PROGRAMACION WELL DONE
General Programme
Islands 1
Primary Education Mandatory
First Grade
First cycle
__________________
Modern Foreign Languages
English
Unit Welcome
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say the names of the Characters of Islands.
- Learn to ask someone’s name and say theirs.
- Interact using greetings and introductions: hello, goodbye, my name’s…
- Count from 1 to 10.
- Say the Colours.
- Sing the chant of the unit (PB pages 4,6,8)
- Sing the song (The Quest song).
- Interactive activities: cut-outs, games, etc.
▪ Understand oral texts within the classroom context:
- Recognizing the characters.
- Recognizing greetings and oral introductions.
- Recognizing colours and numbers from 1 to 10.
- Understanding class actions: sit down, stand up, look, listen, and count, open your book, and close your book, wave goodbye.
- Chants (PB pages 4, 6, 8).
- A song (The Quest song).
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Be able to read greetings and introductions, Colours, and numbers from 1 to 10.
▪ Write words and simple phrases.
- Be able to write greetings and introduction phrases.
- Be able to trace and copy numbers 1 to 10.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- Greetings: Hello!, Goodbye!
- Colours: red, yellow, green, blue.
- Numbers from 1 to 10.
- Classroom actions: sit down, stand up, look, listen, and count, open your book, and close your book, wave goodbye.
- Additional language: backpack
▪ Understand and apply elements of grammar correctly:
- Language structures: Hello, I’m (Oscar). My name’s (Oscar), His/her name’s (Oscar), His/Her (backpack) is blue.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Rhyme to participate in songs and chants
▪ Develop useful learning strategies.
- Use prior knowledge.
- Follow instructions.
- Remember new words.
- Review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Greetings and farewells
- Work in pairs
- Welcome new students
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 –Literacy education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities and sensit5ivity towards the arts.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitaded by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Rhyme to participate in songs and chants.
▪ Identify, apply and use of the vocabulary:
- Greetings: Hello!, Goodbye!
- Colours: red, yellow, green, blue.
- Numbers from 1 to 10.
- Classroom actions: sit down, stand up, look, listen, and count, open your book, and close your book, wave goodbye.
▪ Understand and apply grammar rules correctly:
- Language structures: Hello, I’m (Oscar). My name’s (Oscar), His/her name’s (Oscar), His/Her (backpack) is blue.
- Additional language: backpack
▪ To use of basic spelling, pronunciation, and meaning through written models.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Understand and identify objects from nature.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Learn classmates’ names, their age and favourite colours.
- Work in pairs or groups.
- Learn to share.
▪ Show a receptive attitude towards those who speak a different language tan their own. .
▪ Interdisciplinary contents:
- Arts and design: cut-outs, collage about a celebrity, write a chant.
- Music: songs and chants.
- Maths: numbers, numeric sequence. Numbers from 1 to 10.
- PAGE E.: use actions in the classroom.
- Linguistic and communication skills: Ask and answer questions, follow instructions, play games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- Chants (PB, pages 4, 6, 8)
- A song: Quest song (PB page 5)
Oral and written texts production:
- Reproduction of dialogues
- Chants (PB, pages 4, 6, 8)
- A song: Quest song (PB page 5)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and sing (PB), Listen and play. Then listen and chant (PB), Listen and point and repeat (PB), etc.
Data processing and digital competence
▪ Use means of information and a variety of situations of communication to apply the reading and communication skills:
- Stickers, cut-outs, etc. (to connect the visual and textual information)
▪ Process and interpretation the information in charts and graphs.
- Look! (PB pages 4, 7).
▪ Use the reference materials of the unit: reference bars at the bottom of each page (PB), Grammar summary (PB), Reading and writing booklet, and Grammar booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Draw and guess, PB page 7).
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 4) Look and play (PB page 13), (Listen and point. Then play a game, PB page 9). All the games in the Optional activities and the TG
▪ Be able to communicate effectively the results of their work.
