Curricular Projecteng

Quick Minds 3 & 4
Herbert Puchta, Gnter Gerngross &

Peter Lewis-Jones
Primary Education
3&4
Curricular Project
Quick Minds 3 & 4 Curricular Project
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Cambridge University Press 2015
CONTENTS
School and department information

1 Methodology
1.1 Philosophy
1.2 What does Quick Minds offer?
1.3 Components
2 Objectives
3 Key Competences
3.1 Introduction
3.2 How Quick Minds helps pupils acquire the Key Competences
3.3 The Key Competences in Quick Minds
3.4 Learning styles
4 Contents
4.1 Content blocks
4.2 Core contents
5 Learning standards
6 Assessment
6.1 Introduction
6.2 Assessment criteria
6.3 Assessment in Quick Minds
6.4 Evaluation in Quick Minds
7 Individual needs
8 Development of units of teaching
8.1 Contents
Block 1. Comprehension of oral texts (Listening)
Block 2. Production of oral texts (Speaking)
Block 3. Comprehension of written texts (Reading)
Block 4. Production of written texts (Writing)
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- Communicative functions
- Vocabulary
- Syntactic-discursive contents:
- Graphic patterns and sounds
- Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
8.2 Key Competences: Descriptors Activities
8.3 Social awareness
8.4 Cross-curricular links
8.6 Contents - Assessment criteria Key Competences
Annex - Key Competences Assessment Rubric
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CURRICULAR PROJECT FOR ENGLISH DEPARTMENT

School information
School
______________________________________________________________
Location _______________________________________________________
City/Town_______________ Postal Code__________
Groups
Stages
Number of
students
Number of groups
Primary 3
Primary 4
Students profile
Social background (high, medium, low, miscellaneous)

_____________________________________
Geographical profile (city areas, outskirts, countryside)
_______________________________________________________________
Number of students with specific needs
___________________________________________
Group criteria
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
General needs
_______________________________________________________________
______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
Specific need for each group
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______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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School devices
TV and DVD
CD player
Video camara
Computers
Interactive whitboard
Projector
School rooms
Language classroom
Language lab
ICT room
Gim
Library
Classroom
Tables in a row
Tables in a semicircle
Specific areas: Reading corner, cross-curricular corner, games corner, crafts
corner, etc.
Visits out of the school and activities
Date ____________________
Groups
_____________________________________________________
Teachers
___________________________________________________
Activity description
_______________________________________________________________
Observations
__________________________________________________________
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Class timetable
Teachers name _________________________________________

HOUR
Monday
Tuesday
Wednesday
Thursday
Friday
Teachers name _________________________________________

HOUR
Monday
Tuesday
Wednesday
Thursday
Friday
Teachers name _________________________________________

HOUR
Monday
Tuesday
Wednesday
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Thursday
Friday
1 METHODOLOGY
1.1 Philosophy
Quick Minds introduces pupils to the pleasures of learning English and enables them to
consistently improve their level throughout the six books in the series: Quick Minds 1 to
6.
Quick Minds has been designed specifically for schools in Spain, taking the Spanish
syllabus into account, and so that the linguistic competences taught are appropriate for
the pupils' age groups and their cognitive development.
The course has been written taking into account the proposals included in the Common
European Framework. The CEF objectives coincide with those of the Cambridge ESOL
(English for Speakers of Other Languages) Cambridge English: Young Learners Tests:
Cambridge English: Starters (below Level A1)
Cambridge English: Movers (at Level A1)
Cambridge English: Flyers (at around Level A2 of the CEF)
Quick Minds follows the syllabus for the YLE tests so that each cycle of two levels
corresponds to one of the tests. Thus, the material covered in the first three levels
coincides with that which is required for the Starters test, and the rest of levels (Quick
Minds 4, 5 and 6) with the Movers test and part of the Flyers test.
All the levels include examples of the task-types from the tests.
All six levels develop pupils abilities in the four skills, listening, speaking, reading and
writing, as well as challenging them cognitively and helping them to feel a real sense of
achievement in learning. This is very important since meaningful learning is one of the
main principles in this course.
As Plutarch reminds us, The mind is not a vessel to be filled, but a fire to be ignited,
and this concept of learning underpins Quick Minds. As pupils learn the most when
they are interested and involved, one of the proposals of Quick Minds is the continuous
use of attractive materials and engaging activities where pupils will feel physically and
mentally active and are encouraged to make sense of the language themselves.
Quick Minds is an exceptionally flexible method which can be used at different schools,
in which the number of teaching hours for English may vary. Each unit of Quick Minds
is divided into eight lessons, distributed between the Pupil's Book and the Activity
Book.
The first six lessons present new language structures, including a chant, a song, an
illustrated story (a picture story) with matching activities. Sessions 7 and 8 deal with
specific work on the various skills along with a section designed to develop and
encourage pupils' creativity and develop an cross-curricular subject (CLIL).
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For groups with more teaching hours of English each week, there is extra material
included the exercises in the Teacher's Resource Book.
1.2 What does Quick Minds offer?
The materials in Quick Minds 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. The method allows the pupils to
sharpen their wits in three ways:
There is a methodological basis that develops reasoning skills which are

marked with the Think! symbol along with activities connected with this aim.
These reasoning or thinking skills are the basis on which learning is based.
Contents and activities will become increasingly complex as the pupils gain in
maturity during each school year.
This method also offers CLIL (Content and Language Integrated Learning),
which will lead to greater thinking skills, presenting contents which are directly
connected with the other subjects in the syllabus.
One of the reasons integrated learning offers such good results is that English
is increasingly not just another subject: it is also becoming the language in
which Natural Sciences and Social Sciences are taught. This change means
that pupils are exposed to the new language and can start to use it in a natural
way at the same time as they acquire non-linguistic knowledge.
Games and work in pairs are used to improve pupils' memory and
concentration skills.
In Quick Minds 3 & 4 activities are presented which contribute to the development of
different skills, from observation to more complex reasoning activities such as
memorizing, sequencing, categorizing and deciphering coded messages.
Other strategies which Quick Minds use to awaken pupils' interest and enthusiasm
include:
Practical tasks such as songs, games, chants, activities in pairs, etc, related
to pupils' surroundings. To make language learning a satisfying experience,
pupils need activities which are contextualised and relevant to their
surroundings. Quick Minds offers numerous opportunities to practice the
language actively.
Creativity and learning through action and activity. Drawing, colouring, make
and do, songs, games and chants are all activities which might initially appear
to have suspiciously little teaching value with regards to language acquisition.
However, these activity types form an integral part of the learning process by
enabling pupils to be creative and to help them anchor knowledge more
effectively.
Connecting the world outside to the classroom so that pupils learn about the
world around them as they learn English. This helps them understand that
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English is more than a classroom subject and lets them realise ways in which
English can be used as a tool for knowledge.
Discovery and development of learner autonomy. So pupils are able to learn

effectively, and continue their own process of learning. Children are encouraged
to find things for themselves.
Quick Minds awakens and feed pupils' imagination. To do so, as well as telling the
method's characters' adventures in each unit (the pupils are superheroes), contexts
related to the pupil's lives and experiences are introduced along with specific
activities.
The TPR method (Total Physical Response) invites pupils to relax, listen, imagine
and visualise before doing a drawing. Part of this method is to provide them with a
story to be read in each unit; the language is simple and accessible to all.
Positive values such as respect and tolerance are also encouraged. Helping pupils
to appreciate cultural diversity, respect differences and develop human values. Respect
for and protection of the natural environment goes hand in hand with the respecting of
other human beings. This theme runs throughout the whole of Quick Minds.
These values are presented with the contents of the illustrated story in each unit and,
later on, the pupils are invited to discuss them and carry out activities about the
meanings behind each reading; for example, the importance of following rules when
playing, waiting for your turn and helping our friends and looking after them.
The teacher becomes a guide and facilitator for learning during work in pairs,
groups and role plays. Communication activities such as these give the pupils the
chance to work independently from the teacher. In these types of activities the
teachers role is as a guide and facilitator. We should stand back a little from the activity
and monitor and assist when necessary.
1.3 Course components
Quick Minds 3 & 4 consists of a Pupils Book, Online Interactive Activities, an Activity
Book, Pupil's Book Audio CD and Activity Book, a Teachers Book, a Teachers
Resource Book with Audio CD, 3 A1-size posters, 166 vocabulary cards (Flashcards
and Wordcards) and a CD-ROM with an interactive DVD-ROM for class use with digital
boards (Digital Minds) which also has an editable test generator in the style of
Cambridge English Young Learners.
The Pupil's Book Quick Minds 3 has 92 full colour pages and is divided into 9 units.
There is an introductory unit, Friends, which introduces the method's characters and
revises basic concepts which the pupils may already be familiar with such as numbers
1-20, can and have got. There are 8 pages in each of the other eight units. There is a
revision section after every three units.
The Pupil's Book Quick Minds 4 has 88 full colour pages and is divided into 9 units.
There is an introductory unit, Well done, Explorers, which introduces the characters in
the method and revises basic concepts which the pupils may already be familiar with
such as numbers 20 to 100, the simple present and the present continuous. The
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remaining eight units are each 8 pages long. There is a revision section after every
three units.
At the end of the Pupil's Book there are various cut-outs for the different festivities and
a series of special activities (Festivals and cut-outs). There are also some stickers
which will be used to carry out an activity in each unit.
The pupils' Online Interactive Activities include various games and activities, animated
versions of the picture stories, animated songs and a karaoke version which the pupils
can record and listen to again and activities included in the videos which pretend to be
real, videos which give them the chance to record themselves playing out different
roles (videokes).
The Activity Book is also an 88-page book designed to give pupils further practice
with the new language and to help them consolidate their understanding. There is a
Picture dictionary section for each unit which is used for Revise where the pupils can
also trace the main vocabulary words.
The Teachers Book provides teaching notes for each lesson, including recording
scripts for all listening activities and answer keys for all activities, an overview of the
syllabus for each level and extra activities. Additional ideas are given in coloured
boxes:
Warm-up: ideas for starting each lesson, showing the vocabulary from the
previous lesson or new structures and vocabulary.
Reinforcement activities: simple ideas to reinforce each lesson's contents

without needing to use extra materials.
Extension activity: optional activities to make greater use of the contents of

each lesson.
Flashcards and wordcards. 166 flashcards and wordcards which cover all the main
vocabulary in the book's units. The flashcards give a picture on one side and the word
on the other.
Posters. Quick Minds includes 3 A1-size posters for vocabulary and grammar revision
every three units.
The audio CDs contain all the necessary listening material for the Pupil's Book and the
Activity Book, including the songs and picture stories. The songs are also available in
karaoke format.
The Teacher's Resource Book includes a wide range of activities in order to offer
variety, as well as Revise and expansion activities, a page of related optional activities,
notes for the teacher with suggestions for other possible activities and a test in each
unit on the basic vocabulary and structures studied along with reading, writing and
listening activities.
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Digital Minds material includes the digital formats of the pages in the Pupil's Book
and all the material in the audio CDs. It also included games and interactive activities
for class use as well as a Cambridge English Young Learners style test generator.
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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;
contents, or the ability to activate and apply the contents of each subject and
educational stage in an integrated way, competences, or all the, abilities, skills 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 learning
standards and results ; y and criteria of evaluation of the degree of competence
acquisition and the objectives of each subject and educational stage.
The general objectives at this stage refer to the capacities pupils have to develop in all
subjects11:
a. Learn about and appreciate the values and norms of co-existence.
Learn how to function in accordance with these values and norms, prepare
themselves for the active role of citizenship and show respect for human
rights as well as the pluralism that is part of democratic society.
b. Develop work habits as an individual and within a team. Also promote
study habits in terms of effort and responsibility, as well as self-confidence,
a critical capacity, personal initiative, curiosity, interest and creativity as a
learner, and entrepreneurship.
c. Acquire techniques to prevent or resolve conflicts in a peaceful manner

so that learners can behave independently within their family and home life
or within their social groups.
d. Learn about, understand and show respect for various cultures and
the differences between people; equal rights and opportunities between
men and women; and the non-discrimination of disabled people.
e. Learn about and correctly use Castilian or the co-official language, if
one exists, of the Autonomous Community. Promote reading habits.
f.
Acquire, in at least one foreign language, basic communicative

competence that allows them to express and understand simple messages
and manage in day to day situations.
Royal Decree 126/2014, 28th February, State Bulletin 52, 1st March 2014.
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g. Develop basic maths skills and begin to solve problems involving the
four basic operations, geometry and estimations. Be able to apply this
knowledge in everyday life.
h. Understand the basic characteristics of Natural Sciences, Social
Sciences, Geography, History and Culture.
i.
Gain initial practice in using information and communication

technologies as a learning tool. Develop critical skills towards the
messages they receive and produce.
j.
Use different forms of artistic representation and expression and gain

initial practice in developing visual and audio-visual proposals.
k. Value hygiene and health; accept their own and other peoples bodies,
show respect for differences; and use physical education and sport as a
way of boosting personal and social development.
l.
Learn about and value the animals closest to human beings and behave
in a way that is conducive to their well-being.
m. Develop emotional capacities in all aspects of their personality and in their

relationship with others, opposing violence, all kinds of prejudice and sexist
stereotypes.
n. Promote road safety and considerate attitudes, which go hand in hand
with the prevention of traffic accidents.
3 KEY COMPETENCES
3.1 Introduction
In line with the European Parliament and Council's Recommendation 2006/962/EC,
18th December 2006, about key competences for lifelong 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.
Learners should develop Key Competences throughout their compulsory education
years, from Primary to Secondary. These skills help them realise their potential,
become active citizens, successfully participate in adult life and be able to enjoy
lifelong learning.
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Each area of the curriculum facilitates the acquisition and development of these skills.
Consequently, by working the various areas of the curriculum it is possible to achieve
these objectives. The pupils are not limited to one specific subject or level. Factors for
success include the way schools are organised or run, the style of teaching, how the
key players in the educational community interact and what extra-curricular or
supplementary activities are available.
LOMCE uses the definitions of key competences established by the European Union2.
CC - Communication competence
MCST - Mathematical competence and basic competences in science and
technology
DC - Digital Competence
LL - Learning to Learn
SCC - Social and Civic Competences.
SIE - Sense of initiative and entrepreneurship.
CAE - Cultural awareness and expression.
Connections between contents, skills and assessment criteria are described in Order
ECD/65/2015.
Quick Minds takes into account the body of law and directives set out by educational
authorities. Its approach is holistic, based on the acquisition of procedural knowledge.
Its aim is for pupils to be able to develop through lifelong learning.
The rich variety of activities in Quick Minds integrates the teaching of the foreign
language with other curricular areas. Moreover, it leads to the global development of
the seven Key Competences.
3.2 How Quick Minds helps learners acquire Key Competences
Learning a foreign language leads to the acquisition of Key Competences in the same
way other subjects do. This acquisition process takes place with an equal degree of
intensity throughout each stage of a pupils time in the compulsory education system.
In an effective and systematic way Quick Minds contributes to the acquisition of each
basic skill. It does so within a communicative framework to guarantee that the
competencies in the English language are achieved. This communicative focus spans
the six levels of Primary education.
The educational aims of Quick Minds and its choice of content are designed to ensure
the development and acquisition of these Key Competences.
Communication competence focuses on using the English language as a vehicle for
spoken and written communication.
Boosting this competence by learning a foreign language means that the pupils
improve their ability to express themselves both orally and in writing. The pupils
develop this skill by using the register and discourse appropriate to every linguistic
situation that arises.
European Parliament and Council recommendations for key competences for lifelong learning, 18th December 2006
(2006/962/CE)
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Pupils communicative competence improves as they recognise and gradually master

the working rules of the foreign language. To help them, the pupils can tap into their
experience with their mother tongue and reflect on the language learning process.
Quick Minds presents learners with activities that let them acquire and develop all four
skills, both speaking and listening, and reading and writing, and always reinforcing the
language learning with the grammar rules that underpin the English language.
Mathematical ability refers to their ability to reason. It involves making judgements,
making decisions and reaching conclusions through the problem solving process and
the coherent application of logic. Also important here is the application of mathematical
concepts to daily life.
To acquire this skill, pupils have to know about and use the numerical system and its
symbols. The pupils must be familiar with ways of expressing and rationalising in
numerical terms, while Communication competence allows them to reason, develop
arguments, formulate hypotheses, as well as use deductive and inductive reasoning,
etc.
The activities in Quick Minds are often linked to mathematical processes. Pupils are
exposed to reasoning and logic tasks, and even mathematical ones, both orally and in
writing. Thus, the course helps develop and boost this ability.
Competences in science and technology are about being able to understand events.
It involves making predictions based on what has been heard or read, in relation to
eating habits, health, the environment or being responsible consumers in their daily
lives.
Quick Minds provides a large range of both spoken and written texts that have clear
and detailed content on these issues, encouraging pupils to understand events and
predict their consequences. Learners increase their competence in English and, at the
same time, acquire this knowledge.
To acquire Digital Competence pupils have to be able to read, analyse and transmit
the information found in all kinds of texts in English. The pupils must be able to pick out
and organise the contents they hear and read. However, this skill is also directly related
to the integration of multimedia resources into the learning process.
With the online interactive activities and the Digital Minds material, Quick Minds helps
learners become more competent in using digital technology. Moreover, there are texts
in which handling information plays a crucial role, without undermining the other skills.
Learner strategies focus the pupils attention on what is required of them in order to
learn English. It also refers to the ability to memorise and self-evaluate. Both of these
abilities are present in any leaning process in which pupils are asked to form
hypotheses about the language using the rich variety of real-life examples presented in
the texts.
Quick Minds challenges the pupils to engage actively in the learning process when
dealing with any language content. It presents the linguistic rules subtlety so that
learners naturally make their own deductions and hypotheses, drawing on the
principles of Universal Grammar inherent in language acquisition.
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Furthermore, with the Language Portfolio the course is provokes a continuous cycle of
self-evaluation and this, in turn, strengthens the basic skill of Learner strategies.
Throughout the learning process, Quick Minds constantly encourages the pupils to take
part in cooperative learning, another pillar of Learning to Learn, and thus the English
language becomes the medium for thinking so that reality is interpreted and
represented.
Social and civic competences are about discovering and becoming familiar with the
different social and cultural matrices that underlie the English language. At the same
time, respect and other values are reinforced through group work.
Quick Minds presents cultural aspects, always through the medium of English, which
deal not only with the society and customs of Britain but also of other areas of the
English-speaking world, such as Australia and the United States. It promotes respect
and values within a constantly changing society where cultural pluralism stands out
among the principles of the twenty-first century. The content of Quick Minds
complements the work done within the educational system to reinforce these values
and, therefore, helps the pupils to acquire social and citizenship skills.
Sense of initiative and entrepreneurship means being able to approach the learning
process in an autonomous way or, alternatively, to cooperate with others to achieve
any task that is proposed.
Quick Minds encourages pupils to work autonomously, heightening their sense of
responsibility and self-awareness while at the same time encouraging creativity and
imagination. In addition, given that assessment goes hand in hand with critical sense
and that value judgements may be reached on an individual or group basis, the values
of respect and understanding - towards themselves and their peers - are also
strengthened.
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.
Discovery and self-enrichment are behind Cultural awareness and expression. This
skill develops the ability to understand and critically evaluate cultural and artistic
manifestations. Like social and civic competences, this skill is about strengthening
human values.
The methodological focus of Quick Minds is interactive and not only does
communication in English plays a crucial role it is also the vehicle for teaching about
other cultures and societies, as well as the values that guide them. This in turn helps
teachers carry out their own broader educational objectives at school. Throughout the
course, widely varied cultural and artistic topics are covered through a range of
activities.
To further promote social and cultural Key Competences, includes activities related to
aspects of the English-speaking world in which culture and art play an important role.
The main objective of Quick Minds is the acquisition of English and its culture. This
language then serves as the medium for making judgements with coherent values
about any manifestation of the English language, whether spoken or written. Thanks to
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the ample range of activities found in Quick Minds, ensures that all seven Key
Competences will be acquired.
3.3 The Key Competences in Quick Minds
The basics skills have been developed extensively throughout the twelve main units, as
well as in the Revise ones. The pupils can be found in the Development of units of
teaching section. (See point 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 skills and in connection with the characteristics of the material in this course.
The activities to be carried out in each unit are specified and this enables evaluation of
the DESCRIPTORS.
The competence DESCRIPTORS we have set for this subject and year are:
Linguistic communication
Listen
Understand simple oral messages and instructions and recognise familiar words and
linguistic structures.
Identify the gist and some 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 and Converse
Recite poems or ditties or sing a song with correct pronunciation and intonation.
Make simple oral presentations, previously prepared.
Cope in daily situations.
Take part in spoken interaction which arises spontaneously.
Read
Identify relevant information on written posters and simple maps.
Understand the general idea and specific details about familiar subjects.
Write
Reproduce simple sentences and texts using previously presented models.
Fill in a form or card with your personal data.
Write short letters, e-mails or postcards with personal information and information about
your immediate surroundings.
Mathematical competence and basic competences in science and technology.
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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 geometrical similarities and differences in everyday objects.
Take basic measurements using the appropriate instruments.
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 surroundings.
Be familiar with and follow healthy living practices.
Digital Competence
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.
Cultural conscience and expressions.

Use artistic techniques and items in your presentations and projects.
Take an active part in the games, dances, songs and artistic activities in the classroom.
Show interest in and respect for the culture of English-speaking countries.
Learning to Learn
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.
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Sense of initiative and entrepreneurial spirit.

