Rooftops 3 Programacion LOMCE Ingles MECD

OXFORD ROOFTOPS 3 FOREIGN LANGUAGE DISCIPLINE

ENGLISH TERCER CURSO

COMPULSORY PRIMARY EDUCATION

CONTENTS

TOC

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1. INTRODUCTION 1.1. LOMCE The advantages and opportunities offered by the currently in force Education Act (henceforth referred to as the LOE), modified by Law 8/2013, passed on the 9th of December, for the Improvement of Quality in Education (henceforth referred to as the LOMCE), the demands and needs of our continually more multicultural society, along with the guidelines and directives established by the European Council Framework are the three major groundings clearly visible in the project entitled Oxford Rooftops. Geared towards clear educational and learning based goals, in which the students learn English through motivational activities devised around games that allow for subconscious and natural acquisition of foreign language skills, and which encompass the challenge of enhancing the students’ abilities as to be able to perceive the knowledge of a foreign language not just as another subject they must study but rather as the discovery of an external world in which all of us have a responsible part to play , interaction in the classroom is promoted so that classroom interaction takes place with awareness of social norms and values, within the framework of the psychopedagogical principles upon which the syllabus has been grounded for the Primary Education stage. The purpose of our project is, firstly, to accomplish the students attaining a grounding all of the skills outlined in the LOMCE focusing, as is logical, on linguistic communication skills and placing special emphasis on social and community skills, learning to learn, a sense of initiative and an entrepreneurial spirit. Similarly, the incorporation of the set of transversal elements, contained also in the LOMCE, as part of the learning process. As would be expected, written comprehension, spoken expression and writing, audio-visual communication and ITC skills will be worked on intensively throughout the course, though there will also be time for the fostering of equal opportunities, non-discrimination, effective equality between men and women and the prevention of gender-based violence, the prevention and peaceful resolution of conflicts, the rejection of any type of racism and xenophobia, respect for the victims of terrorism, sustainable development and the environment , the risks of sexual exploitation and abuse, situations leading to risks whilst using ITC, protection against emergencies and natural disasters, the development of an entrepreneurial spirit, physical activity and a balanced diet, the improvement of coexistence and the prevention of traffic accidents will all be treated in the classroom environment. This project takes into account such important and evident changes to the world such as globalisation, which practically demands people be proficient in a second language, and the impact of new technology, having thus a positive effect on students when it comes to learning, communicating or carrying out a task. Elements that have become a priority and key tool respectively in the learning process, not only during the stage dealt with in this document, but rather throughout the student’s entire life. In this project, the teaching staff must create the essential conditions so that the learning process is accomplished whilst catering specifically for the abilities and expectations of each student and in the search for the development of the talent each Oxford Rooftops 3 – Oxford University Press

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one of these has. The teaching staff will prepare and organise the tasks, aiding the development of the same, coordinating activities, fostering positive attitudes towards the language and English culture, enhancing and developing the students’ interest towards new items and creativity, intervening in an active and reflexive manner, handling mistakes as signs of progress.. For their part, the students must participate actively in the learning process being, as defined in the LOMCE, the centre and fulcrum of the educational process.

1.2. Basic Integrated Skills Our current society, every day more heterogeneous and worldwide, demands a competent citizenship who knows what to do and that to say in a creative and autonomous manner. From the foreign languages discipline, this necessarily on-going training constitutes a process of social and emotional building of the knowledge with which persons interact continually with the body, mind, reason and emotions. During the continuous leaning process, based on the acquisition of skills, the students, via the knowledge they have obtained, must be capable of applying what they know in specific situations, in other words, putting into practice and demonstrating the knowledge, skills and attitudes that they possess in order to resolve different events in diverse contexts. It is worth highlighting the combined value of skills-based learning: the student, through what they have learnt, must display that they know how to apply this, though at the same to know how to act and behave. In this manner we will see how skills integrate the different subject matters worked on in the classroom (concepts, procedures and altitudes), an example of the comprehensive forming of the student. To summarise, we are acknowledging that the educational institution does not solely prepare the student in terms of scientific and technical knowledge, but rather it also forms them as citizens of the future, and as such must be able to demonstrate a series of social, civic and intellectual abilities that imply respect for others, duties and cooperation. Out project contains and integrates the different elements in the syllabus -aims, learning standards and skills- for the learning of a foreign language, as well as criteria and indicators of skills obtained for the evaluation of the acquisition of these skills and the accomplishment of the aims set out in the subject.

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2. CONTEXT 2.1. Specific context for the centre 5th Year Primary Education – English Centre Street City

State

Zip Code

Composition of the foreign language department 1 2 3 4 5 Student Distribution Course

Number of students

Number of groups

Students’ characteristics (The department will describe these taking into account the three criteria listed below:

  

General For the different groups For a single group

Basic aims for their implementation will be described Likewise, priority will be given to their needs, the strategies that are worthwhile using and time frames.)

Centre profile (Eliminate whichever are unnecessary)

Social standing

Upper Class

Middle Class

Region

Urban Centre

Peripheral District

Working Class Town

Mixed Rural

Number of integration students: Remarks:

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2.2. Reading Plan We propose the following activities to enhance reading skills in English:   

Reading texts aloud on the part of the students. Reading groups inside and outside the classroom. Graded readers related to the linguistic aim and / or topic studied at home. A table has been included in which the recommended books for each term have been highlighted (to be completed by the teaching staff). 1st Term

2nd Term

  

  

3rd Term

  

2.3. Information Communication Technologies Plan (to be completed by the teaching staff)

Aims:

 Foster the learning of a foreign language.  Acquire technological and communicative skills.  Facilitate access to information on digital medium.  Research and contrast information.  Make good use of the Internet and social networking sites.  Use of the Internet and social networking sites., email, messaging, etc.  Creation of document in digital format.  Download and share resources.  Others

Resources:

    

Internet Connection Computer Room Computers, tablets, netbooks, laptops Digital whiteboard Others

Programmes / Applications:

        

Web Pages Wikis Text Processors Ebooks Blogs Skype Google sites Social networks Others

Others:



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2.4. Group characteristics in relation to learning (Eliminate whichever are unnecessary)

General ....................... Group A  They like learning whilst they play or are involved in games.  Show easily / difficultly their creativity and imagination.  It is easy / difficult to arouse their curiosity.  They like / dislike expressing how they feel.  The show ability/ lack the ability to organise and analyse their own learning.  They are / are not aware of the advantages of working in cooperation in the classroom.  They express themselves coherently/incoherently and correctly/incorrectly in their mother tongue.  They need to/ do not need to understand all the words in a text to comprehend it.  They like / dislike reading at home.  Others.

Group B  They like learning whilst they play or are involved in games.  Show easily / difficultly their creativity and imagination.  It is easy / difficult to arouse their curiosity.  They like / dislike expressing how they feel.  The show ability/ lack the ability to organise and analyse their own learning.  They are / are not aware of the advantages of working in cooperation in the classroom.  They express themselves coherently/incoherently and correctly/incorrectly in their mother tongue.  They need to/ do not need to understand all the words in a text to comprehend it.  They like / dislike reading at home.  Others.

Group C  They like learning whilst they play or are involved in games.  Show easily / difficultly their creativity and imagination.  It is easy / difficult to arouse their curiosity.  They like / dislike expressing how they feel.  The show ability/ lack the ability to organise and analyse their own learning.  They are / are not aware of the advantages of working in cooperation in the classroom.  They express themselves coherently/incoherently and correctly/incorrectly in their mother tongue.  They need to/ do not need to understand all the words in a text to comprehend it.  They like / dislike reading at home.  Others.

Group D  They like learning whilst they play or are involved in games.  Show easily / difficultly their creativity and imagination.  It is easy / difficult to arouse their curiosity.  They like / dislike expressing how they feel.  The show ability/ lack the ability to organise and analyse their own learning.  They are / are not aware of the advantages of working in cooperation in the classroom.  They express themselves coherently/incoherently and correctly/incorrectly in their mother tongue.  They need to/ do not need to understand all the words in a text to comprehend it.

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 They like / dislike reading at home.  Others.

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2.5. Needs prioritising (to be completed by the teaching staff)

General needs ....................... Specific needs for the different groups Group A....................... Group B....................... Group C....................... Group D....................... Specific individual needs Group A Student....................... Group B Student....................... Group C Student....................... Group D Student....................... Strategies to use (to be completed by the teaching staff)

a) With respect to the students b) With respect to the teaching staff in the centre....................... c) With respect to fathers/mothers/tutors/families.......................

2.6. Class timetables Name and post held by the teacher: HOUR

Monday

Tuesday

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Thursday

Friday

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Name and post held by the teacher: HOUR

Monday

Tuesday

Wednesday

Thursday

Friday

Wednesday

Thursday

Friday

Wednesday

Thursday

Friday

Name and post held by the teacher: HOUR

Monday

Tuesday

Name and post held by the teacher: HOUR

Monday

Tuesday

2.7. Complementary and after-school activities (Note here the complementary and / or after-school activities: sporting, artistic, support, etc.)

Hour

Monday

Tuesday

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Thursday

Friday

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3. SYLLABUS DESIGN 3.1. Syllabus The definition of the syllabus as per Organic Law 8/2013, passed on the 9th of December with the aim of improving the quality of the education received, states in Article 6 of the same, the following: syllabus is understood as referring to the regulation of the elements that determine teaching and learning processes for each one of areas handled in class. The syllabus will be comprised of the following elements: a) The aims of each relevant teaching and educational phase referring to the accomplishments the student must achieve that end of the educational process, as a result of the intentionally planned teaching – learning experiences devised for that purpose. b) The skills, or abilities to apply comprehensively contents involved in each teaching and educational phase with the aim of achieving the correct carrying out of activities and efficient resolution of complex issues. c) The contents, or knowledge sets, abilities, strategies, skills and altitudes that contribute to the accomplishment of the aim for each teaching and educational phase and the acquisition of skills. Contents are ordered into subjects, classified into materials, areas, disciplines and modules depending on the teaching and educational phase or the programmes in which the student takes part. d) Didactic methodology comprising both the description of the teaching practices as well as the organisation of the work undertaken by the teaching staff. e) The grading criteria to appraise the level of acquisition of these skills and the accomplishment of the aims of each teaching and educational phase define what is to be evaluated, both in terms of educational items as well as procedures and attitudes. Respond directly with what is intended to be achieved in the subject. f) The standards and results for evaluable learning: specification of the evaluation criteria that allows for the definition of learning results and specifying through actions that the student must know and know how to perform in each subject. They must allow for the graduation of the performance or achievements reached. These must be observable, measurable and evaluable as they contribute and facilitate standardised and comparable testing formats.

3.2. Aims The demands and needs of society in the twentieth century have instigated changes to the scholarly environment, preparing students to live a world that is increasingly more international, multicultural and multilingual whilst progressing technologically at the same time Our country is committed as a member state of the European Union in the Oxford Rooftops 3 – Oxford University Press

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fostering and promotion of other languages from the EU, as contained in one of the aims of the Lisbon Strategy.. For its part, the European Counsel within the Common European Reference Framework for the learning of foreign languages establishes directives and guidelines both for learning as well as the evaluation of the skills a speaker has of different languages. These guidelines have been a key reference point for the drafting of the syllabus in this discipline. The basic syllabus establishes that Primary Education will contribute to the development of children with abilities that will allow them to: a) Know and appreciate the norms and values of coexistence, learn how to work in accordance with these, prepare oneself for active involvement in citizenship and respect for human rights, as well as the multiculturalism typical in a democratic society. b) Develop individual and team working ethics, based on effort and responsibility for one’s studies, as well as attitudes of self-confidence and criticism, personal initiative, interest and creativity in the sphere of learning and an entrepreneurial spirit. c) Acquire abilities for the prevention and resolution of conflicts that allow for them to grow independently within the family and domestic environment, as well as in the social groups in which they interact. d) Know, understand and respect the different cultures and the differences between persons, equal rights and opportunities for men and women, non-discrimination for persons with limited mobility. e) Know and use appropriately the Spanish language, and, should there be one, the co official language of the relevant Autonomous Community, and develop reading habits.. f) Acquire in, at least one, foreign language the ability to communicate at a basic level that allows them to express and comprehend simple messages and operate in everyday activities. g) Develop basic mathematical skills and initiate problem solving tasks that require the carrying out of elementary calculus operations, geometric knowledge and estimations, as well as being capable of applying these to situations involved in everyday life. h) Be aware of the fundamental aspects of Natural Sciences, Social Sciences, Geography, History and Culture. i) Initial grounding in, for learning purposes, IT and communication processes, developing a critical response in relation to the messages they send and receive. j) Use different artistic representations and expressions and start work on the construction of visual and audio-visual responses. k) Value hygiene and health, accepting one’s own body and that of others, respecting the differences and using physical education and sports as a means of fostering personal and social development.

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l) Know and value the animals closest to human beings and adopt behavioural modes that favour their care. m) Develop affective capacities in all aspects of personality and one’s relations with others, as well as an opposing attitude towards violence, prejudice of any nature and sexist stereotypes. n) Foster education on roadways and attitudes showing respect that for the prevention of traffic and road accidents.

3.3. Basic Skills The educational reform, following on from the recommendations made by the European Parliament and Counsel on the 18th of December 2006, by UNESCO and OCDE, amongst other, are based on the enhancement of learning through skills, as a complement to learning through content. In the definition of the Organic Law for the Improvement of Educational Standards (LOMCE) as regards the syllabus, we find ourselves before elements that determine the teaching and learning processes, amongst which we have the basic skills. New approaches have been put forward in terms of learning and appraisal, which means a major change geared towards whatever is assimilated by the student, capable of making, above all with respect for the basic skills considered priorities for the development of the students. Compared with the educational model based around the acquisition of mainly theoretical knowledge, often with no real link between subjects, an educational process geared towards action, based on the acquisition of skills, leads to, largely, the obtaining of a series of essential, practical and integrated skills that must be displayed by the students (going somewhat further than functional learning). In short, a skill is the ability put into practice to demonstrate the integration of knowledge, abilities and attitudes to solve problems and situations in diverse contexts. Succinctly and graphically, this has been defined as the putting into practice of acquired knowledge, knowledge in action, in other words, mobilisation of knowledge and abilities in a specific situation (in a real sense and different to what has been merely learnt), to activate resources or knowledge held (even though they believe that these are no longer held due to having been forgotten). There is an aspect that must be highlighted, the formation of skills allows for lifelong learning, tackling the constant renewal that is resulting from any knowledge discipline. The academic preparation of the student takes place in the educational establishment for a limited number of years, though the need for personal and / or professional training is never-ending, and as such, digital skills education, for example, will allow for access to this instrument to compile information whenever needed (obviously, after analysing its quality). If, furthermore, we take into account that many times it is impossible to tackle all syllabus elements in depth, it is clear that the student should be given training in this skill named learning to learn.

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In our educational system, basic skills are considered those that student must have when they finish secondary education to be ready to tackle the following personal and professional challenges:       

Linguistic Communication Skill Mathematical and basic science and technology skills Digital Skills Learning to learn Civic and Social Skills Sense of initiative and entrepreneurial spirit. Cultural awareness and expression.

But, what do we understand by each one of these skills? Succinctly, and compiling the most significant aspects of what is established in the school syllabus, each one of these provides the following in terms of personal educational and intellectual progress for the student: 

Linguistic Communication Skill

This is an extremely complex skill. It is linked to communicative actions within a series of social practices, in which the individual, as well as producing, also receives messages with different aims. This leads to the opening of a path towards knowledge, inside and outside of the classroom, and cultural enrichment constituting a permanent learning aim, considering reading as the main vehicle for the expansion of learning and, thus, this skill. The individual, through the use of language as an instrument of communication, puts into practice a series of attitudes and values such as the respect for norms of coexistence, exercising citizenship, the development of a critical attitude, respect for human rights and multiculturalism, the resolution of conflicts, the development of emotional and affective skills in all fields, interest towards learning and the acknowledgement of the inherent abilities linked herein that make this discipline pleasurable. Linguistic Communication Skill is comprised of five components: linguistic, pragmatic – discursive, strategic and personal, which are specified in the different dimensions of communicative interaction. 

Mathematical and basic science and technology skills

Mathematical skills imply the ability to apply mathematical reasoning and its tools to describe, interpret and predict different phenomena in context. Requiring knowledge on numbers and their basic operations, symbols and means of expression, mathematical reasoning to produce and interpret information, to know more quantitative and spatial aspects concerning reality and solving problems relating to everyday life and the workplace. Its acquisition means, in short, the establishment of a deep-rooted relationship between conceptual knowledge and procedural knowledge, involved in the resolution of a certain mathematical task.

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This skill includes a series of attitudes and values based on being thorough, respectful towards data and truthfulness. The discipline areas integrated in the subject of mathematics refer to numbers, algebra, geometry and distance. The basic skills in terms of science and technology provide a means of approaching the world of physics and a responsible interaction with the same. They contribute to the development of scientific thought and enable the individual to identify, approach and solve situations arising in everyday life, in order to act when faced with challenges and problems involved with scientific and technological activities. The development of these skills requires a series of scientific abilities relating to physics, chemistry, biology, geology, mathematics and technology, from which concepts, processes and interconnected situations; as well as the skills that allow for the utilisation and handling of technological tools, data and scientific processes to reach an aim. The integrated attitudes and values for these skills are related to the assumption of a series of ethical criteria, interest in science, support for scientific research, evaluation of scientific knowledge and responsibility with regard to natural and environmental resources, as well as the adoption of an appropriate attitude towards the achievement of a healthy physical and mental lifestyle in a natural and social environment. 

Digital Skills

Implying the creative, critical and safe use of information technology and communication. Meaning the adaptation to the changes introduced through new technology and the acquisition of new knowledge, abilities and attitudes in order to be competent in a digital environment. Requires knowledge of the main applications, and accurate development of various skills related to access to information, processing and use for communication, content creation, security and troubleshooting in different contexts. The individual must be able to make regular use of technological resources in order to solve real problems in an efficient manner, as well as evaluate and select new information resources and technological innovations, as they appear, depending its usefulness to undertake specific tasks or objectives. The acquisition of this competence also requires attitudes and values that enable the user to adapt to the new requirements established by the technologies, their appropriation and adaptation to one's own ends, and the ability to interact socially around them. Furthermore, digital literacy involves the participation and collaborative work, as well as motivation and curiosity for learning and improvement in the use of technologies. 

Learning to learn

This competence involves on the one hand starting the learning and, secondly, be able to continue learning independently, essential for lifelong learning aspect.

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Learning to learn includes a range of knowledge and skills which require introspection and awareness of one's own learning processes, so that cognitive processes become objects of knowledge and one must learn how to properly implement them. The attitudes and key values for the acquisition of this competence, are motivation for learning and confidence in the achievement of learning goals. 

Social and civic competences

These competences involve the ability and capacity to utilize the knowledge and attitudes concerning society, in order to understand the social reality of the world we live in, and exercise democratic citizenship in an increasingly plural society. Social competence is linked to personal and social well-being, and requires an acquisition of knowledge in order to understand and analyse the codes of conduct and proper behaviour that are important for life in society. The core skills of this competence include the ability to communicate constructively in different environments, self-confidence, integrity and honesty. Civic competence is based on a critical understanding of the concepts of democracy, justice, equality, citizenship and civil rights. Core skills for civic competence include: the ability to engage effectively with others in the public domain, and to display solidarity and interest in solving problems affecting the community, as well as respect for human rights, equality, and appreciation and understanding of the different religions and cultures that exist. The development of these competences involves commitment to ethical values when dealing with conflict, and the exercise of civil rights and duties with solidarity and responsibility. 

Sense of initiative and entrepreneurship

This competence refers to the ability to turn ideas into action, which includes gaining awareness of situations and making decisions using one's own judgement, as well as taking all the steps needed in order to develop the chosen option and taking responsibility for it, personally, socially and professionally. The acquisition of this competence is crucial for the development of future entrepreneurs, thus contributing to a culture of entrepreneurship. This competence requires knowledge concerning the ability to recognize available opportunities for personal, professional and business activities; and skills such as analysis, planning, organization, management, decision making, problem solving, leadership, critical thinking, assessment and self-assessment. It requires the development of attitudes and values such as the predisposition to behave in a creative and imaginative way, self-knowledge and self-esteem, independence, interest and effort, and entrepreneurship. Oxford Rooftops 3 – Oxford University Press

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Cultural awareness and expression



This competence involves knowledge, appreciation, understanding and critical evaluation of the diversity of cultural and artistic expression, using it as a source of enjoyment and personal enrichment, and perceiving it as part of the cultural heritage of peoples. Requires knowledge that will grant access to the various manifestations of cultural heritage at all levels. Includes the expression of culture and other artistic-cultural manifestations of everyday life. Involves a basic knowledge of the main techniques, resources and conventions of the various artistic idioms, and the relationship between the various artistic expressions and society. The acquirement of this competence puts to use skills such as the application of thinking abilities in order to understand, evaluate and enjoy the various artistic expressions. It also entails attitudes and personal values of interest, their respect and recognition, and the application of said dispositions to the preservation of heritage as well. 3.3.1. Basic competences in this area We will present the most relevant aspects of our project, at the expense of what daily educational practice may advise at any time: Competence in linguistic communication:



Foreign language learning contributes directly to the development of this competence, completing, enriching and adding new aspects of comprehension and expression to this general communicative competence. Competence in linguistic communication refers to the use of language as a tool for oral and written communication, and as a means of representation, interpretation and comprehension of reality, of construction and communication of knowledge and organisation and self-regulation of thought, emotions and behaviour. 

Mathematical and basic science and technology skills

Using numbers and their basic operations, symbols and forms of expression and mathematical reasoning in order to produce and interpret information, to acquire knowledge on quantitative and spatial aspects of reality and to resolve daily life problems. Mathematical competence also involves the ability to interpret and express clearly and precisely information, data and arguments. Scientific and technological competences, starting with the basic principles of the natural world, fundamental scientific concepts, principles and methods, and technological products and processes, as well as an understanding of the impact of science and technology on the natural world, enable individuals to gain a better understanding of the advances, limitations and risks of scientific theories, applications and technology in societies at large. Basic competences in this area include the ability

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to use and handle technological tools and machines, as well as scientific data, in order to reach evidence-based conclusions. 

Digital Skills

Digital competence provides immediate access to a constant flow of information which increases every day. Knowledge of a foreign language offers the possibility of communication using new technologies, within an authentic and functional context. This competence consists of having the ability to seek, obtain, process and communicate information and transform it into knowledge. 

Learning to learn competence

Foreign language learning is far more effective if it includes contents which are directly related to reflection on one's own learning, so that each student is able to identify the best ways to learn, and the most effective strategies. This involves the awareness of skills related to learning, such as attention, concentration, memory, comprehension, linguistic expression and motivation, among others. 

Social and civic competences

Languages are used for social communication, but also as a vehicle for cultural communication and transmission. Learning a foreign language involves an understanding of cultural features and information related to the communities that speak the language. This favours an understanding of the social reality we live in, through respect, recognition and acceptance of the cultural and behavioural differences, and also helps in the comprehension and acceptance of identity features as well as differences. 

Sense of initiative and entrepreneurship

Decisions which result from reflection on one's own learning processes favour autonomy. To the extent to which autonomy and personal initiative involve others, this competence requires social skills in order to effectively interact, cooperate and work in teams: putting oneself in the place of others, giving value to their ideas, committing to dialogue and negotiation, exerting assertiveness to let others know about one's own choices, and working in a cooperative and flexible manner. The sense of initiative and the spirit of entrepreneurship both involve the ability to imagine, develop and assess actions or individual/collective projects with creativity, confidence, responsibility and critical sense. Therefore, it requires the ability to elaborate further on previous ideas, or producing new ideas, seeking solutions and putting them into practice. 

Cultural awareness and expression

Learning a foreign language helps in the development of this competence if the linguistic models contain, even with the limitations that are possible at this level, linguistic productions with cultural information. Therefore, this competence encourages

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expression and communication as well as perception and understanding of the different realities and products of the artistic and cultural world. This competence also involves a basic knowledge of the main techniques, resources and conventions related to the different artistic idioms such as music, literature, visual and performing arts, or different aspects of so-called popular culture.

3.3.2. Basic competences through Oxford Rooftops  Competence in linguistic communication: All books by Oxford University Press offer a wide range of activities which encourage authentic communication in the classroom, with a systematic development of written and oral skills and many opportunities for personalization. At Oxford Rooftops students will use language as an instrument for oral and written communication, developing this competence in all units.  Digital competence: This competence is developed in all units by Oxford Rooftops through:  The use of the iPack in all lessons for the submission and review of vocabulary, grammar and phonetics, and also for checking the animated versions of songs, stories and films / videos and blogs, and engagement in games in order to reinforce contents.  The Oxford Online Learning Zone and resources available on the Oxford University Press Spain website, which include interactive practices, videos, audio files, etc.  All available digital books by Oxford Rooftops.

 Social and civic competences: Each unit contains activities that encourage good behaviour and respect for others, as well as proper manners for every place.  All units contain knowledge pertaining values related to the unit's topic, Community Values, which help students reflect and become aware of good behaviours, and also promote self-esteem, positive attitudes, tolerance and respect.  Unit 1: Taking care of belongings.  Unit 2: Being creative.  Unit 3: Being polite.  Unit 4: Reading for pleasure.  Unit 5: Taking care of belongings.  Unit 6: Eating a variety of vegetables.  Stories, on the other hand, promote social skills such as cooperation and respect for others, teamwork, valuing the opinions of others, etc.  Pair work, such as the practice of short dialogues, help enhance social relations among students, as well as cooperation and teamwork. 

Cultural awareness and expression:

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All units in Oxford Rooftops offer the possibility of developing this competence through cultural lessons related to aspects of British culture and other aspects of cultures from other countries:  Unit 1: watching and reading a story about active hobbies: At the cottage; they learn through a blog about Japanese homes.  Unit 2: watching and reading a story about the different types of music: At the carnival; they learn about clothing through a blog from an Indian girl.  Unit 3: watching and reading a story about active hobbies: A visit to the cafe; they learn about an extra school club through a blog from an Australian child.  Unit 4: watching and reading a story about active hobbies: At the library; they learn about a Botswana library through a blog.  Unit 5: watching and reading a story about active hobbies: At the wildlife park; they learn about animals through a blog from a Chilean child.  Unit 6: watching and reading a story about the different types of music: Sunday Lunch; they learn about Moroccan food through a blog. All units offer the possibility of expression through performances, songs, drawings, cutouts and depictions both in the class book and in the activity book.  Learning to learn: All units in Oxford Rooftops offer the possibility of developing this competence through various tasks that include repetition, prediction, exposure to scripted stories, practice with logic and memory games, categorization of vocabulary, and reflection on one's own progress with the Self Evaluation.  Sense of initiative and entrepreneurship: Sense of initiative is a competence taken into account among the various levels of Oxford Rooftops, as this method helps students acquire self-confidence, and take the initiative to perform various activities and put them into practice in real life.  Mathematics, science and technology: Various activities throughout the student textbook help in the development of these competences. Contents that are directly related to the topics of mathematics and science are developed through cross-curricular lessons, such as:  Unit 1: they learn about building materials (social sciences).  Unit 4: they learn about the bar graphs (mathematics).  Unit 5: learn about reptiles (natural sciences).  Unit 6: they learn about the edible parts of plants (natural sciences).

3.4. Contents The contents that comprise this subject and this course, are grouped into: comprehension and production (expression and interaction) of oral and written texts. These four blocks, related to the two specific attention centres: oral and written language, gather the elements of the linguistic system, their functioning and relationships and the social and cultural dimension of the foreign language.

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Block 1. Listening comprehension

1. Listening comprehension strategies: - Mobilization of expectations, identification of cues and inferences, hypothesis testing and reformulation. 2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness; customs, and attitudes; non-verbal language. 3. Communicative functions: - Greetings and introductions, apologies, acknowledgements. - Expressions of capacity, taste, agreement or disagreement, feeling, intention. - Description of people, activities, places and objects. - Request and offer of help, information, instructions, items, permission. - Establishment and maintenance of communication. 4. Syntactic-discursive structures: - Expressions of logical relationships: conjunction (and); - Affirmation:(affirmative sentences; Yes (+ tag)) - Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences, e. g . I love salad!). - Negation: (negative sentences with not), no (Adj.), No (+ negative tag)). - Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions) - Expression of time: present (simple present); future (going to). - Expressions of aspect: punctual (Simple tenses); durative (present continuous). - Expressions of modality: ability (can); permission (can); intent (going to). - Expressions of existence (there is/are); entity (nouns and pronouns, articles, demonstratives); quality (very + Adj.). - Expressions of quantity: (singular/plural; cardinal numerals up to two digits; ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a bottle, a cup, a glass, a piece. Degree: very). - Expressions of space (prepositions and adverbs of location, position, distance). - Expressions of time: points (e. g. half past past five); divisions (e. g. half an hour, summer), indications of time: anteriority (before); posteriority (after); sequence (first…then). - Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully). 5. High frequency oral lexicon (reception) related to personal identification; housing, home and environment, daily life activities, family and friends; leisure time activities and sports; travel and holidays; health and physical care; shopping and commercial activities; food and catering; transportation; environment, climate and natural environment; and Information and Communication technologies. 6. Patterns of sound, stress, rhythm and intonation.

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Block 2. Oral production: expression and interaction

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1. Oral production strategies: - Planning, implementation and control via linguistic, paralinguistic and paratextual procedures. 2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness; customs, and attitudes; non-verbal language. 3. Communicative functions: - Greetings and introductions, apologies, acknowledgements. - Expressions of capacity, taste, agreement or disagreement, feeling, intention. - Description of people, activities, places and objects. - Request and offer of help, information, instructions, items, permission. - Establishment and maintenance of communication. 4. Syntactic-discursive structures: - Expressions of logical relationships: conjunction (and); - Affirmation:(affirmative sentences; Yes (+ tag)) - Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences, e. g . I love salad!). - Negation: (negative sentences with not), no (Adj.), No (+ negative tag)). - Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions) - Expression of time: present (simple present); future (going to). - Expressions of aspect: punctual (Simple tenses); durative (present continuous). - Expressions of modality: ability (can); permission (can); intent (going to). - Expressions of existence (there is/are); entity (nouns and pronouns, articles, demonstratives); quality (very + Adj.). - Expressions of quantity: (singular/plural; cardinal numerals up to two digits; ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a bottle, a cup, a glass, a piece. Degree: very). - Expressions of space (prepositions and adverbs of location, position, distance). - Expressions of time: points (e. g. half past past five); divisions (e. g. half an hour, summer), indications of time: anteriority (before); posteriority (after); sequence (first…then). - Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully). 5. High frequency oral lexicon (production) related to personal identification; housing, home and environment, daily life activities, family and friends; work and occupations; leisure time activities and sports; travel and holidays; health and physical care; education and study; shopping and commercial activities; food and catering; transportation; language and communication; environment, climate and natural environment; and Information and Communication technologies. 6. Patterns of sound, stress, rhythm and intonation. 

Block 3. Written comprehension

1. Written comprehension strategies:

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Mobilization of expectations, identification of cues and inferences, hypothesis testing and reformulation.

2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness; customs, and attitudes; non-verbal language. 3. Communicative functions: - Greetings and introductions, apologies, acknowledgements. - Expressions of capacity, taste, agreement or disagreement, feeling, intention. - Description of people, activities, places and objects. - Request and offer of help, instructions, items, opinion, permission. - Establishment and maintenance of communication. 4. Syntactic-discursive structures: - Expressions of logical relationships: conjunction (and); - Affirmation:(affirmative sentences; Yes (+ tag)) - Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences, e. g . I love salad!). - Negation: (negative sentences with not), no (Adj.), No (+ negative tag)). - Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions) - Expression of time: present (simple present); future (going to). - Expressions of aspect: punctual (Simple tenses); durative (present continuous). - Expressions of modality: ability (can); permission (can); intent (going to). - Expressions of existence (there is/are); entity (nouns and pronouns, articles, demonstratives); quality (very + Adj.). - Expressions of quantity: (singular/plural; cardinal numerals up to two digits; ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a bottle, a cup, a glass, a piece. Degree: very). - Expressions of space (prepositions and adverbs of location, position, distance). - Expressions of time: points (e. g. half past past five); divisions (e. g. half an hour, summer), indications of time: anteriority (before); posteriority (after); sequence (first…then). - Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully). 5. High frequency oral lexicon (reception) related to personal identification; housing, home and environment, daily life activities, family and friends; leisure time activities and sports; travel and holidays; health and physical care; shopping and commercial activities; food and catering; transportation; environment, climate and natural environment; and Information and Communication technologies. 6. Graphic patterns and basic orthographic conventions.

