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Programación Ingles Final

This document presents the didactic programming for the 4th grade primary education English-Basque language course. It begins with a justification for foreign language education and an introduction to the subject area. It then outlines the general and specific objectives of the course, as well as how it will develop key competencies in students. The document details the organization and sequencing of content across instructional units. It also discusses the methodological and assessment approaches that will be used, highlighting a focus on communication, resources, evaluation criteria, and attention to student diversity.
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0% found this document useful (0 votes)
37 views47 pages

Programación Ingles Final

This document presents the didactic programming for the 4th grade primary education English-Basque language course. It begins with a justification for foreign language education and an introduction to the subject area. It then outlines the general and specific objectives of the course, as well as how it will develop key competencies in students. The document details the organization and sequencing of content across instructional units. It also discusses the methodological and assessment approaches that will be used, highlighting a focus on communication, resources, evaluation criteria, and attention to student diversity.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DIDACTIC PROGRAMMING

––
JOSEBA JUAN ALLENDE
DNI: 72837310J
DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

INDEX

1) JUSTIFICATION OF THE DIDACTIC PROGRAMMING OF THE CYCLE.......................................1


2) CONTEXT..............................................................................................................................2
A) GEOGRAPHICAL SITUATION..............................................................................................2
B) ECONOMY AND SOCIETY..................................................................................................2
C) The CENTRE......................................................................................................................3
3) LEGISLATIVE FRAMEWORK...................................................................................................3
4) INTRODUCTION TO THE AREA OF FOREIGN LANGUAGE (ENGLISH).....................................5
5) OBJECTIVES..........................................................................................................................6
A) GENERAL OBJECTIVES OF THE COURSE............................................................................6
B) SPECIFIC OBJECTIVES OF FOREIGN LANGUAGE (ENGLISH)...............................................7
C) OBJECTIVE OF DIDACTIC UNITS / WORK...........................................................................8
6) COMPETENCIES....................................................................................................................8
A) KEY COMPETENCES..........................................................................................................8
B) HOW ENGLISH IS DEVELOPED IN THE KEY COMPETENCES:..............................................9
7) ORGANISATION AND SEQUENCING OF CONTENT..............................................................10
A) BLOCK OF CONTENTS.....................................................................................................11
B) TEMPORAL ORGANISATION OF THE CONTENTS.............................................................14
C) DIDACTIC UNITS..............................................................................................................15
8) METHODOLOGICAL AND DIDACTIC....................................................................................35
A) RESOURCES....................................................................................................................37
9) STRATEGIES AND INSTRUMENTS FOR THE ASSESSMENT OF STUDENT LEARNING.............39
A) EVALUATION PROCEDURES............................................................................................39
B) EVALUATION CRITERIA...................................................................................................41
C) ASSESSMENT PROCEDURES AND INSTRUMENTS:..........................................................41
10) ATTENTION TO STUDENT DIVERSITY IN THE CLASSROOM..............................................42
11) BIBLIOGRAPHY.....................................................................................................................43

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

1) JUSTIFICATION OF THE DIDACTIC PROGRAMMING


OF THE CYCLE
Proficiency in a foreign language contributes to the all-round
development of individuals: it facilitates access to new experiences and
interpersonal relationships, provides access to other cultures, builds bridges
and enables them to participate in an increasingly globalised and multilingual
society. It also facilitates mobility, an increasingly important aspect of today's
Europe.
The aim of the first foreign language area is to acquire communicative
competence in English in contexts of social communication and artistic
expression, enabling pupils to express themselves and understand in a basic
way, getting by in everyday situations, encouraging the use of ICT and school
libraries and developing a critical spirit in relation to the information they access
in order to convert it into knowledge.
Learners can make use of a repertoire of skills and strategies they
already possess in their mother tongue and transfer them to learning a new
language: organising discourse, using gestural resources, distinguishing the
general idea of a text and inferring meanings from lexis or structures by
contrasting them with their own language. The CEFR (internationally recognised
reference framework for measuring or describing language proficiency ) defines
competences as "the sum of knowledge, skills and individual characteristics that
enable a person to perform actions" and defines the individual as a social
agent. In this sense, the five language skills (listening, speaking, reading,
writing and interacting) take on meaning to the extent that their use is
contingent on participation in situations of social interaction.
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 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.
The use of the language in context will be encouraged, in the context of
communicative situations typical of different fields and which allow for a real and
motivating use of the language.
The use of play, especially in the early years, and the performance of
joint tasks, are not only essential elements in laying the foundations for
language acquisition, but can also help to ensure that the subject, far from
being a mere object of study, also becomes an instrument of socialisation in the
service of the group.
As pupils advance in age, more theoretical explanations can gradually
be introduced, evolving from an initial processing of an essentially semantic
nature to more advanced syntactic processing.

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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.

B) ECONOMY AND SOCIETY


According to data published by the INE from the municipal census of
2020, 33.18% (2,477) of the inhabitants registered in the municipality of
Altsasu/Alsasua were born in the municipality, 54.99% have emigrated to
Altsasu/Alsasua from different parts of Spain, 28.92% (2,159) from other
municipalities in the province of Navarre, 26.07% (1,946) from other
autonomous communities and 11.83% (883) have emigrated to Altsasu/Alsasua
from other countries, which gives us an eclectic and varied society in terms of
ideas and customs.
Alsasua has an industrial fabric made up of small and medium-sized
companies, which provide work for a large part of the population, so a good part
of the inhabitants are in what we could call the middle class, with a cultural level
that bases its knowledge on industrial professions, such as welders,
boilermakers, millers, etc... and also people who work in administration and the
liberal professions.
The population is currently decreasing, little by little, partly due to people
who came from other places at the time of industrialisation, and when they
retire, they return to their towns of origin, and also due to the decrease in the
birth rate for known reasons, such as the incorporation into the labour market at
a later age or the incorporation of women into working life.
On the other hand, life in Alsasua is calm, with no major problems, and it
has a wide range of cultural activities that enrich the population, bring it together
and ensure that traditions are maintained. Such as the band of txistularis, or the
Extremaduran cultural centre. There are also several gastronomic societies in
the village, which are the meeting point for the inhabitants, in front of a good
table.
Due to its geographical location, which is closely related to Gipuzkoa, we
must stress the importance of the Basque language, both in education and in
the relations of the town's institutions, in the town hall, library and the different
social services.
Basque is gradually regaining its place in Altsasu. According to the
results of the census of Basque speakers carried out by Altsasuarra Town
Council, one out of every three Altsasuarras is fluent in the language, both
orally and in writing. For this reason, Basque is important in relations with both
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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

Navarre and Regional Order 73/2014, of 22 August, of the Regional


Minister of Education, which regulates the authorisation procedure
to teach the area of Second Foreign Language from the fourth year
of Primary Education onwards in the educational centres located in
the territorial area of the Autonomous Community of Navarre.

