Skills Trainer QUEST 2 Syllabus

SKILLS TRAINER
QUEST 2
Syllabus. Foreign Languages: English

Primary Education: 2nd year

 Skills Trainer QUEST 2 Syllabus

MODULE 1: Working together

pp
MODULE OBJECTIVES, KEY COMPETENCES and LINGUISTIC CONTENTS 3
Block 1: Understanding oral texts
Contents and Specific contents of the module 5
Evaluation Criteria, Learning Standards and Specific activities of the module 6
Block 2: Production of oral texts: Expression and Interaction
Contents and Specific contents of the module 8
Evaluation Criteria, Learning Standards and Specific activities of the module 9
Block 3: UNDERSTANDING WRITTEN TEXTS
Contents and Specific contents of the module 11
Evaluation Criteria, Learning Standards and Specific activities of the module 12
Block 4: Production of written texts: Expression and Interaction
Contents and Specific contents of the module 14
Evaluation Criteria, Learning Standards and Specific activities of the module 16

2
 Skills Trainer TIGER 3 Syllabus

MODULE OBJECTIVES AND KEY COMPETENCES1

Throughout this module, the student will be able to:

Read school job descriptions CLC, SCC, SIE

Listen to classroom instructions CLC, CAE, SIE
Write a thank you note CLC, SCC
Ask for help in the classroom CLC, SCC, SIE
Do a project: Plan and present information about people who work in your school CLC, SCC, DC, CAE, L2L, SIE

LINGUISTIC CONTENTS

Throughout the work on the four skills, students will learn and practise the following syntactical structures and vocabulary contents:

Core language
Syntactical structures:
I clean the board. I work in the (kitchen). Can you
help me (do this exercise), please? Yes, of course.
-Expression of logical relationships: conjunction (and).
Thanks.
-Affirmation (affirmative sentences; Yes (+ tag))
-Exclamation (How + Adj., e. g. How nice!; exclamatory sentences,
e. g. I love salad!). Negation (negative sentences with not), no Additional language
(Adj.), No (+ negative tag)). Youre going to (give out the books). He (looks after
-Question words (Wh- questions) How many ...?. children). Whos the note from? Whos the note to?
-Expression of time: present (present simple); Future (going to). What does he give the children? What job does he
-Expression of aspect: punctual (simple tenses); do? He cleans (the desks, floors and windows). How
-Expression of modality: ability (can); permission (can); intention about ?, I like , Great!
(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 two
digits; ordinal numerals up to two digits. Quantity: many, some,
more, (a) little. Degree: very.
-Expression of space (prepositions and adverbs of location,
1
Key Competences: Basic competences : CLC -Competence in linguistic communication; CMST- Competence in mathematics, science and technology;
Transversal competences: DC-Digital competence; L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship;
CAE-Cultural awareness and expression
 Skills Trainer QUEST 2 Syllabus

position) Here, there, on, in, under.

High frequency vocabulary

Core vocabulary
clean the board, close the door, collect the books,
- The school and class
give out the books, help your friends, recycle paper,
tidy up, write the date

Additional vocabulary
jobs (caretaker, cleaner, cook, head teacher,
librarian, nurse, teacher) responsibilities (work, keep
clean, cook, look after), places and furniture (office,
kitchen, playground, desks, floors, windows), Dear,
fantastic, give, interesting, look after, ill, teach,
things

4
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE

With these activities the students develop essentially the acquisition
Learning strategies in oral texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p4). 1 Look and number. Listen and check. CLC SCC.
(p6). 1 Listen and tick (). CLC, SIE, CAE
(p6). 2 Listen again and match. CLC, CMST, CAE
(p8). 1 Listen and number. CLC, SCC
(p8). 3 Listen to the example. Talk to your friends. CLC, SCC

Sociocultural and sociolinguistic aspects: social conventions, Do listening activities covering the following Sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Listen to how to ask for help politely.
Listen to job descriptions in a class at school.

Do listening activities covering the following communicative

Communicative functions: functions:

- Greetings and introductions. Greetings and introductions.

- Expressing agreement or disagreement. Express agreement or disagreement when carrying out group
- Descriptions of people and objects. project.
- Asking for and offering information, help, objects, permission. Describe jobs in the classroom.
- Establishing and maintaining communication. Ask for and offer to do things in class.
Establish and maintain communication.

Sound, stress, rhythm and intonation patterns. Practise listening to the pronunciation of the vocabulary of the
module.

5
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

1. Understands what is said in simple 1.1. Listens to and understand the

-Know and apply the most appropriate basic familiar transactions (daily routines,
strategies in order to understand the general instructions of the teacher: Listen and check,
requests, etc.) Listen and tick (). CLC, SCC, CMST
sense, the essential information or the main
points of the text.
2.1. Understands the main information when
-Identify basic and specific cultural and 2. Understands the essential information in participating in a dialogue asking for and
social linguistic elements related to everyday short, simple conversations in which they giving help in the classroom. CLC, SCC,
life (habits, schedules, activities, participate about familiar topics such as CMST, CAE
celebrations) and social conventions (rules of themselves, the family, the school, pets, and
courtesy), and apply the knowledge gained very basic descriptions of objects.
to a proper understanding of the text. 3.1. Recognises the intonation in polite
requests when asking someone for help.
3. Recognises basic sounds, rhythms and CLC, SCC, CMST, CAE
-Identify the general meaning and a limited
intonation in different communicative
selection of vocabulary and expressions, in
contexts. 4.1. Understands the main information when
very short, simple oral texts with a high
proportion of simple structures and very high the teacher explains the distribution of
4. Understands the general meaning and classroom jobs for the week. CLC, SCC,
frequency vocabulary, which is clearly and
substance of oral narratives suitable to their CMST, CAE
slowly expressed and transmitted either
level.
orally or through the use of technical
resources. The oral texts are on topics
related to their own experiences, needs and
interests in predictable everyday contexts
and have visual support provided, the
opportunity to listening again and clear
contextual information.

-Distinguish the main communicative

function of a text (e.g. a request for
information, a command, or an offer), as well
as basic discursive patterns (e.g. starting
and ending a conversation, or the points of a

6
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

schematic narration).

-Recognise a limited selection of high

frequency oral vocabulary related to
everyday situations and familiar and specific
topics to do with their experiences, needs
and interests.

-Discriminate between basic sound, stress,

rhythm and intonation patterns and
recognize the general meanings and
communicative intentions related to them.

7

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
CONTENTS
Production strategies for oral texts:
- Planning, carrying out and checking oral texts through the use of
linguistic, paralinguistic and paratextual procedures
Sociocultural and sociolinguistic aspects: social conventions,
norms of courtesy; nonverbal language.
Communicative functions:
- Greetings and introductions.
- Expressing agreement or disagreement.
- Descriptions of people and objects.
- Asking for and offering information, help, objects, permission.
- Establishing and maintaining communication.
Sound, stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
competences, as indicated below.
(p8). 3 Listen to the examples. Talk to your friends. CLC, SCC,
CMST, CAE
(p9). Final task: Do a project. Do a project about people who
work in your school. Present your information. CLC, SCC, CAE,
SIE, L2L
Do speaking activities covering the following Sociocultural and
sociolinguistic aspects:
Ask for help politely.
Job descriptions in a class at school.
Do speaking activities covering the following communicative
functions:
Greetings and introductions.
Express agreement or disagreement when carrying out a
group project.
Describe jobs in the classroom.
Ask for and offer to do things in class.
Establish and maintain communication.
Practise the pronunciation of the vocabulary of the module.
8

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
EVALUATION CRITERIA
-Know and apply the most appropriate basic
strategies to produce short, simple oral
texts, either monologues or dialogues, using,
for example, prefabricated language or
memorized expressions or supporting what
they want to express with gestures.
-Learn about basic and specific cultural and
socio linguistic elements, and apply the
knowledge acquired about these to produce
oral texts relevant to the context, respecting
the most basic communicative conventions.
-Interact in a basic way, using simple
techniques, linguistic and non-verbal (for
example, gestures and physical contact) to
initiate, maintain, or conclude a short
conversation fulfilling the main
communicative function of the text, (for
example, a greeting, congratulating).
-Produce very short, simple oral texts, either
monologues or dialogues, using, for
example, memorised expressions o gestures
to support what they want to express.
-Participate in a basic way in very short and
simple conversations requiring an exchange
of information on familiar topics, mostly
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
1.Reproduces the expressions used by the 1.1 Reproduces the expressions for how to
teacher or from a recording used in class. ask for things politely by listening to and
reading a dialogue. CLC, SCC, SIE
2.Gives short and simple presentations, that 2.1. Presents a Project about people who
have been previously prepared and work in the school. CLC, CMST, SCC, SIE
rehearsed, about everyday topic or subjects
in which they are interested (introduce
themselves or other people; give basic
information about themselves, their family
and their class; describe in a short a simple
manner the appearance of an object, say
what they like and dont like) using basic
structures.
3.1 Acts out a dialogue using expressions
3. Dramatizes simple everyday situations they have written. CLC, SCC, SIE, L2L
using simple expressions (e.g. a shop role-
play). 4.1 Takes it in turn to practise the dialogue in
pairs. CLC, SCC, SIE
4. Respects rules that govern oral
interaction. 5.1 Responds appropriately to requests for
things. CLC, SCC, CAE, SIE
5. Responds appropriately in communicative
situations (greetings, very simple questions
about themselves, requesting or offering
objects, expressing what they like or dont 6.1. Responds appropriately to the teachers
like, etc.). questions about people who work at the
school. CLC, CMST, SCC, SIE
9

EVALUATION CRITERIA
using expressions and simple high frequency
isolated sentences, repetition and speaking
partners cooperation being essential in
order to maintain the conversation.
- Use basic syntactic structures (e.g. linking
words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.
-Know and use a limited selection of high
frequency oral lexis related to everyday
situations and familiar and specific topics to
do with their own interests, experiences and
needs.
-Articulate a limited selection of basic sound,
stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
6. Participates in face-to-face conversations
or by technical means that allow them to see
the face and gestures of the speaker in
which social contact is established (hello and
goodbye, introducing themselves,
congratulating someone, thanking someone)
and personal information is exchanged
(name, age, etc.).
10
 Skills Trainer QUEST 2 Syllabus

BLOCK 3: UNDERSTANDING WRITTEN TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
Comprehension strategies with written texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p4). 1 Look and number. CLC, CMST
(p4). 2 Read and match. CLC, CAE, SIE
(p5). 1 Read and write. CLC, CMST, SIE
(p5). 2 Read and write. CLC, CMST, SIE
(p7). 1 Read and answer. CLC, CMST, SCC
(p7). 2 Whats Mr Smiths job? CLC, SCC, CMST

Sociocultural and sociolinguistic aspects: social conventions, Do reading activities covering the following sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Reads descriptions of people who work in a school.

Communicative functions: Do reading activities covering the following communicative functions:

- Descriptions of people and objects.
- Asking for and offering information, help, objects, permission. Read descriptions of people who work in a school.
Read how to ask for and offer to do things in class.

Graphic patterns and spelling conventions Show interest in learning, through reading activities, the
spelling of the vocabulary of the module.

11

BLOCK 3: UNDERSTANDING WRITTEN TEXTS
EVALUATION CRITERIA
- Know and apply the most appropriate basic
strategies for understanding the general
sense, specific information and the main
points of the text.
- Identify basic and specific cultural and
social linguistic elements related to everyday
life and apply the knowledge to a proper
understanding of the text.
- Identify the topic and understand the
general sense, the main ideas and specific
information in very short and simple texts,
either in digital form or on paper, with a high
proportion of simple structures and high
frequency vocabulary, about familiar or
everyday topics, as long as they can reread
the text, clarify what they didnt understand
and count on visual and contextual support.
- Recognize frequently used symbols (e.g. ,
@, , etc.) and identify the general
communicative meanings and intentions
related to them.
- Distinguish the main communicative
functions of a text (e.g. a greeting, a request
for information, or an offer) and a limited
selection of their most common examples as
well as basic discursive patterns (e.g.
Skills Trainer QUEST 2 Syllabus
LEARNING OUTCOMES
1. Understands indications and basic
information in familiar signs and posters in
the class and the school.
2. Understands short and simple
correspondence (postcards and cards) that
are about familiar topics such as themselves,
the family, etc.
3. Reads familiar words in the visual material
used for routines (calendar, expressions
about the weather) or in the class books.
4. Formulates hypotheses about the content
using the illustrations, the title and other
graphic elements.
5. Understands written texts related to words
and expressions that have been covered
previously.
6. Uses Information and Communication
Technologies (ICT) to read.
SPECIFIC ACTIVITIES OF THE
MODULE
1.1. Reads and locates familiar words the
descriptions of people who work at a school.
CLC, CMST, SCC
2.1 Understands the thank you note. CLC,
CMST, CAE, SIE
3.1 Reads the instructions for the activities.
CLC, L2L, SIE
4.1 Works out the meaning of the words from
the illustrations. CLC, CAE, L2L, SIE
5.1 Understands how to ask for things
politely. CLC, CAE, L2L, SIE
6.1 Uses ICT to present their project work.
CLC, CAE, L2L, SIE
12
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

starting and closing a letter, or the points of

a schematic description).

