UNIDAD DIDÁCTICA 0 Hello S1
[pic]
Sunshine
1
Programme
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Area of Foreign Languages
English
Unit Hello
I. OBJECTIVES
• RECOGNISE THE NAMES OF THE CHARACTERS IN THE BOOK AND BE ABLE TO USE THEM.
• Recognise and say numbers 1-5.
• Recognise the context and characters introduced.
II. CONTENT
1. LISTENING, SPEAKING AND CONVERSATION
– Start to identify and recognise the characters in the book.
– Be able to introduce ourselves and say hello.
– Be able to identify and use numbers 1-5.
– Be able to recognise the context and characters presented through this method.
2. Reading and Writing
– Identify and recognise the characters in the book.
– Write their name and age.
3. Language learning through use
3.1 Linguistic knowledge
– Lexis and structures
– - Hello, goodbye, (I’m) fine, yes, no, thank you
- Tim, Tom, Lynn, Barky. My name’s…
- Numbers 1-5.
– Receptive Language.
- What’s your name?; What’s his/her name?
- This is... Tim.
- How are you?
- Boy, girl, dog.
3.2. Reflection on language learning
• Listen attentively to the teacher’s explanations.
• Show curiosity about the characters in the unit.
• Show interest in learning English.
• Show initiative and interest in participating in situations which require diverse forms of oral communication, such as group situations, dialogues, explanations, games, picture descriptions...
• Enjoy making own artwork and seeing work produced by others.
• Adhere to turn-taking conventions with the teacher and classmates.
4. Socio-cultural aspects and intercultural awareness
• Recognise and use basic modes of social interaction.
iii. Basic Competences
• MATHEMATICAL COMPETENCE: NUMBERS 1-5
• Interpersonal, social and civic competence: introductions and greetings.
• Learning to learn: matching words to images whilst listening.
IV. Assessment
• OBSERVE STUDENTS PERFORMING THE SUGGESTED ACTIVITIES.
• Assess the students’ interest and participation.
• Ask questions related to the knowledge they are expected to have acquired to that point.
Unit 1 – My Birthday
I. OBJECTIVES
• RECOGNISE AND SAY THE COLOURS.
• Recognise and say numbers 6-10. Ask and say how old you are.
• Recognise and say the words for objects related to birthdays: present, balloons, birthday cake.
• Understand the overall gist of the story.
II. CONTENT
1. LISTENING, SPEAKING AND CONVERSATION
• Recognise and say the colours red, blue, green, yellow, orange.
• Understand the overall gist of the story.
• Practise saying the colours.
• Recognise and say numbers 6 to 10. Practise pronouncing /t/.
2. Reading and Writing
• Recognise the names of some colours.
• Write numbers 1-10 and colours.
3. Language learning through use
3.1 Linguistic knowledge
– Lexis and structures
– Colour: blue, red, yellow, green, orange.
– Numbers 6-10.
– Birthday: birthday cake, balloons, present. Happy birthday; It’s a present/a birthday cake.
– It’s a blue/red/yellow present.
– How old are you? (I’m) six/seven.
– Receptive Language.
– Colour: purple, brown.
– Birthday: candles, T-shirt, album.
– Actions: stand up, sit down, walk, touch, colour...
– Questions: What colour is it?; Is it Tim’s/Maria’s birthday?
3.2. Reflection on language learning
• Relate learning to ourselves and our surroundings.
• Show interest in the teacher’s explanations and to the contributions made by classmates.
• Show interest in learning English.
• Adhere to turn-taking conventions.
• Listen respectfully to the teacher and classmates.
• Participate actively in the games and activities proposed in class.
• Demonstrate a positive attitude towards English.
• Demonstrate willingness and effort to improve one’s own linguistic production.
• Look after the materials used for artwork.
• Listen attentively to the teacher’s explanations and instructions.
• Have a helpful and collaborative attitude towards classmates.
4. Socio-cultural aspects and intercultural awareness
• Share birthday celebration experiences.
