Programación Ingles Final
Programación Ingles Final
––
JOSEBA JUAN ALLENDE
DNI: 72837310J
DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE
INDEX
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BASQUE LANGUAGE
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2) CONTEXT
A) GEOGRAPHICAL SITUATION
Alsasua is a strategic point for communications on the peninsula. It is
located in the north of Navarre, in the "Burunda" region, bordered to the north
by Ataun (Guipúzcoa), to the east by Urdiain, to the south by Urbasa and to the
west by Olazagutia and Mount Alzania. Given its location, it is a
communications hub between Navarre, Guipúzcoa and Alava. Alsasua is the
point where the Pamplona, Vitoria and San Sebastián (A-1) motorways meet,
as well as the Irún-Madrid and Irún-Barcelona railway lines.
parents and pupils in the classroom. This mastery of Basque is more frequent
among the new generations, among whom it is the language of daily use, so we
must bear it in mind in the development of school activities and in the
relationship with their tutors.
C) The CENTRE
Our school, called Zelandi Herri-Eskola, is the public school of Altsasu,
integrated in the town and committed to the Basque language and culture of the
town.
This centre has a recognised management system, which is innovative,
active and participative, which aims to provide quality teaching to develop each
boy or girl, to develop as an active and competent person, and which in turn
contributes to improving the climate of coexistence among the members of the
educational community, as well as working on inclusion, co-education and
cooperative work.
It is a centre with a free, quality education, providing primary education in
models A and D, with emphasis on Basque, English and Spanish. It has
specialised attention to diversity, as well as immersion programmes from the
first day of class. It is also fully equipped, with a computer room, digital
whiteboards, music room and playground. They also develop programmes such
as SKOLAE, promoting equality in this co-education project.
Our group of students consists of 16 people among which we have 2
students with problems, (A.A) come from dysfunctional families, with an
immigrant mother in a situation of family abuse and (B.B) with motor deficit. The
first one suffers from a lack of interest in all the subjects he is taught, so we will
have to adapt the exercises to situations that awaken his interest with everyday
situations that the pupil shows interest in learning. In the second case, he/she
will have no problems with mathematics, although we will bear in mind his/her
condition in the case of mathematical problems that require mobility, adapting
the desk, coat rack, doors, etc., to his/her movement situation.
3) LEGISLATIVE FRAMEWORK
DECRETO FORAL 60/2014, of 16 July, establishing the curriculum for
Primary Education in the Autonomous Community of Navarre.
(Assessable learning standards).
ORDEN FORAL 51/2014, of 2 June, of the Regional Minister of
Education, regulating the implementation and timetable of the
teachings corresponding to Primary Education in the educational centres
located in the territorial area of the Autonomous Community of Navarre.
(Assessable learning standards).
ORDER 64/2015, of 3 July, of the Regional Minister of Education,
which amends Regional Order 51/2014, of 2 June, of the Regional
Minister of Education, which regulates the implementation and
timetable of the teaching of Primary Education in educational
centres located in the territory of the Autonomous Community of
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5) OBJECTIVES
A) GENERAL OBJECTIVES OF THE COURSE
Reference: El currículo de las enseñanzas de educación primaria en la
comunidad foral de navarra BON número 174, de 5 de septiembre de 2014.
Primary education will contribute to developing children's capacities to
achieve the following objectives:
a) To know and appreciate the values and rules of coexistence, to learn
to act in accordance with them, to prepare for the active exercise of citizenship
and to respect human rights, as well as the pluralism of a democratic society.
b) To develop individual and team work habits, effort and responsibility in
study, as well as attitudes of self-confidence, critical sense, personal initiative,
curiosity, interest and creativity in learning, and entrepreneurial spirit.
c) Acquire skills for the prevention and peaceful resolution of conflicts,
enabling them to develop autonomously in the family and domestic sphere, as
well as in the social groups with which they interact.
d) Know, understand and respect different cultures and differences
between people, equal rights and opportunities for men and women and non-
discrimination of people with disabilities.
