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TABLE OF CONTENTS

1. INTRODUCTION ................................................................................................................... 2
2. CONTEXT ............................................................................................................................... 3
3. KEY COMPETENCES .......................................................................................................... 4
4. OBJECTIVES ......................................................................................................................... 6
5. CONTENTS ........................................................................................................................... 10
6. METHODOLOGY ................................................................................................................ 15
7. DIVERSITY........................................................................................................................... 18
8. ASSESSMENT ...................................................................................................................... 20
9. SECUENCING : INTEGRATED DIDACTIC UNITS ...................................................... 23
UNIT 1: ‘THIS IS US’ .............................................................................................. 25
UNIT 2: ‘FOODSION’ ............................................................................................. 27
UNIT 3: ‘THE TIME OF OUR LIVES’ ................................................................. 29
UNIT 4: ‘THE PLACE THAT THEY ALWAYS DESERVED’ ......................... 31
UNIT 5: ‘A CRIME AT PROM’ ............................................................................. 33
UNIT 6: ‘DISCOVERING FASHION’................................................................... 35
UNIT 7: ‘THE PERFECT SOCIAL MEDIA’ ....................................................... 37
UNIT 8: ‘A HOUSE IS WHERE EVERYBODY HELPS’ ................................... 39
UNIT 9: ‘LOOKING FOR A REMEDY’ ............................................................... 41
UNIT 10: ‘CHRONIC OF A PREMIERE’ ............................................................ 43
UNIT 11: ‘AN UNCERTAIN FUTURE’ ................................................................ 45
UNIT 12: ‘THE FINAL TRIP’ ................................................................................ 47
10. CONCLUSION .................................................................................................................... 49
11. BIBLIOGRAPHY ............................................................................................................... 49
12. ANNEXES ................................................................................................................................

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 1. INTRODUCTION
Education is a fundamental basis in society because it defines us as a person.
According to LOE 2/2006 education is the best way to build students’ personality,
develop their capacities to the maximum, create their own personal identity and configure
their comprehension about reality, integrating cognitive, affective and axiological
dimensions. It is important that families teach to their members how to behave in different
scenes during their life, but people’s behaviour can be affected by a lot of external factors
among which is school. People spend a big part of their lives at school, so it is
fundamental that teachers know how to teach their students to be the best version of
themselves. LOMLOE 8/2013 gives a historical point of view saying, “It can be said that
all countries have provided considerable attention to their education and training systems,
looking also for ways to adapt them in the best possible way to the changing
circumstances and expectations were deposited at every historical moment.”
It is a fact that teaching programmes help teachers to organise their school year
and follow a clear structure. There are a lot of plans, programmes, and activities that
teachers want to do in their classes and by this document, teachers have an idea about
how their school year is going to be. The Order of January 15th, 2021 explains the
importance of learning a foreign language and it says “Foreign languages contributes to
the comprehensive development of respect for and access to different cultures, helping us
to understand and appreciate both identity traits such as differences.” So, it is important
that students know other languages because in this way they will be more trained to afford
situations in real life. The Order of January 15th, 2021 defines the objectives of teaching
a foreign language as “The First Foreign Language area aims to train people who can use
it to understand, speaking, conversing, reading and writing from an active and practical
perspective of learning from ages as a starting point.”
This syllabus is directed to students from Year 6, and it will have as common thread
“Mario Bros’ World”. Following this common thread, it is pretended to catch the
attention of students and make the activities attractive to them.
• Legal Framework.
- Education Act 2/2006 modified by Education Act 3/2020.
- LEA 17/2007 which defines the Andalusian Education Law.
- Royal Decree ECD 65/2015 which establishes the relations between key
competences and the other curriculum elements.
- Royal Decree 126/2014 which develop the basic curriculum in Primary
Education.
- Decree 97/2015 modified by Decree 181/2020 which establishes the
organisation and the curriculum of Primary Education in the autonomous
region of Andalusia.
- The Order of January 15th, 2021, which develops the curriculum of
Primary Education in Andalusia.
There will be other documents that have special importance in this syllabus, as the
Common European Framework of References, and other laws that will be mentioned in
their corresponding section.

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 2. CONTEXT
• School.
The school to which this teaching programme is directed is located in Benacazón
(Seville). Benacazón is a town of about 7,000 inhabitants. This school has two main
building, each ordinary classroom has a digital board, a blackboard, a computer for the
teacher and a projector. We can also find a library, a canteen, and a music classroom.
Teachers from this school use the platform Google Classroom as a Learning
Management System where students can see their homework, their marks and families
can control what their children are learning. It also works with eTwinning programme
by which they will be in touch with a school from Norway. Together, the students will
have to do some activities which imply to be continuously in communication.
The school also counts on a Linguistic Programme. The aim of learning a Foreign
Language is to be able to communicate with people from other countries and who speak
a different language, so it is important to work at school with a Linguistic Programme
that can help students to achieve communicative skills. It also has a plan for equality
between men and women.
• Families and school.
The socio-cultural level of the families in the centre could be described as a medium
level. Almost in all families, both parents work or at least one of them. The relationship
between school and families (PTA) is pretty good. This organisation participates in extra
activities such as the Day of Andalusia or Graduation Party. Furthermore, some parents
are willing to go to the classroom someday and helps with the activities.
• Students.
This teaching programme is addressed to students from Year 6, we have 20 students
in our class. When we talk about psycho-evolutionary development, in the third cycle
of Primary Education the students should have a great development of their skills and
techniques. With respect to psychomotor development, at year 6, students should know
their bodies perfectly and they need to be prepared to face the changes of puberty. About
the cognitive development students start to have interest about their reality. In language
development the most important thing is that students can demonstrate their written and
oral expression which needs to be rich and elaborate. Finally, the emotional-social
development has a great impact in students’ life so they have a major awareness about
self-esteem and that can define their attitudes.
At this level, students know perfectly how new technologies works and they start to
play videogames or even they start to use social medias. So, we are going to teach the
contents using a traditional videogame, Mario Bros’ World, and using a gamification to
achieve that our students learn in a motivational way.
Finally, one of the students has Attention-Deficit/Hyperactivity Disorder so we
have to pay attention to his necessities to give him the same opportunities as everyone.

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 3. KEY COMPETENCES

The Order ECD-65-2015 defines competences as a knowledge acquired through

active participation in social practices and, as such, can be developed both in the formal
education context, through the curriculum, and in non-formal and informal education
contexts. Competences, therefore, are conceptualised as “know-how” that applies to a
variety of academic, social and professional contexts. Competence-based learning
promotes learning processes and motivation to learn, due to the strong interrelationship
between its components.
Royal Decree 126/2014 establishes that competences involve a combination of
practical skills, knowledge, motivation, ethical values, attitudes, emotions, and other
social and behavioural components that are mobilized together for effective action.
Linguistic Communication (LC)
Students in Sixth year of Primary Education can:
➢ Understand global texts identifying general, specific, and
more relevant information.
➢ Express their emotions and opinions using different
strategies (oral or written).
➢ Produce creative texts.
➢ Use grammar and orthography properly.
HOW CAN ENGLISH CONTRIBUTE TO THIS COMPETENCE?
Learning a foreign language implies the development of communicative skills so
students have to be able to apply their knowledge in a communicative situation.
Activities such as production of texts, dramatizations, short presentations…will be
worked on in this teaching programme.
STAGE OBJECTIVES AREA OBJECTIVES ASSESSMENT CRITERIA
FL.03.01. / FL.03.02. / FL.03.03. /
E, F, Ea 1, 2, 3, 4, 5, 9 FL.03.04. / FL.03.05. / FL.03.06. /
FL.03.07. / FL.03.08. / FL.03.09.

Mathematical Competence and Basic Competences in Science and

Technology (MSTC)
Students in Sixth year of Primary Education can:
➢ Read, write, and order numbers.
➢ Measure length, mass, capacity and time in the daily life.
➢ Use the units of time measurement (second, minute…)
➢ Classify geometric shapes.
HOW CAN ENGLISH CONTRIBUTE TO THIS COMPETENCE?
Mathematical competence is the most difficult competence to be worked on in the
foreign language area. Nevertheless, it can be useful in activities that imply the use of
numbers, measures or geometric shapes.
STAGE OBJECTIVES AREA OBJECTIVES ASSESSMENT CRITERIA

F, I, G 9

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Digital Competence (DC)
Students in Sixth year of Primary Education can:
➢ Write in electronic support very short and simple texts, such
as notes, cards, SMS, etc.
➢ Use responsibly different technological means to search
for and select information
➢ Use the personal security measures that must be respected when using the ICT.
HOW CAN ENGLISH CONTRIBUTE TO THIS COMPETENCE?
In the foreign language area, the use of digital resources to do a presentation, create a
blog, record ourselves… is very common, so students are continuously in touch with
ICT to do some activities or games.
STAGE OBJECTIVES AREA OBJECTIVES ASSESSMENT CRITERIA
LE.03.04 / LE.03.05. / LE.03.06. /
I, F, J 5
LE.03.08. / LE.03.09.

Learning to learn (L2L)

Students in Sixth year of Primary Education can:
➢ List various strategies for dealing with a task.
➢ Self-assess the outcome and the process followed, describing
achievements and difficulties encountered.
➢ Suggest possible improvements to the difficulties identified.
HOW CAN ENGLISH CONTRIBUTE TO THIS COMPETENCE?
When students learn a foreign language they have to try to use their own strategies and
attitudes to acquired the language in the easiest way possible. Each student must know
their own capacities to contribute to a group in the best way.
STAGE OBJECTIVES AREA OBJECTIVES ASSESSMENT CRITERIA
LE.03.01. / LE.03.02. / LE.03.03. /
M, A, F, aA, cA 5, 6, 8 LE.03.04. / LE.03.05. / LE.03.06. /
LE.03.07. / LE.03.08. / LE.03.09.

Social and Civic Competence (CSC)

Students in Sixth year of Primary Education can:
➢ Actively involved in conflict resolution.
➢ Develop attitudes of respect and solidarity with others in
formal and informal situations of interaction.
➢ Establish the basic principles that will govern the basis for
equality between men and women.
➢ Work as a team valuing the individual and collective effort to achieve the
objectives.
HOW CAN ENGLISH CONTRIBUTE TO THIS COMPETENCE?
It is important to socialize with their partners and to take into account different points
of view about certain topics. In foreign language area, workgroup activities are very
common, so this competence will have special importance.
STAGE OBJECTIVES AREA OBJECTIVES ASSESSMENT CRITERIA
A, C, F, K, L, M, N, bA, LE.03.05. / LE.03.08. /
7, 2
cA LE.03.09.

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 Competence in entrepreneurial initiative and spirit (EISC)
Students in Sixth year of Primary Education can:
➢ Express verbally a positive view and make creative proposals.
➢ Work as a team valuing the individual and collective effort to
achieve the objectives.
➢ Express its own ideas and opinions openly.
➢ Apply self-control to decision-making, negotiation and conflict resolution.
HOW CAN ENGLISH CONTRIBUTE TO THIS COMPETENCE?
Each student has to take the responsibility of assume their roles within a group and try to
propose what they think is the best for the activity. Students must know how to be
respectful with the people and giving their opinion always using empathy.
STAGE OBJECTIVES AREA OBJECTIVES ASSESSMENT CRITERIA
LE.03.01. / LE.03.02. / LE.03.04. /
B, C, F, aA 5, 6, 8
LE.03.05. / LE.03.07. / LE.03.09.

Cultural awareness and expression competence (CAEC)

Students in Sixth year of Primary Education can:
➢ Use different print and technological media to search and
select information with a responsible use of ICT.
➢ Get to know the most significant artistic manifestations of
Andalusia that are part of the artistic and cultural heritage
and acquire attitudes of respect and appreciation.
HOW CAN ENGLISH CONTRIBUTE TO THIS COMPETENCE?
Studying a foreign language implies knowing more about culture, language, the country
and how people from different places behave. Foreign language subject allows children
to discover new ways of behaving.
STAGE OBJECTIVES AREA OBJECTIVES ASSESSMENT CRITERIA
LE.03.01. / LE.03.04. /
D, F, H, dA, eA, fA 7 LE.03.07. / LE.03.08. /
LE.03.09.

4. OBJECTIVES
It is established in the Decree 97/2015 that Primary education will help to develop the
skills, habits, attitudes, and values that will enable them to achieve certain objectives. We
can find two different types of objectives that we have to consider: Stage objectives that
are common for every area and they are established in the Royal Decree 126/2014 and
Decree 97/2015 and Area objectives that are specific for our area, established in the
Order of January 15th, 2021.
• Stage objectives.
ROYAL DECREE 126/2014
According to Royal Decree 126/2014 in its Article 7, Primary education will help to
develop in children the skills that will enable them to:
a) Know and appreciate the values and norms of coexistence, to learn to act in
accordance with them, to prepare for active citizenship and to respect human

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 rights and the pluralism inherent in a democratic society. Related to: CSC,
EISC.
b) Develop habits of individual and teamwork, effort and responsibility in the
study, as well as attitudes of self-confidence, critical sense, personal initiative,
curiosity, interest and creativity in learning, and entrepreneurial spirit.
Related to: CSC, EISC.
c) Acquire skills for the prevention and peaceful resolution of conflicts, which
will enable them to develop independently in the family and domestic
environment, as well as in the social groups with which they interact. Related
to: CSC, EISC.
d) Know, understand, and respect different cultures and differences between
people, equal rights and opportunities for men and women and non-
discrimination of persons with disabilities. Related to: CSC, EISC, CAEC.
Objectives from A to D establishes the skills that students must achieve when work
together. Students have to know how to behave in the way that they have to respect every
person as they are. By activities as debates or projects this objective is very useful.
e) Knowledge and appropriate use of the Castilian language and, if any, the co-
official language of the Autonomous Community and develop reading habits.
Related to: LC, CAEC.
f) Acquire in at least one foreign language the basic communicative skills that
will enable them to express and understand simple messages and to cope with
everyday situations. Related to: LC, L2L, EISC, CAEC.
Objectives E and F are related to languages. We can relate objective E with foreign
languages because each language has its own rules of use of language and people must
know how to apply them to achieve communication. It is important that students learn a
foreign language to communicate and socialize in foreign countries.
g) Develop basic mathematical skills and begin solving problems that require
basic computational operations, geometric knowledge, and estimates, as well
as being able to apply them to everyday situations. Related to: MSTC, L2L.
Mathematics is present in students’ life when they go to the market, when they have
to pay the bill in some restaurants … So, from the foreign language area, objective G is
going to be developed when students learn numbers, measures, geometric figures…
h) Knowledge of the fundamental aspects of Natural Sciences, Social Sciences,
Geography, History and Culture. Related to: MSTC, L2L, CAEC.
Objective H is about discovering important moments and the heritage of different
countries. Dedicating a class to work about holidays like Halloween, Saint Patrick or
Thanksgiving, students can discover the different costumes in each country.
i) Begin the use, for learning, of Information and Communication Technologies
by developing a critical spirit towards the messages they receive and
elaborate. Related to: DC, EISC.
j) Use different representations and artistic expressions and begin the
construction of visual and audio-visual proposals. Related to: DC, CAEC.

