Teaching Programme - Microsoft



Teaching Programme

Ricky the Robot

A

Pre-Primary Education

___________

[pic]

__________________

Modern Foreign Languages

English

UNIT 1 : THIS IS RICKY

THEMES

Greetings

1. OBJECTIVES OF COMUNICATION

▪ Meet the characters and learn their names..

▪ Learn to say hello and goodbye (hello, goodbye)

▪ Help Ricky the Robot learn English and get to know the world of humans.

▪ Learn class routines through chants and songs.

▪ Enjoy a chant/song and practice new words..

▪ Answer to Who’s this?

▪ Understand and enjoy the storyThis is Rocky.

▪ Represent a simple story.

▪ Enjoy a song TPR.

▪ Make a pendant of a character and play with it..

▪ Play a variety of action games.

▪ Begin to understand instructions related to the English class.

2. CONTENTS

Language

1. New Language

Vocabulary: Ricky, Toby, Kim, hello, goodbye

2. Receptive language

Stand up. Sit down. What’s the weather like?. It’s hot/cold/cloud/raining/sunny/snowing

Point to (Ricky) Who’s this? Clap your hands. Colour the pictures. Run!. Stand like a robot. Good work. Get your stamp. Bring me your worksheets, please. Thank you.

Story

This is Ricky. Big Book

Songs and Chants

Routines: Hello, Ricky; Happy birthday, Tidy up time; Goodbye time

Chant: Ricky, Ricky, Toby, Kim.

Unit's song: Toby, Kim, Ricky too.

Interdisciplinary contents

Arts and crafts: make a pendant of the characters

Pre-reading and writing: fine motor skills, colouring and go over.

Music and Theater:

- physical representation of the story using music and mime

- understand the rhythm and expression of singing.

Strategies to reflect on learning

▪ Use previous knowledge

▪ Listen, understand and follow instructions

▪ Repeat words and phrases

▪ Use mimes and gestures as a skill for communication

▪ Use songs, games and chants to kearn new vocabulary and language structures

▪ Learn to use visual cues

▪ Practice motor skills

3. PRE-PRIMARY EDUCATION CURRICULUM

3.1 Knowledge of their own and personal autonomy

- Appreciate others and themselves.

- Be nice when relating with others.

- Show antonomy in routine activities.

3.2 Knowledge of the surroundings

- Relate to others .

- Be respectful.

- Stablish social groups in school.

3.3 Languages: communication and representation

- Enjoy language as a tool for comminication

- Understand communication through illustrations and story sequence.

- Develop use of a foreign oral language in daily situations.

- Develop a positive attitude towards the learning of other languages.

- Develop musical communication through songs and nusical instruments (rythm and intonation)

- Understand stories and rhymes.

- Communicate through arts, crafts and exploring new materials.

- Communicate through gestures and body movements.

- Make a representation through theater and physical expression.

4. BASIC COMPETENCES

Linguistic communication

All the sections and activities of the unit help develop linguistic competence using language as a tool for communication.

Data processing and digital competence

All the sections and activities Pupil's Book Multi-Rom activities.

Social and civic competence

This competence is develop through exercising essential communications skills encouraging good manners and respect: group activities.

Cultural and artistic competence

This competence is develop in the Unit through the following activities:

▪ Listen and sing the song of the unit..

▪ Listen and interpret the story, unit's Big book.

▪ Artistic expression through drawing, painting and crafts.

- A characters' pendant.

Learning to learn competence

This competence is develop in the Unit through the following activities:

▪ Reflect about what they've learned and how they learned it:

▪ Familiarized with Pre-reading and Pre-writing activities.

▪ Develop learning strategies, like the stickers activity.

This competence is develop in the Unit through the following activities:

▪ Take responsibility in routines and tasks proposed by the unit.

▪ Socialize, cooperate and work as a team.

▪ Work on crafts fostering autonomy, self-esteem and personal identity.

Competence in interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it.

Competencia emocional

Emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.

- Express feeling and emotions: in all exchages of communication, games, etc

- Use art and visual language to express emotions.

- Practice movements and corporal expressions without inhibitions.

- Overcome inhibitions through songs and music from the unit..

5.- ATTENTION TO DIVERSITY

Extra-practice and extension activities

Lessons 1 and 2

• Game: Listen and run TG, p. 17

• Photocopiable 27, TRB

Lesson 3

• Pass the cards, TG p. 19

• Goodbye Ricky, TG p. 19

Lesson 4

• Photocopiable 2 (TRB)

• Game: Who’s in the bag?, TG p. 21

Lesson 5

• Game: Slow reveal TG, p. 23

• Puppet theatre, TG p. 23

Lesson 6

• Game: Toby, Toby, Ricky, TG p. 25

• Song with musical accompaniment, TG p. 25

6. EVALUATION

In the second cicle of Pre-Primary Education, evaluation is global, continious and formative. Direct and sistematic observation is the primary technique of the evaluation process.

6.1 Evaluation criteria.

Objectives

▪ Meet the characters and learn their names.: Ricky, Toby, Kim.

▪ Learn to say hello and goodbye (hello, goodbye).

▪ Answer to Who’s this?

▪ Show interest to what happens in the story.

▪ Respond properly to the instructions.

▪ Complete the worksheets.

▪ Participates in games, songs and activities from the TRB

▪ Start developing spacial awareness, physical coordination and fine motor skills.

Work in Pre-Primary Education Areas

Area 1. Knowledge of their own and personal autonomy

Block 1 Body and self image

Block 2 Games and movement

Block 3 Activities and daily live

Block 4 Personal higiene and health

Area 2. Knowledge of the surroundings

Block 1 Physical mean: elements, relationships and measurements.

Block 2 Approach to nature.

Block 3 Culture and social life.

Area 3 Languages: communication and representation

Block 1 Verbal language

Block 2 Audiovisual and technologies of information language.

Block 3 Artistic language.

Block 4 Body language.

