Implicaciones de la inclusión de parámetros operativos en un problema multiobjetivo

 Lessons 1 and 2 Pupil’s Book

- The pupils activate their existing knowledge by working in small groups to brainstorm words they already know.

- Twelve items of vocabulary are introduced and practiced using photographic and picture flashcards. This vocabulary can also be presented and practised using the Vocabulary Tool.

- Real-world photographic images provide the pupils with a record of new vocabulary. The pupils point to each image and say a vocabulary chant.

- A fun and easy-to-sing song builds fluency and makes language more memorable.

- The pupils work in pairs to play a game using the new vocabulary items.

- A short dialogue places grammar in a fun and familiar context. The dialogue can also be presented and practised using the Dialogue Tool.

- Attractive artwork engages the pupils and helps contextualize language.

- The grammar table highlights and practises language patterns. The pupils listen to an audio and point to the different parts of the sentence in the table. They then work with a partner to create their own sentences. This grammar can be presented and practised using the Grammar Tool.

Activity Book

- Fun, game-like activities motivate the pupils to write the new vocabulary items.

- The pupils use a code-breaking activity to review and recycle an item of vocabulary from the previous unit at the bottom of each Activity Book page.

- The pupils practise writing the new vocabulary in a sentence using a recycled structure.

 Lesson 3 Pupil’s Book

- A pre-reading task helps prepare the pupils to read and listen to the story. These include a code-breaking task and predictions about the story content.

- In each unit, the pupils enjoy an exciting adventure with Lily, Josh and Ravi. A list of frame-by-frame comprehension questions for each story is provided in the Detailed Lesson Plan in the Teacher’s Book.

- The Story Tool provides a variety of enjoyable ways to introduce, tell and review the story.

- The story reinforces language introduced in Lessons 1 and 2 and previews language from Lesson 4.

- Attractive and humorous pictures and an exciting audio recording support the pupils’ understanding of the narrative.

- The High Five! values section encourages the pupils to reflect on the story and relate a personal, social or civic value to their own lives.

Activity Book

- A range of activities check the pupils’ understanding of the story.

- Comprehension is reinforced through a listening activity.

- The pupils are encouraged to give a personal response to the story.

 Lessons 4 and 5 Pupil’s Book

- Six new items of vocabulary are introduced and practised, using pictures and photos. This vocabulary can also be presented and practised using the Vocabulary Tool.

- A lively song, chant or rap gives further practice of the vocabulary and introduces additional grammar.

- Grammar clues encourage the pupils to think analytically about new language. The grammar can be presented and practiced using the Grammar Tool.

- The Speak and Spell section uses a humorous tongue twister to give the pupils practice in producing tricky sounds. It also introduces pupils to alternative spelling patterns for these sounds.

- A listening task prepares the pupils for a communicative game. The pupils listen to children using the unit language to play the game.

- Talk Partners icons indicate when the pupils have the opportunity to practice speaking in pairs. These activities build confidence and ensure full participation.

- The pupils play a communicative game in pairs. Each pupil has different information, providing the pupils with a genuine reason for speaking. The Teacher’s Notes give clear, precise instructions on how to set up and scaffold the communication game.

Activity Book

- Activities encourage the pupils to recognise and practise the Lesson 4 vocabulary.

- Reading and writing activities are carefully staged to build the pupils’ confidence and ensure success.

- The pupils enjoy a full page of activities to practise reading, writing and saying the key grapheme in each unit.

- The activities use recycled words to build the pupils’ confidence and link new information to existing knowledge.

- The pupils work with their Drill Partners to test and prompt each other on the spelling of words that contain the key letter sound.

 Lessons 6 and 7 Pupil’s Book

- The pupils are introduced to a wide range of reading text types. These are selected to reflect the interests and experiences of the age group and have an authentic appearance that will appeal to learners.

- The Before you read activities help prepare the pupils to read. These include activating the pupils’ existing knowledge, exploiting visuals, asking questions to raise interest and making predictions.

- All texts are supported by an audio recording and attractive visuals.

