No Introduction

INTRODUCTION
Before the explanation of this planning, we should mention its meaning. Acording to
our Decree 105/92 9 June which establishes Primary Education in Andalusia, the
curriculum is open, flexible, descentralised and adjusted to three levels of curricular
design, attending to the specific needs of the students.
Planning consists of a serie of decisions about how and when to teach and evaluate a
foreign language. It establishes a series of activities in a partiuclar context and at a
particular time in order to teach foreign language with the aim of achieve some specific
objectives.
We should ask ourselves why is important planning. It is the most important instrument
in our teaching because it allows us:
Make our intentions clear.
Avoid wasting time and effort.
Make flexibility and modification possible if it is necessary.
Eliminate incomplete planning.
Guide our teaching.
Conclude the join effort carried out in the Curriuclar Project and the School
Curriuclar Project.
For the elaboartion of the planning we have taken into account some points of reference
as our Decree 105/ 92 9 June, the Order 5 November 1992, the curriculum sources, the
School Project and the School Curricular Project, the charcateristics of the context, the
students and their own needs.
We consider planning as a work hypothesis, in Elliots terms, where we obtain
information to improve the teaching-learning process.
FOUNDATION
Among some important reasons, the need of planning is important because the abbility
to communicate is an unavoidable need for social and educational reasons, such the
incorporation into the European Union and the improvement of the Communicate
Competence in the students. The aim of this area is learning to communicate,
encouraging its practical use, adopting a Communicative Approach and the
development of the Communicative Competence.
We have to know the specific levels, it is reflected at the Ley Orgnica 1/1990, 3
October in the General Order of the Educational System which states in the curriculum:
the objectives, the contents, the methodology and the evaluation criteria in each stages,
levels, cycle, grade and kind of educational system.
The Decree 105/92 9 June mentions that the curriculum, as the first level, has a
prescriptive character for all the centres, it is the main fountain for our programming
and the domain of the teaching team. The second level is the domain of the teaching
staff and consists of the fulfilment of the established guidelines laid out in the Decree
105/92 for an Educational centre and it appears in the Curriuclum Project which belongs
at the same time to the Educational Project.
The third level is the planning, which is the responsibility of the teaching team in the
school. Each planning is made up of units of work, based on a Task-Based Approach.
The components of a didactic unit are the following: context, didactic objectives,
contents, final task, materials, methodology and evaluation.
The Spanish society is involved in the process of learninng English and every day more
and more people decide to study this target language. In general the Spanish
incorporation in the European movement makes it more necessary to count on people
who are able to develop within in communicative context and a cultural exchange. It is
why speaking a foreign languages provides children a different perspective for their
future and they will have the chance to learn a foreign language from a very short age
on which will help them a lot in their future career.
Studying a foreign language implies the abbility to communicate with other linguistic
societies, value differents lifestyles and cultural ideas possitively, so learning a foreign
language will contribute to the development of a feeling of social and cultural tolerance.
As to their free time they will ahve more choice as to channels of information, frienship
and exchange with people from other countries.
Concerning some general aspects, the learning of a second language the students
communicative competence improves in general with the acquisition of new concepts,
strategies, abbilities, attitudes and linguistic codes. The last aspect implies different
ways of structuring one reality. The process of acquisition of the new language thus is
reflective and helps to strengthen the knowledge of ones mother tongue
Before mentioned, our main is learning to communicate, encouraging its practical use,
adopting an approach based on communication and the progressive development of
communicative competence. It is divided into five sub-competences:
- Linguistic competence: the abbility to recognize and produce correct messages
by means of phonetic, semantic and morphosyntax elements.
- Socio-linguistic competence: the abbility by which utterances are produced and
understood appropiately in different socio linguistic contexts, depending on
contextual factors, such as the status of the participants, the purposes of the
interaction and norms.
Discoursive competence: the abbility to undestand and produce different types

of oral and written texts organised according to a communicative situation.
Strategic competence: the mastery of verbal and non-verbal communication
strategies, called into action to compensate breakdowns and interruptions in the
communication.
Socio-cultural competence: the abbility to become familiar with social and
cultural context in which foreign language is spoken.
Communicative Competence refers to oral, written receptive and productive