6.2 Instruments for evaluation

▪ TRB photocopiables, Unit1

▪ PB Worksheets, Unit1

▪ Poster 1 and stickers

▪ PB stickers

6.3 Atitud and general comments

▪ Show interest in learning

▪ Puts efforts in work

▪ Participates

▪ Feels confident in class

▪ Respects routines and class rules

▪ Cooperates with peers

▪ Listens to his peers

▪ Respects rules and regulations and his/her turn

UNIT 2: IT’S RED

THEMES

Colours

1. OBJECTIVES OF COMUNICATION

▪ Recognize and b=name four colours.

▪ Answer to yes/no questions.

▪ Enjoy a chant and a song to practice new words.

▪ Review greetings and teh name of the characters.

▪ Understand and enjoy the story of the unit: It’s red.

▪ Represent a small story.

▪ Understand the concept of number 1.

▪ Understand and recognize the concept of square.

▪ Enjoy the TRB song about colours playing the drums, triangles and maracas.

▪ Understand in a progressive manner th elanguage of the course.

▪ Enjoy action games.

2. CONTENTS

Language

1. New Language

Vocabulary: red, blue, green, yellow.

Yes/no

Number 1

square

2. Review language

Toby, Kim, Ricky,

Hello, goodbye

3. Receptive language

Who’s this?, What colour is it?, Is it (red)?, Jump!, Clap!, Run!, How many bricks?, Point to the square. Circle it. Stick.

4. Activity Book additional language

pig, donkey, rabbit

Story

It’s red. Big Book

Songs and Chants

Routines: Hello, Ricky; Happy birthday, Tidy up time; Goodbye time

Chant: Colours chant – 1

Songs: I like green – Red, yellow, green and blue.

Interdisciplinary contents

Arts and crafts: make colour cubes, mural of colours, work with stickers.

Pre-reading and writing:

- Fine motor skills development through colouring and go over.

Maths:

- recognizing and forming number 1.

- Work with geometric shapes: (square)

- Understanding sequencing.

Music and Theater:

- physical representation of the story using music and mime

- understand the rhythm and expression of singing.

Strategies to reflect on learning

▪ Use previous knowledge

▪ Listen, understand and follow instructions

▪ Repeat words and phrases

▪ Use mimes and gestures as a skill for communication

▪ Use songs, games and chants to kearn new vocabulary and language structures

▪ Learn to use visual cues

▪ Practice motor skills

3. PRE-PRIMARY EDUCATION CURRICULUM

3.1 Knowledge of their own and personal autonomy

- Show autonomy while completing tasks.

- Help others.

- Socialize in a cooperative way.

3.2 Knowledge of the surroundings

- Classify objects by a common atribute.

- Describe objects by colour.

- Understand the use of different materials.

3.3 Languages: communication and representation

- Enjoy language as a tool for comminication

- Understand communication through illustrations and story sequence.

- Develop use of a foreign oral language in daily situations.

- Develop a positive attitude towards the learning of other languages.

- Develop musical communication through songs and nusical instruments (rythm and intonation)

- Understand stories and rhymes.

- Communicate through arts, crafts and exploring new materials.

- Communicate through gestures and body movements.

- Make a representation through theater and physical expression.

4. BASIC COMPETENCES

Linguistic communication

All the sections and activities of the unit help develop linguistic competence using language as a tool for communication.

Data processing and digital competence

All the sections and activities Pupil's Book Multi-Rom activities.

Social and civic competence

This competence is develop through exercising essential communications skills encouraging good manners and respect: group activities.

Cultural and artistic competence

This competence is develop in the Unit through the following activities:

▪ Listen and sing the song of the unit.

▪ Listen and interpretation of the story, Unit's Big Book

▪ Artistic expression through drawing, painting and crafts.:

- a colour cube, un mural of colours, work with stickers.

Learning to learn competence

This competence is develop in the Unit through the following activities:

▪ Reflect about what they've learned and how they learned it:

▪ Familiarized with Pre-reading and Pre-writing activities.

▪ Develop learning strategies, like the stickers activity.

Autonomy and personal initiative

This competence is develop in the Unit through the following activities:

▪ Take responsibility in routines and tasks proposed by the unit.

▪ Socialize, cooperate and work as a team.

▪ Work on crafts fostering autonomy, self-esteem and personal identity.

Competence in interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: learn the colours .

Matematical Competence

This competence is develop is develop in the Unit through:

- recognizing and forming number 1.

- Work with geometric shapes: square

- Understanding sequencing.

Competencia emocional

Emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.

- Express feeling and emotions: in all exchages of communication, games, etc

- Use art and visual language to express emotions.

- Practice movements and corporal expressions without inhibitions.

- Overcome inhibitions through songs and music from the unit..

5.- ATTENTION TO DIVERSITY

Extra-practice and extension activities

Lección 1

• Listen and run TG, p. 29

• Game: Colour sorting, TG p. 29

Lección 2

• Game: Yellow, yellow, green, TG p. 31

• Game: Pass the cards, TG p. 31

Lesson 3

• Game: Slow reveal, TG p. 33

• Puppet theatre, TG p. 47

Lesson 4

• Photocopiable 5 (TRB) Miniflashcards, TG p. 35

• Game: What’s in the box? TG p. 35

Lesson 5

• Game: Order and count, TG p. 37

• Game: Do and count, TG p. 37

Lesson 6

• Game: Listen and run, TG p. 39

• Art: Colour frieze, TG p. 39

6. EVALUATION

In the second cicle of Pre-Primary Education, evaluation is global, continious and formative. Direct and sistematic observation is the primary technique of the evaluation process.

6.1 Evaluation criteria.

Objectives

▪ Recognice and name four colours: red, blue, green, yellow.

▪ Answer to yes/no questions.

▪ Name and trace number 1.

▪ Understand and recognize the concept of square.

▪ Show interest to what happens in the story.

▪ Recognize the characters in a story.

▪ Respond properly to the instructions.

