UNIDAD DIDÁCTICA 0 Hello S1
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English Adventure
2
Programme
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Area of Foreign Languages
English
Hello
I. Objectives
← Greet someone, introduce oneself and say ‘Goodbye’.
← Sing the songs of the unit and clap to the rhythm.
← Follow instructions in English.
II. Contents
1. Listening, speaking and conversation
Greet someone, introduce oneself, say ‘Goodbye’, and make contact with the English classes.
Clap to the rhythm of the songs and afterwards, sing them all together.
Guess the name of classmates from their voices, greeting them in English until learning all their names.
Ask each other for certain objects forming a chain.
Look for different coloured objects in the classroom following the teacher’s instructions. Afterwards, try to do it in groups.
Carry out the appropriate actions, following illustrations in English.
2. Reading and writing
Identify basic colours.
Colour each portion with the colour written below.
Match each word to the corresponding colour to familiarise oneself with their written form.
Write the names of some colours.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Hello; goodbye.
• I’m (...)
• Blue; green; red; yellow.
• Classroom; book; pen; pencil; rubber.
Receptive language
• It’s a (...); It’s (yellow).
• Please; thank you.
3.2. Reflection on language learning
Show a positive attitude towards English and English classes.
Participate actively in the games and activities proposed in class.
Respect classmates in the games in groups and pairs.
Act in an organised and ordered manner when carrying out activities.
4. Socio-cultural aspects and intercultural awareness
Work on socialising, especially through pair work and group activities.
Teach them to respect the norms which govern linguistic exchange, to listen to others, to await their turn when speaking.
III. Basic competences
← Linguistic competence: greeting and saying ‘Goodbye’.
← Interpersonal, social and civic competence: introductions.
← Cultural and artistic competence: colouring.
IV. Assessment
← Remember the vocabulary of colours and classroom objects.
← Identify the written form of some of the words of the vocabulary.
← Identify the new vocabulary.
← Follow the teacher’s instructions in English appropriately.
Unit 1 – My face
I. Objectives
← Name the parts of the face.
← Understand the simple description of a face.
← Follow instructions in English.
← Follow a story in English.
← Personalise the language of the unit.
← Assess own progress.
II. Contents
1. Listening, speaking and conversation
Study the chant of the unit and point to the parts of their face that are mentioned. Then, in pairs, point to the parts of their face a partner indicates.
Colour the parts of the face of a robot, based on the instructions given in a recording.
Carry out a specific act depending on the information in the sentence the teacher says.
Sing and act out the song of the unit.
Comment on the drawings of the story and try to guess what is happening, in order to listen to it afterwards following the drawings.
Match each description to the corresponding face and correct it afterwards with all the class.
2. Reading and writing
Read and understand the simple description a face.
Write the corresponding word below each drawing.
Match each word to its corresponding part. Afterwards, compare the results with classmates.
Write the parts of the face.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Ears; eyes; face; mouth; nose.
• Blue; brown; green; orange; pink; purple; red; yellow.
• Happy; sad.
• Numbers 1-5.
Receptive language
Who’s this?
• Find something pink.
• Touch your (...). What colour is his (...)?
• Is he/she happy?
• Who’s this?
• I’m a clown.
• It’s big or small?
• Look at my (...).
3.2. Reflection on language learning
Enjoy using own body to express oneself.
Show interest in others’ explanations and curiosity towards information received.
Participate actively in activities and games in class.
Show interest in reading and writing in English.
4. Socio-cultural aspects and intercultural awareness
Respect classmates in group and pair work activities.
Teach them to respect their classmates’ belongings.
III. Basic competences
← Linguistic competence: parts of the face.
← Mathematical competence: numbers 1-5.
← Competence in knowledge and interaction with the physical world: colours.
← Interpersonal, social and civic competence: feelings.
← Cultural and artistic competence: sticking stickers.
← Learning to learn competence: playing a game of instructions.
IV. Assessment
← Revise and identify the revision and new vocabulary.