• Discover how colours are made from a combination of others.
iii. Basic competences
• LINGUISTIC COMPETENCE: CELEBRATIONS.
• Mathematical competence: numbers 1 - 10
• Competence in knowledge and interaction with the physical world: mixing colours
• Data processing and digital competence: working with a CD Rom
• Interpersonal, social and civic competence: celebrating a birthday.
• Cultural and artistic competence mixing colours.
• Learning to learn competence: appreciation of learning.
• Autonomy and personal initiative: filling in an illustrated dictionary to revise vocabulary.
IV. Assessment
• OBSERVE STUDENTS PERFORMING THE SUGGESTED ACTIVITIES.
• Assess the students’ interest and participation.
• Ask questions related to the knowledge they are expected to have acquired to that point.
Unit 2 – My Body
I. OBJECTIVES
• RECOGNISE AND USE VOCABULARY FOR PARTS OF THE BODY.
• Recognise and use language related to physical actions.
• Understand the overall gist of the story.
II. CONTENT
1. LISTENING, SPEAKING AND CONVERSATION
• Recognise and name the following parts of the body: head, nose, ears, eyes, mouth, legs, arms, fingers, hands.
• Understand the overall gist of the story.
• Know how to pronounce the final sound /z/.
• Be able to relate what has been learnt to the world around us.
• Be able to relate the learning process to ourselves.
2. Reading and Writing
• Read the names of some colours.
• Write the parts of the body on a drawing.
3. Language learning through use
3.1 Linguistic knowledge
Lexis and structures
– Parts of the body: Head, nose, mouth, eyes, ears, legs, arms, hands, fingers.
– Arms up; (It’s a) boy; (It’s a) girl.
Receptive Language
– Touch your head/nose/eyes/ears; Nice picture; Who’s this?; What’s his name?; What’s her name?; This is my hand.
3.2. Reflection on language learning
• Listen attentively to the teacher, classmates and the listening texts.
• Show interest in others’ contributions and curiosity about information received.
• Show initiative and interest in participating in situations which require diverse forms of oral communication, such as group situations, dialogues, stories, explanations...
• Demonstrate willingness and effort to improve one’s own linguistic production.
• Participate actively and show initiative in the activities proposed in class.
• Adhere to turn-taking conventions.
• Listen to and respect others in dialogues and conversations.
• Understand that errors form part of the learning process.
4. Socio-cultural aspects and intercultural awareness
• Value outdoor games.
• Recognise the parts of the body.
• See oneself as a unique individual.
iii. Basic competences
• LINGUISTIC COMPETENCE: NAMING PARTS OF THE BODY.
• Competence in knowledge and interaction with the physical world: knowledge of the human body.
• Data processing and digital competence: computers and digital photographs.
• Interpersonal, social and civic competence: dances and parties.
• Cultural and artistic competence: making a mask.
• Learning to learn: relating words to drawings.
• Autonomy and personal initiative: identifying what has been learnt in each unit by using a self assessment form.
IV. Assessment
• OBSERVE STUDENTS PERFORMING THE SUGGESTED ACTIVITIES.
• Assess the students’ interest and participation.
• Ask questions related to the knowledge they are expected to have acquired to that point.
Unit 3 – My Family
I. OBJECTIVES
• IDENTIFY AND USE VOCABULARY RELATED TO THE FAMILY.
• Talk about the family.
• Understand the overall gist of the story.
II. CONTENT
1. LISTENING, SPEAKING AND CONVERSATION
• Recognise and name the following family members: mum, dad, brother, sister, grandma, grand-dad.
• Understand the overall gist of the story.
• Pronounce the /θ/ sound.
2. Reading and Writing
• Understand the lyrics of a song while reading them.
• Write the names of the members of a family.
3. Language learning through use
3.1 Linguistic knowledge
Lexis and structures
– Family: dad, mum, grand-dad, grandma, brother, sister.
– Parts of the body: tooth, teeth.
