CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

CLASSROOM SYLLABUS

YEAR 5
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

1.INTRODUCTION
A) THEORETICAL JUSTIFICATION.
The gradual globalisation process, in which our world is immersed from the second half of the twentieth century, has increased the need to face the
new challenges arising from the gradual disappearance of borders, which were traditionally established between countries in the economical, political, social
as well as cultural sphere. Accordingly, it becomes clear that, one of the main objectives of Education, from the earliest possible age, must be to provide
citizens with useful tools to develop competences that enable them to adapt to an increasingly globalised and interdependent society.
Foreign language learning takes on special importance in this respect, as the ability to communicate is the first requirement the individual must fulfil to
function effectively in an increasingly multi-cultural and multi-lingual context. This has been acknowledged by all the European Union governments, which,
over the past years, have programmed several Community actions in Education, with the ultimate objective of making possible that each citizen has a working
knowledge of at least two foreign languages, apart from their mother tongue, and this has also been reflected in the Spanish legislation, which, according to
this, has placed special emphasis on the ability to communicate in one or more foreign languages, which is one of the goals to which our present educational
system is addressed.
The basic curriculum for Primary Education is structured around language activities as described in the Common European Framework of Reference for
Languages: understanding and production (expression and interaction) of oral and written texts. The relevant Contents, Evaluation criteria and Learning
outcomes are organised into four main blocks, which correspond to the aforementioned language activities, which are the backbone of the education of the
area.
In Primary Education, It should be seriously taken into account that students leave from a very basic competence level, and therefore, both in the
communicative interaction and in the understanding and production of texts, it will be essential to refer always to familiar contexts for students of that age,
thereby profiting from their previous knowledge and from their skills and experience.
The New Tiger series has been developed along the lines of the following documents:

⇨ Organic Law for the Improvement of Educational Quality 8/2013, of 9 December, (LOMCE)
⇨ Royal Decree 126/2014 of 28 February, by which the core curriculum of Primary Education is established
⇨ Order ECD/686/2014, of 23 April, by which the curriculum of Primary Education is established for the area of the Ministry of Education,
Culture and Sports

According to the LOMCE, the curriculum is integrated by the objectives of each educational stage; the competences, or skills needed to activate and put
into practise the relevant contents of the stage in an integrated way, so as to achieve the realisation of the activities and the effective resolution of complex
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

problems; the contents, or a set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage
and the acquisition of the relevant competences; the teaching methodology, ranging from the description of the teaching practices to the organisation of
teacher's work; measurable learning outcomes; and the evaluation criteria to assess the level of acquisition of the competences and the achievement of the
objectives of each educational stage.
The contents are organised into subjects, which are classified into areas, fields and modules, depending on the educational stage, or the programmes students
take part in.

a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage.
b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result of the teaching and learning
experiences intentionally planned for this purpose.
c) Competences: abilities to apply the relevant contents of each educational stage in an integrated way, in order to achieve the correct realisation of
the activities and the effective resolution of complex problems.
d) Contents: set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the
acquisition of the relevant competences. The contents are organised into subjects, which are classified into areas, fields and modules, depending on the
educational stage, or the programmes students take part in.
e) Measurable Learning outcomes: specifications of the evaluation criteria which allow to define the learning results, and specify what the student
must know, understand and know how to do, in each area; these standards must be observable, measurable, and assessable and must allow the
graduation of the students' achievements. The standards must be designed in order to contribute and facilitate the use of standardized and comparable
tests.
f) Evaluation criteria: specific references used to assess the students' learning process. They describe whatever it is that must be valued and that
students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to achieve in each area.
g) Teaching methodology: set of strategies, procedures and actions planned and organized by the teachers, consciously and reflexively, in order to
promote the students' learning process and their achievements.

The general principles at this stage, according to the Royal Decree 126/2014, of 28 February, by which the core curriculum of Primary Education is
established, are as follows:
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

The aim of the Primary Education is to help students learn the principles of oral expression and comprehension, reading, writing, calculation, the acquisition
of basic notions of culture, and the habit of coexistence as well as the study and work habits, the artistic sense, creativity and affectivity, in order to ensure an
integral formation that contributes to the full development of the students' personality, and to prepare them effectively for Compulsory Secondary Education

The educational action in this stage will try to integrate the different learning experiences of the students and it will also be adapted to the students' different
working paces.

Primary Education is divided into six academic years, which will ordinarily be taught between six and twelve years old, and it is organized in areas, which will
have a holistic and integrative approach.

1.B) CONTEXTUALISATION.

(To be completed by the teacher/department according to their social, historical and geographical environment)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

2. OBJECTIVES OF THE STAGE

Primary education will contribute to the children development of the skills that will enable them to:

a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active citizenship and respect for human
rights and pluralism inherent in a democratic society.
b) Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense, personal initiative,
curiosity, creativity and interest in learning, and entrepreneurship.
c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in
social groups with which they are associated.
d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and non-
discrimination of people with disabilities.
e) Know and use appropriately the Spanish language and, if any, the co-official language of the Autonomous Community and develop reading habits.
f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in everyday situations.
g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and estimates, as well as being
able to apply to situations in everyday life.
h) Know the main features of Natural Science, Social Science, Geography, History and Culture.
i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they receive and produce.
j) Use representation and artistic expression and start to build visual and audio-visual proposals.
k) Rate hygiene and health, accept their own body and that of others, respecting differences and using physical education and sport to encourage both
personal and social development.
l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care.
m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence, prejudice of any kind and
sexist stereotypes.
n) Promote road safety education and respectful attitudes that affect the prevention of accidents.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

3. KEY COMPETENCES

3. A) KEY COMPETENCES IN THE SPANISH EDUCATIONAL SYSTEM

The European Union guidelines insist on the need for citizens to acquire the key competences as an essential condition for individuals to achieve a
complete personal, social and professional development, adapted to the demands of a globalized world and making economic development possible, linked to
knowledge.

The competence is a combination of practical skills, knowledge, motivation, ethical values, attitudes, emotions, and other social and behaviour components,
that work together in order to achieve a successful action. The practical knowledge is acquired through active participation in social practices, which can be
developed both in a formal educational context, (i.e. through the curriculum), and in informal or non-formal educational contexts.

The competences are conceptualized as «know how to do», applied to a variety of academic, social and professional contexts. So that it is possible to transfer
these competences to the different contexts, it is essential to understand the knowledge included in the competences and its connection with the practical
abilities or skills involved.

The competence knowledge integrates a conceptual basis knowledge: concepts, principles, theories, data and facts (declarative knowledge- know how to say);
a skills knowledge, related both to an observable physical action and to mental action (procedural knowledge – know how to do); and a third component which
has a great social and cultural influence, and which involves a set of attitudes and values (know how to be).

Apart from that, learning through competences favours the students' own learning process and their motivation for learning, due to the strong relation between
the different components: the concept-based knowledge (“know”) cannot be learnt apart from its use, “know how to do”; neither can a procedural knowledge
be acquired (“skills”) without a concept-based knowledge, which gives sense to the action.

As some of the main features of learning through competences are transversality, dynamism and an integral character, the teaching learning through
competences process must be tackled from all the areas of knowledge and by all the different authorities of the educational community, both in formal fields
and in non-formal or informal ones.
Its dynamism is evidenced by the fact that the competences are not acquired at a certain moment and remain unaltered, but, on the contrary, they are part of a
developing process through which individuals acquire higher and higher levels of performance using them.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Furthermore, this type of learning involves a thorough training of students who, at the end of the educational stage, will manage to transfer the acquired
knowledge to the new circumstances they come across in the life they choose. Hence, they will be able to reorganise their way of thinking and acquire new
knowledge, improve their performance and discover new ways of action and new skills that will allow them to efficiently perform the tasks, favouring the
lifelong learning process.

The Key Competences of the curriculum are as follows:

1. Competence in linguistic communication. (CLC)

2. Competence in mathematics, science and technology. (CMST)
3. Digital competence. (DC)
4. Learning to learn. (L2L)
5. Social and civic competences. (SCC)
6. Sense of initiative and entrepreneurship. (SIE)
7. Cultural awareness and expression. (CAE)

The development of basic disciplinary competences (CLC, CMST) will be enhanced, though students will also deal with the rest of cross-cutting key
competences.

3. B) DESCRIPTION OF THE KEY COMPETENCES

⇨ The COMPETENCE IN LINGUISTIC COMMUNICATION (CLC), is the result of the communicative action within particular social practices,
in which the individual interacts with other interlocutors through texts in multiple modalities and formats. These situations and practices may involve
the use of one or several languages, in different spheres and either individually or collectively.

For a correct development of this competence, we must take into account its main five components and their relevant particularities:
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

- The linguistic component covers different dimensions: lexical, grammatical, semantic, phonological, orthographic and orthoepic, understood as the
correct articulation of sound from a graphical representation of language.
- The discourse pragmatic component covers three dimensions: sociolinguistic (related to the correct production and reception of messages in
different social contexts); pragmatics (including the communicative microfunctions and interaction schemes); and discursive (including textual
macrofunctions and questions related to discursive genres).
- The sociocultural component includes two dimensions: one related to the knowledge of the world and one related to the intercultural dimension.
- The strategic component allows the individual to overcome difficulties and to solve problems that arise in the communicative exchange. It includes
both skills and communicative strategies for reading, writing, speaking, listening and conversing, and also skills related to information processing,
multimodal reading and production of electronic texts in different formats; moreover, this component also includes the general cognitive,
metacognitive, and socio-affective strategies, that individuals use to communicate efficiently, what is essential in the foreign language learning
process.
- Finally, the competence in linguistic communication includes a personal component which is involved in the communicative interaction in three
dimensions: attitude, motivation and personality features.

⇨ The COMPETENCE IN MATHEMATICS, SCIENCE AND TECHNOLOGY (CMST), induces and strengthens some essential features of the
students' training, which are basic for life.
In a society where the impact of mathematics, science and technology is determining, the achievement and sustainability of social well-being demands
behaviours and personal decision-making closely linked to critical abilities and a reasoned and reasonable vision of others. All these are contributing
factors in the competence in mathematics, science and technology.

a) The mathematical competence involves the ability to apply mathematical thinking and mathematical tools to describe, interpret and predict
different phenomena in context.

For a correct development of the mathematical competence it is necessary to tackle four areas related to numbers, algebra, geometry and statistics,
interrelated in different ways.

b) The key competences in science and technology are those competences which provide an approach to the physical world and a responsible
interaction with it, from both individual and collective actions, aimed at preserving and improving the natural world, what is decisive for the
protection and maintenance of the quality of life and progress of peoples. These competences contribute to the development of scientific thinking, as
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

they include the application of scientific methodologies and technological skills, which lead to the acquisition of knowledge, contrasting ideas and
applying the discoveries to social welfare.

For a correct development of the competences in science and technology, it is essential to deal with scientific concepts related to Physics, Chemistry,
Biology, Geology, Mathematics and Technology, which arise from concepts, processes and interconnected situations.

⇨ The DIGITAL COMPETENCE (CD) involves a creative, critical and safe use of information and communication technologies, in order to achieve
the objectives related to work, employability, learning, use of free time, and inclusion and participation in society.

This competence includes the adaptation to the changes introduced by new technologies in terms of literacy, reading and writing, but also a new set of
knowledge, skills and attitudes which are necessary nowadays to be competent in a digital environment.

For a correct development of the digital competence it is fundamental to approach: information, communication, content creation, safety and problem
solving.
⇨ The competence for LEARNING TO LEARN (L2L) is vital for lifelong learning taking place in different contexts, both formal and non-formal or
informal ones.

This competence is characterised by the ability to start, organize and persist in learning. This requires, first of all, the ability to feel motivated to learn,
and, in the second place, the need to foster organization and learning management.

For a correct development of the competence for learning to learn, it is necessary to reflect on the mental processes people carry on when learning, to
know how the learning process works, as well as to develop the skills to regulate and control one's own learning.

⇨ The SOCIAL AND CIVIC COMPETENCES (SCC) involve the skills and abilities necessary to use their knowledge and attitudes towards society –
from different points of view, in a dynamic, changing and complex conception–, in order to interpret phenomena and social problems in increasingly
diverse contexts; to build responses, take decisions and solve conflicts, as well as to interact with other people and groups according to norms based
on mutual respect and democratic convictions. Furthermore, it also includes actions at a closer level to individuals as part of a civic and social
implication.

a) The social competence is related to personal and social well-being.

b) The civic competence is based on the critical knowledge of concepts such as democracy, justice, equality, citizenship and civil rights, and it is
formulated according to the Spanish Constitution, the Charter of Fundamental Rights of the European Union, and international declarations, and its
application by different institutions at local, regional, national, European and international levels.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Acquiring these competences means being able to put oneself in the place of the other, accepting differences, being tolerant and respecting other
people's values, beliefs, cultures and their personal and collective stories; that is, to combine individual and social, private and public, so as to find
constructive solutions of the conflict and problems in the democratic society.

⇨ The SENSE OF INITIATIVE AND ENTREPRENEURSHIP (SIE), is the ability to transform ideas into actions. That means becoming aware of
the situation to be solved, know how to choose, plan and manage their knowledge, and the necessary skills or abilities and attitudes with self-criteria,
so as to achieve the desired objective.

For a correct development of the sense of initiative and entrepreneurship students need to foster:

- Creativity and innovation skills.

- A pro-active ability to deal with projects.
- Risk assumption, risk management and handling of uncertainty.
- Leadership qualities and individual and team work.
- Critical spirit and sense of responsibility.

⇨ The CULTURAL AWARENESS AND EXPRESSION competence (CAE), involves knowing, understanding, appreciating and valuing the
different cultural and artistic demonstrations —with a critical eye and with an open and respectful attitude—, using them as a source of enrichment
and personal enjoyment, and considering them as part of peoples' wealth and heritage.

For a correct development of the competence for cultural awareness and expression it is essential to tackle:

- Knowing, studying and understanding the different artistic genres and styles, as well as the main artistic works and cultural heritage productions.
- Learning the techniques and resources of the different artistic languages.
- Being aware of, understanding and being enriched with the productions regarding the world of Art and culture.
- Fostering the initiative, creativity and imagination of each individual facing the expression of one's own ideas and feelings.
- Showing interest, appreciation, respect, enjoyment and criticism towards artistic and cultural works.
- Fostering participation in the society's cultural life.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

- Developing the capacity for hard work, steadiness and discipline as essential requirements for the creation of any sort of quality artistic
productions, as well as cooperative skills which allow collective work.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

3. C) CONTRIBUTION OF THE AREA AND OF THE NEW TIGER PROJECT TO THE DEVELOPMENT OF THE KEY
COMPETENCES

⇨ The study of a Foreign Language, in its different modalities, contributes mainly to the development of the Competence in Linguistic
Communication (CLC), not only in terms of second languages, but also to the mother tongue. On the one hand, the process of second language
learning should resemble the process of acquisition of the mother tongue, in order to produce results which are natural and directly applicable to the
use of language in the real world. On the other hand, the conscious reflection and systematic development of various competences that occur when
learning second languages, can be applied to the mother tongue in order to improve the competences in their own language to understand, express,
interact and articulate thoughts and feelings about oneself, others and the mental and physical environment in which social relationships are built.
New tiger 5 continues to develop pupils’ linguistic communication skills in English in a systematic and comprehensive way. Pupils identify different
formats and types of listening texts, e.g. a radio report or a conversation, and are aware of the way language can be adapted depending on the context
and the intention of the communicator.
Through exposure to a wide range of stories and texts of different genres, as well as everyday dialogues, pupils show progress in expressing
themselves adequately in order to put forward arguments, give explanations or express personal opinions. Pupils are increasingly aware of register
and can use language and vocabulary which is appropriate to different situations.

Through quizzes, games, discussions, dialogues, ‘Everyday chitchat', personalised speaking activities and projects, pupils learn to express their
thoughts, emotions, experiences and opinions using both linguistic and non-linguistic means of communication. Pupils initiate and close
conversations and take part in interactive exchanges and dialogues, respecting the rules of spoken interaction (e.g. turn-taking and using appropriate
gestures). Pupils can also assess their own oral production and interaction, and recognise the value of their ability to communicate effectively in a
range of everyday situations.

New Tiger 5 also helps support the development of reading skills, as pupils learn to identify the type, format and source of texts and establish
meaning from the context. They are increasingly able to identify relevant information, express preferences and give a personal response related to the
content and purpose of different real-world texts. They also enjoy reading for pleasure. Pupils learn to write different text types for a range of
communicative and creative purposes in a clear, organised
manner using appropriate language and vocabulary. They also learn to revise and check their written texts and to value writing as a means of
informing, learning and personal communication.

⇨ The dynamic nature of language, is also present in the Competence in mathematics, science and technology (CMST) and in other areas of
knowledge, to which foreign languages can contribute facilitating and expanding access to data, procedures and investigation techniques; favouring a
more direct and successful exchange between scientific communities, and fostering the joint construction of human knowledge.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

New Tiger 5 develops pupils’ competence in mathematics, science and technology in a variety of ways. Mathematical competence is developed
through the recognition and use of numbers in a range of different contexts, such as cultural information about different countries (e.g. size,
population), different currencies, and projects (e.g. reporting on the results of a survey). Through a range of activities based on visual observation and
discrimination, pupils develop their understanding of the relationship between geometric shapes and everyday objects in English. Through the use of
simple tables, grids
and charts, pupils learn to express and interpret information and data.
Through the cross-curricular sections of New Tiger 5, pupils develop competence in science and technology in a range of
interesting, lively and dynamic ways. These include raising awareness of the influence that human beings have on their environment, the benefits of
doing different types of exercise and of healthy eating, and the positive and negative effects of using electronic gadgets. These topics develop pupils’
understanding of different aspects of science and the physical world. Pupils are increasingly aware of the physical space in which human beings live
and show a preference for a healthy
lifestyle in a healthy natural and social environment.

⇨ In this and in any other fields, the linguistic activity is highly performed today through technological means. These means are included in the
curriculum as a natural support of oral and written texts that students will have to produce, understand and process, so the Digital competence (DC) is
considered as a substantial part of the communicative competence.
The use of information and communication technologies must have an important influence on the way in which foreign languages are taught and
learnt, and the necessary innovations in this field must be based on a new concept of language, which is not just something that people know, but,
above all, something that people do.
Through the integration of online resources, pupils use information and communication technologies (ICT) as essential tools for
learning and communication. In New Tiger 5, pupils develop their digital competence in various ways. ‘Internet Tracks’ is a
regular feature which encourages pupils to extend their learning in specific lessons using ICT skills. As well as this, the project lessons require
investigative work, and pupils are encouraged to search for information online. Pupils show frequent initiative in using digital resources and can
search for, process and communicate information, converting it into knowledge. Pupils use appropriate language to talk about ICT in English and can
communicate information and knowledge using digital means.
The Teacher’s App on Navio includes ‘Tap and Teach’ Lessons, which make digital learning an integral part of the pupils’ experience.
The Pupil’s App on Navio includes immersive worlds for the pupils to explore, and encourages them to enjoy practising English in their free time.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

⇨ Another key competence is developed in the learning process itself: the competence for Learning to learn (L2L); that is why the curriculum
highlights the procedural nature of all its constituent elements and their relationships. The contents needed to reach the learning outcomes —whose
level of acquisition is measured by applying the evaluation criteria described as actions—, are considered as competential contents, that is to say
everything that students must, simultaneously, know, know how to use and know how to integrate to their competence profile.
The curriculum helps students develop the ability for learning to learn starting by establishing, in a transparent and consistent way, the aimed
objectives or results, what students must do with the language as speakers of a foreign language; deciding on what they need to learn in order to reach
these objectives, and indicating the strategies they can put into practice so as to get them. Setting goals of a varying nature, according to the need to
build the personal competence profile, is, as well, the first step to take for an efficient autonomous lifelong learning.

In New Tiger 5, pupils progressively become more effective and autonomous learners and can use a range of learning skills and strategies to meet
their personal learning objectives. Pupils are aware of what they can achieve individually and are increasingly confident in the face of new learning
challenges. They recognise the skills required for effective learning, such as paying attention, concentrating and memorising, and understand the
relationship between effort, action and results. Pupils increasingly set themselves short-, medium- and longterm goals, plan activities, use appropriate
study strategies and make
effective use of time. They are aware of their personal strengths and weaknesses and have the motivation, perseverance and self-belief to make the
most of the former in order to improve the latter.
In New Tiger 5, learning aims are explicitly stated at the start of each unit in the Pupil’s Book. There are also clear learning objectives established at
the outset of each lesson within the unit. At the end of each lesson, the teacher conducts a brief review to raise pupils’ awareness of what they have
learnt and how they have learnt, and to ensure that the learning objectives have been met.
In addition to this, pupils are encouraged to carry out independent research and investigation for project work, making use of technology where
appropriate. They also review and assess their own work at the end of each unit in the Activity Book. The supplementary Reinforcement materials in
the Activity Book also include a Study Skills section to further develop autonomous learning.

⇨ The effective use of foreign languages necessarily involves an open and positive vision of the relationship with the others, materialised in attitudes
such as valuing and respecting all languages and cultures, respecting people whose values and beliefs differ from the own ones, as well as appreciating
other people's customs, practices and ideas, what must be understood as a unique opportunity for mutual enrichment, and for conflict prevention and
resolution to the satisfaction of all parties involved. The Social and civic competences (SCC), and the Cultural awareness and expression (CAE),
(both the ones related to their closest environment and the ones related to wider spheres of action), are consequently part of the skills included in
intercultural competence integrated in the foreign language learning.
New Tiger 5 places great emphasis on developing social and civic competences through the use of methodology that promotes active participation,
respect for classmates, willingness to follow rules, and cooperation and collaboration with the teacher and peers. Pupils learn to take decisions in an
increasingly responsible way, taking into account individual and group interests. Pupils appreciate and value the differences between themselves and
others, respect cultural diversity and understand different points of view.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Social and civic competences are explicitly promoted in ‘Tiger Tracks Values’ after each story. These draw out learning points
which encourage children to adopt appropriate behaviour in different situations and to respect and value their relationships with others and the
community. Examples of values in New Tiger 5 include the importance of following your interests, helping other people, being kind to animals, not
depending on luck, trying to do things that are difficult, keeping safe from dangerous wild animals and being kind to your friends if they’re fed up or
miserable.

⇨ The Cultural awareness and expression (CAE) also involves knowing, understanding, appreciating and showing criticism towards different cultural
and artistic performances, using them as a source of enrichment and enjoyment and considering them as part of peoples' heritage.

In New Tiger 5, cultural awareness and expression is developed through a wide range of content and culture-based texts and
images based on the culture of the UK and other English-speaking countries. Pupils develop an understanding of different forms of culture, such as
music, songs, stories, painting, history and traditions.
They show interest, pleasure and curiosity in finding out about aspects of other cultures and comparing these with their own.
In New Tiger 5, pupils are introduced to aspects of culture in the UK (England and Scotland), Australia, India, the USA and South Africa.
Topics covered include well-known cities, sports, famous buildings, currencies, cultural traditions and different types of open-air markets. There is
also an engaging culture quiz about each country, which establishes basic knowledge such as the name of the capital cities and also introduces pupils
to a range of other interesting and amusing facts.

⇨ The action-oriented approach adopted in the curriculum focuses on the students, who are the ones who learn, build their competences and use them,
both to deal with learning tasks in the classroom and in real communication. Hence, the area of Foreign Language decisively contributes to the
development of the Sense of initiative (SIE), specially regarding oral and written expression and interaction activities, in which, from the very
beginning, students must take decisions about what to say and how to do it, through which channel and by what means, in which circumstances and
depending on what expectations and reactions of their partners, with the aim of meeting the intended communicative purpose as successfully as
possible. The conscious choice and application of the communication strategies, the speech organization, the execution control and reparation, prepare
pupils to assume their responsibilities, feel confident on their own abilities, reinforce their identity and regulate their behaviour.

The clear and convincing expression of ideas and thoughts and the ability to assume risks, together with the appropriate management of the interaction
and stimulus derived from communicating in other languages to face new challenges or to solve problems in complex scenarios, are essential in the
development of entrepreneurship. Foreign languages are also the doorway to a world of endless possibilities in the professional field, and the
curriculum intends to promote entrepreneurship as an attitude to life, including specific activities in which the students learn to be critical, creative and
engaged also in these contexts.

In New Tiger 5, the development of a sense of initiative and entrepreneurship goes hand in hand with learning to learn. The
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

regular and explicit focus on developing good learning habits encourages pupils to adopt a responsible and self-aware attitude towards their own
learning. Pupils develop emotional self-control and an ability to be constructively self-critical. They are capable of carrying out tasks with self-
confidence and show flexibility in overcoming learning challenges and finding solutions when necessary.
Through regular project work, either individually or in pairs/ groups, pupils come to understand and value the stages of
preparation, decision-making, planning, information gathering, drafting, writing and presenting a project. They are also capable of subsequently
evaluating their work and implementing improvements.
A sense of initiative and entrepreneurship is also encouraged in regular personalised activities and discussions in which pupils
are actively encouraged to express their opinions and divergent views, and in activities where pupils are encouraged to be creative and use their
imaginations.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

3. D) THE KEY COMPETENCES AND THE OBJECTIVES OF THE EDUCATIONAL STAGE

⇨ The key competences must be closely linked to the established objectives for Primary Education.

⇨ The relationship between the key competences and the objectives of the stage, makes it necessary to design strategies in order to favour the inclusion
of students in adult life, and act as the base for their lifelong learning.

⇨ The efficient acquisition of the key competences by students and its contribution to the achievement of the objectives of the educational stages,
requires the design of integrated learning activities, which make it possible to progress towards learning more than one competence at a time.

3. E) THE KEY COMPETENCES IN THE CURRICULUM

⇨ The key competences should be integrated in the different areas of the curriculum and, the learning outcomes, that the students will achieve, should be
defined, specified and developed in detail.

⇨ The competences should be developed in formal, non-formal and informal education, throughout one’s whole life.

⇨ All areas of the curriculum should contribute to the development of a range of competences in the student.

⇨ The choice of contents and methodologies should ensure the development of key competences.

⇨ The assessment criteria should act as a reference to assess what the student knows and know how to do in each subject or area. These criteria are
expressed as assessable learning outcomes.

⇨ The set of learning outcomes of a certain area will result in the area profile.

⇨ All of the areas must contribute to the development of key competences.

CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

3. F) METHODOLOGY FOR COMPETENCY-BASED LEARNING AND TEACHING IN THE CLASSROOM

The teaching and learning process requires careful planning of the results to achieve, clearly understanding the goals or objectives, the necessary
resources, the most appropriate methodology and the learning assessment and feedback processes.
Didactic methods must be chosen according to the best possibilities to achieve the proposed targets and bearing in mind the factors conditioning the learning
process.

⇨ One of the key elements in learning through competences is sparking and maintaining children's motivation for the learning process, what involves a
new approach to the student's role, which must be active and autonomous, conscious of being responsible of their own learning process.
⇨ In order to foster motivation for competence learning it is also necessary to apply active and contextualized methodologies which enable the
implication and participation of all the students, and the acquisition and use of real life knowledge, so that learning becomes transferrable and long-
lasting.
⇨ Active methodologies must be supported by cooperative learning structures, so that, through the joint resolution of tasks, the members of the group
get to know the strategies used by their colleagues and are able to apply them to similar situations.
⇨ The interactive strategies are the most appropriate ones for a competence teaching-learning process, as they enable sharing and building knowledge
as well as making the classes more dynamic, through verbal and collective exchange of ideas.
⇨ Working through projects helps students organize their thoughts favouring reflection, criticism, elaborating hypotheses and researching through a
process where each one assumes the responsibility for their own learning, applying their knowledge and skills to real projects.
⇨ Furthermore, it is advisable to use the portfolio, which offers wide information about the students' learning process, reinforces continuous evaluation,
and allows sharing the learning results. The portfolio is a motivating tool for students which fosters their autonomy and develops their critical and
reflective thinking.
⇨ Teachers must get involved in creating and designing different types of materials, adapted to the different levels and the different styles and learning
pace of students, with the aim to meet the demands of classroom diversity, paying special attention to the integration of Information and
Communication Technologies to the teaching-learning process, providing access to virtual resources.
⇨ Finally, it is necessary for teachers to get coordinated about the methodological and didactical strategies to be used.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

3. G) ASSESSMENT OF THE KEY COMPETENCES

⇨ Both in the continuous evaluation process that takes place in the different school years, as in the final assessment of the different educational stages, in
order to evaluate the competences it is necessary to choose strategies and instruments to assess students according to their ability to solve problems
simulating real contexts, mobilising their previous knowledge, skills and attitudes.

⇨ It is necessary to establish relationships between the learning outcomes and the relevant competences to which they contribute, in order to assess the
competence levels attained by each student.

⇨ The assessment of the level of acquisition of the competences must be included in the evaluation of contents, as far as being competent means
mobilising knowledge and attitudes so as to respond to the different proposed situations, making the learning process operationally effective, and
applying the contents learnt from an integrated approach.

⇨ The competences' performance levels will be measurable through indicators of achievement, such as Rubrics or rating scales. These indicators of
achievement must include ranges addressed to the evaluation of achievements, taking into account the principle of attention to diversity.

⇨ Teachers must use a variety of assessment procedures and include strategies that enable students to participate in the evaluation of achievements, such
as self-evaluation, peer evaluation or co evaluation. In any case, the different usable assessment procedures, such as systematic observation of the
students' work, oral and written tests, the portfolio, the registration protocols, or the class works, will promote the integration of all the competences in
a coherent evaluation frame.

⇨ The end-of-stage external assessments will bear in mind, both in the design and in the evaluation, the assessable learning outcomes of the curriculum.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

4. CONTENTS, EVALUATION CRITERIA AND LEARNING OUTCOMES

4. A) SPECIFIC CONTENTS, EVALUATION CRITERIA AND LEARNING OUTCOMES FOR 5th YEAR PRIMARY1
BLOCK 1: UNDERSTANDING ORAL TEXTS

PERFORMANCE
CONTENTS EVALUATION CRITERIA LEARNING OUTCOMES
INDICATORS AND KEY
COMPETENCES
Learning strategies in oral texts: EC1.1. Know and apply the most LO1.1. Understands the general PI1.1.1. Listen to and learn the correct
appropriate basic strategies in order to meaning and some specific details of pronunciation of certain sound, accent,
- Activating previous knowledge,
understand the general sense, the simple advertisements about products rhythm and intonation patterns. CLC
identifying clues and inference, testing
essential information or the main points that interest them (games, computers,
and reformulation of hypotheses. PI1.1.2. Listen to and understand the
of the text. music, clothes etc.).
essential information or key points of
Sociocultural and sociolinguistic aspects: simple oral texts, such as requests for
social conventions, norms of courtesy and EC1.2. Identify basic, specific and information, orders, offers, opinions etc.
register; customs, values, beliefs and attitudes;
important cultural and social linguistic CLC
nonverbal language. elements related to everyday life (habits,
PI1.1.3. Use audiovisual resources to
schedules, activities, celebrations), living
reinforce knowledge acquired in the
Communicative functions: conditions (housing, surrounding
unit. CLC, CAE
environment), interpersonal relationships
- Greetings and introductions,
(family, friendships, classmates), PI1.1.4. Listen to public messages,
apologising, thanking, invitations.
behaviour (familiar gestures, use of adverts, advertisements etc. and extract
- Expressing ability, likes, preferences, voice, physical contact) and social specific and global information. CLC,
opinions, agreement or disagreement, conventions (rules of courtesy), and CAE
feelings, plans. apply the knowledge gained to a proper
understanding of the text.
- Descriptions of people, activities,
LO1.2. Understands messages and PI1.2.1. Listen to and understand
places, objects, habits, plans.
public announcements containing complex verbal instructions, orders, or
- Narration of past and recent events. EC1.3. Identify the general meaning, instructions, directions or other other types of information given by the
the essential information and the main information (e.g., numbers, prices, teacher. CLC
- Asking for and offering help,
1
The "Syllabus of Teaching Units " in paragraph 14 includes specific examples of Contents, Evaluation Criteria and Learning Outcomes for each unit.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

information, instructions, objects, points in short, simple oral texts using timetables, in a sports centre or a PI1.2.2. Listen to and learn the correct
opinions, permission. standard language, with simple department store). pronunciation of certain sound, accent,
structures and high frequency rhythm and intonation patterns. CLC
- Establishing and maintaining
vocabulary, which is clearly and slowly
communication. PI1.2.3. Use audiovisual resources to
expressed and transmitted either orally
reinforce knowledge acquired in the
or through the use of technical resources.
unit. CLC, CAE
The oral texts are about everyday and
Syntactical structures2 specific topics related to their own PI1.2.4. Listen to public messages,
experiences, needs and interests, both adverts, advertisements etc. and extract
public and educational, in which the specific and global information. CLC,
acoustic conditions are good and there is CAE
High frequency oral vocabulary
no distortion of the message, repeated
(reception)3 listening available and being able to ask
for confirmation, and having visual PI1.3.1. Listen to and understand
support or with clear contextual complex verbal instructions, orders, or
Sound, stress, rhythm and intonation information. LO1.3. Understands what is said in other types of information given by the
patterns. simple everyday situations (daily teacher. CLC
routines, instructions, directions,
requests, feedback on classroom PI1.3.2. Participate in games related to
EC1.4. Distinguish the main
activities, etc.) the unit topic, respecting the standards.
communicative function of the text (e.g.
CLC, SCC, SIE
a request for information for
information, an order, or an offer), as PI1.3.3. Listen to the teacher’s
well as basic discursive patterns (e.g. questions about familiar topics, with
starting and closing a conversation or the both explicit and implicit information,
points of a schematic narrative). and respond correctly to them. CLC
PI1.3.4. Listen to and learn the correct
pronunciation of certain sound, accent,
EC1.5. Recognize the most common
rhythm and intonation patterns. CLC
meanings associated with the basic
syntactic structures typical of oral PI1.3.5. Listen to and practice
communication (e.g. interrogative directions to arrive somewhere,
structure to ask for information). determining the intonation and rhythm
of the foreign language, respecting the
2
See list of syntactical structures in paragraph 4.B)
3
See list of high frequency vocabulary in paragraph 4.B)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

social conventions. CLC, SCC

EC1.6. Recognise a limited selection of
high frequency oral vocabulary related
PI1.4.1. Listen to stories/tales related to
to everyday situations and specific topics
the unit topic, distinguishing between
to do with their experiences, needs and
the different sounds of the foreign
interests, and use contextual clues and
language and paying attention to ethical
information in the text to get an idea of
values. CLC, CAE, SCC
the probable meanings of unknown
words and expressions. PI1.4.2. Understand the general
meaning and more specific information
LO1.4. Understands informative oral from oral messages about intercurricular
EC1.7. Discriminate between basic texts and is able to extract global subjects and understand their social
sound, stress, rhythm and intonation information and some specific data. dimension. CLC, CMST, SCC
patterns and recognize the general
PI1.4.3. Listen to and analyse
meanings and communicative intentions
information related to English-speaking
related to them.
culture, showing respect towards
different cultures. CLC, CMST, SCC,
CAE
PI1.4.4. Listen to and identify basic
sociocultural and sociolinguistic aspects
of day-to-day life, living conditions,
interpersonal relations etc. and compare
them with own experience. CLC,
CMST, SCC, CAE
PI1.4.5. Listen to and understand the
essential information or key points of
simple oral texts, such as requests for
information, orders, offers, opinions etc.
CLC
PI1.4.6. Listen to and learn the correct
pronunciation of certain sound, accent,
rhythm and intonation patterns. CLC
PI1.4.7. Identify objects, places or
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

people from an oral description.

