Teaching Programme - Microsoft
Teaching Programme
Well Done! 4
[pic]
Primary Education Mandatory
Fourth
__________________
Modern Foreign Languages
English
The blue owls club
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Name the characters.
- Share personal information.
- Describe someone else.
- Saying how you are.
- Asking about the health well being of others and talk about their own.
- Asking and answering questions about personal information.
▪ Understand simple oral texts within the classroom's context:
- Understanding personal information.
- Recognize the characters from a story.
- Recognizing someone else's description.
- Understanding a story using visual propts.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read and recognize personal informtion.
- Be able to read and recognize someone else's description.
- Following the texts of a story.
▪ Writing:
- Write personal information.
- Write a description about a person mentioning their preferences and abilities.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Characters: Leo, Amir, Lucy, Kim, owl.
Name, age, address, phone number, brother, sister, pet.
Physical descriptions.
▪ Understand and apply grammar rules correctly:
- Language structures:
Who’s this? This is (my friend/Amir).
What’s his/her name? His/her name’s (Kim).
How old is he/she? He’s/she’s ten.
What’s his/her sister favourite colour? It’s (blue).
Where do you live?
What’s your phone number?
Have you got brothers or sisters? Yes, I have. No, I haven’t. I’ve got ...
His/her mame’s ... He/she’s got... He/She likes ... He/She can ...
- Receptive language:
Welcome to the Blue Owls Club! Together, forever.
Names + street/Road. Find someone who ..., survey
▪ Develop effective language-learning practices
- Use previous knowledge.
- Following instrucctions.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Say hello and goodbye.
- Work in pairs.
- Welcome others.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses from a limited range of options within a less structure context with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment.
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Identify and use the lexical terms:
- Characters: Leo, Amir, Lucy, Kim, owl.
Name, age, address, phone number, brother, sister, pet.
Physical descriptions.
▪ Understand and apply grammar rules correctly:
▪ Language structures:
Who’s this? This is (my friend/Amir).
What’s his/her name? His/her name’s (Kim).
How old is he/she? He’s/she’s ten.
What’s his/her sister favourite colour? It’s (blue).
Where do you live?
What’s your phone number?
Have you got brothers or sisters? Yes, I have. No, I haven’t. I’ve got ...
His/her mame’s ... He/she’s got... He/She likes ... He/She can ...
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the address, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Use logical thinking.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
BLOCK 5. - Literacy Education
Literacy genre:
Sories:
The Blue Owls club. PB, page 4.
Oral and written text producction:
Dialogue reproduction
A chant: Blue Owls chant, PB, page 4.
A song: Who’s this? PB, page 6.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities.
▪ Listen and chant (PB, page 4). Listen and sing (PB, page 6).
The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through: order information in a chart.
This competence is develop in the Unit 2.
Competence in Knowledge and 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.
- describe other people
This competence is reflected thought all the Unit in lesson: 3.
Data processing and digital competence
▪ Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Posters and stickers (to connect visual and written information).
- Observe photographs as a mean of information.
▪ Interpret and process information from tables and pictures.
- Summary of the contents of the bottom of the page on each lesson.
▪ Practice and get familiar with the of a variety of digital competences and information throughout the curse applying the components of the method.
WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:
- Digital versions of flashcards, wordcards, Storycards.
- Videoclips.
- The interactive version of the Board game with dices and digital chips.
- Reader version to be listen to and read by the whole class.
- Class Audio CDs.
- Course web page.
The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.
Interpersonal, social and civic competences
▪ This competences are develop through the knowledge of different interdisciplinary sections related to the unit:
- Understanding dialogs and comminication exchanges.
- Learn to communicate with others and understand what they say.
▪ Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competences are developthrough interdisciplinary sections related to the theme of the Unit.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. In this Unit the competence is exercise specially on lesson 4 and 6
Cultural and artistic competence
This competence is develop in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A chant: Blue Owls chant , PB, page 4.
▪ A song: Who’s this?, PB, page 6.
▪ Immerse in the English language and culture through reading and understanding a story: The Blue Owls club, PB page 4.
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. In this Unit the competence is exercise specially on lesson 4.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is develop throughout the unit through all four lessons.
Emotional Competence
This competence is develop throughout the unit through all four lessons.al expectations within and their own life.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in itself, and it's possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, pages 4-7), acting out a story: (PB page 4).
- Dancing and movement (Act out the story, PB page 4).
- Overcome inhibitions through songs and music: Sing songs and chants: chant: Blue Owls chant, PB, page 4.
- A song: Who’s this? PB, page 6.
This competence is developed across the eight lessons of the Unit.
IV. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (The blue owls club, pages 4 to 7).
- Reference bar at the bottom of each page.
- Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book; included in the activity pack, with activities and interactive games for language practice. (AB, pages 1 and 2)
- Flashcards, Wordcards, pósteres, videos and Reader.
▪ Activity Book (The blue owls club – pages 1 and 2).
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Storycards (from the story).
- Chants and canciones. PB, pages 10 and 12.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra worksheets to consolidate the content of other areas of knowledge.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. Evaluation
Formative Evaluation
Constant observation during the lesson.
Complete the AB exercises (The blue owls club, pages 1 and 2).
Summative Evaluation
Tests, pages 3 and 7.
Placement Test
Test record
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Name the characters.
- Share personal information.
- Describe someone else..
- Saying how you are.
- Asking about the health well being of others and talk about their own.
- Asking and answering questions about personal information.
▪ Understand simple oral texts within the classroom's context:
- Understanding personal information.
- Recognize the characters from a story.
- Recognizing someone else's description.
- Understanding a story using visual propts.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read and recognize personal informtion.
- Be able to read and recognize someone else's description.
- Following the texts of a story.
▪ Writing:
- Write personal information.
- Write a description about a person mentioning their preferences and abilities.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
- Characters: Leo, Amir, Lucy, Kim, owl.
Name, age, address, phone number, brother, sister, pet.
Physical descriptions.
▪ Understand and apply grammar rules correctly::
- Language structures:
Who’s this? This is (my friend/Amir).
What’s his/her name? His/her name’s (Kim).
How old is he/she? He’s/she’s ten.
What’s his/her sister favourite colour? It’s (blue).
Where do you live?
What’s your phone number?
Have you got brothers or sisters? Yes, I have. No, I haven’t. I’ve got ...
His/her mame’s ... He/she’s got... He/She likes ... He/She can ...
- Receptive language:
Welcome to the Blue Owls Club! Together, forever.
Names + street/Road. Find someone who ..., survey.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Say hello and goodbye.
- Work in pairs.
- Welcome others.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
UNIT 1: What time is it?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Talk about daily routines activities.
- Recite a poem.
- Telling time.
- Asking and answering questions about time..
▪ Understand simple oral texts within the classroom's context: :
- Recognize the hours.
- Recognize daily routine activities.
- Understanding a story using visual propts.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Read the hour.
- Read phrases about daily routine activities.
- Following the texts of a story with illustrations.
▪ Writing:
- Write phrases about daily routine activities.
- Write phrases in singular and plural using It’s a (car) and They’re (rockets).
- Write an email about a daily routine.
- Write expressions.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
- Numbers from 1 to 12.
It’s (nine) o’clock. It’s half/quarter past (ten). It’s quarter to (eleven).
Get up, have breakfast, go to school, have a break, have lunch, go home, have dinner, go to bed.
▪ Understand and apply grammar rules correctly:
- Language structures:
What time is it? It’s five o’clock. It’s half/quarter past (ten). It’s quarter to (eleven).
I (get up) at (half past seven). Me too!
- Receptive language:
It’s time for school. Hands (of a clock). It’s light/dark outside, but you are in bed, sleepyhead, it’s time for bed, in the morning/evening. Morning’s here, sun, shine, cook, try, email, Please, write soon.
It’s time for dinner/to go home, box.
- Interdisciplinary language: :
England, Spain, Argentina, Hawaii, New Zealand, Earth, on the other side, imagine, place.
Before, after, do homework, have lessons, watch television, play football, help, village, city.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- Rhythm and intonation.
- Poem to practice rhythm: Morning’s here.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Work in pairs.
- Know about the routines of others.
- Helping the elderly.
- Learn the different time zones in diferent countries.
- Learn the daily routines in different countries.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Get started in some phonetic aspect of rhythm and intonation.
- Rhythm and intonation.
- Poem to practice rhythm: Morning’s here.