– This is my dad/mum/... My mum/dad’s name’s...
Receptive Language.
– Who is this?
– Dad wiggles the tooth but the tooth doesn’t come out.
– Mum wiggles the tooth and the tooth comes out.
3.2. Reflection on language learning
• Relate learning to ourselves and our surroundings.
• Have a helpful and collaborative attitude towards classmates.
• Listen to and respect others in dialogues and conversations, adhering to the social norms and conventions governing linguistic exchanges.
• Listen attentively to the teacher’s explanations.
• Have a positive attitude towards the family.
• Demonstrate curiosity about the characters in the unit.
• Show interest in learning English.
• Show initiative and interest in participating in situations which require diverse forms of oral communication, such as group situations, dialogues, explanations, games, picture descriptions...
4. Socio-cultural aspects and intercultural awareness
• Value the family and its supportive role towards children.
• Encourage daily hygiene routines.
iii. Basic competences
• LINGUISTIC COMPETENCE: THE FAMILY.
• Competence in knowledge and interaction with the physical world: hygiene and dental health.
• Interpersonal, social and civic competence: team games.
• Cultural and artistic competence: the tooth fairy.
• Learning to learn: games to practise what has been learnt.
• Autonomy and personal initiative: filling in an illustrated dictionary to revise vocabulary.
IV. Assessment
• OBSERVE STUDENTS PERFORMING THE SUGGESTED ACTIVITIES.
• Assess the students’ interest and participation.
• Ask questions related to the knowledge they are expected to have acquired to that point.
Unit 4 – My Toys
I. OBJECTIVES
• RECOGNISE AND SAY THE WORDS FOR SOME TOYS.
• Discover objects through their colours.
• Understand the overall gist of the story.
• Value the importance of toys.
II. CONTENT
1. LISTENING, SPEAKING AND CONVERSATION
• Be able to recognise and say the following toys: teddy, doll, jigsaw, robot, car, ball.
• Recognise and say the following colours: pink, purple.
• Be able to understand the overall gist of the story.
• Be able to pronounce the /b/ sound.
2. Reading and Writing
• Find words in a word search.
• Write sentences to describe toys.
3. Language learning through use
3.1 Linguistic knowledge
Lexis and structures
– Toys: jigsaw, doll, teddy, ball, robot, car.
– Colours: purple, pink.
– My favourite toys are (dolls). I’m playing with my (ball); My car is (blue).
Receptive Language.
– What’s the boy/girl playing with?; What’s your favourite toy?; It’s my ball.
3.2. Reflection on language learning
• Listen to and respect others in dialogues and conversations, adhering to the social norms and conventions governing linguistic exchanges.
• Show interest in others’ contributions and curiosity about information received.
• Show initiative and interest in participating in situations which require diverse forms of oral communication, such as group situations, dialogues, stories, explanations...
• Show interest in learning English.
• Participate actively in the games and activities proposed in the class.
4. Socio-cultural aspects and intercultural awareness
• Appreciate the importance of sharing toys and playing together.
• Show interest in games and toys of the past, which are non-violent and used by both girls and boys.
iii. Basic competence
• LINGUISTIC COMPETENCE: TOYS AND GAMES.
• Competence in knowledge and interaction with the physical world: identifying size.
• Interpersonal, social and civic competence: our grandparents’ games.
• Cultural and artistic competence: singing a song.
• Learning to learn: doing a drawing and describing it.
• Autonomy and personal initiative: identifying what has been learnt in each unit by using a self assessment form.
IV. Assessment
• OBSERVE STUDENTS PERFORMING THE SUGGESTED ACTIVITIES.
• Assess the students’ interest and participation.
• Ask questions related to the knowledge they are expected to have acquired to that point.
Unit 5 – My Pets
I. OBJECTIVES
• RECOGNISE AND SAY THE WORDS FOR SOME PETS.
• Recognise places where pets may live in a house.