PI1.5.1. Understand conversations

about familiar issues, related to the unit
topic and extract specific and global
information. CLC
PI1.5.2. Listen to conversations related
to stories/tales from the unit, identifying
the main ideas and specific information,
and analyse the values within them.
CLC
PI1.5.3. Listen to and learn the correct
pronunciation of certain sound, accent,
LO1.5. Identifies the topic of a simple rhythm and intonation patterns. CLC
and predictable conversation about PI1.5.4. Listen to ethical discussions,
familiar topics that takes place in their understanding the basic linguistic
presence in a real public or imagined models used. CLC, SCC
space.

PI1.6.1. Listen to and learn the correct

pronunciation of certain sound, accent,
rhythm and intonation patterns. CLC
PI1.6.2. Use audiovisual resources to
reinforce knowledge acquired in the
unit. CLC, CAE
PI1.6.3. Identify the main topic of an
advert, presentation, video, television
programme
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

LO1.6. Distinguishes changes in topic

and infers the general meaning of
television programs or other audiovisual
material in which they are interested
(e.g. where young or well-known people
are interviewed about familiar topics
(e.g. their favourite clothes, sports or
music, etc.).
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION

PERFORMANCE
CONTENTS EVALUATION CRITERIA LEARNING OUTCOMES INDICATORS AND KEY
COMPETENCES

Production strategies for oral texts: EC2.1. Know and apply the most LO2.1. Gives short and simple PI2.1.1. Make simple presentations and
appropriate basic strategies to produce presentations, that have been previously descriptions related to the unit topic,
Planning, carrying out and checking oral
short, simple oral texts, either prepared and rehearsed, about everyday correctly using acquired knowledge about
texts through the use of linguistic,
monologues or dialogues, using, for topic or subjects in which they are syntactic structures. CLC, SIE
paralinguistic and paratextual procedures
example, ‘prefabricated’ language or interested (introduce themselves or other PI2.1.2. Act out dramatisations and
memorized expressions or supporting people; give basic information about performances about the stories/tales from
Sociocultural and sociolinguistic
what they want to express with gestures. themselves, their family and their class; the unit, showing initiative when it comes
aspects: social conventions, norms of
talk about their main daily activities, give to using basic linguistic models. CLC,
courtesy and register; customs, values,
a short and simple description of their CAE, SIE
beliefs and attitudes; nonverbal language. EC2.2. Learn about basic, specific and room, their favourite meal; a person’s PI2.1.3. Using frequently-used
important cultural and socio linguistic physical appearance; talk about a topic vocabulary adapted to your linguistic
Communicative functions: aspects, and apply the knowledge that interests them (their favourite singer competency, act out dramatisations and
- Greetings and introductions, acquired about these to produce oral texts or musical group) or say what they like performances about issues related to the
apologising, thanking, invitations. relevant to the context, respecting the and don’t like using simple structures). unit subject. CLC, CAE, SIE
most basic communicative conventions. PI2.1.4. Participate in simple, brief and
- Expressing ability, likes, preferences,
guided dramatisations that require an
opinions, agreement or disagreement,
exchange of information about topics
feelings, plans. EC2.3. Interact in a basic way, using related to traditions and customs. CLC,
- Descriptions of people, activities, simple techniques, linguistic and non- CAE, SCC, SIE
places, objects, habits, plans. verbal (e.g. gestures and physical PI2.1.5. Practice and replicate the correct
contact) to initiate, maintain, or conclude pronunciation of certain sound, accent,
- Narration of past and recent events. a short conversation fulfilling the main rhythm and intonation patterns, for
- Asking for and offering help, communicative function of the text, (for everyday situations. CLC, SIE
information, instructions, objects, example, a greeting, congratulating, an
opinions, permission. information exchange).
PI2.2.1. Act out dialogues about
- Establishing and maintaining LO2.2. Manages to participate well in everyday situations, with progressive
communication. EC2.4. Participate in a simple and simple everyday situations, either real or autonomy, efficiency and complexity,
comprehensible way in very short simulated, e.g. introducing themselves at basing them on known models and
conversations requiring an exchange of
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

a party. linguistic structures. CLC, SIE

Syntactical structures4 information in immediate areas of need
PI2.2.2. Use visual aids and non-verbal
or about familiar topics (themselves, their
strategies (gestures, mimics,
surrounding environment, peoples,
High frequency oral vocabulary onomatopoeias) to add to the
places, objects and activities, likes and
(production)5 communication in everyday
opinions) in a neutral or informal
situations.CLC, L2L
register, using simple expressions and
PI2.2.3. Practice and replicate the correct
high frequency sentences, even though
Sound, stress, rhythm and intonation pronunciation of certain sound, accent,
sometimes the pronunciation is not very
patterns. rhythm and intonation patterns, for
clear, there are noticeable pauses and
everyday situations. CLC, SIE
hesitations, and repetition, paraphrasing
and the cooperation of the speaker is
necessary to maintain the
PI2.3.1. Participate in role-plays to
communication.
practice sound, accent, rhythm and
intonation patterns from the unit. CLC,
LO2.3. Responds appropriately in SIE
EC2.5. Be understood in short simple
communicative situations (greetings, very PI2.3.2. Participate in oral practice in
speeches, although hesitations,
simple questions about themselves, pairs, speaking about likes and opinions,
repetitions or pauses to reorganize what
requesting or offering objects, expressing asking for permission, asking for
they want to say occur.
what they like or don’t like, say what they explanations, expressing what you know
are doing, talk about the place where or what you can do, and respecting
something is located, etc.). everyone’s turn to speak. CLC, SCC, SIE
EC2.6. Use basic syntactic structures PI2.3.3. Practice and replicate the correct
(e.g. linking words or groups of words pronunciation of certain sound, accent,
with basic connectors such as "and") rhythm and intonation patterns, for
although basic systematic errors may still everyday situations. CLC, SIE
occur, for example, with verb tenses or PI2.3.4. Participate in dialogues related to
concordance. celebrations, traditions, and customs from
other cultures (for example English-
speaking countries), comparing them with
EC2.7. Know and use a limited selection your own. CLC, CAE, SCC
of high frequency oral lexis related to PI2.3.5. Create surveys between
everyday situations and familiar and classmates and analyse the results,
specific topics to do with their own
4
See list of syntactical structures in paragraph 4.B)
5
See list of high frequency vocabulary in paragraph 4.B)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

spontaneously using simple and everyday

interests, experiences and needs.
communicative forms and structures.
CLC, CMST, SIE
EC2.8. Articulate a limited selection of
basic sound, stress, rhythm and
PI2.4.1. Maintain conversations related to
intonation patterns, adapting them to the
the unit topic, using simple and
relevant communicative function, in a
frequently used phrases and expressions.
generally comprehensible manner though
CLC, SIE
with the clear influence of the first, or
LO2.4. Participates in conversations PI2.4.2. Participate in conversations
other, languages.
either in face-to-face or by technical about stories/tales from the unit and about
means (telephone, Skype) in which they the values within them, showing interest
establish social contact(saying thank you, in making themselves understood.. CLC,
hello and goodbye, addressing someone, CAE, SCC
apologising, introducing themselves, PI2.4.3. Practice and replicate the correct
showing interest in how someone is, pronunciation of certain sound, accent,
congratulating someone), exchange rhythm and intonation patterns, for
personal information about everyday everyday situations. CLC, SIE
topics, express feelings, offer something PI2.4.4. Deliver communicative oral
to someone, borrow something, etc. messages about intercurricular topics,
showing respect towards different
opinions from your own. CLC, CMST,
SCC
PI2.4.5. Speak about topics related to
English-speaking culture, relating the
foreign sociocultural aspects to your own.
CLC, CMST, SCC, CAE
PI2.4.6. Talk about sociocultural topics,
respecting the cultural characteristics of a
country or countries that speak a foreign
language, and compare them to your own.
CLC, CMST, SCC, CAE
PI2.4.7. Converse and debate about
ethical topics, expressing positive
attitudes towards other people’s
involvement. CLC, SCC
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

BLOCK 3: UNDERSTANDING WRITTEN TEXTS

PERFORMANCE
CONTENTS EVALUATION CRITERIA LEARNING OUTCOMES INDICATORS AND KEY
COMPETENCES

Comprehension strategies with EC3.1. Know and apply the most LO3.1. Understands the essential PI3.1.1. Read and understand
written texts: appropriate basic strategies for information and can locate specific grammatical explanations and syntactic
Activating previous knowledge, understanding the general sense, information in simple informative structures of the unit, promoting
identifying cues and inference, testing specific information and the main material such as menus, timetables, autonomous learning. CLC, L2L
hypotheses and reformulation of points of the text. catalogues, price lists, posters, phone PI3.1.2. Read and identify basic
hypothesis. books, advertisements and tourist leaflets, information and instructions from the
EC3.2. Identify basic, specific and etc. wording of the exercises, appreciating
Sociocultural and sociolinguistic important cultural and social linguistic foreign language as a means to
aspects: social conventions, norms of elements related to everyday life communicate. CLC
courtesy and register; customs, values, (habits, schedules, activities, PI3.1.3. Read and identify expressions
beliefs and attitudes; nonverbal celebrations), living conditions and words that appear in simple texts,
language. (housing, surrounding environment), relating to subjects of your interest about
interpersonal relationships (family, everyday life, life conditions,
Communicative functions: friendships, classmates), social interpersonal relations, social conventions
- Greetings and introductions, conventions (rules of courtesy), and etc. CLC, SCC
apologising, thanking, invitations. apply the knowledge gained to a proper PI3.1.4. Use digital resources from the
- Expressing ability, likes, preferences, understanding of the text. course to reinforce acquired knowledge
opinions, agreement or disagreement, from the unit, revising and using
feelings, plans. EC3.3. Identify the topic and everyday expressions and vocabulary
- Descriptions of people, activities, understand the general sense, the main from the classroom. CLC, DC
places, objects, habits, plans. ideas and specific information in very PI3.1.5. Read advice on how to improve
- Narration of past and recent events. short and simple texts, either in printed learning techniques and put that into
- Asking for and offering help, or digital form, in standard language practice, promoting autonomy and
information, instructions, objects, and with high frequency vocabulary, in realistically assessing own progress.
opinions, permission. which the text type and the topic are CLC, L2L
- Establishing and maintaining familiar, everyday or of immediate PI3.1.6. Read and understand essential
communication. need, as long as they can reread what information from notes, signs, posters,
they have not understood, use a advertisements, leaflets, catalogues,
Syntactical structures6 dictionary, and count on visual and timetables, prices etc, making out basic
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

contextual support. syntactic structures CLC, CAE

High frequency written vocabulary PI3.1.7. Regularly use bilingual or
(reception)7 monolingual dictionaries, or ICT, to help
EC3.4. Distinguish the main understand word meanings, encouraging
Graphic patterns and spelling communicative functions of a text (e.g. autonomous learning. CLC, DC, L2L
conventions. a greeting, a request for information, or PI3.1.8. Read and understand the
an offer) and a limited selection of their instructions to perform a task, using
most common examples as well as previous knowledge about the subject,
basic discursive patterns (e.g. starting transferring from mother tongue to
and closing a letter, or the points of a foreign language. CLC, CMST, CAE
schematic description).

EC3.5. Recognise the most usual

meanings of basic syntactical structures PI3.2.1. Use digital resources from the
in written communication (e.g. a course to reinforce acquired knowledge
question mark to ask for information) from the unit, revising and using
everyday expressions and vocabulary
EC3.6. Recognise a limited selection of from the classroom. CLC, DC
high frequency written vocabulary LO3.2. Understands short and simple PI3.2.2. Read and understand more
related to everyday situations and correspondence (emails, postcards and complex written texts, such as letters,
familiar and specific topics to do with cards) dealing with familiar topics such emails, posters, journals, messages,
their own interests, experiences and as, themselves, the family, school, free invitations, greetings cards etc.
needs and infer from the context and time, the description of an object or a identifying basic discursive patterns. CLC
the information contained in the text place, information about the time and
the probable meaning of unknown place of a meeting, etc.
words and expressions. PI3.3.1. Recognise a limited set of
frequently-used vocabulary related to the
EC3.7. Recognise basic punctuation unit topic, through the reading of texts.
marks (e.g. full stop, comma) as well as CLC
frequently used symbols (e.g. ☺, @, $, PI3.3.2. Read stories/tales related to the
₤) and identify the general unit topic, understanding the basic
communicative meanings and LO3.3. Understands the main ideas of linguistic models used, and analyse the
intentions related to them. short, well structures stories providing related ethical values. CLC, CAE, SCC

6
See list of syntactical structures in paragraph 4.B)
7
See list of high frequency vocabulary in paragraph 4.B)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

that main plots points are based on PI3.3.3. Predict and work out the content
images and actions (adapted readers, of the reading matter in the unit,
comics, etc.). consistently using the context indications.
CLC, L2L
PI3.3.4. Predict and work out the content
of the reading matter through images, and
associate words and short texts with
them. CLC, L2L
PI3.3.5. Use digital resources from the
course to reinforce acquired knowledge
from the unit, revising and using
everyday expressions and vocabulary
from the classroom. CLC, DC
PI3.3.6. Read various texts aloud, closely
following the pronunciation model. CLC,
SIE

PI3.4.1. Identify the theme and general

meaning of texts about intercurricular
topics, showing interest for their social
dimension. CLC, CMST, SCC
PI3.4.2. Read texts associated with
English-speaking culture, showing
respect towards cultural diversity. CLC,
CMST, SCC, CAE
PI3.4.3. Read texts about sociocultural
LO3.4. Understands the main points of topics, identifying the characteristics of
short news and children’s magazine the country or countries in which the
articles which are about familiar topics or foreign language is spoken. CLC, CMST,
subjects that interest them (sports, SCC, CAE
musical groups, computer games). PI3.4.4. Use digital resources from the
course to reinforce acquired knowledge
from the unit, revising and using
everyday expressions and vocabulary
from the classroom. CLC, DC
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

PI3.4.5. Read about ethical issues,

applying acquired knowledge to an
adequate understanding of the text. CLC,
SCC
PI3.4.6. Identify expressions, words, the
general meaning and more specific
information from press, news, magazine,
blog and website articles. CLC, CMST,
CAE
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

PERFORMANCE
CONTENTS EVALUATION CRITERIA LEARNING OUTCOMES INDICATORS AND KEY
COMPETENCES
PI4.1.1. Complete written activities with
Production strategies for written EC4.1. Know and apply basic strategies LO4.1. Writes short and simple
information about yourself or your
texts: to produce very short and simple texts, correspondence (messages, notes,
immediate surroundings, with reasonable
Planning, carrying out and checking for example, copying common words and postcards, emails, chats, or SMS) in
accuracy of grammar and spelling, and
written texts through the use of sentences to achieve the aimed which they thank someone, congratulate
using the correct punctuation. CLC, SIE
linguistic, paralinguistic and paratextual communicative functions. someone, invite someone, or talk about
procedures themselves and their immediate PI4.1.2. Complete revision activities for
EC4.2. Know basic and specific cultural environment (family, friends, hobbies, content learned in the unit, identifying
Sociocultural and sociolinguistic and social linguistic elements (e.g. daily activities, objects, places) with the personal strategies and resources that
aspects: social conventions, norms of conventions for starting and closing a support of a model. help own learning. CLC, L2L
courtesy and register; customs, values, letter to someone you know) and apply
PI4.1.3. Complete self-evaluation
beliefs and attitudes; nonverbal the knowledge acquired about these to
activities of content learned from the
language. produce a written text adapted to the
unit, showing an active and participative
context, respecting the basic norms of
attitude to improve your learning. CLC,
Communicative functions: courtesy.
L2L, SIE
- Greetings and introductions,
apologising, thanking, invitations. EC4.3. Write, either on paper or in digital PI4.1.4. Following a model, write cards,
- Expressing ability, likes, preferences, form, very short and simple texts, made emails, posters, messages, journals,
opinions, agreement or disagreement, of simple isolated sentences, in a neutral blogs, web pages etc. and correctly use
feelings, plans. or informal register, using orthographical basic social relation methods . CLC,
- Descriptions of people, activities, conventions and the main punctuation L2L, SIE
places, objects, habits, plans. marks frequently correctly, to talk about
- Narration of past and recent events. themselves or their immediate PI4.2.1. Following a model, write texts
- Asking for and offering help, environment, in familiar and predictable LO4.2. Constructs simple texts using related to the unit topic with reasonable
information, instructions, objects, situations. structures and/or scaffolding previously accuracy. CLC, SIE, L2L
opinions, permission. Establishing and worked on in class.
maintaining communication. EC4.4. Achieve the main communicative PI4.2.2. Complete revision activities for
function of written texts (e.g. a card, an content learned in the unit, identifying
Syntactical structures8 information exchange, or an offer), using personal strategies and resources that
a limited repertoire of their most frequent help own learning. CLC, L2L
8
See list of syntactical structures in paragraph 4.B)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

examples and basic discursive patterns

PI4.2.3. Complete self-evaluation
High frequency written vocabulary (e.g. greetings to start and close letter or
activities of content learned from the
(production)9 the points of a schematic narration).
unit, showing an active and participative
attitude to improve your learning. CLC,
EC4.5. Use basic syntactic structures
L2L, SIE
Graphic patterns and spelling (e.g. linking words or groups of words
conventions. with basic connectors such as "and", PI4.2.4. Participate in collaborative
“then”, “but”, “because”) although basic work (projects, presentations etc.)
systematic errors may still occur, for showing an entrepreneurial spirit and
example, with verb tenses or using cooperation and respect strategies
concordance. to achieve a satisfactory communicative
exchange. CLC, SIE, CAE
EC4.6. Understand and use a limited
PI4.2.5. Write a text, sequenced in
selection of high frequency written
paragraphs, with an appropriately
vocabulary related to everyday situations
structured presentation of ideas. CLC,
and familiar and specific topics to do with
SIE
their own interests, experiences and
needs. PI4.3.1. Practice syntactic structures
frequently-used vocabulary, learnt in the
EC4.7. Use some graphic patterns and unit using basic linguistic models for
basic spelling conventions to write words writing texts. CLC, L2L
and short sentences used in common LO4.3. Writes, based on a model, brief
speech reasonable well, but not with a informative texts about topics previously PI4.3.2. Complete written activities,
completely correct spelling. covered in class. inputting global and specific information
about intercurricular subjects . CLC,
CMST, SIE
PI4.3.3. Using basic discursive patterns
complete written activities related to
English-speaking culture, comparing it
to your own. CLC, CMST, SCC, CAE
PI4.3.4. Complete written activities
about sociocultural subjects, using
expressions and words related to
traditions and customs. CLC, CMST,
9
See list of high frequency vocabulary in paragraph 4.B)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

SCC, CAE
PI4.3.5. Clearly fill out written activities
with personal information, and adjust
them to the different text models. CLC,
SIE
PI4.3.6. Complete written activities with
information about yourself or your
immediate surroundings, with reasonable
accuracy of grammar and spelling, and
using the correct punctuation. CLC, SIE
PI4.3.7. Complete revision activities for
content learned in the unit, identifying
personal strategies and resources that
help own learning. CLC, L2L
PI4.3.8. Complete self-evaluation
activities of content learned from the
unit, showing an active and participative
attitude to improve your learning. CLC,
L2L, SIE
PI4.3.9. Fill out personal information
for files, forms, lists, summaries,
opinions etc, correctly using common
syntactic structures. CLC, SIE
PI4.3.10. Participate in collaborative
work (projects, presentations etc.)
showing an entrepreneurial spirit and
using cooperation and respect strategies
to achieve a satisfactory communicative
exchange. CLC, SIE, CAE
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

4. B) SYNTACTICAL STRUCTURES AND HIGH FREQUENCY VOCABULARY

SYNTACTICAL STRUCTURES

- Expression of logical relationships: conjunction (and); disjunction (or).

- 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)).
- Question words (How are you?, How many…?, Wh- questions, Aux questions)
- Expression of time: present (present simple); past (past simple); Future (going to).
- Expression of aspect: punctual (simple tenses); duration (present continuous).
- Expression of modality: ability (can); permission (can); intention (going to).
- Expression of existence (there is / are); entity (nouns and pronouns, articles, demonstratives); quality ((very +) Adj.).
- Expressing quantity (singular / plural; cardinal numerals up to three digits; ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half,
a bottle, a cup, a glass, a piece. Degree: very).
- Expression of space (prepositions and adverbs of location, position, distance)
- Expression of time (points (e.g. half past five); divisions (e.g. half an hour, summer), indications of time; anteriority (before); posterity (after); sequence
(first…then).
- Expression of manner (Adv. of manner, e.g. slowly, well, quickly, carefully).
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

GLOSSARY OF HIGH FREQUENCY VOCABULARY

- Personal identification,
- House and home;
- Daily routines;
- Family and friends;
- Work and jobs;
- Free time, leisure and sport;
- Travel and holidays;
- Health and fitness;
- Education and studies;
- Shopping and commercial activities;
- Food and restaurants
- Transport;
- Language and communication;
- Environment, weather and nature;
- Information Technology and Communication (ITC).
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

5. METHODOLOGY
In general, it can be said that the communicative focus must prevail in the treatment of the Foreign Language, and hence the curricular elements must
always be defined on the basis of the communication processes to which they are addressed, adapting them, in the case of Primary education, to the students'
needs and characteristics.
With this in mind, and integrating all these aspects, the curriculum is structured around language activities as described in the European Framework:
understanding and production (expression and interaction) of oral and written texts.
Language demands a methodology focused on the students, on their learning needs and on the responsibility they must take on the learning process;
Consequently, the ideal methodology will consist on a set of teaching, learning and assessment practices which will help the student acquire, on the one hand,
the different competences involved in the communication process, and, on the other hand, develop the ability to joint all these competences and put them into
practice, so as to produce and process oral and written texts adapted to the relevant contexts.
In order to acquire the linguistic competence in foreign language, it is essential to develop reading skills and improve literacy.
Special emphasis must be placed on exploiting digital resources, understood as an essential tool to initiate the students in the gradual acquisition of
autonomous learning mechanisms, always adapted to their age and particularities.

5.A) GENERAL AND SPECIFIC METHODOLOGY OF THE SUBJECT AREA. NEW TIGER 5

Studying with New Tiger 5: The step-by-step approach to confident communication .

A new edition of the award-winning series incorporating a unique blended approach to teaching. Motivating new material with a strong skills focus, cross-
curricular videos and a step-by-step approach to communication builds pupils’ confidence from day
one. New digital tools support pupils and teachers in the classroom.

⇨ With New tiger 5, pupils:

… develop intercultural competence through learning about the culture of the UK and other English-speaking countries.
… develop personally effective learning strategies in order to be responsible, autonomous, self-motivated learners.
… develop thinking skills such as predicting, sequencing, classifying, categorising, explaining and justifying, in a range of engaging contexts.
… use Cross-curricular lessons to find out about the world, develop cognitive and conceptual skills and carry out independent investigation and research
on- or off-line.
… pronounce English naturally and intelligibly.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

… are highly motivated and enjoy the challenge of studying English.

… communicate and express personal opinions with confidence.
… develop the seven Key Competences in a systematic way.
… use new technologies and multi-media to study, research, consolidate and extend learning.
… understand and use grammar correctly and appropriately.
… develop listening, speaking, reading and writing skills in a well-balanced, integrated way.
… learn through different genres of stories and reading texts, as well as other engaging activities such as quizzes, role plays, games and videos of real
children in the UK and other English-speaking countries.
… plan, prepare, write and present an enjoyable project at the end of every unit.
… develop social and citizenship skills such as cooperation, teamwork, tolerance, respect, mutual understanding and a sense
of social and environmental responsibility.
⇨ Meet the members of the Tiger Tracks Social Learning Network who introduce each unit and help pupils learn!
Rosa is from England. She loves computers and the internet.
Steve is from Australia. He likes sport.
Sita is from India and she loves wild animals.
Lisa is from the USA. She likes music and films.
Duncan is from Scotland. His favourite subject is history and he likes castles.
Joseph is from South Africa. His favourite subject is science and he loves fruit and vegetables.
⇨ What’s new in New tiger 5?
As well as the engaging stories and characters, strong pedagogy and easy to use methodology which teachers and pupils loved
about the original Tiger Tracks 5 course, New Tiger 5 also has some exciting new features which make it even more attractive to
teachers and pupils alike
− Eight extra pages of NEW skills-based and project-focused material
Tiger Tasks 1 and 2 are new skills-based modules with a cross-curricular focus, which can be used at any point in the course. Each module has a subject
theme and provides a reading, listening, writing and project lesson. These lessons can be used all together or individually for extra skills practice. Full
teaching notes are provided in the Teacher’s Book.
There are Language Help boxes for each lesson to make the key language more accessible and to help support pupils
with the activities. The project pages also have a Collaborate box which focuses the children on the language they need
to cooperate with each other and work on the task together.
The projects integrate the skills and give pupils the chance to work together and use the language included in the previous
lessons. Alternatively, these can also be used as standalone projects, depending on time and the teacher’s and pupils’
needs.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

− More flexible and staged project pages: The individual project pages have been updated to give very clear staging, examples and tasks to make these
highly flexible and achievable for pupils in differing contexts. Ideas for project presentation have also been provided.
− New cross-curricular presentation videos:
These new videos are a valuable resource for teachers and provide a highly motivating way into the crosscurricular content lessons. They present and
preview the themes and language the pupils will focus on in the cross-curricular reading texts in an accessible and attractive way. They serve as a way to
introduce pupils to the topics, to motivate them and to get them
thinking about what they already know, before they work on the texts and explore the topic in more detail.
− Teacher’s and Pupil’s Apps on Navio
New tiger 5 comes alive in this well-designed digital environment. Navio helps you and your pupils use the full potential of the course and additional
resources, including instant Tap and Teach lessons, presentation tools, pupil progress tracker, game-based
practice and a classroom rewards system.
Pupils will enjoy using the Pupil’s App to explore immersive worlds, earn points and badges by completing activities, and design and customise avatars.

5.B) TEACHING AND LEARNING ACTIVITIES AND STRATEGIES. NEW TIGER 5 PROJECT.
COMPONENTS OF NEW TIGER 5
⇨ Pupil’s Book
An 88-page, full-colour book which includes a starter unit, seven main units, and two ‘Tiger Tasks’ modules. There are also three festivals (Halloween,
Christmas and New Year, and Carnival) and six optional, specially written songs which relate to the themes of the units. Each main unit consists of eight
lessons, starting with explicit focus on the learning aims, and finishing with a final
project page. The units comprise vocabulary practice, reading skills development, a double-page story, including a focus
on values, contextualised grammar practice, pronunciation and speaking activities, a focus on aspects of culture in the
UK and another English-speaking country, a culture quiz and a functional dialogue with a focus on ‘everyday chit-chat’, a
cross-curricular content page with a video, a reading text and speaking activities and, finally, a project page. This includes a
model text, planning flowchart and presentation ideas which forms the final outcome of the unit.
⇨ Tiger Tasks: Skills-based and project-focused material
Two new skills-based modules with a cross-curricular focus, which can be used at any point in the course. Each module
has a subject theme and includes four lessons: reading, listening, writing and a project lesson. These lessons can
be used all together or individually for extra skills practice. Language Help boxes on each page help make the key language more accessible to pupils,
and support them with the activities. The project lessons integrate all the skills and give pupils the chance to work together and use the language learnt in
the previous lessons.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

⇨ Activity Book and Essential Activity Book

The Activity Book and Essential Activity Book are 128-page books which accompany and support the Pupil’s Book. They are
designed to provide reinforcement and extension of the key language which has been introduced in the Pupil’s Book. The
structure of the two books is exactly the same. Both the Activity Book and Essential Activity Book reflect the sequence of lessons
in each unit of the Pupil’s Book, and they also include a two-page review and self-assessment lesson for each unit.
As well as this, both books also include a 48-page, full-colour Reinforcement materials supplement. This includes extra graded
grammar and vocabulary activities, a verb list, and extra reading, speaking and study skills materials..

− Activity Book
The Activity Book works together with the Pupil’s Book to develop pupils’ literacy, consolidate home-school links, develop reading and writing skills
and practise key vocabulary, language and grammar points that have been introduced in the Pupil’s Book.
− Essential Activity Book
The Essential Activity Book is designed for pupils who require more support in their English. It covers exactly the same vocabulary, language and
content as the Activity Book, but the activities focus more on reinforcing pupils’ receptive understanding of
the new language, rather than on developing their written production skills.

⇨ Digital Pupil's Book, Activity Book and Essential Activity Book

New tiger 5 includes fully interactive versions of the Pupil's Book, Activity Book and Essential Activity Book.

⇨ Pupil’s App on Navio

The Pupil’s App on Navio is designed to accompany the course and provide extra practice in class or at home. Pupils can create avatars and then explore
Navio’s immersive worlds. They complete game-based activities designed to practise and
review the language and content learnt in class. As they do so, they earn rewards, points and badges. The App tracks pupils’ progress so the teacher can
see how they are doing and provide extra support where it is needed. The App also includes all the
songs, stories and videos from the course so that pupils can review them at home and share them with their family. The access code for the Pupil’s App
can be found inside the front cover of the Activity Book or Essential Activity Book.

⇨ Teacher’s Book
The Teacher’s Book is spiral bound and contains reduced facsimiles of the Pupil’s Book and Activity Book for easy classroom
use. The Teacher’s Book contains a syllabus, introduction, ‘At a glance’ lesson plans and concise, detailed teaching notes
for each lesson. These include learning aims, active language, materials needed, revision activities and answer keys. Audioscripts are found in a section at
the back of the book.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

⇨ Flashcards
A set of 86 full-colour flashcards with photographic images of key vocabulary provides an ideal resource for presenting
and practising vocabulary. Detailed suggestions for using the flashcards are given in the teaching notes for each
lesson.

⇨ Class Audio CDs

Four class audio CDs provide all the audio material in the New Tiger 5 Pupil’s Book and Activity Book. This includes the key vocabulary, stories,
reading texts, pronunciation activities, listening activities, grammar texts and tables, culture quizzes, ‘Everyday chit-chat’ dialogues, model projects,
songs (including karaoke versions) and festival materials.

⇨ Word cards
A set of 86 word cards match items on the flashcards. These are used to introduce the written form of words and for a wide
range of recognition and practice activities.
Detailed suggestions for using the word cards are given in the teaching notes for each lesson.

⇨ Teacher’s App on Navio

The Teacher’s App on Navio offers one-stop access to all the many resources which accompany the course. Tap and Teach Lessons with integrated audio
and video ensure that everything you need to teach each lesson is in one place. You can use the Classroom Management tool to award points for good
behaviour or success in class, and track your pupils’ marks and progress using the Progress Tracker. You’ll also find additional photocopiable resources
in the Resource Bank and Test Generator. These include reinforcement and extension worksheets, a Progress Journal and Skills Trainer for pupils, as well
as tests, rubrics for evaluation, letters to parents, and a Parents’ Guide.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT ORGANIZATION

Understanding the Pupil’s Book, Activity Book and Essential Activity Book

⇨ Lesson 1 Vocabulary
- Every unit is introduced by a member of the Tiger Tracks Social Learning Network (SLN) from a different English-speaking country. Pupils relate to
the social media context, and the contact with a course character their own age from another country creates interest and immediately engages them
with the content.

PB
- Pupils do a listening activity to find out the answers to the question(s) in the Tiger Tracks SLN post. They then do a personalised speaking activity and
practise the new vocabulary by relating it to themselves.
- All the listening material is available on the class CDs.
- Audioscripts can be found in a separate section at the end of the Teacher’s Book.
- Key vocabulary is introduced using attractive, photographic flashcards and word cards. Pupils are encouraged to think about the meaning of words by
predicting answers to questions in the Tiger Tracks SLN post.
- Clear aims at the start of every unit mean pupils know what to expect and are actively involved in setting their own personalised learning objectives.
- Short, focused internet research tasks extend pupils’ learning and integrate English and the development of ICT skills.
- A vocabulary quiz engages pupils in identifying new words from descriptive or contextual clues, and recycles familiar language. This emphasis on
regular recycling ensures flexibility and continuity in pupils’ learning.

AB / EAB
- The material reflects and consolidates learning in the Pupil’s Book lessons.
- All activities have clear instructions which pupils can follow independently.
- Pupils do an engaging puzzle or activity which gets them to practise the new words.
- Pupils have an opportunity for contextualised practice using recycled language structures and other familiar vocabulary from the same lexical set.
- Pupils do a further practice activity based on the vocabulary quiz in the Pupil’s Book.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

⇨ Lesson 2: Reading
Pupils develop reading skills through a range of enjoyable and varied text types, such as website articles, advertisements and holiday leaflets, which
engage their interest and closely relate to the topic and English-speaking country of the unit.
PB
- The reading text is designed to look authentic, with eyecatching photos, making it appealing and motivating to pupils.
- Comprehension questions or true-false statements check understanding of the text.
- Pupils play a range of enjoyable games which develop communicative skills using information and language in the text.
- A series of Reading Tips which relate to each text build up micro-reading skills in a gradual and systematic way.
- A feature of New Tiger 5 is the systematic integration of a range of thinking skills which pupils need for all subjects in the curriculum.
- Pupils frequently express personal views and responses which makes learning meaningful and memorable.
AB /EAB
- Pupils do a range of comprehension and writing practice activities which reinforce language and thinking skills.
- Regular listening activities engage pupils in finding out the views of the Tiger Tracks SLN members and motivate them to write their personal
opinions.

