Identify, plan and
structured, clear, behaviour (usual apply objectives for
slowly delivered gestures, use of voice, carrying out tasks and

CONTENTS
presentations physical contact) and activities.
about familiar social conventions
matters or matters (politeness) and using AA- Use tools and
resources, such as
of interest (for the knowledge
dictionaries and
example, music, acquired about them to grammar books, to solve
sports, etc.) understand the text doubts.
helped by pictures properly.
and illustrations, ‒ Distinguishing between AA- Show an interest in
and with slow, the function or main carrying out self-
clear talking. communication evaluation and
correcting your own
‒ Understanding the functions of the text
mistakes.
gist and (eg. a request for
distinguishing information, an order, AA- Use basic
changes in an offer) and a limited comprehension and
subject on repertoire of its most expression strategies to
television usual characteristics, help carry out tasks.
programmes or as well as the basic
other audiovisual discursive models (eg. SIEE- Look for
material in your beginning and end of
complete your tasks
area of interest conversations, or individually.
(eg. interviews narrative plans).
with young people SIEE- Have a positive,
or known proactive attitude to
for example, what
you like to do in your work to be able to
your free time) or present it properly.
in which
information about
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about friends. which involve a direct DC
situations.
yourself and - Giving / following instructions / expressions of frequent
introducing other directions. use, which are LC- Take part in
people; giving - Exchanging limited information normally used spoken interaction
about yourself, people's appearance. them with basic
DC - Use ICT to
interests and your - Debate about how to help although there may be
main activities in friends. pauses and hesitations learning English.
daily life; describe - Debate in pairs about and repetition may be
your room in a welcoming people from other required, as well as DC - Give short

CONTENTS
short, simple countries. paraphrasing and the presentations and
manner; your interlocutor's create in English using
favourite menu; Socio-cultural and socio- cooperation in order to various formats and
digital tools.
somebody's linguistic features: keep communication
appearance or an - Respecting classmates' going. DC- Using ITC for
object's opinions. ‒ Being familiar with and starting social
appearance; - Respecting and complying knowing how to use relationships with pupils
present a subject with classroom rules. basic strategies for in other countries.
you are interested - Respecting habits, values and producing very short,
in (your favourite beliefs other than your own. simple oral monologue SCS- Take part in
group); say what - Reflect on the importance of or dialogue texts using,
you like and do helping friends. eg., prefabricated and share opinions.
not like and give - Interest in finding out about formulas or language
your opinion using cultures other than your own: or memorized SCS- Show respect for
simple structures). welcoming people from other expressions, or using your classmates and
‒ Getting by in countries. gestures to back up wait for your turn to
everyday what you want to say. speak.
transactions (eg. Communication functions: ‒ Knowing specific and
asking for - Offering a friend help meaningful basic CCE- Show interest in
something in a - Describing people sociocultural and and respect for the
shop and its sociolinguistic features, culture of English-
price). Syntactic-discursive contents: applying knowledge speaking countries.
‒ Taking part in - Have / has got (positive, about them when
CCE- Take an active
face-to-face negative and questions) speaking in the same
conversations or - Countable and uncountable context, respecting the carrying out artistic
using technical nouns most basic activities in the
media (phone, communicative classroom.
Skype) making Vocabulary: conventions.
social contact - Parts of the body: arm, body, ‒ Fulfilling the text's main AA- Identify, plan and
(giving thanks, apply objectives for
ear, eye, face foot, hand, leg, communication
greeting, saying mouth, nose. function (eg. activities.
goodbye, - Descriptions of people: blue, congratulation, an
addressing grey, long, curly, short, black, exchange of AA- Use tools and
somebody, blonde red, brown, wavy, information, an offer), resources, such as
offering apologies, straight, green. using a limited dictionaries and
introducing repertoire of the most grammar books, to
yourself, asking solve doubts.
Sound, accent, rhythm and frequent characteristics
after somebody, intonation patterns: and the basic AA- Show an interest
congratulating - Recognising, contrasting and discursive models (eg. in carrying out self-
somebody), the correct pronunciation of greetings and farewells evaluation and
exchanging the long vowel sound /eɪ/. in conversations, or a correcting your own
personal narrative plan drawn mistakes.
information and up point by point).
information about AA- Use basic
‒ Using basic syntax
comprehension and
daily matters, structures (eg. linking expression strategies to
expressing words and groups of help carry out tasks.
feelings, offering words with basic
somebody connectors such as SIEE- Look for
something, asking "and", "then", "but" and information to be able
to borrow "because") although to complete your tasks
something, still making basic individually.
meeting up with mistakes habitually, eg.
friends or giving verb tenses or in terms proactive attitude to
instructions (eg. of consistency. reading texts by
how to get ‒ Knowing and using a yourself.
somewhere using much used, limited oral
a map). repertoire in daily SIEE- Plan and check
‒ Taking part in an situations about usual, your work to be able to
interview, eg. a specific subjects
medical interview connected with

CONTENTS
naming parts of interests, experiences
the body to say and needs.
what hurts. ‒ Using, in a general
comprehensible
manner, albeit
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

directions and in simple material such as a and specific CT posters and simple
maps.
basic information text, an article, a cultural text, information in texts, in DC
in notes, on signs an extract from a novel. standard language, CC LC- Understand the
cinemas unknown words by their familiar, dealing with LC- Deduce information
from diverse texts
about subjects of
schools and other - Identifying the subject and matters of immediate interest.
material such as - Respecting habits, values and how to use the most
DC - Give short
menus, beliefs other than your own. appropriate strategies
presentations and
timetables, - Reflect on the importance of to understand the gist, create in English using

CONTENTS
catalogues, price helping friends. essential information or various formats and
lists, adverts, - Interest in finding out about the text's main points. digital tools.
phone books, cultures other than your own: ‒ Identifying basic socio-
DC- Using ITC for
publicity, tourist welcoming people from other cultural and socio-
starting social
brochures, countries. linguistic features, relationships with pupils
events. - Offering a friend help everyday life (habits, SCS- Take part in
‒ Understanding - Describing people timetables, activities, group activities with
short, simple celebrations), living respect and interest
and share opinions.
correspondence Syntactic-discursive contents: conditions (housing,
(SMS, e-mails, - Have / has got (positive, surroundings), SCS- Show respect for
postcards and negative and questions) interpersonal your classmates and
cards) about - Countable and uncountable relationships (relatives, wait for your turn to
familiar subjects nouns friends, school), social speak.
such as, for conventions
example, oneself, (politeness) and using CCE- Show interest in
Vocabulary: and respect for the
the family, school, - Parts of the body: arm, body, the knowledge
culture of English-
free time, the ear, eye, face foot, hand, leg, acquired about them to speaking countries.
description of an mouth, nose. understand the text
object or a place, - Descriptions of people: blue, properly. CCE- Take an active
information about grey, long, curly, short, black, ‒ Distinguishing between part in preparing and
the time and place the function or main carrying out artistic
blonde red, brown, wavy,
activities in the
for a meeting. straight, green. communication
classroom.
‒ Understanding the functions of the text
gist and the main Chart patterns and spelling (eg. a request for AA- Identify, plan and
points of short conventions: information, an order, apply objectives for
pieces of news - Knowing about and correctly an offer) and a limited carrying out tasks and
and magazine using basic spelling and repertoire of its most activities.
articles for young punctuation rules when writing usual characteristics,
AA- Use tools and
people which deal sentences and texts. as well as the basic
resources, such as
with familiar discursive models (eg. dictionaries and
subjects or which beginning and end of grammar books, to
interest them conversations, or solve doubts.
(sports, music plans).
groups, computer ‒ Recognising the main AA- Show an interest
games). in carrying out self-
meanings associated
evaluation and
with the main principles correcting your own
of written mistakes.
communication (eg.
interrogative structure AA- Use basic
for asking for comprehension and
information). expression strategies to
repertoire of frequently
SIEE- Look for
connected with your
experiences, needs SIEE- Have a positive,
and interests, and proactive attitude to
reading texts by
yourself.
information in the text. present it properly.
frequently used

CONTENTS
and identifying the
communication
purposes connected
with them.

an e-mail account, write short descriptions, register, in a CC
etc). stories, experiences. reasonably correct way E LC- Write short letters,
(messages, notes,
immediate
postcards, e- - Read and analyse a text to immediate surroundings.
mails, chats or use it as a model when writing surroundings and
thanks, of your best friend. life in predictable, and descriptions.
(family, friends, - Reflect on the importance of functions. presentations and
hobbies, daily helping friends. ‒ Find out about specific, create in English using
activities, objects, - Interest in finding out about meaningful, basic various formats and
cultures other than your own: digital tools.
questions about welcoming people from other socio-linguistic features DC- Using ITC for
those subjects. countries. (eg. conventions about starting social
the start and end of a relationships with pupils
Communication functions: letter to known in other countries.
- Offering a friend help characters) and make
- Describing people use of the knowledge SCS- Take part in
acquired about them in respect and interest
Syntactic-discursive contents: written work and share opinions.
- Have / has got (positive, appropriate to the
negative and questions) context, respecting the SCS- Show respect for
- Countable and uncountable basic norms of your classmates and
nouns politeness. wait for your turn to
speak.
- Parts of the body: arm, body, function (eg. and respect for the
ear, eye, face foot, hand, leg, congratulation, an culture of English-
mouth, nose. exchange of speaking countries.
- Descriptions of people: blue, information, an offer),
grey, long, curly, short, black,
blonde red, brown, wavy, repertoire of the most
straight, green. frequent characteristics activities in the
and the basic classroom.

CONTENTS
Chart patterns and spelling discursive models (eg.
conventions: greetings and farewells AA- Identify, plan and
- Knowing about and correctly in letters, or a narrative apply objectives for
using basic spelling and plan drawn up point by
activities.
punctuation rules when writing point).
sentences and texts. ‒ Using basic syntax AA- Use tools and
structures (eg. linking resources, such as
words and groups of dictionaries and
words with basic grammar books, to
connectors such as solve doubts.
mistakes habitually, eg. correcting your own
verb tenses or in terms mistakes.
of consistency.
AA- Use basic
comprehension and
interests, experiences to complete your tasks
and needs. individually.
‒ Using chart patterns
sentences which are
often used in speech SIEE- Plan and check
reasonably correctly, your work to be able to
although not
correctly.