Artistic and cultural competence
This competence is developed in the unit through activities such as:
▪ Singing songs and chants
- Chants (PB, pages 4, 6, 8)
- A song (Quest Song, PB page 5)
▪ Develop and appreciate the initiative, imagination, and creativity, realizing activities such as:
▪ Draw and guess (PB page 7), or the activities proposed in the TG (A drawing of themselves, a collage of famous people, ect.)
▪ Immerse in the language, traditions and culture of an English speaking country (greetings and courtesy formulas).
Learning to Learn competence
This competence is developed in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Get started in the use of a set of strategies, resources and working techniques for reasoning and critical thinking.
- Quest item (PB page 5).
- Cut-out 1 (puppets), PB page 103
▪ Use their capacities to work individually (AB, Unit Welcome, pages 2 to 7) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 104), Reading and Writing booklet, Grammar Booklet.
▪ Reflect on their own learning::
- Pupil’s Book: section (I Can), page 9
Autonomy and personal initiative
This competence is developed in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit; organize personal work as a strategy for learning (AB, Unit Welcome page 2 to 7).
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 104), Reading and Writing booklet, Grammar Booklet.
▪ Develop social abilities like respect, cooperation and team work: (Listen and play PB page 4) Look and play (PB page 13), (Listen and point. Then play a game, PB page 9). All the games in the Optional activities and the TG. A picture of themselves and a collage of a celebrity, ect. )
▪ Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: ect.
- Quest item (PB page 5).
- Cut-out 1 (puppets), PB page 103
▪ Use their own abilities like self-evaluation and personalization:
- Pupil’s Book: section (I Can), page 9.
Interaction with the Physical world competence
This competence is formed by the adequate perception of the physical space where they live and the ability to interact.
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)
This competence is developed in the unit throughout:
- Relate numbers with pictures and dialogues, etc.
- Learn numbers from 1 to 10 en English (PB page 6, AB page 4).
- Numbers and colours (PB page 9).
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all the dialogues and conversations.
- Using language to express emotions: Cut-out 1: PB page 103, All creative activities of the Optional activities in the TG (A drawing of themselves, a collage of famous people, ect.).
- Overcome inhibitions through songs and music (Singing songs and chants (Chants, PB, pages 4, 6, 8), (Quest song, PB page 5).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit Welcome – pages 4 to 9)
- Reference bar at the bottom of each page.
- Cut-out material (Cut-out activities at the end of each unit).
- Grammar summary.
▪ Activity Book (Unit Welcome- pages 2 to 7).
- Reading and writing activities
- Stickers to use with the Picture Dictionary.
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards and Word cards.
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Teacher’s Resource Materials:
• Teacher’s Book
- Games bank
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
• Waldo Puppet
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit Welcome) pages 2 to 7.
Self-evaluation
Pupil’s Book: I can (page 9)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Identifying and mentioning the names of Islands characters.
- Learn to ask someone’s name and say theirs.
- Interact using greetings and introductions: hello, goodbye, My name’s…
- Count from 1 to 10.
- Say the Colours.
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- Recognizing the characters.
- Recognizing greetings and oral introductions. .
- Recognizing colours and numbers from 1 to 10.
- Understanding class actions: sit down, stand up, look, listen, and count, open your book, and close your book, wave goodbye.
BLOCK 2- Reading and writing
▪ Read and identify words and simple phrases presented previously in oral form, about familiar topics and of interest: read and recognize greetings and introductions, colours, numbers from 1 to 10.
▪ Write words and expressions previously learned based on models with purpose: trace and copy greetings and introductions, colours, numbers from 1 to 10.
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary:
- Greetings: Hello!, Goodbye!
- Colours: red, yellow, green, blue.
- Numbers from 1 to 10.
- Classroom actions: sit down, stand up, look, listen, and count, open your book, and close your book, wave goodbye.