← Show feelings like happiness and sadness.
← Read and write the words of the vocabulary in the unit.
← Understand a story in English following a sequence of drawings.
← Unit 2 - Animals
I. Objectives
← Identify jungle animals.
← Express tastes in animals.
← Learn and sing the song of the unit.
← Understand a story in English following a sequence of drawings.
← Personalise the language learnt in the unit.
II. Contents
1. Listening, speaking and conversation
Point to the animal a classmate says, and then play with animal sounds.
Place each number on its corresponding animal, based on what is heard in a recording.
Place the stickers on the main drawing correctly, based on what is heard in a recording. Correct it, asking and answering questions.
Express tastes in animals.
Sing the song of the unit in groups, miming each animal mentioned in it.
Guess the animal represented on the flashcard which a partner has, asking and answering questions.
Place the flashcards of animals in the order in which they are mentioned in the unit.
Play bingo with drawings of animals.
2. Reading and writing
Match names of animals to drawings.
Write the names of jungle animals.
Write the appropriate word below each drawing.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• It’s a (...); Is it a (…).
• Bird; elephant; giraffe; lion; zebra; hippo; rhino.
• Point to (...).
• It’s (red).
• Big; small.
• What is it?
Receptive language
What’s this?
• Find (grey).
• What’s the magic word?
• What colour is the/a/an (...)?
• What’s the number (...)?
• It isn’t (grey).
• Is it a/an (...)?
• What colour is it?
• What’s your favourite animal?
• Guess.
3.2. Reflection on language learning
Care about and respect wild animals.
Participate actively in games and activities in class.
Show initiative and interest when participating in different types of oral communication activities.
Show interest in others’ explanations and curiosity towards information received.
4. Socio-cultural aspects and intercultural awareness
Work on socialising, especially through the pair work and group activities, teaching them to value others.
Reinforce them positively when they do things well in order to raise their self esteem and let them decide how to finish the unit, choosing the song or game they like the most.
Help them to get to know animals from outside our environment, teaching them that they deserve the same respect as domestic animals.
III. Basic competences
← Linguistic competence: animals
← Mathematical competence: review numbers 1-10, counting animals.
← Competence in knowledge and interaction with the physical world: wild animals.
← Interpersonal, social and civic competence: playing in pairs.
← Autonomy and personal initiative: assessing each person’s progress in class.
IV. Assessment
← Identify the revision vocabulary again.
← Describe wild animals correctly and understand others’ descriptions.
← Enjoy representing animals through mime and sounds.
← Follow a sequence of elements correctly.
← Unit 3 – My toys
I. Objectives
• Talk about toys.
• Learn and sing the song and the chant of the unit.
• Follow a story in English.
• Personalise the language learnt.
• Follow instructions in English.
• Understand English children.
• Assess own progress.
II. Contents
1. Listening, speaking and conversation
• Comment on the film, recite the chant of the unit and place the flashcards in the order in which the objects appear.
• Describe the toys in the drawing using colours so that their partner can guess them.
• Revise the numbers they know and present some new ones, counting claps.
• Play hopscotch with a square of drawings and advance by guessing the name of the toy each square represents and matching it to the corresponding number.
• Colour in a series of geometric figures based on what is heard in a recording.
• Sing the song of the unit in groups, according to the geometric figure you have to represent.
• Play bingo with drawings which represent figures of different sizes and colours or draw the figures that the teacher dictates.
• Cut out the drawings following the instructions in a series of sentences and afterwards, show them to the class, reading the sentences.
• Talk about one’s favourite toy, assess own progress and decide amongst all the class the way to finish the unit.
2. Reading and writing
• Write the correct word below each drawing.
• Identify the name of some toys.
• Write the name of some toys they know.
• Match the words to the drawings, working individually and checking the results in pairs.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Ball; boat; car; doll; kite; teddy bear; train; yo-yo.
• What’s this? It’s a (...).
• Numbers 1-15.
• It’s (purple); It’s big.