e) Know and use the Castilian language and, where appropriate, the
Basque language in an appropriate manner and develop reading habits.
f) To acquire in at least one foreign language the basic communicative
competence needed to express and understand simple messages and to cope
in everyday situations.
g) Develop basic mathematical competences and be introduced to
problem solving requiring elementary arithmetic operations, geometric
knowledge and estimation, and be able to apply them to everyday life situations.
h) To know the fundamental aspects of Natural Sciences, Social
Sciences, Geography, History and Culture, as well as to be introduced to the
knowledge of the Geography and History of Navarre and the diversity of
languages, cultures and customs that make it special, with the aim of
developing a sense of belonging to the Autonomous Community of Navarre.
i) Initiate in the use, for learning purposes, of information and
communication technologies, developing a critical spirit towards the messages
they receive and elaborate.
j) Use different artistic representations and expressions, developing
aesthetic sensitivity, creativity and the ability to enjoy artistic works and
manifestations and to initiate in the construction of visual and audiovisual
proposals.
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k) Value hygiene and health and accept one's own body and that of
others, respect differences and use physical education and sport as a means of
promoting personal and social development.
l) Knowing and valuing the flora and fauna, especially those present in
Navarre, and adopting modes of behaviour that favour their care, sustainable
development and respect for the environment.
m) Develop their affective capacities in all areas of their personality and
in their relations with others, as well as an attitude against violence, prejudice
and discrimination of any kind and sexist stereotypes.
n) To promote road safety education and respectful attitudes that have
an impact on the prevention of traffic accidents.
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6) COMPETENCIES
Key competences are those that enable people to carry out daily
interactions and personal development, as well as for active citizenship, social
inclusion and employment.
A) KEY COMPETENCES
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four main blocks which correspond to the language activities mentioned above,
the core of the subject.
At the Primary Education stage, it should be borne in mind that the
starting point is a basic level of competence, so that, both in communicative
interaction and in the comprehension and production of texts, it will always be
essential to refer to contexts familiar to pupils of this age, thus taking advantage
of the knowledge previously acquired and the skills and experiences they
possess.
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Language is the main vehicle of human thought, the most powerful tool
for the interpretation and representation of reality and the learning instrument
par excellence, hence the area, insofar as it contributes to the improvement of
general communicative ability, also contributes to the competence of learning to
learn.
ENGLISH LANGUAGE COMPETENCE IN THE COMPETENCE OF
INITIATIVE AND ENTREPRENEURSHIP
its greatest contribution lies in the fact that the learning of a foreign
language is enormously profitable if content directly related to reflection on
one's own learning is included, so that each child can identify how they learn
best and what strategies make them more effective. In turn, the decisions
provoked by this reflection favour autonomy and, in this sense, it can be
affirmed that the foreign language also contributes to the development of
personal autonomy and a sense of initiative and entrepreneurship.
ENGLISH COMPETENCE IN CULTURAL AWARENESS AND
EXPRESSIONS COMPETENCY
At the same time, knowledge of another language and of cultural traits
different from one's own contributes to a better understanding and appreciation
of one's own language and culture and fosters respect, recognition and
acceptance of cultural and behavioural differences, promotes tolerance and
integration and helps to understand and appreciate both identity traits and
differences.
Finally, although to a lesser extent, this area collaborates in the
development of cultural awareness and expressions if the linguistic models
used contain, even with the limitations of this stage, linguistic productions with a
cultural component.
ENGLISH LANGUAGE COMPETENCE IN SOCIAL AND CIVIC
COMPETENCES
This area contributes to a large extent to the development of social and
civic competences. Languages are used by speakers to communicate socially,
but they are also a vehicle for communication and cultural transmission.
Learning a foreign language implies knowledge of cultural traits and facts linked
to the different communities of speakers of the language. This learning, properly
guided at school, should translate into both the ability and the interest in getting
to know other cultures and in relating to other people, speakers or learners of
that language.
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A) BLOCK OF CONTENTS
Block 1. Comprehension of oral texts
1. Comprehension strategies: Mobilisation of expectations, identification
of clues and inferences, hypothesis testing and reformulation.
