Teaching Programme
[pic]
Yazoo 1
Teaching Programme
Primary Education
Primary First
English
Starter UNIT.
Hello!
Alphabet Aa-Zz
Numbers 1-10 & Colours
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say the name of the characters of Yazoo!
- Introduce self and greet others.
- Say names and sounds of the alphabet (A-Z).
- Say words for each letter of the alphabet.
- Count from 1-10.
- Say colour names.
▪ Understand simple oral texts within the classroom's context:
- Recognize the characters.
- Understand common greetings.
- Recognise and know names and sounds of the alphabet letters.
- Identify words that begin with each letter of the alphabet.
- Recognize numbers from 1-10.
- Identify colours.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read common greetings.
- Be able to read character names.
- Be able to read letters of alphabet (A-Z).
- Be able to read simple alphabet words.
- Be able to read the numbers from 1 to 10.
- Be able to read names of colours.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to write letters of the alphabet in upper and lower case.
- Be able to write numbers from 1-10.
- Be able to trace names of numbers from 1-10.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Greetings: Hello/Hi, I’m….What’s your name? My name’s…, Goodbye, girl, boy, animals.
- Letter sounds and names (A-Z)
- Alphabet words: apple, ball, car, dog, egg, fish etc.
- Numbers 1-10: How many?
- Colours: red, yellow, green, blue, orange, pink, purple, black, white, brown, grey.
▪ Understand and apply grammar rules correctly.
Language structures:
-What’s your name?, I’m (Rob).
This is (Trumpet) He’s a (elephant)
-My name’s (Vicky) Goodbye.
Language to review:
-Numbers from 1 to 10 /Hello!
Receptive language:
-Be quiet!, We love you!, Mr, Miss
-Let’s learn, today
Interdisciplinary language:
-numbers (one, two, three, four, five, six, seven, eight, nine, ten).
-names (apple, ball, car, dog, egg, fish, gorilla, horse, insect, jelly, kite, lorry, monkey, nut, orange, pen, queen, rabbit, star, tree, umbrella, violin, watch, fox, yo-yo, zebra)
-colours (red, yellow, green, blue, orange, pink, purple, black, white, brown, grey.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
-Chant to practise letters of the alphabet.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: ordering words in alphabetical sequence.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Greet and say goodbye in English.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
- Letter sounds of letters A-Z.
▪ Identify and use the lexical terms:
- Girl, boy, animals.
▪ Understand and apply grammar rules correctly.
- Singular regular nouns.
- What’s your name? I’m … .
- This is….He’s a…She’s a…
- How many?
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- Arts and music: Clap numbers, label, trace, tick and draw, sing a song about alphabet letters.
- Linguistic abilities: Read and interpret flashcards.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and chant (Alphabet PB pages 6-11), Listen and and sing (Hello! PB Page 5), Listen and point and say (Numbers PB page 12).
▪ Play a game (Flashcard and Word and Picture games-Match and trace alphabet letters. PB pages 6-11).
▪ Listen to the story. Then act out (Hello! PB Page 4). Act out a story (Hello! PB Page 5).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Hello! PB pages 4-5)
- Learning to participate and cooperate with peers through acting out the story of the unit. (Hello! PB page 5).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story (Hello! PB pages 4-5) always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about colours (Colours PB page 13).
▪ Be able to communicate the results of their own work: (Alphabet PB pages 6-11).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: Do a class survey of the colours learned in the unit (PB page 13)
▪ Use their own abilities working in activities individually (PB Alphabet pages 6-11) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (Colours and names of objects PB page 13).
▪ Use the reference materials: reference bars in the PB.
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Alphabet AB page 6).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Alphabet PB pages 6-11, Hello! PB page 5
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Hello! Page 5
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (Common greetings).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves. : Greetings and farewells. (‘Hello!’ PB pages 4-5).
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets (AB page 6).
- Social Studies: Learning how to interact with others.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary about numbers.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Take turns in warm-up activities (Alphabet Xx-Zz PB page 10 and Numbers 1-10 PB page 12).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupil and Activity Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, CDs and CD-Rom and Reader.
▪ Activity Book:
- Pre-reading and pre-writing activities. Activity Book Alphabet stickers
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (Alphabet flashcards A-Z, numbers 1-10).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy (classroom language)
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Activities for the song in Hello!
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Summative evaluation
Tests Review 1 page 24 (Diagnostic Test), (Teacher’s Pack).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit (Alphabet Lesson, pages 6-11).
Pupil’s Book:
-
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Learn to ask someone’s name and introduce themselves.
- Use; hello, goodbye.
- Say numbers from 1 to 10.
- Say a chant (Alphabet).
- Sing a song (Hello!).
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognize the characters.
- A chant (Alphabet letters)
- A song (Hello!).
- A story with visual cues.
-
BLOCK 2. Reading and writing
- Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
- Be able to read the numbers from 1 to 10.
- Be able to read phrases that express: number + object.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace and copy the numbers.
-
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary (Review 1 Test, page 24 Diagnostic Test-Teacher’s Book):
- Greetings: Hello!, Goodbye!
- Characters: Vicki, Rob, Mr Kima, Miss Maru, Trumpet, Cabu, Paco
- Letters A-Z
- Numbers from 1 to 10.
- (Review 1 Test, page 24 Diagnostic Test-Teacher’s Book) colours-red, green, pink, blue
Grammar
- Understand and apply grammar rules correctly: Language structures: What’s your name?, I’m (Vicki). This is (Trumpet) He’s (an elephant)
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- The sounds of the letters of the alphabet
- The sounds b/p
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of each Unit. (The alphabet A-Z and Colours p2-7).
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 1: School things.
1a-It’s a book
1b-Is it a pencil?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Ask and answer questions about simple classroom items.
- Follow simple commands.
▪ Understand simple oral texts within the classroom's context:
- Identify objects usually found in a classroom context.
- Review classroom language.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the names of simple classroom objects.
- Recognise colour names.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write simple colour descriptions about objects.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- School things: pencil, book, ruler, bag, pen, rubber, crayon, pencil case.
▪ Understand and apply grammar rules correctly.
Language structures:
- What is it? It’s a (book)
- Is it a pencil? Yes/No.
Receptive language:
- Here you are.
- Thank you.
- Guess again.
- I don’t know.
Interdisciplinary language:
- Colours, Objects.
-
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Intonation used for questions and exclamations: What is it? Look, it’s a bag! It’s green. What is it?
- Recognise and use repetitive language and structure for game ‘Simon Says’
- The sounds of /b/p/ at the beginning of words.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: Connecting objects with suitable colour adjectives to describe them.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Ask and answer simple questions. What is it? It is…
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
- Initial letter sounds: /b/p/
▪ Identify and use the lexical terms:
- School things: pencil, book, ruler, bag, pen, rubber, crayon, pencil case.
▪ Understand and apply grammar rules correctly.
- Singular regular nouns.
- Simple colour adjectives.
- Questions and answers… .’What is it? I don’t know’
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To read and write numbers.
- Social Studies: school life.
- Arts and music: Sing a song, draw.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen, point and say: Lesson 1a It’s a book (PB page 14), Listen and sing: Lesson 1b Is it a pencil? (PB page 16),
▪ Play a game: Lesson 1a Identify the objects (PB page 15) and Lesson 1b Is this your (ruler?) (PB page 17)
▪ Listen to the story. Then act out (Lesson 1a PB page 3).
Data processing and digital competence
▪ Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
-Look at pictures as a mean of information: (My picture dictionary (PB page 98).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is developed by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit (Play PB page 15, Play PB page 17)
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Extra TB page 15, extra TB page 16))
- Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 14).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about school objects and describe them.
▪ Be able to communicate the results of their own work: (Activity Book page 11).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: Collect information about the items in their school bag.
▪ Use their own abilities working in activities individually (Activity book pages 8-10) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (‘What about you? AB page 11 and PB page 17).
▪ Use the reference materials: Labelled pictures in the PB and Picture dictionary PB page 98.
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary).
▪ Develop critical thinking: (Projects with stickers Unit 1a, Reference cross-curricular links ‘My school PB page 103, Worksheet ‘I can do it!’, AB activities pages 8-11)
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 1a PB page 15).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: “Who is it? PB page 16, Chant ‘Simon says’ Extra in TB page 16.
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Draw round-up TB page 15,Mime round-up TB page 17, Draw (AB page 11).
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 3
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (school life).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: (Play, PB page)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets (Cross-curricular ‘My school PB page 103, PB sticker activity page 15, ‘I can do it’ worksheet on Active Teach).
- Social Studies: learning about the places where things belong to (School objects in the classroom).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Read and write numbers (AB page 11)
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in pairs, listening and speaking to one another and taking turns appropriately (PB page 15).
- Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 17).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 1a and 1b Pages 14-17):
- Play the game (for Lesson of Unit 1a and 1b).
▪ Activity Book (Pages 8-11):
- Pre-reading and pre-writing activities.
- Picture Dictionary with key vocabulary stickers. (PB page 98).
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (school objects).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song in
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
Reference section activities (Unit 1 Quiz):
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (Unit 1a and unit 1b).
Summative evaluation
Tests Unit 1 Quiz (Diagnostic Test), (Active Teach resources Section).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit (‘What about you?’, page 11).
Pupil’s Book:
- The game ‘Is it yours?’ (page 17)
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Learn to ask someone’s name and introduce themselves.
- Use; hello, goodbye.
- Name simple classroom objects
- Describe the objects using colour names (‘It’s green’)
- Say a chant (‘Simon says’).
- Sing a song (‘Who is it?’).
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise classroom objects.
- A chant (‘Simon says’)
- A song (‘who is it?’).
- A story with visual cues.
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics. (Unit 1 quiz Diagnostic Test-Active Teach resources):
- Be able to read names of classroom objects.
- Be able to read phrases that express: colour+ object.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace and copy words (ruler, pencil, crayon, pencil case, bag)
-
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary (Review 1 Test, pages 24-25 Diagnostic Test-Teacher’s Book):
- School objects: pencil case, ruler, pencil, rubber, pen, crayon, bag
- Characters: Vicki, Rob, Mr Kima, Miss Maru, Trumpet, Cabu, Paco
Grammar
- Understand and apply grammar rules correctly: Language structures: What is it? Is it a pencil? Yes it is.