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 Objective I and J are related to the importance of ICT. Nowadays, they take an
important place in students’ daily life so teachers can use them to motivate students and
teach them how to use ICT in a conscious and educative way. Digital resources will allow
us to create digital activities as Kahoot, presentations, interactive…
k) Value hygiene and health, to accept one’s own body and that of others, to
respect differences and to use physical education and sport as a means of
promoting personal and social development. Related to: CSC.
In Year 6, physical appearance star to getting a big impact in students’ life. So, it is
important that students have a good self-esteem. To achieve this, objective K offers some
aspects to consider such as value hygiene and health and the importance of physical
education and sport.
l) Know and value the animals closest to humans and to adopt modes of
behaviour that favour their care. Related to: MSTC, CSC.
What objective L pretends is that students respect animals and from school this can
be worked by reading magazines or books about animals or watching documentaries or
films where respect for animals is observed.
m) Develop their emotional capacities in all areas of their personality and in
their relationships with others, as well as an attitude against violence,
prejudice of any kind and sexist stereotypes. Related to: CSC, EISC.
From school we must contribute to make that students create a personal opinion about
the problems that happen in the world. To train objective M it is important to have a plan
for equality between men and women and against any kind of violence.
n) Promote road education and respectful attitudes that have an impact on the
prevention of road accidents. Related to: CSC.
It is important that students know the rules of road safety to prevent accidents. The
school collaborates with the police who are willing to come to school to teach students
these rules to train objective N.
DECREE 97/2015
In Decree 97/2015, Article 5, Andalusian’s stage objectives are developed, and it is
established that Primary education shall contribute to the development of the skills,
habits, attitudes and values of pupils which will enable them to achieve the following
objectives:
a) Develop people’s self-confidence, critical thinking, personal initiative,
entrepreneurship and the ability to learn, plan, evaluate risks, make
decisions and take responsibility.
During Primary Education they must create their personality and confidence. These
aspects will be trained through activities where they have to think and make decisions.
b) Participate in a solidary, active and responsible way in the development and
improvement of their social and natural environment.

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 Students must be conscious about how important is to take care of our planet not only
taking care of nature but also taking care of people.
c) Develop critical attitudes and habits related to health and responsible
consumption.
Children start eating fast food since very early and that can produce an addition, so it
is important to make them conscious the problems that it can produces.
d) Know and value the natural and cultural heritage and to contribute actively
to its conservation and improvement, to understand linguistic and cultural
diversity as a value of peoples and individuals and to develop an attitude of
interest and respect for it.
It is important that students know all these aspects in foreign countries too, so in this
way they will value world history.
e) Know and appreciate the peculiarities of the Andalusian language in all its
varieties.
Different accents exist in every language depending on where people live. Andalusian
language is very closer to Castilian language, but still have some changes. The same
happens with English, depending on the country, some words and accent can change.
f) Know and respect the cultural reality of Andalusia, starting from the
knowledge and understanding of it as a community of encounter of cultures.
Students must be conscious of the cultural exchange of their land, and they have to
respect it and see these points as a brilliant opportunity to learn about where they live.
• Area objectives.
The Order of January 15th, 2021, establishes that teaching the First Foreign Language
area at the primary education stage will aim to develop the following skills:
1. Listen to and understand verbal messages in varied verbal interactions, using the
transmitted information to perform tasks which are varied, specific and related to
their experiences. This objective contributes to stage objectives F, I and J.
2. Express themselves and interact in simple and routine situations, using verbal and
nonverbal procedures and according to the rules of communicative exchanges in
order to respond with sufficient autonomy and in an appropriate, respectful,
cooperative and correct way in everyday situations. This objective contributes to
stage objectives F, I and J.
3. Write texts for varied purposes on topics covered in the classroom and with the
help of models. This objective contributes to stage objectives F, I and J.
4. Read comprehensively diverse texts related to their experiences and interest, to
extract general and specific information with a previously established purpose.
This objective contributes to stage objectives F, I and J.
5. Learn to use with progressive autonomy all the means at their disposal, including
new technologies, to obtain information and to communicate in the foreign
language. This objective contributes to stage objectives A, B, C, D, F, M, aA and
bA.

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 6. Use effectively knowledge, experiences and communication strategies acquired
in other languages for a faster, more efficient and autonomous acquisition of the
foreign language. This objective contributes to stage objective F.
7. Value the foreign language and languages in general as a means of communication
between people from different cultures and develop a positive attitude towards
integrated multilingual and multicultural diversity in the Region of Andalusia.
This objective contributes to stage objectives F and dA.
8. Show a receptive attitude, of progressive confidence in one’s own ability to learn
and use a foreign language. This objective contributes to stage objectives B, F,
M and aA.
9. Identify phonetic aspects of rhythm, stress and intonation, and linguistic structures
and lexical aspects of the target language, using them as basic elements of
communication. This objective contributes to stage objectives E, F, I and fA.

Objectives 1-4 Objectives 5-6

They are related to the four skills and It is essential that students also
these objectives are going to be work on autonomy and identify the
working specially when students best strategies to assume the
learning. This will be train when
have to present a final task where
students have to use ICT or other
they have to present a product such as
formats to get some information
an oral presentation, a poster assume a role in a group…

Objectives 7-8 Objective 9

Students must show a receptive Students must achieve the highest
attitude when they learn foreign level of communication for their
language as well as to train their self- age, and they will only achieve that
confidence. These objectives will be if they work stress, intonation,
practised in activities such as doing a linguistic structures and lexical
project about a foreign country, when aspects. This objective will be
use eTwinning to communicate with trained in every activity to make
others... them a communicative character.

5. CONTENTS
Contents are defined by Decree 126/2014 as a set of knowledge, abilities, skills
and attitudes which contribute to the achievement of the objectives of each teaching and
stage of education and to the acquisition of competences. The Order of January 15th,
2021, organise contents into 4 blocks: oral comprehension, oral production , written
comprehension and written production. We can also divide these blocks into 4 sub-
blocks: the skill, communicative function, linguistic function, and sociocultural and
sociolinguistic function. They must be related to objectives and key competences.
To select the right contents, we must consider a series of criteria as evaluation
criteria, the interest and characteristics of our students, and the possibility of linking the
contents with the projects which are carried out in the school, as the Linguistic School
Project. The content selection for this teaching programme is the following:

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 BLOCKS 1 AND 3 - COMPREHENSION
Listening Reading
3.1. Identifying the general meaning and main ideas in a
1.1. Distinguish and understanding the basic information in oral
contextualised simple short text. FL. 03.06, FL.03.07.
texts transmitted verbally or through different media related to
3.2. Knowing and using comprehension strategies, mobilising
specific common topics. FL.03.01, FL.03.02, FL.03.03.
previous information about the type of task or topic, identifying the
1.2. Using comprehension strategies of oral texts: incorporating
type of text and adapting one’s comprehension of it, distinguishing
previous information about the type of task or topic, identifying
types of comprehension, formulating hypotheses about content and
the type of text and adapting one’s comprehension of it,
context, inferring and formulating hypotheses about meaning
distinguishing types of comprehension, formulating hypotheses
based on the understanding of relevant and linguistic and
about content and context, reformulating hypotheses from the
paralinguistic elements, reformulating hypotheses based on
understanding of new elements. Inferring and formulating
comprehension. FL. 03.06, FL. 03.07.
hypotheses about meaning based on the understanding of
3.3. Identifying and understanding different types of texts and their
relevant linguistic and paralinguistic elements. FL.03.01,
communicative intention in digital or paper format. FL. 03.06, FL.
FL.03.02, FL.03.03.
03.07.
Communicative Function
1.3./3.4. Distinguish the main communicative functions: greetings and introductions, apologising and thanking. Describing people (shy,
mean, blonde…), activities (go to the funfair, do craft…), places. Narrating both distant and recent past events. Asking for and offering
information, help, instructions, permission, opinion. Establishing and maintaining communication. FL.03.01, FL.03.02, FL.03.03.,
FL.03.06., FL.03.07.
1.2. Participating actively in performances, songs, dramatizations, paying special attention to links with Andalusian culture respecting the
rest of their partners and the cultural aspects and showing a receptive attitude during the task. FL.03.02.
AO: 1, 3, 6, 7, 8, 9 KC: LC, DC, L2L, CSC, CAEC
Linguistic Function
1.5. / 3.6. Knowing, understanding and reading common vocabulary related to personal identification; work and jobs (politician,
designer…); free time (go to the cinema, collect shells…); transports, travel and holidays; health; shopping; food (popcorn, sauce..);
information and communication technologies; local cultural and artistic heritage. FL.03.01., FL.03.02., FL.03.03., FL.03.06., FL.03.07.

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1.6. Differentiating and applying stress, rhythm and intonation and understanding meaning and communicative intentions. FL.03.01.,
FL.03.02, FL.03.03.
1.7./3.7. Managing syntactic-discursive structures to establish oral interactions and to communicate in written format, positive and negative
sentences; expression of logical relations: conjunction, disjunction, opposition, cause, purpose, 1st and 2nd person singular, verb tenses, of
aspect, of ability, of quantity, prepositions. FL.03.02., FL.03.03., FL.03.06., FL.03.07.
1.8/3.8. Understanding syntactic-discursive structures to maintain oral interactions and to communicate in writing. FL.03.01., FL.03.02.,
FL.03.06., FL.03.07.
3.5. Reading texts in contextualised daily and habitual situations, related to their interests, experiences and needs. FL.03.07.
3.9. Recognising and understanding the function of basic orthographic conventions and punctuation and the most frequently used symbols.
FL.03.06., FL.03.07.
Sociocultural and sociolinguistic function
1.9./3.10. Sociocultural and sociolinguistic aspects . FL.03.03., FL.03.06., FL.03.07.
1.10. / 3.11. Appreciating the foreign language as an instrument to communicate as well as appreciating their own capacity to learn a foreign
language and promote Andalusian culture. FL.03.01., FL.03.03., FL.03.07.
3.12. Interest in reading simple texts in English. FL.03.07.

BLOCKS 2 AND 4 - PRODUCTION

Speaking Writing
2.1. Practising and adapting the message to its addressee, context 4.1. Producing creative short simple texts in paper or digital format,
and channel, applying the correct register and structure of the correctly using previously studied basic patterns and punctuation.
discourse according to each situation. FL.03.04, FL.03.05. Writing clear messages following models and formulae for each type
2.2. Knowing and applying basic strategies to produce simple of text. FL.03.08., FL.03.09.
monologues and dialogues using previous knowledge and 4.2. Practicing of common basic strategies to generate written texts.
compensating for linguistic gaps through linguistic, para-linguistic Use of previous knowledge, defining the objective in a text, choosing
or para-textual procedures. FL.03.04., FL.03.05. linguistic or subject resources, choice of addressee, organization and
2.3. Using frequent expressions in different contexts. FL.03.04, planning of content, writing the draft, revision of the text for correction
FL.03.05. or readjustment and final version. FL.03.08., FL.03.09.

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2.4. Participating in short conversations which require exchanging
and incorporating previous information about type of task and topic.
FL.03.05.
2.5. Planning and producing clear coherent messages,
identifying the main idea or ideas, and adapting properly to the
models. FL.03.04.
Communicative Function
2.6. / 4.3. Knowing and correctly using communicative functions in their productions: greetings and introductions, apologising and thanking.
Describing people, activities, places. Narrating both distant and recent past events. Asking for and offering information, help, instructions,
permission, opinion. Establishing and maintaining communication. FL.03.06., FL.03.07., FL.03.08., FL.03.09.
4.4. Knowing and using the right basic syntactic structures in their own written productions in different formats to create clear messages.
FL.03.08., FL.03.09.
AO: 2,4, 6, 7, 8, 9 KC: LC, DC, L2L, CSC, CAEC
Linguistic Function
2.7. / 4.5. Identifying and using vocabulary in dramatizations or in written production related to: personal identification; work and jobs;
free time; transports, travel and holidays; health; shopping; food; information and communication technologies; local cultural and artistic
heritage. FL.03.04., FL.03.05., FL.03.08., FL.03.09.
2.8. / 4.6. Using syntactic structures and basic connectors to exchange information and to produce daily texts, questions, affirmation,
negation; expression of place. FL.03.04., FL.03.05., FL.03.08., FL.03.09.
4.7. Using linguistic resources clearly in their productions following a given model. FL.03.08., FL.03.09.
Sociocultural and sociolinguistic function
2.9. / 4.8. Using appropriately sociocultural and sociolinguistic aspects both in oral and written production: social conventions; customs,
values, attitudes; non-verbal languages. FL.03.05., FL.03.08.
2.10. Using and appreciating oral productions in the foreign language as an instrument to communicate and promote Andalusian culture.
FL.03.04.
2.11. Carrying out short research projects related to Sociocultural aspects using ICT. FL.03.04.
2.12. / 4.9 Developing interest in establishing relationships and communicating and show a receptive attitude toward people who speak a
different language or come from a different cultural background to ours in Andalusia. FL.03.05., FL.03.08., FL.03.09.