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Block 4. Written production: expression and interaction

1. Written production strategies: - Planning, implementation and control via linguistic, paralinguistic and paratextual procedures. Oxford Rooftops 3 – Oxford University Press

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2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness; customs, and attitudes; non-verbal language. 3. Communicative functions: - Greetings and introductions, apologies, acknowledgements. - Expressions of capacity, taste, agreement or disagreement, feeling, intention. - Description of people, activities, places and objects. - Request and offer of help, instructions, items, opinion, permission. - Establishment and maintenance of communication. 4. Syntactic-discursive structures: - Expressions of logical relationships: conjunction (and); - Affirmation:(affirmative sentences; Yes (+ tag)) - Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences, e. g . I love salad!). - Negation: (negative sentences with not), no (Adj.), No (+ negative tag)). - Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions) - Expression of time: present (simple present); future (going to). - Expressions of aspect: punctual (Simple tenses); durative (present continuous). - Expressions of modality: ability (can); permission (can); intent (going to). - Expressions of existence (there is/are); entity (nouns and pronouns, articles, demonstratives); quality (very + Adj.). - Expressions of quantity: (singular/plural; cardinal numerals up to two digits; ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a bottle, a cup, a glass, a piece. Degree: very). - Expressions of space (prepositions and adverbs of location, position, distance). - Expressions of time: points (e. g. half past past five); divisions (e. g. half an hour, summer), indications of time: anteriority (before); posteriority (after); sequence (first…then). - Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully). 5. High frequency written lexicon (production) related to personal identification; housing, home and environment, daily life activities, family and friends; work and occupations; leisure time activities and sports; travel and holidays; health and physical care; education and study; shopping and commercial activities; food and catering; transportation; language and communication; environment, climate and natural environment; and Information and Communication technologies. 6. Graphic patterns and basic orthographic conventions.

3.5. Methodology 3.5.1. Teaching Methods Methodological bases that inspire our work are as follows:

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The starting point in the students’ learning is their previous knowledge; focusing on what may seem close and familiar to the students, but with an aspect of fantasy to strike the right balance between safety/well-being and interest/imagination. The student can transfer learned concepts and strategies in order to build meaning and interpret content (starting with what he knows and making hypotheses to make rules that help implementador the new system). Thus, enhancing their personal growth, development and socialization. Competence learning aims to develop each student's potential and skills, and train them to deal with personal challenges throughout their life in a successful way. Students should not only acquire knowledge, but also, they must be able to access that knowledge and apply it in different contexts of their lives. Competence learning is intended to cover all aspects of life, so that students are able to not only learn, but also, learn how to learn, how to live, how to do things, among other skills. Each of the units in our project provides various activities that contribute to the development of basic competences. Communicative situations that include humour and play capture the motivation of students and help them learn; it is therefore important to take into account the relevance of songs and stories, features of characters, illustrations and even sound effects. Children learn in different ways and at different speeds; for this reason our project is devised to be used with flexibility so that all group members can find and participate in activities to which they can apply know-how and aptitude, facilitating the development of one's own daily awareness of achievement and progress. Our project constantly provides additional support for the students that need it, taking into account those cases in which progress does not respond to the expected goals, as well as for those who may excel in their goal achievement, and due to lack in programmed activities, lose interest and become unmotivated. In order to remedy these situations, the programme includes both extension activities for the more advanced students, and reinforcement activities for those who may stagnate at some point. These activities are not included in the Class Book. These activities are explained in the Teacher's Guide and can be of the greatest use to the daily work of the teacher. Children’s learning is more effective when they are active; they need to exercise their action skills. Each of the units in our project provides a wide range of activities and teaching resources for participation. In our project, students are keystones of the teaching-learning process, but their constructive attitude depends on the teacher’s intervention. This intervention must be both active and reflective, and adapted to the student’s level by: using input, helping the student interact with others, evaluating their activities, providing feedback, contextualizing activities, providing meaningful answers, promoting communication strategies, consolidating those strategies already mastered, and admitting errors. Consider both progress and error as natural occurrences in the learning process. Errors occur as a result of the underlying dynamism in comprehension and progressive mastering of the new language. We understand that errors occur when the Oxford Rooftops 3 – Oxford University Press

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child tries to anticipate the functioning of the language or when he transfers rules from his mother tongue in a natural process of acquisition. It is also important to note the difference between error and mistake. Errors are believed to be systematic failings due to lack of knowledge of the language. These errors will be dealt with when finishing spoken interactions, in groups, and using an accessible language, taking into account that they do not suddenly dissapear, but take some time to correct. A mistake is an occasional failure due to lack of attention at any given time, which may even happen to native speakers. Mistakes are not worthwhile correcting, because they are not relevant to the teaching-learning process. Evaluation of individual and collective progress of students in learning is an important factor to ensure quality in the learning process; therefore we have provided an Evaluation Notebook with photocopiable sheets for each unit, which will enable teachers to monitor their students' progress. It is devised so that it can be easily adapted by teachers to meet their own specific needs. Globalized learning generates an apprehension of reality as a whole. Our project takes this into account by offering activities related to other areas in the curriculum, beginning with learning about the child itself, then moving on to exploration of the world around them; their home, school, environment and society in general. This development is reflected in those topics of each unit which are related to other areas in the Curriculum: Natural Sciences, Social Sciences, Art, Mathematics, Physical Education, etc. A continuous learning process. There is no knowledge which is only acquired in a particular subject and is only useful for that particular area. Every content that the student learns in all different subjects (and not only at school) builds a cultural and informational baggage which should be useful in the long term, and the student should be able to apply it at precise times and in different situations (language is, for these purposes, paradigmatic). For this reason, basic competences can be achieved in most subjects, and that is also why the student will be able to use and apply said competences in all subjects, regardless of those for which he has acquired them (transversality). Being competent should be a guarantee of the completion of the learning process for certain areas, but it will also allow the student to acquire knowledge in other areas, both in school and outside, which is a guarantee of lifelong learning (or in this case, being able to communicate in different situations, some of which the student itself may not even yet consider).

3.5.2. Oxford Rooftops Methodology Our project's methodology is developed as follows: Oxford Rooftops is a series of six levels that offers the perfect mix between digital content and printed material, in order to get the most out of the class and a total commitment from the student. Oxford Rooftops is developed in the context of a fictional city, Rooftops, inspired by the city of Oxford. All the characters living on Rooftops. In levels 1 and 2 we share the life Oxford Rooftops 3 – Oxford University Press

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of children living in a suburb, who attend the Rooftops elementary school, visit nearby places such the park, and participate in social events such as carnival festivities or a picnic. In levels 3 and 4, stories take place in a commercial district and we share the lives of children whose families are related to businesses of the area. In levels 5 and 6, Rooftops residents will be joined by children from other countries in an exchange program, through which we can compare life in this quintessential British city and in other places of the UK, with life in other countries. The content of the lessons is arranged so that each of the three main components, the iPack, the Class Book and the Activity Book, contribute value in their own way. These three sources are used systematically whenever they may provide more benefits. The iPack is a very effective tool for introductions, thus it is used at the beginning of lessons, in order to introduce concepts which are practiced and reinforced with the Class Book and subsequently completed with the Activity Book. This sequence is followed at all levels, and levels 3 and 4 of Oxford Rooftops included an extra step, using the iPack once again between the Class Book and Activity Book. Vocabulary and grammar In Oxford Rooftops 3, ten key vocabulary words are presented in lesson 1 of each unit, and six more words are included in lesson 6. All words are grouped by semantic fields related to the topics of each unit. Words are presented with an animation and a story featuring the characters of the course, through the iPack. They are subsequently reviewed and practiced through various digital games, listening comprehension activities and communication exercises, which are very motivating. Four words related to cultural lessons and four inter-related curriculum issues are also presented. In each unit of Oxford Rooftops 3 are presented and practiced two key structures, first, through the iPack in Lesson 2 with the lively song, and the second, in Lesson 5 with the history of the unit. All the vocabulary and grammar of each unit is reviewed and practiced in all four language skills in lessons 8 and 9, and are recycled in the story review of Super City of Heroes. Skills The approach of Oxford Rooftops 3 contributes to the development of the four skills (reading, writing, listening and talking) in a coordinated way, and integrated with the teaching of contents. The iPack, Class Book and Activity Book work closely together to develop the four skills. Through a variety of fun tasks following a systematic approach, students can progress from a listening comprehension practice to an oral expression practice; from the oral expression practice to a written comprehension practice; and from the written comprehension practice to a written expression practice. Songs

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The actual experience of children in relation with music is increasingly becoming an audio-visual experience, thus the iPack becomes the ideal method for students to enjoy the songs. Also, the songs cover a variety of music genres, specially designed to encompass the diversity of musical styles that kids enjoy in real life. Each unit of Oxford Rooftops 3 presents a lively song in lesson 2 starring the characters of the course and providing a context for the first grammatical structure of the unit a vocabulary practice presented in lesson 1. Cultural contents At the beginning of each unit, children are immersed in British culture by witnessing the lives of the characters in the town of Rooftops. Vocabulary, songs and animations make the details and conventions of daily life in Britain come to life. In Lesson 3, with the cultural film, students witness the daily activities of real British children in a real British town or around. These lessons help students become aware of their belonging to a global community, and invite them to reflect on the culture they are getting close to through language, and to compare it with their own, while helping them develop social and civic competences, and cultural awareness and expressions. In Lesson 4, through a common social exchange, they are brought once again near the cultural aspects of English speaking countries, in an everyday language. In addition, at the end of the Class Book two additional units are included, dedicated to festivities. Values and citizenship The learning of values or the education for citizenship are a fundamental part of Oxford Rooftops. In Lesson 3 the issue is being presented in values, linked to the theme and content of the film culture and the everyday language of the lesson 4. The film integrates socio-cultural issues of learning and helps to foster self-esteem, as well as positive attitudes, tolerance and respect toward others. Stories Through the stories the students share the adventures of the characters from Rooftops. They play an important role in relation to the development of language, given that we review the first block of vocabulary and grammatical structure keys at the same time are presented the second block and grammatical structure in context. The first contact with the story is done through the iPack, with a fun game when completed it reveals the title of the story, and that can then be used to make predictions about the story, contributing to the development of reading and writing skills. After the game, students are immersed in the world of Rooftops enjoying an animated version in the iPack. After presenting the iPack, students remember the story in the Class Book, this time in writing, accompanied by scenes. The story is presented in the form of a script to easily be staged by the students if desired.

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Finally, in the Activity Book they have the opportunity to consolidate and evaluate the story by choosing and colouring one of the four categories. Cross-curricular topics In Lesson 7 of each of the units Rooftops Oxford is offered the opportunity to transfer English to present content belonging to other curriculum areas: social and natural sciences, art, music and mathematics. This way, concepts learned on those subjects are reinforced, and students learn to make practical connections between the contents of other areas and the structures and vocabulary they are learning in English, translating the acquired skills from one area to the other. The intercurricular concept is introduced through the iPack using a standard presentation slides and subsequently developed in the Class Book with an informative text. The comprehension of cross-curricular content is reviewed through questions in the Class Book page, that students get to answer orally. Activity Book activities provide additional practice on the vocabulary of the lesson, as well as reinforcement of the content.

Pronunciation Oxford Rooftops 3 teaches students to pronounce difficult sounds in English in an accurate way, through a series of gradual activities included in Lesson 8 of each unit. The first introduction is done through the iPack with a game of deduction in which it is taught in the first place to the student to listen to and identify the sound. They can listen to the sound or words in it as many times as they need to be able to reproduce it in isolation as forming part of a word. The process continues in the Class Book where the students are progressing to hear the sound in words to hear in isolated phrases with a funny rhyme related to the theme of unity. Finally, it becomes a freer game of communication, which requires an oral production of the sound, since it contains some of the key words of the unit. Revision Oxford Rooftops gives great importance to the recycling and revision of vocabulary throughout the course. In level 5 a systematic recycling of key vocabulary is performed in every unit, through various contexts. In addition to continuous recycling in each unit, a review is performed at the end of each quarter through the stories of the Super City Heroes, available both in the iPack as the Class Book. It also has optional additional review in the Teacher's Guide and the Teacher's Resource CD-ROM with worksheets Reinforcement and extension worksheets Language. External examinations Oxford Rooftops 3 – Oxford University Press

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The contents and skills in Oxford Rooftops have been designed taking into account the requirements of the GESE Trinity and Cambridge English exams. Young Learners.

3.5.3. Teaching materials and resources We provide the following material and digital resources: The iPack, including presentations and practical content to be used along with the interactive whiteboard, or a laptop with a projector. Includes an animated presentation of the first block of vocabulary starring the characters of the course, the presentation of a song contextualizing the first block of grammar, a cultural film with real British children, clip everyday language, the animated version of the story starring the characters of the course, presenting and contextualizing the second block of vocabulary and grammar; a slideshow introducing the cross-curricular theme; eight activities and interactive games; pages of the Class Book and Activity Book for reference and classroom support; digital version of the material included in the Teacher's Resource Pack and review games for the end of each unit and quarter. The textbook used is Oxford Rooftops by Oxford University Press. The student has the Class Book with an introductory unit in which the course characters are presented and context, with nine lessons six units each, two pages of material on festivities and review three stories featuring the City Super Heroes. It also has the Activity book, with eight pages of activities and a cut-out (mini-book cultural) for each main unit; review of the units and the festivities, seven pages with the Picture Dictionary and a section of extra activities for the faster students (Fast finishers), such as homework or as preparation for the examinations. The teacher has teaching Guide (Teacher's Guide), with concise teaching notes for each lesson, suggestions for initial activities, finishes and extra, cultural notes, the settled activities student version, transcripts of hearings, referrals to skills key Wordcards, references to worksheets and a bank of ideas with suggestions for games and activities, explanations iPack games; the Teacher's Resource CD-ROM with worksheets for additional practice of vocabulary and grammar to reinforce and extend the content of the worksheets of the main units, festivities, extra stories, crosscurricular themes and worksheets on festivals and cultural film; material for assessment and portfolio, unit tests, notes on key competences and auditions and solutions to all worksheets. Audio CDs including all songs, stories, auditions and listening tests. Also available in the Teacher's Resource Pack with 102 flashcards and wordcards, six culture posters, an alphabet poster city rooftops and a poster. And finally, resources for students in the Oxford Online Learning Zone website with interactive practice, for use at home or in the classroom; resources for teachers in the Oxford Premium website including all online material and digital books available for Oxford Rooftops. The aforementioned multimedia resources (iPack, Teacher's Resource CD-ROM, Web and digital books) fully integrate the use of ICT in the classroom, allowing teachers to Oxford Rooftops 3 – Oxford University Press

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tailor the best digital solutions according to the students or to the school where the teaching develops.

3.5.4. Activities 

Activities at the beginning of lessons The idea is to recall prior knowledge of students in new topics, or refreshing the already existing. This is often done through brainstorming and revision activities, through games, communicative exchanges with the support of flashcards, posters, songs, etc.

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Lesson Development Each unit includes different types of activities that appeal to multiple intelligences and are intended to help the acquisition, settlement, development and improvement of the various skills that make up most of competence in the English language. These activities are:      

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Vocabulary related to the various conceptual fields that are developed in the lesson plan (Vocabulary). Reading and comprehension of texts (Reading). Grammatical structures (Grammar). Studied sounds (Pronunciation). Comprehension and oral expression of the language in all its aspects (Listening and Speaking). Comprehension and writing (Writing).

Reinforcement and expansion The project stems from the acknowledgement that in every classroom there are students with different styles and paces of learning and different levels of motivation, while pursuing the goal that every student should be part of the learning process with full satisfaction, and reach success according to their level of ability and interest. The variety of exercises and activities included in materials, allows all students to find any that agrees with their style and pace of learning. Some of these activities act as an extension for those students without difficulties, and others offer a boost to those in need of more support. The activities to which we refer are the following:  

 

Optional activities in the Teacher's Guide. Activities proposed in the Teacher's Resource CD-ROM: - Worksheets: reinforcement, expansion and settlement activities based on the content of the different sections studied in the unit: Reinforcement, Extension, Culture, Story, Cross-curricular and Pronunciation. Activities proposed in the Activity Book. Additional activities proposed in the Activity Book:

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Fast finishers: for students who finish early, based on the contents of the lesson

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Development of basic competences Some activities contribute more specifically to the development of one or more basic competencies, among which are included:  Brainstorming  Role-plays  Interactive activities  Whiteboard-based activities  Media-based activities  Research activities or case studies  Group activities  Interpretations of data, graphs, etc.  Cultural texts, songs, rhymes, etc.  Activities in which emotions are involved

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Evaluation Evaluation of learning in elementary education will be ongoing and global, and will take into account the student's progress in all areas of the curriculum. The teacher will evaluate the students' learning and their level of achievement of competences, as well as the teaching processes and their own teaching practice. Evaluation activities could be classified into several levels: Formative assessment activities, where the teacher will evaluate the continuous work of students and measure their progress through observation and verification of the performance of activities such as: - Activity Book Exercises - Revision Stories (CB and AB) Summative assessment activities with the completion of the various assessment activities included in Oxford Rooftops (Teacher's Resource CD-ROM): - Unit tests 1-6 (Standard - Challenge) - End of term 1-3 (Standard - Challenge) - End of year test (Standard - Challenge) Self-evaluation and self-study activities, in which students are introduced to strategies for self-assessment of their knowledge and skills: - Self-evaluation of each unit (AB).

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Complementary activities These include: cultural outings, attendance to theather plays in English, commemoration of festivities of the Anglo-Saxon society, etc., and will be devised by the teachers team in the English Department at each school. 

Outings and activities common to the school or to various groups (Write here any planned educational or educational-recreational excursion.)

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Group/s attendants

Participating teachers

Quarter/ Dates

Description of outings/ activities

Comments

3.5.5. Time, space and group arrangements Time dedicated to teaching is a critical and limited resource in the learning of subjects. The programming presented in this document should be adapted by each teacher according to their schedule and paces of the classroom. Regarding students, teachers may follow different criteria for their grouping choices: (Eliminate whichever are unnecessary)

       

Human resources Supporting teachers Psychologist Criteria In alphabetical order Flexible groupings (specify what type and why) Small support groups within/outside the classroom Students with different types of sensory needs in different classroom groups

When performing tasks, completing activities, projects, etc. the grouping of students is made based on the type of interaction that occurs at that time in the classroom:  Teacher-student  Individual work  Pair work  Group work Resources available to teachers, and spaces where the teaching-learning processes can be developed, are, at present, more and more varied. As a result, learning contexts are also wider. Teachers can implement activities and projects involving different environments:  School  Community  Family The classroom is no longer the only place where subjects are taught. Each school has a number of spatial resources both material and virtual, which can be used to devise the different scenarios where teaching is performed:  Language Lab  Virtual classroom  Computer room - Audiovisual room  Library  Assembly Hall - Theatre

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  

Workshop Gymnasium Courtyard

For the use of common areas, the teacher will write notes on when, how and why these spaces are used for the English class: ____________________________________________________________________ Within the classroom, space can be distributed according to different criteria:  Desks arranged in rows  Desks arranged in "U" shape  Specific corners: classroom library, cross-cutting themes, games, crafts, etc.  Others The inclusion of ICT in education plays a very important role, providing various material resources that grant the teacher the possibility to design personalized classes and adjust them to the needs of the moment:  Video-DVD  TV  Cassette / CD player  Video Camera - Audio Recorder  Computers (PCs, laptops, netbooks, tablets, ...)  Interactive whiteboard  Internet connection (WiFi, others ...) (Note here any observations on when, how and why these resources are used.)

Beyond the material and spatial resources, we can not fail to mention the cognitive processes involved in the stages of student learning. These processes that allow the transmission of knowledge to students are very complex. From the attention required to prepare for the receiving of information, to the memorization that allows access to that information when required, involve, among others, the following processes:  Access  Identification  Comprehension  Replication  Reflection  Connection  Synthesis  Creation 3.5.6. Measures for addressing student diversity One of the elements that promoted the LOE and continues being promoted by LOMCE is attention to diversity. It is clear that the same educational action exerted on the same group of students has different effects depending on the prior knowledge and experience of each student, their intellectual abilities, interests and motivations in learning. Oxford Rooftops 3 – Oxford University Press

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For this reason, in many cases, we may need to modify or adapt contents or methods so that every student can achieve the stated goals. Likewise, we should also offer extension activities for the more receptive students. Attention to diversity should always be performed in both directions. Therefore, we must constantly address these issues, presenting the same activities in various ways from the activities proposed in the student book and notebook. Teachers must calibrate and propose some or other activities, and must be constantly aware of these issues, not only when evaluating, but also when teaching and planning the process of teaching-learning. Oxford Rooftops provides reinforcement and expansion activities that allow individual attention to students, according to their needs and learning pace. We include ideas in all lessons, for the teacher to respond to the various situations that may arise in the classroom. In the material intended for the teacher, the Teacher's Guide and Teacher's Resource CD-ROM, we include reinforcement and extension activities for the students and notes for teachers, as well as instructional tips, proposed to address the different expectations of students. Criteria and procedures for making the proper curricular adaptations for students with special needs (The department may describe here the specific criteria and procedures if necessary. Those departments that do not have this type of student can ignore this section)

Adaptations will focus on: 1. 2. 3. 4. 5. 6. 7.

Time and pace of learning More personalized methodology Reinforcement of learning techniques Improvement of procedures, habits and attitudes Increasing the amount of counselling Curricular enrichment Evaluations tailored to the needs of these students

a) For students with high intellectual abilities: extension contents and materials suitable to the needs of these students will be provided, to help them reach their full potential. b) For students with late entry into the education system: all necessary reinforcement measures will be adopted in order to facilitate their recovery and integration into school, to help them continue their studies successfully. c) For students with special educational needs: both schooling and attention measures will be adopted. For students with disabilities, easing measures and alternative methodologies will be implemented. For students with severe learning difficulties, the contents of procedures and attitudes will be prioritized, aiming social integration, and facing the inability to achieve satisfactory progress on conceptual contents. Emphasis must be placed on instrumental and material contents.

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When adaptations do not meet the needs of the student, we can rely on curricular diversification, through which a student is able to stop studying part of the contents belonging to the common core of the stage, and invest that time in other educational activities, either in optional spaces, or with activities especially designed for him, which could be performed within or outside the school. The student would still keep the general goals of the stage as reference, at all times, but those would be achieved through other types of contents and activities.

3.6. Evaluation Learning must be evaluated systematically and regularly, both to measure the knowledge and skills acquired by the student, and to introduce as many changes as necessary if the situation requires it (when learning does not meet the goals). If we assume that basic competences involve a real and practical application of knowledge, skills and attitudes, the way of checking or assessing whether the student has acquired them, is to reproduce real situations where the student gets to apply his knowledge, primarily responding to practical situations. Competence evaluation helps assess both the achievement of the subject goals, and the level of knowledge of basic competences. Some standards are specifically linked to concepts, and others, preferably to procedures and attitudes. Depending on the evaluation goal, there are several possible modalities, such as summative evaluation, conducted at different times of year and identifiable with final and course evaluations (ordinary and extraordinary, where applicable). There will be other assessments, such as the initial (not rated) and final evaluations, and primarily, a continuous or formative evaluation that is performed throughout the process of teaching-learning and is immersed in it, therefore placing emphasis on the guiding nature of teaching. An individualized assessment will also take place at the end of the 3rd grade, where the student must prove his mastery of mathematical and linguistic communication competences. At the end of the 6th grade, the student must also demonstrate his degree of acquisition of basic skills and achievement of the goals of the stage. The result of individualized assessments will be stated in levels and will consist of a report given to the student's parents or guardians, which will be of an informative and guiding nature. The obtained level is an indicative of the progression of learning, therefore if it is not sufficient, more suitable measures or programs must be applied. In addition to the evaluation of learning, the teaching process is also evaluated, thus including an evaluation procedure of teaching programs and their indicators in the pedagogical approach of each school.

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3.6.1. Evaluation Procedures Following different criteria, the curriculum proposes a series of tools that facilitate the evaluation process in the classroom. In the case of formative evaluation, these will include observation and systematic monitoring of students, ie, all performed activities will be taken into account, both individually and in groups: written assignments, oral presentations and debates, readings and summaries, research, attitude to learning, accuracy and self-evaluation, among others. Regarding summative evaluation, these will include quarterly written tests and recovery tests (and course finals, if the student did not retake any test, and extraordinary, in the case of obtaining an insufficient grade in the course regular final). In any case, the evaluation procedures will be varied, so that they can be adapted to the flexibility requirements of the assessment. The curriculum also provides evaluation criteria and assessable standards of learning by subject and course, which will allow us to assess the achievement of the subject goals. Regarding competence assessments, as these are very generic, these must be specified and broken down in order to serve as reference for education, and to show the real competence of the student, which is what we have called indicators. For your reference, we have included in the section below the full list of both the evaluation criteria and indicators of basic competences. 3.6.2. Evaluation resources 3.6.2.1. Evaluation criteria Evaluation criteria established by the curriculum for the fifth grade of elementary education in the area of foreign language, arranged into four main sections: comprehension and production (expression and interaction) of oral and written texts, are: 

Block 1. Listening comprehension -

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

-

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life (habits, schedules, activities, celebrations), living conditions (housing, environment), interpersonal relationships (family, friendship, school), behaviour (frequent gestures, use of voice, physical contact) and social conventions (rules of courtesy), and applying these acquired skills to a better understanding of the text.

-

Identifying the general meaning, the essential information and most of the main points in very brief, simple, oral texts , with a large number of simple structures and lexicon of very frequent use, articulated with clarity and slowly and transmitted by the spoken word or by technical means, on topics related to their own experiences, needs and interests in daily contexts that are always predictable which depends on visual support, possibility of repetition or confirmation and with a strong contextual reference.

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

-

Discerning the main communicative goal of the text (e.g. a request for information, an order, or an offer), and basic speech patterns (e.g. the beginning and ending of a conversation, or the ideas of a narrative sketch).

-

Recognizing the most common meanings associated with the basic syntactic structures of oral communication (e.g. interrogative structure to demand information).

-

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student's own experiences, needs and interests, and using indications of context and information in the text to get an idea of the probable meanings of unknown words and expressions.

-

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved.

Block 2. Oral production: expression and interaction -

Knowing and applying basic strategies to produce brief, simple monologic or dialogic texts, using, e.g., formulas and prefabricated vocabulary or memorized expressions, or using gestures to support expression.

-

Knowing sociocultural aspects and basic, concrete and significant sociolinguistic aspects, and applying that knowledge to produce proper speech, respecting the most basic communicative conventions.

-

Interacting in a very basic way, using very simple linguistic or non-verbal techniques (e.g. gestures or physical contact) to initiate, maintain, or end a short conversation, fulfilling the main communicative goal of the text (e.g. greetings, congratulations, exchanges of information).

-

Participating in a simple and understandable way, even if they are necessary for some clarification, in very brief conversations with direct exchange of information on very familiar topics, using simple and very widely used expressions and sentences, mainly isolated although in some occasions get reconnected in a basic way, remain essential paraphrases and the cooperation of the interviewer to continue the conversation.

-

Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech.

-

Dealing with basic syntactic structures (e.g. linking words or groups of words with basic connectors like "and", "then", "but", "because"), although basic errors may still be made in a systematic way, e.g. in verb tenses or in consistency.

-

Knowing and using a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student own interests, experiences and needs.

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-





Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation, adapting them to the communicative function to be performed.

Block 3. Written comprehension -

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.

-

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life (habits, schedules, activities, celebrations), living conditions (housing, environment), interpersonal relationships (family, friendship, school), behaviour (frequent gestures, use of voice, physical contact) and social conventions (rules of courtesy), and applying these acquired skills to a better understanding of the text.

-

Identifying the general meaning, the main ideas and most of the specific information in digital or printed texts, very brief and simple, with simple structures and lexicon of use very frequently, on very familiar topics and everyday, so long as it can be reread or request clarification and support visual and contextual.

-

Discerning the main function or communicative functions of the text (e.g. a greeting, request of information, or an offer) and a limited repertoire of their most common exponents, as well as basic speech patterns (e.g. opening and closing of a letter, or points of a schematic description).

-

Recognizing the most common meanings associated with the basic syntactic structures typical of written communication (e.g. interrogative structure to demand information).

-

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student's own experiences, needs and interests, and inferring from the context and information in the text the most probable meanings of unknown words and expressions.

-

Recognizing basic punctuation marks (e.g. period, comma) and common symbols (☺, @, €, $, ₤), and identifying the meanings and general communicative intentions related.

Block 4. Written production: expression and interaction -

Knowing and applying basic strategies to produce brief and simple texts, e.g. copying very common words and phrases for the communicative functions pursued.

-

Knowing bout socio-cultural and basic sociolinguistic concrete and meaningful aspects and applying them to a production appropriately written for the context, respecting the rules of basic courtesy.

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-

Producing, on paper or in digital form, brief and simple texts composed of simple isolated phrases, in a neutral or informal manner, using basic spelling conventions and major punctuation marks in an accurate way, to talk about the student's own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

-

Accomplishing the main communicative goal of the written text (e.g. a greeting, an exchange of information, or an offer), using a limited repertoire of the most frequent exponents and basic speech patterns (e.g. start and farewell greetings for the closing of a letter, or a narrative sketch).

-

Dealing with basic syntactic structures (e.g. linking words or groups of words with basic connectors like "and", "then", "but", "because"), although basic errors may still be made in a systematic way, e.g. in verb tenses or in consistency.

-

Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences and needs.

-

Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech, but not necessarily with a fully standardized spelling.

3.6.2.2. Measurable learning standards Learning standards in this course have been arranged into four main sections: oral and written comprehension and production (expression and interaction). These are the following: 



Block 1. Listening comprehension -

Understands the global meaning of simple oral explanations or instructions.

-

Extracts the general meaning and captures the essential details of oral histories appropriate to their level.

-

Assimilates the main ideas of presentations simple and well-structured themes on family or their interest (e.g. animals, storybook), always and it uses pictures and illustrations and speaks slowly and clearly.

-

Identifies the topic of a simple, predictable conversation on familiar topics that takes place in their own presence, in a real public space or in a simulation.

-

Understands the general meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .

Block 2. Oral production: expression and interaction -

Makes brief and simple, previously prepared and rehearsed presentations , on everyday topics of your interest or (present to yourself and to other people; give

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basic information about yourself, your family and your class; their preferred menu, the external appearance of an object or an animal; say what he/she likes and dislikes) using very simple structures.





-

Answers accordingly in communicative situations (greetings, simple questions, requesting or offering an object, expressing likes/dislikes, current action, the place where something is located, etc.).

-

Participates in face-to-face conversations or by technical means, which enable us to see the face and gestures of the partner, in which establishes social contact (to thank, say hello, goodbye, go to someone, to apologize, introduce themselves, congratulate someone), exchanging personal information (name, age, etc. ), emotions are expressed, etc.

-

Develops in simple, everyday situations, real or simulated (e.g. order a meal in the school cafeteria).

Block 3. Written comprehension -

Formulates assumptions about the content of simple texts based on their prior knowledge, including illustrations, of the title, of the graphical elements, etc.

-

Understands essential information and locating specific information in simple informational material.

-

Includes a sequence very short and simple instructions for e.g. a very simple recipe.

-

Understands the essential and the main points of very short news items and children's magazines dealing with issues that are familiar or are of interest (animals, sports, music, computer games).

Block 4. Written production: expression and interaction -

Completes forms marking options and completing data or other personal information (e.g. tastes, titles of stories read, views, etc).

-

Is able to construct simple narrative texts based on models and/or scaffolds very structured.

-

Writes from a personal correspondence model short and simple (messages, notes, postcards, e) in congratulating someone, or talk about himself and his immediate environment (family, friends, objects, places).

3.6.2.3. Competence evaluation rubric In Annex I of this paper we include a template called Competence Evaluation Rubric, for each unit and for the whole course, which allows us to assess the degree of acquisition of basic competences, indicating the qualification level that the student acquires.

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In the heading, each of the basic competences is noted, followed by their breakdown into indicators. The template for each unit includes only the skills and indicators that have been specifically developed in that unit; however, in the template for overall evaluation we include all competences and their indicators. When evaluating rubrics, it is recommended to grade, firstly, each of the indicators or those in which the teacher has focused, thus obtaining an overview of the competence for subsequent evaluation. In the evaluation process, we have identified five levels of qualification, and for their record we advise using the following ordered qualitative scale from lowest to highest: Inadequate (IN): Failed; Sufficient (SU): Low scoring achieved in all areas, Good (BI): Average scoring, Notable (NT): high scoring, and Outstanding (SB): Achieved fully. In order to set the qualification criteria, these levels should be applied to detailed evaluation criteria for the area of foreign language. In order to evaluate students, teachers need a range of tools that will allow them to get specific data. In the template we suggest the most suitable instruments for obtaining such data, such as: observation, written tests, oral tests, class notebook, portfolio. The teacher can modify the template by replacing or including other instruments that he/she has used. Indicators where basic competences have been broken down, which are included in the template, and allow us to demonstrate the competences of students in this subject and this course, are indicated below: 1. Competence in linguistic communication (CL) Indicators CL1. LISTENING CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. CL2. SPEAKING CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3. TALKING CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. CL4. READING CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.

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CL4.4. Reading texts on various topics of interest. CL5. WRITING CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.

2. Mathematical, scientific and technological competence (FCTC) Indicators CMCT1. Solve simple problems on family situations. CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart. CMCT3. Sorting the recorded data according to a classification criterion. CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people. CMCT5. Apply concepts and basic scientific concepts to understand the world around them. CMCT6. Identifying some species of living beings.

3. Digital Competence (CD) Indicators CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language.

4. Learning to learn (AA) Indicators AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA2. Using several responsive or interactive strategies to solve communication problems. AA3. Valuing the use of foreign language as a learning tool.

