PROYECTO ACB SERAPIS, está formado por una serie de cuadernos cuyo

INGLÉS- 6P
objetivo es la contribución a la adquisición de las competencias básicas en las áreas
de Lengua Castellana y Literatura, de Matemáticas, de Inglés, de Ciencias Sociales

Adaptaciones
y de Ciencias de la Naturaleza. Está dirigido a alumnado que precise Adaptaciones
Curriculares Básicas, concretamente para alumnado con necesidades educativas, retraso

pe
escolar y/o dificultades de aprendizaje.

En sí, no es un material para suplir a los libros de texto en los centros educativos, sino
que está concebido para un alumnado que acumula un cierto nivel de “retraso escolar en Curriculares
Básicas SERAPIS
sus aprendizajes” y necesita un programa graduado para adquirir aquellos elementos de
niveles previos que les posibilite seguir aprendiendo, al mismo tiempo que conseguir los
objetivos y contenidos mínimos de cada nivel educativo en base al currículo. Este material

l ce
se puede considerar como adaptaciones no significativas si el nivel del desfase curricular
se sitúa en no más de un curso de desfase curricular, situándose como un programa
de refuerzo. Cuando el desfase curricular es superior a dos o más cursos estaríamos
hablando de adaptaciones curriculares significativas, debiendo seleccionar el cuaderno
correspondiente al curso cuyas competencias y contenidos tiene aún por adquirir ese
alumno/a.

Sistemáticamente se van apoyando estos aprendizajes con técnicas de estudio,

refuerzo, modelado, moldeamiento y atenuación de ayudas,...
que propician la generalización

ria
de sus aprendizajes.

ACB SERAPIS
The currcicular content is
organized into five blocks, with
ten didactic units, in each one a series
of activities are developed according to

ito
the following type of content:
1. ACTIVITY INDICATORS. SKILLS: Listening,

ACB SERAPIS
Speaking, Reading, Writing.
2. ACTIVITY INDICATORS. CATEGORIES:
Vocabulary, Grammar, Communicative functions,
Songs & more (Phonetics), Social cultural & social
INGLÉS Autora:
linguistic aspects, Complementary & fun activities.
Equivalente a ISABEL CATALÁN SANCHO
ACB SERAPIS 6º curso
CIENCIAS DE LA EDUCACIÓN PREESCOLAR Y ESPECIAL
General Pardiñas, 95 • 28006 Madrid
Telfs.: 91 562 65 24 - 91 564 03 54 717 77 95 95
[email protected] • editorialcepe.es
Los contenidos curriculares se organizan en cinco
bloques, con diez unidades didácticas, que desarrollan
en cada una de ellas una serie de actividades en base
a los siguientes tipos de contenidos:
1. INDICADORES DE ACTIVIDAD. HABILIDADES:
Escuchar, hablar, leer y escribir.
2. INDICADORES DE ACTIVIDAD. CATEGORÍAS:
Vocabulario, gramática, funciones comunicativas,
canciones y más (fonética), aspectos socio culturales
y socio lingüísticos, complementarios y actividades
ed de Educación Primaria

divertidas.

6o_ingles.indd 1 13/10/22 12:07

 PROYECTO
Adaptaciones

pe
Curriculares
Básicas SERAPIS
l ce
LENGUA EXTRANJERA: INGLÉS
ria
Equivalente a 6º Curso de Primaria

´Wisdom is acquired through learning, effort and work´

Autora
ito

ISABEL CATALÁN SANCHO

Coordinador del Programa ACB SERAPIS

JOSÉ LUIS GALVE MANZANO

ed

CIENCIAS DE LA EDUCACIÓN PREESCOLAR Y ESPECIAL

GENERAL PARDIÑAS, 95 - 28006 MADRID

6º Serapis Inglés.indd 1 7/2/23 12:06

 UNITS: 1 TO 8

pe
ACTIVITY INDICATORS. SKILLS:

 Listening Reading

l ce
 Speaking Writing

ACTIVITY INDICATORS. CATEGORIES:

 Parts of Speech.
ria
Grammar.

Communication.
Oral or Written.

 Listening Comprehension.
ito

 Reading Comprehension.

Reflecting on my learning process.

 I can…

 Learning Strategy.
ed

Self-evaluation.
 How much do you remember?

Note: The coloured logos of the activity indicators are situated next to each activity proposed as a guide
related to what is mainly being worked on in each task.

6º Serapis Inglés.indd 3 7/2/23 12:06

 4 Level 6 – ENGLISH

pe
UNITS

2
SPEECH

Nouns
l ce
PARTS OF

Adjectives
 GRAMMAR

Verb TO BE: Present and

Past

Comparatives and
superlatives
COMMUNICATION

Oral Communication:
At the grocery.

Written Communication:
Comparing 2 characters
ria
Oral Communication:
3 Verbs Present Simple Tense
At the restaurant.

