Microsoft
General ProgrammeIslands 2Primary Education MandatorySecond GradeFirst cycle__________________Modern Foreign LanguagesEnglishUnit WelcomeI. OBJECTIVESBLOCK 1- Listening, speaking and conversationParticipate in oral interactions:Singing the songs and saying the chants of the lesson.Review vocabulary: colours.Learn new vocabulary: the days if the week.Use the language to play a game.Participating in activities of interaction:- Ask and answer questions about colours.Understand simple oral texts within the classroom context:chants and songs of the unit.days of the week.BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand questions.Read and understand phrases.Write words and simple phrases. Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write story dialogues.Be able to write guided phrases.Be able to write answers to questions about colours.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Colours: red, orange, yellow, purple, blue, green, pink.Numbers: 1-20Days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. What day is it today? It’s (Monday). The months of the year: January, February, March, April, May, June, July, August, September, October, November, December.Understand and apply grammar concepts correctly:Language for reviewing: Hello. I’m/My name’s (name). Actions: clap your hands, stamp your feet, jump up and down, hop up and down. Do you like Mondays? Yes, I do. /No, I don’t. Days of the week, animals, numbers.Receptive language: How are you? I’m fine, thank you. Treasure chest. Who likes (Mondays)? How many children like (hamsters)? Say “Hooray” When’s your birthday?Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Working in pairs or small groups.Ask general information like the name and age of a person.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Colours: red, orange, yellow, purple, blue, green, pink.Numbers: 1-20Days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. What day is it today? It’s (Monday). The months of the year: January, February, March, April, May, June, July, August, September, October, November, December.Understand and apply grammar concepts correctly:Language for reviewing: Hello. I’m/My name’s (name). Actions: clap your hands, stamp your feet, jump up and down, hop up and down. Do you like Mondays? Yes, I do. /No, I don’t. Days of the week, animals, numbers.Receptive language: How are you? I’m fine, thank you. Treasure chest. Who likes (Mondays)? How many children like (hamsters)? Say “Hooray” When’s your birthday?Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Working in pairs or small groups.Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents:Music: song and chants.Maths: numbers from 1 to 20.Social Sciences: learn about one another, greetings and introductionsSciences: colours.Linguistic and communication skills: Ask and answer questions, following instructions, acting out a story, playing games, etc. BLOCK 5- Literacy EducationLiteracy genders:A chant: (PB page 4)A song: (PB page 5)Oral and written texts production: Reproduction of dialoguesA chant: (PB page 4)A song: (PB page 5)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Listen and point and repeat (PB), Listen and chant. Listen, Listen and say (PB)Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB).Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills:Stickers, cut-outs, etc. (to connect the visual and textual information)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc). Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands' web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 7).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the unit. Artistic and cultural competenceThis competence is developed in the unit through activities such as: Singing songs and chants A chant (PB, page 5)A song ( PB page 7)Immerse in the language, traditions and culture of an English speaking country. Learning to learn competenceThis competence is developed in the unit through activities such as: Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Individually (pages 2 to 6) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Reading and Writing booklet, Grammar Booklet.Reflect on what they have learned and how they have learned it.Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit Welcome pages 2-6). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Reading and Writing booklet, Grammar Booklet.Getting use to complete work that include planning, brainstorm ideas, acting, and developing personal qualities like initiative, self-improvement, and perseverance: etc. Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. - Making cards with pictures and a calendar.Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is developed in the unit throughout: Counting from 1 to 20, (PB, page 4)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Through corporal movements and expressions.Overcome inhibitions through songs and music (Singing songs and chants (Chant: PB, page 4), (Song: PB page 6) IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit Welcome – pages 4 to 8)Reference bar at the bottom of each page. Activity Book (Unit Welcome- pages 2-6).Reading and writing activities. Digital Activity Book (All AB activities and additional exercises and interactive games). Active Teach; activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Unit Review activities (related to the Grammar summaries in the PB). Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards and Wordcards.Phonics cardsStorycards (story dialogues). Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”). Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank Printable worksheets Worksheets for the porfolioExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Waldo PuppetWeb page: Great Teachers Primary Place.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomPupil’s Books, Unit Welcome, pages 4 to 8.Activity Book, Unit Welcome, pages 2 to 6.Unit 1 My ToysI. OBJECTIVESBLOCK 1- Listening, speaking and conversationsParticipate in oral interactions:Singing the songs and saying the chants of the lesson.Identifying numbers and objects.Giving instructions for others to follow.Acting out a story.Pronouncing the sounds /ch/ and /sh/ correctly.Use the language to play a game.Participating in activities of interaction:Ask and answer questions about objects and colours.Ask and answer questions about quantities.Ask and answer questions sobre el transporte escolar.Understand simple oral texts within the classroom context: LISTa dialogue.the chants and songs of the unit.questions with personal information.Following instructionsthe story of the unit. identificar objetos e imáprender e identificar númerosBLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogues of a story. Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a story about school transportation.Write words and simple phrases. Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Toys: doll, car, ball, boat, train, teddy bear, bike, and kite.Numbers: 20-50Understand and apply grammar concepts correctly:Language structures: What’s this/that? It’s a (car). It’s (red). What are these/those? They’re kites. They’re purple. How many (bikes) are there? There are (sixteen bikes)Language for reviewing: Colours, numbers 1-20. What colour is it/are they? They’re blue. Is it/Are they (teddy bears)? Yes, it is /they are. No, it isn’t/they aren’t.Receptive language: come along and see. Come along with me. Counting’s fun. Let’s count some more.Interdisciplinary language (CLIC): (Transport): bus, motorbike, lorry, plane, and helicopter.Wider world language :( travelling to school) How do you go to school? I go to school by (train). I walk to schoolPhonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ch/ and /sh/ correctly: chop, chin, rich much, ship, shell, fish, and dish.Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Understand and identify toys and means of transportation.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Learn about toys and how other children play with them.Working in pairs or small groups.Learn about friendship.Learn about means of transportation to get to school.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. .BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Toys: doll, car, ball, boat, train, teddy bear, bike, and kite.Numbers: 1-50Understand and apply grammar concepts correctly:Language structures: What’s this/that? It’s a (car). It’s (red). What are these/those? They’re kites. They’re purple. How many (bikes) are there? There are (sixteen bikes)Language for reviewing: Colours, numbers 1-20. What colour is it/are they? They’re blue. Is it/Are they (teddy bears)? Yes, it is /they are. No, it isn’t/they aren’t.Receptive language: come along and see. Come along with me. Counting’s fun. Let’s count some more.Interdisciplinary language (CLIC): (Transport): bus, motorbike, lorry, plane, and helicopter.Wider world language :( travelling to school) How do you go to school? I go to school by (train). I walk to schoolPhonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ch/ and /sh/ correctly: chop, chin, rich much, ship, shell, fish, and dish.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Understand and identify toys and means of transportation.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Learn about toys and how other children play with them.Working in pairs or small groups.Learn about friendship.Learn about means of transportation to get to school.Show a receptive attitude towards those who speak a different language than their own. .Interdisciplinary contents:Arts and design: puppets, drawing toys and colouring them, cards with images.Music: song and chants.Maths: Numbers from 20 to 50, simple addition problems, use numbers for sequencing, keep counting chart for a survey on school transportation.Social Sciences: Learn about school transport.Sciences: colours in munication and linguistic abilities: ask and answer questions, following instructions, acting out a story, participate in a game, etcBLOCK 5- Literacy EducationLiteracy genders:A chant: What’s this? (PB page 10)A song: Come along and count with me (PB page 12)A story (PB page 14)Oral and written texts production: Reproduction of dialoguesA chant: What’s this? (PB page 10)A song: Come along and count with me (PB page 12)A story (PB page 14)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Use language as a mean of communication. (Lessons 1-10)Listen and point and repeat (PB), Listen and chant, ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Game (PB)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills:Stickers, cut-outs, etc. (to connect the visual and textual information)Observe photos as a mean to get information: (CLIC: Sciences, PB page 16) (Wider World: A birthday party, PB page 17).Get information from a table.Look! (PB pages 11 and 13), Values (PB page 14)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 11).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 10) Look and play (PB page 13), (Game, PB page 18). All games proposed by the Optional Activities in the TG. Learning to participate and collaborate with peers through the story of the unit 1 (PB page 14) learning about the values it teaches (Values: the importance of friendship).This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIC: transport (PB, page 16, AB page 14, Cross-curricular Poster, Photocopiable Worksheet).Wider World (travelling to school): how to get to school (PB page 17, AB page 15, Photocopiable Worksheet).Be able to communicate the results of their own work: (Mini-Projects, PB pages 16 and 17).Artistic and cultural competenceThis competence is developed in the unit through activities such as: Singing songs and chants A chant (What’s this?, PB, page 10)A song (Come along and count with me, PB page 12)Read and act-out a story: (Story, PB page 14).Develop and value initiative, imagination, and creativity by completing: Mini-Projects: transport, PB page 16 and Mini-Project Wider World: a survey about school transportation, PB page 17.A drawing for the Portfolio (Portfolio Activity)Immerse in the language, traditions and culture of an English speaking country. (School transport). Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Picture Dictionary (AB page 104).Quest item (PB page 11).Mini-Projects: transport, PB page 16 and Mini-Project Wider World: a survey about school transportation, PB page 17.Use their capacities to work individually (pages 8 to 17) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 104), Reading and Writing booklet, Grammar Booklet.Reflect on their own learning:Activity Book: Self-evaluation activity at the end of each unit, page 17.Pupil’s Book: in the section (I Can), page 19.Picture Dictionary, AB page 104. Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit 1 pages 8-17). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 104), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: (Play a game, PB, page 10) (Game, PB page 18) Optional games activities (GD)Getting use to complete work that include planning, brainstorm ideas, acting, and developing personal qualities like initiative, self-improvement, and perseverance: etc. Acting out the story of the unit(PB page 14)Picture Dictionary (AB page 104).Quest item (PB page 11).Mini-Projects: transport, PB page 16 and Mini-Project Wider World: a survey about school transportation, PB page 17. Use their own abilities like self-evaluation and personalization: Activity Book: Self-evaluation activity at the end of each unit, page 17.Pupil’s Book: in the section (I Can), page 19.Picture Dictionary, AB page 104. Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIC: Social Sciences: m (PB, page 16, AB medios de transporte page 14, Cross-curricular Poster, Photocopiable Worksheet).Wider World (Travelling to school): details on how the school transport works in the United Kingdom. (PB page 17, AB page 15, Photocopiable Worksheet).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is developed in the unit throughout: Contar hasta cincuenta, (PB, page 12)Use numbers to complete a task , (PB, pages 10-19)Sequence and mention numbers to play a game (Game, page 18).Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions (PB), a través de la representación de la historia (PB page 14).Using language to express emotions: making Mini-projects: transport, PB page 16 and Mini-Project Wider World: a survey about school transportation, PB page 17.. A drawing for the Portfolio (Portfolio Activity).Through corporal movements and expressions (Act out the story, PB page 14).Overcome inhibitions through songs and music (Singing songs and chants (Chant: What’s this? PB, page 10), (Quest song, PB page 11), (Song: Come along and count with me, PB page 12) IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 1 – pages 10 to 19)Reference bar at the bottom of each page. Cut-out materials (Cut-out activities for each unit), page 103 Grammar summary, page 98Activity Book (Unit 1- pages 8-17).Reading and writing activities. Unit Review activities (related to the Grammar summaries in the PB), , page Picture Dictionary with the key vocabulary stickers (Unit 1).Stickers to be use with the Picture Dictionary, page 104.Digital Activity Book (All AB activities and additional exercises and interactive games). Active Teach; activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards and Wordcards.Phonics cardsStorycards (story dialogues). Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”). Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank Printable worksheetsWorksheets for the portfolioExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Waldo PuppetWeb page: Great Teachers Primary Place.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomActivity Book, Unit 1, pages 8-17Grammar Summary and Unit Review for Unit 1, (PB and activity book, page 96)Picture Dictionary (AB page 104).Summative evaluationProgress Check (PB, page 19).Test 1, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 17) Pupil’s Book: I can (page 19)Evaluation Criteria(Test 1-Test Booklet) BLOCK 1- Oral communication: listening and speakingParticipate in oral interactions:Identifying numbers and objects.Giving instructions for others to followPronouncing the sounds /ch/ and /sh/ correctlyBLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogue boxes of a story.Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a story about school transportation.Write words and simple phrases.Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Identify and use the key vocabulary of the unit: Toys: doll, car, ball, boat, train, teddy bear, bike, and kite.Numbers: 20-50Understand and apply grammar concepts correctly:Language structures: What’s this/that? It’s a (car). It’s (red). What are these/those? They’re kites. They’re purple. How many (bikes) are there? There are (sixteen bikes)Language for reviewing: Colours, numbers 1-20. What colour is it/are they? They’re blue. Is it/Are they (teddy bears)? Yes, it is /they are. No, it isn’t/they aren’t.Receptive language: come along and see. Come along with me. Counting’s fun. Let’s count some more.Interdisciplinary language (CLIC): (Transport): bus, motorbike, lorry, plane, and helicopter.Wider world language :( travelling to school) How do you go to school? I go to school by (train). I walk to schoolPhonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ch/ and /sh/ correctly: chop, chin, rich much, ship, shell, fish, and dish.Be able to combine sounds and letters individually to create words.Reflections on learningUse basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn: Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Understand and identify toys and means of transportation.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. Learn about toys and how other children play with them.Working in pairs or small groups.Learn about friendship.Learn about means of transportation to get to school.BLOCK 5- Literacy EducationLiteracy genders:A chant: What’s this? (PB page 10)A song: Come along and count with me (PB page 12)A story (PB page 14)Oral and written texts production: Reproduction of dialoguesA chant: What’s this? (PB page 10)A song: Come along and count with me (PB page 12)A story (PB page 14)Unit 2 At schoolI. OBJECTIVESBLOCK 1- Listening, speaking and conversationParticipate in oral interactions:Singing the songs and saying the chants of the lesson.Identifying family members, rooms and objects in a house.Describing a roomGiving instructions for others to follow.Acting out a story.Pronouncing the sound /th/ (silent and non-silent) correctly. Using the language to participate in a game.Participating in activities of interaction:Ask and answer questions about families. Ask and answer questions about locations.Ask and answer questions sobre donde vive la gente.Describing a room through a guessing game. Understand simple oral texts within the classroom context:a dialogue.the chants and songs of the unit.questions about homes and families.Following instructions.understand and answer questions.the story of the unit. understand and identify people, objects and images.BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogues of a story. Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a text about cousins. Read and understand a personalized text.Write words and simple phrases. Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Family: uncle, aunt, cousin daughter, son granny, granddad. Homes: house, flat, hall, attic, kitchen, living room, bedroom, and bathroom.Understand and apply grammar concepts correctly:Language structures: Who’s he/she? He’s/She’s my (uncle) (aunt) Who are they? They’re my cousins. Where’s my (granddad) (granny)? He’s/She’s in the bathroom. There’s a (bed). There are two (sofas). There’s a (teddy bear) in/on/under/next to/behind the (chair).Language for reviewing: brother, sister, mum, dad, garden, old, young.Receptive language: I love Princess Emily, horrible.Interdisciplinary language(CLIC): (family): baby, children, parents, grandparents, Wider world language :( cousins) Tree house. I live, He/She lives, they live.Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /th/ (silent and non-silent) correctly: this, that, then, with, thin, bath, thick, path.Be able to combine sounds and letters individually to create words.Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Understand and identify toys and means of transportation.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Learning about families and people in general. Working in pairs or small groups.Learning to share with others.Learn about friendship.Learning to value the time spent with family.Write a letter to a pen pal.Learn about homes and other children’s family.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. .BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Family: uncle, aunt, cousin daughter, son granny, granddad. Homes: house, flat, hall, attic, kitchen, living room, bedroom, and bathroom.Understand and apply grammar concepts correctly:Language structures: Who’s he/she? He’s/She’s my (uncle) (aunt) Who are they? They’re my cousins. Where’s my (granddad) (granny)? He’s/She’s in the bathroom. There’s a (bed). There are two (sofas). There’s a (teddy bear) in/on/under/next to/behind the (chair).Language for reviewing: brother, sister, mum, dad, garden, old, young.Receptive language: I love Princess Emily, horribleInterdisciplinary language(CLIC): (family): baby, children, parents, grandparents, Wider world language :( cousins) Tree house. I live, He/She lives, They live.Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /th/ (silent and non-silent) correctly: this, that, then, with, thin, bath, thick, path.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Understand and identify toys and means of transportation.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Learning about families and people in general. Working in pairs or small groups.Learning to share with others.Learn about friendship.Learning to value the time spent with family.Write a letter to a pen pal.Learn about homes and other children’s family.Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents:Arts and design: cards with images, family trees, a picture of their family, design a tree house.Music: song and chants.Maths: using numbers in order to put things in a sequence.Physical education: sing along actions.Social Sciences: identify different family munication and linguistic abilities: ask and answer questions, following instructions, acting out a story, participate in a game, etcBLOCK 5- Literacy EducationLiteracy genders:BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: Reproduction of dialoguesA chant: Who’s he? (PB page 20)A song: Where’s my granny? (PB page 22)A story We meet Princess Emily’s family (PB page 24)Oral and written texts production: Reproduction of oral texts with some autonomy: Reproduction of dialoguesA chant: Who’s he? (PB page 20)A song: Where’s my granny? (PB page 22)A story We meet Princess Emily’s family (PB page 24)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Use language as a mean of communication. (Lessons 1-10)Listen and point and repeat (PB), Listen and chant, ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Game (PB)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills:Stickers, cut-outs, etc. (to connect the visual and textual information)Observe photos as a mean to get information: (CLIC: Sciences, PB page 16) (Wider World: cousins, PB page 27).Get information from a table.Look! (PB pages 21 and 23), Values (PB page 24)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 21).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 20) Look and play (PB page 23), (Game, PB page 28). All games proposed by the Optional Activities in the TG. Learning to participate and collaborate with peers through the story of the unit 2 (PB page 24) learning about the values it teaches (Values: the importance of spending time with family).This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIC: family (PB, page 26, AB page 24, Cross-curricular Poster, Photocopiable Worksheet).Wider World (cousins): design a tree house (PB page 27, AB page 25, Photocopiable Worksheet).Be able to communicate the results of their own work: (Mini-Projects, PB, pages 26 and 27).Artistic and cultural competenceThis competence is developed in the unit through activities such as: Singing songs and chants A chant (Who’s he?, PB, page 20)A song (Where’s my granny?, PB page 22)Read and act-out a story: (We meet Princess Emily’s family, PB page 24).Develop and value initiative, imagination, and creativity by completing: Mini-Projects: a family tree, PB page 26 and Mini-Project Wider World: a letter to a pen pal, PB page 27.A drawing for the Portfolio (Portfolio Activity)Immerse in the language, traditions and culture of an English speaking country. (Home and family).Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Picture Dictionary (AB page 105).Quest item (PB page 21).Cut-out (PB page 105)Mini-Projects: transport, PB page 26 and Mini-Project Wider World: a survey about school transportation, PB page 27.Use their capacities to work individually (pages 18 to 27) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 105), Reading and Writing booklet, Grammar Booklet.Reflect on their own learning:Activity Book: Self-evaluation activity at the end of each unit, page 27.Pupil’s Book: in the section (I Can), page 29.Picture Dictionary, AB page 105. Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit 2 pages 18-27). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 105), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: (Play a game, PB, page 20) (Game, PB page 28) Optional games activities (GD)Getting use to complete work that include planning, brainstorm ideas, acting, and developing personal qualities like initiative, self-improvement, and perseverance: etc. Acting out the story of the unit(PB page 24)Picture Dictionary (AB page 105).Quest item (PB page 21).Cut-out (PB page 103)Mini-Projects: transport, PB page 16 and Mini-Project Wider World: a survey about school transportation, PB page 17. Use their own abilities like self-evaluation and personalization: Activity Book: Self-evaluation activity at the end of each unit, page 17.Pupil’s Book: in the section (I Can), page 29.Picture Dictionary, AB page 105. Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIC: family (PB, page 26, AB page 24, Cross-curricular Poster, Photocopiable Worksheet).Wider World (cousins): design a tree house (PB page 27, AB page 25, Photocopiable Worksheet).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )This competence is developed in the unit throughout: Use numbers to complete a task, (PB, pages 20-29)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions ( PB), through the representation of a story (PB page 24).Using plastic language to express emotions: Complete the dialogues of the stories (Story add-on). By making: Mini-Projects: a family tree, PB page 26 and Mini-Project Wider World: a letter to a pen pal, PB page 27. A drawing for the Portfolio (Portfolio Activity).Through corporal movements and expressions (Act out the story, PB page 24).Overcome inhibitions through songs and music (Singing songs and chants: A chant: Who’s he? (PB page 20)A song: Where’s my granny? (PB page 22)A story We meet Princess Emily’s family (PB page 24)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 2 – pages 20 to 29)Reference bar at the bottom of each page. Cut-out materials (Cut-out activities for each unit), page 105 Grammar summary, page 98 Activity Book (Unit 1- pages 18-27).Reading and writing activities. Unit Review activities (related to the Grammar summaries in the PB), page Picture Dictionary with the key vocabulary stickers (Unit 2).Stickers to be use with the Picture Dictionary, page 105.Digital Activity Book (All AB activities and additional exercises and interactive games). Active Teach; activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards and Wordcards.Phonics cardsStorycards (story dialogues). Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”). Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank Printable worksheets Worksheets for the porfolioExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Waldo PuppetWeb page: Great Teachers Primary Place.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomActivity Book, Unit 2, pages 18-27.Grammar Summary and Unit Review for Unit 2, (PB and activity book, page 98)Picture Dictionary (AB page 105).Summative evaluationProgress Check (PB, page 29). Test 1, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 27) Pupil’s Book: I can (page 29)Evaluation Criteria(Test 1-Test Booklet) BLOCK 1- Oral communication: listening and speakingIdentifying family members, rooms and objects in a house.Describing a roomGiving instructions for others to follow.Pronouncing the sound /th/ (silent and non-silent) correctly. Using the language to participate in a game.Understand simple oral texts within the classroom context:a dialogue.questions about homes and families.Following instructions.understand and answer questions.understand and identify people, objects and images.BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand phrases.Blending sounds to create words.Read and understand a text about cousins. Read and understand a personalized text.Write words and simple phrases. Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Identify and use the key vocabulary of the unit: Family: uncle, aunt, cousin daughter, son granny, granddad. Homes: house, flat, hall, attic, kitchen, living room, bedroom, and bathroom.Understand and apply grammar concepts correctly:Language structures: Who’s he/she? He’s/She’s my (uncle) (aunt) Who are they? They’re my cousins. Where’s my (granddad) (granny)? He’s/She’s in the bathroom. There’s a (bed). There are two (sofas). There’s a (teddy bear) in/on/under/next to/behind the (chair).Language for reviewing: brother, sister, mum, dad, garden, old, young.Receptive language: I love Princess Emily, horribleInterdisciplinary language(CLIC): (family): baby, children, parents, grandparents, Wider world language :( cousins) Tree house. I live, He/She lives, they live.Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /th/ (silent and non-silent) correctly: this, that, then, with, thin, bath, thick, path.Be able to combine sounds and letters individually to create words.Reflections on learningUse basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Understand and identify toys and means of transportation.