messages to be worked integrated from the begining, respecting silent periods and
receptive skills are developed in early stages, so we have to pay attention to first
contacts with the language.
There are cognitive, linguistic and affective rasons which justify an early treatment
of teh foreing language in Primary Education.
As a summary, we can say the following statements:
The childs basis for learning at this age is its own experience, therefore the
tasks and activities we porgramm must be based on his/her personal
experience.
The social and cultural aspects of the target language which will be treated
must be very precise and realted to experiences the child will be able to
understand.
Never we will aks a Spanish child to behave like an English one, it is only
necessary to respect other cultural ideas which are connected with the
foreign language.
It will be necessary for the children to know socio-cultural rules so as to
improve socio-linguistic competence.
The main aim which is proposed for Primary Education is that the child is
able to express his/her own ideas in the foreign language.
All input must be real and close to the childs environment.
The childs intuitive knowledge of the mother tongue must always be kept in
mind when programming for the second language. Only in this way we can
reach significative learning.
Tasks in the classroom will not only be based on cognitive aspects but also
aspects like movement, affectivemess and socila behaviour.
In general, at least at the begining of the learning process, attitudes will be
more important than concepts and procedures.
The students at this age will need all the times help to carry out the activities
and to control the information, therefore guided exercices will form the
biggest part of our porgramme planning.
Receptive procedures will be more important at the beginning and
productive procedures will gain more importance in the last cycle.
CONTEXT
Our school is located in a centric area of a city called Gerena. It is named Foundation
Stage and Primary Education School Fernando Feli. The dimensions of the educative
centre are big, there are three classes for each course.
There is an English classroom, a library, a gym and informatic class, a dinning room and
a classroom for students with Specfic Needs of Educative Support.
In our class there are twenty four pupils. Nevertheless it is possible that this number
might change along the term but this term will not be treated in our didactic programme
planning. We have to mention the existence of Parents Associations which organize
parties on Christmas, Carnival and End of course to collect some money for all the
students.
The course we are going to teach the target language is the second course of the second
cycle of Primary Education, 4th course. It means that we are going to take into account
the students previous knowledge and experience.
As to the course, we have decided on we have to establish two weekly lessons for the
subject of English. This aspect is very relevant for our programme planning, because we
do not consider to propose too many objectives because posiibly we can not time to
fulfill them.
According to the socio.economic level of our studentss parents have are good, they can
expend money to buying materials for handicrafts, storybooks to read at home and some
excursions if it is possible to carrying out. Parents are very proud of the learning of this
foreign language, they feel motivation and interest for students knowledge.
We consider appropiate in our class, the improvement for attend to diversity.in our class
there is only a girld with Specific Needs of Educative Support, a visual problem, she is
wearing glassex.
The Educational Aims which our educative centre have are: Education for Peace and
Education for Health. This values foster the learning process of the students.
OBJECTIVES
When elaborating our planning, we have to set a series of Didactic Objectives, they
must be formulated in infinitive.
Objectives are the elements that guide the teaching-learning process, helping to the
teachers in their educational work. They have two basic functions, as a guideline for
syllabus content and activities and offer a sseries of criteria to control those activities.
According to our Decree 105/92, 9 June which establishes Primary Education in
Andalusia, the objectives of the Foreign Languages area in Primary Education must be
considered as contributions made from this area in order to achieve the Objectives of the
stage.
The folllowing objectives we are going to develop in our pupils along the course:
a) Recognize and porduce vocabulary related to.....
b) Show a respectful attitude towards English....
c) Use classroom language.
d) Review the basic vocabulary from the previous course.
e) Appreciate the importance of....
f) Talk about...
g) Understand a text about...
h) Participate in...
i) Describe...
j) Sing a song.
k) Know Christmas as a socio-cultural aspect in English Speaking countries.
l) Write a composition about...
m) Identify...
n) Express likes and dislikes.
o) Be able to ask for something.
p) Count up to twenty.
q) Extract information from a short text.
CONTENTS
We can talk about contents as a means with which to help us reach the skills established
in our Didactic Objectives, and not an end in themselves.
Contents are divided into three groups: concepta which refer to names, characteristics;
procedures which refer to abbilities, techniques, skills and attitudes as values, rules...
The procedural contents are the most important in our area, because our aim in directed
to develop them over the rest. We have to foster the Communicative Competence,
taking into account the context and studentsinterests.
We can distinguish and work on two different fields: Oral and Written Communication
and Socio-Cultural Aspects, concerning to our Decree 105/92, 9 June.
We have applied some criteria for the sequencing of contents, whose source is
Constructivism. It mentions that the students are responsible for their own learning,
relating their previous knowledge to the news acquired one in a meaningful way. Some
of the most important general criteria to take into account for our planning are the
following:
The cognitive development of the students.
Previous knowledge and skills.
Continuation and porgression.
Cyclical revision of the contents.
Cross-curriuclar aspects.
The most suitable criteria for the sequencing of contents in a Foreign Language are
included in our Order 5 November 1992, and according to our planning are the
following:
I. Use the studentsprevious knowledge at a conceptual, procedural and
attitudinal level as a starting point so that they can understand new
information and connect new concepts with previously-acquired ones.
We are going to take into account this criteria at the beginning of each
didactic unit, to understand previous knowledge and skills of the students
and the participantsintentions, as a presentation of the unit.
II. The contents proposed demand the presence of objects, peoople or
activities which aim at helping students establish relationships between
signifiers and signified, in order to acquires the symbolic values of the
Foreign Language.
We consider suitable this aspect because it increases motivation and
involvement in the learning of pupils, as a meaningful and significant
learning which belongs to our studentsknowledge of the world. We will
make use of them when presenting vocabulary and some activities as finalk
tasks.
III. The language used in class offers permanent information full of contents.
This supports the idea that the contents are the information used in the
acqusition-learning process and that the participants, basically teachers and
students, play an important role in the production and interpretation of new
information.
We consider necessary this aspect to work on in class because is the main
point to develop the Communicative Competence in our students, the main
aim of this area of Foreign Language. It should be carry out once students
know the vocabulary and the communicative function of the unit, so we
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could offer them some language help accoridng to the production and they
evaluate themselves and to their partners.
The connecting thread of the planning is the English literature, with the use
of three stotybooks, one for each term. For the first term we are going to
work on the storybook Tessa the teacher. In the second term the storybook
will be The little red hen. Finally, the stotybook to be worked will be The
dancing mermaid. All them are choosen with the aim of motivate the
students and carry out different topics which are near of our students
knowledge of the world.
The contents we are going to teach in the planning are the following:
UNIT 1: Vocabulary related to school objects.
UNIT 2: Vocabulary related to family.
UNIT 3: Vocabulary related to clothes.
UNIT 4: Vocabulary related tojobs.
UNIT 5: Vocabualry related to Cristmas.
UNIT 6: Vocabulary related to farm animals.
UNIT 7: Vovabulary related to food.
UNIT 8: Vovabulary related to Valentines Day.
UNIT 9: Vocabulary related to the weather.
UNIT 10: Vocabulary related to actions
UNIT 11: Vocabulary related to the sea
UNIT 12: Vocabulary related to fishes.
UNIT 13: Vocabulary related to the parts of the body.
UNIT 14: Vocabulary related to music.
UNIT 15: Vocabulary related to the beach.
According to Cros-Curricular themes we consider the most appropiate to work on with
our pupils are the following:
o In the unit In the classroom we work Education for Peace: interest in knowing
dates .
o In the unit My family we work Education for Equality: respect for other
peoples characterisitic.
o In the unit Shes wearing... we work Sex Equality Education: respect other
kind of clothes.
o In the unit Jobs we work the Education for Peace: respect for the different
ways of celebrating Christmas.
o In the unit Visit the farm we work Environmental Education: respect for
animals and nature.
o In the unit Its delicious we work Civic and Moral Education: appreciate
different cultures in habits of food. Health Education: a good diet, talking about
fast food and sweets are not healhty for children.
o In the unit I love you we work Education for Peace: respect to different way
of celebrating Valentines Day.
o In the unit A sunny day we work Environmental Education: respect and
interest for nature.
o In the unit Actions we work Health Education: respect for others abbilities,
and it contributes to thye development by adopting habits of health and quality
of life.
o In the unit Swim in the sea we work Environmental Education: respect for
animals and elements which stay into the sea contributing to care for them and
the nature.
o In the unit Magic Fishes we work Environmental Education: respect for
fishes, contributing to care for them.
o In the unit Move your body we work Health Education: respect for ones own
body contributing its development by adopting habits of health.
o In the unit Dance & Sing we work Moral and Civic Education: appreciation
of the different kinds of music in English.
o In the unit Lets go to the beach we work Road Safety Education: respect for
use the different kinds of means of transports. Education for Peace: respects
others opinions.
In our planning we are going to be connected with the rest of subjects which students
develop in the course, all the areas establish a relationship.
The unit My family is related with Maths, because the Communicative function
implies knowing the numbers.
The unit Jobs is connected with the area of knowledge of nature, because it developes
the differents jobs which someboby has, withouth establishing differences between men
and women.
The units Visit the farm and Its delicious are connected to the area of Knowledge
of nature because they carry out animals and food. The last unit work the area ofg
Maths because it counts up to twenty.
The unit A suuny day is related with the area of Knowledge of nature, it works on the
weather taking into account the nature.
The unitActions is worked connected with the area of Physic Eduaction, because it
implies movement.
As the unit Swim into the sea as Magic fishes are related to the area of Knowledeg
of nature, because they work on animals and respect for the nature.
The unit Move your body works at the same time the area of Knowledge fo nature
and Phisic Education, because it carries out knowing the different parts of the body and
the movement of them.
The unit Dance & Sing is relatred to the area of music and Phisic Education, because
it contributes to movement and songs.
The last unit of the planning Lets go to the beach works on the area of Knowledge of
nature, the nature as a media of enjoyment, caring for it.
All the units are related with the area of Language and Artistic Education. Its because
pupils have to write with a good letter avoiding any error in their reading and writing,
and they have to develop the imagination and creativity when they have to make an
activitiy.
UNIT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
TITLE
In the classroom
My family
Shes wearing
Jobs
Lots of presents
Visit the farm
Its delicious
I love you
A sunny day
Actions
Swim in the sea
Magic fishes
Move your body
Dance & Sing
Lets go to the beach
TIMING
2 sessions
7 sessions
6 sessions
6 sessions
3 sessions
4 sessions
4 sessions
4 sesions
6 sessions
5 sessions
4 sessions
4 sessions
4 sessions
4 sessions
3 sessions
UNIT 1
TEMPORISATION
17-22 Sep.
25 Sep.-20 Oct.
23 Oct.-10 Nov.
13 Nov.- 1 Dec.
4- 15 Dec.
8-19 Jan.
22 Jan.-2 Feb.
5-16 Feb.
19 Feb.- 9 Mar.
12- 30 Mar.
9-20 Apr.
23 Apr.- 4 May
7-18 May
21-29 May
6-15 Jun.
TITLE: IN THE CLASSROOM