- Recognise a limited selection of high

frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Recognise basic punctuation marks (e.g. full

stop, comma, question mark, exclamation
mark).

13

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION
CONTENTS
Production strategies for written texts:
- Planning, carrying out and checking written texts through the use
of linguistic, paralinguistic and paratextual procedures
Sociocultural and sociolinguistic aspects: social conventions,
norms of courtesy; nonverbal language.
Communicative functions:
- Greetings and introductions.
- Expressing agreement or disagreement.
- Descriptions of people and objects.
- Asking for and offering information, help, objects, permission.
- Establishing and maintaining communication.
Skills Trainer QUEST 2 Syllabus
SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
competences, as indicated below.
(p4). 3 How do you help in the classroom? CLC, CAE, SIE
(p5). 1 Read and write. CLC, CMST, CAE, SIE
(p5). 2 Read and write. CLC, CMST, CAE, SIE
(p5). 3 Who works in your school? CLC, CMST, CAE, SIE
(p6). 3 Whats your favourite classroom job? CLC, CMST, CAE,
SIE
(p7). 3 Plan a thank you note for a person who works at your
school. CLC, CMST, CAE, SIE
(p7). 4 Copy and decorate your thank you note. CLC, SCC, CAE
(p8). 2 Write the questions. CLC, SCC, CAE, SIE
(p8). Final task. Do a project. CLC, SCC, CAE, SIE, L2L
Do writing activities covering the following sociocultural and
sociolinguistic aspects:
Write a thank you note.
Do writing activities covering the following communicative functions:
Express preference for jobs in the classroom.
Write a description of someone who works at the school.
Write how to ask for and offer help in class.
14
 Skills Trainer QUEST 2 Syllabus

CONTENTS SPECIFIC CONTENTS OF THE MODULE

Graphic patterns and spelling conventions. Show interest in learning, through written activities, the
spelling of the vocabulary of the module.

15
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

- Know and apply basic strategies to produce
very short and simple texts, for example,
copying common words and sentences to
achieve the aimed communicative functions.
- Know basic and specific cultural and social
linguistic elements and apply the knowledge
acquired about these to produce a written
text adapted to the context, respecting the
basic norms of courtesy.
1. Is able to construct simple texts from 1.1 Writes about someone who works at the
structured models.
school. CLC, CMST, CAE, SIE
2. Writes postcards and other forms of
2.1 Writes a thank you note. CLC, CMST,
simple correspondence following a model CAE, SIE
and uses some basic conventions to start
and close the text.

- Write very short and simple texts, made of

simple isolated sentences to talk about
themselves or their immediate environment,
using a selection of punctuation marks to
express their communicative function.

-Use basic syntactic structures (e.g. linking

words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.

- Understand and use a limited selection of

high frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Use some graphic patterns and basic

spelling conventions.

16
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

17
 Skills Trainer QUEST 2 Syllabus

MODULE 2: Finding out information

pp
MODULE OBJECTIVES, KEY COMPETENCES and LINGUISTIC CONTENTS 19
Block 1: Understanding oral texts
Contents and Specific contents of the module 21
Evaluation Criteria, Learning Standards and Specific activities of the module 22
Block 2: Production of oral texts: Expression and Interaction
Contents and Specific contents of the module 24
Evaluation Criteria, Learning Standards and Specific activities of the module 25
Block 3: UNDERSTANDING WRITTEN TEXTS
Contents and Specific contents of the module 27
Evaluation Criteria, Learning Standards and Specific activities of the module 28
Block 4: Production of written texts: Expression and Interaction
Contents and Specific contents of the module 30
Evaluation Criteria, Learning Standards and Specific activities of the module 31

18
 Skills Trainer TIGER 3 Syllabus

MODULE OBJECTIVES AND KEY COMPETENCES2

Throughout this module, the student will be able to:

Read an animal web page. CLC, CMST, CAE

Listen to a school newspaper interview. CLC, SCC, CAE
Write a wild animal fact file. CLC, CMST, SCC, SIE
Ask and find out information about animals. CLC, SCC, CAE, SIE
Do a project: Plan and create animal families fact files. CLC, CMST, SCC, SIE, L2L

LINGUISTIC CONTENTS

Throughout the work on the four skills, students will learn and practise the following syntactical structures and vocabulary contents:

Syntactical structures:
-Expression of logical relationships: conjunction (and).
-Affirmation (affirmative sentences; Yes (+ tag))
-Question words (Wh- questions) How many ...?.
-Expression of time: present (present simple)
-Expression of aspect: punctual (simple tenses); duration (present
continuous).Expression of modality: ability (can); obligation (have
got) to, imperative); 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 two
digits; ordinal numerals up to two digits. Quantity: many, some,
more, (a) little. Degree: very.
-Expression of space (prepositions and adverbs of location,
position) Here, there, on, in, under.
-Expression of manner (Adv. of manner, e.g. slowly, well).
Core language
present simple (It runs/climbs/eats/lives/has
got) There is/There are
I read a (magazine). I listen to a (podcast). I watch
(television). I ask (people). The aye aye lives in the
rainforest. The eel can swim fast. The pufferfish has
got spines. Theres (a lion). There are (two giraffes).
How does it move? What does it eat?
Additional language
Theres (a lion). There are (eight crocodiles). Its
got (grey fur). It (climbs)/(eats meat). It lives in (the
mountains). What does it look like? What colour is
it? Where does it live? What does it eat? How does
it move? Is it an (owl)? Yes, it is. What animals are in
the zoo? What animals do you want to see? Where
do you find information? What about ?, Lets read

2
Key Competences: Basic competences : CLC -Competence in linguistic communication; CMST- Competence in mathematics, science and technology;
Transversal competences: DC-Digital competence; L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship;
CAE-Cultural awareness and expression
 Skills Trainer QUEST 2 Syllabus

a , Lets listen to a

High frequency vocabulary

Core vocabulary
encyclopaedia, library book, magazine, newspaper,
- Pets and other animals
podcast, school book, television, web page
- Daily routines / Everyday activities;
Additional vocabulary
internet, animals (aye aye, crocodile, eel, elephant,
giraffe, lion, pufferfish, snake, snow leopard), animal
actions (climb, fly, jump, run, swim) animal families
(insects, reptiles, mammals, fish, birds), animal parts
of the body (fur, scales, spines, feathers, tail, teeth,
claws, beak), habitats (mountains, rainforest, water,
trees), strange animals, wild animals, zookeeper

20
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE

With these activities the students develop essentially the acquisition
Learning strategies in oral texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p10). 1 Look and number. Listen and check. CLC, CMST
(p12). 1 Listen. What animals are in the zoo? CLC, CMST, SIE
(p12). 2 Listen again and write. CLC, CMST, CAE
(p14). 1 Look and number. Listen and check. CLC, CMST, SIE
(p14). 3 Listen to the example. Ask a friend questions. CLC,
SCC, SIE

Sociocultural and sociolinguistic aspects: social conventions, Do listening activities covering the following Sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Listen to how to ask for information about animals.
Listen to a description of animals in a zoo.

Do listening activities covering the following communicative

Communicative functions: functions:

- Greetings and introductions. Greetings and introductions.

- Expressing agreement or disagreement. Express agreement or disagreement when carrying out group
- Descriptions of people and objects. project.
- Asking for and offering information, help, objects, permission. Describe animals.
- Establishing and maintaining communication. Ask for and offer information about animals.
Establish and maintain communication.

Sound, stress, rhythm and intonation patterns. Practise listening to the pronunciation of the vocabulary of the
module.

21
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

1. Understands what is said in simple 1.1. Listens to and understand the

-Know and apply the most appropriate basic
strategies in order to understand the general
sense, the essential information or the main
points of the text.
familiar transactions (daily routines,
instructions of the teacher: Choose an
requests, etc.) animal family, Listen and check. CLC, SCC,
CMST

-Identify basic and specific cultural and
social linguistic elements related to everyday
life (habits, schedules, activities,
celebrations) and social conventions (rules of
courtesy), and apply the knowledge gained
to a proper understanding of the text.
-Identify the general meaning and a limited
selection of vocabulary and expressions, in
very short, simple oral texts with a high
proportion of simple structures and very high
frequency vocabulary, which is clearly and
slowly expressed and transmitted either
orally or through the use of technical
resources. The oral texts are on topics
related to their own experiences, needs and
interests in predictable everyday contexts
and have visual support provided, the
opportunity to listening again and clear
contextual information.
2. Understands the essential information in 2.1 Understands the main information when
short, simple conversations in which they talking about animals in a zoo. CLC, SCC,
participate about familiar topics such as CMST
themselves, the family, the school, pets, and
very basic descriptions of objects.
3. Recognises basic sounds, rhythms and 3.1. Listens to and recognises animal words
in conversations. CLC, SCC, CMST, SIE
intonation in different communicative
contexts.
4.1 Understands the main information in an
4. Understands the general meaning and
interview with a zookeeper. CLC, CMST, CAE,
substance of oral narratives suitable to their
SIE
level.

-Distinguish the main communicative

function of a text (e.g. a request for
information, a command, or an offer), as well
as basic discursive patterns (e.g. starting
and ending a conversation, or the points of a

22
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

schematic narration).

-Recognise a limited selection of high

frequency oral vocabulary related to
everyday situations and familiar and specific
topics to do with their experiences, needs
and interests.

-Discriminate between basic sound, stress,

rhythm and intonation patterns and
recognize the general meanings and
communicative intentions related to them.

23
 Skills Trainer QUEST 2 Syllabus

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION

CONTENTS
Production strategies for oral texts:
- Planning, carrying out and checking oral texts through the use of
linguistic, paralinguistic and paratextual procedures
SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
competences, as indicated below.
(p12). 3. What animals do you want to see? CLC, CMST, SCC,
SIE
(p13). 2 What other information can you find out? CLC, SCC,
CMST
(p14). 3 Listen to the example. Ask a friend questions. CLC,
SCC, SIE
(p15). Final task: Do a project. Plan and create animal families
fact files. CLC, SCC, CAE, SIE, L2L

Sociocultural and sociolinguistic aspects: social conventions, Do speaking activities covering the following Sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Ask for information about animals.
.

Do speaking activities covering the following communicative

Communicative functions: functions:
- Greetings and introductions.
- Expressing agreement or disagreement. Greetings and introductions.
- Descriptions of people and objects. Express agreement or disagreement when carrying out a
- Asking for and offering information, help, objects, permission. group project.
- Establishing and maintaining communication. Describe animals.
Ask for and offer information about animals.
Establish and maintain communication.

Sound, stress, rhythm and intonation patterns. Practise the pronunciation of the vocabulary of the module.

