5th grade of Primary Education

Contents Evaluation Criteria Assessable learning standards

Block 1: Comprehension of oral and written texts
Strategies of comprehension 1.- To be able to apply the basic strategies Specific to the comprehension of oral
·Mobilization of previous information about the which are more suitable to the texts
type of task and topic comprehension of the global meaning, the 1.1.- Understands the general meaning
·Identification of the text type, adapting essential information or the key points of a and the essential information and
comprehension to it. text, such as: to depart from the previous distinguishes the topic shift un TV
·Differentiation of comprehension microskills knowledge before listening to or reading the programs and other interesting
(general meaning, key information, main points) text, to make predictions based on the visual audiovisual materials (e.g. in which
·Formulation of hypotheses about content and support, to work skimming and scanning out youngsters or known characters are
context. orally and in writing, as well as to identify the interviewed about daily topics, what they
·Inference and formulation of hypotheses about text type (video, interview, account, song, like to do in their free time) or in which
meaning s from the comprehension of linguistic web page…) and to deduce the meaning of they get information about leisure
and paralinguistic meaningful elements. unknown words through the context. activities (theatre, cinema, sport events,
·Reformulation of hypotheses from the etc.)
comprehension of new elements.
2.- To identify the topic of a very brief and Specific to the comprehension of oral
simple oral or written text (dialogues, songs, texts
Sociocultural and sociolinguistic elements
rhymes and stories up to 100 words). 2.1.- Identifies the topic of a daily
·Social conventions, courtesy conventions and
predictable conversation uttered in their
registers. Daily habits and lifestyles of children of
presence, e.g. in a shop, in the school
English-speaking countries (school environment,
holidays, leisure activities, cities and rural areas, 3.- To understand the global meaning, the Specific to the comprehension of oral
etc.) essential information and the main points in texts
·Interest in knowing customs, values, beliefs and very brief and simple oral and written texts 3.1.- Understands the essential of
attitudes. (dialogues, songs, rhymes, stories and advertisements about products which
·Celebration of family festivities (birthdays) and depictions up to 100 words), about habitual are interesting to them (games,
traditional festivals (Halloween, Valentine’s Day, and specific topics which are related to their computers, CD, etc.)
Christmas, Saint Patrick, Pancake day, Easter, own experiences, needs and interests, 3.2.- Understands the main ideas of
etc.) uttered clearly and slowly and transmitted
·Non-verbal language orally or by technological means, in daily
predictable contexts, or related to areas of
Communicative functions immediate need. To favour the
·Greetings, introductions, apologies and comprehension and not distorting the
thankfulness message acoustic conditions must be good. It
·Expression of preference, agreement and will always be possible to listen to the
disagreement, feelings and intention message again, to ask for confirmation, or to
·Depiction of persons, activities, places and plans. ask for confirmation, counting on visual
·Account of past and recent events. support.
·Asking for help, information and instructions. When it comes to written texts, this criterion
·Establishing and keeping communication. aims to evaluate the student’s
comprehension reading texts in a standard
Syntactic structures language about familiar and previously
·Expression of logical relations: comparison (as + studied topics. Students must reread what
Adj + as; smaller than…; the biggest) they have not understand and check
·Affirmation (affirmative sentences: Yes + tag) dictionaries with visual support.
·Negation (negative sentences with not; No +
negative tag)
·Expression of time: past (simple past verb to be;
4.- To identify basic, specific and meaningful
regular forms): future (going to)
sociocultural and sociolinguistic aspects,
·Expression of aspect; habitual (simple tenses)
about daily life (habits, timetables, activities
·Expression of modality: possibility (may);
and celebrations), life conditions (housing,
imperative; intention (going to)
environment) interpersonal relations (kinship,
·Expression of existence; demonstratives quality
friendship, school), behaviour (usual gestures
(very + adj)
and voice use) and social conventions
·Expression of quantity (cardinal numbers up to
(courtesy norms) such as introductions,
four digits; quantity: more, very)
greetings…
·Expression of placement (prepositions and
adverbs of location and direction) 5.- To apply the acquired knowledge on the
well-structured oral accounts and
presentations about daily topics which
are interesting to them, (e.g. music,
sport, etc.) as long as they go along with
images and illustrations and are uttered
slowly and clearly
Specific to the comprehension of
written texts
3.3.- Understands essential information
in short well-structured stories and
identifies the main characters as long
as image and action drive most of the
plot (adapted readings, comics, etc.)