Look for information to be able to complete your tasks in an autonomous manner.
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 3 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 skills.
The resources used in Quick Minds allow pupils to develop their abilities in
communication in a natural way, since the seven Key Competences to work the mind in
a holistic way are worked throughout all of the units. From these seven competences,
the different multiple intelligences are dealt with. The activities in Quick Minds are
designed to stimulate all of the different intelligences in such a way that there will
always be something to appeal to every learner.
Linguistic intelligence, sensitivity to the written and spoken word and the ability to
learn languages, is a core element in Quick Minds that is exploited in combination with
the other intelligences.
Interpersonal intelligence, effective communication with others, is treated as a vital
aspect of language learning. Communication activities help the development of
interpersonal skills, encouraging children to work together and develop further
communication strategies.
Intrapersonal intelligence, expression of inner thoughts and feelings, is integrated
into the learning process and developed in each of the units in Quick Minds, thus
enabling pupils to become more aware of themselves and the world around them.
Gardner, H. (1994): Estructuras de la mente: la teora de las inteligencias mltiples, (Colombia, Fondo de Cultura
Econmica) y Gardner, H. (2001): La inteligencia reformulada: la teora de las inteligencias mltiples en el siglo XXI,
(Barcelona, Paids).
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Musical intelligence, appreciation of rhythm and music, is covered in every unit

through songs, chants and occasional raps. As Howard Gardner points out, this
intelligence runs almost parallel to linguistic intelligence.
It is also very important to develop the mind and the body together when working with
young learners, thus the Bodily-kinaesthetic intelligence, coordination and
connection with the whole body, is also taken into account.
There is a range of different activities where the Logical-mathematical intelligence is
exploited. These activities help the development of logical thought and problem solving.
Visual-spatial intelligence, the expression and understanding through the visual
world, is one of the key ways that children learn. Pupils are very aware of the world
around them and often think in pictures and images. The presentation of appealing
images in Quick Minds helps children 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 Quick Minds there are many observation
activities about natural surroundings and reflections about our place in the world.
The eight learning styles can be identified or linked to the Key Competences.
Regarding the information and technological ability, Quick Minds proposes Online
Interactive Activities accompanying this course in which pupils will find different
resources to practise what they have learned in each of the units, helping to develop
their autonomous learning at the same time.
Apart from the Key Competences, in each unit of Quick Minds, several sociocultural
aspects are explored through different kinds of activities as are attitudes and social
awareness topics. Within this area of social awareness, different fields are treated
throughout the units: moral and civic education, education for health, education for
peace, education for sexual equality, consumer education and working together in
class. In this way, we are teaching our pupils not only to learn a language but also to
appreciate and respect its culture, and we are contributing to their development as
human beings. At the same time, English is interrelated with other curricular areas such
as Mathematics, Science, Arts, Music and IT, since all the activities proposed are not
only for the sake of the language but also in the pursuit of other goals.
- 20-
4 CONTENTS
4.1 Content 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:
Comprehension of oral texts
Production of oral texts (expression and interaction)
Comprehension of written texts
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,
skills and attitudes which contribute to reaching the objectives and acquiring
competences.
This didactic programme's contents for the third year of Primary Education are as
follows:
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.
Learning how to behave as good citizens in the city or town in which we live.
Learning about typical food and drinks at a birthday party and conventional
ways to wish a happy birthday, say thank you or invite somebody to a birthday
party in an English-speaking country.
Communicating with classmates in English during the class.
Becoming familiar with frequent activities, routines and habits, and free time
activities amongst pupils of those ages.
Becoming familiar with the best-known places in a city in an English-speaking
country.
- 21-
Interest in finding out about, encouraging and practising activities which can be
carried out during free time and which contribute to a healthy lifestyle.
Interest in others' tastes in food.
Practising how to talk about one's abilities and possessions and those of others.
Learning about the importance of sharing Christmas with family and friends.
Recognising and following instructions about normal classroom activities.
Respecting and showing interest in classmates' hobbies, preferences and the

places where they live.
Using the Internet to relate with other people and start simple conversations
about summer holiday activities, asking for permission to carry our an activity,
starting a simple conversation with your classmates, showing a tolerant,
respectful attitude.
Valuing the importance of appreciating art, nature and maths, as well as the
connections between them.
Valuing the importance of eating fruit and vegetables daily in order to lead a
healthy life.
Valuing the importance of taking care of nature and the environment.
Valuing the importance of hygiene when we handle food and make meals.
Valuing the importance of describing your house, your favourite food, your
favourite place in the city and how you enjoy yourself in the summer as
personal characteristics of yours.
Valuing the importance of talking about your tastes when it comes to activities
and habits and developing a consciousness of respect for other people's tastes
and interests.
Assessing the importance of social interaction in the classroom.
Valuing typical traditions in English-speaking countries. Christmas, Pancake

Day and Mothers' Day.
3. Communicative functions
Use numbers 1 to 20 in different communicative contexts.
Talk about abilities and lack of them and about possession.
Talk about free time activities.
Talk about birthday dates.
Ask and answer about the time.
Ask and answer about objects which appear in particular places or not and the
number of objects there are.
Talk about activities which other people are carrying out at the moment.
Offer food or drink and accept or refuse it politely.
Explain undefined quantities of things.
Ask whether there are certain objects at a certain place.
Talk about where different objects are to be found in a city or town.
- 22-
Talking about possessions.
Asking for permission to do something.
Suggesting different plans.
5. Very frequent oral vocabulary (reception)
Numbers from 1 to 20
Days of the week
Months of the year
Emotions and states
Daily routines
Objects and time spent at home
Frequent actions.
Food and meals
Holiday activities
Places in a city or town.
6. Sound, accent, rhythm and intonation patterns
Short vowel sounds //, /e/, //, //, // associated with different letters.
Sounds for different letters of and alphabet.
/b/ and /v/.
/a/ and // associated with different letters.
/:/ and /r/ associated with different letters.
/s/ and // associated with different letters.
Long vowel sounds /a:/, //, /i:/, / / and /u:/.
/i/ connected with the letter y.
/3:/ associated with different letters.
Block 2. Production of oral texts (Speaking): expression and interaction

1. Production strategies
Planning
Preparing messages systematically, distinguishing between the main idea or
ideas and its basic structure.
Write 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.
- 23-
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
1. Modify words with similar meanings.
2. Define or paraphrase terms and expressions.
Paralinguistics and paratexts
3. Ask for help.
4. Point out objects or carry out actions which clarify the meaning.
5. Use culturally appropriate body language (gestures, facial expressions,

postures, eye contact or body contact).
6. Use extralinguistic sounds and conventional prosodic qualities.
country.

healthy life.
- 24-
and interests.

5. Very frequent oral vocabulary (production)
Days of the week
Months of the year
Emotions and states
Daily routines
Frequent actions.
Food and meals
Holiday activities
- 25-
/b/ and /v/.

country.
- 26-

healthy life.
and interests.

- 27-
5. Very frequent written vocabulary (reception)
Days of the week
Months of the year
Emotions and states
Daily routines
Frequent actions.
Food and meals
Holiday activities
6. Graphic patterns and orthographic conventions..
/b/ and /v/.
Block 4. Production of written texts: expression and interaction (Writing)

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.
- 28-
country.

healthy life.
and interests.

- 29-
5. Very frequent written vocabulary (production)
Days of the week
Months of the year
Emotions and states
Daily routines
Frequent actions.
Food and meals
Holiday activities
6. Graphic patterns and orthographic conventions..
/b/ and /v/.
- 30-
This didactic programme's contents for the 4th year of Primary Education are as
follows:
Block 1. Comprehension of oral texts
Use skills to relate with other people, showing tolerance and respect.
Familiarization with different professions which the pupils could have in the
future.
Familiarization with different places and areas at a school.
Respect and interest in classmates' houses.
Ability to learn about different types of art, particularly painting.
Encouraging knowledge about art and history.
Showing an interest in learning how to do new things, such as cooking.
Ability to learn about the importance of being helpful to others and taking part in
daily chores.
Using skill to relate with others and hold simple conversations about food and
meals, the daily tasks you do, your belongings, opinions and personal
preferences, animals and their young, plans for the weekend or next summer
holidays.
Valuing the importance of speaking about your fears and interests as a way of
defining yourself and differentiating yourself from others.
Valuing the importance working as a team, asking for help when it is needed,
following rules and keeping healthy habits, and of being observant.
Value traditions in English-speaking countries.
Familiarization with Halloween, Christmas and Valentine's Day.
Talk about what happens or what is happening in a context.
- 31-
Describe your own and somebody else's physical characteristics.
Express the existence of indeterminate quantities.
Expressing intentions.
Asking for and expressing personal opinion.
Express and ask about personal preferences.
Express habitual activities.
Express the time an activity is done.
Express the frequency with which an activity is done.
Express when an activity starts and finishes.
Describe physical similarities and compare objects, animals and people.
Talk about where you were at a particular moment in the past.
Talk about obligations in the present.
Ask and give replies about why something happens.
4. Syntactic-discursive contents
Revise the simple present and present continuous.
Possessive adjectives: my, your, his, her, our, their
Possessive pronouns (s)
There is/are + some/any.
Going to
Think
Like
Simple present and the time.
Adverbs of frequency: always, usually, sometimes, never
Start / finish (ng)
Comparatives and superlatives.
Was/ were + time expression
Have to
Why? Because
5. Very frequent oral vocabulary (reception)
Events in the city
Numbers 20 to 100
Physical descriptions
Food and meals
Personal belongings
- 32-
Daily tasks
Animals and their young
Professions and jobs
Ordinal numbers from 1 to 20
Activities for the weekend
Consonant groups sks, sts, sps and spr
/au/ and /u/ connected with the written letter ow
Words with mute consonants
Numbers from 10 to 20 (-teen) and from 20 to 100 (-ty)
/e/ associated with different written letters
// and // connected with different written letters
/ea/ associated with different written letters
/:/ and // connected with different written letters
// en two syllable words
// and /v/ in fixed expressions such as a (cup) of (tea)
Block 2. Production of oral texts (Speaking): expression and interaction

Planning
- Preparing messages systematically, distinguishing between the main idea or
ideas and its basic structure.
- Write 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.
- 33-
o
o
Use culturally appropriate body language (gestures, facial expressions,

postures, eye contact or body contact).
Use extralinguistic sounds and conventional prosodic qualities.

future.
daily chores.
holidays.
- 34-
Going to
Think
Like
Start / finish (ng)
Have to
Why? Because
5. Very frequent oral vocabulary (production)
Events in the city
Numbers 20 to 100
Food and meals
Personal belongings
Daily tasks
Ordinal numbers from 1 to 20.
- 35-

future.
daily chores.
holidays.
- 36-
Going to
Think
Like
Start / finish (ng)
Have to
Why? Because
- 37-
5. Very frequent written vocabulary (reception)
Events in the city
Numbers 20 to 100
Food and meals
Personal belongings
Daily tasks
6. Chart patterns and spelling conventions
Block 4. Production of written texts: expression and interaction

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.
- 38-

future.
daily chores.
holidays.
- 39-
Going to
Think
Like
Start / finish (ng)
Have to
Why? Because
5. Very frequent written vocabulary (production)
Events in the city
Numbers 20 to 100
Food and meals
Personal belongings
Daily tasks
6. Chart patterns and spelling conventions
- 40-
4.2 Core contents

In assessment, it is crucial to establish the core content. This content has to serve as a
guide to both the teaching staff and the pupils when it is comes to assessing the
progress made in the learning process and as the basis of the different types of
assessment. Mastery of this content, documented with the different assessment tools,
confirms a pupils progress and justifies the positive marks the pupils achieve (during or
at the end of the academic year).
(See Point 4.1, Content blocks, in this teaching programme)
- 41-
5 LEARNING STANDARDS
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, they are closely connected
with the development of linguistic competence, in such a way that they 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
General standards for the stage
DESCRIPTORS
3rd 4TH Grade Primary
LISTEN
Understanding the gist of adverts about

products of interest.
Understanding messages and public

announcements with contain instructions,
warnings or other types of information.
Understand simple oral messages and

instructions and recognise familiar words and
Identify the gist and some 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.
Understanding what is said during usual

transactions.
Identifying the subject of a predictable

daily 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 audio-visual materials about matters of
interest
- 42-
.
TALK AND CONVERSE
Make short presentations, previously

prepared and practised, about daily subjects or
things of interest.
Take part in direct conversations or using

technical resources to make social contact.
Make simple oral presentations, previously

prepared.
Understanding instructions, explanations

and basic information in notes, signs and
posters.
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, wellstructured stories in which pictures or actions

transmit a large part of the information.
Take part in spoken interaction which

arises spontaneously.
Identify relevant information on written

posters and simple maps.
Understand the general idea and specific

details about familiar subjects..
WRITING
Fill in a short form or card with your

personal data.
Write personal correspondence with short
messages or talk about yourself and your
immediate surroundings.
READING
Understanding essential information and

identifying specific information in simple
informative texts.
Take part in an interview and give

personal information.
Recite poems or ditties or sing a song with

correct pronunciation and intonation.
Reproduce simple sentences and texts

using previously presented models.
Fill in a form or card with your personal

data.
Write short letters, e-mails or postcards

with personal information and information
about your immediate surroundings.
- 43-
6 ASSESSMENT
6.1 Introduction
The teaching and learning process cannot be complete if it is not evaluated and its
outcomes measured. Assessment is necessary in order to see to what extent prespecified objectives have been met so that the teaching programme can be adjusted to
the needs and characteristics of the pupils.
Assessment must provide information about what pupils are learning and how they
learn. With this data teachers will be able to decide what each pupil needs in order to
achieve progress.
Although all aspects of the educational system should be subject to evaluation and
open to improvement, the focus must be on assessment in terms of the pupils
academic progress.
It is vital to monitor the learning of the whole class as well as the individual
development of each pupil, taking into account the diverse learning styles and pace. In
this way the teachers intervention can be tailored to each pupils needs.
Needless to say, assessment is most often directed by the teacher. Nevertheless, in an
approach which involves the pupils so that they take responsibility for their own
learning, it makes sense that they also participate in the assessment process. The
teacher must also look at how the pupils perceive their own learning and how they
react to difficulties. Above all, the teacher must respond to their tastes and preferences
as learners of English.
Assessment must take place throughout the various learning stages:
At the beginning of the process. Diagnostic information is gathered at the entry

stage: what the pupils already know, what they do not know and what they have
misunderstood. This kind of assessment allows the teacher to anticipate problems
and modify the teaching programme. It may be done at the beginning of each
academic year, term and even every unit.
During the process. Formative assessment helps the teacher make decisions
about where to place particular emphasis when extending, eliminating or reinforcing
the content. It helps the teacher to decide if the programme has to be modified.
At the end. When each stage has finished, summative assessment enables the
teacher to check if teaching/learning outcomes coincide with the set objectives.
Assessment may be limited to what the teacher observes while the class is in progress,
or it may entail carefully gathering data that accurately chart the learners progress and
identify possible difficulties.
- 44-
It is important in each case to use the type of assessment which best corresponds to
each situation and the particular areas of the learning/teaching process that the teacher
wants to improve. If the aim is to improve pupils listening comprehension, the teacher
will set up activities to test their skills and progress, the problems they encounter and to
discover how they overcome these difficulties. If the teacher wants to increase
motivation, he or she can monitor how much interest the pupils show in the different
activities or how much they participate. In this way, by making use of a variety of
resources the teacher is able to choose the right tools depending on the aims of the
assessment.
These can be defined as the points of reference established for each kind of learning
and the degree of acquisition that can be expected of each pupil. These criteria allow
us to establish and properly evaluate the main areas of progress made by the pupils,
as individuals and as a group. The materials for the second cycle of Quick Minds follow
the assessment criteria below, in accordance with the new law for 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.
- 45-
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 phases 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
- 46-
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 basic punctuation conventions to write words and short sentences

which are often used in speech reasonably correctly..
- 47-
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 third and forth school year of Primary Education, the teacher may use the
DESCRIPTORS listed in section 3 (Competences) and 5 (Learning Standards) and in
this programme's Didactic Units Development.
6.3 Assessment in Quick Minds
With pupils of this age, it is best to use continuous assessment, monitoring their
progress in the classroom and using this information to help with teaching. The
continuous assessment that relies on pupils monitored by the teacher and who will use
this monitoring to correct their own progress, will make the role of pupils even more
active, since they are learning from the input they are given by the teacher but, at the
same time, they are monitoring themselves.
Children do not develop at the same rate and do not all learn in the same way. So we
need to assess each pupil as an individual and not compare them with the other pupils
in the class. We should look for progress and development in every pupil.
We should assess and monitor the pupils social and emotional development together
with their learning of English. This means that we should praise effort and encourage
them to share and to work in pairs and groups, as well as giving them feedback on their
English.
The following assessment criteria are adapted from those established by the Law in
relation to the teaching material found in Quick Minds and which are considered
important and necessary areas of evaluation.
1. Understand gist. The purpose is to measure pupils ability to understand the
gist of short and simple spoken messages. These messages are presented in
ideal conditions, that is, in direct communication and with contextual clues.
2. Understand specific details in messages. The aim is not only to enable
pupils to understand the gist, but also extract the details, which the teacher has
pointed out beforehand, in simple spoken and written texts familiar to the pupils,
even if other parts of the message are not understood completely.
3. Produce messages. Also subject to assessment is the pupils ability to express
themselves orally in everyday situations that are familiar to them. Value is given
to the pupils ability to make themselves understood. Pronunciation errors that
do not impede communication are overlooked.
4. Pronunciation. The pupils are assessed on their assimilation of the
phonological system of English, the phonemes, rhythm and intonation, and
whether they can apply this knowledge to understanding and producing simple,
contextualised and familiar messages.
5. Acquiring new vocabulary. The aim of the criteria is to assess the pupils
ability to successfully understand and use the vocabulary and expressions that
- 48-
have been highlighted for learning. The acquisition of new vocabulary will
always be monitored in situations that have a clear context and are familiar.
6. Class participation. By observing their behaviour, the teacher will assess if
pupils take part in communicative tasks in a constructive way, respecting the
norms of oral interaction.
7. Collaborative work. By monitoring how pupils behave, the teacher will also
see if the pupils participate constructively in group activities. While working, the
pupils will cooperate to ensure that the learning environment is harmonious.
8. Individual work. Observing how pupils behave also enables the teacher to
assess individual work in terms of accurate content, attention to presentation,
and ability to work within a time limit.
9. Interest in learning. The aim of the criteria is to see if the pupils demonstrate
interest in making progress in their learning and curiosity in finding out new
things, if they pay attention in class, if they ask questions, or if they let the
teacher know they are unsure about something.
10. Respect for others. This assesses the extent to which the pupils demonstrate
respect towards classmates and teachers, listen without interrupting, waiting
their turn to speak, and valuing the ideas and opinions of others.
11. Interest in getting to know other cultures. This assesses whether pupils
demonstrate interest in learning about the cultural aspects of the Englishspeaking world, if they are attentive when these aspects are discussed in class
and if they ask questions to broaden their knowledge.
12. Use of polite phrases and strategies. Through direct observation, the teacher
can see whether, when speaking, pupils use the polite phrases they are
gradually learning in class and if they incorporate these phrases into the
everyday classroom routine.
To have an overview of the class as a whole, the teacher may design a grid. The pupils
names are written in the left-hand column and the numbers of the assessment criteria
are written in the top row. A colour code can be used to mark each box according to
each pupils achievement (for example, green for good, blue for satisfactory and red for
unsatisfactory). In this way, the teacher will be able to see quickly how well the group is
doing.
Discipline is also part of a good assessment. By channelling pupils innate energy to
the good, we can often avoid unruliness and indiscipline. A lot of discipline problems
arise when pupils are under challenged and bored, or when activities are too repetitive.
Quick Minds has been written taking into account the very different needs and
requirements of pupils thus including a wide variety of activities for pupils to enjoy.
However, it is important that the teacher establishes a context of discipline in the
classroom by making sure pupils know what is acceptable and what is not, and by
treating all pupils in the same way. Clear and fair discipline parameters create a safe
classroom environment in which pupils can work confidently and freely.
To hold the interest of young pupils, we will need to get a balance between their
limitless energy and their limited attention span in order to avoid boredom, restlessness
and demotivation, factors that will end, once more, in discipline problems.
- 49-
6.4 Evaluation in Quick Minds

The Quick Minds 3 & 4 Teacher's Resource Book includes a test for the end of each
unit in order to be able to easily evaluate knowledge of the vocabulary and basic
structures learned as well as activities which Revise the four skills (oral communication,
oral production, written comprehension and written expression).
You should tell the pupils that you are going to give them an evaluation activity, but
make sure they dont become too anxious about it. It is important that the pupils come
to the activity feeling relaxed and positive, believing that they can do it.
You should allow them ten minutes for each evaluation and do not forget to give them
all the instructions in English.
While doing the evaluation, monitor and encourage them. Once you have corrected the
evaluation sheet, give each pupils feedback by colouring in the stars at the end of the
sheet and drawing a smiley face.
Always focus on what the pupils can do and what they have done, rather than on what
they cannot do.
The Pupil's Book provides a Revise page with three different types of activity in the last
lesson of every unit: making posters in order to express what has been learned about
various subjects using English, table games in which pupils can practice the language
orally in small groups and pages with multiple choice questions in fun, attractive format.
During the evaluation process it is also important for pupils to be aware of what they
have learned. To ensure this, there is a Revise section in the Activity Book for each
unit. This section is a written register of what has been written and can also be used for
less formal evaluation. One way to evaluate pupils' learning is to see if they are able to:
recognise some of the new vocabulary; recognised most of the new vocabulary; use
the vocabulary and structures learned in the unit, albeit making some punctuation
mistakes; make concise, correct use of the vocabulary and structures learned in the
unit.
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.
- 50-
7 INDIVIDUAL NEEDS
It is easy to see how both the policy-makers and teachers seem more concerned about
dealing with pupils who have learning difficulties than with their more capable
classmates, who may end up feeling bored in class if they are not motivated or given
more difficult activities to tackle. This is yet another challenge facing those working in
education.
With this situation in mind, it is worth commenting on how Quick Minds handles
diversity in terms of its programme, structure and contents. As mentioned earlier, the
programme in Quick Minds is flexible. It has points to consider and general proposals
to help teachers adapt this programme to their own context: the school, their classroom
and each learner.
Quick Minds carefully-selected contents are presented in a stimulating and motivating
way in an effort to cater to diversity. The series follows a cyclical structure that allows
learners to build on what the pupils know and to delve more deeply into new or more
complex areas of language and culture. Similarly, the complex assessment procedure
has general criteria that must be elaborated and adapted towards each group with
specific objectives, according to the context of the school, teacher and class. Teachers
have different assessment tools and skills, as well as defined tasks at their disposal.
Moreover, it is necessary to establish the core content according to the needs,
capacities and pace at which our pupils learn.
Furthermore, attention should be paid towards the activities, materials and resources
proposed by Quick Minds for the successful handling of catering to individual needs.
A great many of these activities can be personalised and are open-ended so that each
pupil can respond differently, according to his or her ability.
The activities in the Activity Book work on the key points in each unit. They can be used
for both the pupils in need of greater support and the more gifted who finish the basic
task early. Each pupil will need a set amount of time, which will more or less depend on
the degree of their motivation. The activities are mostly designed for use in the
classroom, but can also be set for homework as reinforcement. As shown in the table
below, the same material and/or resources can be used for support or extension: only
the objective is changed accordingly. For instance, a simple question about a story
card can serve as reinforcement for the weaker pupils, but it can also inspire an
extension activity if the pupils are asked to think of more other words in the same
lexical set.
It is recommendable that the teacher makes the most of the pupils skills in as many
ways as he/she can think of. It may be the case that the pupil who hates speaking,
enjoys writing vocabulary on the board, while others may be good at drawing or making
posters.
Another key factor is the methodology followed by the teacher with his particular group
of pupils and more specifically with those with learning difficulties. The most important
thing with any kind of task is to make sure that pupils have been well prepared
beforehand, that they know all the words they will need and that they understand the
- 51-
purpose of the activity. Equipping pupils properly with the linguistic tools to enable them
to carry out the task or activity successfully will ensure that it is challenging and
enjoyable for everyone. Without the necessary preparation, pupils may have a negative
learning experience which will cause them to lose confidence and become frustrated
with an activity that they have not got the ability to do.
Before starting an activity, demonstrate it. For pairwork activities choose a pupil to help
you. Then follow up by choosing two pupils to demonstrate the activity for the whole
class.
Try to move around the classroom while explaining or doing activities, circulating
among the pupils. At the same time you project an air of confidence and of being more
accessible to pupils. Movement in the classroom tends to hold pupils attention better
and makes the class more lively and dynamic.
In the same way that is a good idea for teachers to move around, you can also have
the same technique with the seating arrangements in your classroom. Weaker pupils
could be put next to stronger ones to help group dynamics and break up potentially
disruptive pupils. When working in pairs, weaker pupils will be helped by those who are
stronger, pupils tend to help each other. When working in groups, it is also good to
have mixed ability groups. Whenever possible, have pupils just move their chairs
around one or two tables in order to create them an easy environment for discussion
and written work.
As we have previously said, assessment and encouragement is essential with young
pupils, but even more important with those with learning difficulties. When carrying out
an activity, try to guide them towards finding the correct answer rather than supplying
them yourself. That way, pupils will feel satisfied when reaching the right answer.
Whenever a mistake is made by any of the pupils, teach them that making mistakes is
a vital part of the learning process so as they will not be ashamed of being wrong.
The Extra Activities for each lesson can be used whenever you feel that pupils need
more practice with some of the language. The same activities can be used as a way of
extension for fast learners, even if you may add a little change in the instructions.
Besides, in the Teachers Resource Pack you will find three reinforcement and
extension worksheets for every unit, as well as a cross-curricular worksheet to further
exploit the unit.
Dont forget that recycling is another important part of the learning process that will help
very much pupils with special needs as well as the rest of the group. Quick Minds
builds in regular recycling and includes different games and techniques to Revise the
language seen in each unit or in each set of three units.
The Teachers Resource Pack together with the Interactive DVD and the Digital Minds
material, offer further materials designed to help teachers cater to the individuals they
encounter in class: photocopiable worksheets, vocabulary cards and activities for
festivals.
- 52-
8 DEVELOPMENT OF UNITS OF TEACHING

As can be seen in the development of the units of teaching, the contents have been
grouped into four main blocks:
In order to facilitate reading the programme, cross-curricular contents are specified
after each block's specific contents. They are the following:
Communicative functions
Vocabulary
Syntactic-discursive contents
Graphic patterns and sounds
Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
In the following pages you will find a breakdown of the contents of each unit.
- 53-
QUICKS MINDS 3
UNIT MEET THE EXPLORERS
1 Contents
Listen and understand simple messages from different audio-visual media.