24
 Skills Trainer QUEST 2 Syllabus

CONTENTS SPECIFIC CONTENTS OF THE MODULE

25

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
EVALUATION CRITERIA
-Know and apply the most appropriate basic
strategies to produce short, simple oral
texts, either monologues or dialogues, using,
for example, prefabricated language or
memorized expressions or supporting what
they want to express with gestures.
-Learn about basic and specific cultural and
socio linguistic elements, and apply the
knowledge acquired about these to produce
oral texts relevant to the context, respecting
the most basic communicative conventions.
-Interact in a basic way, using simple
techniques, linguistic and non-verbal (for
example, gestures and physical contact) to
initiate, maintain, or conclude a short
conversation fulfilling the main
communicative function of the text, (for
example, a greeting, congratulating).
-Produce very short, simple oral texts, either
monologues or dialogues, using, for
example, memorised expressions o gestures
to support what they want to express.
-Participate in a basic way in very short and
simple conversations requiring an exchange
of information on familiar topics, mostly
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
1.Reproduces the expressions used by the 1.1 Reproduces the expressions for how to
teacher or from a recording used in class. ask for information about animals by
listening to and reading a dialogue. CLC,
SCC, SIE
2.Gives short and simple presentations, that
have been previously prepared and 2.1. Presents a Project about animal families
rehearsed, about everyday topic or subjects fact files. CLC, CMST, SCC, SIE
in which they are interested (introduce
themselves or other people; give basic
information about themselves, their family
and their class; describe in a short a simple
manner the appearance of an object, say
what they like and dont like) using basic
structures.
3. Dramatizes simple everyday situations 3.1 Acts out a dialogue using expressions
using simple expressions (e.g. a shop role- they have written. CLC, SCC, SIE, L2L
play).
4.1 Takes it in turn to practise the dialogue in
4. Respects rules that govern oral pairs. CLC, SCC, SIE
interaction.
5.1 Responds appropriately to requests for
information about animals. CLC, SCC, CAE,
5. Responds appropriately in communicative SIE
situations (greetings, very simple questions
about themselves, requesting or offering
objects, expressing what they like or dont
like, etc.).
6.1. Responds appropriately to the teachers
26

EVALUATION CRITERIA
using expressions and simple high frequency
isolated sentences, repetition and speaking
partners cooperation being essential in
order to maintain the conversation.
- Use basic syntactic structures (e.g. linking
words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.
-Know and use a limited selection of high
frequency oral lexis related to everyday
situations and familiar and specific topics to
do with their own interests, experiences and
needs.
-Articulate a limited selection of basic sound,
stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
6. Participates in face-to-face conversations questions about wild animals. CLC, CMST,
or by technical means that allow them to see SCC, SIE
the face and gestures of the speaker in
which social contact is established (hello and
goodbye, introducing themselves,
congratulating someone, thanking someone)
and personal information is exchanged
(name, age, etc.).
27
 Skills Trainer QUEST 2 Syllabus

BLOCK 3: UNDERSTANDING WRITTEN TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
Comprehension strategies with written texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p10). 1. Read and circle. CLC, CMST, CAE
(p10). 2. Read and tick (). CLC, CMST, CAE
(p11). 1. Read and match. CLC, CMST, SIE
(p11). 2. Read and write Yes or No. CLC, CMST, SIE
(p13). 1. Read and answer. CLC, CMST, SCC

Sociocultural and sociolinguistic aspects: social conventions, Do reading activities covering the following sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Read descriptions of animals.
Read an interview for a school magazine.

Communicative functions: Do reading activities covering the following communicative functions:

- Descriptions of people and objects.
- Asking for and offering information, help, objects, permission. Read descriptions of animals.
Read how to ask for and offer information about animals.

Graphic patterns and spelling conventions Show interest in learning, through reading activities, the
spelling of the vocabulary of the module.

28
 Skills Trainer QUEST 2 Syllabus

BLOCK 3: UNDERSTANDING WRITTEN TEXTS

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

- Know and apply the most appropriate basic

strategies for understanding the general 1. Understands indications and basic 1.1. Reads and locates familiar words in the
sense, specific information and the main information in familiar signs and posters in descriptions of strange animals on a web
points of the text. the class and the school. page. CLC, CMST, SCC

- Identify basic and specific cultural and
social linguistic elements related to everyday
life and apply the knowledge to a proper
understanding of the text.
- Identify the topic and understand the
general sense, the main ideas and specific
information in very short and simple texts,
either in digital form or on paper, with a high
proportion of simple structures and high
frequency vocabulary, about familiar or
everyday topics, as long as they can reread
the text, clarify what they didnt understand
and count on visual and contextual support.
3. Reads familiar words in the visual material
used for routines (calendar, expressions
about the weather) or in the class books.
4. Formulates hypotheses about the content
using the illustrations, the title and other
graphic elements.
5. Understands written texts related to words
and expressions that have been covered
previously.
6. Uses Information and Communication
Technologies (ICT) to read.
3.1 Reads the instructions for the activities.
CLC, L2L, SIE
4.1 Works out the meaning of the words from
the illustrations. CLC, CAE, L2L, SIE
5.1 Understands how to ask for information
politely. CLC, CAE, L2L, SIE
6.1 Uses ICT to research and carry out their
project work. CLC, CAE, L2L, SIE

- Recognize frequently used symbols (e.g. ,

@, , etc.) and identify the general
communicative meanings and intentions
related to them.

- Distinguish the main communicative

functions of a text (e.g. a greeting, a request
for information, or an offer) and a limited
selection of their most common examples as
well as basic discursive patterns (e.g.

29
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

starting and closing a letter, or the points of

a schematic description).

- Recognise a limited selection of high

frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Recognise basic punctuation marks (e.g. full

stop, comma, question mark, exclamation
mark).

30
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

CONTENTS SPECIFIC CONTENTS OF THE MODULE

Production strategies for written texts: With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
- Planning, carrying out and checking written texts through the use although they also deal with the rest of basic and crosscutting
of linguistic, paralinguistic and paratextual procedures competences, as indicated below.

(p11). 3 What strange animals do you know about? CLC, CAE,

SIE
(p12). 3. What animals do you want to see? CLC, CMST, CAE,
SIE
(p13). 3. Find out information and plan your writing. CLC,
CMST, DC, CAE, SIE
(p13). 4. Copy and decorate the information about your wild
animal. CLC, SCC, CAE
(p14). 2 Think of an animal. Make notes. CLC, CMST, SCC, SIE
(p15). Final task. Plan and create animal families fact files.
CLC, DC, SCC, CAE, SIE, L2L

Do writing activities covering the following sociocultural and

Sociocultural and sociolinguistic aspects: social conventions, sociolinguistic aspects:
norms of courtesy; nonverbal language.
Write a description.

Communicative functions: Do writing activities covering the following communicative functions:

- Expressing agreement or disagreement. Express preference for the type of animals they would like to
- Descriptions of people and objects. see.
Write a description of a wild animal.

31
 Skills Trainer QUEST 2 Syllabus

CONTENTS SPECIFIC CONTENTS OF THE MODULE

Graphic patterns and spelling conventions. Show interest in learning, through written activities, the
spelling of the vocabulary of the module.

32
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

- Know and apply basic strategies to produce
very short and simple texts, for example,
copying common words and sentences to
achieve the aimed communicative functions.
- Know basic and specific cultural and social
linguistic elements and apply the knowledge
acquired about these to produce a written
text adapted to the context, respecting the
basic norms of courtesy.
1. Is able to construct simple texts from
structured models.
1.1 Writes an animal family fact file. CLC, DC,
CMST, CAE, SIE
1.2 Writes about a wild animal. CLC, CMST,
CAE, SIE
1.3 Writes about strange animals. CLC, CMST,
CAE, SIE

- Write very short and simple texts, made of

simple isolated sentences to talk about
themselves or their immediate environment,
using a selection of punctuation marks to
express their communicative function.

-Use basic syntactic structures (e.g. linking

words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.

- Understand and use a limited selection of

high frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Use some graphic patterns and basic

spelling conventions.

33
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

34
 Skills Trainer QUEST 2 Syllabus

MODULE 3: Exploring the neighbourhood

pp
MODULE OBJECTIVES, KEY COMPETENCES and LINGUISTIC CONTENTS 34
Block 1: Understanding oral texts
Contents and Specific contents of the module 36
Evaluation Criteria, Learning Standards and Specific activities of the module 37
Block 2: Production of oral texts: Expression and Interaction
Contents and Specific contents of the module 39
Evaluation Criteria, Learning Standards and Specific activities of the module 40
Block 3: UNDERSTANDING WRITTEN TEXTS
Contents and Specific contents of the module 42
Evaluation Criteria, Learning Standards and Specific activities of the module 43
Block 4: Production of written texts: Expression and Interaction
Contents and Specific contents of the module 45
Evaluation Criteria, Learning Standards and Specific activities of the module 46

35
 Skills Trainer TIGER 3 Syllabus

MODULE OBJECTIVES AND KEY COMPETENCES3

Throughout this module, the student will be able to:

Read a high street brochure. CLC, CAE, CMST

Listen and complete a shopping list. CLC, SCC, SIE
Write and complete a library card. CLC, CAE, SIE
Order a salad in a restaurant. CLC, SCC, CAE, SIE
Final task: Plan and create a postcard of your neighbourhood. CLC, CMST, CAE, SIE, L2L

LINGUISTIC CONTENTS

Throughout the work on the four skills, students will learn and practise the following syntactical structures and vocabulary contents:

Core language
Syntactical structures:
can (Can I have some apples, please?),
prepositions of place
-Expression of logical relationships: conjunction (and).
Can I have some sausages, please? The bakers is
-Affirmation (affirmative sentences; Yes (+ tag))
next to the greengrocers. Theres a park. You can
-Exclamation, exclamatory sentences, e.g. Good idea! Negation
play football here.
(negative sentences with not), no (Adj.), No (+ negative tag)).
-Question words (Wh- questions) How many ...?.
-Expression of time: present (present simple) Additional language
-Expression of aspect: punctual (simple tenses); duration (present You can buy (fish) here. Weve got a lot of (fruit).
continuous).Expression of modality: ability (can); obligation (have We need (cereal). We dont need (ice cream). What
got) to, imperative); permission (can); intention (going to)... about (yoghurt)? Whats (her) name? Where does
-Expression of existence ( there is / are) ; entity ( nouns and (he) live? Whats (his) telephone number? How old
pronouns , articles, demonstratives ); quality ( ( very +) Adj . ) . is (she)? Whens (his) birthday? What books does
-Expressing quantity (singular / plural; cardinal numerals up to two (he) like? Can I help you? What do you want in your
digits; ordinal numerals up to two digits. Quantity: many, some, salad? Here you are. Thank you. Lets , Good idea!, You can
more, (a) little. Degree: very. do
-Expression of space (prepositions and adverbs of location,
position) Here, there, on, in, under.
3
Key Competences: Basic competences : CLC -Competence in linguistic communication; CMST- Competence in mathematics, science and technology;
Transversal competences: DC-Digital competence; L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship;
CAE-Cultural awareness and expression
 Skills Trainer QUEST 2 Syllabus

-Expression of manner (Adv. of manner, e.g. slowly, well).

High frequency vocabulary

Core vocabulary
bakers, bookshop, butchers, chemists,
- Personal identification, gender, body parts
fishmongers, greengrocers, restaurant,
- Daily routines / Everyday activities;
supermarket
- Places
Additional vocabulary
places (library, park, school), food (apples, bread,
butter, cakes, cereal, cheese, chicken, cucumber,
fish, fruit, ice cream, lettuce, olives, peppers, salad,
sausages, sweetcorn, tomatoes, tuna, vegetables,
yoghurt), prepositions (between, next to), personal
information (name, surname, age, birthday, address,
telephone number), book genres (fairy tales,
adventure stories, technology, myths and legends,
history, science fiction), brochure, shampoo,
washing-up liquid, activities

37
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE

With these activities the students develop essentially the acquisition
Learning strategies in oral texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p16). Look and number. Listen and check. CLC, CMST
(p18). 1 Listen. Where are the children? CLC, CMST, SIE
(p18). 2 Listen again and tick (). CLC, CMST, CAE
(p20). 1 Look and number. Listen and check. CLC, CMST, SIE
(p20). 3 Listen to the example. Talk to a friend and order your
salad. CLC, SCC, SIE

Sociocultural and sociolinguistic aspects: social conventions, Do listening activities covering the following Sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Listen to how to order a salad in a restaurant.
Listen to a description of a shopping list.

Do listening activities covering the following communicative

Communicative functions: functions:

- Greetings and introductions. Greetings and introductions.

- Expressing agreement or disagreement. Express agreement or disagreement when carrying out group
- Descriptions of people and objects. project.
- Asking for and offering information, help, objects, permission. Describe shops on a high street.
- Establishing and maintaining communication. Ask for a salad in a restaurant.
Establish and maintain communication.

Sound, stress, rhythm and intonation patterns. Practise listening to the pronunciation of the vocabulary of the
module.