⇨ Lesson 3: Story
Every unit includes a double-page story of a different genre and develops listening and reading skills in a variety of motivating and engaging contexts.
Each story is introduced by the Tiger Tracks SLN member of the unit.
PB
- The Teacher’s App on Navio provides flexible ways of presenting the story.
- Focus questions provide a clear purpose for listening and reading and aid initial comprehension.
- Comprehension questions check pupils’ understanding of the story.
- Tiger Tracks Values highlights values and attitudes relevant to the story. Two questions invite children to think about the issues and relate them to
their own attitudes and behaviour.
- Pupils express their personal opinions in response to the story. This develops confidence, selfesteem and respect for the views
of other people.
- All the stories are attractively illustrated. Clear pictures and audio support pupils’ understanding of the narrative.
- The ‘Do you know …?’ feature contains interesting facts which link the story to the real world.
- Pupils learn and use ‘Everyday phrases’ which are naturally contextualised in the story.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

AB /EAB
- Reading and/or writing activities check understanding and practise key language from the story.
- Pupils answer questions relating to specific story frames. This encourages detailed reading and visual observation.
- Home-School Link promotes interaction and communication between the pupils’ home and school environment.
- Pupils create a structured review of the story, including their personal opinions. They use the review to help them tell their family about the story.
- The Pupil’s App on Navio allows pupils to read the story again at home and share it with their family as part of the Home-School Link.
⇨ Lessons 4 and 5: Grammar and Pronunciation
In Lesson 4, clear presentation of grammar and enjoyable practice activities ensure that pupils can understand and use the
grammar of the unit. In Lesson 5, a wide range of enjoyable activities and games, including listening tasks, provide pupils with opportunities to extend
their practice of grammar introduced in Lesson 4.
PB
- A short text related to the unit content embeds the target grammar in context. The grammar is highlighted in bold to make the form and meaning clear
and easy to learn.
- Pupils practise the grammar through a range of enjoyable activities and games.
- Grammar tables make learning points clear and explicit.
- ‘Grammar detective’ encourages pupils to take an actively analytic and deductive approach to discovering rules of grammar. This develops curiosity
about language and makes learning grammar motivating and memorable.
- The ‘Fast track grammar’ feature provides ideas for optional grammar writing practice. It can be used either for fast finishers or as an additional
practice activity.
- Pupils go back to the story text and find examples of the new grammar point. This encourages recognition of form and meaning, and the
contextualised use of language.
- ‘Sound track’ is a regular feature which develops pupils’ awareness of features of pronunciation and their ability to speak clearly and intelligibly. The
activities focus on individual sounds, as well as word and sentence stress.
- Pupils have frequent opportunities to use the grammar to talk about themselves.
AB /EAB
- A personalised practice activity encourages pupils to link the new grammar to their home context.
- An initial grammar writing practice activity is based on understanding the grammar text in the Pupil’s Book.
- Pupils read the ‘grammar detective’ notes and complete an activity designed to check understanding.
- ‘Sound track’ activities consolidate pupils’ awareness of aspects of pronunciation introduced and practised in the Pupil’s Book.

⇨ Lessons 6 and 7: Culture

CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

In Lesson 6, pupils are introduced to the culture of another English-speaking country through a post by the Tiger Tracks SLN member introducing the
unit. This develops pupils’ interest and curiosity in finding out about other people’s lives.
In Lesson 7, Rosa and Duncan, the course characters from England and Scotland, take turns to introduce an aspect of culture in the UK.

PB
- An attractively illustrated text, with comprehension questions, develops reading skills and motivates pupils to learn about other countries and cultures.
- Pupils are encouraged to reflect and compare their own country and culture to the reading text.
- A true-false activity requires pupils to predict information about a cultural aspect of the UK and listen carefully to find out if they are correct.
- Pupils listen to and learn a functional dialogue related to the culture lesson. This develops confidence in using natural communicative language in
real-world contexts.
- Pupils learn key items of vocabulary that relate to different communicative contexts.
- A culture video brings the cultural and language contexts of the dialogues to life and provides a motivating model for pupils to follow.
- A role play develops fluency practice and encourages pupils to be creative in the way they act out a conversation based on the dialogue.
- An enjoyable, interactive culture quiz about different English-speaking countries helps pupils build knowledge of each country, and learn a range of
interesting facts.

AB /EAB
- Pupils demonstrate comprehension by answering further questions on the Culture reading text in the Pupil’s Book.
- Pupils create their own functional dialogue based on the one in the Pupil’s Book.
- Listening activities involving the Tiger Tracks SLN members develop micro-listening skills in a natural context and give pupils opportunities to
extend their cultural knowledge of other countries.

⇨ Lesson 8: Cross-curricular
Lesson 8 of every unit in New Tiger 5 is a Cross-curricular lesson. This allows pupils to learn interesting content from other areas of the curriculum.
PB
- The cross-curricular content is introduced with an attractive and motivating video. This introduces the topic and helps pupils to remember what they
already know before they read the text and explore the topic in more detail. The video can be found in the Teacher’s and Pupil’s Apps on Navio.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

- A reading text is attractively presented and laid out in easy to-read sections with appealing photos or illustrations, making it accessible and motivating
to developing readers.
- Comprehension questions check pupils’ understanding of the crosscurricular content and language.
- Pupils are encouraged to reflect on and share their own knowledge and experience of the topic and how it applies to their world.
- Key cross-curricular vocabulary is highlighted for pupils to learn.
- Pupils do a wide range of enjoyable activities and games which get them to use the language and respond to the content of the reading text.
- The cross-curricular lessons contain activities which focus explicitly on developing pupils’ thinking skills.

AB /EAB
- Reading comprehension and writing activities based on the material in the Pupil’s Book reinforce understanding of key concepts, and develops
reading, writing and thinking skills.
- A listening activity based on the material in the Pupil’s Book frequently involves finding out the views and opinions of other members of the Tiger
Tracks SLN.
- A personalisation activity prepares pupils to relate the cross-curricular content to their families and lives at home.

⇨ Project
The final outcome of each unit is a motivating and enjoyable project which pupils do individually and/or collaboratively. The project integrates key
language and content from the unit and engages pupils in planning, preparing, writing and presenting their work in an increasingly autonomous way.
PB
- The project is introduced by one of the UK Tiger Tracks SLN members and provides a model for the pupils’ own projects. The project engages pupils
in producing different written genres in each unit, such as reports, descriptions, surveys and diaries.
- A five-stage flow chart engages pupils in actively planning their projects.
- Optional ideas for the presentation of projects motivate pupils to want to communicate and share their work with the rest of the class.
AB /EAB
- Pupils get ready for their own projects by first doing a detailed comprehension activity based on the model project text in the Pupil’s Book. This
establishes the structure of the project and provides a breakdown and model of what the pupils need to do.
- Pupils prepare for their project by choosing their topic and carrying out independent investigations or research in a way that reflects the previous
activity. This provides pupils with a clear template and support.
- Using notebooks allows for drafting and re-drafting. It also gives flexibility to the length of projects and allows pupils to include pictures and photos.
- A variety of tips for projects develop pupils’ ability to write appropriately and correctly. Think! gives help with the structure of texts, Remember!
reminds pupils of key grammar points, and Writing Tip! develops micro-writing skills.

⇨ Unit review and self-assessment

CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

A double-page lesson in the Activity Book / Essential Activity Book provides a systematic review of the key vocabulary, main grammar, culture and
crosscurricular content of each unit. An initial self-assessment activity gets pupils to reflect on their work in the unit.
AB
- Pupils listen, identify and write the words for the ten key vocabulary items of the unit.
- Pupils check their cultural knowledge by completing a culture quiz about the English-speaking country of the unit.
- Pupils do a writing activity to recall and review the crosscurricular content of the unit.

EAB
- A range of enjoyable revision activities engage pupils in reviewing the main grammar point they have learnt in the unit.
- Pupils assess their own work by circling the face that corresponds to their performance and effort.

⇨ Songs bank
Six lively, varied songs accompany the main language and themes of New Tiger 5. These can be used flexibly throughout the school year for
recycling and revision.

PB
- There are three attractively illustrated songs on each page. Each one reviews and recycles themes and vocabulary from the main units.
- The songs use a variety of catchy rhythms and styles appropriate to the age group and help to make language learning motivating and memorable.

AB /EAB
- For each song there is a page of three enjoyable and varied activities. These focus on listening comprehension, key vocabulary, recall of the song or
chorus, as well as personalised writing activities that relate to the theme.
- Pupils are invited to give each song a score out of ten and to write a sentence giving a reason for this. As well as being an enjoyable feature, this
promotes pupils’ confidence in expressing their personal views and helps them learn to respect the views of others.

⇨ Reinforcerment sections

This section contains Reinforcement material of the vocabulary and grammar for every unit of New Tiger 5. It also includes activities to develop pupils’
reading, speaking and study skills.

- Pupils review the unit vocabulary.

- Pupils consolidate their learning with an activity which checks and practises the meaning of the unit.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Grammar Reference
- Clear grammar tables ensure that pupils understand and review the target grammar.
- A variety of additional activities provide reinforcement of the grammar and ensure pupils can use it confidently.

Reading
- A reading text is attractively presented with easy-to-read sections, making it accessible for developing readers.
- Pupils do a wide range of enjoyable activities to check understanding.

Speaking
- A vocabulary activity helps prepare the pupils for the speaking activity and builds their confidence.

Study skills
- A variety of study skills activities help train the pupils to become more independent learners and take responsibility for their own learning.
- Pupils practise using the vocabulary orally through role plays and pairwork and learn to communicate and express themselves with confidence.

Understanding the new Tiger Tasks pages

Tiger Tasks 1 and 2 are new skills-based modules with a cross-curricular focus, which can be used at any point in the course. Each
module has a subject theme and provides a reading, listening, writing and project lesson. These lessons can be used all together as a
mini-unit, or individually for targetted skills practice. Full teaching notes are provided in the Teacher’s Book.

- In the Reading lesson pupils read a text related to the topic. They answer questions or complete an activity related to the text.
- A personalisation question invites pupils to relate the topic of the text to themselves and their own lives.
- Pupils learn new vocabulary and do listening activities related to a different area of the topic.
- Every lesson includes Language Help boxes to make the key language more accessible and to help support pupils with the activities.
- Pupils read a text which provides a model of the text they will write themselves. They do activities which are designed to help them understand the
structure of the text.
- Writing activities are carefully structured in a step-by-step way to help pupils achieve the task and successfully write their own text.
- The Project lessons encourage pupils to work collaboratively. They integrate the four skills and practise the language learnt in the previous lessons.
- The project pages have a Collaborate box which highlights the language pupils need to cooperate and work on the task together.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

6. EVALUATION
The assessment of the students' learning process will be continuous and global, and will bear in mind the student's progress in all areas.

6.A) EVALUATION CRITERIA AND LEARNING OUTCOMES

The Evaluation criteria are specific references used to assess the students' learning process. They describe whatever it is that must be valued and that
students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to achieve in each area.
These criteria, for the whole stage of Primary Education, are clearly detailed in paragraph 4 of this document.
These evaluation criteria are specified through the Learning outcomes, which allow defining the learning results, and specifying the knowledge students must
achieve in each case.

6.B) EVALUATION RESOURCES

Formative evaluation (Informal evaluation)
- Classroom observation to check both individual and global progress
- Activity Book exercises.
- Skills: reading, writing, speaking and listening exercises.
Accumulative evaluation (Formal evaluation)
- Students can revise the contents learnt throughout the unit by using the Unit Review sections at the end of every unit in the Activity Book.
Apart from that, New Tiger 5 offers extensive resources for assessing the students’ progress:
- Tests: Diagnostic Test, Unit Tests, Term Tests, End-of-Year Test.
- Test Generator: The Test Generator makes the teacher’s life easier when it comes to testing and also provides flexibility.
Self-evaluation
- Self-assessment activity of the Unit reviews.
- In the Progress Journal pupils have an opportunity to self assess their learning of key vocabulary in the unit.
Rubrics
- New Tiger 5 Rubrics for evaluation
- MacMillan Rubrics Generator
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

6.C) TYPES OF EVALUATION

⇨ Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial evaluation of students, which will
allow them to take the right decisions and relevant measures related to reinforcement.

⇨ Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the teachers and to help students in
the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome any possible difficulties.

⇨ Final evaluation (Accumulative): At the end of each school year, teachers will carry out the final assessment of the students' results. This assessment of
the academic results will be recorded in the evaluation documents including the relevant marks, both positive and negative.

⇨ Individual assessment of the Third year of Primary Education: The schools will do an individual assessment to all the students at the end of the third
year of Primary Education, checking their mastery of the skills and abilities in oral and written expression and comprehension, calculation and problem
solving, related to the level of acquisition of both linguistic communicative competence and mathematical competence.

⇨ Final Assessment of Primary Education: At the end of the sixth year of Primary Education, students will do an end-of-stage individual assessment,
where teachers will check the level of acquisition of the competence in linguistic communication, and of the competence in mathematics, science and
technology, as well as the achievement of the objectives of the stage.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

6.D) QUALIFICATION AND PROMOTION CRITERIA

The teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind the acquisition of the key
competences, the evaluation criteria and using the different resources of evaluation. 
The qualification will be established by analysing the learning process and the progress in the activities and tasks done by the students. For that purpose, the
teacher/department will take into account and will qualify the aspects below in the following way:

Evaluation Resources % Observations

According to Royal Decree 126/2014 of 28 February, the students will pass to the following course or stage as far as it is considered that they have achieved
the objectives of the course or stage, and that they have reached the level of acquisition of the corresponding competences. Otherwise, they will be allowed to
repeat a school year only once throughout the stage, with a specific reinforcement plan.
For that purpose, teachers will bear in mind the following Promotion Criteria:

Promotion Criteria Observations

CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

6.E) REINFORCEMENT AND EXTENSION PROGRAMMES (MIXED-ABILITY ACTIVITIES)

⇨ At this stage, particular emphasis will be placed on paying attention to students' diversity, on a personalised attention, on the prevention of learning
difficulties, and on putting in practice reinforcement mechanisms as soon as these difficulties are detected.
⇨ In order to promote reading habits, time will be allowed for this purpose every day.
⇨ Special attention will be paid, during this stage, to the students' personalized attention, to the development of early diagnosis and to the establishment of
reinforcement mechanisms so as to achieve school success.
⇨ Tutorial action will focus on the orientation of both the individual and the global students' educational process. The tutor teacher will coordinate the
educational intervention of the whole group of teachers, according to what is established by the corresponding education administration, and he/she will
also keep a constant relationship with the family, so as to facilitate the exercise of rights recognized in article 4.1.d) and g) of the Organic Law 8/1985, of 3
July, that regulates the right to education.
⇨ The reinforcement mechanisms that must be put into practice as soon as learning difficulties are detected, may be both organizational and curricular.
Among these measures can be considered the support in the ordinary group, flexible groupings or curricular adaptations.
Specific reinforcement and extension activities in the New tiger Project
New Tiger takes account of the fact that pupils have different learning styles and provides the opportunity for each pupil to develop and fulfil their
potential according to their individual strengths, aptitudes and preferences, by using the following:

- Activity Book, for children who are ready for extending the points that have been introduced in the Pupil’s Book.
- Essential Activity Book, for children who require more support in their English.
- Starting the lesson and Ending the lesson activities of the Teacher's Book.
- Pupil’s App providing extra practice in class or at home.
- Teacher’s App on Navio: Reinforcement and extension worksheets, Progress Journal and Skills Trainer.
- Grading activities for mixed ability (TB): suggestions and generic ideas for grading listening, reading and writing activities, which feature regularly
within the Pupil’s Book and Activity Book/Essential Activity Book.
Agreement for improving the educational attainment.
(To complete by the teacher)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

6.F) ASSESSMENT OF THE TEACHING-LEARNING PROCESS

(The teacher/department will describe and detail here the agreed criteria in order to assess and modify, if necessary, the teaching-learning process)

Criteria Description

6.G) ASSESSMENT OF THE TEACHING SYLLABUS

(The department/teacher will specify here the agreed criteria to assess and modify, if necessary, the current syllabus.)
Criteria Description

Teachers are advised to use the “Teacher's Notes” box of the “Programme of Classroom Activities” section to indicate how the syllabus for each unit is
assessed and modified.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

7. MEASURES FOR STUDENTS WITH SPECIAL NEEDS

Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 3 rd of May, in articles 71 to 79 bis, to those students who have special
educational needs. Teachers will apply the most appropriate measures so that the assessment conditions are adapted to those students with special educational
needs.

(The department/teacher will define the criteria and specific procedures to cater for this type of student.)
Students with special educational needs
- Educational specific attention derived from disability (motor, sensory, psychological, etc.)
Criteria Procedure

- Educational specific attention derived from serious behavioural disorders.

Criteria Procedure

Students with high intellectual capacities

Criteria Procedure

Students with a late entry to the educational system

Criteria Procedure
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Students with specific learning difficulties

Criteria Procedure

8. READING PROMOTION
Reading is not only a basic tool for the development of children's personality, but it's also a way to socialize as an essential element to live in democracy
and get involved in the information society. For that purpose it's necessary for students to acquire certain abilities which allow them to:
⇨ Understand simple literary works adapted to the students’ age and interests (narrative and poetic texts).
⇨ Get introduced to the use of the school library
⇨ Take part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc.

MacMillan offers a wide range of English readers adapted to the age of the children. For further information, please see the Macmillan Children's Readers
site: http://www.macmillanenglish.com/courses/macmillan-childrens-readers/
In New tiger 5 we can find reading texts on the following topics in the Pupil's Book units:

Unit Reading in NEW TIGER 5

1 The father of computer science

2 The survival guide
3 How the tiger got its stripes
4 Gold Rush in California / References to Shakespeare
5 Robert the Bruce and the spider
6 The jetboat and the crocodile
7 A happy coincidence
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

9. INTERDISCIPLINARY CONTENTS (CLIL)

CLIL stands for Content and Language Integrated Learning. One of the objectives of New tiger is to relate the English learning process to other
Primary areas.

But in order to work in English about a topic from another teaching area, it is important to offer the right context to help students learn and understand it.

In New tiger 5 we can find the following CLIL topics:

Unit CLIL in NEW TIGER 5

1 Social Science: A balanced lifestyle

Maths: Analysing graphs
ICT: electronic gadgets
2 Natural Science: Healthy living
PE: Sports and Physical education
3 Natural Science: Animals need protection
4 Music: Music in the USA
Social Science: Professions
5 Social Science: Life in the past
6 Natural Science: Healthy eating
7 Arts and Crafts: Responding to paintings
Social Science: Tourism in London
Tiger Tasks Social Science: Read and find out about the history of communication / Listen and find out about living in a Japanese home.
ICT: Listen and find out how to create a web page / ICT: Write your predictions for the future
Citizenship: Read about a family and make a family tree
Arts and Crafts: Write creatively about someone in a family portrait
Festivals Social Science: Celebrations in the UK and the USA
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

10. CROSS-CUTTING CONTENTS

The Royal Decree 126/2014, of 28th February, establishes that:
⇨ Civic and Constitutional education will be worked in all the areas.
⇨ Education will promote equal opportunities and non-discrimination for disability.
⇨ Education will promote the development of values that foster effective equality between men and women and the prevention of gender-based violence.
⇨ Education will promote the development and the peaceful settlement of conflicts in all areas of personal, familiar and social life, and the prevention of
terrorism and any kind of violence.
⇨ Education will promote the prevention of gender-based violence, terrorist violence or any kind of violence, racism, or xenophobia.
⇨ Education will avoid sexist stereotypes which lead to discrimination.
⇨ Education will promote elements related to the sustainable development and protection of the environment, awareness of the risk of exploitation and
sexual abuse, awareness of the dangers of using information and communication technologies, as well as the need of emergency safety behaviours and
disaster prevention.
⇨ Education will promote the development and consolidation of entrepreneurship.
⇨ Measures will be taken to increase physical activity and a healthy and balanced diet amongst children.
⇨ Road safety education will be promoted.

VALUES AND ATTITUDES

⇨ Show respect and politeness for the foreign language.
⇨ Exert oneself with the new vocabulary and structures.
⇨ Show interest and respect for the opinions of classmates, their mother tongue, accent, origin, etc.
⇨ Overcome mental block when meeting new people in the target language.
⇨ Attentive-assertive listening.
⇨ Use of the foreign language in class.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

CROSS-CUTTING THEMES IN NEW TIGER 5.

Cross-cutting themes are abundant throughout the curriculum and they are not only important in ‘content knowledge’ but also ‘how to behave in society’.

New tiger 5 integrates cross-cutting elements into the learning process. Thus in one way or another, either in the topic of the unit or the specific tasks, all units
deal with the themes of social and civic education, environmental education, education for tolerance, education for equality, health education, consumer
education and education for leisure.

Unit Cross-cutting themes in NEW TIGER 5

1 Consumer Education: the importance of using new technologies such as electronic gadgets with moderation.
Education for Health: the importance of practicing sport in order to stay healthy.
Moral and Civic Education: The importance of following your interests at home and at school
2 Education for Peace: The importance of helping other people
Education for Health: the importance of practicing sport in order to stay healthy.
3 Moral and civic education: the importance of being kind to animals
Environmental Education: The importance of protecting endangered animals
4 Education for Health: Think about the importance of not depending on luck.
Education for sexual equality: Understanding that both men and women can do any type of jobs.
5 Moral and civic education: Think about the importance of trying to do things that are difficult.
Education for Peace: the importance of respecting other cultures when travelling.
6 Education for Health: Think about the importance of keeping safe from wild animals .
Education for Health: The importance of a healthy diet.
7 Moral and civic education: Think about the importance of being kind to your friends.
Education for Leisure: the importance of enjoying travelling.
Tiger Tasks Consumer Education: the importance of using technologies with moderation.
Education for Peace: the importance of respecting all types of families.
Festivals Moral and civic education: The importance of respecting festivals and celebrations from other countries.

1. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

The widespread inclusion of Information and Communication technologies (ICT) in the Education System, will bear in mind the principles of universal
accessibility and a customized design, which will enable a personalised education adapted to each student's needs and pace.

Information and Communication technologies will become a key element in order to produce the methodological changes that will help us achieve the goal of
improving the educational quality. In spite of that, students must always show a responsible attitude and do a controlled use of these new technologies
throughout the whole educational system.

Students, as people of the 21st century, mustn't be apart from the knowledge of these new technologies; consequently, they will also learn how to use, in a
responsible way, the possibilities that Information and Communication technologies offer them for the acquisition of skills in the area of Foreign Language.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN NEW TIGER 5

Teacher’s and Pupil’s Apps on Navio

The Navio app which accompanies this course offers one-stop access to the huge range of resources that come with New Tiger 5. Tap and Teach Lessons
enable you to move seamlessly between the book and digital components, and you can track your pupils’ marks and review their progress using the Progress
Tracker, and find additional resources in the Resource Bank and Test Generator.

⇨ Accessing the app

To access Navio:
1. Go to www.macmillaneducationeverywhere.com
2. Follow the onscreen instructions
If you haven’t got a Macmillan Education account, you need to create a profile. Then you can enter your access code and
download the app for your device (see System Requirements: www.macmillaneducationeverywhere.com/systemrequirements).

⇨ Setting up a class
You, or your school administrator, will need to set up a class and register pupils with their names and the email address
of their parents or guardians. Once the class is created, login details can be given to parents. Parents can then log in to the Pupil’s App and enter the access
code from the inside cover of the Pupil’s Book to access the 3D worlds and practise content.

⇨ Managing your downloads

Navio makes it easy to manage the storage space on your device, as you can control how much material you download at
one time. Navio makes it clear how much storage space your chosen content will need. You can download the complete
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Teacher’s and Pupil’s Apps at once, or, if your device has limited storage capacity, you can choose to download only one
or two units. And after you finish a unit, you can safely delete the content from your device. You won’t lose your pupils’ data,
as this information is stored online.

⇨ Using the Progress Tracker

All the work your pupils complete in the app is recorded in the Progress Tracker. You can monitor the progress of a whole
class or any individual pupil. Every activity in the App is mapped against the course Learning Outcomes and Skills, so you can
easily identify where your pupils need extra support.

⇨ Teaching a lesson
Navio makes it easy to plan and teach your lessons with fully interactive Tap and Teach Lessons for every lesson in New Tiger 5. Go to your Class Dashboard
and choose Teach Lessons. Find the lesson you want to teach and click to open it. Click on the Toolbar along the bottom of the screen to expand it to
Thumbnail view. The Toolbar also contains the Tap and Teach tools you need to teach heads-up, whole-class activities, including a Timer, Pen tool, and Mask
tool.
Lessons follow the lesson plans in the Teacher’s Book, and provide everything you need to teach from your device in one place. They
include digital versions of all the activities in the Pupil’s Book, Activity Book and Essential Activity Book, with their answer keys. They also include all the
audio and video you need for the lesson, as well as some extra tools such as digital Flashcards. All relevant pages from all three books are also provided so
that you can project them in class, to help your pupils and to encourage heads-up participation.
When you teach, move through the lesson slide by slide using the arrows, or double click on a thumbnail to jump straight to a particular activity. If you prefer,
you can Filter activities to customise the lesson so it includes only the content you want to teach.

⇨ Using the Rewards tool

Navio’s new Rewards tool is a great way to keep your pupils engaged in class. Much more than just a record of attendance,
you can also use it to award points for good behaviour or success in activities. You can even organise your class into teams, and you
can award points to individuals, groups or the whole class at any time. When pupils earn points, they appear in the Pupil’s App next
time they log in, so parents can see their performance.

⇨ Pupil’s App
As a teacher you can also access a version of the Pupil’s App from the Class Dashboard. This has all the same content that your pupils can access at home, but
your version is set in Teacher Mode. This means that all the activities and worlds are already unlocked, and the App does not record any marks to the Progress
Tracker.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

We recommend using Teacher Mode when pupils share devices to avoid mixing up pupils’ grades and progress. However, if
pupils have individual devices or are using the app at home, they should always log in with their own username and password. In this
way they can earn points and badges, set up and customise their avatar and build a record of their progress in the Progress Tracker.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

12. TEACHING AND ORGANISATIONAL RESOURCES

School

Address

Town Province Postcode

FOREIGN LANGUAGE DEPARTMENT

1.
2.
3.
4.

STUDENT DISTRIBUTION
Year Number of students Number of groups
Primary 5th year

DIFFERENT GROUPS’ NEEDS

5th year of Primary

Group A

Group B

Group C
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

SPECIFIC INDIVIDUAL NEEDS

Group A
Student
Student
Student

Group B
Student
Student
Student

Group C
Student
Student
Student
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

ORGANISATION OF RESOURCES

Resources available in the school (delete as appropriate)

Video and TV
CD/ Cassette player
Video camera
Computers
IW (Interactive Whiteboards)
Notes:

Rooms / spaces available in the school (delete as appropriate)

Foreign Language rooms
Language Laboratory
Computer room
Playground
Gymnasium
Theatre
Library

Notes:

Organization within the classroom (delete as appropriate)

Arrangement of desks in rows
Arrangement of desks in groups
Arrangement of desks in a “U” shape
Specific corners: class library, cross-curricular topics, games, handiwork, computer, etc.
Other:
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

CLASS TIMETABLES

Teacher:
Monday Tuesday Wednesday Thursday Friday

Teacher:
Monday Tuesday Wednesday Thursday Friday
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

13. SUPPLEMENTARY ACTIVITIES

The supplementary activities are those activities organised by the school during the school timetable, according to their curricular project, and that differ from
the actual teaching activities, in terms of time, place or the resources used.

(The teacher/department will describe the supplementary activities organised by the department here)

Course Activity Date Teachers

CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

SYLLABUS OF TEACHING UNITS

Structure for each teaching unit

BLOCK 1: ORAL COMPREHENSION

Evaluation Criteria - Learning Outcomes - Objectives & Contents and Key Competences
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Evaluation Criteria - Learning Outcomes - Objectives & Contents and Key Competences
BLOCK 3: UNDERSTANDING WRITTEN TEXTS
Evaluation Criteria - Learning Outcomes - Objectives & Contents and Key Competences
BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION
Evaluation Criteria - Learning Outcomes - Objectives & Contents and Key Competences
PROGRAMME OF CLASSROOM ACTIVITIES
Lesson - Objectives - Tasks - Activities - Homework - Competences - Teacher's Notes /
Assessment resources- Resources - Supplementary resources and Mixed-ability activities
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

STARTER UNIT: Welcome to the Tiger Tracks Social Learning Network

STARTER UNIT. BLOCK 1: ORAL COMPREHENSION

Learning Key
Evaluation Criteria10 Objectives and Contents
Outcomes11 Competences12
EC1.1 Comprehension strategies: CLC
EC1.2. LO1.4. • Listen to descriptions and identify people CMST
EC1.3. • Listen and say ordinal numbers SCC
EC1.4. • Watch a video clip
EC1.5. • Listen and read about the Tiger Tracks Social Learning Network
EC1.6.
EC1.7. Sociocultural and sociolinguistic aspects:
• Video clip: Welcome to the Tiger Tracks Social Learning Network
• Interest in learning English
• Enjoyment in meeting the members of the Tiger Tracks Social Learning Network
• Pleasure in belonging to the Tiger Tracks SLN
• Interest in learning to say dates
• Willingness to share personal information and opinions
• Respect for others in the group
• Satisfaction in recalling familiar language

Communicative functions:
Greetings and introductions, apologising, thanking, invitations.
Descriptions of people, activities, places, objects, habits, plans

Syntactical structures.
Core structures
• Where are you from?
• Where is he/she from?
• What’s your favourite … ?
• His/Her favourite … is …
• What do you like? What does he/she like?
• When’s your birthday?
• It’s on the (31st) of (March).

10
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
11
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
12
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Recycled structures
• How are you? I’m fine, thanks.
• What’s your name? How old are you? I’m …
• When’s your birthday? It’s …
• I’m from … I like/love …
• He/She’s from … He/She likes/loves …
• My favourite …

High frequency oral vocabulary (reception) related with:

Core vocabulary
• Australia, England, India, Scotland, South Africa, the USA
• Ordinal numbers (for dates: 1st – 31st)
Receptive vocabulary
• Social Learning Network, Look forward to seeing you
Recycled vocabulary
• hello, goodbye
• months, food, numbers, school subjects, the alphabet
• Vocabulary from previous levels

Sound, stress, rhythm and intonation patterns.

Listen to descriptions
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

STARTER UNIT. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC2.1. LO2.3. Production strategies: CLC
EC2.2. • Greet people SCC
EC2.3. • Ask for and give personal information CAE
EC2.4. • Ask and say your and other people’s birthdays SIE
EC2.5. • Ask and say how to spell words
EC2.6. • Play a game
EC2.7. • Ask and say your and other people’s favourite food and school subject
EC2.8. Sociocultural and sociolinguistic aspects:
• Video clip: Welcome to the Tiger Tracks Social Learning Network
• Interest in learning English
• Enjoyment in meeting the members of the Tiger Tracks Social Learning Network
• Pleasure in belonging to the Tiger Tracks SLN
• Interest in learning to say dates
• Willingness to share personal information and opinions
• Respect for others in the group
• Satisfaction in recalling familiar language

Communicative functions:
Greetings and introductions, apologising, thanking, invitations.
Descriptions of people, activities, places, objects, habits, plans

Syntactical structures.
Core structures
• Where are you from?
• Where is he/she from?
• What’s your favourite … ?
• His/Her favourite … is …
• What do you like? What does he/she like?
• When’s your birthday?
• It’s on the (31st) of (March).

Recycled structures
• How are you? I’m fine, thanks.
• What’s your name? How old are you? I’m …
• When’s your birthday? It’s …
• I’m from … I like/love …
• He/She’s from … He/She likes/loves …
• My favourite …
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

High frequency oral vocabulary (production) related to:

Core vocabulary
• Australia, England, India, Scotland, South Africa, the USA
• Ordinal numbers (for dates: 1st – 31st)
Receptive vocabulary
• Social Learning Network, Look forward to seeing you
Recycled vocabulary
• hello, goodbye
• months, food, numbers, school subjects, the alphabet
• Vocabulary from previous levels
Sound, stress, rhythm and intonation patterns.
Practice descriptions
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

STARTER UNIT. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC3.1. LO3.1. Comprehension strategies: CLC
EC3.2. • Meet the members of the Tiger Tracks Social Learning Network and read about them DC
EC3.3. • Read and use the Pupil’s App on Navio L2L
EC3.4. Sociocultural and sociolinguistic aspects: SIE
EC3.5. • Video clip: Welcome to the Tiger Tracks Social Learning Network
EC3.6. • Interest in learning English
EC3.7. • Enjoyment in meeting the members of the Tiger Tracks Social Learning Network
• Pleasure in belonging to the Tiger Tracks SLN
• Interest in learning to say dates
• Willingness to share personal information and opinions
• Respect for others in the group
• Satisfaction in recalling familiar language
Communicative functions:
Greetings and introductions, apologising, thanking, invitations.
Descriptions of people, activities, places, objects, habits, plans

Syntactical structures.
Core structures
• Where are you from?
• Where is he/she from?
• What’s your favourite … ?
• His/Her favourite … is …
• What do you like? What does he/she like?
• When’s your birthday?
• It’s on the (31st) of (March).

Recycled structures
• How are you? I’m fine, thanks.
• What’s your name? How old are you? I’m …
• When’s your birthday? It’s …
• I’m from … I like/love …
• He/She’s from … He/She likes/loves …
• My favourite …
High frequency written vocabulary (reception) related with:
Core vocabulary
• Australia, England, India, Scotland, South Africa, the USA
• Ordinal numbers (for dates: 1st – 31st)
Receptive vocabulary
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Social Learning Network, Look forward to seeing you

Recycled vocabulary
• hello, goodbye
• months, food, numbers, school subjects, the alphabet
• Vocabulary from previous levels
Graphic patterns and spelling conventions.
Spelling of words related to descriptions
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

STARTER UNIT. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC4.1. LO4.3. Production strategies: CLC
EC4.2. • Review language from Levels 3 and 4 SIE
EC4.3. • Complete activities using the Pupil’s App on Navio L2L
EC4.4. Sociocultural and sociolinguistic aspects: DC
EC4.5. • Video clip: Welcome to the Tiger Tracks Social Learning Network
EC4.6. • Interest in learning English
EC4.7. • Enjoyment in meeting the members of the Tiger Tracks Social Learning Network
• Pleasure in belonging to the Tiger Tracks SLN
• Interest in learning to say dates
• Willingness to share personal information and opinions
• Respect for others in the group
• Satisfaction in recalling familiar language

Communicative functions:
Greetings and introductions, apologising, thanking, invitations.
Descriptions of people, activities, places, objects, habits, plans

Syntactical structures.
Core structures
• Where are you from?
• Where is he/she from?
• What’s your favourite … ?
• His/Her favourite … is …
• What do you like? What does he/she like?
• When’s your birthday?
• It’s on the (31st) of (March).