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. Learning about families and people in general. Working in pairs or small groups.Learning to share with others.Learn about friendship.Learning to value the time spent with family.Write a letter to a pen pal.Learn about homes and other children’s family.BLOCK 5- Literacy EducationLiteracy genders:BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: Reproduction of dialoguesA chant: Who’s he? (PB page 20)A song: Where’s my granny? (PB page 22)A story We meet Princess Emily’s family (PB page 24)Unit 3 Move your bodyI. OBJECTIVESBLOCK 1- Listening, speaking and conversationParticipate in oral interactions:Singing the songs and saying the chants of the lesson.Identifying the parts of the body.Giving instructions using action words.Describing personal and other people skills.Acting out a story.Pronouncing the sounds /ng/ and /nk/ correctly.Using the language to participate in a game.Participating in activities of interaction:Ask and answer questions sobre destrezas.Ask and answer questions in a guessing game.Understand simple oral texts within the classroom context:a dialogue.the chants and songs of the unit.questions with personal information.parts of the body.understand and show actions.Following instructions.the story of the unit. BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogues of a story. Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a text about sports occupations.Read and understand a personalized text.Write words and simple phrases. Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Verbs about movement: shake your body, nod your head, stamp your feet, wave your arms, clap your hands, move your legs, touch your toes, point your fingers. Action verbs: swim, climb, throw a ball, catch a ball, stand on your head, swing, do cartwheels, do the splits. Understand and apply grammar concepts correctly:Language structures: Imperatives: Touch your toes! I can/can’t (jump). Can you jump? Yes, I can/No I can’t. Can he/she (jump)? Yes, he/she can. No, he/she can’t.Language for reviewing: Parts of the body. Imperatives and instructions. My name’s Frank. Adjectives of feeling. Occupations. I’ve got (eight arms)Receptive language: Exercise is good for you.Interdisciplinary language(CLIC): (PE): push, pull, kick, skip, Wider world language :( World sports): footballer, gymnast, basketball player, ballet dancer, athlete. Are you an (athlete)? Are you a (gymnast)? Yes, I am. No, I’m not.Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ng/ and /nk/ correctly: sing, ring, ping, long, ink, sink, pink, thank.Be able to combine sounds and letters individually to create words.Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts using the process of ruling out the get the answer.Learn to use critical thinking: identifying and comparing themselves to others.Learn through movement. Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Working in pairs or small groups.Work in whole group to complete a daily exercise.Appreciate others abilities and their own.Understand exercising is good for you.Learn about popular sports around the world.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. .BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Verbs about movement: shake your body, nod your head, stamp your feet, wave your arms, clap your hands, move your legs, touch your toes, point your fingers. Action verbs: swim, climb, throw a ball, catch a ball, stand on your head, swing, do cartwheels, do the splits. Understand and apply grammar concepts correctly:Language structures: Imperatives: Touch your toes! I can/can’t (jump). Can you jump? Yes, I can/No I can’t. Can he/she (jump)? Yes, he/she can. No, he/she can’t.Language for reviewing: Parts of the body. Imperatives and instructions. My name’s Frank. Adjectives of feeling. Occupations. I’ve got (eight arms)Receptive language: Exercise is good for you.Interdisciplinary language(CLIC): (PE): push, pull, kick, skip, Wider world language :( World sports): footballer, gymnast, basketball player, ballet dancer, athlete. Are you an (athlete)? Are you a (gymnast)? Yes, I am. No, I’m not.Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ng/ and /nk/ correctly: sing, ring, ping, long, ink, sink, pink, thank.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learning Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts using the process of ruling out the get the answer.Learn to use critical thinking: identifying and comparing themselves to others.Learn through movement. Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Working in pairs or small groups.Work in whole group to complete a daily exercise.Appreciate others abilities and their own.Understand exercising is good for you.Learn about popular sports around the world.Show a receptive attitude towards those who speak a different language than their own. .Interdisciplinary contents:Arts and design: cards with images, draw a self portraitMusic: song and chants.Maths: using numbers in order to put things in a munication and linguistic abilities: ask and answer questions, following instructions, acting out a story, playing games, etc.BLOCK 5- Literacy EducationLiteracy genders:A chant: I can wave my arms (PB page 30)A song: Can you swim? (PB page 32)A story: Pippin gives an exercise class (PB page 34)Oral and written texts production: Reproduction of dialoguesA chant: I can wave my arms (PB page 30)A song: Can you swim? (PB page 32)A story: Pippin gives an exercise class (PB page 34)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Use language as a mean of communication. (Lessons 1-10)Listen and point and repeat (PB), Listen and chant, ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Game (PB)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills:Stickers, cut-outs, etc. (to connect the visual and textual information)Observe photos as a mean to get information: (CLIC: Sciences, PB page 36) (Wider World: cousins, PB page 37).Get information from a table.Look! (PB pages 31 and 33), Values (PB page 34)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 31).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 30) Look and play (PB page 33), (Game, PB page 38). All games proposed by the Optional Activities in the TG. Learning to participate and collaborate with peers through the story of the unit 3 (PB page 34) learning about the values it teaches (Values: physical exercise).This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIC: PE (PB, page 36, AB page 34, Cross-curricular Poster, Photocopiable Worksheet).Wider World (World sport) (PB page 37, AB page 35, Photocopiable Worksheet).Be able to communicate the results of their own work: (Mini-Projects, PB, pages 36 and 37).Artistic and cultural competenceThis competence is developed in the unit through activities such as: Singing songs and chants A chant (I can wave my arms, PB, page 30)A song (Come along and count with me, PB page 32)Read and act-out a story: (Story: Pippin gives an exercise class, PB page 34).Develop and value initiative, imagination, and creativity by completing: Mini-Projects: daily exercise, PB page 36 and Mini-Project Wider World: photographs of famous athletes, PB page 37.A drawing for the Portfolio (Portfolio Activity)Immerse in the language, traditions and culture of an English speaking country. (School transport). Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Picture Dictionary (AB page 106).Quest item (PB page 31).Cut-out 3 (PB page 107).Mini-Projects: daily exercise, PB page 36 and Mini-Project Wider World: photographs of famous athletes, PB page 37.Use their capacities to work individually (pages 28 to 37) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 104), Reading and Writing booklet, Grammar Booklet.Reflect on what they have learned and how they have learned them: Activity Book: Self-evaluation activity at the end of each unit, page 17Pupil’s Book: in the section (I Can), page 39Picture Dictionary, AB page 106 Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit 3 page 28-37). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 106), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: (Play a game, PB, page 30) (Game, PB page 38) Optional games activities (GD)Getting use to complete work that include planning, brainstorm ideas, acting, and developing personal qualities like initiative, self-improvement, and perseverance: etc. Acting out the story of the unit(PB page 34).Picture Dictionary (AB page 106).Quest item (PB page 31).Cut-out 3 (PB page 107).Mini-Projects: daily exercise, PB page 16 and Mini-Project Wider World: photographs of famous athletes, PB page 37. Use their own abilities like self-evaluation and personalization: Activity Book: Self-evaluation activity at the end of each unit, page 37Pupil’s Book: in the section (I Can), page 29.Picture Dictionary, AB page 106. Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIC: PE (PB, page 36, Cross-curricular Poster, Photocopiable Worksheet).Wider World (World sport): famous athletes. (PB page 37, AB page 35, Photocopiable Worksheet).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )This competence is developed in the unit throughout: Use numbers to complete a task , (PB, pages 30-39)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions ( PB), through the representation of a story (PB page 34).Using language to express emotions by: Mini-Projects: daily exercise, PB page 36 and Mini-Project Wider World: photographs of famous athletes, PB, page 37. A drawing for the Portfolio (Portfolio Activity).Through corporal movements and expressions (Act out the story, PB page 34).Overcome inhibitions through songs and music (Singing songs and chants: A chant: I can wave my arms (PB page 30)A song: Can you swim? (PB page 32)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 3 – pages 30 a 39)Reference bar at the bottom of each page. .Cut-out materials (Cut-out activities for each unit), page 107. Grammar summary, page 99.Activity Book (Unit 1- page 28-37).Reading and writing activities. Unit Review activities (related to the Grammar summaries in the PB), . Picture Dictionary with the key vocabulary stickers (Unit 3).Stickers to be use with the Picture Dictionary, page 106.Digital Activity Book (All AB activities and additional exercises and interactive games). Active Teach; activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards and Wordcards.Phonics cardsStorycards (story dialogues). Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”). Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank Printable worksheets Worksheets for the porfolioExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Waldo PuppetWeb page: Great Teachers Primary Place.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomActivity Book, Unit 3, pages 28-37Grammar Summary and Unit Review for Unit 3, (PB and activity book, page 98)Picture Dictionary (AB page 106.Summative evaluationProgress Check (PB, page 39). Test 3, pages (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 37) Pupil’s Book: I can (page 39)Evaluation Criteria (Test 3-Test Booklet) BLOCK 1- Oral communication: listening and speakingParticipate in oral interactions:Singing the songs and saying the chants of the lesson.Identifying the parts of the body.Giving instructions using action words.Describing personal and other people skills.Acting out a story.Pronouncing the sounds /ng/ and /nk/ correctly.Using the language to participate in a game.BLOCK 2- Written communication: reading and writing Reading simple words and phrases. a dialogue.the chants and songs of the unit.questions with personal information.parts of the body.understand and show actions.Following instructions.the story of the unit. Write words and simple phrases.Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Identify and use the key vocabulary of the unit: Verbs about movement: shake your body, nod your head, stamp your feet, wave your arms, clap your hands, move your legs, touch your toes, point your fingers. Action verbs: swim, climb, throw a ball, catch a ball, stand on your head, swing, do cartwheels, do the splits. Understand and apply grammar concepts correctly:Language structures: Imperatives: Touch your toes! I can/can’t (jump). Can you jump? Yes, I can/No I can’t. Can he/she (jump)? Yes, he/she can. No, he/she can’t.Language for reviewing: Parts of the body. Imperatives and instructions. My name’s Frank. Adjectives of feeling. Occupations. I’ve got (eight arms)Receptive language: Exercise is good for you.Interdisciplinary language(CLIC): (PE): push, pull, kick, skip, Wider world language :( World sports): footballer, gymnast, basketball player, ballet dancer, athlete. Are you an (athlete)? Are you a (gymnast)? Yes, I am. No, I’m not.Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ng/ and /nk/ correctly: sing, ring, ping, long, ink, sink, pink, thank.Be able to combine sounds and letters individually to create words.Reflections on learningUse basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts using the process of ruling out the get the answer.Learn to use critical thinking: identifying and comparing themselves to others.Learn through movement. Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. Working in pairs or small groups.Work in whole group to complete a daily exercise.Appreciate others abilities and their own.Understand exercising is good for you.Learn about popular sports around the world.BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: Reproduction of dialoguesReproduction of dialoguesA chant: I can wave my arms (PB page 30)A song: Can you swim? (PB page 32)A story: Pippin gives an exercise class (PB page 34)Unit 4 My faceI. OBJECTIVESBLOCK 1- Listening, speaking and conversationParticipate in oral interactions:Singing the songs and saying the chants of the lesson.Identifying the parts of a camera.Describing faces and hairdos.Giving instructions for others to follow.Acting out a story.Pronounce the sounds /ai/ and /ee/ correctly.Use language to play a game.Participating in activities of interaction:Describing themselves and others using have got.Ask and answer questions with have got. Following instructions.Understand simple oral texts within the classroom context:a dialogue.the chants and songs of the unit.parts of the face.adjetives to describe hair.Identify someone by their physical description.Following instructions.Ask and answer questions.the story of the unit. Identify geometric shapes..Understand and identify different types of portraits.BLOCK 2- Written communication: reading and writing Reading simple words and phrases.Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogues of a story. Read and understand phrases.Read and understand a written description.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a text about portraits from different parts of the world.Read and understand a personalized text.Write words and simple phrases. Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: The face: eyes, ears, nose, moth, hair. Adjectives to describe hair: curly, straight, dark, blond, neat, messy. Understand and apply grammar concepts correctly:Language structures: I haven’t got (small eyes. He/She hasn’t got a (big nose). My hair is (curly). His/her hair is (long). Language for reviewing: I’ve/He’s/She’s got ... Have you got ...? Yes, I have/No, I haven’t. Has he/she got ...? Yes he/she has/No, he/she hasn’t.Numbers. How many?Interdisciplinary language(CLIC): (shapes) circle, triangle, square, rectangle.Wider world language .