CURRICULAR PROGRESSION

COMMON CONTENTS
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
A. Social conventions
(greeting and leaving).
SOCIOCULTURAL AND SOCIOLINGUISTIC

B. Courtesy rules.
C. Costumes and
celebrations: Halloween, + +
Christmas, Easter, St.
Valentine´s Day. A. More complex
D. Non-verbal language. C. Daily routines and A. More complex.
E. Interest in using the schedule. C. Bonfire night.
ASPECTS

foreign language in various C. St. Patrick´s Day.

= = =
easy situations, with H. Daily conditions
his/her classmates or with (weather, jobs…) and
other English speaking interrelationships (family
people. and school)
F. Interest in knowing
costumes and people from
English speaking countries.
G. Valuation of the foreign
language as an instrument
to communicate.
+ + + + +
A. Greetings and farewells.
B. Introductions. B. Congratulations. A. Thanks and apologise. A. Invitation.
C. Realization of questions E. Expression of opinion. C. Realization of questions E. Expression of
COMMUNICATIVE FUNCTIONS

and answers about H. Use and understanding and answers about feelings. P. Description of O. Account of past,
personal aspects (name, of simple instructions. possession, position and K. Establishment and plans. recent and remote facts.
age, likes). I. Expression and price. maintenance of Q. Expression of R. Expression of
D. Description of the parts questions about position. K. Communication communication. agreement and intention.
of the body and the face J. Expression of capacity. establishment. N. Request and offer of disagreement.
E. Expression of like and L. Expression of time and help, information,
preference (favourite). daily routines. instructions and
F. Expression of possession F and G are removed. M. Description of plants permission.
and quantity (toys and and animals. O. Account of past and
family). N. Request of help, recent facts.
G. Use of classroom information, objects and
language permission.
O. Account of recent facts. C is removed and J
included again.
J is removed.
 A. Expression of logic
relations: conjunction
(and); disjunction (or).
B. Affirmation + + + + +
C. Exclamation
D. Negation E. Where and Who A. Expression of logic M. Expression of time: A. Expression of logic A. Expression of logic
E. Interrogation (What questions. relations: but. past (simple past relations: because. relations: purpose (to –
questions, Aux questions). H. Expression of E. All wh- questions. tense—regular verbs G. Expression of likes infinitive).
F. Verb “to be” in present modality: declarative H. Expression of modality: and verb “To be”). and preferences:
simple, and in affirmative, sentences. obligation (have (got) to, M. Expression of time: verb + gerund.
negative and interrogative J. Expression of quantity: imperative) and necessity divisions, anteriority, H. Expression of
SYNTACTIC-DISCOURSIVE STRUCTURES

form. ordinal numbers up to (must, need). posteriority, sequence, modality: intention

G. Expression of like with one digit. M. Expression of time: prepositions, (going to, will).
the verb “to like”. M. Expression of time: present (simple present, prepositional phrases J. Comparative and
H. Expression of modality: divisions. present continuous); future and adverbs of time. superlative
capacity (can); permission N. Verb “To have got” in (going to). adjectives.
(can). present simple, and in M. Expression of time: the L. Expression of
I. Expression of entity affirmative, negative and time, time indications space: motion,
(nouns and pronouns, interrogative form. (now, tomorrow…) and direction, origin and
articles, demonstratives); O. Expression of mood: frequency. Q and R are removed arrangement.
and quality ((very+) Adj.). adverbs of manner. P. Expression of aspect: P. Expression of
J. Expression of existence punctual (simple tenses), aspect: start -ing,
(there is/there are, How durative (present finish-ing.
many…?), possession (my, continuous), habitual
your, his/her). (simple tenses+ adverb).
J. Expression of quantity Q. Expression of possession
(singular/plural; cardinal (his/her, genitive case).
numerals up to two digits. R. Expression of price.
Quantity: many, some.
Degree: very).
L. Expression of space
(prepositions and adverbs G is removed.
of location, position): here,
there, on, in under.
M. Expression of time
(date, days of the week and
months).
A. Colours, classroom A. Personal identification, A. Personal possessions, A. Personal description, A. Personal A. Personal
material, numbers, colours, numbers, the date and the seasons, home, numbers up to 4 description, home, identification, home,
ORAL AND WRITTEN
HIGH-FREQUENCY

geometrical forms, family geometrical forms, family the clothes, numbers up to digits, daily routines, daily routines, work, daily routines, family
members, food and drinks, members, food and 3 digits, adjectives to family and friends, hobbies and sports, and friends, work,
toys, parts of the body, drinks, parts of the describe people, camping hobbies and sport, trips trips and holidays, hobbies and sport, trips
LEXIS

farm animals, days of the
week, weather.
house, classroom
material, parts of the face
and body, the weather,
the time, the clothes, the
date, wild animals.
and holidays, wild animals
and pets, sports, feelings,
money, the city and the
countryside, daily routines.
and holidays, study, study, shops, food, and holidays, health and
shops, food, transport, transport, continents physical care, study,
the weather and the and countries, the shops, food, transport,
environment, TIC. weather and the communication, the
environment, TIC. weather and the
environment, TIC
 SET 1: COMPREHENSION OF ORAL TEXTS
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
A. Use of basic
strategies to support the
comprehension: active + + +
COMPREHENSION STRATEGIES

listening, non-verbal
language, picture D. Hypotheses C. Inference of C. Inference and formulation of
reading, identification of formulation about meanings from the hypotheses about meanings from
expressions and content and context. comprehension of the comprehension of
routines. meaningful, linguistic meaningful, linguistic and
B. Mobilisation and use and paralinguistic paralinguistic elements.
= =
of previous information elements. F. Distinction of kinds of
about the type of the E. Identification of the comprehension (general
task and topic. type of the text, meaning, essential information,
C. Inference of adapting main points).
meanings from the comprehension to it. G. Reformulation of hypotheses
comprehension of from the comprehension of new
meaningful elements. elements.