Recycled structures
• How are you? I’m fine, thanks.
• What’s your name? How old are you? I’m …
• When’s your birthday? It’s …
• I’m from … I like/love …
• He/She’s from … He/She likes/loves …
• My favourite …
High frequency written vocabulary (production) related with:
Core vocabulary
• Australia, England, India, Scotland, South Africa, the USA
• Ordinal numbers (for dates: 1st – 31st)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Receptive vocabulary
• Social Learning Network, Look forward to seeing you
Recycled vocabulary
• hello, goodbye
• months, food, numbers, school subjects, the alphabet
• Vocabulary from previous levels
Graphic patterns and spelling conventions.
Spelling of words related to descriptions
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

STARTER UNIT. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC13
Notes14

● to ask and say the date of your

birthday Starting the lesson. Introduce the course. Explain the aims of
● to watch a video clip the lesson.
Activity Book
● to listen and read about the Tiger Vocabulary presentation. Present vocabulary with the
Listen to and Activity 1. Look and write the countries.
Tracks Social Learning Network Starter unit flashcards and word cards. CLC
Lesson 1. understand Activity 2. Read and answer the
● to meet the members of the Tiger Activity 1. Listen and read. CD 1 Track 2 p224 CMST
p2 introductions and questions. (See Pupil’s Book pages 2
Tracks SLN Activity 2. Listen and repeat. CD 1 Track 3 p224 DC
dates and 3.)
● to ask and answer questions about the Activity 3. Ask and say. Go to the Activity Book. See Activity
Activity 3. Match and say.
members of the Tiger Tracks SLN Book activities to the right.
● to listen and say ordinal numbers Ending the lesson. Review the lesson and say goodbye.
● to use the Pupil’s App on Navio

● to listen to descriptions and identify

Starting the lesson.Greet the pupils. Review the members of
people
the Tiger Tracks Social Learning Activity Book
● to ask and say personal information
Network. Explain the aims of the lesson. Activity 4. Listen and write.
and opinions
Activity 4. Listen and say. CD 1 Track 4 p224. Play Who is CD 1 Track 5 p237
● to ask questions and write a CLC
Lesson 2. Introduce yourself it? Activity 5. Order and write the
description of a friend L2L
p3 to your classmates Activity 5. Ask your friends. Tell the class. questions. Ask a friend and write
● to listen and find out personal SIE
Progress Journal pages 2 and 3. My language passport. See the answers.
information and opinions
Teacher’s Notes page 39. Activity 6. Read and write about your
● to complete the Progress Journal for
Ending the lesson. Review the lesson and say friend.
the Starter unit
goodbye.
● to play a game

Assessment Resources Resources

● Informal evaluation Print materials: Pupil’s Book pp 2-3, Activity Book pp 2-3 (list of other materials for each lesson in the TB)

13
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
14
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Classroom observation to check both individual and global progress Digital materials:
Teacher’s Digital: Don’t forget you can teach this lesson using the Teacher’s App on Navio.
● Rubrics Pupil’s Digital: Encourage your pupils to use the Pupil’s App on Navio.
New tiger 5 Rubrics for evaluation
MacMillan Rubrics Generator Supplementary Resources and Mixed-Ability Resources
● Starting the lesson and Ending the lesson activities of the Teacher's Book
● Activity Book and Essential Activity Book activities.
● Teacher’s App on Navio: Reinforcement and extension worksheets, Progress Journal and Skills Trainer.
● Pupil’s App on Navio
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 1: A world of gadgets

UNIT 1. BLOCK 1: ORAL COMPREHENSION

Evaluation Learning Key

Objectives and Contents
Criteria15 Outcomes16 Competences17
EC1.1 LO1.1. Comprehension strategies: CLC
EC1.2. LO1.3. ● Listen to vocabulary about electronic gadgets DC
EC1.3. LO1.4. ● Listen and do a vocabulary quiz CMST
EC1.4. LO1.5. • Listen and use everyday language CAE
EC1.5. LO1.6. ● Listen to people talking about what people do
EC1.6. ● Listen about two famous cities in England
EC1.7. ● Listen about the gadgets people use
● Listen to and understand the story
● Listen to the pronunciation: /ɪ/ and /iː/
● Listen and find out about shopping in English towns
● Watch a video clip

Sociocultural and sociolinguistic aspects:

• England: Oxford and Cambridge
• England: Culture quiz
• Video clip: How to buy an electronic gadget
• Interest in electronic gadgets
• Curiosity in reading an advertisement
• Enjoyment in a biography
• Awareness that it’s important to follow your interests at home and at school
• Interest in finding out which gadgets people use
• Recognition of how many gadgets are part of our daily lives
• Pleasure in learning about English culture
• Confidence in using everyday language
• Awareness of the pros and cons of using electronic gadgets
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

15
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
16
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
17
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication

Syntactical structures.
Core structures
• I think … I want to …
• He/She uses … He/She doesn’t use …
• Does he/she use … ? Yes, he/she does. No, he/she doesn’t.
• I always/often/never/sometimes/usually ...
• Are you thinking about … ? Yes, I am./No, I’m not.
Everyday chit-chat structures
• Can I help you? I need …
• How much is it?
• please, thank you
Recycled structures
• Have you got … ? Yes, I have./No, I haven’t.
• Do you … ? Yes, I do./No, I don’t.

High frequency oral vocabulary (reception) related with:

Core vocabulary
• calculator, charger, headphones, MP3 player, pen drive, satnav, stopwatch, tablet, video games console, webcam Story
vocabulary
• computer science, genius, puzzles, secret codes Everyday chit-chat vocabulary
• instructions, pence, pounds, receipt
Cross-curricular vocabulary: A balanced lifestyle
• con, concentrate, creative, lifestyle, pro, (keyboard) skills, world
Receptive vocabulary
• artificial intelligence, calculate, computer printout, Egyptian mummies, glasshouse, hero, podcast, traditional costumes
Recycled vocabulary
• digital camera, keyboard, laptop, mobile phone
• country, email, food, friends, gym, light, maths, message, museum, park, science, small, pupil
• do homework, go shopping, listen to music, play games/ football, take photos, use a computer, watch films/TV
• the alphabet, members of the family

Sound, stress, rhythm and intonation patterns.

Listen to the /tʃ/ and /dʒ/ sounds (chats, cheese / jam, gym)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 1. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Evaluation Learning Key
Objectives and Contents
Criteria Outcomes Competences
EC2.1. LO2.1. Production strategies: CLC
EC2.2. LO2.2. ● Identify and name electronic gadgets DC
EC2.3. LO2.3. ● Talk about what people do SCC
EC2.4. LO2.4. ● Ask and say how often you and other people do things CMST
EC2.5. ● Talk about the gadgets people use SIE
EC2.6. ● Predict what happens in the story
EC2.7. ● Practise pronunciation: /tʃ/ and /dʒ/
EC2.8. ● Understand and think about values
● Play the games
● Do a role play (how to buy an electronic gadget)

Sociocultural and sociolinguistic aspects:

• England: Oxford and Cambridge
• England: Culture quiz
• Video clip: How to buy an electronic gadget
• Interest in electronic gadgets
• Curiosity in reading an advertisement
• Enjoyment in a biography
• Awareness that it’s important to follow your interests at home and at school
• Interest in finding out which gadgets people use
• Recognition of how many gadgets are part of our daily lives
• Pleasure in learning about English culture
• Confidence in using everyday language
• Awareness of the pros and cons of using electronic gadgets
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning
Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication

Syntactical structures.
Core structures
• I think … I want to …
• He/She uses … He/She doesn’t use …
• Does he/she use … ? Yes, he/she does. No, he/she doesn’t.
• I always/often/never/sometimes/usually ...
• Are you thinking about … ? Yes, I am./No, I’m not.
Everyday chit-chat structures
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Can I help you? I need …

• How much is it?
• please, thank you
Recycled structures
• Have you got … ? Yes, I have./No, I haven’t.
• Do you … ? Yes, I do./No, I don’t.

High frequency oral vocabulary (production) related to:

Core vocabulary
• calculator, charger, headphones, MP3 player, pen drive, satnav, stopwatch, tablet, video games console, webcam Story
vocabulary
• computer science, genius, puzzles, secret codes Everyday chit-chat vocabulary
• instructions, pence, pounds, receipt
Cross-curricular vocabulary: A balanced lifestyle
• con, concentrate, creative, lifestyle, pro, (keyboard) skills, world
Receptive vocabulary
• artificial intelligence, calculate, computer printout, Egyptian mummies, glasshouse, hero, podcast, traditional costumes
Recycled vocabulary
• digital camera, keyboard, laptop, mobile phone
• country, email, food, friends, gym, light, maths, message, museum, park, science, small, pupil
• do homework, go shopping, listen to music, play games/ football, take photos, use a computer, watch films/TV
• the alphabet, members of the family
Sound, stress, rhythm and intonation patterns.
Practice the /tʃ/ and /dʒ/ sounds (chats, cheese / jam, gym)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 1. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Evaluation Learning Key
Objectives and Contents
Criteria Outcomes Competences
EC3.1. LO3.1. Comprehension strategies: CLC
EC3.2. LO3.3. ● Read vocabulary to do with electronic gadgets DC
EC3.3. LO3.4. ● Learn the grammar tables for the Unit CAE
EC3.4. ● Read an advertisement SCC
EC3.5. ● Read about two famous cities in England SIE
EC3.6. ● Read the report of a survey on electronic gadgets
EC3.7. ● Read and understand the story
● Review, assess and plan your own learning
● Read about the pros and cons of using electronic gadgets
● Do a culture quiz about England

Sociocultural and sociolinguistic aspects:

• England: Oxford and Cambridge
• England: Culture quiz
• Video clip: How to buy an electronic gadget
• Interest in electronic gadgets
• Curiosity in reading an advertisement
• Enjoyment in a biography
• Awareness that it’s important to follow your interests at home and at school
• Interest in finding out which gadgets people use
• Recognition of how many gadgets are part of our daily lives
• Pleasure in learning about English culture
• Confidence in using everyday language
• Awareness of the pros and cons of using electronic gadgets
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Syntactical structures.
Core structures
• I think … I want to …
• He/She uses … He/She doesn’t use …
• Does he/she use … ? Yes, he/she does. No, he/she doesn’t.
• I always/often/never/sometimes/usually ...
• Are you thinking about … ? Yes, I am./No, I’m not.
Everyday chit-chat structures
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Can I help you? I need …

• How much is it?
• please, thank you
Recycled structures
• Have you got … ? Yes, I have./No, I haven’t.
• Do you … ? Yes, I do./No, I don’t.
High frequency written vocabulary (reception) related with:
Core vocabulary
• calculator, charger, headphones, MP3 player, pen drive, satnav, stopwatch, tablet, video games console, webcam Story
vocabulary
• computer science, genius, puzzles, secret codes Everyday chit-chat vocabulary
• instructions, pence, pounds, receipt
Cross-curricular vocabulary: A balanced lifestyle
• con, concentrate, creative, lifestyle, pro, (keyboard) skills, world
Receptive vocabulary
• artificial intelligence, calculate, computer printout, Egyptian mummies, glasshouse, hero, podcast, traditional costumes
Recycled vocabulary
• digital camera, keyboard, laptop, mobile phone
• country, email, food, friends, gym, light, maths, message, museum, park, science, small, pupil
• do homework, go shopping, listen to music, play games/ football, take photos, use a computer, watch films/TV
• the alphabet, members of the family
Graphic patterns and spelling conventions.
Spelling of words related to technology
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 1. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Evaluation Learning Key
Objectives and Contents
Criteria Outcomes Competences
EC4.1. LO4.2. Production strategies: CLC
EC4.2. LO4.3. ● Complete activities with vocabulary about electronic gadgets DC
EC4.3. ● Understand and practise grammar SCC
EC4.4. ● Use the Pupil’s App on Navio CAE
EC4.5. ● Write about the pros and cons of using electronic gadgets SIE
EC4.6. ● Plan, prepare, write and present your project L2L
EC4.7. Sociocultural and sociolinguistic aspects:
• England: Oxford and Cambridge
• England: Culture quiz
• Video clip: How to buy an electronic gadget
• Interest in electronic gadgets
• Curiosity in reading an advertisement
• Enjoyment in a biography
• Awareness that it’s important to follow your interests at home and at school
• Interest in finding out which gadgets people use
• Recognition of how many gadgets are part of our daily lives
• Pleasure in learning about English culture
• Confidence in using everyday language
• Awareness of the pros and cons of using electronic gadgets
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning
Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Syntactical structures.
Core structures
• I think … I want to …
• He/She uses … He/She doesn’t use …
• Does he/she use … ? Yes, he/she does. No, he/she doesn’t.
• I always/often/never/sometimes/usually ...
• Are you thinking about … ? Yes, I am./No, I’m not.
Everyday chit-chat structures
• Can I help you? I need …
• How much is it?
• please, thank you
Recycled structures
• Have you got … ? Yes, I have./No, I haven’t.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Do you … ? Yes, I do./No, I don’t.

High frequency written vocabulary (production) related with:

Core vocabulary
• calculator, charger, headphones, MP3 player, pen drive, satnav, stopwatch, tablet, video games console, webcam Story
vocabulary
• computer science, genius, puzzles, secret codes Everyday chit-chat vocabulary
• instructions, pence, pounds, receipt
Cross-curricular vocabulary: A balanced lifestyle
• con, concentrate, creative, lifestyle, pro, (keyboard) skills, world
Receptive vocabulary
• artificial intelligence, calculate, computer printout, Egyptian mummies, glasshouse, hero, podcast, traditional costumes
Recycled vocabulary
• digital camera, keyboard, laptop, mobile phone
• country, email, food, friends, gym, light, maths, message, museum, park, science, small, pupil
• do homework, go shopping, listen to music, play games/ football, take photos, use a computer, watch films/TV
• the alphabet, members of the family

Graphic patterns and spelling conventions.

Spelling of words related to technology
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 1. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC18
Notes19
Starting the lesson. Greet the pupils. Explain the aims of Unit 1.
Explain the aims of the lesson.
Name and describe ● to name and describe electronic Vocabulary presentation. Present vocabulary with the Unit 1
Activity Book.
electronic gadgets gadgets flashcards and word cards.
Activity 1. Look and write. Find the CLC
● to listen and do a vocabulary quiz Activity 1. Listen and say. CD 1 Track 6 p237
Lesson 1. missing gadget. CMST
Ask and answer ● to ask and answer questions Activity 2. Listen and find out. Which electronic gadgets has Rosa
p4 Activity 2. Write questions. Answer Yes, DC
questions about about electronic gadgets you got? CD 1 Track 7 p237. Now ask and talk about you.
I have or No, I haven’t.
electronic gadgets have got Activity 3. Listen and do the vocabulary quiz.
Activity 3. Write about the gadgets.
you have got ● to use the Pupil’s App on Navio CD 1 Track 8 p238
Internet Tracks. Find out what the letters USB mean.
Ending the lesson. Review the lesson and say goodbye.

Activity Book
Activity 4
Starting the lesson. Greet the pupils. Review the Unit 1 flashcards.
• Read and circle. (See Pupil’s Book
Read an Explain the aims of the lesson.
● to play The chain game page 5.)
advertisement for a Activity 4. Listen and read. CD 1 Track 9 p238
● to read an advertisement Activity 5 CLC
Lesson 2. tablet Activity 5. Answer the questions.
● to answer questions about the • Read and write. (See Pupil’s Book CMST
p5 Activity 6. Play The chain game.
text page 5.) SIE
Express a personal Activity 7. Talk about it! Choose and say.
● to express a personal opinion Activity 6
opinion Internet Tracks. Find out one difference between a tablet and a
• Talk about it! Listen and complete.
laptop.
Write.
Ending the lesson. Review the lesson and say goodbye.
CD 1 Track 10 p238

18
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
19
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson. Greet the pupils. Review the Top Tab.
Explain the aims of the lesson.
Predict what Pre-story activities. Predict what happens in the
● to learn everyday phrases used in Activity Book
happens in a story story. Listen to the story (books closed). CD 1 Track 11 p238
the story Activity 7
Activity 8. Listen to and read the story. CD 1 Track 11 p238.
● to use the Pupil’s App on Navio • Read the story and write the answers. CLC
Listen to and Activity 9. Read and say True or False. Correct the false
● to predict what happens in the (See DC
understand a story sentences.
Lesson 3. story Pupil’s Book page 6.) Ask and say. L2L
Tiger Tracks Values. Think about it: Is it important to
p6-7 ● to give a personal response and Activity 8 SCC
Give a personal follow your interests at home and at school? How do you follow
think about values • Look and write the message. CAE
response your interests at home and at school?
● to listen to and read the story Activity 9
Do you know…? fact. Read the information.
● to answer questions about the • Read and circle. Write a review of the
Learn everyday Activity 10. Talk about it! Ask and say.
story story. Tell your family about the story.
phrases Everyday phrases. Learn and use!
Ending the lesson. Review the lesson and say
goodbye.

Starting the lesson. Greet the pupils. Review The father of

computer science story. CD 1 Track 11 p225
Explain the aims of the lesson. Activity Book
• to listen and learn the grammar Activity 11. Listen and read. CD 1 Track 12 p226. Say the gadgets Activity 10
tables they use. • Write sentences. (See Pupil’s Book
Understand when Activity 12. Say and ask.
• to read about gadgets different page 8.) CLC
and how adverbs Activity 13. Listen, repeat and learn. CD 1 Track 13 p239
Lesson 4. people use Activity 11 CMST
of frequency are Activity 14. Be a grammar detective! Look at page 7 in the AB.
p8 • to talk and ask about the gadgets • Read and write. Be a grammar DC
used Fast Track Grammar. Write five sentences using adverbs of
people use detective! L2L
• to use the Pupil’s App on Navio frequency. Activity 12
• to be a ‘grammar detective’ Ending the lesson. Review the lesson and say • Write true sentences about you. Use
goodbye. adverbs of frequency.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson. Greet the pupils. Review the Unit 1 flashcards.
Explain the aims of the lesson. Activity Book. Activity 13
Understand and Activity 15. Sound track: Listen and identify /tʃ/ and /dʒ/. • Sound track: Remember and write.
talk about activities CD 1 Track 14 p239. Count and say.
• to talk about the things you and Listen, underline /tʃ/
you Activity 16. Listen and correct the sentences. CD 1 Track 15 p239
your friends do on and /dʒ/ and count.
and your friends do Activity 17. Play Who am I thinking about? CLC
Saturday CD 1 Track 16 p239
Lesson on Saturday Fast Track Grammar. Write five sentences about what you and a L2L
• to practise pronunciation: /tʃ/ Activity 14
5. . p9 friend do on Saturday. SIE
and /dʒ/ • Write questions and answers. (See
Ask and Activity 18. Talk about it! Talk about you and your friends.
• to listen to what people do Pupil’s Book page 9.)
answer using Ending the lesson. Review the lesson and say
• to play Who am I thinking about? Activity 15
adverbs of goodbye. • Write about your friends or family.
frequency
Tell your family.

Read and find out

about two famous • to read about two famous cities in Starting the lesson. Greet the pupils. Review adverbs of frequency
Activity Book. Activity 16. Read and
cities in England England and activities. Explain the aims of the lesson. CLC
write O (Oxford) or C (Cambridge).
Lesson 6. • to do a culture quiz about England Activity 19. Listen, read and answer. CD 1 Track 17 p239 CMST
(See Pupil’s
p10 Do a culture quiz • to listen and find out about a Activity 20. Read and guess. Listen and say the answers. CAE
Book page 10.)
about England university pupil in CD 1 Track 18 p239
Activity 17. Listen and write.
England Ending the lesson. Review the lesson and say
CD 1 Track 19 p239
goodbye.

Starting the lesson. Greet the pupils. Review English culture.

Explain the aims of the lesson.
Activity 21. Listen and read. CD 1 Track 20 p240. Say True or
• to listen and repeat a dialogue False.
Listen and find out showing how to buy Activity 22. Everyday chit-chat: Listen and repeat.
CD 1 Track 21 p240 CLC
about shopping in an electronic gadget Activity Book. Activity 18
Activity 23. Everyday chit-chat: Watch the video. How much is the DC
Lesson 7. English towns • to use the Pupil’s App on Navio Everyday chit-chat: Read and complete
charger? SIE
p11 • to do a role play the dialogue in
Activity 24. Everyday chit-chat: Listen and read the script. Repeat. CAE
Watch a video and • to listen and find out about your own words. Act out.
do a role play shopping in England CD 1 Track 22 p240
• to watch a video clip Activity 25. Everyday chit-chat: Think of a gadget to buy. Do a
role play.
Ending the lesson. Review the lesson and say
goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Activity Book
Activity 19
Starting the lesson. Greet the pupils. Review how to buy electronic
• to answer questions on the text • Read and write the missing words.
gadgets. Explain the aims of the lesson.
• to listen and read ‘How often do (See Pupil’s Book page 12.)
Activity 26. Watch the video presentation. Name three different CLC
Learn about the you use electronic Activity 20
electronic devices. CMST
pros and cons gadgets?’ • Order and write. Write P (pro) or C
Lesson 8. Activity 27. Listen and read. CD 1 Track 23 p240. Then answer SIE
of using electronic • to express your views of the pros (con).
AB p12 the questions. SCC
gadgets and cons of using Activity 21
Activity 28. Play Pro or Con? CAE
electronic gadgets • Listen and tick (✓).
Activity 29. Think and say.
• to play Pro or Con CD 1 Track 24 p240
My words to remember. Make sentences using the
• to watch a video clip Activity 22
words.
• Write your opinion about the article.
Ending the lesson. Review the lesson and say
Tell your family.
goodbye.

Activity Book
Activity 23
Starting the lesson. Greet the pupils. Review the pros and cons of • Get ready for your project. Read
using electronic gadgets. Explain the aims of the project. Rosa’s project and write
Activity 30. Read Rosa’s questionnaire. Which gadgets does her T (true) or F (false). (See Pupil’s Book
• to present your project (optional) mum use the least?
Plan an electronic page 13.) CLC
• to listen and read an example Activity 31. Listen, read and answer. CD 1 Track 25 p240
Project. gadget survey Activity 24 CMST
project Activity 32. Plan your project.
PB p13 report and present • Prepare your project. Choose the L2L
• to plan your project Ending the lesson. Review the lesson and say
it to your class people and gadgets for SIE
• to prepare and write your project goodbye. your survey.
Activity 25
• Write your project in your notebook.
Read your notes and
write your survey report.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson. Greet the pupils. Review the Unit 1 flashcards.
Explain the aims of the lesson.
Activity Book
Unit Activity 26. Listen and number. Write the names of the
• to review vocabulary, grammar, electronic gadgets. CD 1 Track 26 p241
review Assess your work in unit 1
culture and CLIL in Activity 27. Look and write sentences.
and self- • Look and circle. CLC
Review all the the unit Activity 28. Write questions and answers. (See Pupil’s
assessmen • Complete your Progress Journal for L2L
contents of the unit • to self-assess your work in Unit 1 Book page 8.)
t. Unit 1.
• to complete the Progress Journal Activity 29. Read and write the answers. (See Pupil’s
AB/EAB
for Unit 1 Book page 10.)
p12-13
Activity 30. Write sentences about the pros of electronic
gadgets. Use these words. (See Pupil’s Book page 12.)
Ending the lesson. Review the lesson and the unit
and say goodbye.

Assessm Resources
ent Print materials:
Resourc Pupil’s Book pp4-13,
es Activity Book pp4-
13, (list of other
materials for each
● Informal
lesson in the TB)
evaluatio
Digital materials:
n
Teacher’s Digital:
Classroom
Don’t forget you can
observati
teach this lesson
on to
using the Teacher’s
check
App on Navio.
both
Pupil’s Digital:
individua
Encourage your
l and
pupils to use the
global
Pupil’s App on
progress
Navio.
Activity
Book
exercises. Supplementa
Skills: ry Resources
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

reading,
writing,
and Mixed-
listening, Ability
speaking
exercises
Resources
● Starting the
● Formal lesson and
evaluatio Ending the
n lesson activities
Unit Test of the Teacher's
Term Test Book
End-of-Year ● Activity Book
Test and Essential
Unit Activity Book
Review( activities.
WB) ● Teacher’s App
Test on Navio:
Generato Reinforcement
r and extension
worksheets,
● Self- Progress
evaluatio Journal and
n Skills Trainer.
Self- ● Pupil’s App on
assessme Navio
nt
activity
of the
Unit
review

● Rubrics
New tiger 5
Rubrics
for
evaluatio
n
MacMillan
Rubrics
Generato
r
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 2: Sports scene

UNIT 2. BLOCK 1: ORAL COMPREHENSION

Evaluation Learning Key

Objectives and Contents
Criteria20 Outcomes21 Competences22
EC1.1 LO1.2. Comprehension strategies: CLC
EC1.2. LO1.3. ● Listen to vocabulary about sports SCC
EC1.3. LO1.4. ● Listen and do a vocabulary quiz CAE
EC1.4. LO1.5. • Listen and use everyday language
EC1.5. LO1.6. ● Listen to people talking about what other people are doing
EC1.6. ● Listen about the sports people like and the exercise they do
EC1.7. ● Listen to and understand the story
● Listen to the pronunciation: /aɪ/ and /eɪ/
• Listen and find out about football in England
● Watch a video clip

Sociocultural and sociolinguistic aspects:

• Australia: Water sports
• Australia: Culture quiz
• The UK: Football in England
• Video clip: How to find out about sports classes
• Interest in sports
• Pleasure in reading a holiday tour leaflet
• Enjoyment in a travel blog
• Awareness that we should help other people if we can
• Interest in talking about what people are doing
• Respect for other people’s opinions about sports
• Pleasure in learning about Australian and UK culture
• Enjoyment in acting out a role play
• Recognition of the benefits of different kinds of exercise
• Satisfaction in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

20
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
21
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
22
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication

Syntactical structures.
Core structures
• He/She’s playing (rugby). We’re/They’re playing (golf).
• Is he/she …ing? Yes, he is./No, he/she isn’t.
• Are they …ing? Yes, they are./No, they aren’t.
• What’s he/she doing? What are they doing?
Everyday chit-chat structures
• I’d like to find out about …

Recycled structures
• Do you like … ? Yes, I do./No, I don’t.
• Do you think … ? Yes, I do./No, I don’t.
• I think … / I want to …

High frequency oral vocabulary (reception) related with:

Core vocabulary
• badminton, bowling, cricket, cycling, kayaking, rugby, sailing, scuba diving, snowboarding, surfing
• ball, bat, city, outback, rainforest, river, sea, team, tour, waves
Story vocabulary
• ankle, bandage, heavy, poison, scorpion, sleeping bag, spectacular, sting
Everyday chit-chat vocabulary
• changing room, coach, locker, sports kit
Cross-curricular vocabulary: Healthy living
• blood, heart, joints, lungs, muscles, oxygen, … is good for …
Receptive vocabulary
• charity, extracts, raise money, route
Recycled vocabulary
• climb, dance, dive, do judo/karate, hop, ice skate, play table tennis/football/basketball, ride a bike/horse, rollerblade,
row, run, skateboarding, swim, walk, wear
• amazing, brilliant, fantastic, fun, great
• clothes, food, hotel, ice, sandwich, tent, water, windy, cold, ice
• exercise, fit, healthy, strong
• the alphabet, numbers, parts of the body

Sound, stress, rhythm and intonation patterns.

Listen to the /aɪ/ and /eɪ/ sounds (kayaking, cycling / sailing, playing)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 2. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Evaluation Learning Key
Objectives and Contents
Criteria Outcomes Competences
EC2.1. LO2.1. Production strategies: CLC
EC2.2. LO2.2. ● Identify and name sports SCC
EC2.3. LO2.3. ● Talk about the sports you like and the exercise you do CAE
EC2.4. LO2.4. ● Ask and say what you and other people are doing SIE
EC2.5. ● Talk about the sports you like and the exercise you do
EC2.6. ● Predict what happens in the story
EC2.7. ● Practise pronunciation: /aɪ/ and /eɪ/
EC2.8. ● Understand and think about values
● Play the games
● Do a role play (how to find out about sports classes)

Sociocultural and sociolinguistic aspects:

• Australia: Water sports
• Australia: Culture quiz
• The UK: Football in England
• Video clip: How to find out about sports classes
• Interest in sports
• Pleasure in reading a holiday tour leaflet
• Enjoyment in a travel blog
• Awareness that we should help other people if we can
• Interest in talking about what people are doing
• Respect for other people’s opinions about sports
• Pleasure in learning about Australian and UK culture
• Enjoyment in acting out a role play
• Recognition of the benefits of different kinds of exercise
• Satisfaction in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Syntactical structures.
Core structures
• He/She’s playing (rugby). We’re/They’re playing (golf).
• Is he/she …ing? Yes, he is./No, he/she isn’t.
• Are they …ing? Yes, they are./No, they aren’t.
• What’s he/she doing? What are they doing?
Everyday chit-chat structures
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• I’d like to find out about …

Recycled structures
• Do you like … ? Yes, I do./No, I don’t.
• Do you think … ? Yes, I do./No, I don’t.
• I think … / I want to …
High frequency oral vocabulary (production) related to:
Core vocabulary
• badminton, bowling, cricket, cycling, kayaking, rugby, sailing, scuba diving, snowboarding, surfing
• ball, bat, city, outback, rainforest, river, sea, team, tour, waves
Story vocabulary
• ankle, bandage, heavy, poison, scorpion, sleeping bag, spectacular, sting
Everyday chit-chat vocabulary
• changing room, coach, locker, sports kit
Cross-curricular vocabulary: Healthy living
• blood, heart, joints, lungs, muscles, oxygen, … is good for …
Receptive vocabulary
• charity, extracts, raise money, route
Recycled vocabulary
• climb, dance, dive, do judo/karate, hop, ice skate, play table tennis/football/basketball, ride a bike/horse, rollerblade,
row, run, skateboarding, swim, walk, wear
• amazing, brilliant, fantastic, fun, great
• clothes, food, hotel, ice, sandwich, tent, water, windy, cold, ice
• exercise, fit, healthy, strong
• the alphabet, numbers, parts of the body
Sound, stress, rhythm and intonation patterns.
Listen to the /aɪ/ and /eɪ/ sounds (kayaking, cycling / sailing, playing)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 2. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Evaluation Learning Key
Objectives and Contents
Criteria Outcomes Competences
EC3.1. LO3.1. Comprehension strategies: CLC
EC3.2. LO3.3. ● Read vocabulary to do with sports L2L
EC3.3. LO3.4. ● Learn the grammar tables for the Unit CAE
EC3.4. ● Read a holiday tour leaflet SCC
EC3.5. ● Read about the benefits of different kinds of exercise
EC3.6. ● Read a report on an exercise diary
EC3.7. ● Read and understand the story
● Review, assess and plan your own learning
● Read about a good and bad cyclist
● Read about water sports in Australia
● Do a culture quiz about Australia

Sociocultural and sociolinguistic aspects:

• Australia: Water sports
• Australia: Culture quiz
• The UK: Football in England
• Video clip: How to find out about sports classes
• Interest in sports
• Pleasure in reading a holiday tour leaflet
• Enjoyment in a travel blog
• Awareness that we should help other people if we can
• Interest in talking about what people are doing
• Respect for other people’s opinions about sports
• Pleasure in learning about Australian and UK culture
• Enjoyment in acting out a role play
• Recognition of the benefits of different kinds of exercise
• Satisfaction in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Syntactical structures.
Core structures
• He/She’s playing (rugby). We’re/They’re playing (golf).
• Is he/she …ing? Yes, he is./No, he/she isn’t.
• Are they …ing? Yes, they are./No, they aren’t.
• What’s he/she doing? What are they doing?
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Everyday chit-chat structures

• I’d like to find out about …

Recycled structures
• Do you like … ? Yes, I do./No, I don’t.
• Do you think … ? Yes, I do./No, I don’t.
• I think … / I want to …

High frequency written vocabulary (reception) related with:

Core vocabulary
• badminton, bowling, cricket, cycling, kayaking, rugby, sailing, scuba diving, snowboarding, surfing
• ball, bat, city, outback, rainforest, river, sea, team, tour, waves
Story vocabulary
• ankle, bandage, heavy, poison, scorpion, sleeping bag, spectacular, sting
Everyday chit-chat vocabulary
• changing room, coach, locker, sports kit
Cross-curricular vocabulary: Healthy living
• blood, heart, joints, lungs, muscles, oxygen, … is good for …
Receptive vocabulary
• charity, extracts, raise money, route
Recycled vocabulary
• climb, dance, dive, do judo/karate, hop, ice skate, play table tennis/football/basketball, ride a bike/horse, rollerblade,
row, run, skateboarding, swim, walk, wear
• amazing, brilliant, fantastic, fun, great
• clothes, food, hotel, ice, sandwich, tent, water, windy, cold, ice
• exercise, fit, healthy, strong
• the alphabet, numbers, parts of the body
Graphic patterns and spelling conventions.
Spelling of words related to sports
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 2. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Evaluation Learning Key
Objectives and Contents
Criteria Outcomes Competences
EC4.1. LO4.2. Production strategies: CLC
EC4.2. LO4.3. ● Complete activities with vocabulary about sports DC
EC4.3. ● Understand and practise grammar L2L
EC4.4. ● Use the Pupil’s App on Navio SIE
EC4.5. ● Write about the benefits of different kinds of exercise SCC
EC4.6. ● Plan, prepare, write and present your project
EC4.7. Sociocultural and sociolinguistic aspects:
• Australia: Water sports
• Australia: Culture quiz
• The UK: Football in England
• Video clip: How to find out about sports classes
• Interest in sports
• Pleasure in reading a holiday tour leaflet
• Enjoyment in a travel blog
• Awareness that we should help other people if we can
• Interest in talking about what people are doing
• Respect for other people’s opinions about sports
• Pleasure in learning about Australian and UK culture
• Enjoyment in acting out a role play
• Recognition of the benefits of different kinds of exercise
• Satisfaction in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Syntactical structures.
Core structures
• He/She’s playing (rugby). We’re/They’re playing (golf).
• Is he/she …ing? Yes, he is./No, he/she isn’t.
• Are they …ing? Yes, they are./No, they aren’t.
• What’s he/she doing? What are they doing?
Everyday chit-chat structures
• I’d like to find out about …

Recycled structures
• Do you like … ? Yes, I do./No, I don’t.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Do you think … ? Yes, I do./No, I don’t.

• I think … / I want to …
High frequency written vocabulary (production) related with:
Core vocabulary
• badminton, bowling, cricket, cycling, kayaking, rugby, sailing, scuba diving, snowboarding, surfing
• ball, bat, city, outback, rainforest, river, sea, team, tour, waves
Story vocabulary
• ankle, bandage, heavy, poison, scorpion, sleeping bag, spectacular, sting
Everyday chit-chat vocabulary
• changing room, coach, locker, sports kit
Cross-curricular vocabulary: Healthy living
• blood, heart, joints, lungs, muscles, oxygen, … is good for …
Receptive vocabulary
• charity, extracts, raise money, route
Recycled vocabulary
• climb, dance, dive, do judo/karate, hop, ice skate, play table tennis/football/basketball, ride a bike/horse, rollerblade,
row, run, skateboarding, swim, walk, wear
• amazing, brilliant, fantastic, fun, great
• clothes, food, hotel, ice, sandwich, tent, water, windy, cold, ice
• exercise, fit, healthy, strong
• the alphabet, numbers, parts of the body
Graphic patterns and spelling conventions.
Spelling of words related to sports
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 2. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC23
Notes24

Starting the lesson

• Greet the pupils.
• Explain the aims of Unit 2.
• Explain the aims of the lesson.
Vocabulary presentation
• Present vocabulary with the
Unit 2 flashcards and word cards.
Activity 1
• Listen and say.
CD 1 Track 27 p241 Activity Book
Name and describe Activity 2 Activity 1
• to name and describe sports
sports • Listen and find out. Which • Find, circle and write.
• to ask and answer questions about CLC
Lesson 1. sports does Steve like? Activity 2
sports you like DC
p14 Ask and Which are Australia’s favourite sports? • Write questions. Answer Yes, I do or
• to listen and do a vocabulary quiz
talk about sports CD 1 Track 28 p241 No, I don’t.
• to use the Pupil’s App on Navio
you like • Now ask and talk about you. Activity 3
Internet Tracks • Write about the sports.
• Find out the name of a type of football people only play in
Australia.
• Go to the Activity Book.
See Activity Book activities to the right.
Activity 3
• Listen and do the vocabulary quiz.
CD 1 Track 29 p241
Ending the lesson
• Review the lesson and say
goodbye.