DATE: 17-22 September
TIMING: 2 sessions
OBJECTIVES
Recognize and produce vocabulary related to school materials.
Show a respectful attitude towards English timetable and subjects.
Use classroom language.
Review and widden basic vocabulary from the previous course.
CONTENTS
Concepts:
Vocabulary related to school objects such as book, pencil, rubber...
Communicative function: Whats this? Its a...
Socio-cultural aspect: general timetable and subjects.
Procedures:
Understanding of the questions asked by the teacher or classmates.
Interchange of information with classmates.
Attitudes:
Acceptance of English as the adequate classroom language.
Respectful attitudes towards English Education.
METHODOLOGY
Use the language as a vehicle of communication, do not speaking in mother tongue in
this unit to foster the contents.
ACTIVITIES
- Memory game with visual cards they have to elaborate in pairs.
- Reinforcement and ampliation: a worksheet to review the contents.
EVALUATION CRITERIA. Are the students able to?
- Use basic vocabulary in communicative situations.
- Understand and produce classroom language.
- Apply vocabulary concernming school materials in communicative situations.
TRANSVERSAL THEMES
Education for Peace: Interest in knowing dates and its use which are important for the
language classroom.
UNIT 2
TITLE: MY FAMILY
DATE: 25 September-20 October
TIMING: seven sessions
OBJECTIVES
Recognize and produce vocabulary related to the family.
Appreciate the importance of the family.
Talk about menbers of the family.
Understand a text about the family.
Respectful atitudes towards English family.
CONTENTS
Concepts :
Vocabulary related to the family like: father, mother, sister...
Comunicative function: How many sisters and brothers have you got? Ive got...
Procedures:
Understanding of the questions asked by the teacher or the classmates.
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Identification of language related to the family: singing songs, making