38
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

1. Understands what is said in simple 1.1. Listens to and understand the

-Know and apply the most appropriate basic
strategies in order to understand the general
sense, the essential information or the main
points of the text.
-Identify basic and specific cultural and
social linguistic elements related to everyday
life (habits, schedules, activities,
celebrations) and social conventions (rules of
courtesy), and apply the knowledge gained
to a proper understanding of the text.
-Identify the general meaning and a limited
selection of vocabulary and expressions, in
very short, simple oral texts with a high
proportion of simple structures and very high
frequency vocabulary, which is clearly and
slowly expressed and transmitted either
orally or through the use of technical
resources. The oral texts are on topics
related to their own experiences, needs and
interests in predictable everyday contexts
and have visual support provided, the
opportunity to listening again and clear
contextual information.
familiar transactions (daily routines,
instructions of the teacher: Listen to the
requests, etc.) example, Listen and check. CLC, SCC, CMST
2.1 Understands the main information when
2. Understands the essential information in ordering a salad in a restaurant. CLC, SCC,
short, simple conversations in which they CMST
participate about familiar topics such as
themselves, the family, the school, pets, and
very basic descriptions of objects.
3.1. Listens to and recognises food items in
3. Recognises basic sounds, rhythms and conversations. CLC, SCC, CMST, SIE
intonation in different communicative
contexts.
4.1 Understands the main information in a
conversation about a shopping list. CLC,
4. Understands the general meaning and
CMST, CAE, SIE
substance of oral narratives suitable to their
level.

-Distinguish the main communicative

function of a text (e.g. a request for
information, a command, or an offer), as well
as basic discursive patterns (e.g. starting
and ending a conversation, or the points of a

39
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

schematic narration).

-Recognise a limited selection of high

frequency oral vocabulary related to
everyday situations and familiar and specific
topics to do with their experiences, needs
and interests.

-Discriminate between basic sound, stress,

rhythm and intonation patterns and
recognize the general meanings and
communicative intentions related to them.

40
 Skills Trainer QUEST 2 Syllabus

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION

CONTENTS
Production strategies for oral texts:
- Planning, carrying out and checking oral texts through the use of
linguistic, paralinguistic and paratextual procedures
SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
competences, as indicated below.
(p19). 2. What books doesnt Julia like? CLC, CMST, SCC, SIE
(p20). 3 Listen to the example. Talk to a friend and order your
salad. CLC, SCC, SIE
(p21). Final task: Do a project. Plan and create a postcard of
your neighbourhood. CLC, DC, SCC, CAE, SIE, L2L

Sociocultural and sociolinguistic aspects: social conventions, Do speaking activities covering the following Sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
How to order food in a restaurant.
.

Do speaking activities covering the following communicative

Communicative functions: functions:
- Greetings and introductions.
- Expressing agreement or disagreement. Greetings and introductions.
- Descriptions of people and objects. Express agreement or disagreement when carrying out a
- Asking for and offering information, help, objects, permission. group project.
- Establishing and maintaining communication. Describe shops on a high street.
Ask for a salad in a restaurant.
Establish and maintain communication.

Sound, stress, rhythm and intonation patterns. Practise the pronunciation of the vocabulary of the module.

41

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
EVALUATION CRITERIA
-Know and apply the most appropriate basic
strategies to produce short, simple oral
texts, either monologues or dialogues, using,
for example, prefabricated language or
memorized expressions or supporting what
they want to express with gestures.
-Learn about basic and specific cultural and
socio linguistic elements, and apply the
knowledge acquired about these to produce
oral texts relevant to the context, respecting
the most basic communicative conventions.
-Interact in a basic way, using simple
techniques, linguistic and non-verbal (for
example, gestures and physical contact) to
initiate, maintain, or conclude a short
conversation fulfilling the main
communicative function of the text, (for
example, a greeting, congratulating).
-Produce very short, simple oral texts, either
monologues or dialogues, using, for
example, memorised expressions o gestures
to support what they want to express.
-Participate in a basic way in very short and
simple conversations requiring an exchange
of information on familiar topics, mostly
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
1.Reproduces the expressions used by the 1.1 Reproduces the expressions for how to
teacher or from a recording used in class. ask for a salad in a restaurant by listening to
and reading a dialogue. CLC, SCC, SIE
2.Gives short and simple presentations, that 2.1. Presents a Project about a postcard of
have been previously prepared and your neighbourhood. CLC, DC, CMST, SCC,
rehearsed, about everyday topic or subjects SIE
in which they are interested (introduce
themselves or other people; give basic
information about themselves, their family
and their class; describe in a short a simple
manner the appearance of an object, say
what they like and dont like) using basic
structures.
3. Dramatizes simple everyday situations 3.1 Acts out a dialogue using food items they
using simple expressions (e.g. a shop role- have written. CLC, SCC, SIE, L2L
play).
4.1 Takes it in turn to practise the dialogue in
4. Respects rules that govern oral pairs. CLC, SCC, SIE
interaction.
5.1 Responds appropriately to requests for
food. CLC, SCC, CAE, SIE
5. Responds appropriately in communicative
situations (greetings, very simple questions
about themselves, requesting or offering
objects, expressing what they like or dont
like, etc.). 6.1. Responds appropriately to the teachers
questions about favourite books. CLC, CMST,
42

EVALUATION CRITERIA
using expressions and simple high frequency
isolated sentences, repetition and speaking
partners cooperation being essential in
order to maintain the conversation.
- Use basic syntactic structures (e.g. linking
words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.
-Know and use a limited selection of high
frequency oral lexis related to everyday
situations and familiar and specific topics to
do with their own interests, experiences and
needs.
-Articulate a limited selection of basic sound,
stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
6. Participates in face-to-face conversations SCC, SIE
or by technical means that allow them to see
the face and gestures of the speaker in
which social contact is established (hello and
goodbye, introducing themselves,
congratulating someone, thanking someone)
and personal information is exchanged
(name, age, etc.).
43
 Skills Trainer QUEST 2 Syllabus

BLOCK 3: UNDERSTANDING WRITTEN TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
Comprehension strategies with written texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p16). 2. Read and write. CLC, CMST, CAE
(p16). 3. Read and match. CLC, CMST, CAE
(p17). 1. Read and write. CLC, CMST, SIE
(p19). 1. Read and answer. CLC, CMST, SIE

Sociocultural and sociolinguistic aspects: social conventions, Do reading activities covering the following sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Read a brochure about a High Street in the UK.
Read the information on a library card.

Communicative functions: Do reading activities covering the following communicative functions:

- Descriptions of people and objects.
- Asking for and offering information, help, objects, permission. Read descriptions of shops on a high street.
Read how to ask for a salad in a restaurant.

Graphic patterns and spelling conventions Show interest in learning, through reading activities, the
spelling of the vocabulary of the module.

44

BLOCK 3: UNDERSTANDING WRITTEN TEXTS
EVALUATION CRITERIA
- Know and apply the most appropriate basic
strategies for understanding the general
sense, specific information and the main
points of the text.
- Identify basic and specific cultural and
social linguistic elements related to everyday
life and apply the knowledge to a proper
understanding of the text.
- Identify the topic and understand the
general sense, the main ideas and specific
information in very short and simple texts,
either in digital form or on paper, with a high
proportion of simple structures and high
frequency vocabulary, about familiar or
everyday topics, as long as they can reread
the text, clarify what they didnt understand
and count on visual and contextual support.
- Recognize frequently used symbols (e.g. ,
@, , etc.) and identify the general
communicative meanings and intentions
related to them.
- Distinguish the main communicative
functions of a text (e.g. a greeting, a request
for information, or an offer) and a limited
selection of their most common examples as
well as basic discursive patterns (e.g.
Skills Trainer QUEST 2 Syllabus
LEARNING OUTCOMES
1. Understands indications and basic
information in familiar signs and posters in
the class and the school.
2. Understands short and simple
correspondence (postcards and cards) that
are about familiar topics such as themselves,
the family, etc.
3. Reads familiar words in the visual material
used for routines (calendar, expressions
about the weather) or in the class books.
4. Formulates hypotheses about the content
using the illustrations, the title and other
graphic elements.
5. Understands written texts related to words
and expressions that have been covered
previously.
6. Uses Information and Communication
Technologies (ICT) to read.
SPECIFIC ACTIVITIES OF THE
MODULE
1.1. Reads and locates familiar words in the
descriptions of shops on a high street in a
brochure. CLC, CMST, SCC
2.1 Reads and understands the information
on a postcard as part of the final project.
CLC, CAE, L2L, SIE
3.1 Reads the instructions for the activities.
CLC, L2L, SIE
4.1 Works out the meaning of the words from
the illustrations. CLC, CAE, L2L, SIE
5.1 Understands how to ask for food in a
restaurant politely. CLC, CAE, L2L, SIE
6.1 Uses ICT to research and carry out their
project work. CLC, DC, CAE, L2L, SIE
45
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

starting and closing a letter, or the points of

a schematic description).

- Recognise a limited selection of high

frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Recognise basic punctuation marks (e.g. full

stop, comma, question mark, exclamation
mark).

46
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

CONTENTS SPECIFIC CONTENTS OF THE MODULE

Production strategies for written texts: With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
- Planning, carrying out and checking written texts through the use although they also deal with the rest of basic and crosscutting
of linguistic, paralinguistic and paratextual procedures competences, as indicated below.

(p17). 3 Where do you go shopping for food?CLC, CAE, SIE

(p18). 3. What do you buy at the supermarket? CLC, CMST,
CAE, SIE
(p19). 3. Plan your library card. CLC, CMST, CAE, SIE
(p19). 4. Copy and decorate your library card. CLC, SCC, CAE
(p20). 2. Choose four salad ingredients and write. CLC, CMST,
SCC, SIE
(p21). Final task. Plan and create a postcard of your
neighbourhood. CLC, DC, SCC, CAE, SIE, L2L

Do writing activities covering the following sociocultural and

Sociocultural and sociolinguistic aspects: social conventions, sociolinguistic aspects:
norms of courtesy; nonverbal language.
Complete a library card.

Communicative functions: Do writing activities covering the following communicative functions:

- Expressing agreement or disagreement. Express preference for the type of food they buy at a
- Descriptions of people and objects. supermarket.
Write a description of places on a postcard.

Graphic patterns and spelling conventions. Show interest in learning, through written activities, the
spelling of the vocabulary of the module.

47
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

- Know and apply basic strategies to produce
very short and simple texts, for example,
copying common words and sentences to
achieve the aimed communicative functions.
- Know basic and specific cultural and social
linguistic elements and apply the knowledge
acquired about these to produce a written
text adapted to the context, respecting the
basic norms of courtesy.
- Write very short and simple texts, made of
simple isolated sentences to talk about
themselves or their immediate environment,
using a selection of punctuation marks to
express their communicative function.
1. Is able to construct simple texts from 1.1 Writes about where they go shopping for
structured models.
food and what they buy. CLC, CMST, CAE, SIE
2. Writes postcards and other forms of
2.1 Writes a postcard about their
simple correspondence following a model neighbourhood. CLC, CMST, CAE, SIE
and uses some basic conventions to start
and close the text.
3. Fills out forms marking options and
3.1 Completes a library card. CLC, CMST,
completing data or other types of personal CAE, SIE
information (e.g. likes, title of a story that
has been read, etc.).

-Use basic syntactic structures (e.g. linking

words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.

- Understand and use a limited selection of

high frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Use some graphic patterns and basic

spelling conventions.

48
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

49
 Skills Trainer QUEST 2 Syllabus

MODULE 4: Choosing activities

pp
MODULE OBJECTIVES, KEY COMPETENCES and LINGUISTIC CONTENTS 49
Block 1: Understanding oral texts
Contents and Specific contents of the module 51
Evaluation Criteria, Learning Standards and Specific activities of the module 52
Block 2: Production of oral texts: Expression and Interaction
Contents and Specific contents of the module 54
Evaluation Criteria, Learning Standards and Specific activities of the module 55
Block 3: UNDERSTANDING WRITTEN TEXTS
Contents and Specific contents of the module 57
Evaluation Criteria, Learning Standards and Specific activities of the module 58
Block 4: Production of written texts: Expression and Interaction
Contents and Specific contents of the module 60
Evaluation Criteria, Learning Standards and Specific activities of the module 62

50
 Skills Trainer TIGER 3 Syllabus

MODULE OBJECTIVES AND KEY COMPETENCES4

Throughout this module, the student will be able to:

Read club posters. CLC, CMST, SCC

Listen and complete diaries. CLC, CMST, SCC, SIE
Write and make a sports club poster. CLC, CMST, CAE, SCC, SIE
Talk about weekend plans. CLC, CMST, SCC, SIE
Do a project: Plan and present an activities day for your class CLC, DC, CMST, SCC, SIE, L2L

LINGUISTIC CONTENTS

Throughout the work on the four skills, students will learn and practise the following syntactical structures and vocabulary contents:

Syntactical structures:

-Expression of logical relationships: conjunction (and).