Lesson 2. Read a holiday tour Activity Book CLC

p15 leaflet • to play The association game Starting the lesson Activity 4 DC
• to read a holiday tour leaflet • Greet the pupils. • Read and write T (true) or F (false). SCC
Express a personal • to answer the questions • Review the Unit 2 flashcards. (See Pupil’s Book CAE

23
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
24
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Explain the aims of the lesson.

Activity 4
• Listen and read.
CD 1 Track 30 p241
Activity 5
page 15.)
• Answer the questions.
Activity 5
Activity 6
• Read and write. Invent your own city
• Play The association game.
tour.
opinion • to express a personal opinion Activity 7 L2L
Activity 6
• Talk about it! Choose and say.
• Talk about it! Listen and complete.
Internet Tracks
Write.
• Find out the name of one more Australian animal.
CD 1 Track 31 p241
• Go to the Activity Book.
See Activity Book activities to the right.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review Australian holiday tours.
• Explain the aims of the lesson.
Pre-story activities
• Predict what happens in the story.
• Listen to the story (books closed).
CD 1 Track 32 p242
Predict what Activity Book
• to learn everyday phrases used in Activity 8
happens in a story Activity 7
the story • Listen to and read the story.
• Read the story and write the answers. CLC
Listen to and • to use the Pupil’s App on Navio CD 1 Track 32 p242
(See Pupil’s Book DC
understand • to predict what happens in the Activity 9
page 16.) Ask and say. SIE
Lesson 3. a story story • Answer the questions.
Activity 8 L2L
p16-17 • to give a personal response and Tiger Tracks Values
Give a personal • Read and write. (See Pupil’s Book SCC
think about values • Think about it! Is it important to help other people?
response page 17.) CAE
• to listen to and read the story • How do you help other people?
Activity 9
Learn everyday • to answer questions about the Do you know…? fact
• Read and circle. Write a review of the
phrases story • Read the information.
story. Tell your family about the story.
Activity 10
• Talk about it! Ask and say.
Everyday phrases
• Learn and use!
• Go to the Activity Book.
See Activity Book activities to the right.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review The survival guide story.
• Explain the aims of the lesson.
Activity 11
• Look, listen and read.
CD 1 Track 33 p242 Activity Book
• to listen and learn the grammar
• Say the differences. Activity 10
tables
Understand when Activity 12 • Write sentences. (See Pupil’s Book
• to use the Pupil’s App on Navio CLC
and how the • Play Good or bad! page 18.)
Lesson 4. • to be a ‘grammar detective’ DC
present continuous Activity 13 Activity 11
p18 • to read about a good and bad L2L
tense is used • Listen, repeat and learn. • Read and write. Be a grammar
cyclist SCC
CD 1 Track 34 p242 detective!
• to talk about a good and bad
Activity 14 Activity 12
cyclist
• Be a grammar detective! Look at page 17 in the AB. • Write true sentences about now.
Fast Track Grammar
• Write five sentences using the present continuous tense.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review good and bad cycling.
• Explain the aims of the lesson.
Activity 15
• Sound track: Listen and identify /aɪ/ and /eɪ/.
CD 1 Track 35 p242 Activity Book
Understand • Count and say. Activity 13
questions and • to listen to questions and answers Activity 16 • Sound track: Remember and write.
answers about about what • Listen and correct the answers. Listen, underline /aɪ/
what people are people are doing CD 1 Track 36 p242 CLC
and /eɪ/ and count.
Lesson doing • to mime and guess what someone Activity 17 L2L
CD 1 Track 37 p242
5. . p19 is doing • Play Yes or No! SIE
Activity 14
Ask and answer • to practise pronunciation: /aɪ/ Fast Track Grammar • Write questions and answers.
questions using the and /eɪ/ • Write five sentences about what people are Activity 15
present continuous • to play Yes or No! doing in Activity 16. • Find the differences. Write sentences.
tense • Go to the Activity Book. See Activity Book activities to the right. Tell your family about the pictures.
Activity 18
• Mime and guess.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review how to say what people are doing now.
Read and find out • to listen and find out which water • Explain the aims of the lesson. Activity Book
about water sports sports people Activity 19 Activity 16
in Australia want to try • Listen, read and answer. CD 1 Track 38 p242 CLC
Lesson 6. • Read and match. (See Pupil’s Book
• to read about water sports in Activity 20 CAE
p20 page 20.)
Do a culture quiz Australia • Read and guess. Activity 17
about • to do a culture quiz about • Listen and say the answers. • Listen and match. Write.
Australia Australia CD 1 Track 39 p243 CD 1 Track 40 p243
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review Australian culture.
• Explain the aims of the lesson.
Activity 21
• Listen and read.
CD 1 Track 41 p243
• Say True or False.
Activity 22
• to listen and repeat a dialogue to • Everyday chit-chat: Listen and repeat.
Listen and find out find out about CD 1 Track 42 p243 Activity Book CLC
about football in sports classes Activity 23 Activity 18 DC
Lesson 7. the UK • to watch a video clip • Everyday chit-chat: Watch the video. What day is it? • Everyday chit-chat: Read and SIE
p21 • to use the Pupil’s App on Navio Activity 25 complete the dialogue in CAE
Watch a video and • to do a role play • Everyday chit-chat: your own words. Act out.
do a role play • to listen and find out about Choose a sports class. Do a role play.
football in England • Go to the Activity Book.
See Activity Book activities to the right.
Class Audio and video for Lesson 7
Activity 24
• Everyday chit-chat: Listen and read the script. Repeat.
CD 1 Track 43 p243
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review how to find out about sports classes.
• Explain the aims of the lesson. Activity Book
Activity 26 Activity 19
• Watch the video presentation. • Read and write the missing words.
Learn about the • Name the three main kinds of exercise. (See Pupil’s Book
• to talk about exercise you do Activity 27
benefits of exercise page 22.)
• to listen and read ‘Exercise is • Listen and read. Correct the sentences. CLC
and the types of Activity 20
Lesson 8. healthy and cool’ CD 1 Track 44 p243 CMST
exercise: • Complete the table. Write sentences.
PB p22 • to correct sentences about the text Activity 28 CAE
aerobic exercise, (See Pupil’s Book
• to play Say a sentence! • Play Say a sentence!
and strength and page 22.)
• to watch a video clip Activity 29
flexibility training Activity 21
• Think and say. • Listen and complete the table.
My words to remember CD 2 Track 1 p243
• Make sentences using the words. Activity 22
Ending the lesson • Write about you. Tell your family.
• Review the lesson and saygoodbye.

Starting the lesson

• Greet the pupils. Activity Book
• Review the benefits of exercise. Activity 23
• Explain the aims of the project. • Get ready for your project. Read
Activity 30 Duncan’s project and
• to present your project (optional) • Look at Duncan’s diary. Which day does he do the most complete his exercise diary. (See CLC
Keep an exercise exercise?
• to listen and read an example Pupil’s Book page 23.) CMST
Project. diary and report Activity 31
project Activity 24 L2L
PB p23 and present it to • Listen, read and answer.
• to plan your project • Prepare your project. Complete your SIE
your class CD 2 Track 2 p231
• to prepare and write your project exercise diary.
Activity 32 Activity 25
• Plan your project. • Write your project in your notebook.
Ending the lesson Read your exercise
• Review the lesson and say goodbye. diary and write a report.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review the Unit 2 flashcards.
• Explain the aims of the lesson.
Activity Book
Activity 26
• Listen and number. Write the names of the sports.
Unit CD 2 Track 3 p244
• to review vocabulary, grammar,
review Activity 27 Assess your work in Unit 2
culture and CLIL in
and self- • Look and write sentences. • Look and circle. CLC
Review all the the unit
assessmen Activity 28 • Complete your Progress L2L
contents of the unit • to self-assess your work in Unit 2
t. • Look and write questions and answers. Journal for Unit 2.
• to complete the Progress Journal
AB/EAB Activity 29
for Unit 2
p22-23 • Read and write the answers. (See Pupil’s Book page 20.)
Activity 30
• Answer the questions. (See Pupil’s Book page 22.)
Ending the lesson
• Review the lesson and the unit and say goodbye.

Assessm Resources
ent Print materials:
Resourc Pupil’s Book pp14-
es 23, Activity Book
pp14-23, (list of
other materials for
● Informal
each lesson in the
evaluatio
TB)
n
Digital materials:
Classroom
Teacher’s Digital:
observati
Don’t forget you can
on to
teach this lesson
check
using the Teacher’s
both
App on Navio.
individua
Pupil’s Digital:
l and
Encourage your
global
pupils to use the
progress
Pupil’s App on
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Activity Navio.
Book
exercises.
Supplementa
Skills: ry Resources
reading,
writing,
and Mixed-
listening, Ability
speaking
exercises
Resources
● Starting the
● Formal lesson and
evaluatio Ending the
n lesson activities
Unit Test of the Teacher's
Term Test Book
End-of-Year ● Activity Book
Test and Essential
Unit Activity Book
Review( activities.
WB) ● Teacher’s App
Test on Navio:
Generato Reinforcement
r and extension
worksheets,
● Self- Progress
evaluatio Journal and
n Skills Trainer.
Self- ● Pupil’s App on
assessme Navio
nt ● Grading
activity activities for
of the mixed ability
Unit (TB)
review

● Rubrics
New tiger 5
Rubrics
for
evaluatio
n
MacMillan
Rubrics
Generato
r
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 3: Awesome animals

UNIT 3. BLOCK 1: ORAL COMPREHENSION

Evaluation Learning Key

Objectives and Contents
Criteria25 Outcomes26 Competences27
EC1.1 LO1.3. Comprehension strategies: CLC
EC1.2. LO1.4. ● Listen to vocabulary about animals CMST
EC1.3. LO1.5. ● Listen and do a vocabulary quiz SCC
EC1.4. LO1.6. • Listen and use everyday language CAE
EC1.5. ● Listen to people comparing animals and comparing people
EC1.6. ● Listen and find out about endangered animals
EC1.7. ● Listen to and understand the story
● Listen to the pronunciation: /ə/
● Listen and find out about a famous building in England
● Watch a video clip

Sociocultural and sociolinguistic aspects:

• India: The Taj Mahal: A wonder of the world
• India: Culture quiz
• Video clip: How to buy tickets to visit a famous building in the UK
• Interest in animals
• Pleasure in reading a website page about wildlife
• Enjoyment in a traditional story
• Awareness that we should not be cruel to animals
• Interest in comparing animals and people
• Pleasure in learning about Indian and British culture
• Awareness that everyday language can be used in different situations
• Recognition of why some animals are endangered
• Enjoyment in planning, preparing and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans

25
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
26
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
27
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication

Syntactical structures.
Core structures
• Do … live in … ? Yes, I think so./I’m not sure./No, they don’t.
• … are … er than ….
• …’s got … er … than ….
• … is more … than ….
• Are you/Is he/she older/taller than … ?
• Have you got shorter/longer hair than … ?
Everyday chit-chat structures
• I’d like …
• It’s for (two adults and two children).
• Here you are.
Recycled structures
• … is/are … / … has/have got …
• I want to … because …

High frequency oral vocabulary (reception) related with:

Core vocabulary
• baboon, buffalo, deer, eagle, flamingo, hippo, panther, red panda, rhino, snow leopard
Story vocabulary
• curious, rope, straw, stripes
Everyday chit-chat vocabulary
• change, ticket, plan, souvenir shop
Cross-curricular vocabulary: Animals need protection
• giant panda, mountain gorilla, polar bear, rhino, snow leopard, tiger
• endangered, global warming, loss of habitat, hunting, poaching, pollution
Receptive vocabulary
• creeps up to, leaps over to, shaking with fear, trust
Recycled vocabulary
• bear, dolphin, elephant, fox, monkey, panda, squirrel, tiger, wolf
• beak, body, scales, shell, claws, ears, eyes, feathers, fur, head, legs, paws, tail, teeth, whiskers, wings
• summer, winter
• big, small, tall, short, long, fast, slow
• fierce, intelligent, scared, strong
• forests, mountains, rivers
• the alphabet, numbers, colours, ordinal numbers

Sound, stress, rhythm and intonation patterns.

Listen to the /ǝ/ sound (sister, longer
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 3. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Evaluation Learning Key
Objectives and Contents
Criteria Outcomes Competences
EC2.1. LO2.1. Production strategies: CLC
EC2.2. LO2.2. ● Identify and name animals CMST
EC2.3. LO2.3. ● Compare animals and compare people CAE
EC2.4. LO2.4. ● Ask and answer questions about endangered animals SCC
EC2.5. ● Predict what happens in the story SIE
EC2.6. ● Practise pronunciation: /ə/
EC2.7. ● Understand and think about values
EC2.8. ● Play the games
● Do a role play (how to buy tickets to visit a famous building)

Sociocultural and sociolinguistic aspects:

• India: The Taj Mahal: A wonder of the world
• India: Culture quiz
• Video clip: How to buy tickets to visit a famous building in the UK
• Interest in animals
• Pleasure in reading a website page about wildlife
• Enjoyment in a traditional story
• Awareness that we should not be cruel to animals
• Interest in comparing animals and people
• Pleasure in learning about Indian and British culture
• Awareness that everyday language can be used in different situations
• Recognition of why some animals are endangered
• Enjoyment in planning, preparing and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Syntactical structures.
Core structures
• Do … live in … ? Yes, I think so./I’m not sure./No, they don’t.
• … are … er than ….
• …’s got … er … than ….
• … is more … than ….
• Are you/Is he/she older/taller than … ?
• Have you got shorter/longer hair than … ?
Everyday chit-chat structures
• I’d like …
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• It’s for (two adults and two children).

• Here you are.
Recycled structures
• … is/are … / … has/have got …
• I want to … because …
High frequency oral vocabulary (production) related to:
Core vocabulary
• baboon, buffalo, deer, eagle, flamingo, hippo, panther, red panda, rhino, snow leopard
Story vocabulary
• curious, rope, straw, stripes
Everyday chit-chat vocabulary
• change, ticket, plan, souvenir shop
Cross-curricular vocabulary: Animals need protection
• giant panda, mountain gorilla, polar bear, rhino, snow leopard, tiger
• endangered, global warming, loss of habitat, hunting, poaching, pollution
Receptive vocabulary
• creeps up to, leaps over to, shaking with fear, trust
Recycled vocabulary
• bear, dolphin, elephant, fox, monkey, panda, squirrel, tiger, wolf
• beak, body, scales, shell, claws, ears, eyes, feathers, fur, head, legs, paws, tail, teeth, whiskers, wings
• summer, winter
• big, small, tall, short, long, fast, slow
• fierce, intelligent, scared, strong
• forests, mountains, rivers
• the alphabet, numbers, colours, ordinal numbers
Sound, stress, rhythm and intonation patterns.
Practice the /ǝ/ sound (sister, longer
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 3. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Evaluation Learning Key

Objectives and Contents
Criteria Outcomes Competences
EC3.1. LO3.3. Comprehension strategies: CLC
EC3.2. LO3.4. ● Read vocabulary to do with animals CMST
EC3.3. ● Learn the grammar tables for the Unit CAE
EC3.4. ● Read a website about wildlife in India SCC
EC3.5. ● Read about endangered animals L2L
EC3.6. ● Read about a famous building in India
EC3.7. ● Read and understand the story
● Review, assess and plan your own learning
● Do a culture quiz about India

Sociocultural and sociolinguistic aspects:

• India: The Taj Mahal: A wonder of the world
• India: Culture quiz
• Video clip: How to buy tickets to visit a famous building in the UK
• Interest in animals
• Pleasure in reading a website page about wildlife
• Enjoyment in a traditional story
• Awareness that we should not be cruel to animals
• Interest in comparing animals and people
• Pleasure in learning about Indian and British culture
• Awareness that everyday language can be used in different situations
• Recognition of why some animals are endangered
• Enjoyment in planning, preparing and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication

Syntactical structures.
Core structures
• Do … live in … ? Yes, I think so./I’m not sure./No, they don’t.
• … are … er than ….
• …’s got … er … than ….
• … is more … than ….
• Are you/Is he/she older/taller than … ?
• Have you got shorter/longer hair than … ?
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Everyday chit-chat structures

• I’d like …
• It’s for (two adults and two children).
• Here you are.
Recycled structures
• … is/are … / … has/have got …
• I want to … because …

High frequency written vocabulary (reception) related with:

Core vocabulary
• baboon, buffalo, deer, eagle, flamingo, hippo, panther, red panda, rhino, snow leopard
Story vocabulary
• curious, rope, straw, stripes
Everyday chit-chat vocabulary
• change, ticket, plan, souvenir shop
Cross-curricular vocabulary: Animals need protection
• giant panda, mountain gorilla, polar bear, rhino, snow leopard, tiger
• endangered, global warming, loss of habitat, hunting, poaching, pollution
Receptive vocabulary
• creeps up to, leaps over to, shaking with fear, trust
Recycled vocabulary
• bear, dolphin, elephant, fox, monkey, panda, squirrel, tiger, wolf
• beak, body, scales, shell, claws, ears, eyes, feathers, fur, head, legs, paws, tail, teeth, whiskers, wings
• summer, winter
• big, small, tall, short, long, fast, slow
• fierce, intelligent, scared, strong
• forests, mountains, rivers
• the alphabet, numbers, colours, ordinal numbers
Graphic patterns and spelling conventions.
Spelling of words related to animals

UNIT 3. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Evaluation Learning Key

Objectives and Contents
Criteria Outcomes Competences
EC4.1. LO4.2. Production strategies: CLC
● Complete activities with vocabulary about animals
EC4.2. LO4.3. CMST
● Understand and practise grammar
EC4.3. L2L
● Use the Pupil’s App on Navio
EC4.4. DC
● Write about endangered animals
EC4.5. CAE
● Plan, prepare, write and present your project
EC4.6. SIE
EC4.7. Sociocultural and sociolinguistic aspects:
• India: The Taj Mahal: A wonder of the world
• India: Culture quiz
• Video clip: How to buy tickets to visit a famous building in the UK
• Interest in animals
• Pleasure in reading a website page about wildlife
• Enjoyment in a traditional story
• Awareness that we should not be cruel to animals
• Interest in comparing animals and people
• Pleasure in learning about Indian and British culture
• Awareness that everyday language can be used in different situations
• Recognition of why some animals are endangered
• Enjoyment in planning, preparing and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Syntactical structures.
Core structures
• Do … live in … ? Yes, I think so./I’m not sure./No, they don’t.
• … are … er than ….
• …’s got … er … than ….
• … is more … than ….
• Are you/Is he/she older/taller than … ?
• Have you got shorter/longer hair than … ?
Everyday chit-chat structures
• I’d like …
• It’s for (two adults and two children).
• Here you are.
Recycled structures
• … is/are … / … has/have got …
• I want to … because …
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

High frequency written vocabulary (production) related with:

Core vocabulary
• baboon, buffalo, deer, eagle, flamingo, hippo, panther, red panda, rhino, snow leopard
Story vocabulary
• curious, rope, straw, stripes
Everyday chit-chat vocabulary
• change, ticket, plan, souvenir shop
Cross-curricular vocabulary: Animals need protection
• giant panda, mountain gorilla, polar bear, rhino, snow leopard, tiger
• endangered, global warming, loss of habitat, hunting, poaching, pollution
Receptive vocabulary
• creeps up to, leaps over to, shaking with fear, trust
Recycled vocabulary
• bear, dolphin, elephant, fox, monkey, panda, squirrel, tiger, wolf
• beak, body, scales, shell, claws, ears, eyes, feathers, fur, head, legs, paws, tail, teeth, whiskers, wings
• summer, winter
• big, small, tall, short, long, fast, slow
• fierce, intelligent, scared, strong
• forests, mountains, rivers
• the alphabet, numbers, colours, ordinal numbers
Graphic patterns and spelling conventions.
Spelling of words related to animals
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 3. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC28
Notes29
Starting the lesson
• Greet the pupils.
• Explain the aims of Unit 3.
• Explain the aims of the lesson.
Vocabulary presentation
• Present the vocabulary with the Unit 3 flashcards and word
cards.
Name and describe Activity Book
Activity 1
animals • to name and describe animals Activity 1
• Listen and say. CD 2 Track 4 p244
• to talk about animals that live in • Read and write. CLC
Lesson 1. Activity 2
Ask and India Activity 2 DC
p24 • Ask and say your opinion.
answer about • to listen and do a vocabulary quiz • Write questions and answers.
CD 2 Track 5 p244
animals that live in • to use the Pupil’s App on Navio Activity 3
• Listen and check. Which animals live in India?
India • Write about the animals.
Activity 3
• Listen and do the vocabulary quiz.
CD 2 Track 6 p244
Internet Tracks
• Find out the names of three more animals that live in India.
Ending the lesson
• Review the lesson and say goodbye.

28
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
29
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review the Unit 3 flashcards. Activity Book
• Explain the aims of the lesson. Activity 4
Activity 4 • Read and write. (See Pupil’s Book
Read a web page • Listen and read. page 25.)
about animals in CD 2 Track 7 p244 Activity 5
• to say the animals you want to see CLC
Lesson 2. India Activity 5 • Order and write the questions. Write
• to read about wildlife in India CMST
p25 • Answer the questions. short answers. (See
• to answer the questions SIE
Express a personal Activity 6 Pupil’s Book page 25.)
• to play The memory game
opinion • Play The memory game. Activity 6
Activity 7 • Talk about it! Listen and complete.
• Talk about it! Choose and say. Write.
Internet Tracks CD 2 Track 8 p245
• Find out the name of a national park in India.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review the wildlife and national parks of India.
• Explain the aims of the lesson.
Pre-story activities
• Predict what happens in the story.
• Listen to the story (books closed).
CD 2 Track 9 p245
Activity 8 Activity Book
Predict what • to learn everyday phrases used in
• Listen to and read the story. Activity 7
happens in a story the story
CD 2 Track 9 p245 • Read the story and write the answers.
• to use the Pupil’s App on Navio CLC
Activity 9 (See Pupil’s Book
Listen to and • to predict what happens in the DC
• Read and say True or False. page 26.) Ask and say.
Lesson 3. understand story L2L
• Correct the false sentences. Activity 8
p26-27 a story • to give a personal response and SCC
Tiger Tracks Values • Write sentences about the story. Use
think about values CAE
• Think about it! Is it important to be kind to animals? these words.
Give a personal • to listen to and read the story
• In what ways are you kind to animals? Activity 9
response; learn • to answer questions about the
Do you know…? fact • Read and circle. Write a review of the
everyday phrases story
• Read the information. story. Tell your family about the story.
Activity 10
• Talk about it! Ask and say.
Everyday phrases
• Learn and use!
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review the How the tiger got its stripes story.
• Explain the aims of the lesson.
Activity 11
• Listen and read. Activity Book
CD 2 Track 10 p245 Activity 10
• to listen and learn the grammar • Say which animal is Asian or African. • Read and write correct sentences. (See
tables Activity 12 Pupil’s Book CLC
Understand when
• to read about Asian and African • Play Which animal? page 28.) CMST
Lesson 4. and how
animals Activity 13 Activity 11 DC
p28 comparative
• to use the Pupil’s App on Navio • Listen, repeat and learn. • Read and write. Be a grammar L2L
adjectives are used
• to be a ‘grammar detective’ CD 2 Track 11 p245 detective! SIE
• to play Which animal? Activity 14 Activity 12
• Be a grammar detective! Look at page 27 in the AB. • Write sentences to compare the
Fast Track Grammar animals.
• Write five sentences using comparative adjectives.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review the Unit 3 flashcards.
• Explain the aims of the lesson.
Activity 15 Activity Book
• Sound track: Listen and identify /ə/. Activity 13
Understand and
• Sound track: Remember and write.
answer questions CD 2 Track 12 p245
• Count and say. Listen, underline /ə/
using
• to listen and compare people Activity 16 and count.
comparative
• to compare yourself and your • Listen and say True or False. CD 2 Track 13 p245 CD 2 Track 14 p246 CLC
Lesson adjectives
friends Activity 17 Activity 14 L2L
5. .p29
• to practise pronunciation: /ə/. • Play Who are you? • Write sentences. (See Pupil’s Book SIE
Use comparative
• to play Who are you? Activity 18 page 29.)
adjectives to
• Talk about it! Talk about you and your friends. Activity 15
compare yourself to
Fast Track Grammar • Write about you and your friends or
a friend
• Write five sentences comparing yourself and family. Tell your family about your
a friend. friends at school.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review comparative adjectives.
• Explain the aims of the lesson. Activity Book
Read and find out • to read about a famous building in
Activity 19 Activity 16
about a famous India
• Listen, read and answer. CD 2 Track 15 p246 • Read and answer the questions. (See CLC
Lesson 6. building in India • to do a culture quiz about India
Activity 20 Pupil’s Book CAE
p30 • to listen and find out about
• Read and guess. page 30.)
Do a culture quiz famous buildings in
• Listen and say the answers. Activity 17
about India other countries
CD 2 Track 16 p246 • Listen, number and write.
Ending the lesson CD 2 Track 17 p246
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review Indian culture.
• Explain the aims of the lesson.
Activity 21
• Listen and read.
CD 2 Track 18 p246
• to listen and repeat a dialogue • Say True or False.
showing how to buy Activity 22
Listen and find out • Everyday chit-chat: Listen and repeat.
tickets to visit a famous building Activity Book CLC
about a famous CD 2 Track 19 p246
• to use the Pupil’s App on Navio Activity 18 DC
Lesson 7. building in England Activity 23
• to do a role play • Everyday chit-chat: Read and SIE
p31 • Everyday chit-chat: Watch the video. How many children are
• to listen and find out about a complete the dialogue in CAE
Watch a video and there?
famous building in your own words. Act out.
do a role play Activity 24
England
• to watch a video clip • Everyday chit-chat: Listen and read the script. Repeat.
CD 2 Track 20 p246
Activity 25
• Everyday chit-chat: Think of a famous building. Do a
role play.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review how to buy tickets to visit a famous building.
• Explain the aims of the lesson.
Activity 26 Activity Book
Learn about some
• Watch the video presentation. Activity 19
endangered animals
• Name the four reasons why animals are endangered. • Read, write and match. (See Pupil’s
and why they are in • to listen and read ‘Endangered
Activity 27 Book page 32.)
danger animals – Red Alert!’ CLC
• Listen and read. Activity 20
of extinction • to answer questions on the text CMST
Lesson 8. CD 2 Track 21 p246 • Read and write. (See Pupil’s Book
• to talk about endangered animals SIE
PB p32 • Then answer the questions. page 32.) Ask and say.
Understand the in your country CAE
Activity 28 Activity 21
reasons why • to play Question challenge
• Play Question challenge. • Listen and circle. CD 2 Track 22 p247
animals are • to watch a video clip
Activity 29 Activity 22
endangered
• Think and say. • Write about Asian elephants. Tell your
My words to remember family.
• Make sentences using the words.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson Activity Book

• Greet the pupils. Activity 23
• Review endangered animals. • Get ready for your project. Read
• Explain the aims of the project. Rosa’s project and write
Plan a fact file Activity 30 T (true) or F (false). (See Pupil’s Book
• to present your project (optional) • Read Rosa’s fact file. Why is the red squirrel endangered? CLC
about an page 33.)
• to listen and read an example Activity 31 CMST
Project. endangered animal Activity 24
project • Listen, read and answer. L2L
PB p33 and report and • Prepare your project. Choose,
• to plan your project CD 2 Track 23 p247 SIE
present it to your research and make notes.
• to prepare and write your project Activity 32
class. Activity 25
• Plan your project. • Write your project in your notebook.
Ending the lesson Read your notes and
• Review the lesson and say goodbye. write.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review the Unit 3 flashcards.
• Explain the aims of the lesson.
Activity Book
Activity 26
• Listen and number.
• Write the names of the animals.
CD 2 Track 24 p247
Activity 27
Unit • Look and write sentences.
• to review vocabulary, grammar,
review Activity 28 Assess your work in Unit 3
culture and CLIL in
and self- • Write questions and • Look and circle. CLC
Review all the the unit
assessmen answers. • Complete your Progress Journal for L2L
contents of the unit • to self-assess your work in Unit 3
t. Activity 29 Unit 3.
• to complete the Progress Journal
AB/EAB • Read and write the answers. (See Pupil’s Book page 30.)
for Unit 3
p132-33 Activity 30
• Look and write sentences.
(See Pupil’s book page 32.)
Ending the lesson
• Review the lesson and the unit and say goodbye.

Assessm Resources
ent Print materials:
Resourc Pupil’s Book pp24-
es 33, Activity Book
pp24-33, (list of
other materials for
● Informal
each lesson in the
evaluatio
TB)
n
Digital materials:
Classroom
Teacher’s Digital:
observati
Don’t forget you can
on to
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

check teach this lesson

both using the Teacher’s
individua App on Navio.
l and Pupil’s Digital:
global Encourage your
progress pupils to use the
Activity Pupil’s App on
Book Navio.
exercises.
Skills:
reading, Supplementa
writing,
listening,
ry Resources
speaking and Mixed-
exercises Ability
● Formal Resources
evaluatio
n ● Starting the
Unit Test lesson and
Term Test Ending the
End-of-Year lesson activities
Test of the Teacher's
Unit Book
Review( ● Activity Book
WB) and Essential
Test Activity Book
Generato activities.
r ● Teacher’s App
on Navio:
● Self- Reinforcement
evaluatio and extension
n worksheets,
Self- Progress
assessme Journal and
nt Skills Trainer.
activity ● Pupil’s App on
of the Navio
Unit ● Grading
review activities for
mixed ability
● Rubrics (TB)
New tiger 5
Rubrics
for
evaluatio
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

n
MacMillan
Rubrics
Generato
r
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 4: People and professions

UNIT 4. BLOCK 1: ORAL COMPREHENSION

Learning Key
Evaluation Criteria30 Objectives and Contents
Outcomes31 Competences32
EC1.1 LO1.3. Comprehension strategies: CLC
EC1.2. LO1.4. ● Listen to vocabulary about professions CMST
EC1.3. LO1.5. ● Listen and do a vocabulary quiz SCC
EC1.4. LO1.6. • Listen and use everyday language CAE
EC1.5. ● Listen to people talking about what they want to be
EC1.6. ● Listen and do a quiz about famous people in history
EC1.7. ● Listen to and understand the story
● Listen to the pronunciation: identify and count syllables in words
● Listen and find out about money in the UK and other countries
● Watch a video clip

Sociocultural and sociolinguistic aspects:

• The USA: The United States dollar
• The USA: Culture quiz
• The UK: Money in the UK
• Video clip: How to buy things in a newsagent’s
• Interest in different professions
• Pleasure in reading about people in an e-zine
• Enjoyment in a historical story
• Awareness that we shouldn’t depend on luck
• Interest in talking about people in the past
• Pleasure in learning about US and UK culture
• Confidence in using everyday language
• Recognition of different genres of American music
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:

30
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
31
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
32
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Descriptions of people, activities, places, objects, habits, plans

Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Narration of past and recent events

Syntactical structures.
Core Structures
• I/He/She was ... I/He/She wasn’t …
• Were you/they … ? Was he/she … ?
• Yes, I/he/she was./No, I/he/she wasn’t.
• Who was … ?
• What was … ?
• In my country, we use (dollars).
Recycled structures
• Do you want to … ? Yes, I do./I’m not sure./No, I don’t.
• I want to … I think it’s …
• I like/don’t like …
• I (admire) … because …

High frequency oral vocabulary (reception) related with:

Core vocabulary
• basketball player, builder, chef, film star, inventor, journalist, musician, politician, scientist, TV presenter
• carpenter, president, professional
Story vocabulary
• baker, disappointed, miner, pies, unlucky, wagon
Everyday chit-chat vocabulary
• comic, magazine, packet of mints, purse
• pence, pounds
• banknotes, coins
Cross-curricular vocabulary: Music in the USA
• country and western, hip-hop, hit, jazz, rap, rock ‘n’ roll
Receptive vocabulary
• currency, discovery, newsagent’s, report in the newspapers

Sound, stress, rhythm and intonation patterns.

Listen to identify and count syllables in words
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 4. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC2.1. LO2.1. Production strategies: CLC
EC2.2. LO2.2. ● Identify and name professions CMST
EC2.3. LO2.3. ● Ask and say what you want to be SCC
EC2.4. LO2.4. ● Ask and talk about people in the past tense CAE
EC2.5. ● Predict what happens in the story SIE
EC2.6. ● Practise pronunciation: identify and count syllables in words
EC2.7. ● Understand and think about values
EC2.8. ● Play the games
● Do a role play (how to buy things in a newsagent’s)
● Ask and answer questions about American music

Sociocultural and sociolinguistic aspects:

• The USA: The United States dollar
• The USA: Culture quiz
• The UK: Money in the UK
• Video clip: How to buy things in a newsagent’s
• Interest in different professions
• Pleasure in reading about people in an e-zine
• Enjoyment in a historical story
• Awareness that we shouldn’t depend on luck
• Interest in talking about people in the past
• Pleasure in learning about US and UK culture
• Confidence in using everyday language
• Recognition of different genres of American music
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning
Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Narration of past and recent events

Syntactical structures.
Core Structures
• I/He/She was ... I/He/She wasn’t …
• Were you/they … ? Was he/she … ?
• Yes, I/he/she was./No, I/he/she wasn’t.
• Who was … ?
• What was … ?
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• In my country, we use (dollars).