13
 • Transversal Elements.
In the Article 10 of the Decree 126/2014, transversal elements are enumerated. There
are a great variety of transversal elements that we can related to our contents, but taking
into account our context and our selection of contents we are going to use the following:
o Audio-visual communication, ICT: use of videos, websites, podcasts…
o Entrepreneurship, and civic and constitutional education: students must be
respectful with their partners when they work together in many activities and task.
o Reading Habits: students have to develop the reading habit through reading
books, tales, articles… and using appropriately the reading corner.
o Equal opportunities and non-discrimination for disability: students will
receive what they need to achieve success, by establishing different levels of
activities, working in groups…
o Equality between men and women: avoiding gender roles by debates, searching
information…
o Peaceful settlement of conflicts in all areas of personal, family, and social life:
students must know how to solve conflicts in an assertive way.
o Sustainable development and protection of the environment: in Year 6
students are more conscious about the problems of our world, so they have to learn
how to contribute to reduce these problems.
o Increase physical activity and a healthy and balanced diet among children:
students have to learn about healthy habits to improve their lifestyle.

• Interdisciplinary Links.
To achieve a teaching programme of quality we must work with other areas to ensure
the more efficient grade of knowledge of our students. The areas that are going to be
integrated in this teaching programme are:
o Arts: students have to create artistic products as some crafts, mock-ups…
o Social Science: rules of behaviour, transports, cities, nationalities, technology…
o Physical Education: to promote health habits (hygiene and alimentation)
o Spanish: stories, dramatizations of tales or films…

• References and Peculiarities of Andalusia.

Decree 97/2015 establishes that the curriculum will include contents related to
Andalusia as respect the peculiarities of the land and its culture and history.
Depending on the unit and the topics that we are going to see within them, Andalusian
contents will be treated in a different way. During this syllabus we will focus on typical
Andalusian food (gazpacho, salmorejo…), important Andalusian buildings (El Palacio de
San Telmo, La Alhambra, El Alcázar de Córdoba), famous people (Antonio Banderas,
Important Andalusian Women…) and even some festivals (Malaga Cinema Fest).
We can find an area objective related to Andalusia, as it is objective E. We will use
the Andalusian contents to compare our culture with other from different countries
(different hours, different food, different clothes…), so our students can understand better

14
the sociocultural components and also to know more about our own land when students
have to find information about what to do in Andalusia when people come for tourism,
we can take advantage of this when we work together with our eTwinning partners to
promote Andalusian culture among them.

6. METHODOLOGY

• Introduction.
When we decide which kind of methodology we are going to use in our classroom we
have to take into account the definition by Decree 97/2015 in its article 8 which says that
the methodology will be fundamentally active, motivating and participatory; it will be
based on the interests of the student body; it will promote individual, cooperative work
and peer learning; the use of gender-oriented approaches; and it will incorporate
references to everyday life and the immediate environment in all areas.
On the other hand, the Order of January 15th, 2021, establishes in its Annex 2 that
priority is given to the development of communicative skills, giving priority to oral skills
in the first years, while in subsequent years, skills will be developed gradually and in an
integrated manner. The methodology of this area should focus on students, their learning
needs, giving priority to a communicative approach through play, especially in the first
years, and the realization of joint tasks such as project work, research, etc.
• Context.
Taking into account the context where the teaching programme is developed is very
important, so we have to consider its characteristics to choose the best methodology and
resources for an education of quality.
The relationship between school and family is considerably good so we can ask them
for help to do some activities. Our students love to do creative activities and show them
to their family and partners at school, that allow us to create some projects and visuals
task that they can present to people.
We should also mention that there will be a coordination with internal and
external agents (other teachers, families, eTwinning…) for success-oriented students’
academic achievements.
• Motivation and common thread.
Students in Year 6 start to be in touch with new technologies, the Internet, and
videogames so we are going to use their new interest to create a teaching programme that
has the ability of motivate students.
Motivation is an essential part when we want that our students learn, if
they have a reason to acquire new knowledge, they will show a receptive
attitude to the activities and tasks. As it is mentioned at the beginning of this
syllabus, we are going to use a common thread based on Mario Bros’
videogame. The reason to use this common thread is because it is a topic closer to our
students, so they start to play videogames and they know how they work.

15
 • Approach and active methodologies.
In this syllabus will appear some methodologies that have in common the final point:
communication. In the CEFR it is mentioned the importance of introduce the Action-
oriented approach in our classroom, that is, to make our students participants of their
learning process and we can make it possible by proposing meaningful tasks which imply
a social environment. The Communicative Approach will have an important place
during this syllabus so we are going to propose real contexts in which our students will
have to learn about how to communicate depending on the situation. Moreover, we will
include the task-based learning, so our students have to produce final tasks following a
process to achieve them.
Finally, the two predominant methodologies there will be Flipped Classroom and
Gamification. We will use Flipped Classroom when we want our students to learn
something specific, and we need that they work on that before our lesson, that is, by
watching a video of an explanation, creating hypothesis about a topic, etc. On the other
hand, gamification will have a big importance because it will be the same during all the
school year and it will be explained more deeply in the next epigraph.
• Gamification.
Games have always been a point of interest among children, so if we manage to
transform our lessons into a game, we will have the perfect atmosphere to get our students
involved in the teaching-learning process.
The proposal that will be explained below follows a common thread focused on
videogames. At the beginning of each unit, we will put students in context, and we will
give them a mission that is to find a character of Mario Bros that is lost in some country
around the world. The characters will change in each unit as well as the place where they
are. To introduce the mission, we will have created a [Link] in which the mission is
explained. In this presentation the students will know which character they have to find
and the steps that they must follow to find him or her.
During the development of our unit there will be three evaluable
activities in which students can win a star. Each time that students
win a star we will put the [Link] again in which there will be a clue
about the place where the character is. There will be three clues, one
for each star that students win and if students do the evaluable activity
well, they will receive a sticker of a star for their Reward book.
Once that we have read all the clues and we know the
country where the character is we need to count how many stars
we have. We need at least 40 stars out of 60 to save the
character and this will be the common objective of the class.
If we reach the goal of saving the character, we will have a
board where we will stick a picture of the character found and
the place in which he or she was.

16
On the other hand, there will be an individual objective that is to win:

‘Oh no’ Cards ‘Hurray’ Cards

Reward Cards
In these cards there will If they win the three
Students win this be some negative points stars, students will
card when they win as ‘5 minutes less to do have some privileges
a start. These cards an activity’, ‘you can’t as ‘today we listen
there will be positive speak for 2 minutes’, your favourite song’,
reinforcement as ‘5 etc. Students will get this ‘extra point in the
extra minutes to do card if they don’t get a tasks’, etc, and they
an activity’, ‘to be in star, or they lose it can use these cards
charge of the class’, because of their bad only once during the
etc. behaviour. unit.

• English and error treatment.

When people learn a new language, it is normal to have some mistakes because we
have to think in another language that we can’t control well. Our intention as teacher is
that our students learn how to use this language in the best way possible but taking always
into account that is a long process and each student has their own pace.
If our students make mistakes when they use English, the teacher has to correct it so
the students can be conscious about their errors. We will try to treat errors in the most
natural way possible, when our students have to speak, the teacher will be attentive and
if a student pronounce a word wrong or don’t remember the structure of the sentences,
the teacher will suggest different ways of doing that properly.
If the teacher aware that most of the students make the same mistakes, he/she will
correct it using a part of the lesson so everyone can check it or review the rules.
• Classroom and layout (resources and materials).
We have 20 students in
our classroom, so we need
to have well distributed all
our resources, materials,
and corners to avoid chaos.
Our students will be sitting
in five groups of four
students so it would be
easier to carry out the
group activities. These
groups can change if the
teacher decides so.
On the right wall, we will have the board in which we are going to stick the
characters that we find and all the posters and materials that our students create. We can
also find a cupboard in which we are going to have all the games that we use in class.
On the left wall, we will have the reading corner in which we can find a shelving with
17
our students’ favourite books and others and a carpet where our students can sit to read.
We will use the rest of the walls to stick posters, murals… that we do during the school
year. Moreover, each student will have a journal which will be used to routines, they
will put how motivated they are this day, the weather, new words that they like or the
rewards that they won during the unit.
The majority of our activities and tasks will be done in our classroom, but there will
be some activities which require the use of scenarios like the playground, when we do
some obstacle races, or real scenarios when we do extracurricular and complementary
activities outside the school, for example going to the library, celebrate Halloween,
Thanksgiving, etc to promote culture.
• Conclusion.
Choose a good methodology is not an easy task because there are a lot of factors that
influence the way to teach. That is the reason why there is not a good methodology that
work in every school, but we have to try and know our students and our school to give
them the best tools to face the learning process.

7. DIVERSITY
• Introduction.
The Order of January 15th, 2021, defines diversity as the set of educational actions
and measures that guarantee the best response to the needs and differences of each and
every pupil in an inclusive environment, offering real learning opportunities in ordinary
educational settings. In Article 12 of this law, the principles of attention to diversity are
defined, among them we can find the personalisation and individualisation, using an
inclusive approach, equal opportunities for access, retention, promotion, and qualification
at the stage or identification and early identification of the educational needs of pupils so
that the most appropriate measures can be taken to ensure their success at school.
On the other hand, the Instructions of March 8th, 2017, in its Annex I, establishes
that it is necessary to have a system for preventing, detecting, and identifying the
educational needs that pupils may have during their schooling to be able to adopt the
educational response that each case requires.
Finally, Decree 97/2015 modified by Decree 181/2020 points out that the curriculum
for the primary education stage is global and inclusive, strengthening the Universal
Design for Learning (UDL), which guarantees effective inclusive education and allows
access to the curriculum for all students.
• Our classroom.
Among our students we have an ADHD student who needs special attention and
some adaptations to have an equal education. To help him we have to consider his
interests and motivations. He loves videogames and doing crafts, so we will take this into
account when planning our activities for a more efficient learning of the student.
Finally, we will count on the group tutor, other teachers and families. To be in touch
with the families, we will use our Learning Management System that is Google
Classroom. Through this platform we will upload some reinforcement activities that our

18
students can do at home. Our SEN student’s family will receive some feedback of their
child’s behaviour through this platform as well as the reinforcement activities.
• General Measures.
According to the Order of January 15th, 2021, general measures to address diversity
include the various ordinary measures defined by the centre in its educational project,
which are designed to promote learning and academic success for all pupils through the
use of both personal and material resources with a global approach. The general measures
that we are going to apply from our Foreign Language Area will be as follow:
According to the UDL we will prepare activities based on differentiation, that is, we
will have three different levels of an activities so our students can choose what they want
to do, the “easy”, the “medium”, or the “hard”, other times will be the teacher who decide
which activity do each student according to their level.
On the other hand, our initial evaluation gave us the information that we have some
students whose level of English is higher than others and that is the reason why they
finish earlier the activities, to attend this, we will have some “challenge cards” which
will give them an activity to do while their partners finish. Furthermore, in some units we
will do extra work like murals, posters, etc, that our fast finishers can do when they finish
their tasks.
Finally, we will also consider how we group our students, we pretend to do
heterogeneous groups where the teacher will consider students’ characteristics to make
them the most equity possible.
• Specific Measures.
According to the Order of January 15th, 2021, specific measures to address diversity
include all proposals and changes to organizational and curricular elements, as well as
actions designed to meet the educational needs of pupils with specific educational support
needs that have not been effectively met through general measures of a regular nature.
The proposal for specific measures shall be included in the psycho-pedagogical
evaluation report.
For our ADHD student, we have to apply some specific measures. He presents
difficulty of concentration, and he is constantly moving around the class or in his seat. To
attend the characteristic of this student we will propose short activities which do not
imply so much concentration, in the case that the activities are longer, we will divide it
into different parts to not get our student overwhelmed.
This student will be continuously active in our classroom, when he needs to move,
we will give him the role of “supervisor”, so he can stand up and see if his partners are
working, we will give him 2-3 minutes to do that, then, he will have to go back to where
he was working.
Finally, it is important to mention that some activities which imply movement we will
make it more difficult to our SEN student by putting some obstacles which will make
that our student use more movement that is what he needs.

19
 8. ASSESSMENT
• Introduction.
Richard Rossner-Eaquals (2018), defines assessment as “Procedures, including tests,
that aim to check whether a student or a group of students has made progress in their
language learning or has reached a certain level of proficiency. Apart from tests, these
procedures can include task-based assessment, teachers’ continuous assessment, self-
assessment by students, etc.”
The Order of January 15th, 2021, establishes that the assessment of the learning
process of students will be continuous, formative, integrative, differentiated and objective
according to the different areas of the curriculum and will be a tool for the improvement
of both teaching and learning processes. Other laws like Decree 97/2015 modified by
Decree 181/2020 or Royal Decree 984/2021 also make reference to the importance of
assessment establishing some of its principles.
• Types and moments of assessment.
At the beginning of the school year, we will do an initial evaluation. The aim of this
initial evaluation is to check the level of our students in our area, as well as the topics
more relevant to them and their interest or to identify if some of our students need a
special attention. To carry out this process, the teacher is going to do small interview with
the students in which they will have to tell him/her about their summer, if the students
have difficulties to do that interview, the teacher will help them.
During the didactic unit, we can find some assessable activities in which the teacher
will assess the skills that are not integrated in the final task. At the end of each unit, the
teacher will assess the final tasks which involves certain skills.
Now, we are going to explain how we will work the different types of assessment:
- Continuous assessment: during all the school year. It will be worked by
integrating assessment with the rest of the elements of the curriculum to
establish our tasks.
- Formative assessment: during all the learning
process. The teacher will give feedback to the
children at the end of the evaluable activities and
the final task by giving them a sheet in where she
will write two thing that they have done properly
and one thing that they should improve. We can
relate the importance of giving feedback to the
key competence ‘Learning to learn’ so that
students have to know and understand their mistakes to improve them.
- Integrative assessment: during each unit by proposing tasks which imply the
development of the students, their active implication in the activity and the
knowledge of their own learning process.
- Differentiated assessment: during all the teaching-learning process by
making different levels of activities that give each students the opportunity to
reach the goals established.

20
 - Objective assessment: during the units when we assess students’ activities
being realistic and fair with the results and the progress of our students.

• Assessment criteria, tools and techniques.