-Affirmation (affirmative sentences; Yes (+ tag))
-Question words (Wh- questions) How many ...?.
-Expression of time: present (present simple); Future (going to).
-Expression of aspect: punctual (simple tenses); duration (present
continuous).Expression of modality: ability (can); obligation (have
got) to, imperative); 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 two
digits; ordinal numerals up to two digits. Quantity: many, some,
more, (a) little. Degree: very.
-Expression of space (prepositions and adverbs of location,
position) Here, there, on, in, under.
-Expression of time divisions (e. g. Summer).
-Expression of manner (Adv. of manner, e.g. slowly, well).
Core language
art club, dance club, drama club, library, park,
scout camp, swimming pool, zoo
Additional language
activities (camping, canoeing, dancing, fishing,
making things, music, painting, singing, swimming,
theatre), sports (football, karate, tennis), weather
(cloudy, rainy, sunny, windy), afternoon, cinema,
diary, indoors, morning, outdoors, picnic, Saturday,
Sunday, 6 oclock

4
Key Competences: Basic competences : CLC -Competence in linguistic communication; CMST- Competence in mathematics, science and technology;
Transversal competences: DC-Digital competence; L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship;
CAE-Cultural awareness and expression
 Skills Trainer QUEST 2 Syllabus

High frequency vocabulary

Core vocabulary
can (You can have a picnic here.), going to
- Daily routines / Everyday activities
You can act and sing here. I like music and
- Family and friends
dancing. I love painting and making things. Its
- The weather
going to (be sunny). What are you going to do on
(Saturday morning)? Im going to (go swimming).

Additional vocabulary
You can (have a picnic) here. You can (paint and
make things) here. Can you (go canoeing) at (the
scout camp)? Is the (dance club) on (Saturday
morning)? Whats the weather going to be like? Its
going to be (rainy) on (Saturday). Whats the name
of the club? Where is it? What day is it on? Its on
(Saturday). What time is it? Its at (9 oclock). Is it in
the morning or the afternoon? What activities can
you do? I want to , Me, too. Im going to

52
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE

With these activities the students develop essentially the acquisition
Learning strategies in oral texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p22). Look and number. Listen and check. CLC, SCC, CMST
(p24). 1 Listen and tick (). CLC, CMST, SIE
(p24). 2 Listen again and write. CLC, CMST, CAE
(p26). 1 Look and number. Listen and check. CLC, CMST, SIE
(p26). 3 Listen to the example. Talk to a friend about your
weekend plans. CLC, SCC, SIE

Sociocultural and sociolinguistic aspects: social conventions, Do listening activities covering the following Sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Listen to how to ask about plans.
Listen to a description of activities at a sports club.

Do listening activities covering the following communicative

Communicative functions: functions:

- Greetings and introductions. Greetings and introductions.

- Expressing agreement or disagreement. Express agreement or disagreement when carrying out group
- Descriptions of people and objects. project.
- Asking for and offering information, help, objects, permission. Describe free time activities.
- Establishing and maintaining communication. Ask for and offer information about plans for the weekend.
Establish and maintain communication.

Sound, stress, rhythm and intonation patterns. Practise listening to the pronunciation of the vocabulary of the
module.

53

BLOCK 1: UNDERSTANDING ORAL TEXTS
EVALUATION CRITERIA
-Know and apply the most appropriate basic
strategies in order to understand the general
sense, the essential information or the main
points of the text.
-Identify basic and specific cultural and
social linguistic elements related to everyday
life (habits, schedules, activities,
celebrations) and social conventions (rules of
courtesy), and apply the knowledge gained
to a proper understanding of the text.
-Identify the general meaning and a limited
selection of vocabulary and expressions, in
very short, simple oral texts with a high
proportion of simple structures and very high
frequency vocabulary, which is clearly and
slowly expressed and transmitted either
orally or through the use of technical
resources. The oral texts are on topics
related to their own experiences, needs and
interests in predictable everyday contexts
and have visual support provided, the
opportunity to listening again and clear
contextual information.
-Distinguish the main communicative
function of a text (e.g. a request for
information, a command, or an offer), as well
as basic discursive patterns (e.g. starting
and ending a conversation, or the points of a
Skills Trainer QUEST 2 Syllabus
LEARNING OUTCOMES
1. Understands what is said in simple
familiar transactions (daily routines,
requests, etc.)
2. Understands the essential information in
short, simple conversations in which they
participate about familiar topics such as
themselves, the family, the school, pets, and
very basic descriptions of objects.
3. Recognises basic sounds, rhythms and
intonation in different communicative
contexts.
4. Understands the general meaning and
substance of oral narratives suitable to their
level.
SPECIFIC ACTIVITIES OF THE
MODULE
1.1. Listens to and understand the
instructions given by the teacher: Listen
again and write, Listen and tick (). CLC,
SCC, CMST
2.1 Understands the main information when
asking about weekend activities. CLC, SCC,
CMST
3.1. Listens to and recognises places and
activities in conversations. CLC, SCC, CMST,
SIE
4.1 Understands the main information in a
conversation about plans for the weekend.
CLC, CMST, CAE, SIE
54
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

schematic narration).

-Recognise a limited selection of high

frequency oral vocabulary related to
everyday situations and familiar and specific
topics to do with their experiences, needs
and interests.

-Discriminate between basic sound, stress,

rhythm and intonation patterns and
recognize the general meanings and
communicative intentions related to them.

55

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
CONTENTS
Production strategies for oral texts:
- Planning, carrying out and checking oral texts through the use of
linguistic, paralinguistic and paratextual procedures
Sociocultural and sociolinguistic aspects: social conventions,
norms of courtesy; nonverbal language.
Communicative functions:
- Greetings and introductions.
- Expressing agreement or disagreement.
- Descriptions of people and objects.
- Asking for and offering information, help, objects, permission.
- Establishing and maintaining communication.
Sound, stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
competences, as indicated below.
(p24). 3. Whats the weather going to be like? CLC, CMST,
SCC, SIE
(p25). 2. What other activities can you do at a sports club?
CLC, CMST, SCC, SIE
(p26). 3 Listen to the example. Talk to a friend about your
weekend plans. CLC, SCC, SIE
(p27). Final task: Do a project. Plan and present an activities
day for your class. CLC, SCC, CAE, SIE, L2L
Do speaking activities covering the following Sociocultural and
sociolinguistic aspects:
Talk about activities at a sports club.
.
Do speaking activities covering the following communicative
functions:
Greetings and introductions.
Express agreement or disagreement when carrying out a
group project.
Describe free time activities.
Ask for and offer information about plans for the weekend.
Establish and maintain communication.
Practise the pronunciation of the vocabulary of the module.
56

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
EVALUATION CRITERIA
-Know and apply the most appropriate basic
strategies to produce short, simple oral
texts, either monologues or dialogues, using,
for example, prefabricated language or
memorized expressions or supporting what
they want to express with gestures.
-Learn about basic and specific cultural and
socio linguistic elements, and apply the
knowledge acquired about these to produce
oral texts relevant to the context, respecting
the most basic communicative conventions.
-Interact in a basic way, using simple
techniques, linguistic and non-verbal (for
example, gestures and physical contact) to
initiate, maintain, or conclude a short
conversation fulfilling the main
communicative function of the text, (for
example, a greeting, congratulating).
-Produce very short, simple oral texts, either
monologues or dialogues, using, for
example, memorised expressions o gestures
to support what they want to express.
-Participate in a basic way in very short and
simple conversations requiring an exchange
of information on familiar topics, mostly
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
1.Reproduces the expressions used by the 1.1 Reproduces the expressions for how to
teacher or from a recording used in class. ask about plans for the weekend by listening
to and reading a dialogue. CLC, SCC, SIE
2.Gives short and simple presentations, that 2.1. Presents a Project about an activities
have been previously prepared and day for your class. CLC, DC, CMST, SCC, SIE
rehearsed, about everyday topic or subjects
in which they are interested (introduce
themselves or other people; give basic
information about themselves, their family
and their class; describe in a short a simple
manner the appearance of an object, say
what they like and dont like) using basic
structures.
3.1 Acts out a dialogue using four activities
3. Dramatizes simple everyday situations they have written. CLC, SCC, SIE, L2L
using simple expressions (e.g. a shop role-
play). 4.1 Takes it in turn to practise the dialogue in
pairs. CLC, SCC, SIE
4. Respects rules that govern oral
interaction. 5.1 Responds appropriately to requests
about plans for the weekend. CLC, SCC, CAE,
SIE
5. Responds appropriately in communicative
situations (greetings, very simple questions
about themselves, requesting or offering
objects, expressing what they like or dont
like, etc.). 6.1. Responds appropriately to the teachers
question What sports do you do? CLC, CMST,
57

EVALUATION CRITERIA
using expressions and simple high frequency
isolated sentences, repetition and speaking
partners cooperation being essential in
order to maintain the conversation.
- Use basic syntactic structures (e.g. linking
words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.
-Know and use a limited selection of high
frequency oral lexis related to everyday
situations and familiar and specific topics to
do with their own interests, experiences and
needs.
-Articulate a limited selection of basic sound,
stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
6. Participates in face-to-face conversations SCC, SIE
or by technical means that allow them to see
the face and gestures of the speaker in
which social contact is established (hello and
goodbye, introducing themselves,
congratulating someone, thanking someone)
and personal information is exchanged
(name, age, etc.).
58
 Skills Trainer QUEST 2 Syllabus

BLOCK 3: UNDERSTANDING WRITTEN TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
Comprehension strategies with written texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p22). 2. Read and write. CLC, CMST, CAE
(p22). 3. Look and match. CLC, CMST, CAE
(p23). 1. Read and match. CLC, CMST, CAE, SIE
(p23). 2. Read and write Yes or No. CLC, CMST, CAE, SIE
(p25). 1. Read and answer. CLC, CMST, SIE

Sociocultural and sociolinguistic aspects: social conventions, Do reading activities covering the following sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Read posters about activity clubs in the UK.
Read the information about a sports club.

Communicative functions: Do reading activities covering the following communicative functions:

- Descriptions of people and objects. Read descriptions of activity clubs.

- Asking for and offering information, help, objects, permission. Read how to ask for and offer information about plans for the
weekend.

Graphic patterns and spelling conventions Show interest in learning, through reading activities, the
spelling of the vocabulary of the module.

59

BLOCK 3: UNDERSTANDING WRITTEN TEXTS
EVALUATION CRITERIA
- Know and apply the most appropriate basic
strategies for understanding the general
sense, specific information and the main
points of the text.
- Identify basic and specific cultural and
social linguistic elements related to everyday
life and apply the knowledge to a proper
understanding of the text.
- Identify the topic and understand the
general sense, the main ideas and specific
information in very short and simple texts,
either in digital form or on paper, with a high
proportion of simple structures and high
frequency vocabulary, about familiar or
everyday topics, as long as they can reread
the text, clarify what they didnt understand
and count on visual and contextual support.
- Recognize frequently used symbols (e.g. ,
@, , etc.) and identify the general
communicative meanings and intentions
related to them.
- Distinguish the main communicative
functions of a text (e.g. a greeting, a request
for information, or an offer) and a limited
selection of their most common examples as
well as basic discursive patterns (e.g.
Skills Trainer QUEST 2 Syllabus
LEARNING OUTCOMES
1. Understands indications and basic
information in familiar signs and posters in
the class and the school.
3. Reads familiar words in the visual material
used for routines (calendar, expressions
about the weather) or in the class books.
4. Formulates hypotheses about the content
using the illustrations, the title and other
graphic elements.
5. Understands written texts related to words
and expressions that have been covered
previously.
6. Uses Information and Communication
Technologies (ICT) to read.
SPECIFIC ACTIVITIES OF THE
MODULE
1.1 Reads and locates familiar words in the
descriptions of free time activity clubs. CLC,
CMST, SCC
1.2 Reads and understands the public
warning signs. CLC, CMST, CAE, SIE
3.1 Reads the instructions for the class
activities. CLC, L2L, SIE
4.1 Works out the meaning of the words from
the illustrations. CLC, CAE, L2L, SIE
5.1 Understands how to ask for and offer
information about plans for the weekend.
CLC, CAE, L2L, SIE
6.1 Uses ICT to research and carry out their
project work. CLC, DC, CAE, L2L, SIE
60
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

starting and closing a letter, or the points of

a schematic description).