Continuous forms: Oral communication:

4 Determiners
Past and Present At the train station.

REVISION FROM UNITS 1 - 4

ito

Oral communication:
5 Prepositions Future: going to
At the clothes shop.

Written Communication:
6 Pronouns Past simple Tense
A postcard.

Written Communication:
Past simple Tense
7 Adverbs E-mail: What I did at the
(Irregular verbs)
weekend.
ed

Written Communication:
8 Conjuctions Modal Verbs
Diary Entry.

REVISION FROM UNITS 1 - 8

6º Serapis Inglés.indd 4 7/2/23 12:06

 Level 6 – ENGLISH 5

pe
Listening
comprehension

DIALOGUE
l ce
Introducing yourself.

MONOLOGUE
Comparing my parents.
 Reading
comprehension

Contents page.

Poetry:
A Haiku poem.

Learning
Strategy

M.I.N.T.S.

S.W.A.G.
 UNITS

2
ria
MONOLOGUE
A Personal Profile. WH- QUESTIONS 3
Describing friends.

DIALOGUE: A Description: What are

Telephone conversation: A the people in the picture S.U.N. 4
Birthday Invitation. doing?

REVISION FROM UNITS 1 - 4

ito

MONOLOGUE A script: The gingerbread

SCRIPT WRITING 5
My plans for the weekend. man.

MONOLOGUE
A letter to my parents. C.U.P.S. 6
My brother’s birthday.

SONG: PAST VERBS A short story. Retelling a story. 7

ed

DIALOGUE:
Instructions. M.O.R.E. 8
Let’s go shopping.

REVISION FROM UNITS 1 - 8

6º Serapis Inglés.indd 5 7/2/23 12:06

 6 Level 6 – ENGLISH

CONTRIBUTION TO THE OBJETIVES AND COMPETENCES

pe
• To acquire the basic communicative competence that lets them communicate in at least one foreign
language allowing them to express and understand simple messages and to deal with everyday
situations.
• To obtain an appropriate level of oral and written communication.
• To value the foreign language, and languages in general, as a vehicle of communication and
understanding among people with diverse origins and cultures.
• To identify phonetic aspects concerning rhythm, stress and intonation, as well as linguistic structures
and lexical aspects of the foreign language, being able to use them as basic communicative elements.
• To assimilate an adequate and progressive level of studying techniques and working habits.

l ce
CONTENTS

We will work on the four skills through these contents:

• Vocabulary: Understanding and using vocabulary.
• Spelling: Being aware that English is not written in the same way as it is said.
• Phonetics: Being conscious that there are different phonemes in English, recognizing them and
using them correctly. Songs and more.
• Grammar: Knowing how to use the grammatical structure of appropriately.
• Communicative functions: Use the grammatical structure in communicative situations.
• Respect and value other customs and traditions.
ria
EVALUATION CRITERIA AND INDICATORS OF ACHIEVEMENT

• Successfully complete at least 85% of the evaluation activities indicated at the end of each block of
work, which have been elaborated according to the current learning standards whose purpose is
to integrate the different learning, both formal and informal; incorporating them to different areas
or curricular subjects, being able to use them in school contexts and everyday life situations. At the
same time they should serve as guidelines for teaching, allowing the identification of contents and
criteria for basic assessment, as well as to help make decisions in the teaching and learning process
ito

that should be strengthened, reinforced or complemented by new activities.

TYPE OF STUDENTS

These are adapted activities for students with Specific Educational Support Needs (NEAE), for students
with specific learning difficulties, and can also be used as specific activities for Students with Educational
Needs (NEE), or with Curricular Adaptations (ACS) to be developed with the classroom teacher, or as
ed

a complement by the teaching staff of Therapeutic Pedagogy (PT) and Hearing and Language (AL).
Students with Education needs from bilingual centers can also use them.

The main objective is to work the minimum contents that guarantee a student who has acquired the
bases / competences / vital contents / learning standards of that level to be able to continue and
promote for the acquisition of new contents.

6º Serapis Inglés.indd 6 7/2/23 12:06

 Level 6 – ENGLISH 7

UNIT 1 Date:

pe
Hello! My name is
Liberty.
I’m from the U.S.A.

l ce
Hello! I’m Harry.
I’m from England.

We are going
to help you
learn English.
You can do this!
Let’s start learning!
ria
ito

In this unit
we will
 Parts of Speech: Nouns
work on:
 Grammar:
∞ Verb TO BE in present and past tense
(affirmative, negative and interrogative)

 Oral Communication:
ed

∞ At the Grocery Store.

 Listening comprehension:
∞ Introducing yourself.

 Reading comprehension:
∞ Contents page.