Recycled structures
• Do you want to … ? Yes, I do./I’m not sure./No, I don’t.
• I want to … I think it’s …
• I like/don’t like …
• I (admire) … because …
High frequency oral vocabulary (production) related to:
Core vocabulary
• basketball player, builder, chef, film star, inventor, journalist, musician, politician, scientist, TV presenter
• carpenter, president, professional
Story vocabulary
• baker, disappointed, miner, pies, unlucky, wagon
Everyday chit-chat vocabulary
• comic, magazine, packet of mints, purse
• pence, pounds
• banknotes, coins
Cross-curricular vocabulary: Music in the USA
• country and western, hip-hop, hit, jazz, rap, rock ‘n’ roll
Receptive vocabulary
• currency, discovery, newsagent’s, report in the newspapers
Sound, stress, rhythm and intonation patterns.
Practice identifying and counting syllables in words
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 4. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC3.1. LO3.3. Comprehension strategies: CLC
EC3.2. LO3.4. ● Read vocabulary to do with professions CMST
EC3.3. ● Learn the grammar tables for the Unit L2L
EC3.4. ● Read an e-zine about famous people CAE
EC3.5. ● Read about the United States dollar
EC3.6. ● Read about American music
EC3.7. ● Read and understand the story
● Review, assess and plan your own learning
● Do a culture quiz about the USA

Sociocultural and sociolinguistic aspects:

• The USA: The United States dollar
• The USA: Culture quiz
• The UK: Money in the UK
• Video clip: How to buy things in a newsagent’s
• Interest in different professions
• Pleasure in reading about people in an e-zine
• Enjoyment in a historical story
• Awareness that we shouldn’t depend on luck
• Interest in talking about people in the past
• Pleasure in learning about US and UK culture
• Confidence in using everyday language
• Recognition of different genres of American music
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning
Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Narration of past and recent events
Syntactical structures.
Core Structures
• I/He/She was ... I/He/She wasn’t …
• Were you/they … ? Was he/she … ?
• Yes, I/he/she was./No, I/he/she wasn’t.
• Who was … ?
• What was … ?
• In my country, we use (dollars).
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Recycled structures
• Do you want to … ? Yes, I do./I’m not sure./No, I don’t.
• I want to … I think it’s …
• I like/don’t like …
• I (admire) … because …
High frequency written vocabulary (reception) related with:
Core vocabulary
• basketball player, builder, chef, film star, inventor, journalist, musician, politician, scientist, TV presenter
• carpenter, president, professional
Story vocabulary
• baker, disappointed, miner, pies, unlucky, wagon
Everyday chit-chat vocabulary
• comic, magazine, packet of mints, purse
• pence, pounds
• banknotes, coins
Cross-curricular vocabulary: Music in the USA
• country and western, hip-hop, hit, jazz, rap, rock ‘n’ roll
Receptive vocabulary
• currency, discovery, newsagent’s, report in the newspapers
Graphic patterns and spelling conventions.
Spelling of words related to pofessions
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 4. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC4.1. LO4.2. Production strategies: CLC
EC4.2. LO4.3. ● Complete activities with vocabulary about professions CMST
EC4.3. ● Understand and practise grammar CAE
EC4.4. ● Use the Pupil’s App on Navio DC
EC4.5. ● Write about American music L2L
EC4.6. ● Plan, prepare, write and present your project SIE
EC4.7. Sociocultural and sociolinguistic aspects:
• The USA: The United States dollar
• The USA: Culture quiz
• The UK: Money in the UK
• Video clip: How to buy things in a newsagent’s
• Interest in different professions
• Pleasure in reading about people in an e-zine
• Enjoyment in a historical story
• Awareness that we shouldn’t depend on luck
• Interest in talking about people in the past
• Pleasure in learning about US and UK culture
• Confidence in using everyday language
• Recognition of different genres of American music
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning
Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Narration of past and recent events
Syntactical structures.
Core Structures
• I/He/She was ... I/He/She wasn’t …
• Were you/they … ? Was he/she … ?
• Yes, I/he/she was./No, I/he/she wasn’t.
• Who was … ?
• What was … ?
• In my country, we use (dollars).
Recycled structures
• Do you want to … ? Yes, I do./I’m not sure./No, I don’t.
• I want to … I think it’s …
• I like/don’t like …
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• I (admire) … because …

High frequency written vocabulary (production) related with:

Core vocabulary
• basketball player, builder, chef, film star, inventor, journalist, musician, politician, scientist, TV presenter
• carpenter, president, professional
Story vocabulary
• baker, disappointed, miner, pies, unlucky, wagon
Everyday chit-chat vocabulary
• comic, magazine, packet of mints, purse
• pence, pounds
• banknotes, coins
Cross-curricular vocabulary: Music in the USA
• country and western, hip-hop, hit, jazz, rap, rock ‘n’ roll
Receptive vocabulary
• currency, discovery, newsagent’s, report in the newspapers
Graphic patterns and spelling conventions.
Spelling of words related to pofessions
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 4. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC33
Notes34
Starting the lesson
• Greet the pupils.
• Explain the aims of Unit 4.
• Explain the aims of the lesson.
Vocabulary presentation
• Present the vocabulary with the Unit 4 flashcards and word
cards.
Activity 1 Activity Book
• Listen and say. Activity 1
Name and describe • to name and describe professions
CD 2 Track 25 p247 • Read and write.
professions • to ask and say what you want to
Lesson 1. Activity 2 Activity 2 CLC
be
p34 • Listen and find out. What does Lisa want to be? • Write questions. Answer Yes, I do or DC
Ask and talk about • listen and do a vocabulary quiz
CD 2 Track 26 p247 No, I don’t.
what you want to be • to use the Pupil’s App on Navio
• Now ask and talk about you. Activity 3
Activity 3 • Write about the professions.
• Listen and do the vocabulary quiz.
CD 2 Track 27 p247
Internet Tracks
• Find out the profession of someone who makes bread
and cakes.
Ending the lesson
• Review the lesson and say goodbye.

33
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
34
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils. Activity Book
• Review the Unit 4 flashcards. Activity 4
• Explain the aims of the lesson. • Read and write correct sentences. (See
Activity 4 Pupil’s Book
Read an e-zine
• to talk about people in the e-zine • Listen and read. CD 2 Track 28 p248 page 35.)
about people you CLC
you admire Activity 5 Activity 5
Lesson 2. admire SCC
• to play Who is it? • Answer the questions. • Write sentences. Use these words.
p35 CAE
• to read an e-zine about famous Activity 6 (See Pupil’s Book
Express a personal SIE
people • Play Who is it? page 35.)
opinion
• to answer questions Activity 7 Activity 6
• Talk about it! Choose and say. • Talk about it! Listen and complete.
Internet Tracks Write.
• Find out one more fact about each person in the text. CD 2 Track 29 p248
Ending the lesson
• Review the lesson and saygoodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review famous people in the USA.
• Explain the aims of the lesson.
Pre-story activities
• Predict what happens in the story.
• Listen to the story (books closed).
CD 2 Track 30 p248
Activity 8
• to learn everyday phrases used in • Listen to and read the story.
Predict what CD 2 Track 30 p248 Activity 7
the story
happens in a story Activity 9 • Read the story and write the answers.
• to use the Pupil’s App on Navio CLC
• Read and say True or False. (See Pupil’s Book
• to predict what happens in the DC
Listen to and • Correct the false sentences. page 36.) Ask and say.
Lesson 3. story L2L
understand a story Tiger Tracks Values Activity 8
p36-37 • to give a personal response and SCC
• Think about it! Is it a good idea to depend on luck? • Order and write the sentences.
think about values CAE
Give a personal • What can you do so you don’t depend on luck? Activity 9
• to listen to and read the story
response; learn Do you know…? fact • Read and circle. Write a review of the
• to answer questions about the
everyday phrases • Read the information. story. Tell your family about the story.
story
Activity 10
• Talk about it! Ask and say.
Everyday phrases
• Learn and use!
• Go to the Activity Book.
See Activity Book activities to the right.
Ending the lesson
• Review the lesson and say goodbye.

Lesson 4. Understand when • to read a text about two couples in Activity Book CLC
p38 and how was the Gold Rush Starting the lesson Activity 10 L2L
and were are used • to listen and learn the grammar • Greet the pupils. • Write sentences. (See Pupil’s Book DC
tables • Review the Gold Rush in page 38.)
• to play Read every word! California story. Activity 11
• to use the Pupil’s App on Navio • Explain the aims of the lesson. • Read and write. Be a grammar
• to be a ‘grammar detective’ Activity 11 detective!
• Listen and read. Activity 12
CD 2 Track 31 p248 • Complete the questions and answers.
• Say who was lucky in the Gold Rush.
Activity 12
• Play Read every word!
Activity 13
• Listen, repeat and learn. Past tense of ‘be’.
Activity 14
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Be a grammar detective! Look at page 37 in the AB.

CD 2 Track 32 p248
Fast Track Grammar
• Write five sentences using ‘was’ and ‘were’.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review who was lucky in the California Gold Rush.
• Explain the aims of the lesson.
Activity 15 Activity Book
• to ask and answer questions about • Sound track: Listen and count the syllables. Activity 13
when you CD 2 Track 33 p249 • Sound track: Count the syllables. Sort
Ask and answer were little • Say the odd one out. and write the
questions using was • to practise pronunciation: Activity 16 words. Listen and check. CLC
Lesson and were identifying and counting • Listen and answer the questions. CD 2 Track 35 p249 L2L
5. . p39 syllables in words CD 2 Track 34 p249 Activity 14 SIE
Talk about when • to listen and find out about Activity 17 • Write questions and answers. (See
you were little children when they • Play When you were little … Pupil’s Book page 39.)
were little Activity 18 Activity 15
• to play When you were little • Ask your friends. • Read and write about you. Tell your
Fast Track Grammar family.
• Write five sentences about when you were little.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review what the children were like when they were little. Activity Book
Read and find out • Explain the aims of the lesson. Activity 16
• to read about the United States
about the United Activity 19 • Read and answer the questions. (See
dollar
States dollar • Listen, read and answer. Pupil’s Book CLC
Lesson 6. • to do a culture quiz about the
CD 2 Track 36 p249 page 40.) CAE
p40 United States
Do a culture quiz Activity 20 Activity 17
• to listen and find out about money
about the United • Read and guess. • Listen, match and write. Write about
in other countries
States • Listen and say the answers. the money in your
CD 2 Track 37 p249 country.
Ending the lesson CD 2 Track 38 p249
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review US culture.
• Explain the aims of the lesson.
Activity 21
• Listen and read.
CD 2 Track 39 p249
• Say True or False.
• to listen and repeat a dialogue Activity 22
Listen and find out showing how to buy • Everyday chit-chat: Listen and repeat. Activity Book
about money in the things in a newsagent’s CD 2 Track 40 p249 CLC
Activity 18
Lesson 7. UK • to use the Pupil’s App on Navio Activity 23 DC
• Everyday chit-chat. Read and
p41 • to do a role play • Everyday chit-chat: Watch the video. Does Rosa need a bag? SIE
complete the dialogue in
Watch a video and • to listen and find out about money Activity 24 CAE
your own words. Act out.
do a role play in the UK • Everyday chit-chat: Listen and read the script. Repeat.
• to watch a video clip CD 2 Track 41 p249
Activity 25
• Everyday chit-chat: Think of
things to buy in a newsagent’s. Do a role play.
Ending the lesson
• Review the lesson and saygoodbye.

Starting the lesson

• Greet the pupils.
• Review how to pay for things in a newsagent’s. Activity Book
• Explain the aims of the lesson. Activity 19
Activity 26 • Look and write the names of the
Learn about • Watch the video presentation. music. (See Pupil’s Book
• to talk about music in your
different kinds of • Name four kinds of American music. page 42.)
country and music
music in Activity 27 Activity 20
you like CLC
Lesson 8. the USA: jazz, • Listen and read. Then answer the questions. • Read and write the answers. (See
• to listen and read ‘American CAE
PB p42 country and CD 2 Track 42 p250 Pupil’s Book page 42.)
music’
western, rock ‘n’ Activity 28 Activity 21
• to answer questions on the text
roll, and rap • Listen and identify the music. • Listen and tick (✓).
• to watch a video clip
CD 2 Track 43 p250 CD 2 Track 44 p250
Activity 29 Activity 22
• Think and say. • Write about music you like. Tell your
My words to remember family.
• Make sentences using the words.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils. Activity Book
• Review American music. Activity 23
• Explain the aims of the project. • Get ready for your project. Order and
Activity 30 write the questions.
• Look and match the famous people to the categories. Read Duncan’s quiz. (See Pupil’s Book
Plan a quiz on • to present your project (optional) Think of more people for each category. page 43.)
Activity 31 CLC
famous people from • to listen and read an example Activity 24
Project. • Listen, read and answer. CMST
history and do the project • Prepare your project. Choose famous
PB p43 CD 3 Track 1 p250 L2L
quiz with your class • to plan your project people and
Activity 32 SIE
• to prepare and write your project research the facts for your quiz. Make
• Plan your project. notes.
Ending the lesson Activity 25
• Review the lesson and saygoodbye. • Write your project in your notebook.
Write your quiz with
the answers.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review the Unit 4 flashcards.
• Explain the aims of the lesson.
Activity Book
Activity 26
• Listen and number.
CD 3 Track 2 p250
Unit • Write the names of the professions.
• to review vocabulary, grammar,
review Activity 27
culture and CLIL Assess your work in Unit 4
and self- • Complete the sentences. CLC
Review all the in the unit • Look and circle.
assessmen Activity 28 L2L
contents of the unit • to self-assess your work in Unit 4 • Complete your Progress
t. • Read and write questions and answers.
• to complete the Progress Journal
AB/EAB Activity 29
for Unit 4
p42-43 • Read and write the answers. (See Pupil’s Book page 40.)
Activity 30
• Answer the questions.
(See Pupil’s Book page 42.)
Journal for Unit 4.
Ending the lesson
• Review the lesson and the unit and say goodbye.

Assessm Resources
ent Print materials:
Resourc Pupil’s Book pp34-
es 43, Activity Book
pp34-43, (list of
other materials for
● Informal
each lesson in the
evaluatio
TB)
n
Digital materials:
Classroom
Teacher’s Digital:
observati
Don’t forget you can
on to
teach this lesson
check
using the Teacher’s
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

both App on Navio.

individua Pupil’s Digital:
l and Encourage your
global pupils to use the
progress Pupil’s App on
Activity Navio.
Book
exercises.
Skills: Supplementa
reading,
writing,
ry Resources
listening, and Mixed-
speaking
exercises
Ability
Resources
● Formal
evaluatio ● Starting the
n lesson and
Unit Test Ending the
Term Test lesson activities
End-of-Year of the Teacher's
Test Book
Unit ● Activity Book
Review( and Essential
WB) Activity Book
Test activities.
Generato ● Teacher’s App
r on Navio:
Reinforcement
● Self- and extension
evaluatio worksheets,
n Progress
Self- Journal and
assessme Skills Trainer.
nt ● Pupil’s App on
activity Navio
of the ● Grading
Unit activities for
review mixed ability
(TB)
● Rubrics
New tiger 5
Rubrics
for
evaluatio
n
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

MacMillan
Rubrics
Generato
r
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 5: Pastimes
UNIT 5. BLOCK 1: ORAL COMPREHENSION
Evaluation Key
Learning Outcomes36 Objectives and Contents
Criteria35 Competences37
EC1.1 LO1.3. Comprehension strategies: CLC
EC1.2. LO1.4. ● Listen to vocabulary about everyday activities CAE
EC1.3. LO1.5. ● Listen and do a vocabulary quiz SCC
EC1.4. LO1.6. • Listen and use everyday language
EC1.5. ● Listen to people talking about what they do every day
EC1.6. ● Listen and find out about life in the times of great-grandparents
EC1.7. ● Listen to and understand the story
● Listen to the pronunciation: counting syllables in sentences
● Listen and find out about traditional guards at the Tower of London
● Watch a video clip

Sociocultural and sociolinguistic aspects:

• Scotland: Kilts and tartans
• Scotland: Culture quiz
• The UK: Traditional guards at the Tower of London
• Video clip: How to tell a friend about something that happened
• Interest in talking about everyday activities
• Pleasure in looking at and reading a photo wall
• Enjoyment in a legend
• Awareness that we need to keep trying if things are difficult
• Interest in talking about past events
• Pleasure in learning about Scottish and UK culture
• Confidence in using everyday language
• Pleasure in acting out a role play
• Recognition that life in a medieval castle was difficult
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans

35
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
36
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
37
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Narration of past and recent events

Syntactical structures.
Core structures
• I/He/She/They lived in/didn’t live in …
• Did you/he/she live in … ?
• Yes, I/he/she did./No, I/he/she didn’t.
• I/He/She/They went to … /had …
Everyday chit-chat structures
• Guess what happened …
• She explained that …
Recycled structures
• Do you … ? Yes, I usually/sometimes do./No, I never do.
• Let’s … Good idea./No, I don’t want to.
• I want to … because …
• He/She/It was … They were …

High frequency oral vocabulary (reception) related with:

Core vocabulary
• (I) help (at home), (I) listen to (music), (I) look after (my pet), (I) talk (to my friends), (I) use (a computer), (I)
visit (my grandparents), (I) walk (to school), (I) watch (TV), (I) work hard
(at school), (I) share things (with my friends)
Story vocabulary
• army, battle, defeat, excited, sad, spin, web
Everyday chit-chat vocabulary
• collar, lead, neighbour, puppy
Cross-curricular vocabulary: Life in the past
• castle, drawbridge, dungeon, gate, moat, tower
Receptive vocabulary
• independent, inspire, on his own, started spinning
Recycled vocabulary
• bus, car, cave, cinema, garage, garden, homework, kitchen, living room, museum, park, radio, school, shops,
snack, spider, street, supermarket, wall
• big, brave, dangerous, free, small, wild
• last Saturday, yesterday
• (Regular verbs) carry, clean, climb, close, cook, dance, drop, escape, finish, happen, hop, jump, laugh, like,
live, look, notice, open, play, start, stay, stop, tidy, travel, try, walk, want,
wash, watch, work
• (Irregular verbs) go, have

Sound, stress, rhythm and intonation patterns.

Listen and practice counting syllables in sentences
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 5. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC2.1. LO2.1. Production strategies: CLC
EC2.2. LO2.2. ● Identify and name everyday activities CMST
EC2.3. LO2.3. ● Talk about what you do every day CAE
EC2.4. LO2.4. ● Ask and answer questions about past events SCC
EC2.5. ● Predict what happens in the story SIE
EC2.6. ● Practise pronunciation: counting syllables in sentences
EC2.7. ● Talk about life in a medieval castle
EC2.8. ● Understand and think about values
● Play the games
● Do a role play (how to tell a friend about something that happened)

Sociocultural and sociolinguistic aspects:

• Scotland: Kilts and tartans
• Scotland: Culture quiz
• The UK: Traditional guards at the Tower of London
• Video clip: How to tell a friend about something that happened
• Interest in talking about everyday activities
• Pleasure in looking at and reading a photo wall
• Enjoyment in a legend
• Awareness that we need to keep trying if things are difficult
• Interest in talking about past events
• Pleasure in learning about Scottish and UK culture
• Confidence in using everyday language
• Pleasure in acting out a role play
• Recognition that life in a medieval castle was difficult
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Narration of past and recent events
Syntactical structures.
Core structures
• I/He/She/They lived in/didn’t live in …
• Did you/he/she live in … ?
• Yes, I/he/she did./No, I/he/she didn’t.
• I/He/She/They went to … /had …
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Everyday chit-chat structures

• Guess what happened …
• She explained that …
Recycled structures
• Do you … ? Yes, I usually/sometimes do./No, I never do.
• Let’s … Good idea./No, I don’t want to.
• I want to … because …
• He/She/It was … They were …

High frequency oral vocabulary (production) related to:

Core vocabulary
• (I) help (at home), (I) listen to (music), (I) look after (my pet), (I) talk (to my friends), (I) use (a computer), (I)
visit (my grandparents), (I) walk (to school), (I) watch (TV), (I) work hard
(at school), (I) share things (with my friends)
Story vocabulary
• army, battle, defeat, excited, sad, spin, web
Everyday chit-chat vocabulary
• collar, lead, neighbour, puppy
Cross-curricular vocabulary: Life in the past
• castle, drawbridge, dungeon, gate, moat, tower
Receptive vocabulary
• independent, inspire, on his own, started spinning
Recycled vocabulary
• bus, car, cave, cinema, garage, garden, homework, kitchen, living room, museum, park, radio, school, shops,
snack, spider, street, supermarket, wall
• big, brave, dangerous, free, small, wild
• last Saturday, yesterday
• (Regular verbs) carry, clean, climb, close, cook, dance, drop, escape, finish, happen, hop, jump, laugh, like,
live, look, notice, open, play, start, stay, stop, tidy, travel, try, walk, want,
wash, watch, work
• (Irregular verbs) go, have
Sound, stress, rhythm and intonation patterns.
Practice counting syllables in sentences
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 5. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC3.1. LO3.2. Comprehension strategies: CLC
EC3.2. LO3.3. ● Read vocabulary to do with everyday activities CMST
EC3.3. LO3.4. ● Learn the grammar tables for the Unit CAE
EC3.4. ● Look and read a photo wall SCC
EC3.5. ● Read about life in a medieval castle L2L
EC3.6. ● Read and understand the story
EC3.7. ● Review, assess and plan your own learning
● Read about kilts and tartan
● Do a culture quiz about Scotland

Sociocultural and sociolinguistic aspects:

• Scotland: Kilts and tartans
• Scotland: Culture quiz
• The UK: Traditional guards at the Tower of London
• Video clip: How to tell a friend about something that happened
• Interest in talking about everyday activities
• Pleasure in looking at and reading a photo wall
• Enjoyment in a legend
• Awareness that we need to keep trying if things are difficult
• Interest in talking about past events
• Pleasure in learning about Scottish and UK culture
• Confidence in using everyday language
• Pleasure in acting out a role play
• Recognition that life in a medieval castle was difficult
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Narration of past and recent events
Syntactical structures.
Core structures
• I/He/She/They lived in/didn’t live in …
• Did you/he/she live in … ?
• Yes, I/he/she did./No, I/he/she didn’t.
• I/He/She/They went to … /had …
Everyday chit-chat structures
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Guess what happened …

• She explained that …
Recycled structures
• Do you … ? Yes, I usually/sometimes do./No, I never do.
• Let’s … Good idea./No, I don’t want to.
• I want to … because …
• He/She/It was … They were …
High frequency written vocabulary (reception) related with:
Core vocabulary
• (I) help (at home), (I) listen to (music), (I) look after (my pet), (I) talk (to my friends), (I) use (a computer), (I)
visit (my grandparents), (I) walk (to school), (I) watch (TV), (I) work hard
(at school), (I) share things (with my friends)
Story vocabulary
• army, battle, defeat, excited, sad, spin, web
Everyday chit-chat vocabulary
• collar, lead, neighbour, puppy
Cross-curricular vocabulary: Life in the past
• castle, drawbridge, dungeon, gate, moat, tower
Receptive vocabulary
• independent, inspire, on his own, started spinning
Recycled vocabulary
• bus, car, cave, cinema, garage, garden, homework, kitchen, living room, museum, park, radio, school, shops,
snack, spider, street, supermarket, wall
• big, brave, dangerous, free, small, wild
• last Saturday, yesterday
• (Regular verbs) carry, clean, climb, close, cook, dance, drop, escape, finish, happen, hop, jump, laugh, like,
live, look, notice, open, play, start, stay, stop, tidy, travel, try, walk, want,
wash, watch, work
• (Irregular verbs) go, have
Graphic patterns and spelling conventions.
Spelling of words related to daily routines
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 5. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC4.1. LO4.1. Production strategies: CLC
● Complete activities with vocabulary about everyday activities
EC4.2. LO4.2. DC
● Understand and practise grammar
EC4.3. LO4.3. CAE
● Use the Pupil’s App on Navio
EC4.4. SIE
● Write about life in a medieval castle
EC4.5.
● Plan, prepare, write and present your project
EC4.6.
EC4.7. Sociocultural and sociolinguistic aspects:
• Scotland: Kilts and tartans
• Scotland: Culture quiz
• The UK: Traditional guards at the Tower of London
• Video clip: How to tell a friend about something that happened
• Interest in talking about everyday activities
• Pleasure in looking at and reading a photo wall
• Enjoyment in a legend
• Awareness that we need to keep trying if things are difficult
• Interest in talking about past events
• Pleasure in learning about Scottish and UK culture
• Confidence in using everyday language
• Pleasure in acting out a role play
• Recognition that life in a medieval castle was difficult
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning

Communicative functions:
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Narration of past and recent events
Syntactical structures.
Core structures
• I/He/She/They lived in/didn’t live in …
• Did you/he/she live in … ?
• Yes, I/he/she did./No, I/he/she didn’t.
• I/He/She/They went to … /had …
Everyday chit-chat structures
• Guess what happened …
• She explained that …
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Recycled structures
• Do you … ? Yes, I usually/sometimes do./No, I never do.
• Let’s … Good idea./No, I don’t want to.
• I want to … because …
• He/She/It was … They were …

High frequency written vocabulary (production) related with:

Core vocabulary
• (I) help (at home), (I) listen to (music), (I) look after (my pet), (I) talk (to my friends), (I) use (a computer), (I)
visit (my grandparents), (I) walk (to school), (I) watch (TV), (I) work hard
(at school), (I) share things (with my friends)
Story vocabulary
• army, battle, defeat, excited, sad, spin, web
Everyday chit-chat vocabulary
• collar, lead, neighbour, puppy
Cross-curricular vocabulary: Life in the past
• castle, drawbridge, dungeon, gate, moat, tower
Receptive vocabulary
• independent, inspire, on his own, started spinning
Recycled vocabulary
• bus, car, cave, cinema, garage, garden, homework, kitchen, living room, museum, park, radio, school, shops,
snack, spider, street, supermarket, wall
• big, brave, dangerous, free, small, wild
• last Saturday, yesterday
• (Regular verbs) carry, clean, climb, close, cook, dance, drop, escape, finish, happen, hop, jump, laugh, like,
live, look, notice, open, play, start, stay, stop, tidy, travel, try, walk, want,
wash, watch, work
• (Irregular verbs) go, have

Graphic patterns and spelling conventions.

Spelling of words related to daily routines
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 5. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC38
Notes39
Starting the lesson
• Greet the pupils.
• Explain the aims of Unit 5.
• Explain the aims of the lesson.
Vocabulary presentation
• Present the vocabulary with the Unit 5 flashcards and word
Activity Book
cards.
Activity 1
Activity 1
• Look and write.
Name and describe • to name everyday activities • Listen and say.
Activity 2
everyday activities • to ask and answer questions about CD 3 Track 3 p250
• Order and write. Answer Yes, I
Lesson 1. what you do Activity 2 CLC
usually / sometimes do or No, I never
p44 Ask and talk about every day • Listen and find out. What does Duncan do every day? DC
do.
what you do every • to listen and do a vocabulary quiz CD 3 Track 4 p250
Activity 3
day • to use the Pupil’s App on Navio • Now ask and talk about you.
• Remember the quiz. (See Pupil’s Book
Internet Tracks
page 44.) Read
• Find out the population of Scotland.
and write the verbs.
Activity 3
• Listen and do the vocabulary quiz.
CD 3 Track 5 p251
• Say the verbs.
Ending the lesson
• Review the lesson and say goodbye.

Lesson 2. Look at and read a Activity Book CLC

p45 photo wall • to talk about the places you want Starting the lesson Activity 4 CMST
to visit and why • Greet the pupils. • Read and write correct sentences. SIE
Express • to look at and read a photo wall • Review the Unit 5 flashcards. (See Pupil’s Book
a personal opinion • to answer the questions • Explain the aims of the lesson. page 45.)
• to play Find a partner! Activity 4 Activity 5
• Listen and read. • Write sentences. Use these phrases.
CD 3 Track 6 p251 (See Pupil’s Book
Activity 5 page 45.)
• Answer the questions. Activity 6
Activity 6 • Talk about it! Listen and complete.
• Play Find a partner! Write. CD 3 Track 7 p251
38
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
39
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Activity 7
• Talk about it! Choose and say.
Internet Tracks
• Find out the name of another museum to visit in Edinburgh.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review places to visit in Edinburgh.
• Explain the aims of the lesson.
Pre-story activities
Activity Book
• Predict what happens in the story.
Activity 7
• to learn everyday phrases used in • Listen to the story (books closed). CD 3 Track 8 p251
Predict what • Read the story and write the answers.
the story Activity 8
happens in a story (See Pupil’s Book
• to use the Pupil’s App on Navio • Listen to and read the story. CD 3 Track 8 p251
page 46.) Ask and say. CLC
• to predict what happens in the Activity 9
Listen to and Activity 8 DC
Lesson 3. story • Answer the questions.
understand a story • Write sentences about what happened L2L
p46-47 • to give a personal response and Tiger Tracks Values
in the story. Use SCC
think about values • Think about it! Is it important to try to do things that are
Give a personal the past tense verbs. CAE
• to listen to and read the story difficult?
response; learn Activity 9
• to answer questions about the • What do you do when things are difficult?
everyday phrases • Read and circle. Write a review of the
story Do you know…? fact Read the information.
story. Tell your family about the story.
Activity 10
• Talk about it! Ask and say.
Everyday phrases
• Learn and use!
Ending the lesson
• Review the lesson and say goodbye.

Lesson 4. Understand how • to read a postcard Activity Book CLC

p48 and when the past • to listen and learn the grammar Starting the lesson Activity 10 L2L
simple tense of tables • Greet the pupils. • Read and write. DC
regular verbs is • to play Past tense verb tennis! • Review the Robert the Bruce and the spider story. Activity 11
used • to use the Pupil’s App on Navio • Explain the aims of the lesson. • Read and write. Be a grammar
• to be a ‘grammar detective’ Activity 11 detective!
• Listen and read. CD 3 Track 9 p252 Activity 12
• Say where Duncan went and what he wanted to see. • Read and write correct sentences.
Activity 12 (See Activity 10.)
• Play Past tense verb tennis!
Fast Track Grammar
• Write five sentences using the past simple tense of regular verbs.
• Go to the Activity Book.
See Activity Book activities to the right.
Activity 13
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Listen, repeat and learn.

CD 3 Track 10 p252
Activity 14
• Be a grammar detective! Look at page 47 in the AB.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review Duncan’s postcard.
• Explain the aims of the lesson.
Activity 15 Activity Book
• Sound track: Listen and count the syllables. Activity 13
Understand and CD 3 Track 11 p252 • Sound track: Count the syllables.
answer questions • to say ten things you didn’t do • Match the sentences with the same number of syllables. Write the sentences.
about yesterday Activity 16 (See Pupil’s Book page 49.) Listen and
what you did • to practise pronunciation and • Listen and find out what Duncan did yesterday. check. CD 3 Track 13 p252 CLC
Lesson yesterday count syllables in CD 3 Track 12 p252 Activity 14 L2L
5. . p49 sentences • Ask a friend. • Write questions and true answers SIE
Ask and answer • to listen and find out what Activity 17 about what you did
using the past Duncan did yesterday • Play Yes, I did! yesterday.
simple tense of • to play Yes, I did! Fast Track Grammar Activity 15
regular verbs • Write six sentences about what you did and • Write five sentences about what you
didn’t do yesterday. didn’t do yesterday. Tell your family.
• Go to the Activity Book. See Activity Book activities to the right.
Activity 18
• Talk with a friend. Say ten things you didn’t do yesterday.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review how to say what you and other people did yesterday.
Activity Book
Read and find out • Explain the aims of the lesson.
• to listen and find out opinions Activity 16
about kilts and Activity 19
about kilts • Read and answer the questions. (See CLC
Lesson 6. tartan • Listen, read and answer.
• to read about kilts and tartan Pupil’s Book CAE
p50 CD 3 Track 14 p252
• to do a culture quiz about page 50.)
Do a culture quiz Activity 20
Scotland Activity 17
on Scotland • Read and guess.
• Listen and write.
• Listen and say the answers. CD 3 Track 15 p252
CD 3 Track 16 p253
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review Scottish culture.
• Explain the aims of the lesson.
Activity 21
• Listen and read.
CD 3 Track 17 p253
• to listen and repeat a dialogue
• Say True or False.
Listen and find out telling a friend about something
Activity 22 Activity Book CLC
about a kind of that happened
• Everyday chit-chat: Listen and repeat. Activity 18 DC
Lesson 7. uniform in England • to watch a video clip
CD 3 Track 18 p253 • Everyday chit-chat: Read and SIE
p51 • to use the Pupil’s App on Navio
Activity 23 complete the dialogue in CAE
Watch a video and • to do a role play
• Everyday chit-chat: Watch the video. What is the dog’s name? your own words. Act out.
do a role play • to listen and find out about guards
Activity 24
at the Tower of London
• Everyday chit-chat: Listen and read the script. Repeat.
CD 3 Track 19 p253
Activity 25
• Everyday chit-chat: Think of something that happened to you. Do
a role play.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review how to tell a friend about something that happened. Activity Book
• Explain the aims of the lesson. Activity 19
Activity 26 • Look and write. (See Pupil’s Book
• to listen and read ‘Life in a • Watch the video presentation. page 52.)
Learn about medieval castle’ • Name four parts of a medieval castle. Activity 20
CLC
medieval castles, • to answer questions on the text Activity 27 • Read and write the answers. (See
Lesson 8. SIE
their parts, the • to talk about life in a medieval • Listen and read. Then correct the sentences. Pupil’s Book page 52.)
PB p52 CAE
people in them, and castle CD 3 Track 20 p253 Activity 21
their daily life • to play Content chain! Activity 28 • Listen and write.
• to watch a video clip • Play Content chain! CD 3 Track 21 p253
Activity 29 Activity 22
• Think and say. • Write your opinion about life in a
My words to remember medieval castle. Tell your family.
• Make sentences using the words.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson Activity Book

• Greet the pupils. Activity 23
• Review medieval castles. • Get ready for your project. Read
• Explain the aims of the project. Rosa’s project and write
Activity 30 T (true) or F (false). (See Pupil’s Book
Do an interview
• to present your project (optional) • Read the notes from Rosa’s interview with her page 53.) CLC
with or about your
• to listen and read an example grandmother. How did her great-grandparents wash their clothes. Activity 24 CMST
Project grandparents
project Why? • Prepare your project. Write questions L2L
PB p53 and report and
• to plan your project Activity 31 to ask about your SIE
present it to your
• to prepare and write your project • Listen, read and answer. CD 3 Track 22 p253 great-grandparents.
class.
Activity 32 Activity 25
• Plan your project. • Write your project in your notebook.
Ending the lesson Use the answers to
• Review the lesson and say goodbye. write about life in the times of your
great-grandparents.

