Programación:
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Sunshine
A
Teaching Programme
_____________________________
Area of foreign languages
English
Unit 1 - Happy birthday, Skippy!
I. Objectives
← To learn how to greet and how to say goodbye.
← To recognize simple routines associated with movements inside the classroom.
II. Contents
1. Listen, speak and talk
To understand the entering and exit routines in the new language.
To react to the greetings with gestures and movements.
To identify and greet the different characters.
To differentiate the key places in the classroom.
To follow the rhythm of a simple song.
To recognize the characters and key events of the story in the different scenes of the tale.
To create social formulas to greet and to say goodbye.
2. Knowledge of a language through practice
2.1. Linguistic Knowledge
Greetings: Hello! Bye-bye!
Animals: Kangaroo, giraffe, tortoise, elephant, bear, monkey.
Routines: Stand up. Sit down. Walk. One, two, three stop!
2.2. Reflections on what we have learned
To use a sequence of images as a pre-reading strategy.
To participate in songs and group games.
To show interest in a story in the English language.
To show confidence to communicate successfully in a foreign language.
To listen to and to respect the other classmates.
3. Sociocultural aspects and intercultural awareness
To show interest in learning the different ways of expression that are normally used in cultures that are different to ours.
To respect the different appearances of the people and their own native features.
III. Basic competencies
1. Basic communication competencies
To recognize when we are talking in English and show interest on the new culture.
To identify the beginning and the end of the session with the welcome and goodbye songs.
To react to simple instructions: stand up, sit down, walk, stop… that are normally used when moving around the classroom.
To recognize a birthday party and to identify the different elements and key moments of the celebration.
To sing a song and to follow the rhythm.
2. Sociocultural competencies
To use gestures or basic formulas to greet and to say goodbye.
To pay attention, listen and associate the sounds and gestures assigned to the different characters.
To have fun participating in the group's games.
3. Advanced skills
To recognize the different characters of a story and to participate in the narration.
To follow the sequenced narration of a tale.
IV. Assessment criteria
← Continuous assessment. See didactic guide.
Unit 2 - Chameleon’s colours
I. Objectives
← To differentiate objects depending on their colour.
← To learn the names of a few fruits.
II. Contents
1. Listen, speak and talk
To follow simple instructions related to actions and movements around the classroom. To adapt to the different rhythms.
To identify fruits through the senses: sight, sense of touch and taste.
To differentiate objects using colour.
To participate in the narration of a story by making predictions and singing.
To recognize different feelings using gestures.
2. Knowledge of a language through practice
2.1. Linguistic Knowledge
Colours: yellow, red, blue, green.
Fruits: apples, bananas.
Adjectives: happy, sad.
Routines: Jump. Sing. Touch the (red apple). Yummy! Sorry!
2.2. Reflections on what we have learned
To deduct the different meanings using handling and images.
To use the movement associated to a song as a strategy to memorize.
To predict what will happen next as a comprehension strategy.
To value the importance of learning a different language in order to communicate.
To show an open attitude towards listening to a story.
To show an interest in identifying the different colours of the fruits and the classroom objects.
3. Sociocultural aspects and intercultural awareness
To highlight the importance of a healthy and balanced diet in order to have a better growth and a good child development. To encourage healthy eating habits.
III. Basic competencies
1. Basic communication competencies
To differentiate objects depending on their colour: blue, red, green, yellow.
To identify the different moods looking at pictures and face expressions: happy, sad.
To play a group game with simple rules.
To sing a song and follow the rhythm.
To participate in an action game hiding the chameleons.
2. Sociocultural competencies
To participate making gestures and singing to the song: ‘Coloured balloon’
To recognize formulas of complaining and apologizing.
To identify the events on the storycards and participate in an interactive way in the narration of a tale.
3. Advanced skills
To associate the change of colours of the Chamaleon with the proximity of an object.
To follow the sequenced narration of a tale.
IV. Assessment criteria
← Continuous assessment. See didactic guide.
Unit 3 - Baby Elephant
I. Objectives
← To point out some daily actions.
← To recognize a few typical animal features.
II. Contents
1. Listen, speak and talk
To locate the different characters using simple descriptions.
To be able to follow instructions related to our daily actions.
To identify actions using images.
To recognize a few typical animal features.
To differentiate the elements using images.
To follow a sequence using images.
To recognize the characters and main events of the story in the different scenes of the tale.
2. Knowledge of a language through practice
2.1. Linguistic Knowledge
Adjectives: big, small.
Actions: have a shower.
Body parts: trunk.
2.2. Reflections on what we have learned
To take part actively in the group's games.
To use their body as a way of expression.
To be able to deduct the meanings by handling the images.
To use the sense of touch in order to get information.
To be interested in listening to others.
To become aware of what you are able to do and what you are not able to do on your own.
To respect the turns in the game.
To enjoy taking part in the activities.
3. Sociocultural aspects and intercultural awareness
To respect and protect the natural environment of the animals. To help in the care of the pets in the class, feeding or cleaning them.