▪ Identify and use the lexical terms:
- Numbers from 1 to 12.
It’s (nine) o’clock. It’s half/quarter past (ten). It’s quarter to (eleven).
Get up, have breakfast, go to school, have a break, have lunch, go home, have dinner, go to bed.
▪ Understand and apply grammar rules correctly:
What time is it? It’s five o’clock. It’s half/quarter past (ten). It’s quarter to (eleven).
I (get up) at (half past seven). Me too!
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Play a memory.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: mental calculation, counting, adding and subtracting time zones.
- Sciences: time zones, reading maps.
- Music and Arts: a song about daily routines, a rhyme about rhythm, draw a daily routine.
- Linguistic abilities: reading; interpretation of astory, acting out.
BLOCK 5. - Literacy Education
Literacy genre:
Sories:
Mystery at Miss Todd’s House. PB, page 11.
The Secret Door,1 TG page 46.
Oral and written text producction:
Dialogue reproduction
A chant: What time is it? PB, page 8.
A song: Get up, you sleepy head. PB, page 10.
III. BASIC COMPETENCES
Comunicación lingüística
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities.
▪ Listen and chant (PB, page 8). Play a game (PB, page 9). Listen and sing (PB, page 10). Listen and read (PB page 11).
The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry, etc
This competence is develop through the unit through:
- Calculate the time in different parts of the day mentally.
This competence is practiced in lesson 5 of the unit.
Competence in Knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it.
- Show respect toward themselves and toward others.
This competence is practice through the unit in lessons 2, 3 and 7.
Data processing and digital competence
▪ Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Posters and stickers (to connect visual and written information).
▪ Observe photographs as a mean of information.
▪ Interpret and process information from tables and pictures.
- Summary of the contents of the bottom of the page on each lesson.
▪ Practice and get familiar with the of a variety of digital competences and information throughout the curse applying the components of the method.
WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:
- Digital versions of flashcards, wordcards, storycards.
- Videoclips
- The interactive version of the Board game with dices and digital chips.
- Reader version to be listen to and read by the whole class.
- Class Audio CDs.
- Course web page.
The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.
Interpersonal, social and civic competences
▪ This competences are develop through the knowledge of different interdisciplinary sections related to the unit:
- Understanding dialogs and comminication exchanges.
- Socialize and participate in classroom activities, playing,, and following classroom rules, in pairs and in groups: Play a game, Unit 1 (PB, page 9).
- Learn to participate and colaborate with peers acting out the story of the unit: Mystery at Miss Todd’s House Unit 1 PB, page 11.
▪ Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competences are developthrough interdisciplinary sections related to the theme of the Unit.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. This competence is practice in lessons 2, 3, and 7.
Competencia cultural y artística.
This competence is develop in the Unit through the following activities:
▪ Sing songs, rhymes and chants: :
▪ A chant: What time is it? PB, page 8.
▪ A song: Get up, you sleepy head, PB, page 10.
▪ A poem: Morning’s here, PB, page 14.
▪ Immerse in the English language and culture through reading and understanding a story: Mystery at Miss Todd’s House Unit 1 PB, page 11.
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. This competence is practice in lesson 2.
Learning to learn competence
Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. This competence is develop in lesson 8 of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is practice through different activities through the eight lessons of the unit.
Emotional Competence
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, social and schools aspects.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, pages 8-15), acting out a story: (PB, page 11).
- Dancing and movement (Act out the story, PB page 11).
- Overcome inhibitions through songs and music: Sing songs and chants: :
- A chant: What time is it? , PB, page 8.
- A song: Get up, you sleepy head, PB, page 10.
This competence is developed across the eight lessons of the Unit.
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 1, pages 8 a 15).
- Reference bar at the bottom of each page.
- - Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book; included in the activity pack, with activities and interactive games for language practice. (AB pages 6-13).
- Flashcards, Wordcards, pósteres, videos and Reader.
▪ Activity Book (Unit 1, pages 6 to 13).
- Cut-outs (lesson 1 of this Unit).
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Picture Dictionary
- Reader (print and digital versions).
- Flascards and Wordcards.
- Storycards (from the story).
- Chants and canciones. PB, pages 8 and 10.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra worksheets to consolidate the content of other areas of knowledge.
- Extra-practice activities for students who need more practice..
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. Evaluation
Formative Evaluation
Constant observation during the lesson.
Complete the AB exercises (Unit 1, pages 6 to 13)
Summative Evaluation
Tests, págs. 8-9 and 3.
Unit 1, Test record.
Portfolio Worksheet (Teacher’s Resource Materials, page 22).
Autoevaluación
Pupil’s Book:
- All about me, lección 8. (PB, page 15).
Activity Book:
Pag 13, lección 8. Unit review 1. Picture Dictionary.
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Talk about daily routines activities.
- Recite a poem.
- Telling time.
- Asking and answering questions about time..
▪ Understand simple oral texts within the classroom's context: :
- Recognize the hours.
- Recognize daily routine activities.
- Understanding a story using visual propts.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Read the hour.
- Read phrases about daily routine activities.
- Following the texts of a story with illustrations.
▪ Writing:
- Write phrases about daily routine activities.
- Write phrases in singular and plural using It’s a (car) y They’re (rockets).
- Write an email about a daily routine.
- Write expressions.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
- Numbers from 1 to 12.
It’s (nine) o’clock. It’s half/quarter past (ten). It’s quarter to (eleven).
Get up, have breakfast, go to school, have a break, have lunch, go home, have dinner, go to bed.
▪ Understand and apply grammar rules correctly::
- Language structures:
What time is it? It’s five o’clock. It’s half/quarter past (ten). It’s quarter to (eleven).
I (get up) at (half past seven). Me too!
- Receptive language:
It’s time for school. Hands (of a clock). It’s light/dark outside, but you are in bed, sleepyhead, it’s time for bed, in the morning/evening. Morning’s here, sun, shine, cook, try, email, Please, write soon.
It’s time for dinner/to go home, box.
- Interdisciplinary language: :
England, Spain, Argentina, Hawaii, New Zealand, Earth, on the other side, imagine, place.
Before, after, do homework, have lessons, watch television, play football, help, village, city.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: : ft
- Rhythm and intonation.
- Poem to practice rhythm: Morning’s here.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Work in pairs.
- Know about the routines of others.
- Helping the elderly.
- Learn the different time zones in diferent countries.
- Learn the daily routines in different countries.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
UNIT 2: What day is it?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Say the days of the week and school subjects.
- Recite a poem.
- Asking and answer questions about in which days schools subjects are. Have you got (Art) on (Fridays)? Yes, we have. No, We haven’t.
▪ Understand simple oral texts within the classroom's context: :
- Recognizing the days of the week and school subjects.
- Underdatnding stories with illustrations.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read phrases about the days of the week and school subjects.
- Following the texts of a storyand a song.
▪ Writing:
- Write the days of the week and the school classes.
- Write about their favourite day at school.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
- Days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
- School subjects: Art, English, Geography, History, Maths, Music, PE, Science.
▪ Understand and apply grammar rules correctly::
- Language structures:
What day is it? It’s (Monday), on Tuesday.
We’ve got (Maths) on (Mondays). We haven’t got (Music) on (Wednesdays).
Have you got (Art) on (Fridays)? Yes, we have. No, we haven’t.
- Receptive language:
Walkie-talkie, (Wednesday) is my day, Great! It’s time for diner/to go home. Box, before, after, true, false, Get up early! English class, cool, I can say, the weekend, friendly, fun, sun, timetable, favourite.
- Interdisciplinary language: :
Team, rules, trainer, play, fair, a good loser.
Cross cultural: race, have fun, fall over, throw, hoop, sack.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- /ʌ/ /u:/ /e/ /ɜ:/ /aɪ/ /æ/ sounds.
- Rhyme to practice rhythm: Monday’s a running day.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- A sports day in a Great Britain School.
- Tipical sports for Sports Day in a Great Britain School.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world. .
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Get started in some phonetic aspect of rhythm and intonation.
- /ʌ/ /u:/ /e/ /ɜ:/ /aɪ/ /æ/ sounds.
- Rhyme to practice rhythm: Monday’s a running day.
▪ Identify and use the lexical terms:
- Days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
- School subjects: Art, English, Geography, History, Maths, Music, PE, Science.
▪ Understand and apply grammar rules correctly:
▪ Language structures:
What day is it? It’s (Monday), on Tuesday.