Starting the lesson

• Greet the pupils.
• Review the Unit 5 flashcards.
• Explain the aims of the lesson.
Activity Book
Activity 26
• Listen and number. CD 3 Track 23 p253
• Write the sentences.
Activity 27
Unit • Complete the postcard.
• to review vocabulary, grammar,
review Activity 28 Assess your work in Unit 5
culture and CLIL
and self- • Write questions and true answers about what you • Look and circle. CLC
Review all the in the unit
assessmen did last Saturday. • Complete your Progress Journal for L2L
contents of the unit • to self-assess your work in Unit 5
t. Activity 29 Unit 5.
• to complete the Progress Journal
AB/EAB • Read and write the answers. (See Pupil’s Book page 50.)
for Unit 5
p52-53 Activity 30
• Order the questions and write answers. (See
Pupil’s Book page 52.)
Assess your work in Unit 5
• Look and circle.
• Complete your Progress Journal for Unit 5.
Ending the lesson
• Review the lesson and the unit and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Assessm Resources
ent Print materials:
Resourc Pupil’s Book pp44-
es 53, Activity Book
pp44-53, (list of
other materials for
● Informal
each lesson in the
evaluatio
TB)
n
Digital materials:
Classroom
Teacher’s Digital:
observati
Don’t forget you can
on to
teach this lesson
check
using the Teacher’s
both
App on Navio.
individua
Pupil’s Digital:
l and
Encourage your
global
pupils to use the
progress
Pupil’s App on
Activity
Navio.
Book
exercises.
Skills:
reading,
Supplementa
writing, ry Resources
listening,
speaking
and Mixed-
exercises Ability
● Formal
Resources
evaluatio ● Starting the
n lesson and
Unit Test Ending the
Term Test lesson activities
End-of-Year of the Teacher's
Test Book
Unit ● Activity Book
Review( and Essential
WB) Activity Book
Test activities.
Generato ● Teacher’s App
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

r on Navio:
Reinforcement
● Self- and extension
evaluatio worksheets,
n Progress
Self- Journal and
assessme Skills Trainer.
nt ● Pupil’s App on
activity Navio
of the ● Grading
Unit activities for
review mixed ability
(TB)
● Rubrics
New tiger 5
Rubrics
for
evaluatio
n
MacMillan
Rubrics
Generato
r
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 6: Fruit and vegetables

UNIT 6. BLOCK 1: ORAL COMPREHENSION
Learning Key
Evaluation Criteria40 Objectives and Contents
Outcomes41 Competences42
EC1.1 LO1.3. Comprehension strategies: CLC
EC1.2. LO1.4. ● Listen to vocabulary about fruit and vegetables CMST
EC1.3. LO1.5. ● Listen and do a vocabulary quiz SCC
EC1.4. LO1.6. • Listen and use everyday language CAE
EC1.5. ● Listen to people talking about fruit and vegetables they eat
EC1.6. ● Listen to a report on a food diary
EC1.7. ● Listen and find out about farmers’ markets in the UK
● Listen to and understand the story
● Listen to the pronunciation: count syllables and identify word stress
● Watch a video clip

Sociocultural and sociolinguistic aspects:

• South Africa: Arts and crafts markets
• South Africa: Culture quiz
• The UK: Farmers’ markets
• Video clip: How to shop for food in a market
• Interest in learning and talking about fruit and vegetables
• Pleasure in reading a web page
• Enjoyment in an adventure story
• Awareness that it’s important to respect and keep away from wild animals
• Pleasure in learning about South African and UK culture
• Confidence in using everyday language
• Pleasure in acting out a role play
• Recognition that fruit and vegetables are an important source of nutrients

Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication

40
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
41
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
42
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Syntactical structures.
Core structures
• Do you like (pineapple)? Yes, I love it!/I quite like it./ No, I don’t like it at all.
• It grows in (winter). They grow in (summer).
• There is a/are some … There isn’t/aren’t any …
• Is there a … ? Yes, there is./No, there isn’t.
• Is/Are there any … ? No, there isn’t/aren’t.
Everyday chit-chat structures
• The (pies) look delicious.
• Have you got any … ? Do you want … ? Can I have … ?
Recycled structures
• Have they got … ? Yes, they have./No, they haven’t.
• I want to … I think … I had …
• I eat lots of/some … /I don’t eat any …

High frequency oral vocabulary (reception) related with:

Core vocabulary
• aubergine, avocado, cauliflower, cherries, grapes, pineapple,
plums, raspberries, red pepper, spinach
• inside, outside, seed, stone
Story vocabulary
• helicopter, jetboat, smoke, spray, thunder
Everyday chit-chat vocabulary
• bakery, pie, slice, stall
Cross-curricular vocabulary: Healthy eating
• calcium, digestion, disease, fibre, mineral, nutrient, vitamin
Receptive vocabulary
• broken, engine, speeds up the rapids

Sound, stress, rhythm and intonation patterns.

Listen to and count syllables and identify word stress
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 6. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC2.1. LO2.1. Production strategies: CLC
EC2.2. LO2.2. ● Identify and name fruit and vegetables CMST
EC2.3. LO2.3. ● Ask and talk about fruit and vegetables SCC
EC2.4. LO2.4. ● Talk about fruit and vegetables you eat CAE
EC2.5. ● Predict what happens in the story SIE
EC2.6. ● Practise pronunciation: count syllables and identify word stress
EC2.7. ● Understand and think about values
EC2.8. ● Play the games
● Do a role play (how to shop for food in a market)

Sociocultural and sociolinguistic aspects:

• South Africa: Arts and crafts markets
• South Africa: Culture quiz
• The UK: Farmers’ markets
• Video clip: How to shop for food in a market
• Interest in learning and talking about fruit and vegetables
• Pleasure in reading a web page
• Enjoyment in an adventure story
• Awareness that it’s important to respect and keep away from wild animals
• Pleasure in learning about South African and UK culture
• Confidence in using everyday language
• Pleasure in acting out a role play
• Recognition that fruit and vegetables are an important source of nutrients

Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Syntactical structures.
Core structures
• Do you like (pineapple)? Yes, I love it!/I quite like it./ No, I don’t like it at all.
• It grows in (winter). They grow in (summer).
• There is a/are some … There isn’t/aren’t any …
• Is there a … ? Yes, there is./No, there isn’t.
• Is/Are there any … ? No, there isn’t/aren’t.
Everyday chit-chat structures
• The (pies) look delicious.
• Have you got any … ? Do you want … ? Can I have … ?
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Recycled structures
• Have they got … ? Yes, they have./No, they haven’t.
• I want to … I think … I had …
• I eat lots of/some … /I don’t eat any …
High frequency oral vocabulary (production) related to:
Core vocabulary
• aubergine, avocado, cauliflower, cherries, grapes, pineapple,
plums, raspberries, red pepper, spinach
• inside, outside, seed, stone
Story vocabulary
• helicopter, jetboat, smoke, spray, thunder
Everyday chit-chat vocabulary
• bakery, pie, slice, stall
Cross-curricular vocabulary: Healthy eating
• calcium, digestion, disease, fibre, mineral, nutrient, vitamin
Receptive vocabulary
• broken, engine, speeds up the rapids
Sound, stress, rhythm and intonation patterns.
Practice counting syllables and identify word stress
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 6. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC3.1. LO3.3. Comprehension strategies: CLC
EC3.2. LO3.4. ● Read vocabulary to do with fruit and vegetables CMST
EC3.3. ● Learn the grammar tables for the Unit SCC
EC3.4. ● Read a web page about fruit and vegetables in season CAE
EC3.5. ● Read about nutrients in fruit and vegetables L2L
EC3.6. ● Read and understand the story
EC3.7. ● Review, assess and plan your own learning
● Read a report on a food diary
● Read about arts and crafts markets in South Africa
● Do a culture quiz about South Africa

Sociocultural and sociolinguistic aspects:

• South Africa: Arts and crafts markets
• South Africa: Culture quiz
• The UK: Farmers’ markets
• Video clip: How to shop for food in a market
• Interest in learning and talking about fruit and vegetables
• Pleasure in reading a web page
• Enjoyment in an adventure story
• Awareness that it’s important to respect and keep away from wild animals
• Pleasure in learning about South African and UK culture
• Confidence in using everyday language
• Pleasure in acting out a role play
• Recognition that fruit and vegetables are an important source of nutrients

Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication
Syntactical structures.
Core structures
• Do you like (pineapple)? Yes, I love it!/I quite like it./ No, I don’t like it at all.
• It grows in (winter). They grow in (summer).
• There is a/are some … There isn’t/aren’t any …
• Is there a … ? Yes, there is./No, there isn’t.
• Is/Are there any … ? No, there isn’t/aren’t.
Everyday chit-chat structures
• The (pies) look delicious.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Have you got any … ? Do you want … ? Can I have … ?

Recycled structures
• Have they got … ? Yes, they have./No, they haven’t.
• I want to … I think … I had …
• I eat lots of/some … /I don’t eat any …
High frequency written vocabulary (reception) related with:
Core vocabulary
• aubergine, avocado, cauliflower, cherries, grapes, pineapple,
plums, raspberries, red pepper, spinach
• inside, outside, seed, stone
Story vocabulary
• helicopter, jetboat, smoke, spray, thunder
Everyday chit-chat vocabulary
• bakery, pie, slice, stall
Cross-curricular vocabulary: Healthy eating
• calcium, digestion, disease, fibre, mineral, nutrient, vitamin
Receptive vocabulary
• broken, engine, speeds up the rapids
Graphic patterns and spelling conventions.
Spelling of words related to fruit and vegetables
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 6. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC4.1. LO4.2. Production strategies: CLC
EC4.2. LO4.3. ● Complete activities with vocabulary about fruit and vegetables CMST
EC4.3. ● Understand and practise grammar DC
EC4.4. ● Use the Pupil’s App on Navio CAE
EC4.5. ● Write about nutrients in fruit and vegetables SIE
EC4.6. ● Plan, prepare, write and present your project
EC4.7. Sociocultural and sociolinguistic aspects:
• South Africa: Arts and crafts markets
• South Africa: Culture quiz
• The UK: Farmers’ markets
• Video clip: How to shop for food in a market
• Interest in learning and talking about fruit and vegetables
• Pleasure in reading a web page
• Enjoyment in an adventure story
• Awareness that it’s important to respect and keep away from wild animals
• Pleasure in learning about South African and UK culture
• Confidence in using everyday language
• Pleasure in acting out a role play
• Recognition that fruit and vegetables are an important source of nutrients

Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Asking for and offering help, information, instructions, objects, opinions, permission
Establishing and maintaining communication

Syntactical structures.
Core structures
• Do you like (pineapple)? Yes, I love it!/I quite like it./ No, I don’t like it at all.
• It grows in (winter). They grow in (summer).
• There is a/are some … There isn’t/aren’t any …
• Is there a … ? Yes, there is./No, there isn’t.
• Is/Are there any … ? No, there isn’t/aren’t.
Everyday chit-chat structures
• The (pies) look delicious.
• Have you got any … ? Do you want … ? Can I have … ?
Recycled structures
• Have they got … ? Yes, they have./No, they haven’t.
• I want to … I think … I had …
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• I eat lots of/some … /I don’t eat any …

High frequency written vocabulary (production) related with:

Core vocabulary
• aubergine, avocado, cauliflower, cherries, grapes, pineapple,
plums, raspberries, red pepper, spinach
• inside, outside, seed, stone
Story vocabulary
• helicopter, jetboat, smoke, spray, thunder
Everyday chit-chat vocabulary
• bakery, pie, slice, stall
Cross-curricular vocabulary: Healthy eating
• calcium, digestion, disease, fibre, mineral, nutrient, vitamin
Receptive vocabulary
• broken, engine, speeds up the rapids
Graphic patterns and spelling conventions.
Spelling of words related to fruit and vegetables
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 6. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC43
Notes44
Starting the lesson
• Greet the pupils.
• Explain the aims of Unit 6.
• Explain the aims of the lesson.
Vocabulary presentation
• Present the vocabulary with the Unit 6 flashcards and word
cards.
Activity 1.
Activity Book
• Listen and say.
• to name and describe fruit and Activity 1
Name and describe CD 3 Track 24 p254
vegetables • Read and write. Find the missing
fruit and vegetables Activity 2
• to ask and answer questions about word. CLC
Lesson 1. • Listen and find out. Which fruit and vegetables does Joseph like?
fruit and Activity 2 DC
p54 Ask and answer CD 3 Track 25 p254
vegetables you like • Write questions. Answer Yes, I do or
questions about • Now ask and talk about you.
• to listen and do a vocabulary quiz No, I don’t.
your preferences Internet Tracks
• to use the Pupil’s App on Navio Activity 3
• Find out the name of one more fruit or vegetable that
• Write about the fruit and vegetables.
grows in South Africa.
• Go to the Activity Book.
See Activity Book activities to the right.
Activity 3
• Listen and do the vocabulary quiz.
CD 3 Track 26 p254
Ending the lesson
• Review the lesson and say goodbye.
Lesson 2. Read a web page Starting the lesson Activity Book CLC
p55 about South Africa • to say when you want to visit • Greet the pupils. Activity 4 CMST
South Africa • Review the Unit 6 flashcards. • Classify the fruit and vegetables. (See SIE
Express a personal • to read a webpage • Explain the aims of the lesson. Pupil’s Book
opinion • to answer the questions Activity 4 page 55.)
• to play Say the season! • Listen and read. Activity 5
CD 3 Track 27 p254 • Read and write correct sentences.
Activity 5 (See Pupil’s Book
• Answer the questions. page 55.)
Activity 6 Activity 6
• Play Say the season! • Talk about it! Listen and complete.
Activity 7 Write.
43
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
44
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Talk about it! Choose and say.

Internet Tracks
• Find out when peaches are in season in South Africa. CD 3 Track 28 p254
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review the seasons and fruit and vegetables in South Africa.
• Explain the aims of the lesson.
Pre-story activities
• Predict what happens in the story.
Activity Book
• Listen to the story (books closed).
Predict what • to learn everyday phrases used in Activity 7
CD 3 Track 29 p255
happens in a story the story • Read the story and write the answers.
Activity 8
• to use the Pupil’s App on Navio (See Pupil’s Book CLC
• Listen to and read the story.
Listen to and • to predict what happens in the page 56.) Ask and say. DC
CD 3 Track 29 p255
Lesson 3. understand story Activity 8 L2L
Activity 9
p56-57 a story • to give a personal response and • Answer the questions about Victoria SCC
• Answer the questions.
think about values Falls. CMST
Tiger Tracks Values
Give a personal • to listen to and read the story Activity 9
• Think about it! Is it important to keep safe from wild animals?
response; learn • to answer questions about the • Read and circle. Write a review of the
• How do you keep safe from wild animals?
everyday phrases story story. Tell your family about the story.
Do you know…? fact
• Read the information.
Activity 10
• Talk about it! Ask and say.
Everyday phrases
• Learn and use!
Ending the lesson
• Review the lesson and say goodbye.
Lesson 4. Understand when • to listen and learn the grammar Activity Book CLC
p58 and how some tables Starting the lesson Activity 10 CMST
and any are used • to read factual information about • Greet the pupils. • Look and write sentences about small DC
fruit • Review the The jetboat and the crocodile story. seeds. L2L
• to play Seeds or stone? • Explain the aims of the lesson. Activity 11
• to use the Pupil’s App on Navio Activity 11 • Read and write a / an, some or any.
• to be a ‘grammar detective’ • Listen and read. CD 3 Track 30 p255 Be a grammar
• Identify fruit with seeds and fruit with a stone. detective!
Activity 12 Activity 12
• Play Seeds or stone? • Look and write sentences.
Activity 13
• Listen, repeat and learn. CD 3 Track 31 p255
Activity 14
• Be a grammar detective! Look at page 57 in the AB.
Fast Track Grammar
• Write three sentences using ‘some’ and three sentences using
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

‘any’
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review which fruit has small seeds and which fruit has a stone.
• Explain the aims of the lesson.
Activity Book
Activity 15
Activity 13
• Sound track: Listen and count the syllables.
• Sound track: Identify the word stress.
• to listen and correct sentences CD 3 Track 32 p255
Write the words.
about a picnic • Identify the word stress.
Ask and answer (See Pupil’s Book page 59.) Listen and
• to play The memory game Activity 16
questions using Is check. CLC
Lesson 5. • to ask and say what’s in your • Listen and say True or False.
there/Are there CD 3 Track 34 p255 L2L
p59 classroom CD 3 Track 33 p255
Activity 14
• to practise pronunciation, count • Correct the false sentences.
Use some and any • Write questions and answers about the
the syllables and Activity 17
picnic.
identify word stress • Play The memory game.
Activity 15
Activity 18
• Write true sentences about your
• Ask and say what’s in your classroom.
classroom. Tell your family.
Fast Track Grammar
• Write six questions and answers about what’s in your classroom.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review what’s in the picnic.
• Explain the aims of the lesson.
Read a web page • to read about arts and crafts in Activity 19 Activity Book
about arts and South Africa • Listen, read and answer. Activity 16
crafts markets in • to do a culture quiz about South CD 3 Track 35 p256 • Read and answer the questions. (See CLC
Lesson 6.
South Africa Africa Activity 20 Pupil’s Book CAE
p60
• to listen and find out what people • Read and guess. page 60.)
Do a culture quiz want to look at • Listen and say the answers. Activity 17
about South Africa in markets CD 3 Track 36 p256 • Listen and write.
• Go to the Activity Book. CD 3 Track 37 p256
See Activity Book activities to the right.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review South African culture.
• Explain the aims of the lesson.
Activity 21
• Listen and read.
CD 3 Track 38 p256
• to listen and repeat a dialogue
• Say True or False.
Listen and find out showing how to shop for food in a
Activity 22 Activity Book CLC
about a market
• Everyday chit-chat: Listen and repeat. Activity 18 DC
Lesson 7. market in the UK • to use the Pupil’s App on Navio
CD 3 Track 39 p256 • Everyday chit-chat: Read and SIE
p61 • to do a role play
Activity 23 complete the dialogue in CAE
Watch a video and • to listen and find out about
• Everyday chit-chat: Watch the video. What kind of cake is it? your own words. Act out.
do a role play farmers’ markets in the UK
Activity 24
• to watch a video clip
• Everyday chit-chat: Listen and read the script. Repeat.
CD 3 Track 40 p256
Activity 25
• Everyday chit-chat: Think of food to buy at a market. Do a role
play.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review how to shop for food in a market.
• Explain the aims of the lesson. Activity Book
Activity 26 Activity 19
• to talk about fruit and vegetables
Learn about • Watch the video presentation. • Complete the chart. (See Pupil’s Book
you eat
healthy eating, • Name three essential nutrients. page 62.) CLC
• to play Rainbow chain!
Lesson 8. different types of Activity 27 Activity 20 CMST
• to listen and read ‘Eating a
PB p62 fruit and vegetables • Listen and read. Then answer the questions. • Read and write the answers. (See CAE
rainbow’
and their nutrients CD 3 Track 41 p256 Pupil’s Book page 62.)
• to answer questions on the text
Activity 28 Activity 21
• to watch a video clip
• Play Rainbow chain! • Listen and write. CD 3 Track 42 p257
Activity 29 Activity 22
• Think and say. My words to remember • Write about you. Tell your family.
• Make sentences using the words.
Ending the lesson
• Review the lesson and say goodbye.
Project Keep a food diary • to present your project (optional) CLC
PB p63 and report and • to listen to and read an example Starting the lesson Activity Book CMST
present it project • Greet the pupils. Activity 23 L2L
to your class • to plan your project • Review nutrients in fruit and vegetables. • Get ready for your project. Read SIE
• to prepare and write your project • Explain the aims of the project. Duncan’s project and
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Activity 30 write T (True) or F (Falsa). (See

• Read Duncan’s food diary. Pupil’s Book page 63.)
Which fruit and vegetables does he eat? Activity 24
Activity 31 • Prepare your project. Complete your
• Listen, read and answer. CD 3 Track 43 p257 food diary.
Activity 32 Activity 25
• Plan your project. • Write your project in your notebook.
Ending the lesson. Read your food diary
• Review the lesson and say goodbye. and write a report.

Starting the lesson

• Greet the pupils.
• Review the Unit 6 flashcards.
• Explain the aims of the lesson.
Activity Book
Activity 26
• Listen and number.
CD 3 Track 44 p257
Unit • Write sentences.
• to review vocabulary, grammar, Activity 27
review
culture and CLIL • Read and write a, some or any. Assess your work in Unit 6
and self- CLC
Review all the in the unit Activity 28 • Look and circle.
assessmen L2L
contents of the unit • to self-assess your work in Unit 6 • Look and write questions and answers. • Complete your Progress Journal for
t.
• to complete the Progress Journal Activity 29 Unit 6.
AB/EAB
for Unit 6 • Read and write the answers. (See Pupil’s Book page 60.)
p62-63
Activity 30
• Read and write the missing words. (See Pupil’s Book page 62.)
Ending the lesson
• Review the lesson and the unit and say goodbye.

Assessm Resources
ent Print materials:
Resourc Pupil’s Book pp54-
es 63, Activity Book
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

pp54-63, (list of
● Informal other materials for
evaluatio each lesson in the
n TB)
Classroom Digital materials:
observati Teacher’s Digital:
on to Don’t forget you can
check teach this lesson
both using the Teacher’s
individua App on Navio.
l and Pupil’s Digital:
global Encourage your
progress pupils to use the
Activity Pupil’s App on
Book Navio.
exercises.
Skills:
reading, Supplementa
writing,
listening,
ry Resources
speaking and Mixed-
exercises Ability
● Formal Resources
evaluatio
n ● Starting the
Unit Test lesson and
Term Test Ending the
End-of-Year lesson activities
Test of the Teacher's
Unit Book
Review( ● Activity Book
WB) and Essential
Test Activity Book
Generato activities.
r ● Teacher’s App
on Navio:
● Self- Reinforcement
evaluatio and extension
n worksheets,
Self- Progress
assessme Journal and
nt Skills Trainer.
activity ● Pupil’s App on
of the Navio
Unit ● Grading
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

review activities for

mixed ability
● Rubrics (TB)
New tiger 5
Rubrics
for
evaluatio
n
MacMillan
Rubrics
Generato
r
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 7: Holiday in the city

UNIT 7. BLOCK 1: ORAL COMPREHENSION
Learning Key
Evaluation Criteria45 Objectives and Contents
Outcomes46 Competences47
EC1.1 LO1.1. Comprehension strategies: CLC
● Listen to vocabulary about clothes
EC1.2. LO1.3. SCC
● Listen and do a vocabulary quiz
EC1.3. LO1.4. CAE
EC1.4. LO1.5. • Listen and use everyday language
● Listen to people saying what you want
EC1.5. LO1.6.
● Listen and find out where Rosa and friends went on their holiday
EC1.6.
● Listen to and understand the story
EC1.7.
● Listen to the pronunciation: identify sentence stress
● Listen to a description of a painting
● Watch a video clip

Sociocultural and sociolinguistic aspects:

• England: Top six places to visit in London
• Video clip: Photo story: A happy coincidence
• Video clip: Holiday in the city
• Interest in naming and describing clothes
• Pleasure in reading a teen magazine
• Enjoyment in a photo story
• Awareness that it is important to be kind to your friends
• Interest in asking and saying what you and other people want
• Respect for what other people want
• Pleasure in learning about London
• Interest in finding out where Rosa and friends went in London
• Pleasure in saying where you want to go in London
• Recognition of things to look for in paintings
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning
• Satisfaction with learning in New Tiger 5

45
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
46
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
47
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Establishing and maintaining communication

Syntactical structures.
Core structures
• Are you taking … ? Yes, definitely./I’m not sure./No, I don’t think so.
• He/She wants a … /wants to … (because …) He/ She doesn’t want a … /want to …
• Does he/she want a … /want to …? Yes, he/she does. /No, he/ she doesn’t.
• What (kind of trainers) do you want?
Recycled structures
• I’ve got … There’s …
• I love/like/don’t like … because … He/She loved/ liked/enjoyed …
• I can see … I think …
• He’s/She’s wearing/taking …
• I/We/They went … /had … /liked …
• It was … His/Her favourite place was …

High frequency oral vocabulary (reception) related with:

Core vocabulary
• cap, cropped trousers, dress, fleece, jacket, jeans, sandals, short-sleeved shirt, top, trainers
Story vocabulary
• airport, go shopping/sightseeing, group photo, hostel, I’m fed up, It’s really cool, luggage, miserable, what a
shame, what a coincidence
Cross-curricular vocabulary: Responding to paintings
• abstract, landscape, oils, portrait, realistic, still life, water colours
Receptive vocabulary
• can’t believe her eyes, coincidence, matching, whatever the weather
Recycled vocabulary
• coat, jumper, hat, shirt, shoes, shorts, skirt, socks, T-shirt, trousers, umbrella, warm
• apple, banana, biscuit, clock, cold, colour, favourite, glass of water, hot, light, photo, plane, present,
rainbow, rainy, sandwich, shop, shopping, size, sunny, tiger
• buy, go for a walk, play football/a computer game, read a book, take, watch TV, wear

Sound, stress, rhythm and intonation patterns.

Listen to and identify sentence stress
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 7. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC2.1. LO2.1. Production strategies: CLC
EC2.2. LO2.2. ● Identify and name clothes SCC
EC2.3. LO2.3. ● Ask and say what you want CAE
EC2.4. LO2.4. ● Ask and talk about what other people want SIE
EC2.5. ● Predict what happens in the story
EC2.6. ● Practise pronunciation: identify sentence stress
EC2.7. ● Describe and talk about paintings
EC2.8. ● Understand and think about values
● Understand descriptions and opinions of places
● Play the games
● Say where you want to go in London and why

Sociocultural and sociolinguistic aspects:

• England: Top six places to visit in London
• Video clip: Photo story: A happy coincidence
• Video clip: Holiday in the city
• Interest in naming and describing clothes
• Pleasure in reading a teen magazine
• Enjoyment in a photo story
• Awareness that it is important to be kind to your friends
• Interest in asking and saying what you and other people want
• Respect for what other people want
• Pleasure in learning about London
• Interest in finding out where Rosa and friends went in London
• Pleasure in saying where you want to go in London
• Recognition of things to look for in paintings
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning
• Satisfaction with learning in New Tiger 5
Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Establishing and maintaining communication
Syntactical structures.
Core structures
• Are you taking … ? Yes, definitely./I’m not sure./No, I don’t think so.
• He/She wants a … /wants to … (because …) He/ She doesn’t want a … /want to …
• Does he/she want a … /want to …? Yes, he/she does. /No, he/ she doesn’t.
• What (kind of trainers) do you want?
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Recycled structures
• I’ve got … There’s …
• I love/like/don’t like … because … He/She loved/ liked/enjoyed …
• I can see … I think …
• He’s/She’s wearing/taking …
• I/We/They went … /had … /liked …
• It was … His/Her favourite place was …

High frequency oral vocabulary (production) related to:

Core vocabulary
• cap, cropped trousers, dress, fleece, jacket, jeans, sandals, short-sleeved shirt, top, trainers
Story vocabulary
• airport, go shopping/sightseeing, group photo, hostel, I’m fed up, It’s really cool, luggage, miserable, what a
shame, what a coincidence
Cross-curricular vocabulary: Responding to paintings
• abstract, landscape, oils, portrait, realistic, still life, water colours
Receptive vocabulary
• can’t believe her eyes, coincidence, matching, whatever the weather
Recycled vocabulary
• coat, jumper, hat, shirt, shoes, shorts, skirt, socks, T-shirt, trousers, umbrella, warm
• apple, banana, biscuit, clock, cold, colour, favourite, glass of water, hot, light, photo, plane, present, rainbow,
rainy, sandwich, shop, shopping, size, sunny, tiger
• buy, go for a walk, play football/a computer game, read a book, take, watch TV, wear

Sound, stress, rhythm and intonation patterns.

Practice identifying sentence stress
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 7. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC3.1. LO3.1. Comprehension strategies: CLC
EC3.2. LO3.3. ● Read vocabulary to do with clothes CAE
EC3.3. LO3.4. ● Learn the grammar tables for the Unit SCC
EC3.4. ● Read an article about fashion L2L
EC3.5. ● Read about places to visit in London
EC3.6. ● Read and understand the story
EC3.7. ● Review, assess and plan your own learning
● Read about looking at art
● Read a description of a painting

Sociocultural and sociolinguistic aspects:

• England: Top six places to visit in London
• Video clip: Photo story: A happy coincidence
• Video clip: Holiday in the city
• Interest in naming and describing clothes
• Pleasure in reading a teen magazine
• Enjoyment in a photo story
• Awareness that it is important to be kind to your friends
• Interest in asking and saying what you and other people want
• Respect for what other people want
• Pleasure in learning about London
• Interest in finding out where Rosa and friends went in London
• Pleasure in saying where you want to go in London
• Recognition of things to look for in paintings
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning
• Satisfaction with learning in New Tiger 5

Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Establishing and maintaining communication
Syntactical structures.
Core structures
• Are you taking … ? Yes, definitely./I’m not sure./No, I don’t think so.
• He/She wants a … /wants to … (because …) He/ She doesn’t want a … /want to …
• Does he/she want a … /want to …? Yes, he/she does. /No, he/ she doesn’t.
• What (kind of trainers) do you want?
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Recycled structures
• I’ve got … There’s …
• I love/like/don’t like … because … He/She loved/ liked/enjoyed …
• I can see … I think …
• He’s/She’s wearing/taking …
• I/We/They went … /had … /liked …
• It was … His/Her favourite place was …
High frequency written vocabulary (reception) related with:
Core vocabulary
• cap, cropped trousers, dress, fleece, jacket, jeans, sandals, short-sleeved shirt, top, trainers
Story vocabulary
• airport, go shopping/sightseeing, group photo, hostel, I’m fed up, It’s really cool, luggage, miserable, what a
shame, what a coincidence
Cross-curricular vocabulary: Responding to paintings
• abstract, landscape, oils, portrait, realistic, still life, water colours
Receptive vocabulary
• can’t believe her eyes, coincidence, matching, whatever the weather
Recycled vocabulary
• coat, jumper, hat, shirt, shoes, shorts, skirt, socks, T-shirt, trousers, umbrella, warm
• apple, banana, biscuit, clock, cold, colour, favourite, glass of water, hot, light, photo, plane, present, rainbow,
rainy, sandwich, shop, shopping, size, sunny, tiger
• buy, go for a walk, play football/a computer game, read a book, take, watch TV, wear
Graphic patterns and spelling conventions.
Spelling of words related to clothes
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 7. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC4.1. LO4.2. Production strategies: CLC
EC4.2. LO4.3. ● Complete activities with vocabulary about clothes CAE
EC4.3. ● Understand and practise grammar SIE
EC4.4. ● Use the Pupil’s App on Navio L2L
EC4.5. ● Plan, prepare, write and present your project DC
EC4.6. Sociocultural and sociolinguistic aspects:
EC4.7. • England: Top six places to visit in London
• Video clip: Photo story: A happy coincidence
• Video clip: Holiday in the city
• Interest in naming and describing clothes
• Pleasure in reading a teen magazine
• Enjoyment in a photo story
• Awareness that it is important to be kind to your friends
• Interest in asking and saying what you and other people want
• Respect for what other people want
• Pleasure in learning about London
• Interest in finding out where Rosa and friends went in London
• Pleasure in saying where you want to go in London
• Recognition of things to look for in paintings
• Enjoyment in preparing, planning and writing your project
• Willingness to review, assess and plan your own learning
• Satisfaction with learning in New Tiger 5
Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Establishing and maintaining communication

Syntactical structures.
Core structures
• Are you taking … ? Yes, definitely./I’m not sure./No, I don’t think so.
• He/She wants a … /wants to … (because …) He/ She doesn’t want a … /want to …
• Does he/she want a … /want to …? Yes, he/she does. /No, he/ she doesn’t.
• What (kind of trainers) do you want?
Recycled structures
• I’ve got … There’s …
• I love/like/don’t like … because … He/She loved/ liked/enjoyed …
• I can see … I think …
• He’s/She’s wearing/taking …
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• I/We/They went … /had … /liked …

• It was … His/Her favourite place was …

High frequency written vocabulary (production) related with:

Core vocabulary
• cap, cropped trousers, dress, fleece, jacket, jeans, sandals, short-sleeved shirt, top, trainers
Story vocabulary
• airport, go shopping/sightseeing, group photo, hostel, I’m fed up, It’s really cool, luggage, miserable, what a
shame, what a coincidence
Cross-curricular vocabulary: Responding to paintings
• abstract, landscape, oils, portrait, realistic, still life, water colours
Receptive vocabulary
• can’t believe her eyes, coincidence, matching, whatever the weather
Recycled vocabulary
• coat, jumper, hat, shirt, shoes, shorts, skirt, socks, T-shirt, trousers, umbrella, warm
• apple, banana, biscuit, clock, cold, colour, favourite, glass of water, hot, light, photo, plane, present, rainbow,
rainy, sandwich, shop, shopping, size, sunny, tiger
• buy, go for a walk, play football/a computer game, read a book, take, watch TV, wear

Graphic patterns and spelling conventions.

Spelling of words related to clothes
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

UNIT 7. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC48
Notes49
Starting the lesson
• Greet the pupils.
• Explain the aims of Unit 7.
• Explain the aims of the lesson.
Vocabulary presentation
• Present the vocabulary with the Unit 7 flashcards and word
cards.
Activity 1 Activity Book
Name and describe • to name and describe clothes • Listen and say. Activity 1
clothes • to ask and answer questions about CD 4 Track 1 p257 • Read, match and write.
CLC
Lesson 1. clothes you’re Activity 2 Activity 2
DC
p64 Ask and talk taking on holiday • Listen and find out. What’s Rosa taking on holiday? • Look and write questions and
about clothes you • to listen and do a vocabulary quiz CD 4 Track 2 p257 answers.
take on holiday • to use the Pupil’s App on Navio • Now ask and talk about you. Activity 3
Internet Tracks • Write about the clothes.
• Find out the weather in London in July. Is Rosa taking
the right clothes?
Activity 3
• Listen and do the vocabulary quiz.
CD 4 Track 3 p257
Ending the lesson
• Review the lesson and say goodbye.