Listen to and understand simple messages about The Explorers, the characters in
the adventures in Quick Minds 3.
Listen to and understand different messages with grammar structures for speaking
about abilities and possessions: can / have got.
Listen to and repeat grammatical structures for comprehension, learning and
correct pronunciation.
Listen to and recite a song connected with the characters in Quick Minds 3 and a
brief description of them and their abilities.
Listen and understand a story using visual aids.
Listen to, understand and repeat a ditty including the short vowel sounds //, /e/,
//, // and //.
Block 2. Production of oral texts
Oral interaction using questions and answers in which pupils talk about the main
characters in the story.
Take part in the (memory game) in which the pupils practise questions about a
previously presented story and answer, without reading the text again, to make use
of their memories.
Oral interaction in which pupils talk about their abilities.
Oral interaction in which pupils talk about their possessions.
Acting out a previously read illustrated story.
Block 3. Comprehension of written texts
Reading a short text introducing the adventure which will take place throughout the
Quick Minds 3 units and an introduction to the characters.
Recognising and reading key words for developing a story which takes place in a
castle.
Read, listen to and understand questions about a previously read text.
Read and understand simple sentences in which the The Explorers's abilities are
explained.
Read grammar structures to understand and learn them.
Read, listen to and understand the unit songs connected with the characters in the
book and the characters in the adventure.
Read a short poem which is a model for pupils to talk about their abilities.
Read and understand a story with visual and audio aids.
- 54-
Read a sentence which include the vowel sounds //, /e/, //, // and // connected
with different letters.
Block 4. Production of written texts
Writing answers to particular questions about a previously read story.

Read sentences about the various characters' abilities.
Write sentences in which pupils talk about their abilities.
Writing a short poem, following a model, in which pupils talk about their abilities.
Writing sentences in which pupils name their possessions.
Finishing sentences in such a way that pupils reconstruct the contents of a story
they have worked on previously.
Distinguish sounds in minimal pairs and write the missing vowel.
The following points are studied indirectly in the four previous blocks:
Communication functions:
Questions and answers about the contents of a story which has been worked on
previously.
Taking part in a memory game so that pupils practise asking questions and replying
about story worked on previously.
Oral interaction in which pupils practise talking about their abilities.
Oral interaction in which pupils talk about their possessions.
Vocabulary:
Adventures: castle, upstairs, downstairs, basement, secret, lost, treasure

Picture story: silly, tie up, show us the way, go away, check this out, burglar, drop,
great work, well done, weve got them.
Other words: action star, just like, in the sea, Here they are. Here they come
Revision: numbers 1 to 20, can/cant, actions, sandcastle, have got/has got, ball,
bike, cat, computer, dog, football, go-kart, kite, skateboard
Have got / has got

Can / cant
Pronunciation and spelling:
Recognising and pronouncing short vowel sounds //, /e/, //, //, // connected
Classroom language:
Open/ Close the book.

Listen and look.
Say the words.
Chant
Match the sentences with the pictures.
- 55-
Point to...
Listen to
Listen and write.
Ask and answer.
Match the numbers with the words.
Write the numbers.
Sing
Say the alphabet.
Colour the balloons.
Follow the lines.
Meet the Explorers.
What do you know about Ben, Lucy and Buster?
Where does Lucy go at the beginning of the story? To which room does she go?
Where are the friends?
What do they find?
Gus pats his pets a lot.
Listen and tick the box.
Number the pictures.
Draw and write examples of what you know.
Learning strategies:
Memorize and use the vocabulary in the unit.

Understand words and use them to make short sentences following a model.
Use information and communication technologies.
Enjoy team work.
Have confidence in your own ability to learn a foreign language.
Evaluate your ability to respond to class instructions.
Show interest in taking an active part in class, providing information about your
abilities and possessions.
Value the importance of being brave.
Socio-cultural and socio-linguistic features:
2 Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about

possessions and abilities.
- 56-
Identify the gist and some specific information

from a short situation from repeated
Listen to an illustrated story about the book's

characters.
Recognise aural items such as accent, rhythm

and correct intonation in familiar and varied
contexts.
Listen to a song about possessions and

abilities.
TALK AND CONVERSE

Recite in a group the unit song.
Give simple, previously prepared oral

presentations.
Present and describe to classmates the

verse you have written for the unit song.
Answer the teacher's questions with correct

answers.
Take part in spoken interaction which arises

spontaneously.
Ask and answer classmates about their

abilities and possessions.
Act out the previously read illustrated story.
READING
details about familiar subjects.
Recognise sentences connected with

possessions and abilities.
Recognise the sentences in the unit's
illustrated story.
Understand the objectives of a written text

which present a task to be carried out.
Interpret the instructions and examples of the

written activities suggested in the Activity
Book.
WRITING
Reproduce simple sentences and texts using
previously presented models.
Write sentences connected with possessions

and abilities.
Write sentences using the structure: have
got and can
Mathematical competence and basic competences in science and

technology.
Recognise numbers 1 to 20
Write and use numbers 1 to 20 correctly in

English.
Order and classify data using appropriate

criteria.
Order the lines in each verse in the activity

suggested in the Activity Book.
Identify and differentiate objects and resources

in the immediate surroundings and what
Describe pupils' surroundings using

sentences connected with activities which
can be carried out in the open air.
Respect nature and animals in the

surroundings.
Value taking care of nature in order to enjoy

certain leisure activities in the open air.
Digital Competence
Use ICT to reinforce and support learning
English.
Carry out the pupil activities explained in

Online Interactive Activities for this unit.
- 57-

Take part in group activities with respect and
interest and share opinions.
In groups, recite or sing the unit chant or

song.
Understand and value the use of English for

communicating with other people and to find
Talk about your own and others' abilities and

possessions.

Take an active part in the games, dances,
songs and artistic activities in the classroom.
Recite a chant and repeat the unit song.
Learning to Learn
Use tools and resources, such as dictionaries
and grammar books, to solve doubts.
Do the unit exercises in the Activity Book in

an autonomous manner with the help of
dictionaries and the Grammar Focus at the
end of the Class Book.

Look for information to be able to complete
your tasks in an autonomous manner.
Recite in a group the unit chant and/or song.

Learn about the importance of being brave
on certain occasions.
3 Transversal 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 bravely and not being afraid on certain occasions.
Cooperative work in the classroom
Be able to work with the whole class respecting other pupils' turns to talk
4 Cross-curricular focus
At this level, themes tend to coincide with other areas of the syllabus, different
subjects overlapping continually. In this unit maths contents are examined
(numbers 1 to 20).
5 Evaluation criteria
Talk about abilities and lack of abilities using can / cant.

Talk about possession using have got.
Count from 1 to 20 and use those numbers in diverse communication contexts.
Use correct pronunciation and intonation.
- 58-
Recognise and produce orally and in writing the short vowel sounds //, /e/, //, //
and // connected with different letters.
Use the subject, general meaning and main information and ideas from the text in
short, simple texts with visual and audio support.
Identify basic sociocultural and sociolinguistic features such as the importance of
being brave.
6 Contents - Evaluation criteria - Competences

Contents
Practice numbers 1 to 20.
Revise structures with can and have

got.
Evaluation criteria
Competences
Distinguish between and comply

with usual Communication
functions: use numbers 1 to 20
in
different
communication
contexts.
CL
CMCT
Recognise
and
use
the
functions
and
meanings
associated with the basic
syntactical structures.
with usual Communication
functions: talking about abilities
and lack of abilities and about
possession.
Practise pronouncing short vowel

sounds //, /e/, //, // and //.
.
Recognise and produce orally

and in writing the short vowel
sounds //, /e/, //, // and //
connected with different letters.
Recite a chant about the Quick

Minds characters with the rest of the
class.
Use correct pronunciation and

intonation.
Listen to an illustrated story.

Identify the parts of the illustrated
story which has been studied
previously.
Use the subject, general

meaning and main information
and ideas from the text in short,
simple texts with visual and
audio support.
Think about the meaning of the

illustrated story which you have
seen before.
Identify basic sociocultural and

sociolinguistic features such as
the importance of being brave.
- 59-
CL
CSC
CL
CL
CEC
SIEE
CL
CL
CSC
UNIT 1 MY WEEK
1 Contents

Listen to and understand simple oral messages about the various activities which
different characters carry out every day of the week.
Listen to and recite de a chant and a song about the days of the week.
Listen to and understand questions in present simple about activities carried out
every day of the week.
Listen to and understand the letters of the alphabet.
Oral interaction in which the pupils talk and ask each other about the activities they
carry out every day of the week.
Take part in a game in groups in which pupils practice asking questions and giving
answers using can and cant.
Acting out in groups a previously read illustrated story.
Asking questions about activities which classmates carry out in their free time.
Oral interaction in which pupils ask each other about answer about what they have
learned in the lesson about the different families of musical instruments.
Recognising simple words connected with the letters connected with the days of
the week.
Read, listen to and understand the lyrics of songs and chants in the unit connected
with activities carried out every day of the week.
Read short, simple sentences which express, in present simple), the activities
which different characters carry out every day of the week.
Read questions about the activities carried out during the week and positive and
negative answers.
Read and understand a sentence in which the letters of the alphabet are used as
acronyms.
Reading and understanding a text about the musical instrument families:
percussion, wind, string.
Read some instructions for making maracas.
Writing the letters connected with the days of the week.

Write about the activities carried out during the week using the present simple.
- 60-
Write short positive and negative answers to questions asked in present simple.
Complete sentences using the options given to answer questions in present
simple).
Write the names of musical instruments and classify them by family.
Use positive and negative sentences, questions and answers using the present
simple to talk about activities which are carried out on different days of the week.
Take part in a game in which pupils practise questions and answers in the present
simple in combination with the activities carried out on different days of the week.
Oral interaction in which pupils ask each other about answer about what they have
learned in the lesson about the different families of musical instruments.
Carry out a project in which pupils make maracas.
Vocabulary:
Days of the week

Activities: ride, play, go, go swimming, jump, sleep, play, sing, keep fit, have fun, do
sport, learn new things, do nothing, read books, swim, paint.
Others: Arts festival, library, lots of, prepare, music, drawing, painting, puzzle, busy,
week, Great! Cool! play hide-and-seek, What a busy week! sure, follow, tell,
understand, want, No way, Thats fine s ..., Can you help us? Come on; Good idea;
Excuse me
Instruments: musical instrument, recorder, flute, triangle, pan pipes, violin,
tambourine, wind, stringed, percussion, blow, string, rhythm, trombone, harp,
cymbals, cello, castanets, saxophone, maracas.
Revision: free time activities, Lets ... Theres / There are
Present simple: affirmative, negative and interrogative.

I (activity) on (day of the week)/ at the weekend
Do you at the weekend? Yes, I do / No, I dont.
So do I / I dont,
Recognising and pronouncing the sounds for the different letters of the alphabet.
Classroom language:
Its (day of the week).

Is it (day of the week)?
I play football on...
What do you do on...?
Wheres the...?
Were...
Ive got a/ an...
- 61-
Today Ive learnt about musical instruments and their families.

Today weve learnt how we play the instruments.
Today weve learnt more about musical instruments and their families.
Today Ive made and played some maracas.

Respect and interest in activities which others carry out in their free time.
Enjoy team work.
Show respect towards classmates' activities or hobbies.
Show interest by participating actively in class.
Value the importance of curiosity.
Assess the importance of team work.
Familiarisation with the most frequent free time activities.

Using skills to relate to other people, showing tolerance and respect.
Learning about the importance of talking about one's habits and asking about other
people's.
2 Competences
Descriptors
Activities
LISTEN

activities carried out during the summer.


characters.

contexts.
Listen to a song about activities carried out

every day of the week.
TALK AND CONVERSE


presentations.

project you have carried out: maracas.

answers.
- 62-

spontaneously.
Ask and answer a classmate about activities

carried out every day of the week.
READING

activities carried out every day of the week.
illustrated story.
Identify relevant information on written posters

and simple maps.
Interpret the programme for the Arts Festival

on a poster at the characters' school.


Book.
WRITING
Write sentences connected with activities

carried out every day of the week.
Write sentences using simple present.
Complete a table with information about

each pupil's and all the classmates' favourite
days of the week.
Write short letters, e-mails or postcards with

personal information and information about
Write a short text with personal information

about activities carried out every day of the
week.

technology.
Solve simple problems connected with familiar
subjects.
Decipher a message in secret code by

interpreting a series of symbols and letters.

criteria.
Classify and count the instruments in the

illustration depending on what type they are.
Use various techniques and items to build an

object after planning the actions required to do
so.
Make some maracas following the

instructions.

Describe the pupil's surroundings using

sentences connected with activities carried
out every day of the week.
Digital Competence
English.



song.
Show an interest in common free time
- 63-

activities in other countries.

Show interest in and respect for the culture of

English-speaking countries.
Find out about common free time activities in

other countries.
Use artistic techniques and items in your

presentations and projects.
Decorate the maracas made in the project at

the end of the unit.
Learning to Learn

Show an interest in carrying out selfevaluation and correcting your own mistakes.
Carry out the unit self-evaluation suggested

in the Activity Book.


Learn about the importance of curiosity.

correctly.
Recognise the importance of showing curiosity on certain occasions.
Accept other people's tastes as freedom of expression.
Show an interest in classmates' hobbies.
Education for Equality
Show respect for other people's opinions, regardless of their gender.
Cooperative work in class
Be able to work in pairs or groups effectively, respecting other people and being
cooperative.
At this level, themes tend to touch on other areas of the syllabus, subjects
continually overlapping.
This unit is connected with music, pupils learning about the different families of
musical instruments and making maracas.
- 64-
Recognise and use frequently used orally and in writing frequently used oral
vocabulary about the different days of the week.
Talk about the activities we carry out in our free time usingpresent simplein positive,
negative and interrogative constructions.
Ask questions inpresent simple using different interrogative pronouns.
Carry out a project about appreciating the families of musical instruments.
Recognise and produce orally and in writing the corresponding letters of the
alphabet.
showing curiosity
Learn and use basic learning strategies. .

Contents
Evaluation criteria
Recognising and presenting the

days of the week.
Recognise and use frequently

used orally and in writing
frequently used oral vocabulary
about the different days of the
week.
Practise the present simple in the

first person singular.
Recognise and use functions

and meanings associated with
basic syntactic structures.
Distinguish and comply with
habitual
communication
functions: talk about free time
activities.
Practise pronouncing the sounds of Recognise and produce orally

the letters of the alphabet.
and in writing the corresponding
.
letters of the alphabet.
Recite a chant and a song about
activities carried out every day of
the week.

intonation.
Carry out a project about the

musical instrument families and
present them to your classmates.
Make yourself understood in

short, simple oral statements.
Listen to and read an illustrated

story.

- 65-
Competences
CL
CL
CL
CL
CEC
SIEE
CL
CEC
SIEE
CL
previously.
audio support.

seen before.

the importance of showing
curiosity
Revise the vocabulary

during the unit.
Learn and use basic learning

strategies.
learned
- 66-
CL
CSC
SIEE
UNIT 2 BIRTHDAYS
1 Contents

Listen to and understand simple oral messages in which the characters ask and
answer about the dates of their birthdays.
Listen to and read a chant about the months of the year.
Listen to and understand a sentence in which a pair of consonants are repeated, b
and v - /b/ and /v/.
Listen and understand an illustrated story using visual aids.
Listen to and understand a dialogue to extract specific information.
Listen to and understand different orders so that the pupils visualise an imaginary
birthday party.
Oral interaction in which the pupils ask short questions and answer with the verb to
be and adjectives about emotions to talk about how they are.
Take part in a game in which pupils practice the adjectivestheir and our talking
about their classmates' birthdays.
Oral interaction in which the pupils talk about a birthday party they have imagined
and illustrated in a drawing.
Take part in a game (act out a birthday party) to revise the contents of the last three
units.
Reading questions and answers about emotions and states.

Read a chant about the months of the year.
Read short, simple sentences about different characters' birthday dates.
Reading and understanding a sentence in which a couple of consonants are
repeated, b and v - /b/ and /v/.
Reading and understanding a text with invitations to a birthday party and which will
serve as a model for pupils to write their own invitations.
Reading and understanding what two children say about a drawing of a birthday
party.
Reading and learning about language and other formulae used at birthday parties.
- 67-
Writing sentences with the verb to be expressing different characters' emotions and
moods.
Write a verse of a song, following a pattern, about each pupil's birthday.
Reply to comprehension questions about a previously read story.
Finish words completing them with a couple of consonants, b and v - /b/ and /v/.
Oral interaction in which the pupils ask about and express emotions using the verb
to be.
Take part in a mime game in which the rest of the pupils guess the emotions or
feelings acted out.
Take part in a game in which pupils practice the adjectivestheir and our talking
about their classmates' birthdays.
Spoken interaction in which the pupils ask and answer about a birthday party which
they draw themselves and briefly describe.
Oral interaction in which the pupils act out a short play about a birthday party.
Vocabulary:
Months of the year.

Possessive adjectives: their, our.
Adjectives about emotions: sad, serious, angry, happy.
Adjectives about states:young, old, dirty, clean
Birthdays: birthday, invitation, ask, bring, football, running shoes, birthday party.
Revision: colours, favourite, cold, hot, windy, snowy, rainy, food, games,
imperative.. birthday, possessive adjectives (my, your, his, her), family
Are you...?
Yes, I am.
No, Im not.
Our/ Their... are in+ (month)
Simple present sentences (affirmative, negative and interrogative).
Imperative.
Happy birthday!
Thanks.
Thank you for the present.
Recognising and pronouncing the sounds /b/ and /v/.
Classroom language:
Whose birthday is it?
- 68-
When is Lucys birthday?

This month starts with
Please remember
Hello, everyone
Listen carefully
This is the story of Sally
Come here. Come and look.
Whats the problem?

Act out and mime different gestures showing moods and feelings.
Enjoy team work.
Respect and take an interest in other people's tastes and preferences.
Act out a short play showing a birthday party as a way of consolidating learning
language and structures which are characteristic of the situation.
Show respect and interest in other people's tastes with regards to parties and
celebrations.
Value the importance of being tidy.
Ability to interact with others and start simple conversations about birthdays.
Learning polite expressions and grammar structures which are used at birthday
parties to wish somebody a happy birthday, say thank you for something, give an
invitation, etc.
Learn about typical food and drink at a birthday party in an English-speaking
country.
2 Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about the

months of the year.


characters.
- 69-

contexts.
Listen to a song about the months of the year.
TALK AND CONVERSE


presentations.
Present and describe your drawing about a

birthday party to your classmates.

answers.

spontaneously.
Ask and answer questions about birthdays

with classmates.
READING
Recognise sentences connected with the

months of the year.
illustrated story.


Book.
WRITING
Write sentences connected with the months

of the year and birthdays.
Write sentences using the possessive
pronouns our and their.

Write short texts expressing your own and

other people's emotions and moods.
Write an invitation to your birthday party.
Write a note with information about your
perfect birthday and birthday party.
Digital Competence
English.



song.

Learn polite expressions and grammatical

structures which are used at birthday parties.
- 70-


Learn about typical food and drinks at

birthday parties in English-speaking
countries.

Do a drawing of a scene at a birthday party.
Learning to Learn


Use basic comprehension and expression

strategies to help carry out tasks.
Do the suggested test and revision game to

revise the last three units.


Learn about the importance of being tidy.

Show interest taking an active part in class and following the teacher's
instructions correctly.
Be aware of the correct way to relate with others using polite expressions.
Value and recognise the importance of being tidy
Be able to work with the whole class, respecting classmates' turns to speak when
taking part in group games.
- 71-
This unit is connected with arts education. Pupils draw an imaginary birthday party
which they later describe to classmates and draw up an invitation to their birthday
party.
- 72-
Recognise and use frequently used oral vocabulary orally and in writing about
different emotions and moods.
Make yourself understood with short, simple oral interventions about an imaginary
birthday party which pupils have drawn for their classmates previously.
Recognise and pronounce and write /b/ and /v/.
being tidy.
Learn and use basic learning strategies. Act out a short play, previously written by
the pupils, showing a birthday party and as a means of revising everything learned
in the last three units.
Contents
Evaluation criteria
Recognising
and
presenting Recognise and use frequently
vocabulary about the months of the used oral vocabulary orally and
year, emotions and moods.
in
writing
about
different
emotions and moods.
Teach and practise the possessive
pronouns our and their.
Competences
CL
Recognise and use functions

CL

habitual
communication
functions: talking about birthday
dates.
Practise pronouncing the sounds /b/ Recognise and pronounce and
and /v/.
write /b/ and /v/.
.
Recite a chant and a song about the
months of the year.

intonation.
Carry out a project about birthday

parties and present them to your
classmates.


story.
previously.

audio support.
- 73-
CL
CL
CEC
SIEE
CL
CEC
SIEE
CL

seen before.

the importance of being tidy.
Revise the vocabulary learned

during the three previous units.

strategies.
- 74-
CL
CSC
SIEE
UNIT 3 OUR DAY

1 Contents
Listen and understand simple messages from different audio-visual

media.
Listen to and understand simple oral messages about daily routines carried out at
different times of day.
Listen to simple messages in which a time at which certain activities are carried out
is specified.
Listen to and recite a chant and a song about daily routines.
Listen to and understand various messages in which the characters ask and give
answers about the time or moment of the day at which an activity is carried out.
Hear about activities which can be carried out during free time and which contribute
to a healthy life.
Listen and understand a sentence with repeated use of the sound /a/ and the letter
.
Spoken interaction with questions and answers about activities which we carry out
daily.
Oral interaction with questions and answers about the time or moment at which a
certain activity is carried out.
Oral interaction in which the pupils talk about their daily activities and about those
of a third person.
Asking questions about activities which classmates carry out in their free time.
Survey various classmates about the time they spend each week doing different
activities.
Oral description of the data obtained during the survey.
Recognising simple words connected with daily routines.

with daily routines and moments of the day in which they are carried out.
Read short, simple sentences and questions about the moment at which a specific
action is carried out.
Read about the different times of the day at which the expression "o'clock" is used.
Read various texts about what a third person does during the day.
Read about grammatical structures for comprehension, learning and memorising.
Listen to and understand the recording of a story using visual aids.
- 75-
Listen and understand a sentence with repeated use of the sounds /a/ and //
associated with different letters.
Read various sentences to decide whether the pupils are correct or not depending
on the contents of the previously read illustrated story.
Read questions about which activities can be carried out during free time to
contribute to a healthy lifestyle.
Reading and understanding the questions in a survey for classmates.
Read and understand multiple choice questions in order to demonstrate which has
been learned in the unit.
Write the words learned to name different daily routines.