Unit 7 - SPORTING LIFE

CONTENTS

interest (games, connected with arranging to short oral texts with DC
computers, CDs, meet. standard language, SC
‒ Understanding conversations about sports frequently used CC specific information from
public messages players. vocabulary, enunciated E a short situation from
announcements
LC- Recognise aural
department - Respecting habits, values and immediate need in the
DC - Use ICT to
store). beliefs other than your own. personal, public or
‒ Understanding - Reflect on the importance of educational areas, with learning English.
what is said in sports. good acoustic
simple, usual - Reflect on the values of self- conditions and no DC - Give short
transactions esteem such as organising our distortion of the presentations and
(instructions, daily time. message, with the create in English using
- Show an interest in developing possibility of listening various formats and
directions,
digital tools.
requests, social skills such as being to the message again
warnings). positive. or asking for DC- Using ITC for
‒ identifying the confirmation and with starting social
subject of a Communication functions: visual support or a relationships with pupils
predictable - Describing skills clear visual context in other countries.
everyday - Telling the time reference.
- Describing routines and dates ‒ Knowing and knowing SCS- Take part in group
which takes place - Giving suggestions how to use the most and interest and share
in your presence appropriate strategies opinions.
(for example, in a Syntactic-discursive contents: to understand the gist,
shop, on a train). - Can (ability) essential information or SCS- Show respect for
‒ Understanding - Prepositions of time the text's main points. your classmates and
the main ‒ Identifying basic speak.
information in Vocabulary: socio-cultural and
simple, short - Sports: cycle, do tae kwon socio-linguistic
conversations do, go surfing, ice-skate, play features, specific and CCE- Show interest in
they take part in basketball, play tennis, play and respect for the
meaningful, about
about familiar volleyball, snowboard. culture of English-
subjects such as, - The time: It’s three o’clock, timetables, activities,
for example, It’s half past eight. It’s quarter celebrations), living CCE- Take an active
oneself, the past ten, It’s quarter to one. conditions (housing, part in preparing and
family, school, - Months and seasons surroundings), carrying out artistic
free time, the - Ordinal numbers. interpersonal activities in the
object or a place. Sound, accent, rhythm and friends, school), AA- Identify, plan and
‒ Understanding intonation patterns: behaviour (usual apply objectives for
the gist of simple, - Recognising, contrasting and gestures, use of voice, carrying out tasks and

CONTENTS
well structured, the correct pronunciation of physical contact) and activities.
clear, slowly the long vowel sound /ɔː/. social conventions
resources, such as
dictionaries and
correcting your own
mistakes.
complete your tasks
or known
for example, what
you like to do in
your free time) or
in which
information about
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about sports and which involve a direct DC
prepared and sports players. exchange of SC asked about your
situations.
basic information - Exchanging limited separately or linking spontaneously.
about yourself, information. them with basic
your class; talking and experiences, and the though the classify data using
about your times they carry out their daily pronunciation may not appropriate criteria.
hobbies and activities. always be clear,
DC - Use ICT to
interests and your - Using descriptive language to although there may be

CONTENTS
main activities in make short statements. pauses and hesitations learning English.
daily life; describe - Describing your skills. and repetition may be
your room in a - Assimilating expressions for required, as well as DC - Give short
presentations and
short, simple making suggestions. paraphrasing and the
manner; your - Role play of conversations interlocutor's various formats and
favourite menu; with examples of how to be cooperation in order to digital tools.
somebody's positive. keep communication
appearance or an - Oral presentation about going. DC- Using ITC for
object's important dates in your life. ‒ Being familiar with and starting social
appearance; knowing how to use relationships with pupils
in other countries.
present a subject Socio-cultural and socio- basic strategies for
you are interested linguistic features: producing very short, SCS- Take part in
in (your favourite - Respecting classmates' simple oral monologue group activities with
group); say what opinions. or dialogue texts using, respect and interest
you like and do - Respecting and complying eg., prefabricated and share opinions.
not like and give with classroom rules. formulas or language
your opinion using - Respecting habits, values and or memorized SCS- Show respect for
your classmates and
simple beliefs other than your own. expressions, or using
structures). - Reflect on the importance of gestures to back up speak.
‒ Getting by in sports. what you want to say.
everyday - Reflect on the values of self- ‒ Knowing specific and
transactions (eg. esteem such as organising our meaningful basic CCE- Show interest in
asking for daily time. sociocultural and and respect for the
- Show an interest in developing culture of English-
speaking countries.
shop and its social skills such as being applying knowledge
price). positive. about them when CCE- Take an active
face-to-face Communication functions: context, respecting the carrying out artistic
conversations or - Describing skills most basic activities in the
using technical - Telling the time communicative classroom.
media (phone, - Describing routines and dates conventions.
Skype) making - Giving suggestions ‒ Fulfilling the text's main apply objectives for
(giving thanks, Syntactic-discursive contents: function (eg. activities.
greeting, saying - Can (ability) congratulation, an
goodbye, - Prepositions of time exchange of AA- Use tools and
dictionaries and
somebody, Vocabulary: using a limited grammar books, to
offering - Sports: cycle, do tae kwon repertoire of the most solve doubts.
apologies, do, go surfing, ice-skate, play frequent characteristics
introducing basketball, play tennis, play and the basic AA- Show an interest
yourself, asking volleyball, snowboard. discursive models (eg. in carrying out self-
- The time: It’s three o’clock,
It’s half past eight. It’s quarter in conversations, or a
mistakes.
somebody), past ten, It’s quarter to one. narrative plan drawn
exchanging - Months and seasons up point by point). AA- Use basic
personal - Ordinal numbers. ‒ Using basic syntax comprehension and
daily matters, intonation patterns: words with basic
the correct pronunciation of "and", "then", "but" and
somebody the long vowel sound /ɔː/. "because") although individually.

CONTENTS
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

directions and in simple material: two articles, and specific CT posters and simple
maps.
basic information three dialogues, a story. information in texts, in DC
information from
diverse texts about
public places. Socio-cultural and socio- possibility of re-reading
MSCT- Order and
‒ Understanding linguistic features: if you have not
classify data using
finding specific - Respecting and complying visual and context DC - Use ICT to
information in with classroom rules. support. reinforce and support
informative - Respecting habits, values and ‒ Knowing and knowing learning English.

CONTENTS
material such as beliefs other than your own. how to use the most DC - Give short
menus, - Reflect on the importance of appropriate strategies presentations and
timetables, sports. to understand the gist, create in English using
various formats and
catalogues, price - Reflect on the values of self- essential information or
digital tools.
lists, adverts, esteem such as organising our the text's main points.
phone books, daily time. ‒ Identifying basic socio- DC- Using ITC for
publicity, tourist - Show an interest in developing cultural and socio- starting social
brochures, social skills such as being linguistic features, relationships with pupils
cultural positive. specific and in other countries.
programmes or meaningful, about
SCS- Take part in
events. Communication functions: everyday life (habits,
‒ Understanding - Describing skills timetables, activities, respect and interest
short, simple - Telling the time celebrations), living and share opinions.
correspondence - Describing routines and dates conditions (housing,
(SMS, e-mails, - Giving suggestions surroundings), SCS- Show respect for
speak.
familiar subjects - Can (ability) friends, school), social
such as, for - Prepositions of time conventions CCE- Show interest in
example, oneself, (politeness) and using and respect for the
the family, school, Vocabulary: the knowledge culture of English-
free time, the - Sports: cycle, do tae kwon acquired about them to speaking countries.
description of an do, go surfing, ice-skate, play understand the text
CCE- Take an active
object or a place, basketball, play tennis, play properly.
information about volleyball, snowboard. ‒ Distinguishing between carrying out artistic
the time and - The time: It’s three o’clock, the function or main activities in the
place for a It’s half past eight. It’s quarter communication classroom.
meeting. past ten, It’s quarter to one. functions of the text
‒ Understanding - Months and seasons (eg. a request for AA- Identify, plan and
- Ordinal numbers. carrying out tasks and
main points of an offer) and a limited
activities.
short pieces of Chart patterns and spelling repertoire of its most
news and conventions: usual characteristics, AA- Use tools and
magazine articles - Knowing about and correctly as well as the basic resources, such as
for young people using basic spelling and discursive models (eg. dictionaries and
punctuation rules when writing
communication (eg.
AA- Use basic
comprehension and
connected with your

CONTENTS
frequently used
and identifying the
communication
purposes connected
with them.

(messages,
immediate
SMS) giving your own work: a text about things from your daily LC-Write simple stories
thanks, your favourite sports player. life in predictable, and descriptions.
(family, friends, - Reflect on the importance of functions. presentations and
hobbies, daily sports. ‒ Find out about specific, create in English using
activities, objects, - Reflect on the values of self- meaningful, basic various formats and
esteem such as organising our digital tools.
questions about daily time. socio-linguistic DC- Using ITC for
those subjects. - Show an interest in developing features (eg. starting social
social skills such as being conventions about the relationships with pupils
positive. start and end of a letter in other countries.
to known characters)
Communication functions: and make use of the SCS- Take part in
- Describing skills group activities with
- Telling the time about them in written and share opinions.
- Describing routines and dates work appropriate to the
- Giving suggestions context, respecting the SCS- Show respect for
Syntactic-discursive contents: politeness. wait for your turn to
- Can (ability) speak.
- Prepositions of time communication CCE- Show interest in
function (eg. and respect for the
Vocabulary: congratulation, an culture of English-
- Sports: cycle, do tae kwon exchange of speaking countries.
do, go surfing, ice-skate, play information, an offer),
basketball, play tennis, play

CONTENTS
volleyball, snowboard. repertoire of the most carrying out artistic
- The time: It’s three o’clock, frequent characteristics activities in the
It’s half past eight. It’s quarter and the basic classroom.
past ten, It’s quarter to one. discursive models (eg.
- Months and seasons greetings and farewells apply objectives for
- Ordinal numbers. in letters, or a narrative carrying out tasks and
plan drawn up point by activities.
Chart patterns and spelling point).
conventions: ‒ Using basic syntax AA- Use tools and
- Knowing about and correctly structures (eg. linking resources, such as
dictionaries and
using basic spelling and words and groups of
grammar books, to
punctuation rules when writing words with basic solve doubts.
sentences and texts. connectors such as
mistakes.
individually.
and needs.
sentences which are
although not
correctly.