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- The sound: /b/p/ at the beginning of words.
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of each Unit. (Activity Book ‘What about you? Page 11).
- Picture Dictionary.
-
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 2: Family.
2a-This is my mum
2b-Here’s Trumpet.
Social Science-My school
Review 1.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- To ask and answer questions about families.
- To give simple instructions.
- To ask and answer questions about different people who work in a school.
▪ Understand simple oral texts within the classroom's context:
- Recognize the characters.
- Understand simple descriptions.
- Recognise family vocabulary.
- Recognise school vocabulary.
- Recognise and use greetings.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the names of the characters
- Be able to read simple descriptions about the characters.
- Be able to read family vocabulary.
- Be able to read school vocabulary.
- Be able to read simple greetings.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to write family vocabulary.
- Be able to write school vocabulary.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Family: mum, dad, sister, brother, friend, elephant, lion, parrot.
- Pupil, school, teacher, secretary, cook
▪ Understand and apply grammar rules correctly.
Language structures:
- This is my (mum/dad) She’s my…Who’s he/she?
- Here’s …He’s/she’s a/n…
- Hello (Ben).
- How are you?
- I’m fine, thank you.
Receptive language:
- Sorry!
- Nice to meet you.
- Let’s go and play.
- This is my school.
- Mrs.
Interdisciplinary language:
- Character names: Rob, Vicky, Trumpet, Paco and Cabu.
-
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Intonation used for exclamations: Sorry!
- Intonation used for questions: Who’s he? Is it dad?
- Letter sounds r,p in chant ‘Is spy’ (warm-up activity in TB page 18)
- Initial letters: m, d. s, b, p.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: Work out Rob and Vicky’s path (PB page 21).
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Greet and say goodbye in English.
- Ask and answer questions about self and others.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world
-In a family context
-In a school context.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
- Initial letter sounds: /m/d/s/b/p/
▪ Identify and use the lexical terms:
- Family: mum, dad, brother, sister, friend.
- School: teacher, pupil, secretary, cook.
- Expressions: Thank you. Sorry! Nice to meet you.
▪ Understand and apply grammar rules correctly.
- Proper nouns.
- Who’s she?
- This is my (mum).
- Here’s…(Trumpet)
- He’s an (elephant)
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a game.
- Create a project.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- Social Studies: family life
- Social Sciences: school life.
- Arts and music: Mime, act out, sing a song, draw.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and point and say (PB page 18, PB page 20), Listen and sing (PB page 20)
▪ Play a game (PB page 21).
▪ Presentation of a project (‘Your project’ in Social Science section PB pages 22-23)
▪ Listen to the story. Then act out (PB page 18)
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at pictures and photographs as a mean of information: My -picture dictionary (PB page 98)
-Cross-curricular links (PB page 103).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is developed by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play the game PB page 21)
- Learning to participate and cooperate with peers through acting out the story of the unit. (Act out story PB page 18).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about family and friends and their relationships to us.
- Learn about people who work in a school and their relationships to us.
▪ Be able to communicate the results of their own work: (Round-up Activity Book page 15 and ‘Review 1’ self assessment AB page 17).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: Draw pictures of family members and school staff with the vocabulary learned in the Unit.
▪ Use their own abilities working in activities individually (PB pages 18-21) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (‘What about you?’ AB page 15 and Review 1 AB page 17).
▪ Use the reference materials: Cross-curricular links, Picture dictionary, Tick charts and picture diagrams in the PB.
▪ Begin to manage effectively a set of strategies, resources of intellectual work: Picture dictionary (PB page 98), Cross-curricular links PB page 103.
▪ Develop critical thinking: (Draw Rob and Vicky’s path PB page 21)
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Draw, ask and answer (Unit 2a PB page 19), ‘Your Project’ Draw and say (Social sciences lesson PB page 23).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: ‘I spy’ Lesson 2a, TB page 18 and sing ‘’Here’s…’ (Lesson 2b, PB page 20)
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Draw (PB page 19) and ‘Your Project’ (PB page 23).
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 18.
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (Families and School life).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Work in teams to play the game, lesson 2b page 21)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with worksheets (‘I can do it’).
- Social Studies: Describe family and school relationships.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Read numbers.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 21).
- Presentation of project. Speak and listen to classmates as they present project work (PB page 23).
- Play game with whole class, listening and speaking to one another and taking turns appropriately (Round-up ‘Hangman’ TB page 23).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 2a and Social Sciences section.):
-Students present their drawings of family members.
-Students present their drawings of school staff.
▪ Activity Book (Pages 12-16):
- Pre-reading and pre-writing activities.
- Picture Dictionary (PB page 98).
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (family members).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Worksheets.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB and AB Unit 2a, Unit 2b and Social sciences section).
Summative evaluation
Tests Unit 2 quiz (Diagnostic Test). (Active Teach resources section).
- Self-evaluation activity at the end of the Unit (‘I can do it!’ worksheet)
Self-evaluation
Activity Book:
- Review 1 (AB page 17)
- Review 1 (PB pages 24-25)
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Learn to ask someone’s name and introduce themselves and other members of their family and friends.
- Use; hello, goodbye, How are you?
- Use; thank you.
- Say a chant (‘I spy’).
- Sing a song (‘Here’s…’).
- Present a project (‘Your project’ in social sciences section).
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise family vocabulary.
- Recognise school vocabulary.
- A chant (‘I spy’)
- A song (‘Here’s…’).
- A story with visual cues.
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics. (Unit 2 quiz Diagnostic Test-Active Teach resources section):
- Be able to read family vocabulary.
- Be able to read school vocabulary.
- Be able to read phrases that express: Introduction of object (‘He’s an elephant’)
▪ Write words, common phrases and expressions with a purpose following a model (Activity Book pages 12-15):
- Be able to write their names.
- Be able to trace, number and copy family vocabulary.
- Be able to trace, number and copy school vocabulary.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
- Greetings: Hello!, Goodbye!
- Characters: Trumpet, Paco and Cabu.
- Animals: elephant, lion, parrot
- Family: mum, dad, sister, brother, friend.
- School: pupil, school, teacher, secretary, cook.
Grammar
▪ Understand and apply grammar rules correctly: Unit 2 quiz Diagnostic Test- (Active Teach resources section) Review 1:
- Language structures: This is my mum/dad/brother/sister/teacher etc…Here’s my bag/book/pencil case. How are you? -I’m fine.
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- The initial letters m,d,s,b,p.
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of each Unit. (Review 1 AB page 17)
-
- Picture Dictionary.
Pupil’s Book:
- Review 1 (page 24).
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 3: Pets.
3a-I’ve got a pet
3b-Have you got a pet?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and use vocabulary about animals.
- Identify and use vocabulary about colours.
- Talk about pets.
- Ask and answer questions about animals.
- To use ‘have got’.
- Sing a song (Have you got?)
- Interactive activities: cutouts, stickers, games etc.
▪ Understand simple oral texts within the classroom's context:
- Recognise vocabulary about animals.
- Recognise the colours.
- Understand Basic classroom instructions.
- A song (Have you got?)
▪ A story with visual clues ‘Look at my pet’ (PB pages 38-39)
- Understanding questions and answers.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read vocabulary about animals.
- Be able to read simple phrases.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete vocabulary about animals.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Animals: pets, hamster, guinea pig, rabbit, cat, dog, snake, bird, parrot.
- Colours: orange, grey,
- Phrases: Thank you, please.
- Questions and answers: Have you got a (pet)? -Yes, I have. –No, I haven’t.
▪ Understand and apply grammar rules correctly.
Language structures:
- I’ve got a (rabbit)
- I haven’t got a (hamster)
- Have you got a (pet)?
- Yes, I have a (pet)/No, I haven’t got a (pet).
Receptive language:
- Can I see it please?
- Yes, of course.
- Quick!
- Snap.
- Here it is.
- Miaow, woof, hiss, sweet.
Interdisciplinary language:
- Colours: orange, grey.
- Animals: hamster, guinea pig, rabbit, cat, dog, snake, bird, parrot.
- Adjectives: small, big, scary.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Intonation of questions and answers: Can I see it please? -Yes, of course
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Play a game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Ask and answer simple questions about pets.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
- Rhythm and intonation.
▪ Identify and use the lexical terms:
- Animals: hamster, guinea pig, rabbit, cat, dog, snake, bird, parrot.
- Colours: Orange, grey
▪ Understand and apply grammar rules correctly.
- Positive and negative statements (I’ve got a…I haven’t got a…This is my…)
- Positive questions (Have you got a…?)
- Positive and negative answers (Yes, I have got …No, I haven’t got..)
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To write numbers 1-4.
- Arts and music: Sing a song about pets, colour and draw.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and point and say (PB pages 26 and 28), Listen and stick (PB page 27) Listen and sing (PB page 28)
▪ Play a game (Snap! Unit 3a PB page 27 and Unit 3b PB page 29).
▪ Listen to the story. Then act out (PB page 26).
▪ Listen, read and follow the story ‘Look at my pet’ (PB pages 38-39).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Snap! PB page 27 Unit 3b Game PB page 29)
- Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 26).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story ‘Look at my pet’ (PB pages 38-39)
Always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about animals, pets (PB pages 26-29).
▪ Be able to communicate the results of their own work: (AB page 21 ‘Have you got a pet?’ and class survey activity (‘Roundup’ TB page 29).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: Make a class pets survey using vocabulary learned in the unit.
▪ Use their own abilities working in activities individually (AB pages 18-21) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (‘what about you?’ PB page 29).
▪ Use the reference materials: My picture Dictionary (PB page 98)
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (stickers, cut-outs and picture dictionary).
▪ Develop critical thinking: (Class pets survey-make comparisons TB page 29)
Autonomy and personal initiative
This competence is developed throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 3a PB page 27) and cut-outs (PB games pages 27 and 29)
▪ Develop social skills and character traits like respect, cooperation and team work: play games (PB pages 27 and 29)
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Cut-out: cards for ‘Snap!’ game PB pages 27 and 29)
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 26
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (Pets).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Ask and answer questions politely using ‘please’ and ‘thank you’))
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets.