- Recognise a limited selection of high

frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Recognise basic punctuation marks (e.g. full

stop, comma, question mark, exclamation
mark).

61
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

CONTENTS SPECIFIC CONTENTS OF THE MODULE

Production strategies for written texts: With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
- Planning, carrying out and checking written texts through the use although they also deal with the rest of basic and crosscutting
of linguistic, paralinguistic and paratextual procedures competences, as indicated below.

(p23). 2. Read and write Yes or No. CLC, CMST, CAE, SIE
(p23). 3 Choose a club for you. CLC, CAE, SIE
(p24). 4. What are you going to do at the weekend? CLC,
CMST, CAE, SIE
(p25). 3. Plan your sports club poster. CLC, CMST, CAE, SIE
(p25). 4. Copy and decorate your sports club poster. CLC, SCC,
CAE
(p26). 2. Choose four activities. Write. CLC, CMST, SCC, SIE
(p27). Final task: Do a project. Plan and present an activities
day for your class. CLC, DC, SCC, CAE, SIE, L2L

Do writing activities covering the following sociocultural and

Sociocultural and sociolinguistic aspects: social conventions, sociolinguistic aspects:
norms of courtesy; nonverbal language. Complete a diary entry.
Design a sports club poster.

Do writing activities covering the following communicative functions:

Communicative functions:
- Expressing agreement or disagreement. Express preference for the type of food they buy at a
- Descriptions of people and objects. supermarket.
Write a description of a sports club.
Write a description of an activities day for the class.

62
 Skills Trainer QUEST 2 Syllabus

CONTENTS SPECIFIC CONTENTS OF THE MODULE

Graphic patterns and spelling conventions. Show interest in learning, through written activities, the
spelling of the vocabulary of the module.

63
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

1. Is able to construct simple texts from 1.1 Writes about an activities day for the
- Know and apply basic strategies to produce structured models.
very short and simple texts, for example, class. CLC, DC, CMST, CAE, SIE
copying common words and sentences to
achieve the aimed communicative functions. 1.2 Writes about plans for the weekend. CLC,
CMST, CAE, SIE
- Know basic and specific cultural and social
linguistic elements and apply the knowledge 3.1 Completes a diary entry. CLC, CMST, CAE,
3. Fills out forms marking options and SIE
acquired about these to produce a written completing data or other types of personal
text adapted to the context, respecting the information (e.g. likes, title of a story that
basic norms of courtesy. has been read, etc.).
- Write very short and simple texts, made of
simple isolated sentences to talk about
themselves or their immediate environment,
using a selection of punctuation marks to
express their communicative function.

-Use basic syntactic structures (e.g. linking

words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.

- Understand and use a limited selection of

high frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Use some graphic patterns and basic

spelling conventions.

64
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

65
 Skills Trainer QUEST 2 Syllabus

MODULE 5: Learning about technology

pp
MODULE OBJECTIVES, KEY COMPETENCES and LINGUISTIC CONTENTS 65
Block 1: Understanding oral texts
Contents and Specific contents of the module 67
Evaluation Criteria, Learning Standards and Specific activities of the module 68
Block 2: Production of oral texts: Expression and Interaction
Contents and Specific contents of the module 70
Evaluation Criteria, Learning Standards and Specific activities of the module 71
Block 3: UNDERSTANDING WRITTEN TEXTS
Contents and Specific contents of the module 73
Evaluation Criteria, Learning Standards and Specific activities of the module 74
Block 4: Production of written texts: Expression and Interaction
Contents and Specific contents of the module 76
Evaluation Criteria, Learning Standards and Specific activities of the module 77

66
 Skills Trainer TIGER 3 Syllabus

MODULE OBJECTIVES AND KEY COMPETENCES5

Throughout this module, the student will be able to:

Read mobile phone instructions. CLC, CMST, SCC

Listen to a recorded message. CLC, CMST, SCC, CAE
Write a text message. CLC, CMST, SCC, SIE
Talk about how to use a tablet. CLC, SCC, CAE, SIE
Do a project: Plan and do a technology show and tell CLC, DC, CMST, CAE, SIE, L2L

LINGUISTIC CONTENTS

Throughout the work on the four skills, students will learn and practise the following syntactical structures and vocabulary contents:

Syntactical structures:

-Expression of logical relationships: conjunction (and).

-Affirmation (affirmative sentences; Yes (+ tag))
-Question words (Wh- questions) How many ...?.
-Expression of time: present (present simple);
-Expression of aspect: punctual (simple tenses); duration (present
continuous). Expression of modality: ability (can); obligation (have
got) to, imperative); 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 two
digits; ordinal numerals up to two digits. Quantity: many, some,
more, (a) little. Degree: very.
-Expression of space (prepositions and adverbs of location,
position) Here, there, on, in, under.
-Expression of manner (Adv. of manner, e.g. slowly, well).
Core language
calculator, camera, e-book, laptop, mobile phone, printer,
tablet, whiteboard
Additional language
button, icon, information, listen to music, personal
code, play football, play games, press, read an
e-book, send an email, switch off, switch on, surf
the internet, take a photo, technology, telephone
number, text message, touch, type, watch TV
colours

5
Key Competences: Basic competences : CLC -Competence in linguistic communication; CMST- Competence in mathematics, science and technology;
Transversal competences: DC-Digital competence; L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship;
CAE-Cultural awareness and expression
 Skills Trainer QUEST 2 Syllabus

High frequency vocabulary

Core vocabulary
instructions, have got to
- Information and Communication Technology (ICT)
You use this to (write emails). Instructions (Touch the
call icon. Choose a contact.) Im great! Im (watching
TV). How do I surf the internet? Youve got to touch
the yellow icon.

Additional vocabulary
To switch on your phone, press the on/off button.
Type in your personal code. You can learn about
(fantastic games for your tablet). What are you
doing? Do you want to (play football) on Saturday?
What can it do? How do you use it? Lets talk about
, It can , Brilliant!

68
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE

With these activities the students develop essentially the acquisition
Learning strategies in oral texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p28). 1 Look and number. Listen and check. CLC, DC, CMST
(p30). 1 Listen and tick (). CLC, DC, CMST, SIE
(p30). 2 Listen again and write the telephone number. CLC,
CMST, CAE, SIE
(p32). 1 Look and colour. Listen and check. CLC, DC, CMST, SIE
(p32). 3 Listen to the examples. Talk to your friends about how
to use a tablet. CLC, DC, CMST, SCC, SIE

Sociocultural and sociolinguistic aspects: social conventions, Do listening activities covering the following Sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Listen to how to use a tablet.
Listen to a description of a technology club.

Do listening activities covering the following communicative

functions:
Communicative functions:
- Greetings and introductions. Greetings and introductions.
- Expressing agreement or disagreement. Express agreement or disagreement when carrying out group
- Descriptions of people and objects. project.
- Asking for and offering information, help, objects, permission. Describe different types of technology and what they are used
- Establishing and maintaining communication. for.
Ask for and offer information about how to use a tablet.
Establish and maintain communication.

Sound, stress, rhythm and intonation patterns. Practise listening to the pronunciation of the vocabulary of the
module.

69
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

1. Understands what is said in simple 1.1. Listens to and understand the

-Know and apply the most appropriate basic
strategies in order to understand the general
sense, the essential information or the main
points of the text.
-Identify basic and specific cultural and
social linguistic elements related to everyday
life (habits, schedules, activities,
celebrations) and social conventions (rules of
courtesy), and apply the knowledge gained
to a proper understanding of the text.
-Identify the general meaning and a limited
selection of vocabulary and expressions, in
very short, simple oral texts with a high
proportion of simple structures and very high
frequency vocabulary, which is clearly and
slowly expressed and transmitted either
orally or through the use of technical
resources. The oral texts are on topics
related to their own experiences, needs and
interests in predictable everyday contexts
and have visual support provided, the
opportunity to listening again and clear
contextual information.
familiar transactions (daily routines,
instructions given by the teacher: Listen and
requests, etc.) tick (), etc. CLC, SCC, CMST
2.1 Understands the main information when
2. Understands the essential information in talking about the uses of a tablet. CLC, DC,
short, simple conversations in which they SCC, CMST
participate about familiar topics such as
themselves, the family, the school, pets, and
very basic descriptions of objects.
3.1. Listens to and recognises the names of
3. Recognises basic sounds, rhythms and different types of technology in
conversations. CLC, DC, SCC, CMST, SIE
intonation in different communicative
contexts.
4.1 Understands the main information in a
4. Understands the general meaning and
conversation about how to use a tablet. CLC,
substance of oral narratives suitable to their
DC, CMST, CAE, SIE
level.

-Distinguish the main communicative

function of a text (e.g. a request for
information, a command, or an offer), as well
as basic discursive patterns (e.g. starting
and ending a conversation, or the points of a

70
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

schematic narration).

-Recognise a limited selection of high

frequency oral vocabulary related to
everyday situations and familiar and specific
topics to do with their experiences, needs
and interests.

-Discriminate between basic sound, stress,

rhythm and intonation patterns and
recognize the general meanings and
communicative intentions related to them.

71

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
CONTENTS
Production strategies for oral texts:
- Planning, carrying out and checking oral texts through the use of
linguistic, paralinguistic and paratextual procedures
Sociocultural and sociolinguistic aspects: social conventions,
norms of courtesy; nonverbal language.
Communicative functions:
- Greetings and introductions.
- Expressing agreement or disagreement.
- Descriptions of people and objects.
- Asking for and offering information, help, objects, permission.
- Establishing and maintaining communication.
Sound, stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
competences, as indicated below.
(p31). 2 Do you write text messages? CLC, DC, CMST, SCC, SIE
(p32). 2 What other things can you do on a tablet? CLC, DC,
CMST, SCC, SIE
(p32). 3 Listen to the examples. Talk to your friends about how
to use a tablet. CLC, CMST, SCC, SIE
(p33). Final task: Do a project. Plan and do a technology show
and tell. CLC, DC, SCC, CAE, SIE, L2L
Do speaking activities covering the following Sociocultural and
sociolinguistic aspects:
Talk about different types of technology and their uses.
.
Do speaking activities covering the following communicative
functions:
Greetings and introductions.
Express agreement or disagreement when carrying out a
group project.
Describe different types of technology and what they are used
for.
Ask for and offer information about how to use a tablet.
Establish and maintain communication.
Practise the pronunciation of the vocabulary of the module.
72

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
EVALUATION CRITERIA
-Know and apply the most appropriate basic
strategies to produce short, simple oral
texts, either monologues or dialogues, using,
for example, prefabricated language or
memorized expressions or supporting what
they want to express with gestures.
-Learn about basic and specific cultural and
socio linguistic elements, and apply the
knowledge acquired about these to produce
oral texts relevant to the context, respecting
the most basic communicative conventions.
-Interact in a basic way, using simple
techniques, linguistic and non-verbal (for
example, gestures and physical contact) to
initiate, maintain, or conclude a short
conversation fulfilling the main
communicative function of the text, (for
example, a greeting, congratulating).
-Produce very short, simple oral texts, either
monologues or dialogues, using, for
example, memorised expressions o gestures
to support what they want to express.
-Participate in a basic way in very short and
simple conversations requiring an exchange
of information on familiar topics, mostly
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
1.Reproduces the expressions used by the 1.1 Reproduces the expressions to ask about
teacher or from a recording used in class. how to use a tablet by listening to and
reading a dialogue. CLC, DC, SCC, SIE
2.Gives short and simple presentations, that 2.1. Presents a Project about a type of
have been previously prepared and technology. CLC, DC, CMST, SCC, CAE, SIE
rehearsed, about everyday topic or subjects
in which they are interested (introduce
themselves or other people; give basic
information about themselves, their family
and their class; describe in a short a simple
manner the appearance of an object, say
what they like and dont like) using basic
structures.
3.1 Acts out a dialogue using ideas for
3. Dramatizes simple everyday situations different uses of a tablet. CLC, SCC, SIE, L2L
using simple expressions (e.g. a shop role-
play). 4.1 Takes it in turn to practise the dialogue in
pairs. CLC, SCC, SIE
4. Respects rules that govern oral
interaction. 5.1 Responds appropriately to requests
about the use of text messages. CLC, DC,
SCC, CAE, SIE
5. Responds appropriately in communicative
situations (greetings, very simple questions
about themselves, requesting or offering
objects, expressing what they like or dont
like, etc.). 6.1. Responds appropriately to the teachers
question Have you got a mobile phone? CLC,
73