decriptions...
Attitudes:
Cooperation of interchanging personal dates.
Respectful attitude towards people who speak a different language.
METHODOLOGY
Promote work grouping and pairs for activities.
ACTIVITIES
- Information gap activity in which each student has to complete his/her classmate
s family tree.
- Writte a letter to send to a penfriend.
- Make questions and answer about family.
- Describe a family tree.
- Understand in a global way a short text concerning the family.
TRANSVERSAL THEMES
Education for Equality: Respect for other pepoles characteristics, qualities and personal
family.
UNIT 3
TITLE: SHES WEARING...
DATE: 23 October- 10 November
TIMING: six sessions
OBJECTIVES
Recognize and produce the vocabualry related to clothes.
Participate in the fashion show.
Decribe somebody.
Sing a song related to clothes.
Show a respectful attitude towards the way English people dress.
CONTENTS
Concepts:
Vocabulary related to clothes like: hat, shoes, skirt, jacket...
Communicative function: He/She is wearing a blue... Put on/off your...
Procedures:
Interchange of information with the classmates.
Comprehension of short written paragraphs related to clothes.
Showing comprehension by means of physical response.
Attitudes:
Respectful attitude towards the way English people dress.
Active participation in a catwalk.
METHODOLOGY
Promote group and pair activities. Contextual help, as the use of clothes.
ACTIVITIES
- A dominoes: the students have to play with their classmates.
- A catwalk showed by the students, they have to write before their oral
explanation, to correct it.
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- Identify and produce basic vocabulary related to clothes.
- Understand the instructions to carry oput handicraft.
- Sing the song with the correct intonation and rhythm.
TRANSVERSAL THEMES
Sex Equality Education: Respect other kind of clothes during the theatre performance.
UNIT 4
TITLE: JOBS
DATE: 13 November- 1 December
OBJECTIVES
Review and widen the vocabulary related to the family.
Recognize and produce the vocabulary related to jobs.
Value the importance of trying different jobs.
CONTENTS
Concepts:
Vocabulary related to jobs like teacher, baker, doctor...
Communicative function: my .... is a ..... . He/She works in ... .
Procedures:
Classification of jobs in four big groups.
Choice between true and false sentences.
Attitudes:
Coperation at the moment of interchanging personal dates.
Respectful attitude towards classmatesparents jobs.
METHODOLOGY
Promote group activities. Use the language aa a vehicle of communication.
ACTIVITIES
- In groups, ask the question Who does the housework in your house?.
- Make a poster in which they draw different jobs for men and women.
- Understand and use basic vocabualry related to jobs.
- Understand in a global way a short text related to jobs.
TRANSVERSAL THEMES
Sex Equality Education: Respect for all type of jobs.
UNIT 5
TITLE: LOTS OF PRESENTS
DATE: 4-15 December
TIMING: 3 sessions
OBJECTIVES
Know Christmas as a socio-cultural aspect in English speaking countries.
Sing a carol relatetd to Christmas.
Write a Christmas card to a penfriend.
Participate in a theatre performance.
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CONTENTS
Concepts:
Vocabulary related to Christmas such as present, Christmas card, Christmas
tree...
Communicative function: I love...
Procedures:
Singing a Christmas carol.
Making a handicraft: a present.
Attitudes:
Interest in Christmas traditions in English speaking countries.
Interest in carrying out activities related to Christmas.
Respectful attitudes towards how how other people celebrate Christmas.
METHODOLOGY
Promote group activities. Contextual help.
ACTIVITIES
- Make a present for their invisible friend with a box, glue, coloured paper,
etc.Once finished, each student has to choose one of them, they are on the
teachers table.
- Write and send a Christmas card to a penfriend.
- Understand and produce vocabulary related to Christmas.
- Sing the song with the correct intonation and rhythm.
- Understand the instructions to carry out handicraft.
TRANSVERSAL THEMES
Education for Peace: Respect for the different ways of celebrating Christmas.
UNIT 6
TITLE: VISIT THE FARM
DATE: 8- 19 January
TIMING: four sessions
OBJECTIVES
Identify and name animals that live on a farm.
Express likes and dislikes.
Talk about one favourite animal.
CONTENTS
Concepts:
Vocabulary related to farm animals such as hen, duck, cow...
Communicative function: Whats your favourite animal? My favourite animal is
a.... Its small and brown.
Procedures:
Comprehension of short written paragraphs related to animals on a farm.
Description of animals which live on a farm.
Drawing pictures with the help of the information from texts.
Attitudes:
Active collaboration in games.
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Interest in information received from others.

METHODOLOGY
Use the languaeg as a vehicle of communication in the class. Promote active
participation in activities.
ACTIVITIES
- Make a puppet of card and wood, in pairs they have to describe his/her
classmate animal.
- Recognize some animals following a description.
- Describe an animal on a farm.
TRANSVERSAL THEMES
Environmental Education: Respect for animals and nature.
UNIT 7
TITLE: ITS DELICIOUS
DATE: 22 January- 2 February
OBJECTIVES
Understand and produce vocabulary and expressions related to food.
Be able to ask for something.
Sing a song.
Show a respectful atitude towards English breakfast.
Count up to twenty.
CONTENTS
Concepts:
Vocabulary related to food like bread, milk, cake, chocolate...
Communicative function: Would you like ...? Yes, I do. No, I dont.
Numbers: 1 to 20.
Procedures:
Recognition of oral instructions.
Singing a song.
Writting a recipe.
Comparison between Spanish breakfast and English breakfast.
Attitudes:
Value the importance of eating varied food.
Consciousness towards the necessity of eating healthy food.
METHODOLOGY
Carry out activities which belong to our studentsknowledge of the world, which are
meaningful and significant. Work in groups.
ACTIVITIES
- Make a recipe, finding more information about food of previous course and in
the dictionary.
- Elaborate an English menu for breakfast, as in a restaurant.
- Understand and produce basic vocabulary related to food.
- Recognize the main elements of an English breakfast.
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- Write a recipe and a menu.