Now, we are going to define each evaluation criteria and its relationship with the rest
of the curriculum.
E.C. Summary Standards K.C Contents
FL.03.01.01
Understand the general 1.1, 1.2, 1.3,
FL.03.01 FL.03.01.02 LC, L2L,
meaning of oral texts related 1.5, 1.6, 1.8,
Listening FL.03.01.03 CAEC, EISC
to their interests. 1.9, 1.10
FL.03.01.04
Recognise basic syntactic 1.1, 1.2, 1.3,
FL.03.02 structures related to students’ FL.03.02.01 LC, CAEC, 1.4, 1.5, 1.6,
Listening daily life according to the FL.03.02.02 EISC 1.7, 1.8,
context. 1.10
Comprehend the main idea of
FL.03.03 1.1, 1.2, 1.3,
messages using different FL.03.03.01 LC, L2L
Listening 1.5, 1.6, 1.7.
audio- visual resources.
Produce monologues or 2.1, 2.2, 2.3,
FL.03.04 LC, L2, DC,
dialogues using structures FL.03.04.01 2.5, 2.6, 2.7,
Speaking CAEC, EISC
previously worked. 2.8, 2.10
Produce a face-to-face FL.03.05.01 LC, DC, 2.1, 2.2, 2.3,
FL.03.05
conversation using different FL.03.05.02 CSC, L2L, 2.4, 2.6, 2.7,
Speaking
means with fluency. FL.03.05.03 EISC 2.9, 2.12
FL.03.06.01 3.1, 3.2, 3.3,
Identify general meaning and
FL.03.06 FL.03.06.02 3.4, 3.6, 3.7,
main ideas of short texts in LC, L2L, DC
Reading FL.03.06.03 3.8, 3.9,
paper or digital.
FL.03.06.04 3.10
3.1, 3.2, 3.3,
Apply strategies and
3.4, 3.5, 3.6,
FL.03.07 knowledge to globally LC, L2,
FL.03.07.01 3.7, 3.8, 3.9,
Reading comprehend texts about their CAEC, EISC
3.10, 3.11,
environment.
3.12
Produce short texts using a
LC, L2L, 4.1, 4.2, 4.3,
FL.03.08 neutral register applying
FL.03.08.01 DC, CAEC, 4.4, 4.5, 4.6,
Writing punctuation marks to talk
CSC 4.7, 4.8, 4.9
about close topics.
Create personal texts using
LC, L2L, 4.1, 4.2, 4.3,
FL.03.09 communicative functions and
FL.03.09.01 DC, CAEC, 4.4, 4.5, 4.6,
Writing a vocabulary adapted to the
CSC, EISC 4.7, 4.8
scholar context.

Assessment varies depending on the activities or task that we ask our students to do.
Those activities and tasks are not always the same, so we have to be conscious that the
techniques and tools that we will use to evaluate them have to change depending on the
skills that we want to assess.

21
 The techniques that we are going to use during this syllabus are mostly observation,
when we assess activities such as role-plays, dramatizations…, and analysis when we
assess activities in which we have to assess a production in detail. On the other hand, the
tools that we are going to use are holistic and analytic rubric, to assess mostly production
tasks, checklists, that can be useful for peer-assessment or teacher assessment and register
sheets where the teacher can note what she sees around the class.
• Grading criteria and tools.
The grading that those blocks will have will be a 30% for comprehension skills and
a 70% for production skills, so we consider that those tasks in which our students have
to produce must have a bigger percentage because here is where our students will show
their abilities using a new language.
Each criterion will have a different FL.03.01 10%
percentage depending on their relevance within FL.03.02 10%
the didactic units, the structure that we have FL.03.03 10%
chosen is the following: FL.03.04 35%
FL.03.05 35%
FL.03.06 10%
FL.03.07 10%
FL.03.08 35%
FL.03.09 35%
• Other types of assessment.
It is very important that our student assess themselves to be conscious about the
strengths and weaknesses to develop the necessary strategies to improve the next time
they have to do a task, so they will do a self-assessment at the end of each unit. On the
other hand, Peer-assessment will be present during all the units because at the end of
each unit students will have to assess their partners giving them the correct feedback by
a checklist, questionnaire, giving advice to improve something…
Finally, to assess teacher the students will do at the end of the final lesson of the unit
a questionnaire in which they will have to give their opinion about the activities that they
have done during the unit and which ones they like less and why.
• Remedial action.
Some students do not like our subject, or maybe they do not find the enough
motivation to face it, so that is the reason why we must use continuous evaluation in
which we will based or reinforcement activities. If we find this situation during or
teaching-learning process, we will give them the opportunity to do an extra project at
the end of the term in which they have to choose in which format they want to present it,
but it must include all the contents that we have seen during the term.
• Evaluation of the syllabus and the teaching practice.
Once that we have created our teaching programme it is important to check if it works
properly in a school context, so we must assess it. This can be done by a rubric, now we
are going to see an extract about the rubric for the syllabus’ assessment:

22
 Assessment Of Syllabus
1. The elements of the curriculum are integrated properly. 1 2 3 4 5
2. The learning of key competences is developed.
3. Contents are chosen according to the students’ age.
4. Communicative activities are present during the IDUs

9. SECUENCING : INTEGRATED DIDACTIC UNITS

Curricular Map
Units Vocabulary Grammar Final task
Physical appearance
Short hair, freckles,
blonde… Present simple Write an email to
Unit Attitude description I like football. their partners from
Shy, rude, funny, I am friendly. Norway
1 friendly… I have got long hair. (eTwinning)
Verbs
Like, live, study, be…
Food
Butter, olives, popcorn, Imperative and
Unit sauce… Quantifiers (some, Make a video about
Cooking Verbs any, much, many) how to prepare a
2 Add, mix, bake, Add some olives. typical Andalusian
prepare… Mix the ingredients. dish.
Adjectives Do not cut any bread.
Healthy, unhealthy
Free Time Activities
Present Continuous
Go to the cinema, visit
I am going to the Describe a picture
the aquarium, collect
Unit shells…
cinema. from their partner
We are eating in a from Norway doing
Halloween
3 Decorate pumpkins,
restaurant. a presentation.
She is collecting shells.
wear costumes…
Jobs
Designer, writer, Past Simple Create a lapbook
Unit politician… She was a writer. about important
Irregular Verbs She won an award. women of the
4 Meet, find, do, win… She travelled around the history and do a
Regular Verbs world. presentation.
Want, use, discover…
Hobbies Past Continuous
Unit Do craft, go scooting, He was doing craft at
read a magazine… seven o’clock. Improvised Role
5 Hours I was playing pool at Play about a
O’clock, Half past, half past ten. mystery.
twenty to, Quarter They were making a
past… snack at five to three.

23
 Modals (Can/Can’t,
Create a poster
Clothes Should/Shouldn’t)
about how to dress
Hoodie, shorts, dress, You can’t wear a
Unit suit, tie… hoodie on a wedding.
in certain situations
and do a
You should buy that
6 dress.
presentation.
Social Media Modals
PowerPoint
Avatar, blog, email (Must/Mustn’t, Have
presentation about
address… to, Don’t have to)
Unit Devices You must have a
a social media they
have designed
7 Computer,
headphones…
laptop, nickname.
She doesn’t have to
considering the
risks they can have
write a password
Chores Present Perfect (ever, Dramatization in
Unit Do the laundry, iron, never) big groups about
sweep… I have never ironed at two different
8 home. families and their
She has done the contribution to
laundry today. chores.
Illnesses Present Perfect (for, Record a video in
Unit Flu, cold, earache… since) pairs where one
Remedies I haven’t sneezed since student is a doctor
9 Injection, pill, vaccine yesterday. and other the
Verbs I haven’t caught a cold patient, so they
Sneeze, Cough… for many years. have to maintain a
conversation
Films Relatives
Premiere, red carpet, (who, which, where)
Create a magazine
cast… He is the actor who did
with reviews of
Unit Film Genres
Action, Comedy,
that film.
This is the place where
their favourite
films
10 Science fiction… they do the red carpet.

Environment Future Simple

Unit Earthquake, Hurricane, (Will / Won’t) Create a mock-up
Pollution… The animals will about how the
11 Verbs extinguish by the year planet would be in
Dry, disappear, 3.000 a future and do a
extinguish… The oceans won’t dry. presentation

Cities 1st Conditional

create a
Stadium, cathedral, If we go to London, we
presentation about
park, museum…. will see the Big Ben.
the travel that they
Verbs If it rains, we will take
Unit Book a hotel, take the the bus.
would like to do to
their Final School
bus/plane, travel,
12 sightseeing…
Trip.
Write the itinerary.

24
 UNIT 1: ‘THIS IS US’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each/ 1st Term
The first unit allows students to get in touch with the
foreign language after a break. They start a new school
year so they can know new people, so through this unit we
want that our students know each other for having a good
classroom atmosphere.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Understand and produce simple texts applying F (Foreign language)
what they have learnt. aA (Self-confidence)
Use ICT as a mean of searching information, I (ICT)
production of texts and communicate with people, J (Audio-visual)
using them in a responsible way. F (Foreign language)
Responsibly looks for information, list strategies B (Individual work)
for dealing with and individual or collective task F (Foreign language)
being conscious about their strengths and M (Personality)
weaknesses. aA (Self-confidence)
A (Coexistence)
Develop attitudes of respect and solidarity with
B (Teamwork)
others working as a team valuing individual and
D (Respect others)
collective effort.
bA (Solidarity)
B (Individual and
Express their own ideas and opinion openly and
teamwork)
make creative proposals.
aA (self-confidence)
Show a receptive attitude towards different cultures F (Foreign language)
and people. dA (Value heritage)
C Understanding basic information in oral texts transmitted through a video
using comprehension strategies and sociocultural aspects. EC: FL.03.03. St:
O
FL.03.03.01. AO: 1, 5, 6, 7, 8, 9.
N Applying basic strategies to produce simple monologues adapting the
message to its context using foreign language as an instrument to promote
T
Andalusian aspects. EC: FL.03.04. St: FL.03.05.02. AO: 2, 5, 6, 7, 8, 9.
E Identifying general meaning in short texts (article) using comprehension
strategies appreciating their own capacity to learn a foreign language. EC:
N
FL.03.06. St: FL.03.06.04. AO: 4, 5, 6, 7, 8, 9.
T Producing short texts (e-mail) in digital format using previously studied
patterns and appropriately sociocultural aspects. EC: FL.03.09. St:
S
FL.03.09.01. AO: 3, 5, 6, 7, 8, 9
Linguistic Functions Transversal Elements
G: Present Simple. ICT.
V: Physical appearance: short or long hair, Equality between men and women.
straight, wavy or curly hair, dark, red or blond Peaceful settlement of conflicts.
hair, beard, moustache, freckles. Attitude Andalusian famous people.
description: shy, mean, mad, sad, funny, rude, Other Areas
friendly. Verbs: live, like, love, study, be…
S: -s on the 3rd person. Spanish

25
 DIDACTIC TRANSPOSITION
FINAL TASK
To meet people from Norway who also use eTwining, students from both schools are
going to send an e-mail to introduce themselves.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Vocabulary of attitude ·Introduce Present
find Luigi. description – create Simple - comic.
·Introduce final task. emojis. ·Present Simple game -
·Vocabulary Physical ·How do you think these cards.
appearance - flashcards. Mario’s characters are? – ·Introducing me –
·Describe a Mario’s classify. choose 3 characteristics
character – guessing. ·Find someone who. to tell your partners.
SESSION 4 SESSION 5 SESSION 6
·Kahoot – review grammar. ·Watch a video – new girl ·Read an article –
·Verb Vocabulary – fill the at school. characteristics of villains
gaps talking about you. ·Quizziz –multiple choice. and heroes.
·Q and A – look for ·Drawing dictation - ·Match – characteristics
information about your dictate characteristics of a and characters.
partners. person and their pairs draw. ·Role play – act like a
villain or like a hero.
SESSION 7 SESSION 8 SESSION 9
·Find information - your ·How to use Gmail. ·Final task – send the
favourite Andalusian person. ·What’s allowed in an email.
·Presentation – imagine informal e-mail? - Show ·Assessment.
that you are that person and cards. ·Solve the mission.
tell the information. ·E-mail puzzle – order the
·Guess your partners person. parts of an email.
RESOURCES METHODOLOGY
Flashcards, worksheets, IWB, games, Gamification, Action-oriented approach,
computers, internet connexion. Communicative approach.
DIVERSITY
We will have stretch and reinforcement activities. To attend our student with ADHD,
we suggest activities with low concentration required, working in groups, it could be
easier to keep our student motivated and participative. To help our fast learners we
will have ‘challenge cards’ that will suggest activities. To attend the different levels
within our classroom, we will have different levels of production activities.
ASSESSMENT
FL.03.03. - Understands the main FL.03.04. Makes simple
idea of messages heard about monologues using previously
everyday topics. worked structures.
ST: FL.03.03.01. KC: LC, L2L, EISC ST: FL.03.05.02. KC: LC, L2L, CSC, DC
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Analytic rubric.
FL.03.06. Identifies the general FL.03.09. Creates personal texts
meaning of simple texts applying acquired knowledge and
contextualised. vocabulary adapted to the school context.
ST: FL.03.06.04. KC: LC, L2L ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Register sheet. Tch: Analysis / Tool: Analytic rubric.

26
 UNIT 2: ‘FOODSION’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each / 1st Term
The aim of this unit is to get students in touch with a topic
very close to their daily life as is food. Through this unit,
students can know more about the place where they live, and
they can compare it with other countries so they can contrast
both costumes by using games and attractive activities.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Production and comprehension of written and oral E (Castilian language)
texts (stories, videos…), songs, stories, texts’ F (Foreign language)
structures. aA (Self-confidence)
Use of computers, visit webpages, watching I (ICT)
YouTube videos and use of Interactive white J (Audio-visual)
board. F (Foreign language)
B (Individual work)
Use strategies for a more effective use of English. F (Foreign language)
aA (Self-confidence)
A (Coexistence)
Work in groups and respect each person and other B (Teamwork)
cultures when we work on eTwinning. K (healthy habits)
bA (Solidarity)
B (Individual and
Show a receptive attitude to achieve individual
teamwork)
activities by making good decisions.
aA (self-confidence)
Show a positive attitude when they learn a foreign F (Foreign language)
language valuing the foreign culture but also their H (Culture)
own culture. dA (Value heritage)
C Understanding the basic information in oral texts (video). Participating
actively in songs. E.C:FL.03.03. St: FL.03.03.01. A.O: 1, 6, 9.
O
Applying basic strategies to produce both simple monologues. Adapting the
N message to its addressee, context and channel, applying the correct register.
Receptive attitude toward people from a different cultural background. E.C:
T
FL.03.04. St: FL.03.05.02. A.O: 2, 6, 8, 9.
E Identifying general and specific ideas in stories. Using comprehension
N strategies. Promoting the culture of Andalusia. E.C: FL.03.06. St:
FL.03.06.04. A.O: 4, 6, 7, 8, 9.
T Producing short texts (interview) in digital format following a model. E.C:
S 03.09. St: FL.03.09.01. A.O: 3, 6, 7, 8, 9.