2. Socio-cultural and sociolinguistic aspects: social conventions, norms of
politeness; customs and attitudes; non-verbal language.
3. Communicative functions: Greetings and introductions, apologies,
thanks. Expression of ability, taste, agreement or disagreement, feeling,
intention. Description of people, activities, places and objects. Requesting and
offering information, help, instructions, objects, permission. Establishing and
maintaining communication.
4. Syntactic-discursive structures: Expression of logical relations:
conjunction (and). Affirmation: (affirmative sentences; Yes (+ tag)).
Exclamation: (Help! Sorry!). How + Adj. Adj., e. g. How nice!; exclamatory
sentences, e. g . I love salad! ). Negation: (negative sentences with not; no
(Adj.); No (+ negative tag)). Interrogation: (How are you? How many...? Wh-
questions, Aux. questions). Expression of time: present (simple present); future
(going to). Aspect expression: punctual (simple tenses); durative (present
continuous). Expression of modality: ability (can); permission (can); intention
(going to) Expression of: existence (there is/are); entity (nouns and pronouns,
articles, demonstratives); quality (very + Adj.). Expression of quantity:
(singular/plural; cardinal numerals up to three digits; ordinal numerals up to two
digits. Quantity: many, some, (a) little, more, half, a bottle, a cup, a glass, a
piece. Degree: very. Expression of space (prepositions and adverbs of location,
position, distance). Expression of time (points (e. g. half past five); divisions (e.
g. half an hour, summer), indications of time: anteriority (before); posteriority
(after); sequence (first...then). Expression of manner (Adv. of manner, e. g.
slowly, well, quickly, carefully).
5. High frequency oral lexis (reception) relating to personal identification;
housing, home and environment; activities of daily living; family and friends;
leisure, free time, leisure and sport; travel and holidays; health and physical
care; shopping and commercial activities; food and catering; transport;
environment, climate and natural surroundings; and information and
communication technologies.
6. Sound, accentual, rhythmic and intonation patterns.
Block 2. Production of oral texts: expression and interaction
1. Production strategies: Planning, execution and control through
linguistic, paralinguistic and paratextual procedures.
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C) DIDACTIC UNITS
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CD Knowing how to use the tools to watch Watch videos of basic conversations and
videos on CD and the internet understand them. Use of computer tools
to access content on CD or on the web.
LLC Requesting and offering information and Questioning peers on the various
assistance, instructions, objects and questions and answers in the games.
permissions
SCC Show availability for active participation Listening to and acting out dialogues
in established areas of participation. Listen, read, ask questions. Learn to
Learning to accept other points greet people, respect classmates.
of view
Education in values: Learning to behave
on the basis of knowledge of different
values.
IAM Participate in cooperative activities. Watching videos, singing songs in
Undertake to carry out individual tasks. groups, playing games, doing arts and
crafts, etc.
CEC Produce work and presentations with an Performs the work neatly.
aesthetic sense.
Contents
Expressions of logical relationships, affirmation, questioning, expressions of time, modality,
quantity, space. Lexicon of personal identification, daily activities, family and friends, free
time, leisure, sport, travel, holidays, weather and environment.
Activities
Watching videos, listening, speaking, acting out dialogues. Listening activities on sociocultural
and sociolinguistic aspects. Routines for opening and closing conversations. Familiar
language. Group songs, Dialogues between pupils. Making cut-out cards, writing and
completing sentences, writing questions and answers, playing games.
Resources
English pupil's book, activity book, Progress Journal, Notebook. Story cards, Flashcards,
Wordcard, Posters. Didactic guides, Projector, computer screen, CD Rom Audio CDs.
Internet
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English, know how to count the various bingo. Ask classmates the years.
tens. Knowing the months
CD Knowing how to use the tools to watch Watch videos of basic conversations and
videos on CD and the internet understand them. Explore the internet
with the teacher, use technologies to
extend projects.
LLC Requesting and offering information and Make summaries of the contents of the
assistance, instructions, objects and unit. Questioning classmates on the
permissions various questions and answers in the
games.