Write the times at which specific activities are carried out using the expression
"o'clock".
Write a short text in which pupils talk about their daily routines, following a model.
Writing sentences in present simple about the domestic chores carried out at
specific times.
Write a verse of a song, following a model, about each pupil's daily routine.
Write various words with the sounds /a/ and // connected with different letters.
Questions and answers to talk about daily routines and the times or moments in
which they are carried out.
Oral interaction in which the pupils present their day and the activities which they
carry out throughout it.
Oral interaction in which the pupils present the daily routines of third persons and
the time or moment in which each activity is carried out.
Oral interaction in which the pupils talk about the free time activities which
contribute to a healthy lifestyle.
Oral interaction in which the pupils carry out a survey about the number of hours in
which classmates do a specific activity every week.
Oral presentation of the data obtained from the survey.
Vocabulary:
Daily routines: get up, get dressed, have breakfast, brush your teeth, go to school,
have lunch, play in the park, have dinner, go to bed, go out, have a shower, eat
dinner, drink some tea.
Interrogative pronouns: when, what time.
The time.
Picture story: bite, hut, waterfall, golden, fool, whats the matter?, illness, blind,
communicate, alphabet, intelligent, give up.
Activities: ride, play, go, go swimming, jump, sleep, play, sing, keep fit, have fun, do
sport, learn new things, do nothing, read books, swim, paint.
Adjectives: healthy, unhealthy, perfect
Others: Youre right, great, hungry, picnic and then, for another hour; What a funny
thing to do; What can we do with you?
- 76-
When do you...?
At (time).
Whats the time?
Its (time)
Present simple first person singular affirmative.
Present simple third person singular affirmative.
When its... in..., its... in...
Recognise, contrast and correctly pronounce the sounds /a/ and // connected with
different letters.
Classroom language:
What time is it?
When do you go to bed?
Claire gets up at eight oclock.
She goes to school at nine oclock.
How many days do...?
This is healthy/ good for you.
Healthy things are...
Unhealthy things are...
Do a class survey.
Make a bar chart and show it to your friends.
Give me your homework.
Open your books.
Listen to your friend and act out.
Imperative.
Make a poster.

Respect and show interest in other people's tastes and preferences.
Enjoying team work in pairs or groups.
Show respect for other people's routines.
Show respect and interest in carrying out different activities which lead to a healthy
lifestyle.
Value the importance of being persistent.
- 77-
Finding out about the most frequent habits and routines which we do every day.
Use skills to relate with other people showing tolerance and respect.
Learning about the importance of talking about one's habits and asking about other
people's.
2 Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about daily

routines.


characters.

contexts.
Listen to a song about daily routines.
TALK AND CONVERSE


presentations.

project you have carried out: a survey.

answers.

spontaneously.
Ask and tell classmates the time.

READING
Recognise sentences connected with daily

routines.
illustrated story.


Book.
WRITING
Write sentences connected with daily

routines.
Write sentences using the present simple in
the third person.
- 78-
technology.
Interpret and show simple statistical data on
simple graphs and tables.
Interpret and present a statistical survey

gathering data from classmates and
presenting it in a graph.

so.
Draw up a statistical survey following the

steps shown.


sentences connected with daily routines.

surroundings.
Value taking care of nature in order to enjoy

certain activities in the open air.
Be familiar with and follow healthy living

practices.
Identify free time activities which contribute

to a healthy lifestyle.
Digital Competence
English.



song.

Ask and tell the time of daily routines as a

way of relating with other people.


Learn ways to tell the time in English.

Listen to other people talking about their
daily routines.

Do a drawing of a scene at a birthday party.
Learning to Learn


- 79-


Learn about the importance of being
persistent.

correctly.
Show an interest in the activities which other people carry out every day.
Value the importance of being persistent.
Education about health
Connect sport with leading a healthier lifestyle.

Encourage sport as another form of enjoyment.
cooperative.
This unit is connected with social sciences and maths. Pupils learn how to carry out
a survey on their classmates. Pupils analyse the results of the survey, present them
on a bar graph and summarise them. In a sense, they have begun to carry out
social research.
Recognise and use a limited repertoire of very frequent oral vocabulary orally and it
writing about different daily routines and talk about the time or moment at which
each is carried out.
Teach and practise positive present simple for first and third person singular.
Ask and give answers about when the expression "o'clock" is used.
Recognise, differentiate and correctly pronounce the sounds /a/ and // connected
Sing a song with correct pronunciation and intonation.
Talk about healthy and unhealthy activities.
saying sorry.
Make yourself understood in a short, simple presentation about a study to analyse
the different data obtained when surveying classmates.
- 80-

Contents
Evaluation criteria
Recognising
and
practising
vocabulary about daily routines.

used oral vocabulary orally and
in writing about different daily
routines.
Practise using and asking questions Recognise and use functions

in present simple) with the and meanings associated with
interrogative pronoun when as well basic syntactic structures.
as appropriate answers to these
questions.
habitual communication
Practice questions about the time functions: ask and gives
using the expression "o'clock".
answers about the time.
Practise
pronouncing
sounds /a/ and //.
the Recognise and pronounce and

write /a/ and // connected with
different letters.

daily routines.

intonation.
Survey classmates about the type of

frequency of their weekly activities
and present the results to your
classmates.


story.
previously.

audio support.
Think about the meaning of the Identify basic sociocultural and

illustrated story which you have sociolinguistic features such as
seen before.
the importance of being
persistent.
- 81-
Competences
CL
CL
CL
CL
CEC
SIEE
CL
CMCT
SIEE
CL
CL
CSC
CHRISTMAS
1 Contents
Listen to three texts about typical objects and traditions at Christmas in Englishspeaking countries.
Listen to a carol so that pupils can learn it and then sing it.
See Activities for developing skills.
Reading three texts describing three typical Christmas objects and traditions in
Read a Christmas carol.
Practice vocabulary about typical Christmas objects in English-speaking countries.

Communication with classmates in English.
Vocabulary:
Christmas: roast turkey, Brussels sprouts, sausages, dessert, Christmas

pudding, cracker
Others: tube, noise, concert, stage, wonderful, childhood, magic, return
Revision: grammar and vocabulary from the Pupils' Book Quick Minds 3.
Merry Christmas
We wish you a merry Christmas and a happy New Year!
Thank you.
It is Christmas time!
Sing a carol with correct intonation and pronunciation.
- 82-
Classroom language:
Open your Students Book at page , please.
Look! Its Christmas.
Sing a Christmas song.
We have (food). This is a This is my I like
We wear We sing ...

Enjoy team work.
Respect the different ways of celebrating Christmas in different parts of the world.
Show respect for other people's beliefs.
Find out about Christmas in English-speaking countries.

2 Competences
Descriptors
Activities
LISTEN

Christmas.


characters.

contexts.
Listen to a song about Christmas.
TALK AND CONVERSE


answers.

spontaneously.
Wish your classmates a Happy Christmas.

- 83-
READING

Christmas.
WRITING
Write sentences connected with Christmas.
Digital Competence
English.



song.



Learn about ways of celebrating Christmas in

other countries.


Show an interest in learning about typical Christmas objects and traditions in

Education for Peace
Show respect for other people's beliefs and Christmas traditions.
- 84-
Use vocabulary connected with typical Christmas objects and traditions in Englishspeaking countries.
Sing a carol with correct pronunciation and intonation.

Contents
Evaluation criteria
Competences
Presentation about Christmas.

used oral vocabulary about
Easter orally and in writing.
CL
CSC
Reciting a Christmas carol.

intonation.
CL
CEC
SIEE
- 85-
UNIT 4 THE HAUNTED HOUSE
1 Contents

Listen to and understand simple oral messages about rooms in the house.
Listen to and understand simple oral messages in which the characters talk about
different rooms in their houses.
Listen to and recite a chant or song about the rooms in a house.
Listen and understand a sentence with repeated use of the sound /a:/ and /r/
Listen to and understand orders which must be followed to understand how to
visualise an imaginary house.
Oral interaction with questions and answers about rooms in a house.

Oral interaction in which the pupils Theres and There are.
Oral interaction using the questions Is there?, Are there ? and the answers
Yes, there is, No, there isnt, Yes, there are, No, there arent.
Spoken interaction in which the pupils talk about an imaginary house the pupils
have come up with.
Recognising simple words about rooms in a house.

with rooms in a house.
Read short, simple sentences which describe objects in different places with the
structures Theres and There are.
Read questions about specific objects using the structuresIs there? y Are
there? and possible answers Yes, there is, No, there isnt, Yes, there are, No,
there arent.
Listen and understand a sentence with repeated use of the sounds /:/ and //
Writing appropriate words to talk about the rooms in a house.

Describe each pupil's house following a model.
- 86-
Writing simple sentences for pupils to express what they have learned in the unit.
Use of positive and negative sentences, questions and answers to talk about
objects in particular places: Theres , There are, Is there?, Are there?,
Yes, there is, No, there isnt, Yes, there are, No, there arent.
Take part in a description game in which pupils describe scenes mentioning the
objects there are and where they are for classmates to guess which drawing it is.
Oral interaction in which the pupils describe an imaginary house which they have
drawn previously.
Vocabulary:
Rooms: house, bathroom, bedroom, living room, hall, dining room, kitchen, stairs,
cellar, down, garden.
Actions: find out, see me, find.
Picture story: funfair, Pirate Ship, the wrong place, owl.
Revision: animals, plurals, food, toys, classroom objects, adjectives, colours, the
imperative.
Theres...
There are
Is there...?
Are there...?
Yes, there is.
No, there isnt.
Yes, there are.
No, there arent.
How many... are there in...?
Recognising and pronouncing the sounds /:/ and /r/ connected with different
letters.
Classroom language:
In my house Ive got...

I havent got a...
Look at this. Is it the...?
There are eight apples in my bag.
Number the pictures.
In my... there are... and theres a...
Ben and Lucy are in the village.
They help to tidy up.
- 87-
They look for the letter in the rubbish and under a table, but dont find it.
Then Lucy finds it on a table.
Its the letter F.
Why do they want to go up the tower?
Who thinks its a good idea to go on the Pirate Ship?
Whats the third letter?
What are the first two letters?
Roxy, Ron and Ray are the Triple R rock stars from Mars.
Lets imagine a house.
Close your eyes and listen.
Do you want to go in there?
Show your picture to your friends.

Understand words, expressions and short sentences following a model.
Enjoy team work.
Show respect and interest in classmates' houses.
Value the importance of lateral thinking to resolve problems in an imaginative way.
Ability to interact with others and start simple conversations.

Value the importance of describing your house as part of yourself.
Respect and interest in classmates's houses.
2 Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about objects

and rooms in a house.


characters.

contexts.
Listen to a song about objects and rooms in

a house.
- 88-
TALK AND CONVERSE


presentations.

drawing you have done of a haunted house.

answers.

spontaneously.
Talk with classmates about objects in specific

places.
READING
Recognise sentences connected with objects

and rooms in a house.
illustrated story.


Book.
WRITING
Write sentences connected with objects and

rooms in a house.
Write sentences using the structure: there
is / there are.

technology.
Solve a letter soup connected with rooms in

a house.


sentences connected with objects and rooms
in a house.
Digital Competence
English.



song.

Describe an imaginary house to classmates.

- 89-

Show curiosity about classmates' houses

and houses in other cultures.

Draw an imaginary house.
Learning to Learn




Learn about the importance solving problems
in an imaginative way.

correctly.
Show respect towards your house and an interest in taking care of it.
Recognise the importance of lateral thinking in order to solve problems in an
imaginative way.
cooperative.
Be responsible for keeping the classroom tidy and putting everything where it
should be.
This unit is connected with arts education as pupils draw an imaginary house and
then describe it.
- 90-
Recognise and use a limited repertoire of oral vocabulary orally and in writing about
rooms in a house and objects which may be found in them.
Describe your own house accurately.
Recognise, differentiate and correctly pronounce the sounds /:/ and /r/ connected
Make yourself understood in a short, simple presentation about an imaginary house
which the pupils have created.
Identify basic socio-cultural and socio-linguistic features such as the importance of
lateral thinking to solve problems in an imaginative way.

Contents
Evaluation criteria
Recognising and practising de Recognise and use a limited

vocabulary about objects and rooms repertoire of oral vocabulary
in a house
orally and in writing about rooms
in a house and objects which
may be found in them.
Competences
CL
Teach and practise the structures Recognise and use functions

theres and there are in positive, and meanings associated with
negative and interrogative forms.
habitual
communication
functions: ask and give answers
about objects which appear in
certain places or not, and about
how many there are.
Practise pronouncing the sounds Recognise and pronounce and
/:/ and /r/.
write /a/ and // connected with
different letters.
CL
CL

items of clothing.

intonation.
CL
CEC
SIEE
Draw an imaginary house, talk about

it and present it to your classmates.

CL
CEC
SIEE

story.
previously.

audio support.
CL
Think about the meaning of the Identify basic socio-cultural and

illustrated story which you have socio-linguistic features such as
- 91-
CL
CSC
seen before.
the importance of lateral thinking

to solve problems in an
imaginative way.
- 92-
UNIT 5 BY THE SEA
1 Contents

media.
Listen to and understand simple oral messages about different actions.
Listen to and recite a chant and a song about actions which some people are
carrying out.
Listen to and understand a sentence in which there is repetition of the sounds /s/
and // connected with different letters.
Listen to different parts of a comic to match them with the drawings.
Hear about different patterns in the marine animal world.
Listen to and read a text about patterns and symmetry.
Oral interaction in which the pupils talk and ask each other about the actions which
the characters in the illustration carry out.
Take part in a game asking what the characters in an illustration are doing to guess
who they are.
Oral interaction in which the pupils describe the patterns they see in some photos.
Taking part in a quiz and a game in which the pupils revise the vocabulary and
structures learned in the last three units.
Recognising simple words connected with different actions.

Read short, simple sentences about what various people are doing at this moment.
Reading and understanding de a sentence in which there is repetition of the sounds
/s/ and // connected with different letters.
Read words which include the sounds /s/ and // for pupils to be able to complete
them with the right letters in each case.
Read and listen to a text about patterns and symmetry.
Read instructions for carrying out a project in which pupils draw a symmetrical fish.
Read instructions for colouring in various items with specific patterns.
Write the names given to various activities which we carry out in our free time to
amuse ourselves.
- 93-
Writing short sentences in present continuous showing the actions which various
characters are carrying out.
Finish words completing them with the letters corresponding to the sounds /s/
and //.
Write about different patterns in nature.
Use positive and negative sentences, questions and answers about different
activities and actions which various characters are carrying out at this moment.
Oral interaction in which the pupils talk about what various characters are doing.
Oral interaction in which the pupils pretend to be a character and say what they are
doing for a classmate to guess who it is.
Questions and answers about symmetry and patterns.
Take part in a game in which the pupils practice the vocabulary and structures
learned in the last three units.
Vocabulary:
Actions: fish, play with the dog, clean your goggles, play the guitar, talk on the
phone, dance, listen to the radio, read a book
Sea animals: trap, shell, shark, cage, octopus
Picture story: trap, giant, get my arm out, stuck, beauty, helpful.
Patterns and symmetry: pattern, symmetry, stripes, vertical, diagonal, horizontal,
spiral, spots, symmetrical, asymmetrical, middle, sides, same, missing, halves.
Other words: all alone, nothing, on my ow, different place, get (my arm) out
Revision: cat, piano, ice cream, paint a picture, lizard, sandwich, bike
(Revision) What I am doing? You are cleaning

Present simple continuous: Hes swimming
Is he swimming? Yes, he is / No, he isnt
They are running
Are they running? Yes, they are / No, the arent
Recognising and pronouncing the correct consonant sounds /s/ and // connected
Classroom language:
What is he doing? What are they doing?

Are you/she/he/theying?
Give me your homework.
Open your books.
Listen to your friend and act out.
- 94-
Who gets stuck in the shell?

Where is the shark?
Who opens the cage?
What creature is helpful?
Whats the fourth letter?
Where are Ben and Lucy?
Is Lucys arm stuck in the shell?
What are the first three letters?
Im sorry, Ben. I cant open the shell.
Sam gets some short socks at the Super Special Shoe Shop.
Today Ive learnt about the names for different patterns and which sea creatures
have patterns.
Today Ive learnt more about patterns and symmetry and made a symmetrical fish.

Respect and interest in the activities which classmates and other people carry out.
Show respect towards activities which classmates carry out.
Respect and take an interest other people's tastes in sea animals and their
patterns.
Value the importance of asking for help.
Familiarisation with frequent activities among pupils of these ages.

Valuing the importance of talking about one's taste in activities and developing a
consciousness of respect for other people's tastes and interests.
2 Competences
Descriptors
Activities
LISTEN

different frequent actions.
- 95-


characters.

contexts.
Listen to a song about different frequent

actions.
TALK AND CONVERSE


presentations.

project you have carried out: a symmetrical
fish.

answers.

spontaneously.
Talk with classmates about what other

people are doing.
READING

different frequent actions.
illustrated story.


Book.
WRITING
Write sentences connected with different

frequent actions.
Write sentences using present continuous in
third person.
Fill in a form about where and with whom

you live.

technology.
Recognise geometrical similarities and
differences in everyday objects.
Recognise and interpret patterns and

symmetry in the animal kingdom.

so.
Make a symmetrical fish following the

instructions.


sentences about different frequent actions.

surroundings.
Recognise the shapes and colours of some

fish and show an interest in taking care of
them.
- 96-
Digital Competence
English.



song.

Ask what other people are doing.


Show an interest in what other people are

doing.

Decorate and colour in the fish made in the

project at the end of the unit.
Learning to Learn






Learn about the importance of asking for
help.

correctly.
Show interest and recognise the importance of asking for help.
- 97-
cooperative.
This unit is connected with maths and art. Pupils learn about patterns which appear
in nature and in art and about the mathematical phenomenon of symmetry.
This unit is also closely connected with arts education. Pupils make a fish based on
the mathematical principle of symmetry.
frequent actions.
Talk about activities which other people are carrying out at the moment using the
present continuous in positive, negative and interrogative sentences.
Recognise, differentiate and correctly pronounce the consonant sounds /s/ and //
connected with different letters.
Recognise some patterns and symmetry in nature.
Make yourself understood in a short, simple presentation about a project in which
the pupils have drawn a symmetrical fish.
asking for help.
Learn and use basic learning strategies. : take part in a quiz and a game to revise
what has been learned in the last three units.

Contents
Evaluation criteria
Recognising
and
practising Recognise and use frequently
vocabulary about different frequent used oral vocabulary orally and
actions.
in writing about frequent actions.
Competences
CL
Revise and practise the present Recognise and use functions

continuous in the first person.
habitual
communication
functions: talk about activities
which other people are carrying
out at this moment.
- 98-
CL
Practise pronouncing the consonant Recognise and pronounce and

sounds /s/ and //.
write the consonant sounds /s/
.
and // connected with different
letters.
activities that we usually carry out.

intonation.
Presentation about patterns and Recognising some patterns and

symmetry in some animals.
symmetry in the natural world.
Carry out a project about a
symmetrical fish and present them
to your classmates.


story.
previously.

audio support.

seen before.
the importance of asking for
help.
Revise the vocabulary learned in the
last three units.

strategies.
- 99-
CL
CL
CEC
SIEE
CL
CMCT
CL
CEC
SIEE
CL
CL
CSC
SIEE
PANCAKE DAY
1 Contents
Listen to three texts describing typical activities in the United Kingdom on Pancake
Day.
Listen to a song about Pancake Day.
Read three texts describing typical activities in the United Kingdom on Pancake
Day.
Read a song about Pancake Day.
Practise vocabulary connected with Pancake Day.

Take part in games to learn and memorize new vocabulary and practice grammar
structures.
Vocabulary:
Pancake Day: pancake, Lent, toss, delicious.

Others: a day away, real treat
Its Pancake Day.

Its a ...
Imperative
Recite a rhyme with correct intonation and pronunciation.
Classroom language:
- 100-

Lets make an pancake.

Enjoy team work.
Find out about Pancake Day.
Finding out about Pancake Day.

Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about typical

Pancake Day objects.


characters.

contexts.
Listen to a song about Pancake Day.
TALK AND CONVERSE


answers.

spontaneously.
READING

Pancake Day.
- 101-
WRITING
Write words connected with Pancake Day.
Digital Competence
English.



song.

Show an interest and respect for traditions

which are typical in other parts of the world.


Learn about traditions in other parts of the

world.
Learning to Learn



6 Education about values

Show interest in learning about traditions in different parts of the world.
- 102-
Use vocabulary connected with Pancake Day.

Recite a song about Pancake Day with correct pronunciation and intonation.

Contents
Presentation about Pancake Day.
Recite a song about Pancake Day
Evaluation criteria
Competences

Pancake Day orally and in
writing.
CL
CEC

intonation.
CL
CEC
SIEE
- 103-
UNIT 6 THE MARKET
1 Contents
Listen to and understand simple oral messages about food and meals.
Listen to and recite a chant or song about the food and meals in the unit.
Listen to and understand simple oral messages in which the characters explain the
food they have and do not have.
Listen to and understand a sentence including the long vowel sounds /a:/, //, /i :/, /
/ and /u:/.
Listen to different parts of a comic to match them with the drawings.

Spoken interaction with questions and answers about food and meals in a
particular place.
Oral interaction in which the pupils ask each other if they would like something to
eat or drink and reply, positively or negatively, in a polite way.
Take part in a memory game in which a pupil asks a classmate about the food in
the fridge in the illustration.
Give instructions for classmates for carry out the specified activity.
Recognising simple words which represent different food and meals.
Read questions and answers offering and accepting or refusing different types of
food and drink using structures with would like.
Read questions and answers about the existence of various types of food, in
singular or plural, in a particular place.
Read and understand an illustrated story with visual and audio aids.
Reading and understanding a sentence including the long vowel sounds /a:/,
//, /i:/, / / and /u:/.
Reading and understanding the model text for pupils to be able to describe a salad
of imaginary fruit.
with food and meals.
Writing appropriate words to describe the food and meals learned about in the unit.
- 104-
Completing questions and sentences with the articles a, an and some as fits.
Write questions with would like to offer food or drink and accept or refuse politely.
Write a description of a salad made of imaginary fruit to show classmates.
Writing words which contain the long vowel sounds /a:/, //, /i:/, / / and /u:/.
Use the structure would like to offer food or drink and accept or refuse politely.
Oral interaction in which the pupils ask questions and give answers about food at a
certain place.
Oral interaction in which the pupils talk about a salad made of fruit they have
imagined.
Vocabulary:
Food: grapes, beans, bread, lemons, tomatoes, fish, eggs, mangos, watermelons,
potatoes, fruit, vegetables, sweets, beans, fruit salad.
Verbs: put, keep.
Adjectives: hungry, thirsty, really great, bad, sweet, good, nice.
Picture story: somewhere, hide, clever, rock, hurry up.
Other words: underground, cave
Revision: food, adjectives, the imperative.
Would you like a/ some...?

Yes, please.
No, thank you.
Are there any... in the...?
Yes, there are.
No, there arent any.
Is there any... in the...?
Yes, there is.
No, there isnt any.
Imperative.
Recognising and pronouncing long vowel sounds /a:/, //, /i:/, / / and /u:/.
Classroom language:
In my bag Ive got some mangos.

In my bag Ive got some mangos and a lemon.
- 105-
Im thinking of some food.