Linguistic Functions Transversal Elements

G: Imperative and quantifiers (some, any, much, ICT.
many) Equality between men and women.
V: Food: Bread, meat, butter, carrot, jam, rice, Healthy habits.
soup snack, olives, popcorn, sauce, dish, meal. Peaceful settlement of conflicts.
Cooking verbs: Cook, prepare, cut, add, boil, Andalusian food.
bake, fry, mix. Other Areas
Adjectives: healthy, unhealthy.
Natural Sciences.
S/P: bullet points.

27
 DIDACTIC TRANSPOSITION
FINAL TASK
Students have to create a video and send it to their partners from Norway about how
to prepare a typical Andalusian meal saying the ingredients that they need and the steps
that they have to follow to prepare the meal.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Vocabulary review - ·Food: Countable and
find Toad Repeat if it’s true. uncountable - classify.
·Introduce the final task. ·Cooking verbs - Bingo. ·Much, Many, Some, Any
·Food vocabulary – realia. ·Imperatives – video. – cards.
·Sopping list - what do I ·Listen to a song and act ·How many foods do you
need to prepare…? when hear a verb - TPR. have? - Ask your partner.
SESSION 4 SESSION 5 SESSION 6
·Differences between ·Watch video – influencer ·Brainstorming - English
None and Any – video. preparing a meal vs Andalusian diet.
·Kahoot – any or none. ·Sequencing. ·Read a story - order the
·Role play – go to the ·Filling gaps. paragraphs.
market. ·Guess the meal – riddles. ·Grid – food & verbs
SESSION 7 SESSION 8 SESSION 9
·Healthy and unhealthy ·Brainstorming - meals in ·Final task– presentation
habits –classify. Andalusian cities. ·Watch the videos and
·Write an interview to a ·Decide the meal and receive feedback.
sportsman/woman. search for information. ·Assessment.
·Check the healthiest ·Video planning. ·Solve the mission.
habits - statistic.
RESOURCES METHODOLOGY
Flashcards, worksheets, IWB, games, Flipped Classroom, Gamification, Action-
computers, internet connexion. oriented approach, Communicative approach.
DIVERSITY
We will have stretch and reinforcement activities. To attend our student with ADHD,
we propose dynamic activities, so they don’t require a lot of concentration during a big
period of time. To help our fast learners, we will have a mural where we are going to
write all the foods and meals that we have learnt, so they can complete the mural and
decorate it when they finish the activities, they can also use our ‘Challenge Cards’.
ASSESSMENT
FL.03.03. - Understands the FL.03.04. Makes simple
main idea of messages heard monologues and dialogues,
about everyday topics relying applying basic strategies and
audio-visual materials. using previously worked structures.
ST: FL.03.03. 01. KC: LC, L2L, EISC ST: FL.03.05.02. KC: LC, L2L, CSC, DC
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Analytic rubric.
FL.03.06. Identifies the general FL.03.09. Creates personal texts
meaning of simple texts in paper by using basic strategies and
or digital contextualized for applying acquired knowledge and
different contexts known vocabulary adapted to the school context.
ST: FL.03.06.04. KC: LC, L2L ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Analytic rubric.

28
 UNIT 3: ‘THE TIME OF OUR LIVES’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each / 1st Term
The aim of this unit is to get students closer to their
memories and happy moments. Students feel very happy
when they tell their friends the good things that happen to
them, so through this unit students will be able to describe
these moments to their partners.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Understand global texts identifying general
F (Foreign language)
information and produce creative oral and
aA (Self-confidence)
written texts.
I (ICT)
Employ ICT for search and plan their
J (Audio-visual)
production.
F (Foreign language)
B (Individual work)
Identify their own difficulties and list
F (Foreign language)
strategies for dealing with an individual or
M (Personality)
collective task.
aA (Self-confidence)
B (Teamwork)
Develop attitudes of respect and solidarity with
D (Respect others)
others and work as a team.
bA (Solidarity)
Interact with empathy contributing to the B (Individual and
cohesion of the social groups to which it teamwork)
belongs. aA (self-confidence)
Show respect attitude when learn about F (Foreign language)
foreign festivities (Halloween) H (Culture)
C Distinguishing general information transmitted through a phone call about
describing activities appreciating foreign language as a mean of
O
communication. E.C: FL.03.03 St: FL.03.03.01 A.O: 1, 6, 9.
N Applying basic strategies to produce simple and clear monologues
(describing pictures) showing receptive attitude towards people from a
T
foreign country. E.C: FL.03.04 St: FL.03.04.01 A.O: 2, 5, 6, 7, 8, 9.
E Identifying the general meaning in simple short texts (magazines) using
strategies (formulating hypotheses) appreciating their own capacity to learn
N
a foreign language. E.C: FL.03.06 St: FL.03.06.04 A.O: 3, 6, 7, 8, 9.
T Producing creative short simple texts in paper using previously studied basic
patterns (describe activities) showing receptive attitude working in group.
S
E.C: FL.03.09 St: FL.03.09.01 A.O: 4, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
G: Present Continuous ICT.
V: Free time activities: go to the cinema, go to Equality between men and women.
the funfair, collect shells, go bowling, visit the Peaceful and settlement of conflicts.
aquarium, go to a concert, go karting, eat at a Andalusian traditions.
restaurant. Halloween Activities: decorate Other Areas
pumpkins, ask for candies, wear costumes…
Spanish.
S/P: -ing

29
 DIDACTIC TRANSPOSITION
FINAL TASK
Each student from Norway will send to their partner from Spain a picture of them. Our
students will project the picture in the Interactive White Board and will have to
describe what their friends are doing in that picture.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Present Continuous – the ·Read a history about
find Daisy. teacher describes a picture. Halloween Activities.
·Introduce the final task. ·Quizziz- multiple choice. ·Debate - Halloween vs
·Vocabulary – flashcards. ·What is happening in the Día de los Santos.
·What do you like to do in classroom? – Mime and ·What would you do in
your free time? – debate. write. the United States on
Halloween? - debate
SESSION 4 SESSION 5 SESSION 6
·Present Continuous ·Listen to a phone call – a ·Hypotheses - who is
Neg. and Inter. – video. group of friends asking doing the activities.
·The world upside down what they are doing. ·Read a magazine -
– Describe what people are ·Match people and Paparazzies describing
not doing in the photos. activities. famous people’s pictures.
·Charades – guess what ·Find someone who – role ·Check if the hypotheses
your partner is doing. game. are true or false.
SESSION 7 SESSION 8 SESSION 9
·Round table – in groups ·Read the emails from ·Final task – presentation
of 4 write a description of a Norway and send ours. ·Assessment.
hypothetical picture. ·Create the structure for ·Solve the mission.
·Draw the picture that the final task activity.
have been described.
RESOURCES METHODOLOGY
Flashcards, IWB, internet connexion, Gamification, Cooperative Learning, Action-
computers, games, worksheets. oriented approach, Communicative approach.
DIVERSITY
We will have stretch and reinforcement activities. To attend our ADHD student, we
will divide the activities so they will do them step by step to not involve so much
concentration. Our fast learners can use our challenge cards. To attend different
levels, we will have different levels of production activities.
ASSESSMENT
FL.03.03. - Understands the main FL.03.04. Makes simple
idea of messages heard about monologues, using previously
everyday topics. worked structures.
ST: FL.03.03. 01. KC: LC, L2L, EISC ST: FL.03.04.01. KC: LC, L2L, CSC, DC
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Analytic rubric.
FL.03.06. Identifies the general FL.03.09. Creates personal texts
meaning of simple texts in paper by using basic strategies and
or digital contextualized for applying acquired knowledge and
different contexts known. vocabulary adapted to the school context.
ST: FL.03.06.04. KC: LC, L2L ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Analytic rubric.

30
 UNIT 4: ‘THE PLACE THAT THEY ALWAYS DESERVED’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each / 1st Term
In Year 6 students start to be conscious about the society
where we live and the differences that still exist between
men and women. Through this unit we want that our students
know some of the most important women of the history and
how they became who they are.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Understand global texts and produce creative E (Castilian language)
texts using grammar and orthography F (Foreign language)
properly. aA (Self-confidence)
Employ ICT and use responsibly different I (ICT)
technological means to search for and select J (Audio-visual)
information. F (Foreign language)
List various strategies for dealing with an B (Individual work)
individual or collective task and suggest D (Equality)
possible improvements to the difficulties F (Foreign language)
identified. aA (Self-confidence)
A (Coexistence)
Work as a team valuing the individuals and
B (Teamwork)
collective effort to achieve the objectives.
D (Respect others)
Actively involved in conflict resolution.
bA (Social environment)
Express its own ideas and opinions openly. A (Empathy)
Interact with empathy using different social B (Teamwork)
skills. aA (self-confidence)
Use different media to search and select D (Respect others)
information related to different important F (Foreign language)
women. bA (Social environment)
C Understanding the basic information in oral texts (documental) offering
information about jobs appreciating foreign language as mean of
O
communication. E.C:FL.03.03. St: FL.03.03.01. A.O: 1, 6, 7, 9.
N Applying basic strategies to produce both simple monologues. Producing
clear coherent messages, adapting to the models carrying out research
T
projects. E.C: FL.03.04. St: FL.03.04.01. A.O: 2, 6, 8, 9.
E Identifying general meaning and main ideas in short simple texts which
describe people and narrate past events showing interest in reading simple
N
texts in English. E.C: FL.03.07. St: FL.03.07.01. A.O: 4, 6, 7, 8, 9.
T Producing texts (descriptions) in paper following a model. Choosing
linguistic or subject resources (dictionary) applying their acquired
S
knowledge. E.C: 03.09. St: FL.03.09.01. A.O: 3, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
G: Past Simple.V: Jobs: actor/actress, designer, Equality between men and women.
writer, painter, chemist, astronaut, doctor, Peaceful settlement of conflicts.
politician. Irregular verbs: meet, find, do, go, ICT.
have, make, win. / Regular verbs: want, use, Andalusian important women.
study, start, travel, die, change. Other Areas
S/P: -ed pronunciation.
Social Sciences.

31
 DIDACTIC TRANSPOSITION
FINAL TASK
Students have to create a lapbook about an important woman in history. They will have
to write who she was, her job, something important that she did and a famous quotation
of hers. Then, the students will have to do a presentation in the school library so
students from other classes can know these women.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Past Simple and Regular ·Irregular verbs –
find Yoshi. verbs –letter. memory infinitive and past.
·Introduce the final task. ·Introduce the rules of ·Run to your group –
·Jobs vocabulary – match Past Simple – cards. classify regular and
people and jobs. ·Crossword – regular irregular verbs.
·What do you think this verbs. ·Role play – interview with
person does? – debate. famous women.
SESSION 4 SESSION 5 SESSION 6
·Listen to a video - ·Important woman from ·Read the blog from
famous people and their Andalusia – search eTwinning – women from
jobs. information. Norway.
·Fill the gaps in the ·Write a blog entry ·Answer open questions
video’s transcription. following a model. in the blog.
·My first dream job – tell
your partner (dictionary).
SESSION 7 SESSION 8 SESSION 9
·Model of the final task. ·Create and decorate the ·Final task - presentation
·Choose the famous lapbook. in the school library.
woman. ·Write the information on ·Assessment.
·Search information. the lapbook ·Solve the mission.
RESOURCES METHODOLOGY
IWB, Internet, Computers or Tablets, Action-Oriented approach, Communicative
Games, Cardboards. approach, Gamification, Task-Based Learning
DIVERSITY
To attend our ADHD student in those activities that suppose a concentration effort, we
will divide the activities in small parts, so he won’t have to pay attention to many things
at the same time. Our fast-finisher students can create on Canva a poster about a
famous woman that they like a lot. They cand also use our ‘Challenge cards’.
ASSESSMENT
FL.03.03. - Understands the main FL.03.04. Makes simple
idea of messages heard about monologue, applying basic
everyday topics relying on strategies and using previously
various audio-visual materials. worked structures to describe people.
ST: FL.03.03. 01. KC: LC, L2L, EISC. ST: FL.03.04.01. KC: LC, L2L, CSC.
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Holistic rubric.
FL.03.07. - Applies appropriate FL.03.09. Creates personal texts
cultural and linguistic skills and by using basic strategies, applying
strategies for the global acquired knowledge and vocabulary
understanding of texts. adapted to the school context
ST: FL.03.06.04. KC: LC, L2L. ST: FL.03.09.01 KC: LC, L2L, CSC.
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Analytic rubric.