Unit 8 - DANCE TO THE MUSIC

CONTENTS

interest (games, connected with dances. short oral texts with DC
etc). conversations about personal simple structures and S LC- Identify the gist and
‒ Understanding tastes. frequently used CC specific information from
announcements
LC- Recognise aural
department - Interest in finding out about immediate need in the
DC - Use ICT to
store). cultural matters: positive and personal, public or
‒ Understanding negative facets to musical educational areas, with learning English.
what is said in instruments from different good acoustic
simple, usual countries. conditions and no DC - Give short
transactions distortion of the presentations and
(instructions, Communication functions: message, with the create in English using
- Describing music and feelings possibility of listening various formats and
directions,
digital tools.
requests, - Describing a scene to the message again
warnings). - Expressing personal tastes or asking for DC- Using ITC for
subject of a Syntactic-discursive contents: visual support or a relationships with pupils
predictable - Present continuous clear visual context in other countries.
everyday - Like/ don’t like + -ing reference.
which takes place Vocabulary: how to use the most and interest and share
in your presence - Clothes: a dress, a coat, appropriate strategies opinions.
(for example, in a jeans, a jumper, a shirt, shoes, to understand the gist,
shop, on a train). shorts, a skirt, socks, a T-shirt, essential information or SCS- Show respect for
‒ Understanding trainers, trousers. the text's main points. your classmates and
the main ‒ Identifying basic speak.
information in Sound, accent, rhythm and socio-cultural and
simple, short intonation patterns: socio-linguistic
conversations - Recognising, contrasting and features, specific and CCE- Show interest in
they take part in the correct pronunciation and and respect for the
meaningful, about
about familiar intonation of lists of words. culture of English-
subjects such as, timetables, activities,
for example, celebrations), living CCE- Take an active
oneself, the conditions (housing, part in preparing and
family, school, surroundings), carrying out artistic
free time, the interpersonal activities in the

CONTENTS
resources, such as
dictionaries and
correcting your own
mistakes.
complete your tasks
or known
for example, what
you like to do in
your free time) or
in which
information about
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about musical which involve a direct DC
prepared and instruments. exchange of SC asked about your
situations.
your family and sports and feelings. connectors, even MSCT- Order and
DC - Use ICT to

CONTENTS
main activities in - Explaining feelings caused by pauses and hesitations learning English.
daily life; describe music. and repetition may be
your room in a - Expressing tastes in clothes. required, as well as DC - Give short
presentations and
short, simple paraphrasing and the
manner; your Socio-cultural and socio- interlocutor's various formats and
favourite menu; linguistic features: cooperation in order to digital tools.
somebody's - Respecting classmates' keep communication
appearance or an opinions. going. DC- Using ITC for
object's - Respecting and complying ‒ Being familiar with and starting social
appearance; with classroom rules. knowing how to use relationships with pupils
in other countries.
present a subject - Respecting habits, values and basic strategies for
you are interested beliefs other than your own. producing very short, SCS- Take part in
in (your favourite - Interest in finding out about simple oral monologue group activities with
group); say what cultural matters: positive and or dialogue texts using, respect and interest
you like and do negative facets to musical eg., prefabricated and share opinions.
not like and give instruments from different formulas or language
your opinion using countries. or memorized SCS- Show respect for
your classmates and
simple expressions, or using
structures). Communication functions: gestures to back up speak.
‒ Getting by in - Describing music and feelings what you want to say.
everyday - Describing a scene ‒ Knowing specific and
transactions (eg. - Expressing personal tastes meaningful basic CCE- Show interest in
asking for sociocultural and and respect for the
culture of English-
something in a Syntactic-discursive contents: sociolinguistic features,
speaking countries.
shop and its - Present continuous applying knowledge
price). - Like/ don’t like + -ing about them when CCE- Take an active
face-to-face Vocabulary: context, respecting the carrying out artistic
conversations or - Clothes: a dress, a coat, most basic activities in the
using technical communicative classroom.
jeans, a jumper, a shirt, shoes,
media (phone, shorts, a skirt, socks, a T-shirt, conventions.
Skype) making trainers, trousers. ‒ Fulfilling the text's main apply objectives for
(giving thanks, Sound, accent, rhythm and function (eg. activities.
greeting, saying intonation patterns: congratulation, an
- Recognising, contrasting and resources, such as
addressing the correct pronunciation and information, an offer),
dictionaries and
somebody, intonation of lists of words. using a limited grammar books, to
offering repertoire of the most solve doubts.
apologies, frequent characteristics
introducing and the basic AA- Show an interest
in conversations, or a
mistakes.
exchanging up point by point). AA- Use basic

CONTENTS
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

directions and in simple material such as and specific CT posters and simple
maps.
basic information various Tweets, a dialogue, a information in texts, in DC
in notes, on signs cultural text and an extract standard language, CC LC- Understand the
and signals in from a novel. with often used E general idea and
streets shops, - Identifying the type of text. vocabulary, in which LL specific details about
means of - Predict the contents of the text the subject and the SIE familiar subjects.
transport, by its title or pictures. type of text are highly
cinemas - Deduce the meaning of familiar, dealing with LC- Deduce
information from
museums, unknown words by their everyday subjects or
diverse texts about
schools and other context. matters of immediate subjects of interest.
services and - Identifying the subject and need, with the
public places. contents of each paragraph. possibility of re-reading
MSCT- Order and
‒ Understanding if you have not
classify data using
essential Socio-cultural and socio- understood it, using a appropriate criteria.
information and linguistic features: dictionary and with
finding specific - Respecting classmates' visual and context DC - Use ICT to
information in opinions. support. reinforce and support
informative - Respecting and complying ‒ Knowing and knowing learning English.

CONTENTS
material such as with classroom rules. how to use the most DC - Give short
menus, - Respecting habits, values and appropriate strategies presentations and
timetables, beliefs other than your own. to understand the gist, create in English using
various formats and
catalogues, price - Interest in finding out about essential information or
digital tools.
lists, adverts, cultural matters: positive and the text's main points.
phone books, negative facets to musical ‒ Identifying basic socio- DC- Using ITC for
publicity, tourist instruments from different cultural and socio- starting social
brochures, countries. linguistic features, relationships with pupils
SCS- Take part in
events. - Describing music and feelings everyday life (habits,
‒ Understanding - Describing a scene timetables, activities, respect and interest
short, simple - Expressing personal tastes celebrations), living and share opinions.
correspondence conditions (housing,
(SMS, e-mails, Syntactic-discursive contents: surroundings), SCS- Show respect for
postcards and - Present continuous interpersonal your classmates and
- Like/ don’t like + -ing
speak.
familiar subjects friends, school), social
such as, for Vocabulary: conventions CCE- Show interest in
example, oneself, - Clothes: a dress, a coat, (politeness) and using and respect for the
the family, school, jeans, a jumper, a shirt, shoes, the knowledge culture of English-
free time, the shorts, a skirt, socks, a T-shirt, acquired about them to speaking countries.
description of an trainers, trousers. understand the text
CCE- Take an active
information about Chart patterns and spelling ‒ Distinguishing between carrying out artistic
the time and conventions: the function or main activities in the
place for a - Knowing about and correctly communication classroom.
meeting. using basic spelling and functions of the text
‒ Understanding punctuation rules when writing (eg. a request for AA- Identify, plan and
sentences and texts. carrying out tasks and
main points of an offer) and a limited
activities.
short pieces of repertoire of its most
news and usual characteristics, AA- Use tools and
magazine articles as well as the basic resources, such as
for young people discursive models (eg. dictionaries and
communication (eg.
AA- Use basic
comprehension and
connected with your

CONTENTS
frequently used
and identifying the
communication
purposes connected
with them.

(messages,
immediate
SMS) giving your own work: three Tweets things from your daily LC-Write simple stories
thanks, describing a situation. life in predictable, and descriptions.
(family, friends, - Interest in finding out about functions. presentations and
hobbies, daily cultural matters: positive and ‒ Find out about specific, create in English using
activities, objects, negative facets to musical meaningful, basic various formats and
instruments from different digital tools.
questions about countries. socio-linguistic DC- Using ITC for
those subjects. features (eg. starting social
Communication functions: conventions about the relationships with pupils
- Describing music and feelings start and end of a letter in other countries.
- Describing a scene to known characters)
- Expressing personal tastes and make use of the SCS- Take part in
Syntactic-discursive contents: about them in written and share opinions.
- Present continuous work appropriate to the
- Like/ don’t like + -ing context, respecting the SCS- Show respect for
politeness. wait for your turn to
Vocabulary:
speak.
- Clothes: a dress, a coat, ‒ Fulfilling the text's main
jeans, a jumper, a shirt, shoes, communication CCE- Show interest in
shorts, a skirt, socks, a T-shirt, function (eg. and respect for the
trainers, trousers. congratulation, an culture of English-
exchange of speaking countries.
Chart patterns and spelling information, an offer),
conventions:

CONTENTS
- Knowing about and correctly repertoire of the most carrying out artistic
using basic spelling and frequent characteristics activities in the
punctuation rules when writing and the basic classroom.
sentences and texts. discursive models (eg.
greetings and farewells apply objectives for
in letters, or a narrative carrying out tasks and
plan drawn up point by activities.
point).
‒ Using basic syntax AA- Use tools and
structures (eg. linking resources, such as
dictionaries and
words and groups of
grammar books, to
connectors such as
mistakes.
individually.
and needs.
sentences which are
although not
correctly.

Unit 9 - WOULD YOU LIKE A DESSERT?

CONTENTS

interest (games, connected with music. short oral texts with DC
computers, CDs, - Understanding interaction in standard language, SC
etc). conversations offering and simple structures and S LC- Identify the gist and
‒ Understanding asking for help. frequently used CC specific information from
recordings (listening, photo read live or using SI of the oral text.
announcements
which contain story, video). technical resources, E
LC- Recognise aural
instructions, about specific, usual items such as accent,
store). - Reflect on the importance of personal, public or
‒ Understanding asking for things politely. educational areas, with practices.
what is said in - Reflect on the values of self- good acoustic
simple, usual esteem such as knowing what conditions and no DC - Use ICT to
transactions we eat. distortion of the reinforce and support
(instructions, - Show an interest in developing message, with the learning English.
directions, social skills such as thinking possibility of listening
DC - Give short
requests, about others. to the message again
presentations and
warnings). or asking for create in English using
‒ identifying the Communication functions: confirmation and with various formats and
subject of a - Describing food and eating visual support or a digital tools.
predictable habits clear visual context
- Expressing obligation reference. DC- Using ITC for
everyday
- Expressing requests and ‒ Knowing and knowing starting social
conversation relationships with pupils
which takes place offers politely how to use the most in other countries.
in your presence - Asking for and offering help appropriate strategies
(for example, in a to understand the gist, SCS- Take part in group
shop, on a train). Syntactic-discursive contents: essential information or activities with respect
‒ Understanding - must / mustn’t the text's main points. and interest and share
opinions.
the main - can (asking for permission) ‒ Identifying basic
information in - I’d like... / Would you like...?
socio-cultural and SCS- Show respect for
simple, short socio-linguistic your classmates and
conversations Vocabulary: features, specific and wait for your turn to
they take part in - Food and drink: coffee, speak.
meaningful, about
about familiar potato, tea, banana, orange, everyday life (habits,
subjects such as, burger, carrot, chicken, beef, timetables, activities, CCE- Show interest in
for example, milk, strawberry, apple, celebrations), living and respect for the
oneself, the pepper, lamb, bread, butter, conditions (housing, culture of English-
family, school, cereal, egg, fruit, honey, jam, surroundings), speaking countries.
free time, the toast, yoghurt. interpersonal
description of an - Daily food: breakfast, lunch, CCE- Take an active
object or a place. dinner. part in preparing and
friends, school), carrying out artistic
‒ Understanding behaviour (usual activities in the
the gist of simple, Sound, accent, rhythm and gestures, use of voice, classroom.