5. Social and civic competences (SC) Indicators SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken.

6. Sense of initiative and entrepreneurship (SIEE) Indicators SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies for the planning and monitoring of work.

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7. Cultural awareness and expression (CEC) Indicators CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

3.6.3. Evaluation items There is a relationship between different elements of the curriculum that are involved in the evaluation process: evaluation criteria, learning standards and basic competences and indicators. We present these items in the table below, in an arrangement of four blocks: comprehension and production (expression and interaction) of oral and written texts.

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ITEMS OF EVALUATION: Block 1: Listening comprehension Learning standards

Evaluation criteria

Understands the global meaning of simple oral explanations or instructions.

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

Extracts the general meaning and captures the essential details of oral histories appropriate to their level.

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal relationships and social conventions, and applying these acquired skills to a better Assimilates the main ideas of understanding of the text. simple presentations, and wellstructured themes on family or Identifying the general meaning, the essential their interest, always and when information and the majority of the main points count with pictures and in oral texts very brief and simple, with a large illustrations and speak slowly and number of simple structures and lexicon of use clearly. very frequently, on topics related to their own experiences, needs and interests. Identifies the topic of a simple, predictable conversation on Discerning the main communicative goal of the familiar topics that takes place in text, and basic speech patterns. their own presence, in a real Recognizing the most common meanings public space or in a simulation. associated with the basic syntactic structures Understands the general typical of oral communication.

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CCBB CL SC CD CEC

Indicators - Competences CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken.

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Learning standards

Evaluation criteria

meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics, and using indications of context and information in the text to get an idea of the probable meanings of unknown words and expressions.

CCBB

Indicators - Competences CD2. Using digital media for learning a foreign language. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved.

Block 2: Oral production: Expression and interaction Learning standards

Evaluation criteria

Makes brief and simple Knowing and applying basic strategies to presentations on everyday topics produce brief, simple monologic or dialogic of your interest or using very texts. simple structures. Learning About sociocultural aspects and basic Answers accordingly in sociolinguistic, concrete and meaningful, and communicative situations. applying the knowledge acquired. Participates conversations means, which the face and

in face-to-face Interacting in a very basic way, using very or by technical simple linguistic or non-verbal techniques to enable us to see initiate, maintain, or end a short conversation. gestures of the

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CCBB CL SC CD SIEE AA CEC

Indicators - Competences CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

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Learning standards

Evaluation criteria

partner, in which establishes social contact, personal information is exchanged, emotions are expressed, etc.

Participating in a simple and understandable way in very brief conversations with direct exchange of information on very familiar topics, using expressions and simple sentences and use most frequently.

Thrives in simple, everyday situations, real or simulated. Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech. Handling basic syntactical structures, though still

CCBB

Indicators - Competences SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Searching, collecting and organizing information in a digital format.

making basic mistakes systematically.

Knowing and using a limited high frequency oral lexicon related to everyday situations and common and specific topics. Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation.

SIEE2. Use simple strategies for the planning and monitoring of work. AA2. Using several responsive or interactive strategies to solve communication problems. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Block 3: Written comprehension

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Learning standards

Evaluation criteria

Formulates assumptions about the content of simple texts based on their prior knowledge, including illustrations, of the title, of the graphical elements, etc.

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects Understands essential on everyday life, living conditions, interpersonal information and locating specific relationships and social conventions, and information in simple informational applying these acquired skills to a better material. understanding of the text. Includes a sequence very short Identifying the general meaning, the main and simple instructions for e.g. a ideas and most of the specific information in very simple recipe. digital or printed texts, very brief and simple, with simple structures and lexicon of use very Understands the essentials of frequently, on very familiar topics and daily. short news and articles in children's magazines that deal Discerning the main function or communicative with topics that are familiar or of functions of the text and a limited repertoire of interest. their most common exponents, as well as basic speech patterns. Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication. Recognizing a limited high frequency oral lexicon related to everyday situations and

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CCBB CL SC CD SIEE AA CEC

Indicators - Competences CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CL4.4. Reading texts on various topics of interest. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is

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Learning standards

Evaluation criteria

CCBB

common and specific topics related to the student's own experiences, needs and interests, and inferring from the context and information in the text the most probable meanings of unknown words and expressions.

Indicators - Competences spoken.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.

Block 4: Written production: Expression and interaction Learning standards

Evaluation criteria

Completes forms marking options Knowing and applying basic strategies to and completing data or other produce brief and simple texts. personal information. Knowing bout socio-cultural and basic Is able to construct simple narrative texts sociolinguistic concrete and meaningful aspects based on models and/or scaffolds very and applying them to a production structured. appropriately written for the context. Writes from a short and simple personal correspondence model in congratulating someone, or talk about himself and his immediate environment.

Producing, on paper or in digital form, brief and simple texts composed of simple isolated phrases, in a neutral or informal manner, to talk about the student's own self, his immediate

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CCBB CL SC CD SIEE AA CEC

Indicators - Competences CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken.

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Learning standards

Evaluation criteria

environment and aspects of everyday life, in familiar and predictable settings. Accomplishing the main communicative goal of the written text, using a limited repertoire of the most frequent exponents and basic speech patterns. Handling basic syntactical structures, though still making basic mistakes systematically.

Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences and needs. Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech.

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CCBB

Indicators - Competences CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies for the planning and monitoring of work. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers.

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4. UNIT PROGRAMME The following programme and schedule represent a model of temporal sequence learning for the 3rd year of Elementary Education, at the rate of 68 hours per course. The items we have included in each of the units, to show you how the educational process will develop, in the case of the programme are the learning standards, the linguistic contents of each unit, the evaluation criteria, the basic competences and the indicators that settle the development of every basic competence. In the case of the schedule, we have included the goals of every lesson, the activities, indicating the type of activity in question, either regarding the beginning of lesson, development, attention to diversity (reinforcement and expansion), assessment, competence development or cross-curricular topic development; the basic competences and the indicators that settle their development, in addition to the resources required in each lesson. It is an indicative and expandable programme, with numerous optional possibilities suggested in the Teacher's Guide and Teacher's Resource CD-ROM. The teacher may introduce these activities at the appropriate time according to the needs and attitudes of students, given the pace of learning - individual and collective - and teaching hours that are available.

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Starter Unit - On High Street LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

CL AA SC CD CEC

INDICATORS - COMPETENCES

BLOCK 1: ORAL COMPREHENSION

Understands the global  Comprehension strategies: have contact with the vocabulary and meaning of simple oral grammar by displaying animated explanations or versions the iPack vocabulary, instructions. song and stories . Extracts the general  Socio-cultural and socio-linguistic aspects: listen brief dialogues on meaning and captures everyday topics. the essential details of oral histories appropriate  Communicative Functions: to their level. description: places in a city.

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal Request for information on places. relationships and social conventions, Presentations and greetings. and applying these acquired skills to a better understanding of the text.

Assimilates the main ideas of simple presentations, and well-  Syntactic structures: Where's the (post office)? structured themes on family or their interest,  High frequency lexicon: Places in always and when count town: café, cinema, community garden, fire station, flat, library, with pictures and post office, school, (fancy dress) illustrations and speak shop, takeaway; Numbers: 21– slowly and clearly. Identifies the topic of a  simple, predictable

Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, 100; the alphabet (key). on topics related to their own Sound, accentual, rhythm and experiences, needs and interests. intonation patterns: hear a song.

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CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. AA2. . Using several interactive strategies communication problems.

responsive or to solve

AA3. Valuing the use of foreign language as a learning tool. SC1. Taking part in conversations on familiar topics in settings where

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LEARNING STANDARDS

LINGUISTIC CONTENTS

conversation on familiar topics that takes place in their own presence, in a real public space or in a simulation. Understands the general meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .

EVALUATION CRITERIA

CC BB

Discerning the main communicative goal of the text, and basic speech patterns.

INDICATORS - COMPETENCES communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Recognizing the most common meanings associated with the basic syntactic structures typical of oral communication.

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics, and using indications of context and information in the text to get an idea of the probable meanings of unknown words and expressions.

SC4. Identifying the customs of countries where foreign language is spoken. CD2. Using digital media for learning a foreign language. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Makes brief and simple  Production strategies: become Knowing and applying basic familiar with the context of the strategies to produce brief, simple presentations on

Oxford Rooftops 3 – Oxford University Press

CL SC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements

54

LEARNING STANDARDS

everyday topics of your interest or using very simple structures.

LINGUISTIC CONTENTS

CC BB

EVALUATION CRITERIA

drive talking about places in a town. Accompany the communication with gestures to be understood.

monologic or dialogic texts.

Learning About sociocultural aspects and basic sociolinguistic, Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and communicative aspects: reproduce brief dialogue applying the knowledge acquired. on everyday topics; exchanged situations. questions and answers with a Interacting in a very basic way, partner. Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal techniques to initiate, technical means, which or end a short what they see in the pictures from maintain, enable us to see the the book; they practice the conversation. greetings and presentations; ask face and gestures of the and respond on places. Participating in a simple and partner, in which establishes social  Syntactic structures: Where's the understandable way in very brief conversations with direct exchange contact, personal (post office)? of information on very familiar topics, information is exchanged, emotions  High frequency lexicon: Places in using expressions and simple town: café, cinema, community sentences and use most frequently. are expressed, etc. Thrives in simple, everyday situations, real or simulated.

garden, fire station, flat, library, post office, school, (fancy dress) shop, takeaway; Numbers: 21– 100; the alphabet (key).

Being understood in short simple statements, although hesitations, repetitions or pauses may occur in and order to rearrange speech.

 Sound, accentual, rhythm intonation patterns: play a song.

Handling basic syntactical structures, though still systematically.

Oxford Rooftops 3 – Oxford University Press

making

basic

mistakes

CD SIEE AA CEC

INDICATORS - COMPETENCES appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language.

55

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

INDICATORS - COMPETENCES

Knowing and using a limited high frequency oral lexicon related to everyday situations and common and specific topics.

SIEE1. Looking for and collect information on familiar topics in various media.

Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation.

AA2. Using several responsive or interactive strategies to solve communication problems.

SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA3. Valuing the use of foreign language as a learning tool. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

BLOCK 3: WRITTEN COMPREHENSION  Strategies for understanding: Formulates deduce the content of the assumptions about the dialogues through the illustrations. content of simple texts based on their prior  Socio-cultural and socio-linguistic knowledge, including aspects: read brief dialogues on everyday topics. illustrations, of the title, of the graphical  Communicative Functions: read elements, etc.

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.

Identifying sociocultural aspects and basic, concrete and significant short dialogues on: greetings, sociolinguistic aspects on everyday introductions and request Understands essential life, living conditions, interpersonal information about places. information and locating relationships and social conventions, specific information in  Syntactic structures: Where's the and applying these acquired skills

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE AA CEC CMCT

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CL4.4. Reading texts on various topics of interest. SC3. Valuing the use of foreign language as

56

LEARNING STANDARDS

simple material.

LINGUISTIC CONTENTS

informational

Includes a sequence very short and simple instructions for e.g. a very simple recipe. Understands the essentials of short news and articles in children's magazines that deal with topics that are familiar or of interest.

(post office)?

EVALUATION CRITERIA

to a better understanding of the text.

 High frequency lexicon: Places in town: café, cinema, community garden, fire station, flat, library, post office, school, (fancy dress) shop, takeaway; Numbers: 21– 100; the alphabet (key). 

Identifying the general meaning, the main ideas and most of the specific information in digital or printed texts, very brief and simple, with simple structures and lexicon of use very frequently, on very familiar topics Graphic patterns and orthographic and daily.

CC BB

INDICATORS - COMPETENCES a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Looking for and collect information on familiar topics in digital media.

conventions.

Discerning the main function or communicative functions of the text and a limited repertoire of their most common exponents, as well as basic speech patterns. Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication. Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student's own experiences, needs and interests, and inferring from the

Oxford Rooftops 3 – Oxford University Press

CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

57

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

context and information in the text the most probable meanings of unknown words and expressions.

INDICATORS - COMPETENCES CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.

CMCT5. Apply concepts and basic scientific concepts to understand the world around them. CMCT6. Identifying some species of living beings.

BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION

Completes forms  Production strategies: complete Knowing and applying basic games on the iPack with strategies to produce brief and marking options and vocabulary. Written phrases completing data or other simple texts. following a model. personal information.  Socio-cultural and socio-linguistic Knowing bout socio-cultural and Is able to construct simple aspects: build sentences to give basic sociolinguistic concrete and narrative texts based on out personal information. meaningful aspects and applying models and/or scaffolds very them to a production appropriately structured.  Communicative Functions: complete written for the context. a picture dictionary. Writes from a short and simple personal  Syntactic structures: Where's the Producing, on paper or in digital form, brief and simple texts (post office)? correspondence model composed of simple isolated in congratulating  High frequency lexicon: Places in phrases, in a neutral or informal someone, or talk about town: café, cinema, community manner, to talk about the student's himself and his

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE CMCT AA CEC

CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries

58

LEARNING STANDARDS

LINGUISTIC CONTENTS

immediate environment.



CC BB

EVALUATION CRITERIA

INDICATORS - COMPETENCES

garden, fire station, flat, library, post office, school, (fancy dress) shop, takeaway; Numbers: 21– 100; the alphabet (key).

own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

where foreign language is spoken.

Graphic patterns and orthographic conventions.

Accomplishing the main communicative goal of the written text, using a limited repertoire of the most frequent exponents and basic speech patterns.

SIEE1. Show curiosity and interest in learning a foreign language.

Handling basic syntactical structures, though still systematically.

making

basic

CD2. Using digital media for learning a foreign language.

SIEE2. Use simple strategies planning and monitoring of work.

for

the

CMCT1. Solve simple problems on family situations.

mistakes

Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences and needs. Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech.

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart. CMCT3. Sorting the recorded according to a classification criterion.

data

CMCT6. Identifying some species of living beings. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in

Oxford Rooftops 3 – Oxford University Press

59

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

INDICATORS - COMPETENCES learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

60

Unit 1 - At Flat Number 6 LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

CL AA SC CD CEC

INDICATORS - COMPETENCES

BLOCK 1: ORAL COMPREHENSION

Understands the global  Comprehension strategies: have contact with the vocabulary and meaning of simple oral grammar by displaying animated explanations or the iPack vocabulary, song and instructions. stories versions. Extracts the general  Socio-cultural and socio-linguistic aspects: listen brief dialogues on meaning and captures everyday topics, a story about a the essential details of typical British house (at the oral histories appropriate cottage), a video about the to their level. everyday language, a story (Flat Assimilates the main ideas of simple presentations, and well structured themes on family or their interest, always and when count with pictures and illustrations and speak slowly and clearly. Identifies the topic of a simple, predictable

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal number 6), a text on building relationships and social conventions, materials and a blog on a typical and applying these acquired skills Japanese home. to a better understanding of the text. Communicative Functions: description: furniture and objects of a home, the parts of a house; building materials; the weather. Request for information and assistance within the house. Expression of gratitude.

 Syntactic structures: Is it a (TV)? Yes, it is. / No, it isn't. Have you got a (computer)? Yes, I have. No,

Oxford Rooftops 3 – Oxford University Press

Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, on topics related to their own experiences, needs and interests.

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. AA2. . Using several interactive strategies communication problems.

responsive or to solve

AA3. Valuing the use of foreign language as a learning tool. SC1. Taking part in conversations on familiar topics in settings where

61

LEARNING STANDARDS

LINGUISTIC CONTENTS

I haven't. Can you (open) (the conversation on familiar window), please? Yes, of course. topics that takes place in Thank you / Thanks. OK. their own presence, in a real public space or in a  High frequency lexicon: Furniture: simulation. a bookcase, a clock, a desk, a lamp, a mirror, a picture, a TV, a wardrobe, a bin, a computer, a cushion, a plant, a poster, a rug; Parts of the house: door, gate, roof, window; Building materials: mud, stone, wood (key); In the house: bed, chair, cupboard, garage, scooter, sofa, table; The weather: cold, cool, hot, warm (review).

Understands the general meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .



EVALUATION CRITERIA

CC BB

Discerning the main communicative goal of the text, and basic speech patterns.

INDICATORS - COMPETENCES communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Recognizing the most common meanings associated with the basic syntactic structures typical of oral communication.

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics, and using indications of context and information in the text to get an idea Audible, accentual, rhythm and the probable meanings of intonation patterns: hear a chant of of pronunciation, a song and words unknown words and expressions.

SC4. Identifying the customs of countries where foreign language is spoken. CD2. Using digital media for learning a foreign language. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

with the /ә/ sound.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Makes brief and simple  Production strategies: become Knowing and applying basic familiar with the context of the strategies to produce brief, simple presentations on

Oxford Rooftops 3 – Oxford University Press

CL SC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements

62

LEARNING STANDARDS

everyday topics of your interest or using very simple structures.

LINGUISTIC CONTENTS drive talking about experiences related to moving. Accompany the communication with gestures to be understood.

CC BB

EVALUATION CRITERIA

monologic or dialogic texts.

Learning About sociocultural aspects and basic sociolinguistic, Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and communicative aspects: reproduce brief dialogue applying the knowledge acquired. on everyday topics; exchanged situations. questions and answers with a Interacting in a very basic way, partner. Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal techniques to initiate, technical means, which or end a short what they see in the pictures from maintain, enable us to see the the book; ask for and offer help in conversation. everyday situations in a home; ask face and gestures of the and respond on what they have. Participating in a simple and partner, in which establishes social  Syntactic structures: Is it a (TV)? understandable way in very brief conversations with direct exchange contact, personal Yes, it is. / No, it isn't. Have you information is got a (computer)? Yes, I have. No, of information on very familiar topics, I haven't. Can you (open) (the using expressions and simple exchanged, emotions window), please? Yes, of course. sentences and use most frequently. are expressed, etc. Thank you / Thanks. OK.

Thrives in simple,  High frequency lexicon: Furniture: everyday situations, real a bookcase, a clock, a desk, a lamp, a mirror, a picture, a TV, a or simulated. wardrobe, a bin, a computer, a cushion, a plant, a poster, a rug; Parts of the house: door, gate, roof, window; Building materials: mud, stone, wood (key); In the

Oxford Rooftops 3 – Oxford University Press

Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech. Handling basic syntactical structures, though

still

making

basic

mistakes

CD SIEE AA CEC

INDICATORS - COMPETENCES appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language.

63

LEARNING STANDARDS

LINGUISTIC CONTENTS house: bed, chair, cupboard, garage, scooter, sofa, table; The weather: cold, cool, hot, warm (review).

EVALUATION CRITERIA

CC BB

systematically.

SIEE1. Looking for and collect information on familiar topics in various media.

Knowing and using a limited high frequency oral lexicon related to everyday situations and common  Audible, accentual, rhythm and intonation patterns: reproduce a and specific topics. chant of pronunciation, a song and words with the /ә/ sound.

INDICATORS - COMPETENCES

SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA2. Using several responsive or interactive strategies to solve communication problems.

Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation.

AA3. Valuing the use of foreign language as a learning tool. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

BLOCK 3: WRITTEN COMPREHENSION  Comprehension strategies: checking Formulates the story in the iPack before taking assumptions about the contact with the written text. content of simple texts Deduce the content of the stories based on their prior through bullets. knowledge, including illustrations, of the title,  Socio-cultural and socio-linguistic aspects: read brief dialogues on of the graphical everyday topics, phrases elements, etc.

Understands essential information and locating specific information in

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.

Identifying sociocultural aspects and basic, concrete and significant describing a typical British house sociolinguistic aspects on everyday (at the cottage), a story (Flat number 6), an intercurricular text life, living conditions, interpersonal (Building materials) and a blog on relationships and social conventions, a typical Japanese home. and applying these acquired skills

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE AA CEC CMCT

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CL4.4. Reading texts on various topics of interest. SC3. Valuing the use of foreign language as

64

LEARNING STANDARDS

simple material.

LINGUISTIC CONTENTS

informational  Communicative

Functions: read short dialogues on: descriptions of the objects in a house, a request for help inside a house, thanks and on what they have.

Includes a sequence very short and simple instructions for e.g. a  Syntactic structures: Is it a (TV)? Yes, it is. / No, it isn't. Have you very simple recipe.

got a (computer)? Yes, I have. No, I haven't. Can you (open) (the window), please? Yes, of course. Thank you / Thanks. OK.

Understands the essentials of short news and articles in children's magazines that deal with  High frequency lexicon: Furniture: a bookcase, a clock, a desk, a topics that are familiar or lamp, a mirror, a picture, a TV, a of interest.

wardrobe, a bin, a computer, a cushion, a plant, a poster, a rug; Parts of the house: door, gate, roof, window; Building materials: mud, stone, wood (key); In the house: bed, chair, cupboard, garage, scooter, sofa, table; The weather: cold, cool, hot, warm (review).



EVALUATION CRITERIA

to a better understanding of the text. Identifying the general meaning, the main ideas and most of the specific information in digital or printed texts, very brief and simple, with simple structures and lexicon of use very frequently, on very familiar topics and daily. Discerning the main function or communicative functions of the text and a limited repertoire of their most common exponents, as well as basic speech patterns. Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication.

Recognizing a limited high frequency oral lexicon related to Graphics patterns and orthographic conventions: words with the /ә/ everyday situations and common sound : Computer, mirror, picture, and specific topics related to the poster, scooter. student's own experiences, needs and interests, and inferring from the

Oxford Rooftops 3 – Oxford University Press

CC BB

INDICATORS - COMPETENCES a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

65

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

context and information in the text the most probable meanings of unknown words and expressions.

INDICATORS - COMPETENCES CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.

CMCT5. Apply concepts and basic scientific concepts to understand the world around them. CMCT6. Identifying some species of living beings.

BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION

Completes forms  Production strategies: classify the Knowing and applying basic vocabulary in different categories. strategies to produce brief and marking options and Complete games in the iPack with completing data or other simple texts. vocabulary. Written phrases personal information. following a model. Knowing bout socio-cultural and Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and narrative texts based on aspects: build sentences to meaningful aspects and applying models and/or scaffolds very describe objects in a house and to them to a production appropriately structured. talk about what they have. written for the context. Writes from a short and  Communicative Functions: complete the picture dictionary and write a Producing, on paper or in digital simple personal brief and simple texts post in a blog on your favourite form, correspondence model room. composed of simple isolated in congratulating someone, or talk about  Syntactic structures: Is it a (TV)? phrases, in a neutral or informal manner, to talk about the student's himself and his

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE CMCT AA CEC

CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries

66

LEARNING STANDARDS

LINGUISTIC CONTENTS

immediate environment.

Yes, it is. / No, it isn't. Have you got a (computer)? Yes, I have. No, I haven't. Can you (open) (the window), please? Yes, of course. Thank you / Thanks. OK.  High frequency lexicon: Furniture: a bookcase, a clock, a desk, a lamp, a mirror, a picture, a TV, a wardrobe, a bin, a computer, a cushion, a plant, a poster, a rug; Parts of the house: door, gate, roof, window; Building materials: mud, stone, wood (key); In the house: bed, chair, cupboard, garage, scooter, sofa, table; The weather: cold, cool, hot, warm (review). 

CC BB

EVALUATION CRITERIA

INDICATORS - COMPETENCES

own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

where foreign language is spoken.

Accomplishing the main communicative goal of the written text, using a limited repertoire of the most frequent exponents and basic speech patterns.

SIEE1. Show curiosity and interest in learning a foreign language.

Handling basic syntactical structures, though still systematically.

making

basic

CD2. Using digital media for learning a foreign language.

SIEE2. Use simple strategies planning and monitoring of work.

for

the

CMCT1. Solve simple problems on family situations.

mistakes

Knowing and using a limited high frequency written lexicon related to everyday situations and common Graphics patterns and orthographic and specific topics related to the conventions: words with the /ә/ sound : Computer, mirror, picture, student own interests, experiences poster, scooter. and needs. Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech.

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart. CMCT3. Sorting the recorded according to a classification criterion.

data

CMCT6. Identifying some species of living beings. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in

Oxford Rooftops 3 – Oxford University Press

67

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

INDICATORS - COMPETENCES learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

68

Unit 2 - At the Fancy Dress Shop LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

CL AA SC CD CEC

INDICATORS - COMPETENCES

BLOCK 1: ORAL COMPREHENSION

Understands the global  Comprehension strategies: have contact with the vocabulary and meaning of simple oral grammar by displaying animated explanations or the iPack vocabulary, song and instructions. stories versions. Extracts the general  Socio-cultural and socio-linguistic aspects: listen brief dialogues on meaning and captures everyday topics, a story about a the essential details of carnival party (at the carnival), a oral histories appropriate video about the everyday to their level. language, a story (the number one Assimilates the main ideas of simple presentations, and wellstructured themes on  family or their interest, always and when count with pictures and illustrations and speak slowly and clearly.

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal fan), a text on the making of a relationships and social conventions, papier mache mask and a blog and applying these acquired skills about a young Indian girl talking to a better understanding of the text. about clothes.

Communicative Functions: description: clothing, facial features, costumes; materials of a handcraft and colours of the clothing. Expression of taste and preferences. Instructions for making a mask.

Identifies the topic of a  Syntactic structures: What colour is Mum's (hat)? It's (black). What simple, predictable

Oxford Rooftops 3 – Oxford University Press

Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, on topics related to their own experiences, needs and interests.

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. AA2. . Using several interactive strategies communication problems.

responsive or to solve

AA3. Valuing the use of foreign language as a learning tool. SC1. Taking part in conversations on familiar topics in settings where

69

LEARNING STANDARDS

LINGUISTIC CONTENTS

conversation on familiar topics that takes place in their own presence, in a real public space or in a simulation.

colour are Dad's (jeans)? They're (blue). Has he/she got a (ponytail)? Yes, he has / No, she hasn't. I like this (scarf). I like these (gloves). So do I / I don't. I prefer this (scarf). I prefer these (trainers).

Understands the  High frequency lexicon: Clothes: a general meaning and the belt, gloves, a mask, sandals, a gist of the dramatizations shirt, socks, a sweater, trainers; of traditional popular Facial features: beard, curly hair, earrings, moustache, ponytail, previously known fairy straight hair; Carnival: costume, tales or stories . hat, ribbons, shirt, belt, trousers, tunic; Crafts: balloon, glue, newspaper, paint, string, scissors, water (key); Colours: black, blue, brown, green, orange, pink, red, white, yellow (review).



Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the /ʃ/ sound.

EVALUATION CRITERIA

CC BB

Discerning the main communicative goal of the text, and basic speech patterns.

INDICATORS - COMPETENCES communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Recognizing the most common meanings associated with the basic syntactic structures typical of oral communication.

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics, and using indications of context and information in the text to get an idea of the probable meanings of unknown words and expressions.

SC4. Identifying the customs of countries where foreign language is spoken. CD2. Using digital media for learning a foreign language. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved.

BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Makes brief and simple  Production strategies: they become Knowing and applying basic familiar with the context of the unit strategies to produce brief, simple presentations on

Oxford Rooftops 3 – Oxford University Press

CL SC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements

70

LEARNING STANDARDS

everyday topics of your interest or using very simple structures.

LINGUISTIC CONTENTS speaking on own experiences related to go to a cafe. Accompany the communication with gestures to be understood.

CC BB

EVALUATION CRITERIA

monologic or dialogic texts.

Learning About sociocultural aspects and basic sociolinguistic, Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and communicative aspects: reproduce brief dialogue applying the knowledge acquired. on everyday topics; exchanged situations. questions and answers with a Interacting in a very basic way, partner. Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal techniques to initiate, technical means, which or end a short what they see in the pictures from maintain, enable us to see the the book; describe people (clothing conversation. and facial features); talk about their face and gestures of the tastes and preferences. Participating in a simple and partner, in which establishes social  Syntactic structures: What colour is understandable way in very brief conversations with direct exchange contact, personal Mum's (hat)? It's (black). What information is colour are Dad's (jeans)? They're of information on very familiar topics, (blue). Has he/she got a using expressions and simple exchanged, emotions (ponytail)? Yes, he has / No, she sentences and use most frequently. are expressed, etc. Thrives in simple, everyday situations, real or simulated.

hasn't. I like this (scarf). I like these (gloves). So do I / I don't. I prefer this (scarf). I prefer these (trainers).

 High frequency lexicon: Clothes: a belt, gloves, a mask, sandals, a shirt, socks, a sweater, trainers; Facial features: beard, curly hair, earrings, moustache, ponytail,

Oxford Rooftops 3 – Oxford University Press

Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech. Handling basic syntactical structures, though

still

making

basic

mistakes

CD SIEE AA CEC

INDICATORS - COMPETENCES appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language.

71

LEARNING STANDARDS

LINGUISTIC CONTENTS straight hair; Carnival: costume, hat, ribbons, shirt, belt, trousers, tunic; Crafts: balloon, glue, newspaper, paint, string, scissors, water (key); Colours: black, blue, brown, green, orange, pink, red, white, yellow (review).  Audible, accentual, rhythm and intonation patterns: reproduced a chant of pronunciation, a song and words with the /ʃ/ sound.

EVALUATION CRITERIA

CC BB

systematically.

INDICATORS - COMPETENCES SIEE1. Looking for and collect information on familiar topics in various media.

Knowing and using a limited high frequency oral lexicon related to everyday situations and common and specific topics.

SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA2. Using several responsive or interactive strategies to solve communication problems.

Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation.

AA3. Valuing the use of foreign language as a learning tool. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

BLOCK 3: WRITTEN COMPREHENSION  Comprehension strategies: checking Formulates the story in the iPack before taking assumptions about the contact with the written text. content of simple texts Deduce the content of the stories based on their prior through bullets. knowledge, including illustrations, of the title,  Socio-cultural and socio-linguistic aspects: read brief dialogues on of the graphical everyday topics, phrases elements, etc.

Understands essential information and locating specific information in

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.

Identifying sociocultural aspects and basic, concrete and significant describing a carnival party (at the sociolinguistic aspects on everyday carnival), a story (The number one fan), an intercurricular text (Making life, living conditions, interpersonal a papier mâché mask) and a blog relationships and social conventions, about a young Indian girl talking and applying these acquired skills

CL SC CD SIEE AA CEC CMCT

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CL4.4. Reading texts on various topics of interest.

about clothes.

SC3. Valuing the use of foreign language as

Oxford Rooftops 3 – Oxford University Press

72

LEARNING STANDARDS

simple material.

informational

LINGUISTIC CONTENTS

 Communicative Functions: read short dialogues on: descriptions of clothing and physical traits of the people; on tastes and preferences.

Includes a sequence very short and simple instructions for e.g. a  Syntactic structures: What colour is Mum's (hat)? It's (black). What very simple recipe. Understands the essentials of short news and articles in children's magazines that deal with topics that are familiar or of interest.

colour are Dad's (jeans)? They're (blue). Has he/she got a (ponytail)? Yes, he has / No, she hasn't. I like this (scarf). I like these (gloves). So do I / I don't. I prefer this (scarf). I prefer these (trainers).  High frequency lexicon: Clothes: a belt, gloves, a mask, sandals, a shirt, socks, a sweater, trainers; Facial features: beard, curly hair, earrings, moustache, ponytail, straight hair; Carnival: costume, hat, ribbons, shirt, belt, trousers, tunic; Crafts: balloon, glue, newspaper, paint, string, scissors, water (key); Colours: black, blue, brown, green, orange, pink, red, white, yellow (review). 

EVALUATION CRITERIA

to a better understanding of the text. Identifying the general meaning, the main ideas and most of the specific information in digital or printed texts, very brief and simple, with simple structures and lexicon of use very frequently, on very familiar topics and daily. Discerning the main function or communicative functions of the text and a limited repertoire of their most common exponents, as well as basic speech patterns. Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication.

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the Graphics patterns and orthographic student's own experiences, needs conventions: words with the /ʃ/ sound: Shop, T-shirt, Shona, she, and interests, and inferring from the

Oxford Rooftops 3 – Oxford University Press

CC BB

INDICATORS - COMPETENCES a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

73

LEARNING STANDARDS

LINGUISTIC CONTENTS shoes, shorts, sheep.

EVALUATION CRITERIA

CC BB

context and information in the text the most probable meanings of unknown words and expressions.

INDICATORS - COMPETENCES CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.

CMCT5. Apply concepts and basic scientific concepts to understand the world around them. CMCT6. Identifying some species of living beings.

BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION

Completes forms  Production strategies: classify the Knowing and applying basic vocabulary in different categories. strategies to produce brief and marking options and Complete games in the iPack with completing data or other simple texts. vocabulary. Written phrases personal information. following a model. Knowing bout socio-cultural and Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and narrative texts based on aspects: build sentences to meaningful aspects and applying models and/or scaffolds very describe clothing and facial them to a production appropriately structured. features. written for the context. Writes from a short and  Communicative Functions: complete the picture dictionary and write a Producing, on paper or in digital simple personal form, brief and simple texts post in a blog on his family. correspondence model composed of simple isolated in congratulating  Syntactic structures: What colour is phrases, in a neutral or informal someone, or talk about Mum's (hat)? It's (black). What manner, to talk about the student's himself and his

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE CMCT AA CEC

CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries

74

LEARNING STANDARDS

LINGUISTIC CONTENTS

immediate environment.

colour are Dad's (jeans)? They're (blue). Has he/she got a (ponytail)? Yes, he has / No, she hasn't. I like this (scarf). I like these (gloves). So do I / I don't. I prefer this (scarf). I prefer these (trainers).  High frequency lexicon: Clothes: a belt, gloves, a mask, sandals, a shirt, socks, a sweater, trainers; Facial features: beard, curly hair, earrings, moustache, ponytail, straight hair; Carnival: costume, hat, ribbons, shirt, belt, trousers, tunic; Crafts: balloon, glue, newspaper, paint, string, scissors, water (key); Colours: black, blue, brown, green, orange, pink, red, white, yellow (review). 