32
 UNIT 5: ‘A CRIME AT PROM’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each. / 2nd Term
In Year 6, students start reading big books about mystery and
it catches their attention. The aim of this unit is to allow
students to show their attitudes as detectives applying what
they have learnt. Year 6 is a year of promotion, so they will
learn more about how it is celebrated in other countries.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Understand global texts identifying general F (Foreign language)
information and produce creative texts. aA (Self-confidence)
I (ICT)
Use responsibly ICT to do interactive
J (Audio-visual)
activities.
F (Foreign language)
Reasonably expresses the process that follow B (Creativity)
with the task they are carrying out and suggest F (Foreign language)
improvements to the difficulties identified. aA (Self-confidence)
A (Coexistence)
Work as a team valuing the individual and B (Teamwork)
collective effort to achieve an objective. D (Respect others)
bA (Solidarity)
Express their own ideas openly and work as a
B (Critical sense)
team developing attitudes of respect and
aA (self-confidence)
solidarity.
H (Culture)
Show interest and a positive attitude when we
F (Foreign language)
work with people from different country.
dA (Value heritage)
C Distinguishing the basic information transmitted through a podcast
(describing an event) valuing foreign language as an instrument to
O
communicate. E.C: FL.03.01 St: FL.03.03.01 A.O: 1, 6, 8, 9.
N Applying basic strategies to produce simple monologues (asking for
information) producing clear messages with a clear non-verbal language.
T
E.C: FL.03.04 St: FL.03.05.02 A.O: 2, 5, 6, 8, 9.
E Identifying the general meaning in simple short texts (story) using
comprehension strategies and showing interest in reading texts in English
N
(titles). E.C: FL.03.07 St: FL.03.06.04 A.O: 3, 6, 7, 8, 9.
T Producing creative short simple texts in paper format (narrating an event)
developing interest in establishing relationships. E.C: FL.03.09 St:
S
FL.03.09.01 A.O: 4, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
G: Past Continuous. ICT.
V: Hobbies: do craft activities, go roller Equality between men and women.
skating, go scooting, make a snack, play board Peaceful and settlement of conflicts.
games, play cards, play pool, play table football, Andalusian culture (hours)
read a magazine, watch a film. Hours: o’clock, Other Areas
quarter to, quarter past, twenty to, half past, ten
pasts… Social Sciences.
S/P: -ing

33
 DIDACTIC TRANSPOSITION
FINAL TASK
Improvised role play: In groups of 5, one of them will be a murderer that will have to
prepare an alibi about what he/she was doing during the crime. The other people of the
group won’t know who the murderer is so they will have to ask questions to their
partners to guess it, they will have cards with some clues.
SESSION 1 SESSION 2 SESSION 3
·Introduce The mission – ·Past Continuous – watch ·Hours – create a “cheat
find Rosalina. a video with subtitles. clock”.
·Introduce The final task. ·Past Continuous’ rules – ·What time is it in these
·Vocabulary of activities colour cards. countries?
– flashcards. ·Role play – meeting old ·Interactive activity in ·
·Stick the name of the friends. ·Wordwall – choose the
activity in a picture. correct option.
SESSION 4 SESSION 5 SESSION 6
·Listen to a podcast – ·What is a prom? – ·Blind writing – create a
reactions to big news. brainstorming / visit a web. writing in groups without
·True or false. ·Story - A girl telling her seeing what your partner
·What do you think these last prom. has written.
famous people were ·Put a tittle to the story. ·Read them out loud.
doing in a big day for ·Match people and ·Put tittles to the texts.
them? – tell your partners. activities. ·Decide the winner.
SESSION 7 SESSION 8 SESSION 9
·eTwinning – choose a ·Go to the playground. ·Final task – performance.
mystery book they like and ·Hide and seek – find ·Assessment.
write an adaptation in clues to solve the mystery. ·Solve the mission.
Storybird.
RESOURCES METHODOLOGY
Flashcards, IWB, internet connexion, Gamification, Flipped Classroom, Action-
computers, games, worksheets. oriented approach, Communicative approach.
DIVERSITY
We will have stretch and reinforcement activities. To attend our ADHD student, we
propose short activities which don’t imply so much concentration and much of them
imply movement. In those which these criteria are not working, we propose to give him
a role of supervisor of the class. To our fast learners we have our challenge cards that
give them a specific task.
ASSESSMENT
F.L.03.01. Understands the FL.03.04. - Makes short and
general meaning of texts simple dialogues using previously
identifying simple structures and worked structures to ask for
using basic strategies. information.
ST: FL.03.03. 01. KC: LC, L2L, EISC ST: FL.03.05.02. KC: LC, L2L, CSC, DC
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Analytic rubric.
FL.03.07. Applies appropriate FL.03.09. Creates short texts by
strategies and for the overall using basic strategies and applying
understanding of the text. acquired knowledge and vocabulary.
ST: FL.03.06.04. KC: LC, L2L ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Analytic rubric.

34
 UNIT 6: ‘DISCOVERING FASHION’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each. / 2nd Term
Nowadays some rules about how to dress in certain situations
or places still exist, so through this unit our intention is that
our students know other cultures and their customs related to
clothes. In Year 6 they start to create their own identity related
to clothes, so this could be a very interesting topic for them.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Understand global texts and produce creative F (Foreign language)
texts and oral presentations. aA (Self-confidence)
I (ICT)
Use responsibly ICT to do interactive activities
J (Audio-visual)
and to communicate with other people.
F (Foreign language)
B (Individual work)
Suggest possible improvements to the
F (Foreign language)
difficulties identified and use strategies for a
M (Personality)
more efficient learning.
aA (Self-confidence)
A (Coexistence)
Develop attitudes of respect and solidarity with B (Teamwork)
others in situations of interactions. D (Respect others)
bA (Solidarity)
Express their own ideas openly and work as a B (teamwork)
team respecting each other. aA (self-confidence)
Respect different culture and their customs and D (Respect different
show interest and a positive attitude when we cultures)
work with people from different country. dA (Value heritage)
C Distinguish the basic information transmitted through a call (invitation to a
party) using comprehension strategies appreciating foreign language as an
O
instrument to communicate. E.C: FL.03.01 St: FL.03.03.01 A.O: 1, 6, 8, 9.
N Applying basic strategies to produce simple monologues (give information
about clothes) about different customs and producing clear messages.
T
E.C: FL.03.04 St: FL.03.04.01 A.O: 2, 5, 6, 8, 9.
E Identifying the general meaning in simple short texts (description) using
comprehension strategies and showing interest in reading texts in English
N
(photo captions). E.C: FL.03.06 St: FL.03.06.04 A.O: 3, 6, 7, 8, 9.
T Producing creative short simple texts in paper format (rules of clothing)
following a model using appropriately sociocultural aspects. E.C: FL.03.08
S
St: FL.03.09.01 A.O: 4, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
ICT.
Equality between men and women.
G: Modals (can, can’t, should, shouldn’t). Respect different cultures.
V: Clothes: Jacket, hoodie, shorts, cap, socks, Andalusian famous people and
jumper, jeans, tie, skirt, shirt, suit. places.
S/P: sound /ʃ/ Other Areas
Social Sciences.

35
 DIDACTIC TRANSPOSITION
FINAL TASK
Our students in groups of 4 will have to create a pamphlet about how to dress to certain
places sticking some photos of the clothes. They will have to use the modals can or
can’t to establish the rules and they will have to give some advice using should or
shouldn’t about what they can wear. Then, they will have to do a presentation.
SESSION 1 SESSION 2 SESSION 3
·Introduce The mission – ·Can / Can’t – Signals. ·Listen to an invitation to
to find Warrio. ·Listen to a song – Circle a party in Antonio
·Introduce the final task. Can and Can’t. Banderas’ house.
·Vocabulary – dress your ·Search information of ·Classify what we can or
character. what we can or can’t do in can’t wear to that party.
·What are these people certain place or situations. ·Draw how you would
wearing? – tell your pair. dress for that party.
SESSION 4 SESSION 5 SESSION 6
·Read a description of ·Brainstorming – rules of ·Should / Shouldn’t –
different people about how clothing in some situations. listen to a song and circle
they dress in certain places. ·Design a poster with a the modals.
·Match people and places. dress code for those ·Kahoot – review modals.
·Debate – How would you situations. ·Role play – give advice to
dress? ·Gallery wall in the class. your partners.
SESSION 7 SESSION 8 SESSION 9
·Search information ·Decide the place to do the ·Presentation of the
about clothing and social pamphlet. pamphlet to the partners.
conventions in Norway. ·Create the pamphlet. ·Assessment.
·eTwinning – check if the ·Solve the mission.
information searched is
true.
RESOURCES METHODOLOGY
Flashcards, IWB, internet connexion, Gamification, Flipped Classroom, Action-
computers, games, worksheets. oriented approach, Communicative approach.
DIVERSITY
We will have stretch and reinforcement activities. To attend our ADHD student, we
propose creative and visual activities which imply use more abilities that just
concentration, as well as we can adapt some activities so students can move when they
need. To our fast learners we have our challenge cards that give them a specific task.
ASSESSMENT
F.L.03.01. Understands the FL.03.04. Makes short and simple
general meaning of texts monologues using previously
identifying simple structures and worked structures to give
using basic strategies. information about a topic.
ST: FL.03.03. 01. KC: LC, L2L, EISC ST: FL.03.04.01. KC: LC, L2L, CSC, DC
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Analytic rubric.
FL.03.06. Identifies the general FL.03.08. Produces short and
meaning and main ideas of short simple texts, considering basic
and simple texts on paper. socio-cultural aspects.
ST: FL.03.06.04. KC: LC, L2L ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Analytic rubric.

36
 UNIT 7: ‘THE PERFECT SOCIAL MEDIA’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each. / 2nd Term
Each time it is easier to find a child using social media, but
probably most of them don’t know how dangerous can be if
we don’t use them properly. That is the main reason why we
create this didactic unit which pretends that our students be
conscious about this.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Understand and produce texts using grammar F (Foreign language)
and orthography properly. aA (Self-confidence)
I (ICT)
Write in electronic support simple texts and
J (Audio-visual)
employ ICT responsibly.
F (Foreign language)
Responsibly look for information from C (Resolution of conflicts)
different media and list strategies for dealing F (Foreign language)
with tasks. aA (Self-confidence)
A (Coexistence)
Work as a team valuing the individual and B (Teamwork)
collective effort to achieve the objectives. D (Respect others)
bA (Solidarity)
Interact with empathy and express verbally a
B (Critical sense)
positive view of one’s own qualities and
aA (self-confidence)
limitations.
Respect people from different countries when
F (Foreign language)
work together as well as be conscious about the
dA (Value heritage)
risk of using social media.
Understanding the basic information transmitted through a podcast using
C
comprehension strategies (formulating hypotheses) appreciating the foreign
O language as an instrument to communicate. E.C: FL.03.01 St: FL.03.03.01
A.O: 1, 6, 8, 9.
N
Applying basic strategies to produce simple monologues (give information
T about social media) adapting the message to the context and carrying out
short research projects. E.C: FL.03.04 St: FL.03.04.01 A.O: 2, 5, 6, 8, 9.
E
Identifying the general meaning in simple short texts (giving information)
N using comprehension strategies appreciating their own capacity to learn a
foreign language. E.C: FL.03.07 St: FL.03.06.04 A.O: 3, 6, 7, 8, 9.
T
Producing creative short simple texts in digital format (PowerPoint
S presentation) using appropriately sociolinguistic aspects applying their
acquire knowledge. E.C: FL.03.09 St: FL.03.09.01 A.O: 4, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
ICT.
G: Modals (must, mustn’t, have to, don’t have Internet security.
to). Peaceful and settlement of conflicts.
V: Social Media: avatar, blog, email address, Famous Andalusian places.
chat room, emoji, password, webcam. Devices: Other Areas
computer, headphones, memory stick, profile,
laptop. Social Sciences.
S/P: -

37
 DIDACTIC TRANSPOSITION
FINAL TASK
Our students in groups of 4 and with their partners from Norway, will have to do a
presentation using a power point presentation about a social media that they have to
design. They have to establish the rules and what we have to do on it.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Modals (must / mustn’t). ·Risks of a bad use of
Find Peach. ·Read the rules of TikTok social media –
·Introduce the Final Task – circle the modals. brainstorming.
·Social Media ·Game – Social Media ·Read real testimonies.
Vocabulary – puzzle. cards – what you must or ·Debate – how to prevent
·Devices Vocabulary – mustn’t do in certain social those risks.
Kim’s game. media.
SESSION 4 SESSION 5 SESSION 6
·Hypothesis - how to Modals (have to / don’t ·Check the webpage or
create an email account. have to). the social media of a
·Listen to a podcast – ·Read a text about how to famous Andalusian place.
Create an email account. use “Fakebook” – circle ·Write a comment – why
·Check if a person has modals. people must/mustn’t visit
created an email account ·What things can we do that place.
well. on Fakebook? – classify.
SESSION 7 SESSION 8 SESSION 9
·How to use PowerPoint. ·Create the PowerPoint. ·Final Task –
·eTwinning connexion – ·Write the rules and the presentation.
decide the social media and use of your new social ·Assessment.
start the design. media – eTwinning. ·Solve the mission.
RESOURCES METHODOLOGY
Flashcards, IWB, internet connexion, Gamification, Action-oriented approach,
computers, games, box, tablets. Communicative approach.
DIVERSITY
To attend our ADHD student, we propose short activities in which he doesn’t have to
spend a lot of time concentrated. We can also adapt some activities applying more
movement or giving him a special role around the class. We will also have different
types of activities that have different levels of difficulty to attend the different levels
in our classroom. To attend our fast finishers, we will have our challenge cards.
ASSESSMENT
F.L.03.01. Understands the FL.03.04. Makes simple
general meaning of texts oral monologues using previously
presentations on issues related to worked structures to give
needs and interests using basic strategies. information about a topic.
ST: FL.03.03. 01. KC: LC, L2L, EISC ST: FL.03.04.01. KC: LC, L2L, CSC, DC
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Analytic rubric.
FL.03.07. Applies appropriate FL.03.09. Creates personal texts
strategies and cultural knowledge applying the knowledge acquired
for a global understanding of texts and a vocabulary adapted to the school
specific to their environment. and family context.
ST: FL.03.06.04. KC: LC, L2L ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Analytic rubric.