- Ask for things in a polite way.
TRANSVERSAL THEMES
- Civic and Moral Education: Appreciate different cultures in habits of food.
- Health Education: A good diet, talking about fast food and sweets are not
healthy for children.
UNIT 8
TITLE: VALENTINES DAY
DATE: 5 16 February
OBJECTIVES
Review and widden some basic vocabulary from the previous course.
Know Valentines Day as a socio-cultural aspect in English speaking countries.
Apply the months of the year.
Write a Valentines card to a friend or lover.
CONTENTS
Concepts:
Vocabulary related to Valentines Day such as love, heart, kiss...
Communicative function: I love you. Lets go to make a card.
Procedures:
Interchange of information with classmates.
Comprehension of short writen paragraphs related to Valentines Day.
Written production of a Valentines card.
Make a Valentines card.
Attitudes:
Respectful attitudes towards English traditions like Valentines Day.
Curiosity about how people celebrate Valentines Day in English speaking
countries.
Interest in carrying out activities related to Valentines Day.
METHODOLOGY
Use the language as a vehicle of communication. Group activities.
ACTIVITIES
- Make a Valentines card.
- Write a poem to send somebody.
- Recognize the main elements of Valentines Day.
- Write a Valentines card and a poem.
- Understand a song related to Valentines Day.
TRANSVERSAL THEMES
Education for Peace: Respect for the different ways of celebrating Valentines Day.
UNIT 9
TITLE: A SUNNY DAY
DATE: 19 February- 9 March
15
OBJECTIVES
Recognize and produce the vocabulary related to weather.
Comprehension of a text about a weather forecast.
Identify the seasons.
Distinguish places where it is hot or cold.
Review and widden clothes and the months of the year.
CONTENTS
Concepts:
Vocabulary related to weather like sunny, hot, cold...
Communicative function: Whats the weather like today? Its... In the spring the
weather is sunny.
Procedures:
Identification of the characters related to weather.
Comprehension of short written paragraphs related to weather.
Matching clothes and seasons.
Oral description of a weather forecast.
Attitudes:
Respectful attitudes towards people who speak a different language.
Active collaboration in group and pair work.
METHODOLOGY
Use realia. Contextual help. Promote group activities.
ACTIVITIES
- Show a weather forecast in class in a a wallchart made by the students of Great
Britain.
- Make a poster to identify different clothes for each season.
- Recognize adequate usage of the weather.
- Distinguish the different seasons and weather.
- Ask and answer correctly.
TRANSVERSAL THEMES
Environmental Education: Respect and interest for care for nature.
UNIT 10
TITLE: ACTIONS
DATE: 12-30 March
TIMING: five sessions
OBJECTIVES
Recognize and produce vocabulary related to actions.
Use different actions verbs correctly.
Tell others what you can do.
Review animals of the farm.
CONTENTS
Concepts:
Vocabulary related to actions such as cut, think, jump...
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Communicative function: Can you...? yes, I can. No, I cant. A hen can fly. A
cow cant fly.
Procedures:
Attitudes:
Possitive attitudes towards abilities.
Consciousness towards the necessity of acting is healthy.
METHODOLOGY
Use the language as a vehicle of communication. Realia.
ACTIVITIES
- Memory game.
- Find someone who...
- Speak an adequate expression of personal identification.
- Understand a global comprehension of a short text.
- Ask and answer correclty about actions.
TRANSVERSAL THEMES
Health Education: Respect for others abbilities, and it contributes to the development
by adopting habits of health and quality of life.
UNIT 11
TITLE: SWIM IN THE SEA
DATE: 9- 20 April
OBJECTIVES
Identify and name things that live on the sea.
Comprehension of a text about the sea.
Distinguish places where things are located.
Recognize and use vocabulary related to the sea.
CONTENTS
Concepts:
Vocabulary related to the sea like coral, mermaid, pearl... Prepositions of place:
on, in under, behind...
Communicative function: Where is the...? Its ....
Procedures:
Identification of the characters related to the sea.
Matching words with the pictures.
Attitudes:
Curiosity to know about what there is in the sea.
Respectful attitudes towards people who speak a different language.
METHODOLOGY
Promote active participation. Grouping activities.
ACTIVITIES
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- Play Snap.
- Bingo.
- Find different seas in newspapers.
- Use the structures needed to know the sea.
- Identify different elements from the sea.
- Ask and answer correctly about the sea.
TRANSVERSAL THEMES
Environmental Education: Respect for animals and elements which live on the sea,
contributing to care for them.
UNIT 12
TITLE: MAGIC FISHES
DATE: 23- April 4 May
OBJECTIVES
Identify animals that live on the sea.
Value the importance of fishes.
Comprehension of a text about all type of fishes.
Describe some fishes.
Extract information from a short text.
CONTENTS
Concepts:
Vocabulary related to fishes like dolphin, whale, prawn... States: scared, worried,
angry, bored, tired...
Communicative function: How is...? Its....
Procedures:
Interchange of information with clasmates.
Description of fishes.
Matching of pictures and expressions.
Attitudes:
Interest in knowing about fishes who live in the sea.
METHODOLOGY
Warm up activity before enter into the classroom. Student grouping activities.
ACTIVITIES
- Invent an animal in pairs: find some photographs about different fishes, later
wrute its decsription in a paper.
- Memory game.
- Understand and produce basic vocabulary about fishes.
- Identify questions and answers related to fishes from the sea.
- Describe an animal in oral.
TRANSVERSAL THEMES
Environmental Education: Respect for fishes, contributing to care for them.
18
UNIT 13
TITLE: MOVE YOUR BODY
DATE: 7- 18 May
OBJECTIVES
Sing a song.
Use different action verbs correctly.
Identify the parts of the body.
Review and widen the verb have got and vocabulary of the face.
CONTENTS
Concepts:
Vocabulary related to the body such as hair, arm, hand...
Communicative function: Iwant to move my.... He/She wants to move his/her...
The monster has got three eyes...
Procedures:
Idnetification of the characters related to the body.
Comprehension of short written paragraphs related to the parts of the body.
Oral production of a song.
Make a handicraft: a puppet
Attitudes:
Active collaboration in activities.
METHODOLOGY
Realia. Contextula help. Promote pair activities.
ACTIVITIES
- Make a puppet of card to move the parts of the body.
- Puzzle.
- Use an adequate expresion of personal identification.
- Comprehend instructions to carry out handicraft- Identify the parts of the body correctly.
- Produce an oral description.
TRANSVERSAL THEMES
Health Education: Respect for ones own body contributing its development by
adopting habits of health.
UNIT 14
TITLE: DANCE& SING
DATE: 21- 29 May
OBJECTIVES
Recognize and produce vocabulary related to music.
Express likes and dislikes about music.
Sing a song.
Comprehension of a song.
Distinguish different kinds of music.
19
Talk about ones favourite singer.