CC BB

EVALUATION CRITERIA

own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

where foreign language is spoken.

Accomplishing the main communicative goal of the written text, using a limited repertoire of the most frequent exponents and basic speech patterns.

SIEE1. Show curiosity and interest in learning a foreign language.

Handling basic syntactical structures, though still systematically.

making

basic

CD2. Using digital media for learning a foreign language.

SIEE2. Use simple strategies planning and monitoring of work.

for

the

CMCT1. Solve simple problems on family situations.

mistakes

Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the Graphics patterns and orthographic student own interests, experiences conventions: words with the /ʃ/ and needs. sound: Shop, T-shirt, Shona, she, shoes, shorts, sheep.

INDICATORS - COMPETENCES

Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech.

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart. CMCT3. Sorting the recorded according to a classification criterion.

data

CMCT6. Identifying some species of living beings. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in

Oxford Rooftops 3 – Oxford University Press

75

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

INDICATORS - COMPETENCES learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

76

Unit 3 - At Rooftops Café LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

CL AA SC CD CEC

INDICATORS - COMPETENCES

BLOCK 1: ORAL COMPREHENSION

Understands the global  Comprehension strategies: have contact with the vocabulary and meaning of simple oral grammar by displaying animated explanations or the iPack vocabulary, song and instructions. stories versions. Extracts the general  Socio-cultural and socio-linguistic aspects: listen brief dialogues on meaning and captures everyday topics, a story about a the essential details of visit to a coffee shop (A visit to the oral histories appropriate coffee), a video about the everyday to their level. language, a story (Jack's to star), a Assimilates the main ideas of simple presentations, and well structured themes on family or their interest, always and when count with pictures and illustrations and speak slowly and clearly.

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal text on musical instruments and a relationships and social conventions, blog on an extra school club in and applying these acquired skills Australia. to a better understanding of the text. Communicative Functions: description: free-time activities, musical instruments, things that can be found in a cafeteria. Expression of suggestions about doing any activity. Description of what a person is doing. Expression about the skill in playing a musical instrument.

Identifies the topic of a simple, predictable  Syntactic structures: What’s he /

Oxford Rooftops 3 – Oxford University Press

Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, on topics related to their own experiences, needs and interests.

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifie specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. AA2. . Using several interactive strategies communication problems.

responsive or to solve

AA3. Valuing the use of foreign language as a learning tool. SC1. Taking part in conversations on familiar topics in settings where

77

LEARNING STANDARDS

LINGUISTIC CONTENTS

conversation on familiar topics that takes place in their own presence, in a real public space or in a simulation. Understands the general meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .

she doing? He’s / She’s (having a snack). Can he / she (dance)? Yes, he can. / No, she can’t. Let’s (play chess). OK. No, thanks. I don’t want to.  High frequency lexicon: Free time activities: buy an ice cream, have a drink, have a snack, listen to music, play chess, play games, read a comic, talk to friends; Musical instruments: drums, flute, recorder, triangle, trumpet, violin; At the café: biscuit, magazine, waitress; Music: air, metal, skin, string, vibrate (key); At the café: cake, café, chess, comics, drinking, eating, mum, orange (repaso). 

Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the sound /r/.

EVALUATION CRITERIA

CC BB

Discerning the main communicative goal of the text, and basic speech patterns.

INDICATORS - COMPETENCES communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Recognizing the most common meanings associated with the basic syntactic structures typical of oral communication.

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics, and using indications of context and information in the text to get an idea of the probable meanings of unknown words and expressions.

SC4. Identifying the customs of countries where foreign language is spoken. CD2. Using digital media for learning a foreign language. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved.

BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Makes brief and simple  Production strategies: they become Knowing and applying basic familiar with the context of the unit strategies to produce brief, simple presentations on

Oxford Rooftops 3 – Oxford University Press

CL SC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements

78

LEARNING STANDARDS

everyday topics of your interest or using very simple structures.

LINGUISTIC CONTENTS speaking on own experiences related to go to a cafe. Accompany the communication with gestures to be understood.

CC BB

EVALUATION CRITERIA

monologic or dialogic texts.

Learning About sociocultural aspects and basic sociolinguistic, Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and communicative aspects: reproduce brief applying the knowledge acquired. dialogueuess on everyday topics; situations. exchanged questions and answers Interacting in a very basic way, with a partner. Participates in face-tousing very simple linguistic or face conversations or by  Communicative Functions: describe nonverbal techniques to initiate, technical means, which or end a short what they see in the pictures from maintain, enable us to see the the book; talk about activities that conversation. can be performed in a coffee shop; face and gestures of the they ask and respond on what you Participating in a simple and partner, in which are doing people; make and understandable way in very brief establishes social respond to suggestions; they talk contact, personal about the instruments that can play conversations with direct exchange of information on very familiar topics, them and other people. information is using expressions and simple exchanged, emotions  Syntactic structures: What’s he / sentences and use most frequently. are expressed, etc. Thrives in simple, everyday situations, real or simulated.

she doing? He’s / She’s (having a snack). Can he / she (dance)? Yes, he can. / No, she can’t. Let’s (play chess). OK. No, thanks. I don’t want to.

 High frequency lexicon: Free time activities: buy an ice cream, have a drink, have a snack, listen to music, play chess, play games,

Oxford Rooftops 3 – Oxford University Press

Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech. Handling basic syntactical structures, though

still

making

basic

mistakes

CD SIEE AA CEC

INDICATORS - COMPETENCES appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language.

79

LEARNING STANDARDS

LINGUISTIC CONTENTS read a comic, talk to friends; Musical instruments: drums, flute, recorder, triangle, trumpet, violin; At the café: biscuit, magazine, waitress; Music: air, metal, skin, string, vibrate (key); At the café: cake, café, chess, comics, drinking, eating, mum, orange (review).

EVALUATION CRITERIA

CC BB

systematically.

INDICATORS - COMPETENCES SIEE1. Looking for and collect information on familiar topics in various media.

Knowing and using a limited high frequency oral lexicon related to everyday situations and common and specific topics.

SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA2. Using several responsive or interactive strategies to solve communication problems.

Articulating, usually clearly but with an obvious influence of the first or  Audible, accentual, rhythm and other languages, a very limited intonation patterns: reproduced a repertoire of patterns of sound, chant of pronunciation, a song and stress, rhythm and basic intonation. words with the sound /r/.

AA3. Valuing the use of foreign language as a learning tool. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

BLOCK 3: WRITTEN COMPREHENSION

Completes forms  Comprehension strategies: checking Knowing and applying the most the story in the iPack before taking proper basic strategies for the marking options and contact with the written text. completing data or other comprehension of meaning, Deduce the content of the stories personal information. essential information or main ideas through bullets. of the text. Is able to construct simple narrative texts based on models and/or scaffolds very structured.

Writes from a short and simple personal correspondence model

 Socio-cultural and socio-linguistic aspects: read brief dialogues on everyday topics, phrases describing a visit to a coffee shop (A visit to the coffee), a story (Jack's to star), an intercurricular text (How musical instruments make sounds) and a blog on an extra school club from an

Oxford Rooftops 3 – Oxford University Press

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal relationships and social conventions, and applying these acquired skills

CL SC CD SIEE AA CEC CMCT

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CL4.4. Reading texts on various topics of interest. SC3. Valuing the use of foreign language as

80

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

Australian child. in congratulating to a better understanding of the text. someone, or talk about  Communicative Functions: read Identifying the general meaning, the himself and his short dialogues on: what can be main ideas and most of the specific immediate environment. done in a coffee shop, suggestions on free-time activities, on people's information in digital or printed texts, skills in relation to the music and very brief and simple, with simple dance. structures and lexicon of use very frequently, on very familiar topics  Syntactic structures: What’s he / and daily. she doing? He’s / She’s (having a snack). Can he / she (dance)? Yes, he can. / No, she can’t. Let’s (play chess). OK. No, thanks. I don’t want to.

Discerning the main function or communicative functions of the text and a limited repertoire of their most common exponents, as well as basic  High frequency lexicon: Free time speech patterns. activities: buy an ice cream, have a drink, have a snack, listen to music, play chess, play games, read a comic, talk to friends; Musical instruments: drums, flute, recorder, triangle, trumpet, violin; At the café: biscuit, magazine, waitress; Music: air, metal, skin, string, vibrate (key); At the café: cake, café, chess, comics, drinking, eating, mum, orange (review).



Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication.

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student's own experiences, needs Graphics patterns and orthographic conventions: words with the /r/ and interests, and inferring from the

Oxford Rooftops 3 – Oxford University Press

CC BB

INDICATORS - COMPETENCES a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

81

LEARNING STANDARDS

LINGUISTIC CONTENTS sound: Reading, Rob, Rosie, recorder, riding, rocket, writing.

EVALUATION CRITERIA

CC BB

context and information in the text the most probable meanings of unknown words and expressions.

INDICATORS - COMPETENCES CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.

CMCT5. Apply concepts and basic scientific concepts to understand the world around them. CMCT6. Identifying some species of living beings.

BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION

Copies words and  Production strategies: classify the Knowing and applying basic vocabulary in different categories. strategies to produce brief and simple expressions Complete games in the iPack with worked orally. simple texts. vocabulary. Written following a model.

phrases

Writes letters or cards in which you congratulate  Socio-cultural and socio-linguistic aspects: build sentences to someone from a model, describe what can be done in a copying some basic coffee shop, what are the people in words and including the photographs doing and the drawings or abilities of people with musical photographs. instruments.

Knowing bout socio-cultural and basic sociolinguistic concrete and meaningful aspects and applying them to a production appropriately written for the context.

Producing, on paper or in digital form, brief and simple texts Produces posters with a  Communicative Functions: complete composed of simple isolated the picture dictionary and write a very simple model phrases, in a neutral or informal post in a blog about his friends. manner, to talk about the student's

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE CMCT AA CEC

CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries

82

LEARNING STANDARDS

LINGUISTIC CONTENTS

 Syntactic structures: What’s he / she doing? He’s / She’s (having a snack). Can he / she (dance)? Yes, he can. / No, she can’t. Let’s (play chess). OK. No, thanks. I don’t want to.

CC BB

EVALUATION CRITERIA

own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

Accomplishing the main communicative goal of the written text, using a limited repertoire of the  High frequency lexicon: Free time most frequent exponents and basic activities: buy an ice cream, have speech patterns. a drink, have a snack, listen to music, play chess, play games, read a comic, talk to friends; Musical instruments: drums, flute, recorder, triangle, trumpet, violin; At the café: biscuit, magazine, waitress; Music: air, metal, skin, string, vibrate (key); At the café: cake, café, chess, comics, drinking, eating, mum, orange (review).



Handling basic syntactical structures, though still systematically.

making

basic

where foreign language is spoken. CD2. Using digital media for learning a foreign language. SIEE1. Show curiosity and interest in learning a foreign language. SIEE2. Use simple strategies planning and monitoring of work.

for

the

CMCT1. Solve simple problems on family situations.

mistakes

Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences Graphics patterns and orthographic and needs. conventions: words with the /r/ sound: Reading, Rob, Rosie, recorder, riding, rocket, writing.

INDICATORS - COMPETENCES

Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech.

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart. CMCT3. Sorting the recorded according to a classification criterion.

data

CMCT6. Identifying some species of living beings. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in

Oxford Rooftops 3 – Oxford University Press

83

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

INDICATORS - COMPETENCES learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

84

Unit 4 - At the Library LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

CL AA SC CD CEC

INDICATORS - COMPETENCES

BLOCK 1: ORAL COMPREHENSION

Understands the global  Comprehension strategies: have contact with the vocabulary and meaning of simple oral grammar by displaying animated explanations or the iPack vocabulary, song and instructions. stories versions. Extracts the general  Socio-cultural and socio-linguistic aspects: listen brief dialogues on meaning and captures everyday topics, a story about a the essential details of British library (at the library), a oral histories appropriate video about the everyday to their level. language, a story (Cory's story), a text on the bar graphs and a blog on a library in Botswana.

Assimilates the main ideas of simple Communicative Functions: presentations, and well-  description: characters from structured themes on stories; description of people. family or their interest, Expression of liking books. always and when count with pictures and  Syntactic structures: Is there (a wizard)? Yes, there is. / No, there illustrations and speak isn’t. Is he / she (old)? Yes, he is. / slowly and clearly. No, she isn’t. What’s your favourite Identifies the topic of a simple, predictable

book? Who’s character?

Oxford Rooftops 3 – Oxford University Press

your

favourite

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal relationships and social conventions, and applying these acquired skills to a better understanding of the text. Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, on topics related to their own experiences, needs and interests.

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. AA2. . Using several interactive strategies communication problems.

responsive or to solve

AA3. Valuing the use of foreign language as a learning tool. SC1. Taking part in conversations on familiar topics in settings where

85

LEARNING STANDARDS

LINGUISTIC CONTENTS

conversation on familiar  High frequency lexicon: Story characters: an explorer, a topics that takes place in footballer, a king, a prince, a their own presence, in a princess, a queen, a spy, a wizard; real public space or in a Adjectives to describe people: simulation. good-looking, old, short, strong, Understands the general meaning and the gist of the dramatizations of traditional popular previously known fairy  tales or stories .

EVALUATION CRITERIA

CC BB

Discerning the main communicative goal of the text, and basic speech patterns.

INDICATORS - COMPETENCES communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Recognizing the most common tall, young; Books: author, meanings associated with the basic character, cover, title; Bar charts: syntactic structures typical of oral axis, horizontal, vertical (key); communication.

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Stories: book, comic, tunic, witch; School objects: chair, computer, desk (review).

Recognizing a limited high frequency oral lexicon related to Audible, accentual, rhythm and everyday situations and common intonation patterns: hear a chant of and specific topics, and using pronunciation, a song and words indications of context and with the sound /w/. information in the text to get an idea of the probable meanings of unknown words and expressions.

SC4. Identifying the customs of countries where foreign language is spoken. CD2. Using digital media for learning a foreign language. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Makes brief and simple  Production strategies: they become Knowing and applying basic familiar with the context of the unit strategies to produce brief, simple presentations on

Oxford Rooftops 3 – Oxford University Press

CL SC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements

86

LEARNING STANDARDS

everyday topics of your interest or using very simple structures.

LINGUISTIC CONTENTS speaking on own experiences related to the library and the books they read. Accompany the communication with gestures to be understood.

CC BB

EVALUATION CRITERIA

monologic or dialogic texts.

Learning About sociocultural aspects and basic sociolinguistic, Answers accordingly in concrete and meaningful, and  Socio-cultural and socio-linguistic applying the knowledge acquired. communicative aspects: reproduce brief dialogue situations. on everyday topics; exchanged Interacting in a very basic way, questions and answers with a Participates in face-tousing very simple linguistic or nonpartner. face conversations or by verbal techniques to initiate, technical means, which  Communicative Functions: describe maintain, or end a short enable us to see the what they see in the pictures from conversation. the book; describe the characters face and gestures of the of the stories; ask and respond on Participating in a simple and partner, in which the books they like. understandable way in very brief establishes social contact, personal  Syntactic structures: Is there (a conversations with direct exchange information is wizard)? Yes, there is. / No, there of information on very familiar topics, isn’t. Is he / she (old)? Yes, he is. / using expressions and simple exchanged, emotions No, she isn’t. What’s your favourite sentences and use most frequently. are expressed, etc. book? Who’s character?

your

favourite

Being understood in short simple Thrives in simple, everyday situations, real  High frequency lexicon: Story statements, although hesitations, characters: an explorer, a repetitions or pauses may occur in or simulated. footballer, a king, a prince, a order to rearrange speech. princess, a queen, a spy, a wizard; Adjectives to describe people: good-looking, old, short, strong, tall, young; Books: author,

Oxford Rooftops 3 – Oxford University Press

Handling basic syntactical structures, though

still

making

basic

mistakes

CD SIEE AA CEC

INDICATORS - COMPETENCES appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language.

87

LEARNING STANDARDS

LINGUISTIC CONTENTS character, cover, title; Bar charts: axis, horizontal, vertical (key); Stories: book, comic, tunic, witch; School objects: chair, computer, desk (review).

EVALUATION CRITERIA

CC BB

systematically.

SIEE1. Looking for and collect information on familiar topics in various media.

Knowing and using a limited high frequency oral lexicon related to everyday situations and common  Audible, accentual, rhythm and and specific topics. intonation patterns: hear a chant of pronunciation, a song and words with the /w/ sound.

INDICATORS - COMPETENCES

SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA2. Using several responsive or interactive strategies to solve communication problems.

Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation.

AA3. Valuing the use of foreign language as a learning tool. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

BLOCK 3: WRITTEN COMPREHENSION  Comprehension strategies: checking Formulates the story in the iPack before taking assumptions about the contact with the written text. content of simple texts Deduce the content of the stories based on their prior through bullets. knowledge, including illustrations, of the title,  Socio-cultural and socio-linguistic aspects: read brief dialogues on of the graphical everyday topics, phrases elements, etc.

Understands essential information and locating specific information in

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.

Identifying sociocultural aspects and basic, concrete and significant describing pictures on a library (at sociolinguistic aspects on everyday the library), a story (Cory's story), an intercurricular text (Bar charts) life, living conditions, interpersonal and a blog on a library in relationships and social conventions, Botswana. and applying these acquired skills

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE AA CEC CMCT

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CL4.4. Reading texts on various topics of interest. SC3. Valuing the use of foreign language as

88

LEARNING STANDARDS

simple material.

LINGUISTIC CONTENTS

informational  Communicative

Functions: read short dialogues on: descriptions of the books in the library, the characters of the stories; about their favourite books.

Includes a sequence very short and simple instructions for e.g. a  Syntactic structures: Is there (a wizard)? Yes, there is. / No, there very simple recipe. isn’t. Is he / she (old)? Yes, he is. / No, she isn’t. What’s your favourite book? Who’s your favourite character?

Understands the essentials of short news and articles in children's magazines that deal with  High frequency lexicon: Story characters: an explorer, a topics that are familiar or footballer, a king, a prince, a of interest.

EVALUATION CRITERIA

to a better understanding of the text. Identifying the general meaning, the main ideas and most of the specific information in digital or printed texts, very brief and simple, with simple structures and lexicon of use very frequently, on very familiar topics and daily.

Discerning the main function or communicative functions of the text and a limited repertoire of their most common exponents, as well as basic princess, a queen, a spy, a wizard; speech patterns. Adjectives to describe people: good-looking, old, short, strong, tall, young; Books: author, character, cover, title; Bar charts: axis, horizontal, vertical (key); Stories: book, comic, tunic, witch; School objects: chair, computer, desk (review).



Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication.

Recognizing a limited high frequency oral lexicon related to Graphics patterns and orthographic conventions: words with the /w/ everyday situations and common sound: Walking, what, Wilfred, and specific topics related to the wearing white, wizard, wood. student's own experiences, needs and interests, and inferring from the

Oxford Rooftops 3 – Oxford University Press

CC BB

INDICATORS - COMPETENCES a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

89

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

context and information in the text the most probable meanings of unknown words and expressions.

INDICATORS - COMPETENCES CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.

CMCT5. Apply concepts and basic scientific concepts to understand the world around them. CMCT6. Identifying some species of living beings.

BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION

Completes forms  Production strategies: classify the Knowing and applying basic vocabulary in different categories. strategies to produce brief and marking options and Complete games in the iPack with completing data or other simple texts. vocabulary. Written phrases personal information. following a model. Knowing bout socio-cultural and Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and narrative texts based on aspects: build sentences to meaningful aspects and applying models and/or scaffolds very describe the characters that them to a production appropriately structured. appear in the stories and how they written for the context. are; and to talk about their Writes from a short and favourite books/characters. Producing, on paper or in digital simple personal correspondence model  Communicative Functions: complete form, brief and simple texts the picture dictionary and write a composed of simple isolated in congratulating post in a blog about your favourite phrases, in a neutral or informal someone, or talk about book. Complete the information of manner, to talk about the student's himself and his

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE CMCT AA CEC

CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries

90

LEARNING STANDARDS

LINGUISTIC CONTENTS

immediate environment.

CC BB

EVALUATION CRITERIA

a bar graph.  Syntactic structures: Is there (a wizard)? Yes, there is. / No, there isn’t. Is he / she (old)? Yes, he is. / No, she isn’t. What’s your favourite book? Who’s your favourite character?

own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

Accomplishing the main communicative goal of the written text, using a limited repertoire of the most frequent exponents and basic Story speech patterns.

 High frequency lexicon: characters: an explorer, a footballer, a king, a prince, a princess, a queen, a spy, a wizard; Adjectives to describe people: good-looking, old, short, strong, tall, young; Books: author, character, cover, title; Bar charts: axis, horizontal, vertical (key); Stories: book, comic, tunic, witch; School objects: chair, computer, desk (review). 

Handling basic syntactical structures, though still systematically.

making

basic

where foreign language is spoken. CD2. Using digital media for learning a foreign language. SIEE1. Show curiosity and interest in learning a foreign language. SIEE2. Use simple strategies planning and monitoring of work.

for

the

CMCT1. Solve simple problems on family situations.

mistakes

Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences Graphics patterns and orthographic and needs. conventions: words with the /w/ sound: Walking, what, Wilfred, wearing white, wizard, wood.

INDICATORS - COMPETENCES

Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech.

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart. CMCT3. Sorting the recorded according to a classification criterion.

data

CMCT6. Identifying some species of living beings. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in

Oxford Rooftops 3 – Oxford University Press

91

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

INDICATORS - COMPETENCES learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

92

Unit 5 - At Rooftops Zoo LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

CL AA SC CD CEC

INDICATORS - COMPETENCES

BLOCK 1: ORAL COMPREHENSION

Understands the global  Comprehension strategies: have contact with the vocabulary and meaning of simple oral grammar by displaying animated explanations or the iPack vocabulary, song and instructions. stories versions. Extracts the general  Socio-cultural and socio-linguistic aspects: listen brief dialogues on meaning and captures everyday topics, a story about a the essential details of safari park (at the wildlife park), a oral histories appropriate video about the everyday to their level. language, a story (Mrs Bell's favourite animal), a text on reptiles and a blog on animals.

Assimilates the main ideas of simple Communicative Functions: presentations, and well-  description of animals; structured themes on characteristics of reptiles. Request family or their interest, for information on the location of always and when count animals and their characteristics. Time request with pictures and illustrations and speak  Syntactic structures: Where’s (the slowly and clearly. snake)? It’s under (the rock). Identifies the topic of a simple, predictable

Where’s (the rhino)? It’s opposite (the lake)? Where are (the snakes)? They’re between (the

Oxford Rooftops 3 – Oxford University Press

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal relationships and social conventions, and applying these acquired skills to a better understanding of the text. Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, on topics related to their own experiences, needs and interests.

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. AA2. . Using several interactive strategies communication problems.

responsive or to solve

AA3. Valuing the use of foreign language as a learning tool. SC1. Taking part in conversations on familiar topics in settings where

93

LEARNING STANDARDS

LINGUISTIC CONTENTS

conversation on familiar topics that takes place in their own presence, in a real public space or in a simulation.

parrots and the monkeys). Is it (colourful)? Yes, it is. / No, it isn’t. Are they (furry)? Yes, they are. / No, they aren’t. What time is it? It’s (eleven) o’clock. It’s half past (three).

EVALUATION CRITERIA

CC BB

Discerning the main communicative goal of the text, and basic speech patterns.

INDICATORS - COMPETENCES communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Recognizing the most common meanings associated with the basic syntactic structures typical of oral communication.

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Understands the  High frequency lexicon: Animals: a crocodile, a flamingo, a gorilla, a general meaning and the monkey, a parrot, a penguin, a gist of the dramatizations rhino, a snake; Adjectives to a limited high of traditional popular describe animals: active, Recognizing colourful, dangerous, funny, furry, frequency oral lexicon related to previously known fairy noisy; Animals (2): giraffe, panda, everyday situations and common tales or stories . tortoise, zebra; Reptile facts: ear and specific topics, and using hole, eggs, scales, shell (key); indications of context and Animals (3): bat, deer, donkey, information in the text to get an idea ducks, fish, rabbit; Words to the probable meanings of describe animals: big, favourite, of feathers, neck, old, strong, wings unknown words and expressions.

SC4. Identifying the customs of countries where foreign language is spoken. CD2. Using digital media for learning a foreign language. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

(review).



Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the /ɪ/ sound.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved.

BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Makes brief and simple  Production strategies: become Knowing and applying basic familiar with the context of the strategies to produce brief, simple presentations on

Oxford Rooftops 3 – Oxford University Press

CL SC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements

94

LEARNING STANDARDS

everyday topics of your interest or using very simple structures.

LINGUISTIC CONTENTS drive talking about experiences related to a visit to the zoo. Accompany the communication with gestures to be understood.

CC BB

EVALUATION CRITERIA

monologic or dialogic texts.

Learning About sociocultural aspects and basic sociolinguistic, Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and communicative aspects: reproduce brief dialogue applying the knowledge acquired. on everyday topics; exchanged situations. questions and answers with a Interacting in a very basic way, partner. Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal techniques to initiate, technical means, which or end a short what they see in the pictures from maintain, enable us to see the the book; ask for and give conversation. information on the location of face and gestures of the animals and their characteristics; Participating in a simple and partner, in which ask and respond on the hour. understandable way in very brief establishes social contact, personal  Syntactic structures: Where’s (the conversations with direct exchange information is snake)? It’s under (the rock). of information on very familiar topics, Where’s (the rhino)? It’s opposite using expressions and simple exchanged, emotions (the lake)? Where are (the sentences and use most frequently. are expressed, etc. Thrives in simple, everyday situations, real or simulated.

snakes)? They’re between (the parrots and the monkeys). Is it (colourful)? Yes, it is. / No, it isn’t. Are they (furry)? Yes, they are. / No, they aren’t. What time is it? It’s (eleven) o’clock. It’s half past (three).

 High frequency lexicon: Animals: a crocodile, a flamingo, a gorilla, a

Oxford Rooftops 3 – Oxford University Press

Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech. Handling basic syntactical structures, though

still

making

basic

mistakes

CD SIEE AA CEC

INDICATORS - COMPETENCES appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language.

95

LEARNING STANDARDS

LINGUISTIC CONTENTS monkey, a parrot, a penguin, a rhino, a snake; Adjectives to describe animals: active, colourful, dangerous, funny, furry, noisy; Animals (2): giraffe, panda, tortoise, zebra; Reptile facts: ear hole, eggs, scales, shell (key); Animals (3): bat, deer, donkey, ducks, fish, rabbit; Words to describe animals: big, favourite, feathers, neck, old, strong, wings (review).

EVALUATION CRITERIA

CC BB

systematically.

INDICATORS - COMPETENCES SIEE1. Looking for and collect information on familiar topics in various media.

Knowing and using a limited high frequency oral lexicon related to everyday situations and common and specific topics.

SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA2. Using several responsive or interactive strategies to solve communication problems.

Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound,  Audible, accentual, rhythm and stress, rhythm and basic intonation.

AA3. Valuing the use of foreign language as a learning tool. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

intonation patterns: hear a chant of pronunciation, a song and words with the /ɪ/ sound. BLOCK 3: WRITTEN COMPREHENSION  Comprehension strategies: checking Formulates the story in the iPack before taking assumptions about the contact with the written text. content of simple texts Deduce the content of the stories based on their prior through bullets. knowledge, including illustrations, of the title,  Socio-cultural and socio-linguistic aspects: read brief dialogues on of the graphical everyday topics, phrases elements, etc.

Understands

essential

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.

Identifying sociocultural aspects and basic, concrete and significant describing images of a zoo (at the sociolinguistic aspects on everyday wildlife park), a story (Mrs Bell's favourite animal), an intercurricular life, living conditions, interpersonal text (reptiles) and a blog on

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE AA CEC CMCT

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CL4.4. Reading texts on various topics of interest.

96

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

animals. information and locating relationships and social conventions, specific information in and applying these acquired skills  Communicative Functions: read simple informational to a better understanding of the text. short dialogues on: the location of material. animals in a picture of a zoo; about telling the time; about the Identifying the general meaning, the Includes a sequence main ideas and most of the specific characteristics of the animals. very short and simple information in digital or printed texts,  Syntactic structures: Where’s (the instructions for e.g. a very brief and simple, with simple snake)? It’s under (the rock). very simple recipe. structures and lexicon of use very Where’s (the rhino)? It’s opposite (the lake)? Where are (the frequently, on very familiar topics Understands the snakes)? They’re between (the and daily. essentials of short news parrots and the monkeys). Is it (colourful)? Yes, it is. / No, it isn’t. Discerning the main function or and articles in children's Are they (furry)? Yes, they are. / magazines that deal with communicative functions of the text No, they aren’t. What time is it? It’s topics that are familiar or (eleven) o’clock. It’s half past and a limited repertoire of their most of interest. common exponents, as well as basic (three). speech patterns.  High frequency lexicon: Animals: a crocodile, a flamingo, a gorilla, a monkey, a parrot, a penguin, a rhino, a snake; Adjectives to describe animals: active, colourful, dangerous, funny, furry, noisy; Animals (2): giraffe, panda, tortoise, zebra; Reptile facts: ear hole, eggs, scales, shell (key); Animals (3): bat, deer, donkey, ducks, fish, rabbit; Words to describe animals: big, favourite,

Oxford Rooftops 3 – Oxford University Press

Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication. Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the

CC BB

INDICATORS - COMPETENCES SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is

97

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

student's own experiences, needs and interests, and inferring from the context and information in the text Graphics patterns and orthographic conventions: words with the /ɪ/ the most probable meanings of sound: monkey, funny, furry, lively, unknown words and expressions. feathers, neck, old, strong, wings (review).



INDICATORS - COMPETENCES spoken. CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

noisy.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.

CMCT5. Apply concepts and basic scientific concepts to understand the world around them. CMCT6. Identifying some species of living beings.

BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION

Completes forms  Production strategies: classify the Knowing and applying basic vocabulary in different categories. strategies to produce brief and marking options and Complete games in the iPack with completing data or other simple texts. vocabulary. Written phrases personal information. following a model. Knowing bout socio-cultural and Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and narrative texts based on aspects: build sentences to meaningful aspects and applying models and/or scaffolds very describe animals, their location them to a production appropriately structured. and their characteristics. written for the context. Writes from a short and  Communicative Functions: complete the picture dictionary and write a Producing, on paper or in digital simple personal brief and simple texts post in a blog about a visit to the form, correspondence model zoo. composed of simple isolated in congratulating

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE CMCT AA CEC

CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

98

LEARNING STANDARDS

LINGUISTIC CONTENTS

someone, or talk about himself and his  Syntactic structures: Where’s (the snake)? It’s under (the rock). immediate environment.

Where’s (the rhino)? It’s opposite (the lake)? Where are (the snakes)? They’re between (the parrots and the monkeys). Is it (colourful)? Yes, it is. / No, it isn’t. Are they (furry)? Yes, they are. / No, they aren’t. What time is it? It’s (eleven) o’clock. It’s half past (three).

 High frequency lexicon: Animals: a crocodile, a flamingo, a gorilla, a monkey, a parrot, a penguin, a rhino, a snake; Adjectives to describe animals: active, colourful, dangerous, funny, furry, noisy; Animals (2): giraffe, panda, tortoise, zebra; Reptile facts: ear hole, eggs, scales, shell (key); Animals (3): bat, deer, donkey, ducks, fish, rabbit; Words to describe animals: big, favourite, feathers, neck, old, strong, wings (review). 

CC BB

EVALUATION CRITERIA

phrases, in a neutral or informal manner, to talk about the student's own self, his immediate environment and aspects of everyday life, in familiar and predictable settings. Accomplishing the main communicative goal of the written text, using a limited repertoire of the most frequent exponents and basic speech patterns. Handling basic syntactical structures, though still systematically.

making

basic

mistakes

Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences and needs.

Applying graphic patterns and basic Graphics patterns and orthographic orthographic conventions for writing conventions: words with the /ɪ/ reasonably accurate words or short sound: monkey, funny, furry, lively, phrases that are commonly used in

INDICATORS - COMPETENCES SC4. Identifying the customs of countries where foreign language is spoken. CD2. Using digital media for learning a foreign language. SIEE1. Show curiosity and interest in learning a foreign language. SIEE2. Use simple strategies planning and monitoring of work.

for

the

CMCT1. Solve simple problems on family situations. CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart. CMCT3. Sorting the recorded according to a classification criterion.

data

CMCT6. Identifying some species of living beings. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool.

noisy.

Oxford Rooftops 3 – Oxford University Press

99

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

speech.