Grammar
▪ Understand and use the grammar structures learned in the unit:
- Language structures: Hello, I’m (Oscar). My name’s (Oscar), His/her name’s (Oscar), His/Her (backpack) is blue.
Phonics
▪ Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Rhyme to participate in songs and chants.
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. .
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
- Reproduction of dialogues
- Chants (PB, pages 4, 6, 8)
- A song: Quest song (PB page 5)
Unit 1: My birthday
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Talk about colours and actions.
- Talk about birthdays.
- Give instructions to be followed.
- Saying and acting out the chant (What’s your name?)
- Singing and acting out the songs of the unit: Happy birthday! and Quest song: (Look for a blanket).
- Acting out the story of the unit and learning values through it (Learning to share).
- Completing tasks of interaction:
• introduce themselves
• asking and answering personal questions: What’s your name?, How old are you?, What’s your favourite colour?
• asking and answering questions in a guessing game.
▪ Understand oral texts within the classroom context:
- a dialogue.
- chants and songs of the unit.
- questions with personal information.
- following instructions
- the story of the unit.
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Read and recognize legends of the key vocabulary.
- Read and understand the chants and songs of the unit.
- Read and understand story dialogues.
- Read and understand phrases.
- Follow the dialogue of a story.
- Read and understand the culture of birthdays.
- Read and understand a personalized text.
▪ Write words and simple phrases.
- Be able to copy and write the key vocabulary words of the unit.
- Be able to write the key vocabulary in a phrase.
- Be able to complete a personalized text.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- Colours: (Colours: black, brown, orange, pink, purple, white)
- Actions: (Actions: clap, stamp, jump, walk, run, dance, hop, and climb. )
▪ Understand and apply elements of grammar correctly:
- Language structures:
- What’s your name?, My name is (Millie). How old are you? I’m (six). What’s your favourite colour?, My favourite colour is (blue).
- Is it (purple)?, Yes, it is/No, it isn’t. What colour is it? It’s (blue). It’s a butterfly.
- Review language: the colours (red, blue, yellow, Green). My name’s Millie. His name’s Oscar. Her name’s Millie. Numbers from 1 to 10.
- Receptive language: dragon, flag, blanket.
- Interdisciplinary language (CLIC): (Colours in nature: bird, fish, flower, leaf, and butterfly).
- Language of the world (Wider world language): Birthday objects : balloon, present, birthday card, birthday cake.
-
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce a, p, s, t , correctly.
- Be able to combine individual sounds to make words.
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Understand and identify objects from nature.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Learn classmates’ names, their age and favourite colours.
- Work in pairs or groups.
- Learn to share.
- Learn how other children celebrate their birthdays.
- Identify when it's another children birthdays.
- To share in birthday parties.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 - Literacy Education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Identify and use the vocabulary of the unit:
- Colours: (Colours: black, brown, orange, pink, purple, white)
- Actions: (Actions: clap, stamp, jump, walk, run, dance, hop, and climb. )
▪ Understand and apply elements of grammar correctly:
- Language structures:
- What’s your name?, My name is (Millie). How old are you? I’m (six). What’s your favourite colour?, My favourite colour is (blue).
- Is it (purple)?, Yes, it is/No, it isn’t. What colour is it? It’s (blue). It’s a butterfly.
- Review language: the colours (red, blue, yellow, Green). My name’s Millie. His name’s Oscar. Her name’s Millie. Numbers from 1 to 10.
- Receptive language: dragon, flag, blanket.
- Interdisciplinary language (CLIC): (Colours in nature: bird, fish, flower, leaf, and butterfly).
- Language of the world (Wider world language): Birthday objects : balloon, present, birthday card, birthday cake.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce a, p, s, t , correctly.
- Be able to combine individual sounds to make words.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Understand and identify objects from nature.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Learn classmates’ names, their age and favourite colours.
- Work in pairs or groups.
- Learn to share.
- Learn how other children celebrate their birthdays’.