CONTENTS
clear, slowly intonation patterns: social conventions AA- Identify, plan and
presentations correct pronunciation of the knowledge
activities.
about familiar intonation when there are two acquired about them to
matters or matters options. understand the text AA- Use tools and
comprehension and
with young people
or known
for example, what
information about
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about food and which involve a direct DC
prepared and eating habits. exchange of SC asked about your
situations.
your family and obligations. connectors, even MSCT- Order and

CONTENTS
main activities in - Role play asking for or offering pauses and hesitations practices.
daily life; describe things politely in a commercial and repetition may be
your room in a establishment. required, as well as DC - Use ICT to
short, simple - Assimilating expressions for paraphrasing and the
learning English.
manner; your offering and asking for help. interlocutor's
favourite menu; cooperation in order to DC - Give short
somebody's Socio-cultural and socio- keep communication presentations and
appearance or an linguistic features: going. create in English using
object's - Respecting classmates' ‒ Being familiar with and various formats and
appearance; opinions. knowing how to use digital tools.
present a subject - Respecting and complying basic strategies for
DC- Using ITC for
you are interested with classroom rules. producing very short, starting social
in (your favourite - Respecting habits, values and simple oral monologue relationships with pupils
group); say what beliefs other than your own. or dialogue texts using, in other countries.
you like and do - Reflect on the importance of eg., prefabricated
not like and give asking for things politely. formulas or language SCS- Take part in
your opinion using - Reflect on the values of self- or memorized group activities with
simple esteem such as knowing what expressions, or using
and share opinions.
structures). we eat. gestures to back up
‒ Getting by in - Show an interest in developing what you want to say. SCS- Show respect for
everyday social skills such as thinking ‒ Knowing specific and your classmates and
transactions (eg. about others. meaningful basic wait for your turn to
asking for sociocultural and speak.
something in a Communication functions: sociolinguistic features,
shop and its - Describing food and eating applying knowledge CCE- Show interest in
price). habits about them when and respect for the
‒ Taking part in - Expressing obligation speaking in the same culture of English-
face-to-face - Expressing requests and context, respecting the speaking countries.
conversations or offers politely most basic
using technical - Asking for and offering help communicative CCE- Take an active
Skype) making Syntactic-discursive contents: ‒ Fulfilling the text's main activities in the
social contact - must / mustn’t communication classroom.
(giving thanks, - can (asking for permission) function (eg.
greeting, saying - I’d like... / Would you like...? congratulation, an AA- Identify, plan and
goodbye, exchange of apply objectives for
addressing carrying out tasks and
activities.
somebody, - Food and drink: coffee, using a limited
offering potato, tea, banana, orange, repertoire of the most AA- Use tools and
apologies, burger, carrot, chicken, beef, frequent characteristics resources, such as
introducing milk, strawberry, apple, and the basic dictionaries and
yourself, asking pepper, lamb, bread, butter, discursive models (eg. grammar books, to
cereal, egg, fruit, honey, jam,
congratulating toast, yoghurt. in conversations, or a
somebody), - Daily food: breakfast, lunch, narrative plan drawn in carrying out self-
exchanging dinner. up point by point). evaluation and
personal ‒ Using basic syntax correcting your own
information and Sound, accent, rhythm and structures (eg. linking mistakes.
information about intonation patterns: words and groups of
- Recognising, contrasting and comprehension and
expressing correct pronunciation of connectors such as expression strategies to
feelings, offering intonation when there are two "and", "then", "but" and help carry out tasks.
somebody options. "because") although

CONTENTS
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

directions and in simple material: a menus, and specific CT posters and simple
maps.
basic information various dialogues, an article information in very DC
in notes, on signs and a story. short, simple texts, in CC LC- Understand the
and signals in - Identifying the type of text. standard language, E general idea and
streets shops, - Predict the contents of the text with often used LL specific details about
means of by its title or pictures. vocabulary, in which SIE familiar subjects.
transport, - Deduce the meaning of the subject and the
cinemas unknown words by their type of text are highly LC- Deduce
information from
museums, context. familiar, dealing with
diverse texts about
schools and other - Identifying the subject and everyday subjects or subjects of interest.
services and contents of each paragraph. matters of immediate
public places. need, with the
MSCT- Order and
‒ Understanding Socio-cultural and socio- possibility of re-reading
classify data using
essential linguistic features: if you have not appropriate criteria.
information and - Respecting classmates' understood it, using a
finding specific opinions. dictionary and with MSCT- Be familiar with
information in - Respecting and complying visual and context and follow healthy living
informative with classroom rules. support. practices.

CONTENTS
material such as - Respecting habits, values and ‒ Knowing and knowing DC - Use ICT to
menus, beliefs other than your own. how to use the most reinforce and support
timetables, - Reflect on the importance of appropriate strategies learning English.
catalogues, price asking for things politely. to understand the gist,
DC - Give short
lists, adverts, - Reflect on the values of self- essential information or presentations and
phone books, esteem such as knowing what the text's main points. create in English using
publicity, tourist we eat. ‒ Identifying basic socio- various formats and
brochures, - Show an interest in developing cultural and socio- digital tools.
cultural social skills such as thinking linguistic features,
programmes or about others. DC- Using ITC for
specific and
starting social
events. meaningful, about relationships with pupils
‒ Understanding Communication functions: everyday life (habits, in other countries.
short, simple - Describing food and eating timetables, activities,
correspondence habits celebrations), living SCS- Take part in
(SMS, e-mails, - Expressing obligation conditions (housing, group activities with
postcards and - Expressing requests and surroundings), respect and interest
cards) about offers politely and share opinions.
interpersonal
familiar subjects - Asking for and offering help relationships (relatives, SCS- Show respect for
such as, for friends, school), social your classmates and
example, oneself, Syntactic-discursive contents: conventions wait for your turn to
the family, school, - must / mustn’t (politeness) and using speak.
free time, the - can (asking for permission) the knowledge
description of an - I’d like... / Would you like...? acquired about them to CCE- Show interest in
and respect for the
object or a place, understand the text
culture of English-
information about Vocabulary: properly. speaking countries.
the time and - Food and drink: coffee, ‒ Distinguishing between
place for a potato, tea, banana, orange, the function or main CCE- Take an active
meeting. burger, carrot, chicken, beef, communication part in preparing and
‒ Understanding milk, strawberry, apple, functions of the text carrying out artistic
the gist and the activities in the
pepper, lamb, bread, butter, (eg. a request for
classroom.
main points of cereal, egg, fruit, honey, jam, information, an order,
short pieces of toast, yoghurt. an offer) and a limited AA- Identify, plan and
news and - Daily food: breakfast, lunch, repertoire of its most apply objectives for
magazine articles dinner. usual characteristics, carrying out tasks and
for young people as well as the basic activities.
which deal with Chart patterns and spelling discursive models (eg.
familiar subjects AA- Use tools and
conventions: beginning and end of
resources, such as
or which interest - Knowing about and correctly conversations, or dictionaries and
them (sports, using basic spelling and plans). grammar books, to
music groups, punctuation rules when writing ‒ Recognising the main solve doubts.
computer games). sentences and texts. meanings associated
with the main AA- Show an interest
principles of written in carrying out self-
evaluation and
communication (eg.
correcting your own
interrogative structure mistakes.
for asking for
information). AA- Use basic
‒ Recognising a limited comprehension and
repertoire of frequently expression strategies to
used vocabulary about
very day situations and
SIEE- Look for
connected with your to complete your tasks
experiences, needs individually.
and interests, and
inferring the probably SIEE- Have a positive,
meanings of words and proactive attitude to
expressions from the reading texts by
yourself.
context and other
information in the text. SIEE- Plan and check

CONTENTS
‒ Recognising basic your work to be able to
punctuation marks (eg. present it properly.
frequently used
and identifying the
communication
purposes connected
with them.