- Learn and reflect on care of pets, animals etc. (PB pages 26-29).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, identify and write numbers.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 27).
- Play game in pairs, listening and speaking to one another and taking turns appropriately (PB page 29).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 3a):
-Cutouts. (For Lesson 4 Unit 3a).
-Story time 1-‘Look at my pet’ (PB pages 38-39)
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (Pages 18-20):
- Pre-reading and pre-writing activities.
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (Pets and animal names).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Card games.
- Activities for the song.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises (Units 3a, 3b).
Summative evaluation
Tests Unit 3 quiz (Diagnostic Test), (Active Teach Resources section).
Self-evaluation
Activity Book:
- Self-evaluation activity (‘what about you?’ AB page 21)
Active Teach (Resources section):
- ‘I can do it’.
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and use vocabulary about animals.
- Identify and use vocabulary about colours.
- Talk about pets.
- Ask and answer questions about animals.
- Sing a song (‘Have you got a pet?’).
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise vocabulary about animals.
- Recognise vocabulary about colours.
- Understand Basic classroom instructions.
- A song (‘Have you got a pet?’).
- A story with visual cues (Story Time 1-‘Look at my pet’)
- Understand questions and answers.
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
- Be able to recognize vocabulary about animals and colours.
- Be able to read simple phrases.
- Be able to read and follow a story about pets.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace, copy and complete words about animals.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
- Animals: pet, hamster, guinea pig, rabbit, cat, dog, snake, bird.
- Colours: pink, grey.
Grammar
Understand and apply grammar rules correctly:
-Language structures: Have you? -I’ve/ I haven’t
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Intonation of expression and exclamation (Look! Quick! Snap!)
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating, use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of Unit. (‘What about you?’ AB page 21).
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 4: Parts of the body.
4a-She’s got four legs
4b-Her eyes are blue.
Social science: People are different!
Review 2.
Story Time 1-Look at my pet.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and use vocabulary about animals using have/haven’t got
- Identify and use vocabulary about parts of the body.
- Revise use of vocabulary about colours.
- Ask and answer questions about animals and parts of the body.
- Describe people and talk about different features.
- Sing a song (‘This is my friend’)
▪ Understand simple oral texts within the classroom's context:
- Recognize vocabulary about animals.
- Recognise vocabulary about parts of the body.
- Recognise vocabulary that describe facial features.
- Recognise vocabulary about colours.
- Understand and follow classroom instructions.
- A song (This is my friend).
- A story with visual clues (Look at my pet).
- Understand questions and answers.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read and recognize vocabulary about animals.
- Be able to read and recognize vocabulary about body parts.
- Be able to read simple phrases.
- Be able to read and follow a story with visual clues about pets.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace and copy vocabulary about body parts.
- Trace and copy simple phrases.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Body parts: body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears.
- Adjectives: long, short, straight, curly, small, big, scary.
▪ Understand and apply grammar rules correctly.
Language structures:
- Who’s…?
- She’s my friend. It’s (Cabu)
- He’s got (four legs)
- She hasn’t got (wings).
- His/her (eyes are blue)
- I’ve got…(fair/long/short/curly) hair.
Receptive language:
- Long; oh dear! It’s ok. Fair, too; Look at…We’re all different, people, school, true/false, try again! Lose 1 point, well done.
Interdisciplinary language:
- Colours: green, brown, red, blue.
-
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Initial letter sounds /k/g/
- Rhythm and intonation.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: label tick chart correctly, make connections between pictures and diagrams.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Introduce and describe other people.
- Recognise that every person is different.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
- Rhythm and intonation.
- Initial letter sounds /k/g/
▪ Identify and use the lexical terms:
- Body parts: body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears.
- Adjectives: Long, short, straight, curly, small, big, scary.
▪ Understand and apply grammar rules correctly.
- He’s got/ hasn’t got
- I’ve got/haven’t got.
- His/Her (eyes are…)
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a game.
- Present a project.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- To recognise and complete a simple tick chart.
- To follow a simple flow diagram.
- Social Studies: school life and society values.
- Arts and music: sing a song, draw portraits.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and point and say (4a PB page 30 and 4b PB page 32), Look and say (4a PB page 31) Listen and sing (4b PB page 32).
▪ Play a game (4b PB page 33) and ‘People are different’ (PB page 35).
▪ Draw and Say (‘Your project’ for ‘People are different’ PB page 35).
▪ Listen to the story. Then act out (PB page 30).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, ‘People are different’ (PB page 103).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play a game: Unit 4b and ‘People are different’)
- Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 30).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Talk about the fact that every person is different (PB pages 34 and 35).
▪ Be able to communicate the results of their own work: (‘Your project’ PB page 35).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: make a model activities with the vocabulary learned in the Unit.
▪ Use their own abilities working in activities individually (AB pages22-25) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (‘what about you?’ AB page 25). And Review 2 (AB page 27 and PB pages36-37)
▪ Use the reference materials: Cross curricular links PB (page 103) Begin to manage effectively a set of strategies, resources of intellectual work: (My Picture Dictionary PB (page 98).
▪ Develop critical thinking: (Play the game ‘True or false’ Review 2 (PB page 37))
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 4b AB page 24).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: ‘this is my friend (PB page32).
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Draw your friend (AB page 25) Draw and say ‘Your project!’ (Social sciences section PB page 35)
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Social sciences ‘Extra’-Describe themselves (TB page 34) Reading story aloud ‘Look at my pet’ PB page 38-39
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (school life and society values-‘Everyone is different’).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns in Unit 4a ‘Look and say PB page 31) Play game (Unit 4b PB page 33)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (Social sciences section ‘People are different).
- Social Sciences: Learning that everyone is different.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use numbers.
- Interpret simple tick charts and flow diagrams.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 33).
- Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 35).
- Presentation of project. Speak and listen to classmates as they present project work (PB page 35).
- Play game with whole class, listening and speaking to one another and taking turns appropriately (Round-up TB page 35).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book:
- Social sciences activity with cross-curricular link (PB pages 34, 35 and 103)
- My Picture Dictionary (PB pages 98-103 and CD2 Track 06)
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book:
- Pre-reading and pre-writing activities.
- Pages 22-27
- Stickers (for Lesson of Unit 4b).
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (family members).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song
- Worksheets for the Portfolio.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
-Constant supervision during class.
-Complete the numbered exercises. (PB pages 30-35).
-Review target vocabulary using Picture Dictionary and Cross-curricular pages in PB pages 98-99 and 103 and also CD2 Tracks 05 and 06.
Summative evaluation
Tests:
-Progress Review 3 &4 (Diagnostic Test), (Active Teach Resources section).
-Unit 4 quiz (Active Teach Resources section).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit (Review 2 AB page 27).
Active Teach Resources section:
- “I can do it!’ worksheet.
Pupil’s Book:
- Self-evaluation activity at the end of each Unit (Review 2 PB pages 36-37).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
-Identify and use vocabulary about animals using have/haven’t got
-Identify and use vocabulary about parts of the body.
-Revise use of vocabulary about colours.
-Ask and answer questions about animals and parts of the body.
-Describe people and talk about different features.
-Sing a song (‘This is my friend’)
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
-Recognize vocabulary about animals.
-Recognise vocabulary about parts of the body.
-Recognise vocabulary that describe facial features.
-Recognise vocabulary about colours.
-Understand and follow classroom instructions.
-A song (This is my friend).
-A story with visual clues (Look at my pet).
-Understand questions and answers.
BLOCK 2. Reading and writing
- Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
- Be able to read the names of different body parts.
- Be able to read the names of different animals.
- Be able to read phrases that express: person and article.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace and copy animal names, colours and body parts.
-
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts:
Vocabulary
Learn and develop vocabulary:
- Body parts: body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears.
- Adjectives: long, short, straight, curly, small, big, scary.
Grammar
▪ Understand and apply grammar rules correctly:
- Language structures: I’ve got/haven’t got, He/she’s got/haven’t got…
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- The sound: /k/g/.
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating, use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
-Self-evaluation activity at the end of each Unit. (Review 2 AB page 27).
-Picture Dictionary & Cross curricular links activity with CD2 Tracks05 & 06
Pupil’s Book:
-Self-evaluation activity at the end of each Unit (Review 2 PB pages 36-37).
-
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 5: Toys
5a-They’re cars
5b-Are they your dolls?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and use vocabulary about toys.
- Identify and use vocabulary about colours.
- Ask and answer simple questions about toys.
- Sing a song (‘Are they your (dolls)’)
- Play a word chain game with toy vocabulary.
▪ Understand simple oral texts within the classroom's context:
- Recognise vocabulary about toys.
- Recognise vocabulary about colours.
- Recognise and understand simple questions about toys.
- A song (‘Are they your (dolls)’)
- A word chain game with toy vocabulary.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read vocabulary about toys.
- Be able to read vocabulary about colours.
- Be able to read understand simple questions about toys.
- Be able to read and follow a story with visual clues.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete vocabulary about toys.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Toys: doll, robot, car, teddy, plane, train, ball, puzzle.
▪ Understand and apply grammar rules correctly.
Language structures:
- What are they? They’re… What’s your favourite toy? Is it a (n)?
Receptive language:
- Help!, Don’t worry, Guess again. Yes, they are, No, it isn’t..
Interdisciplinary language:
- Colours: red, green, orange, blue, black, pink, green, yellow.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Intonation required for questions and exclamations.
- Pronounce the sounds /t/d/ at beginning of words.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: To match cards and play guessing game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Ask and answer simple questions when playing games.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
- Intonation required for questions and exclamations.
- Pronounce the sounds /t/d/ at beginning of words
▪ Identify and use the lexical terms:
- Toys: doll, robot, car, teddy, plane, train, ball, puzzle.
- Colours: red, green, orange, blue, black, pink, green, yellow.
▪ Understand and apply grammar rules correctly.
- Plural regular nouns.
- What are they?
- They’re…
- What’s your favourite toy?