Its yellow and looks like this.
Here you are.
Thank you.
Where were Ben and Lucy?
They were outside a cave.
Who goes in the cave?
Where were Horax and Zelda?
Where was the fifth letter?
What was it?
What beautiful cave paintings!

Understand words, expressions and short sentences following a model.
Enjoy team work.
Take part in a game to revise the vocabulary learned in the unit.
Use real objects (realia) as clothes to make learning more immediate for pupils.
Take part in the lesson with respect and tolerance towards classmates.
Respect and take an interest in other people's tastes in food.
Be aware of the importance of including fruit and vegetables in your daily diet to
lead a healthy life.
Value the importance of being tidy.
Value the importance of hygiene when handling food stuff and making food.

Valuing the importance of choosing your favourite food in order to define yourself.
Valuing the importance of eating fruit and vegetables daily in order to lead a healthy
life.
2 Competences
Descriptors
Activities
LISTEN

different food.


characters.
- 106-

contexts.
Listen to a song about food.
TALK AND CONVERSE


presentations.
Present and describe to your classmates the

drawing you have done of your favourite fruit
salad.

answers.

spontaneously.
Ask classmates what they would like to eat

or drink.
READING
Recognise sentences connected with food.

illustrated story.


Book.
WRITING
Write sentences connected with food.

Write sentences using the structure: Would
you like?
Complete sentences about your personal

tastes in food.

Write a letter to your family.

technology.
Show a table of the results of a survey based

on a written report.

criteria.
Put the pictures of a story into the right order.
Solve a crossword about food.
Identify and differentiate objects and

resources in the immediate surroundings and
what human beings do with them.

sentences about food.

practices.
Recognise the healthiest food and identify

food which is not healthy.
- 107-
Digital Competence
English.



song.

Ask other people what they like to eat or

drink in order welcome people or to start a
conversation.


Learn ways of offering food and drink in

English.

Make a drawing of a fruit salad.
Learning to Learn




Learn about the importance of being witty.


Accept other people's tastes about food.
Recognise the importance of being witty.
Learn to eat fruit and vegetables daily for a healthy lifestyle.

Learn the importance of hygiene when handling food.
- 108-
Education about consuming goods.
Learn to be responsible and not waste food.

Distinguish between food which is necessary for a healthy diet and that which is
not.
At this level, themes tend to touch on other areas
1. This unit is connected with the sciences as pupils
importance of food, which is vital for our health and
fundamental hygiene standards.
This unit is also closely connected with arts education
salad.
of the syllabus, subjects

begin to talk about the
existence, and also able
as the pupils draw a fruit
Recognise and use a limited repertoire of frequently used oral vocabulary orally
and in writing about food and meals and talk their existence in a particular place.
Use the structures Would you like a/ some?, and Yes, please/ No, thank yo to
offer and answer offers.
Teach and practise the articles a, an and some.
Teach and practise the structures Are there/ Is there
Make yourself understood in a short, simple presentation about a fruit salad which
the pupils have imagined previously.
Recognise and pronounce and write long vowels /a:/, //, /i:/, / / and /u:/.
Sing a song using correct pronunciation and intonation.
being witty.

Contents
Recognising
and
vocabulary about food.
Evaluation criteria
practising
Teach and practise de Would you

like a/ some?, and Yes, please/
No, thank you

in writing about different types
of food.
habitual
communication
functions: offer something to eat
and drink and accept or refuse
politely.
- 109-
Competences
CL
CL
Teach and practise the articles a, an Recognise

and
use
the
and some.
functions
and
meanings
CL

functions: presenting indefinite
quantities of objects.
Teach and practise the structures Recognise
and
use
the
Are there/ Is there
functions
and
meanings
habitual
communication
functions:
ask
about
the
existence of objects in a
particular place.
Practise pronouncing the long vowel Recognise and pronounce and
sounds /a:/, //, /i:/, / / and /u:/.
write long vowels /a:/, //, /i :/, /
/ and /u:/.
CL
CL

food.

intonation.
CL
CEC
SIEE

story.
previously.

audio support.
CL

seen before.
the importance of being witty.
- 110-
CL
CSC
UNIT 7 AROUND TOWN
1 Contents
media.
Listen to and understand simple oral messages about different places in a
city or town.
Listen to and understand simple messages about different buildings in a city
or town.
Listen to and recite a chant or song about different places in a city or town.
Listen and understand a sentence with repeated use of the sound // and the letter
0.
Listen to messages with opinions about different paintings.

Interaction oral with questions and answers about different places in cities and
towns.
Oral interaction in which the pupils ask each other and give answers about places
in their town or city.
Oral interaction in which the pupils situate different buildings in a city using
prepositions.
Oral interaction in which the pupils describe their favourite places in a city.
Oral interaction in which the pupils talk about their favourite painting in those shown
and explain why it is their favourite.

Recognising simple words connected with the different places in cities and towns.
with different places in cities and towns.
Read positive, negative and interrogative sentences with the structure have got.
Identify and understand short sentences situating different buildings and places in a
city using prepositions.
Reading and understanding a text in which a person presents his/her favourite
place in the city and explains why.
Reading and understanding various messages with opinions about paintings.
Listen and understand a sentence with repeated use of the sounds // and /i/
associated with the letter y.
- 111-
Writing words learned to name different places in the city of town.

Description of the city or town where the pupils live with the pupils talking about
different places in them.
Write the letter g to complete words.
Description of the pupils' favourite places in the city following a model. Writing
simple sentences in which pupils use what they have learned in the unit.
Questions and answers to talk about different places in cities and towns using
structures withhave got.
Oral interaction in which the pupils situate different buildings in a city or town using
prepositions.
Oral interaction in which the pupils tell classmates where different places in the city
are on the map they have drawn.
Oral interaction in which the pupils tell classmates what their favourite place in the
city is and explain what they like about it.
Oral interaction in which the pupils talk about what they see in various paintings
connected with the city.
Carrying out a project project in which pupils create a collage in groups about their
city or town.
Take part in a game to revise the vocabulary learned in the unit.
Vocabulary:
Places in a city: playground, cinema, swimming pool, park, hospital, bus stop,
shop, street, caf, train station, town, toy shop, sweet shop.
Expressions: looking from up here; yes, we can.
Countries: Mexico, Spain, Argentina, Egypt, Chile, China, Turkey, Brazil, Australia,
India.
Picture story: stadium, not yet, opera house, drop, Im not sure, be careful, vase, a
minute ago.
Prepositions: between, behind, in front of, next to.
Paintings of the city: painting, building, stars, sky, caf, wall, school.
Other words: ham, pounds, cute, gone, steps, watch.
Revision: grandmother, imperative.
Has your town got a swimming pool?

Yes, it has.
No, it isnt
Prepositions: between, behind, in front of, next to.
My favourite place is...
I like... because...
There is a/ an... in the...
There are... in the...
Imperative.
- 112-
Recognising and pronouncing the sounds // and /i/ connected with the letter y.
Classroom language:
Where do you live?

Do you live near the park/ school?
My flat is near the school.
I can walk to the train station.
There are some shops near my house.
The town has got a shop.
Stand between... and...
Sit in front of them.
Name three things they see.
What happens to the book?
Where are the missing letters?
Its the opera house in Sydney, in Australia.
Silly Milly made a pyramid of jelly at the gym.
Today weve learnt about paintings and how to describe them.
Today weve learnt about where there are paintings in our town.
Today Ive made a collage.
Describe the paintings.
Do you like them?

Show respect and interest in others' tastes about different places in the city or town.
Assess the importance of taking part in collective games and tasks.
Show an interest listening to information which other pupils provide.
Value the importance of showing an interest in other cultures.
- 113-
country.
Assess the importance of choosing your favourite place in the city as a way of
defining yourself.
2 Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about places

in a city or town


characters.

contexts.
Listen to a song about places in a city or

town.
TALK AND CONVERSE


presentations.

project you have carried out: a collage with
pictures or your city or town.

answers.

spontaneously.
Describe places in a city or town to your

classmates.
READING
Recognise sentences connected with places

in a city or town.
illustrated story.
Identify relevant information on written posters

and simple maps.
Interpret the data on a simple map with the

places in the city.


Book.
- 114-
WRITING
Write sentences connected with places in a

city or town.
Write sentences using place prepositions.
Fill in a form about the places in the city you

like.

Write about your favourite place in the city.

technology.
so.
Make a collage with pictures or your city or

town following the instructions given.


sentences connected with places in a city or
town.
Digital Competence
English.



song.

Describe places for other people to give

directions to a tourist about a well-known
place or to ask information about a place.


Learn ways to give details about places in a

city or town in English.

Make a collage with pictures of your city or

town as an end of unit project.
Learning to Learn


- 115-


Learn about the importance of showing an
interest in other cultures.

correctly.
Show respect for public places in the city so that everybody can enjoy them.
Be aware of the importance of being a good citizen.
Education for Peace
Respecting the other citizens who live in our city or town.

Collaborate with the forces of order in your city and respect the city's laws and
norms for its good upkeep.
cooperative.
This unit is connected with art. Pupils learn about paintings, how to describe them
and where they can see them in the city. Pupils make a collage showing their city or
town.
The unit is also closely associated with social sciences, dealing with the city in
which the pupils live.
vocabulary about different places in the city.
Teach and practise the prepositions between, behind, in front of and next to
Teach and practise structures with have got to talk about possession in positive,
negative and interrogative sentences
Recognise and pronounce and write // and /i/ associated with the letter y
- 116-
Make yourself understood in short, simple oral statements.

showing interest in other cultures
Make yourself understood in a short, simple presentation about a painting showing
your city.

Contents
Evaluation criteria
Recognising
and
presenting Recognise and use frequently
vocabulary about places in a city or used orally and in writing
town.
about different places in the city.
Competences
CL
CCTF
Teach and practise the prepositions Recognise

and
use
the
between, behind, in front of and functions
and
meanings
next to
habitual
communication
functions: talk about where
different objects are in a city or
town.
Teach and practise structures with
have got
CL
Recognise
and
use
the
functions
and
meanings
CL

habitual
communication
functions:
expressing
possession.
Practice pronouncing the sounds //
and /i/ associated with the letter y
Recognise and pronounce and

write // and /i/ associated with
the letter y

places in a city or town.

intonation.
Look at paintings of places in a city

and
present
them
to
your
classmates.

Carry out a project about places in a

city and present them to your
classmates.

Use
- 117-
the
subject,
general
CL
CL
CEC
SIEE
CEC
CSC
CL
CEC
SIEE
CSC
CL
story.
previously.

audio support.

seen before.
the importance of showing
interest in other cultures
- 118-
CL
CSC
UNIT 8 HOLIDAY PLANS

1 Contents

Listen to and understand simple oral messages about summer holiday activities.
Listen to and understand questions in which permission to do something is
requested.
Listen to and recite a chant or song connected with summer holiday activities.
Listen to and read a dialogue in which a teacher asks the pupils what they would
like to do on holiday and they reply with different ideas.
Listen to and understand a sentence in which the sound /3:/, associated with
different letters, is repeated.
Spoken interaction with questions and answers about activities which we carry out
during the summer holidays.
Oral interaction in which the pupils practice the correct structure for requesting
permission using can.
Take part in a question game in which pupils revise the different structures learned
during the year to ask questions and reply correctly.
Recognising simple words which represent activities which we carry out during the
summer holiday.
with summer holidays and activities which are usually carried out then.
Read short, simple questions which start with can to ask for permission.
Read and listen to a dialogue in which a teacher asks the pupils what they would
like to do on holiday and they reply with different ideas.
Listen and understand a sentence with repeated use of the sound /:/ associated
Read and understand multiple choice questions which the pupils do at the end of
the unit to revise what they have learned in the last three units.
Write appropriate words to talk about the activities which we carry out during the
summer holidays.
Write short questions asking for permission.
- 119-
Write the letters associated with the sound /3:/ to complete the appropriate words.
Oral interaction in which the pupils talk about activities which they usually carry out
during the summer holidays.
The use of can to ask for permission.
Oral interaction in which the pupils talk about what they would like to do during the
summer holidays.
Take part in aquestion game) in which the pupils practice the grammatical
structures they have learned during the year to ask questions and give answers.
Vocabulary:
Summer activities: holidays, plans, visit my cousins, go hiking, keep a scrapbook,

help in the garden, build a tree house, read a comic, learn to swim, go camping,
take riding lessons.
Expressions of time: tomorrow, morning, afternoon, evening.
Picture story: finders, wrong, fool, amazing, perfect, friendship, honest, open, whirl,
twirl.
Verbs: drive, feed, write.
Revision: sunny, actions and activities, days of the week, countries, adjectives,
clothes, the months.
Can I/ we? (requests)

What would you like to do?
Different question forms.
Id like to...
This is a...
These are some...
Imperative.
Recognising and pronouncing the sound /3:/ connected with different letters.
Classroom language:
Are you learning to swim?

Yes, I am.
No, Im not.
Can I open the door?
What would you like to do in the holidays?
Im going on holiday.
In my bag Ive got my scrapbook and my shorts.
- 120-
Who is Horax?
Who got the missing word right?
What is the treasure?
What happens in the whole story?
What a perfect end to our adventure!
Fern whirls and twirls in circles in her purple skirt.

Understand and make sentences following a model.
Enjoy team work.
Take a test at the end of the unit to revise what has been learned.
Respect and take an interest in plans which other people suggest.
Respect and take an interest in the activities which classmates carry out over the
summer.
Value the importance of knowing how to solve problems.
Assess the importance of taking part in group activities and games.
Using skills to relate with others and start simple conversations about activities
which are carried out during the school summer holidays.
Use skill to relate with others and ask for permission to carry out an activity.
Assessing the importance of talking about how you enjoy yourself during the
summer to reflect the type of person you are.
Respect and take interest in classmates' hobbies and preferences.
- 121-
2 Competences
Descriptors
Activities
LISTEN

activities carried out during the summer.


characters.

contexts.
Listen to a song about the activities the

pupils carry out during the summer.
TALK AND CONVERSE


presentations.
Present and describe to your classmates the

drawing you have done about your perfect
summer holidays.

answers.

spontaneously.
Ask for permission to do something or

suggest a plan to your classmates.
READING
Recognise simple words about activities

carried out during the summer. Recognise
the sentences in the unit's illustrated story.


Book.
WRITING
Write words connected with the activities

carried out during the summer.
Write sentences using the structure: would
like and can
Fill in a form about what you would like to do

in your summer holidays.

Write a letter introducing yourself and inviting

a friend to visit you during the summer.
- 122-
technology.
Solve a cipher following a code of symbols.


words connected with activities carried out
during the summer.
Digital Competence
English.



song.

Politely request permission to do something

or suggest a plan.


Learn usual forms to ask for permission or

suggest plans in English.

Make a drawing of a scene connected with

the holidays.
Learning to Learn






Learn about the importance of knowing how
to solve problems.

- 123-

Accept choices made by other people when a plan is suggested, accepting the
possibility that some plans will not be to everybody's taste.
Recognise the importance knowing how to solve problems.
Be able to work with everybody, respecting others' turns to speak.

Be responsible for keeping the classroom tidy and putting everything where it
should be.
This unit is connected with arts education as pupils make a drawing connected with
a scene from their holidays.
summer holiday activities.
Ask questions with Can asking for permission to carry out an activity.
Teach and practise would like to suggest a plan.
Recognise and pronounce and write /3:/ connected with different letters.
being able to solve problems.
Learn and use basic learning strategies. .
Learn and use basic learning strategies. : take a test and take part in a game to
revise what has been learned in the last three units.

Contents
Evaluation criteria
Recognising
and
practising
vocabulary about different activities
connected
with
the
summer
holidays.

in writing about summer holiday
activities.
Teach and practise questions with Recognise

can
functions
associated
- 124-
and
and
with
use
the
meanings
the basic
Competences
CL
CL
habitual
communication
functions: request permission to
do something.
Teach and practise would like
Recognise
and
use
the
functions
and
meanings
CL

habitual
communication
functions:
suggest
different
plans.
Practise pronouncing the sound / Recognise and pronounce and
3:/ .
write
/3:/
connected
with
different letters.
summer holidays.

intonation.
Doing a drawing in which pupils

show a scene from their summer
holidays and show it to their
classmates.


story.
previously.

audio support.

seen before.
the importance of being able to
solve problems.

strategies.
- 125-
CL
CL
CEC
SIEE
CL
CEC
SIEE
CL
CL
CSC
SIEE
MOTHERS DAY
1 Contents
Listen to a text in which a child describes his/her mother and how they celebrate
Mother's Day in the family.
Listen to a poem dedicated to a mother.
Read a text in which a child describes how they celebrate Mother's Day in his/her
family.
Read a poem dedicated to a mother.
Write a poem dedicated to your mother.
Essential vocabulary about Mother's Day.

structures.
Vocabulary:
Mothers Day: special, buy, make a card.

Others: I love you, always there
Thanks for
I love you
Classroom language:

Lets write a poem.
- 126-

Enjoy team work.
Finding out about Mother's Day.
Show an interest in finding out about festivities in other cultures.
Finding out about Mother's Day.

Valuing festivities in English-speaking countries.
2 Competences
Descriptors
Activities
LISTEN

Mother's Day.


characters.

contexts.
Listen to a song about Mother's Day.
TALK AND CONVERSE


presentations.
Present and describe the poem you have

written about your mother to your
classmates.

answers.

spontaneously.
READING

Mother's Day.
- 127-


Book.
WRITING
Write sentences connected with Mother's

Day.

Write a poem dedicated to your mother.
Digital Competence
English.



song.

Listen to how Mother's Day is celebrated in a

British family.
.


Learn about ways of celebrating Mother's

Day in the United Kingdom.

Write a poem to your mother.
Learning to Learn



- 128-

subjects overlapping continually. Contents about arts education are used in this
unit: a poem.
Use vocabulary connected with Mother's Day.

Recite a rhyme about Mother's Day with correct pronunciation and intonation.

Contents
Evaluation criteria
Presentation about Mother's Day.
Recite a poem about Mother's Day.

Mother's Day orally and in
writing.
intonation.
Competences
CL
CL
CEC
SIEE
QUICK MINDS 4
UNIT WELL DONE, EXPLORERS!
1 Contents
Listen and understand simple messages from different audiovisual media.

Listening to and understanding simple oral messages about The Explorers, the
characters from the adventures in Quick Minds 3 and who are, once more, the main
characters now in de Quick Minds 4.
- 129-
Listen to, understand and repeat the different words for objects which describe the
introductory unit scene with the main vocabulary connected with events in the city.
Listen to different questions about information which the pupils obtain by looking
carefully at the introductory unit scene and listening to the dialogue which some
with it.
Listening to and understanding various sentences describing a drawing, in which
pupils identify the correct number from 20 to 100.
Listening to and understanding an interview with questions in simple present
(simple present), with and without question words.
Listen to and repeat grammar structures, simple present, questions, for
comprehension, learning and correct pronunciation.
Listening to a song about The Explorers, for the pupils to identify the characters in
the story, Ben and Lucy, and what each one enjoys doing.
Listen to and recite the previously studied song.
Listening to and understanding different messages presenting the grammatical
structure used for questions in present continuous with and without question words.
Listening to and understanding the descriptions of various drawings for the pupils to
complete the sentences describing them using present continuous.
Listen to and understand an illustrated story using visual aids.
Listening, comprehension and repetition of a sentence with consonant groups sks,
sts, sps and spr, to help perfect and learn correct pronunciation.
Listening and comprehension of two dialogues for pupils to identify the expressions
in the box.
Listening, comprehension and repetition of consonant groups sks, sts, sps and spr.
Oral interaction using questions and answers in which pupils talk about the main
characters in the story.
Oral interaction using questions and answers about things shown in the unit's
introductory scene and what has been heard in the accompanying dialogue.
Taking part in a secret word game in which pupils practise new vocabulary in the
unit giving definitions to classmates of different things and try to guess them.
Oral interaction in which pupils practise short questions and answers in simple
present as if they were interviewing each other to try to find new data they were not
yet familiar with.
Oral interaction in which pupils talk in pairs about what various children like doing in
their free time.
Oral interaction in pairs asking about the characters in the song and what they like.
Taking part in a game (memory game) in which pupils ask questions in present
continuous about a scene based on Lucy's story.
Acting out a previously read illustrated story.
Recognising and reading key words in the unit about different events held in a town
or city.
Read, listen to and understand questions about the unit introductory scene and
what has been listened to in the accompanying dialogue.
- 130-
Reading and comprehension of sentences explaining how to play the secret word
game for pupils to know how to act.
Reading simple sentences which describe some drawings for pupils to be able to
identify the number from 20 to 100 correctly.
Reading questions in simple present with and without question words, and different
possible short answers.
Reading different questions in simple present with their answers.
Read, listen to and understand the lyrics of the unit song about Ben and Lucy, The
Explorers characteristics.
Reading different words for the pupils to put them in the right order and obtain
sentences from the song which they have learned about The Explorers.
Reading various sentences from the song for pupils to identify which character they
belong to.
Reading the questions in a quiz in which the pupils guess if the Explorers are the
main characters in the Quick Minds stories.
Reading questions in present continuous about an interview between a journalist
and Lucy for the pupils to connect them with the right answers.
Reading and comprehension of questions and answers in present continuous
which explain how to play the memory game for pupils to have a model for how to
act.
Read various sentences to put them in the correct order as per read in the unit
illustrated story.
Reading and comprehension of various questions for the pupils to answer as per
the unit illustrated story.
Reading words for the pupils to decide which have consonant groups.
Read various dialogues for pupils to complete with the missing expressions.
Read various dialogues for pupils to complete with the missing sentences.
Reading a sentence with consonant groups sks, sts, sps and spr.
Writing the written letters for the key words in the unit introduction connected with
different events held in a town or city.
Writing sentences in simple present describing what various children do in their free
time.
Completing sentences with the present continuous describing what is happening in
various drawings.
Writing questions and answers in present continuous, using the words given.
Writing de different orders connected with the story map.
Writing appropriate questions as per the different answers given.
Writing answers to various comprehension questions about the unit story.
Writing sentences inspired by drawings and key words about what the pupils think
the The Explorers have to do in their adventures.
Completing two dialogues with the correct expressions.
Completing sentences with words with consonant groups.
- 131-
Questions and answers about the main characters in Quick Minds 4.

Participation in different games for pupils to be able to practise different
grammatical structures and so consolidate their correct use and learning.
Oral interaction in which pupils practise how to express what they are doing and
what other people are doing.
Questions and answers about the contents of a story which has been worked on
previously.
Taking part in a memory game so that pupils practise asking questions and replying
about story worked on previously.
Vocabulary:
Events: statue, mayor, photographer, band, journalist

Song: action, scared of, join in.
Picture story: strange, symbol, rhyme, Here you are, map, Its me, study, diamond,
king, follow.
Phonics: mask, test, wasp, spray, spring
Revision: adjectives, the time, free time activities, language about the characters,
verbs.
Syntactic-discursive contents:
Revision of present simple

Revision of present continuous
Recognising and pronunciation of consonant groups sks, sts, sps and spr.
Classroom language:
Where do you live?