3.4.- Understands the essential
information and the main points of brief
news and young’s magazine articles
which deal with topics which are familiar
or interesting to them (sports, music
bands, computer games, etc.)
4.1.- Identifies habits, costumes and
celebrations of countries from the
European Union.
4.2.- Understands basic aspects related
to costumes, habits, traditional
celebrations when listening to and read
tales, plays, music, movies, etc. from
English-speaking countries.
5.1.- Applies knowledge related to
·Expression of time: divisions (e.g. half an hour) basic meaningful sociocultural and
and indications (e.g. yesterday, last…) of time sociolinguistic aspects to the proper
comprehension of the text
High-frequency lexis (reception)
·Personal identification
·Home (daily chores). Environment (street, suburb)
·Daily life activities
6.- To distinguish the communicative
·Free time and leisure (adventure sports)
function(s) of the text and their most usual
·Travels and holidays
instances in questioning and answering about
·Education and study (musical instruments)
greetings, introductions, apologies and
·Shopping and commercial activities
gratefulness, expression of preference,
·Transport.
agreement and disagreement, the feeling and
·Environment (geographical accidents)
the expression; depiction of people, activities,
·Climate and natural environment (solar system)
places and plans; account of past and recent
·Information and communication technologies
events; asking for help, information and
(computer apps)
instructions; establishing and keeping
·Countries of the European Union.
communication.
Sound, stress, rhythm and intonational 7.- To recognise the basic discursive
patterns patterns: begin and end a conversation, the
·Approaching the stress and sound of language points of a simple account, as well as the
through rhymes, chants, tongue-twisters, songs, elements of a description
riddles, cartoons, etc.
·Use of rhythm, stress and intonation features for
the comprehension of oral texts. 8.- To recognise basic syntactic structures
·Pronunciation: diphthongs and v/b; initial s before
and their associated meanings such as the
a consonant; sh/ch expression of logical relations: comparison
(as + Adj + as; smaller than…; the biggest),
Graphic patterns and basic orthographical affirmation (affirmative sentences: Yes + tag),
conventions negation (negative sentences with not; No +
courtesy norms, daily habits, and social
conventions to enhance comprehension
in a dialogue.
5.2.- Understands English-speaking
children through computer media
(videos, podcasts, etc.)
6.1.- Understands what he/she is told in
habitual simple transactions
(instructions, directions, requests,
warns) looking for support in non-verbal
language.
6.2.- Understands instructions and basic
information in notes, street signs and
boards, shops, means of transport,
cinemas, museums, schools, and other
public services and places.
7.1.- Understands brief and simple
mailing (SMS, emails, postcards and
cards) which deals with familiar topics,
such as oneself, family, school, free
time, depiction of an object or a place,
time-telling, etc.
8.1.- Understands messages and public
announcements which contain
instructions, directions or other kind of
information (e.g. numbers, prices,
timetables in a station, etc.) looking for
support in the images that go along with
·Use of the basic orthographical marks (e.g. stop,
comma, semicolon, interrogation, exclamation)
·Spotting words which are always written with an
initial capital (months, days of the week, festivals,
all the words of a book’s title)
·Association of graphic sign, pronunciation and
meaning from known written models and
establishment of analytic sound-graphic symbol
relations.
negative tag), expression of time: past the text, whether oral or spoken.
(simple past verb to be; regular forms): future 8.2.- Reads different kinds of printed or
(going to), expression of aspect; habitual digital texts with different aims (carrying
(simple tenses), expression of modality: out a task, enjoying reading, supporting
possibility (may); imperative; intention (going oral comprehension and production,
to), expression of existence; demonstratives getting information, etc.) with the help of
quality (very + adj), expression of quantity bilingual dictionaries
(cardinal numbers up to four digits; quantity:
more, very), expression of placement
(prepositions and adverbs of location and
direction), expression of time: divisions (e.g.
half an hour) and indications (e.g. yesterday,
last…) of time
9.- To recognise a limited set of high- 9.1.- Understands essential and specific
frequency lexis which is related to daily information in simple informative
situations and to usual and specific topics material (menus, timetables,
related to their experiences, needs and catalogues, price lists, advertisements,
interests such as personal identification, phone books cultural programs or
home (daily chores). Environment (street, events, etc.)
suburb), daily life activities, free time and
leisure (adventure sports), travels and
holidays, education and study (musical
instruments), shopping and commercial
activities, transport, environment
(geographical accidents), climate and natural
environment (solar system), information and
communication technologies (computer
apps), countries of the European Union.