 FORAL ORDER 51/2014, of 2 June (CONSOLIDATED TEXT)


 ORDER 72/2014, of 22 August, of the Regional Minister of Education,
which regulates the assessment and promotion of students in Primary
Education in public, private and subsidised private schools in the
Autonomous Community of Navarre.
 ORDER 73/2014, of 22 August, of the Regional Minister of Education,
which regulates the procedure for authorisation to teach the Second
Foreign Language area from the fourth year of Primary Education in
schools located in the territory of the Autonomous Community of
Navarre.
 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
Navarre and Regional Order 73/2014, of 22 August, of the Regional
Minister of Education, which regulates the authorisation procedure
to teach the area of Second Foreign Language from the fourth year
of Primary Education onwards in the educational centres located in
the territorial area of the Autonomous Community of Navarre.

 FORAL ORDER 73/2014, of 22 August (CONSOLIDATED TEXT)


 RESOLUTION of 11 FEBRUARY 2015, of the Directorate General for
Evaluation and Territorial Cooperation, publishing the curriculum for the
teaching of Catholic Religion in Primary Education and Compulsory
Secondary Education.
 RESOLUTION 577/2014, of 26 September, of the Director General of
Educational Resources, approving the publication of the "System of
Indicators of the degree of development of habits and values of Primary
School students".
 ORDER 49/2013, of 21 May, of the Regional Minister of Education,
which establishes the system of complaints in the process of
evaluation of students in non-university education provided in the
educational centres of the Autonomous Community of Navarre.
 ORDER 93/2008, of 13 June, of the Regional Minister of Education,
which regulates attention to diversity in Infant and Primary Education
and Secondary Education centres in the Autonomous Community of
Navarre.
 ORDER 89/2010, of 1 June, of the Regional Minister of Education,
regulating changes in the linguistic model of education.
 Royal Decree 1594/2011, of 4 November , which establishes the teaching
specialities of the Corps of Teachers who carry out their duties in the
stages of Infant Education and Primary Education regulated in Organic
Law 2/2006, of 3 May, on Education.

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

 ORDER 26/2012, of 20 March, establishing the Basque (Navarre)


teaching speciality of the Corps of Teachers for the performance of
their duties in the Infant Education and Primary Education stages in the
Autonomous Community of Navarre.
 Royal Decree 132/2010, of 12 February, which establishes the minimum
requirements for centres that teach the second cycle of infant
education, primary education and secondary education.
 ORDER 65/2012, of 18 June, of the Regional Minister of Education,
which regulates the educational response to students with specific
educational support needs derived from learning disorders and attention
deficit and hyperactivity disorder in Infant Education, Primary Education,
Compulsory Secondary Education, Baccalaureate and Vocational
Training in the Autonomous Community of Navarre.

4) INTRODUCTION TO THE AREA OF FOREIGN


LANGUAGE (ENGLISH).
The process of progressive globalisation in which our world has been
immersed since the second half of the 20th century makes it increasingly
necessary to face the new challenges arising from the gradual disappearance of
the frontiers traditionally established between countries in the economic,
political, cultural and social spheres. In this sense, it is clear that from the
earliest ages, one of the main objectives of education must be to provide
citizens with useful tools to develop competences that will enable them to adapt
adequately to a new, increasingly interdependent and global society.
The learning of foreign languages takes on special relevance in this area,
since the ability to communicate is the first requirement for the individual to be
able to function in an increasingly multicultural and multilingual context. This
has been recognised by all the governments of the European Union, which over
the last few years have programmed various Community actions in the field of
education with the ultimate aim of making it possible for every citizen to have a
working knowledge of at least two languages in addition to their mother tongue,
and this has also been reflected in Spanish legislation, which, in line with this,
gives communication skills in one or more foreign languages a prominent place
among the aims towards which our current education system is geared.
The core curriculum for the Primary Education stage is structured around
language activities as described in the Common European Framework of Reference
for Languages: comprehension and production (expression and interaction) of
oral and written texts. The content, criteria and standards are organised into
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 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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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.

B) SPECIFIC OBJECTIVES OF FOREIGN LANGUAGE


(ENGLISH)
The stage objective directly related to the areas of Foreign Languages is
that of acquiring in at least one foreign language the basic communicative
competence that will enable them to express and understand simple messages
and to cope in everyday situations.
This objective directly includes the learning of the area, considered as an
instrument of social communication and artistic expression. It also takes as a
reference the Common European Framework of Reference for Languages:
Learning, Teaching and Assessment (CEFR):
-Declarative knowledge (knowing)
Skills and abilities (know-how)
-Personality traits, attitudes, etc. (know how to be)
-Ability to learn.
The learning of the first foreign language in this sense will be from a
holistic and integrative point of view from all areas of the curriculum. The need
therefore arises to approach all learning situations in real contexts and to deal
with these values in a cross-cutting manner from all areas of the curriculum.
Consequently, the integrated learning of content from non-language and foreign
language areas (CLIL) provides an opportunity to stimulate interdisciplinary
work thanks to the procedural component of Foreign Language content.
For this reason, the following objectives are established for the course, in
the area of the first foreign language:
a) Understand and produce short, simple monologic and dialogic oral and
written discourse in different contexts of social, cultural and artistic activity.
b) Communicate in English in order to express oneself coherently and
appropriately, adopting attitudes of respect and cooperation in everyday
situations.