SCC Learning what other schools are like. View different UK schools brochures
Peace education and moral and civic
education.
IAM Participate in cooperative activities. Watching videos, singing songs in
Undertake to carry out individual tasks. groups, playing games, doing arts and
crafts, etc.
CEC Comprehension of literary texts, Reading stories and singing songs,
participation in songs and storytelling. memorising the lyrics
Contents
Expressions of time, questions, affirmations, exclamations, expressions in the present tense,
expressions of quantity, space, position, distance.
Activities
Vocabulary of the story, what they have to tell, vocabulary of the three types of school,
everyday language, such as days of the week, gym, football. Classroom language, talk about
subjects, receptive language. Say ten sentences about your school. Describe the subjects of
the school.
Resources
UK schools brochures. English pupil's book, activity book, Progress Journal, Notebook. Story
cards, Flashcards, Wordcard, Posters. Didactic guides, Projector, computer screen, CD Rom
Audio CDs. Internet. Art work and handicrafts
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Contents
Social conversations about politeness and social attitudes. Requesting and offering
information, help with tools and objects, Halloween permits. Oral activities of listening and
speaking and making and understanding texts, typical of Halloween.
Activities
Practise Halloween activities that are done in the UK. Make scary costumes. Sing songs like
Scary Pizza. Listening to words related to Halloween. Playing games. Reading about
Halloween. Making a pretend pizza and knowing what toppings to put on it.
Resources
Halloween information in the UK. English pupil's book, activity book, Progress Journal,
Notebook. Story cards, Flashcards, Wordcard, Posters. Didactic guides, Projector, computer
screen, CD Rom Audio CDs. Internet. Art and craft work. Making costumes
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Contents
Social conversations about what people are like and how to define them physically. Also the
accessories they may wear. Write down the words involved in conversations. Listening to
descriptions of stories and songs. Working on the oral and grammatical structures of the unit.
Activities
Practice hearing, reading, writing and counting the physical characteristics of people. Using
flash cards. Tell the story of a thief in the park and describe the characters. Fill in cards with
aspects and characters such as clowns, witches, dancers, etc... Write a short story with
character descriptions. Look at a poster of someone you are looking for and describe what
they look like. Write about characters from the Wizard of OZ. Listen to descriptions of animals
and people. Know how to write the words that describe people. Have conversations between
class groups working on things like hair, moustaches, beards etc. Sing songs about the theme.
Resources
English pupil's book, activity book, Progress Journal, Notebook. Story cards, Flashcards,
Wordcard, Posters. Didactic guides, Projector, computer screen, CD Rom Audio CDs.
Internet. Art work and handicrafts. Internet. Accessories such as wigs, glasses, hats, to
describe people.
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Undertake to carry out individual tasks. groups, playing games, doing arts and
crafts, etc.
CEC Comprehension of literary texts, Reading stories and singing songs,
participation in songs and storytelling. memorising the lyrics
Contents
Work on Christmas structures. Essential Chrismas vocabulary, such as angel, decorate thye
tree, star, etc...Texts for Chrismas. Making routines of Christmas greetings and phrases.
Write Chrismas to family members. Knowing how to write the request for rules to Santa
Claus, or Father Christmas.
Activities
Practice hearing, reading, writing and telling about the characteristics of Christmas. Work on
group actions to put up the tree and Christmas decorations. Writing Christmas Chrismas for
family members. Sing songs about Christmas.
Resources
Information about Christmas in the UK. English pupil's book, activity book, Progress Journal,
Notebook. Story cards, Flashcards, Wordcard, Posters. Didactic guides, Projector, computer
screen, CD Rom Audio CDs. Internet. Art work and handicrafts. Internet. Complements balls,
stickers draw cut out bells, etc. ....
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LLC Learn what each landmark building is for Make a small map of your city with
and where it is located. landmark buildings.
SCC Importance of the purpose of these What people work or live in these
buildings and their social work buildings and what work they do for
society?