▪ Complete the worksheets.

▪ Participates in games, songs and activities from the TRB

▪ Start developing spacial awareness, physical coordination and fine motor skills.

Work in Pre-Primary Education Areas

Area 1. Knowledge of their own and personal autonomy

Block 1 Body and self image

Block 2 Games and movement

Block 3 Activities and daily live

Block 4 Personal higiene and health

Area 2. Knowledge of the surroundings

Block 1 Physical mean: elements, relationships and measurements.

Block 2 Approach to nature.

Block 3 Culture and social life.

Area 3 Languages: communication and representation

Block 1 Verbal language

Block 2 Audiovisual and technologies of information language.

Block 3 Artistic language.

Block 4 Body language.

6.2 Instruments for evaluation

▪ TRB photocopiables, Unit2

▪ PB Worksheets, Unit2

▪ Poster 2 and stickers

▪ PB stickers

6.3 Atitud and general comments

▪ Show interest in learning

▪ Puts efforts in work

▪ Participates

▪ Feels confident in class

▪ Respects routines and class rules

▪ Cooperates with peers

▪ Listens to his peers

▪ Respects rules and regulations and his/her turn

UNIT 3: HELLO, TEDDY

THEMES

Toys

1. OBJECTIVES OF COMUNICATION

▪ Name and understand four colours.

▪ Describe toys by colour.

▪ Enjoy a chant/song to practice new words.

▪ Enjoy and understand a simple story: Hello, teddy.

▪ Represent a small story.

▪ Represent a mini book and play with it to practice the language.

▪ Understand the concept of number 2. Count objects to 2.

▪ Understand and recognize the concept of circle.

▪ Enjoy a TRB song about toys playing drums, triangles, and maracas.

▪ Undferstand progressively the language of the course.

▪ Enjoy action games.

2. CONTENTS

Language

1. New Language

Vocabulary: Teddy, Car, doll, ball

Number 2

Circle

2. Review language

Red, blue, green, yellow, Ricky, Toby, Kim, Hello, goodbye , Yes, No

3. Receptive language

What’s this?, What colour is it?, Is it a (teddy)?, Walk. Run!, Point. How many (balls)?

Point the circle.

Story

Hello, tedy. Big Book

Songs and Chants

Routines: Hello, Ricky; Happy birthday, Tidy up time; Goodbye time

Chant: Toy chant – 2

Songs: This is my doll – My toys

Interdisciplinary contents

Arts and crafts: make a mini book . A mural of toys. Work with stickers.

Pre-reading and writing:

- Fine motor skills development through colouring and go over.

- Left to right progression with diagonal lines.

Maths:

- Recognize and form number 2.

- Work with geometric shapes: circle

- Understanding sequencing.

Music and Theater:

- physical representation of the story using music and mime

- understand the rhythm and expression of singing.

Strategies to reflect on learning

▪ Use previous knowledge

▪ Listen, understand and follow instructions

▪ Repeat words and phrases

▪ Use mimes and gestures as a skill for communication

▪ Use songs, games and chants to kearn new vocabulary and language structures

▪ Learn to use visual cues

▪ Practice motor skills

3. PRE-PRIMARY EDUCATION CURRICULUM

3.1 Knowledge of their own and personal autonomy

- Learn through play.

- TRP to work physical condition

- Solve problems.

- Understand the atributes and use of some objects.

- Understand characteristics in many ways.

- Understand the necesity of sharing.

- Enjoy language as a tool for comminication

- Understand communication through illustrations and story sequence.

- Develop use of a foreign oral language in daily situations.

- Develop a positive attitude towards the learning of other languages.

- Develop musical communication through songs and nusical instruments (rythm and intonation)

- Understand stories and rhymes.

- Communicate through arts, crafts and exploring new materials.

- Communicate through gestures and body movements.

- Make a representation through theater and physical expression.

4. BASIC COMPETENCES

Linguistic communication

All the sections and activities of the unit help develop linguistic competence using language as a tool for communication.

Data processing and digital competence

All the sections and activities Pupil's Book Multi-Rom activities.

Social and civic competence

This competence is develop through exercising essential communications skills encouraging good manners and respect: group activities.

Cultural and artistic competence

This competence is develop in the Unit through the following activities:

▪ Listen and sing the song of the unit..

▪ Listen and interpretation of the story, Unit's Big Book

▪ Artistic expression through drawing, painting and crafts.:

- mini book, a mural of toys, work with stickers.

Learning to learn competence

This competence is develop in the Unit through the following activities:

▪ Reflect about what they've learned and how they learned it:

▪ Familiarized with Pre-reading and Pre-writing activities.

▪ Develop learning strategies, like the stickers activity.

Autonomy and personal initiative

This competence is develop in the Unit through the following activities:

▪ Take responsibility in routines and tasks proposed by the unit.

▪ Socialize, cooperate and work as a team.

▪ Work on crafts fostering autonomy, self-esteem and personal identity.

Competence in interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: el mundo de los juguetes y los juegos.

Matematical Competence

This competence is develop is develop in the Unit through:

- Recognize and form number 2.

- Work with geometric shapes: circle

- Understanding sequencing.

Competencia emocional

Emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.

- Express feeling and emotions: in all exchages of communication, games, etc

- Use art and visual language to express emotions.

- Practice movements and corporal expressions without inhibitions.

- Overcome inhibitions through songs and music from the unit..

5.- ATTENTION TO DIVERSITY

Extra-practice and extension activities

Lección 1

• Game: Listen, say and do TG, p. 43

• Game: Listen and run, TG p. 43

Lección 2

• Game: Have a peek, TG p. 45

• Game: Pass the cards, TG p. 45

Lesson 3

• Game: Throw the ball, TG p. 47

• Puppet theatre, TG p. 47

Lesson 4

• Photocopiable 8 (TRB) Miniflashcards, TG p. 49

• Game: What’s in the box? TG p. 49

Lesson 5

• Game: Order and count, TG p. 51

• Game: Do and count, TG p. 51

Lesson 6

• Game: Pass the ball, TG p. 53

• Art: Toys frieze, TG p. 53

6. EVALUATION

In the second cicle of Pre-Primary Education, evaluation is global, continious and formative. Direct and sistematic observation is the primary technique of the evaluation process.