6º Serapis Inglés.indd 7 7/2/23 12:06

 8 Level 6 – ENGLISH

 Nouns Parts of Speech.

pe
 Nouns are the words we use to name people, places or things. They can be:

Singular: Plural:
only one More than one

l ce
 To make PLURAL NOUNS we need to follow some RULES:

Rules Singular Plural

Most nouns just add s 1 cat 2 cats

Nouns ending with a consonant + y change the y to i and add es 1 baby 2 babies

Nouns ending with a vowel + y just add s 1 toy 2 toys

Nouns ending with ch, s, sh, ss, z or x add es 1 bus 2 buses

ria
Nouns ending with f or fe change this to a v and add es 1 knife 2 knives

Nouns ending with a vowel + o add s 1 radio 2 radios

Nouns ending with a consonant + o add es 1 volcano 2 volcanoes

Irregular Plurals

Singular Plural Singular Plural

1 man 2 men 1 foot 2 feet

ito

1 woman 2 women 1 tooth 2 teeth

1 child 2 children 1 mouse 2 mice

1 person 2 people 1 fish 2 fish

Read these singular nouns and turn them into plural nouns
following the rules.
ed

Singular Plural Singular Plural

1 wolf 2 1 dress 2

1 fox 2 1 foot 2

1 ant 2 1 day 2

1 story 2 1 video 2

1 monkey 2 1 house 2

6º Serapis Inglés.indd 8 7/2/23 12:06

 Level 6 – ENGLISH 9

Read these nouns and circle the odd one out.

pe
ODD ONE OUT means that it doesn’t belong to that
group of words. For example, in red, blue, five, green.
Five is the odd one out because it isn’t a colour.

1. bus snake train bicycle

2. basketball carrot tomato lettuce

l ce
3. tennis baseball knee swimming

4. leg museum eye nose

5. hospital mouse shop cinema

6. dog cat pen hamster

7. water pencil scissors markers

8. juice milk coffee car

ria
 Listen and check your answers:

Classify the nouns from the previous exercise into the correct
category:
ito

Sports Transports Drinks Food Items

Animals School objects Body parts Places in town

ed

Write more nouns into each category.

6º Serapis Inglés.indd 9 7/2/23 12:06

 PROYECTO ACB SERAPIS, está formado por una serie de cuadernos cuyo

INGLÉS- 6P
objetivo es la contribución a la adquisición de las competencias básicas en las áreas
de Lengua Castellana y Literatura, de Matemáticas, de Inglés, de Ciencias Sociales

Adaptaciones
y de Ciencias de la Naturaleza. Está dirigido a alumnado que precise Adaptaciones
Curriculares Básicas, concretamente para alumnado con necesidades educativas, retraso

pe
escolar y/o dificultades de aprendizaje.

En sí, no es un material para suplir a los libros de texto en los centros educativos, sino
que está concebido para un alumnado que acumula un cierto nivel de “retraso escolar en Curriculares
Básicas SERAPIS
sus aprendizajes” y necesita un programa graduado para adquirir aquellos elementos de
niveles previos que les posibilite seguir aprendiendo, al mismo tiempo que conseguir los
objetivos y contenidos mínimos de cada nivel educativo en base al currículo. Este material

l ce
se puede considerar como adaptaciones no significativas si el nivel del desfase curricular
se sitúa en no más de un curso de desfase curricular, situándose como un programa
de refuerzo. Cuando el desfase curricular es superior a dos o más cursos estaríamos
hablando de adaptaciones curriculares significativas, debiendo seleccionar el cuaderno
correspondiente al curso cuyas competencias y contenidos tiene aún por adquirir ese
alumno/a.

Sistemáticamente se van apoyando estos aprendizajes con técnicas de estudio,

refuerzo, modelado, moldeamiento y atenuación de ayudas,...
que propician la generalización
ria
de sus aprendizajes.

ACB SERAPIS
The currcicular content is
organized into five blocks, with
ten didactic units, in each one a series
of activities are developed according to
ito

the following type of content:

1. ACTIVITY INDICATORS. SKILLS: Listening,

ACB SERAPIS
Speaking, Reading, Writing.
2. ACTIVITY INDICATORS. CATEGORIES:
Vocabulary, Grammar, Communicative functions,
Songs & more (Phonetics), Social cultural & social
INGLÉS Autora:
linguistic aspects, Complementary & fun activities.
Equivalente a ISABEL CATALÁN SANCHO
ACB SERAPIS 6º curso
ed

CIENCIAS DE LA EDUCACIÓN PREESCOLAR Y ESPECIAL Los contenidos curriculares se organizan en cinco de Educación Primaria
General Pardiñas, 95 • 28006 Madrid
Telfs.: 91 562 65 24 - 91 564 03 54 717 77 95 95
bloques, con diez unidades didácticas, que desarrollan
[email protected] • editorialcepe.es en cada una de ellas una serie de actividades en base
a los siguientes tipos de contenidos:
1. INDICADORES DE ACTIVIDAD. HABILIDADES:
Escuchar, hablar, leer y escribir.
2. INDICADORES DE ACTIVIDAD. CATEGORÍAS:
Vocabulario, gramática, funciones comunicativas,
canciones y más (fonética), aspectos socio culturales
y socio lingüísticos, complementarios y actividades
divertidas.

6o_ingles.indd 1 13/10/22 12:07