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

c) Interact in the foreign language in a progressive and autonomous way.


d) Stimulate interdisciplinary work by making use of Content Integrated
Learning of non-language areas and the foreign language (CLIL).
e) Use traditional and technological media, favouring communicative
competence and information competence.
f) Respect English and English-speaking culture, connecting with their
immediate environment and contextualised in cultural aspects of the
Autonomous Community of Navarre.
g) To encourage foreign language learning through creative, critical and
emotional thinking.

C) OBJECTIVE OF DIDACTIC UNITS / WORK


They will be developed in the didactic unit’s section.

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

The process of progressive globalisation in which our world has been


immersed since the second half of the 20th century makes it increasingly
necessary to face the new challenges arising from the gradual disappearance of
the frontiers traditionally established between countries in the economic,
political, cultural and social spheres. In this sense, it is clear that from the
earliest ages, one of the main objectives of education must be to provide
citizens with useful tools to develop competences that will enable them to adapt
adequately to a new, increasingly interdependent and global society.
The learning of foreign languages takes on special relevance in this area,
since the ability to communicate is the first requirement for the individual to
develop in an increasingly pluricultural and multilingual context. This has been
recognised by all the governments of the European Union, which over the last
few years have programmed various Community actions in the field of
education with the ultimate aim of making it possible for every citizen to have a
working knowledge of at least two languages in addition to their mother tongue,
and this has also been reflected in Spanish legislation, which, in line with this,
gives communication skills in one or more foreign languages a prominent place
among the aims towards which our current education system is geared.
The core curriculum for the Primary Education stage is structured around
language activities as described in the Common European Framework of Reference
for Languages: comprehension and production (expression and interaction) of
oral and written texts. The content, criteria and standards are organised into

-8- -
DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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.

B) HOW ENGLISH IS DEVELOPED IN THE KEY


COMPETENCES:

ENGLISH COMPETENCE IN LINGUISTIC COMMUNICATION


The area of Foreign Language contributes to the development of the
competences of the curriculum established in article 7, understood as the
capacities that students must develop in order to apply the contents of the area
in an integrated manner with the aim of achieving the satisfactory completion of
the proposed activities. The study of a foreign language contributes to the
development of competence in linguistic communication in a direct way,
completing, enriching and filling this general communicative capacity with new
comprehensive and expressive nuances. Learning a foreign language based on
the development of communicative skills will contribute to the development of
this competence in the same way as the other languages in the curriculum.
ENGLISH COMPETENCE IN SCIENCE AND TECHNOLOGY
Information and Communication Technologies are now almost essential
for any learning process, and in this area they acquire special importance due
to the type of information linked to the area. They provide quick and easy
access to information about the environment and are also an attractive,
motivating and facilitating tool for learning, as they bring living beings, chemical
reactions or physical phenomena closer to their experience.
ENGLISH COMPETENCE IN DIGITAL COMPETENCE
The competences are nowadays directly related to digital competence.
Information and Communication Technologies offer the possibility of
communicating in real time with any part of the world and easy and immediate
access to an incessant flow of information which is increasing every day.
Knowledge of a foreign language offers the possibility to communicate using it.
More importantly, it creates real and functional contexts for communication.
ENGLISH LANGUAGE COMPETENCE IN THE LEARNING TO LEARN
COMPETENCE

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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.

7) ORGANISATION AND SEQUENCING OF CONTENT

According to the BON number 174 of 5 September 2014

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

For the fourth year of Primary Education in English, the CONTENTS


defined for each of the blocks in this area are as follows:

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

2. Socio-cultural and sociolinguistic aspects: social conventions,


politeness and registers; 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). Expressing 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 (production) related 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 3. Comprehension of written 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.

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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). Expressing 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 written vocabulary (reception) related 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. Graphic patterns and spelling conventions.
Block 4. Production of written texts: expression and interaction
1. Production strategies: Planning, execution and control by means of
paralinguistic and paratextual linguistic procedures.
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). Expressing modality: ability (can); permission (can); intention
(going to). Expression of: existence (there is/are); entity (nouns and pronouns,

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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 written vocabulary (production) related to personal


identification; housing, home and environment; activities of daily living; family
and friends; leisure, recreation 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. Graphic patterns and spelling conventions.

B) TEMPORAL ORGANISATION OF THE CONTENTS

Unit Contents Trim dates


UD. 1 Welcome back to the 1 Last 2 weeks of September
tiger street club!
UNIT 2 New school year 1 3 weeks of October
UD. 3 Festivals: halloween 1 Last week of October
UD. 4 Describing people 1 4 weeks of November
UD. 5 Festivals: christmas 1 2 weeks of December
UD. 6 Around the town 3 weeks of January
UD. 7 Valentine "s day 2nd week of February
UD. 8 Jobs and routines 3rd and 4th week of February 2nd week of March
UD. 9 Things we like doing 2 last 2 of March and 2 first 2 of April
UD. 10 In the countryside Last 2 of April First 2 of May

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

C) DIDACTIC UNITS

1 PC. WELCOME BACK TO THE TIGER STREET CLUB!


Time: LAST 2 WEEKS OF SEPTEMBER
Rationale: Through the four skills, learn and practice basic syntactic structures learnt in
previous courses.
Objectives:
Greetings and farewells, getting reacquainted with the characters of the course, Singing
songs. Asking and giving information about new things. Playing games, acting out a
dialogue, saying the months. Making and sorting and playing with cut-out cards of the
months. Recognise and say the letters of the alphabet. Ask and tell how to spell words.
Watch videos. Learn to count to 100 by tens. Ask where things are. Review vocabulary and
level structures.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Know to know how to explain Understand messages and public LC
the most appropriate basic announcements containing instructions, CEC
strategies for understanding the directions or other information. Learn daily SCC
general meaning, the essential routines. Identify a simple conversation. IAM
information or the main points of Understand essential information in short
the text. conversations on familiar topics, school,
Identify sociocultural and animals, food or weather.
sociolinguistic aspects of .
everyday life.
PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
Know to know how to apply To be able to work in a group and to develop LC
basic strategies to produce oral work with games, dialogues, etc... SCC
texts, nomological texts or short Engage in face-to-face conversations or CEC
and simple dialogues. Know conversations by technical means that allow IAM
basic and concrete sociological seeing the face of the interlocutor in which
and sociocultural aspects. social contact is established (greeting, saying
Interact in a basic way to goodbye, congratulating someone).
maintain a basic conversation.
Know basic syntactic structures,
verb tenses and vocabulary.
COMPREHENSION OF WRITTEN TEXTS
Identify the main ideas of a text. Understand simple written instructions LC
Recognise a limited repertoire of associated with school actions and tasks. IAM
written lexis, recognise basic MCTC
orthographic signs.