- Is it a (n)?
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- Play a word chain game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- Social Studies: favourite things.
- Arts and music: sing a song about toys, draw.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and stick (5a PB page 41) Listen and match (5b PB page 43), Listen and sing (5b PB page 42), Listen, point and say the words (5a PB page 40, 5b PB page 42).
▪ Play a game (5a PB page 41, 5b PB page 43).
▪ Listen to the story. Then act out (5a PB page 40).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at pictures as a mean of information: (Picture dictionary, (PB page 99).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play card game in pairs in unit 5b)
- Learning to participate and cooperate with peers through acting out the story of the unit. (Unit 5a).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about toys.
▪ Be able to communicate the results of their own work: (‘what about you?’ AB page 31).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom.
▪ Use their own abilities working in activities individually (PB pages 40-43, AB pages 28-31) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (AB ‘What about you?’).
▪ Use the reference materials: My Picture Dictionary.
▪ Begin to manage effectively a set of strategies, resources of intellectual work.
▪ Develop critical thinking: (Match pictures and labels in unit 5b).
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 5a PB page 41).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: ‘Are they your (dolls)? Unit 5b, “I’ve got a (doll) word chain unit 5b)
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Draw Unit 5a AB page 28 and unit 5b AB page 31)
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of unit 5a.
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (Toys).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns when playing games).
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use vocabulary about toys and numbers.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 41.
- Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 43).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book:
- Cutouts. (For Lesson 6 of Unit 5b).
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 28-31):
- Pre-reading and pre-writing activities.
- Picture Dictionary with stickers.
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (toys).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (5a & 5b in PB and AB).
Summative evaluation
Active Teach Resources section:
- ‘I can do it’ worksheet.
- Unit 5 quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of 5b- what about you? What’s your favourite toy? (AB page 31)
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Identify and use vocabulary about toys.
- Identify and use vocabulary about colours.
- Ask and answer simple questions about toys.
- Sing a song (‘Are they your (dolls)’)
- Play a word chain game with toy vocabulary.
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise vocabulary about toys.
- Recognise vocabulary about colours.
- Recognise and understand simple questions about toys.
- A song (‘Are they your (dolls)’)
- A word chain game with toy vocabulary.
- A story with visual cues.
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
-Be able to read vocabulary about toys.
-Be able to read vocabulary about colours.
-Be able to read understand simple questions about toys.
-Be able to read and follow a story with visual clues.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace, copy and complete vocabulary about toys.
-
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
- Toys: doll, robot, car, teddy, plane, train, ball, puzzle.
- Colours: red, green, orange, blue, black, pink, green, yellow.
Grammar
▪ Understand and apply grammar rules correctly:
- Language structures: What are they? They’re… What’s your favourite toy? Is it a (n)?
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- The sounds /t/d/ at beginning of words.
-
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of unit 5b-What about you? What’s your favourite toy? (AB page 31)
Active Teach Resources section:
- ‘I can do it’ worksheet.
- Unit 5 quiz.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 6: Having fun
6a-I can draw
6b-Can you jump?
Science: Materials
Review 3
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and use language for talking about actions.
- Ask and answer questions about what people can do.
- Sing a song (‘Can you…?’)
- Sing a chant in the round (The alphabet)
- Identify and use language about materials.
- Identify and use language about toys.
▪ Understand simple oral texts within the classroom's context:
- Recognise language for talking about actions.
- Recognise language about materials.
- Recognise language about toys.
- Recognise animal names.
- Understand simple questions about actions.
- A song (‘Can you…?’)
- A chant in the round (The alphabet)
- A story with visual cues.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 6.
- Be able to read action vocabulary.
- Be able to read animal vocabulary.
- Be able to read vocabulary about materials.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write the numbers 1 to 6.
- Be able to trace, copy and complete action vocabulary.
- Be able to trace, copy and complete simple phrases.
- Be able to trace, copy and complete vocabulary about materials.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly
- Materials: metal, plastic, rubber, wood.
▪ Understand and apply grammar rules correctly.
Language structures: can, can’t, Yes, I can, No, I can’t, Look at…It’s…They’re…
Receptive language:
- Very good! That’s all right, up and down, round and round, but, I’m not a…
Interdisciplinary language:
- Animals: parrot, insect, cat, snake, fish, bird.
- Toys: puzzle, train, robot, doll, ball.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Rhythm, accentuation and intonation of alphabet chant.
- Sounds of /t/d/ at the beginning of words.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns (in order to sing chant in the round).
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Greet, ask simple questions and praise others in English.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
-Rhythm, accentuation and intonation of alphabet chant.
-Sounds of /t/d/ at the beginning of words.
▪ Identify and use the lexical terms:
- Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly
- Materials: metal, plastic, rubber, wood.
-Animals: parrot, insect, cat, snake, fish, bird.
-Toys: puzzle, train, robot, doll, ball.
▪ Understand and apply grammar rules correctly.
- Present tense verbs.
- Singular nouns.
- Adjectives-It’s (plastic)
- can, can’t.
- Yes, I can, No, I can’t.
- Look at…
- It’s…They’re…
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- Sciences: materials.
- Arts and music: make a poster about materials, chant, sing a song about actions, draw.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and chant (Alphabet warm up in 6a PB page 44), Listen and sing (‘Can you…?’ in 6b PB page 46), Draw and say (Your project in Sciences section PB page 49)
▪ Play a game (Unit 6a PB page 45 and unit 6b PB page 47).
▪ Listen to the story. Then act out () Unit 6a PB page 44.
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular ‘Materials’, (PB page 103).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printable, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play the games in units 6a & 6b).
- Learning to participate and cooperate with peers through acting out the story of the unit. (Unit 6a).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about materials (Science section).
▪ Be able to communicate the results of their own work: (‘Your Project’ in science section).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: Collect classroom objects to play game in science section about materials.
▪ Use their own abilities working in activities individually (AB pages 32-36) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (‘what about you?’ AB page 35).
▪ Use the reference materials: Cross-curricular links (PB page 103).
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (Picture dictionary (PB page 100)).
▪ Develop critical thinking: (To play team game in quiz in Review 3 PB page 51).
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with cut-outs (Unit 6a PB page 45). Work with stickers (Unit 6b AB page 34).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: ‘Can you…?’ Unit 6b PB page 46) Chant in the round-The alphabet (Unit 6a warm-up PB page 44)
▪ Get used to work on activities to create ideas, to plan and act out, etc.: Actions game (Unit 6a PB page 45) ‘Your project’ (Science section PB page 49)
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit (PB page 44)
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (school life).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns while playing games, greet one another and praise others.)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets (Materials).
- Social Studies: Learning about actions and things they can do.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use vocabulary about numbers.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 47).
- Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 45).
- Presentation of project. Speak and listen to classmates as they present project work (PB page 49).
- Play game in a pair, listening and speaking to one another and taking turns appropriately (Round-up TB page 49).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book:
- Cutouts. (For Lesson 6 of Unit 6a PB page 45).
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 32-36):
- Pre-reading and pre-writing activities.
- Activity with stickers. (Page 34).
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (Actions).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (Units 6a, 6b & Science: materials).
Summative evaluation
Review 3 -Diagnostic Test. (PB pages50-51)
Unit 6 quiz (Active Teach Resources section).
Progress Review 5&6 (Active Teach Resources section).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of Unit 6b (Review 3 Page 37).
- ‘What about you? (Page 35)
Pupil’s Book:
- Picture dictionary (PB pages 99-103) and CD2 (Tracks 29 and 30) to self-review target vocabulary.
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
-Identify and use language for talking about actions.
-Ask and answer questions about what people can do.
-Sing a song (‘Can you…?’)
-Sing a chant in the round (The alphabet)
-Identify and use language about materials.
-Identify and use language about toys.
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise language for talking about actions.
- Recognise language about materials.
- Recognise language about toys.
- Recognise animal names.
- Understand simple questions about actions.
- A song (‘Can you…?’)
- A chant in the round (The alphabet)
- A story with visual cues.
BLOCK 2. Reading and writing
• Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics (Review 3 Diagnostic tests in PB and AB):
-Be able to read the numbers from 1 to 6.
-Be able to read action vocabulary.
-Be able to read vocabulary about toys.
• Write words, common phrases and expressions with a purpose following a model (Review 3 Diagnostic tests in PB and AB):
- Be able to write the numbers 1 to 6.
- Be able to trace, copy and complete action vocabulary.
- Be able to trace, copy and complete toy vocabulary.
- Be able to trace, copy and complete simple phrases.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts:
Vocabulary
Learn and develop vocabulary:
-Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly
-Toys: puzzle, train, robot, doll, ball.
Grammar
• Understand and apply grammar rules correctly:
-Language structures: can, can’t, Yes, I can, No, I can’t, Look at…It’s…They’re…
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
-Rhythm, accentuation and intonation of alphabet chant.
-Sounds of /t/d/ at the beginning of words.
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of Unit 6b (Review 3 Page 37).
- ‘What about you? (Page 35)
Pupil’s Book:
- Picture dictionary (PB pages 99-103) and CD2 (Tracks 29 and 30) to self-review target vocabulary.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 7: Home
7a-She’s in the bathroom.
7b-Is he in the garden?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Talk about where people are in the house.
- Ask and answer questions about where people are.
- Identify and use vocabulary about home and garden.
- Identify and use animal names.
- Identify and use numbers 1-10.
- Identify and use character names.
- Sing a song (Review Unit 6b and sing in unit 7b ‘Is he in the garden?’)
▪ Understand simple oral texts within the classroom's context:
- Recognise the characters.
- Recognise vocabulary about home and garden.
- Recognise people names.
- Recognise simple questions and answers.
- Recognise animal names.
- Recognise numbers 1-10.
- A song (Review Unit 6b and sing in unit 7b ‘Is he in the garden?’)
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read vocabulary about house and home.
- Be able to read simple questions (‘Where’s…(mum)? And answers (She’s in …)
- Be able to read animal names.
- Be able to read the numbers from 1 to 10.
- Be able to read and follow a story with visual clues.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete vocabulary about people.