(faces in art): statue, mosaic, painting, maskPhonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ai/, /ee/ correctly: tail, rain, snail, wait, see, feet, week, sheepage Be able to combine sounds and letters individually to create words.Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts, play a guessing game in a process of elimination.Learn to use critical thinking: identifying and comparing.Use skills and crafts.Predict the ending of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Register new vocabulary through the use of picture dictionary (Picture dictionary).BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Identify faces and talk about them.Understand and respect other people physical aspects.Work in pairs and small groups.Learn about ways of artistic expression around the world.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. .BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: The face: eyes, ears, nose, moth, hair. Adjectives to describe hair: curly, straight, dark, blond, neat, messy. Understand and apply grammar concepts correctly:Language structures: I haven’t got (small eyes. He/She hasn’t got a (big nose). My hair is (curly). His/her hair is (long). Language for reviewing: I’ve/He’s/She’s got ... Have you got ...? Yes, I have/No, I haven’t. Has he/she got ...? Yes he/she has/No, he/she hasn’t.Numbers. How many?Interdisciplinary language(CLIC): :(shapes) circle, triangle, square, rectangle.Wider world language .(faces in art): statue, mosaic, painting, maskPhonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ai/, /ee/ correctly: tail, rain, snail, wait, see, feet, week, shee.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts, play a guessing game in a process of elimination.Learn to use critical thinking: identifying and comparing.Use skills and crafts.Predict the end of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Register new vocabulary through the use of picture dictionary (Picture dictionary).BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Identify faces and talk about them.Understand and respect other people physical aspects.Work in pairs and small groups.Learn about ways of artistic expression around the world.Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Arts and design: make cards with pictures, draw faces, make masks for playing, draw a picture with geometric shapes, draw an abstract picture, and learn about portraits around the world.Maths: use numbers for sequencing, learn about geometric shapes.Social Sciences: describe people, learn about world known artists.Music: rhymes, songs and chants. Communication and linguistic abilities: give information, ask and answer questions, following instructions, acting out a story, participate in a game, etcBLOCK 5- Literacy EducationLiteracy genders:A chant: I haven’t got small eyes (PB page 40)A song: Who is it? (PB page 42)A story: Emily reports Pippin as missing (PB page 44)Oral and written texts production: Reproduction of dialoguesA chant: I haven’t got small eyes (PB page 40)A song: Who is it? (PB page 42)A story: Emily reports Pippin as missing (PB page 44)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Use language as a mean of communication. (Lessons 1-10)Listen and point and repeat (PB), Listen and chant, ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Game (PB)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills:Stickers, cut-outs, etc. (to connect the visual and textual information)Observe photos as a mean to get information: (CLIC: Sciences, PB page 46) (Wider World: cousins, PB page 47).Get information from a table.Look! (PB pages 41 and 43), Values (PB page 44)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 41).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 40) Look and play (PB page 43), (Game, PB page 48). All games proposed by the Optional Activities in the TG. Learning to participate and collaborate with peers through the story of the unit 4 (PB page 44) learning about the values it teaches (Values: respecting the differences).This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIC: geometric shapes (PB, page 46, AB page 44, Cross-curricular Poster, Photocopiable Worksheet).Wider World (travelling to school): how to get to school (PB page 47, AB page 45, Photocopiable Worksheet).Be able to communicate the results of their own work: (Mini-Projects, PB, pages 46 and 47).Artistic and cultural competenceThis competence is developed in the unit through activities such as: Singing songs and chants A chant (I haven’t got small eyes, PB, page 40)A song (Who is it, PB page 42)Read and act-out a story: (Emily reports Pipping as misssing, PB page 44).Develop and value initiative, imagination, and creativity by completing: Mini-Projects: a collage of geometric shapes, PB page 46 and Mini-Project Wider World: pictures of the world, PB page 47.A drawing for the Portfolio (Portfolio Activity)Immerse in the language, traditions and culture of an English speaking country. (School transport). Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Picture Dictionary (AB page 107).Quest item (PB page 41).Cut-out 4 (PB page 109)Mini-Projects: a collage of geometric shapes, PB page 46 and Mini-Project Wider World: pictures of the world, PB page 47.Use their capacities to work individually (pages 38 to 47) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 107), Reading and Writing booklet, Grammar Booklet.Reflect on their own learning:Activity Book: Self-evaluation activity at the end of each unit, page 47Pupil’s Book: in the section (I Can), page 49Picture Dictionary, AB page 107 Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit 4 page 38-47). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 107), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: (Play a game, PB, page 40) (Game, PB page 48) Optional games activities (GD)Getting use to complete work that include planning, brainstorm ideas, acting, and developing personal qualities like initiative, self-improvement, and perseverance: etc. Acting out the story of the unit (PB page 44)Picture Dictionary (AB page 107).Quest item (PB page 41).Cut-out 4 (PB page 109)Mini-Projects: a collage of geometric shapes, PB page 46 and Mini-Project Wider World: pictures of the world, PB page 47. Use their own abilities like self-evaluation and personalization: Activity Book: Self-evaluation activity at the end of each unit, page 47Pupil’s Book: in the section (I Can), page 49Picture Dictionary, AB page 107. Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIC: PE (PB, page 46, Cross-curricular Poster, Photocopiable Worksheet).Wider World (World sport): famous athletes. (PB page 47, AB page 45, Photocopiable Worksheet).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )This competence is developed in the unit throughout: Use numbers to complete a task , (PB, pages 40-49)Use and identify geometric shapes. (PB, page 48).Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions ( PB), through the representation of a story (PB page 24).Using language to express emotions by: Mini-Projects: a collage of geometric shapes, PB page 46 and Mini-Project Wider World: pictures of the world, PB page 47. A drawing for the Portfolio (Portfolio Activity).Through corporal movements and expressions (Act out the story, PB page 44).Overcome inhibitions through songs and music (Singing songs and chants: A chant (I haven’t got small eyes, PB, page 40)A song (Who is it, PB page 42)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 4 – pages 40 to 49)Reference bar at the bottom of each page. .Cut-out materials (Cut-out activities for each unit), page 109. Grammar summary, page 99. Activity Book (Unit 4- pages 38-47).Reading and writing activities. Unit Review activities (related to the Grammar summaries in the PB), , page Picture Dictionary with the key vocabulary stickers (Unit 4).Stickers to be use with the Picture Dictionary, page 107.Digital Activity Book (All AB activities and additional exercises and interactive games). Active Teach; activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards and Wordcards.Phonics cardsStorycards (story dialogues). Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”). Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank Printable worksheets Worksheets for the porfolioExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Waldo PuppetWeb page: Great Teachers Primary Place.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomActivity Book, Unit 4, pages 38-47Grammar Summary and Unit Review for Unit 4, (PB and activity book, page 99)Picture Dictionary (AB page 107).Summative evaluationProgress Check (PB, page 49). Test 4, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 47) Pupil’s Book: I can (page 49)Evaluation Criteria(Test 4-Test Booklet) BLOCK 1- Oral communication: listening and speakingParticipate in oral interactions:Identifying the parts of a camera.Describing faces and hairdos.Giving instructions for others to follow.Acting out a story.Pronounce the sounds /ai/ and /ee/ correctly.Use language to play a game.Participating in activities of interaction:Understand simple oral texts within the classroom context:a dialogue.parts of the face.adjetives to describe hair.Identify someone by their physical description.Following instructions.Ask and answer questions.Identify geometric shapes..Understand and identify different types of portraits.BLOCK 2- Written communication: reading and writing Reading simple words and phrases.Read and recognize simple phrases and key words.Read and understand phrases.Read and understand a written description.Blending sounds to create words.Read and understand a text about portraits from different parts of the world.Read and understand a personalized text.Write words and simple phrases. Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Identify and use the key vocabulary of the unit: The face: eyes, ears, nose, moth, hair. Adjectives to describe hair: curly, straight, dark, blond, neat, messy. Understand and apply grammar concepts correctly:Language structures: I haven’t got (small eyes. He/She hasn’t got a (big nose). My hair is (curly). His/her hair is (long). Language for reviewing: I’ve/He’s/She’s got ... Have you got ...? Yes, I have/No, I haven’t. Has he/she got ...? Yes he/she has/No, he/she hasn’t.Numbers. How many?Interdisciplinary language (CLIC): :( shapes) circle, triangle, square, rectangle.Wider world language .(faces in art): statue, mosaic, painting, maskPhonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ai/, /ee/ correctly: tail, rain, snail, wait, see, feet, week, sheepage - Be able to combine sounds and letters individually to create words.Reflections on learningUse basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts, play a guessing game in a process of elimination.Learn to use critical thinking: identifying and comparing.Use skills and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Register new vocabulary through the use of picture dictionary (Picture dictionary).BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. Identify faces and talk about them.Understand and respect other people’s physical aspects.Work in pairs and small groups.BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: Literacy genders:A chant: I haven’t got small eyes (PB page 40)A song: Who is it? (PB page 42)A story: Emily reports Pippin as missing (PB page 44)Unit 5: AnimalsI. OBJECTIVESBLOCK 1- Listening, speaking and conversationParticipate in oral interactions:Singing the songs and saying the chants of the lesson.Identifying and describing animals.Giving instructions for others to follow.Acting out a story.Pronounce /igh/ and /oa/ correctly. Using the language to participate in a game.Participating in activities of interaction:Ask and answer questions sobre animalesDescribe and guess animals correctly.Understand simple oral texts within the classroom context:a dialogue.the chants and songs of the unit.descriptions about animals.questions with personal information.instructionsunderstand and answer questions.the story of the unit. BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogues of a story. Read and understand phrases.Follow the dialogue of a story.Identify an image trough a text.Blending sounds to create words.Read and understand a text about farm animals.Read and understand a personalized text.Write words and simple phrases.Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Farm animals. cow, goat, hen, turkey, duck, sheep, horse.Wild animals: bat, crow, frog, lizard, skunk, owl, fox, rat. Understand and apply grammar concepts correctly:Language structures: It’s got (big eyes). It’s (black and white). It’s a (cow). They’ve got (two legs). They’re (white). They’re ducks. It isn’t (big). It’s (small). Is it (small)? Is it a (bat)? Yes, it is/No, it isn’t. They aren’t (big). They’re (small). Are the (bats) big? Yes, they are/No, they aren’t.Language for reviewing: Colours. Adjectives. What’s this/that? What are these/those? It’s a .../They’re...Interdisciplinary language (CLIC): (animals that sleep in the day (diurnal) or night (nocturnal): awake, asleep, day, night.Wider world language :( life on a farm) ostrich, ostrich egg, ostrich nest, ostrich chick.Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /igh/, /oa/ correctly: high, sigh, light, right, boat, coat, soap, goat.Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts; play a guessing game, ruling out to find the answer.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Identify animals and talk about them.Working in pairs or small groups.Learn to respect animals.Learn about life in a farm.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. .BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Farm animals: cow, goat, hen, turkey, duck, sheep, horse.Wild animals: bat, crow, frog, lizard, skunk, owl, fox, rat. Understand and apply grammar concepts correctly:Language structures: It’s got (big eyes). It’s (black and white). It’s a (cow). They’ve got (two legs). They’re (white). They’re ducks. It isn’t (big). It’s (small). Is it (small)? Is it a (bat)? Yes, it is/No, it isn’t. They aren’t (big). They’re (small). Are the (bats) big? Yes, they are/No, they aren’t.Language for reviewing: Colours. Adjectives. What’s this/that? What are these/those? It’s a .../They’re...Interdisciplinary language (CLIC): (animals that sleep in the day (diurnal) or night (nocturnal): awake, asleep, day, night.Wider world language :( life on a farm) ostrich, ostrich egg, ostrich nest, ostrich chick.Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /igh/, /oa/ correctly: high, sigh, light, right, boat, coat, soap, and goat.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts; play a guessing game, ruling out to find the answer.