CC BB

INDICATORS - COMPETENCES CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

100

Unit 6 - At the Takeaway LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

CL AA SC CD CEC

INDICATORS - COMPETENCES

BLOCK 1: ORAL COMPREHENSION

Understands the global  Comprehension strategies: have contact with the vocabulary and meaning of simple oral grammar by displaying animated explanations or the iPack vocabulary, song and instructions. stories versions. Extracts the general  Socio-cultural and socio-linguistic aspects: listen brief dialogues on meaning and captures everyday topics, a story about a the essential details of typical British food (Sunday lunch), oral histories appropriate a video about the everyday to their level. language, a story (Chinese soup),

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal a text on the edible parts of plants relationships and social conventions, and a blog about Moroccan food. and applying these acquired skills to a better understanding of the text.

Assimilates the main ideas of simple Communicative Functions: presentations, and well-  description: food; edible parts of structured themes on plants. Expression of eating habits. family or their interest, Expression of educated requests always and when count at the table. with pictures and illustrations and speak  Syntactic structures: He / She likes (rice). He / She doesn’t like (rice). slowly and clearly. My brother likes (rice) too. There Identifies the topic of a simple, predictable

are some (carrots). There aren’t any (carrots). Can you pass me (the potatoes), please? Yes, here

Oxford Rooftops 3 – Oxford University Press

Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, on topics related to their own experiences, needs and interests.

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. AA2. . Using several interactive strategies communication problems.

responsive or to solve

AA3. Valuing the use of foreign language as a learning tool. SC1. Taking part in conversations on familiar topics in settings where

101

LEARNING STANDARDS

LINGUISTIC CONTENTS

you are. Yes, of course. Thanks. conversation on familiar topics that takes place in  High frequency lexicon: Food: beef, their own presence, in a chicken, chips, fish, noodles, real public space or in a prawns, rice, vegetables; beans, simulation. carrots, mushrooms, onions, peas,

EVALUATION CRITERIA

CC BB

Discerning the main communicative goal of the text, and basic speech patterns.

communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Recognizing the most common peppers; chicken, vegetables, meanings associated with the basic potatoes, trifle, custard, cream syntactic structures typical of oral (key); cake, invent, soup, communication.

Understands the general meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

strawberry, strawberries, tunic, grandma, kitchen, ice cream; Parts of a plant we eat: flower, fruit, leaf, leaves, stem, root, seed (review). 

INDICATORS - COMPETENCES

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics, and using Audible, accentual, rhythm and indications of context and intonation patterns: hear a chant of information in the text to get an idea pronunciation, a song and words of the probable meanings of with the /b/ sound. unknown words and expressions.

SC4. Identifying the customs of countries where foreign language is spoken. CD2. Using digital media for learning a foreign language. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Makes brief and simple  Production strategies: they become Knowing and applying basic familiar with the context of the unit strategies to produce brief, simple presentations on

Oxford Rooftops 3 – Oxford University Press

CL SC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements

102

LEARNING STANDARDS

everyday topics of your interest or using very simple structures.

LINGUISTIC CONTENTS speaking on own experiences related to order food to go. Accompany the communication with gestures to be understood.

CC BB

EVALUATION CRITERIA

monologic or dialogic texts.

Learning About sociocultural aspects and basic sociolinguistic, Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and communicative aspects: reproduce brief dialogue applying the knowledge acquired. on everyday topics; exchanged situations. questions and answers with a Interacting in a very basic way, partner. Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal techniques to initiate, technical means, which or end a short what they see in the pictures from maintain, enable us to see the the book; ask politely what need conversation. during meals; they express their face and gestures of the eating habits. Participating in a simple and partner, in which establishes social  Syntactic structures: He / She likes understandable way in very brief conversations with direct exchange contact, personal (rice). He / She doesn’t like (rice). information is My brother likes (rice) too. There of information on very familiar topics, are some (carrots). There aren’t using expressions and simple exchanged, emotions any (carrots). Can you pass me sentences and use most frequently. are expressed, etc. (the potatoes), please? Yes, here you are. Yes, of course. Thanks.

Thrives in simple, everyday situations, real  High frequency lexicon: Food: beef, chicken, chips, fish, noodles, or simulated. prawns, rice, vegetables; beans, carrots, mushrooms, onions, peas, peppers; chicken, vegetables, potatoes, trifle, custard, cream (key); cake, invent, soup,

Oxford Rooftops 3 – Oxford University Press

Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech. Handling basic syntactical structures, though

still

making

basic

mistakes

CD SIEE AA CEC

INDICATORS - COMPETENCES appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language.

103

LEARNING STANDARDS

LINGUISTIC CONTENTS strawberry, strawberries, tunic, grandma, kitchen, ice cream; Parts of a plant we eat: flower, fruit, leaf, leaves, stem, root, seed (review).

EVALUATION CRITERIA

CC BB

systematically.

SIEE1. Looking for and collect information on familiar topics in various media.

Knowing and using a limited high frequency oral lexicon related to everyday situations and common  Audible, accentual, rhythm and and specific topics. intonation patterns: hear a chant of pronunciation, a song and words with the /b/ sound.

INDICATORS - COMPETENCES

SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA2. Using several responsive or interactive strategies to solve communication problems.

Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation.

AA3. Valuing the use of foreign language as a learning tool. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

BLOCK 3: WRITTEN COMPREHENSION  Comprehension strategies: checking Formulates the story in the iPack before taking assumptions about the contact with the written text. content of simple texts Deduce the content of the stories based on their prior through bullets. knowledge, including illustrations, of the title,  Socio-cultural and socio-linguistic aspects: read brief dialogues on of the graphical everyday topics, phrases elements, etc.

Understands essential information and locating specific information in

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.

Identifying sociocultural aspects and basic, concrete and significant describing the preparation of a sociolinguistic aspects on everyday meal (Sunday lunch), a story (Chinese soup), an intercurricular life, living conditions, interpersonal text (the parts of a plant we eat) relationships and social conventions, and a blog about Moroccan food. and applying these acquired skills

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE AA CEC CMCT

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CL4.4. Reading texts on various topics of interest. SC3. Valuing the use of foreign language as

104

LEARNING STANDARDS

simple material.

LINGUISTIC CONTENTS

informational  Communicative

Functions: read dialogues on short: ask for food to carry; on the eating habits of the people; educated petitions in the bureau; description of food in a photograph.

Includes a sequence very short and simple instructions for e.g. a  Syntactic structures: He / She likes very simple recipe.

(rice). He / She doesn’t like (rice). My brother likes (rice) too. There are some (carrots). There aren’t any (carrots). Can you pass me (the potatoes), please? Yes, here you are. Yes, of course. Thanks.

Understands the essentials of short news and articles in children's magazines that deal with topics that are familiar or  High frequency lexicon: Food: beef, of interest.

chicken, chips, fish, noodles, prawns, rice, vegetables; beans, carrots, mushrooms, onions, peas, peppers; chicken, vegetables, potatoes, trifle, custard, cream (key); cake, invent, soup, strawberry, strawberries, tunic, grandma, kitchen, ice cream; Parts of a plant we eat: flower, fruit, leaf, leaves, stem, root, seed (review).



EVALUATION CRITERIA

to a better understanding of the text. Identifying the general meaning, the main ideas and most of the specific information in digital or printed texts, very brief and simple, with simple structures and lexicon of use very frequently, on very familiar topics and daily. Discerning the main function or communicative functions of the text and a limited repertoire of their most common exponents, as well as basic speech patterns. Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication.

Recognizing a limited high frequency oral lexicon related to everyday situations and common Graphics patterns and orthographic and specific topics related to the conventions: words with the /b/ student's own experiences, needs sound: Bag, ball, bananas, and interests, and inferring from the basketball, beans, buns.

Oxford Rooftops 3 – Oxford University Press

CC BB

INDICATORS - COMPETENCES a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

105

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

context and information in the text the most probable meanings of unknown words and expressions.

INDICATORS - COMPETENCES CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.

CMCT5. Apply concepts and basic scientific concepts to understand the world around them. CMCT6. Identifying some species of living beings.

BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION

Completes forms  Production strategies: classify the Knowing and applying basic vocabulary in different categories. strategies to produce brief and marking options and Complete games in the iPack with completing data or other simple texts. vocabulary. Written phrases personal information. following a model. Knowing bout socio-cultural and Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and narrative texts based on aspects: build sentences to meaningful aspects and applying models and/or scaffolds very describe food, tastes on the food, them to a production appropriately structured. what is in and not in a photo and written for the context. the parts of the plants. Writes from a short and simple personal  Communicative Functions: complete Producing, on paper or in digital brief and simple texts the picture dictionary and write a form, correspondence model post in a blog on the eating habits composed of simple isolated in congratulating of your family. phrases, in a neutral or informal someone, or talk about manner, to talk about the student's himself and his

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE CMCT AA CEC

CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries

106

CC BB

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

immediate environment.

 Syntactic structures: He / She likes (rice). He / She doesn’t like (rice). My brother likes (rice) too. There are some (carrots). There aren’t any (carrots). Can you pass me (the potatoes), please? Yes, here you are. Yes, of course. Thanks.

own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

where foreign language is spoken.

Accomplishing the main communicative goal of the written text, using a limited repertoire of the most frequent exponents and basic speech patterns.

SIEE1. Show curiosity and interest in learning a foreign language.

 High frequency lexicon: Food: beef, chicken, chips, fish, noodles, prawns, rice, vegetables; beans, carrots, mushrooms, onions, peas, peppers; chicken, vegetables, potatoes, trifle, custard, cream (key); cake, invent, soup, strawberry, strawberries, tunic, grandma, kitchen, ice cream; Parts of a plant we eat: flower, fruit, leaf, leaves, stem, root, seed (review). 

Handling basic syntactical structures, though still systematically.

making

basic

CD2. Using digital media for learning a foreign language.

SIEE2. Use simple strategies planning and monitoring of work.

for

the

CMCT1. Solve simple problems on family situations.

mistakes

Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the Graphics patterns and orthographic student own interests, experiences conventions: words with the /b/ and needs. sound: Bag, ball, bananas, basketball, beans, buns.

INDICATORS - COMPETENCES

Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech.

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart. CMCT3. Sorting the recorded according to a classification criterion.

data

CMCT6. Identifying some species of living beings. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in

Oxford Rooftops 3 – Oxford University Press

107

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

INDICATORS - COMPETENCES learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

108

Festivals LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

CL AA SC CD CEC

INDICATORS - COMPETENCES

BLOCK 1: ORAL COMPREHENSION

Understands the global  Comprehension strategies: have contact with the vocabulary and meaning of simple oral grammar by displaying animated explanations or versions the iPack vocabulary, instructions. song and stories . Extracts the general  Socio-cultural and socio-linguistic aspects: listen brief dialogues meaning and captures about Christmas and recycling. the essential details of oral histories appropriate  Communicative Functions: to their level. description: Christmas cards and types of containers for recycling.

Assimilates the main ideas of simple  Syntactic structures: There's… There are… It's got… presentations, and wellstructured themes on  High frequency lexicon: candle, family or their interest, candy cane, card, decorations, always and when count holly, robin, sleigh, snowflake (Christmas cards); batteries, cans, with pictures and clothes, electronic waste, glass, illustrations and speak organic waste, paper, plastic slowly and clearly. Identifies the topic of a  simple, predictable

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal relationships and social conventions, and applying these acquired skills to a better understanding of the text.

Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, (Environment Day). on topics related to their own Sound, accentual, rhythm and experiences, needs and interests. intonation patterns: hear a song.

Oxford Rooftops 3 – Oxford University Press

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest. CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. AA2. . Using several interactive strategies communication problems.

responsive or to solve

AA3. Valuing the use of foreign language as a learning tool. SC1. Taking part in conversations on familiar topics in settings where

109

LEARNING STANDARDS

LINGUISTIC CONTENTS

conversation on familiar topics that takes place in their own presence, in a real public space or in a simulation. Understands the general meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .

EVALUATION CRITERIA

CC BB

Discerning the main communicative goal of the text, and basic speech patterns.

INDICATORS - COMPETENCES communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Recognizing the most common meanings associated with the basic syntactic structures typical of oral communication.

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics, and using indications of context and information in the text to get an idea of the probable meanings of unknown words and expressions.

SC4. Identifying the customs of countries where foreign language is spoken. CD2. Using digital media for learning a foreign language. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Makes brief and simple  Production strategies: become Knowing and applying basic familiar with the context of the strategies to produce brief, simple presentations on

Oxford Rooftops 3 – Oxford University Press

CL SC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements

110

LEARNING STANDARDS

everyday topics of your interest or using very simple structures.

LINGUISTIC CONTENTS drive talking about Christmas cards and recycling. Accompany the communication with gestures to be understood.

CC BB

EVALUATION CRITERIA

monologic or dialogic texts.

Learning About sociocultural aspects and basic sociolinguistic, Answers accordingly in  Socio-cultural and socio-linguistic concrete and meaningful, and communicative aspects: reproduce brief dialogue applying the knowledge acquired. on everyday topics; exchanged situations. questions and answers with a Interacting in a very basic way, partner. Participates in face-tousing very simple linguistic or nonface conversations or by  Communicative Functions: describe verbal techniques to initiate, technical means, which or end a short what they see in the pictures from maintain, enable us to see the the book; they express their likes conversation. on Christmas cards and describe face and gestures of the what they recycle in their homes. Participating in a simple and partner, in which establishes social  Syntactic structures: There's… understandable way in very brief conversations with direct exchange contact, personal There are… It's got… of information on very familiar topics, information is exchanged, emotions  High frequency lexicon: candle, using expressions and simple candy cane, card, decorations, sentences and use most frequently. are expressed, etc. Thrives in simple, everyday situations, real or simulated.

holly, robin, sleigh, snowflake (Christmas cards); batteries, cans, clothes, electronic waste, glass, organic waste, paper, plastic (Environment Day).

 Sound, accentual, rhythm and intonation patterns: play a song.

Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech. Handling basic syntactical structures, though still systematically.

Oxford Rooftops 3 – Oxford University Press

making

basic

mistakes

CD SIEE AA CEC

INDICATORS - COMPETENCES appropriate. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. CL2.3. Producing simple speech. CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable. SC1. Taking part in conversations on familiar topics in settings where communication is predictable. SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language.

111

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

INDICATORS - COMPETENCES

Knowing and using a limited high frequency oral lexicon related to everyday situations and common and specific topics.

SIEE1. Looking for and collect information on familiar topics in various media.

Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation.

AA2. Using several responsive or interactive strategies to solve communication problems.

SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA3. Valuing the use of foreign language as a learning tool. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

BLOCK 3: WRITTEN COMPREHENSION  Strategies for understanding: Formulates Deduce the content of the texts assumptions about the with the help of the images. content of simple texts based on their prior  Socio-cultural and socio-linguistic knowledge, including aspects: read brief dialogues on everyday topics, phrases illustrations, of the title, describing Christmas cards and of the graphical phrases on recycling. elements, etc.

Understands essential information and locating specific information in

 Communicative Functions: read short dialogues on Christmas cards and on recycling. Instructions for producing a

Oxford Rooftops 3 – Oxford University Press

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text. Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal relationships and social conventions, and applying these acquired skills

CL SC CD SIEE AA CEC CMCT

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same. CL4.2. Read simple texts on familiar topics by identifying the most important information. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CL4.4. Reading texts on various topics of interest. SC3. Valuing the use of foreign language as

112

LEARNING STANDARDS

simple material.

LINGUISTIC CONTENTS

informational

to a better understanding of the text.

Christmas card.  Syntactic structures: There are… It's got…

There's…

Includes a sequence very short and simple  High frequency lexicon: candle, instructions for e.g. a candy cane, card, decorations, holly, robin, sleigh, snowflake very simple recipe. Understands the essentials of short news and articles in children's magazines that deal with  topics that are familiar or of interest.

EVALUATION CRITERIA

(Christmas cards); batteries, cans, clothes, electronic waste, glass, organic waste, paper, plastic (Environment Day).

Identifying the general meaning, the main ideas and most of the specific information in digital or printed texts, very brief and simple, with simple structures and lexicon of use very frequently, on very familiar topics and daily.

Discerning the main function or Graphic patterns and orthographic communicative functions of the text conventions. and a limited repertoire of their most common exponents, as well as basic speech patterns. Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication. Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student's own experiences, needs and interests, and inferring from the

Oxford Rooftops 3 – Oxford University Press

CC BB

INDICATORS - COMPETENCES a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries where foreign language is spoken. CD1. Looking for and collect information on familiar topics in digital media. CD2. Using digital media for learning a foreign language. SIEE1. Looking for and collect information on familiar topics in various media. SIEE2. Use simple strategies planning and monitoring of work.

for

the

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

113

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

context and information in the text the most probable meanings of unknown words and expressions.

INDICATORS - COMPETENCES CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.

CMCT5. Apply concepts and basic scientific concepts to understand the world around them. CMCT6. Identifying some species of living beings.

BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION

Completes forms  Production strategies: classify the Knowing and applying basic vocabulary in different categories. strategies to produce brief and marking options and Complete games in the iPack with completing data or other simple texts. vocabulary. Written phrases personal information. following a model. Knowing bout socio-cultural and Is able to construct simple  Socio-cultural and socio-linguistic basic sociolinguistic concrete and narrative texts based on aspects: build sentences to meaningful aspects and applying models and/or scaffolds very describe what is recycled in each them to a production appropriately structured. container. written for the context. Writes from a short and  Communicative Functions: classify the words of the objects based on Producing, on paper or in digital simple personal brief and simple texts the material they are made, for form, correspondence model recycling. composed of simple isolated in congratulating someone, or talk about  Syntactic structures: There's… phrases, in a neutral or informal manner, to talk about the student's himself and his

Oxford Rooftops 3 – Oxford University Press

CL SC CD SIEE CMCT AA CEC

CL5.1. Write phrases referring to everyday situations coming to experience from models. CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. SC4. Identifying the customs of countries

114

LEARNING STANDARDS

LINGUISTIC CONTENTS

immediate environment.

There are… It's got…  High frequency lexicon: candle, candy cane, card, decorations, holly, robin, sleigh, snowflake (Christmas cards); batteries, cans, clothes, electronic waste, glass, organic waste, paper, plastic (Environment Day). 

CC BB

EVALUATION CRITERIA

own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

INDICATORS - COMPETENCES where foreign language is spoken. CD2. Using digital media for learning a foreign language.

Accomplishing the main communicative goal of the written text, using a limited repertoire of the most frequent exponents and basic speech patterns. Graphic patterns and orthographic

SIEE1. Show curiosity and interest in learning a foreign language.

conventions.

CMCT1. Solve simple problems on family situations.

Handling basic syntactical structures, though still systematically.

making

basic

SIEE2. Use simple strategies planning and monitoring of work.

for

the

mistakes

Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences and needs. Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech.

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart. CMCT3. Sorting the recorded according to a classification criterion.

data

CMCT6. Identifying some species of living beings. AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries. AA3. Valuing the use of foreign language as a learning tool. CEC1. Displaying curiosity and interest in

Oxford Rooftops 3 – Oxford University Press

115

LEARNING STANDARDS

LINGUISTIC CONTENTS

EVALUATION CRITERIA

CC BB

INDICATORS - COMPETENCES learning about the people and culture of countries where the foreign language is spoken. CEC2. Using artistic techniques in projects or papers. CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

116

5. UNIT SCHEDULE UNIT

Approx. Number of sessions

Approx. Timing (45 minutes per session)*

On High Street

2

2-4 hours*

1 At Flat Number 6

9

9-11 hours*

2 At the Fancy Dress Shop

9

9-11 hours*

Super City Heroes 1

2

2-4 hours*

3 At Rooftops Café

9

9-11 hours*

4 At the Library

9

9-11 hours*

Super City Heroes 2

2

2-4 hours*

5 At Rooftops Zoo

9

9-11 hours*

6 At the Takeaway

9

9-11 hours*

Super City Heroes 3

2

2-4 hours*

Festivals

4

4-6 hours*

e.g approx 66

66-88 hours*

TOTAL

Notes and observations

Extra activities organized by the school

* Each school will have to adapt this program to their own situation and schedule. COUNSELING SESSIONS ARE EACH 45' EACH TEACHER WILL ADAPT THIS CONDITION TO THEIR SCHEDULE AND THE LEVEL OF THE CLASS

Oxford Rooftops 3 – Oxford University Press

117

This schedule is adaptable to the group-class profile, as it can be used simultaneously with students with difficulties in language learning, and with those who have slightly more advanced knowledge as well. It is also adaptable to the tastes and initiatives of the teacher and students, and to the evolution of the class. The following table shows the nomenclature of the different elements involved in the schedule of units. SKILLS

CCBB

CE

Reading comprehension

CL

CO

Listening comprehension

CMCT

EE

Written expression

EO

INTERACTION

RESOURCES

COGNITIVE PROCESSES

SCENES

Linguistic communication

PA

Teacher - student

AB

Activity Book

ACC

Access

Language lab

Mathematics, science and technology

TI

Individual work

CB

Class Book

IDE

Identification

Computer Room

CD

Digital Skills

TG

Group work

TG

Teacher’s Guide

Comprehensio n

Classroom workshop

Oral expression

AA

Learning to learn

TP

Pair work

IO

Oral interaction

SC

Social and civic

TD

All skills

SIEE

Sense of initiative and entrepreneurship

CEC

Cultural awareness and expression

Oxford Rooftops 3 – Oxford University Press

COMP

TR CDROM

Teacher’s Resource CD-ROM

REP

Replication

Virtual classroom

TRP

Teacher’s Resource Pack

REF

Reflection

Library

iPack

Interactive materials

CONX

Connection

Auditorium

SINT

Synthesis

Gymnasium

CREA

Creation

Courtyard

MEM

Memorization

118

Starter Unit - On High Street Starter Unit - Session 1 (45 ') - Lesson 1: Vocabulary Aims

Activities

CCBB

Indicators



To welcome and start the lesson.



Greetings and participation in the Stand up! Game (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Familiarise yourself with the characters and the context of the course.



Introduction on the rooftops city poster about the characters and their environment. Viewing the animation in the iPack (Vocabulary animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Vocabulary practice playing Wait for it! in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



listening of the vocabulary in the CD pointing out places of the city in the illustration in the book (Listen and point).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



listening different descriptions of identifying the place to which they relate (Listen and say the place).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Listening to a brief dialogue following him in the book. Reproduction of the dialogue in pairs (Listen and repeat).

CL



Identify the vocabulary: flat, shop, café, library, fire station, post office, cinema, takeaway.

Ask and answer information.

personal



Communicative interchange in pairs asking and answering the questions of the book (Ask and answer).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Listening comprehension and writing vocabulary.



Completion of activity 1 from AB by numbering the different places according to the image (Number the words).

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Completion of activity 2 from AB by completing the phrases with the names of the box and brother or sister (Write the names. Complete with 'brother' or 'sister').

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Practising the vocabulary for the second time by playing Memory game in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Practising comprehension.



Finishing the lesson.



Participation in the Missing card game with the flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 in the AB, p.72

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.

Oxford Rooftops 3 – Oxford University Press

iPack TG p.45 CB p.2 AB p.2 CD Rooftops city poster Flashcards

CL2.3. Producing simple speech.



written

Resources

AB

119

Starter Unit - Session 2 (45 ') - Lesson 2: Vocabulary and Song Aims

Activities

CCBB

Indicators



Start of lesson.



Review of the places that can be found on Rooftops High Street. Reproduction of the places to bring in the flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Vocabulary practice by means of a song



Viewing the animated version of the song on Rooftops High Street in the iPack (Song animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Identify the numbers 21-30.



listening of the numbers of buildings of High Street, pointing to each building in the book as mentioned (Listen and point).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



listening different descriptions of identifying the place to which they relate (Listen and say the number).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Hearing and playing the song Welcome to Rooftops! (Listen and sing).

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

vocabulary:



Introducing the grammatical structure: Where's the (post office)?



Hearing and brief dialogue reproduction of the book (Listen and repeat).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Ask and answer questions about places in High Street.



Exchange of questions and answers about different parts of the picture of High Street (Ask and answer).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practising comprehension.

written



Practising vocabulary for the second time, by playing the Pairs game in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Practising oral comprehension.



Completion of activity 1 from AB by listening to the recording and following the road to discover who lives in each place (listen and follow. Say the letter).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 from AB by typing the places of photography in its corresponding number (Write).

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.



Taking part in the game True or False? with the flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Finishing the lesson.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.46 CB p.3 AB p.3 CD Flashcards

120

Unit 1 - At Flat Number 6 Unit 1 - Session 1 (45') - Lesson 1: Vocabulary Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the One thing about me game (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Familiarise yourself with the context of the unit.



Oral Interaction speaking about some experience related to the theme of unity, e.g. : moving.

SC

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.



Introduce the key vocabulary 1 (furniture): The wardrobe, a TV, a picture, a mirror, a lamp, a clock, a desk, a bookcase.



Presentation of vocabulary with the animation in the iPack (Vocabulary animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Vocabulary practice playing Wait for it! in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Identify the vocabulary.



listening of the vocabulary in the CD by pointing to the furniture and objects in the illustration in the book (Listen and point).

CL



Play the vocabulary.



Second listening and playing the vocabulary (Listen and repeat).

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



become fluent by means of the repetition.



Participation in a game in pairs repeating what your partner's words and adding one more word (Remember and say).

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.



Practising comprehension.

written



Practising the vocabulary for the second time by playing Memory game in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Listening comprehension and writing vocabulary.



Completion of activity 1 from AB by numbering the words according to the image (Number the words).

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Completion of activity 2from AB marking the furniture in different colours and typing the words corresponding (Draw around the furniture in different colours. Write).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Participation in the game Say the word with animation vocabulary (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 in the AB, p.60

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.48 CB p.4 AB p.4 CD Rooftops city poster

AB

121

Unit 1 - Session 2 (45') - Lesson 2: Song and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in a memory game with flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the grammatical structure 1: Is it a (desk)? Yes, it is. / No, it isn't.



Presentation of the grammatical structure and vocabulary building with the animated version of the song Let's run to the new flat in the iPack (Song animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Practice grammatical structure.



Practice of structure playing chase the cheese in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Checking the comprehension of grammatical structure.



Listening to the song by identifying the images in the book for each stanza. Second listening and watching playback images 122 (Listen and find the picture for each visible. Sing).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.



Hearing and reproduction dialogue (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.



Exchange of questions and answers on images of the book following the dialogue from the previous activity as a model (Look at the pictures. Point, ask and answer).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Completion activity 1 AB listening and dialogue surrounding the right choice (Listen and circle A or B).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 from AB by typing the end of the question and answering questions with short answers (Write the questions. Answer with 'Yes, it is' or 'No, it isn't').

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity 3 from AB by drawing a piece of furniture, by typing in a question and exchanging the books with a partner to respond (Draw part of a piece of furniture. Write a question. Swap books and ask your partner).

AA

AA3. Valuing the use of foreign language as a learning tool.

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.

 



Practising the grammatical structure through oral expression.

Practising grammar with the vocabulary.



Finishing the lesson.



Taking part in the game What is it? (optional).



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Reinforcement worksheet 1 - Extension worksheet 1

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.49 CB p.5 AB p.5 CD Flashcards

TR CD-ROM

122

Oxford Rooftops 3 – Oxford University Press

123

Unit 1 - Session 3 (45') - Lesson 3: Culture and Values Aims

Activities



Start of lesson.



Listening and song playback in the lesson 2 (optional).



UK culture: Getting familiar with aspects of the British culture.





Review and practice the vocabulary and grammar in a real context.

CCBB

Indicators

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

Viewing the film cultural at the cottage on a home in the British iPack, pointing out the furniture as mentioned (Culture film).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second viewing of the film and completion activities of understanding in the iPack (Culture film).

CD

CD2. Using digital media for learning a foreign language.



Observation of photographs describing what they see (look at photos a-f. What can you see?).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reading the descriptions of linking them to the photographs (Read and match to the photos. Say the letter).

CL

CL4.2. Read simple texts on familiar topics by identifying the most important information.



Community Values: Understand the importance of taking care of our belongings.



Oral Interaction discussing the importance of keeping the room clean and tidy, take care of our things, etc. (Taking care of belongings).

AA

AA3. Valuing the use of foreign language as a learning tool.



Practising written expression.



Completion of activity 1 from AB by completing the text around a circle with the false information (What's Holly saying? Complete. Then read again and circle one false fact).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion of activity 2 from AB by numbering the images according to the recording (Listen and number in order).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Finishing the lesson.



Participation in the Descriptions game about the rooms of a house (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: Exercise 2 from AB, p.60

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.49 CB pp.6-7 AB p.6 CD

AB

124

Unit 1 - Session 4 (45') - Lesson 4: Everyday language Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Mime the action (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introduction of everyday language in a context: Can you (open the window), please? Yes, of course. Thank you / Thanks. OK.



Revision of the cultural film commenting on what they remember and viewing this code again (Culture film).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



View the video on the iPack. Second display repeating each sentence after hearing (Everyday language film).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Listening the dialogue on the CD from the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Observation of the images and role playing requests with a colleague (Look. Act out with a partner).

CL

Make a creative activity.



Elaboration of the mini-book is detachable on the cultural theme (Make your culture mini-book).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



Reinforcing the content learned in the lesson.



Completion of the cultural mini-book writing the missing information (Culture mini-book).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Customisation of the mini-book by drawing a typical household of his country.

CEC

Finishing the lesson.



Presentation of the mini-book to a colleague (optional).



Reviewing, settling and expanding the content of the unit.



Extension activities: - Culture worksheet

Oxford Rooftops 3 – Oxford University Press

iPack TG p.51 CB p.7 AB p.95 CD Scissors Glue

CL2.3. Producing simple speech.





Resources

CEC2. Using artistic techniques in projects or papers.

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

TR CD-ROM

125

Unit 1 - Session 5 (45') - Lesson 5: Vocabulary and Story Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the Lip reading game with the flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the story.



Participation in the Don't pop the balloon! Game in the iPack to discover the title of the story (Game 1).

CD

CD2. Using digital media for learning a foreign language.



Submit the grammar.



Viewing the story of Flat number 6 in the iPack and answer the comprehension question. Second viewing by repeating the vocabulary presented at the end of the animation (Story animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.

 

Identify the vocabulary: To plant, to bin, a rug, a poster, a computer, to cushion.



Listening to the vocabulary on the CD by pointing to the images in the book (Listen and point).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Read the story.



Listening to the CD following her story in the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Answer the comprehension questions from the story made by the professor.

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Practising comprehension.

written



Practice the vocabulary for the second time, by playing Jumbled words in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Check the understanding of story through an activity.



Completion of activity 1 from AB by identifying whether the sentences on the story are true or false (Read the story again. Circle 'True' or 'False').

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Evaluate the story.



Completion of activity 2from AB colouring the appreciation of story according to the opinion of the student (How do you rate the story? Colour).

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Practising written expression.



Completion activity 3 from AB building phrases in relation to the image (Write. Use the words in the box).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Taking part in the game Remember the story with the whole class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 of AB, p.61

AA

AA3. Valuing the use of foreign language as a learning tool.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.51 CB pp.8-9 AB p.7 CD Flashcards

AB

126

Unit 1 - Session 6 (45') - Lesson 6: Story and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the True or False game with the flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the story and expose the grammar in a context: Have you got a (TV)? Yes, I have / No, I haven't.



Answer to the questions on the story of the previous lesson to check what they remember and viewing of new story to review your answers (Story animation).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practise oral comprehension.



Listening to the dialogue between Dylan and Jack on the CD by identifying the bedroom of each (Listen and say 'A' or 'B' ).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Practising oral expression.



Observation of the images, listening of the dialogue and playback (Look, listen and repeat).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Participation in a game by couples questions you might have guessed by the bedroom that has chosen the companion (Play the game).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Grammar practice playing Word clouds in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Completion of activity 1 from AB marking objects that are present in the room described in recording and answer to the question (Listen and tick or cross. Answer).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion Activity 2 AB answering questions based on image (Look at Hayley's bedroom. Answer with 'Yes, I have' or 'No, I haven't).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Completion of activity 3 from AB building phrases for each object and asking two friends (Write questions. Ask two friends and tick or cross).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Exchange of questions and answers about your rooms with a colleague (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.







Practice the grammar (word order).

Practising written expression.

Finishing the lesson.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.52 CB p.10 AB p.8 CD Flashcards

127

Unit 1 - Session 6 (45') - Lesson 6: Story and Grammar Aims 

Reviewing, settling and expanding the content of the unit.

Activities 

Reinforcement and extension activities: - Reinforcement worksheet 2 - Extension worksheet 2 - Story worksheet

Oxford Rooftops 3 – Oxford University Press

CCBB SIEE

Indicators SIEE2. Use simple strategies for the planning and monitoring of work.

Resources TR CD-ROM

128

Unit 1 - Session 7 (45') - Lesson 7: Cross-curricular Aims

Activities

CCBB

Indicators



Start of lesson.



Oral Interaction commenting on what they remember of the room of Hayley from the previous lesson and familiarizing yourself with the materials that could be built (optional).

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Cross-curricular topic: Learning contents of other subjects through a foreign language (Building Materials): Social sciences.



Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answer to the questions of understanding on the weather (cross-curricular introduction).

CD

CD2. Using digital media for learning a foreign language.



Extending the cross-curricular topic.



Observation of images by identifying which belongs to a hot climate and which belongs to a cold climate (Look.Which photo shows hot weather? Which photo shows cold weather?).

CMCT

CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.



Practice the oral and written comprehension.