What do you do in your free time?
Do you read books? Do you go swimming?
Ben and Lucy like going on adventures.
What is happening in the picture.
Well done!
What is he /are they doing?
Do you like going on adventures?
Do Lucy and Ben find a statue?
What is in the book?
Where are the friends?
What does Mr Davidson bring?
What does he go and get?
Who is watching?
Find the train and the plane in the story.
The boys can make noise, but Sue can too!
- 132-

Understand and make sentences and texts following a model.
Assimilate and practise the unit grammar points.
Enjoy team work.
Talk with classmates in English.
Value the importance of working as a team.
Practise how to speak about what is happening and describe what is happening at
a particular moment.
Valuing the importance of the importance of working as a team.
- 133-
2 Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about events

in the city and the numbers from 20 to 100.


characters.

contexts.
Listen to a song about events in the city.
TALK AND CONVERSE

Recite poems and sing a song with the right
pronunciation and intonation.
Recite the unit song in a group.

presentations.

result of the quiz about your aptitude to
become an explorer.

answers.

spontaneously.
Ask and reply to classmates about what the

characters are doing in a scene.
READING
Recognise sentences connected with events

in a city.
illustrated story.


Book.
WRITING
Write sentences connected with events in a

city.
Write sentences using the structure: simple
present and present continuous
Mathematical competences and basic science and technology

competences.
Recognise numbers 20 to 100
Write and use numbers 20 to 100 correctly in

English.
- 134-

criteria.
Order the lines in each verse in the activity

suggested in the Activity Book.


sentences connected with events in the city.
Digital competences
English.

Social and Civic competences.


song.

Talk about different events which can take

place in cities around the world.
Cultural awareness and expressions.

chant and repeat the unit song.
Learning to Learn


your tasks individually.

Learn about the importance of working as a
team in which each individual contributes to
the group.

correctly.
Value the importance of working as a team with classmates.
- 135-
subjects overlapping continually. In this unit maths contents are examined
(numbers 20 to 100).
This unit is also connected with literature and history because, thanks to the map
which The Explorers find in a museum, they are going to continue on their
adventure about the king's treasure which they began in Quick Minds 3. This is how
the adventure begins in Quick Minds 4.
Recognise and use a limited repertoire of frequently used oral vocabulary about
events in the city.
Distinguish and comply with usual communication functions: talk about what
happens or what is happening in a context.
Count from 20 to 100 and use those numbers in diverse communication contexts.
Recognise and correctly produce orally and in writing the initial consonant groups
sks, sts, sps and spr.
working as a team.

Contents
Practice numbers 20 to 100.
Presentation and practising adjectives
connected with events in the city.
Revise structures in simple present and
present continuous.
Evaluation criteria
Competences

with usual communication
functions: use numbers 20 to
100 in different communication
contexts.
LC
MSCT
Recognise
and
use
the
functions
and
meanings
usual
communication
functions: talk about what
happens or what is happening in
a context.
Practice pronouncing the initial Recognise

and
correctly
consonant groups sks, sts, sps and produce orally and in writing the
spr.
initial consonant groups sks,
sts, sps and spr
Recite a chant about the Quick
Minds characters with the rest of the
class.

intonation.
- 136-
LC
SCS
LC
LC
CCE
SIE
Listen to an illustrated story.

previously.

audio support.

seen before.
the importance of working as a
team.
- 137-
LC
LC
SCS
UNIT 1 HIS HAIR IS CURLY

1 Contents
Listen and understand simple messages from different audiovisual media

connected with physical appearance.
Listening to and understanding simple oral messages describing the physical
appearance of the characters in a scene for the pupils to identify who it is.
Listening and reciting a song about the physical appearance of various characters.
Listening to a song about school objects which belong to different children,
illustrating the use of possessive pronouns and the possessive apostrophe (s).
Listening to and understanding a song about the physical appearance of various
characters.
Listening, comprehension and repetition of a sentence with different pronunciations
of the written letter ow: /au/ and /u/.
Listening to two dialogues for the pupils to write the missing expression in each
case.
Listening, comprehension and repetition of words with different pronunciations of
the written letter ow: /au/ and /u/.
Oral interaction with questions and answers about the characters in the two
pictures in a museum scene.
Oral interaction in pairs in which pupils describe their own physical appearance.
Taking part in a game (Who is ? game) in which pupils, in pairs, describe the
physical appearance of one of their classmates using possessive pronouns and
guessing who it is.
Taking part in a game (Who is ? game) in which pupils describe the physical
appearance of various characters using the possessive apostrophe (s) and
possessive pronouns.
Acting out in groups a previously read story.
Oral interaction in which pupils reply to comprehension questions about the
illustrated story.
Recognising the written letters associated with words connected with the physical
descriptions of the characters in two paintings in the museum.
Reading sentences to choose the right word as per the painting.
Reading various sentences with physical descriptions of people to number along
with the relevant drawings.
Reading various sentences which describe the physical appearances of the
characters in various scenes in a story.
- 138-
Reading an e-mail with the description of members of a family for the pupils to
complete it with the missing possessive pronouns.
Reading the lyrics of a song about the physical appearance of various characters.
Reading various questions about the physical appearance of the characters in the
song for the pupils to write the name of the relevant character.
Reading sentences describing two scenes for the pupils to complete them using the
possessive apostrophe (s).
Completing sentences with expressions with the possessive apostrophe (s).
Reading and comprehension of the recording of an illustrated story using visual
aids.
Reading sentences about the illustrated story for the pupils to decide if they are
true or false.
Reading and comprehension of questions about what happens in the unit illustrated
story.
Reading and comprehension of a sentence with the different pronunciations of the
written letter ow: /au/ and /u/.
Reading and listening to two dialogues to complete them with the missing text.
Reading various words with the written letter ow to classify them by pronunciation
and spelling /au/ or /u/.
Reading two texts about important museums, the Mexico National Anthropological
Museum and the Cairo Egyptian Museum.
Reading the data to fill in a card about the museums which the pupils have read
about previously.
Read the instructions to carry out the unit project. The pupils make a collage for a
time capsule in which they will show people in the future what life in the past was
like.
Writing your own physical description.

Writing the physical description of one of the characters in the song.
Writing de sentences which state possession using possessive pronouns and the
possessive apostrophe (s).
Answers to various comprehension questions about the unit illustrated story.
Writing sentences which link different objects to the museums they belong to.
Completing various dialogues as per the recording the pupils listen to.
Pupils draw up a table about the museums they have read and learned about, the
Mexico National Anthropological Museum and the Cairo Egyptian Museum.
In groups, they draw up new tables with summaries of the different museums with
the pupils know about or have visited.
Complete sentences about various museums with the missing words.
Questions and answers about classmates' physical appearance de and that of the
characters in the unit story.
Oral interaction in which pupils talk about their physical appearance and those of
other people using possessive pronouns and the possessive apostrophe (s).
- 139-
Oral interaction to work in groups and share knowledge and experiences about
museums.
Taking part in a game in which the pupils guess who it is from the physical
description of the person.
Carry out a project in which pupils make a time capsule and present it to
classmates.
Vocabulary:
Physical appearance: blonde, curly, moustache, teeth, straight, beard, fat, thin.
Song: physical appearance, possessive adjectives
Picture story: arrow, hurt, Look out!, knight, come after, hide, Ive got an idea, lucky,
keep quiet, lead
Phonics: crown, crowd, show
Possessive adjectives: my, your, his, her, our, their.
Discover museums: National Museum, Anthropology, Mexico, collection, ancient,
gallery, exhibit, calendar, mummy, object, dinosaur, owl, motorbike, plane.
Revision: clothes, adjectives (size and colour), furniture, computer game, guitar,
radio, robot, pen, verbs, tasks and daily chores, object pronouns.
Its...+ possessive pronouns (mine, yours, his, hers, its, ours, yours, theirs).
Whose is this...?
Is this+ possessive pronoun?
Yes, it is + possessive pronoun/ No, it isnt + possessive pronoun.
Possessive apostrophe (s)
o (Tom)s sweater is (blue).
o (Daniel)s trousers are (big).
Recognising and pronouncing /au/ y /u/ connected with the written letters ow.
Classroom language:
Your eyes are (brown).

His hair is long.
Anas hair is long.
Juans eyes are brown.
What does Mr Davidson find?
Where do they see the symbol again?
What can they find with the map?
Where do they go?
What room does Lucy want to go to?
Find the crown and the arrow in the story.
Read about the two museums?
Theres a gold mask.
Today Ive learn about two famous museums and their famous exhibits.
- 140-
Today Ive found out which museums my friends like, told the class about them and
made a time capsule collage.

Respect and interest in others' physical appearance.
Use structure repetition strategies to gain confidence and produce freer language
segments.
Have confidence in your ability to learn a foreign language.
Show respect and interest other people's tastes in museums and the things
exhibited in them.
Show as much interest in listening to the texts as in listening to to the information
which classmates have.
Learn about the importance of being different and respecting diversity.
Value the importance of knowing how to solve problems.
Familiarization with the physical appearance of characters we can see in museums.

Showing an interest in and tolerance for the objects, exhibitions and collections you
can see in museums.
2 Competences
Descriptors
Activities
LISTEN

physical descriptions.


characters.

contexts.
Listen to a song about physical descriptions.
TALK AND CONVERSE

- 141-

presentations.

project you have carried out: a time
capsule.

answers.

spontaneously.
Ask and answer classmates about physical

descriptions.
READING

descriptions.
illustrated story.


Book.
WRITING
Write sentences connected with physical

descriptions.
Write sentences using possessive adjectives
and the possessive apostrophe.

Write a short text with personal information

about your physical appearance.

competences.
criteria.
Put the lines of the song in order.

so.
Make a time capsule following the steps

given.

Describing the pupil's surroundings using

sentences about people's physical
descriptions.
Digital competences
English.



song.

Show an interest in finding out about

characters from other countries and periods'
- 142-


Familiarize yourself with some important

museums in other countries.

Decorate the time capsule made in the

project at the end of the unit.
Learning to Learn




Learn about the importance of knowing how
to solve problems.

correctly.
Education for Peace
Show respect when giving personal opinions about different matters.
Show respect for other people's opinions, regardless of their gender, race and physical
appearance.
Be able to work with the whole class, respecting others' turns to speak.
- 143-
This unit is connected with art. The pupils learn about museums and objects which
can be found there.
This unit is also connected with history as the pupils make a project in which they
make a time capsule to tell people in the future about life in the past.
Use possessive adjectives and the possessive apostrophe to write about your
physical features and those of others.
Make a time capsule as part of a project, explaining it properly to the class.
Recognise and pronounce and write the sounds /au/ and /u/ connected with the
letters ow.

being able to solve problems.
Learn about and use basic learning strategies. .

Contents
Evaluation criteria
Recognising
and
presenting
adjectives for giving physical
descriptions.
Recognise and use a limited

repertoire of frequently used
oral vocabulary about physical
descriptions.
Practise
using
possessive
adjectives: my, your, his, her, our,
their ; and the possessive
apostrophe (s)
Understand and use functions

habitual
communication
functions: describing your own
physical features and other
people's.
Practice pronouncing the sounds Recognise and pronounce and

/au/ and /u/ associated with the write the sounds /au/ and /u/
written letters ow.
connected with the letters ow.

intonation.
Carry out a project about a time

capsule
and
present
it
to
classmates.

short, simple oral statements
Use
- 144-
the
subject,
general
Competences
LC
LC
LC
LC
CCE
SIE
LC
CCE
SIE
LC
story.
previously.

audio support.

seen before.

the importance of being able to
solve problems.

during the unit.
Learn about and use basic

learning strategies.
learned
- 145-
LC
SCS
SIE
UNIT 2 EATING OUT

1 Contents

connected with food and meals.
Listening to short, simple messages in which different characters describe their
sandwiches by its ingredients.
Listen to and recite a song about food.
Listening to and understanding different ingredients in a soup.
Listen to and understand a story using visual aids.
Listen and understand a sentence with repeated use of the sounds /a/ and / / in
connection with different written letters.
Listening to two dialogues for the pupils to write the missing expression in each.
Listening to and understanding a dialogue in which various children talk about the
typical food in their countries at different moments of the day.
Listening to the instructions for the pupils to imagine and draw their perfect pizzas.
Listening to a story for the pupils to put the scenes from it in the right order.
Listening to and reading the description of a young British person's perfect day,
revising the language learned in the unit.
Listening to a song revising numbers 20 to 100 and food.
Listening to pairs of numbers 10-20 and 20 to 100 for the pupils to identify the
correct number by its pronunciation.
Oral interaction with questions and answers about food and meals.
Questions and answers about the picture which introduces the unit.
Oral interaction in which pupils offer each other different food.
Taking part in a game in which pupils try to find out the ingredients of a sandwich
and ask questions and give answers with some and any.
Taking part in a memory game in which pupils remember the food there had been
in a scene.
Oral interaction in which pupils suggest different food for a salad and tell
classmates what they think about their suggestions.
Oral interaction in which pupils describe the typical breakfast in their country.
Oral description of the perfect pizza previously drawn.
Taking part in a game in pairs in which they give instructions and mime in the order
given.
Take part in a game (act out) to revise the contents of the last three units.
- 146-
Recognising simple words connected with food and meals.

Read various dialogues for pupils to complete with the missing food.
Reading questions about the ingredients of various sandwiches and the answers,
which include some and any.
Reading a dialogue for the pupils to complete with Is there or Are there?
Reading various dialogues for the pupils to complete with some or any.
Reading and listening to the lyrics of a song for pupils to complete using the
missing words.
Reading various sentences describing the contents of a lunch bag or a fridge for
the pupils to complete them with the appropriate food.
Reading various dialogues about the ingredients of a soup which various children
are going to use for the pupils to identify the corresponding drawing.
Listen to and understand the recording of a story using visual aids
Reading sentences about the illustrated history for the pupils to identify the right
word.
Reading sentences about the illustrated history for the pupils to identify the picture
for each one.
Reading sentences about the illustrated history for the pupils to put them in order.
Reading and comprehension of a sentence with mute consonants.
Reading and listening to two dialogues for the pupils to write the expression
missing in each one.
Reading halves of sentences with mute consonants for the pupils to link them
correctly.
Reading and comprehension of various short texts in which different children talk
about their favourite food.
Reading various texts in which typical breakfasts in England, Brazil, Mexico and
Turkey are described.
Reading a questionnaire about the typical food in different countries at different
times of day.
Reading the description of the scenes of a story which the pupils put in order and
link with the drawings of each scene.
Reading a quiz with the structures and vocabulary learned in the previous three
units.
Reading and learning language and different formulae used for asking for food in a
restaurant.
Reading and listening to a young British person's ideal day, revising the language
learned in the unit.
Reading sentences about the young person's ideal day for the pupils to identify if
they are true or false.
Reading a song which revises numbers 20 to 100 and food.
Writing the words learned for food and meals.

Writing questions using any and answers with some.
Completing a dialogue with there is (not), there are (not).
Writing the description of a lunch bag.
Writing sentences with going to to express intentions.
- 147-
Description, following a model, of the ingredients of an imaginary pizza which the

pupils have drawn previously.
Writing the description of an ideal day for the pupil, following the model given.
Questions and answers to exchange information about different food and meals.
Oral interaction in which pupils ask and reply about the picture which introduces the
unit.
Oral interaction in which pupils ask each other about the food which they are going
to use to make a meal.
Taking part in a game (imaginary sandwich) in which pupils practise questions and
answers with some and any.
Oral interaction in which the pupils ask and answer about the pizza which the pupils
have drawn and briefly describe it.
Taking part in a memory game (chain game) in which they list as many types of
food as they can remember and repeat them all to classmates.
Oral interaction in which pupils suggest different food which can be put into a salad
and reply as they see fit to what classmates say.
Oral interaction in which pupils talk about meals at different times of day in their
countries.
Mime the instructions given by a classmate.
Oral interaction in which pupils act out conversation between a waiter and a
customer at a restaurant.
Vocabulary:
Meals and food: glass of apple juice, bowl of soup, butter, salad, ham, bottle of
water,biscuits, pasta, thirsty, bacon, fried, toast, scrambled, tortillas
Restaurants: What a (nice restaurant)! pocket, waiter.
Some and any: Is/Are there any ? There is/are some..., There are/arent any ...,
food, roll, Have a look!, inside, too late, fridge, lunchbox
Going to: Im (not) going to, Are you going to ...? Yes, I am. No, Im not.
Song: food, Some and any: questions and answers, Have a look!, inside, too late,
fridge, lunchbox
Picture story: What a (nice restaurant)! pocket,waiter, Remember to be careful!,
clever
Phonics: rhino, rescue, sign, island, winter, autumn, sword
Revision: look for, drink, hungry, thirsty, spoon, carrots, potatoes, food, sun,
shopping, monster, fun, cake, sandwiches, sausages, tea, orange juice, delicious,
breakfast, different, tired, hungry, sun, plants, rabbit, meals and food, the time,
animals, countries, habitats.
Is there any...?
Are there any...?
There isnt any...
- 148-
There arent any...

There is some...
There are some...
Im going to (buy some bread).
Im not going to (make pasta).
Are you going to (make soup)?
Yes, I am. / No, Im not.
Recognise, compare and pronounce words with mute consonants.

Contrast between the pronunciation of numbers 10 to 20 (-teen) and 20 to 100 (-ty).
Classroom language:
Whats your favourite food?

Im hungry.
Im thirsty.
Are there any vegetables?
Is there any soup?
No, there isnt any soup.
I dont like apples in salad.
I (dont) like apples in salad.
Im not going to buy any (soup)
Im going to buy some pasta/ham.
Do you remember last episode?
Whats the next symbol on the map?
Who has the map?
Whats the name of the restaurant?
What can they see on the menu?
What does Grandpa have in his pocket?
Where do they find the next line of the rhyme?
Who eats eggs for breakfast?
The mayor is eating a bowl of soup.
What are you going to do at the weekend / after school / on Friday?

Understand and make words, short sentences and texts following a model.
segments.
Assimilate the practise the grammatical points taught in the unit.
Enjoy team work.
Value the ability to respond to class instructions.
- 149-
Respect and take an interest other people's tastes.

Assess the importance of taking part in collective games.
Value the importance of having a healthy diet.
Show respect for others, using polite forms in English.
Use skills to relate with others and start a simple conversation about food and
meals.
Using skill to relate with others asking about their plans and answering
appropriately.
Ability to learn about the importance of looking after personal belongings.
2 Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about food

and meals.


characters.

contexts.
Listen to a song about food and meals.
TALK AND CONVERSE


presentations.

drawing you have done of a perfect pizza.

answers.

spontaneously.
Ask and responder about what they are

going to use to make a soup or salad and
about their favourite food.
READING
Recognise sentences connected with food

and meals.
illustrated story.
- 150-


Book.
WRITING
Write sentences connected with food and

meals.
Write sentences using the structure there
is/are to express the existence of something
and going to to express intentions.

Write a description of the meals at each time

of day in your country.
Write a description of your perfect pizza.
Write a letter describing a perfect day.
Digital competences
English.



song.

Learn about typical meals at each time of

day in other countries.


Learn about typical meals at each time of

day in other countries.

Do a drawing of a perfect pizza.
Learning to Learn




- 151-


Learn about the importance of looking after
personal belongings.

Show interest taking an active part in class and following the teacher's
instructions correctly.
Be able to work with the whole class, respecting classmates' turns to speak when
working in pairs or as a group.
This unit is connected with arts education. The pupils draw an imaginary pizza and
then write about it for classmates.
food and meals orally and in writing.
Use there is/are with some/any to express the existence of indeterminate
quantities.
Use the structure going to to express intentions.
Make yourself understood with short, simple oral interventions about a perfect pizza
which pupils have drawn for their classmates previously.
Recognise and produce orally and in writing words with mute consonants and
numbers from 10 to 20 (-teen) and from 20 to 100 (-ty).
looking after personal belongings.
Learn and use basic learning strategies: do a quiz and a game in groups to revise
- 152-

Contents
Evaluation criteria
Recognising
and
practising Recognise and use a limited
vocabulary about food and meals.
repertoire of frequently used oral
vocabulary about food and
meals orally and in writing.
Present and practise there is/are
(affirmative, negative e interrogative)
with some/any.
Practise pronouncing words with Recognise and produce orally

mute consonants.
and in writing words with mute
consonants and numbers from
Contrast the pronunciation of 10 to 20 (-teen) and from 20 to
numbers from 10 to 20 (-teen) and 100 (-ty).
from 20 to 100 (-ty).
meals and food.

intonation.
Carry out a project about a perfect

pizza and present it to your
classmates.


story.
previously.

audio support.

the importance of looking after
seen before.
LC

Distinguish
between
and
Present and practise the structure practise
using
habitual
going to.
communication
functions:
expressing the existence of
indeterminate quantities and
expressing intentions

Competences

strategies.
- 153-
LC
LC
LC
CCE
SIE
LC
CCE
SIE
LC
LC
SCS
SIE
UNIT 3 THE JOURNEY

1 Contents

connected with different things which can be associated with personal belongings.
Listening to and understanding questions for answering about what is shown in a
picture and in the dialogue that comes with it in the unit.
Listening to questions using expressions to ask for and give personal opinions
Listen to a song about personal possessions.
Listening to various dialogues about personal preferences with regards to various
everyday objects for the pupils to identify the correct answer.
Listening to and understanding various sentences in which the sound /e/ is
repeated in connection with different written letters.
Listening to and understanding various dialogues to complete them with the
expressions missing as heard in a recording.
Listening to a text about different types of surface which affect friction to gravity.
Oral interaction in pairs with questions and answers about favourite personal
belongings.
Taking part in a game (think game) in which pupils ask and give answers about
their opinions about the objects in the drawings.
Oral interaction in which pupils practise making sentences with has got to describe
what the character in the song has.
Oral interaction in which pupils, in pairs, ask each other about their personal
preferences about what they imagine there is in a shop.
Acting out in groups the previously read illustrated story.
Oral interaction while doing the unit project in pairs to measure different objects'
friction.
Recognising simple words connected with different objects which are personal
belongings.
Reading various dialogues to find out which scenes they are.
Reading questions and answers asking for personal opinions about various objects.
Read and listen to grammatical structures for comprehension, learning and correct
pronunciation.
Reading the lyrics of a song asking for an opinion about various personal
belongings.
Reading sentences about the song worked with to link them with the appropriate
drawing.
- 154-
Reading sentences which rhyme to link them together.

Reading sentences which describe preferences about a picture and marking the
correct picture.
aids.
Reading various sentences about the unit illustrated story to say if they are true or
false.
Read various sentences to correct them as per the events in the unit illustrated
story.
Reading and comprehension of various sentences in which the sound /e/ is
Reading various dialogues to complete them as per a recording.
Reading various sentences to complete with words with the sound /e/.
Reading a text about the different types of surface which affect friction to gravity.
Reading the instructions to complete a project in which pupils will measure friction
using different objects.
Reading two texts about what we must do when lifting up objects or picking one up
from a position which is high for us.
Reading various sentences to complete them with vocabulary connected with force,
gravity and friction.
Writing the words learned to name different personal belongings.

Writing sentences describing classmates' favourite personal belongings.
Completing sentences to ask for opinion.
Writing sentences stating a preference for one of three pictures.
Writing sentences using the possessive (s) for Lucy, Ben, Horax and Zelda.
Writing a story about what happened to Ben when he was travelling by train and
went through a tunnel; based on some pictures and words provided.
Completing dialogues with the missing expressions as heard in a recording.
Completing sentences with words with the sound /e/.
Completing sentences with vocabulary studies about force, gravity and friction.
Questions and answers for exchanging information about preferences about

Participation in communication games to learn the unit's grammatical structures.
Oral interaction in which pupils ask and give answers about their opinions and
personal preferences.
Oral interaction to speak about forces, how they influence each other and how
objects react on different types of surfaces.
Vocabulary:
Personal belongings: mobile phone, keys, tickets, money, wallet, compass, blanket,
rucksack, towel.
- 155-
Song: bring, nothing more.