PRODUCTION OF WRITTEN TEXTS


Construct on paper or Constructs simple narrative texts by SCC, LC
electronically very short and reproducing structures and/or scaffolds CEC
very simple texts composed of previously worked on and using a model. IAM
single sentences in a neutral or
informal register. Apply basic
graphic patterns and spelling
conventions to write short
sentences normally used in
speech.

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

C.C. Indicators Development


LC Comprehension of simple literary texts, Listen to and sing songs. Understand
adapted to the age and interests of the information about months. Listening to
pupils. conversation about birthdays. Greetings,
apologies, thanks
MCTC Understand and know numbers in Search for numbers. Play sentence
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. 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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

2 UD. NEW SCHOOL YEAR Time: 3 WEEKS IN OCTOBER


Justification: Learning English skills in activities of daily living, time, sport and leisure,
health and physical care.
Objectives:
Identify and name subjects, spell words, predict what happens in a story, listen to and act it
out, learn unit grammar. Practise pronunciation, sing songs, play games, listen to and read
about three UK schools, say sentences about school. Prepare, plan and write a paper.
Read a leaflet from an after-school science club. Watch videos, listen to everyday
classroom language.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Know to know how to explain Understand messages and public LC
the most appropriate basic announcements containing directions, MCTC
strategies for understanding the directions or other information (e.g. numbers, CEC
general meaning, the essential timetables, start of an activity, at an SCC
information or the main points of amusement park, camp, etc.).
the text. Understand simple everyday routine
Identify sociocultural and transactions, such as instructions or requests
sociolinguistic aspects of Understand the essential information in
everyday life. simple conversations about family, pets, etc...
.
PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
Interact in a very basic way, Make short, simple presentations on LC
using very simple linguistic everyday topics, working in a team with game SCC
techniques, to maintain a very interactions and dialogues. Respond to CEC
brief conversation to things you like or where something is located. IAM
congratulate or exchange
information.
COMPREHENSION OF WRITTEN TEXTS
Identify the main ideas of a text. Reading and understanding the information LC
Recognise a limited repertoire of in a leaflet and reading instructions for IAM
written lexis, recognise basic actions and school tasks. MCTC
orthographic signs CEC

PRODUCTION OF WRITTEN TEXTS


Construct very short and very Construct narrative texts using a model. SCC, LC
simple texts on paper or Write on the basis of short texts on topics CEC
electronically composed of dealt with orally in class. IAM
single sentences in a neutral or LLC
informal register. Manage basic
syntactic structures by linking
words with basic connectors
such as and

C.C. Indicators Development


LC Comprehension of simple literary texts, Listen to and sing songs. Understand
adapted to the age and interests of the information about months. Listening to
pupils. conversation about birthdays. Greetings,
apologies, thanks
MCTC Understand and know numbers in Search for numbers. Play sentence

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

3 UD. HALLOWEEN Time: LAST WEEK OF OCTOBER


Justification: Learning English skills in activities of daily living, time, sport and leisure,
health and physical care.
Objectives:
Identify traditional Halloween dishes. Read and write about Halloween in the UK. Compare
the culture with British culture. Sing songs. Play games related to the unit.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Know to know how to explain Listen to and understand information about LC
the most appropriate basic various Halloween texts. MCTC
strategies for understanding the Listen to the unit's song CEC
general meaning, the essential . SCC
information or the main points of
the text.
Identify sociocultural and
sociolinguistic aspects of
everyday life.

PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION


Interact in a very basic way Make short, simple presentations about LC
using very simple linguistic Halloween, working in a team with game SCC
techniques, to maintain a very interactions and dialogues. Respond to CEC
brief conversation of greetings things you like or where something is located. IAM
and farewells. Create a
Halloween recipe
COMPREHENSION OF WRITTEN TEXTS
Social conversations with Read and understand information about LC
politeness rules, customs and Halloween in the UK. IAM
attitudes, Description of people, MCTC
activities and objects CEC

PRODUCTION OF WRITTEN TEXTS


Construct very short and very Do written activities about things to do with SCC, LC
simple texts on paper or Halloween. Asking for and giving information CEC
electronically composed of about Halloween. Writing and spelling IAM
single sentences in a neutral or activities about Halloween. LLC
informal register. Manage basic
syntactic structures by linking
words with basic connectors
such as and

C.C. Indicators Development


LC Comprehension of simple literary texts, Reading and understanding and
adapted to the age and interests of the answering questions about Halloween
pupils.
MCTC Using the computer to play Halloween Play the Scary Pizza game
games

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

CD Use of technology to collect information Watch videos of basic conversations and


on Halloween understand them. Explore the internet
with the teacher, use technologies to
extend projects. play games.
LLC Requesting and offering information and Look to colleagues when performing
assistance, instructions, objects and tasks.
permissions
SCC Importance of respecting the festivities Find out what children in the UK eat for
and celebrations of other countries. Halloween
IAM Participate in cooperative activities. Watching videos, singing songs in
Undertake to perform 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
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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

4 UD. DEDCRIBING PEOPLE Time: 4 WEEKS OF NOVEMBER


Rationale: To learn essential vocabulary in personal traits, such as hair types, facial
features, to describe people.
Objectives:
Identify and name types of hair and facial features. Spelling words, predicting what will
happen in a story, learning the grammar of this unit. Practise pronunciation. Sing songs
and play games. Making cut-out cards of the robot portraits. Listening and reading for
pleasure.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Recognise a limited repertoire of Understand oral texts with concrete LC
high frequency lexis relating to information on aspects of people. MCTC
aspects of people. And use the Conduct conversations about people's CEC
indications in appropriate physical characteristics SCC
contexts. Understand the information read from stories.

PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION


Evaluating the experiences that Use various games such as Guess Who. Or LC
describe people, their play Cath the thief, to describe people, SCC
appearance. Establish and Stories and songs describing people. Watch CEC
maintain communication in videos and describe people. IAM
accordance with the contents
COMPREHENSION OF WRITTEN TEXTS
Write texts that tell what people Singing songs and being able to write their LC
are like. contents. Work on the story A thief in the IAM
park. Analyse written texts in order to draw MCTC
their own conclusions. Work with internet CEC
videos about personal physical aspects. CD

. PRODUCTION OF WRITTEN TEXTS


Construct very short and very Carry out written activities on the unit's story. SCC, LC
simple texts on paper or Write, based on a model, short texts CEC
electronically composed of describing personal physical aspects. IAM
single sentences in a neutral or LLC
informal register. Manage basic
syntactic structures by linking
words with basic connectors
such as and

C.C. Indicators Development


LC Comprehension of simple literary texts, Reading and understanding and
adapted to the age and interests of the answering questions on personal
pupils. physical aspects
MCTC Using the computer to play Halloween Playing Cath the thief, or Guess Who,
games Singing songs

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

CD Use of technology to collect information Watch videos of basic conversations and


on physical aspects of people. understand them. Explore the internet
with the teacher, use technologies to
extend projects. Play games
LLC Requesting and offering information and Look at videos and relate physical
assistance, instructions, objects and aspects of people.
permissions
SCC Importance of respecting and Respect people and their physical
recognising the physical aspects of conditions and make language inclusive
people and colleagues. at all times.
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
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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

5 UD. CHRISMAS Time: 2 WEEKS IN DECEMBER


Rationale: To learn essential Christmas vocabulary, as well as Christmas songs and
stories and how Christmas is experienced in the UK.
Objectives:
Identify Christmas decorations, listen to and read information about the Christmas tree in
the UK. Compare our culture with British culture. Sing songs and play Christmas games.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Recognise a limited repertoire of Understand oral texts with concrete LC
high-frequency lexis related to information about Christmas. Listen to CEC
the Christmas season, tree, Christmas songs. SCC
decorations, ornaments, etc.

PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION


Evaluate the expressions that Discussing in class their homemade LC
describe Christmas, its Christmas tree, and interacting, to put up the SCC
decorations, etc.,,, Establish and Christmas tree in class. Identifying its CEC
maintain communication in decorations and their meanings, comparing IAM
accordance with content with the culture of Spain. MCTC
COMPREHENSION OF WRITTEN TEXTS
Read texts that tell what Sing Christmas songs, and understand their LC
Christmas is like in the UK. lyrics. Ask for information about Christmas IAM
matters. MCTC
CEC
CD
. PRODUCTION OF WRITTEN TEXTS
Construct very short and very Play Throw the dice and draw, Learn about SCC, LC
simple texts on paper or Christmas. Writing Chrismas in English for CEC
electronically composed of family members. Draw and cut out ornaments IAM
single sentences in a neutral or for the tree. LLC
informal register. Manage basic
syntactic structures by linking
words with basic connectors
such as and

C.C. Indicators Development


LC Comprehension of simple literary texts Reading and understanding and
about Christmas. answering questions Christmas
MCTC Using the computer to play Christmas Play Throw the dice and draw, or Guess
games Who, Sing Christmas songs.

CD Using technology to collect information Watch videos of basic conversations and


about Christmas understand them. Explore the internet
with the teacher, use technologies to
extend projects. Play games
LLC Requesting and offering information and Watch videos with a Christmas
assistance, instructions, objects and atmosphere and learn about the
permissions Christmas season.
SCC Importance of respecting and Respect people and your elders at this
appreciating our family at this time of time of year.
year
IAM Participate in cooperative activities. Watching videos, singing songs in

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

6 UD. AROUND THE TOWN Time: 3 WEEKS IN JANUARY


Rationale: To learn essential vocabulary about the city, and the buildings around us. Such
as cafés, hospitals, town hall. To describe our city environment.
Objectives:
Identify and name the buildings in our town. Spelling words and knowing how to pronounce
them properly. Vocabulary specific to buildings and their components. Say phrases about
our town. Read and understand road signs. Use the necessary grammar to express this
knowledge.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Listen to descriptions of places Understand oral texts with concrete LC
in our town and objects in the information about the city, using maps, CEC
street and know how to say videos or Google maps, see what they are SCC
them. really like and contract that oral texts are CD
understood. MCTC
PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
Know how to describe Divide into groups of pupils the different LC
emblematic places and buildings buildings we have in the town or city, such as SCC
in our city. hospital, pharmacy, town hall, etc... and be CEC
able to describe to the rest of the class the IAM
function of each one. MCTC

COMPREHENSION OF WRITTEN TEXTS


Read and see about places in Explore the internet with the teacher and find LC
our town and objects in the out what kind of transport exists in the city. IAM
streets and know how they are And where they take us. Write about the MCTC
called. buildings in our city. CEC
CD
. PRODUCTION OF WRITTEN TEXTS
Construct on paper or To use games and songs, to write down SCC, LC
electronically very short and writings that describe the environment in CEC
very simple texts composed with which we live. IAM
isolated sentences in a neutral LLC
or informal register, indicating
which buildings are in our city.

C.C. Indicators Development


LC Comprehension of simple literary texts, Reading and understanding and
about our city answering questions about our city
MCTC Using the computer to see and describe Use Google Maps and view and
our town or city discover your city

CD Using technology to gather information Watch videos of basic conversations and


about your city understand them. Explore the internet
with the teacher, use technologies to
extend projects. Play games

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

7 UD. VALENTINE'S DAY Time: 2 WEEKS FEBRUARY


Rationale: To learn essential vocabulary about Valentine's Day in the UK. To read typical
postcard rhymes and to know what this day means.
Objectives:
Listen and read about Valentine's Day. Compare their culture with British culture. Sing
songs, and play games. Read and recite Valentine's Day postcards. Make a Valentine's
Day postcard.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Listening and singing texts Listen and sing Valentine's day. Make a LC
related to Valentine's Day Valentine's Day postcard. Learn about CEC
Valentine's day through writing. Ask for SCC
information about Valentine's Day... Listen to CD
Valentine's day words. MCTC
PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
Learn songs and what is written Compare your culture with the British. Do you LC
in texts about Valentine's Day. send Valentine's Day postcards to family and SCC
Describe things that have to do friends back home? CEC
with this day. Play Sentence hangman for points IAM
MCTC
COMPREHENSION OF WRITTEN TEXTS
Understanding the texts of some Explore the internet for videos about LC
postcards. Typical Valentine's valentine's day, so that you can write about IAM
Day vocabulary the particularities of this day. MCTC
CEC
CD
. PRODUCTION OF WRITTEN TEXTS
Construct on paper or Write a postcard. Make dedications on the SCC, LC
electronically very short and gifts you give on this day. CEC
very simple texts composed with IAM
isolated sentences in a neutral LLC
or informal register, expressing
the feelings of this day.