- Identify when it's another children birthdays.
- To share in birthday parties.
▪ Show a receptive attitude towards those who speak a different language tan their own. .
▪ Interdisciplinary contents:
- Arts and design: puppets, make a poster about nature, make a birthday card and a crown, and make a graph with other birthday boys and girls.
- Music: songs and chants.
- Maths: numbers and number sequencing.
- PAGE E. : using actions in a song.
- Sciences: the colours of nature.
- Linguistic and communication skills: Ask and answer questions, following instructions, acting out a story, playing games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- A chant: What’s your name? (PB page 10)
- A song: Happy birthday (PB page 12)
- A story (PB page 14)
Oral and written texts production:
- Reproduction of dialogues
- A chant (What’s your name?, PB, page 10)
- A song (It’s my birthday, PB page 12)
- A story (PB page 14)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and point and repeat (PB), Listen and chant, Ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)
▪ Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Have Fun! (PB)
Data processing and digital competence
▪ Use means of information and a variety of situations of communication to apply the reading and communication skills:
- Stickers, cut-outs, etc. (to connect the visual and textual information)
▪ Observing photographs as a mean of information: (CLIC: Sciences, PB page 16) (Wider World: A birthday party, PB page 17).
▪ Process and interpretation the information in charts and graphs.
- Look! (PB pages 11 and 13), Values (PB page 14)
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Ask and answer, PB page 11).
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 10) Look and play (PB page 13), (Have Fun!, PB page 18). All games proposed by the Optional Activities in the TG.
- Learning to participate and collaborate with peers through the story of the unit 1 (PB page 14) Learning to participate and collaborate with peers through the story of the unit (Values: the importance of sharing with others).
▪ This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit.
- CLIC: Sciences: the colours of nature (PB, page 16, AB page 14, Cross-curricular Poster, And Photocopiable Worksheet 1. 6).
- Wider World (A birthday party):learn how British children celebrate their birthday (PB page 17, AB page 15, Photocopiable Worksheet 1. 7).
▪ Be able to communicate effectively the results if their own work: (Mini-Projects, PB pages 16 and 17).
Artistic and cultural competence
This competence is develop in the unit through activities such as:
▪ Singing songs and chants
- A chant (What’s your name?, PB, page 10)
- A song (Song Happy Birthday, PB page 12)
▪ Reading and representation of a story: (Story, PB page 14).
▪ Develop and value initiative, imagination, and creativity by completing:
- Cut-out: PB page 103, making the puppets.
- Finishing the story dialogue (Story add-on)
- Completing Mini-projects: Cross-curricular poster, PB page 16 (animals and plants) and Mini-Project Wider World (A birthday card , PB page 17).
- A drawing for the portfolio (Portfolio Activity) .
▪ Immerse in the language, traditions and culture of an English speaking country. (How birthdays are celebrated?)
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: :
- Picture Dictionary (AB page 104).
- Quest item (PB page 11).
- Cut-out 1 (PB page 103)
- Mini-Projects: Cross-curricular poster, PB page 16 and Mini-Project Wider World (A birthday card , PB page 17),
▪ Use their capacities to work individually (AB, pages 8 to 17) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 104), Reading and Writing booklet, Grammar Booklet.
▪ Reflect on their own learning::
- Activity Book: Self-evaluation activity at the end of each unit, page 17
- Pupil’s Book: section (I Can), page 19
- Picture Dictionary, AB page 104
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, Unit 1 pages 8-17).
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p. 104), Reading and Writing booklet, Grammar Booklet.
▪ Develop social abilities like respect, cooperation and team work: (Play a game, PB, page 10) (Have Fun!, PB page 18) Optional games activities (GD)
▪ Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: ect.
- Acting out the story of the unit (PB page 14)
- Picture Dictionary (AB page 104).
- Quest item (PB page 11).