• Circle; rectangle; square; triangle.
Receptive language
• What’s the magic word?
• What colour is the (...)?
• Can you see a (...)?
• How many (...) can you see?
• It’s Christmas.
• Can you find a (...)?
3.2. Reflection on language learning
Enjoy English through songs, chants and stories.
Listen to others in dialogues and group conversations, showing respect for the norms and conventions governing linguistic exchanges.
Participate actively in the games and activities proposed in class.
Act in an organised and ordered manner when carrying out activities.
4. Socio-cultural aspects and intercultural awareness
Work on the self esteem of the boys and girls, congratulating them on their achievements and encouraging them in their class work.
Work also on socialising through group activities and pair work.
III. Basic competences
← Linguistic competence: toys.
← Mathematical competence: numbers 1-15, shapes.
← Competence in knowledge and interaction with the physical world: shapes.
← Interpersonal, social and civic competence: toys and tastes.
← Cultural and artistic competence: singing.
← Learning to learn competence: identifying shapes.
← Autonomy and personal initiative: assessing the progress of everyone in class.
IV. Assessment
• Identify the revision as well as the new vocabulary about toys.
• Identify numbers 1 to 15.
• Identify the written form of the words of vocabulary and write them correctly when it is necessary.
• Get to know geometric figures and classify them by colours and sizes.
• Follow a series of instructions in English correctly.
Unit 4 – Food
I. Objectives
• Talk about likes and dislikes.
• Follow a story in English.
• Understand English children when they speak.
• Personalise the language of the unit.
• Assess own progress.
II. Contents
1. Listening, speaking and conversation
Guess the topic of the unit and comment on the drawings in order to present the vocabulary. Talk about food likes and dislikes.
Comment on the film and the chant of the unit.
Conduct a survey about everyone’s food preferences.
Colour in each type of food with a happy or sad face depending on what is heard in the recording.
Talk about one’s favourite food and that of the others.
Listen to and follow the story of the unit following it in the drawings and checking your understanding with questions and answers.
Carry out different actions following the instructions of a series of conditional sentences which talk about taste in food.
Complete sentences with a series of words from the exercise about food likes and dislikes.
2. Reading and writing
Identify the written form of the words of vocabulary and write the correct word below each drawing.
Understand the contents of a simple menu.
Cut out the sequences of the drawings of the story and place them on the correct one.
Write the name of some food.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Bread; cheese; chicken; do you like (...)?
• Yes/no.
• I like/don’t like (...).
• Pizza; spaghetti; water; apple; banana; cake; egg; orange; pear; it’s (...).
• My favourite food is (...).
Receptive language
• What’s your favourite colour?
• Can you see some (...)?
• Put your hands up if you like (...).
• Does (he/she) like (cheese)?
• What’s (your/his) favourite food?
• What Scamp’s favourite food?
• What food can you see?
• Is (he/she) happy?
• What do you like
3.2. Reflection on language learning
Show a positive attitude towards food and healthy diets.
Participate actively in the games and activities proposed in class.
Show interest in expressing one’s own tastes and preferences.
Show initiative and interest when participating in different types of oral communication, groups, dialogues, stories, explanations, games.
Show interest and make an effort to improve own linguistic production.
4. Socio-cultural aspects and intercultural awareness
Respect classmates in group and pair work activities.
Teach them to respect others’ belongings.
Raise their self esteem by letting them express their tastes and preferences.
Explain the importance of a healthy diet and show them the food they should eat in order to achieve it.
Compare healthy food with what we most like to eat.
III. Basic competences
← Linguistic competence: food.
← Interpersonal, social and civic competence: food and tastes.
← Cultural and artistic competence: singing.
← Learning to learn competence: vocabulary in written form.
IV. Assessment
← Identify the revision and new vocabulary about food.
← Read and write correctly the words of vocabulary in the unit.
← Use the structures ‘Do you like (...)?’, ‘I like (...)’, ‘I don’t like (...)’ correctly.