We’ve got (Maths) on (Mondays). We haven’t got (Music) on (Wednesdays)
Have you got (Art) on (Fridays)? Yes, we have. No, we haven’t.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Sciences: Physical exercises. Learn to loose.
- Music and Arts: song of the week and school subjects, poem for rhythm and intonation.
- Linguistic abilities: interpretation of a story.
BLOCK 5. - Literacy Education
Literacy genre:
Sories:
The boxes. PB, page 19.
The Secret Door 2. TG page 66.
Oral and written text producction:
Dialogue reproduction:
A chant: Days of the week, PB, page 16.
A song: Monday, Monday, PB, page 18.
III. BASIC COMPETENCES
Comunicación lingüística
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities.
▪ Listen and chant (PB, page 16). Play a game (PB, page 17). Listen and sing (PB, page 18). Listen and read (PB page 19).
The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry, etc
This competence is develop through the unit through:
- Understand information from a table..
This competence is practice in Lesson 8 of the Unit.
Data processing and digital competence
▪ Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Posters and stickers (to connect visual and written information).
▪ Observe photographs as a mean of information..
▪ Interpret and process information from tables and pictures.
- Summary of the contents of the bottom of the page on each lesson.
▪ Practice and get familiar with the of a variety of digital competences and information throughout the curse applying the components of the method.
WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:
- Digital versions of flashcards, wordcards, storycards.
- Videoclips
- The interactive version of the Board game with dices and digital chips.
- Reader version to be listen to and read by the whole class.
- Class Audio CDs.
- Course web page.
The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.
Interpersonal, social and civic competences
▪ This competences are develop through the knowledge of different interdisciplinary sections related to the unit:
- Understanding dialogs and comminication exchanges.
- Socialize and participate in classroom activities, playing,, and following classroom rules, in pairs and in groups: Play a game, Unit 2 (PB, page 17).
- Learn to participate and colaborate with peers acting out the story of the unit: The boxes, Unit 2 PB, page 19.
-
▪ Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competences are developthrough interdisciplinary sections related to the theme of the Unit.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. This competence is refected in lessons 2 and 7 of the unit.
Competencia cultural y artística.
This competence is develop in the Unit through the following activities:
▪ Sing songs, rhymes and chants: :
▪ A chant: Days of the week, PB, page 16.
▪ A song: Monday, Monday, PB, page 18.
▪ A rhyme: Monday’s a running day, PB, page 22.
▪ Immerse in the English language and culture through reading and understanding a story: The Boxes, PB page 19.
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. This competence is practice in lesson 6.
Learning to learn competence
Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. This competence is develop in lesson 8 of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is practice through different activities through the eight lessons of the unit.
Emotional Competence
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.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, pages 10-17), acting out a story: (PB page 13).
- Dancing and movement (Act out the story, PB page ).
- Overcome inhibitions through songs and music: Sing songs and chants: :
- A chant: Days of the week , PB, page 16.
- A song: Monday, Monday, PB, page 18.
This competence is developed across the eight lessons of the Unit.
IV. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (Unit 2, pages 16 to 23).
- Reference bar at the bottom of each page..
- - Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book; included in the activity pack, with activities and interactive games for language practice. (AB pages 14-21).
- Flashcards, Wordcards, pósteres, videos and Reader.
▪ Activity Book (Unit 2, pages 14 to 21).
- Cut-outs (for lesson 2 of this Unit).
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Picture Dictionary.
- Reader (print and digital versions)
- Flascards and Wordcards.
- Storycards (from the story).
- Chants and canciones. PB, pages 16 and 18.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra worksheets to consolidate the content of other areas of knowledge.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. Evaluation
Formative Evaluation
Constant observation during the lesson.
Complete AB exercises, (Unit 2, pages 14 a 21).
Summative Evaluation
Tests, págs. 10-11 and 3.
Unit 2, Test record.
Autoevaluación
Pupil’s Book:
- All about me, lección 8. (PB, page 23).
Activity Book:
Pag 21, lección 8. Unit review 2. Picture Dictionary.
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Say the days of the week and school subjects.
- Recite a poem.
- Asking and answer questions about in which days schools subjects are. Have you got (Art) on (Fridays)? Yes, we have. No, We haven’t.
▪ Understand simple oral texts within the classroom's context:
- Recognizing the days of the week and school subjects.
- Underdatnding stories with illustrations.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to identify and read phrases about when school subjects take place.
- Be able to read and understand teh school subjects names.
- Following the texts of a storyand a song.
▪ Writing:
- Write the days of the week and the school classes.
- Write about their favourite day at school.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
- Days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
- School subjects: Art, English, Geography, History, Maths, Music, PE, Science.
▪ Understand and apply grammar rules correctly::
- Language structures:
What day is it? It’s (Monday), on Tuesday
We’ve got (Maths) on (Mondays). We haven’t got (Music) on (Wednesdays)
Have you got (Art) on (Fridays)? Yes, we have. No, we haven’t.
- Receptive language:
Walkie-talkie, (Wednesday) is my day, Great! It’s time for diner/to go home. box, before, after, true, false, Get up early! English class, cool, I can say, the weekend, friendly, fun, sun, timetable, favourite.
- Interdisciplinary language: :
Team, rules, trainer, play, fair, a good loser.
Cross cultural: race, have fun, fall over, throw, hoop, sack.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- /ʌ/ /u:/ /e/ /ɜ:/ /aɪ/ /æ/ sounds.
- Rhyme to practice rhythm: Monday’s a running day.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- A sports day in a Great Britain School.
- Tipical sports for Sports Day in a Great Britain School.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
UNIT 3: It’s windy.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Name adjectives to describe time and seasons.
- Recite a poem.
- Asking and answering questions about the weather using What’s the weather like (now)? It’s sunny.
- Asking and answering questions about their favourite activities: What do you like doing? I like (swimming).
▪ Understand simple oral texts within the classroom's context: :
- Identifying adjectives to describe time and vocabulary about the seasons.
- Understanding a story using visual propts.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- reading a story.
▪ Writing:
- Write phrases about their favourite activities.
- Write a description about their favourite season.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
- Cold, windy, cloudy, raining, hot, sunny, snowing.
Season, spring, summer, autumn, winter.
Flying a kite, claying outside, ice-skating, going for a walk, riding a bike, building a snowman, playing football.
▪ Understand and apply grammar rules correctly:
- Language structures:
What’s the weather like (now)? It’s (cold).
What’s the weather like in (Madrid)? It’s (raining).
What do you like doing? I like (swimming).
Do you like (playing football)? Yes, I do. No, I don’t.
What do you like doing when it’s (windy)? I like (going for a walk).
- Receptive language:
Sunscreen, it’s great! Hurry up! I’m coming! Hooray! Go away, again, another, children, never.
Take photos, follow, bank, anything, Don’t worry!
- Interdisciplinary language:
Pairs, strawberries, sweetcorn, lettuce, cauliflower, onions, broccoli, flower, leaves, roots, stem, seed, plant (n).
Warm, beans, sprouts, harvest, pumpkin, grow, lantern, lamb, beautiful, plant (v), seeds.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- /eɪ/ sound.
- Rhyme to practice rhythm: Rain, rain, go away.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Tastes on clothes.
- Work in pairs
- Live in a farm and different seasons.
- Clothes in other countries.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Get started in some phonetic aspect of rhythm and intonation.
- /eɪ/ sound.
- Rhyme to practice rhythm: Rain, rain, go away.
▪ Identify and use the lexical terms:
- Cold, windy, cloudy, raining, hot, sunny, snowing.
Season, spring, summer, autumn, winter.
Flying a kite, claying outside, ice-skating, going for a walk, riding a bike, building a snowman, playing football.
▪ Understand and apply grammar rules correctly:
- Language structures:
What’s the weather like (now)? It’s (cold).
What’s the weather like in (Madrid)? It’s (raining).
What do you like doing? I like (swimming).
Do you like (playing football)? Yes, I do. No, I don’t.
What do you like doing when it’s (windy)? I like (going for a walk).
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Sciences: Vegetables we eat; part of the plant they come from
procede food. Live in a farm and diffrent seasons.
- Music and Arts: A song about the weather and the seasons, A poem about rhyme and intonation, make a poster, draw their favourite season
- Linguistic abilities: reading; reading comprehension, acting out.
BLOCK 5. - Literacy Education
Literacy genre:
Sories:
The Tall Man. PB, page 27.
The Secret Door 3. TG page 86.