IAM Participate in cooperative activities. Watching videos, singing songs in
Undertake to carry out individual tasks. groups, playing games, doing arts and
crafts, etc.
CEC Comprehension of literary texts, Reading stories and singing songs,
participation in songs and storytelling. memorising the lyrics
Contents
Understand how a city is structured, working on texts and grammar describing how the city
works. The use of different means of transport. Listening to and watching videos of different
types of cities, such as Venice or Amsterdam, with different types of mobility. Learning typical
vocabulary of buildings, both constructive and operative.
Activities
Fill in vocabulary worksheets for the unit. The Piper of Hamelin story, watch a video and then
write about the questions, grammar worksheets, with look and write or listen and check. Write
how many museums we have or supermarket, etc...Crossword puzzles about different types of
transport.
Resources
Information about our city, maps, videos to watch on the internet. English pupil's book, activity
book, Progress Journal, Notebook. Story cards, Flashcards, Wordcard, Posters. Didactic
guides, Projector, computer screen, CD Rom Audio CDs. Internet. Art and craft work, such as
making a map with pencils and rulers. Knowing how to use google maps.
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LLC Learn about things to do and gifts to give Find out if your colleagues or family
on this day members do anything special on this day
and write about it.
SCC Importance of this day Encourage the values of longing and
feelings towards other people.
IAM Participate in cooperative activities. Watching videos, singing songs in
Undertake to perform individual tasks. groups, playing games, doing arts and
crafts, etc.
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CEC Raise awareness of the importance of Creating writings and sending postcards
telling people they are special
Contents
To understand the importance of this day. Encourage the expression of feelings. Vocabulary
on the subject. Know how to write short sentences about love and emotions...
Activities
Fill in vocabulary worksheets specific to the unit. Watch a video of Valentine's Day and then
write about what is asked. Grammar worksheets, with look and write or listen and check. Write
postcards and rhymes about feelings on this day. Create the postcards, draw pictures of
flowers or make crafts about how to make a flower. How to design heart-shaped jelly beans.
Recycle a box of chocolates and put in each hole a love phrase...
Resources
Information about Valentine's Day, videos to watch on the internet. English pupil's book,
activity book, Progress Journal, Notebook. Story cards, Flashcards, Wordcard, Posters.
Didactic guides, Projector, computer screen, CD Rom Audio CDs. Internet. Artwork and
crafts, with cardboard, Create the postcard with coloured pencils.
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LLC Learn things about each profession and Find out what professions your parents,
instil an interest in the pupil's liking for aunts, uncles, grandparents have and
one of them. have them tell you how they work.
SCC Importance of working animals ONCE leaflets with guide dogs for the
blind.
IAM Participate in cooperative type activities. Create lists of professions by sector, e.g.
Which professions are more social in a hospital, or in a school.
CEC Raising awareness of the importance of Create writing and cut-outs about the
most professions professions.
Contents
To understand the importance of professions, and how professionals help us every day.
Project to visit the school and see the professionals who work there, teachers, janitors,
cleaners, canteen, counsellors, etc...
Activities
Fill in vocabulary worksheets specific to the unit. Watch video about the jobs and then write
about what is asked. Grammar worksheets, with look and write about working dogs. Develop
the project of visiting the school. Create postcards, draw pictures about the professions.
Create a brochure about an occupation of the pupil's choice.
Resources
Information about different professions, with brochures, videos seen on the internet. English
pupil's book, activity book, Progress Journal, Notebook. Story cards, Flashcards, Wordcard,
Posters. Didactic guides, Projector, computer screen, CD Rom Audio CDs. Internet. Carry out
work and studies on different professions. Bring a tool that parents use in their work.
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LLC Learn about other activities that their Knowing that it enhances your hobby in
peers do your personal and physical
development.
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Contents
Share and recognise one's own and other people's activities and how they influence daily life.
Use the vocabulary specific to the chosen activity, with the words specific to that activity,
know how to write it down and communicate it.