- Be able to trace, copy and complete vocabulary about home and garden.
- Be able to trace, copy and complete vocabulary about animals.
- Be able to write numbers 1-10.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Home: bedroom, bathroom, kitchen, living room, house.
- Garden: garden, tree.
▪ Understand and apply grammar rules correctly.
Language structures:
- Where is…? Where are…?
- He’s/she’s/I’m in the (living room). He/she isn’t in (the bathroom).
- Is…in the…?
- Yes, it/he/she is. No, it/he/she isn’t.
Receptive language:
- Can’t I can’t find…
- Bubbles.
- Lovely. Ready.
- I’m here.
- See.
Interdisciplinary language:
- Animals: rabbit, cat, snake, dog.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- Rhythm, stress and intonation used for questions and answers ‘Listen and Match’ activity (AB page 40).
- Stress and intonation required for mimicking voices when acting out the story in unit 7a.
- The sounds: /θ/ð/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: To locate animal in the game in unit 7b.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Ask and answer questions about where things are in English.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
-The sounds: /θ/ð/
▪ Identify and use the lexical terms:
-Home: bedroom, bathroom, kitchen, living room, house.
-Garden: garden, tree.
-Animals: rabbit, cat, snake, dog.
▪ Understand and apply grammar rules correctly.
- Regular nouns.
- Where is…? Where are…?
- He’s/she’s/I’m in the (living room). He/she isn’t in (the bathroom).
- Is…in the…?
- Yes, it/he/she is. No, it/he/she isn’t.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- Social Studies: home life.
- Arts and music: sing a song, draw.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen point and say (PB pages 52 & 54) Listen and sing (PB page 54)
▪ Play a game (PB pages 53 & 55).
▪ Listen to the story. Then act out (PB page 52).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Interpret and process information from tables and pictures.
- Tick charts for lesson 3 Unit 7b.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play the games in units 7a & 7b)
- Learning to participate and cooperate with peers through acting out the story of the unit. (Unit 7a).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about places (in the house and garden).
▪ Be able to communicate the results of their own work: (‘Draw yourself and a friend and write’ AB page 41).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom.
▪ Use their own abilities working in activities individually (AB pages 38-41) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (‘Draw yourself and a friend and write’ AB page 41).
▪ Use the reference materials: (Vocabulary Lists).
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (Picture dictionary in the PB.).
▪ Develop critical thinking: (Identify where animals are from set of information and make a simple tick chart)
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 7a PB page 53).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: ‘Where’s my (brother) Where is he? PB page 54).
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Act out (PB page 52) Mime (Round-up TB page 53).
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of Unit 7a (PB page 52).
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (Home life).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Take turns when playing games and asking and answering questions (Unit 7a PB page 53 Unit 7b PB page 55)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers (Unit 7a PB page 53).
- Social Studies: learning about the places where things belong to into eh home and garden (Units 7a & 7b).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary about numbers.
- Complete a simple tick chart to show where animals are located.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 53).
- Play game with whole class, listening and speaking to one another and taking turns appropriately (PB page 55).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (pages 52-55):
-Picture Dictionary (page 100).
-Cutouts. (For Lesson 6 Unit 7a page 53).
-Stickers (for lesson 4 Unit 7a page 53).
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 38-41):
- Pre-reading and pre-writing activities.
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (Home and garden).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (Units 7a &7b).
Summative evaluation
Tests Unit 7 quiz (Diagnostic Test), (Active Teach resources section).
Self-evaluation
Active Teach Resources section:
- Self-evaluation activity at the end of each Unit (‘I can do it!’ worksheet)
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
-Talk about where people are in the house.
-Ask and answer questions about where people are.
-Identify and use vocabulary about home and garden.
-Identify and use animal names.
-Identify and use numbers 1-10.
-Identify and use character names.
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise vocabulary about home and garden.
- Recognise people names.
- Recognise simple questions and answers.
- Recognise animal names.
- Recognise numbers 1-10.
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
-Be able to read vocabulary about house and home.
-Be able to read simple questions (‘Where’s…(mum)? And answers (She’s in …)
-Be able to read animal names.
-Be able to read the numbers from 1 to 10.
-Be able to read and follow a story with visual clues.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace, copy and complete vocabulary about people.
- Be able to trace, copy and complete vocabulary about home and garden.
- Be able to trace, copy and complete vocabulary about animals.
- Be able to write numbers 1-10.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
- Home: bedroom, bathroom, kitchen, living room, house.
- Garden: garden, tree.
- Numbers from 1 to 10.
-Animals: rabbit, cat, snake, dog.
Grammar
▪ Understand and apply grammar rules correctly:
- Language structures: Where is…? Where are…?
- He’s/she’s/I’m in the (living room). He/she isn’t in (the bathroom).
- Is…in the…?
- Yes, it/he/she is. No, it/he/she isn’t.
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
-The sounds: /θ/ð/
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Active Teach Resources section:
-Unit 7 quiz
-‘I can do it’ worksheet.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 8: Furniture
8a-They’re on the table.
8b-Tidy up the toys.
Maths: Numbers 11-20.
Review 4.
Story Time 2: Where’s Molly?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say the name of objects.
- Identify and say the name of animals.
- Identify and say names of places in the home.
- Ask and answer questions about where things are.
- Ask and answer questions about things and whose they are.
- Identify, say and count numbers 11-20.
- Sing a song ‘Let’s tidy up’ (PB Page 58).
- Say a chant ‘It’s a (red) house. It’s number…’ (PB page 60).
▪ Understand simple oral texts within the classroom's context:
- Recognise the names of objects.
- Recognise the names of animals.
- Recognise the names of places in the home.
- Understand questions and answers about where things are.
- Understand questions and answers about things and whose they are.
- Numbers 11-20.
- Song ‘Let’s tidy up’ (PB page 58).
- Chant ‘It’s a (red) house. It’s number…’ (PB page 60).
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1-20.
- Be able to read vocabulary about objects.
- Be able to read vocabulary about places in the home.
- Be able to read simple questions and answers.
- Be able to read a story with visual clues.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to write the numbers 1-20.
- Be able to trace, copy and complete vocabulary about objects.
- Be able to trace, copy and complete vocabulary about places in the home.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf.
- Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty.
▪ Understand and apply grammar rules correctly.
Language structures:
- Where are (my objects)? They’re (not) in/on/under.
- Is this your…? Are they your…?
- Put your (object) in/on/under the (place).
Receptive language:
-Very naughty, everywhere, street, things, good, please, let’s…
Interdisciplinary language:
- School objects: book, pencil, crayon, bag, robot.
- People: girl, boy.
- Toys: car, teddy, doll.
- Animals: cat, dog, rabbit, hamster.
▪ Recognize and reproduce sounds, rhythm, stress and intonation:
- Chant to practise the intonation of questions and answers: Where are my (cars)? Your cars? Here! They’re on the (table).
- Chant to practice the intonation of: It’s a (red) house. It’s number…(13)
- The sounds: /θ/ð/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: problem-solving activities (Find the difference PB page 63).
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm stress and intonation.
-The sounds: /θ/ð/
▪ Identify and use the lexical terms:
-Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf.
-Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty.
-School objects: book, pencil, crayon, bag, robot.
-People: girl, boy.
-Toys: car, teddy, doll.
-Animals: cat, dog, rabbit, hamster.
▪ Understand and apply grammar rules correctly.
-Regular singular and plural nouns.
-Prepositions: on/in/under.
-Where are (my objects)? They’re (not) in/on/under.
-Is this your…? Are they your…?
-Put your (object) in/on/under the (place).
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count and add numbers 1-20.
- Social Studies: school life, organisation skills.
- Arts and music: Sing a song, mime, chant, draw.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and chant (PB page 60), Listen and sing (PB page 58), Listen and say what’s next (PB page 60), Listen and mime (‘Extra’ TB page 56) Listen, point and say (PB pages 56, 58, 64)
▪ Play a game (PB page 59).
▪ Listen to the story. Then act out (PB page 56). Act out a story (Where’s Molly?).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (PB page 103).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is developed by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. ‘Extra’ (TB pages 56, 57, 58) Play game (PB pages59, 61)
- Learning to participate and cooperate with peers through acting out the story of the unit. (‘Where’s Molly? PB pages 64-65).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story (‘Where’s Molly?’) always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about objects and where they are kept at home and in school.
▪ Be able to communicate the results of their own work: ‘Your project’ (PB page 61).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit.
▪ Use their own abilities working in activities individually (AB pages 42-46) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: Review 4 (AB page 47).
▪ Use the reference materials: Cross-curricular (PB page 103)
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary PB page 100).
▪ Develop critical thinking: (‘Find the difference’ Review 4 PB page 63).
Autonomy and personal initiative
This competence is developed throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers & cut-outs (Unit 8b AB page 44 & PB page 59).
▪ Develop social skills and character traits like respect, cooperation and team work: Sing songs, rhymes and chants: ‘Let’s Tidy up!’ (PB page 58, It’s a (red) house…It’s number (thirteen) (PB page 60).
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Mime ‘Extra’ TB page 56, ‘Present: ‘Your project’ (PB page 61).
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB pages 64-65.
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (school and home life).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Listen and respond appropriately to classmates (Presentations of ‘Your project’)
▪ Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets (Unit 8b AB page 44 & PB page 59).
- Social Studies: learning about the places where things belong to (‘Tidy up the toys (PB pages 58-59).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use vocabulary about numbers.
- Add numbers between 1-20.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 59).
- Presentation of project. Speak and listen to classmates as they present project work (PB page 61).
- Play game with whole class, listening and speaking to one another and taking turns appropriately (Round-up TB page 61).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Teacher’s Book (Units 8a, 8b, Review 4 and Story Time):
- ‘Extra!’
Pupil’s Book:
- Cutouts. (For Lesson 6 of Unit 8b).
- Picture Dictionary (page 100).
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (Pages 42-47):
- Pre-reading and pre-writing activities.
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (objects).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages56-65).
Summative evaluation
Tests Review 4 (Diagnostic Test), (PB pages 62-63).
Active Teach resources section:
Progress Review 7 & 8.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of Unit. (Review 4 Page 47).