6.1 Evaluation criteria.

Objectives

▪ Name and understand four colours: teddy, car, doll, ball.

▪ Describe toys by colour.

▪ Name and trace number 2. Count objects to 2.

▪ Understand and recognize the concept ofcircle.

▪ Show interest to what happens in the story.

▪ Recognize the characters in a story.

▪ Respond properly to the instructions.

▪ Complete the worksheets.

▪ Participates in games, songs and activities from the TRB

▪ Start developing spacial awareness, physical coordination and fine motor skills.

Work in Pre-Primary Education Areas

Area 1. Knowledge of their own and personal autonomy

Block 1 Body and self image

Block 2 Games and movement

Block 3 Activities and daily live

Block 4 Personal higiene and health

Area 2. Knowledge of the surroundings

Block 1 Physical mean: elements, relationships and measurements.

Block 2 Approach to nature.

Block 3 Culture and social life.

Area 3 Languages: communication and representation

Block 1 Verbal language

Block 2 Audiovisual and technologies of information language.

Block 3 Artistic language.

Block 4 Body language.

6.2 Instruments for evaluation

▪ TRB photocopiables, Unit3

▪ PB Worksheets, Unit3

▪ Poster 3 and stickers

▪ PB stickers

6.3 Atitud and general comments

▪ Show interest in learning

▪ Puts efforts in work

▪ Participates

▪ Feels confident in class

▪ Respects routines and class rules

▪ Cooperates with peers

▪ Listens to his peers

▪ Respects rules and regulations and his/her turn

UNIT 4: SIT DOWN, RICKY

THEMES

School

1. OBJECTIVES OF COMUNICATION

▪ Name and understand four words related to school objects.

▪ Describe a school object by colour..

▪ Enjoy a chant and a song to practice new words.

▪ Enjoy and understand a simple story: Sit down Ricky.

▪ Represent a small story.

▪ Complete a puzzle to practice language.

▪ Understand the concept of number 3. Count objects to 3.

▪ Recognize and understand the concept of rectangle.

▪ Enjoy a TRB song about school objects playing drums, triangles, and maracas.

▪ Undferstand progressively the language of the course.

▪ Enjoy action games.

2. CONTENTS

Language

1. New Language

Vocabulary: Chair, table, board, crayon

Number 3

Rectangle

2. Review language

Red, blue, green, yellow,

teddy, car, doll, ball

Yes, No

3. Receptive language

What’s that?, Who’s this?, Is it a (chair)?, Touch the (table), What colour is it?, Point to the rectangle, Count the (crayons), How many (crayons)?

Story

Sit down, Ricky. Big Book

Songs and Chants

Routines: Hello, Ricky; Happy birthday, Tidy up time; Goodbye time

Chant: Chacir and table – 3

Songs: Look at the board – In my classroom.

Interdisciplinary contents

Arts and crafts: puzzle. Cut and paste to complete a picture. A class mural . Work with stickers.

Pre-reading and writing:

- Fine motor skills development through colouring and go over.

- Recognize similarities and differences.

Maths:

- Recognize and form number 3.

- Work with geometric shapes: el rectangle

- Understanding sequencing.

Music and Theater:

- physical representation of the story using music and mime

- understand the rhythm and expression of singing.

Strategies to reflect on learning

▪ Use previous knowledge

▪ Listen, understand and follow instructions

▪ Repeat words and phrases

▪ Use mimes and gestures as a skill for communication

▪ Use songs, games and chants to kearn new vocabulary and language structures

▪ Learn to use visual cues

▪ Practice motor skills

3. PRE-PRIMARY EDUCATION CURRICULUM

3.1 Knowledge of their own and personal autonomy

- Control movements and posture.

- Develop balance.

- Develop mutual respect.

3.2 Knowledge of the surroundings

- Respect cultural diversity.

- Understand school as part of a daily routine

- Understand the use of school objects.

3.3 Languages: communication and representation

- Enjoy language as a tool for comminication

- Understand communication through illustrations and story sequence.

- Develop use of a foreign oral language in daily situations.

- Develop a positive attitude towards the learning of other languages.

- Develop musical communication through songs and nusical instruments (rythm and intonation)

- Understand stories and rhymes.

- Communicate through arts, crafts and exploring new materials.

- Communicate through gestures and body movements.

- Make a representation through theater and physical expression.

4. BASIC COMPETENCES

Linguistic communication

All the sections and activities of the unit help develop linguistic competence using language as a tool for communication.

Data processing and digital competence

All the sections and activities Pupil's Book Multi-Rom activities.

Social and civic competence

This competence is develop through exercising essential communications skills encouraging good manners and respect: group activities.

Cultural and artistic competence

This competence is develop in the Unit through the following activities:

▪ Listen and sing the song of the unit..

▪ Listen and interpretation of the story, Unit's Big Book

▪ Artistic expression through drawing, painting and crafts.:

- a colour cube, un mural of colours, work with stickers.

Learning to learn competence

This competence is develop in the Unit through the following activities:

▪ Reflect about what they've learned and how they learned it:

▪ Familiarized with Pre-reading and Pre-writing activities.

▪ Develop learning strategies, like the stickers activity.

Autonomy and personal initiative

This competence is develop in the Unit through the following activities:

▪ Take responsibility in routines and tasks proposed by the unit.

▪ Socialize, cooperate and work as a team.

▪ Work on crafts fostering autonomy, self-esteem and personal identity.

Competence in interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: la escuela y el entorno.

Matematical Competence

This competence is develop is develop in the Unit through:

- Recognize and form number 3.

- Work with geometric shapes: el rectangle

- Understanding sequencing.