Picture story: escape, tunnel, get off, Me too, Im sure, Nows our chance!, Get
down!, over there.
Phonics: hairy, everywhere, wrap, crisps, share, pair
Force: force, push, pull, centre, away from, towards, drop, float, gravity, space,
smooth, rough, slide (n), friction, experiment, foil, sandpaper, surface.
Revision: times, days of the week, months of the year, adverbs of frequency, names
of places.
What do you think of (my bike)?

I think its (great).
Which (T-shirt) do you like?
I like the (blue) one best.
I dont like the (red) one at all.
Recognising and pronouncing the sound /e/ in connection with various written
letters
Classroom language:
What are they doing?

What do you think of my pencil case?
What do you think of my ?
I think its (small/big/great/old).
Why do you think they are running?
I dont like the (black) one at all.
Who gets on the train after them?
What do they want?
Why do Zelda and Horax get off the train?
What does Ben see on a poster?
What happens in the tunnel?
Where do they see the line?
Im the centre of the force. Im pushing away from me.
Why does it fall to the ground?
Today Ive learnt about Science and different forces, push and pull and gravity.
Today Ive learnt about friction and how you go faster on smooth faster and more
slowly on rough surfaces, and done experiments to measure friction.

segments.
- 156-
Enjoy team work.

Using skill to relate with others and start simple conversations about belongings,
opinions and personal preferences.
Ability to learn about the various different forces of nature and types of surface.
2 Competences
Descriptors
Activities
LISTEN



characters.

contexts.
Listen to a song about personal belongings.
TALK AND CONVERSE


presentations.
Present and describe the project you have

done to classmates: measuring the effect of
friction.

answers.

spontaneously.
Ask classmates about their opinions and

personal preferences.
READING
Identify sentences connected with personal

belongings.
illustrated story.


Book.
- 157-
WRITING
Write sentences connected with personal

belongings.
Write sentences using I think I like/dont
like with expressions such as best or at all.

competences.
criteria.
Do a project in which pupils the friction of

different objects on a surface.

Find out about different forces in science and

different surfaces.
Digital competences
English.



song.

Ask about personal opinions preferences as

a way of relating with other people.


Learn ways of asking about opinions in

English.
Listen to other people talking about their
Learning to Learn



- 158-
Learn about the importance of thinking

creatively.

correctly.

cooperative.
Show respect for other people's opinions and preferences, regardless of their gender.
This unit is specifically connected with science. The pupils learn about different
forces and about gravity. They also learn about friction, force which opposes gravity
and how it can increase depending on whether the surfaces are smooth or rough.
Ask for and express personal opinions using the verb to think.
Express and ask about personal preferences using the verb to like in affirmative
and negative with expressions such as best or at all.
Do a project about friction depending on different objects, presenting it to the class.
Recognise and correctly produce orally and in writing the sound /e/ in conjunction
with different written letters.
Identify basic sociocultural and sociolinguistic features such as the importance
thinking creatively.

Contents
Recognising
vocabulary
belongings.
and
about
Evaluation criteria
practising
personal

oral vocabulary about personal
belongings.
- 159-
Competences
LC
SCS
Practise using the verb to think in

questions and answers.
Practise questions and answers
with the verb to like, in positive and
negative, with expressions such as
best or at all

Distinguish between and use
habitual
communication
functions: asking for and
expressing personal opinions
using the verb to think, and
express and ask for personal
preferences using the verb to
like in positive and negative.
Practice pronouncing the sound /e/

connected with different written
letters.
Recognise and correctly produce

orally and in writing the sound
/e/
in
conjunction
with
different written letters.


intonation.
Carry out a project about friction on

different objects and present it to
classmates.


story.
previously.

audio support.

seen before.
the
importance
thinking
LC
SIE
LC
LC
CCE
SIE
LC
MSCT
SIE
LC
LC
SCS
creatively.
- 160-
HALLOWEEN
1 Contents
Listening to a text describing typical activities in the United States on Halloween.

Listen to a song about Halloween.
See Activities for developing this competence.
Reading a text describing typical activities in the United States on Halloween.

Reading a song about Halloween.
Practise vocabulary connected with Halloween.

structures.
Vocabulary:
Halloween: Halloween, zombie, vampire, skeleton, witch.

Others: nervous, fun
Revision: celebrate, scary, ghost, bat, cat, night
Simple present
Recite a song with correct intonation and pronunciation.
Classroom language:

When is Halloween?
What do people make?
- 161-
What do the pumpkins do?

Enjoy team work.
Find out about Halloween.
Familiarization with Halloween.

2 Competences
Descriptors
Activities
LISTEN

Halloween.


characters.

contexts.
Listen to a song about Halloween.
TALK AND CONVERSE


answers.

spontaneously.
READING

Halloween.
WRITING
Write words connected with Halloween.
Digital competences
- 162-

English.



song.

Show an interest and respect for traditions

which are typical in other parts of the world.


Learn about traditions in other parts of the

world.
Learning to Learn



3 Education about values

Show interest in learning about typical traditions in other parts of the world.
- 163-
Use vocabulary connected with Halloween.

Recite a song about Halloween with correct pronunciation and intonation.

Contents
Evaluation criteria
Competences
Presentation about Halloween.

in writing about Halloween.
LC
CCE
Recite a song about Halloween

intonation.
LC
CCE
SIE
- 164-
CHRISTMAS
1 Contents
Listening to a text describing Christmas celebrations in Trafalgar Square, London.

Listen to a carol so that pupils can learn it and then sing it.
Reading a text describing Christmas celebrations in Trafalgar Square, London.

Read a Christmas carol.
Practice vocabulary about typical Christmas objects in English-speaking countries.

Vocabulary:
We wish you a merry Christmas and a happy New Year!

It is Christmas time!
Others: forest, holly, ivy, full grown, wood, bear, crown, rising, deer, merry
organ, sweet, choir
Revision: present, people, beautiful, metres, high, December, light, January,
sun
Simple present
Sing a carol with correct intonation and pronunciation.
Classroom language:
- 165-

Why do they give the Christmas tree to the UK?
What has it got for decoration?
What is the word for the songs that people sing at Christmas?
Sing a Christmas song.

Enjoy team work.
Respect the different ways of celebrating Christmas in different parts of the world.
Show respect for other people's beliefs.
Find out about Christmas in English-speaking countries.

2 Competences
Descriptors
Activities
LISTEN

Christmas.


characters.

contexts.
Listen to a song about Christmas.
TALK AND CONVERSE


answers.

spontaneously.

READING

Christmas.
- 166-
WRITING
Write sentences connected with Christmas.
Digital competences
English.



song.



Learn about ways of celebrating Christmas in

other countries.


Show an interest in learning about typical Christmas objects and traditions in

Education for Peace
Show respect for other people's beliefs and Christmas traditions.
- 167-
Use vocabulary connected with typical Christmas objects and traditions in Englishspeaking countries.
Sing a Christmas carol with correct pronunciation and intonation.

Contents
Evaluation criteria
Presentation about Christmas.

vocabulary about Christmas
orally and in writing.
Reciting a Christmas carol.

intonation.
- 168-
Competences
LC
SCS
LC
CCE
SIE
UNIT 4 OUR DAILY TASKS
1 Contents
Listen to and understand simple messages from different audiovisual

formats connected with daily tasks.
Listen to and understand questions which pupils answer after looking at the picture
which introduces the unit.
Listening to short, simple messages in which different characters talk about the
chores they have to do when not at school.
Listening to a song about the chores which a young person does at home and at
what time.
Listening to and understanding messages which express the frequency with which
certain characters do a task.
Listen and understand simple messages from different audiovisual media.
Listening to and understanding various sentences in which the sounds // and //
are repeated in connection with different written letters.
Listening to two dialogues to complete with the missing expressions.
Listening to sentences about some people's daily tasks for the pupils to point at the
right pictures.
Listen to and understand orders which must be followed to understand how to
visualise the daily chores in an imaginary house.
Listening to scenes in a story to link them with drawings.
Spoken interaction with questions and answers about daily domestic chores.
Questions and answers about the picture which introduces the unit.
Taking part in a game in which pupils try to guess who does the chores at
classmates' homes.
Taking part in a game in which pupils say a time and classmates say which chore
or activity they start or finish at that time.
Taking part in a game (memory game) in which pupils try to remember the time the
do the chores mentioned in the song.
Taking part in a game (true or false) in which pupils practise making sentences with
adverbs of frequency.
Oral interaction in which pupils talk about the daily tasks in a house which they
have made up.
Taking part in a game in pairs in which they give instructions and mime in the order
given.
- 169-
Recognising de simple words connected with the daily tasks which pupils do at
home.
Read questions about the picture which introduces the unit.
Reading different times of day using the expressions quarter to, quarter past, half
past and oclock.
Reading the lyrics of a song connected with chores done around the house at
different times of day.
Reading short, simple messages which express how often different characters do
daily chores.
Reading and comprehension of various sentences in which the sounds // and //
are repeated in connection with different written letters.
Reading two dialogues to complete with the missing expressions.
Write the words to name daily chores learned about in the unit.
Writing the time using the expressions quarter to, quarter past, half past, y oclock.
Writing sentences in present simple about daily chores carried out at home and
who does them.
Writing sentences in present simple about daily chores carried out with certain
frequency.
Write a verse of a song, following a model, about each pupil's daily routine.
Completing sentences about the frequency with which various characters do some
activities.
Completing sentences about the unit illustrated story.
Writing a text about a character's daily tasks.
Writing a text about the daily tasks which a pupil does at home.
Description, following a model, of the daily chores at the previously drawn
imaginary house.
Questions and answers to exchange information about daily tasks which pupils do.
Oral interaction in which pupils ask and give answers about the picture which
introduces the unit.
Oral interaction in which pupils tell classmates which daily chores they do, when
and how often.
Participation in communication games to learn the unit's grammatical structures,
the time, adverbs of frequency and orders or instructions.
Oral interaction in which pupils describe an imaginary house in which various
animals have done domestic chores and have previously drawn.
Vocabulary:
- 170-
Daily chores: wash up, tidy up, sweep the floor, cook, feed the dog, dry the dishes,
do the shopping, take the dog for a walk, do my homework.
The time: quarter past/ to, half past, at (for time).
Adverbs of frequency: always, usually, sometimes, never.
Song: daily tasks, telling the time, make the tea, till, again
Picture story: mysterious, thief, steal, jewellery, painting, newspaper, note, catch,
connection, ring.
Phonics: art, cart, change, get away, lucky, storm, rescue, light, torch
Revision: animals, plurals, food, toys, classroom objects, adjectives, colours, the
imperative.
Present simple+ at+ times

o Its eight oclock.
o Its quarter past eight.
o Its half past eight.
o Its quarter to nine.
Adverbs of frequency (always, usually, sometimes, never)
I start / finish (washing up) at (quarter past four).
Recognising and pronouncing the sounds // and // in connection with different

written letters.
Classroom language:
What time do you get up?

Do you watch TV in the evenings?
Do you go to the park at the weekends?
Do you help at home?
Do you wash up? Do you like it?
Tell me about... What time does he have breakfast?
What time do you have your dinner?
She always walks her dog at quarter to six.
What does The Mysterious H steal?
Why does Grandpa tell Ben and Lucy the story now?
Who is The Mysterious H?
What does he do?
Do the police catch him?
Why does Grandpa think of him now?
What time is it? and Whats the monkey doing?
Lets imagine a house.
Close your eyes and listen.
Show your picture to your friends.
Whos cleaning Lucy's bathroom?
- 171-

segments.
Enjoy team work.
Respect and take an interest other people's tastes about daily chores.
Using skill to relate with others and start a simple conversation about the daily
chores they do.
daily chores.
Valuing the importance of being observant.
2 Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about daily

chores.


characters.

contexts.
Listen to a song about daily chores.
TALK AND CONVERSE


presentations.
Present and describe the drawing about daily

chores in an imaginary house to classmates.

answers.
- 172-

spontaneously.
Ask and and answer questions about daily

chores and the time and frequency with
which you do them.
READING
Recognise sentences connected with daily

chores.
illustrated story.


Book.
WRITING
Write sentences connected with daily

chores.
Write sentences using the structure:
start/finish and adverbs of frequency.

competences.

sentences connected with daily chores and
where they do them.
Digital competences
English.



song.

Describe an imaginary house to classmates.


Show curiosity about classmates' houses

and houses in other cultures.

Draw an imaginary house in which various

animals have done domestic chores.
Learning to Learn

- 173-




observant.

cooperative.

Value the importance of helping with daily chores whatever your gender is.
This unit is connected with arts education as pupils draw an imaginary house in
which various animals have done the chores and then describe it.
daily chores.
Distinguish between and use habitual communication functions: express habitual
activities, when they are done, how often, say and ask the time.
Recognise and correctly produce orally and in writing the sounds // and // in
conjunction with different written letters.
Make yourself understood in a short, simple presentation about daily chores which
the pupils have created.
being observant.

Contents
Evaluation criteria
- 174-
Competences
Recognise and present vocabulary

about daily chores.

oral vocabulary about daily
chores.
Present and practise simple present

with expressions for telling the time.

Present and practise adverbs of

frequency
always,
usually,
sometimes, never
Present and practise the structure
start / finish (ng)
Distinguish between and use

habitual
communication
functions: express habitual
activities, when they are done
and how often, when they start
and finish.
LC
LC
Practise pronouncing the sounds

// and // connected with
Recognise
and
correctly
produce orally and in writing the
sounds // y // connected

daily chores.

intonation.
LC
CCE
SIE
Draw an imaginary house, talk about

it and present it to your classmates.

LC
CCE
SIE

story.
previously.

audio support.
LC

seen before.
the
importance
of
being
observant.
- 175-
LC
LC
SCS
UNIT 5 LOOK AT THAT BABY!

1 Contents
connected with animals and their young.
Listen to and understand questions which pupils answer after looking at the picture
and the dialogue which introduce the unit.
Listening and reading sentences which compare the characteristics of some
animals using the comparative form of the adjectives.
Listening to a song about animals at a zoo, illustrating the comparative form of the
adjectives.
Listening to a questionnaire about animals, illustrating the superlative form of the
adjectives.
Listening to and understanding various sentences in which the sound /ea/ is
Listening to and understanding two dialogues to complete them with the missing
expressions as heard in a recording.
Listening and reading the description of four texts, their authors and a short
description of what they represent.
Listening and reading a text about an Australian girl who talks about her favourite
place to see animals.
Listening to a chant which illustrated the correct use of than and that.
Spoken interaction with questions and answers about different animals and their
young.
Taking part in a game (animal game) in which one of the pupils asks the name of
a specific animal's young and his/her partner answers.
Oral interaction in which pupils ask and answer questions about animals in the
song.
Oral interaction in which pupils compare people or objects around them and their
partners say if they are true or false.
Oral interaction in which pupils present the result of the unit project in which they
have made a collage about their world.
Taking part in a quiz and a game in which the pupils revise the vocabulary and
structures learned in the last three units.
Recognising simple words connected with the vocabulary we use to talk about
some animals' young.
- 176-
Reading the descriptions of some animals' young.

Reading simple sentences about how to play the animal game and the structure
which pupils must repeat.
Reading sentences which describe different animals to link each description with a
drawing.
Reading sentences which talk about animals' characteristics using the comparative
form of the adjectives for which the pupils give the correct superlative form.
pronunciation.
Reading the lyrics of a song about zoo animals, illustrating the comparative form of
the adjectives.
Reading various questions for the pupils to reply to them as per the lyrics of the
song.
Reading a questionnaire about animals, illustrating the superlative form of the
adjectives.
Reading a text about a circus for the pupils to complete it with the appropriate
superlative adjective forms.
aids.
Reading sentences to put them in order as per the unit illustrated story.
Reading sentences to choose the correct answer as read in the unit illustrated
story.
Reading and comprehension de various sentences repeating the sound /ea/
associated with different written letters .
Reading two dialogues to complete as heard in a recording.
Reading various words with the sound /ea/ to classify by their written letters.
Reading different recurring subjects in art.
Reading the description of four texts, their authors and a brief description of what
they represent.
Reading various sentences about art to decide whether they are true or not
according to what has been read previously.
Reading the instructions to carry out the unit project in which pupils will make a
collage about their world.
Reading a text in which a child gives his/her personal opinion about a painting,
explaining why he/she likes it.
Reading a quiz which revises the language learned in the last three units.
Reading a text about an Australian girl who talks about her favourite place to see
animals.
Reading comprehension questions about a text about a zoo in Australia.
Reading a chant which illustrates the correct use of than and that.
Writing the words learned for the young of some animals.

Writing, in groups, sentences using the comparative and superlative form to
compare the characters in various drawings.
Writing the answers in the present continuous about what the characters in the
song are doing.
- 177-
Writing sentences using words given and the comparative and superlative forms of
the adjectives to compare the characters in the song.
Completing a text with the missing adjectives in the correct form to have the
description of the people who work at a circus.
Completing sentences about the members of their families using the correct
superlative form.
Description, following a model, of one of the two paintings offered.
Completing dialogues with the missing expressions heard in a recording.
Writing and classifying various words with the sound /ea/ by their written letters.
Writing an imaginative text inspired by a painting.
Writing a text following a model about the pupil's favourite place for seeing animals.
Completing sentences using than or that as fits.
Questions and answers to exchange information about different animals and their
young.
Oral interaction in which pupils talk about animals using comparative and
superlative forms of different adjectives.
Participation in communication games to learn the unit's grammatical structures.
Oral interaction in which pupils practise making comparisons between people and
animals.
Showing classmates the collage of their world which the pupils have made in their
project.
Oral interaction to give opinions about different paintings.
Take part in a game in which the pupils practice the vocabulary and structures
learned in the last three units.
Vocabulary:
Animals and their young: cat, kitten, dog, puppy, panda, panda cub, bat, pup,
kangaroo, joey, lion, lion cub, baby, Whats ... called? Its called, bamboo, wing,
reptile, anaconda, worst, flyer, hen, cheetah
Comparatives and superlatives: than, better, worse, best
Song: chaos, gate, fence, bar
Picture story: trap, ladder, (our) way out, (our) best chance, treasure chest, Were
going to get you!
Phonics: feather, beast, gold, weather
Art: recent, nature, free time, foreground, background, dark (colours), bright
(colours), realistically, sunshine, parasols, environment.
Revision: animals, adjectives, verbs.
Comparative adjectives.
Superlative adjectives.
- 178-
Recognising and pronouncing the sound /ea/ in connection with various written
letters
Classroom language:
Whats called?
Im thinking of an animal. Can you guess?
Has it got wings?
Can it...?
Does it...?
Is it ...?
A bear is bigger and more dangerous than a tiger.
The snake is the longest.
The snake is the most dangerous.
The kitten is smaller than the cat.
African lions are smaller than Siberian tigers.
Im taller than you.
How do Ben and Lucy get inside the dragon?
Why do they climb the ladder?
Where is the map?
Where do they see the next line?
What does the line say?
Today Ive learnt about Art, discussed old and recent pictures and written my
opinion of different paintings.
Today Ive learnt how to write about a painting, written a description of a painting
and made a My world collage.

segments.
Enjoy team work.
Using skill to relate with others and start a simple conversation about animals and
their young.
Ability to value the importance of respecting nature, without affected it or the natural
food chain.
2 Competences
- 179-
Descriptors
Activities
LISTEN

animals and their young.


characters.

contexts.
Listen to a song about animals.
TALK AND CONVERSE


presentations.

project you have carried out: a collage about
your world.

answers.

spontaneously.
Pupils talk with classmates comparing

READING

illustrated story.


Book.
WRITING
Write sentences connected with animals and

their young.
Write sentences using comparatives and
superlatives.
Fill in a card explaining your favourite place

to see animals.

competences.
Do a crossword about animals and their

young.
Make a collage about your world following
- 180-

so.
the steps given.


sentences about animals and their young.

environment.
Identify some animals' young and respect

looking after them.
Digital competences
English.



song.

Find out about places where the children of

other countries can see animals.


Learn about paintings, personal opinions

about some paintings.

Make a collage about your favourite place.
Learning to Learn






Learn about the importance of keeping calm.

- 181-
correctly.
cooperative.
This unit is connected with art. The pupils learn about different paintings, how to
describe them and express their point of view about them.
Pupils also do a project in which they make a collage to show their world in the
most exact way possible.
Distinguish between and practise using habitual communication functions:
describe physical similarities and compare objects, animals or people.
Recognise and correctly produce orally and in writing the sound /ea/ in conjunction
Make a collage showing your world, explaining it to the class.
keeping calm.
Learn and use basic learning strategies: do a quiz and a game in groups to revise

Contents
Evaluation criteria
Competences
Recognising
and
practising Recognise and use frequently
vocabulary about animals and their used oral vocabulary orally and
young.
in writing about animals and
their young.
LC
SCS
MSCT
Presentation
and
practising Understand and use functions
comparatives and superlatives.
LC
Distinguish
- 182-
between
and
practise
using
habitual
communication
functions:
describe physical similarities
and compare objects, animals or
people
Practice pronouncing the sound /ea/ Recognise
and
correctly
connected with different written produce orally and in writing the
letters.
sound /ea/ in conjunction with
LC

animals.

intonation.
LC
CCE
SIE
Learning about animal life as shown

in art.
Identify some works of art which

show animal life.
LC
CCE
SCS
Make a collage about your world

and show it to classmates.

LC
CCE
SIE

story.
previously.

audio support.
LC

seen before.
the importance of keeping calm.
Revise the vocabulary learned in the

last three units.

strategies.
- 183-
LC
SCS
SIE
UNIT 6 OUR SCHOOL

1 Contents

connected with places at school.
Listening to and understanding simple oral messages about places at school where
some characters were the day before at particular times.
Listening to simple messages about the place at school where they were the day
before at certain times.
Listen to and recite a chant and a song about the days of the week.
Listening to and understanding simple messages in which the characters talk about
places they were the day before to link with the correct images.
Listening to and understanding various sentences which repeat the sounds /:/
and // connected with different written letters.
Listening to two dialogues to complete with the missing expression.
Listening to various words to classify them depending on whether they have the
sounds /:/ or //.
Listening to short messages describing where in the school each character is for
the pupil to say the name of the character in the drawing.
Listening to the instructions to do an imaginary drawing of a school orchestra.
Listening to various orders to say which one goes with each illustration.
Taking part in an oral game (guessing game) in which pupils describe some places
at school and classmates guess which they are.
Oral interaction in which pupils make up more verses for the song using the
expressions in the past simple with was/were.
Taking part in a guessing game in which pupils ask and answer about where they
were the day before.
Interview a classmate who pretends to be a new pupil at school.
Oral presentation of the drawing they have done of a school orchestra.
Recognising the written letters connected with places at a school.

Reading descriptions of places at a school.
Reading sentences describing the places at school they were the day before at
certain times.
- 184-
Reading a text in which a teacher says the place at school the pupils were the day
before at certain times.
Reading the lyrics of a song about different places at a school.
Reading questions with was and were to reply as per the illustrations.
Reading a summary of the unit illustrated story to complete with the missing words.
Reading sentences about the illustrated story to say whether they are true or false.
Reading sentences about the illustrated story to complete with the right words.
Reading and comprehension of various sentences which repeat the sounds /:/ and
// connected with different written letters.
Reading various words to classify them depending on whether they have the
sounds /:/ or //.
Reading two dialogues to complete with the missing expression.
Reading a dialogue between a new pupil at a school and a classmate to choose the
correct answer to each question.
Reading and understanding the model text for pupils to be able to describe a
school orchestra.
Reading various sentences which express orders to say which illustration goes with
each one.
Writing the words learned to name places at a school.