- Cut-out 1 (PB page 103)
- Completing Mini-projects: Cross-curricular poster, PB page 16 (animals and plants) and Mini-Project Wider World (A birthday card , PB page 17).
▪ Use their own abilities like self-evaluation and personalization:
- Activity Book: Self-evaluation activity at the end of each unit, page 17
- Pupil’s Book: section (I Can), page 19
- Picture Dictionary, AB page 104
Interaction with the Physical world competence
Part of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it.
Cross-curricular material and cultural sections:
- CLIC: Sciences: the colours of nature (PB, page 16, AB page 14, Cross-curricular Poster, Photocopiable Worksheet 1. 6).
- Wider World (A birthday party):learn how British children celebrate their birthday (PB page 17, AB page 15, Photocopiable Worksheet 1. 7).
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )
This competence is develop in the unit throughout:
- Relate numbers with pictures, dialogues, etc. (PB and AB).
- Mention ages (PB, pages 10 and 11)
- Contar en la historieta (PB page 14).
- Sequencing and mentioning numbers to play (Have Fun!, page 18).
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all dialogues and language interactions ( PB), through the representation of a story (PB page 14).
- Using language to express emotions: Cut-out 1: PB page 103, making the puppets. Finishing the story dialogue (Story add-on). Completing Mini-projects: Cross-curricular poster, PB page 16 (animals and plants) and Mini-Project Wider World (A birthday card , PB page 17). A drawing for the portfolio (Portfolio Activity).
- Making corporal movements and expressions (Act out the story, PB page 14).
- Overcome inhibitions through songs and music (Singing songs and chants (Chant: What’s your name? PB, page 10), (Quest song, PB page 11), (Song: Happy birthday, PB page 12)
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 1 – page 10 a 19)
- Reference bar at the bottom of each page .
- Cut-out material (Cut-out activities for each unit ), page 103
- Grammar summary, page 98
▪ Activity Book (Unit 1- pages 8-17).
- Reading and writing activities
- Unit Review activities (related to the Grammar summaries in the PB), page 96
- Picture Dictionary with the key vocabulary stickers (Unit 1).
- Stickers to be use with the Picture Dictionary page 104.
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards and Wordcards.
▪ Phonics cards
▪ Storycards (story dialogues).
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities).
▪ Grammar Booklet (3 pages per unit to extend and reinforce grammar).
▪ Teacher’s Resource Materials:
• Teacher’s Book
- Games bank
- Printable worksheets
- Worksheets for the portfolio
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
• Waldo Puppet
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit 1).
Grammar reference (PB page 98).
Unit 1 review (AB page 96)
Picture Dictionary (AB page 104).
Summative evaluation
Progress Check (page 19).
Tests 1, pages 6-9 (Test Booklet)
Self-evaluation
Activity Book: Self-evaluation activity at the end of each unit (page 17)
Pupil’s Book: I can (page 19)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Talk about colours and actions.
- Talk about birthdays.
- Asking and answering personal questions: What’s your name?, How old are you?, What’s your favourite colour?
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- Recognizing colours and actions
- Questions with personal information.
- Following instructions
BLOCK 2- Reading and writing
▪ Read and identify previously learned words and simple phrases of familiar topics and interest (Test 1-Test Booklet)
- Be able to read and recognize the names of the colours and actions.
▪ Write words, common expressions and phrases based on models and with an specific purpose (Test,1-Test Booklet):
- Be able to trace and copy the name of the colours and actions.
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary (Test 1-Test Booklet):
- Colours: (Colours: black, brown, orange, pink, purple, white)
- Actions: (Actions: clap, stamp, jump, walk, run, dance, hop, climb. )
Grammar
▪ Understand and use the grammar structures learned in the unit: (Test 1-Test Booklet)
- What’s your name?, My name is (Millie). How old are you? I’m (six). What’s your favourite colour?, My favourite colour is (blue).
- Is it (purple)?, Yes, it is/No, it isn’t. What colour is it? It’s (blue). It’s a butterfly.