← Match the faces expressing feelings to likes and dislikes.
← Unit 5 – My body
I. Objectives
← Understand a simple description of someone.
← Identify and name the parts of the body.
← Learn and sing the song and the chant of the unit.
← Follow a story in English.
← Personalise the language learnt in the unit.
II. Contents
1. Listening, speaking and conversation
• Comment on the film and the drawing and point to the parts of the body that are mentioned in the chant.
• Recite the chant without the recording, leaving out certain parts and pointing to them on one’s own body.
• Listen to the descriptions of different robots and place the correct number in the corresponding place.
• Imagine that they are one of the robots and describe themselves so that a partner can guess who it is.
• Understand and sing the song of the unit.
• Listen to and understand the story of the unit following the sequence of drawings and pointing to the parts of one’s own body as they are mentioned.
• Make a genie on the board using different sizes and numbers of parts of the body and face, asking and answering questions about it.
2. Reading and writing
• Match each word to the corresponding drawing and afterwards complete the sentences.
• Write the correct word below each drawing.
• Understand a simple description of someone.
• Write a simple physical description.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Big/small.
• Body; feet; head; hands; arms; legs; tummy.
• I’ve got (...)
• Numbers 1-15.
Receptive language
- Touch your (...). Move your (...).
• Clap your hands. Stamp your feet.
• Make big arms. Draw (his body).
• Who’s got (yellow legs)? Who am I?
• Hold up a (...).
• How many (...) have you got? I haven’t got (...).
• They are on the magic carpet.
• Look at the (...) genie.
• Has he got big feet or small feet?
•
3.2. Reflection on language learning
Show interest in getting to know and looking after own body.
Act in an organised and ordered manner when carrying out activities.
Respect classmates in dialogues and conversations, following turn taking conventions when speaking.
Participate in the games and activities proposed.
4. Socio-cultural aspects and intercultural awareness
Teach pupils to socialise with their classmates, respecting, helping and collaborating with them.
Teach them to respect the norms which govern linguistic exchange, listening to others and waiting their turn when speaking.
Help them to get to know their own body and teach them the importance of personal hygiene and care.
III. Basic competences
← Linguistic competence: parts of the body.
← Mathematical competence: counting parts of the body, numbers 1-15.
← Interpersonal, social and civic competence: games in pairs.
← Cultural and artistic competence: drawing a monster.
← Learning to learn competence: identifying size.
IV. Assessment
← Remember the revision vocabulary and identify the new vocabulary about parts of the body.
← Identify numbers 1 to 15.
← Read and write the words of the vocabulary correctly.
← Carry out the different actions correctly, following instructions in English.
← Make appropriate descriptions of characters and themselves.
Unit 6 – My house
I. Objectives
• Write the names of the rooms of a house.
← Find and count the objects in a drawing.
← Colour following specific instructions.
← Follow a story in English.
← Personalise the language of the unit.
← Assess own progress.
II. Contents
1. Listening, speaking and conversation
Comment on the film and recite the chant miming it.
Ask and answer questions about the place where they live.
Listen to the recording and match each object to the corresponding room in the house.
Do one action or another depending on whether the sentence is true or false.
Listen to the song of the unit pointing to the parts of the house which are mentioned in it understanding the colours and sizes. Afterwards, sing it all together.
Listen to the story of the unit following a sequence of drawings and comment on it afterwards with the teacher. Cut out the sequences and order them correctly.
Match actions carried out by miming to the different rooms of the house.
2. Reading and writing
Draw in each room the object mentioned in each sentence.
Match domestic objects to illustrations.
Write the names of the rooms of a house.
Recognise the words of vocabulary and afterwards write the correct one below each drawing.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Door; garden; house; window; chair; table; apple; boat; pencil; teddy bear; bathroom; bedroom; kitchen; living room; milk; sandwich; it’s in the (...).
• Numbers 1-15
• Is it in the (...)?
• Yes/no; Where’s the (...)?