Competencia emocional

Emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.

- Express feeling and emotions: in all exchages of communication, games, etc

- Use art and visual language to express emotions.

- Practice movements and corporal expressions without inhibitions.

- Overcome inhibitions through songs and music from the unit..

5.- ATTENTION TO DIVERSITY

Extra-practice and extension activities

Lección 1

• Puzzle, puzzle, train TG, p. 57

• Game: Listen and run, TG p. 57

Lección 2

• Game: Point to a crayon, TG p. 59

• Game: Pass the cards, TG p. 59

Lesson 3

• Game: Pass the ball, TG p. 61

• Puppet theatre, TG p. 23 y 61

Lesson 4

• Photocopiable 11 (TRB) Miniflashcards, TG p. 63

• Game: What’s in the box? TG p. 63

Lesson 5

• Game: Order and count, TG p. 65

• Game: Do and count, TG p. 65

Lesson 6

• Game: Slow reveal, TG p. 67

• Art: Classroom frieze, TG p. 67

6. EVALUATION

In the second cicle of Pre-Primary Education, evaluation is global, continious and formative. Direct and sistematic observation is the primary technique of the evaluation process.

6.1 Evaluation criteria.

Objectives

▪ Reconocer y expresar cuatro objetos de la clase: chair, table, board, crayon.

▪ Describe a school object by colour..

▪ Name and trace number 3.

▪ Recognize and understand the concept of rectangle.

▪ Show interest to what happens in the story..

▪ Recognize the characters in a story.

▪ Respond properly to the instructions..

▪ Complete the worksheets.

▪ Participates in games, songs and activities from the TRB

▪ Start developing spacial awareness, physical coordination and fine motor skills.

Work in Pre-Primary Education Areas

Area 1. Knowledge of their own and personal autonomy

Block 1 Body and self image

Block 2 Games and movement

Block 3 Activities and daily live

Block 4 Personal higiene and health

Area 2. Knowledge of the surroundings

Block 1 Physical mean: elements, relationships and measurements.

Block 2 Approach to nature.

Block 3 Culture and social life.

Area 3 Languages: communication and representation

Block 1 Verbal language

Block 2 Audiovisual and technologies of information language.

Block 3 Artistic language.

Block 4 Body language.

6.2 Instruments for evaluation

▪ TRB photocopiables, Unit4

▪ PB Worksheets, Unit4

▪ Poster 4 and stickers

▪ PB stickers

6.3 Atitud and general comments

▪ Show interest in learning

▪ Puts efforts in work

▪ Participates

▪ Feels confident in class

▪ Respects routines and class rules

▪ Cooperates with peers

▪ Listens to his peers

▪ Respects rules and regulations and his/her turn

UNIT 5: THIS IS YOUR BISCUIT

THEMES

Lunch

1. OBJECTIVES OF COMUNICATION

▪ Say and understand the names of four foods.

▪ Enjoy a chant and a song to practice new words.

▪ Understand and enjoy the story of the unit: This is your biscuit.

▪ Represent a small story.

▪ Understand the concept of number 4. Count objects to 4.

▪ Understand and recognize the concept of triangle.

▪ Enjoy a TRB song about food playing drums, triangles, and maracas

▪ Understand the language of teh course progressively.

▪ Enjoy action games.

2. CONTENTS

Language

1. New Language

Vocabulary: apple, biscuit, sandwich, yogurt

Number 4

triangle

2. Review language

chair, table, board, crayon

red, blue, green, yellow

yes/no

3. Receptive language

Wash your hands. Eat a (apple), What's this?, Is it a biscuit?, Who’s this?, How many (biscuits)?, Stamp your feet, Tap the table.

Story

This is your biscuit.

Songs and Chants

Routines: Hello, Ricky; Happy birthday, Tidy up time; Goodbye time

Chant: Apple, biscuit - 4

Songs: I’ve got a sandwhich – They yummy sandwich.

Interdisciplinary contents

Arts and crafts: make a maraca with a yogurt . Food mural. Sticker activity.

Pre-reading and writing:

- Fine motor skills development through colouring and go over.

- Draw lines in a path.

Maths:

- Recognize and form number 4.

- Work with geometric shapes: triangle

- Understanding sequencing.

Music and Theater:

- physical representation of the story using music and mime

- understand the rhythm and expression of singing.

Strategies to reflect on learning

▪ Use previous knowledge

▪ Listen, understand and follow instructions

▪ Repeat words and phrases

▪ Use mimes and gestures as a skill for communication

▪ Use songs, games and chants to kearn new vocabulary and language structures

▪ Learn to use visual cues

▪ Practice motor skills

3. PRE-PRIMARY EDUCATION CURRICULUM

3.1 Knowledge of their own and personal autonomy

- Understand the importance of a healthy diet.

- Understand the importance of good higiene.

- Socialize in a respectful and polite way.

3.2 Knowledge of the surroundings

Understand the characteristics of different objects.

Classify and group objects.

Behave in a respectful way.

3.3 Languages: communication and representation

- Enjoy language as a tool for comminication

- Understand communication through illustrations and story sequence.

- Develop use of a foreign oral language in daily situations.

- Develop a positive attitude towards the learning of other languages.

- Develop musical communication through songs and nusical instruments (rythm and intonation)

- Understand stories and rhymes.

- Communicate through arts, crafts and exploring new materials.

- Communicate through gestures and body movements.

- Make a representation through theater and physical expression.

4. BASIC COMPETENCES

Linguistic communication

All the sections and activities of the unit help develop linguistic competence using language as a tool for communication.

Data processing and digital competence

All the sections and activities Pupil's Book Multi-Rom activities.

Social and civic competence

This competence is develop through exercising essential communications skills encouraging good manners and respect: group activities.

Cultural and artistic competence

This competence is develop in the Unit through the following activities:

▪ Listen and sing the song of the unit..

▪ Listen and interpretation of the story, Unit's Big Book

▪ Artistic expression through drawing, painting and crafts.:

- Make a maraca with a yogurt . Food mural. Sticker activity.