C.C. Indicators Development


LC Comprehension of simple literary texts, Reading and understanding and
about Valentine's Day. answering questions about love this day
MCTC Using the computer to watch videos and Singing songs Velntines`s Day
songs on this day

CD Using technology to collect information Watch videos of basic conversations and


on Valentine's Day understand them. About this special day.

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

8 UD. JOBS AND ROUTINES Time: 3 and 4 weeks of February 2


weeks of March
Rationale: To identify and name the different professions and the most common habits of
people.
Objectives:
Learn the essential vocabulary of professions, such as cooks, taxi drivers, nurses, farmers,
etc... Know where these professions take place. Learn about the professions at school.
About working dogs. Writing, reading stories, listening to stories about professions.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Listening and reading texts Ask for and give information about LC
about different professions. professions. Maintain communication through CEC
Description of the most common dialogues and representations of a SCC
occupations. profession e.g. farmer. Understand what CD
each profession does and how they help us MCTC
in our daily lives Watch video of People who LLC
works in my school.

PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION


Learning social conventions and Carry out a project on the people who work in LC
customs in the production of the school. SCC
texts about professions. Act out the story from unit A visitor to school CEC
IAM
MCTC
COMPREHENSION OF WRITTEN TEXTS
Watch videos of jobs. And read Reads and understands instructions for LC
stories about working animals analysing a text about working dogs. Reads IAM
and understands an advertisement about MCTC
cleaning and cleaning workers at school. CEC
CD
. PRODUCTION OF WRITTEN TEXTS
Construct on paper or Describe a profession in the school. Describe SCC, LC
electronically very short and what a teacher does at school. Write a short CEC
very simple texts composed with story about a police dog. IAM
isolated sentences in a neutral LLC
or informal register, about
professions and professional
animals.

C.C. Indicators Development


LC Comprehension of simple literary texts, Reading and understanding and
on the most common professions. answering questions about prefessions
MCTC Using the computer to watch videos and Sing songs What's his job? Number the
songs about professions and letters and make sums with the letters
professional events. that make up the numbers of each letter.

CD Use of technology to collect information Watch videos of basic conversations and


on professions understand them. With various
professions.

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

9 UD. THINGS WE LIKE DOING Time: 2 last of March and 2 first of


April
Rationale: To know what the pupils like to do and to teach them new things they can do.
Objectives:
Ask, write and read about things they like to do. Listen and read about art galleries,
museums, aquariums, theme parks. Playing street games. Read a website about
friendship. Learn the vocabulary of games and sports. Learn to identify and discern
between right and wrong. Learn about the likes and dislikes of other classmates.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Listening to and reading texts Write about their favourite sports or activities, LC
about things we like, such as playing video games, talking to CEC
friends, reading comics. Play an instrument. SCC
CD
MCTC
LLC
PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
Learning the social conventions Watch video after school activities. Ask for LC
and customs of producing texts information about different activities, such as SCC
about hobbies they have how football or basketball training sessions CEC
work. IAM
MCTC
COMPREHENSION OF WRITTEN TEXTS
Watch videos of people's Reads and understands instructions for LC
extracurricular activities and analysing a text about a type of activity IAM
hobbies. chosen by the students, such as taking MCTC
pictures, dancing or painting. CEC
CD
. PRODUCTION OF WRITTEN TEXTS
Construct on paper or Describe the activity they are fond of. Ask SCC, LC
electronically very short and other classmates what activities they like to CEC
very simple texts composed with do and read their texts. IAM
isolated sentences in a neutral LLC
or informal register, people's
hobbies and interests.

C.C. Indicators Development


LC Comprehension of simple literary texts Read and understand and ask questions
on the most common hobbies and about what they like to do after class.
interests
MCTC Using the computer to watch videos and Singing songs What do you like doing?
songs about activities of all kinds. Number the hobbies that pupils have in
class

CD Use of technology to collect information Use the computer to describe each


on different hobbies other's hobbies. Make a digital
presentation of your favourite hobby.

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

SCC Importance of interrelationships by Make a brochure about the activity we


practising hobbies in groups practice
IAM Participate in the activity proposed by To know if the activity proposed by
another colleague. another partner would be to our liking or
not.
CEC Respect other hobbies or activities that Create writings and cut-outs of other
are not to our liking. activities that are not our favourite ones.

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

10 UD. IN THE COUNTRYSIDE Time: 2 last of April 2 first of May


Justification: To identify and name the elements of the landscape, such as rivers, forests,
mountains, etc...
Objectives:
Name the different types of landscapes. Vocabulary about landscape. Knowing how to
describe the landscape around you. Practise pronunciation. Say where you like to walk.
Sing songs and play games from the unit. Write and read about animals that live in trees
and about plants.

Evaluation criteria Learning standards CC. Key


evaluable
COMPREHENSION OF ORAL TEXTS
Listen and read about the Ask for and give information about places to LC
characteristics of the go on holiday, and what are the CEC
countryside. Understand all the characteristics of these destinations. SCC
elements in a piece of writing Understand the unit's story A discovery in the CD
that refer to landscapes. forest , understanding what it tells us. LLC

PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION


Learn social conventions and Carry out a project about a trip, using LC
customs of producing texts on brochures obtained from an agency or from SCC
landscape. the internet, and develop a presentation in CEC
class about the destination. IAM
Talk about the animals and plants that live in MCTC
these destinations.
COMPREHENSION OF WRITTEN TEXTS
Watch videos of jobs. And read Read and understand the instructions for a LC
travel brochures to different trip to a country of the students' choice, and IAM
countries with peculiarities if understand what landscapes can be seen MCTC
possible. and what features they have. CEC
CD
. PRODUCTION OF WRITTEN TEXTS
Construct on paper or Describe a country and its landscape. Write SCC, LC
electronically very short and about the wildlife around us in the village CEC
very simple texts composed with where we live, as well as a description of the IAM
isolated sentences in a neutral mountains and rivers nearby. LLC
or informal register, about travel
destinations and about the
fauna of that destination.