Oral and written text producction:
Dialogue reproduction:
A chant: What’s the weather like? PB, page 24.
A song: When it’s cold, PB, page 26.
III. BASIC COMPETENCES
Comunicación lingüística
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities.
▪ Listen and chant (PB, page 24). Play a game, (PB, page 25). Listen and sing, (PB, page 26). Listen and read, (PB page 27).
The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.
Data processing and digital competence
▪ Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Posters and stickers (to connect visual and written information).
▪ Observe photographs as a mean of information.
▪ Interpret and process information from tables and pictures.
- Summary of the contents of the bottom of the page on each lesson.
▪ Practice and get familiar with the of a variety of digital competences and information throughout the curse applying the components of the method.
WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:
- Digital versions of flashcards, wordcards, storycards.
- Videoclips.
- The interactive version of the Board game with dices and digital chips.
- Reader version to be listen to and read by the whole class.
- Class Audio CDs.
- Course web page.
The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.
Interpersonal, social and civic competences
▪ This competences are develop through the knowledge of different interdisciplinary sections related to the unit:
- Understanding dialogs and comminication exchanges.
- Socialize and participate in classroom activities, playing,, and following classroom rules, in pairs and in groups: Play a game, Unit 3, (PB, page 25).
- Learn to participate and colaborate with peers acting out the story of the unit: The Tall Man Unit 3. PB, page 27.
- Learn to comminicate with others and understand them.
▪ Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competences are developthrough interdisciplinary sections related to the theme of the Unit.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.This competence is refected in lessons 2 and 7 of the unit.
Competencia cultural y artística.
This competence is develop in the Unit through the following activities:
▪ Sing songs, rhymes and chants: :
▪ A chant: What’s the weather like? PB, page 24.
▪ A song: When it’s cold, PB, page 26.
▪ A rhyme: Rain, rain go away, PB, page 30.
▪ Immerse in the English language and culture through reading and understanding a story: The Tall Man, PB page 27.
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. This competence is practice in lesson 6.
Learning to learn competence
Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. This competence is develop in lesson 8 of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is practice through different activities through the eight lessons of the unit.
Emotional Competence
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.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, pages 24-31), acting out a story: (PB page 27).
- Dancing and movement (Act out the story, PB page 27).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A chant: What’s the weather like? PB, page 24.
- A song: When it’s cold, PB, page 26.
This competence is developed across the eight lessons of the Unit.
IV. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (Unit 3, pages 24 a 31).
- Reference bar at the bottom of each page..
- - Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book; included in the activity pack, with activities and interactive games for language practice. (AB pages 22-29)
- Flashcards, Wordcards, pósteres, videos and Reader.
▪ Activity Book (Unit 3, pages 22 to 29).
- Cut-outs (for lesson 3 of the Unit).
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Picture Dictionary.
- Reader (print and digital versions).
- Flascards and Wordcards .
- Storycards (from the story).
- Chants and canciones. PB, pages 24 and 26.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra worksheets to consolidate the content of other areas of knowledge.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. Evaluation
Formative Evaluation
Constant observation during the lesson.
Complete the AB exercises (Unit 3, pages 22 to 29).
Summative Evaluation
Tests, págs. 12-13 and 3.
Unit 3, Test record.
Autoevaluación
Pupil’s Book
- All about me, lección 8. (PB, page 31).
Activity Book:
Pag 29, lección 8. Unit review 3. Picture Dictionary.
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Name adjectives to describe time and seasons.
- Recite a poem.
- Asking and answering questions about the weather using What’s the weather like (now)? It’s sunny.
- Asking and answering questions about their favourite activities: What do you like doing? I like (swimming).
▪ Understand simple oral texts within the classroom's context: :
- Identifying adjectives to describe time and vocabulary about the seasons.
- Understanding a story using visual propts.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- reading a story.
▪ Writing:
- Write phrases about their favourite activities.
- Write a description about their favourite season.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
- Cold, windy, cloudy, raining, hot, sunny, snowing.
Season, spring, summer, autumn, winter.
Flying a kite, claying outside, ice-skating, going for a walk, riding a bike, building a snowman, playing football.
▪ Understand and apply grammar rules correctly::
- Language structures:
What’s the weather like (now)? It’s (cold).
What’s the weather like in (Madrid)? It’s (raining).
What do you like doing? I like (swimming).
Do you like (playing football)? Yes, I do. No, I don’t.
What do you like doing when it’s (windy)? I like (going for a walk).
- Receptive language:
Sunscreen, it’s great! Hurry up! I’m coming! Hooray! Go away, again, another, children, never.
Take photos, follow, bank, anything, Don’t worry!
- Interdisciplinary language:
Pairs, strawberries, sweetcorn, lettuce, cauliflower, onions, broccoli, flower, leaves, roots, stem, seed, plant (n).
Warm, beans, sprouts, harvest, pumpkin, grow, lantern, lamb, beautiful, plant (v), seeds.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- /eɪ/ sound.
- Rhyme to practice rhythm: Rain, rain, go away.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Tastes on clothes.
- Work in pairs.
- Live in a farm and different seasons.
- Clothes in other countries.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
UNIT 4: It’s strong.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Name animals and their characteristics.
- Recite a poem.
- Ask and answer questions about animals using Is it (strong)? Yes, it is/No, it isn’t. Are they (beautiful)? Yes, they are/No, they aren’t.
- Ask and answer questions about what people are doing What are you doing? I’m (eating). What’s he/she doing? He’s/she’s (talking).
▪ Understand simple oral texts within the classroom's context:
- Recognize the names of animals and their characteristics.
- Recognize descritive adjectives.
- Recognize actions.
- Underdatnding stories with illustrations.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read and recognize phrases about animal characteristics.
- Read phrases about what people are doing.
- Following the texts of a story.
▪ Writing:
- Write descriptions of a family member, a friend and what they're doing.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
Thin, fat, beautiful, tired, ugly, strong.
Lion, panda, parrot, gorilla.
Buying, eating, looking at, playing, standing, talking, taking a photo, walking, wearing, having fun.
▪ Understand and apply grammar rules correctly:
- Language structures:
It’s a (panda). It’s (fat). They’re (lions). They’re (thin).
Is it (strong)? Yes, it is. No, it isn’t. Are they (beautiful)? Yes, they are. No, they aren’t.
What are you doing? I’m (eating).
Are you (taking photos)? Yes, I am. I’m (going)...
What’s he/she doing? He’s/she’s (talking).
He’s very (ugly).
- Receptive language:
Another, now, floor, hive, zoo.
Notebook, police station.
- Interdisciplinary language:
Carnivore, omnivore, plants, meat, (carnivores) eat (meat), trunk, hunter, pointed teeth, claws.
Rainforest, mountain, orangutan, tree, kangaroo, many, disappear, wild, hundred, nuts, seeds, sleep, sell, South America, Africa, Australia, Asia.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Rhythm and intonation.
- /u:/ /i:/ /ɔ:/ /aɪ/ sounds
- Rhyme to practice rhythm: One brown bear.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Plan a party together.
- Work in pairs.
- Animals in danger of extinction,
- The importance of food chains and preserving the environment.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Get started in some phonetic aspect of rhythm and intonation.
- Rhythm and intonation.
- /u:/ /i:/ /ɔ:/ /aɪ/ sounds
- Rhyme to practice rhythm: One brown bear
▪ Identify and use the lexical terms:
Thin, fat, beautiful, tired, ugly, strong.
Lion, panda, parrot, gorilla.
Buying, eating, looking at, playing, standing, talking, taking a photo, walking, wearing, having fun.
▪ Understand and apply grammar rules correctly:
It’s a (panda). It’s (fat). They’re (lions). They’re (thin).
Is it (strong)? Yes, it is. No, it isn’t. Are they (beautiful)? Yes, they are. No, they aren’t.
What are you doing? I’m (eating).
Are you (taking photos)? Yes, I am. I’m (going)...
What’s he/she doing? He’s/she’s (talking).
He’s very (ugly).
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Clasifying.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive language to those whose culture and language are different from their own.
▪ Interdisciplinary contents:
- Social Sciences: What animals eat, food chains, animals in danger of extinction,
- Music and Arts: a song about what people do at the zoo, a poem about rhyme and intonation, draw scenes.
- Linguistic abilities: reading; reading comprehension, acting out.
BLOCK 5. - Literacy Education
Literacy genre:
Sories:
The Photos. PB, page 35.
The Secret Door 4, TG page 106.