EVALUATION CRITERIA
using expressions and simple high frequency
isolated sentences, repetition and speaking
partners cooperation being essential in
order to maintain the conversation.
- Use basic syntactic structures (e.g. linking
words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.
-Know and use a limited selection of high
frequency oral lexis related to everyday
situations and familiar and specific topics to
do with their own interests, experiences and
needs.
-Articulate a limited selection of basic sound,
stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
6. Participates in face-to-face conversations CMST, SCC, SIE
or by technical means that allow them to see
the face and gestures of the speaker in
which social contact is established (hello and
goodbye, introducing themselves,
congratulating someone, thanking someone)
and personal information is exchanged
(name, age, etc.).
74
 Skills Trainer QUEST 2 Syllabus

BLOCK 3: UNDERSTANDING WRITTEN TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
Comprehension strategies with written texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p28). 2. Read and circle. CLC, DC, CMST, CAE
(p29). 1. Read and write. CLC, DC, CMST, CAE, SIE
(p29). 2. Read again and number. CLC, DC, CMST, CAE, SIE
(p29). 3. Read and circle. CLC, DC, CMST, SIE
(p31). 1. Read and answer. CLC, DC, CMST, CAE, SIE

Sociocultural and sociolinguistic aspects: social conventions, Do reading activities covering the following sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Read a message sent as a text message.
Read the instructions for how to use a mobile phone.

Communicative functions: Do reading activities covering the following communicative functions:

- Descriptions of people and objects. Read a description of how to use a mobile phone.
- Asking for and offering information, help, objects, permission. Read how to ask for and offer information about how to use a
tablet.

Graphic patterns and spelling conventions Show interest in learning, through reading activities, the
spelling of the vocabulary of the module.

75

BLOCK 3: UNDERSTANDING WRITTEN TEXTS
EVALUATION CRITERIA
- Know and apply the most appropriate basic
strategies for understanding the general
sense, specific information and the main
points of the text.
- Identify basic and specific cultural and
social linguistic elements related to everyday
life and apply the knowledge to a proper
understanding of the text.
- Identify the topic and understand the
general sense, the main ideas and specific
information in very short and simple texts,
either in digital form or on paper, with a high
proportion of simple structures and high
frequency vocabulary, about familiar or
everyday topics, as long as they can reread
the text, clarify what they didnt understand
and count on visual and contextual support.
- Recognize frequently used symbols (e.g. ,
@, , etc.) and identify the general
communicative meanings and intentions
related to them.
- Distinguish the main communicative
functions of a text (e.g. a greeting, a request
for information, or an offer) and a limited
selection of their most common examples as
well as basic discursive patterns (e.g.
Skills Trainer QUEST 2 Syllabus
LEARNING OUTCOMES
1. Understands indications and basic
information in familiar signs and posters in
the class and the school.
2. Understands short and simple
correspondence (postcards and cards) that
are about familiar topics such as themselves,
the family, etc.
3. Reads familiar words in the visual material
used for routines (calendar, expressions
about the weather) or in the class books.
4. Formulates hypotheses about the content
using the illustrations, the title and other
graphic elements.
5. Understands written texts related to words
and expressions that have been covered
previously.
6. Uses Information and Communication
Technologies (ICT) to read.
SPECIFIC ACTIVITIES OF THE
MODULE
1.1 Reads and locates familiar words and
icons in the description of how to use a
mobile phone. CLC, DC, CMST, SCC, CAE, SIE
1.2 Identifies the icons on a tablet. CLC, DC,
CMST, SCC, CAE, SIE
2.1 Reads and understands the text message
on a mobile phone. CLC, DC, CMST, CAE, SIE
3.1 Reads the instructions for the class
activities. CLC, L2L, SIE
4.1 Works out the meaning of the words from
the illustrations. CLC, CAE, L2L, SIE
5.1 Understands how to ask for and offer
information about how to use a tablet. CLC,
CAE, L2L, SIE
6.1 Uses ICT to research and carry out their
project work. CLC, DC, CAE, L2L, SIE
76
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

starting and closing a letter, or the points of

a schematic description).

- Recognise a limited selection of high

frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Recognise basic punctuation marks (e.g. full

stop, comma, question mark, exclamation
mark).

77
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

CONTENTS SPECIFIC CONTENTS OF THE MODULE

Production strategies for written texts: With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
- Planning, carrying out and checking written texts through the use although they also deal with the rest of basic and crosscutting
of linguistic, paralinguistic and paratextual procedures competences, as indicated below.

(p28). 3 What technology have you got in your home? CLC,

DC, CMST, CAE, SIE
(p30). 3 What day do you want to do the technology club?
CLC, CMST, CAE, SIE
(p31). 3 Plan your text message. CLC, DC, CMST, CAE, SIE
(p31). 4 Draw a mobile phone. Copy your text message. CLC,
CMST, SCC, CAE
(p26). 2 Choose four activities. Write. CLC, DC, CMST, SCC, SIE
(p33). Final task: Do a project. Plan and do a technology show
and tell. CLC, DC, SCC, CAE, SIE, L2L

Do writing activities covering the following sociocultural and

Sociocultural and sociolinguistic aspects: social conventions, sociolinguistic aspects:
norms of courtesy; nonverbal language. Write a text message.
Write a telephone number.

Communicative functions:
Do writing activities covering the following communicative functions:
- Descriptions of people and objects.
- Asking for and offering information, help, objects, permission. Write a description of how to use a type of technology.
Write a text message inviting someone to do an activity.

Graphic patterns and spelling conventions. Show interest in learning, through written activities, the
spelling of the vocabulary of the module.

78
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

- Know and apply basic strategies to produce
very short and simple texts, for example,
copying common words and sentences to
achieve the aimed communicative functions.
- Know basic and specific cultural and social
linguistic elements and apply the knowledge
acquired about these to produce a written
text adapted to the context, respecting the
basic norms of courtesy.
- Write very short and simple texts, made of
simple isolated sentences to talk about
themselves or their immediate environment,
using a selection of punctuation marks to
express their communicative function.
1. Is able to construct simple texts from 1.1 Writes about a type of technology. CLC,
structured models.
DC, CMST, CAE, SIE
2. Writes postcards and other forms of
2.1 Writes a text message. CLC, DC, CMST,
simple correspondence following a model CAE, SIE
and uses some basic conventions to start
and close the text.
3. Fills out forms marking options and
3.1 Completes a table with information about
completing data or other types of personal a technology club. CLC, DC, CMST, CAE, SIE
information (e.g. likes, title of a story that
has been read, etc.).

-Use basic syntactic structures (e.g. linking

words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.

- Understand and use a limited selection of

high frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Use some graphic patterns and basic

spelling conventions.

79
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

80
 Skills Trainer QUEST 2 Syllabus

MODULE 6: Celebrating events

pp
MODULE OBJECTIVES, KEY COMPETENCES and LINGUISTIC CONTENTS 80
Block 1: Understanding oral texts
Contents and Specific contents of the module 82
Evaluation Criteria, Learning Standards and Specific activities of the module 83
Block 2: Production of oral texts: Expression and Interaction
Contents and Specific contents of the module 85
Evaluation Criteria, Learning Standards and Specific activities of the module 86
Block 3: UNDERSTANDING WRITTEN TEXTS
Contents and Specific contents of the module 88
Evaluation Criteria, Learning Standards and Specific activities of the module 89
Block 4: Production of written texts: Expression and Interaction
Contents and Specific contents of the module 91
Evaluation Criteria, Learning Standards and Specific activities of the module 92

81
 Skills Trainer QUEST 2 Syllabus

MODULE OBJECTIVES AND KEY COMPETENCES6

Throughout this module, the student will be able to:

Read a school year planner. CLC, SCC, CAE

Listen to an events announcement. CLC, SCC, CAE
Write a birthday card. CLC, SCC, CAE, SIE
Celebrate special days. CLC, SCC, CAE, SIE
Final task: Plan and create a season planner. CLC, DC, CAE, SIE, L2L

LINGUISTIC CONTENTS

Throughout the work on the four skills, students will learn and practise the following syntactical structures and vocabulary contents:

Syntactical structures:

-Expression of logical relationships: conjunction (and). Core language

-Affirmation (affirmative sentences; Yes (+ tag))
-Exclamation (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 (Wh- questions) How many ...?.
-Expression of time: present (present simple);
-Expression of aspect: punctual (simple tenses); duration (present
continuous).Expression of modality: ability (can); obligation (have
got) to, imperative); permission (can); intention (going to)...
-Expressing quantity (singular / plural; cardinal numerals up to two
digits; ordinal numerals up to two digits.
-Expression of space (prepositions and adverbs of location,
position) Here, there, on, in, under.
-Expression of time divisions (e. g. Summer).
exclamations (Happy birthday!), can (I can sing in
a concert.)
Its the (1st of January). Its my birthday today. You
can (see fireworks) in November.
Additional language
On this day, you can (wear fancy dress). This is a
special day for (dads). the start/end of the school
year is in (June), the fourteenth of February, On
(Monday 8th), weve got (World Day). My favourite
festival day is (Music Day). Youre (eight) today.
Have a great party. Love from What about ?,
You can , I can

6
Key Competences: Basic competences : CLC -Competence in linguistic communication; CMST- Competence in mathematics, science and technology;
Transversal competences: DC-Digital competence; L2L-Learning to learn; SCC-Social and civic competences; SIE-Sense of initiative and entrepreneurship;
CAE-Cultural awareness and expression

82
 Skills Trainer QUEST 2 Syllabus

High frequency vocabulary

Core vocabulary
birthday, Christmas Day, Easter, Fathers Day,
- Celebrations
Halloween, Mothers Day, St. Patricks Day,
Valentines Day

Additional vocabulary
months, ordinal numbers, days of the week,
dates, seasons, events (Festival week, Drama
Day, Food Day, Music Day, Science Day, Sports
Day, World Day), greetings (Happy birthday!,
Happy Halloween!, Happy Valentines Day!, Happy
Christmas!, Happy New Year!, Happy St. Patricks
Day!), birthday card, competition, concert, monster
costume, festival, Fireworks Night, Easter egg hunt,
party, presents, summer holidays

83
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE

With these activities the students develop essentially the acquisition
Learning strategies in oral texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p34). 1 Look and number. Listen and check. CLC, CAE
(p36). 1 Listen and tick (). CLC, CAE, SIE
(p36). 2 Listen again and write. CLC, CMST, CAE, SIE
(p38). 1 Listen and number. CLC, CAE, CMST, SIE
(p38). 3 Listen to the examples. Greet your friends. CLC, CAE,
CMST, SCC, SIE

Sociocultural and sociolinguistic aspects: social conventions, Do listening activities covering the following Sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Listen to an events announcement.
Listen to a description of what you can do at a birthday party.

Do listening activities covering the following communicative

functions:
Communicative functions:
- Greetings and introductions. Greetings and introductions.
- Expressing agreement or disagreement. Express agreement or disagreement when carrying out group
- Descriptions of people and objects. project.
- Asking for and offering information, help, objects, permission. Describe different types of celebrations and when they are
- Establishing and maintaining communication. held.
Ask for and offer information about celebrations/festivals.
Establish and maintain communication.

Sound, stress, rhythm and intonation patterns. Practise listening to the pronunciation of the vocabulary of the
module.