To encourage the pupils to be aware of their own body, encouraging their personal hygiene habits (washing their hands)
III. Basic competencies
1. Basic communication competencies
To identify the different sizes and to associate them with their own experience (big/small).
To be able to recognize daily actions: have a shower, have lunch, tie your shoes.
To follow and dramatize the actions on the chant: ‘Can you…?’
To sing and participate on the presentation of a song: ‘Baby Elephant Song’
To participate in the group's action game: ‘Tug or War’
2. Sociocultural competencies
To recognize social formulas to ask for help.
To be conscious of what you are able to do without asking for help.
To know and enjoy a traditional English game: ‘Tug or War’
3. Advanced skills
To take part in the narration of a tale making predictions.
To dramatize a tale assuming a role.
IV. Assessment criteria
← Continuous assessment. See didactic guide.
Unit 4 – Giraffe’s story
I. Objectives
← To be familiar with the different body parts.
← To identify different garments.
II. Contents
1. Listen, speak and talk
To point out the different parts of the body: eyes, ears, neck and feet.
To identify the different characters using their descriptions.
To acknowledge their own body scheme in order to apply it to other living creatures.
To associate the different garment with the pats of the body where they are worn.
To identify the mood of the characters looking at their gestures and listening to the tone they use.
To create formulas to ask for help.
2. Knowledge of a language through practice
2.1. Linguistic Knowledge
Body parts: eyes, ears, neck, feet.
Clothes: glasses, hat, coat, shoes.
2.2. Reflections on what we have learned
To develop their own personal autonomy to get dressed.
To use a sequence of images as a pre-reading strategy.
To predict what will happen next as a comprehension strategy.
To appreciate their own identity even when the external appearance changes.
To listen to tales, stories and songs.
To be interested in learning new songs.
To enjoy using body movements associated to a song or chant in order to memorize it.
3. Sociocultural aspects and intercultural awareness
To encourage the personal hygiene habits in order to have a good care of their own body in a healthy way.
To acknowledge and respect the individual differences seeing them as something good.
III. Basic competencies
1. Basic communication competencies
To identify the characters using their description: parts of the body and their sizes.
To interact and to follow the rhythm of a chant: ‘Show me your eyes!’
To follow the instructions to dress and undress Giraffe.
To associate the different garments with the parts of the body.
To recognize formulas to offer help.
2. Sociocultural competencies
To develop their personal autonomy to get dressed.
To recognize the basic formulas to appreciate the external appearance.
To accept their own identity and to value the differences in others.
3. Advanced skills
To follow the sequence of actions in the circle song: ‘The Clothes Song’
To identify a character using a physical description with the song: ‘Do you know my name?’
IV. Assessment criteria
← Continuous assessment. See didactic guide.
Unit 5 – Merry-go-round
I. Objectives
← To identify the food that you need for a day trip and to know the different ways of transportation.
← To know the different ways of transportation.
II. Contents
1. Listen, speak and talk
To identify the different characters associating them with the colour of their backpack.
To differentiate the foods that you need for a day out.
To prepare a backpack with the food that you need to spend a day out.
To recognize the different foods using their description (colour, shape).
To associate the colours of the traffic light with their meaning.
To identify the elements of road safety when crossing the road.
To imitate the typical sounds and movements of the different animals.
2. Knowledge of a language through practice
2.1. Linguistic Knowledge
Transportation: bus, train, car, bicycle
Food: water, sandwich
2.2. Reflections on what we have learned
To use a sequence of images as a pre-reading strategy.
To sort out the images to create a story.
To accept the rules of social behaviour in the group’s outings.
To enjoy using the basic social ways to greet and to say goodbye to others.
To be interested when listening to a story.
3. Sociocultural aspects and intercultural awareness
To encourage healthy eating habits, and to acknowledge that the most expensive foods and the ones that appear the most on the media are not always the healthier ones.
To acknowledge and respect the importance of the traffic lights. To know that they are very important for the traffic of cars and people on the streets. To recognize the basic traffic rules.
III. Basic competencies
1. Basic communication competencies
To identify the different foods that you take to a day trip: water, sandwich, apple, banana.
To take part on a simulation game, prepare a backpack following the given instructions.
To be able to follow a song and act: ‘Let’s go’
To recognize the meaning of the colours in a traffic light and to follow the instructions when crossing the road.
To be able to play an action group game identifying their own role and respecting the rest.
2. Sociocultural competencies
To participate in the group's action games and riddles showing an active attitude towards listening.
To be able to dramatize/perform and sing the song ‘Merry-go-round’ identifying the different ways of transportation.
To recognize onomatopoeias typical of the English language associated with ways of transportation.
To participate in a simulation group game.
3. Advanced skills
To understand and follow the sequence of making a carousel associating it to the song ‘Merry-go-round’ and to adopt a role.
To recognize the tale's sequence through the images and to be able to follow the sequence of the narration even when there are alterations.
IV. Assessment criteria
← Continuous assessment. See didactic guide.
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