Oral and written text producction:
Dialogue reproduction
A chant: It’s miss Todd. PB, page 32.
A song: Fun at the zoo, PB, page 34.
III. BASIC COMPETENCES
Comunicación lingüística
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities.
▪ Listen and chant, (PB, page 32). Play a game, (PB, page 33). Listen and sing, (PB, page 34). Listen and read, (PB page 35).
The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.
Competence in Knowledge and 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.
- Be aware of the imortance of the animal kingdom and our surroundings.
This competence is shown through units 1 to 7.
Data processing and digital competence
▪ Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Posters and stickers (to connect visual and written information).
▪ Observe photographs as a mean of information..
▪ Interpret and process information from tables and pictures.
- Summary of the contents of the bottom of the page on each lesson.
▪ Practice and get familiar with the of a variety of digital competences and information throughout the curse applying the components of the method.
WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:
- Digital versions of flashcards, wordcards, storycards.
- Videoclips
- The interactive version of the Board game with dices and digital chips.
- Reader version to be listen to and read by the whole class.
- Class Audio CDs.
- Course web page.
The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.
Interpersonal, social and civic competences
▪ This competences are develop through the knowledge of different interdisciplinary sections related to the unit:
- Understanding dialogs and comminication exchanges.
- Socialize and participate in classroom activities, playing,, and following classroom rules, in pairs and in groups: Play a game, Unit 4 (PB, page 33).
- Learn to participate and colaborate with peers acting out the story of the unit: The Photos, Unit 4 (PB, page 35).
-
▪ Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competences are developthrough interdisciplinary sections related to the theme of the Unit.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.This competence is refected in lessons 2 and 7 of the unit.
Competencia cultural y artística.
This competence is develop in the Unit through the following activities:
▪ Sing songs, rhymes and chants: :
▪ A chant: It’s miss Todd. PB, page 32.
▪ A song: Fun at the zoo, PB, page 34.
▪ A rhyme: One brown bear, PB, page 38.
▪ Immerse in the English language and culture through reading and understanding a story: The Photos, PB page 35.
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. This competence ii spracticed specially on lessons 4 and 6.
Learning to learn competence
Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. This competence is develop in lesson 8 of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is practice through different activities through the eight lessons of the unit.
Emotional Competence
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.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, pages 32-39), acting out a story: (PB page 35).
- Dancing and movement (Act out the story, PB page 35).
- Overcome inhibitions through songs and music: Sing songs and chants: :
- A chant: It’s miss Todd. PB, page 32.
- A song: Fun at the zoo. PB, page 34.
This competence is developed across the eight lessons of the Unit.
IV. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (Unit 4, pages 32 to 39).
- Reference bar at the bottom of each page.
- - Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book; included in the activity pack, with activities and interactive games for language practice. (AB pages 30-37).
- Flashcards, Wordcards, pósteres, videos and Reader.
▪ Activity Book (Unit 4, pages 30 to 37).
- Cut-outs (for lesson 4 of the Unit).
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Picture Dictionary.
- Reader (print and digital versions).
- Flascards and Wordcards .
- Storycards (from the story).
- Chants and canciones. PB, pages 32 and 34.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra worksheets to consolidate the content of other areas of knowledge.
- Extra-practice activities for students who need more practice..
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. Evaluation
Formative Evaluation
Constant observation during the lesson.
Complete the AB exercises (Unit 4, pages 30 to 37).
Summative Evaluation
Tests, págs. 14-15 and 3.
Unit 4, Test record.
Autoevaluación
Pupil’s Book:
- All about me, lección 8. (PB, page 39).
Activity Book:
Pag 37, lección 8.
Unit review 4. Picture Dictionary.
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Name animals and their characteristics.
- Recite a poem.
- ASk and answer questions about animals using Is it (strong)? Yes, it is/No, it isn’t. Are they (beautiful)? Yes, they are/No, they aren’t.
- ASk and answer questions about what people are doing What are you doing? I’m (eating). What’s he/she doing? He’s/she’s (talking).
▪ Understand simple oral texts within the classroom's context: :
- Recognize tey names of animals and their characteristics.
- Recognize descritive adjectives.
- Recognize actions.
- Underdatnding stories with illustrations.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read and recognize phrases about animal characteristics.
- Read phrases about what people are doing.
- Following the texts of a story.
▪ Writing:
- Write descriptions of a family member, a friend and what they're doing.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
Thin, fat, beautiful, tired, ugly, strong.
Lion, panda, parrot, gorilla.
Buying, eating, looking at, playing, standing, talking, taking a photo, walking, wearing, having fun.
▪ Understand and apply grammar rules correctly::
- Language structures:
It’s a (panda). It’s (fat). They’re (lions). They’re (thin).
Is it (strong)? Yes, it is. No, it isn’t. Are they (beautiful)? Yes, they are. No, they aren’t.
What are you doing? I’m (eating).
Are you (taking photos)? Yes, I am. I’m (going)...
What’s he/she doing? He’s/she’s (talking).
He’s very (ugly).
- Receptive language:
Another, now, floor, hive, zoo.
Notebook, police station.
- Interdisciplinary language:
Carnivore, omnivore, plants, meat, (carnivores) eat (meat), trunk, hunter, pointed teeth, claws.
Rainforest, mountain, orangutan, tree, kangaroo, many, disappear, wild, hundred, nuts, seeds, sleep, sell, South America, Africa, Australia, Asia.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- Rhythm and intonation.
- /u:/ /i:/ /ɔ:/ /aɪ/ sounds
- Rhyme to practice rhythm: One brown bear
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Plan a party together.
- Work in pairs.
- Sharing food.
- Animals in danger of extinction,
- The importance of food chains and preserving the environment.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
UNIT 5: Where’s the park?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Name places.
- Name the location of those places.
- Name prepositions.
- Give directions to get to a place.
- Recite a poem.
- Ask and answer questions about getting to a place.
▪ Understand simple oral texts within the classroom's context:
- Identify prepositions.
- Understand addresses.
- Understanding a story using visual propts.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read addresses.
- Following the texts of a story.
▪ Writing:
- Write directions.
- Write a description of a location.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
Cinema, police station, library, school, toy shop, swimming pool, café, zoo, park, road, street.
Opposite, next to, between, in.
Turn left. Turn right. Go straight on. Start/stop at the (zebra crossing).
▪ Understand and apply grammar rules correctly::
- Language structures:
Where’s the (cinema)?
It’s (opposite) the (park).
It’s in (London road).
The (cinema) is (next to) the (café).
Where’s the (cinema)? It’s (next to) the (café).
- Receptive language:
In town. They’re looking for (the police station) Let’s go! Meet me at the (cinema). Watch a film, have a swim, this is my home. It isn’t much fun.
Parking sign, police car, quick, accident.
- Interdisciplinary language:
Beach, bridge, forest, lake, mountain, river, sea, north, south, east, west, hometown. It’s/they’re (south) of (the town).
Village, town, city.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- Rhythm and intonation.
- Rhyme to practice rhythm: My home.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Appreciate the qualities of others.
- Work in pairs.
- Appreciate a read aloud.
- Value our possesions and belongings.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment.
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Get started in some phonetic aspect of rhythm and intonation.
- Rhythm and intonation.
- Rhyme to practice rhythm: My home.
▪ Identify and use the lexical terms:
Cinema, police station, library, school, toy shop, swimming pool, café, zoo, park, road, street.
Opposite, next to, between, in.
Turn left. Turn right. Go straight on. Start/stop at the (zebra crossing).
▪ Understand and apply grammar rules correctly:
- Language structures:
Where’s the (cinema)?
It’s (opposite) the (park).
It’s in (London road).
The (cinema) is (next to) the (café).
Where’s the (cinema)? It’s (next to) the (café).
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Sciences: geografía; reading maps, describe where places are
, cardinal points , geography and places in Great Britain
Bretaña.
- Music and Arts: a song about addresses, a rhyme about rhythm, draw a map.
- Linguistic abilities: reading; reading comprehension, acting out.
BLOCK 5. - Literacy Education
Literacy genre:
Sories:
At the Police Station. PB, page 43.
The Secret Door 5. TG page 126.
Oral and written text producction:
Dialogue reproduction
A chant: Where’s the zoo? PB, page 40.
A song: I’m going to town, PB, page 42.
III. BASIC COMPETENCES
Comunicación lingüística
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities.