38
 UNIT 8: ‘A HOUSE IS WHERE EVERYBODY HELPS’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each. / 2nd Term
It is usual when we think about chores to imagine a woman
doing that. The aim of this unit is to change these stereotypes
and make our students understand that everybody should
contribute to the house chores.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
E (Reading habits)
Produce creative texts and use grammar and
F (Foreign language)
orthography properly
aA (Self-confidence)
I (ICT)
Employs ICT responsibly to communicate
J (Audio-visual)
with people from a different country.
F (Foreign language)
Self-assess the outcome and the process B (Individual work)
followed, describing achievements and F (Foreign language)
difficulties encountered. aA (Self-confidence)
Work as a team valuing the individual and A (Coexistence)
collective effort to achieve the objectives and B (Teamwork)
establish the basic principles for equality D (Respect others)
between men and women. bA (Solidarity)
A (Empathy)
Interact with empathy, using different social
B (Individual and
skills and contributing to the cohesion of the
teamwork)
social group to which it belongs.
aA (self-confidence)
Assume the still existence of stereotypes in our F (Foreign language)
own culture and others dA (Value heritage)
C Distinguish the basic information transmitted through a phone call using
comprehension strategies appreciating foreign language as an instrument to
O
communicate. E.C: FL.03.01 St: FL.03.03.01 A.O: 1, 6, 8, 9.
N Applying basic strategies to produce dialogues (dramatization) planning
clear coherent messages adapting properly to the models using a correct non-
T
verbal language. E.C: FL.03.04 St: FL.03.04.01 A.O: 2, 5, 6, 8, 9.
E Identifying the general meaning in an extract of a book using comprehension
strategies showing interest in reading in English. E.C: FL.03.06 St:
N
FL.03.06.01. A.O: 3, 6, 7, 8, 9.
T Producing creative short simple texts in paper format (script) following a
model and using previously studied basic patterns and appropriately
S
sociocultural aspects. E.C: FL.03.09 St: FL.03.09.01 A.O: 4, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
ICT.
G: Present Perfect (ever, never) Equality between men and women.
V: Chores: do the laundry, iron, lay the table, Avoid stereotypes.
do the washing up, dry the dishes, sweep, mop Peaceful and settlement of conflicts.
the floor. Andalusian places.
S/P: -ed / bullet points / capital letters / stage Other Areas
directions.
Social Sciences.

39
 DIDACTIC TRANSPOSITION
FINAL TASK
Our students have to write the script of a dramatization and then represent it. They will
have to form two big groups, one of them will represent a family in which the only
person that do the chores is mom, the other group will represent a family in which each
member helps. They must take into account the feelings of the people in each situation.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Past Participle – classify ·Read a letter of an ex-
Find Donkey Kong. regular/irregular – obstacle maid from El Palacio de
·Introduce the final task. race. San Telmo - Present
·Chores Vocab – ·Fishing the fish – find the Perfect.
flashcards. pair of the verb. ·Present Perfect (+) -
·2 lies 1 truth – tell your ·Role play – How do you coloured cards.
partner. help at home? ·Ever/Never – play Never
Have I Ever.
SESSION 4 SESSION 5 SESSION 6
·Listen to a phone call of ·Review Present Perfect – ·eTwinning connexion.
a mom – who do chores at Kahoot. ·Rewrite Cinderella –
home. ·Read “Un papá con now both Cinderella and
·Match people and delantal”. the Prince do the chores.
chores. ·Write a comment to the ·Read it to the partners.
·Debate – stereotypes. author – give your opinion
SESSION 7 SESSION 8 SESSION 9
·Observe the model - ·Write the script. ·Final Task –
script. dramatization.
·Bullet points– put them in ·Assessment.
a script. ·Solve the mission.
RESOURCES METHODOLOGY
Flashcards, IWB, internet connexion, Gamification, Action-oriented approach,
computers, games, wheel. Communicative approach.
DIVERSITY
To attend our ADHD student, our activities have an adequate length that is enough for
his concentration. Some of the activities imply movement, so the student will have a
time to stand up. Production activities will have different levels of difficulty to attend
the different levels in our classroom. Our fast finishers will have our challenge cards,
or they can start writing ideas for the script they have to produce.
ASSESSMENT
F.L.03.01. Understands the general FL.03.04. Performs simple
meaning of oral texts, using basic dialogues using memorized
strategies to improve comprehension. expressions to describe daily
ST: FL.03.03. 01. KC: LC, L2L, EISC. routines.
Tch: Observation / Tool: Register sheet. ST: FL.03.04.01. KC: LC, L2L, CSC.
Tch: Observation/ Tool: Holistic rubric.
FL.03.06. Identifies the general FL.03.09. Creates personal texts
meaning and main ideas of simple using basic strategies, and applying
texts on paper: adapted readings. vocabulary adapted to the school context.
ST: FL.03.06.04. KC: LC, L2L. ST: FL.03.09.01 KC: LC, L2L, CSC.
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Analytic rubric.

40
 UNIT 9: ‘LOOKING FOR A REMEDY’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each. / 3rd Term
What would happen if we travelled to a foreign country, and
we got sick? The answer to this question will be given through
this unit, so we are going to prepare our students to express if
they have symptoms of some illness. They can prove, using
what they learn in this unit, how important is to know how to
communicate in foreign language.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Use strategies to understand and produce in F (Foreign language)
both written and oral form. aA (Self-confidence)
Use responsibly ICT to search information and I (ICT)
to work together with people from another J (Audio-visual)
country sharing the work. F (Foreign language)
B (Individual work)
Be conscious about their own difficulties and
F (Foreign language)
suggest improvements to self-assess.
cA (Health)
Develops attitudes of respect when work B (Teamwork)
together, valuing the effort applied to achieve K (Value health)
the objectives. bA (Solidarity)
B (Individual and
Interact with empathy using different social
teamwork)
skills and expressing their own point of view.
aA (self-confidence)
Respect people who interact with us and tell us F (Foreign language)
about their country. dA (Value heritage)
C Distinguishing the basic information transmitted through a phone call using
comprehension strategies appreciating foreign language as an instrument to
O
communicate. E.C: FL.03.01 St: FL.03.03.01 A.O: 1, 6, 8, 9.
N Participating in conversations (ask for help) adapting the message to the
context and its addressee and using social conventions and a proper non-
T
verbal language. E.C: FL.03.05 St: FL.03.05.02 A.O: 2, 5, 6, 8, 9.
E Identifying the main ideas in a simple text (comic) using comprehension
strategies appreciating their own capacity to learn a foreign language.
N
E.C: FL.03.06 St: FL.03.06.04. A.O: 3, 6, 7, 8, 9.
T Producing short simple texts in digital format (blog entry) following a model
and using previously studied basic patterns and appropriately sociocultural
S
aspects. E.C: FL.03.09 St: FL.03.09.01 A.O: 4, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
ICT.
G: Present Perfect (for, since) Awareness of their health.
V: Illnesses: flu, cold, cough, earache, Peaceful and settlement of conflicts.
headache, sore throat, temperature…Remedies: Andalusian people, places and
medicine, pill, injection, vaccine… Verbs: to customs.
catch a cold, to sneeze, to cough, to have an Other Areas
earache, to throw up, to hurt…
S/P: -ed/ “since” pronunciation… Physical Education

41
 DIDACTIC TRANSPOSITION
FINAL TASK
Our students, in pairs and following a model, have to record a doctor-patient interview.
One of the students will be the patient that is sick, and the doctor will have to offer
him/her the best remedy.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Review Participles – ·Remedies Vocab. - Visit
Find Pauline. memory infinitive – of a doctor from Virgen del
·Introduce the final task. participles. Rocio Hospital
·Illnesses Vocabulary – ·Present Perfect (negative ·Q and A with the doctor.
create flashcards. and interrogative) – ·Find the remedy – search
·Play find someone who – Listen to a song. on the Internet.
different illnesses. ·Write questions and ask
them to your partners.
SESSION 4 SESSION 5 SESSION 6
·Verbs Vocabulary – read ·For and since – join ·Listen to a phone call –
a comic about illnesses. sentences. a girl calls her doctor.
·Write the last pages of ·Run to the correct group ·True or false.
the comic – for or since? ·Role – play – patient –
·Open questions about ·How long…? – answer doctor role play.
illnesses – debate. questions.
SESSION 7 SESSION 8 SESSION 9
·eTwinning – blog entry ·Watch the model. ·Final Task – watch the
about typical remedies that ·Write the draft of the videos.
we do in our countries to advertisement. ·Assessment.
cure some illnesses. ·Solve the mission.
RESOURCES METHODOLOGY
IWB, internet connexion, computers, Gamification, Action-oriented approach,
board games, comic. Communicative approach, Flipped Classroom.
DIVERSITY
To attend our ADHD student, we are going to give him the role of monitor which allow
him to move through the class revising the work of his partners. In activities that imply
movement we are going to give them extra obstacles. Finally, the activities will have a
short length. To our fast finishers we will have our ‘challenge cards’. To our different
levels we will do differentiation in some of our activities.
ASSESSMENT
F.L.03.01. Understands the FL.03.05. Conducts a face-to-face
general meaning of oral texts, conversation to act in different
on topics related to one’s own contexts: finding a cure for the
experience using basic strategies diseases.
ST: FL.03.03. 01. KC: LC, L2L, EISC ST: FL.03.05.02. KC: LC, L2L, CSC, DC
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Analytic rubric.
FL.03.06. Identifies the general FL.03.09. Creates personal texts
meaning of short, simple texts on using basic strategies and applying
paper: comics, age-appropriate acquired knowledge and vocabulary
and contextualized adapted to the context.
ST: FL.03.06.04. KC: LC, L2L ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Analytic rubric.

42
 UNIT 10: ‘CHRONIC OF A PREMIERE’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each. / 3rd Term
In Year six, students start having idols because they start
watching films, series, listening to music…
So, the aim of this unit is that students know more about films
and all the things that they involve feeling like real reporters.

CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Use grammar and vocabulary properly to E (reading habit)
understand and produce texts in written and F (Foreign language)
oral form. aA (Self-confidence)
Use responsibly ICT to search for information I (ICT)
and to produce written texts and upload them J (Audio-visual)
to the Internet in a safety way. F (Foreign language)
Be conscious about the strategies for dealing B (Creativity)
with an individual or collective tasks and F (Foreign language)
accept their mistakes and try to change them. aA (self-confidence)
Work as a team valuing individual and B (Teamwork)
collective effort to achieve the objectives. C (conflict resolution)
Actively involved in conflict resolutions. bA (Solidarity)
Develop attitudes of respect and solidarity B (Teamwork)
towards others in formal and informal D (Equality)
situations of social interactions. aA (self-confidence)
H (Culture)
Respect people who interact with us as well as
F (Foreign language)
when we learn about other country’s culture.
dA (cultural diversity)
C Understanding basic information transmitted through a video using
comprehension strategies appreciating foreign language as an instrument to
O
communicate. E.C: FL.03.01 St: FL.03.03.01 A.O: 1, 6, 8, 9.
N Planning and producing clear messages exchanging information (questions
and answers) adapting the message to the context valuing the sociocultural
T
elements. E.C: FL.03.04 St: FL.03.05.03 A.O: 2, 5, 6, 8, 9.
E Identifying general meaning in simple texts (review) using comprehension
strategies and showing interest in reading simple texts in English. E.C:
N
FL.03.07 St: FL.03.06.03. A.O: 3, 6, 7, 8, 9.
T Producing creative texts in digital format (magazine) following a model and
using previously studied basic patterns and appropriately sociocultural
S
aspects. E.C: FL.03.09 St: FL.03.09.01 A.O: 4, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
ICT.
G: Relatives (who, which, where)
Equality between men and women.
V: Films: actor, actress, premiere, red carpet,
Peaceful and settlement of conflicts.
audience, cast, director, special effects. Film
Andalusian festivals.
Genres: action film, animation film, comedy,
Other Areas
horror film, musical, romantic comedy, science
fiction, thriller.
Social Sciences
S/P: relative pronouns

43
 DIDACTIC TRANSPOSITION
FINAL TASK
In groups of two and together with eTwinning, our students will have to write a Film
magazine using Padlet. They will have to look for information about who appear in
the film, what is it about, where is the premiere… The magazine will be printed to have
them in our reading corner.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Relatives – read a review ·Film Genre Vocab. –
Find Browser. of ‘Malaga Cinema memory images and
·Introduce the final task. Festival’. words.
·Film Vocabulary – watch ·Hide and seek – classify ·Which film is it? -
images of a premier. people, places, and things. guessing.
·My favourite film - tell ·Board game – definition ·Classify films and genres
your partner game. – race.
SESSION 4 SESSION 5 SESSION 6
·Video - report of a film ·Read a review of a film. ·Write a draft - questions
premiere. ·Order the paragraphs. to ask in a press
·True or false – Quizizz. ·Open questions – which conference.
·Questions about the film do you think it is? ·We are in a press
premiere – debate. Which genre? conference – role play.
SESSION 7 SESSION 8 SESSION 9
·Watch the model. ·eTwinning – put the ·Final Task – watch the
·Learn how to design the information in common. magazines and write
classroom magazine - ·Start writing and comments.
Padlet designing the magazine. ·Assessment.
·Search information. ·Solve the mission.
RESOURCES METHODOLOGY
IWB, internet connexion, computers, Gamification, Action-oriented approach,
board games. Communicative approach.
DIVERSITY
To attend our ADHD student, we try to do activities which imply movement or do not
involve a lot of concentration but that they are easy to do for them. He will have the
special role of monitor which allow him to walk around the class when he needs it. our
fast finishers we will have our ‘challenge cards’ or a hall of fame in the wall which
they can decorate. To our different levels we will do differentiation in our activities.
ASSESSMENT
F.L.03.01. Understands the FL.03.04. Conducts simple
general meaning of texts dialogues, applying basic
identifying simple structures, and expression strategies and using
their knowledge of socio-cultural aspects pre-worked formulas to present their film.
ST: FL.03.03.01. KC: LC, L2L, EISC ST: FL.03.05.03. KC: LC, L2L, CSC, DC
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Analytic rubric.
FL.03.07. Applies knowledge of FL.03.09. Creates personal texts
cultural aspects for the global using basic strategies and applying
understanding of different types of acquired knowledge and vocabulary
texts specific to their environment adapted to the context.
ST: FL.03.06.03. KC: LC, L2L, CAEC ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Register sheet. Tch: Analysis / Tool: Analytic rubric.