Learning to learn competence

This competence is develop in the Unit through the following activities:

▪ Reflect about what they've learned and how they learned it:

▪ Familiarized with Pre-reading and Pre-writing activities.

▪ Develop learning strategies, like the stickers activity.

Autonomy and personal initiative

This competence is develop in the Unit through the following activities:

▪ Take responsibility in routines and tasks proposed by the unit.

▪ Socialize, cooperate and work as a team.

▪ Work on crafts fostering autonomy, self-esteem and personal identity.

Competence in interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: los alimentos y la comida.

Matematical Competence

This competence is develop is develop in the Unit through:

- Recognize and form number 4.

- Work with geometric shapes: triangle

- Understanding sequencing.

Competencia emocional

Emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.

- Express feeling and emotions: in all exchages of communication, games, etc

- Use art and visual language to express emotions.

- Practice movements and corporal expressions without inhibitions.

- Overcome inhibitions through songs and music from the unit.

5.- ATTENTION TO DIVERSITY

Extra-practice and extension activities

Lección 1

• Game: Smell and say TG, p. 71

• Game: Listen and run, TG p. 71

Lección 2

• Game: Pass the cards, TG p. 73

• Game: Have a peek, TG p. 73

Lesson 3

• Game: Pass the ball, TG p. 75

• Puppet theatre, TG p. 75

Lesson 4

• Photocopiable 14 (TRB) Miniflashcards, TG p. 77

• Game: What’s in the box? TG p. 77

Lesson 5

• Game: Order and count, TG p. 79

• Game: Do and count, TG p. 79

Lesson 6

• Game: What’s missing?, TG p. 81

• Art: Food frieze, TG p. 81

6. EVALUATION

In the second cicle of Pre-Primary Education, evaluation is global, continious and formative. Direct and sistematic observation is the primary technique of the evaluation process.

6.1 Evaluation criteria.

Objectives

▪ Reconocer y expresar cuatro alimentos: apple, biscuit, sándwich, yogurt

▪ Name and trace number 4. Count objects to el 4

▪ Understand and recognize the concept oftriangle.

▪ Show interest to what happens in the story..

▪ Recognize the characters in a story.

▪ Respond properly to the instructions..

▪ Complete the worksheets.

▪ Participates in games, songs and activities from the TRB

▪ Start developing spacial awareness, physical coordination and fine motor skills.

Work in Pre-Primary Education Areas

Area 1. Knowledge of their own and personal autonomy

Block 1 Body and self image

Block 2 Games and movement

Block 3 Activities and daily live

Block 4 Personal higiene and health

Area 2. Knowledge of the surroundings

Block 1 Physical mean: elements, relationships and measurements.

Block 2 Approach to nature.

Block 3 Culture and social life.

Area 3 Languages: communication and representation

Block 1 Verbal language

Block 2 Audiovisual and technologies of information language.

Block 3 Artistic language.

Block 4 Body language.

6.2 Instruments for evaluation

▪ TRB photocopiables, Unit5

▪ PB Worksheets, Unit5

▪ Poster 5 and stickers

▪ PB stickers

6.3 Atitud and general comments

▪ Show interest in learning

▪ Puts efforts in work

▪ Participates

▪ Feels confident in class

▪ Respects routines and class rules

▪ Cooperates with peers

▪ Listens to his peers

▪ Respects rules and regulations and his/her turn

UNIT 6: LOOK AT THE MOUSE

THEMES

Animals

1. OBJECTIVES OF COMUNICATION

▪ Say and understand the name of four animals.

▪ Enjoy a chant and a song to practice new words.

▪ Understand and enjoy the story of the unit: Look at the mouse.

▪ Represent a small story.

▪ Revire the numbers from 1 to 4. Count objects to 4.

▪ Repasar los conceptos de las formas geométricas: square, circle, rectangle, triangle.

▪ Enjoy a TRB song about animals playing drums, triangles, and maracas.

▪ Understand the language of teh course progressively.

▪ Enjoy action games.

2. CONTENTS

Language

1. New Language

Vocabulary: cat, dog, mouse, bird

Number 5

2. Review language

Numbers 1-4

Square, circle, rectangle, triangle.

3. Receptive language

big, little. What does a (cat) say?, Be a (cat), What's this?, Is it a (cat)?, Count, Stamp your feet, Tap the table, How many (cats)?, Run!, Jump!, Clap!.

Story

Look at the mouse.

Songs and Chants

Routines: Hello, Ricky; Happy birthday, Tidy up time; Goodbye time

Chant: Dog and cat

Songs: Little mouse – 4 little birds – A the park.

Interdisciplinary contents

Arts and crafts: recortar y pegar para completar un dibujo. Mural de animales. Sticker activity.

Pre-reading and writing:

- Fine motor skills development through colouring and go over.

- Draw semicircles and curve lines.

- Spacial abilities: identify the missing object.

Maths:

- Review numbers 1-4. Count to number 4.

- Review geometric shapes: square, rectangle, triangle and circle.

- Understanding sequencing.

- Identify what's missing in the picture.

- Visual discrimination of the numbers.

Music and Theater:

- physical representation of the story using music and mime

- Understand the rhythm and expression of singing.

Strategies to reflect on learning

▪ Use previous knowledge

▪ Listen, understand and follow instructions

▪ Repeat words and phrases

▪ Use mimes and gestures as a skill for communication

▪ Use songs, games and chants to kearn new vocabulary and language structures

▪ Learn to use visual cues

▪ Practice motor skills

3. PRE-PRIMARY EDUCATION CURRICULUM

3.1 Knowledge of their own and personal autonomy

- Discriminate teyh sequence of actions.

- Develop personal initiative.

- Cooperate with others.

3.2 Knowledge of the surroundings

- Identify living things.

- Relate positively with nature.

- Stablish relationships of respect, sympathy and generosity.