II. CONTENT
1. LISTENING, SPEAKING AND CONVERSATION
• Activate the skills needed to recognise and name the pets: fish, hamster, bird, dog, cat.
• Be able to understand the overall gist of the story.
• Be able to recognise and say the following colours: black, white, brown and grey.
• Learn to pronounce the /æ/ sound.
2. Reading and Writing
• Read a story whilst listening to it.
• Write names of animals and match them to drawings.
3. Language learning through use
3.1 Linguistic knowledge
Lexis and structures
– Pets: dog, cat, bird, fish, hamster.
– Colour: black, white, grey, brown.
– Is it (grey)? I’ve got a (dog). My dog’s brown.
Receptive Language.
– Where’s the cat? Find the cat.
– Fishbowl, cage, basket, mat.
– Have you got a pet?
3.2. Reflection on language learning
• Enjoy singing and performing songs in English.
• Listen to and respect others in dialogues and conversations, adhering to the social norms and conventions governing linguistic exchanges.
• Show interest in others’ contributions and curiosity about information received.
• Show initiative and interest in participating in situations which require diverse forms of oral communication, such as group situations, dialogues, stories, explanations...
• Show interest in learning English.
4. Socio-cultural aspects and intercultural awareness
• Value and look after animals. Show respect for them as living creatures.
• Discover interesting facts about the animal world.
iii. Basic competences
• LINGUISTIC COMPETENCE: DOMESTIC ANIMALS.
• Competence in knowledge and interaction with the physical world: domestic animals.
• Interpersonal, social and civic competence: looking after animals.
• Cultural and artistic competence: drawing favourite animal.
• Learning to learn: colours to identify words.
• Autonomy and personal initiative: filling in an illustrated dictionary to revise vocabulary.
IV. Assessment
• OBSERVE STUDENTS PERFORMING THE SUGGESTED ACTIVITIES.
• Assess the students’ interest and participation.
• Ask questions related to the knowledge they are expected to have acquired to that point.
Unit 6 – My Story
I. OBJECTIVES
• RECOGNISE AND USE VOCABULARY RELATED TO THE CHARACTERS IN STORIES.
• Recognise and use the adjectives: good and bad.
• Understand the overall gist of the story.
II. CONTENT
1. LISTENING, SPEAKING AND CONVERSATION
• Be able to recognise and say the words for characters in stories: witch, prince, princess, wolf, monster, fairy.
• Learn to use and say the adjectives: Good, bad.
• Be able to understand the overall gist of the story.
• Learn to pronounce the /tS/ sound.
2. Reading and Writing
• Distinguish between affirmations and negations.
3. Language learning through use
3.1 Linguistic knowledge
Lexis and structures
– Wolf, witch, fairy, prince, princess, monster.
– Good, bad.
– The (wolf) is (bad). The fairy is good.
Receptive Language.
– Snow White, Little Red Riding Hood, Hansel and Gretel, Cinderella, Supersunshine, Ducky Duck.
– I’m hungry; The wolf is hungry; Where’s Ducky Duck? I don’t know; Don’t tell the wolf; Help!
3.2. Reflection on language learning
• Listen to and respect others in dialogues and conversations, adhering to the social norms and conventions governing linguistic exchanges.
• Show interest in others’ contributions and curiosity about information received.
• Show initiative and interest in participating in situations which require diverse forms of oral communication, such as group situations, dialogues, stories, explanations...
• Show interest in learning English.
• Participate actively in the games and activities proposed in class.
• Collaborate with colleagues in individual and pair work.
4. Socio-cultural aspects and intercultural awareness
• Encourage a love of books and introduce reading.
• Value traditional tales and arouse interest in listening to stories through storybooks and plays.
iii. Basic competences
• LINGUISTIC COMPETENCE: TRADITIONAL STORIES.
• Interpersonal, social and civic competence: classic stories.
• Cultural and artistic competence: recognising characters.
• Learning to learn: learning with families of words.
• Autonomy and personal initiative: identifying what has been learnt in each unit by using a self assessment form.