(messages,
immediate
SMS) giving your own work: a menu for things from your daily LC-Write simple stories
thanks, your classmate. life in predictable, and descriptions.
- Respecting and complying MSCT- Be familiar with
yourself and your with classroom rules. words and sentences practices.
(family, friends, - Reflect on the importance of functions. reinforce and support
hobbies, daily asking for things politely. ‒ Find out about specific, learning English.
activities, objects, - Reflect on the values of self- meaningful, basic
esteem such as knowing what DC - Give short
presentations and
questions about we eat. socio-linguistic create in English using
those subjects. - Show an interest in developing features (eg. various formats and
social skills such as thinking conventions about the digital tools.
about others. start and end of a letter
to known characters) DC- Using ITC for
Communication functions: and make use of the starting social
- Describing food and eating relationships with pupils
knowledge acquired in other countries.
habits about them in written
- Expressing obligation work appropriate to the SCS- Take part in
- Expressing requests and context, respecting the group activities with
offers politely basic norms of respect and interest
- Asking for and offering help politeness. and share opinions.
Syntactic-discursive contents: communication your classmates and
- must / mustn’t function (eg. wait for your turn to
- can (asking for permission) congratulation, an speak.
- I’d like... / Would you like...? exchange of
information, an offer), CCE- Show interest in

CONTENTS
using a limited and respect for the
Vocabulary: repertoire of the most culture of English-
frequent characteristics speaking countries.
- Food and drink: coffee,
potato, tea, banana, orange, and the basic
CCE- Take an active
burger, carrot, chicken, beef, discursive models (eg. part in preparing and
milk, strawberry, apple, greetings and farewells carrying out artistic
pepper, lamb, bread, butter, in letters, or a narrative activities in the
cereal, egg, fruit, honey, jam, plan drawn up point by classroom.
toast, yoghurt. point).
‒ Using basic syntax AA- Identify, plan and
- Daily food: breakfast, lunch,
dinner. structures (eg. linking
words and groups of activities.
Chart patterns and spelling words with basic
conventions: connectors such as AA- Use tools and
- Knowing about and correctly "and", "then", "but" and resources, such as
using basic spelling and "because") although dictionaries and
still making basic grammar books, to
solve doubts.
sentences and texts. mistakes habitually,
eg. verb tenses or in AA- Show an interest
terms of consistency. in carrying out self-
‒ Knowing and using evaluation and
frequent written correcting your own
vocabulary about daily mistakes.
AA- Use basic
specific subjects comprehension and
connected with your expression strategies to
interests, experiences help carry out tasks.
and needs.
‒ Using chart patterns SIEE- Look for
and basic punctuation information to be able
conventions to write to complete your tasks
individually.
words and short
sentences which are SIEE- Have a positive,
often used in speech proactive attitude to
reasonably correctly, reading texts by
although not yourself.
correctly. SIEE- Plan and check

Unit 10 - HIGH FLYERS

CONTENTS

the gist of adverts - Understand interaction in essential information MS oral messages and
about products of conversations about last and main points in very CT instructions and
interest (games, weekend. short oral texts with DC
computers, CDs, - Understand and extract the standard language, SC
etc). main information from simple structures and S LC- Identify the gist and
‒ Understanding recordings (listening). frequently used CC specific information from
public messages vocabulary, enunciated E a short situation from
and Socio-cultural and socio- with clarity and slowly, LL repeated visualisations
linguistic features: read live or using SI of the oral text.
announcements
which contain - Respecting classmates' technical resources, E
LC- Recognise aural
instructions, opinions. about specific, usual items such as accent,
directions or other - Respecting and complying subjects connected rhythm and correct
types of with classroom rules. with personal intonation in familiar and
information (for - Respecting habits, values and experiences, needs varied contexts.
example, beliefs other than your own. and interests in
numbers, prices, - Interest in and reflection on predictable daily MSCT- Order and
timetables at a appreciating other cultures. contexts or connected classify data using
station or at a - Interest in finding out about with areas of appropriate criteria.
department cultural matters such as some immediate need in the
DC - Use ICT to
store). famous statues in different personal, public or
‒ Understanding parts of the world. educational areas, with learning English.
what is said in good acoustic
simple, usual Communication functions: conditions and no DC - Give short
transactions - Expressing achievements distortion of the presentations and
(instructions, - Talking about the past message, with the create in English using
- Requesting information about possibility of listening various formats and
directions,
digital tools.
requests, the past to the message again
warnings). - Describing the weather or asking for DC- Using ITC for
subject of a Syntactic-discursive contents: visual support or a relationships with pupils
predictable - Past simple: was / wasn’t; clear visual context in other countries.
everyday were / weren’t;there was / reference.
conversation were
which takes place - Past simple: Was he...? / how to use the most and interest and share
in your presence Were you...? appropriate strategies opinions.
(for example, in a - Past simple (regular verbs) to understand the gist,
shop, on a train). essential information or SCS- Show respect for
‒ Understanding Vocabulary: the text's main points. your classmates and
the main - Expressions about the past ‒ Identifying basic speak.
information in in, at, last and yesterday. socio-cultural and
simple, short - Revise the weather: It’s socio-linguistic
conversations raining, It’s sunny, It’s windy. features, specific and CCE- Show interest in
they take part in It’s cloudy, It’s snowing, It’s and respect for the
meaningful, about
about familiar hot. It’s cold, It’s warm. culture of English-
subjects such as, timetables, activities,
for example, Sound, accent, rhythm and celebrations), living CCE- Take an active
oneself, the intonation patterns: conditions (housing, part in preparing and
family, school, - Recognising, contrasting and surroundings), carrying out artistic
free time, the correctly pronouncing the interpersonal activities in the
description of an simple past of regular verbs. classroom.

CONTENTS
resources, such as
dictionaries and
correcting your own
mistakes.
complete your tasks
or known
for example, what
you like to do in
your free time) or
in which
information about
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about what they did which involve a direct DC
prepared and the day before. exchange of SC asked about your
situations.
your family and the weather. connectors, even MSCT- Order and
DC - Use ICT to

CONTENTS
main activities in - Putting a story in the past in pauses and hesitations learning English.
daily life; describe order. and repetition may be
your room in a - Producing conversations required, as well as DC - Give short
presentations and
short, simple about achievements. paraphrasing and the
manner; your - Assimilating expressions for interlocutor's various formats and
favourite menu; asking about the past. cooperation in order to digital tools.
somebody's keep communication
appearance or an Socio-cultural and socio- going. DC- Using ITC for
object's linguistic features: ‒ Being familiar with and starting social
appearance; - Respecting classmates' knowing how to use relationships with pupils
in other countries.
present a subject opinions. basic strategies for
you are interested - Respecting and complying producing very short, SCS- Take part in
in (your favourite with classroom rules. simple oral monologue group activities with
group); say what - Respecting habits, values and or dialogue texts using, respect and interest
you like and do beliefs other than your own. eg., prefabricated and share opinions.
not like and give - Interest in and reflection on formulas or language
your opinion using appreciating other cultures. or memorized SCS- Show respect for
your classmates and
simple - Interest in finding out about expressions, or using
structures). cultural matters such as some gestures to back up speak.
‒ Getting by in famous statues in different what you want to say.
everyday parts of the world. ‒ Knowing specific and
transactions (eg. meaningful basic CCE- Show interest in
asking for Communication functions: sociocultural and and respect for the
- Expressing achievements culture of English-
speaking countries.
shop and its - Talking about the past applying knowledge
price). - Requesting information about about them when CCE- Take an active
‒ Taking part in the past speaking in the same part in preparing and
face-to-face - Describing the weather context, respecting the carrying out artistic
conversations or most basic activities in the
using technical Syntactic-discursive contents: communicative classroom.
media (phone, - Past simple: was / wasn’t; conventions.
Skype) making were / weren’t;there was / ‒ Fulfilling the text's main apply objectives for
social contact were communication carrying out tasks and
(giving thanks, - Past simple: Was he...? / function (eg. activities.
greeting, saying Were you...? congratulation, an
goodbye, - Past simple (regular verbs) exchange of AA- Use tools and
dictionaries and
somebody, Vocabulary: using a limited grammar books, to
offering - Expressions about the past repertoire of the most solve doubts.
apologies, in, at, last and yesterday. frequent characteristics
introducing - Revise the weather: It’s and the basic AA- Show an interest
yourself, asking raining, It’s sunny, It’s windy. discursive models (eg. in carrying out self-
It’s cloudy, It’s snowing, It’s
hot. It’s cold, It’s warm. in conversations, or a
mistakes.
exchanging Sound, accent, rhythm and up point by point). AA- Use basic
personal intonation patterns: ‒ Using basic syntax comprehension and
information and - Recognising, contrasting and structures (eg. linking expression strategies to
correctly pronouncing the
daily matters, simple past of regular verbs. words with basic

CONTENTS
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

directions and in simple material such as two and specific CT posters and simple
maps.
basic information articles, a cultural text, an information in texts, in DC
in notes, on signs extract from a novel. standard language, CC LC- Understand the
information from
diverse texts about
public places. possibility of re-reading
MSCT- Order and
‒ Understanding Socio-cultural and socio- if you have not
classify data using

CONTENTS
material such as - Respecting habits, values and how to use the most DC - Give short
menus, beliefs other than your own. appropriate strategies presentations and
timetables, - Interest in and reflection on to understand the gist, create in English using
various formats and
catalogues, price appreciating other cultures. essential information or
digital tools.
lists, adverts, - Interest in finding out about the text's main points.
phone books, cultural matters such as some ‒ Identifying basic socio- DC- Using ITC for
publicity, tourist famous statues in different cultural and socio- starting social
brochures, parts of the world. linguistic features, relationships with pupils
SCS- Take part in
events. - Expressing achievements everyday life (habits,
‒ Understanding - Talking about the past timetables, activities, respect and interest
short, simple - Requesting information about celebrations), living and share opinions.
correspondence the past conditions (housing,
(SMS, e-mails, - Describing the weather surroundings), SCS- Show respect for
speak.
familiar subjects - Past simple: was / wasn’t; friends, school), social
such as, for were / weren’t;there was / conventions CCE- Show interest in
example, oneself, were (politeness) and using and respect for the
the family, school, - Past simple: Was he...? / the knowledge culture of English-
free time, the Were you...? acquired about them to speaking countries.
description of an - Past simple (regular verbs) understand the text
CCE- Take an active
information about Vocabulary: ‒ Distinguishing between carrying out artistic
the time and - Expressions about the past the function or main activities in the
place for a in, at, last and yesterday. communication classroom.
meeting. - Revise the weather: It’s functions of the text
‒ Understanding raining, It’s sunny, It’s windy. (eg. a request for AA- Identify, plan and
It’s cloudy, It’s snowing, It’s carrying out tasks and
main points of hot. It’s cold, It’s warm. an offer) and a limited
activities.
short pieces of repertoire of its most
news and Chart patterns and spelling usual characteristics, AA- Use tools and
magazine articles conventions: as well as the basic resources, such as
for young people - Knowing about and correctly discursive models (eg. dictionaries and
using basic spelling and
or which interest sentences and texts. plans).
communication (eg.
AA- Use basic
comprehension and
connected with your

CONTENTS
frequently used
and identifying the
communication
purposes connected
with them.