Pupil’s Book:
-Picture Dictionary (PB page 100-103) and CD2 Track 53 & 54.
Active Teach resources section:
- ‘I can do!’ worksheet.
- Unit 8 quiz.
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Identify and say the name of objects.
- Identify and say the name of animals.
- Identify and say names of places in the home.
- Ask and answer questions about where things are.
- Ask and answer questions about things and whose they are.
- Identify, say and count numbers 11-20.
- Sing a song ‘Let’s tidy up’ (PB Page 58).
- Say a chant ‘It’s a (red) house. It’s number…’ (PB page 60).
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the names of objects.
- Recognise the names of animals.
- Recognise the names of places in the home.
- Understand questions and answers about where things are.
- Understand questions and answers about things and whose they are.
- Numbers 11-20.
- Song ‘Let’s tidy up’ (PB page 58).
- Chant ‘It’s a (red) house. It’s number…’ (PB page 60).
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
- Be able to read the numbers from 1-20.
- Be able to read vocabulary about objects.
- Be able to read vocabulary about places in the home.
- Be able to read simple questions and answers.
- Be able to read a story with visual clues.
▪ Be able to trace, copy and complete vocabulary about places in the home. Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to write the numbers 1-20.
- Be able to trace, copy and complete vocabulary about objects.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
-Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf.
-Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty.
-School objects: book, pencil, crayon, bag, robot.
-People: girl, boy.
-Toys: car, teddy, doll.
-Animals: cat, dog, rabbit, hamster.
Grammar
▪ Understand and apply grammar rules correctly:
- Language structures: Where are (my objects)? They’re (not) in/on/under.
- Is this your…? Are they your…?
- Put your (object) in/on/under the (place).
-
Phonics
▪ Recognize and reproduce sounds, rhythm, stress and intonation.
-The sounds: /θ/ð/
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of Unit. (Review 4 Page 47).
Pupil’s Book:
-Picture Dictionary (PB page 100-103) and CD2 Track 53 & 54.
Active Teach resources section:
- ‘I can do!’ worksheet.
- Unit 8 quiz.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 9: Food and drink
9a-I like salad
9b-Do you like sandwiches?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
-Identify and say the name of food and drink.
-Identify and say the name of characters.
-Ask and answer questions about likes and dislikes.
-Ask for (food/drink).
-Sing a song ‘Do you like…?’ (PB Page 68).
▪ Understand simple oral texts within the classroom's context:
- Recognise the characters.
- Recognise and use the vocabulary for names of food and drink.
- Recognise and understand questions and answers.
- A song ‘Do you like…?’ (PB Page 68).
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the unit vocabulary.
- Be able to read a story with visual clues.
- Be able to read questions and answers.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete the unit vocabulary.
- Be able to write letters-T/F.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich, crisps, apples, tomatoes.
▪ Understand and apply grammar rules correctly.
Language structures:
- I like/don’t like (salad).
- Do you like (sandwiches)?
- Yes, I do. /No, I don’t.
- Can I have some (water) please?
Receptive language:
- Food
Interdisciplinary language:
- Phrases: Here you are. Thank you.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Initial letter sounds (of names of food in unit).
- The sound: /tʃ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: Matching activities.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Make observations and suggest preferences in English.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
-Initial letter sounds (of names of food in unit).
-The sound: /tʃ/
▪ Identify and use the lexical terms:
-Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich, crisps, apples, tomatoes.
▪ Understand and apply grammar rules correctly.
- Plural regular nouns.
- I like/don’t like (salad).
- Do you like (sandwiches)?
- Yes, I do. /No, I don’t.
- Can I have some (water) please?
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, make a class survey.
- Social Studies: school life.
- Arts and music: Sing a song, draw, act, mime.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen, point and say (PB pages 66, 68), Listen and sing (PB page 68).
▪ Play a game (PB page 67 and 69).
▪ Listen to the story. Then act out (PB page 66). Act out being in a restaurant (PB page 67). Mime (TB ‘Extra’ Page 66)
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (PB page 104).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Warm-up activity: class survey on favourite foods TB page 68, games in PB pages 67, 69)
- Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 66).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about food.
▪ Be able to communicate the results of their own work: (Extra ‘what about you?’ PB page 68).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit.
▪ Use their own abilities working in activities individually (AB pages 48-51) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (‘what about you?’ AB page 51).
▪ Use the reference materials: Cross curricular (PB page 104).
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary (PB page 101).
▪ Develop critical thinking: (Match names to food)
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 9a PB page 67). Work with cut-outs (PB pages 67, 69).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Sing song (PB page 68).
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Act out being in a restaurant ‘Extra’ (TB page 67). Draw (AB page 48, 51).
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 66).
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (school life/ food and restaurants).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Listen and share as others read, speak, mime etc.
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets.
- Social Studies: learning about foods and personal preferences.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use vocabulary about numbers (vote and make a class survey).
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a pair, listening and speaking to one another and taking turns appropriately (PB pages 67, 69).
- Act out being in a restaurant in a small group, listening and speaking to one another and taking turns appropriately (TB page 67).
- Act out the story with whole class, listening and speaking to one another and taking turns appropriately (PB page 66).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Units 9a & 9b):
- Cutouts. (For Lessons 6 of Unit 9a and unit 9b page 69).
- Picture Dictionary (PB page 101).
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 48-51):
- Pre-reading and pre-writing activities.
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (food and drink).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 66-69).
Summative evaluation
- Tests Unit 9 Quiz.
(Active Teach Resources section).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit. (What about you? Page 51).
- Active Teach Resources section:
- ‘I can do it! Worksheet.
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
-Identify and name Yazoo characters.
-Identify and say the name of food and drink.
-Identify and say the name of characters.
-Ask and answer questions about likes and dislikes.
-Ask for (food/drink).
-Sing a song ‘Do you like…?’ (PB Page 68).
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise and use the vocabulary for names of food and drink.
- Recognise and understand questions and answers.
- A song ‘Do you like…?’ (PB Page 68).
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
- Be able to read the unit vocabulary.
- Be able to read a story with visual clues.
- Be able to read questions and answers.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace, copy and complete the unit vocabulary.
- Be able to write letters-T/F.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
- Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich, crisps, apples, tomatoes.
Grammar
▪ Understand and apply grammar rules correctly:
- Language structures: I like/don’t like (salad).
- Do you like (sandwiches)?
- Yes, I do. /No, I don’t.
- Can I have some (water) please?
Phonics
▪ Recognize and reproduce sounds, rhythm, stress, and intonation.
-Initial letter sounds (of names of food in unit).
-The sound: /tʃ/
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of each Unit. (What about you? Page 51).
- Active Teach Resources section:
- Unit 9 Quiz.
- ‘I can do it! Worksheet.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 10: Hobbies
10a-Do you like dancing?
10b-Stand up! Sit down!
Science: Food.
Review 5.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary to do with sports/hobbies.
- Ask and answer questions about sports/hobbies.
- To use terms right/left when giving instructions.
- To identify and use vocabulary to talk about favourite things.
- To identify and use vocabulary about food and where it comes from.
- To sing a song ‘Stand up!’
▪ Understand simple oral texts within the classroom's context:
- Recognise vocabulary about sports/hobbies.
- Recognise and follow simple questions and answers.
- Recognise and follow simple instructions.
- Recognise vocabulary about favourite things.
- Recognise vocabulary about food and where it comes from.
- A song ‘Stand up!’
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 10.
- Be able to read and answer simple questions.
- Be able to read and follow simple instructions.
- Be able to read a story with visual clues.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to copy, trace and complete the vocabulary of the unit.
- Be able to write simple sentence answers to questions.
- Be able to write simple descriptions about favourite food.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Hobbies: dancing, sport, football, karate, gymnastics.
- Instructions: turn, shake, left, right.
- Food: rice, bread, milk, plant, sausages.
▪ Understand and apply grammar rules correctly.
Language structures:
- Do you like (dancing)?
- Yes, I do. /No, I don’t.
- Stand up. Sit down.
- It’s from animals/plants.
Receptive language:
- Good at, I’m stuck.
- I love…
- Chips.
Recycled language:
- Instructions: put, high, low.
- Food: eggs, orange, apple, salad, crisps, fish, chicken, tomatoes, cheese, favourite, animal.
- Favourite, animal
▪ Recognize and reproduce sounds, rhythm, stress and intonation:
-The sound: /tʃ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: Make connections, match words and pictures.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
-The sound: /tʃ/
▪ Identify and use the lexical terms:
-Hobbies: dancing, sport, football, karate, gymnastics.
-Instructions: turn, shake, left, right.
-Food: rice, bread, milk, plant, sausages.
-Understand and apply grammar rules correctly.
- Do you like (dancing)?
- Yes, I do. /No, I don’t.
- Stand up. Sit down.
- It’s from animals/plants.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a word chain game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, keep a tally chart.
- Social Studies: Sports/hobbies.
- Arts and music: Sing a song, draw, act out, mime.
- Linguistic abilities: Reading and interpretation of a story. Presentation of a project.
- Science: Food and where it comes from (animal/plant).
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB page 72), Listen, point and say (PB pages 70, 72).
▪ Play a game (PB page 75 and PB page 77).
▪ Listen to the story. Then act out (PB page 70). Mime actions (PB page 70 & 72).
▪ Present a project (PB page 75).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (PB page 104).
▪ Interpret and process information from tables and pictures.
- Tick charts, tally charts.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group.
- Learning to participate and cooperate with peers through acting out the story of the unit.
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about sports/hobbies/activities.
▪ Be able to communicate the results of their own work: (‘Your project’ PB page 75).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit.
▪ Use their own abilities working in activities individually (AB pages 52-56) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (‘what about you?’ AB page 55 and Review 5 Page 57).
▪ Use the reference materials: Cross-curricular PB page 104).
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary PB page 101).
▪ Develop critical thinking: (True/False Review 5 PB page 77)
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 10b AB page 54).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Sing song: ’Stand up!’. Word chain: game: ‘I like rice’.
▪ Get used to work in activities to create ideas, to plan and act out, etc.: ‘Your project’.