CONTENTS
Concepts:
Vocabulary related to music like singer, dance, jazz, pop...
Communicative function: Do you like pop music? Yes, I do. No, I dont.
Procedures:
Interchange of information with clasmates.
Oral production of a song.
Classfication of music in groups.
Attitudes:
Possitive attitudes towards diferent kinds of music.
Respectful atitudes towards people who speak a different language.
METHODOLOGY
Warm up activity at the beginning of the class. Use the language as a vehicle of
communication. The activities belong to our studentsinterests. Group work.
ACTIVITIES
- Find a song in groups about a kind of music.
- Lockstep: find information about his/her favourite singer, telling the biography.
- Sing a song in groups.
- Use an adequate expression of personal identification.
- Write a song.
- Understand a song related to music.
- Ask and answer correctly concerning music typology.
TRANSVERSAL THEMES
UNIT 15
TITLE: LETS GO TO THE BEACH
DATE: 6-15 June
TIMING: three sessions
OBJECTIVES
Apply the months of the year.
Recognize and produce vocabulary related to the beach.
Write a postcard for a family menber, a friend, a penfriend...
Review seasons and transports.
Talk about holidays.
Tell others what you do in holidays.
CONTENTS
Concepts:
Vocabulary related to the beach like sun, sun lotion, towel, swimming costume...
Communicative function: In my suitacse there is/ are... I go to the beach: by
train...
Procedures:
Interchange of information about summer holidays with classmates.
Comprehension of short written paragraphs related to holidays.
Produce a dialogue between two students.
20
Written production of a brochure.