- The pupils are directed to the After you read activities in the Activity Book.

- The pupils are directed to the Activity Book to prepare their piece of writing.

- A variety of tasks help the pupils to understand the purpose of a text, the intended audience or what is appropriate content.

- A shorter text provides a writing model for the pupils to follow.

- Guided questions help the pupils identify key text features such as titles, captions and layout.

- The Help with writing section highlights a discrete writing skill such as using capital letters or connectors.

- The pupils are directed to the Activity Book to prepare their piece of writing.

Activity Book

- A range of After you read activities reinforce and check the pupils’ understanding of the literacy text.

- Reading skills such as skimming and scanning are actively developed.

- The pupils work with charts, graphs and other graphic organisers to categorise and order information.

- A variety of enjoyable activities allow the pupils to respond to the text in a personal and creative way.

- The pupils work with a partner to plan, draft and revise their writing.

- Step-by-step instructions and a writing framework provide the pupils with plenty of support in the planning stage and scaffold learning as they write their text.

- The pupils share their work with another student and use self-assessment criteria to check their work.

 Lesson 8 Review and External exams practice Pupil’s Book

- The pupils are introduced to age-appropriate cultural content from English-speaking countries around the world. In certain units, the pupils practice question and answer exchanges. The Dialogue Tool can also be used to present and practise this external exams language.

- Josh and Lily’s brother Luke introduces the new destination and sets an investigation task.

- A web page showing children in different countries brings the culture to life. This helps foster a positive attitude towards English-speaking countries and English language learning.

- The External Exams DVD-ROMs located in the External Exams Practice Pack contain videos of children doing the speaking exams.

- A Learning to learn section encourages the pupils to reflect on their learning and introduces strategies which can be used outside the classroom.

- Think about your culture encourages the pupils to identify similarities and differences between the two cultures and to begin to form their own cultural identity.

- The pupils are directed to the Activity Book to do a web quest and the unit Review.

- The pupils are introduced to different speaking activity types found in the Cambridge Young Learners English Movers Test and the Trinity Graded Exam in Spoken English (Elementary stage, Grades 4 and 5).

Activity Book

- Understanding of the cultural content is consolidated through a listening activity type found in the Cambridge Young Learners English Movers Test.

- An additional task is provided for independent internet research.

- The pupils do a simple class web quest.

- The pupils do an activity based on question and answer exchanges from the Trinity Graded Exam in Spoken English (Elementary stage, Grades 4 and 5).

- A full-page Review checks and reinforces all of the unit vocabulary and grammar.

- The pupils work cooperatively to check their learning, complete the review and beat the clock.

- The pupils do a code-breaking activity to find out where Luke travels to in the next unit.

- The pupils reflect on and assess their learning in the unit.

- The pupils are introduced to the different reading and writing activity types found in the Cambridge Young Learners English Movers Test.

 Using the projects

High Five! 3 provides three fun and highly doable projects which are thematically linked to learning in the Science curriculum: The zoo challenge (Term 1), Treasure islands (Term 2) and A London adventure (Term 3). These provide an opportunity for the pupils to work cooperatively in a structured way, building autonomy and promoting creativity

- Each project begins with a list of clear and achievable objectives for the pupils.

- The pupils have the opportunity to share existing knowledge about the topic.

- Vocabulary is presented in an attractive context. Each project recycles language that the pupils have seen, while providing new input.

- The pupils go to the Activity Book to record their findings in the individual investigation task.

- Tasks create positive interdependence. Each member’s contribution is essential in order to complete the group’s task.

- The pupils work in small groups, encouraging them to talk meaningfully about the task.

- Language for interacting is taught and practised. This includes making suggestions or agreeing and disagreeing.

- The pupils have the opportunity to reflect on what they have learnt and their final piece of work.

- The pupils go to the Activity Book to record their decisions for the group task.

- The pupils reflect on their cooperative skills and how they have worked as a group.

- Interpersonal and small-group skills are highlighted in the Teamwork Tip.

- A positive final group outcome creates a sense of achievement and builds class cohesion.

6. EVALUATION

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