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 70.
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (Hobbies/interests/sports/activities).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Recognise different people have different interests.
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets.
- Science: learning about different food and where it comes from.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use vocabulary about numbers.
- Count and create a class tally chart.
- Complete simple tick charts.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 75).
- Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 77).
- Presentation of project. Speak and listen to classmates as they present project work (PB page 75).
- Play game with whole class, listening and speaking to one another and taking turns appropriately (Round-up TB page 75).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Units 10a & 10b & science section):
- Cutouts. (For Lesson of each Unit).
- Picture Dictionary.
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (Pages 52-56):
- Pre-reading and pre-writing activities.
- Stickers (unit 10b).
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (sports/hobbies & actions).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 70-75).
Summative evaluation
Tests: Review 5 (PB pages 76-77).
Active Teach resources section:
Unit 10 quiz.
Progress Review 9 & 10.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of Unit. (‘What about you? Page 55).
- Review 5 (page 57).
Pupil’s Book:
- Picture Dictionary (PB page 101-104) & CD3 Track 14.
- Review 5 (pages 76-77).
Active Teach resources section:
‘I can do it!’ worksheet.
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Identify and say vocabulary to do with sports/hobbies.
- Ask and answer questions about sports/hobbies.
- To use terms right/left when giving instructions.
- To identify and use vocabulary to talk about favourite things.
- To identify and use vocabulary about food and where it comes from.
- To sing a song ‘Stand up!’
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
-Recognise vocabulary about sports/hobbies.
-Recognise and follow simple questions and answers.
-Recognise and follow simple instructions.
-Recognise vocabulary about favourite things.
-Recognise vocabulary about food and where it comes from.
-A song ‘Stand up!’
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
- Be able to read the numbers from 1 to 10.
- Be able to read and answer simple questions.
- Be able to read and follow simple instructions.
- Be able to read a story with visual clues.
-
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to copy, trace and complete the vocabulary of the unit.
- Be able to write simple sentence answers to questions.
- Be able to write simple descriptions about favourite food.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
- Hobbies: dancing, sport, football, karate, gymnastics.
- Instructions: turn, shake, left, right.
- Food: rice, bread, milk, plant, sausages.
Grammar
▪ Understand and apply grammar rules correctly:
▪ Language structures: Do you like (dancing)?
- Yes, I do. /No, I don’t.
- Stand up. Sit down.
- It’s from animals/plants.
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
-The sound: /tʃ/
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of Unit. (‘What about you? Page 55).
- Review 5 (page 57).
Pupil’s Book:
- Picture Dictionary (PB page 101-104) & CD3 Track 14.
- Review 5 (pages 76-77).
Active Teach resources section:
‘I can do it!’ worksheet.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 11: Clothes
11a-I’m wearing a skirt.
11b-Are you wearing your hat?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say the name of different clothes.
- Identify and say colour names.
- Ask and answer simple questions about what people are wearing
- To sing a song ‘Are you wearing your (hat)?
▪ Understand simple oral texts within the classroom's context:
- Recognise vocabulary about clothes.
- Recognise vocabulary about colours.
- Understand and answer simple questions.
- Understand and follow simple instructions.
- A song ‘Are you wearing your (hat)?
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read vocabulary about clothes.
- Be able to read vocabulary about colours.
- Be able to read a story with visual clues.
- Be able to read questions and answers and instructions.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete vocabulary of the unit.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes.
▪ Understand and apply grammar rules correctly.
Language structures:
- I’m wearing/not wearing (a pink skirt).
- Are you wearing (a coat)?
- Yes, I am/ No, I’m not.
Receptive language:
- I’m going home. I’m packing. Can I try it on? You look great. Let’s go. I’m ready to go. I can/can’t see you.
Recycled language:
- colours: pink, red, blue, yellow, green, black, white, brown.
- Please/thank you.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
The /ʃ/ sound.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: problem solving.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Greet, ask and answer simple questions in English.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
-The /ʃ/ sound.
▪ Identify and use the lexical terms:
-Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes.
▪ Understand and apply grammar rules correctly.
- Regular nouns and adjectives.
- I’m wearing/not wearing (a pink skirt).
- Are you wearing (a coat)?
- Yes, I am/ No, I’m not.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- Social Studies: School life.
- Arts and music: Sing a song, draw.
- Linguistic abilities: Reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen point and say (PB pages 78 & 80), Listen and sing (PB page 80)
▪ Play a game (PB page 81).
▪ Listen to the story. Then act out (PB page 78). Mime (TB ‘Extra’ page 78).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (PB page 104).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (PB pages 79 & 81)
- Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 78).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about different clothes.
▪ Be able to communicate the results of their own work: (‘What about you? AB page 61).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit.
▪ Use their own abilities working in activities individually (PB pages 78-81) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (‘What about you? AB page 61).
▪ Use the reference materials: Cross-curricular pages in the PB.
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (Picture dictionary, Pupil CD).
▪ Develop critical thinking: (Ask and answer logical questions, match words and pictures).
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 11a PB page 79).
▪ Develop social skills and character traits like respect, cooperation and team work: Sing songs, rhymes and chants: ‘Are you wearing your (hat)? (PB page 80)
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Play the game (PB page 81). Mime and Act out (PB page 78)
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 3
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (school life).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Take turns while playing games. (PB page 79, 81)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (PB page 79).
- Social Studies: learning about the different clothes we wear.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use vocabulary about numbers.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 79 & 81).
- Survey with whole class, listening and speaking to one another and taking turns appropriately (warm-up TB page 81).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Units 11a & 11b):
-Picture Dictionary (page 102)
-
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 58-61):
- Pre-reading and pre-writing activities.
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (clothes).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 76-79).
Summative evaluation
Tests Unit 11 Quiz (Diagnostic Test), (Active Teach Resources section).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit: ‘What about you?’ (AB page 61).
Active Teach Resources section:
- ‘I can do it!’ worksheet.
Pupils Book:
- Picture Dictionary.
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Identify and say the name of different clothes.
- Identify and say colour names.
- Ask and answer simple questions about what people are wearing
- To sing a song ‘Are you wearing your (hat)?
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise vocabulary about clothes.
- Recognise vocabulary about colours.
- Understand and answer simple questions.
- Understand and follow simple instructions.
- A song ‘Are you wearing your (hat)?
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
-Be able to read vocabulary about clothes.
-Be able to read vocabulary about colours.
-Be able to read a story with visual clues.
-Be able to read questions and answers and instructions.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace, copy and complete vocabulary of the unit.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
- Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes.
Grammar
▪ Understand and apply grammar rules correctly:
- Language structures: I’m wearing/not wearing (a pink skirt).
- Are you wearing (a coat)?
- Yes, I am/ No, I’m not.
-
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
-The /ʃ/ sound.
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of each Unit: ‘What about you?’ (AB page 61).
Active Teach Resources section:
- ‘I can do it!’ worksheet.
Pupils Book:
- Picture Dictionary.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
UNIT 12: Going away
12a-It’s time to go.
12b-Let’s have a party!
Social Science: Clothes and weather.
Review 6.
Story Time 3: Animals at the zoo!
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say the vocabulary covered in Book 1.
- Identify and say the names of animals, objects, food, clothes, toys, house and garden vocabulary, actions, colours, and numbers.
- Identify, ask and answer questions.
- Give simple instructions.
- Respond to simple instructions.
- Present a project (Clothes and weather).
- Sing a song (‘Let’s have a party!’).
▪ Understand simple oral texts within the classroom's context:
- Recognise the characters.
- Recognise vocabulary covered in Book 1.
- Understand and answer simple questions.
- Understand and follow simple instructions.
- Respond to ideas and suggestions of others in an appropriate way.
- How to do a presentation.
- A song (‘Let’s have a party!’).
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 20.
- Be able to read vocabulary from Book 1.
- Be able to read a story with visual clues.
- Be able to read questions, answers and instructions.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary in Book 1.
- Be able to complete simple sentences.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Going away: photo, zoo, surprise, party, shout, home.
- Clothes and weather: hot, cold, rainy, sunglasses, boots, umbrella.
- Animals at the zoo: gorilla, zebra.
- Food: ice cream, carrot.
▪ Understand and apply grammar rules correctly.
Language structures:
- It’s hot.
- What are you wearing? I’m wearing…
- Have you got? I’ve/ he’/s she’s got.
- Do you like?
- I like…
- I’m a …
- I can…
- Can I have…?
- Here you are…
Receptive language:
- Have fun, run about, we’re off to…
Recycled language:
- Dance, sing, jump, fly, skip, name, shout, favourite, toy, doll, plane, train, book, school, pet, friend, hamster, cat, dog, red, T-shirt, hat, coat, sweater, trousers, dress, shorts, white, apple, doll, living room, shiny, animal, mum, girl, boy.
- Look at me! Here’s a …for you.
- Numbers 1-20.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
-The /ʃ/ sound.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: Make connections, problem solving.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Greet and say goodbye in English.
- Ask and answer questions about clothes and the weather in English.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
-The /ʃ/ sound.
▪ Identify and use the lexical terms:
-Going away: photo, zoo, surprise, party, shout, home.
-Clothes and weather: hot, cold, rainy, sunglasses, boots, umbrella.
-Animals at the zoo: gorilla, zebra.
-Food: ice cream, carrot.
▪ Understand and apply grammar rules correctly.
- Prepositions (in/on/under)
- It’s hot.
- What are you wearing? I’m wearing…
- Have you got? I’ve/ he’/s she’s got.
- Do you like?
- I like…
- I’m a …
- I can…
- Can I have…?
- Here you are…
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- Social Studies: school life, clothes and the weather.
- Arts and music: sing a song, draw.
- Linguistic abilities: reading and interpretation of a story.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB page 84), Listen, point and say (PB pages 82, 84, 90).
▪ Play a game (PB page 87).
▪ Listen to the story. Then act out (PB page 82).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (PB page 104).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (PB page 87)
- Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 82).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about the weather.
▪ Be able to communicate the results of their own work: (‘Your project’ PB page 87).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit.
▪ Use their own abilities working in activities individually (AB pages 62-65) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it: (Review 6).