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Identify and talk about animals.Working in pairs or small groups.Learn to respect animalsLearn about life in a farm.Show a receptive attitude towards those who speak a different language than their own. .Interdisciplinary contents:Arts and design: cards with images, a poster about animals, a notebook for the class.Music: song and chants.Maths: using numbers in order to put things in a sequence.Sciences: nocturnal and diurnal munication and linguistic abilities: give information, ask and answer questions, following instructions, acting out a story, participate in a game, etcBLOCK 5- Literacy EducationLiteracy genders:A chant: What’s this? (PB page 50)A song: Animal crazy (PB page 52)A story: Pippin plays a trick (PB page 54)Oral and written texts production: Reproduction of dialoguesA chant: What’s this? (PB page 50)A song: Animal crazy (PB page 52)A story: Pippin plays a trick (PB page 54)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Use language as a mean of communication. (Lessons 1-10)Listen and point and repeat (PB), Listen and chant, ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Game (PB)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills:Stickers, cut-outs, etc. (to connect the visual and textual information)Observe photos as a mean to get information: (CLIC: Sciences, PB page 56) (Wider World: life on a farm, PB page 57).Get information from a table.Look! (PB pages 51 and 53), Values (PB page 54)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 51).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 50) Look and play (PB page 53), (Game, PB page 58). All games proposed by the Optional Activities in the TG. Learning to participate and collaborate with peers through the story of the unit 5 (PB page 54) learning about the values it teaches (Values: respect for animals).This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIC: nocturnal and diurnal animals. (PB, page 56, AB page 54 Cross-curricular Poster, Photocopiable Worksheet).Wider World (life on a farm): (PB page 57. AB page 55, Photocopiable Worksheet).Be able to communicate the results of their own work: (Mini-Projects, PB, pages 56 and 57).Artistic and cultural competenceThis competence is developed in the unit through activities such as: Singing songs and chants A chant (What’s this?, PB, page 10)A song (Come along and count with me, PB page 12)Read and act-out a story: (Story, PB page 14).Develop and value initiative, imagination, and creativity by completing: Mini-Projects: a poster about animals, PB page 56 and Mini-Project Wider World: a notebook about animals from around the world, PB page 57.A drawing for the Portfolio (Portfolio Activity)Immerse in the language, traditions and culture of an English speaking country. (School transport). Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Picture Dictionary (AB page 108).Quest item (PB page 51).Cut-out 5 (PB page 111)Mini-Projects: posters about animals, PB page 56 and Mini-Project Wider World: notebook about animals from around the world, PB page 57.Use their capacities to work individually (pages 8 to 17) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 108), Reading and Writing booklet, Grammar Booklet.Reflect on their own learning:Activity Book: Self-evaluation activity at the end of each unit, page 57.Pupil’s Book: in the section (I Can), page 59.Picture Dictionary, AB page 108. Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit 5 pages 48-57). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 108), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: (Play a game, PB, page 50) (Game, PB page 58) Optional games activities (GD)Getting use to complete work that include planning, brainstorm ideas, acting, and developing personal qualities like initiative, self-improvement, and perseverance: etc. Acting out the story of the unit(PB page 54)Picture Dictionary (AB page 108.Quest item (PB page 51).Cut-out 5 (PB page 111)Mini-Projects: posters about animals, PB page 56 and Mini-Project Wider World: notebook about animals from around the world, PB page 57. Use their own abilities like self-evaluation and personalization: Activity Book: Self-evaluation activity at the end of each unit, page 57Pupil’s Book: in the section (I Can), page 59Picture Dictionary, AB page 108. Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIC: PE (PB, page 36, Cross-curricular Poster, Photocopiable Worksheet).Wider World (life on a farm): an ostriches’’ farm. (PB page 57, AB page 55, Photocopiable Worksheet.Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )This competence is developed in the unit throughout: Use numbers to complete a task , (PB, pages 50-59)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions ( PB), through the representation of a story (PB page 24).Using language to express emotions: Mini-Projects: animal poster, PB page 56 and Mini-Project Wider World: notebook about animals from around the world, PB page 57. A drawing for the Portfolio (Portfolio Activity).Through corporal movements and expressions (Act out the story, PB page 54).Overcome inhibitions through songs and music (Singing songs and chants: A chant: What’s this? (PB page 50)A song: Animal crazy (PB page 52)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 5 – pages 50 to 59)Reference bar at the bottom of each page. .Cut-out materials (Cut-out activities for each unit), page 111. Grammar summary, page 100.Activity Book (Unit 5- pages 48-57).Reading and writing activities. Unit Review activities (related to the Grammar summaries in the PB), page 100.Picture Dictionary with the key vocabulary stickers (Unit 5).Stickers to be use with the Picture Dictionary, page 108.Digital Activity Book (All AB activities and additional exercises and interactive games). Active Teach; activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards and Wordcards.Phonics cardsStorycards (story dialogues). Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”). Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank Printable worksheets Worksheets for the porfolioExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Waldo PuppetWeb page: Great Teachers Primary Place.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomActivity Book, Unit 5, pages 48-57.Grammar Summary and Unit Review for Unit 5, (PB and activity book, page 100)Picture Dictionary (AB page 108).Summative evaluationProgress Check (PB, page 59).Test 5, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 57) Pupil’s Book: I can (page 59)Evaluation Criteria(Test 5-Test Booklet) BLOCK 1- Oral communication: listening and speakingIdentifying and describing animals.Giving instructions for others to follow.Pronounce /igh/ and /oa/ correctly. Using the language to participate in a game.Understand simple oral texts within the classroom context:a dialogue.descriptions about animals.questions with personal information.instructionsUderstand and answer questionsBLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand phrases.Identify an image trough a text.Blending sounds to create words.Read and understand a text about farm animals.Read and understand a personalized text.Write words and simple phrases.Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Identify and use the key vocabulary of the unit: Farm animals: cow, goat, hen, turkey, duck, sheep, horse.Wild animals: bat, crow, frog, lizard, skunk, owl, fox, rat. Understand and apply grammar concepts correctly:Language structures: It’s got (big eyes). It’s (black and white). It’s a (cow). They’ve got (two legs). They’re (white). They’re ducks. It isn’t (big). It’s (small). Is it (small)? Is it a (bat)? Yes, it is/No, it isn’t. They aren’t (big). They’re (small). Are the (bats) big? Yes, they are/No, they aren’t.Language for reviewing: Colours. Adjectives. What’s this/that? What are these/those? It’s a .../They’re...Interdisciplinary language (CLIC): (animals that sleep in the day (diurnal) or night (nocturnal): awake, asleep, day, night.Wider world language :( life on a farm) ostrich, ostrich egg, ostrich nest, ostrich chick.Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /igh/, /oa/ correctly: high, sigh, light, right, boat, coat, soap, and goat.Be able to combine sounds and letters individually to create words.Reflections on learningUse basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts; play a guessing game, ruling out to find the answer.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. Identify and talk about animals.Working in pairs or small groups.Learn to respect animalsLearn about life in a farm.BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: Reproduction of dialoguesA chant: What’s this? (PB page 50)A song: Animal crazy (PB page 52)A story: Pippin plays a trick (PB page 54)Unit 6 FoodI. OBJECTIVESBLOCK 1- Listening, speaking and conversationParticipate in oral interactions:Singing the songs and saying the chants of the lesson.Identifying food.Describing taste in food.Describing the time for meals.Describing abailable food.Describing a recipe.Giving instructions for others to follow.Acting out a story.Pronounce /oo/correctly.Using the language to participate in a game.Participating in activities of interaction:Ask and answer questions tastes in food.Ask and answer questions about times for eating.Ask and answer questions unabailable food.Give instructions to be follow.Ask and answer questions about favourite food.Understand simple oral texts within the classroom context:a dialogue.the chants and songs of the unit.questions with personal information.Identify food.Express preferences on food.Answer questions.A story.BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogues of a story. Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a text about different parts of the world.Read and understand a personalized text.Write words and simple phrases.Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Food: egg, rice, apple, fish, pizza, banana, hot dog, burger, pineapple, coconut, pasta, sweet corn, toast, cereal, grapes, beans, pancakes, potatoes.Meals: breakfast, lunch, dinner. Understand and apply grammar concepts correctly:Language structures: He/She likes (chicken). He/she doesn’t like (fish). Does he/she like (chicken)? Yes, he does. No, he doesn’t. There’s some (milk). There isn’t any (cheese). There are some apples. There aren’t any bananas. Is there any (milk)? Yes, there is. No, there isn’t. Are there any (apples)? Yes, there are. No, there aren’t.Language for reviewing: I like (chicken). I don’t like cheese. Do you like (fish)? Yes, I do. No, I don’t.Interdisciplinary language (CLIC): (recipes): cut, mix, fry, and cook.Wider world language :(from around the world) croissantsPhonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /oo/ correctly: zoo, too, food, moon, book, foot, look, cook.Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts playing a guessing name ruling out answers to reach a conclusion.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Identify food and talk about meals.Working in pairs or small groups.Learn to cook. Learn about preferences in food.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. .BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Food: egg, rice, apple, fish, pizza, banana, hot dog, burger, pineapple, coconut, pasta, sweet corn, toast, cereal, grapes, beans, pancakes, potatoes.Meals: breakfast, lunch, dinner. Understand and apply grammar concepts correctly:Language structures: He/She likes (chicken). He/she doesn’t like (fish). Does he/she like (chicken)? Yes, he does. No, he doesn’t. There’s some (milk). There isn’t any (cheese). There are some apples. There aren’t any bananas. Is there any (milk)? Yes, there is. No, there isn’t. Are there any (apples)? Yes, there are. No, there aren’t.Language for reviewing: I like (chicken). I don’t like cheese. Do you like (fish)? Yes, I do. No, I don’t.Interdisciplinary language (CLIC): (recipes): cut, mix, fry, and cook.Wider world language :(from around the world) croissantsPhonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /oo/ correctly: zoo, too, food, moon, book, foot, look, cook.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts playing a guessing name ruling out answers to reach a conclusion.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Identify food and talk about meals.Working in pairs or small groups.Learn to cook. Learn about preferences in food.Show a receptive attitude towards those who speak a different language than their own. .Interdisciplinary contents:Arts and design: making a survey, cards with images.Music: song and chants.Maths: using numbers in order to put things in a sequence.Social Sciences: learn about meals, healthy food, and preferences in munication and linguistic abilities: ask and answer questions, following instructions, acting out a story, participate in a game, etcBLOCK 5- Literacy EducationLiteracy genders:A chant: I like chicken (PB page 60)A song: I eat breakfast (PB page 62)A story: Princess Emily’s birthday (PB page 64)Oral and written texts production: Reproduction of dialoguesA chant: I like chicken (PB page 60)A song: I eat breakfast (PB page 62)A story: Princess Emily’s birthday (PB page 64)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Use language as a mean of communication. (Lessons 1-10)Listen and point and repeat (PB), Listen and chant, ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Game (PB)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills:Stickers, cut-outs, etc. (to connect the visual and textual information)Observe photos as a mean to get information: (CLIC: Sciences, PB page 56) (Wider World: food around the world, PB page 67).Get information from a table.Look! (PB pages 61 and 63), Values (PB page 64)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 61).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 60) Look and play (PB page 63), (Game, PB page 18). All games proposed by the Optional Activities in the TG. Learning to participate and collaborate with peers through the story of the unit 6 (PB page 64) learning about the values it teaches (Values: healthy food).This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIC: cooking recipes (PB, page 66, AB page 64, Cross-curricular Poster, Photocopiable Worksheet).Wider World (food around the world): croissants (PB page 67, AB page 65, Photocopiable Worksheet).Be able to communicate the results of their own work: (Mini-Projects, PB, pages 66 and 67).Artistic and cultural competenceThis competence is developed in the unit through activities such as: Singing songs and chants A chant (I like chicken), PB, page 60)A song (I eat breakfast), PB page 62)Read and act-out a story: Princess Emily’s birthday (PB page 64).Develop and value initiative, imagination, and creativity by completing: Mini-Projects: cooking recipes, PB page 66 and Mini-Project Wider World: international food, PB page 67.A drawing for the Portfolio (Portfolio Activity)Immerse in the language, traditions and culture of an English speaking country. Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Picture Dictionary (AB page 109).Quest item (PB page 61).Cut-out 6 (PB page 113).Mini-Projects: cooking recipes, PB page 66 and Mini-Project Wider World international food, PB page 67.Use their capacities to work individually (pages 58 to 67) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary, Reading and Writing booklet, Grammar Booklet.Reflect on what they have learned and how they have learned them: Activity Book: Self-evaluation activity at the end of each unit, page 67Pupil’s Book: in the section (I Can), page 69.Picture Dictionary, AB page 109. Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit 5 page 58-67). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 109), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: (Play a game, PB, page 60) (Game, PB page 68) Optional games activities (GD)Getting use to complete work that include planning, brainstorm ideas, acting, and developing personal qualities like initiative, self-improvement, and perseverance: etc. Acting out the story of the unit(PB page 64)Picture Dictionary (AB page 109).Quest item (PB page 61).Cut-out 6 (PB page 113)Mini-Projects: cooking recipes, PB page 66 and Mini-Project Wider World: international food, PB page 67. Use their own abilities like self-evaluation and personalization: Activity Book: Self-evaluation activity at the end of each unit, page 17Pupil’s Book: in the section (I Can), page 69Picture Dictionary, AB page 109. Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Transversal material of the unit:CLIC: PE (PB, page 36, Cross-curricular Poster, Photocopiable Worksheet).Wider World food around the world. (PB page 67, AB page 65, Photocopiable Worksheet).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )This competence is developed in the unit throughout: Use numbers to complete a task , (PB, pages 60-69).Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions ( PB), through the representation of a story (PB page 24).Using language to express emotions: Mini-Projects: cooking recipes, PB page 66 and Mini-Project Wider World international food, PB page 67.A drawing for the Portfolio (Portfolio Activity).Through corporal movements and expressions (Act out the story, PB page 64).Overcome inhibitions through songs and music (Singing songs and chants: A chant: I like chicken (PB page 60)A song: I eat breakfast (PB page 62)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 6 – pages 60 to 69)Reference bar at the bottom of each page. .Cut-out materials (Cut-out activities for each unit), page 113. Grammar summary, page 100.Activity Book (Unit 6- pages 58-67).Reading and writing activities. Unit Review activities (related to the Grammar summaries in the PB), , page 100. Picture Dictionary with the key vocabulary stickers (Unit 6).Stickers to be use with the Picture Dictionary, page 109.Digital Activity Book (All AB activities and additional exercises and interactive games). Active Teach; activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards and Wordcards.Phonics cardsStorycards (story dialogues). Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”). Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank Printable worksheets Worksheets for the porfolioExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Waldo PuppetWeb page: Great Teachers Primary Place.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomActivity Book, Unit 6, pages 58-67Grammar Summary and Unit Review for Unit 6 (PB and Activity Book, page 101)Picture Dictionary (AB page 109).Summative evaluationProgress Check (PB, page 69).Test 6, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 67) Pupil’s Book: I can (page 69)Evaluation Criteria(Test 6-Test Booklet) BLOCK 1- Oral communication: listening and speakingParticipate in oral interactions:Identify food.Describing taste in food.Describing the time for meals.Describing abailable food.Describing a recipe.Giving instructions for others to follow.Pronounce /oo/correctly.Using the language to participate in a game.Understand simple oral texts within the classroom context:a dialogue.questions with personal information.Identify food.Express preferences on food.Answer questions.A story.BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogues of a story. Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a text about different parts of the world.Read and understand a personalized text.Write words and simple phrases.Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Identify and use the key vocabulary of the unit: Food: egg, rice, apple, fish, pizza, banana, hot dog, burger, pineapple, coconut, pasta, sweet corn, toast, cereal, grapes, beans, pancakes, potatoes.Meals: breakfast, lunch, dinner. Understand and apply grammar concepts correctly:Language structures: He/She likes (chicken). He/she doesn’t like (fish). Does he/she like (chicken)? Yes, he does. No, he doesn’t. There’s some (milk). There isn’t any (cheese). There are some apples. There aren’t any bananas. Is there any (milk)? Yes, there is. No, there isn’t. Are there any (apples)? Yes, there are. No, there aren’t.Language for reviewing: I like (chicken). I don’t like cheese. Do you like (fish)? Yes, I do. No, I don’t.Interdisciplinary language (CLIC): (recipes): cut, mix, fry, and cook.Wider world language :(from around the world) croissantsPhonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /oo/ correctly: zoo, too, food, moon, book, foot, look, cook.Be able to combine sounds and letters individually to create words.Reflections on learningUse basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts playing a guessing name ruling out answers to reach a conclusion.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. Identify food and talk about meals.Working in pairs or small groups.Learn to cook. Learn about preferences in food.BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: Reproduction of dialoguesA chant: I like chicken (PB page 60)A song: I eat breakfast (PB page 62)A story: Princess Emily’s birthday (PB page 64)Unit 7 ClothesI. OBJECTIVESBLOCK 1- Oral communication: listening and speakingParticipate in oral interactions:Singing the songs and saying the chants of the lesson.Identify types of clothes.Describe the clothes they are wearing.Describe the clothes they like.Understand and use polite phrasesActing out a story.Pronouncing the sounds /ar/, /ir/, /or/, /ur/ correctly. Describing uniforms.Using the language to participate in a game.Participating in activities of interaction:Ask and answer questions about clothes.Give and following instructions about clothes. A role-play in a store. Ask and answer questions about uniforms in a guessing game.Ask and answer questions about special occassionsUnderstand simple oral texts within the classroom context:a dialogue.the chants and songs of the unit.questions with personal information.Identify clothes.Following instructions.Ask and answer questions.Understand a story.BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogues of a story. Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a text about special clothes.Read and understand a personalized text.Write words and simple phrases.Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Clothes: T-shirt, dress, socks, shoes, skirts, trousers, jacket, hat, shirt, coat, jumper, glasses, cap, boots, pajamas, jeans, trainers.Understand and apply grammar concepts correctly:Language structures: I’m wearing a (purple skirt). I’m not wearing (green trousers), Are you wearing blue shoes? Yes, I am. No, I’m not. What would you like? I’d like a (shirt)/some (boots), please. Would you like a (blue shirt)? Yes, I would/ No, I wouldn’t. I’d like a (red shirt). Would you like (brown boots)? Yes, I would/No, I wouldn’t. I’d like (red boots).Language for reviewing: Colours, adjectives, imperatives.Interdisciplinary language (CLIC): (jobs and uniforms): firefighter, chef, nurse, police officer, helmet, chef hat, badge, scarf, uniform.Wider world language: (special clothes) When do you wear (special clothes)? What do you wear? What are your favourite clothes?Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ar/, /ir/, /or/, /ur/correctly: car, shark, shirt, girl, for, corn, fur, surf.Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts playing a guessing name ruling out answers to reach a conclusion.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Identify clothes and talk about them.Working in pairs or small groups.Asking for this using good manner.Understand why people wear uniforms.Learn about special clothes you wear in particular occasions.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Clothes: T-shirt, dress, socks, shoes, skirts, trousers, jacket, hat, shirt, coat, jumper, glasses, cap, boots, pyjamas, jeans, trainers.Understand and apply grammar concepts correctly:Language structures: I’m wearing a (purple skirt). I’m not wearing (green trousers), Are you wearing blue shoes? Yes, I am. No, I’m not. What would you like? I’d like a (shirt)/some (boots), please. Would you like a (blue shirt)? Yes, I would/ No, I wouldn’t. I’d like a (red shirt). Would you like (brown boots)? Yes, I would/No, I wouldn’t. I’d like (red boots).Language for reviewing: Colours, adjectives, imperatives.Interdisciplinary language (CLIC): (jobs and uniforms): firefighter, chef, nurse, police officer, helmet, chef hat, badge, scarf, uniform.Wider world language: (special clothes) When do you wear (special clothes)? What do you wear? What are your favourite clothes?Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ar/, /ir/, /or/, /ur/correctly: car, shark, shirt, girl, for, corn, fur, surf.Be able to blend sounds to create new wordsFamiliarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts playing a guessing name ruling out answers to reach a conclusion.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Identify clothes and talk about them.Working in pairs or small groups.Asking for this using good manner.Understand why people wear uniforms.Learn about special clothes you wear in particular occasions.Show a receptive attitude towards those who speak a different language than their own. .Interdisciplinary contents:Arts and design: drawing clothes to cut out, design special clothes, draw a picture for the class.Music: song and chants.Maths: using numbers in order to put things in a sequence.Social Sciences: uniforms learn about when people wear special munication and linguistic abilities: ask and answer questions, following instructions, acting out a story, participate in a game, etcBLOCK 5- Literacy EducationLiteracy genders:A chant: I’m wearing a purple skirt. (PB page 70)A song: Good morning! (PB page 72)A story: The missing shoe (PB page 74)Oral and written texts production: Reproduction of dialoguesA chant: I’m wearing a purple skirt. (PB page 70)A song: Good morning! (PB page 72)A story: The missing shoe (PB page 74)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Use language as a mean of communication. (Lessons 1-10)Listen and point and repeat (PB), Listen and chant, ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Game (PB)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills:Stickers, cut-outs, etc. (to connect the visual and textual information)Observe photos as a mean to get information: (CLIC: jobs and uniforms, PB page 76) (Wider World: special clothes PB page 77).Get information from a table.Look! (PB pages 71 and 73), Values: the importance of courtesy. (PB page 74)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 71).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 70) Look and play (PB page 73), (Game, PB page 78). All games proposed by the Optional Activities in the TG. Learning to participate and collaborate with peers through the story of the unit 7 (PB page 74) learning about the values it teaches (Values: the importance of friendship).This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIC: Jobs and uniforms (PB, page 76, AB page 74, Cross-curricular Poster, Photocopiable Worksheet).Wider World (special clothes) (PB page 77, AB page 75, Photocopiable Worksheet).Be able to communicate the results of their own work: (Mini-Projects, PB, pages 76 and 77).Artistic and cultural competenceThis competence is developed in the unit through activities such as: Singing songs and chants A chant (I’m wearing a purple skirt, PB, page 70)A song (Good morning!, PB page 72)Read and act-out a story: (The missing shoe, PB page 74).Develop and value initiative, imagination, and creativity by completing: Mini-Projects: describing uniforms, PB page 76 and Mini-Project Wider World: design dresses for special occasions, PB page 77.A drawing for the Portfolio (Portfolio Activity)Immerse in the language, traditions and culture of an English speaking country. (School transport). Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Picture Dictionary (AB page 110).Quest item (PB page 71).Cut-out 7 (PB page 115)Mini-Projects: describing uniforms, PB page 76 and Mini-Project Wider World: design dresses for special occasions, PB page 77.Use their capacities to work individually (pages 68 to 77) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 104), Reading and Writing booklet, Grammar Booklet.Reflect on their own learning:Activity Book: Self-evaluation activity at the end of each unit, page 17Pupil’s Book: in the section (I Can), page 79.Picture Dictionary, AB page 110. Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit 7 page 58-77). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 110), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: (Play a game, PB, page 70) (Game, PB page 78) Optional games activities (GD)Getting use to complete work that include planning, brainstorm ideas, acting, and developing personal qualities like initiative, self-improvement, and perseverance: etc. Acting out the story of the unit(PB page 74)Picture Dictionary (AB page 110).Quest item (PB page 71).Cut-out 7 (PB page 115)Mini-Projects: describing uniforms, PB page 76 and Mini-Project Wider World: design dresses for special occasions, PB page 77. Use their own abilities like self-evaluation and personalization: Activity Book: Self-evaluation activity at the end of each unit, page 77.Pupil’s Book: in the section (I Can), page 79.Picture Dictionary, AB page 110. Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIC: jobs and uniforms (PB, page 76, Cross-curricular Poster, Photocopiable Worksheet).Wider World (World sport): famous athletes. (PB page 77, AB page 75, Photocopiable Worksheet).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )This competence is developed in the unit throughout: Use numbers to complete a task , (PB, pages 70-79).Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions ( PB), through the representation of a story (PB page 24).Using language to express emotions: Mini-Projects: describing uniforms, PB page 76 and Mini-Project Wider World: design dresses for special occasions, PB page 77.A drawing for the Portfolio (Portfolio Activity).Through corporal movements and expressions (Act out the story, PB page 74).Overcome inhibitions through songs and music (Singing songs and chants: A chant: I’m wearing a purple skirt. (PB page 70)A song: Good morning! (PB page 72)A story: The missing shoe (PB page 74)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 7 – pages 70 to 79)Reference bar at the bottom of each page. .Cut-out materials (Cut-out activities for each unit), page 115. Grammar summary, page 101.Activity Book (Unit 7- pages 68-77).Reading and writing activities. Unit Review activities (related to the Grammar summaries in the PB), page 101.Picture Dictionary with the key vocabulary stickers (Unit 7).Stickers to be use with the Picture Dictionary, page 110.Digital Activity Book (All AB activities and additional exercises and interactive games). Active Teach; activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards and Wordcards.Phonics cardsStorycards (story dialogues). Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”). Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank Printable worksheets Worksheets for the porfolioExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Waldo PuppetWeb page: Great Teachers Primary Place.