C.C. Indicators Development


LC Comprehension of simple literary texts Read and understand and answer
about the landscapes and animals of the questions about the travel brochures
environment. provided in class.
MCTC Use the computer to watch videos and Sing songs from the unit. Measure the
songs about professions and rivers in the area on a map. Know which
professional acts. Count how long rivers are the highest mountains. Know the
and mountains are. extent of the natural parks and how
many species live in them.

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

CD Using technology to gather information Watch videos of paiams or travel videos


about the countries we are going to visit of people on the internet explaining their
trips...

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

8) METHODOLOGICAL AND DIDACTIC

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

- communicate confidently across a wide range of well-conducted oral


tasks.
- be independent and reflective learners by developing useful study skills.
- develop multiple intelligences by answering questions that enhance
thinking tools.
- develop oral fluency and pronunciation through integrated practice of
connected speech, stress, rhythm and intonation.
- developing 21st century skills as the lessons are based on life skills.
- relate English to real life by using it to represent everyday situations.
- develop literacy with motivating and fun real texts, based on the key
skills of reading and writing.
- prepare for external exams with practice material covering reading,
writing, listening and speaking.
- develop the four language skills in a balanced and integrated way.
The Macmillan Tiger Team considers the teaching of life skills to be
fundamental to the full education of students. At Macmillan Tiger Team, one
lesson in each unit is dedicated to these skills and they are addressed in the
following way:
- An analytical question raises children's awareness of this life skill and
encourages them to think about situations in their lives.
- The characters in the course illustrate the skill with a fun, real-life story
presented in pictures. The children read and think of tips to help them apply the
skill in their lives.
- They relate this skill to themselves and have the opportunity to apply it
in an oral production task. They are provided with useful structures to do this
task.
- Children reflect on the skill and think about how they could apply it in
different situations or parts of their lives.
- Improve and extend their understanding of the skill in different real-life
contexts by doing the activities in the Workbook.
Macmillan Tiger Team
The Tiger Team method develops various units and festivals. Each level
focuses on an aspect of life skills in an age-appropriate way. In this way,
students have a broad and balanced understanding of each skill and are able to
apply it to their daily lives. The topics covered in Macmillan Tiger Team are:

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

- Adapting to the new school year: Getting to know your classmates,


reviewing what you have learnt in previous years. We see this in Macmillan
Tiger Team, Unit 1: Welcome back to the tiger street club!
- Knowing oneself and others: This skill includes: accepting and liking
oneself, learning to be tolerant, thinking about others, recognising one's own
strengths and weaknesses, etc. Macmillan Tiger Team, Unit 2: A new school
year
- Living and working in a team, getting to know people: This skill includes:
accepting and offering help, working in a team, respecting others, being helpful,
being a good citizen, etc. Macmillan Tiger Team, Unit 4: Describing people
- Learn how a town or village works, which buildings serve what function:
Macmillan Tiger Team Unit 6: Around the thown
- Knowing the social environment and how people's jobs work: This skill
includes: being prepared, dealing with the conception of society, etc. Macmillan
Tiger Team, Unit 8: Jobs and routines.
- Critical thinking: This skill includes: learning what we like to do and what
other people like to do, analysing information, identifying different perspectives,
comparing things, being curious, problem solving, etc. Macmillan Tiger Team,
Unit 9: Things we like doing
- Loving nature and knowing the environment: This skill involves:
developing ecological awareness, knowing the landscapes, flora and fauna that
surround us from. Macmillan Tiger Team: Unit 10 In the countryside
- Creative thinking: Thinking about how to create the decorations,
costumes, special phrases, gifts that are made for the different festivals or
theme weeks, such as Helloween, Chrismas and Valentine's day which are
seen in units 3, 5 and 7 respectively.

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

practice. With vocabulary activities, stories, tales, grammar and writing,


listening, with all kinds of exercises, fill in, complete, join words to sentences,
etc. ....
This component contains a wide range of interactive digital activities to
extend the practice of vocabulary, grammar and unit topics in class and at
home. Such activities motivate learners and help them develop their sense of
autonomy as learners.
Pupil's Resource Pack
It contains an audio CD with 28 songs.
Pupil's Book eBook
It is a digital version of the Pupil's Book, with the recordings and the final
videos of each unit for the children.
Digital Pupil's Book and Workbook
Interactive versions of the Pupil's Book and Workbook
Tiger Team Level 4 Skills Trainer Teacher's Book Pack
It is a user-friendly book. It has an introduction to, the course schedule
and simple to follow lesson plans for each unit. Each lesson plan takes up
The book has a double-page spread for ease of use in class and
contains the learning standards, key vocabulary, necessary materials, learning
routines, teaching notes for all activities, coolers and extra activities, as well as
hints and tips for support and extension, in order to get the most out of the
lessons.
The answers are clearly identifiable in blue, and the transcripts of the
audio recordings are in a section at the end of the Teacher's Book.
Flashcards
The full-colour flashcards with pictures of the main vocabulary of the
lessons in each unit provide a rich visual support for learning, presenting,
practising and reviewing vocabulary.
All this means that this learning system has the following advantages:
Fun and motivating approach
Engaging, story-based methodology with songs, characters and stories
that both children and teachers will love.
Pupil's App
Pupils will be motivated by the gamified language practice within an
immersive, 3D environment.
Carefully staged video lessons

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

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.
.

9) STRATEGIES AND INSTRUMENTS FOR THE


ASSESSMENT OF STUDENT LEARNING.

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:

Oral and written tests


- Assessment of content learning.
- Assessment of the processes followed and results.

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

- Oral expression of the procedure followed when solving an activity.