Writing sentences about the song using was and were.
Writing sentences stating the places at school where the various characters were
the day before.
Writing answers to questions with was and were as per the illustrations.
Writing de questions with was and were, putting the words given in order.
Writing de sentences about the unit story in response to various comprehension
questions.
Writing a short text explaining where the pupil was the day before.
Writing words in their group depending on whether they have the sounds /:/ or //.
Write a description of a school orchestra to show classmates.
Questions and answers about where they were at a certain moment in the past.
Description of places at a school.
Interview a classmate who pretends to be a new pupil at school.
Oral presentation of the drawing they have done of a school orchestra.
Oral interaction in which the pupils talk about a school orchestra they have
imagined.
Vocabulary:
- 185-
Places at school; playground, classroom, music room, toilets, computer room,

library, reception, dining hall, gym, do exercise
Picture story: break, snack, shall, hot chocolate,cup, Well spotted!, lighthouse, rich,
leave, trumpet, baton.
Song: school places, was/wasnt, rock n roll
Phonics: Fern, tall, birds, short, words.
Other words: dream, quickly, milk, closed
Revision: places in the city, the time, days of the week, girl, short, curly, hair,
orchestra, tall, read, Be careful, Dont worry, Im sorry, world, talk, bird, floor, people
Were you in...?

No, I wasnt.
Yes, I was.
Was he/ she in...?
No, he/ she wasnt.
Yes, he/ she was.
Where were you?
In the...
Recognising and pronouncing the sounds /:/ and // in connection with different
written letters.
Classroom language:
Were you at school yesterday at six oclock?

Guess where I was yesterday at five.
Who was in bed at six oclock this morning?
Who was in the park on Sunday?
What drink and snack does Ben have?
What drink and snack does Lucy have?
Where does he hide it?
Where does Ben see the next line?
What happens to the map?
What colour is (Jorge)s music room?
Whos playing the ... ?

segments.
- 186-

Show as much interest in listening to the texts as in listening to to the information
which classmates have.
Show interest in what happened in the past.

Valuing the importance of following daily norms and building up solid, healthy
habits.
2 Competences
Descriptors
Activities
LISTEN
Listen to simple oral messages about places

at school.


characters.

contexts.
Listen to a song about places at school.
TALK AND CONVERSE


presentations.

drawing you have done of your perfect
school.

answers.

spontaneously.
Ask classmates where they were the day

before.
READING
Recognise sentences connected with places

at school.
illustrated story.
- 187-


Book.
WRITING
Write sentences connected with places at

school.
Write sentences using the structure: was /
were in affirmative, negative and
interrogative and short answers.

Write a text explaining where he/she was the

day before.

competences.
criteria.
Put the pictures of a story into the right order.
Identify and differentiate objects and

resources in the immediate surroundings and
what human beings do with them.

sentences connected with places at school.

practices.
Recognise the healthiest food and identify

food which is not healthy.
Learn about the importance of eating healthy
food between meals.
Digital competences
English.



song.

Pretend to have a conversation with a new

pupil at school.


Learn forms of suggesting things in English

to ask where somebody was in the past.

Do a drawing of a school orchestra.
Learning to Learn
- 188-





correctly.
Education for Peace
Show respect when giving personal opinions about different matters.
Value the importance of eating healthy food between meals.
This unit is closely connected with arts education and music as the pupils draw a
school orchestra.
different places at school.
- 189-
Distinguish and comply with habitual communication functions: talking about

places they were at particular moments.
Recognise and correctly produce orally and in writing the sounds /:/ and // in
conjunction with different written letters.
Make yourself understood in a short, simple presentation about a school orchestra
which the pupils have imagined previously.

Contents
Evaluation criteria
Recognising
and
practising
vocabulary about places at a
school.

in writing about places at
school.
Present and practise was and were Distinguish and comply with
in
affirmative,
negative
and habitual
communication
interrogative and short answers.
functions: talking about places
they
were
at
particular
moments.
Competences
LC
SCS
LC
Practise pronouncing the sounds

/:/ and // connected with different
written letters.
Recognise
and
correctly
produce orally and in writing the
sounds /:/ y // in conjunction

places at school.

intonation.
LC
CCE
SIE

story.
previously.

audio support.
LC
Carry out a project about a school

orchestra and present it to your
classmates.

- 190-
LC
LC
CCE
SIE
UNIT 7 ILIKE TO BE A
1 Contents
Listen to and understand simple messages from different audiovisual

media.
Listen to, understand and repeat words for different professions.
Listening to and reading about two professionals talking about their jobs to illustrate
the structure have to.
Listening and reciting a chant or song about the rules of different jobs and
professions.
Listening to and understanding various sentences repeating the sound // in two
syllable words.
Listening to various short texts with the rules which some aliens must comply with
for the pupils to point at the right drawings.
Listening to and understanding various sentences repeating the sound // in two
syllable words.
Listening to two dialogues to complete with the right expression.
Listening to various words with the sound // para write them under the drawing of
their meaning.
Listening to the names of the planets and their positions in the solar system.
Oral interaction through questions and answers about the different jobs and
professions they would like to have.
Taking part in an oral game (guessing game) in which pupils describe the rules of a
profession and guess what it is.
Taking part in an oral game in which pupils ask and answer about the rules which
some aliens must comply with according to the table.
Oral interaction in which pupils talk about and compare different planets in the solar
system.
Oral interaction in which, as part of the end of unit project, pupils look for
information about the planets in the solar system with one or more moons and
those with none.
Recognising the written letters associated with professions or jobs.

with different jobs and professions.
Reading the definitions of different professions so that the pupils write which one it
is.
- 191-
Reading sentences about what two professional people have to do in their jobs for
the pupils to guess which jobs are being described.
Reading sentences with have to and dont have to, for the pupils to say the correct
ones as per the drawing.
Reading the lyrics of a song about the rules of some professions.
Reading sentences about the song so that the pupils identify whether they are true
or false.
Reading new lines for the song for the pupils complete as per the drawings.
Reading questions and sentences about rule for the pupils to link them correctly.
Reading sentences and questions with the structure have to.
Reading sentences in the story to put them in the right order.
Reading sentences in the story to link them with the drawings.
Reading situations in the story to find them in the illustrated story.
Reading and comprehension of various sentences which repeat the sound // in
two syllable words.
Reading two dialogues to complete with the appropriate expression.
Reading various words with the sound // to write under the drawing of their
meanings.
Reading a text about the planets in the solar system.
Reading various sentences to complete with the missing information based on what
has been learned about the solar system.
Reading various sentences cut in halves to link together as fits.
Reading data in a table about different planets to decide whether the comparisons
are true or false.
Reading the instructions to follow for a project in which pupils find out about the
planets in the solar system with one or more moons or without any. Pupils study
information about moons they find interesting.
Reading a text about Saturn to ask questions for answers already given.
Reading a text about a planet with three moons to draw and colour in as per the
instructions.
Writing the words learned for different professions.

Completing sentences with the structure have to describing the pupils' duties and
rules.
Writing questions and answers about the rules in some professions, putting the
words given in order.
Writing and classifying words depending on whether they have the sound // in their
second syllables.
Writing the names of the planets in the solar system.
Completing sentences about the solar system for the pupils to complete with the
missing words.
Writing a report, following a model, as part of the unit project about moons in the
solar system. A new solar system.
- 192-
Questions and answers about the jobs the pupils would like to have in the future.
Oral interaction in which pupils talk about their obligations.
Oral interaction in which pupils describe the rules in a profession
Oral interaction in which pupils talk about the different planets in the solar system
and their moons.
Presenting the report with the information they have gathered in the unit project
about the planets with moons in the solar system.
Vocabulary:
Professions: astronaut, musician, waiter, bus driver, cook, nurse, computer

programmer, doctor, dentist, farmer, country, tractor
Song; stay, brave, fly off, Venus, Jupiter, Mars, shine, bright
Picture story: I have no idea, moon, ride, final,trick, Let me out!, No way!, part, plan,
Brilliant!, mystery, arrive.
Phonics: surfer, snake charmer, dancer, farmer, driver
Solar system: Neptune, Mercury, Venus, Jupiter, Saturn, Earth, Mars, Uranus, solar
system, orbit, far, further, furthest, diameter, distance, object.
Ordinal numbers. 1st to 20th
Revision: animals, daily tasks and routines, comparatives and superlatives,
morning, weekend, rocket, instrument, spacesuit, drive, bus, homework, bedroom,
early, every.
Revision of would like
Have to:
o
o
o
o
o
o
I have to / dont have to (get up early at the weekend).

They have to / dont have to (drive a car).
Do you have to (go to bed early)?
Yes, I do. / No, I dont.
Do they have to (wear a uniform)?
Yes, they do. / No, they dont.
Ordinal numbers: 1st - 20th
Recognising and the correct pronunciation of the sound // in two syllable words.
Classroom language:
An artist paints or draws pictures.

What do you have to do?
You have to wear a shirt with long sleeves.
Im a teacher. I have to get up early.
- 193-
I have to come to school every day.

The dog is running off!
Do you have to feed the dog?
What do Lucy and Ben decide to do?
What do Zelda and Horax see?
Where do they think the treasure is?
What is the trick?
Who comes to let them out?
Who does Grandpa bring with him?
What are Ben and Lucy going to do at the end of the story?
Today Ive learnt about the planets, their names and information about the solar
system.
Today Ive learnt more about the solar system and completed a project about
moons in the solar system.

Use the structures have to to speak about obligations.
Show an interest listening to information which other pupils provide.
Value the importance of asking for help when it is needed.
Familiarization with different professions which the pupils could have in the future.
Valuing the importance of asking for help when it is needed.
Learn about the solar system and its moons.
2 Competences
Descriptors
Activities
LISTEN

professions and jobs.
Identify the gist and specific information from a

short situation from repeated visualisations of
the oral text.

characters.
Listen to a song about professions and jobs.
- 194-

contexts.
TALK AND CONVERSE

presentations.
Present and describe your project to

classmates: a report about the moons in the
solar system.

answers.

spontaneously.
Ask classmates what they would like to be

when they are older.
READING

professions and jobs.
illustrated story.


Book.
WRITING
Write sentences connected with professions

and jobs.
Write sentences using the expression have
to.

competences.
Interpret tables and graphs with data about the

planets in the solar system.

Do a project about the moons in the solar

system.
Digital competences
English.



song.

Describe and find out about the rules of

certain professions which are the same all
- 195-
over the world.


Learn ways of speaking about rules at work

in English.
Learning to Learn




Learn about the importance of asking for
help when it is needed.

correctly.
Be aware of the importance of being a good professional.
Education for Peace
Value living together at home and following rules and established norms at school.
cooperative.
- 196-
This unit is specifically connected with science. The pupils learn about the planets
in the solar system.
In theproject unit, pupils find out about the planets in the solar system with one or
more moons or with no moons. They also look for information which they find
interesting about the moons and write a report using the data they have found.
vocabulary about different professions and jobs.
Distinguish between and practise using habitual communication functions: expressing

obligations in the present.
Recognise and correctly produce orally and in writing the sound // in words with
two syllables.
Make yourself understood in short, simple oral statements
asking for help when it is needed.
Do a project about the moons in the solar system, explaining it to the class.

Contents
Evaluation criteria
Competences
Recognise and present vocabulary

about professions and jobs.

used orally and in writing
about professions and jobs.
LC
SCS
Present and practise have to.

Distinguish between and practise
using habitual communication
functions: expressing obligations
in the present.
LC
Practise pronouncing the sound //

in two syllable words.
Recognise and correctly produce

orally and in writing the sound
// in words with two syllables.
Recite a song about professions

and jobs.

intonation.
LC
CCE
SIE
Do a project about the moons in the

solar system and present it to
classmates.

MSCT
CD
SCS
Use
- 197-
the
subject,
general
LC
LC
story.
previously.

audio support.

seen before.

the importance of asking for
help when it is needed.
- 198-
LC
SCS
UNIT 8 AT THE SEASIDE

1 Contents

connected with activities we connect with the weekend.
Listening to and understanding sentences as shown in a picture and heard in a
conversation at the start of the unit.
Listening to different questions with Why? to mark the correct one according to
each drawing.
Listening to a song about questions with Why?
Reading a questionnaire with various questions to revise the structures learned in
levels 3 and 4 of Quick Minds for pupils to link them with the correct answers.
Listening to and understanding various sentences in which the sounds // y /v/ are
repeated and which appear in expressions such as a (cup) of (tea).
Listening to and understanding two dialogues to complete them with the missing
expressions as heard in a recording.
Listening to and understanding a dialogue about plans for some holidays to reply
the comprehension questions.
Listening to the instructions for drawing a scene from some holidays.
Listening to a text in which a child from Scotland talks about his/her favourite
holidays.
.
Oral interaction with questions and answers about the pupils' plans for the
weekend.
Oral interaction in which pupils ask and answer about the reasons behind some of
their actions.
Oral interaction in which pupils make up their own verse for the song.
Taking part in a game (question game) in which pupils revise the structures learned
in levels 3 and 4 in Quick Minds.
Oral interaction in which pupils try to tell a story based on various pictures.
Oral presentation of the scene about holidays they have drawn.
Take part in a game (act out) to revise the contents of the last three units.
Recognising simple words connected with weekend activities.
- 199-
pronunciation.
Reading questions and answers about reasons behind some of the actions shown
in the pictures.
Reading answers for pupils to write the questions using the word Why?
Reading the lyrics of a song about questions with Why?
Reading simple sentences with Because for the pupils to put in order as per the
illustration.
Reading a questionnaire with various questions which revise the structures learned
in levels 3 and 4 of Quick Minds for the pupils to put them in order.
aids.
Reading various sentences split in two to unite them as per the unit illustrated story.
Reading sentences about the illustrated history about Ben and Lucy to finish them
as per what happened.
Read various comprehension questions about the unit illustrated story.
Reading and comprehension de various sentences with the sounds // and /v/ in
phrases such as a (cup) of (tea).
Reading the jumbled up lines in the rhyme which Ben and Lucy find to put them in
order.
Reading two dialogues to complete them as heard in a recording.
Reading various words with the sounds // and /v/ to complete them in the
appropriate expressions.
Reading the questions and answers in a dialogue in which the two characters talk
about their plans for the holidays.
Reading an example text about a holiday scene.
Reading instructions which pupils link with the drawings.
Reading a quiz which revises the language learned in the last three units.
Reading a text in which a Scottish child talks about his/her favourite holiday
destination.
Reading sentences about a Scottish child's favourite holiday destination to find the
right answer.
Reading sentences which are examples of how to use was/wasnt and
were/werent.
Writing the words learned to speak about different activities we associate with the
weekend.
Writing sentences with going to which express plans for the weekend, as in the
illustrations.
Writing questions with Why? Connected with the illustrations.
Completing sentences which summarise what happened to Ben and Lucy in the
illustrated story.
Writing the rhyme which Ben and Lucy get, putting the lines in order.
Answers to various comprehension questions about the unit illustrated story.
Completing dialogues with the missing expressions heard in a recording.
Completing expressions with words with the sounds // o /v/.
Writing a story based on various pictures supplied.
- 200-
Finishing sentences as per a previously read dialogue.

Writing a text about the pupil's favourite holiday destination, as in the model.
Oral interaction in which pupils talk about their plans for the next weekend.
Oral interaction in which pupils ask and give reasons for certain events.
Participation in communication games for pupils to learn the unit's grammatical
structures.
Oral interaction in which pupils practise telling stories based on pictures supplied.
Questions and answers for a survey about the pupils' plans for the summer
holidays.
Vocabulary:
Weekend activities: play golf, go to the swimming pool, do puzzles, watch a film, go
for a walk, go shopping, go rollerblading, oar, rowing boats.
Song: weekend activities, animals, cloud, pink, grey
Picture story: put in order, west, set (v), fit, how long.
Phonics: cup of tea, piece of cake, just, horrible
Revision: countryside, food, meals, drinks, animals.
Revision of going to (intention)

Why are you (learning to play golf)? Because (I like it).
Revision of Levels 3 and 4
Recognising and the correct pronunciation of the sounds // and /v/ in phrases
such as a (cup) of (tea).
Classroom language:
Why are you carrying your goggles?

Because I was at the swimming pool.
Why are you on the bus?
Because Im going to my friends house.
Why is her brother angry?
Why is he going for a walk?
Where do Lucy and Ben see the last line?
What does the line say?
Where is the lighthouse?
What do they find?
What do they do with the treasure?
Find a cup of tea in the story.
A piece of cake, a cup of tea. On the lake - just you and me.
- 201-
Are there any mountains? Are there any beaches?

How many words are there?
Im watching a film at the cinema.
Where were you on holiday last year?
Why do you like it there?

Understand and make sentences, dialogues and texts following a model.
segments.
Enjoy team work.
Show interest by listening to information which classmates provide by speaking
about their plans for the summer holidays.
Show interest and respect for the feelings of others and being altruistic.
Using skill to talk with others and start simple conversations about plans for the
weekend or the next summer holidays.
2 Competences
Descriptors
Activities
LISTEN

activities carried out during the weekend.


characters.

contexts.
Listen to a song about activities carried out

during the weekend.
TALK AND CONVERSE


presentations.

drawing you have done of some holidays.
- 202-

answers.

spontaneously.
Ask and give the reason for something

happening to classmates.
READING

activities carried out during the weekend.
illustrated story.


Book.
WRITING
Write sentences connected with activities

carried out during the weekend.
Write sentences using the structure: Why?
Because

Write a letter describing your favourite place

for spending the summer holidays.

competences.

sentences connected with activities carried
out during the weekend.
Digital competences
English.



song.

Ask and give replies about why something

happens.

Learn usual ways to ask why something is
- 203-
happening in English.
Find out about some of the Scottish child's
favourite holiday destinations.

Make a drawing of a scene connected with

the holidays.
Learning to Learn






altruistic.

correctly.
cooperative.
This unit is connected with arts education as pupils make a drawing connected with
a scene from their holidays.
weekend activities orally and in writing.
Ask and answer about the reason for something happening .
Recognise and produce orally and in writing the sounds // and /v/ in expressions
- 204-

Make yourself understood with short, simple oral interventions about a scene
connected with the holidays which pupils have drawn for their classmates
previously.
being altruistic.
Learn and use basic learning strategies: do a test and take part in a fame to
revise what has been learned in the last three units.

Contents
Evaluation criteria
Recognising
and
practising Recognise and use a limited
vocabulary about different activities repertoire of frequently used oral
connected with the weekend.
vocabulary
about
weekend
activities orally and in writing.
Present and practise questions with Recognise
and
use
the
Why?
And
answers
with functions
and
meanings
Because
Competences
LC
SCS
LC

functions: ask and gives answers
about the time.
Practise the pronunciation of the Recognise and produce orally

sounds // and /v/ in expressions and in writing the sounds
// y/v/ in expressions such as
a (cup) of (tea).
LC
Recite a chant and a song asking

about the reason for certain events.

intonation.
LC
CCE
SIE
Doing a drawing in which pupils

show a scene from their holidays
and show it to their classmates.

LC
CCE
SIE

story.
previously.

audio support.

seen before.
the importance of being
altruistic.
during the last three units.
learned

strategies.
- 205-
LC
LC
SCS
SIE
- 206-
VALENTINES DAY
1 Contents
Listening to a text in which a girl describe the different cards which can be made to
celebrate Valentine's Day.
Listening to love poem.
Listening to a text in which a girl describe the different cards which can be made to
celebrate Valentine's Day.
Reading a love poem.
Writing a love poem.
Practise new vocabulary about Valentine's Day.

structures.
Vocabulary:
Valentines Day: chocolates, heart, handprint, stick, message, dinosaur, print out,
sponge, dip, paint, stamp, rose, violet, sugar
Revision: cards, flowers, dry, red, blue, sweet
Simple present
Classroom language:

Who can you give Valentines cards to? (
What is a handprint?
Do you put the sponge in the paint for a long time?
Lets write a poem.
- 207-

Enjoy team work.
Find out about Valentine's Day.
Show an interest in finding out about festivities in other cultures.
Finding out about Valentine's Day.

Valuing festivities in English-speaking countries.
2 Competences
Descriptors
Activities
LISTEN

Valentine's Day.


characters.

contexts.
Listen to a poem about Valentine's Day.
TALK AND CONVERSE


presentations.
Present and describe the poem you have

written to your classmates.

answers.

spontaneously.
- 208-
READING

Valentine's Day.


Book.
WRITING
Write sentences connected with Valentine's

Day.

Write a love poem.
Digital competences
English.



song.

Listen to how they celebrate Valentine's Day

in other countries.
.


Learn about ways of celebrating Valentine's

Day in other countries.

Write a love poem for Valentine's Day.
Learning to Learn


- 209-


subjects overlapping continually. Contents about arts education are used in this
unit: a poem.
Use vocabulary connected with Valentine's Day.

Recite a rhyme about Valentine's Day with correct pronunciation and intonation.

Contents
Evaluation criteria
Presentation about Valentine's Day.

vocabulary about Valentine's
Day. Valentine's Day orally and
in writing.
Recite a poem about Valentine's

Day.

intonation.
- 210-
Competences
LC
LC
CCE
SIE
- 211-
Not good
Average
Good
Very good
Excellent
ANNEX - COMPETENCES EVALUATION FORM
Listen
Understand simple oral messages and instructions and recognise familiar
words and linguistic structures.
Identify the gist and some 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 and Converse
Recite poems or ditties or sing a song with correct pronunciation and
intonation.
Make simple oral presentations, previously prepared.
Take part in spoken interaction which arises spontaneously.
Read
Identify relevant information on written posters and simple maps.
Understand the general idea and specific details about familiar subjects.
Write
Reproduce simple sentences and texts using previously presented models.
Write short letters, e-mails or postcards with personal information and
information about your surroundings
- 212-
Not good
Average
Good
Very good
Excellent
Mathematical competence and basic competences in science and technology.
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 geometrical similarities and differences in everyday objects.
Take basic measurements using the appropriate instruments.
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 surroundings.
Be familiar with and follow healthy living practices.
Digital Competence
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.
Use artistic techniques and items in your presentations and projects.
Take an active part in the games, dances, songs and artistic activities in the
classroom.
Show interest in and respect for the culture of English-speaking countries.
- 213-
Not good
Average
Good
Very good
Excellent
Learning to Learn
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 in an autonomous
manner.
Plan and check your work to be able to present it properly.
- 214-
- 215-

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Quick Minds 3 & 4

Herbert Puchta, Gnter Gerngross &

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

School and department information

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

CURRICULAR PROJECT FOR ENGLISH DEPARTMENT

Social background (high, medium, low, miscellaneous)

Specific need for each group

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Visits out of the school and activities

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Teachers name _________________________________________

Teachers name _________________________________________

Teachers name _________________________________________

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

There is a methodological basis that develops reasoning skills which are

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Discovery and development of learner autonomy. So pupils are able to learn

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Reinforcement activities: simple ideas to reinforce each lesson's contents

Extension activity: optional activities to make greater use of the contents of

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

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

c. Acquire techniques to prevent or resolve conflicts in a peaceful manner

Acquire, in at least one foreign language, basic communicative

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Gain initial practice in using information and communication

Use different forms of artistic representation and expression and gain

m. Develop emotional capacities in all aspects of their personality and in their

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Pupils communicative competence improves as they recognise and gradually master

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Mathematical competence and basic competences in science and technology.

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Solve simple problems connected with familiar subjects.

Social and Civic Competences.

Cultural conscience and expressions.

Quick Minds 3 & 4 Curricular Project

Cambridge University Press 2015

Sense of initiative and entrepreneurial spirit.

Quick Minds 3 & 4 Curricular Project