•
IV. Assessment
• OBSERVE STUDENTS PERFORMING THE SUGGESTED ACTIVITIES.
• Assess the students’ interest and participation.
• Ask questions related to the knowledge they are expected to have acquired to that point.
Unit 7 – My Party
I. OBJECTIVES
• RECOGNISE AND USE VOCABULARY AND EXPRESSIONS RELATED TO FOOD.
• Recognise and say the words for more animals.
• Understand the overall gist of the story.
II. CONTENT
1. LISTENING, SPEAKING AND CONVERSATION
• Be able to recognise and say food words: orange, apple, banana, sweets, chocolate, ice-cream.
• Acquire the skills needed to understand the overall gist of the story.
• Practise pronouncing the /g/ sound.
2. Reading and Writing
• Follow a simple story while listening to it.
• Write simple sentences about people and things.
3. Language learning through use
3.1 Linguistic knowledge
Lexis and structures
– Banana, orange, apple, chocolate, sweet, ice cream.
– I like.../ I don’t like... Pig, cow, duck.
Receptive Language.
– Fruit and vegetables, pizza. Do you like...?
– Are you Mrs...? No, I’m not Mrs... I’m...
3.2. Reflection on language learning
• Pay close attention to listening texts.
• Demonstrate a positive attitude towards English.
• Demonstrate a willingness to know about the characters in the unit.
• Show interest in learning English.
• Demonstrate willingness and effort to improve one’s own linguistic production.
• Show an attentive and respectful attitude towards the teacher and classmates.
• Participate actively in the games and activities proposed in class.
• Feel proud of one’s work and value the work produced by classmates.
4. Socio-cultural aspects and intercultural awareness
• Express personal preferences for food.
• Encourage healthier eating habits (eating more fruit and vegetables).
iii. Basic competences
• LINGUISTIC COMPETENCE: MEALS AND PARTIES
• Competence in knowledge and interaction with the physical world: healthy eating.
• Interpersonal, social and civic competence: talking about preferences in food.
• Cultural and artistic competence: parties with friends.
• Learning to learn: rhymes to practise pronunciation.
• Autonomy and personal initiative: filling in an illustrated dictionary to revise vocabulary.
IV. Assessment
• OBSERVE STUDENTS PERFORMING THE SUGGESTED ACTIVITIES.
• Assess the students’ interest and participation.
• Ask questions related to the knowledge they are expected to have acquired to that point.
Festivals – Halloween and Christmas
I. OBJECTIVES
WORK ON VOCABULARY TYPICALLY RELATED TO HALLOWEEN.
Work on vocabulary typically related to Christmas.
II. CONTENT
1. LISTENING, SPEAKING AND CONVERSATION
Learn to recognise and say the words for objects and characters related to Halloween and Christmas:
2. Reading and Writing
Understand words related to Halloween.
Identify Christmas objects and characters.
Name Halloween characters in a drawing.
Write a Christmas card.
3. Language learning through use
3.1 Linguistic knowledge
Lexis and structures
– Halloween, ghost, pumpkin, cat, skeleton, witch
– Christmas carol, Advent calendar, Three wise men, Santa Claus, gift, gift tag.
Receptive Language.
– Halloween, ghost, pumpkin, cat.
– Father Christmas, Christmas tree, stars, snowman, presents.
3.2. Reflection on language learning
• Show initiative and interest in participating in situations which require diverse forms of oral communication, such as group situations, dialogues, stories, explanations...
4. Socio-cultural aspects and intercultural awareness
Get to know celebrations in other cultures.
iii. Basic competences
• INTERPERSONAL, SOCIAL AND CIVIC COMPETENCE: HALLOWEEN AND CHRISTMAS.
• Cultural and artistic competence: Halloween and Christmas.
IV. Assessment
• OBSERVE STUDENTS PERFORMING THE SUGGESTED ACTIVITIES.
• Assess the students’ interest and participation.
• Ask questions related to the knowledge they are expected to have acquired to that point.
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