Lesson 2. Read a teen Starting the lesson Activity Book CLC

p65 magazine article • to say your favourite clothes for • Greet the pupils. Activity 4 CAE
about the season • Review the Unit 7 flashcards. • Read and write correct sentences.
fashion • to play Remember the clothes! • Explain the aims of the lesson. (See Pupil’s Book
• to read a teen magazine Activity 4 page 65.)
Express a personal • to answer the questions • Listen and read. Activity 5
opinion CD 4 Track 4 p258 • Look and write.
Activity 5 Activity 6
• Answer the questions. • Talk about it! Listen and complete.
Activity 6 Write.
• Play Remember the clothes! CD 4 Track 5 p258
48
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
49
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Activity 7
• Talk about it! Choose and say.
Internet Tracks
• Find out the name of a clothes shop for young people in London.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review the teen magazine.
• Explain the aims of the lesson.
Pre-story activities
• Predict what happens in the story.
• Listen to the story (books closed).
Activity Book
• to learn everyday phrases used in CD 4 Track 6 p258
Activity 7
Predict what the story Activity 8
• Read the story and write the answers.
happens in a story; • to use the Pupil’s App on Navio • Listen to and read the story. CLC
(See Pupil’s Book
listen to and • to predict what happens in the CD 4 Track 6 p258 L2L
page 66.) Ask and say.
Lesson 3. understand story Activity 9 DC
Activity 8
p66-67 a story; give a • to give a personal response and • Answer the questions. SCC
• Draw and write. Design a T-shirt for
personal response; think about values Tiger Tracks Values CAE
you and your friends.
learn everyday • to listen to and read the story • Think about it! Is it important to be kind to your friends if they’re
Activity 9
phrases • to answer questions about the fed up or miserable?
• Read and circle. Write a review of the
story • How are you kind to your friends?
story. Tell your family about the story.
Do you know…? fact
• Read the information.
Activity 10
• Talk about it! Ask and say.
Everyday phrases
• Learn and use!
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review the photo story.
• Explain the aims of the lesson.
Activity 11
• Listen and read.
CD 4 Track 7 p259 Activity Book
• to read a dialogue • Say what the boy wants and what his friend wants. Activity 10
Understand when • to listen and learn the grammar Activity 12 • Read and complete the dialogue. CLC
Lesson 4. and how to use tables • Act out the dialogue. Ask for different things. Activity 11 DC
p68 want in the present • to use the Pupil’s App on Navio Activity 13 • Read and write. Be a grammar L2L
simple tense • to be a ‘grammar detective’ • Listen, repeat and learn. detective! SIE
• to act out the dialogue CD 4 Track 8 p259 Activity 12
Fast Track Grammar • Look and write sentences.
• Write five sentences using ‘want’.
Activity 14
• Be a grammar detective! Look at page 67 in the AB.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review what the boy and his friend want.
• Explain the aims of the lesson.
Activity 15 Activity Book
• Sound track: Listen and count the syllables. Activity 13
Understand and
CD 4 Track 9 p259 • Sound track: Listen and write. Identify
answer questions
• to play Guess the person • Identify the sentence stress. the main sentence
about what people
• to say what a friend wants Activity 16 stress. CD 4 Track 11 p259 CLC
Lesson 5. want to do
• to practise pronunciation: • Listen and say who it is. Activity 14 L2L
p69
identifying sentence stress CD 4 Track 10 p259 • Look and write questions and
Ask and answer
• to listen and identify the character Activity 17 to do. Tell your family. answers.
questions using
• Play Guess the person. Activity 15
want
Activity 18 • Write three sentences about what your
• Find out what a friend wants. Tell the class. friends want to do. Tell your family.
Fast Track Grammar
• Write five sentences about what your friend wants.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review the verb ‘want’. Activity Book
• to listen and find out where Rosa • Explain the aims of the lesson.
Read and find out Activity 16
and her friends went Activity 19
about places to visit • Read and answer the questions. (See CLC
• to read about places to visit in • Listen and read.
Lesson 6. in London; answer Pupil’s Book page L2L
London CD 4 Track 12 p259
p70 questions about 70.) CAE
• to answer questions about the Activity 20
places to visit in Activity 17
places to visit in • Listen and answer. Where did they go on each day?
London; • Listen and write where Rosa and her
London CD 4 Track 13 p259 friends went.
Ending the lesson CD 4 Track 14 p259
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review places to visit in London.
• Explain the aims of the lesson.
• to use the Pupil’s App on Navio Activity Book
Activity 21
• listen and find out opinions of the Activity 18
• Listen and read. CLC
Watch a video and holiday in London • Everyday chit-chat: Write about the
Lesson 7. CD 4 Track 15 p259 DC
express a personal • to listen and correct the sentences Tiger Tracks SLN
p71 • What were their favourite places in London? CAE
preference • to say where you want to go in members’ favourite places in London.
Activity 22
London and why Answer the
• Listen and say True or False. CD 4 Track 16 p260
• to watch video clips question. (See Pupil’s Book page 71.)
• Correct the false sentences.
Activity 23
• Talk about it! Say where you want to go in London and why.
Ending the lesson
• Review the lesson and say goodbye.

Lesson 8. Learn about types • to describe and talk about Activity Book CLC
PB p72 of paintings, how to paintings Starting the lesson Activity 19 CAE
look at them • to listen and read ‘Looking at art’ • Greet the pupils. • Look and write the type of painting.
and understand • to answer questions on the text • Review what the Tiger Tracks SLN members liked about (See Pupil’s Book
differences between • to say your opinion about looking London. page 72.)
them at paintings • Explain the aims of the lesson. Activity 20
• to watch a video clip Activity 24 • Read and write the differences. (See
• Watch the video presentation. Name the three types of paintings. Pupil’s Book page 72.)
Activity 25 Activity 21
• Listen and read. Now answer the questions. • Look and write about the painting.
CD 4 Track 17 p260 (See Pupil’s Book
Activity 26 page 72.)
• Describe and talk about the paintings. Activity 22
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Internet Tracks
• Find out the name of a famous English landscape painter.
Activity 27
• Think and say. My words to remember • Write about you. Tell your family.
• Make sentences using the words.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils. Activity Book
• Review how to look at paintings. Activity 23
• Explain the aims of the project. • Get ready for your project. Read
Activity 28 Duncan’s project and
Prepare a mind • Look at Duncan’s mind map. Why does he like the painting?
• to present your project (optional) write T (True) or F (False). (See
map about a Activity 29 CLC
• to plan your project Pupil’s Book page 73.)
Project. famous painting • Listen, read and answer. L2L
• to prepare and write your project Activity 24
PB p73 and report and CD 4 Track 18 p260 SIE
• to listen to and read an example • Prepare your project. Make notes to
present it to your Activity 30 CAE
project describe the painting
class • Plan your project. you choose.
Ending the lesson Activity 25
• Review the lesson and say goodbye. • Write your project in your notebook.
Read your notes and
write a description.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Starting the lesson

• Greet the pupils.
• Review the Unit 7 flashcards.
• Explain the aims of the lesson.
Activity Book
Activity 26
• Listen and number.
CD 4 Track 19 p260
• Write sentences.
Unit Activity 27
• to review vocabulary, grammar, • Read and complete the dialogue.
review Assess your work in Unit 7
culture and CLIL Activity 28
and self- • Look and circle CLC
Review all the in the unit • Write questions and answers.
assessmen • Complete your Progress Journal for L2L
contents of the unit • to self-assess your work in Unit 7 Activity 29
t. Unit 7.
• to complete the Progress Journal • Read and write correct sentences. (See Pupil’s
AB/EAB
for Unit 7 Book page 70.)
p72-73
Activity 30
• Read and write the missing words. (See Pupil’s Book page 72.)
Ending the lesson
• Review the lesson and the unit and say goodbye.

Assessm Resources
ent Print materials:
Resourc Pupil’s Book pp64-
es 73, Activity Book
pp64-73, (list of
other materials for
● Informal
each lesson in the
evaluatio
TB)
n
Digital materials:
Classroom
Teacher’s Digital:
observati
Don’t forget you can
on to
teach this lesson
check
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

both using the Teacher’s

individua App on Navio.
l and Pupil’s Digital:
global Encourage your
progress pupils to use the
Activity Pupil’s App on
Book Navio.
exercises.
Skills:
reading, Supplementa
writing,
listening,
ry Resources
speaking and Mixed-
exercises Ability
● Formal Resources
evaluatio
n ● Starting the
Unit Test lesson and
Term Test Ending the
End-of-Year lesson activities
Test of the Teacher's
Unit Book
Review( ● Activity Book
WB) and Essential
Test Activity Book
Generato activities.
r ● Teacher’s App
on Navio:
● Self- Reinforcement
evaluatio and extension
n worksheets,
Self- Progress
assessme Journal and
nt Skills Trainer.
activity ● Pupil’s App on
of the Navio
Unit ● Grading
review activities for
mixed ability
● Rubrics (TB)
New tiger 5
Rubrics
for
evaluatio
n
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

MacMillan
Rubrics
Generato
r
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

TIGER TASKS: Technology / Families around the world

TIGER TASKS. BLOCK 1: ORAL COMPREHENSION

Learning Key
Evaluation Criteria50 Objectives and Contents
Outcomes51 Competences52
EC1.1 LO1.4. Comprehension strategies: CLC
EC1.2. •Listen to dates CMST
EC1.3. •Listen and find out about how to create a web page DC
EC1.4. •Listen and find out about a japanese home CAE
EC1.5.
EC1.6. Sociocultural and sociolinguistic aspects:
EC1.7. • Interest in talking about the history of communication
• Interest in learning about creating a web page
• Pleasure in talking about your predictions for the future
• Pleasure in talking about your family
• Interest in learning about life in Japan
• Interest in writing creatively about someone
• Awareness of the value of collaboration
• Willingness to work in a group
Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Syntactical structures.
Core structures
• You can (send short messages).
• You could (print books quickly).
• First, … Next, … Then, … Finally, …
• Add (a heading). Don’t (put too much information)
• You should (think of something original).
• I think there are going to be (robots to clean offices).
• I don’t think there are going to be (holidays to the moon).
• What information do we need?

50
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
51
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
52
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• What do you think about these colours?

• Shall we have four headings?
• me, him, her, them
• They’re going to (visit) me.
• I’m going to (watch) her.
• in the morning / afternoon / evening
• in the summer / winter
• on weekdays / at the weekend
• once a week
• every month
• They’re near/next to/above/below/around me.
• My sister is on my left/right.
• Who…? Where…? What…? How…?
• There is … There are …
• Let’s live in a tree house.
• I think we should have a swimming pool.
• That’s a great idea! I don’t think so.
High frequency oral vocabulary (reception) related with:
Core vocabulary
• cave paintings, email, Gutenberg printing press, social media, telephone, typewriter
• communicate, print, long/short/instant messages
• content, domain name, heading, images, platform,
• android, drone, housework, self-driving, self-flying
• predict, make a prediction
• transport and drones, robots and virtual assistants, wearable cameras
• aunt, cousins, grandchildren, uncle
• cushion, garden, roof, wall
• log cabin, tree house, apartment, cave house
• lake, mountains, island, beach
Sound, stress, rhythm and intonation patterns.
Listen to texts about technology and family
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

TIGER TASKS. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC2.1. LO2.1. Production strategies: CLC
EC2.2. • Identify and say words related to communication CMST
EC2.3. • Identify and say words related to designing a web page DC
EC2.4. • Notify and say inventions CAE
EC2.5. • Talk about inventions, and predict which are going to exist in the future SCC
EC2.6. • Make predictions about the future SIE
EC2.7. • Do presentations
EC2.8. • Identify and say members of a family
• Identify and say parts of a house
• Identify and say things in a house
• Imagine you are someone in a painting, and describe what you can see, how you feel, etc.
• Look at, think about and discuss paintings of families
Sociocultural and sociolinguistic aspects:
• Interest in talking about the history of communication
• Interest in learning about creating a web page
• Pleasure in talking about your predictions for the future
• Pleasure in talking about your family
• Interest in learning about life in Japan
• Interest in writing creatively about someone
• Awareness of the value of collaboration
• Willingness to work in a group
Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Syntactical structures.
Core structures
• You can (send short messages).
• You could (print books quickly).
• First, … Next, … Then, … Finally, …
• Add (a heading). Don’t (put too much information)
• You should (think of something original).
• I think there are going to be (robots to clean offices).
• I don’t think there are going to be (holidays to the moon).
• What information do we need?
• What do you think about these colours?
• Shall we have four headings?
• me, him, her, them
• They’re going to (visit) me.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• I’m going to (watch) her.

• in the morning / afternoon / evening
• in the summer / winter
• on weekdays / at the weekend
• once a week
• every month
• They’re near/next to/above/below/around me.
• My sister is on my left/right.
• Who…? Where…? What…? How…?
• There is … There are …
• Let’s live in a tree house.
• I think we should have a swimming pool.
• That’s a great idea! I don’t think so.
High frequency oral vocabulary (production) related to:
Core vocabulary
• cave paintings, email, Gutenberg printing press, social media, telephone, typewriter
• communicate, print, long/short/instant messages
• content, domain name, heading, images, platform,
• android, drone, housework, self-driving, self-flying
• predict, make a prediction
• transport and drones, robots and virtual assistants, wearable cameras
• aunt, cousins, grandchildren, uncle
• cushion, garden, roof, wall
• log cabin, tree house, apartment, cave house
• lake, mountains, island, beach
Sound, stress, rhythm and intonation patterns.
Practice talking about technology and family
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

TIGER TASKS. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC3.1. LO3.4. Comprehension strategies: CLC
EC3.2. • Read and find out about the history of communication CMST
EC3.3. • Read and order the stages for creating a web page DC
EC3.4. • Do research on the internet CAE
EC3.5. • Use the pupil’s app on navio SIE
EC3.6. Sociocultural and sociolinguistic aspects:
EC3.7. • Interest in talking about the history of communication
• Interest in learning about creating a web page
• Pleasure in talking about your predictions for the future
• Pleasure in talking about your family
• Interest in learning about life in Japan
• Interest in writing creatively about someone
• Awareness of the value of collaboration
• Willingness to work in a group

Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans

Syntactical structures.
Core structures
• You can (send short messages).
• You could (print books quickly).
• First, … Next, … Then, … Finally, …
• Add (a heading). Don’t (put too much information)
• You should (think of something original).
• I think there are going to be (robots to clean offices).
• I don’t think there are going to be (holidays to the moon).
• What information do we need?
• What do you think about these colours?
• Shall we have four headings?
• me, him, her, them
• They’re going to (visit) me.
• I’m going to (watch) her.
• in the morning / afternoon / evening
• in the summer / winter
• on weekdays / at the weekend
• once a week
• every month
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• They’re near/next to/above/below/around me.

• My sister is on my left/right.
• Who…? Where…? What…? How…?
• There is … There are …
• Let’s live in a tree house.
• I think we should have a swimming pool.
• That’s a great idea! I don’t think so.
High frequency written vocabulary (reception) related with:
Core vocabulary
• cave paintings, email, Gutenberg printing press, social media, telephone, typewriter
• communicate, print, long/short/instant messages
• content, domain name, heading, images, platform,
• android, drone, housework, self-driving, self-flying
• predict, make a prediction
• transport and drones, robots and virtual assistants, wearable cameras
• aunt, cousins, grandchildren, uncle
• cushion, garden, roof, wall
• log cabin, tree house, apartment, cave house
• lake, mountains, island, beach
Graphic patterns and spelling conventions.
Spelling of words related to technology and family
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

TIGER TASKS. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC4.1. LO4.3. Production strategies: CLC
EC4.2. • Listen and write dates and words in your notebook CMST
EC4.3. • Write your predictions for the future DC
EC4.4. • Design a web page CAE
EC4.5. • Make a family tree SCC
EC4.6. • Write creatively about someone in a family portrait SIE
EC4.7. • Design a home
Sociocultural and sociolinguistic aspects:
• Interest in talking about the history of communication
• Interest in learning about creating a web page
• Pleasure in talking about your predictions for the future
• Pleasure in talking about your family
• Interest in learning about life in Japan
• Interest in writing creatively about someone
• Awareness of the value of collaboration
• Willingness to work in a group
Communicative functions:
Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans
Descriptions of people, activities, places, objects, habits, plans
Syntactical structures.
Core structures
• You can (send short messages).
• You could (print books quickly).
• First, … Next, … Then, … Finally, …
• Add (a heading). Don’t (put too much information)
• You should (think of something original).
• I think there are going to be (robots to clean offices).
• I don’t think there are going to be (holidays to the moon).
• What information do we need?
• What do you think about these colours?
• Shall we have four headings?
• me, him, her, them
• They’re going to (visit) me.
• I’m going to (watch) her.
• in the morning / afternoon / evening
• in the summer / winter
• on weekdays / at the weekend
• once a week
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• every month
• They’re near/next to/above/below/around me.
• My sister is on my left/right.
• Who…? Where…? What…? How…?
• There is … There are …
• Let’s live in a tree house.
• I think we should have a swimming pool.
• That’s a great idea! I don’t think so.
High frequency written vocabulary (production) related with:
Core vocabulary
• cave paintings, email, Gutenberg printing press, social media, telephone, typewriter
• communicate, print, long/short/instant messages
• content, domain name, heading, images, platform,
• android, drone, housework, self-driving, self-flying
• predict, make a prediction
• transport and drones, robots and virtual assistants, wearable cameras
• aunt, cousins, grandchildren, uncle
• cushion, garden, roof, wall
• log cabin, tree house, apartment, cave house
• lake, mountains, island, beach
Graphic patterns and spelling conventions.
Spelling of words related to technology and family
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

TIGER TASKS. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC53
Notes54
Starting the lesson
• Greet the pupils.
• to identify and say words related • Explain the aims of the lesson.
to communication Activity 1
• to listen and write dates and • Look and listen. Write the dates and the missing words
Tiger CLC
Read and find out words in your notebook in your notebook. CD 4 Track 20 p260
Tasks 1 CMST
about the history of • to read and find out about the Activity 2
p74 DC
communication history of • Read and match the definitions with the paragraphs.
communication Language help
• to use the Pupil’s App on Navio • Use can and could.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review the four different types of communication in history.
• to identify and say words related • Explain the aims of the lesson.
to designing a web Activity 1
Tiger Listen and find out page • Read and order the stages for creating a web page.
CLC
Tasks 1 how to create a web • to read and order the stages for Activity 2
DC
p75 page creating a web page • Listen to the tutorial and check your answers.
• to listen and find out about how to CD 4 Track 21 p261
create a web page Activity 3
• to use the Pupil’s App on Navio • Listen again. Read and say True or False.
Ending the lesson
• Review the lesson and say goodbye.
Tiger Write your • identify and say inventions CLC
Tasks 1 predictions for the • to write your predictions for the Starting the lesson CMST
p76 future future • Greet the pupils. SIE
• to talk about inventions, and • Review the stages for creating a web page.
predict which are going to exist in • Explain the aims of the lesson.
the future Activity 1
• to make predictions about the • Look at the inventions. Which are fact and which are fiction?
future Listen and check.
53
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
54
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

CD 4 Track 22 p261
Activity 2
• Read and answer the questions.
Activity 3
• Think about the questions in Ben’s blog. Write your
predictions.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review the stages for creating a web page.
• Explain the aims of the lesson.
Project
• In small groups, design a web page about new
• to do a presentation technologies. Use the internet and language like this: What are we
Tiger Design a web page CLC
• to use the Pupil’s App on Navio going to write about?
Tasks 1 and present it to DC
• to do research on the internet Which colours are we going to choose? First, we can write the
p77 your class SIE
• to design a web page text. Then, we can choose the images.
Collaborate!
• Ask What information do we need? What do you think
about these colours? Shall we have four headings? to make
decisions with your group about the project.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Explain the aims of the lesson.
Activity 1
• to identify and say members of a
Tiger Read about a • Read and answer the questions. CLC
family
Tasks 2 family and make a Activity 2 DC
• to make a family tree
p78 family tree • Read again. Copy and complete Rick’s family tree.
• to use the Pupil’s App on Navio
Activity 3
• Draw your family tree.
Describe your family to your partner.
Ending the lesson
• Review the lesson and say goodbye.
• to identify and say parts of a
Starting the lesson CLC
Tiger Listen and find out house
• Greet the pupils. CAE
Tasks 2 about living in a • to use the Pupil’s App on Navio
• Review the parts of the house. DC
p79 Japanese home • to listen and find out about a
• Explain the aims of the lesson.
Japanese home
Activity 1
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• Look, read and match.

Activity 2
• Listen and check your answers to activity 1.
CD 4 Track 23 p261
Activity 3
• Listen again. Copy and complete Rick’s notes.
CD 4 Track 23 p261
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• to identify and say things in a • Review family words and parts of the house.
house • Explain the aims of the lesson.
• to write creatively about someone Activity 1
in a family portrait • Look at the paintings. Listen and say A, B or A and B. CLC
Tiger Write creatively
• to use the Pupil’s App on Navio CD 4 Track 24 p261 DC
Tasks 2 about someone in a
• to imagine you are someone in a Activity 2 CAE
p80 family portrait
painting, and describe what you can • Imagine you are one of the people in the paintings. Think and SIE
see, how you feel, etc answer.
• to look at, think about and discuss Activity 3
paintings of families • Use your answers to write about one of the people in the
paintings and describe their home. Use the example to help you.
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• Greet the pupils.
• Review the parts of a house.
• Explain the aims of the lesson.
Project
• In small groups, design a home to live in together
and describe rooms. Use language like this: We’re
• to do a presentation
Tiger Design a home and going to live in a tree house. CLC
• to use the Pupil’s App on Navio
Tasks 2 present it to your You can see the beach from the window. / There’s a DC
• to do research on the internet
p81 class kitchen. It has got a big table. / The room is bright and warm. It SIE
• to design a home
isn’t cold and dark.
Collaborate!
• Use language such as Let’s live in a tree house.
/ I think we should have a swimming pool. / That’s a
great idea! / I don’t think so. to make suggestions, agree or
disagree with your group
about the project.
Ending the lesson
• Review the lesson and say goodbye.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Assessment Resources Resources

● Informal evaluation Print materials: Pupil’s Book pp74-81, (list of other materials for each lesson in the TB)
Classroom observation to check both individual and global progress Digital materials:
Teacher’s Digital: Don’t forget you can teach this lesson using the Teacher’s App on Navio.
● Rubrics Pupil’s Digital: Encourage your pupils to use the Pupil’s App on Navio.
New tiger 5 Rubrics for evaluation
MacMillan Rubrics Generator
Supplementary Resources and Mixed-Ability Resources
● Starting the lesson and Ending the lesson activities of the Teacher's Book
● Activity Book and Essential Activity Book activities.
● Teacher’s App on Navio: Reinforcement and extension worksheets, Progress Journal and Skills Trainer.
● Pupil’s App on Navio
● Grading activities for mixed ability (TB)
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

FESTIVALS LESSONS: Halloween, Christmas and New Year and Carnival

FESTIVALS LESSONS. BLOCK 1: ORAL COMPREHENSION
Learning Key
Evaluation Criteria55 Objectives and Contents
Outcomes56 Competences57
EC1.1 LO1.4. Comprehension strategies: CLC
EC1.2. • Listen about how to make white chocolate ghosts CMST
EC1.3. • Listen about Halloween in the UK CAE
EC1.4. • Listen and sing a traditional song for New Year’s Eve SCC
EC1.5. • Listen about how to make a Mardi Gras eye mask
EC1.6. • Listen about Carnival in the USA
EC1.7.
Sociocultural and sociolinguistic aspects:
• Festivals: Halloween in the UK
• Festivals: Christmas and New Year in Scotland
• Festivals: Carnival in the USA
• Enjoyment in recalling vocabulary associated with Halloween, Christmas and Carnival
• Interest in reading about Halloween in the UK
• Interest in reading about Christmas and New Year in Scotland
• Interest in reading about Carnival in the USA
• Pleasure in talking about how you celebrate Halloween, New Year and Carnival
• Curiosity in how to make white chocolate ghosts
• Pleasure in learning a traditional song to sing on New Year’s Eve
• Curiosity in how to make an eye mask for Carnival
Communicative functions:
Asking for and offering help, information, instructions, objects, opinions, permission
Syntactical structures.
Core structures
• I think it’s interesting/surprising that …
• It’s the same/different because …
Recycled structures
• I think of …
• I like … / I like …ing ...
• I usually/often/sometimes wear … /go … /make … / say … /play …

55
The abbreviations of the Evaluation Criteria are specified in section 4.A of this document .
56
The abbreviations of the Learning Outcomes are specified in section 4.A of this document .
57
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence; L2L-
Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• In my country, people usually/often/sometimes eat … /have … / sing … /make …/go …

High frequency oral vocabulary (reception) related with:

Core vocabulary
• ghosts, fancy dress, festivals, parties, traditions
• fireworks, get together, good luck, hang up, midnight, reindeer, stockings
• float, mask, necklace, parade
Receptive vocabulary
• ancient, baking tray, harvest, melt, wax paper,
• ‘first footing’
• elastic, glitter, Roman, sequins, 17th century
Recycled vocabulary
• autumn, bat, cat, fun, ghost, lantern, mask, monster, party, pumpkin, scary, skeleton, ‘trick or treat’, white,
winter, witch
• bag, bowl, cake, chocolate, cold, dark, Europe, eyes, food, history, ice cream, long, sweet, treat, USA, wax
paper
• chicken, festival, food, friend, history, holiday, lunch, midnight, neighbour, party, present, pudding, reindeer,
rice, roast turkey, Santa, stocking, soup, tradition, tree, water
• card, children, city, clothes, dog, eye, feathers, festival, friends, fun, glue, gold, green, mask, music, party,
picnic, purple, roads
Sound, stress, rhythm and intonation patterns.
Listen to the unit song
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

FESTIVALS LESSONS. BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC2.1. LO2.3. Production strategies: CLC
EC2.2. • Talk about how you celebrate Halloween CMST
EC2.3. • Talk about how you celebrate New Year CAE
EC2.4. • Act out the song SCC
EC2.5. • Talk about what you like about Carnival SIE
EC2.6. Sociocultural and sociolinguistic aspects:
EC2.7. • Festivals: Halloween in the UK
EC2.8. • Festivals: Christmas and New Year in Scotland
• Festivals: Carnival in the USA
• Enjoyment in recalling vocabulary associated with Halloween, Christmas and Carnival
• Interest in reading about Halloween in the UK
• Interest in reading about Christmas and New Year in Scotland
• Interest in reading about Carnival in the USA
• Pleasure in talking about how you celebrate Halloween, New Year and Carnival
• Curiosity in how to make white chocolate ghosts
• Pleasure in learning a traditional song to sing on New Year’s Eve
• Curiosity in how to make an eye mask for Carnival
Communicative functions:
Asking for and offering help, information, instructions, objects, opinions, permission
Syntactical structures.
Core structures
• I think it’s interesting/surprising that …
• It’s the same/different because …
Recycled structures
• I think of …
• I like … / I like …ing ...
• I usually/often/sometimes wear … /go … /make … / say … /play …
• In my country, people usually/often/sometimes eat … /have … / sing … /make …/go …

High frequency oral vocabulary (production) related to:

Core vocabulary
• ghosts, fancy dress, festivals, parties, traditions
• fireworks, get together, good luck, hang up, midnight, reindeer, stockings
• float, mask, necklace, parade
Receptive vocabulary
• ancient, baking tray, harvest, melt, wax paper,
• ‘first footing’
• elastic, glitter, Roman, sequins, 17th century
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

Recycled vocabulary
• autumn, bat, cat, fun, ghost, lantern, mask, monster, party, pumpkin, scary, skeleton, ‘trick or treat’, white,
winter, witch
• bag, bowl, cake, chocolate, cold, dark, Europe, eyes, food, history, ice cream, long, sweet, treat, USA, wax
paper
• chicken, festival, food, friend, history, holiday, lunch, midnight, neighbour, party, present, pudding, reindeer,
rice, roast turkey, Santa, stocking, soup, tradition, tree, water
• card, children, city, clothes, dog, eye, feathers, festival, friends, fun, glue, gold, green, mask, music, party,
picnic, purple, roads
Sound, stress, rhythm and intonation patterns.
Sing the unit song
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

FESTIVALS LESSONS. BLOCK 3: UNDERSTANDING WRITTEN TEXTS

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC3.1. LO3.1. Comprehension strategies: CLC
EC3.2. • Read about how to make white chocolate ghosts CMST
EC3.3. • Read about Halloween in the UK CAE
EC3.4. • Read about Christmas and New Year in Scotland SCC
EC3.5. • Read about how to make a Mardi Gras eye mask
EC3.6. • Read about Carnival in the USA
EC3.7. Sociocultural and sociolinguistic aspects:
• Festivals: Halloween in the UK
• Festivals: Christmas and New Year in Scotland
• Festivals: Carnival in the USA
• Enjoyment in recalling vocabulary associated with Halloween, Christmas and Carnival
• Interest in reading about Halloween in the UK
• Interest in reading about Christmas and New Year in Scotland
• Interest in reading about Carnival in the USA
• Pleasure in talking about how you celebrate Halloween, New Year and Carnival
• Curiosity in how to make white chocolate ghosts
• Pleasure in learning a traditional song to sing on New Year’s Eve
• Curiosity in how to make an eye mask for Carnival
Communicative functions:
Asking for and offering help, information, instructions, objects, opinions, permission
Syntactical structures.
Core structures
• I think it’s interesting/surprising that …
• It’s the same/different because …
Recycled structures
• I think of …
• I like … / I like …ing ...
• I usually/often/sometimes wear … /go … /make … / say … /play …
• In my country, people usually/often/sometimes eat … /have … / sing … /make …/go …

High frequency written vocabulary (reception) related with:

Core vocabulary
• ghosts, fancy dress, festivals, parties, traditions
• fireworks, get together, good luck, hang up, midnight, reindeer, stockings
• float, mask, necklace, parade
Receptive vocabulary
• ancient, baking tray, harvest, melt, wax paper,
• ‘first footing’
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• elastic, glitter, Roman, sequins, 17th century

Recycled vocabulary
• autumn, bat, cat, fun, ghost, lantern, mask, monster, party, pumpkin, scary, skeleton, ‘trick or treat’, white,
winter, witch
• bag, bowl, cake, chocolate, cold, dark, Europe, eyes, food, history, ice cream, long, sweet, treat, USA, wax
paper
• chicken, festival, food, friend, history, holiday, lunch, midnight, neighbour, party, present, pudding, reindeer,
rice, roast turkey, Santa, stocking, soup, tradition, tree, water
• card, children, city, clothes, dog, eye, feathers, festival, friends, fun, glue, gold, green, mask, music, party,
picnic, purple, roads
Graphic patterns and spelling conventions.
Spelling of words related to celebrations
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

FESTIVALS LESSONS. BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Key
Evaluation Criteria Learning Outcomes Objectives and Contents
Competences
EC4.1. LO4.3. Production strategies: CLC
EC4.2. • Review vocabulary related to Halloween CAE
EC4.3. • Review vocabulary related to Christmas and New Year DC
EC4.4. • Review vocabulary related to Carnival SCC
EC4.5. • Use the Pupil’s App on Navio SIE
EC4.6. • Make a Mardi Gras eye mask
EC4.7. Sociocultural and sociolinguistic aspects:
• Festivals: Halloween in the UK
• Festivals: Christmas and New Year in Scotland
• Festivals: Carnival in the USA
• Enjoyment in recalling vocabulary associated with Halloween, Christmas and Carnival
• Interest in reading about Halloween in the UK
• Interest in reading about Christmas and New Year in Scotland
• Interest in reading about Carnival in the USA
• Pleasure in talking about how you celebrate Halloween, New Year and Carnival
• Curiosity in how to make white chocolate ghosts
• Pleasure in learning a traditional song to sing on New Year’s Eve
• Curiosity in how to make an eye mask for Carnival
Communicative functions:
Asking for and offering help, information, instructions, objects, opinions, permission
Syntactical structures.
Core structures
• I think it’s interesting/surprising that …
• It’s the same/different because …
Recycled structures
• I think of …
• I like … / I like …ing ...
• I usually/often/sometimes wear … /go … /make … / say … /play …
• In my country, people usually/often/sometimes eat … /have … / sing … /make …/go …

High frequency written vocabulary (production) related with:

Core vocabulary
• ghosts, fancy dress, festivals, parties, traditions
• fireworks, get together, good luck, hang up, midnight, reindeer, stockings
• float, mask, necklace, parade
Receptive vocabulary
• ancient, baking tray, harvest, melt, wax paper,
• ‘first footing’
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• elastic, glitter, Roman, sequins, 17th century

Recycled vocabulary
• autumn, bat, cat, fun, ghost, lantern, mask, monster, party, pumpkin, scary, skeleton, ‘trick or treat’, white,
winter, witch
• bag, bowl, cake, chocolate, cold, dark, Europe, eyes, food, history, ice cream, long, sweet, treat, USA, wax
paper
• chicken, festival, food, friend, history, holiday, lunch, midnight, neighbour, party, present, pudding, reindeer,
rice, roast turkey, Santa, stocking, soup, tradition, tree, water
• card, children, city, clothes, dog, eye, feathers, festival, friends, fun, glue, gold, green, mask, music, party,
picnic, purple, roads
Graphic patterns and spelling conventions.
Spelling of words related to celebrations
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

FESTIVALS LESSONS. PROGRAMME OF CLASSROOM ACTIVITIES

Teacher's
Lesson Objectives Tasks Activities Extra work/ Homework KCC58
Notes59

Starting the lesson

• to review vocabulary related to • Review Halloween vocabulary.
Halloween Vocabulary presentation
• to talk about how you celebrate • Present vocabulary using the Halloween flashcard and word
Halloween card. CLC
Learn about
Hallowee • to listen and read how to make Activity 1 CMST
Halloween in the
n p82 white chocolate • Listen and read. DC
UK
ghosts CD 4 Track 25 p262 CAE
• to use the Pupil’s App on Navio Activity 2
• to listen and read about • Listen and read.
Halloween in the UK CD 4 Track 26 p262
Ending the lesson
• Review the lesson and say goodbye.

Starting the lesson

• to review vocabulary related to
• Review Christmas and New Year vocabulary.
Christmas and
Vocabulary presentation
New Year
• Present vocabulary using the Christmas and New Year
• to talk about how you celebrate
flashcard and word card. CLC
Christmas learn about New Year
Activity 1 DC
and New Christmas and New • to use the Pupil’s App on Navio
• Listen and read. CD 4 Track 27 p262 SCC
Year p83 Year in Scotland • to act out the song (optional)
Activity 2 CAE
• to read about Christmas and New
• Listen and read. CD 4 Track 28 p262
Year in Scotland
• Sing Auld lng syne.
• to listen and sing a traditional
Ending the lesson
song for New Year’s Eve
• Review the lesson and say goodbye.

58
Key Competences: Basic or discipline: CLC: Competence in linguistic communication; CMST: Competence in mathematics, science and technology and Cross-cutting competences: DC-Digital competence;
L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship; CAE-Cultural awareness and expression
59
To be completed by the teacher, including number of hours for each lesson, according to your specific situation.
CLASSROOM SYLLABUS – YEAR 5 LLEVANTÍ DE MAR SCHOOL

• to review vocabulary related to Starting the lesson

Carnival • Review Carnival vocabulary.
• to talk about what you like about Vocabulary presentation CLC
Carnival • Present vocabulary using the Carnival flashcards and word CMST
Learn about
Carnival • to listen and read how to make a cards. DC
Carnival in the
p84 Mardi Gras eye mask Activity 1 CAE
USA
• to use the Pupil’s App on Navio • Listen and read. CD 4 Track 30 p262 SIE
• to make a Mardi Gras eye mask Activity 2
• to listen and read about Carnival • Listen and read. CD 4 Track 31 p263
in the USA Ending the lesson
• Review the lesson and say goodbye.

Assessment Resources Resources

● Informal evaluation Print materials: Pupil’s Book pp82-84, (list of other materials for each lesson in the TB)
Classroom observation to check both individual and global progress Digital materials:
Teacher’s Digital: Don’t forget you can teach this lesson using the Teacher’s App on Navio.
● Rubrics Pupil’s Digital: Encourage your pupils to use the Pupil’s App on Navio.
New tiger 5 Rubrics for evaluation
MacMillan Rubrics Generator
Supplementary Resources and Mixed-Ability Resources
● Starting the lesson and Ending the lesson activities of the Teacher's Book
● Activity Book and Essential Activity Book activities.
● Teacher’s App on Navio: Reinforcement and extension worksheets, Progress Journal and Skills Trainer.
● Pupil’s App on Navio
● Grading activities for mixed ability (TB)