Receptive language
• This is my (...).
• I’ve got (...).
• Is your (...) big or small?
• Look at Belle’s house.
• How many (...) has it got?
• Is (...) in the (...)?
• Where’s my book?
• How many (...) have you got?
• Is your (...) big or small?
•
3.2. Reflection on language learning
Listen to and respect others in dialogues and conversations.
Show interest in others’ explanations and curiosity towards the information received.
Participate actively in the activities and games in class.
Understand that errors form part of the learning process.
Show interest in getting to know the parts of a house in English.
4. Socio-cultural aspects and intercultural awareness
Work on their self esteem helping them to feel proud of themselves when they have done one of the activities.
Work on socialising through group activities, teaching them to show respect and to listen.
III. Basic competences
← Linguistic competence: the house.
← Mathematical competence: counting things in the house.
← Competence in knowledge and interaction with the physical world: furniture.
← Interpersonal, social and civic competence: asking and answering.
← Cultural and artistic competence: playing a game.
← Learning to learn competence: identifying words with drawings.
IV. Assessment
← Remember the vocabulary learnt and identify new vocabulary about the parts of the house and its furniture.
← Read and write the words of the vocabulary in the unit correctly.
← Match the drawings to the words correctly.
← Order the sequences of the story correctly.
← Carry out a series of instructions in English correctly.
Unit 7 – My clothes
I. Objectives
• Identify and describe items of clothing.
• Describe how one dresses and also how one’s classmates dress.
• Listen to and understand recordings in English.
• Follow a story in English.
• Listen to and understand children in English.
II. Contents
1. Listening, speaking and conversation
Comment on the film and recite the chant miming the actions mentioned in it.
Describe the clothes they are wearing to all the class and then point in the drawings to the words heard in the recording.
Mime putting on an item of clothing so that classmates can guess which item it is.
Colour the clothes and match each one to the character wearing it, based on what is heard in a recording.
Find in the drawing the character who is wearing each item of clothing heard in a recording.
Sing the song in groups, each one representing a character.
Understand the story of the unit following the sequence of drawings.
Cut out the sequences of the story and place them in the right order whilst listening again to the recording without looking at the book.
2. Reading and writing
Identify names of items of clothing.
Write the name of everyday items of clothing.
Match the written form of the words of vocabulary to the objects and afterwards write them below each one.
Complete a series of sentences with a series of given words.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Crab; fish; shells; starfish.
• Hat; shoes; trousers; T-shirt.
• He’s a pirate.
• Dress; skirt; coat; sweater.
• I’m wearing (...).
• Happy; sad.
Receptive language
What colour are your (...)?
• What’s he wearing?
• Put on your (...).
• What’s John/he wearing?
• How many crabs can you see in the picture?
• Tinker Bell is a fairy.
• Is he wearing a (...)?
• What colour is her (...)?
• What are your favourite clothes?
3.2. Reflection on language learning
Help them to feel self confident and not to be afraid of speaking English in front of the whole class.
Show interest in others’ explanations and curiosity towards the information received.
Participate actively in the activities and games in class.
Listen to and respect your classmates in dialogues and conversations.
Collaborate with your team in order to achieve a common goal.
4. Socio-cultural aspects and intercultural awareness
Teach pupils to socialise with their classmates, respecting, helping and collaborating with them.
Teach them to respect the norms that govern linguistic exchange, listening to others and waiting their turn when speaking.
III. Basic competences
← Linguistic competence: clothes.
← Competence in knowledge and interaction with the physical world: pirates.
← Interpersonal, social and civic competence: playing in pairs.
← Cultural and artistic competence: singing.
← Learning to learn competence: doing a jigsaw puzzle.
IV. Assessment
• Remember revision vocabulary and identify the new vocabulary about items of clothing.
• Read and write the words of vocabulary correctly.
• Match words to the right objects.
• Describe correctly how the characters, the classmates and they themselves are dressed.
• Follow and understand the story of the unit in the sequence of drawings.