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomActivity Book, Unit 7, pages 68-77.Grammar Summary and Unit Review for Unit 7, (PB and activity book, page 101)Picture Dictionary (AB page 110).Summative evaluationProgress Check (PB, page 79).Test 7, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 77) Pupil’s Book: I can (page 79)Evaluation Criteria(Test 7-Test Booklet) BLOCK 1- Oral communication: listening and speakingParticipate in oral interactions:Identify types of clothes.Describe the clothes they are wearing.Describe the clothes they like.Understand and use polite phrases.Acting out a story.Pronouncing the sounds /ar/, /ir/, /or/, /ur/ correctly. Describing uniforms.Using the language to participate in a game.Understand simple oral texts within the classroom context:a dialogue.the chants and songs of the unit.questions with personal information.Identify clothes.Following instructions.Ask and answer questions.Understand a story.BLOCK 2- Written communication: reading and writing Read and recognize simple phrases and key words.Read and understand the dialogues of a story. Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a text about special clothes.Read and understand a personalized text.Write words and simple phrases.Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Identify and use the key vocabulary of the unit: Clothes: T-shirt, dress, socks, shoes, skirts, trousers, jacket, hat, shirt, coat, jumper, glasses, cap, boots, pyjamas, jeans, trainers.Understand and apply grammar concepts correctly:Language structures: I’m wearing a (purple skirt). I’m not wearing (green trousers), Are you wearing blue shoes? Yes, I am. No, I’m not. What would you like? I’d like a (shirt)/some (boots), please. Would you like a (blue shirt)? Yes, I would/ No, I wouldn’t. I’d like a (red shirt). Would you like (brown boots)? Yes, I would/No, I wouldn’t. I’d like (red boots).Language for reviewing: Colours, adjectives, imperatives.Interdisciplinary language (CLIC): (jobs and uniforms): firefighter, chef, nurse, police officer, helmet, chef hat, badge, scarf, uniform.Wider world language: (special clothes) When do you wear (special clothes)? What do you wear? What are your favourite clothes?Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ar/, /ir/, /or/, /ur/correctly: car, shark, shirt, girl, for, corn, fur, surf.Be able to blend sounds to create new wordsReflections on learningUse basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts playing a guessing name ruling out answers to reach a conclusion.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. Identify clothes and talk about them.Working in pairs or small groups.Asking for things using good manners.Understand why people wear uniforms.Learn about special clothes you wear in particular occasions.BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: Reproduction of dialoguesA chant: I’m wearing a purple skirt. (PB page 70)A song: Good morning! (PB page 72)A story: The missing shoe (PB page 74)Unit 8 WeatherI. OBJECTIVESBLOCK 1- Oral communication: listening and speaking.Participate in oral interactions:Singing the songs and saying the chants of the lesson.Identify and describe weather.Describe preferences on weather.Suggest activities based on the weather.Identify personal possessions and of others.Acting out a story.Pronouncing the sounds /ow/and /oy/ correctly. Describe temperature. Describe the weather in their country..Participating in activities of interaction:Ask and answer questions about the weathers.Ask and answer questions about preferences on weather.Ask and answer questions about the weathers que hace hoy.Ask and answer questions about the weather in different countries.Understand simple oral texts within the classroom context:a dialogue.the chants and songs of the unit.The weatherowners of objectsinstructionsthe story of the unit. understand and answer questions.A story.BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand the lyrics of the chants and songs of the unit.Read and understand the dialogues of a story. Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a text about the weatherRead and understand a personalized text.Write words and simple phrases. Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: The weather: sunny, snowy, cloudy, windy, stormy, rainy.Activities: ride a bike, fly a kite, and make a snowman. Go for a walk. Read a book, take a photo.Understand and apply grammar concepts correctly:Language structures: What’s the weather like? It’s (cloudy). This/that kite is mine/yours/his/hers. These/those books are mine/yours/his/hers.Language for reviewing: Do you like cloudy days? Yes, I do/no, I don’t. Days of the week. Which months are (hot) in your country? (Months of the year)Interdisciplinary language(CLIC): (measuring temperature) hot, cold, warm, freezingWider world language: (weather around the world): What’s your favourite weather?Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ow/, /oy/correctly: owl, now, cow, down, boy, toy, joy, cowboy.Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Using a thermometer.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Describe preferences on weather.Working in pairs or small groups.Learn about friendship and sharing.Make suggestion depending on the weather.Learn about the weather in different parts of the world.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: The weather: sunny, snowy, cloudy, windy, stormy, rainy.Activities: ride a bike, fly a kite, make a snowman. go for a walk. read a book, take a photo.Understand and apply grammar concepts correctly:Language structures: What’s the weather like? It’s (cloudy). This/that kite is mine/yours/his/hers. These/those books are mine/yours/his/hers.Language for reviewing: Do you like cloudy days? Yes, I do/no, I don’t. Days of the week. Which months are (hot) in your country? (Months of the year)Interdisciplinary language(CLIC): (measuring temperature) hot, cold, warm, freezingWider world language: (weather around the world): What’s your favourite weather?Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ow/, /oy/correctly: owl, now, cow, down, boy, toy, joy, cowboy.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Using a thermometer.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Describe preferences on weather.Working in pairs or small groups.Learn about friendship and sharing.Make suggestion depending on the weather.Learn about the weather in different parts of the world.Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Arts and design: a weather diagram, a puzzle album about shadows, a meteorological letter, a poster of the weather around the world.Music: songs and chants.Physical education: body actionsMaths: use numbers for sequencingSciences: measure temperature, learn about the weather in the the northern/southern munication and linguistic abilities: ask and answer questions, following instructions, acting out a story, participate in a game, etcBLOCK 5- Literacy EducationLiteracy genders:A chant: What’s the weather like? (PB page 80)A song: What day is it today? (PB page 82)A story: Princess Emily makes new friends. (PB page 84)Oral and written texts production: Reproduction of dialoguesA chant: What’s the weather like? (PB page 80)A song: What day is it today? (PB page 82)A story: Princess Emily makes new friends. (PB page 84)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Use language as a mean of communication. (Lessons 1-10)Listen and point and repeat (PB), Listen and chant, ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Game (PB)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills:Stickers, cut-outs, etc. (to connect the visual and textual information)Observe photos as a mean to get information: (CLIC: Sciences, PB page 86) (Wider World: weather world, PB page 87).Get information from a table.Look! (PB pages 81 and 83), Values (PB page 84)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 81).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 80) Look and play (PB page 83), (Game, PB page 88). All games proposed by the Optional Activities in the TG. Learning to participate and collaborate with peers through the story of the unit 8 (PB page 84) learning about the values it teaches (Values: spending time with friends and family).This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIC: measuring temperature (PB, page 86, AB page 84, Cross-curricular Poster, Photocopiable Worksheet).Wider World (weather around the world): the weather in different parts of the world (PB page 87, AB page 85, Photocopiable Worksheet).Be able to communicate the results of their own work: (Mini-Projects, PB, pages 86 and 87).Artistic and cultural competenceThis competence is developed in the unit through activities such as: Singing songs and chants -A song: What day is it today? (PB page 82)-A story: Princess Emily makes new friends. (PB page 84). Read and act-out a story: (Princess Emily makes new friends, PB page 84).Develop and value initiative, imagination, and creativity by completing: Mini-Projects: a weather chart, PB page 86 and Mini-Project Wider World: research the weather in a different country, PB page 87.A drawing for the Portfolio (Portfolio Activity)Immerse in the language, traditions and culture of an English speaking country. (School transport). Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Picture Dictionary (AB page 111).Quest item (PB page 81).Cut-out 8 (PB page 117)Mini-Projects: a weather chart, PB page 86 and Mini-Project Wider World: research the weather in a different country, PB page 87.Use their capacities to work individually (pages 78 to 87) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 111), Reading and Writing booklet, Grammar Booklet.Reflect on their own learning:Activity Book: Self-evaluation activity at the end of each unit, page 17Pupil’s Book: in the section (I Can), page 89Picture Dictionary, AB page 111Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit 8 page 78-87). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 111), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: (Play a game, PB, page 80) (Game, PB page 88) Optional games activities (GD)Getting use to complete work that include planning, brainstorm ideas, acting, and developing personal qualities like initiative, self-improvement, and perseverance: etc. Acting out the story of the unit(PB page 84)Picture Dictionary (AB page 111).Quest item (PB page 81).Cut-out 8 (PB page 117)Mini-Projects: a weather chart, PB page 86 and Mini-Project Wider World: research the weather in a different country, PB page 87. Use their own abilities like self-evaluation and personalization: Activity Book: Self-evaluation activity at the end of each unit, page 87Pupil’s Book: in the section (I Can), page 89Picture Dictionary, AB page 111. Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:Arts and design: a weather diagram, a puzzle album about shadows, a meteorological letter, a poster of the weather around the world.Music: songs and chants.Physical education: body actionsMaths: use numbers for sequencingSciences: measure temperature; learn about the weather in the northern/southern munication and linguistic abilities: ask and answer questions, following instructions, acting out a story, participate in a game, etcMathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )This competence is developed in the unit throughout: Use numbers to complete a task , (PB, pages 80-99)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions ( PB), through the representation of a story (PB page 84).Using plastic language to understand emotions. Mini-Projects: a weather chart, PB page 86 and Mini-Project Wider World: research the weather in a different country, PB page 87. A drawing for the Portfolio (Portfolio Activity).Through corporal movements and expressions (Act out the story, PB page 84).Overcome inhibitions through songs and music (Singing songs and chants: A song: What day is it today? (PB page 82)A story: Princess Emily makes new friends. (PB page 84)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 8 – pages 80 to 89)Reference bar at the bottom of each page. .Cut-out materials (Cut-out activities for each unit), page 117Grammar summary, page 101.Activity Book (Unit 9- pages 78-87).Reading and writing activities. Unit Review activities (related to the Grammar summaries in the PB), , page Picture Dictionary with the key vocabulary stickers (Unit 8).Stickers to be use with the Picture Dictionary, page 117.Digital Activity Book (All AB activities and additional exercises and interactive games). Active Teach; activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards and Wordcards.Phonics cardsStorycards (story dialogues). Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”). Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank Printable worksheets Worksheets for the porfolioExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive. Waldo PuppetWeb page: Great Teachers Primary Place.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomActivity Book, Unit 8, pages 78-87Grammar Summary and Unit Review for Unit 8, (PB and activity book, page 103)Picture Dictionary (AB page 111).Summative evaluationProgress Check (PB, page 89).Test 8, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 87) Pupil’s Book: I can (page 89)Evaluation Criteria(Test 8-Test Booklet) BLOCK 1- Oral communication: listening and speakingParticipate in oral interactions:Identify and describe weather.Describe preferences on weather.Suggest activities based on the weather.Identify personal possessions and of others.Pronouncing the sounds /ow/ and /oy/ correctly. Describe temperature. Describe the weather in their country..Participating in activities of interaction:Understand simple oral texts within the classroom context::a dialogue.The weatherowners of objectsinstructionsunderstand and answer questions.A story.BLOCK 2- Written communication: reading and writing Reading simple words and phrases. Read and recognize simple phrases and key words.Read and understand phrases.Following the development of the dialogues in a story. Blending sounds to create words.Read and understand a text about the weatherRead and understand a personalized text.Write words and simple phrases. Be able to copy and write the key vocabulary words of the unit.Be able to write the key vocabulary in a sentence.Be able to write guided phrases.Be able to write a personalized text.BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Identify and use the key vocabulary of the unit: The weather: sunny, snowy, cloudy, windy, stormy, rainy.Activities: ride a bike, fly a kite, make a snowman. Go for a walk. Read a book, take a photo.Understand and apply grammar concepts correctly:Language structures: What’s the weather like? It’s (cloudy). This/that kite is mine/yours/his/hers. These/those books are mine/yours/his/hers.Language for reviewing: Do you like cloudy days? Yes, I do/no, I don’t. Days of the week. Which months are (hot) in your country? (Months of the year)Interdisciplinary language(CLIC): (measuring temperature) hot, cold, warm, freezingWider world language: (weather around the world): What’s your favourite weather?Phonics: Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):Pronounce /ow/, /oy/correctly: owl, now, cow, down, boy, toy, joy, and cowboy.Be able to combine sounds and letters individually to create words.Reflections on learningUse basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). Develop useful learning strategies.Use prior knowledge.Ask and answer questions.Following instructions.Use critical thinking: getting information from illustrations and texts.Learn to use critical thinking: identifying and comparing.Use arts and crafts.Make predictions of a story.Using a thermometer.