10.- To infer from the context and the 10.1.- Uses the dictionary to understand
information within the text and, ultimately, the meaning of some words and to learn
from dictionaries, the possible meanings of new lexicon.
unknown words and expressions.
Specific to the comprehension of oral Specific to the comprehension of oral
texts. texts.
11.- To make out basic sound, stress, rhythm 11.1.- Distinguishes the basic sound
and patterns. patterns of intonation in different
communicative contexts.
Specific to the comprehension of written Specific to the comprehension of
texts written texts
12.- To recognise the general communicative 12.1.- Gets the meaning and
meanings related to the sound patterns communicative intentions which are
associated to the basic sound patterns
of intonation in different communicative
contexts.
Specific to the comprehension of written Specific to the comprehension of oral
texts texts.
13.- To recognize the pronunciation of : 13.1.- Identifies the differences and
diphthongs and v/b; initial s before a undertones in the pronunciation of
consonant; sh/ch specific sounds, diphthongs, and sound
pairs.
Specific to the comprehension of written Specific to the comprehension of
texts written texts
14.- To distinguish basic orthographic 14.1.- Distinguishes the typical graphic
conventions (stop, comma, interrogation, patterns and the structure of questions,
exclamation) as well as frequently-used exclamations, apostrophes, as well as
symbols (e.g. , €, $, £) in frequently used symbols and icons

Contents
Block 2: Production of oral and written texts
Strategies for the production of oral texts
Specific to the comprehension of written
texts
15.- To identify the general communicative
meanings related to basic graphic patterns,
such as punctuation marks of exclamation,
interrogation, apostrophes, etc..
Specific to the comprehension of written
texts
16.- To understand written words and
expressions already heard and used orally
Evaluation Criteria
Specific to the production of oral texts
(, €, $, £).
Specific to the comprehension of
written texts
15.1.- Recognises the meanings and
communicative intentions in different
communicative contexts..
Specific to the comprehension of
written texts
16.1.- Understands the relation between
graphic symbol, pronunciation and
meaning.
Assessable learning standards
Specific to the production of oral texts
 Planning.
Use of previous knowledge of the context, the
topic and the foreign language.
Use of the imitation of models to create a clear
message.
Adjustment of the text to the receiver, context and
channel, applying the register and structure
appropriate in each case.
 Performance.
Expression of the message in a clear, coherent
and well-structured manner, adjusting to a model
and to formulae of each kind of text.
Respect towards the rules for oral interaction: turn-
taking, proper volume of the talker’s voice.
Readjustment of the task (start a simpler version
of the task) or the message (make concessions in
what is actually intended to be expressed) after
considering the difficulties and the available
resources.
Support in previous knowledge (use formulaic
language, etc.)
Use of written or graphic means (mind maps,
photos with captions, slides, etc.)
Balance of the linguistic shortfalls through
linguistic, paralinguistic or paratextual procedures.
a) Linguistic
- Use of synonyms.
- Rephrasing words and expressions
- Definition or paraphrase of a term or
expression.
1.- To talk about oneself, their closest
environment, places and things, expressing
their preferences and opinions using easy
and simple expressions which are very
frequently used, often on isolation or linked
with simple connectors
Specific to the production of oral texts
2.- To take part in conversations in a simple
and clear manner, which require a straight
exchange of information in areas of
immediate need or about very familiar topics,
though pronunciation may not be very clear
and may provoke misunderstandings. Pauses
and mumbling, repetitions, rephrasing and
the conversation partner’s should be
considered necessary to maintain
communication.
Specific to the production of written texts
3.- To compose, digitally or on paper, brief
and simple texts up to 20 words and using in
a right manner the basic orthographic
conventions and the main punctuation marks
to talk about oneself, of their closest
environment, and about aspects of their daily
life, in known and predictable situations in
texts made up of simple isolated sentences.
1.1.- Makes brief and previously
rehearsed presentations about
interesting topics which are very close
to oneself (personal identification,
housing, environment, free time and
leisure) depictions pf people and
animals with an acceptable
pronunciation and intonation, supported
by written or graphic means.