A is removed
+ + + + +

A. Approach to the B. Sounds of the C. Recognition of some D. Identification of the C. Use of some aspects D. Identification of
PATTERNS OF SOUNDS,
ACCENT, RHYTHM AND

rhythm and sound of the alphabet letters. aspects of rhythm, pronunciation of diphthongs. of rhythm, diphthongs and groups
language through the accentuation and tone accentuation and tone of three consonants.
INTONATION

rhymes, strings, for the comprehension for the comprehension

tongue-twisters, songs, of oral texts. of oral texts.
riddles, cartoon series. D. Diphthongs and D. Identification of
introduction to the diphthongs and v/b;
discrimination of long initial s before
and short vowels. consonant; sh/ch.

B is removed.
 SET 2: PRODUCTION OF ORAL TEXTS
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
A. Clearly comprehension of + + +
the message.
B. Clearly expression of the B. Clearly expression A. Clearly comprehension of K. Adaptation of the text
message. of the message using the message, distinguishing to the receiver, the
C. Support in previous the given models. the main idea and the basic context and the channel,
knowledge. F. Signposting of structure. applying an adequate
D. Compensation of linguistic objects or making B. Clearly and coherent register and discourse
PRODUCTION STRATEGIES

lacks through paralinguistic actions to clarify the expression of the message, structure.
and para-textual procedures. meaning. structuring it properly and L. Readjustment of the
E. Ask for help. using, if needed, the given task or the message after
F. Signposting of objects, models for each type of text. making an evaluation of
=
using the visual/gestural H is removed I. Use of words with similar the difficulties and the
=
support or making actions to meanings. available resources.
clarify the meaning. J. Paraphrase words or I. Modification of words
G. Use of the corporal expressions. with similar meaning.
culturally appropriate J. Definition and
language (gestures, facial paraphrasing of words or
expressions, postures, visual H is included again. expressions.
or corporal contact,
proxemics).
H. Use of extralinguistic
sounds and prosodic
conventional qualities, actions
that clarify the meaning.
+ +
+ +
PATTERNS OF SOUNDS,
ACCENT, RHYTHM AND

A. Approach to the rhythm and C. Use of some aspects of D. Pronunciation of

sound of the language through C. Sounds of the D. Pronunciation of diphthongs rhythm, accentuation and diphthongs and
INTONATION

the rhymes, strings, tongue- alphabet letters. and introduction to the tone for the groups of three
twisters, songs, riddles, etc. discrimination of long and = comprehension of oral consonants.
B. Imitation of some aspects of short vowels. texts.
phonetics, rhythm, adaptation D. Pronunciation of
and intonation for the C is removed. diphthongs and v/b;
production of oral texts. initial s before consonant;
sh/ch.
 SET 3: COMPREHENSION OF WRITTEN TEXTS
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
+ + +
COMPREHENSION STRATEGIES

A. Mobilisation and use B. Inference of D. Identification of the B. Inference and formulation of hypotheses
of previous information meanings from the type of the text, about meanings from the comprehension of
about the type of the comprehension of adapting meaningful, linguistic and paralinguistic
task and topic. meaningful, linguistic comprehension to it. elements.
B. Inference of and paralinguistic E. Reading for comprehension of narrative
meanings from the elements. and informative texts, in different supports
= =
comprehension of C. Hypotheses and adapted to the linguistic competence of
meaningful elements. formulation about pupils.
content and context. F. Distinction of kinds of comprehension
(general meaning, essential information,
main points).
G. Reformulation of hypotheses from the
comprehension of new elements.

+ + +
PATTERNS OF SOUNDS,
ACCENT, RHYTHM AND

A. Approach to basic A. Identification of the B. Association of A. Identification of the basic punctuation

INTONATION

punctuation signs (for basic punctuation signs grapheme, signs (for example: dot, question,
example: dot, question, (for example: dot, pronunciation and exclamation) and high frequency symbols.
exclamation). question, exclamation). meaning from a written B. Association of grapheme, pronunciation = =
model. and meaning from a written model, and
C. Use of the dictionary. establishment of analytic relationships
between grapheme and sound.
 SET 4: PRODUCTION OF WRITTEN TEXTS
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6
+ +

A. Organization of B. Clearly expression of the D. Mobilization and use of

the message to message using the given models. previous knowledge from
PRODUCTION STRATEGIES

produce. D. Coordination and revision of the previous years and the

B. Clearly expression general and communicative general and communicative
of the message. competences in order to do the competences in order to do
C. Use of the task effectively. the task effectively.
previous knowledge. E. Localization and adequate use of
the linguistic and thematic = = =
resources (use of the dictionary,
getting help,…).
F. Readjustment of the task or the
message after making an
evaluation of the difficulties and the
available resources.

A is removed.

+ + +

A. Reflexion and B. Interest in writing clearly taking D. Use of basic orthographic E. Association of B and C are
PATTERNS OF SOUNDS,
ACCENT, RHYTHM AND

initiation, with the into account the spelling and signs (for example: dot, grapheme, pronunciation removed.
help of the teacher, orthographic rules, such as the use question, exclamation) and and meaning from a written
INTONATION

of words which of uppercase, the question and high frequency symbols. model, and establishment
always comes in exclamation marks, with a good of analytic relationships
=
uppercase. presentation so that the text was between grapheme and
comprehensible. sound.
C. Initiate the spelling and the word F. Writing of uppercase
dictation. words.

A is removed.