Building materials Audition text while reading the book (Read and listen).

AA

AA3. Valuing the use of foreign language as a learning tool.



Second reading of the text and answering comprehension questions in writing and orally (Read again. Answer the questions). Say the answers).

CL



Completion of activity 1 from AB by typing the words of the box to its corresponding image (Write).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity 2 from AB joining images of different houses with the appropriate phrases (Look. Match the houses and the sentences).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.

CMCT

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart.

AA

AA3. Valuing the use of foreign language as a learning tool.



Settling the content of the lesson.



Finishing the lesson.



Table Completion on climatology and types of houses in pairs (optional).



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Cross-curricular worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.53 CB p.11 AB p.9 CD

CL4.4. Reading texts on various topics of interest.

TR CD-ROM

129

Unit 1 - Session 8 (45') - Lesson 8: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the Mystery game card (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Expound the /ә/ sound for pronunciation practice.



Participation in the game match the iPack Pronunciation (Pronunciation game).

CD

CD2. Using digital media for learning a foreign language.



Practice the pronunciation of the /ә/ sound contained in: Computer, mirror, picture, poster, scooter.



Listening to the pronunciation chant noting in the book the corresponding illustration as mentioned.

CL



Second hearing and playing the chant (Listen and repeat).

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation.



Listening comprehension and oral expression.



Listening and playback of a dialogue on a communication game (Listen and repeat).

CL



Settling the content of the lesson.



Completion of activity 1 from AB by participating in the communication game with a partner, following the model of the previous activity (Play the game).

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.



Completion of activity 2 from AB playing again the communication game with another colleague (Play the game again with a different partner).

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

iPack TG p.54 CB p.12 AB pp.10, 73 CD

CL2.3. Producing simple speech.



Review the vocabulary learned in the unit.



Completion of the visual dictionary in the AB (Complete the Picture Dictionary).

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.



Finishing the lesson.



Participation in the game What's my word? Using the page from the visual dictionary (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 2 of AB, p.61

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Reinforcement and extension activities: - Pronunciation worksheet

Oxford Rooftops 3 – Oxford University Press

Resources

AB TR CD-ROM

130

Unit 1 - Session 9 (45') - Lesson 9: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the Chain game, starting with in my bedroom, I've got a desk (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Learn about the new character from the blog.



Viewing the presentation of a Japanese child from the international blog and answer to the multiple-choice questions of understanding in the iPack (Rooftops Blog: Meet Takashi).

SC

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.



Recycle the vocabulary in a new context, through oral comprehension.



Observation of photographs and identification of the number of picture you are describing as the listening (Look at the photos. Listen and say the number).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



World culture: Recycle the vocabulary in the context of a cultural text on Japanese households.



Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about Takashi's house or his school? Say).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second reading of the text by identifying whether the statements are true or false (Read again. Write 'T' or 'F' in your notebook).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CD2. Using digital media for learning a foreign language.



To prepare students to write their own post.



Practice of reading in the context of a blog playing Gap Fill game in the iPack (Game).

CD



To help students plan and prepare for their post.



Completion of activity 1 from AB classifying the vocabulary according to the different categories (Think and write. Use your Picture Dictionary to help you).

CMCT

CMCT3. Sorting the recorded data according to a classification criterion.



Consolidate the vocabulary learned in the unit through a activity of written expression.



Completion of activity 2 from AB on reading the blog model, drawing your favourite room and writing about it (Prepare your blog post. Read. Draw and write).

CL

CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.



Assessing their own progress.



Completion of the Self Evaluation of the unit in the AB.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Finishing the lesson.



Communicative exchange in pairs discussing the activities that seem interesting to them in the unit (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Summative evaluation.



Completion of the Unit 1 Test.

Oxford Rooftops 3 – Oxford University Press

All

Resources iPack TG p.55 CB pp.12-13 AB pp.11, 73, 58 CD

TR CD-ROM

131

Unit 1 - Session 9 (45') - Lesson 9: Review and skills Aims 

Developing digital competence.

Activities 

Online Learning Zone: Free use of the unit's proposed activities on the Internet.

Oxford Rooftops 3 – Oxford University Press

CCBB CD

Indicators CD1. Using digital media for learning a foreign language.

Resources PC / Tablet

132

Unit 2 - At the Fancy Dress Shop Unit 2 - Session 1 (45') - Lesson 1: Vocabulary Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Spy to review the vocabulary of the old drive (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Familiarise yourself with the context of the unit.



Oral Interaction talking about if you like dress up and disguise their favourite.

SC

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.



Introduce the key vocabulary 1 (clothing): a mask, a shirt, gloves, a sweater, socks, trainers, sandals.



Presentation of vocabulary with the animation in the iPack (Vocabulary animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Vocabulary practice playing Wait for it! in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Identify the vocabulary.



Listening of the vocabulary in the CD pointing out the clothing in the illustration in the book (Listen and point).

CL



Practising oral expression.



Hearing and reproduction dialogue (Listen and repeat).

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Become fluent.



Participation in a game in pairs by guessing the character which is set by your companion (Remember and say).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practising comprehension.

written



Second vocabulary practice playing Three in a row in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Listening comprehension and writing vocabulary.



Completion of activity 1 from AB joining the garments of the image with your corresponding word (Match).

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Completion of activity 2 from AB by typing the words of the clothing shown (Write).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Viewing the vocabulary of new animation and participation in a game of Animation TPR (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 of AB, p.62

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.56 CB p.14 AB p.12 CD Rooftops city poster

AB

133

Unit 2 - Session 2 (45') - Lesson 2: Song and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in a matching game with flashcards and Wordcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the grammatical structure 1: What colour is Mum's hat? It's black. What colour are Dad's jeans? They're green.



Introducing the grammatical structure and vocabulary consolidation with the animated version of the song of the costumes in the iPack (Song animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Checking the comprehension of grammatical structure.



Listening to the song by identifying the images in the book for each stanza. Second listening and watching playback images 134 (Listen and find the picture for each visible. Sing).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.



Hearing and reproduction dialogue (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.



Exchange of questions and answers on images of the book following the dialogue from the previous activity as a model (Look at the pictures. Point, ask and answer).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.

 

Practising the grammatical structure through oral expression.



Practice grammatical structure.



Practice of structure playing chase the cheese in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Practising grammar with the vocabulary.



Completion of activity 1 from AB colouring the clothes of the characters according to the listening (Listen and colour Ravi and Kay's clothes).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 from AB colouring the clothes of the characters according to the listening and answering the questions (Colour Emily's and Sam's clothes. Answer the questions).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity 3 from AB writing questions on the characters (Now write questions about Ravi and Kay. Answer).

AA

AA3. Valuing the use of foreign language as a learning tool.



Participation in the No peeping! Game With the class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Finishing the lesson.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.57 CB p.15 AB p.13 CD Flashcards Wordcards

134

Unit 2 - Session 2 (45') - Lesson 2: Song and Grammar Aims 

Reviewing, settling and expanding the content of the unit.

Activities 

Reinforcement and extension activities: - Reinforcement worksheet 1 - Extension worksheet 1

Oxford Rooftops 3 – Oxford University Press

CCBB SIEE

Indicators SIEE2. Use simple strategies for the planning and monitoring of work.

Resources TR CD-ROM

135

Unit 2 - Session 3 (45') - Lesson 3: Culture and Values Aims

Activities



Start of lesson.



Listening and song playback in the lesson 2 (optional).



UK culture: Getting familiar with aspects of the British culture.





Review and practice the vocabulary and grammar in a real context.

CCBB

Indicators

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

Viewing the cultural film At The Carnival about a carnival party in the iPack, paying attention to the clothing that appear (Culture film).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second viewing of the film and completion activities of understanding in the iPack (Culture film).

CD

CD2. Using digital media for learning a foreign language.



Observation of photographs describing what they see (look at photos a-f. What can you see?).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reading the descriptions of linking them with the pictures and saying the corresponding letter (Read and match to the photos. Say the letter).

CL

CL4.2. Read simple texts on familiar topics by identifying the most important information.



Community Values: Understand the importance of being creative.



Oral Interaction discussing the importance of being creative and its benefits, how to tell us the costumes at home, etc. (being creative).

AA

AA3. Valuing the use of foreign language as a learning tool.



Practising written expression.



Completion of activity 1 from AB by completing the text on costumes and circling the false information (What's Brendan saying? Complete. Then read again and circle one false fact).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion of activity 2 from AB by numbering the images according to the recording (Listen and number in order).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Finishing the lesson.



Participation in the game Crazy costumes with the class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: Exercise 2 of AB, p.62

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.57 CB pp.16-17 AB p.14 CD

AB

136

Unit 2 - Session 4 (45') - Lesson 4: Everyday language Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Missing letters with the class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introduction of everyday language in a context: I like this (scarf). I like these (gloves). So do I / I don't. I prefer this (scarf). I prefer these (trainers).



Revision of the cultural film commenting on what they remember and viewing this code again (Culture film).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



View the video on the iPack. Second display repeating each sentence after hearing (Everyday language film).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Listening the dialogue on the CD from the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Oral Interaction talking with a colleague about three garments that excite them or if you prefer (Choose three things you like. Talk to your friends).

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.



Express their preferences.

likes

and



Make a creative activity.



Elaboration of the mini-book is detachable on the cultural theme (Make your culture mini-book).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



Reinforcing the content learned in the lesson.



Completion of the cultural mini-book writing the missing information (Culture mini-book).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Customization of the mini-book by drawing their favourite disguise.

CEC



Finishing the lesson.



Participation in the memory game (optional).



Reviewing, settling and expanding the content of the unit.



Extension activities: - Culture worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.59 CB p.17 AB p.93 CD Scissors Glue

CEC2. Using artistic techniques in projects or papers.

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

TR CD-ROM

137

Unit 2 - Session 5 (45') - Lesson 5: Vocabulary and Story Aims

Activities

CCBB

Indicators



Start of lesson.



Participation Word jumble game with vocabulary lesson 1 (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the story.



Participation in the Don't pop the balloon! Game in the iPack to discover the title of the story (Game 1).

CD

CD2. Using digital media for learning a foreign language.



Submit the grammar.



Viewing the story The number one fan in the iPack and answer to the question of understanding. Second viewing by repeating the vocabulary presented at the end of the animation (Story animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.





Identify vocabulary (facial 138features): Curly hair, straight hair, a moustache, beard, ponytail, earrings.



Listening to the vocabulary on the CD by pointing to the images in the book (Listen and point).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Read the story.



Listening to the CD following her story in the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Answer the comprehension questions from the story made by the professor.

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Practising comprehension.

written



Second practice vocabulary Picture race playing in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Check the understanding of story through an activity.



Completion of activity 1 from AB by identifying whether the sentences on the story are true or false (Read the story again. Circle 'True' or 'False').

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Evaluate the story.



Completion of activity 2from AB colouring the appreciation of story according to the opinion of the student (How do you rate the story? Colour).

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Practising written expression.



Completion of activity 3 from AB building phrases in relation to the images (Write. Use the words in the box).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Participation in the What are the words? game (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.59 CB pp.18-19 AB p.15 CD

138

Unit 2 - Session 5 (45') - Lesson 5: Vocabulary and Story Aims 

Reviewing, settling and expanding the content of the unit.

Activities 

Extension activities: - Fast finishers: exercise 1 of AB, p.63

Oxford Rooftops 3 – Oxford University Press

CCBB AA

Indicators AA3. Valuing the use of foreign language as a learning tool.

Resources AB

139

Unit 2 - Session 6 (45') - Lesson 6: Story and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game, Draw on the whiteboard on top of an already drawn smiley face (optional).

CEC



Review the story and expose the grammar in a context: Has he got a moustache? Has he got earrings? Yes, he/she has. No, he/she hasn't.



Answer to the questions on the story of the previous lesson to check what they remember and viewing of new story to review your answers (Story animation).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practise oral comprehension.



Listening to a dialogue by identifying photography on that speak (Listen and say which picture).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Practising oral expression.



Observation of the images, listening of the dialogue and playback (Look, listen and repeat).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Participation in a game in pairs guessing by means of questions from the picture that your companion has chosen (Play the game).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Grammar practice playing Word clouds in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Completion activity 1 AB numbering the players in order of the description of the recording (Listen and number).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 from AB by answering the questions according to the image (Answer with 'Yes, he has' or 'No, he hasn't).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Completion of activity 3 from AB constructing questions for the image and replying to a colleague (Write questions. Swap books and ask your partner).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.





Practice the grammar (word order).

Practising written expression.



Finishing the lesson.



Exchange of questions and answers about the costume drawn on a paper for the face of the student (optional).



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Reinforcement worksheet 2 - Extension worksheet 2 - Story worksheet

Oxford Rooftops 3 – Oxford University Press

CEC2. Using artistic techniques in projects or papers.

Resources iPack TG p.60 CB p.20 AB p.16 CD Scissors

TR CD-ROM

140

Unit 2 - Session 7 (45') - Lesson 7: Cross-curricular Aims

Activities

CCBB

Indicators



Start of lesson.



Oral Interaction speaking on the crafts and the type of things they like to do (optional).

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Cross-curricular topic: Learning contents of other subjects through a foreign language (Making a paper mache mask): Plastic.



Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answer to the questions of understanding on the papier mache masks (cross-curricular introduction).

CD

CD2. Using digital media for learning a foreign language.



Extending the cross-curricular topic.



Observation of images identifying the colours of the mask and the globe (Look.What colour is the balloon? What colour is the mask?).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practice the oral and written comprehension.



Hearing the text Making a papier mâché mask while reading the book (Read and listen).

AA

AA3. Valuing the use of foreign language as a learning tool.



Second reading of the text by saying if the phrases on the text are true or false (Read. Are the sentences true or false? Say the answers).

CL



Completion of activity 1 from AB by typing the words of the box to its corresponding image (Write).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity 2 from AB by numbering instructions for making a papier mache spider in the order of the images (Making a papier such spider. Look. Number the sentences).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Settling the content of the lesson.

iPack TG p.61 CB p.21 AB p.17 CD

CL4.4. Reading texts on various topics of interest.



Finishing the lesson.



Reproduction of the instructions (requirements) of the story (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Cross-curricular worksheet

AA

AA3. Valuing the use of foreign language as a learning tool.

Oxford Rooftops 3 – Oxford University Press

Resources

TR CD-ROM

141

Unit 2 - Session 8 (45') - Lesson 8: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in a guessing game in which the student is thinking about the teacher (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Expound the /ʃ/ sound for pronunciation practice.



Participation in the game match the iPack Pronunciation (Pronunciation game).

CD

CD2. Using digital media for learning a foreign language.



Practice the pronunciation of the sound /ʃ/ contained in: Shop, T-shirt, Shona, she, shoes, shorts, sheep.



Listening to the pronunciation chant noting in the book the corresponding illustration as mentioned.

CL



Second listening and reproduction of the chant (Listen, point and repeat).

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation.



Listening comprehension and oral expression.



Listening and playback of a dialogue on a communication game (Listen and repeat).

CL



Settling the content of the lesson.



Completion of activity 1 from AB by participating in the communication game, completing and colouring two of the characters and by asking a colleague to complete the other two (Play the game).

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.



Review the vocabulary learned in the unit.



Completion of the visual dictionary in the AB (Complete the Picture Dictionary).

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.



Finishing the lesson.



Participation in The spelling game using the page of the visual dictionary (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 2 of AB, p.63

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Reinforcement and extension activities: - Pronunciation worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.62 CB p.22 AB pp.18, 74 CD

CL2.3. Producing simple speech.

AB TR CD-ROM

142

Unit 2 - Session 9 (45') - Lesson 9: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game The first letter with the class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Learn about the new character from the blog.



Viewing the presentation of an Indian girl from the international blog and answer to the multiple-choice questions of understanding in the iPack (Rooftops Blog: Meet Anjali).

SC

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.



Recycle the vocabulary in a new context, through oral comprehension.



Observation of photographs and identification of the number of picture you are describing as the listening (Look at the photos. Listen and say the number).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



World culture: Recycle the vocabulary in the context of a blog on clothing.



Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about Anjali's family or clothes? Say).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second reading of the text by answering the questions with a single word (Read again. Answer with one word in your notebook).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CD2. Using digital media for learning a foreign language.



To prepare students to write their own post.



Practice of reading in the context of a blog playing Gap Fill game in the iPack (Game).

CD



To help students plan and prepare for their post.



Completion of activity 1 from AB classifying the vocabulary according to the different categories (Think and write. Use your Picture Dictionary to help you).

CMCT

CMCT3. Sorting the recorded data according to a classification criterion.



Consolidate the vocabulary learned in the unit through a activity of written expression.



Completion of activity 2 from AB on reading the blog model, drawing to his family and writing about it (Prepare your blog post. Read. Draw and write).

CL

CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.



Assessing their own progress.



Completion of the Self Evaluation of the unit in the AB.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Finishing the lesson.



Participation in a guessing game the character of the book describing the professor (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Summative evaluation.

 

Completion of the Unit 2 Test. Completion of the Term 1 Test.

Oxford Rooftops 3 – Oxford University Press

All

Resources iPack TG p.62 CB pp.22-23 AB pp.19, 74, 58 CD

TR CD-ROM

143

Unit 2 - Session 9 (45') - Lesson 9: Review and skills Aims 

Developing digital competence.

Activities 

Online Learning Zone: Free use of the unit's proposed activities on the Internet.

Oxford Rooftops 3 – Oxford University Press

CCBB CD

Indicators CD1. Using digital media for learning a foreign language.

Resources PC / Tablet

144

Revision story - Super City Heroes 1 Super City Heroes 1 - Session 1 (45') - Lesson 1 Aims

Activities

CCBB

Indicators



Start of lesson.



Oral Interaction talking about superheroes, which they are familiar, the powers they have, etc. (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the vocabulary and grammar through a story.



Presentation of the story Super City Heroes 1 noting the vignettes of the story in the iPack deducting what happens (Super City Heroes 1).

CD

CD2. Using digital media for learning a foreign language.



Practice the oral and written comprehension.



Listening to the story on the CD, following in the book (Listen and read).

CL

CL4.4. Reading texts on various topics of interest.



Answering the question of understanding.

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Second listening of the story by answering the comprehension questions.

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 1 from AB joining the images of the superheroes with their names (Match).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion Activity 2 AB writing the names of the superheroes who utter phrases of activity in the story (Who's speaking? Write the names).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion Activity 3 of AB, completing the questions and answering in the image (Complete the questions. Write the answers).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Vocabulary practice playing Basketball bounce in the iPack (Game 1).

CD

CD2. Using digital media for learning a foreign language.



Participation in a memory game describing some superhero so that the pupils can guess (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Listening comprehension and writing vocabulary.



Practising comprehension.



Finishing the lesson.

written

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.64 CB pp.24-25 AB p.20 CD

145

Super City Heroes 1 - Session 2 (45') - Lesson 2 Aims

Activities

CCBB

Indicators



Start of lesson.



Review of the story of superheroes commenting on what they remember (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the vocabulary and grammar through a story.



Review of the comic book superheroes by viewing the cartoons in the iPack and answering the questions of the professor to remember what happened (Super City Heroes 1).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Tell a story.



Listening and reading of the story of superheroes and representation of the same by groups (Acting out the story).

CL



Practising oral comprehension.



Completion of activity 1 from AB by listening to the recording and marking the boxes of numbers according to the image (Listen and tick or cross).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Practising comprehension.



Completion activity AB 2 with short answer questions about the image of the previous activity (Look at the picture in Activity 1 replies. Answer with 'Yes, it is' or 'No, it isn't').

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity 3 from AB by reading the questions and answers on Dr Rat and identifying the correct image (Find Dr Rat. Read and write the number).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Second practice vocabulary review game playing Rooftops in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Participation in one of the games on the stories (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practising comprehension.



Finishing the lesson.

reading

written

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.65 CB pp.24-25 AB p.21 CD

CL2.3. Producing simple speech.

146

Unit 3 - At Rooftops Café Unit 3 - Session 1 (45') - Lesson 1: Vocabulary Aims

Activities



Start of lesson.



Participation in the Draw game to review verbs (optional).



Familiarise yourself with the context of the unit.



Oral Interaction speaking about some experience related to the theme of unity, e.g. : frequenting coffee shops.



Introduce the key vocabulary 1 (leisure activities): read a comic, listen to music, buy an ice cream, play games, talk to friends, play chess, have a snack, have a drink.



 

CCBB

Indicators

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

Presentation of vocabulary with the animation in the iPack (Vocabulary animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Vocabulary practice playing Wait for it! in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.

Identify the vocabulary.



Listening of the vocabulary on the CD by identifying activities in the illustration in the book (Listen and point).

CL

Play the vocabulary.



Hearing and reproduction dialogue (Listen and repeat).

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Participation in a game in pairs doing mimicry on activities that can be done in a coffee for which the companion the guess (Mime and say).

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Practising comprehension.

written



Second vocabulary practice playing Snap the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Listening comprehension and writing vocabulary.



Completion of activity 1 from AB reading the phrases, identifying the photo to which they relate and typing the number in the box (Read, find and write the number).

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Completion activity 2 from AB locating activities and writing (Write).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Participation in a game with the animation of the vocabulary and the flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 of AB, p.64

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.66 CB p.26 AB p.22 CD Flashcards

AB

147

Unit 3 - Session 2 (45') - Lesson 2: Song and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game The chain game with the whole class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the grammatical structure 1: What's he / she doing? He's / She's playing chess.



Introducing the grammatical structure and vocabulary consolidation with animated song in the iPack (Song animation) version.

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Checking the comprehension of grammatical structure.



Listening to the song, What's Jack doing? Identifying the images in the book for each stanza. Second listening and watching playback images 148 (Listen and find the picture for each visible. Sing).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.



Hearing and reproduction dialogue (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.



Exchange of questions and answers on images of the book following the dialogue from the previous activity as a model (Look at the pictures. Point, ask and answer).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.

 

Practising the grammatical structure through oral expression.



Practice grammatical structure.



Practice of structure playing chase the cheese in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Practising grammar with the vocabulary.



Completion activity 1 from AB while listening to a dialogue and joining with a line the number with the person of the corresponding image (Listen and draw a line).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion Activity 2 AB answering questions based on images (Look and answer).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Finishing the lesson.



Participation in the game Who is it? (optional).



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Reinforcement worksheet 1 - Extension worksheet 1

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.67 CB p.27 AB p.23 CD

TR CD-ROM

148

Unit 3 - Session 3 (45') - Lesson 3: Culture and Values Aims

Activities



Start of lesson.



Listening and song playback in the lesson 2 (optional).



UK culture: Getting familiar with aspects of the British culture.





Review and practice the vocabulary and grammar in a real context.

CCBB

Indicators

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

Viewing of the cultural film, A Visit to the Café about a visit to a coffee shop in the iPack, pointing out the activities mentioned (Culture film).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second viewing of the film and completion activities of understanding in the iPack (Culture film).

CD

CD2. Using digital media for learning a foreign language.



Observation of photographs describing what they see (look at photos a-f. What can you see?).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reading the descriptions of linking them to the photographs (Read and match to the photos. Say the letter).

CL

CL4.2. Read simple texts on familiar topics by identifying the most important information.



Community Values: Understand the importance of being polite.



Oral Interaction discussing the importance of being polite and friendly with the people, saying examples (being polite).

AA

AA3. Valuing the use of foreign language as a learning tool.



Practising written expression.



Completion of activity 1 from AB by completing the text around a circle with the false information (What's Ellie saying? Complete. Then read again and circle one false fact).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion of activity 2 from AB by numbering the images according to the recording (Listen and number in order).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Finishing the lesson.



Participation in the game Simon says on lesson activities (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: Exercise 2 of AB, p.64

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.67 CB pp.28-29 AB p.24 CD Flashcards

AB

149

Unit 3 - Session 4 (45') - Lesson 4: Everyday language Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Match (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introduction of everyday language in a context: Let’s play chess / read comics / buy an ice cream. OK! No, thanks. I don’t want to.



Revision of the cultural film commenting on what they remember and viewing this code again (Culture film).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



View the video on the iPack. Second display repeating each sentence after hearing (Everyday language film).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Listening the dialogue on the CD from the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Choice of an activity and finding three colleagues who want to perform the same activity (Choose an activity. Find three friends who want to do the same activity).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Make a creative activity.



Elaboration of the mini-book is detachable on the cultural theme (Make your culture mini-book).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



Reinforcing the content learned in the lesson.



Completion of the cultural mini-book writing the missing information (Culture mini-book).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Customization of the mini-book by drawing its favourite activity in the cafe.

CEC



Finishing the lesson.



Participation in the game Say the word (optional).



Reviewing, settling and expanding the content of the unit.



Extension activities: - Culture worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.68 CB p.29 AB p.91 CD Scissors Glue

CEC2. Using artistic techniques in projects or papers.

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

TR CD-ROM

150

Unit 3 - Session 5 (45') - Lesson 5: Vocabulary and Story Aims

Activities

CCBB

Indicators



Start of lesson.



Oral Interaction making predictions on the talents of Jack (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the story.



Participation in the Don't pop the balloon! Game in the iPack to discover the title of the story (Game 1).

CD

CD2. Using digital media for learning a foreign language.



Submit the grammar.



Viewing the story of Jack's a star in the iPack and answer to the question of understanding. Second viewing by repeating the vocabulary presented at the end of the animation (Story animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.





Identify the vocabulary: triangle, violin, trumpet, recorder, flute, drums.



Listening to the vocabulary on the CD by pointing to the images in the book (Listen and point).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Read the story.



Listening to the CD following her story in the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Answer the comprehension questions from the story made by the professor.

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Practising comprehension.

written



Second vocabulary practice playing Which instrument? in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Check the understanding of story through an activity.



Completion of activity 1 from AB by identifying whether the sentences on the story are true or false (Read the story again. Circle 'True' or 'False').

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Evaluate the story.



Completion of activity 2from AB colouring the appreciation of story according to the opinion of the student (How do you rate the story? Colour).

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Practising written expression.



Completion activity 3 from AB building phrases in relation to the image (Write. Use the words in the box).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Participation in the game Find it! With words of musical instruments (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 of AB, p.65

AA

AA3. Valuing the use of foreign language as a learning tool.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.69 CB pp.30-31 AB p.25 CD

AB

151

Unit 3 - Session 6 (45') - Lesson 6: Story and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Find the card with flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the story and expose the grammar in a context: Can he / she play the drums? Yes, he / she can / can’t.



Answer to the questions on the story of the previous lesson to check what they remember and viewing of new story to review your answers (Story animation).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practise oral comprehension.



Listening to the dialogues on the CD by identifying the images referring to each (Listen and say which picture).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Practising oral expression.



Look at the table, listening exercise with dialogue and reproduction (Look, listen and repeat).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Participation in a pair-based guessing game asking questions about the character from the board that their classmate has chosen (Play the game).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Grammar practice playing Word clouds in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Completion of activity 1 in the AB ticking the correct option for each pair of images as per the listening exercise (What can Emily do? Listen and tick A or B).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 in the AB identifying the character according to the answers to the questions (Read. Who is it?).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion of activity 3 in the AB constructing and answering the questions and making new questions and answers (Write two answers). Write the questions and answers).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of a survey for the entire class on the musical instruments they know how to play, using the flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.







Practice the grammar (word order).

Practising written expression.

Finishing the lesson.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.70 CB p.32 AB p.26 CD Flashcards

152

Unit 3 - Session 6 (45') - Lesson 6: Story and Grammar Aims 

Reviewing, settling and expanding the content of the unit.

Activities 

Reinforcement and extension activities: - Reinforcement worksheet 2 - Extension worksheet 2 - Story worksheet

Oxford Rooftops 3 – Oxford University Press

CCBB SIEE

Indicators SIEE2. Use simple strategies for the planning and monitoring of work.

Resources TR CD-ROM

153

Unit 3 - Session 7 (45') - Lesson 7: Cross-curricular Aims

Activities

CCBB



Start of lesson.



Oral Interaction discussing the instruments are made (optional).

musical

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Cross-curricular topic: Learning contents of other subjects through a foreign language (like musical instruments produce sounds): Music.



Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answering comprehension check questions on how musical instruments make sounds (Crosscurricular introduction).

CD

CD2. Using digital media for learning a foreign language.



Extending the cross-curricular topic.



Look at the imagines to identify musical instruments (Look. What instruments can you see?).

AA

AA3. Valuing the use of foreign language as a learning tool.



Practice the oral and written comprehension.



How Listening to musical instruments make sounds text while reading the book (Read and listen).

CMCT

CMCT5. Apply concepts and basic scientific concepts to understand the world around them.



Second reading of the text and answering comprehension questions in writing and orally (Read again. Answer the questions). Say the answers).

CL



Completion activity 1 AB completing the table on musical instruments (Complete the table).

CMCT

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart.



Completion of activity 2 in the AB matching the instruments with the answer to the question on what vibrates for each one (What vibrates? Draw a line to the correct label).

CMCT

CMCT5. Apply concepts and basic scientific concepts to understand the world around them.



Completion of activity 3 in the AB drawing their favourite musical instrument and writing about it (Draw your favourite instrument. Complete).

CEC

CEC2. Using artistic techniques in projects or papers.

CEC

CEC2. Using artistic techniques in projects or papers.



Settling the content of the lesson.

materials

that

Indicators



Finishing the lesson.



Design a new musical instrument in pairs (optional).



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Cross-curricular worksheet

Oxford Rooftops 3 – Oxford University Press

AA

Resources iPack TG p.71 CB p.33 AB p.27 CD

CL4.4. Reading texts on various topics of interest.

AA3. Valuing the use of foreign language as a learning tool.

TR CD-ROM

154

Unit 3 - Session 8 (45') - Lesson 8: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game What's he / she doing? (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Focus on the sound /r/ in order to practice pronunciation.



Participation in the game match the iPack Pronunciation (Pronunciation game).

CD

CD2. Using digital media for learning a foreign language.



Practice the pronunciation of the sound /r/ as it appears in: Reading, Rob, Rosie, recorder, riding, rocket, writing.



Listening to the pronunciation chant noting in the book the corresponding illustration as mentioned.

CL



Second hearing and playing the chant (Listen and repeat).

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation.



Listening comprehension and oral expression.



Listening and playback of a dialogue on a communication game (Listen and repeat).

CL



Settling the content of the lesson.



Completion of activity 1 in the AB taking part in the communicative game with a classmate, guessing the missing names of the children in the image (Play the game).

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.



Review the vocabulary learned in the unit.



Completion of the visual dictionary in the AB (Complete the Picture Dictionary).

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.



Finishing the lesson.



Participation in the Jumble Word Game using the picture dictionary page (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 2 of AB, p.65

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Reinforcement and extension activities: - Pronunciation worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.71 CB p.34 AB pp.28, 75 CD

CL2.3. Producing simple speech.

AB TR CD-ROM

155

Unit 3 - Session 9 (45') - Lesson 9: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Can they do it? (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Learn about the new character from the blog.



Viewing of the presentation of an Australian boy from the international blog and answering multiple choice compression check questions in the iPack (Rooftops Blog: Meet Max).

SC

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.



Recycle the vocabulary in a new context, through oral comprehension.



Observation of photographs and identification of the number of picture you are describing as the listening (Look at the photos. Listen and say the number).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



World culture: Recycle the vocabulary within the context of a blog an after school club.



Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about a sports team or an after school club? Say).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second reading of the text and answer the questions orally (Read again. Say the answer).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CD2. Using digital media for learning a foreign language.



To prepare students to write their own post.



Practice of reading in the context of a blog playing Gap Fill game in the iPack (Game).

CD



To help students plan and prepare for their post.



Completion of activity 1 from AB classifying the vocabulary according to the different categories (Think and write. Use your Picture Dictionary to help you).

CMCT

CMCT3. Sorting the recorded data according to a classification criterion.



Consolidate the vocabulary learned in the unit through a activity of written expression.



Completion of activity 2 in the AB reading the example blog, drawing their friends and writing about them (Prepare your blog post. Read. Draw and write).

CL

CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.



Assessing their own progress.



Completion of the Self Evaluation of the unit in the AB.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Finishing the lesson.



Participation in the game The same and different (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Summative evaluation.



Completion of the Unit 3 Test.

Oxford Rooftops 3 – Oxford University Press

All

Resources iPack TG p.72 CB pp.34-35 AB pp.29, 75, 58 CD

TR CD-ROM

156

Unit 3 - Session 9 (45') - Lesson 9: Review and skills Aims 

Developing digital competence.

Activities 

Online Learning Zone: Free use of the unit's proposed activities on the Internet.

Oxford Rooftops 3 – Oxford University Press

CCBB CD

Indicators CD1. Using digital media for learning a foreign language.

Resources PC / Tablet

157

Unit 4 - At the Library Unit 4 - Session 1 (45') - Lesson 1: Vocabulary Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Secret talent (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Familiarise yourself with the context of the unit.



Oral Interaction discussing an experience relating to the topic in the unit, e.g.: going to the library, the type of books they read, etc.

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introduce the key vocabulary 1 (characters of stories): a wizard, a princess, an explorer, a spy, a king, a prince, a queen, a footballer.



Presentation of vocabulary with the animation in the iPack (Vocabulary animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Vocabulary practice playing Wait for it! in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Identify the vocabulary.