Unit 8 – My party
I. Objectives
← Talk about parties.
← Identify domestic animals.
← Learn and sing the song and the chant of the unit.
← Follow a story in English.
← Listen to and understand English children.
II. Contents
1. Listening, speaking and conversation
Comment on the film and recite the chant of the unit in groups, each one representing an animal.
Match each character with his pet based on what is heard in a recording.
Comment on the drawing in the unit and place the right stickers in the corresponding spaces, following what is heard in a recording.
Sing the song of the unit and point on the flashcards to the words of vocabulary which appear.
Listen to and understand the story of the unit following a sequence of drawings.
Act out a scene of the story in which a pupil is Cinderella offering food to her sisters and another act outs the role of the sisters refusing the food she offers them.
2. Reading and writing
Understand short sentences about domestic animals.
Write the name of domestic animals.
Recognise the written form of the vocabulary of the unit and write the corresponding word below each drawing.
Classify by categories the words of vocabulary they know.
Find different names of animals in a word chain and match them to the corresponding drawing.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Bird; cat; dog; horse; rabbit.
• Is it a (...)?
• I’ve got (...).
• Duck; mouse; mice.
• What’s this?
• I don’t like (...); Do you like (...)?
Receptive language
What’s in the box?
• Have you got a (...)?
• Has (he/she) got a (...)?
• Can you find Cinderella?
• It’s in the kitchen.
• Have you got my cake?
• Look at my present.
• What has he/she got?
•
3.2. Reflection on language learning
Show interest in the narration of a story and listen to it with attention.
Show interest and make an effort to improve own linguistic productions.
Participate actively in games and activities in class.
Show a positive attitude towards English.
Show a positive attitude towards both domestic and wild animals.
4. Socio-cultural aspects and intercultural awareness
Raise their self esteem, encouraging them in their achievements and teaching them to have confidence in their own tastes and opinions.
Work on socialising through group activities and teach them to work in a team in order to achieve common goals.
III. Basic competences
← Linguistic competence: animals, parties.
← Competence in knowledge and interaction with the physical world: pets.
← Interpersonal, social and civic competence: personalising what is learnt in the units.
← Cultural and artistic competence: singing
← Learning to learn competence: placing drawings in order.
IV. Assessment
← Identify the revision vocabulary for the entire course and the new vocabulary in the unit.
← Read and write the words of vocabulary correctly.
← Classify in categories the words of vocabulary.
← Act out a scene of the story correctly.
← Order a sequence of drawings so that they tell the story of the unit.
Festivals – Halloween
I. Objectives
← Get to know the ‘Halloween’ festival.
← Sing and mime the song of the unit.
← Make a ‘Halloween’ pumpkin.
II. Contents
1. Listening, speaking and conversation
COMMENT ON THE DRAWING OF THE UNIT TO PRESENT THE TOPIC.
Sing the song of the unit doing the right actions in each course.
Complete the drawings in the exercise and afterwards, match them to the right words.
Colour in the drawings following the instructions you hear in a recording.
2. Reading and writing
Identify the written form of the vocabulary about Halloween.
Write about the Halloween festival.
Match each word to the corresponding drawing.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Eyes; mouth; nose.
• Happy; sad.
• Cat; bat; ghost; pumpkin; witch.
Receptive language
• It’s Halloween.
• Happy Halloween!
• Let’s make a pumpkin lantern!
3.2. Reflection on language learning
Participate actively in the games and activities proposed in the unit.
Feel proud of own work and value that of classmates.
Show interest in understanding words written in English.
Show respect and curiosity towards the customs of other countries.
Look after the materials used in class.
4. Socio-cultural aspects and intercultural awareness
Encourage them and congratulate them on their achievements in order to raise their self esteem.
Teach them to respect and to feel curiosity towards getting to know different ways of life and traditions.
Help them to be confident and not to be afraid of speaking English in front of the whole class.
III. Basic competences
← Interpersonal, social and civic competence: Halloween.