Coherence and appropriateness.
- Time spent/time needed to solve an activity.
- Order, cleanliness and structure of the work presented.
- Legible handwriting.
- Time of completion.
- Skills.
Participation and monitoring of classes (oral interventions, type of
response, etc.).
- Level and quality of interventions.
- Structured message.
- Use of appropriate vocabulary.
- Behaviour.
- Effort.
- Interest
Cooperative work. Individual and group assessment.
- Ability to work cooperatively.
- Degree of communication with colleagues.
- Conflict resolution.
- Interest, motivation.
- Creativity.
- Initiative.
- Personal opinion of the work and how it has been carried out.
Autonomous work (classroom, other spaces).
- Implementation without external assistance.
- Estimation of the time spent to solve an activity.
- Degree of acquisition of basic learning.
- Order and cleanliness in presentation.
- Calligraphy.
- Skills.
- Review of the work before finalisation.

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

- Assessment between work in class and at home.


- Creativity.
ICT activities
- Proper and guided use of the computer.
- Using the Internet, responsibly and with help, to search for simple
information or to solve an activity.
- Type of participation (autonomous, supported, none).
- Degree of elaboration of the response.
- Interest, motivation.
- The results of the evaluation in this subject will be expressed in
NUMERICAL GRADES from 0 to 10. Positive grades will be from 5 to 10 and
negative grades from 0 to 4.
If a student does not pass TWO aspects he/she will fail the assessment.

B) EVALUATION CRITERIA

TYPE OF ACTIVITY PERCENTAGE MAXIMUM NOTE

DAILY ACTIVITIES: completion of homework, attitude 30%


in class, behaviour...
EXHIBITIONS/WORKS (murals, oral exhibitions, written
works... ) 5% 0.5

COMPLEMENTARY ACTIVITY SHEETS: films, 5% 0.5


readings, outing or visit sheets...
EVALUATION TESTS: oral, written... 60%

TOTAL 100

C) ASSESSMENT PROCEDURES AND INSTRUMENTS:

PROCEDURE INSTRUMENT PURPOSE


Systematic observation of the Checklists, class diaries, Assess learning,
work in the classroom and/or observation scales, deadlines achievements and progress in

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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

on the digital platform where for completion of the acquisition of


appropriate assignments competences and degree of
attainment of objectives.
Review of student Oral productions, written Assess learning,
productions productions, class notebook, achievements and progress in
digital productions with the the acquisition of
use of different apps and competences and degree of
computer tools, research attainment of objectives.
projects.
Exchanges and interaction Dialogues, debates, Assess learning,
with learners interviews Pooling, sharing of achievements and progress in
resources, information and the acquisition of
online content competences and degree of
attainment of objectives.
Analysis of evidence Performance of written, oral Assess learning,
or other tests in digital achievements and progress in
support Scales of control, the acquisition of
rubrics competences and degree of
attainment of objectives.
Self-assessment Personal reflection Awareness on the part of the
learner of his or her situation
with regard to the learning
process and his or her
assessment of progress,
difficulties and results.

10) ATTENTION TO STUDENT DIVERSITY IN THE


CLASSROOM.
We understand attention to diversity as a set of educational measures
planned to provide students with learning contexts that favour socialisation and
the acquisition of the necessary knowledge to develop and participate in
society. We will educate children to respect differences, taking advantage of
them to create an enriching environment in which to grow personally and
collectively.
In this way, within the Tutorial Action Plan we aim to:
- Follow-up with students by taking time each day to take stock of the
progress of the class, individual and collective responsibilities, resolving
conflicts and finding solutions to problems that arise.
- Assessment of the tasks and activities carried out in class.
- Regular contact with parents, with one day a week, Wednesdays, for
individual tutoring meetings. At least two meetings will be held with the group of
families: one at the beginning and one at the end of the course, with the
possibility of calling another extraordinary meeting if deemed necessary.
- The relationship with the rest of the teaching staff: This relationship will
facilitate, among other things, the coordination of levels, the selection of
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BASQUE LANGUAGE

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

Articles and book chapters:

Barrera Benítez, I. (2009). Bilingualism: Benefits for the English subject.


Innovación y experiencias educativas, 20.
Moya Guijarro, A.J., and Jiménez Puado, M.J. (2004). The
interlanguage process in the learning of English as a foreign language at
early ages. Glosas Didácticas. International Electronic Journal, 11,
Spring, 128-142. (http://www.um.es/glosasdidacticas/doc-es/10moya.pdf)
Navarro Romero, B. (2010). First and second language acquisition in child and
adult learners. Philologica Urcitana, Vol. 2, 115-128.
(http://www.ual.es/revistas/PhilUr/pdf/PhilUr2.2010.Navarro.pdf) Page 8 of 10
Paricio Tato, M.S. (2014). Intercultural competence in foreign language
teaching. Porta Linguarum, 215-226.
(http://www.ugr.es/~portalin/articulos/PL_numero21/14%20%20%20Silvina.pdf).

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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DIDACTIC PROGRAMME FOR 4TH GRADE PRIMARY EDUCATION ENGLISH-
BASQUE LANGUAGE

MECD (Royal Decree 126/2014):


https://www.boe.es/boe/dias/2014/03/01/pdfs/BOE-A-2014-2222.pdf
(Royal Decree of 28 February establishing the basic curriculum for Primary
Education).

Levels of linguistic competence.


MECD:
https://www.upo.es/cms1/export/sites/upo/idiomas/documentos/pdf/inglesnivel-
competencia-MCERL-nivel-UPO.pdf (The Common European Framework of
Reference for Languages (CEFR) establishes a scale of 6 common levels of
reference for the organization of language learning and its public recognition. In
this page you can consult them in detail).
English games. World
Primary: http://www.mundoprimaria.com/juegos-de-ingles/ (Studying in a
bilingual school, watching movies in original version and going on vacation to
the United States are some options to learn English, but a very fun and
economical way to learn the new language is precisely with English games. In
this page you will find many playful options in relation to the different teaching
periods in Primary Education).
Suitcase of resources: https://sites.google.com/site/perigrulliblog/home
(Page that compiles links to websites and blogs related to different teaching
areas in Primary School).

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