Activities
Fill in vocabulary worksheets specific to the unit. Watch video clips of various activities chosen
by the teacher, such as photography, ballroom dancing or rooling, and then write about what is
asked. Grammar worksheets, with look and write about various activities. Read and
understand the instructions for analysing a text about art galleries and science museums.
Create postcards, draw pictures about activities we like. Create a leaflet about an activity of the
student's choice.
Resources
Information on various extracurricular activities taking place in the village, town or city and get
brochures or information on that activity, also with videos seen on the internet. English pupil's
book, activity book, Progress Journal, Notebook. Story cards, Flashcards, Wordcard, Posters.
Didactic guides, Projector, computer screen, CD Rom Audio CDs. Internet. Bring in an item
used in the activity they are practising and talk about it, e.g. a guitar.
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LLC Learn things about each country and Explain if they have ever travelled to
instil an interest in what the pupil likes. another country, what kind of landscape
it was, what animals they have seen.
SCC Importance of animals and how to care To know which species live around us
for them and whether they are in danger of
extinction and what measures are being
taken to care for them.
IAM Participate in cooperative activities. Create lists of landscapes and say which
Which countries or landscapes do we ones we like and why.
like the most and why?
CEC Raise awareness of the importance of Create writings and cut-outs about
caring for the environment. ecology and how we should take care of
the planet.
Contents
Understand the importance of landscapes, and how they condition the environment. Know
the typical vocabulary to describe environments, such as forests, rivers, beaches, mountains.
To become aware of the importance of nature and its animals. To know how to write and
describe these landscapes.
Activities
Fill in vocabulary worksheets specific to the unit. Watch video about the jobs and then write
about what is asked. Grammar worksheets, with look and write about landscapes. Develop the
project by naming things in the countryside and adding elements of the flora and fauna of that
environment. Create a Power Point about the important things about the countryside and the
landscapes around us. Create a short brochure of a country of the student's choice, collecting
information from the internet or travel agency brochures and then present it in class.
Resources
Information about different professions, with brochures, videos seen on the internet. English
pupil's book, activity book, Progress Journal, Notebook. Story cards, Flashcards, Wordcard,
Posters. Didactic guides, Projector, computer screen, CD Rom Audio CDs. Internet. Carry out
work and studies on different professions. Go to a travel agency and ask for a brochure of the
country you are interested in. Pictures of landscapes.
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In general, it can be said that the approach which must prevail in the
treatment of the subject of Foreign Language must be communicative, so that
the elements of the curriculum will always be defined on the basis of the
communication processes at which they are aimed, adapting in the specific
case of the Primary stage to the characteristics and needs of the pupils.
Integrating all these aspects and building on this idea, the curriculum is
structured around language activities as described in the Framework:
comprehension and production (expression and interaction) of oral and written
texts.
Language demands a methodology that focuses on the learner, on his or
her learning needs and on the responsibility he or she must assume in the
process; the most suitable methodology will therefore be that set of learning,
teaching and assessment practices that best helps the learner, on the one
hand, to acquire the various competences involved in communication and, on
the other, to develop the ability to put all these competences into practice
together to produce and process oral or written texts appropriate to the
corresponding contexts of action.
In order to acquire linguistic competence in a foreign language, it is
essential to develop reading and writing skills.
Special emphasis will also be placed on the didactic use of digital
resources, understood as an essential tool to initiate pupils in the gradual
acquisition of autonomous learning mechanisms, always adapted to their age
and peculiarities.
Macmillan Tiger Team is a course based on real-life communication.
Characters and stories provide authentic contexts for communication and the
inclusion of life skills helps to encourage critical and creative thinking.
Macmillan Tiger Team helps children:
- develop all key competences.
- use ICT and multimedia as learning tools appreciate the achievements
and contributions of others by reading stories about different kinds of heroes.
- develop multicultural understanding by researching six different
countries.
- participate fully by doing engaging activities such as stories, dialogues,
games and problem-solving tasks.