← Cultural and artistic competence: Making a Halloween pumpkin lantern.
IV. Assessment
← Identify the vocabulary associated with the ‘Halloween’ festival.
← Read and write the words of vocabulary correctly.
← Carry out ‘Halloween’ traditions in an appropriate manner.
← Make the ‘Halloween’ pumpkin correctly.
Festivals – Christmas
I. Objectives
← Practise English using Christmas type activities.
← Get to know the special Anglo Saxon customs at Christmas.
← Sing the song of the unit.
II. Contents
1. Listening, speaking and conversation
Talk about the drawing of the Christmas festivities in order to present the theme.
Learn and sing the song of the unit.
Act out each word shown with words cards through mime.
Match each word to the corresponding drawing.
Get the flashcards the teacher asks for out of a bag.
Decorate the classroom with Christmas decorations brought by the children and the teacher.
Match each words card to the corresponding flashcard.
Match each drawing to the right word passing through a labyrinth.
Play bingo with the drawings of the vocabulary of the unit.
2. Reading and writing
Make a Christmas card and send it to a friend or relative.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Bell; Christmas tree; Father Christmas.
• Present; star; stocking.
• I like (...).
• Decoration; candle; cracker; pudding.
Receptive language
• It’s Christmas.
• Happy Christmas.
• How many (...) can you see?
• Christmas card.
3.2. Reflection on language learning
Show curiosity about the way Christmas is celebrated in other countries.
Participate actively in the activities proposed in class.
Show a positive attitude towards English.
Show enthusiasm for the Christmas festivity.
Show interest and make an effort to improve your own linguistic productions.
4. Socio-cultural aspects and intercultural awareness
Encourage them and congratulate them on their achievements in order to raise their self esteem.
Teach them to show respect and to feel curiosity towards getting to know different ways of life and traditions.
Help them to get to know other cultures and to compare them to ours.
III. Basic competences
← Interpersonal, social and civic competence: Christmas.
← Cultural and artistic competence: Making a Christmas card, singing.
IV. Assessment
← Identify vocabulary related to Christmas.
← Read and write the words of vocabulary correctly.
← Get to know the Christmas festivity in other countries.
← Hold conversations with classmates and the teacher correctly.
Festivals – Easter
I. Objectives
← Practise English through activities related to Easter.
← Get to know a little about the Easter festivity.
← Sing the song of the unit.
← Make and Easter card.
II. Contents
1. Listening, speaking and conversation
Talk about the drawing and the Easter festivity in order to present the theme and the vocabulary of the unit.
Learn the song of the unit and sing it all together.
Make an Easter card.
Form groups to look for the Easter eggs that the teacher has hidden previously in the classroom.
2. Reading and writing
Identify the written form of the Easter vocabulary.
Write about Easter.
3. Language learning through use
3.1. Linguistic knowledge
Lexis and structures
• Easter eggs; horse; rabbit; chick; flower; lamb.
Receptive language
• It’s Easter time.
• Happy Easter!
• It’s spring.
• Look at the baby animals.
• Look for eggs
3.2. Reflection on language learning
Participate actively in the games and activities proposed in class.
Show curiosity and respect towards the celebrations of other cultures.
Show respect for classmates and the teacher.
Feel proud of own work and value that of classmates.
Show interest and curiosity in getting to know other countries.
4. Socio-cultural aspects and intercultural awareness
Work on socialising through the group activities and the real life situations of the class.
Work on self esteem encouraging and supporting them when they are working.
Help them to respect different ways of life and traditions.
Help them to have confidence in themselves and not to be afraid of speaking in English in front of the whole class.
III. Basic competences
← Interpersonal, social and civic competence: Easter.
← Cultural and artistic competence: singing.
IV. Assessment
← Identify vocabulary related to the Easter festivity.
← Remember the vocabulary from other units.
← Get to know the typical elements of Easter.
← Hold correct conversations with classmates and with the teacher.
← Carry out the right actions following a series of instructions in English.
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