3.3 Languages: communication and representation

- Enjoy language as a tool for comminication

- Understand communication through illustrations and story sequence.

- Develop use of a foreign oral language in daily situations.

- Develop a positive attitude towards the learning of other languages.

- Develop musical communication through songs and nusical instruments (rythm and intonation)

- Understand stories and rhymes.

- Communicate through arts, crafts and exploring new materials.

- Communicate through gestures and body movements.

- Make a representation through theater and physical expression.

4. BASIC COMPETENCES

Linguistic communication

All the sections and activities of the unit help develop linguistic competence using language as a tool for communication.

Data processing and digital competence

All the sections and activities Pupil's Book Multi-Rom activities.

Social and civic competence

This competence is develop through exercising essential communications skills encouraging good manners and respect: group activities.

Cultural and artistic competence

This competence is develop in the Unit through the following activities:

▪ Listen and sing the song of the unit..

▪ Listen and interpretation of the story, Unit's Big Book

▪ Artistic expression through drawing, painting and crafts.:

- Recortar y pegar para completar un dibujo. Mural de animales. Sticker activity.

Learning to learn competence

This competence is develop in the Unit through the following activities:

▪ Reflect about what they've learned and how they learned it.

▪ Familiarized with Pre-reading and Pre-writing activities.

▪ Develop learning strategies, like the stickers activity.

Autonomy and personal initiative

This competence is develop in the Unit through the following activities:

▪ Take responsibility in routines and tasks proposed by the unit.

▪ Socialize, cooperate and work as a team.

▪ Work on crafts fostering autonomy, self-esteem and personal identity.

Competence in interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: Animals and nature

Matematical Competence

This competence is develop is develop in the Unit through:

- Review numbers 1-4. Count to number 4.

- Review geometric shapes: square, rectangle, triangle and circle.

- Understanding sequencing.

- Identify what's missing in the picture.

- Visual discrimination of the numbers.

Competencia emocional

Emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.

- Express feeling and emotions: in all exchages of communication, games, etc

- Use art and visual language to express emotions.

- Practice movements and corporal expressions without inhibitions.

- Overcome inhibitions through songs and music from the unit..

5.- ATTENTION TO DIVERSITY

Extra-practice and extension activities

Lección 1

• Game: Listen and run, TG p. 85

• Game: Cat, cat, mouse, TG p. 85

Lección 2

• Game: Be a mouse, TG p. 87

• Game: Slow reveal, TG p. 87

Lesson 3

• Game: Pass the ball, TG p. 89

• Puppet theatre, TG p. 89

Lesson 4

• Photocopiable 17 (TRB) Miniflashcards, TG p. 91

• Game: What’s in the box? TG p. 91

Lesson 5

• Game: Sing and do, TG p. 93

• Game: Do and count, TG p. 93

Lesson 6

• Game: Throw the ball, TG p. 95

• Art: Animal frieze, TG p. 95

6. EVALUATION

In the second cicle of Pre-Primary Education, evaluation is global, continious and formative. Direct and sistematic observation is the primary technique of the evaluation process.

6.1 Evaluation criteria.

Objectives

▪ Reconocer y expresar cuatro animales: cat, dog, mouse, bird .

▪ Reconocer los números del 1 al 4. Count objects to el 4.

▪ Reconocer los conceptos de las formas geométricas: square, circle, rectangle, triangle.

▪ Show interest to what happens in the story..

▪ Recognize the characters in a story.

▪ Respond properly to the instructions..

▪ Complete the worksheets.

▪ Participates in games, songs and activities from the TRB

▪ Start developing spacial awareness, physical coordination and fine motor skills.

Work in Pre-Primary Education Areas

Area 1. Knowledge of their own and personal autonomy

Block 1 Body and self image

Block 2 Games and movement

Block 3 Activities and daily live

Block 4 Personal higiene and health

Area 2. Knowledge of the surroundings

Block 1 Physical mean: elements, relationships and measurements.

Block 2 Approach to nature.

Block 3 Culture and social life.

Area 3 Languages: communication and representation

Block 1 Verbal language

Block 2 Audiovisual and technologies of information language.

Block 3 Artistic language.

Block 4 Body language.

6.2 Instruments for evaluation

▪ TRB photocopiables, Unit6

▪ PB Worksheets, Unit6

▪ Poster 6 and stickers

▪ PB stickers

6.3 Atitud and general comments

▪ Show interest in learning

▪ Puts efforts in work

▪ Participates

▪ Feels confident in class

▪ Respects routines and class rules

▪ Cooperates with peers

▪ Listens to his peers

▪ Respects rules and regulations and his/her turn

FESTIVITIES

THEMES

Festividades:

- Halloween

- Chritmas

- Easter

- Summer

1. OBJECTIVES OF COMUNICATION

▪ Learn vocabulary related to some festivities.

▪ Review numbers 1 to 4.

▪ Enjoy practicing the vocabulary singing and representing songs and chants.

▪ Make crafts to celebrate different festivities.

▪ Play a variety of action games.

▪ Understand the language of the class progressively

2. CONTENTS

Language

1. New Language

sweets, mask

Christmas tree, presents

Egg, basket

Sun, beach

2. Review language

red, yellow, green, blue

1,2

yes/no

3. Receptive language

It’s Halloween. Is it a (mask)?, Find 1 sweet. Put on your masks, Trick or treat?, Open the door.

It’s Christmas. Merry Christmas, Father Christmas. Open the present. Be a Christmas tree. Little tree, big tree. Which is different?, How many presents?

It’s Easter. Happy Easter. How many eggs?

, Put the egg in the basket. Pick it up.

It’s summer. What’s the weather like?, Point to the beach. Catch the ball, Sit down on the beach

Songs and Chants

Routines: Hello, Ricky; Happy birthday, Tidy up time; Goodbye time

Chant: Halloween – Christmas tree

Songs: We wish you a Merry Christmas – It’s summer

Poems: Put on your mask – It’s Easter time

Interdisciplinary contents

Arts and crafts:

A Halloween mask

A Santa Clause

An Easter egg

The sun

A birthday card

A scene from a carnival

A Father's Day card

A Mother's Day card.