▪ Use the reference materials: (Cross-curricular PB page 104).
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary & CD3).
▪ Develop critical thinking: (Make choices, match words and pictures)
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with drawings (Social Science PB page 87).
▪ Develop social skills and character traits like respect, cooperation and team work: Sing songs, rhymes and chants: “Let’s have a party!’ (PB page 84).
▪ Get used to work in activities to create ideas, to plan and act out, etc.: Draw and trace (AB page 65), ‘Your Project’ (PB page 87).
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 82.
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (school life, describe the weather).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns to ask and answer questions)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with cross-curricular worksheets.
- Social Studies: learning about the weather.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use vocabulary about numbers.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 87).
- Presentation of project. Speak and listen to classmates as they present project work (PB page 87).
- Play game with whole class, listening and speaking to one another and taking turns appropriately (Extra! TB page 83).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Units 12a, 12b, Social Sciences. Pages 82-87 & 90-91):
- Picture Dictionary (pages 102).
- Cross curricular (page 104).
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 62-66):
- Pre-reading and pre-writing activities.
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (party).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 82-87).
Summative evaluation
Tests:
- Progress Review 11 & 12 (Diagnostic Test)
- Unit 12 Quiz.
(Active Teach Resources section).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit. (Review 6).
Pupil’s Book:
- Picture Dictionary (Pages 102-104) & CD3 Track 36 & 37
- Review 6 (Pages 88-89).
Active Teach Resources section:
- ‘I can do it!’ worksheet.
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Identify and say the vocabulary covered in Book 1.
- Identify and say the names of animals, objects, food, clothes, toys, house and garden vocabulary, actions, colours, numbers.
- Identify, ask and answer questions.
- Give simple instructions.
- Respond to simple instructions.
- Present a project (Clothes and weather).
- Sing a song (‘Let’s have a party!’).
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise vocabulary covered in Book 1.
- Understand and answer simple questions.
- Understand and follow simple instructions.
- Respond to ideas and suggestions of others in an appropriate way.
- How to do a presentation.
- A song (‘Let’s have a party!’).
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
- Be able to read the numbers from 1 to 20.
- Be able to read vocabulary from Book 1.
- Be able to read a story with visual clues.
- Be able to read questions, answers and instructions.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary in Book 1.
- Be able to complete simple sentences.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
- Going away: photo, zoo, surprise, party, shout, home.
- Clothes and weather: hot, cold, rainy, sunglasses, boots, umbrella.
- Animals at the zoo: gorilla, zebra.
- Food: ice cream, carrot.
Grammar
▪ Understand and apply grammar rules correctly:
Language structures: It’s hot.
- What are you wearing? I’m wearing…
- Have you got? I’ve/ he’/s she’s got.
- Do you like?
- I like…
- I’m a …
- I can…
- Can I have…?
- Here you are…
Prepositions: in/on/under.
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
-The /ʃ/ sound.
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating, use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of each Unit. (Review 6).
Pupil’s Book:
- Picture Dictionary (Pages 102-104) & CD3 Track 36 & 37
Active Teach Resources section:
- ‘I can do it!’ worksheet.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
The Yazoo Music Show.
Happy New Year!
Book Day.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say the vocabulary covered in Book 1.
- Identify and say the names of animals, objects, food, clothes, toys, house and garden vocabulary, actions, colours, numbers.
- Identify, ask and answer questions.
- Give simple instructions.
- Respond to simple instructions.
- Present a picture, book (Happy New Year! & Book Day).
- Sing a song (‘Happy New Year’) and (‘I love books’).
- Perform a musical (The Yazoo Music Show).
▪ Understand simple oral texts within the classroom's context:
- Recognise the characters.
- Recognise vocabulary covered in Book 1.
- Understand and answer simple questions.
- Understand and follow simple instructions.
- Respond to ideas and suggestions of others in an appropriate way.
- How to do a presentation.
- A song (‘Happy New Year’) and (‘I love books’).
- A musical (The Yazoo Music Show).
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 20.
- Be able to read vocabulary from Book 1.
- Be able to read a musical script.
- Be able to read questions, answers and instructions.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary in Book 1.
- Be able to complete simple sentences.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- New Year: dragon, lantern, present, money, head, fireworks, Happy New Year!
- Book Day: story, brave, pirate, day, mouse.
▪ Understand and apply grammar rules correctly.
Language structures:
- I’ve/ he’/s she’s got.
Receptive language:
- China, Scotland, New Year’s Day, make.
- Great.
Recycled language:
- Red, money, look, dance, sing, play, friend, doll, book, school, favourite, queen, animal, toy, girl, boy, plane, cat, train, dog.
- Numbers 1-10.
▪ Recognize and reproduce sounds, rhythm, stress and intonation:
-The rhythm, intonation and stress of a musical score.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: Match sentences and pictures.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Performance skills in English.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Understand simple oral messages to perform classroom tasks.
▪ Listen and understand simple oral messages.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication.
▪ Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions.
▪ Develop basic strategies to understand and produce oral expressions.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Read simple words and phrases learned previously in real and pretend situations and oral interactions.
▪ Begin to use reading strategies: visual and verbal context.
▪ Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially.
▪ Begin to use reading learning programmes.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation.
- The rhythm, intonation and stress of a musical score.
▪ Identify and use the lexical terms:
-New Year: dragon, lantern, present, money, head, fireworks, Happy New Year!
-Book Day: story, brave, pirate, day, mouse.
▪ Understand and apply grammar rules correctly.
-I’ve/ he’/s she’s got.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Present a project.
- Make a survey and vote.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, make a survey.
- Social Studies: school life.
- Arts and music: make a lantern, make a book, sing a song, participate in a musical production, draw.
- Linguistic abilities: reading and interpretation of a script and stories.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB pages 92-93, 95, 97), Listen, point and say (PB page 96).
▪ Perform (PB pages 92-93).
▪ Listen to the story. Then act out (TB page 96)
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (PB page 104).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence
- This competence is develop by working with the abilities and skills essential for communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Perform The Yazoo Music Show PB pages 92-93)
- Learning to participate and cooperate with peers through acting out the story of the unit. (Book Day PB page 96).
▪ Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society.
▪ This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit.
- Learn about festivals and special events (Book Day).
▪ Be able to communicate the results of their own work: (Make a book).
Learning to learn competence
This competence is develop throughout the unit through the following activities:
▪ Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit.
▪ Use their own abilities working in activities individually (Make a book, make a lantern) while familiarizing with pre-reading and pre-writing.
▪ Reflect on what they have learned and how they have learned it.
▪ Use the reference materials: Cross curricular (PB page 104).
▪ Begin to manage effectively a set of strategies, resources of intellectual work: (My Picture Dictionary & CD3).
▪ Develop critical thinking: (Vote following class survey).
Autonomy and personal initiative
This competence is develop throughout the unit through the following activities:
▪ Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with materials (Make a lantern, a book PB pages 95, 97).
▪ Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: The Yazoo Music Show, I love books’.
▪ Get used to work in activities to create ideas, to plan and act out, etc.: The Yazoo Music Show, Make a book, Act out story from ‘Book Day’.
▪ Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Perform in front of an audience (the Yazoo Music Show),
▪ Get started on strategies to review and reflect on their own learning and self-evaluation.
▪ Immerse in the language, tradition and culture of the English-speaking world (Festivals and Book Day).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Listen, respond, take turns to present and perform)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with cross-curricular worksheets (Festivals PB page 104).
- Social Studies: learning about festivals and traditions in other countries (Chinese New Year).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use vocabulary numbers.
- Create a simple chart to reflect class survey.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed in the Unit through:
- Perform in a small group, listening and speaking to one another and taking turns appropriately (‘Extra’ TB page 96).
- Presentation of project. Speak and listen to classmates as they present project work (“Extra’ TB page 95, ‘Make a book’ PB page 97).
- Perform with whole class, listening and speaking to one another and taking turns appropriately (PB pages 92-93).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Pages 94-97):
-Picture Dictionary with CD3
▪ Active Book; activities and interactive games to practice for language practice:
- Flashcards, Word cards, posters, videos and Reader.
▪ The Reader (in digital and print):
▪ Flashcards and Word cards (festivals).
▪ Story cards.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Board game.
- Activities for the song.
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
▪ Active Teach, activities and interacting games for language practice.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 94-97).
Summative evaluation
Evaluate Books made by students for ‘Book Day’.
Self-evaluation
Pupil’s Book:
- Picture Dictionary (My Picture Dictionary (Page 104) & CD3 Track 37).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Identify and say the vocabulary covered in Book 1.
- Identify and say the names of animals, objects, food, clothes, toys, house and garden vocabulary, actions, colours, numbers.
- Identify, ask and answer questions.
- Give simple instructions.
- Respond to simple instructions.
- Present a picture, book (Happy New Year! & Book Day).
- Sing a song (‘Happy New Year’) and (‘I love books’).
- Perform a musical (The Yazoo Music Show).
▪ Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise vocabulary covered in Book 1.
- Understand and answer simple questions.
- Understand and follow simple instructions.
- Respond to ideas and suggestions of others in an appropriate way.
- How to do a presentation.
- A song (‘Happy New Year’) and (‘I love books’).
- A musical (The Yazoo Music Show).
BLOCK 2. Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
-Be able to read the numbers from 1 to 20.
-Be able to read vocabulary from Book 1.
-Be able to read a musical script.
-Be able to read questions, answers and instructions.
▪ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary in Book 1.
- Be able to complete simple sentences.
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar contexts.
Vocabulary
Learn and develop vocabulary:
- New Year: dragon, lantern, present, money, head, fireworks, Happy New Year!
- Book Day: story, brave, pirate, day, mouse.
Grammar
▪ Understand and apply grammar rules correctly:
- Language structures: I’ve/ he’/s she’s got.
Phonics
▪ Recognize and reproduce sounds, rhythm, stress and intonation.
-The rhythm, intonation and stress of a musical score.
Reflection on learning.
▪ Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn.
▪ Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation):
Pupil’s Book:
- Picture Dictionary (My Picture Dictionary (Page 104) & CD3 Track 37).
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
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