or card with your - Write notes with key simple texts made up MS texts using previously
personal data (for information about the text they of simple, independent CT presented models.
example, to sign are going to write. sentences, in a neutral DC
up on a social - Use their knowledge of register, in a SC cards with personal
network, to open grammar and vocabulary to reasonably correct way S information and data.
an e-mail write short descriptions, in terms of basic CC
account, etc). stories, experiences. punctuation, to speak E LC- Write short letters,
‒ Writing short, - Use connectors to link simple about yourself, your LL e-mails or postcards
simple personal sentences and expressions to immediate SIE with personal
correspondence tell a story or describe an surroundings and information and
event. things from your daily information about your
(messages,
immediate
notes, postcards, - Read and analyse a text to life in predictable, surroundings.
e-mails, chats or use it as a model when writing familiar situations.
SMS) giving your own work: a statue in ‒ Find out about and use LC-Write simple stories
thanks, your town or city. basic strategies for and descriptions.
congratulating producing very short,
somebody, giving Socio-cultural and socio- simple written texts, MSCT- Order and
an invitation, linguistic features: eg. copying very usual classify data using
giving - Respecting classmates' words and sentences appropriate criteria.
instructions, opinions. to carry out the desired
talking about communication
yourself and your with classroom rules. functions. learning English.
immediate - Respecting habits, values and ‒ Find out about specific,
surroundings beliefs other than your own. meaningful, basic DC - Give short
(family, friends, - Interest in and reflection on socio-cultural and presentations and
hobbies, daily appreciating other cultures. socio-linguistic create in English using
activities, objects, - Interest in finding out about features (eg. various formats and
cultural matters such as some digital tools.
places) and ask conventions about the
questions about famous statues in different start and end of a letter DC- Using ITC for
those subjects. parts of the world. to known characters) starting social
and make use of the relationships with pupils
Communication functions: knowledge acquired in other countries.
- Expressing achievements about them in written
- Talking about the past work appropriate to the SCS- Take part in
- Requesting information about group activities with
context, respecting the respect and interest
the past basic norms of and share opinions.
- Describing the weather politeness.
‒ Fulfilling the text's main SCS- Show respect for
Syntactic-discursive contents: communication your classmates and
- Past simple: was / wasn’t; function (eg. wait for your turn to
were / weren’t;there was / speak.
congratulation, an
were exchange of CCE- Show interest in
- Past simple: Was he...? / information, an offer), and respect for the
Were you...? using a limited culture of English-
- Past simple (regular verbs) repertoire of the most speaking countries.
frequent characteristics
and the basic CCE- Take an active
Vocabulary:

CONTENTS
- Expressions about the past discursive models (eg. carrying out artistic
in, at, last and yesterday. greetings and farewells activities in the
- Revise the weather: It’s in letters, or a narrative classroom.
raining, It’s sunny, It’s windy. plan drawn up point by
It’s cloudy, It’s snowing, It’s point). apply objectives for
hot. It’s cold, It’s warm. ‒ Using basic syntax carrying out tasks and
structures (eg. linking activities.
Chart patterns and spelling words and groups of
conventions: words with basic AA- Use tools and
- Knowing about and correctly connectors such as resources, such as
dictionaries and
using basic spelling and "and", "then", "but" and
grammar books, to
punctuation rules when writing "because") although solve doubts.
sentences and texts. still making basic
mistakes habitually, AA- Show an interest
eg. verb tenses or in in carrying out self-
correcting your own
mistakes.
frequent written
vocabulary about daily AA- Use basic
situations and usual, comprehension and
specific subjects expression strategies to
and basic punctuation individually.
conventions to write
words and short SIEE- Have a positive,
sentences which are proactive attitude to
although not
necessarily completely your work to be able to
correctly. present it properly.

Unit 11 - A WORLD OF ANIMALS

CONTENTS

interest (games, connected with animals. short oral texts with DC
etc). conversations about last simple structures and S LC- Identify the gist and
‒ Understanding holidays. frequently used CC specific information from
recordings (listening, photo read live or using SI of the oral text.
announcements
which contain story, video). technical resources, E
LC- Recognise aural
MSCT- Show respect
store). - Reflect on the values of self- personal, public or
for the environment and
‒ Understanding esteem such as respecting educational areas, with animals.
what is said in animals and nature. good acoustic
simple, usual - Show an interest in developing conditions and no DC - Use ICT to
transactions social skills such as dealing distortion of the reinforce and support
(instructions, with fear. message, with the learning English.
directions, possibility of listening
DC - Give short
presentations and
warnings). - Describing past holidays or asking for create in English using
‒ identifying the - Expressing ability in the past confirmation and with various formats and
subject of a - Describing a picture visual support or a digital tools.
predictable - Putting a story in order clear visual context
reference. DC- Using ITC for
everyday
‒ Knowing and knowing starting social
conversation Syntactic-discursive contents:
which takes place - Past simple (irregular verbs) how to use the most in other countries.
in your presence - Past simple (negative and appropriate strategies
(for example, in a questions) to understand the gist, SCS- Take part in group
shop, on a train). - could / couldn’t essential information or activities with respect
‒ Understanding the text's main points. and interest and share
opinions.
the main Vocabulary: ‒ Identifying basic
information in - Verb-noun pairs with have, socio-cultural and SCS- Show respect for
simple, short take, make, do, get and go. socio-linguistic your classmates and
conversations - Adjectives: beautiful, features, specific and wait for your turn to
they take part in boring, clean, clever, speak.
meaningful, about
about familiar dangerous, dirty, horrible, everyday life (habits,
subjects such as, interesting, lovely, safe, timetables, activities, CCE- Show interest in
for example, stupid, ugly. celebrations), living and respect for the
oneself, the conditions (housing, culture of English-
family, school, Sound, accent, rhythm and surroundings), speaking countries.
free time, the intonation patterns: interpersonal
description of an - Recognising, contrasting and CCE- Take an active
object or a place. part in preparing and
correctly pronouncing the friends, school), carrying out artistic
‒ Understanding simple past of irregular verbs. behaviour (usual activities in the
the gist of simple, gestures, use of voice, classroom.

CONTENTS
clear, slowly social conventions AA- Identify, plan and
activities.
about familiar acquired about them to
matters or matters understand the text AA- Use tools and
comprehension and
with young people
or known
for example, what
information about
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about last holidays. which involve a direct DC
situations.
about yourself, respecting animals. them with basic
MSCT- Show respect
interests and your - Descriptions of a picture. although there may be

CONTENTS
main activities in - Assimilating expressions for pauses and hesitations animals.
daily life; describe expressing skills in the past. and repetition may be
your room in a - Role play about how to deal required, as well as DC - Use ICT to
short, simple with fear. paraphrasing and the
learning English.
favourite menu; Socio-cultural and socio- cooperation in order to DC - Give short
somebody's linguistic features: keep communication presentations and
appearance or an - Respecting classmates' going. create in English using
object's opinions. ‒ Being familiar with and various formats and
appearance; - Respecting and complying knowing how to use digital tools.
DC- Using ITC for
you are interested - Respecting habits, values and producing very short, starting social
in (your favourite beliefs other than your own. simple oral monologue relationships with pupils
group); say what - Reflect on the values of self- or dialogue texts using, in other countries.
you like and do esteem such as respecting eg., prefabricated
not like and give animals and nature. formulas or language SCS- Take part in
your opinion using - Show an interest in developing or memorized group activities with
simple social skills such as dealing expressions, or using
and share opinions.
structures). with fear. gestures to back up
‒ Getting by in what you want to say. SCS- Show respect for
everyday Communication functions: ‒ Knowing specific and your classmates and
transactions (eg. - Describing past holidays meaningful basic wait for your turn to
asking for - Expressing ability in the past sociocultural and speak.
something in a - Describing a picture sociolinguistic features,
shop and its - Putting a story in order applying knowledge CCE- Show interest in
price). about them when and respect for the
‒ Taking part in Syntactic-discursive contents: speaking in the same culture of English-
face-to-face - Past simple (irregular verbs) context, respecting the speaking countries.
conversations or - Past simple (negative and most basic
using technical questions) communicative CCE- Take an active
media (phone, - could / couldn’t conventions.
Skype) making ‒ Fulfilling the text's main activities in the
social contact Vocabulary: communication classroom.
(giving thanks, - Verb-noun pairs with have, function (eg.
greeting, saying take, make, do, get and go. congratulation, an AA- Identify, plan and
goodbye, exchange of apply objectives for
- Adjectives: beautiful,
addressing carrying out tasks and
boring, clean, clever, information, an offer),
activities.
somebody, dangerous, dirty, horrible, using a limited
offering interesting, lovely, safe, repertoire of the most AA- Use tools and
apologies, stupid, ugly. frequent characteristics resources, such as
introducing and the basic dictionaries and
yourself, asking discursive models (eg. grammar books, to
intonation patterns:
congratulating - Recognising, contrasting and in conversations, or a
somebody), correctly pronouncing the narrative plan drawn in carrying out self-
exchanging simple past of irregular verbs. up point by point). evaluation and
personal ‒ Using basic syntax correcting your own
information and structures (eg. linking mistakes.
information about words and groups of
comprehension and
expressing connectors such as expression strategies to
feelings, offering "and", "then", "but" and help carry out tasks.
somebody "because") although

CONTENTS
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

maps.
basic information articles and a story. information in texts, in DC
information from
diverse texts about
public places. Socio-cultural and socio- possibility of re-reading
MSCT- Order and
‒ Understanding linguistic features: if you have not
classify data using
finding specific - Respecting and complying visual and context MSCT- Show respect
information in with classroom rules. support. for the environment and
informative - Respecting habits, values and ‒ Knowing and knowing animals.

CONTENTS
material such as beliefs other than your own. how to use the most DC - Use ICT to
menus, - Reflect on the values of self- appropriate strategies reinforce and support
timetables, esteem such as respecting to understand the gist, learning English.
catalogues, price animals and nature. essential information or
DC - Give short
lists, adverts, - Show an interest in developing the text's main points. presentations and
phone books, social skills such as dealing ‒ Identifying basic socio- create in English using
publicity, tourist with fear. cultural and socio- various formats and
brochures, linguistic features, digital tools.
cultural Communication functions: specific and
programmes or - Describing past holidays meaningful, about DC- Using ITC for
starting social
events. - Expressing ability in the past everyday life (habits,
‒ Understanding - Describing a picture timetables, activities, in other countries.
short, simple - Putting a story in order celebrations), living
correspondence conditions (housing, SCS- Take part in
(SMS, e-mails, Syntactic-discursive contents: surroundings), group activities with
postcards and - Past simple (irregular verbs) interpersonal respect and interest
cards) about relationships (relatives, and share opinions.
- Past simple (negative and
familiar subjects questions) friends, school), social
such as, for - could / couldn’t conventions your classmates and
example, oneself, (politeness) and using wait for your turn to
the family, school, Vocabulary: the knowledge speak.
free time, the - Verb-noun pairs with have, acquired about them to
description of an understand the text CCE- Show interest in
take, make, do, get and go.
and respect for the
object or a place, - Adjectives: beautiful, properly.
culture of English-
information about boring, clean, clever, ‒ Distinguishing between speaking countries.
the time and dangerous, dirty, horrible, the function or main
place for a interesting, lovely, safe, communication CCE- Take an active
meeting. stupid, ugly. functions of the text part in preparing and
‒ Understanding (eg. a request for carrying out artistic
the gist and the information, an order, activities in the
Chart patterns and spelling classroom.
main points of conventions: an offer) and a limited
short pieces of - Knowing about and correctly repertoire of its most AA- Identify, plan and
news and using basic spelling and usual characteristics, apply objectives for
magazine articles punctuation rules when writing as well as the basic carrying out tasks and
for young people sentences and texts. discursive models (eg. activities.
which deal with beginning and end of
familiar subjects conversations, or AA- Use tools and
resources, such as
dictionaries and
them (sports, ‒ Recognising the main grammar books, to
music groups, meanings associated solve doubts.
computer games). with the main
principles of written AA- Show an interest
evaluation and
correcting your own
for asking for mistakes.
information).
SIEE- Look for
connected with your
experiences, needs to complete your tasks
and interests, and individually.
yourself.
‒ Recognising basic SIEE- Plan and check

CONTENTS
punctuation marks (eg. your work to be able to
frequently used
and identifying the
communication
purposes connected
with them.