44
 UNIT 11: ‘AN UNCERTAIN FUTURE’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each. / 3rd Term
One of the things that makes all people worried is how our
future will be. It is true that each time that we watch the news
we can see a different natural problem due to how humans
behave in the Earth. So, through this unit we want that our
students be conscious about the big problems that can happen
in a future if we do not take care of our planet.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
Produce creative texts and understand global E (reading habit)
texts identifying general information using F (Foreign language)
grammar and orthography properly. aA (Self-confidence)
Use responsibly ICT to search information, I (ICT)
create texts and communicate with people and J (Audio-visual)
use the security measures when using the ICT. F (Foreign language)
Self-assesses the outcome and the process B (Individual work)
followed, describing achievements and F (Foreign language)
difficulties encountered. aA (self-confidence)
Develop attitudes of respect when work with B (Teamwork)
others valuing individual and teamwork and C (Conflict resolution)
respecting people. bA (Solidarity)
Act in a respectable and dignified manner and B (Teamwork)
reason a sense of commitment to oneself and L (Respect animals)
others. dA (Value heritage)
Show an adequate attitude when we use a A (Coexistence)
foreign language as well as when we F (Foreign language)
communicate with people from other country. dA (Cultural diversity)
C Distinguishing general information transmitted through a video related to the
environment using strategies appreciating foreign language as an instrument
O
to communicate. E.C: FL.03.03 St: FL.03.03.01 A.O: 1, 6, 8, 9.
N Applying basic strategies to produce simple monologues using previous
knowledge about the environment and foreign language as an instrument to
T
communicate. E.C: FL.03.04 St: FL.03.04.01 A.O: 2, 5, 6, 8, 9.
E Identifying general meaning in simple texts (web entry) using
comprehension strategies and showing interest in reading simple texts in
N
English. E.C: FL.03.06 St: FL.03.06.03. A.O: 3, 6, 7, 8, 9.
T Producing creative texts (flyer) in digital format (Canva) following a model
and developing interest in establishing relationships with speakers of other
S
language (eTwinning) E.C: FL.03.08 St: FL.03.09.01 A.O: 4, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
ICT.
G: Will / Won’t Environmental care.
V: Environment: Earthquake, Hurricane, Peaceful and settlement of conflicts.
Ocean, Forest, Ground, Desert, Glacier, Global Andalusian landscapes.
Warming, Pollution, Drought… Verbs: Dry, Other Areas
Disappear, Melt, Increase, Extinguish…
S/P: contraction will - ‘ll Natural Sciences / Arts

45
 DIDACTIC TRANSPOSITION
FINAL TASK
In groups of five will have to create a mock-up about how the planet will be if we do
not take care of it. Then, they will have to do a presentation to their partners explaining
what will happen in their planet, then their partners will have to find solutions.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Find information about ·Introduce Will / Won’t –
Find Toadette. Andalusia’s environment listen to a song.
·Introduce the final task. – find drought places, ·Filling gaps in the song.
·Environment extinguished animals… ·Predictions – one student
Vocabulary – flashcards. ·Create a map of proposes a future situation
·Describe pictures – Andalusia and put the and the other have to
guessing game in pairs. information on it. predict what will happen.
SESSION 4 SESSION 5 SESSION 6
·Verbs Vocabulary – ·Watch a video of a ·National Geographic
pictures of some places in specialist talking about Kids web – read how to
the world before and after. the environment. reduce plastic use.
·Matching - pictures and ·Baamboozle – questions ·The bad plastic hunt –
words. about the video. find bad plastic in your
·Debate - What can we do ·Debate – How will the classroom and explain why
to solve those problems? planet be in 50 years? it is bad.
SESSION 7 SESSION 8 SESSION 9
·eTwinning – create a flyer ·Create the mock-up. ·Final Task – do the
to make people conscious ·Write the draft of the presentation.
about the pollution. presentation. ·Provide solutions.
·Vote the best flyer – ·Assessment.
Google Forms. ·Solve the mission.
RESOURCES METHODOLOGY
IWB, internet connexion, Gamification, Action-oriented approach,
computers, board games. Communicative approach, Cooperative learning.
DIVERSITY
To attend diversity, we will use strength and reinforcement activities. To attend our
ADHD student, the length of the activities won’t be too long to keep his concentration.
Moreover, he will have a special role when he needs to move by walking around the
classroom seeing if his partners are working. To our fast finishers, we will have our
“challenge cards” and to our different levels, we will have different levels of activities.
ASSESSMENT
F.L.03.03. Understands the FL.03.04. Conducts simple
main idea of messages heard on dialogues, applying basic
everyday subjects based on expression strategies, and using pre-
various audio-visual materials. worked formulas to present the project.
ST: FL.03.03.01. KC: LC, L2L ST: FL.03.04.01. KC: LC, L2L, CSC, DC
Tch: Observation / Tool: Register sheet. Tch: Observation/ Tool: Analytic rubric.
FL.03.06. Identifies the general FL.03.08. Produces short texts, as
meaning and main ideas of flyers using simple sentences and
simple texts in digital format. using correct basic spelling conventions.
ST: FL.03.06.03. KC: LC, L2L, CAEC ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Checklist.

46
 UNIT 12: ‘THE FINAL TRIP’
LEVEL: Year 6. TIMING: 9 sessions of 60 minutes each. / 3rd Term
This is the last unit, so our students are closer to go to their
School Final Trip. Through this unit we want to give them the
chance to choose the place they want to go and organize it. In
this way our students can learn more about certain places and
the all the things that we can visit there.
CURRICULAR DEVELOPMENT
Key Competences Stage Objectives
B (Teamwork)
Comprehend and produce creative texts using E (reading habit)
previously structures worked. F (Foreign language)
aA (Self-confidence)
I (ICT)
Apply their knowledge on ICT to use them
J (Audio-visual)
responsibly as a mean of communication.
F (Foreign language)
Responsibly look for information contributing B (Individual work)
to individual and teamwork describing F (Foreign language)
achievements and difficulties encountered. aA (self-confidence)
Work as a team valuing everyone’s B (Teamwork)
contributions to carry out different activities or C (Conflict resolution)
tasks. bA (Solidarity)
A (Coexistence)
Interact with empathy, using different social
B (Teamwork)
skills developing attitudes of respect.
dA (Value heritage)
H (Geography)
Develop an attitude of respect when learn
F (Foreign language)
about different countries and their customs.
dA (Cultural diversity)
Distinguish general information transmitted through a video describing
C
places appreciating sociocultural and sociolinguistics aspects (customs)
O E.C: FL.03.01 St: FL.03.01.02 A.O: 1, 6, 8, 9.
Planning and producing clear messages adapting to the models (Canva
N
presentation) to offer information about a place (itinerary) appreciating
T foreign language as a mean of communication. E.C: FL.03.04 St:
FL.03.04.01 A.O: 2, 5, 6, 8, 9.
E
Understanding general meaning in simple texts (book) that describe cities
N mobilising previous information and showing interest in reading simple texts
in English. E.C: FL.03.06 St: FL.03.06.02. A.O: 3, 6, 7, 8, 9.
T
Producing creative texts (poster/presentation) in digital format (Canva)
S following a model and using appropriately sociocultural and sociolinguistic
aspects. E.C: FL.03.08 St: FL.03.09.01 A.O: 4, 6, 7, 8, 9.
Linguistic Functions Transversal Elements
ICT.
G: 1st Conditional
Peaceful and settlement of conflicts.
V: City: stadium, cathedral, park, museum,
Reading habit.
square, cinema, bar, airport, train station, hotel.
Andalusian tourism.
Verbs: book a hotel, take the bus/plane, travel,
Other Areas
read the itinerary, sightseeing.
S/P: - Social Sciences.

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 DIDACTIC TRANSPOSITION
FINAL TASK
In groups of four, or students will have to create a presentation using Canva about the
travel that they would like to do to their Final School Trip. They will have to write the
itinerary and the things they would like to visit if they travel to that place.
SESSION 1 SESSION 2 SESSION 3
·Introduce the mission – ·Review vocabulary - ·Watch a video –
Find Waluigi. memory advertisement about visit
·Introduce the final task. ·1st Conditional – What UK and Ireland
·City Vocabulary – video. will you see if you go to…? ·Classify – places from
·Taboo – describe where – debate. UK and Ireland.
you are without saying ·Worksheet – join ·Which country do you
certain words. sentences. prefer? – debate.
SESSION 4 SESSION 5 SESSION 6
·Review 1st Conditional – ·Read “Las ciudades del ·eTwinning – tell your
Kahoot. mundo en 15 laberintos” partner - places to visit in
·Verbs Vocabulary – – adapted without the name Andalusia and in Norway.
flashcards. of the country. ·Look for information of
·Role – play – preparing a ·Guess the country of those places – write a
trip. each text. poster about both places.
SESSION 7 SESSION 8 SESSION 9
·How to create an ·Review Canva’s ·Final Task – do the
itinerary – things that we presentations use. presentation.
must consider (Model) ·Create the presentation ·Vote the best trip.
·Look for information of on Canva. ·Assessment.
the place we will travel to. ·Solve the mission.
RESOURCES METHODOLOGY
IWB, internet connexion, Gamification, Action-oriented approach,
computers, board games. Communicative approach, Cooperative learning.
DIVERSITY
To attend diversity, we will use strength and reinforcement activities. To attend our
ADHD student, the longest activities will be divided in small part to make it easier to
him. He can also move around the class when he needs bearing in mind his monitor
role. To attend our different levels, we will use differentiation in some activities. To
our fast finishers, we will have our “challenge cards”.
ASSESSMENT
F.L.03.01. Understands the FL.03.04. Conducts simple
general meaning of oral texts, dialogues, applying basic
using their knowledge of expression strategies, and using pre-
sociocultural aspects to improve worked formulas to present the project.
comprehension. ST: FL.03.04.01. KC: LC, L2L, CSC, DC
ST: FL.03.01.02. KC: LC, L2L Tch: Observation/ Tool: Analytic rubric.
Tch: Observation / Tool: Register sheet.
FL.03.06. Identifies the general FL.03.08. Produces short texts,
meaning and main ideas of posters, using simple sentences and
simple texts in adapted reading. using correct basic spelling conventions.
ST: FL.03.06.02. KC: LC, L2L, CAEC ST: FL.03.09.01 KC: LC, L2L, CSC, DC
Tch: Analysis / Tool: Checklist. Tch: Analysis / Tool: Checklist.

48
 10. CONCLUSION
When someone decides to become a teacher, it is important to understand that it
is not just going to school and working with children, but there is a lot of work behind.
Going back to the start, we can say that a good education can bring a lot of opportunities,
and everything starts at school. So it is our duty as teachers to provide our students the
necessary tools to be good citizens.
In this case, we have to highlight the importance of learning a foreign language,
in this case English, which is considered the lingua franca, so if our students reach a high
competence, they will be able to develop certain communicate skills which will allow
them to establish different social relations with people from other country to enrich their
cultural knowledge. Teaching a foreign language offers us the opportunity to teach our
students some abilities that they can apply in their real life, giving a functional character
to them.
All this cultural knowledge must be considered when we plan our English lessons,
so we have to bear in mind different elements to guarantee the success of our students in
our area. Such elements are objectives, key competences, contents, methodologies and
evaluation criteria always considering our students interest and needs, attending to
diversity and the different levels in our class, so teaching is not an isolated work, but we
have to plan everything we will do during our school year for a more efficient teaching-
learning process.
During the elaboration of this syllabus, it has been easier to understand that when
we face a new school year, we find different students, different contents, or even different
contexts, and we must be prepared to show our best attitude toward it, being able to adapt
ourselves to different situations.
“The function of education is to teach one to think intensively and to think
critically. Intelligence plus character – that is the goal of true education.” Martin Luther
King, Jr.

11. BIBLIOGRAPHY
• Legal.
-Education Act 2/2006 modified by Education Act 3/2020. Official State Gazette, 340,
December 30th, 2020.
-LEA 17/2007, December 10th, which defines the Andalusian Education Law. Official
State Gazette, 20, January 23rd, 2008.
-Royal Decree ECD 65/2015, January 21st, which establishes the relationship between the
competences, content and assessment criteria of primary education. Official State
Gazette, 25, January 19th, 2015.
-Royal Decree 126/2014 which develop the basic curriculum in Primary Education.
Official State Gazette, 52, March, 1st, 2014.

49
-Decree 97/2015 modified by Decree 181/2020 which establishes the organisation and
the curriculum of Primary Education in the autonomous region of Andalusia. Official
Gazette of the Junta de Andalucía, 221, November 16th, 2020.
-Annex II of The Order of January 15th, 2021, which develops the curriculum for the
primary education stage in the Autonomous Community of Andalusia, regulates certain
aspects of attention to diversity, regulates the assessment of pupils ' learning processes
and determines the transition between different stages of education. Official Gazette of
the Junta de Andalucía, January 18th, 2021.
-Instructions of March 8th of 2017, by which it is updated the protocol of detection,
identification of the pupil with specific needs for educational support and organization of
the educational response. Ministry of Education.
• Authors.
- Council of Europe. (2020). Common European Framework of Reference for Languages:
Learning, Teaching Assessment. Companion Volume.
- Christison, M., Murray, D.E. (2021). What English language teachers need to know.
Volume III. Routledge.
- Estaire, S., Zanón, J. (1997). Planning classwork. A task-based approach. Heinemann.
-Harmer, J. (2015). The practice of English language teaching. Pearson.
-Harmer, J. (2012). Essential Teacher Knowledge. Pearson.
- Nunan, D. (2011). Teaching English to young learners. Anaheim University Press.
-Nunan, D. (2004) Task-based language teaching. Cambridge.
- Read, C. (2007). 500 activities for the primary classroom. Macmillan.
- Rossner, R. (2017). Language Teaching Competences. Equals.
- Novak, K. (2021). UDL Now! A teacher’s guide to applying Universal Design for
Learning in today’s classrooms.
-Pinter, A. (2015). Teaching young language learners. Oxford.
-Brewster, J, Ellis, G, and Girard, D. (2002). The primary English teacher’s guide.
Penguin.
-Krashen, S. (1981). Second language acquisition and second language learning.
Pergamon Institute of English.
-Halliwell, S. (1993). Teaching English in the primary classroom. Longman.
-Crystal, D. (2003). English as a global language. Cambridge.
-Robinson, K, and Aronica, A. (2016). Creative Schools: the grassroots revolution that’s
transforming education. Viking Press

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 12. ANNEXES

Annex 1 – Students’ roles.

Annex 2 – Journal to routines.

51
Annex 3 – Cards and Rewards Book.

Annex 4 – Resources Unit 1.

52
Annex 5 – Resources Unit 2.

Annex 6 – Resources Unit 3.

Annex 7 – Resources Unit 4.

53
Annex 8 – Resources Unit 5.

Annex 9 – Resources Unit 6.

Annex 10 – Resources Unit 7.

54
Annex 11 – Resources Unit 8.

Annex 12 – Resources Unit 9.

Annex 13 – Resources Unit 10.

55
Annex 14 – Resources Unit 11.

Annex 15 – Resources Unit 12.

Annex 16 – Wheel of role-plays.

56