Specific to the production of oral texts
2.1.- Joins face to face conversations in
which a social contact is established
(thanking, greeting, saying farewell,
addressing someone, apologizing, ,
introducing oneself), interchanges
personal information (name, age, etc.)
expresses feelings.
Specific to the production of written
texts
3.1.- Writes brief and simple personal
mail (messages, postcards, notes,
chats) in which they speak of
themselves and their closest
environment (personal identification,
housing, environment, free time and
leisure)
 b) Paralinguistic and paratextual
- Asking for help.
- Pointing to objects, use of deictic
expressions, or physical actions that make
the meaning clear
- Using culturally proper body language
(gestures, face expressions, posture,
stance, eye or body contact)
- Use of deictic expressions, or physical
actions that make the meaning clear
- Use of extralinguistic elements and
conventional prosodic qualities
Strategies for the production of written texts
 Planning
Mobilization and coordination of one’s own
general and communicative competences with the
aim of carrying out a task effectively (review
previous knowledge of a topic, what may be said
or what may be intended to be said)
Location and proper use of linguistic or thematic
resources (using a picture dictionary, getting help,
etc.)
Use of previous knowledge in the known language
about the key strategies for the production of
written texts: definition of the text’s aim, choice of
the addressee, organization and planning of the
content, drafting, revision of the text for its
correction and final version.
 Performance
Expression of the message in a clear manner,
4.- To apply the acquired knowledge about
basic specific and meaningful sociocultural
and sociolinguistic aspects such as courtesy
norms, introductions, greetings… to an oral
and written production which is suitable to the
context.
5.- To apply the proper communicative
functions and their more usual instances to
oral and written texts, such as: greetings and
introductions (at the moment of establishing a
conversation), apologies and gratitude,
expression of preference, agreement and
disagreement, feelings and intentions,
depiction of people, activities, places and
plans, account of past and recent events,
asking for help, information and instructions,
care in keeping communication on (in
conversations)
Specific to the production of oral texts
6.- To handle basic syntactic structures such
as the expression of logical relations:
comparison (as + Adj + as; smaller than…;
the biggest), affirmation (affirmative
sentences: Yes + tag), negation (negative
sentences with not; No + negative tag),
expression of time: past (simple past verb to
be; regular forms): future (going to),
expression of aspect; habitual (simple
tenses), expression of modality: possibility
4.1.- Knows traditional rhymes and
songs to perform in different
celebrations along with gestures,
mimics and a good pronunciation.
4.2.- Uses some basic conventions to
begin and end a letter from a model.
5.1.- Gets along in daily simple
transactions, real or simulated (asking
for a product in a shop, asking the time,
asking about hobbies, etc.)
5.2.- Replies to questions about topics
which have been studied in the
classroom as, for example, health, daily
activities, hobbies, jobs, occupations,
what is the time, , what are their needs
or whether there is something in a
certain place.
6.1.- Shows the others, in a simple
manner, the result of a research with
written or graphic support (display with
very basic photos and texts, triptych,
poster, etc.)
adjusting to the models and formulae of each kind (may); imperative; intention (going to),
of text. expression of existence; demonstratives
Readjustment of the task (carry out a simpler quality (very + adj), expression of quantity
version of the task) or the message (make (cardinal numbers up to four digits; quantity:
concessions in the real intentions of the message) more, very), expression of placement
after having assessed the difficulties and available (prepositions and adverbs of location and
resources. direction), expression of time: divisions (e.g.
Exploiting previous knowledge. half an hour) and indications (e.g. yesterday,
Acceptance of errors as a part of the process and last…) of time
reflection upon text correction.
Sociocultural and sociolinguistic aspects
Specific to the production of oral texts 7.1.- Describes in a written manner
-Social conventions, courtesy norms and registers.
7.- To show a reduced control of a set of people, experiences or places using the
-Customs, values, beliefs and attitudes.
simple grammar structures and of sentence orthographic and grammatical rules in
-Celebration of family festivals (birthdays) and of
and phrase models within a memorized an acceptable manner, following
traditional festivals: Halloween, Valentine’s Day,
repertoire, such as : comparison (as + Adj + previously studied model
Christmas, Saint Patrick, Pancake day, Easter,
as; smaller than…; the biggest), affirmation 7.2.- Composes simple texts from
etc.