▪ Listen and chant, (PB, page 40). Play a game, (PB, page 41). Listen and sing, (PB, page 42). Listen and read, (PB page 43).
The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.
Competence in Knowledge and 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.
- Interprete maps and plains.
- Give directions in how to get to a place, lessons 1, 2, 3, 5, 6, 7 and 8.
- To find one's way using Cardinal points (lesson 4).
Data processing and digital competence
▪ Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Posters and stickers (to connect visual and written information).
▪ Observe photographs as a mean of information..
▪ Interpret and process information from tables and pictures.
- Summary of the contents of the bottom of the page on each lesson.
▪ Practice and get familiar with the of a variety of digital competences and information throughout the curse applying the components of the method.
WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:
- Digital versions of flashcards, wordcards, storycards.
- Videoclips.
- The interactive version of the Board game with dices and digital chips.
- Reader version to be listen to and read by the whole class..
- Class Audio CDs.
- Course web page.
The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.
Interpersonal, social and civic competences
▪ This competences are develop through the knowledge of different interdisciplinary sections related to the unit:
- Understanding dialogs and comminication exchanges.
- Socialize and participate in classroom activities, playing,, and following classroom rules, in pairs and in groups: Play a game, Unit 5 (PB, page 41).
- Learn to participate and colaborate with peers acting out the story of the unit: At the Police Station Unit 5 PB, page 43.
▪ Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competences are developthrough interdisciplinary sections related to the theme of the Unit.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. This competence is reflected in lessons 2, 5, 7, and 8.
Competencia cultural y artística.
This competence is develop in the Unit through the following activities:
▪ Sing songs, rhymes and chants: :
▪ A chant: Where’s the zoo? PB, page 40.
▪ A song: I’m going to town, PB, page 42.
▪ A rhyme: My home, PB, page 46.
▪ Immerse in the English language and culture through reading and understanding a story: At the Police Station, PB page 43.
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. This competence is reflected in lessons 1, 2, 5, 7, and 8.
Learning to learn competence
Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. This competence is develop in lesson 8 of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is practice through different activities through the eight lessons of the unit.
Emotional Competence
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.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, pages 40-47), acting out a story: (PB page 43).
- Dancing and movement (Act out the story, PB page 43).
- Overcome inhibitions through songs and music: Sing songs and chants: :
- A chant: Where’s the zoo? PB, page 40.
- A song: I’m going to town, PB, page 42.
This competence is developed across the eight lessons of the Unit.
IV. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (Unit 5, pages 40 to 47)
- Reference bar at the bottom of each page..
- - Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book; included in the activity pack, with activities and interactive games for language practice. (AB, pages 38-45)
- Flashcards, Wordcards, pósteres, videos and Reader.
▪ Activity Book (Unit 5, pages 38 to 45).
- Cut-outs (for lesson 2 of this Unit).
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Picture Dictionary.
- Reader (print and digital versions).
- Flascards and Wordcards .
- Storycards (from the story).
- Chants and canciones. PB, pages 40 and 42.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra worksheets to consolidate the content of other areas of knowledge.
- Extra-practice activities for students who need more practice..
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. Evaluation
Formative Evaluation
Constant observation during the lesson.
Complete the AB exercises (Unit 5, pages 38 to 45)
Summative Evaluation
Tests, págs. 16-17 and 3.
Unit 1, Test record
Autoevaluación
Pupil’s Book:
- All about me, lección 8. (PB, page 47).
Activity Book:
Pag 45, lección 8. Unit review 5. Picture Dictionary
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Name places.
- Name the location of those places.
- Name prepositions.
- Give directions in how to get to a place.
- Recite a poem.
- Ask and answer questions in how to get to a place.
▪ Understand simple oral texts within the classroom's context: :
- Identify prepositions.
- Understanding directions.
- Understanding a story using visual propts.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read addresses.
- Following the texts of a story.
▪ Writing:
- Write directions.
- Write a description of a location.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
Cinema, police station, library, school, toy shop, swimming pool, café, zoo, park, road, street.
Opposite, next to, between, in.
Turn left. Turn right. Go straight on. Start/stop at the (zebra crossing).
▪ Understand and apply grammar rules correctly::
- Language structures:
Where’s the (cinema)?
It’s (opposite) the (park).
It’s in (London road).
The (cinema) is (next to) the (café).
Where’s the (cinema)? It’s (next to) the (café).
- Receptive language:
In town. They’re looking for (the police station) Let’s go! Meet me at the (cinema). Watch a film, have a swim, this is my home. It isn’t much fun.
Parking sign, police car, quick, accident.
- Interdisciplinary language:
Beach, bridge, forest, lake, mountain, river, sea, north, south, east, west, hometown. It’s/they’re (south) of (the town).
Village, town, city.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- Rhythm and intonation.
- Rhyme to practice rhythm: My home.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Appreciate the qualities of others.
- Work in pairs.
- Appreciate a read aloud.
- Value our possesions and belongings.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
UNIT 6: What shall we do?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Give suggesions.
- Recite a poem.
- Ask and answer to suggestions.
- Ask and answer questions about what to do in their free time.
▪ Understand simple oral texts within the classroom's context: :
- Recognize leisure time vocabulary.
- Underdatnding stories with illustrations.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read and recognize expressions to make and respond to suggestions .
- Read a story.
▪ Writing:
- Write expressions to make suggestions.
- Write questions and answers about what they like to do on their free time.
- Write a post card.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
Watch a DVD, play a computer game, listen to music, play a board game, make a cake, go swimming, go for a walk, go riding, go for a bike ride, play volleyball, go to the beach.
▪ Understand and apply grammar rules correctly:
- Language structures:
What shall we do? Let’s (watch a DVD). Good idea! No, not a (DVD).
What do you want to do? I want to (go for a walk).
Do you want to (go to the beach)? Yes, I do. No, I don’t.
- Receptive language:
The computer doesn’t work, dice, come back, lovely, a sunny day, have fun, instead, stay, talk, burn, tickle, toes.
Help, Congratulations! a reward, mend the roof.
- Interdisciplinary language:
Sea, sky, sand, waves, fishing boat, sailing boat, bucket, spade, bucket, tree.
On holiday, holiday camp, sailing, climbing, windsurfing, sea turtles, to lay an egg, campsite, wooden hut, fishing, tomorrow, next year, Italy, Turkey.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Rhythm and intonation.
- Rhyme to practice rhythm: Summer holiday.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Appreciate art.
- Work in pairs.
- Holidays in other parts of the world.
- Respect our homes.
- Homes around the world.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world. .
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Get started in some phonetic aspect of rhythm and intonation.
- Rhythm and intonation.
- Rhyme to practice rhythm: Summer holiday.
▪ Identify and use the lexical terms:
Watch a DVD, play a computer game, listen to music, play a board game, make a cake, go swimming, go for a walk, go riding, go for a bike ride, play volleyball, go to the beach.
▪ Understand and apply grammar rules correctly:
What shall we do? Let’s (watch a DVD). Good idea! No, not a (DVD).
What do you want to do? I want to (go for a walk).
Do you want to (go to the beach)? Yes, I do. No, I don’t.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Music and Arts: Appreciate art, comparar representaciones artísticas distintas de escenas parecidas, dWriting detalles artísticos, canción sobre decidir qué hacer, Rhyme to practice rhythm, draw scenes.
- Linguistic abilities: reading; story comprehension, acting out.
BLOCK 5. - Literacy Education
Literacy genre:
Sories:
The Reward. PB, page 51.
The Secret Door 5. TG page 146.
Oral and written text producction:
Dialogue reproduction
A chant: What shall we do PB, page 48.
A song: Do you want to go to the beach? PB, page 50.
III. BASIC COMPETENCES
Comunicación lingüística
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities.
▪ Listen and chant, (PB, page 48). Play a game, (PB, page 49). Listen and sing, (PB, page 50). Listen and read, (PB page 51).
The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.
Competence in Knowledge and 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.
- Manage free time.
- Negotiate group activities.
(lessons 1, 2, 3 and 7)
Data processing and digital competence
▪ Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Posters and stickers (to connect visual and written information).
▪ Observe photographs as a mean of information..
▪ Interpret and process information from tables and pictures.
- Summary of the contents of the bottom of the page on each lesson.
▪ Practice and get familiar with the of a variety of digital competences and information throughout the curse applying the components of the method.
WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:
- Digital versions of flashcards, wordcards, storycards.
- Videoclips
- The interactive version of the Board game with dices and digital chips.