Listening exercise on the vocabulary in the CD highlighting the characters from the book covers on the books’ illustration (Listen and point).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Play the vocabulary.



Hearing and reproduction dialogue (Listen and repeat).



Become fluent.



Participation in a pairs-based game saying the name of a book so that the classmate can describe what it is about (Remember and say).

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.



Practising comprehension.

written



Practising vocabulary for the second time, by playing the Pairs game in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Listening comprehension and writing vocabulary.



Completion of activity 1 in the AB matching the words with the pictures (Match).

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Completion Activity 2 AB completing the crossword (Complete the crossword).

CMCT

iPack TG p.73 CB p.36 AB p.30 CD

CMCT1. Solve simple problems on family situations.



Finishing the lesson.



Participation in the game Freeze frame with the animated vocabulary (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 in the AB, p.66

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources

AB

158

Unit 4 - Session 2 (45') - Lesson 2: Song and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the Missing card game with the flashcards for the characters in the stories (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the grammatical structure 1: Is there an explorer? Yes, there is. / No, there isn’t.



Introducing the grammatical structure and vocabulary consolidation with animated song in the iPack (Song animation) version.

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Checking the comprehension of grammatical structure.



Listening exercise using the song What's in your story? Identifying the images in the book for each stanza. Second listening and watching playback images 159 (Listen and find the picture for each visible. Sing).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.



Hearing and reproduction dialogue (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.



Exchange of questions and answers on images of the book following the dialogue from the previous activity as a model (Look at the pictures. Point, ask and answer).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.

 

Practising the grammatical structure through oral expression.



Practice grammatical structure.



Practice of structure playing chase the cheese in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Practising grammar with the vocabulary.



Completion of activity 1 in the AB listening to the dialogue and saying which book they refer to (Listen and follow. Write the number of the book).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 in the AB answering the questions with short answers (Look and answer with 'Yes, there is' or 'No, there isn't').

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity 3 in the AB making more questions and asking a classmate (Write more questions about the picture. Swap books and ask your partner).

AA

AA3. Valuing the use of foreign language as a learning tool.



Taking part in the game What is it? (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Finishing the lesson.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.74 CB p.37 AB p.31 CD Flashcards

159

Unit 4 - Session 2 (45') - Lesson 2: Song and Grammar Aims 

Reviewing, settling and expanding the content of the unit.

Activities 

Reinforcement and extension activities: - Reinforcement worksheet 1 - Extension worksheet 1

Oxford Rooftops 3 – Oxford University Press

CCBB SIEE

Indicators SIEE2. Use simple strategies for the planning and monitoring of work.

Resources TR CD-ROM

160

Unit 4 - Session 3 (45') - Lesson 3: Culture and Values Aims

Activities



Start of lesson.



Listening and song playback in the lesson 2 (optional).



UK culture: Getting familiar with aspects of the British culture.





Review and practice the vocabulary and grammar in a real context.

CCBB

Indicators

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

Viewing of the Culture Film At the library about a visit to the library included in the iPack, guessing the objects that they may find (books, CDs, DVDs, etc.) (Culture film).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second viewing of the film and completion activities of understanding in the iPack (Culture film).

CD

CD2. Using digital media for learning a foreign language.



Observation of photographs describing what they see (look at photos a-f. What can you see?).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reading the descriptions of linking them to the photographs (Read and match to the photos. Say the letter).

CL

CL4.2. Read simple texts on familiar topics by identifying the most important information.



Community Values: Understanding the importance of enjoying reading



Oral Interaction discussing the importance of enjoying reading and everything that can be learnt from reading (Reading for pleasure).

AA

AA3. Valuing the use of foreign language as a learning tool.



Practising written expression.



Completion of activity 1 in the AB completing the text and circling the wrong information (What's Oli saying?) Complete. Then read again and circle one false fact).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion of activity 2 from AB by numbering the images according to the recording (Listen and number in order).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Finishing the lesson.



Participation in the game Comparing using the Culture Film (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 2 in the AB, p.66

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.75 CB pp.38-39 AB p.32 CD

AB

161

Unit 4 - Session 4 (45') - Lesson 4: Everyday language Aims

Activities

CCBB

Indicators



Start of lesson.



Description of the characters in the stories using flashcards so that the students guess them (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introduction of everyday language in a context: What’s your favourite book? Who’s your favourite character?



Revision of the cultural film commenting on what they remember and viewing this code again (Culture film).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



View the video on the iPack. Second display repeating each sentence after hearing (Everyday language film).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Listening the dialogue on the CD from the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Communicative exchange asking a classmate about their favourite book and character from the ones who appear in the picture (Look). Ask your friends).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Make a creative activity.



Elaboration of the mini-book is detachable on the cultural theme (Make your culture mini-book).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



Reinforcing the content learned in the lesson.



Completion of the cultural mini-book writing the missing information (Culture mini-book).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Personalisation of the mini-book drawing their favourite book.



Finishing the lesson.



Participation in a version of the game The same and different (optional).



Reviewing, settling and expanding the content of the unit.



Extension activities: - Culture worksheet

Oxford Rooftops 3 – Oxford University Press

CEC

Resources iPack TG p.76 CB p.39 AB p.89 CD Scissors Glue Flashcards

CEC2. Using artistic techniques in projects or papers.

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

TR CD-ROM

162

Unit 4 - Session 5 (45') - Lesson 5: Vocabulary and Story Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the Lip reading game with the flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the story.



Participation in the Don't pop the balloon! Game in the iPack to discover the title of the story (Game 1).

CD

CD2. Using digital media for learning a foreign language.



Submit the grammar.



Viewing of Cory's story in the iPack and answering the comprehension check question. Second viewing by repeating the vocabulary presented at the end of the animation (Story animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.





Identify the vocabulary: old, young, tall, short, goodlooking, strong.



Listening to the vocabulary on the CD by pointing to the images in the book (Listen and point).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Read the story.



Listening to the CD following her story in the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Answer the comprehension questions from the story made by the professor.

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Practising comprehension.

written



Practice the vocabulary for the second time, by playing Jumbled words in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Check the understanding of story through an activity.



Completion of activity 1 from AB by identifying whether the sentences on the story are true or false (Read the story again. Circle 'True' or 'False').

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Evaluate the story.



Completion of activity 2from AB colouring the appreciation of story according to the opinion of the student (How do you rate the story? Colour).

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Practising written expression.



Completion activity 3 from AB building phrases in relation to the image (Write. Use the words in the box).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Description of a character from the story so that the students guess them (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 in the AB, p.67

AA

AA3. Valuing the use of foreign language as a learning tool.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.76 CB pp.40-41 AB p.33 CD Flashcards

AB

163

Unit 4 - Session 6 (45') - Lesson 6: Story and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the Draw game with vocabulary from the previous lesson (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the story and expose the grammar in a context: Is he / she 164eadi? Yes, he / she is. No, he / she isn’t.



Answer to the questions on the story of the previous lesson to check what they remember and viewing of new story to review your answers (Story animation).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practise oral comprehension.



Listening exercise with the dialogue between Ruby and Cory in the CD identifying the picture they refer to each time (Listen and say which picture).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Practising oral expression.



Observation of the images, listening of the dialogue and playback (Look, listen and repeat).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Participation in a pair-based guessing game asking questions about the picture their classmate has chosen (Play the game).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Grammar practice playing Word clouds in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Completion activity 1 AB typing the name of each character as described in the recording (Look, listen and write the name).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 in the AB making questions for each picture and ticking the right answer (Write questions). Tick the correct answers).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity 3 in the AB drawing a character from the story, circling the correct option and answering the questions (Draw a character from the book) Read, circle and answer).

CEC

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.





Practice the grammar (word order).

Practising written expression.



Finishing the lesson.



Questions and answers exchange on the character that their classmate has drawn to guess this (optional).



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Reinforcement worksheet 2 - Extension worksheet 2 - Story worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.77 CB p.42 AB p.34 CD

CEC2. Using artistic techniques in projects or papers.

TR CD-ROM

164

Oxford Rooftops 3 – Oxford University Press

165

Unit 4 - Session 7 (45') - Lesson 7: Cross-curricular Aims

Activities

CCBB

Indicators



Start of lesson.



Oral Interaction discussing their favourite characters from Harry Potter (optional).

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Cross-curricular topic: Learning contents of other subjects through a foreign language (Bar charts): Mathematics



Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answering the comprehension check questions on the information presented (talking about books) (Cross-curricular introduction).

CD

CD2. Using digital media for learning a foreign language.



Extending the cross-curricular topic.



Look at the pictures and name the different characters from Harry Potter (Look. How many Harry Potter characters can you find?).

CMCT



Practice the oral and written comprehension.



Hearing Text Bar charts while reading the book (Read and listen).

AA



Second reading of the text and answering the comprehension check questions aloud and in their notebooks (Answer the questions).

CL



Completion of activity 1 in the AB completing la information from the bar chart (Read the instructions and finish the bar chart).

CMCT

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart.



Completion activity AB 2 completing the sentences according to the graph (Look at the bar chart. Complete).

CMCT

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart.

CMCT

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart.

AA

AA3. Valuing the use of foreign language as a learning tool.



Settling the content of the lesson.



Finishing the lesson.



Undertaking of a survey on the characters in the flashcards and completion of a bar chart with the results (optional).



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Cross-curricular worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.78 CB p.43 AB p.35 CD

CMCT1. Solve simple problems on family situations.

AA3. Valuing the use of foreign language as a learning tool. CL4.4. Reading texts on various topics of interest.

TR CD-ROM

166

Unit 4 - Session 8 (45') - Lesson 8: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Descriptions with the famous characters from the stories (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Focus on the sound /w/ in order to practice pronunciation.



Participation in the game match the iPack Pronunciation (Pronunciation game).

CD

CD2. Using digital media for learning a foreign language.



Practice the pronunciation of the sound /w/ as it appears in: walking, what, Wilfred, wearing, white, wizard, wood.



Listening to the pronunciation chant noting in the book the corresponding illustration as mentioned.

CL



Second hearing and playing the chant (Listen and repeat).

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation.



Listening comprehension and oral expression.



Listening and playback of a dialogue on a communication game (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.



Settling the content of the lesson.



Completion of activity 1 in the AB participating in the communication game, guessing the book that their classmate has chosen through questions (Choose a book. Ask, answer and guess).

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.



Review the vocabulary learned in the unit.



Completion of the visual dictionary in the AB (Complete the Picture Dictionary).

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.



Finishing the lesson.



Design of a cover for the book, drawing the picture and writing the title. Description of the cover to a classmate (optional).

CEC



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 2 in the AB, p.67

SIEE



Reinforcement and extension activities: - Pronunciation worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.79 CB p.44 AB pp.36,76 CD

CEC2. Using artistic techniques in projects or papers. SIEE2. Use simple strategies for the planning and monitoring of work.

AB TR CD-ROM

167

Unit 4 - Session 9 (45') - Lesson 9: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the Jumble Word Game jumble to revise unit vocabulary (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Learn about the new character from the blog.



Viewing of the presentation about a girl from Botswana in the international blog and answering the questions multiple choice compression check questions in the iPack (Rooftops Blog: Meet Khumo).

SC

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.



Recycle the vocabulary in a new context, through oral comprehension.



Observation of photographs and identification of the number of picture you are describing as the listening (Look at the photos. Listen and say the number).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



World culture: Recycle the vocabulary within the context of a blog on a library in Botswana.



Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about reading or playing games? Say).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second reading of the text by identifying whether the statements are true or false (Read again. Say true or false).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CD2. Using digital media for learning a foreign language.



To prepare students to write their own post.



Practice of reading in the context of a blog playing Gap Fill game in the iPack (Game).

CD



To help students plan and prepare for their post.



Completion of activity 1 from AB classifying the vocabulary according to the different categories (Think and write. Use your Picture Dictionary to help you).

CMCT

CMCT3. Sorting the recorded data according to a classification criterion.



Consolidate the vocabulary learned in the unit through a activity of written expression.



Completion of activity 2 in the AB reading example blog, drawing their favourite book and writing about it (Prepare your blog post. Read. Draw and write).

CL

CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.



Assessing their own progress.



Completion of the Self Evaluation of the unit in the AB.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Finishing the lesson.



Participation in the game Find the answer (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Summative evaluation.

 

Completion of the Unit 4 Test. Completion of Term 2 Test.

Oxford Rooftops 3 – Oxford University Press

All

Resources iPack TG p.80 CB pp.44-45 AB pp.37, 76, 59 CD

TR CD-ROM

168

Unit 4 - Session 9 (45') - Lesson 9: Review and skills Aims 

Developing digital competence.

Activities 

Online Learning Zone: Free use of the unit's proposed activities on the Internet.

Oxford Rooftops 3 – Oxford University Press

CCBB CD

Indicators CD1. Using digital media for learning a foreign language.

Resources PC / Tablet

169

Revision story - Super City Heroes 2 Super City Heroes 2 - Session 1 (45') - Lesson 1 Aims

Activities

CCBB

Indicators



Start of lesson.



Oral interaction discussing what they remember from the superheroes’ story (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the vocabulary and grammar through a story.



Presentation of the story Super City Heroes 2 noting the vignettes of the story in the iPack deducting what happens (Super City Heroes 2).

CD

CD2. Using digital media for learning a foreign language.



Practice the oral and written comprehension.



Listening to the story on the CD, following in the book (Listen and read).

CL

CL4.4. Reading texts on various topics of interest.



Answering the question of understanding.

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Second listening of the story by answering the comprehension questions.

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion Activity 1 AB writing the names of the superheroes who utter phrases of activity in the story (Who's speaking? Write the names).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion Activity 2 of the AB answering questions based on images (Look and answer).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Vocabulary practice playing Basketball bounce in the iPack (Game 1).

CD

CD2. Using digital media for learning a foreign language.



Participation in one of the games on the stories (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Listening comprehension and writing vocabulary.



Practising comprehension.



Finishing the lesson.

written

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.81 CB pp.46-47 AB p.38 CD

170

Super City Heroes 2 - Session 2 (45') - Lesson 2 Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Remember the story using the characters in the story (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the vocabulary and grammar through a story.



Review of the comic book superheroes by viewing the cartoons in the iPack and answering the questions of the professor to remember what happened (Super City Heroes 2).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Tell a story.



Listening and reading of the story of superheroes and representation of the same by groups (Acting out the story).

CL



Practising oral comprehension.



Completion of activity 1 in the AB listening to the recording and circling the right answer from the two options (Listen and circle).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Practising comprehension.

reading



Completion activity AB 2 with short answer questions about the image of the previous activity (Look at the picture in Activity 1 replies. Answer).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Practising comprehension.

written



Second practice vocabulary review game playing Rooftops in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Finishing the lesson.



Participation in one of the games on the stories (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.82 CB pp.46-47 AB p.39 CD

CL2.3. Producing simple speech.

171

Unit 5 - At Rooftops Zoo Unit 5 - Session 1 (45') - Lesson 1: Vocabulary Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Changing places reviewing the preposition in, on, under (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Familiarise yourself with the context of the unit.



Oral interaction discussing talking about an experience related the topic in the unit, e.g..: visits al zoo.

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Enter the key vocabulary 1 (transport): a flamingo, a rhino, a parrot, a crocodile, a snake, a monkey, a penguin, a gorilla.



Presentation of vocabulary with the animation in the iPack (Vocabulary animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Vocabulary practice playing Wait for it! in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Identify the vocabulary.



Listening exercise for the vocabulary in the CD pointing out the animals illustrated in the book (Listen and point).

CL



Play the vocabulary.



Hearing and reproduction dialogue (Listen and repeat).

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Become fluent.



Participation in pair-based guessing game choosing an animal from the illustration and asking a classmate where they are (Remember and say).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practising comprehension.

written



Practising the vocabulary for the second time by playing Memory game in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Listening comprehension and writing vocabulary.



Completion of activity 1 in the AB matching the vocabulary with the corresponding animal in the picture (Match).

AA

AA3. Valuing the use of foreign language as a learning tool.



Completion of activity 2 in the AB completing the crossword with the name of the animals (Complete the crossword. Write the animals).

CMCT

iPack TG p.83 CB p.48 AB p.40 CD

CMCT1. Solve simple problems on family situations.



Finishing the lesson.



Participation in a game de Animation TPR with the animated vocabulary (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 in the AB, p.68

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources

AB

172

Unit 5 - Session 2 (45') - Lesson 2: Song and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Stand up! with the flashcards and wordcards with the entire class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the grammatical structure 1: Where’s the snake? It’s near the lake. Where are the monkeys? They’re between the parrots and the river.



Introducing the grammatical structure and vocabulary consolidation with the animated version of the song Welcome to the Zoo Rooftops iPack (Song animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Checking the comprehension of grammatical structure.



CL



Listening exercise using the song and identifying the correct map according to la lyrics. Second Listening exercise and reproduction of the song Welcome to Rooftops Zoo (Listen and find the map for the song. Sing).

CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.



Hearing and reproduction dialogue (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.



Questions and answers exchange on the map from the book following the dialogue presented in the previous activity anterior as a guide (Look at map b. Point, ask and answer).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practising the grammatical structure through oral expression.



Practice grammatical structure.



Practice of structure playing chase the cheese in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Practising grammar with the vocabulary.



Completion activity 1 of the AB numbering the animals according to the recording (Listen and number).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 in the AB matching the questions to their answers according to the illustration (Look at the zoo map. Match the questions and answers).

AA

AA3. Valuing the use of foreign language as a learning tool.



Completion of activity 3 in the AB answering the questions on the animals according to the illustration (Look and answer).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Taking part in the game Where's the...? with the whole class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Finishing the lesson.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.83 CB p.49 AB p.41 CD Flashcards Wordcards

173

Unit 5 - Session 2 (45') - Lesson 2: Song and Grammar Aims 

Reviewing, settling and expanding the content of the unit.

Activities 

Reinforcement and extension activities: - Reinforcement worksheet 1 - Extension worksheet 1

Oxford Rooftops 3 – Oxford University Press

CCBB SIEE

Indicators SIEE2. Use simple strategies for the planning and monitoring of work.

Resources TR CD-ROM

174

Unit 5 - Session 3 (45') - Lesson 3: Culture and Values Aims

Activities



Start of lesson.



Listening and song playback in the lesson 2 (optional).



UK culture: Getting familiar with aspects of the British culture.





Review and practice the vocabulary and grammar in a real context.

CCBB

Indicators

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

Viewing of the Culture Film At the wildlife park on a visit to a safari park in the iPack, pointing out the animals as they are mentioned (Culture film).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second viewing of the film and completion activities of understanding in the iPack (Culture film).

CD

CD2. Using digital media for learning a foreign language.



Observation of photographs describing what they see (look at photos a-f. What can you see?).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reading the descriptions of linking them to the photographs (Read and match to the photos. Say the letter).

CL

CL4.2. Read simple texts on familiar topics by identifying the most important information.



Community Values: Understand the importance of preserving and respecting wild animals.



Oral interaction discussing the importance of caring for wild animals, learning from them and discovering how they can help us (Taking care of belongings).

AA

AA3. Valuing the use of foreign language as a learning tool.



Practising written expression.



Completion of activity 1 in the AB completing the text and circling the false information (What's Leena saying? Complete. Then read again and circle one false fact).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion of activity 2 from AB by numbering the images according to the recording (Listen and number in order).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Finishing the lesson.



Taking part in the game Listen and find with the whole class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: Exercise 2 in the AB, p.68

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.84 CB pp.50-51 AB p.42 CD Flashcards

AB

175

Unit 5 - Session 4 (45') - Lesson 4: Everyday language Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in a game describing the animals so students can guess them (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introduction of everyday language in a context: What time is it? It’s eleven o’clock. It’s half past three.



Revision of the cultural film commenting on what they remember and viewing this code again (Culture film).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



View the video on the iPack. Second display repeating each sentence after hearing (Everyday language film).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Listening the dialogue on the CD from the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Choose an animal, asking and answering the indicated time and saying the name of the animal (Choose. Ask, answer and say the animal).

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.



Make a creative activity.



Elaboration of the mini-book is detachable on the cultural theme (Make your culture mini-book).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



Reinforcing the content learned in the lesson.



Completion of the cultural mini-book writing the missing information (Culture mini-book).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Personalisation of the mini-book drawing their favourite wild animals.

CEC SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Finishing the lesson.



Practice telling the time drawing the hands of a clock on the board as indicated (optional).



Reviewing, settling and expanding the content of the unit.



Extension activities: - Culture worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.86 CB p.51 AB p.87 CD Scissors Glue Flashcards

CEC2. Using artistic techniques in projects or papers.

TR CD-ROM

176

Unit 5 - Session 5 (45') - Lesson 5: Vocabulary and Story Aims

Activities

CCBB

Indicators



Start of lesson.



Participating in the Snap! Game with flashcards and Wordcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the story.



Participation in the Don't pop the balloon! Game in the iPack to discover the title of the story (Game 1).

CD

CD2. Using digital media for learning a foreign language.



Submit the grammar.



Viewing of the la story Mrs Bell's favourite animal in the iPack and answering the comprehension check question Second viewing by repeating the vocabulary presented at the end of the animation (Story animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.





Identify the vocabulary: colourful, funny, noisy, lively, furry, dangerous.



Listening to the vocabulary on the CD by pointing to the images in the book (Listen and point).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Read the story.



Listening to the CD following her story in the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Answer the comprehension questions from the story made by the professor.

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Practising comprehension.

written



Practice the vocabulary for the second time, by playing Jumbled words in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Check the understanding of story through an activity.



Completion of activity 1 from AB by identifying whether the sentences on the story are true or false (Read the story again. Circle 'True' or 'False').

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Evaluate the story.



Completion of activity 2from AB colouring the appreciation of story according to the opinion of the student (How do you rate the story? Colour).

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Practising written expression.



Completion activity AB 3 building phrases related to images (Look and write).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Participation in a game describing the animals that have appeared in the unit so students can guess them (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 in the AB, p.69

AA

AA3. Valuing the use of foreign language as a learning tool.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.86 CB pp.52-53 AB p.43 CD Flashcards Wordcards

AB

177

Unit 5 - Session 6 (45') - Lesson 6: Story and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participating in the game Can you remember? with the wordcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the story and expose the grammar in a context: Is it colourful? Yes, it is. / No, it isn’t. Are they furry? Yes, they are. / No, they aren’t.



Answer to the questions on the story of the previous lesson to check what they remember and viewing of new story to review your answers (Story animation).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practise oral comprehension.



Listening exercise with the dialogue between Dylan and Mrs Bell in the CD identifying the photograph they are talking about (Listen and say which picture).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Practising oral expression.



Observation of the images, listening of the dialogue and playback (Look, listen and repeat).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Participation in pair-based guessing game asking questions guessing using questions the pair of photos that their classmate has chosen (Play the game).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Grammar practice playing Word clouds in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Completion of activity 1 in the AB writing the names of the animals in the order they are mentioned (Listen and write the animals).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 in the AB ordering the words to make questions and circling the right answer (Write). Then circle the correct animal).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity 3 in the AB making two questions and exchanging books with a classmate to answer (Write two questions. Swap books and ask your partner).

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Participation in a guessing game saying the name of the animal that the teacher has written on a piece of paper, making questions (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.







Practice the grammar (word order).

Practising written expression.

Finishing the lesson.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.87 CB p.54 AB p.44 CD Wordcards

178

Unit 5 - Session 6 (45') - Lesson 6: Story and Grammar Aims 

Reviewing, settling and expanding the content of the unit.

Activities 

Reinforcement and extension activities: - Reinforcement worksheet 2 - Extension worksheet 2 - Story worksheet

Oxford Rooftops 3 – Oxford University Press

CCBB SIEE

Indicators SIEE2. Use simple strategies for the planning and monitoring of work.

Resources TR CD-ROM

179

Unit 5 - Session 7 (45') - Lesson 7: Cross-curricular Aims

Activities

CCBB

Indicators



Start of lesson.



Oral interaction discussing in pairs and classifying animals according to their similarities, using the wordcards (optional).

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Cross-curricular topic: Learning contents of other subjects through a foreign language (Reptiles): Natural Sciences.



Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answering the comprehension check questions on animal classifications(Cross-curricular introduction).

CD

CD2. Using digital media for learning a foreign language.



Extending the cross-curricular topic.



Look at the pictures identifying a snake, a crocodile and a tortoise (Look. Find a snake, a crocodile and a tortoise).

CMCT



Practice the oral and written comprehension.



Listening Reptiles text while reading the book (Read and listen).

AA



Answering the comprehension check questions on the text about reptiles with the use of speech bubbles (Answer the questions). Say why. Use the speech bubbles to help you).

CL



Completion of activity 1 in the AB labelling the parts of the reptiles mentioned (Label the reptiles).

CL



Completion of activity 2 in the AB circling the reptiles in the picture (Which animals are reptiles? Circle the reptiles).

CMCT



Completion of activity 3 in the AB matching each question with two correct answers (Draw lines to two answers).

CL

CMCT



Settling the content of the lesson.





Finishing the lesson.



Participation in a team game answering questions on the animals in the flashcards (optional).



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Cross-curricular worksheet

Oxford Rooftops 3 – Oxford University Press

AA

Resources iPack TG p.88 CB p.55 AB p.45 CD Wordcards Flashcards

CMCT6. Identifying some species of living beings. AA3. Valuing the use of foreign language as a learning tool. CL4.4. Reading texts on various topics of interest.

CL5.1. Write phrases referring to everyday situations coming to experience from models. CMCT5. Identify some species of animals. CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CMCT6. Identifying some species of living beings. AA3. Valuing the use of foreign language as a learning tool.

TR CD-ROM

180

Unit 5 - Session 8 (45') - Lesson 8: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in a chain game starting with the sentence con At the zoo, I can see... (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Focus on the sound /ɪ/ in order to practice pronunciation.



Participation in the game match the iPack Pronunciation (Pronunciation game).

CD

CD2. Using digital media for learning a foreign language.



Practice the pronunciation of the sound /ɪ/ as it appears in: monkey, funny, furry, lively, noisy.



Listening to the pronunciation chant noting in the book the corresponding illustration as mentioned.

CL



Second listening and reproduction of the chant (Listen, point and repeat).

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation.



Listening comprehension and oral expression.



Listening and playback of a dialogue on a communication game (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.



Settling the content of the lesson.



Completion of activity 1 in the AB participating in the communicative game, drawing the animals in their zoo and asking a classmate to draw the animals in their zoo (Play the game with your friends).

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.



Review the vocabulary learned in the unit.



Completion of the visual dictionary in the AB (Complete the Picture Dictionary).

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.



Finishing the lesson.



Participation in the Jumble Word Game using the picture dictionary page (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 2 in the AB, p.69

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Reinforcement and extension activities: - Pronunciation worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.89 CB p.56 AB pp.46, 77 CD

AB TR CD-ROM

181

Unit 5 - Session 9 (45') - Lesson 9: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game True or False? about animals (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Learn about the new character from the blog.



Viewing of the la presentation of a Chilean boy in the international blog and answering the multiple choice comprehension check questions in the iPack (Rooftops Blog:)) Meet Matias).

SC

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.



Recycle the vocabulary in a new context, through oral comprehension.



Observation of photographs and identification of the number of picture you are describing as the listening (Look at the photos. Listen and say the number).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



World culture: Recycle the vocabulary within the context of a blog about animals



Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about182animals or182a school? Say).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second reading of the text identifying the animals referred to in each sentence (Read again. Say which animals).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CD2. Using digital media for learning a foreign language.



To prepare students to write their own post.



Practice of reading in the context of a blog playing Gap Fill game in the iPack (Game).

CD



To help students plan and prepare for their post.



Completion of activity 1 from AB classifying the vocabulary according to the different categories (Think and write. Use your Picture Dictionary to help you).

CMCT

CMCT3. Sorting the recorded data according to a classification criterion.



Consolidate the vocabulary learned in the unit through a activity of written expression.



Completion of activity 2 in the AB reading example blog, drawing the same ones as in the zoo and writing about them (Prepare your blog post) Read. Draw and write).

CL

CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.



Assessing their own progress.



Completion of the Self Evaluation of the unit in the AB.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Finishing the lesson.



Communicative exchange in pairs discussing the activities that seem interesting to them in the unit (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Summative evaluation.



Completion of the Unit 5 Test.

Oxford Rooftops 3 – Oxford University Press

All

Resources iPack TG p.90 CB pp.56-57 AB pp.47, 77, 59 CD

TR CD-ROM

182

Unit 5 - Session 9 (45') - Lesson 9: Review and skills Aims 

Developing digital competence.

Activities 

Online Learning Zone: Free use of the unit's proposed activities on the Internet.

Oxford Rooftops 3 – Oxford University Press

CCBB CD

Indicators CD1. Using digital media for learning a foreign language.

Resources PC / Tablet

183

Unit 6 - At the Takeaway Unit 6 - Session 1 (45') - Lesson 1: Vocabulary Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Missing letters (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Familiarise yourself with the context of the unit.



Oral interaction discussing about an experience related to the subject of the unit, e.g.: ordering take-away food.

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introduce the key vocabulary 1 (food): beef, chicken, fish, vegetables, prawns, rice, noodles, chips.



Presentation of vocabulary with the animation in the iPack (Vocabulary animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Vocabulary practice playing Wait for it! in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Identify the vocabulary.



Listening exercise using the vocabulary in the CD pointing out the foodstuffs in the illustration in the book (Listen and point).

CL



Play the vocabulary.



Hearing and reproduction dialogue (Listen and repeat).

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Become fluent.



Participation in pair-based guessing game asking questions to order take-away food in an establishment (Remember and say).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practising comprehension.

written



Practising the vocabulary for the second time by playing Memory game in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Listening comprehension and writing vocabulary.



Completion activity 1 of the AB numbering food in the words of box (Write the number).

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Completion Activity 2 of the AB writing the names of foods (Write).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Participation in the game Freeze frame with the animated vocabulary (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 in the AB, p.70

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.91 CB p.58 AB p.48 CD

AB

184

Unit 6 - Session 2 (45') - Lesson 2: Song and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participating in the Snap! Game Wordcards (optional).

with flashcards and

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the grammatical structure 1: Do you like fish? Yes, I do. / No, I don’t. He / She likes noodles. He / She doesn’t like rice.



Introducing the grammatical structure and vocabulary consolidation with the animated version of the song Let's go to the takeaway in the iPack (Song animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Checking the comprehension of grammatical structure.



Listening to the song by identifying the images in the book for each stanza. Second listening and watching playback images 185 (Listen and find the picture for each visible. Sing).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest. CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.



Hearing and reproduction dialogue (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.



Questions and answers exchange on the food their families like, following the dialogue from the activity anterior as a template (Talk about your family).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.

 

Practising the grammatical structure through oral expression.



Practice grammatical structure.



Practice of structure playing chase the cheese in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Practising grammar with the vocabulary.



Completion of activity 1 in the AB completing the drawings of the faces according to the foodstuffs the child likes in the listening exercise (Listen and complete).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion of activity 2 in the AB asking questions and circling the answers of a classmate (Complete. Ask your friend and circle the answer).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Completion Activity 3 of the AB typing phrases as responses Companion previous activity (Write about your friend).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Participation in the game What is it? with flashcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Finishing the lesson.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.92 CB p.59 AB p.49 CD Flashcards Wordcards

185

Unit 6 - Session 2 (45') - Lesson 2: Song and Grammar Aims 

Reviewing, settling and expanding the content of the unit.

Activities 

Reinforcement and extension activities: - Reinforcement worksheet 1 - Extension worksheet 1

Oxford Rooftops 3 – Oxford University Press

CCBB SIEE

Indicators SIEE2. Use simple strategies for the planning and monitoring of work.

Resources TR CD-ROM

186

Unit 6 - Session 3 (45') - Lesson 3: Culture and Values Aims

Activities



Start of lesson.



Listening and song playback in the lesson 2 (optional).



UK culture: Getting familiar with aspects of the British culture.





Review and practice the vocabulary and grammar in a real context.

CCBB

Indicators

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

Viewing of the Culture Film Sunday lunch on a typical Sunday lunch in Britain from the the iPack, paying attention to the foodstuffs that appear (Culture film).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Second viewing of the film and completion activities of understanding in the iPack (Culture film).

CD

CD2. Using digital media for learning a foreign language.



Observation of photographs describing what they see (look at photos a-f. What can you see?).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reading the descriptions of linking them to the photographs (Read and match to the photos. Say the letter).

CL

CL4.2. Read simple texts on familiar topics by identifying the most important information.



Community Values: Understand the importance of eating a varied mix of vegetables



Oral interaction discussing the importance of eating foodstuffs containing different colours and healthy eating (Eating a variety of vegetables).

AA

AA3. Valuing the use of foreign language as a learning tool.



Practising written expression.



Completion of activity 1 in the AB completing the text and circling the false information (What's Charlie saying? Complete. Then read again and circle one false fact).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion of activity 2 from AB by numbering the images according to the recording (Listen and number in order).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Finishing the lesson.



Completion of activity in pairs finding the fruit or vegetable for each colour for those described on the board (optional).

AA

AA3. Valuing the use of foreign language as a learning tool.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: Exercise 2 in the AB, p.70

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.92 CB pp.60-61 AB p.50 CD

AB

187

Unit 6 - Session 4 (45') - Lesson 4: Everyday language Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Pairs with flashcards and Wordcards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introduction of everyday language in a context: Can you pass me the potatoes, please? Yes, here you are. Yes, of course, thanks.