(messages,
immediate
SMS) giving your own work: a post on a things from your daily LC-Write simple stories
thanks, blog about an animal. life in predictable, and descriptions.
- Respecting and complying MSCT- Show respect
yourself and your with classroom rules. words and sentences animals.
(family, friends, - Reflect on the values of self- functions. reinforce and support
hobbies, daily esteem such as respecting ‒ Find out about specific, learning English.
activities, objects, animals and nature. meaningful, basic
- Show an interest in developing DC - Give short
presentations and
questions about social skills such as dealing socio-linguistic create in English using
those subjects. with fear. features (eg. various formats and
conventions about the digital tools.
- Reflect on the values of self- start and end of a letter
esteem such as respecting to known characters) DC- Using ITC for
animals and nature. and make use of the starting social
- Show an interest in developing relationships with pupils
knowledge acquired in other countries.
social skills such as dealing about them in written
with fear. work appropriate to the SCS- Take part in
context, respecting the group activities with
Communication functions: basic norms of respect and interest
- Describing past holidays politeness. and share opinions.
- Expressing ability in the past ‒ Fulfilling the text's main
- Describing a picture SCS- Show respect for
communication your classmates and
- Putting a story in order function (eg. wait for your turn to
congratulation, an speak.
Syntactic-discursive contents: exchange of
- Past simple (irregular verbs) information, an offer), CCE- Show interest in
- Past simple (negative and using a limited and respect for the
culture of English-

CONTENTS
questions) repertoire of the most speaking countries.
- could / couldn’t frequent characteristics
and the basic CCE- Take an active
Vocabulary: discursive models (eg.
- Verb-noun pairs with have, greetings and farewells activities in the
take, make, do, get and go. in letters, or a narrative classroom.
- Adjectives: beautiful, plan drawn up point by
boring, clean, clever, point). AA- Identify, plan and
dangerous, dirty, horrible, ‒ Using basic syntax apply objectives for
structures (eg. linking carrying out tasks and
interesting, lovely, safe,
activities.
stupid, ugly. words and groups of
words with basic AA- Use tools and
Chart patterns and spelling connectors such as resources, such as
conventions: "and", "then", "but" and dictionaries and
- Knowing about and correctly "because") although grammar books, to
using basic spelling and still making basic solve doubts.
punctuation rules when writing mistakes habitually,
sentences and texts. eg. verb tenses or in
‒ Knowing and using correcting your own
frequent written mistakes.
vocabulary about daily
situations and usual, AA- Use basic
comprehension and
specific subjects
and basic punctuation to complete your tasks
conventions to write individually.
words and short
sentences which are
although not
necessarily completely SIEE- Plan and check
correctly. your work to be able to

Unit 12 - GETTING ABOUT

CONTENTS

interest (games, connected with means of short oral texts with DC
computers, CDs, transport. standard language, SC
etc). - Understanding interaction in simple structures and S LC- Identify the gist and
‒ Understanding conversations at the train frequently used CC specific information from
public messages station. vocabulary, enunciated E a short situation from
announcements
which contain recordings (listening). technical resources, E
LC- Recognise aural
MSCT - Identify and
store). - Reflect on means of transport personal, public or
differentiate objects and
‒ Understanding and the environment. educational areas, with resources in the
what is said in - Interest in finding out about good acoustic immediate surroundings
simple, usual cultural issues such as other conditions and no and what human beings
transactions people's experiences and distortion of the do with them.
(instructions, journeys. message, with the
possibility of listening DC - Use ICT to
directions,
learning English.
warnings). - Describing journeys and or asking for
‒ identifying the transport confirmation and with DC - Give short
subject of a - Expressing comparisons visual support or a presentations and
predictable between things clear visual context create in English using
- Conversation at a train station reference. various formats and
everyday
‒ Knowing and knowing digital tools.
conversation
which takes place Syntactic-discursive contents: how to use the most DC- Using ITC for
in your presence - Comparative adjectives appropriate strategies starting social
(for example, in a - one / ones to understand the gist, relationships with pupils
shop, on a train). essential information or in other countries.
‒ Understanding Vocabulary: the text's main points.
SCS- Take part in group
the main - Transport: ferry, helicopter, ‒ Identifying basic activities with respect
information in motorbike, plane, taxi, train. socio-cultural and and interest and share
simple, short - Geographical places: socio-linguistic opinions.
conversations mountain, beach, river, sea, features, specific and
they take part in field, lake, farm, forest. SCS- Show respect for
meaningful, about
about familiar your classmates and
everyday life (habits, wait for your turn to
subjects such as, Sound, accent, rhythm and timetables, activities, speak.
for example, intonation patterns: celebrations), living
oneself, the - Recognising, contrasting and conditions (housing,
family, school, the correct pronunciation of surroundings), CCE- Show interest in
free time, the stress in comparative forms. interpersonal and respect for the
description of an culture of English-
object or a place. speaking countries.
friends, school),
‒ Understanding behaviour (usual CCE- Take an active
the gist of simple, gestures, use of voice, part in preparing and

CONTENTS
well structured, physical contact) and carrying out artistic
clear, slowly social conventions activities in the
delivered (politeness) and using classroom.
about familiar acquired about them to apply objectives for
matters or matters understand the text carrying out tasks and
of interest (for properly. activities.
example, music, ‒ Distinguishing between
sports, etc.) the function or main AA- Use tools and
helped by pictures communication resources, such as
dictionaries and
grammar books, to
and with slow, (eg. a request for solve doubts.
clear talking. information, an order,
‒ Understanding an offer) and a limited AA- Show an interest in
the gist and repertoire of its most carrying out self-
distinguishing usual characteristics, evaluation and
changes in as well as the basic correcting your own
mistakes.
television beginning and end of AA- Use basic
programmes or conversations, or comprehension and
other audiovisual narrative plans). expression strategies to
material in your help carry out tasks.
area of interest
(eg. interviews SIEE- Look for
with young people information to be able to
complete your tasks
or known
individually.
characters about
everyday issues; SIEE- Have a positive,
for example, what proactive attitude to
you like to do in reading texts by
your free time) or yourself.
in which
information about
leisure activities is present it properly.
given (theatre,
cinema, sports
events, etc).

reply to simple
previously contexts about journeys, which involve a direct DC
prepared and means of transport. exchange of SC asked about your
situations.
your family and unusual means of transport. connectors, even MSCT- Order and
MSCT - Identify and
differentiate objects

CONTENTS
main activities in - Oral presentation about your pauses and hesitations and resources in the
daily life; describe favourite journey. and repetition may be immediate
your room in a - Role play of a typical situation required, as well as surroundings and what
human beings do with
short, simple in a train station. paraphrasing and the
them.
favourite menu; Socio-cultural and socio- cooperation in order to DC - Use ICT to
somebody's linguistic features: keep communication reinforce and support
appearance or an - Respecting classmates' going. learning English.
object's opinions. ‒ Being familiar with and
appearance; - Respecting and complying knowing how to use DC - Give short
presentations and
you are interested - Respecting habits, values and producing very short, various formats and
in (your favourite beliefs other than your own. simple oral monologue digital tools.
group); say what - Reflect on means of transport or dialogue texts using,
you like and do and the environment. eg., prefabricated DC- Using ITC for
not like and give - Interest in finding out about formulas or language starting social
your opinion using cultural issues such as other or memorized relationships with pupils
in other countries.
simple people's experiences and expressions, or using
structures). journeys. gestures to back up SCS- Take part in
‒ Getting by in what you want to say. group activities with
everyday Communication functions: ‒ Knowing specific and respect and interest
transactions (eg. - Describing journeys and meaningful basic and share opinions.
asking for transport sociocultural and
- Expressing comparisons SCS- Show respect for
your classmates and
shop and its between things applying knowledge wait for your turn to
price). - Conversation at a train station about them when speak.
‒ Taking part in speaking in the same
face-to-face Syntactic-discursive contents: context, respecting the
conversations or - Comparative adjectives most basic CCE- Show interest in
using technical - one / ones communicative and respect for the
culture of English-
speaking countries.
Skype) making Vocabulary: ‒ Fulfilling the text's main
social contact - Transport: ferry, helicopter, communication CCE- Take an active
(giving thanks, motorbike, plane, taxi, train. function (eg. part in preparing and
greeting, saying - Geographical places: congratulation, an carrying out artistic
goodbye, exchange of activities in the
mountain, beach, river, sea,
addressing classroom.
field, lake, farm, forest. information, an offer),
somebody, using a limited AA- Identify, plan and
offering Sound, accent, rhythm and repertoire of the most apply objectives for
apologies, intonation patterns: frequent characteristics carrying out tasks and
introducing - Recognising, contrasting and and the basic activities.
yourself, asking the correct pronunciation of discursive models (eg.
after somebody, greetings and farewells AA- Use tools and
stress in comparative forms. resources, such as
congratulating in conversations, or a
dictionaries and
somebody), narrative plan drawn grammar books, to
exchanging up point by point). solve doubts.
personal ‒ Using basic syntax
information and structures (eg. linking AA- Show an interest
information about words and groups of in carrying out self-
daily matters, words with basic evaluation and
correcting your own
expressing connectors such as mistakes.
feelings, offering "and", "then", "but" and
somebody "because") although AA- Use basic
something, asking still making basic comprehension and
to borrow mistakes habitually, expression strategies to
something, eg. verb tenses or in help carry out tasks.
meeting up with terms of consistency.
friends or giving ‒ Knowing and using a SIEE- Look for
instructions (eg. information to be able
how to get repertoire in daily individually.