- Reader version to be listen to and read by the whole class..
- Class Audio CDs.
- Course web page.
The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.
Interpersonal, social and civic competences
▪ This competences are develop through the knowledge of different interdisciplinary sections related to the unit:
- Understanding dialogs and comminication exchanges.
- Socialize and participate in classroom activities, playing,, and following classroom rules, in pairs and in groups: Play a game, Unit 6, (PB, page 49).
- Learn to participate and colaborate with peers acting out the story of the unit: The Reward, Unit 6, PB, page 51.
▪ Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competences are developthrough interdisciplinary sections related to the theme of the Unit.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (lessons 2 and 7)
Competencia cultural y artística.
This competence is develop in the Unit through the following activities:
▪ Sing songs, rhymes and chants: :
▪ A chant: What shall we do PB, page 48.
▪ A song: Do you want to go to the beach? PB, page 50.
▪ A rhyme: Summer Holiday, PB, page 54.
▪ Immerse in the English language and culture through reading and understanding a story: The Reward, PB page 51.
▪ Describe and compre art pieces.
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (lessons 5 and 7)
Learning to learn competence
Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. This competence is develop in lesson 8 of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is practice through different activities through the eight lessons of the unit.
Emotional Competence
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.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, pages 48-55), acting out a story: (PB page 51).
- Dancing and movement (Act out the story, PB page 51).
- Overcome inhibitions through music: cantar chants y canciones:
- A chant: What shall we do? PB, page 48.
- A song: Do you want to go to the beach? PB, page 50.
This competence is developed across the eight lessons of the Unit.
IV. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (Unit 6, pages 48 to 55).
- Reference bar at the bottom of each page..
- Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book; included in the activity pack, with activities and interactive games for language practice. (AB, pages 46-63)
- Flashcards, Wordcards, pósteres, videos and Reader.
▪ Activity Book (Unit 6, pages 46 to 63).
- Cut-outs (for lesson 2 of this Unit).
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Picture Dictionary.
- Reader (print and digital versions)
- Flascards and Wordcards.
- Storycards (from the story).
- Chants and canciones. PB, pages 48 and 50.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra worksheets to consolidate the content of other areas of knowledge.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. Evaluation
Formative Evaluation
Constant observation during the lesson.
Complete the AB exercises (Unit 6, pages 46 to 63)
Summative Evaluation
Tests, págs. 18-19 Test de la Unit 6.
Unit 6, Test record.
Autoevaluación
Pupil’s Book
- All about me, lección 8. (PB, page 55).
Activity Book:
Pag 53, lección 8.
Unit review 6. Picture Dictionary.
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Give suggetsions.
- Recite a poem.
- Ask and answer to suggestions.
- Ask and answer questions about what to do in their free time.
▪ Understand simple oral texts within the classroom's context: :
- Recognize leisure time vocabulary.
- Underdatnding stories with illustrations.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read and recognize expressions to make and respond to suggestions .
- Read a story.
▪ Writing:
- Write expressions to make suggestions.
- Write questions and answers about what they like to do on their free time.
- Write qa post card.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
Watch a DVD, play a computer game, listen to music, play a board game, make a cake, go swimming, go for a walk, go riding, go for a bike ride, play volleyball, go to the beach.
▪ Understand and apply grammar rules correctly:
- Language structures:
What shall we do? Let’s (watch a DVD). Good idea! No, not a (DVD).
What do you want to do? I want to (go for a walk).
Do you want to (go to the beach)? Yes, I do. No, I don’t.
- Receptive language:
The computer doesn’t work, dice, come back, lovely, a sunny day, have fun, instead, stay, talk, burn, tickle, toes.
Help, Congratulations! a reward, mend the roof.
- Interdisciplinary language:
Sea, sky, sand, waves, fishing boat, sailing boat, bucket, spade, bucket, tree.
On holiday, holiday camp, sailing, climbing, windsurfing, sea turtles, to lay an egg, campsite, wooden hut, fishing, tomorrow, next year, Italy, Turkey.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- Rhythm and intonation.
- Rhyme to practice rhythm: Summer holiday.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Compare and contrast.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Appreciate art.
- Work in pairs.
- Holidays in other parts of the world.
- Respect our homes.
- Homes around the world.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
Well done, Blue Owls!
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Say phrases using the language learned in the course.
- Ask ans answer questions using the language learned in the course.
▪ Understand simple oral texts within the classroom's context: :
- Recognize the key vocabulary.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read and recognize questions and answers using the language learned in the course.
▪ Writing:
- Write questions and answers using the key vocabulary opf the course.
- Write character's description.
BLOCK 3. Knowledge of the language.
▪ Identify and use teh vocabulary learned in the course.
▪ Understand and apply grammar rules correctly:
- Language structures:
Ask for and give personal information, talk about daily routines, talk about school subjects and leisure time activities, the time, places in acity, give directions in how to get to a place.
- Review language:
All the key vocabulary of the course: clothes, furniture, prepositions, adjectives that describe people, adjectives that describe animals, food, las abilities, transports, questions and answers, descriptions.
- Receptive language:
Safe (adj), join, a lot of, together, help, neighbours.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- Rhythm and intonation.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Travel to other countries by plane.
- Work in pairs.
- Live experiences far from home.
- Meet new people.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world. .
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifyingthe most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Get started in some phonetic aspect of rhythm and intonation.
- Rhythm and intonation.
▪ Identify and use the lexical terms:
- Use the vocabulary learned in the course.
▪ Understand and apply grammar rules correctly:
- Language structures: ask for and give personal information, talk about daily routines, talk about school subjects and leisure time activities, the time, places in acity, give directions in how to get to a place.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Sciences: viajar en avión.
- Music and Arts: canción sobre los Blue Owls, dibujar.
BLOCK 5. - Literacy Education
Literacy genre:
Sories:
Amir and Lucy are running to the Police Station. PB, page 59.
Oral and written text producction:
Dialogue reproduction
A song: The Blue Owls song. PB, page 58.
III. BASIC COMPETENCES
Comunicación lingüística
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities.
▪ Listen and sing, (PB, page 58). Listen and read, (PB page 59).
The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry, etc
This competence is develop through the unit through:
- Get information from a table.
This competence is develop in the Unit 2.
Competence in Knowledge and 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..
- Respect others and themselves.
(lessons 2 and 3)
Data processing and digital competence
▪ Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Posters and stickers (to connect visual and written information).
▪ Observe photographs as a mean of information..
▪ Interpret and process information from tables and pictures.
- Summary of the contents of the bottom of the page on each lesson.
▪ Practice and get familiar with the of a variety of digital competences and information throughout the curse applying the components of the method.
WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:
- Digital versions of flashcards, wordcards, storycards.
- Videoclips
- The interactive version of the Board game with dices and digital chips.
- Reader version to be listen to and read by the whole class.
- Class Audio CDs.
- Course web page.
The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.
Interpersonal, social and civic competences
▪ This competences are develop through the knowledge of different interdisciplinary sections related to the unit:
- Understanding dialogs and comminication exchanges.
- Socialize and participate in classroom activities, playing, building and following basic rules to learn and play together as a group or in pairs.
- Learn to participate and colaborate with peers acting out the story of the unit: Amir and Lucy are running to the Police Station . PB, page 59.
▪ Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competences are developthrough interdisciplinary sections related to the theme of the Unit.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (lessons 2 and 3)
Competencia cultural y artística.
This competence is develop in the Unit through the following activities:
▪ Sing songs, rhymes and chants: :
▪ A song: The Blue Owls song PB, page 58.
▪ Immerse in the English language and culture through reading and understanding a story: Amir and Lucy are running to the Police Station . PB, page 59.
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. In this Unit the competence is exercise specially on lesson 4.
Learning to learn competence
Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning(lesson 4)
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is develop throughout the unit through all four lessons.
Emotional Competence
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.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, pages 56-59), acting out a story: (PB page 59).
- Dancing and movement (Act out the story, PB page 59).
- Overcome inhibitions through songs and music: Sing songs and chants: :
- A song: The Blue Owls song PB, page 58.
This competence is developed across the eight lessons of the Unit.
IV. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (Well Done, Blue Owls! pages 56 to 59)
- Reference bar at the bottom of each page.
- - Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book; included in the activity pack, with activities and interactive games for language practice. (AB pages 54-57)
- Flashcards, Wordcards, pósteres, videos and Reader.
▪ Activity Book (Well Done, Blue Owls! pages 54 to 57).