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Remember new vocabulary through a Picture Dictionary.BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. Describe preferences on weather.Working in pairs or small groups.Learn about friendship and sharing.Make suggestion depending on the weather.Learn about the weather in different parts of the world.BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: Dialogue reproductionsA chant: What’s the weather like? (PB page 80)A song: What day is it today? (PB page 82)A story: Princess Emily makes new friends. (PB page 84)Unit GoodbyeI. OBJECTIVESBLOCK 1- Oral communication: listening and speakingParticipate in oral interactions:Key vocabulary of the section Quest.Using the key vocabulary of the course.Singing a song (Final version of the Quest song)Activities for interaction: cut-outs, games, etc.Understand simple oral texts within the classroom context:Activities for interaction: cut-outs, games, etc.The vocabulary and the language of the course.A song (The final version of the Quest song with visual support).BLOCK 2- Written communication: reading and writing Reading simple words and phrases.Be able to write the key vocabulary of the section Quest.Be able to write phrases and dialogues to review and learn the language of the course.Write words and simple phrases.Be able to write the key vocabulary of the section Quest.Be able to write phrases and dialogues to review and learn the language of the course.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Review the vocabulary of the course.Understand and apply grammar concepts correctly:Review the structures of the course.Recognize and reproduce sounds, rhythm, accentuation, and intonation:: Sounds of the course.Develop useful learning strategies. Use previous knowledge.Following instructionsRemembering the words used in the course.Reflecting in their own work, self=evaluate at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Greetings and farewells.Work in pairs and small groups.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. .BLOCK 3 - Knowledge of the language3.1 Linguistic competenceReview sounds, rhythm, accentuation, and intonation. Review the vocabulary of the course.Review the grammar structures of the course. Global asociation of the written, pronounciation and meaning based on written models.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use logical reasoning: infering information from images, guessing games.Learn to use critical thinking: identifying and comparing.Understand and identify different things in nature.Reflect on their own learning, self-evaluation at the end of the unit.Personalize the language learned.Review the vocabulary using a Picture Dictionary (Picture dictionary).BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Working in pairs or small groups.Learn to share.Show a receptive attitude towards those who speak a different language than their own. .Interdisciplinary contents:Music: songs.Maths: numbers and numeric munication and linguistic abilities: ask and answer questions, following instructions, acting out a story, playing games, etc.BLOCK 5- Literacy EducationLiteracy genders:A song: Final version of the Quest song (PB page 93)Oral and written texts production: Reproduction of dialoguesA song: Final version of the Quest song (PB page 93)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Listen and find (PB), Listen and number (PB), Listen and check (PB), Listen and sing (PB)Ask and answer (PB) Data processing and digital competenceUse different sources of information and situation to review the language learn and develop communication skills. Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, tests, etc). Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (Ask and answer, PB page 93).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Play True or False with a friend, PB page 91). All games proposed by the Optional Activities in the TG. Artistic and cultural competenceThis competence is developed in the unit through activities such as: Sing songs (Final version of the Quest song (PB page 93)Arts and crafts of the TG: make a poster.Immerse in the language, traditions and culture of an English speaking country. Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Use their capacities to work individually (pages 88 to 91) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Reading and Writing booklet, Grammar Booklet.Reflect on what they have learned and how they have learned themAutonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit Goodbye pages 88 to 91). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: Socialize and participate in classroom activities, playing, constructing accepting the rules, working individually, in pairs or small groups: All games proposed by the Optional Activities in the TG. Be able to assess their own learning and self evaluation.Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )This competence is developed in the unit throughout: Relacionar números con imágenes, vi?etas, etc. (Listen and number, PB page 90)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all the dialogues of the course.Overcome inhibitions through songs and music (Quest song PB page 93).IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit goodbye – pages 90 to 93)Activity Book (Unit goodbye - pages 88 to 91).Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, phonics cards, posters, videos.Flashcards, Wordcards, Phonics cards of the course.Online Island (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Teacher’s Resource Materials: Teacher’s Book Games bankWorksheets(Photocopiable W.1 and G.1)Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any of the Whiteboard Interactive (IWB).v. evaluacionFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit Goodbye, pages 88 to 91).Summative evaluationEnd of year test (Test Booklet)Evaluation CriteriaBLOCK 1- Oral communication: listening and speakingParticipate in oral interactions directed to common topics easily predictable:Use the vocabulary and language of the course.Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.Identifying the vocabulary and language of the course.BLOCK 2- Written communication: reading and writing Understand simple written texts previously learned through real oral interactions. (End of year Test-Test Booklet) Be able to read and recognize all the language of the course.Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. (End of year Test-Test Booklet)BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Vocabulary Learn the language of the course (End of year-Test-Test Booklet)GrammarUnderstand and use correctly the grammar structures of the course (End of year Test-Test Booklet)PhonicsRecognize and reproduce sounds, rhythm, accentuation, and intonation: (Phonics).Reflections on learningUse basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: A song: Final version of the Quest song (PB page 93)FESTIVALSI. OBJECTIVESBLOCK 1- Oral communication: listening and speakingParticipate in oral interactions:HalloweenIdentify and mention objects of Halloween.Talk about Halloween.Singing a song of Halloween. ChristmasIdentify and mention Christmas objects.Talk about Christmas.Singing a song of Christmas.EasterIdentify and mention objects of Easter.Talk about Easter.Singing a song of Easter.Summer fun Identify and mention objects of Summer.Talk about Summer and summer camps.Singing a song about summer.Understand simple oral texts within the classroom context:HalloweenRecognize objects of: Halloween.Listen to a song about: Halloween.ChristmasRecognize Christmas objects.Listen to a song about: Christmas.EasterRecognize objects of: Easter.Listen to a song about: Easter.Summer fun Recognize objects of: SummerListen to a song about: Summer.BLOCK 2- Written communication: reading and writing Reading simple words and phrases with the language of the Festivals: Halloween, Christmas, Easter and Summer.Write words and simple phrases with the language of the Festivals: Halloween, Christmas, Easter and Summer.BLOCK 3 - Knowledge of the languageIdentify and use the vocabulary: Halloween: bat, monster, ghost, witch, pumpkin, moon, sweets.Christmas: Christmas, tree, Santa, star, stocking, sack, card, present.Easter: Easter bunny, rabbit, egg, chick, flower, wake up, fall down.Summer: beach, sand, sun, sea, sandcastle, shell, bucket, spade, make, take, dig, put. Understand and apply grammar concepts correctlyLanguage structures: Halloween: Recycled language: It’s, they’re.Christmas: Recycled language: Who's this?Easter: Recycled language: How are you today? Jump, turn around.Summer Fun: Recycled language: How many?Recognize and reproduce sounds, rhythm, accentuation, and intonation. Develop useful learning strategies. Use prior knowledge.Following instructions.Logical thinking: getting information from images.Critical thinking: inferring and comparing.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Understanding cultural traditions of Halloween, Christmas, Easter and Summer.Work in groups.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingUnderstand simple oral messages to complete class work.Listen and understands simple oral messages.Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Develop basic strategies to support comprehension and oral expression.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Reading simple words and phrases learned previously. Get started in the use of reading strategies: using visual and verbal contexts. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. Get started in the use of informative educational programmes. Interest for the care and presentation of written texts. .BLOCK 3 - Knowledge of the language3.1 Linguistic competenceReview the sounds, rhythm, accentuation, and intonation. .Identify and use the proper language of the Festivals: Halloween, Christmas, Easter and summer.Understanding and applying grammar structures proper of the Festivals: Halloween, Christmas, Easter and Summer.Global asociation of the written, pronounciation and meaning based on written models.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Following instructions.Logical thinking: getting information from images.Critical thinking: infering and comparing.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize 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: using numeric sequence.Social Sciences: look at how other festivities are celebrated in the world.Music and Arts: drawings, songs, arts and crafts.Linguistic abilities: ask and give information, ask and answer questions, following instructions, playing different games, singing songs, etc.BLOCK 5- Literacy EducationOral and written texts production: Reproduction of dialoguesHalloween songs (PB page 94), Christmas (PB page 95), Easter (PB page 96) and summer (PB page 97).III. BASIC COMPETENCESLinguistic communicationAll sections and activities of the Festivals lessons contribute to language development and communication skills:Listen, find and say (PB pages 94 to 97). Listen and sing (PB pages 94 to 97).Data processing and digital competenceUse different sources of information and situation to review the language learn and develop communication skills. Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, tests, etc). Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page. Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (PB, pages 94 to 97).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: all the games and activities included in the TG.Be able to communicate the results of their own work.Artistic and cultural competenceThis competence is developed in the unit through activities such as: Sing Halloween songs (PB page 94), Christmas (PB page 95), Easter (PB page 96) and summer (PB page 97).Develop creativity: in all the activities of the Festivals Unit: Halloween Photocopiable F.1: Halloween costumes and party snacks, PB page 94, Optional activities in the TG page 247 (Trick or treating, Halloween party).Christmas: Optional activities in the TG page 249 (Make a Christmas tree for decoration)Easter: Optional activities in the TG page 251 (Paint Easter eggs, alternative egg hunt).Summer fun: Optional activities in the TG page 253 (A trip to the beach, sandcastles).Immerse in the language, traditions and culture of an English speaking country. Understanding cultural traditions of Halloween, Christmas, Easter and Summer (PB pages 94 to 97).Learning to learn competenceThis competence is developed in the unit through activities such as: Understand and use good practices and learning techniques in class: make a portfolio with the vocabulary.Use their capacities to work individually (pages 92 to 95).Use the reference material: reference bar in the PB, page 94 to 97)Familiarize with reading and writing. (AB, page 92 to 95).Autonomy and personal initiative This competence is developed in the unit through activities such as: Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, page 92 to 95). Use the reference material proposed by the unit: reference bars at the bottom of each page. Develop social abilities like respect, cooperation and team work: (Games bank, TPR activities, TG activities, etc.Choose on their own the activities an projects they are going to do next:Halloween Photocopiable F.1: Halloween costumes and party snacks, PB page 94, Optional activities in the TG page 247 (Trick or treating, Halloween party).Christmas: Optional activities in the TG page 249 (Make a Christmas tree for decoration)Easter: Optional activities in the TG page 251 (Paint Easter eggs, alternative egg hunt).Summer fun: Optional activities in the TG page 253 (A trip to the beach, sandcastles).Interaction with the physical world competenceThis competence is formed by the adequate perception of the physical space where they live and the ability to interact. Recognize places where other cultures are taking place, developed critical thinking observing reality: culture and traditions in English speaking countries , PB pages 94 to 97)Show respect toward self and others (Dialogues and games)Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )This competence is developed in the unit throughout: Count and express numbers, number sequences, etc.Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions (PB pages 94 to 97).Use language to express emotions: AB’s drawings and crafts (pages 92 to 95) and TG activities.Corporal movements and expressions, overcoming inhibitions through songs and games: Halloween songs (PB page 94), Christmas (PB page 95), Easter (PB page 96) and Summer (PB page 97).IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Festivals – pages 94 to 97)Activity Book (Festivals- pages 92 to 95).Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, phonics cards, posters, videos.Online Island (activities and exercises with the characters of the course following their adventure and communicating with them (“closed-chat”).Teacher’s Resource Materials: Teacher’s Book Games bankWorksheets(Photocopiable F1 Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any of the Whiteboard Interactive (IWB).V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercises (Festivals, page 92 to 95). ................
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