CONTENTS
somewhere using situations about usual,
a map). specific subjects SIEE- Have a positive,
‒ Taking part in an connected with proactive attitude to
reading texts by
yourself.
naming parts of ‒ Using, in a general SIEE- Plan and check
the body to say comprehensible your work to be able to
what hurts. manner, albeit present it properly.
languages, a very
patterns, adapting
them to the
communicative task
desired.
‒ Making yourself
simple speech,
although initial
and better express
simple techniques,
(eg. gestures or
start, keep up or
conclude a short
conversation.

maps.
basic information articles, a cultural text, an information in texts, in DC
in notes, on signs extract from a novel. standard language, CC LC- Understand the
information from
diverse texts about
public places. possibility of re-reading
MSCT- Order and
‒ Understanding Socio-cultural and socio- if you have not
classify data using
finding specific opinions. visual and context MSCT - Identify and
information in - Respecting and complying support. differentiate objects
informative with classroom rules. ‒ Knowing and knowing and resources in the
immediate

CONTENTS
material such as - Respecting habits, values and how to use the most surroundings and what
menus, beliefs other than your own. appropriate strategies human beings do with
timetables, - Reflect on means of transport to understand the gist, them.
catalogues, price and the environment. essential information or
DC - Use ICT to
lists, adverts, - Interest in finding out about the text's main points.
phone books, cultural issues such as other ‒ Identifying basic socio- learning English.
publicity, tourist people's experiences and cultural and socio-
brochures, journeys. linguistic features, DC - Give short
cultural specific and presentations and
programmes or Communication functions: meaningful, about create in English using
events. - Describing journeys and everyday life (habits, various formats and
digital tools.
‒ Understanding transport timetables, activities,
short, simple - Expressing comparisons celebrations), living DC- Using ITC for
correspondence between things conditions (housing, starting social
(SMS, e-mails, - Conversation at a train station surroundings), relationships with pupils
postcards and interpersonal in other countries.
cards) about Syntactic-discursive contents: relationships (relatives,
familiar subjects friends, school), social SCS- Take part in
- Comparative adjectives
such as, for - one / ones conventions
example, oneself, (politeness) and using and share opinions.
the family, school, Vocabulary: the knowledge
free time, the - Transport: ferry, helicopter, acquired about them to SCS- Show respect for
description of an motorbike, plane, taxi, train. understand the text your classmates and
object or a place, properly. wait for your turn to
- Geographical places:
speak.
information about mountain, beach, river, sea, ‒ Distinguishing between
the time and field, lake, farm, forest. the function or main CCE- Show interest in
place for a communication and respect for the
meeting. Chart patterns and spelling functions of the text culture of English-
‒ Understanding conventions: (eg. a request for speaking countries.
the gist and the - Knowing about and correctly information, an order,
main points of an offer) and a limited CCE- Take an active
using basic spelling and part in preparing and
short pieces of punctuation rules when writing repertoire of its most
news and sentences and texts. usual characteristics, activities in the
magazine articles as well as the basic classroom.
for young people discursive models (eg.
which deal with beginning and end of AA- Identify, plan and
familiar subjects conversations, or apply objectives for
or which interest plans). carrying out tasks and
activities.
them (sports, ‒ Recognising the main
music groups, meanings associated AA- Use tools and
computer games). with the main resources, such as
principles of written dictionaries and
communication (eg. grammar books, to
interrogative structure solve doubts.
for asking for
information). in carrying out self-
‒ Recognising a limited evaluation and
repertoire of frequently correcting your own
used vocabulary about mistakes.
very day situations and
usual, specific subjects AA- Use basic
comprehension and
connected with your expression strategies to
experiences, needs help carry out tasks.
and interests, and
inferring the probably SIEE- Look for
meanings of words and information to be able
expressions from the to complete your tasks
context and other individually.

CONTENTS
punctuation marks (eg. reading texts by
full stop, comma), and yourself.
frequently used
and identifying the present it properly.
communication
purposes connected
with them.

(messages,
immediate
SMS) giving your own work: a text about an things from your daily LC-Write simple stories
thanks, unusual means of transport. life in predictable, and descriptions.
- Respecting and complying MSCT - Identify and
differentiate objects
yourself and your with classroom rules. words and sentences and resources in the
immediate - Respecting habits, values and to carry out the desired immediate
surroundings beliefs other than your own. communication surroundings and what
(family, friends, - Reflect on means of transport functions. human beings do with
hobbies, daily and the environment. ‒ Find out about specific, them.
activities, objects, - Interest in finding out about meaningful, basic
cultural issues such as other DC - Use ICT to
questions about people's experiences and socio-linguistic learning English.
those subjects. journeys. features (eg.
conventions about the DC - Give short
Communication functions: start and end of a letter presentations and
- Describing journeys and to known characters) create in English using
transport and make use of the various formats and
- Expressing comparisons digital tools.
knowledge acquired
between things about them in written DC- Using ITC for
- Conversation at a train station work appropriate to the starting social
context, respecting the relationships with pupils
Syntactic-discursive contents: basic norms of in other countries.
- Comparative adjectives politeness.
- one / ones SCS- Take part in
communication respect and interest
Vocabulary: function (eg. and share opinions.
- Transport: ferry, helicopter, congratulation, an
motorbike, plane, taxi, train. exchange of SCS- Show respect for
- Geographical places: information, an offer), your classmates and
using a limited wait for your turn to
mountain, beach, river, sea,
speak.

CONTENTS
field, lake, farm, forest. repertoire of the most
frequent characteristics CCE- Show interest in
Chart patterns and spelling and the basic and respect for the
culture of English-
conventions: discursive models (eg.
speaking countries.
- Knowing about and correctly greetings and farewells
using basic spelling and in letters, or a narrative CCE- Take an active
punctuation rules when writing plan drawn up point by part in preparing and
sentences and texts. point). carrying out artistic
‒ Using basic syntax activities in the
structures (eg. linking classroom.
words and groups of
words with basic apply objectives for
connectors such as carrying out tasks and
"and", "then", "but" and activities.
"because") although
still making basic AA- Use tools and
mistakes habitually, resources, such as
dictionaries and
grammar books, to
terms of consistency. solve doubts.
frequent written AA- Show an interest
vocabulary about daily in carrying out self-
situations and usual, evaluation and
correcting your own
specific subjects
mistakes.
connected with your
interests, experiences AA- Use basic
and needs. comprehension and
‒ Using chart patterns expression strategies to
and basic punctuation help carry out tasks.
conventions to write
words and short SIEE- Look for
sentences which are
often used in speech individually.
reasonably correctly,
although not SIEE- Have a positive,
necessarily completely proactive attitude to
correctly. reading texts by
yourself.



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Citizen Z

7.1. Introduction to the concept of attention to diversity

Citizen Z A1 / Teaching Programme ESO - 3- © Cambridge University Press 2016

8.1 Contents Block 1. Comprehension of oral texts

8.2 Competences: Descriptors – Activities

Annex - COMPETENCES EVALUATION FORM

Annex - STANDARDS – CONTENTS – CRITERIA – COMPETENCES

Citizen Z A1 / Teaching Programme ESO - 4- © Cambridge University Press 2016

1.1 Theoretical Basis

Citizen Z is designed to cover both pupils' and teachers' needs in a complete,

Citizen Z A1 / Teaching Programme ESO - 5- © Cambridge University Press 2016

The method's most important facets include:

 Clearly presenting objectives.

Citizen Z A1 / Teaching Programme ESO - 6- © Cambridge University Press 2016

1.2 What Citizen Z offers

1. The communicative approach enables Primary Education pupils to integrate

2. Studying for the exam for obtaining KET.

Citizen Z A1 / Teaching Programme ESO - 7- © Cambridge University Press 2016

The method's characteristics are:

2. Language acquisition is genuine and significant. It is a matter of pupils

3. The learning process isdynamic and responsible. Throughout the course

Citizen Z A1 / Teaching Programme ESO - 8- © Cambridge University Press 2016

1.3 Course Components

Citizen Z includes aStudent's Book, aWorkbook with downloadable recordings) and a

The Teacher's Book includes:

 Teaching notes for the Pupil's Book's 12 units including:

Citizen Z A1 / Teaching Programme ESO - 9- © Cambridge University Press 2016

 Dictated notes for the oral expression section (Language note).

Law 8/2013, 9th December, for the Improvement of Educational Quality,

Citizen Z A1 / Teaching Programme ESO - 10- © Cambridge University Press 2016

d) Learning about, understanding and respecting cultural differences and

f) Acquiring basic communication competences in at least one foreign language,

g) Developing basic mathematical competences and starting to solve problems

h) Understanding the basic characteristics of Natural Sciences, Social Sciences,

j) Using different artistic manifestations and expressions and learning to make

m) Developing emotional competences in all personal areas and relationships with

Citizen Z A1 / Teaching Programme ESO - 11- © Cambridge University Press 2016

Pupils have to develop basic competences throughout their compulsory education, in

3.2 Citizen Z's contribution to acquiring Competences

Citizen Z A1 / Teaching Programme ESO - 12- © Cambridge University Press 2016

Linguistic communication is based on the use of English as the vehicular language

Developing this competence by studying a foreign language leads to pupils improving

Mathematical competence is connected with the ability to reason. This involves

Basic competences in science and technology involve being able to understand

Citizen Z A1 / Teaching Programme ESO - 13- © Cambridge University Press 2016

Learning to learn concentrates pupils' attention on what is expected of them in order

Citizen Z encourages pupils to study independently, praising their sense of

Citizen Z A1 / Teaching Programme ESO - 14- © Cambridge University Press 2016

Citizen Z's methodological approach is interactive and it is not only communication in

In order to encourage cultural and social competences, Citizen Z offers activities

3.3 Competences in Citizen Z

Competences are comprehensively developed throughout the fourteen units and in

The competence descriptors we have set for this subject are:

Recite poems or sing a song with correct pronunciation and intonation.

Give simple oral presentations.

Citizen Z A1 / Teaching Programme ESO - 15- © Cambridge University Press 2016

Identify relevant information on written posters and simple maps.

Deduce information from diverse texts about subjects of interest.

Reproduce simple texts using previously presentd models.