Attitudes:
Interest in others free time occupation.
Possitive attitudes towards ones place for holidays.
METHODOLOGY
Promote active participatiob. Group work.
ACTIVITIES
- Make a postacrd to send to a family member, a friend or a penfriend talking
about his/her summer holidays.
- Write a brochure about holidays at the beach.
- Use an adequate expression of personal identification.
- Recognize basic vocabulary about the beach.
- Understand the instructions to carry out handicraft.
- Write a brochure.
TRANSVERSAL THEMES
- Road Safety Education: Respect for use the different means of transports.
- Education for Peace: Respect others opinions.
21
METHODOLOGY
The methodology are guidelines that help to the teachers how to carry out the teachinglearning process. It consists of a serie of criteria and decisions which organize globaly
the role of the teacher in the classsroom and students,the use of teaching resoures, the
typology of activities, the distribution of space and time, students groupings, mannaging
class discipline..., only with the aim of foster the learning in students. For this reason,
we have to choose some criteria to develop in our area of Foreign Language in the
classroom.
According to our Decree 105/92 9 June, it establishes the following aspects in Annexe I:
- It is based on Constructivism.
- Rich relationship of communication between teachers and students for increase
the motivation and involvement in the learning.
- Take into account previous knowledge and studnetsknowledge of the world.
- The planning must be concreted to the context.
- Attention to diversity.
- Usage of different: time organisation, students groupings, distribution of space
and the role of the teacher.
- Respect cognitive and socio-affective deevlop of the studentns.
- Consider the cyclical approach.
On the other hand, we have to take into account concerning to the area of Foreign
Languages, in Annexe II:
- Put the students into contac with meaninful and comprehensible data, close to
their interests, appropoiate for other situations and with enough contextual
support.
- Use of linguistic and non-linguistic experiences.
- Develop a Task- Based Approach, where the activities must be the nucleus of the
unit and near of our students knowledge of the world.
- The four basic skills must be integratetd from the beginning in a comprehensive
way, but respecting silent periods.
- Oral and receptive skills are more important in early stages, to foster a
communicative production.
- Teacher as researcher and affective, using the language as a vehicle of
communication.
- Cooperative learning is focused to improve communicative situations, so we
have to organise a diverse type of students groupings.
- Croos-curriuclar aspects must be tretated in our objectives, contents and above
all in the sequencing of the tasks.
22
There are a lot of variables to carry out in any teaching-learning process. So, we have to
work this planning with different kinds of roles, such as the following:
1. Controller: its the most common, it controls what its done, said and the
language used, as presenting the new vocabulary, give instructions and explain
the tasks.
2. Organiser: it controls the organisation, participating with the students and
explainning only when its necessary.
3. Participant: it could gives some language help,mime and guessing, as a
resource, above all in communicative activities.
4. Evaluator:the teacher evaluates the studentslearning and the teaching process.
5. Investigator: the main ami is improve their own learning such the students.
We have to mention the role of the students as active and involved in the learning,
developping the process and assimilating the information.
Concerning the distribution of space, our class is going to be located in seating
arrangements with an English corner where could be posted our studentswork at their
high and signed by themselves. We can create an Anglo-Saxon culture environemnt,
with a small classroom library, where keep the English subject material.
For everyday activities, we are going to situate the students in pairs, but the other tasks
we are going to carry on, the most suitable studnets groupings is in groups of four
pupils.
Work in pairs
- Advantages: students have more practise time, it favours co-operative learning
and overcomes the protagonism.
- Disadvantages: the noise and the use of the mother tongue.
Small group
- Advantages: students enjoy of more practise time, its more dynamic and
relaxing and it contributes to improve the Communicative Competence.
- Disdavantages: the noise they produce and the use of the mother tongue.
We can work with the big group, when presenting vocabulary, where students are
focused more in attention, they heard a better pronunciation, but the practise are not
improved and they dont work at the same rhythm.
The time enriches our labour and the learning. We only have fifty-five minutes to work
on with our pupils, because there are five minutes which are lost. We have to establish
routines that facilitate our teaching and offer to the students security and stability. We
should take into account flexibility, withouth forcing the learning.
Organising itme may be changed according to our objectives and the aim of activities.
To improve our teaching and avoid wasting time , we have to prepare the lessons, keep
the children occupied all of the time and make worhsheets at the end of each lesson.
Teaching resources we use in class can be considered one more variable when
organising our English class, according to an specific activity, as the following
classification:
- Elaborated material such school materials: realia.
- Textbook as the main resource used in class.
- Wallcharts for all the didactic units of the planning: as a final task and intersting
if students elaborate them; to work on them for reviewing or playing.
- Cds for listening activities: are very important because present a great variety of
accents and its focused on oral production and easy to memorize.
23
Blackboard for the explanantions: keep it clean and write with ordered a clear
letters.
Flashcards for all the units of work: they are suitable because its useful, they
attract their attention and motivation.
Nowadays the use of computers in class as an auxiiliary didactic resource is very useful
to improve the teaching, as at the beginning of the unit to present the vocabulary as
evaluation of the objectives predicted at our stage.
In our educative centre there is a computers classroom, but we dons have lot of time to
enjoy it. I prefer use them once a term as an evaluator exam in pairs.
To develop a Task-Based Approach we have chosen English literature, before
mentioned. Storybooks are the most appropiate resource because it developes creativity
and imagination in the students. They stimulates production and enriches childrens
thoughts, the vision of the world and an increase of vocabulary.
They include socio-cultural aspects and cross-curriuclar aspects. They are authentic,
attractive, positive attitudes with a cognitive level required. We have to develop the
listening comprehension and reading comprehension with them. As we create a samall
library in the classroom, we could obtain better results.
24
ACTIVITIES
According to Order 14 July 1998, the development of activities foster the teachinglearning process in the students, increase the participation, the involvement and values
related to co-operation and respect.
The Decree 201/97 3 September states that the activities should be oprganised with the
aim of being carried out in Educative Centres.
We can distinguish two different kind of activities, such as complementary activities and
extra-curricular activities.
Complementary activities are organised by the Centre during the course, according to
the School Curricular Project and different to the activities carried out in the classroom
as the space and resources to use. They are not developed in the curricular timetable, so
the school has to attend to the students which do not assit to them. When a
complementary activities demands go out from the school of a student under eighteen
years old, the parents must sign an authorization.
Extra-curricular activities encourage the opening of the school and the integral
formation of the students and the training for the insertion in our society or free time.
They will be dveloped out from the academic timetable, voluntary character and not
evaluated. They are planned by the city hall.
The complementary activitie is going to carry out in our planning fot the area of Foreign
Language is a theatre performance concerning Tarzan. We will work on it once finished
the second term, the 29 th of April, and showed in a building of the city where all
students of the school which study English can afford to enjoy it.
There are soke nay extra-curriuclar activities worked on in the school for the academic
course, such as English workshop, playful workshop,applied informatic and sports. All
that activities are developed twice a week during all the course.
25
EVALUATION
The evaluation is defined as the crossing-point between objectives and contents. The
evaluation criteria are guidelines that help us to check the level of development of these
skills. They are flexible, personalised and integrated and determine the type and level of
learning that students are expected to achieve at the end of a period.
It is essential because contributes to encourage the education quality, where we, as
teachers, can extract information to improve the teaching.
Our Decree 105/92 9 June mentions that we should evaluate the studentslearning being
global and continuous and their own procedures, and the teaching process and their own
procedures, in general.
In our area we dsitinguish some evaluation criteria, which we are going to take into
account in the planning, so that they are organised according to the general objectives of
the area of Foreign Languages and the four baisc skills, such as: listening, speaking,
reading and writting. They are the following:
o Comprehension of spoken and written messages.
o Production of messages in communicative situations.
o Comprehension of reading.
o Self-learning.
o Socio-cultural aspects.
o Respectful attitude towards others students who speak a different language.
We can evaluate our students with activities which they ahve previously used to assure
our tteaching and not procedures that they have not seen before. Concerning our
educational system, it proposes to evaluate a series of evaluation activities carried out
with the aim of assessing. We have to take into account the end result, as the initial
conditions and the development of the process.
The most suitable criteria to use in our didactic unit is the final task which shows the
level of competence by each student.
For this reason, we need some instruments of self-evaluation and techniques adopted by
the teacher, like the following:
- Personal Evaluation Sheet: We will have one sheet for each students and term.
Thi sheet will be used each didactic unit, where they will tick or cross their our
self-learning. All the notes we can see will be able to judge a students attitude
and progress.
- Observe the students durting the class, their behaviour and the attitude with the
partners.
- The notebook, as contents as letter and cleanliness.
- Tests: We will need to have individual tests so as to know each students
progress. As our teaching-learning process will be very much centred on pair
26
and group work it is extremnely important for us to know at the end of a unit if
every student has been able to reach the established aims or not. There will be
some minimal aims for those students who have slight difficulties with the
learning of the target language and others which will be considered appropiate
for the rest of the class.
Now we are going to consider when to evaluate.in our prgramme planning we are
going to count on an initial evaluation specially at the beginning. As the review as
extension of the previous school we have prepared will include many thematic
aspects. It is because two many reasons: the students have been a long time without
being in contact with the English language and their knowledge was very recent
when they finished the first course of the second cycle of Primary Education.
Therefore we wil use many worsheets to remember the different semantic fields we
are going to cover in our first didactic unit, which represents the language
classroom.
We have to collect data from the facilitating and communicative tasks the students
have performed. Continuous evaluation will take place in every unit, so we could to
know the personal learning of each student, keeping some notes in a class diary. It is
also important to have personal evaluation sheets to inform the parents and to advise
them about where their children need help or reinforcement to be successful in their
studies. This kind of assesment help us to prove if our planning could be modified or
not too.
The final evaluation will be treated at the end of the final task, where we will
suggest the best planning for the next didactic unit. It allows us to practice the coevaluation and self-evaluation with our students
27
STUDENTS WITH SPECIFIC NEEDS OF EDUCATIVE SUPPORT