(affirmative sentences: Yes + tag), negation previously studied models (menu,
-Non-verbal language
(negative sentences with not; No + negative recipe, blog entry, free time, body
Communicative functions
tag), expression of time: past (simple past care…)
·Greetings, introductions, apologies and
verb to be; regular forms): future (going to),
thankfulness
expression of aspect; habitual (simple
·Expression of preference, agreement and
tenses), expression of modality: possibility
disagreement, feelings and intention
(may); imperative; intention (going to),
·Depiction of persons, activities, places and plans.
expression of existence; demonstratives
·Account of past and recent events.
quality (very + adj), expression of quantity
·Asking for help, information and instructions.
(cardinal numbers up to four digits; quantity:
·Establishing and keeping communication.
more, very), expression of placement
Syntactic structures
(prepositions and adverbs of location and
·Expression of logical relations: comparison (as +
direction), expression of time: divisions (e.g.
Adj + as; smaller than…; the biggest)
half an hour) and indications (e.g. yesterday,
·Affirmation (affirmative sentences: Yes + tag)
·Negation (negative sentences with not; No +
negative tag)
·Expression of time: past (simple past verb to be;
regular forms): future (going to)
·Expression of aspect; habitual (simple tenses)
·Expression of modality: possibility (may);
imperative; intention (going to)
·Expression of existence; demonstratives quality
(very + adj)
·Expression of quantity (cardinal numbers up to
four digits; quantity: more, very)
·Expression of placement (prepositions and
adverbs of location and direction)
·Expression of time: divisions (e.g. half an hour)
and indications (e.g. yesterday, last…) of time
High-frequency lexicon (production)
·Personal identification
·Home (daily chores). Environment (street, suburb)
·Daily life activities
·Free time and leisure (adventure sports)
·Travels and holidays
·Education and study (musical instruments)
·Shopping and commercial activities
·Transport.
·Environment (geographical accidents)
·Climate and natural environment (solar system)
·Information and communication technologies
(computer apps)
·Countries of the European Union.
last…) of time
8.- To use a limited repertoire of oral and Specific to the production of oral texts.
written high-frequency lexicon related to daily 8.1.- Completes data or other kind of
situations and habitual and specific topics personal information (e.g. language
which are related to their experiences, needs passport, self-assessments,
and interests: personal identification, home preferences, title of a tale, etc.) with the
(daily chores). Environment (street, suburb), high-frequency lexicon.
daily life activities, free time and leisure 8.2.- Composes written scripts to carry
(adventure sports),ravels and holidays, out very brief oral expositions with the
education and study (musical instruments), high-frequency lexicon.
shopping and commercial activities, transport,
environment (geographical accidents),
climate and natural environment (solar
system), information and communication
technologies (computer apps), countries of
the European Union
Specific to the production of oral texts Specific to the production of oral texts
9.- To utter a very limited repertoire of basic 9.1.- Pronounces words correctly with a
sound, stress and intonation patterns, proper intonation and rhythm when it
adapting them to the communicative function comes to perform brief dramatized
which is intended. dialogues (role-plays)
Specific to the production of oral texts Specific to the production of written
10.- To recognize the pronunciation of texts
diphthongs and v/b; initial s before a 10.1.- Recites tongue-twisters which
consonant; sh/ch contain the pairs of sounds which have
been studied.
Specific to the production of written texts Specific to the production of written
11.- To apply graphic patterns and basic texts
Sound, stress, rhythm and intonation patterns. orthographic patterns to write to a fair 11.1.- Writes in a clear and
·Approaching the stress and sound of language correctness words or short sentences which comprehensible manner when using
through rhymes, chants, tongue-twisters, songs, are normally used in speech. words and simple sentences in
riddles, cartoons, etc. compositions
·Use of rhythm, stress and intonation features for 11.2.- Uses the bilingual dictionary to
the comprehension of oral texts. check the right orthography of words.
·Pronunciation: diphthongs and v/b; initial s before
a consonant; sh/ch
Graphic patterns and basic orthographic
conventions
·Use of the basic orthographical marks (e.g. stop,
comma, semicolon, interrogation, exclamation)
·Spotting words which are always written with an
initial capital (months, days of the week, festivals,
all the words of a book’s title)
·Association of graphic sign, pronunciation and
meaning from known written models and
establishment of analytic sound-graphic symbol
relations.