84
 Skills Trainer QUEST 2 Syllabus

BLOCK 1: UNDERSTANDING ORAL TEXTS

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

1. Understands what is said in simple 1.1. Listens to and understand the

-Know and apply the most appropriate basic
strategies in order to understand the general
sense, the essential information or the main
points of the text.
familiar transactions (daily routines,
instructions given by the teacher: Listen and
requests, etc.) tick (), Listen again and write, etc. CLC,
SCC, CMST

-Identify basic and specific cultural and 2. Understands the essential information in 2.1 Understands the main information when
social linguistic elements related to everyday short, simple conversations in which they talking about birthdays and other special
life (habits, schedules, activities, participate about familiar topics such as celebrations. CLC, CAE, SCC
celebrations) and social conventions (rules of themselves, the family, the school, pets, and
courtesy), and apply the knowledge gained very basic descriptions of objects.
to a proper understanding of the text.
3. Recognises basic sounds, rhythms and 3.1. Listens to and recognises the names of
-Identify the general meaning and a limited the months of the year. CLC, SCC, CMST, SIE
intonation in different communicative
selection of vocabulary and expressions, in
contexts.
very short, simple oral texts with a high
proportion of simple structures and very high 4.1 Identifies the dates in conversations
4. Understands the general meaning and
frequency vocabulary, which is clearly and about festivals. CLC, CMST, CAE, SIE
substance of oral narratives suitable to their
slowly expressed and transmitted either
level.
orally or through the use of technical
resources. The oral texts are on topics
related to their own experiences, needs and
interests in predictable everyday contexts
and have visual support provided, the
opportunity to listening again and clear
contextual information.

-Distinguish the main communicative

function of a text (e.g. a request for
information, a command, or an offer), as well
as basic discursive patterns (e.g. starting
and ending a conversation, or the points of a

85
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

schematic narration).

-Recognise a limited selection of high

frequency oral vocabulary related to
everyday situations and familiar and specific
topics to do with their experiences, needs
and interests.

-Discriminate between basic sound, stress,

rhythm and intonation patterns and
recognize the general meanings and
communicative intentions related to them.

86

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
CONTENTS
Production strategies for oral texts:
- Planning, carrying out and checking oral texts through the use of
linguistic, paralinguistic and paratextual procedures
Sociocultural and sociolinguistic aspects: social conventions,
norms of courtesy; nonverbal language.
Communicative functions:
- Greetings and introductions.
- Expressing agreement or disagreement.
- Descriptions of people and objects.
- Asking for and offering information, help, objects, permission.
- Establishing and maintaining communication.
Sound, stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
competences, as indicated below.
(p37). 1 Read and answer. CLC, CMST, CAE, SIE
(p37). 2 What can you do at a birthday party? CLC, CMST,
CAE, SCC, SIE
(p38). 3 Listen to the examples. Greet your friends. CLC, CAE,
CMST, SCC, SIE
(p39). Final task: Do a project. Plan and create a season
planner. CLC, DC, SCC, CAE, SIE, L2L
Do speaking activities covering the following Sociocultural and
sociolinguistic aspects:
Responds appropriately on a special occasion eg Happy
birthday, Happy Christmas, etc.
.
Do speaking activities covering the following communicative
functions:
Greetings and introductions.
Express agreement or disagreement when carrying out a
group project.
Describe different types of celebrations and when they are
held.
Ask for and offer information about celebrations/festivals.
Establish and maintain communication.
Practise the pronunciation of the vocabulary of the module.
87
 Skills Trainer QUEST 2 Syllabus

CONTENTS SPECIFIC CONTENTS OF THE MODULE

88

BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
EVALUATION CRITERIA
-Know and apply the most appropriate basic
strategies to produce short, simple oral
texts, either monologues or dialogues, using,
for example, prefabricated language or
memorized expressions or supporting what
they want to express with gestures.
-Learn about basic and specific cultural and
socio linguistic elements, and apply the
knowledge acquired about these to produce
oral texts relevant to the context, respecting
the most basic communicative conventions.
-Interact in a basic way, using simple
techniques, linguistic and non-verbal (for
example, gestures and physical contact) to
initiate, maintain, or conclude a short
conversation fulfilling the main
communicative function of the text, (for
example, a greeting, congratulating).
-Produce very short, simple oral texts, either
monologues or dialogues, using, for
example, memorised expressions o gestures
to support what they want to express.
-Participate in a basic way in very short and
simple conversations requiring an exchange
of information on familiar topics, mostly
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
1.Reproduces the expressions used by the 1.1 Reproduces the expressions to respond
teacher or from a recording used in class. appropriately on a special occasion by
listening to and reading a dialogue. CLC,
CAE, SCC, SIE
2.Gives short and simple presentations, that
have been previously prepared and 2.1. Presents a Project showing the dates on
rehearsed, about everyday topic or subjects a seasonal planner. CLC, DC, CMST, SCC,
in which they are interested (introduce CAE, SIE
themselves or other people; give basic
information about themselves, their family
and their class; describe in a short a simple
manner the appearance of an object, say
what they like and dont like) using basic
structures.
3. Dramatizes simple everyday situations
using simple expressions (e.g. a shop role- 3.1 Acts out a dialogue using the appropriate
play). expressions. CLC, CAE, SCC, SIE, L2L
4. Respects rules that govern oral 4.1 Takes it in turn to practise the dialogue in
interaction. pairs. CLC, CAE, SCC, SIE
5.1 Responds appropriately to requests
5. Responds appropriately in communicative about birthdays. CLC, SCC, CAE, SIE
situations (greetings, very simple questions
about themselves, requesting or offering
objects, expressing what they like or dont
like, etc.).
6.1. Responds appropriately to the teachers
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EVALUATION CRITERIA
using expressions and simple high frequency
isolated sentences, repetition and speaking
partners cooperation being essential in
order to maintain the conversation.
- Use basic syntactic structures (e.g. linking
words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.
-Know and use a limited selection of high
frequency oral lexis related to everyday
situations and familiar and specific topics to
do with their own interests, experiences and
needs.
-Articulate a limited selection of basic sound,
stress, rhythm and intonation patterns.
Skills Trainer QUEST 2 Syllabus
SPECIFIC ACTIVITIES OF THE
LEARNING OUTCOMES MODULE
6. Participates in face-to-face conversations question Do you give birthday cards? CLC,
or by technical means that allow them to see CAE, SCC, SIE
the face and gestures of the speaker in
which social contact is established (hello and
goodbye, introducing themselves,
congratulating someone, thanking someone)
and personal information is exchanged
(name, age, etc.).
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 Skills Trainer QUEST 2 Syllabus

BLOCK 3: UNDERSTANDING WRITTEN TEXTS

CONTENTS SPECIFIC CONTENTS OF THE MODULE
With these activities the students develop essentially the acquisition
Comprehension strategies with written texts:
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
although they also deal with the rest of basic and crosscutting
- Activating previous knowledge, identifying cues and inference,
competences, as indicated below.
testing hypotheses and reformulation of hypothesis.
(p34). 2 Read and write. CLC, CAE
(p35). 1 Read and write. CLC, CAE, SIE
(p35). 2 Read again and write Yes or No. CLC, CAE, SIE
(p37). 1 Read and answer. CLC, CAE, SIE
(p38). 2 Look at Activity 1. Match. CLC, CAE, SIE

Sociocultural and sociolinguistic aspects: social conventions, Do reading activities covering the following sociocultural and
norms of courtesy; nonverbal language. sociolinguistic aspects:
Read a birthday card.
Read the information on a school year planner.

Communicative functions: Do reading activities covering the following communicative functions:

- Descriptions of people and objects.
Read a description of different celebrations/festivals.

Graphic patterns and spelling conventions Show interest in learning, through reading activities, the
spelling of the vocabulary of the module.

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BLOCK 3: UNDERSTANDING WRITTEN TEXTS
EVALUATION CRITERIA
- Know and apply the most appropriate basic
strategies for understanding the general
sense, specific information and the main
points of the text.
- Identify basic and specific cultural and
social linguistic elements related to everyday
life and apply the knowledge to a proper
understanding of the text.
- Identify the topic and understand the
general sense, the main ideas and specific
information in very short and simple texts,
either in digital form or on paper, with a high
proportion of simple structures and high
frequency vocabulary, about familiar or
everyday topics, as long as they can reread
the text, clarify what they didnt understand
and count on visual and contextual support.
- Recognize frequently used symbols (e.g. ,
@, , etc.) and identify the general
communicative meanings and intentions
related to them.
- Distinguish the main communicative
functions of a text (e.g. a greeting, a request
for information, or an offer) and a limited
selection of their most common examples as
well as basic discursive patterns (e.g.
Skills Trainer QUEST 2 Syllabus
LEARNING OUTCOMES
1. Understands indications and basic
information in familiar signs and posters in
the class and the school.
2. Understands short and simple
correspondence (postcards and cards) that
are about familiar topics such as themselves,
the family, etc.
3. Reads familiar words in the visual material
used for routines (calendar, expressions
about the weather) or in the class books.
4. Formulates hypotheses about the content
using the illustrations, the title and other
graphic elements.
5. Understands written texts related to words
and expressions that have been covered
previously.
6. Uses Information and Communication
Technologies (ICT) to read.
SPECIFIC ACTIVITIES OF THE
MODULE
1.1 Reads and locates familiar words on a
school year planner. CLC, SCC, CAE, SIE
2.1 Reads and understands the message in a
birthday card. CLC, CAE, SIE
3.1 Reads the instructions for the class
activities. CLC, L2L, SIE
4.1 Works out the meaning of the words from
the illustrations. CLC, CAE, L2L, SIE
5.1 Understands how to respond
appropriately on a given celebration/festival.
CLC, CAE, L2L, SIE
6.1 Uses ICT to research and carry out their
project work. CLC, DC, CAE, L2L, SIE
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 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

starting and closing a letter, or the points of

a schematic description).

- Recognise a limited selection of high

frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Recognise basic punctuation marks (e.g. full

stop, comma, question mark, exclamation
mark).

93
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

CONTENTS SPECIFIC CONTENTS OF THE MODULE

Production strategies for written texts: With these activities the students develop essentially the acquisition
of the COMPETENCE IN LINGUISTIC COMMUNICATION (CLC),
- Planning, carrying out and checking written texts through the use although they also deal with the rest of basic and crosscutting
of linguistic, paralinguistic and paratextual procedures competences, as indicated below.

(p34). 3 Look and match CLC, CAE, SIE

(p35). 3 Write your birthday on the school year planner CLC,
CAE, SIE
(p36). 3 Whats your favourite festival day? CLC, CAE, SIE
(p37). 3 Plan your own birthday card. CLC, CAE, SIE
(p37). 4 Copy and design your birthday card. CLC, SCC, CAE
(p39). Final task: Do a project. Plan and create a season
planner. CLC, DC, SCC, CAE, SIE, L2L

Do writing activities covering the following sociocultural and

Sociocultural and sociolinguistic aspects: social conventions, sociolinguistic aspects:
norms of courtesy; nonverbal language.
Write a birthday card.

Communicative functions:
- Descriptions of people and objects. Do writing activities covering the following communicative functions:
- Asking for and offering information, help, objects, permission.
Write a description of different celebrations/festivals.

Graphic patterns and spelling conventions. Show interest in learning, through written activities, the
spelling of the vocabulary of the module.

94
 Skills Trainer QUEST 2 Syllabus

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

2. Writes postcards and other forms of

- Know and apply basic strategies to produce
simple correspondence following a model 2.1 Writes a birthday card. CLC, CAE, SIE
very short and simple texts, for example,
and uses some basic conventions to start
copying common words and sentences to
and close the text.
achieve the aimed communicative functions.
3. Fills out forms marking options and 3.1 Completes a school year planner with
- Know basic and specific cultural and social
completing data or other types of personal special dates. CLC, CAE, SIE
linguistic elements and apply the knowledge
information (e.g. likes, title of a story that
acquired about these to produce a written
has been read, etc.). 3.2 Writes the months and special days on a
text adapted to the context, respecting the
basic norms of courtesy. seasonal planner. CLC, DC, CMST, CAE, SIE

- Write very short and simple texts, made of

simple isolated sentences to talk about
themselves or their immediate environment,
using a selection of punctuation marks to
express their communicative function.

-Use basic syntactic structures (e.g. linking

words or groups of words with basic
connectors such as "and") although basic
systematic errors may still occur.

- Understand and use a limited selection of

high frequency written vocabulary related to
everyday situations and familiar and specific
topics to do with their own interests,
experiences and needs.

-Use some graphic patterns and basic

spelling conventions.

95
 Skills Trainer QUEST 2 Syllabus

SPECIFIC ACTIVITIES OF THE

EVALUATION CRITERIA LEARNING OUTCOMES MODULE

96