- Cut-outs (for lesson 2 of this Unit).
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Picture Dictionary.
- Reader (print and digital versions)
- Flascards and Wordcards.
- Storycards (from the story).
- Chants and canciones. PB, page 59.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra worksheets to consolidate the content of other areas of knowledge.
- Extra-practice activities for students who need more practice..
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. Evaluation
Formative Evaluation
Constant observation during the lesson.
Complete the AB exercises (Well Done, Blue Owls! pages 54 to 57)
Summative Evaluation
Final Test. Tests, page 23.
Autoevaluación
Pupil’s Book:
All about me, lesson 4. (PB, page 59).
Activity Book:
Page 57, lesson 4. Review Well Done, Blue Owls! Picture Dictionary.
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Say phrases using the language learned in the course.
- Ask ans answer questions using the language learned in the course.
▪ Understand simple oral texts within the classroom's context: :
- Recognize th ekey vocabulary.
BLOCK 2. Reading and writing
▪ Be able to read texts:
- Be able to read and recognize questions and answers using the language learned in the course.
▪ Writing:
- Write questions and answers using the key vocabulary opf the course.
- Write character's description.
BLOCK 3. Knowledge of the language.
▪ Identify and use teh vocabulary learned in the course..
▪ Understand and apply grammar rules correctly::
- Language structures:
Ask for and give personal information, talk about daily routines, talk about school subjects and leisure time activities, the time, places in acity, Give directions in how to get to a place.
- Review language:
All the key vocabulary of the course: clothes, furniture, prepositions, adjectives that describe people, adjectives that describe animals, food, las abilities, transports, questions and answers, descriptions.
- Receptive language:
Safe (adj), join, a lot of, together, help, neighbours.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- Rhythm and intonation.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Travel to other countries by plane.
- Work in pairs.
- Live experiences far from home.
- Meet new people.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
FESTIVALS
Halloween
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Say words related to Halloween.
- Sing We can scare you.
- Name objects related to Halloween.
▪ Understand simple oral texts within the classroom's context: :
- Recognize vocabulary related toHalloween.
BLOCK 2. Reading and writing
▪ Reading
- Be able to read vocabulary relate to.
- Read and follow instructions to make a Halloween decoration.
▪ Writing
- Write words related to Halloween.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
- Vocabulary: Halloween, witch, ghost, vampire, mummy, spider, bat, trick-or-treat.
▪ Understand and apply grammar rules correctly:
- Receptive language: scare, string, decorate.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Halloween traditions.
- Learn a song about Halloween.
▪ Show a receptive language to those whose culture and language are different from their own.
▪ Learning about the language, lifestyle and culture of English-speaking world. .
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifyingthe most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Identify and use the lexical terms:
▪ Vocabulary: Halloween, witch, ghost, vampire, mummy, spider, bat, trick-or-treat.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Memorize a song.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
Inerdisciplinary contents
- Sciences: Cultural traditions.
- Music and Arts: A song about Halloween, make decorations.
BLOCK 5. - Literacy Education
Literacy genres
Oral and written text producction:
- Reproducción de diálogos.
- A song: We can scare you. PB, page 60.
III. BASIC COMPETENCES
Comunicación lingüística
Use language as a tool for communication.
Data processing and digital competence
Use new thecnologies in the classroom through the use of the Active Teach and el Active Book.
Interpersonal, social and civic competences
Learn to comminicate with others and understand them.
Competencia artística y cultural
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work.
Competence in Knowledge and interaction with the physical world
This competence has as an objective promoting attitudes of respect to others and themselves.
Emotional Competence
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.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, page 62)
- Overcome inhibitions through songs and music: Sing songs and chants: :
- A song: We can scare you. PB, page 60.
IV. Attention to diversity
Extra-practice and extension activities
Activity Book, page 58.
Actividades opcionales del Teacher’s Resource Materials, pages 63-64.
Christmas
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Use vocabulary related to Christmas
- Sing A Christmas tree.
- Use expressions related to Christmas.
▪ Understand simple oral texts within the classroom's context: :
- Recognize grammar structures and vocabulary related to Christmas.
BLOCK 2. Reading and writing
▪ Reading
- Be able to read vocabulary related to Christmas
- Reading instrucciones to make a Chritmas card
▪ Writing
- Write vocabulary related to Christmas.
- Write a letter to Santa Claus.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
- Vocabulary: Christmas tree, Father Christmas, reindeer, snowman, angel, robin, gift tag, put, present.
▪ Understand and apply grammar rules correctly::
- Receptive language: ribbon, thank you letter.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation: :
- Rhythm and intonation.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Entender las cultural traditions de la navidad.
- Aprender un villancico.
▪ Show a receptive language to those whose culture and language are different from their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses from a limited range of options within a less structure context with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifyingthe most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Identify and use the lexical terms:
- Vocabulary: Christmas tree, Father Christmas, reindeer, snowman, angel, robin, gift tag, put, present.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive language to those whose culture and language are different from their own.
▪ Interdisciplinary contents:
- Sciences: Cultural traditions.
- Music and Arts: Villancicos, to make a Chritmas card.
BLOCK 5. - Literacy Education
Literacy genres
Oral and written text producction:
- Reproducción de diálogos.
- A song: A Christmas tree. PB, page 61.
III. BASIC COMPETENCES
Comunicación lingüística
Use language as a tool for communication.
Data processing and digital competence
Use new thecnologies in the classroom through the use of the Active Teach and el Active Book.
Interpersonal, social and civic competences
Learn to communicate with others and understand what they say.
Competencia artística y cultural
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work.
Competence in Knowledge and interaction with the physical world
This competence has as an objective promoting attitudes of respect to others and themselves.
Emotional Competence
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.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, page 62).
- Overcome inhibitions through songs and music: Sing songs and chants: :
- A song: A Christmas tree. PB, page 61.
IV. Attention to diversity
Extra-practice and extension activities
Activity Book, page 59.
Actividades opcionales del Teacher’s Resource Materials, pages 65-66.
Festivals in Britain
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Name the months, the seasons, and Great Britain festivals.
- Sing the chant Months.
▪ Understand simple oral texts within the classroom's context: :
- Recognize the months, the seasons, and Great Britain festivals.
BLOCK 2. Reading and writing
▪ Reading
- Recognize the months, the seasons, and Great Britain festivals.
▪ Writing
- Writing a description of your favourite festival.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit: :
- Vocabulary: the months, the seasons, and Great Britain festivals
- Language structures:When is (Halloween). In (October). Birthday.
▪ Understand and apply grammar rules correctly::
- Receptive language: dress up, spooky costume, trick-or-treat, (Easter egg) hunt, guy, burn.
▪ Develop effective language-learning practices:
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
▪ BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Understand carnival traditions.
- Learn a song about carnivals.
▪ Show a receptive language to those whose culture and language are different from their own.
▪ Learning about the language, lifestyle and culture of English-speaking world. .
BLOCK 5. - Literacy Education
▪ Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses from a limited range of options within a less structure context with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifyingthe most relevant information, infering the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Identify and use the lexical terms:
- Vocabulary: the months, the seasons, and Great Britain festivals.
- Language structures:When is (Halloween)? In (October). Birthday.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Show interest in using a foreign language in a variety of situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices..
- Use previous knowledge.
- Following instrucctions.
- Remembering new words.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive language to those whose culture and language are different from their own.
▪ Interdisciplinary contents:
- Social Sciences: Carnival traditions.
- Music and Arts: Carnival paraphernalia. Make a custome
BLOCK 5. - Literacy Education
Literacy genres
Oral and written text producction:
- Reproducción de diálogos.
- A chant: Months. PB, page 62.
III. BASIC COMPETENCES
Comunicación lingüística
Use language as a tool for communication.
Data processing and digital competence
Use new thecnologies in the classroom through the use of the Active Teach and el Active Book.
Interpersonal, social and civic competences
Learn to communicate with others and understand what they say.
Competencia cultural y artística
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work.
Competence in Knowledge and interaction with the physical world
This competence has as an objective promoting attitudes of respect to others and themselves.
Emotional Competence
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.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogs and communications. (PB, page 63)
- Overcome inhibitions through songs and music: Sing songs and chants: :
- A chant: Months. PB, page 62.
IV. Attention to diversity
Extra-practice and extension activities
Activity Book, page 60.
Actividades opcionales del Teacher’s Resource Materials, pages 67-68.
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