Revision of the cultural film commenting on what they remember and viewing this code again (Culture film).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



View the video on the iPack. Second display repeating each sentence after hearing (Everyday language film).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Listening the dialogue on the CD from the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Look at the pictures and re-enactment of table orders with a classmate (Look. Act out with a partner).

CL

Make a creative activity.



Elaboration of the mini-book is detachable on the cultural theme (Make your culture mini-book).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



Reinforcing the content learned in the lesson.



Completion of the cultural mini-book writing the missing information (Culture mini-book).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Personalisation of the mini-book drawing a typical dish from their country.

CEC SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Finishing the lesson.



Communicative exchange practising food orders (with the flashcards) in pairs (optional).



Reviewing, settling and expanding the content of the unit.



Extension activities: - Culture worksheet

Oxford Rooftops 3 – Oxford University Press

iPack TG p.94 CB p.61 AB p.85 CD Scissors Glue Flashcards Wordcards

CL2.3. Producing simple speech.





Resources

CEC2. Using artistic techniques in projects or papers.

TR CD-ROM

188

Unit 6 - Session 5 (45') - Lesson 5: Vocabulary and Story Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Word jumble with food vocabulary (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introducing the story.



Participation in the Don't pop the balloon! Game in the iPack to discover the title of the story (Game 1).

CD

CD2. Using digital media for learning a foreign language.



Submit the grammar.



Viewing of the story Chinese soup in the iPack and answering the comprehension check question. Second viewing by repeating the vocabulary presented at the end of the animation (Story animation).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.





Identify the vocabulary: peas, beans, onions, carrots, mushrooms, peppers.



Listening exercise using the vocabulary in the CD pointing out the foodstuffs in the illustration in the book (Listen and point).

CL

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.



Read the story.



Listening to the CD following her story in the book (Listen and read).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Answer the comprehension questions from the story made by the professor.

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Practising comprehension.

written



Second practice vocabulary Picture race playing in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Check the understanding of story through an activity.



Completion of activity 1 from AB by identifying whether the sentences on the story are true or false (Read the story again. Circle 'True' or 'False').

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Evaluate the story.



Completion of activity 2from AB colouring the appreciation of story according to the opinion of the student (How do you rate the story? Colour).

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Practising written expression.



Completion activity 3 from AB building phrases in relation to the image (Write. Use the words in the box).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Finishing the lesson.



Completion of activity in pairs inventing their own soup and writing down the ingredients (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 1 in the AB, p.71

AA

AA3. Valuing the use of foreign language as a learning tool.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.94 CB pp.62-63 AB p.51 CD

AB

189

Unit 6 - Session 6 (45') - Lesson 6: Story and Grammar Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the Finger writing game with vocabulary from the previous lesson (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the story and expose the grammar in a context: There are some onions. There aren't any carrots.



Answer to the questions on the story of the previous lesson to check what they remember and viewing of new story to review your answers (Story animation).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practise oral comprehension.



Listening exercise with the dialogue between the characters of the story and identification of the picture about which they are talking (Listen and say which picture).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Practising oral expression.



Observation of the images, listening of the dialogue and playback (Look, listen and repeat).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Participation in pair-based guessing game asking questions using questions to guess the chopping board with the vegetables that the classmate has chosen (Play the game).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Grammar practice playing Word clouds in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Completion of activity 1 in the AB matching the pairs of children with the soup that they are looking for, according to the listening exercise (Listen and match).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Practice the grammar (word order).



Practising written expression.



Completion of activity 2 in the AB circling the difference between the two pictures and describing the differences compared to picture B for each pair (Circle the two differences). Write about picture B).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Finishing the lesson.



Participation in the Draw game with the whole class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Reinforcement worksheet 2 - Extension worksheet 2 - Story worksheet

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.95 CB p.64 AB p.52 CD Flashcards

TR CD-ROM

190

Unit 6 - Session 7 (45') - Lesson 7: Cross-curricular Aims

Activities

CCBB

Indicators



Start of lesson.



Oral interaction discussing their favourite food and identifying the origin of these foodstuffs (optional).

AA

AA3. Valuing the use of foreign language as a learning tool.



Cross-curricular topic: Learning contents of other subjects through a foreign language (edible parts of plants): Natural Sciences.



Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answering the comprehension check questions on different types of food (Cross-curricular introduction).

CD

CD2. Using digital media for learning a foreign language.



Extending the cross-curricular topic.



Look at the pictures locating oranges, peas and carrots (Look). Can you find some oranges, some peas and some carrots?).

AA

AA3. Valuing the use of foreign language as a learning tool.



Practice the oral and written comprehension.



The hearing of the text parts of a plant we eat while reading the book (Read and listen).

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Read the questions on the pictures and answer these (Read, look and answer).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Completion of activity 1 in the AB labelling the different parts of the plant with the words in the box (Label the parts of the plant).

AA

AA3. Valuing the use of foreign language as a learning tool.



Completion of activity 2 in the AB matching the sentences with the corresponding foodstuffs and completing the sentences (Match. Then complete).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity 3 in the AB drawing the two comestible parts of the plants that they like and writing about them (What plant parts do you like eating? Draw two and write).

CEC

CMCT

CMCT5. Apply concepts and basic scientific concepts to understand the world around them.

AA

AA3. Valuing the use of foreign language as a learning tool.



Settling the content of the lesson.



Finishing the lesson.



Completion of activity in pairs identifying where the fruit or vegetables come from for the plants in activity 1 (optional).



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Cross-curricular worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.96 CB p.65 AB p.53 CD

CEC2. Using artistic techniques in projects or papers.

TR CD-ROM

191

Unit 6 - Session 8 (45') - Lesson 8: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game with descriptions con different types of fruit or vegetables (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Focus on the sound /b/ in order to practice pronunciation.



Participation in the game match the iPack Pronunciation (Pronunciation game).

CD

CD2. Using digital media for learning a foreign language.



Practice the pronunciation of the sound /b/ as it appears in: Bag, ball, bananas, basketball, beans, buns.



Listening exercise using the pronunciation chant highlighting in the book each elements of the illustration as it is mentioned.

CL



Second hearing and playing the chant (Listen and repeat).

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation.



Listening comprehension and oral expression.



Listening and playback of a dialogue on a communication game (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.



Settling the content of the lesson.



Completion of activity 1 in the AB playing Bingo with a group of classmates (Play the game).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Completion of activity 2 from AB playing again the communication game with another colleague (Play the game again with a different partner).

SC

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.



Review the vocabulary learned in the unit.



Completion of the visual dictionary in the AB (Complete the Picture Dictionary).

AA

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.



Finishing the lesson.



Participation in The spelling game using the page of the visual dictionary (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Extension activities: - Fast finishers: exercise 2 in the AB, p.71

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Reinforcement and extension activities: - Pronunciation worksheet

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.97 CB p.66 AB pp.54, 78 CD

AB TR CD-ROM

192

Unit 6 - Session 9 (45') - Lesson 9: Review and skills Aims

Activities

CCBB

Indicators



Start of lesson.



Oral interaction discussing their favourite dishes (optional).

AA

AA2. Using several responsive or interactive strategies to solve communication problems.



Learn about the new character from the blog.



Viewing of the presentation of a Moroccan girl in the international blog and answering the multiple choice comprehension check questions in the iPack (Rooftops Blog: Meet Shada).

SC

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.



Recycle the vocabulary in a new context, through oral comprehension.



Observation of photographs and identification of the number of picture you are describing as the listening (Look at the photos. Listen and say the number).

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



World culture: Recycle the vocabulary within the context of a blog on Moroccan foods



Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about food or sport? Say).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Reading of the sentences marking who says them (Read again. Say who).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task. CD2. Using digital media for learning a foreign language.



To prepare students to write their own post.



Practice of reading in the context of a blog playing Gap Fill game in the iPack (Game).

CD



To help students plan and prepare for their post.



Completion of activity 1 from AB classifying the vocabulary according to the different categories (Think and write. Use your Picture Dictionary to help you).

CMCT

CMCT3. Sorting the recorded data according to a classification criterion.



Consolidate the vocabulary learned in the unit through a activity of written expression.



Completion of activity 2 in the AB reading the example blog, drawing a family meal and talking about it (Prepare your blog post. Read. Draw and write).

CL

CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.



Assessing their own progress.



Completion of the Self Evaluation of the unit in the AB.

SIEE

SIEE2. Use simple strategies for the planning and monitoring of work.



Finishing the lesson.



Participation in the game Find the answer with the whole class (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Summative evaluation.

  

Completion of the Unit 6 Test. Completion of the Term 3 Test. Completion of the End of year Test.

Oxford Rooftops 3 – Oxford University Press

All

Resources iPack TG p.98 CB pp.66-67 AB pp.55, 78, 59 CD

TR CD-ROM

193

Unit 6 - Session 9 (45') - Lesson 9: Review and skills Aims 

Developing digital competence.

Activities 

Online Learning Zone: Free use of the unit's proposed activities on the Internet.

Oxford Rooftops 3 – Oxford University Press

CCBB CD

Indicators CD1. Using digital media for learning a foreign language.

Resources PC / Tablet

194

Revision story - Super City Heroes 3 Super City Heroes 3 - Session 1 (45') - Lesson 1 Aims

Activities

CCBB

Indicators



Start of lesson.



Oral interaction discussing what they remember about the Superheroes 2 story (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the vocabulary and grammar through a story.



Presentation of the story looking at its vignettes in the iPack and guessing what will happen next (Super City Heroes 3).

CD

CD2. Using digital media for learning a foreign language.



Practice the oral and written comprehension.



Listening to the story on the CD, following in the book (Listen and read).

CL

CL4.4. Reading texts on various topics of interest.



Answering the question of understanding.

CL

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.



Second listening of the story by answering the comprehension questions.

CL

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.



Completion activity 1 AB joining the two parts of the sentences (Match the sentence parts).

CL

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.



Completion activity 2 of the AB by circling the correct option in the sentences (Circle the correct words).

CL

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.



Vocabulary practice playing Basketball bounce in the iPack (Game 1).

CD

CD2. Using digital media for learning a foreign language.



Participation in one of the games on the stories (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Listening comprehension and writing vocabulary.



Practising comprehension.



Finishing the lesson.

written

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.99 CB pp.68-69 AB p.56 CD

195

Super City Heroes 3 - Session 2 (45') - Lesson 2 Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in the game Draw with the animals featured in unit 5 (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Review the vocabulary and grammar through a story.



Review of the comic book superheroes by viewing the cartoons in the iPack and answering the questions of the professor to remember what happened (Super City Heroes 3).

CL

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.



Tell a story.



Listening exercise and reading of the story for superheroes 3 and performance of the same in groups (Acting out the story).

CL



Practising written expression.



Completion of activity 1 in the AB completing the sentences with are some or aren't any (Complete with 'are some' or 'aren't any').

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Completion of activity AB 2 completing the sentences and revising them with hearing (Complete the sentences. Listen and check).

CL

CL5.1. Write phrases referring to everyday situations coming to experience from models.



Second practice vocabulary review game playing Rooftops in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Participation in one of the games on the stories (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practising comprehension.



Finishing the lesson.

written

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.100 CB pp.68-69 AB p.57 CD

CL2.3. Producing simple speech.

196

Festivals - Christmas cards Christmas cards - Session 1 (45 ') - Lesson 1: Aims

Activities

CCBB

Indicators



Start of lesson.



Spoken interaction talking about Christmas cards (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Introduction to vocabulary relating to Christmas candle, decorations, card, candy cane, sleigh, snowflake, robin, holly.



Viewing of the song It's Christmas in the iPack, listening to it and following the lyrics (Song).

SC

SC4. Identifying the customs of countries where foreign language is spoken.



Practice vocabulary playing Christmas words in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.

Identification of vocabulary associated with Christmas.



Look at the Christmas Cards in the book illustration and explaining what they see. Identification of the number for each word in the box (Read. Look and say the number for each word).

CEC



Reading of the descriptions matching them corresponding cards (Read and point to the card).

the

CL



Listening exercise and reproduction of a brief dialogue following this in the book. Find three classmates that like the same Christmas card (Listen and repeat). Find three children who like the same card).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. CD2. Using digital media for learning a foreign language.



with

CL4.4. Reading texts on various topics of interest.

Practising comprehension.

written



Second vocabulary practice playing Don't pop the balloon! in the iPack (Game 2).

CD



Listening comprehension and writing vocabulary.



Completion of activity 1 in the AB finding the words corresponding to the pictures of the objects relating to Christmas in a word search (Find the Christmas words).

CMCT



Completion of activity 2 in the AB completing song according to the imagines with the correct words. Listening exercise using the song. Second Listening exercise and reproduction (Complete). Listen and check). Sing).

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.



Participation in one of the vocabulary games to revise the words in the lesson (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

Finishing the lesson.

Oxford Rooftops 3 – Oxford University Press

iPack TG p.101 CB p.70 AB p.79 CD

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.





Resources

CMCT1. Solve simple problems on family situations.

197

Christmas cards - Session 2 (45 ') - Lesson 2: Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in one of the vocabulary games to revise the words in the previous lesson (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Vocabulary revision.



Viewing of the song It's Christmas in the iPack, listening to it and singing along (Song).

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.



Practice vocabulary playing Christmas words in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.



Completion of activity 1 in the AB reading the instructions to make a Christmas card (Read and make).

CEC



Participation in one of the vocabulary games to revise words relating to Christmas and the vocabulary of other levels (Vocabulary games).

CEC

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.



Read a series of instructions and carry out the creative activity.

iPack TG p.102 AB p.81 CD Scissors Glue

CEC2. Using artistic techniques in projects or papers.



Finishing the lesson.



Participation Missing letters game with the vocabulary studied in the lesson (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Festivals worksheets - Christmas cards worksheet

SC

SC4. Identifying the customs of countries where foreign language is spoken.

Oxford Rooftops 3 – Oxford University Press

Resources

TR CD-ROM

198

Festivals - Environment Day Environment Day - Session 1 (45 ') - Lesson 1: Aims

Activities

CCBB

Indicators



Start of lesson.



Oral interaction discussing previous knowledge students have on the World Environment Day (optional).

SC

AA3. Valuing the use of foreign language as a learning tool.



Introduction to vocabularies’ relating to recycling clothes, plastic, glass, paper, organic waste, batteries, electronic waste, cans.



Viewing of the song Recycling is easy in the iPack, listening to it and following the lyrics (Song).

AA

AA3. Valuing the use of foreign language as a learning tool.



Practice vocabulary playing Environment Day words in the iPack (Game).

CD

CD2. Using digital media for learning a foreign language.

Identification of vocabulary associated with recycling Classify objects according to the material from which they are made.



Reading of the text in the book about the World Environment Day. Matching the words in the box with the correct bin, writing them in the notebook (Read. Match each word with the correct bin. Write in your notebook).

CL CMCT

CL4.4. Reading texts on various topics of interest. CMCT3. Sorting the recorded data according to a classification criterion.



Reading of the sentences about recycling completing them with the correct bin (Read and say which bin).

AA

AA3. Valuing the use of foreign language as a learning tool.



Listening exercise and reproduction of a brief dialogue on recycling as it appears in the book (Listen and repeat).

CL

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.

 



Practice speaking saying what they recycle.



Communicative exchange asking and answering about what they recycle at home (What do you recycle at home? Ask and answer).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Practising comprehension.

written



Second practice vocabulary Picture race playing in the iPack (Game 2).

CD

CD2. Using digital media for learning a foreign language.



Listening comprehension and writing vocabulary.



Completion of activity 1 in the AB classifying the lyrics to form words and drawing an object in each recycling bin (Order the letters and write. Draw an ítem in each bin).

CMCT

CMCT3. Sorting the recorded data according to a classification criterion.



Completion of activity 2 in the AB writing the correct number next to each line of the song. Listening exercise using the song to revise the answers and reproduction (Match). Then listen and check. Sing).

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.103 CB p.71 AB p.80 CD

199

Environment Day - Session 1 (45 ') - Lesson 1: Aims 

Finishing the lesson.

Activities 

Participation in one of the vocabulary games to revise the words in the lesson (optional).

Oxford Rooftops 3 – Oxford University Press

CCBB SC

Indicators

Resources

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

200

Environment Day - Session 2 (45 ') - Lesson 2: Aims

Activities

CCBB

Indicators



Start of lesson.



Participation in one of the vocabulary games to revise the words in the previous lesson (optional).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Revision of vocabulary relating to recycling



Viewing of the song Recycling is easy in the iPack, listening to it and singing along (Song). Construction of sentences about recycling, replacing the words of the song each type of container (Song).

CL

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.





Make a creative activity.

SC



Completion of activity 1 in the AB cutting out the cards and putting them into groups according to the type of container (Cut out the cards).

CMCT

CMCT3. Sorting the recorded data according to a classification criterion.



Participation in the game Snap in pairs with the card they have cut out and making sentences about recycling (Play snap).

AA

AA3. Valuing the use of foreign language as a learning tool.



Indicate the type of container to be used for each waste product.



Make a poster with the cards on recycling matching them with the containers to the different types of waste product as applicable (Poster).

CMCT

CMCT5. Apply concepts and basic scientific concepts to understand the world around them.



Vocabulary revision after the game.



Participation in a vocabulary game to revise what has been learnt in the lesson (Vocabulary games).

SC

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.



Finishing the lesson.



Brainstorm saying words on objects that can be recycled in each type of bin (optional).

CL

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.



Reviewing, settling and expanding the content of the unit.



Reinforcement and extension activities: - Festivals worksheets - Environment Day worksheet

AA

AA3. Valuing the use of foreign language as a learning tool.

Oxford Rooftops 3 – Oxford University Press

Resources iPack TG p.104 AB p.83 CD Scissors Glue

TR CD-ROM

201

6. Annex I : Heading of competency evaluation Starter Unit - On High Street EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

LINGUISTIC COMMUNICATION SKILLS LISTENING Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. Capture the overall meaning in oral texts on familiar themes and of interest. Identifies specific information in oral texts on familiar themes and of interest. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. SPEAKING Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. Producing simple speech. TALKING Taking part in conversations on familiar topics in settings where communication is predictable. READING Read simple texts on familiar topics capturing the overall meaning of the same. Read simple texts on familiar topics by identifying the most important information. Read simple texts on familiar topics using the global and specific information in the development of a task. Reading texts on various topics of interest. WRITING Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

202

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL SKILLS Solve simple problems on family situations. Representing data about facts and objects of everyday life using the most proper graph, table or chart. Sorting the recorded data according to a classification criterion. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people. Apply concepts and basic scientific concepts to understand the world around them. Identifies different species of living beings. DIGITAL SKILLS Looking for and collect information on familiar topics in digital media. Using digital media for learning a foreign language. LEARN HOW TO LEARN Using several strategies for learning to learn, such as visual and bilingual dictionaries. Using several responsive or interactive strategies to solve communication problems. Valuing the use of foreign language as a learning tool. CIVIC AND SOCIAL SKILLS Taking part in conversations on familiar topics in settings where communication is predictable. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. Identifying the customs of countries where foreign language is spoken.

Oxford Rooftops 3 – Oxford University Press

203

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT Looking for and collect information on familiar topics in various media. Use simple strategies for the planning and monitoring of work. CUTURAL AWARENESS AND EXPRESSION Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. Using artistic techniques in projects or papers. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

204

Unit 1 - At Flat Number 6 EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

LINGUISTIC COMMUNICATION SKILLS LISTENING Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. Capture the overall meaning in oral texts on familiar themes and of interest. Identifies specific information in oral texts on familiar themes and of interest. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. SPEAKING Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. Producing simple speech. TALKING Taking part in conversations on familiar topics in settings where communication is predictable. READING Read simple texts on familiar topics capturing the overall meaning of the same. Read simple texts on familiar topics by identifying the most important information. Read simple texts on familiar topics using the global and specific information in the development of a task. Reading texts on various topics of interest. WRITING Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

205

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL SKILLS Solve simple problems on family situations. Representing data about facts and objects of everyday life using the most proper graph, table or chart. Sorting the recorded data according to a classification criterion. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people. Apply concepts and basic scientific concepts to understand the world around them. Identifies different species of living beings. DIGITAL SKILLS Looking for and collect information on familiar topics in digital media. Using digital media for learning a foreign language. LEARN HOW TO LEARN Using several strategies for learning to learn, such as visual and bilingual dictionaries. Using several responsive or interactive strategies to solve communication problems. Valuing the use of foreign language as a learning tool. CIVIC AND SOCIAL SKILLS Taking part in conversations on familiar topics in settings where communication is predictable. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. Identifying the customs of countries where foreign language is spoken.

Oxford Rooftops 3 – Oxford University Press

206

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT Looking for and collect information on familiar topics in various media. Use simple strategies for the planning and monitoring of work. CUTURAL AWARENESS AND EXPRESSION Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. Using artistic techniques in projects or papers. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

207

Unit 2 - At the Fancy Dress Shop EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

LINGUISTIC COMMUNICATION SKILLS LISTENING Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. Capture the overall meaning in oral texts on familiar themes and of interest. Identifies specific information in oral texts on familiar themes and of interest. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. SPEAKING Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. Producing simple speech. TALKING Taking part in conversations on familiar topics in settings where communication is predictable. READING Read simple texts on familiar topics capturing the overall meaning of the same. Read simple texts on familiar topics by identifying the most important information. Read simple texts on familiar topics using the global and specific information in the development of a task. Reading texts on various topics of interest. WRITING Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

208

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL SKILLS Solve simple problems on family situations. Representing data about facts and objects of everyday life using the most proper graph, table or chart. Sorting the recorded data according to a classification criterion. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people. Apply concepts and basic scientific concepts to understand the world around them. Identifies different species of living beings. DIGITAL SKILLS Looking for and collect information on familiar topics in digital media. Using digital media for learning a foreign language. LEARN HOW TO LEARN Using several strategies for learning to learn, such as visual and bilingual dictionaries. Using several responsive or interactive strategies to solve communication problems. Valuing the use of foreign language as a learning tool. CIVIC AND SOCIAL SKILLS Taking part in conversations on familiar topics in settings where communication is predictable. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. Identifying the customs of countries where foreign language is spoken.

Oxford Rooftops 3 – Oxford University Press

209

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT Looking for and collect information on familiar topics in various media. Use simple strategies for the planning and monitoring of work. CUTURAL AWARENESS AND EXPRESSION Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. Using artistic techniques in projects or papers. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

210

Unit 3 - At Rooftops Café EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

LINGUISTIC COMMUNICATION SKILLS LISTENING Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. Capture the overall meaning in oral texts on familiar themes and of interest. Identifies specific information in oral texts on familiar themes and of interest. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. SPEAKING Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. Producing simple speech. TALKING Taking part in conversations on familiar topics in settings where communication is predictable. READING Read simple texts on familiar topics capturing the overall meaning of the same. Read simple texts on familiar topics by identifying the most important information. Read simple texts on familiar topics using the global and specific information in the development of a task. Reading texts on various topics of interest. WRITING Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

211

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL SKILLS Solve simple problems on family situations. Representing data about facts and objects of everyday life using the most proper graph, table or chart. Sorting the recorded data according to a classification criterion. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people. Apply concepts and basic scientific concepts to understand the world around them. Apply concepts and basic scientific concepts to understand the world around them. Identifies different species of living beings. DIGITAL SKILLS Looking for and collect information on familiar topics in digital media. Using digital media for learning a foreign language. LEARN HOW TO LEARN Using several strategies for learning to learn, such as visual and bilingual dictionaries. Using several responsive or interactive strategies to solve communication problems. Valuing the use of foreign language as a learning tool. CIVIC AND SOCIAL SKILLS Taking part in conversations on familiar topics in settings where communication is predictable. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Oxford Rooftops 3 – Oxford University Press

212

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Identifying the customs of countries where foreign language is spoken. SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT Looking for and collect information on familiar topics in various media. Use simple strategies for the planning and monitoring of work. CUTURAL AWARENESS AND EXPRESSION Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. Using artistic techniques in projects or papers. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

213

Unit 4 - At the Library EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

LINGUISTIC COMMUNICATION SKILLS LISTENING Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. Capture the overall meaning in oral texts on familiar themes and of interest. Identifies specific information in oral texts on familiar themes and of interest. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. SPEAKING Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. Producing simple speech. TALKING Taking part in conversations on familiar topics in settings where communication is predictable. READING Read simple texts on familiar topics capturing the overall meaning of the same. Read simple texts on familiar topics by identifying the most important information. Read simple texts on familiar topics using the global and specific information in the development of a task. Reading texts on various topics of interest. WRITING Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

214

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL SKILLS Solve simple problems on family situations. Representing data about facts and objects of everyday life using the most proper graph, table or chart. Sorting the recorded data according to a classification criterion. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people. Apply concepts and basic scientific concepts to understand the world around them. Identifies different species of living beings. DIGITAL SKILLS Looking for and collect information on familiar topics in digital media. Using digital media for learning a foreign language. LEARN HOW TO LEARN Using several strategies for learning to learn, such as visual and bilingual dictionaries. Using several responsive or interactive strategies to solve communication problems. Valuing the use of foreign language as a learning tool. CIVIC AND SOCIAL SKILLS Taking part in conversations on familiar topics in settings where communication is predictable. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. Identifying the customs of countries where foreign language is spoken.

Oxford Rooftops 3 – Oxford University Press

215

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT Looking for and collect information on familiar topics in various media. Use simple strategies for the planning and monitoring of work. CUTURAL AWARENESS AND EXPRESSION Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. Using artistic techniques in projects or papers. Taking place in the development of group musical compositions using various musical and/or scenic resources.

Oxford Rooftops 3 – Oxford University Press

216

Unit 5 - At Rooftops Zoo EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

LINGUISTIC COMMUNICATION SKILLS LISTENING Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. Capture the overall meaning in oral texts on familiar themes and of interest. Identifies specific information in oral texts on familiar themes and of interest. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. SPEAKING Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. Producing simple speech. TALKING Taking part in conversations on familiar topics in settings where communication is predictable. READING Read simple texts on familiar topics capturing the overall meaning of the same. Read simple texts on familiar topics by identifying the most important information. Read simple texts on familiar topics using the global and specific information in the development of a task. Reading texts on various topics of interest. WRITING Write phrases referring to everyday situations coming to experience from models.

Oxford Rooftops 3 – Oxford University Press

217

EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL SKILLS Solve simple problems on family situations. Representing data about facts and objects of everyday life using the most proper graph, table or chart. Sorting the recorded data according to a classification criterion. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people. Apply basic scientific notions and concepts in order to understand the world around them. Identifying some species of living beings. DIGITAL SKILLS Looking for and collect information on familiar topics in digital media. Using digital media for learning a foreign language. LEARN HOW TO LEARN Using several strategies for learning to learn, such as visual and bilingual dictionaries. Using several responsive or interactive strategies to solve communication problems. Valuing the use of foreign language as a learning tool. CIVIC AND SOCIAL SKILLS Taking part in conversations on familiar topics in settings where communication is predictable. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. Identifying the customs of countries where foreign language is spoken.

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EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT Looking for and collect information on familiar topics in various media. Use simple strategies for the planning and monitoring of work. CUTURAL AWARENESS AND EXPRESSION Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. Using artistic techniques in projects or papers. Taking place in the development of group musical compositions using various musical and/or scenic resources.

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Unit 6 - At the Takeaway EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

LINGUISTIC COMMUNICATION SKILLS LISTENING Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. Capture the overall meaning in oral texts on familiar themes and of interest. Identifies specific information in oral texts on familiar themes and of interest. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. SPEAKING Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. Producing simple speech. TALKING Taking part in conversations on familiar topics in settings where communication is predictable. READING Read simple texts on familiar topics capturing the overall meaning of the same. Read simple texts on familiar topics by identifying the most important information. Read simple texts on familiar topics using the global and specific information in the development of a task. Reading texts on various topics of interest. WRITING Write phrases referring to everyday situations coming to experience from models.

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EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL SKILLS Solve simple problems on family situations. Representing data about facts and objects of everyday life using the most proper graph, table or chart. Sorting the recorded data according to a classification criterion. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people. Apply concepts and basic scientific concepts to understand the world around them. Identifies different species of living beings. DIGITAL SKILLS Looking for and collect information on familiar topics in digital media. Using digital media for learning a foreign language. LEARN HOW TO LEARN Using several strategies for learning to learn, such as visual and bilingual dictionaries. Using several responsive or interactive strategies to solve communication problems. Valuing the use of foreign language as a learning tool. CIVIC AND SOCIAL SKILLS Taking part in conversations on familiar topics in settings where communication is predictable. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. Identifying the customs of countries where foreign language is spoken.

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EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT Looking for and collect information on familiar topics in various media. Use simple strategies for the planning and monitoring of work. CUTURAL AWARENESS AND EXPRESSION Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. Using artistic techniques in projects or papers. Taking place in the development of group musical compositions using various musical and/or scenic resources.

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Overall Assessment EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

LINGUISTIC COMMUNICATION SKILLS LISTENING Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts. Capture the overall meaning in oral texts on familiar themes and of interest. Identifies specific information in oral texts on familiar themes and of interest. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file. SPEAKING Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation. Producing simple speech. TALKING Taking part in conversations on familiar topics in settings where communication is predictable. READING Read simple texts on familiar topics capturing the overall meaning of the same. Read simple texts on familiar topics by identifying the most important information. Read simple texts on familiar topics using the global and specific information in the development of a task. Reading texts on various topics of interest. WRITING Write phrases referring to everyday situations coming to experience from models.

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EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions. MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL SKILLS Solve simple problems on family situations. Representing data about facts and objects of everyday life using the most proper graph, table or chart. Sorting the recorded data according to a classification criterion. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people. DIGITAL SKILLS Looking for and collect information on familiar topics in digital media. Using digital media for learning a foreign language. LEARN HOW TO LEARN Using several strategies for learning to learn, such as visual and bilingual dictionaries. Using several responsive or interactive strategies to solve communication problems. Valuing the use of foreign language as a learning tool. CIVIC AND SOCIAL SKILLS Taking part in conversations on familiar topics in settings where communication is predictable. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language. Identifying the customs of countries where foreign language is spoken. SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT Looking for and collect information on familiar topics in various media.

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EVALUATION INSTRUMENTS

C

B Achieved with high level

A Completely Succeeded

D

Achieved with medium level

Not Achieved

(Others)

Portfolio

Class Notebook

Oral Test

Written Test

INDICATORS - COMPETENCES

Observation

F

Achieved with low level

QUALIFICATION LEVELS

Use simple strategies for the planning and monitoring of work. CUTURAL AWARENESS AND EXPRESSION Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken. Using artistic techniques in projects or papers. Taking place in the development of group musical compositions using various musical and/or scenic resources.

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7. Annex II: Common European Framework of Reference - CEF 7.1. The Portfolio in our project The Common European Framework of Reference for Languages (CEF) is a description of language skills in six levels: A1, A2, B1, B2, C1 y C2. The contents of English for the Primary education correspond roughly with the first two. The indicators have been drafted to help both students and professionals in education to standardize the evaluation procedures. The texts, the assignments and the functions of the textbook have been carefully selected to include the language skills that are highlighted in the lowest levels of the CEF. The Portfolio, proposed by the Council of Europe, is a folder that the pupils save in which they detail their experiences in relation to the languages and the learning of the same. This includes the mother tongue of the student, as well as any other language that he has come into contact. The portfolio consists of the following elements: A language biography  A list in which students evaluate their language skills in terms of what they are capable of doing: What I can do.  Tools to help the student identify his/her learning style and objectives.  A list of learning activities to do outside the classroom. A linguistic passport  An overall assessment of the four linguistic skills of the student from the indicators of the Common Framework of Reference.  A brief report about the learning of the language both in and outside the classroom.  A list of certificates and diplomas. A linguistic dossier:  A collection of student work, from written assignments to recordings and projects. In summary the biography detailed daily experiences in the use and learning of the language, the passport summarizes these experiences and the dossier is the evidence of the chosen experiences. On the Teacher's Resource CD-ROM are photocopiable material and evaluation sheets for each unit necessary to ensure that the students complete a biography of language learning, with an explicit reference to the contents of the student's book. When students have completed their forms, the professor will save and keep them in order to return them at the end of the course. At that time, they will be asked to consult the CEF indicators and to decide what level they have reached during the year in general terms.

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7.2. End-of-year Self-Assessment Name: ____________________________ Nationality: ________________________ First language: _____________________ Date: ______________________________ Evaluate your language ability in each skill area. Read the descriptions of language skills for levels A1 or A2. Then put ticks () or crosses (x) in the table. A1

A2

Listening Reading Conversation Speaking Writing

A1

A2

Listening

I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

Reading

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.

Conversation (Oral interaction)

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.

Speaking (Oral production)

I can use simple phrases and sentences to describe where I live and people I know.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

Writing

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.

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7.3. End-of-year Self-Assessment Name: ___________________________ Nationality: _______________________ First language: ____________________ Date: ____________________________ Evaluate your language ability in each skill area. Read the descriptions of language skills for levels A1 or A2. Then put ticks () or crosses (x) in the table. A1

A2

Listening Reading Conversation Speaking Writing

A1

A2

Listening

I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

Reading

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.

Conversation (Oral interaction)

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.

Speaking (Oral production)

I can use simple phrases and sentences to describe where I live and people I know.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

Writing

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.

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