As we have mentioned at the beginning of the programme planning, in our class there is
a girl student who has a visual need, she wears glassex every day. We do not have to
prepare special worsheets, but we have to make special resources as the flashcards,
wallcharts with a different size biggest. The use of the blackboard is very important too,
so we have to write on it with clear and big letter suitable for all the students. We can
change the distribution of the space in an specific activity implies more attention in
visual aspects, as a video.
When carrying out pair-work or group-work activities, we will contribute to encourage
the relationships between all the students, avoiding any rebound and help to its learning.
So, we can say that we only have to modify some aspects in methodlogy, before
mentioned.
We are going to point some aspects which this student with this educative need is
related:
Problems:
- Perceptive level: less information from its setting.
- Social-affective level: difficulty for establish relationships and less self-respect.
Needs:
- Perceptive level: use of visual rests.
- Psychomotor level: orientation and movement skills.
- Social-afective level: integration in the classrom.
Adaptations:
- Adaptation in material: big wallcharts, magnifying glass...
- Training in orientation and movement.
- Multisensorial stimulation.
-Getting personal and social authonomy habits.
28
BIBLIOGRAPHY
1)
2)
-
PRINTED SOURCES
Alburquerque y otros, En el aula de Ingls. 1990, Longman.
Collie, J. & Slater, S. Literature in the Language Classroom. 1987. O.U.P.
Harmer, J. The practice of English Language Teaching. Longman. 1991.
Willis, J.A framework for Task- Based learning. Longman 1996
LEGISLATION
Decree 105/92, 9 June which establishes Primary Education in Andalusia.
Order 5 November 92, for the sequencing and criteria of contents.
Guas de atencin a la diversidad, Consejera de Educacin y Ciencia, Junta de
Andaluca.
Order 19 December 92, for trasnversal themes.
Order 14 July 98 for complementary and extra-curricular activities.
Decree 201/97, 3 September
29
STAGE OBJECTIVES & DIDACTIC OBJECTIVES

1
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
&
&
&
&
&
&
&
5
&
&
&
&
&
&
&
&
10
11
12
13
14
&
&
15
16
17
&
&
&
16
17
&
&
&
&
&
&
& &
&
& &
&
&
&
&
&
&
&
&
&
&
&
&
&
&
AREA OBJECTIVES & DIDACTIC OBJECTIVES

1
1)
2)
3)
4)
5)
6)
7)
&
&
7
&
10
&
&
&
&
&
&
&
&
&
&
&
&
11
12
13
&
&
14
15
&
&
&
&
&
&
&
&
&
&
&
30
&
&
&
CONCLUSION
We, as teachers, has an important role in the educational process, with the help of the
active participation of the students which enriches its own learning and our practice
time. As invesigators, we will obtain information to improve the next academic year,
and it will be reflected in the End of Course Report, as a work hypothesis.
Before preparing our programme planning, we have taking into account the most
relevant aspects we consider necessary to carry out with our students.
We wish that our students reach the didactic objectives predicted at each stage, so with
this planning we improve them taking into account the knowledge and experiences from
the previous course too relating them with new contents.
We have designed material for each didactic unit, we think that coursebooks do not offer
the best purpose. The resource of textbooks is the most used among the rest. We
consider which they are not the best because they are not contextualized and they do not
develop a Task-Based Approach, in what our planning is focused.
Concerning the activities carried out in the didactic units, we have chosen the most
appropiate which belongs to our studentsinterests and knowledge of the world and they
should be functional and meaningul. We have to develop the four basic skills integrated
from the beginning, attending to the specific needs of the students and Cyclical
Approach.
To sump up, the importance of communicate is an unavoidable need for social and
educational reasons. It is increasing because everybody want to learn to comunicating
with everybody around the world. People feel the need to know a target language too
because in our society we can see how foreign people is visiting our country, so sociocultural aspecs are very relevant for us.
31

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INTRODUCTION

Discoursive competence: the abbility to undestand and produce different types

Communicative Competence refers to oral, written receptive and productive

TITLE: IN THE CLASSROOM

Identification of language related to the family: singing songs, making

EVALUATION CRITERIA. Are the students able to?

Interest in information received from others.

- Write a recipe and a menu.

TIMING: six sessions

Talk about ones favourite singer.

Written production of a brochure.

STUDENTS WITH SPECIFIC NEEDS OF EDUCATIVE SUPPORT

STAGE OBJECTIVES & DIDACTIC OBJECTIVES

AREA OBJECTIVES & DIDACTIC OBJECTIVES

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