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A) RESOURCES
Pupil's Book
Each unit consists of several lessons with vocabulary practice, short
dialogues to contextualise and practise grammatical structures, grammar tables
with guided questions to support inductive thinking about language and a story
to consolidate language structures. In each unit there is also a Life skills lesson
which develops
The Pupil's Book also contains:
- three holiday lessons (on Helloween, Chrismas and Valentine's day).
Activity book
This 101-page, full-colour, writeable book forms a working tandem with
the Pupil's Book to reinforce, consolidate and extend language learning, support
and develop reading and writing and provide more listening and speaking
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Carefully staged video lessons. Every unit contains lessons with videos
that bring learning to life, including:
Animated stories
Cross-curricular videos
Culture videos
Song videos
Resources for mixed-ability classrooms
A variety of reinforcement material to cater for different abilities, including
an Essential Activity Book, Grammar Reference, a wide range of digital
resources and a progress tracker.
Guided communication
Children develop confidence and communicative competence through
carefully scaffolded, fun activities that motivate learning.
Easy-to-use projects
Tiger Tasks are ready-made and carefully staged projects that integrate
language, skills and cross-curricular content.
.
A) EVALUATION PROCEDURES
To evaluate will be used:
The assessment of students' learning processes will be continuous and
global.
The qualification will be related to the degree of acquisition of the
competences of the fourth year of PE, through all the activities carried out. The
activities to be assessed and the criteria to be followed will be as follows:
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B) EVALUATION CRITERIA
TOTAL 100
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content, the selection of assessment criteria, the analysis of difficulties and the
search for advice and support.
The following diversity measures will be considered in particular:
- Make the timing of activities more flexible.
- Accelerate or decelerate new content.
- Establish levels of support according to difficulties.
- Designing reinforcement and extension activities.
-Giving individual instructions to pupils with lower language proficiency.
- Change location or group to avoid difficulties.
- Encouraging peer learning.
- Evaluate each learning process.
- Respecting different learning paces.
-Very frequent monitoring of pupils' work.
11) BIBLIOGRAPHY
Books:
Avello Martínez, M.P. et al (2009). Inmersión temprana en lenguas
extranjeras. Madrid: MECD.
Chasco, J. (Coord.) (2001). Metodología en la enseñanza de inglés.
Madrid: MECD.
Larsen-Freeman, D. and Long, M. H. (1994). Introducción al estudio de
la adquisición de segundas lenguas. Madrid: Gredos.
Madrid Bueno, A. (2014). TEFL in Primary Education. Granada:
Universidad de Granada.
Vez, J.M.. (2002). Didáctica de la lengua extranjera en Educación Infantil
y Primaria. Madrid: Síntesis.
Halbach A. et al (2009). Teaching in the bilingual project. Badajoz:
Abecedario.
Rodríguez Suárez, M.T. (coord.) (2002). Acquisition of foreign
languages at early ages. Madrid: MECD / Anaya.
VV.AA. (2012). New methodologies for teaching English in bilingual schools.
Madrid: Bubok Publishing.
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Other resources
Computer applications with resources for learning English for children.
British Council: https://www.britishcouncil.es/ingles/aprender-online/apps
(Games, podcasts, videos and quizzes that can provide you with didactic
ideas related to ICT).
Educapeques. Infant and primary education portal:
https://www.educapeques.com/recursos-para-primaria/ingles/ (English
exercises for children).
EF / EPI. World English Proficiency Index: http://www.ef.com.es/epi/
(Web where data is provided on the level of English proficiency worldwide but
where, also, the factors that affect these levels are analyzed).
Bilingual education? Newspaper El País:
http://elpais.com/elpais/2015/05/13/eps/1431541076_553813.html (Newspaper
article that critically analyzes the phenomenon of bilingual education in
compulsory education in Spain).
The concept of bilingual education. Centro Virtual Cervantes:
http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/
ensenanzabilingue.htm (Detailed definition of the concept of bilingual education
and its characteristics and implications).
European Framework of Reference for Languages: Learning, Teaching,
Assessment: http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/ (This
document is the result of more than ten years of research carried out by
specialists in the field of applied linguistics and pedagogy from the forty-one
member states of the Council of Europe).
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