Pre-reading and writing:

Fine motor skills.

Undeerstand sequences.

Visual discrimination.

Maths:

- Review numbers and count up to 4.

Music and Theater:

- physical representation of the story using music and mime

- Understand the rhythm and expression of singing.

Knowledge of the surroundings: understand festivals from other places and compare them with their own.

Strategies to reflect on learning

▪ Use previous knowledge

▪ Listen, understand and follow instructions

▪ Repeat words and phrases

▪ Use mimes and gestures as a skill for communication

▪ Use songs, games and chants to kearn new vocabulary and language structures

▪ Learn to use visual cues

▪ Practice motor skills

3. PRE-PRIMARY EDUCATION CURRICULUM

3.1 Knowledge of their own and personal autonomy

- Value a positive self-image

- Understand class routines

- Cooperate and colaborate

- Play in a cooperative manner

- Use the five sentences

- Enjoy physical activity

3.2 Knowledge of the surroundings

- Understand numeric sequences.

- Match similar objects.

- Solve problems usando destrezas lógicas.

- Understand cultural diversity.

3.3 Languages: communication and representation

- Enjoy language as a tool for comminication

- Understand communication through illustrations and story sequence.

- Develop use of a foreign oral language in daily situations.

- Develop a positive attitude towards the learning of other languages.

- Develop musical communication through songs and nusical instruments (rythm and intonation)

- Understand stories and rhymes.

- Communicate through arts, crafts and exploring new materials.

- Communicate through gestures and body movements.

- Make a representation through theater and physical expression.

4. BASIC COMPETENCES

Linguistic communication

All the sections and activities of the unit help develop linguistic competence using language as a tool for communication.

Data processing and digital competence

All the sections and activities Pupil's Book Multi-Rom activities.

Social and civic competence

This competence is develop through exercising essential communications skills encouraging good manners and respect: group activities.

Cultural and artistic competence

This competence is develop in the Unit through the following activities:

▪ Sing the festivals songs.

▪ Artistic expression through drawing, painting and crafts.

A Halloween mask

A Santa Clause

An Easter egg

The sun

- A birthday card

- A scene from a carnival

- A Father's Day card

- A Mother's Day card.

Learning to learn competence

This competence is develop in the Unit through the following activities:

▪ Reflect about what they've learned and how they learned it.

▪ Familiarized with Pre-reading and Pre-writing activities.

▪ Develop learning strategies, like the stickers activity.

Autonomy and personal initiative

This competence is develop in the Unit through the following activities:

▪ Take responsibility in routines and tasks proposed by the unit.

▪ Socialize, cooperate and work as a team.

▪ Work on crafts fostering autonomy, self-esteem and personal identity.

Competence in interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: learn about cultural diversity fostering respect to what's different.

Matematical Competence

This competence is develop is develop in the Unit through:

- Review numbers and count up to 4.

- Review geometric shapes.

Competencia emocional

Emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.

- Express feeling and emotions: in all exchages of communication, games, etc

- Use art and visual language to express emotions.

- Practice movements and corporal expressions without inhibitions.

- Overcome inhibitions through songs and music from the unit..

5.- ATTENTION TO DIVERSITY

Extra-practice and extension activities

Halloween

Lección 1:

• Photocopiable 20, TRB (Make a Halloween mask), TG p. 97

• Game: Masked sweet hunt, TG p. 97

Lección 2:

• Game: Pass the cards, TG p. 99

• Game: Trick or treat,TG p. 99

Christmas

Lección 1:

• Photocopiable 21, TRB (Stick. Make a Father Christmas’s beard), TG p 101

• Game: Pass and run, TG p. 101

Lección 2:

• Game: Pass the present, TG p. 103

• Game: Put the present on the poster, TG p. 103

Easter

Lección 1:

• Photocopiable 24, TRB (Decorate the egg. Cut it out), TG p.a 105

• Game: Listen and run, TG p. 105

Lección 2:

• Game: Egg, egg, basket, TG p. 107

• Game: Pass the cards, TG p. 107

Summer

Lección 1:

• Game: Slow reveal, TG p. 109

• Game: Stick the sun on the poster, TG p. 109

Lección 2:

• Photocopiable 26, TRB (Cut and sitck. Make a sun), TG p 111

• Picnic on the beach, TG p. 111

6. EVALUATION

In the second cicle of Pre-Primary Education, evaluation is global, continious and formative. Direct and sistematic observation is the primary technique of the evaluation process.

6.1 Evaluation criteria.

Objectives

▪ Review vocabulary related to festivals.

▪ Review numbers from 1 to 4.

▪ Respond properly to the instructions.

▪ Complete the worksheets.

▪ Participates in games, songs and activities from the TRB

▪ Start developing spacial awareness, physical coordination and fine motor skills..

Work in Pre-Primary Education Areas

Area 1. Knowledge of their own and personal autonomy

Block 1 Body and self image

Block 2 Games and movement

Block 3 Activities and daily live

Block 4 Personal higiene and health

Area 2. Knowledge of the surroundings

Block 1 Physical mean: elements, relationships and measurements.

Block 2 Approach to nature.

Block 3 Culture and social life.

Area 3 Languages: communication and representation

Block 1 Verbal language

Block 2 Audiovisual and technologies of information language.

Block 3 Artistic language.

Block 4 Body language.

6.2 Instruments for evaluation

▪ TRB photocopiables, Festividades

▪ PB Activity sheets, Festividades

▪ Poster de Festividades

▪ PB stickers

6.3 Atitud and general comments

▪ Show interest in learning

▪ Puts efforts in work

▪ Participates

▪ Feels confident in class

▪ Respects routines and class rules

▪ Cooperates with peers

▪ Listens to his peers

▪ Respects rules and regulations and his/her turn

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