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):
- To pronounce a, p, s, t , correctly.
- Rhythm and intonation.
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. .
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
- Reproduction of dialogues
- A chant (What’s your name?, PB, page 10)
- A song (It’s my birthday, PB page 12)
- A story (PB page 14)
Unit 2: At school
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Talk about the objects in the classroom.
- Say numbers from 1 to 20.
- Give instructions to be followed.
- Saying and acting out the chant (A yellow pencil)
- Singing and acting out the songs of the unit: How many rulers? y Quest song: (Look for a book).
- Acting out the story of the unit and learning values through it (Working hard at school).
- Completing tasks of interaction:
• Asking and answering questions about objects in the classroom and about colours. .
• Asking and answering questions about quantities.
• Asking and answering questions playing a guessing game.
▪ Understand oral texts within the classroom context:
- a dialogue.
- chants and songs of the unit.
- questions about classroom objects, colours and quantity.
- following instructions
- the story of the unit.
- Understand and identify objects and pictures.
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Read and recognize legends of the key vocabulary.
- Read and understand the chants and songs of the unit.
- Read and understand story dialogues.
- Read and understand phrases.
- Follow the dialogue of a story.
- Read and understand a cultural text about school.
- Read and understand a personalized text.
▪ Write words and simple phrases.
- Be able to copy and write the key vocabulary words of the unit.
- Be able to write the key vocabulary in a phrase.
- Be able to complete a personalized text.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- Classroom objects (Classroom objects: table, chair, pen, rubber, ruler, pencil case, pencil sharpener, book, desk)
- Numbers (Numbers: eleven, twelve, thirteen, fourteen, fifteen, sixteen, eighteen, nineteen, twenty
▪ Understand and apply elements of grammar correctly:
- Language structures:
- What’s this? It’s a book. It’s red. It’s a (red) (book). What are these? They’re (pencils). What colour are they? They’re (red).
- How many (pencils) can you see? (Five)
- Review language: Colours, Numbers from 1 to 10, Actions, What colour is it? Is it blue? Yes it is/No it isn’t
- Interdisciplinary language (CLIC): Musical instruments (Musical instruments: piano, drum, guitar, violin).
- Language of the world (Wider world language): School (School, teacher, classroom, playground, student, lesson)
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce d, i, m, n , correctly.
- Be able to combine individual sounds to make words.
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Predict the ending of a story.
- Understand and identify different musical instruments.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Talk about other and personal belongings. .
- Work in pairs or groups.
- Learn to share.
- Show their work to their family.
- Learn about schools in other countries.
- Learn about children favourite subjects.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 - Literacy Education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Identify and use the vocabulary of the unit:
- Classroom objects (Classroom objects: table, chair, pen, rubber, ruler, pencil case, pencil sharpener, book, desk)
- Numbers (Numbers: eleven, twelve, thirteen, fourteen, fifteen, sixteen, eighteen, nineteen, twenty
▪ Understand and apply elements of grammar correctly:
- Language structures:
- What’s this? It’s a book. It’s red. It’s a (red) (book). What are these? They’re (pencils). What colour are they? They’re (red).
- How many (pencils) can you see? (Five)
- Review language: Colours, Numbers from 1 to 10, Actions, What colour is it? Is it blue? Yes it is/No it isn’t
- Interdisciplinary language (CLIC): Musical instruments (Musical instruments: piano, drum, guitar, violin).
- Language of the world (Wider world language): School (School, teacher, classroom, playground, student, lesson)
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce d, i, m, n , correctly.
- Be able to combine individual sounds to make words.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Predict the ending of a story.
- Understand and identify different musical instruments.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Talk about other and personal belongings. .
- Work in pairs or groups.
- Learn to share.
- Show their work to their family.
- Learn about schools in other countries.
- Learn about children favourite subjects.
▪ Show a receptive attitude towards those who speak a different language tan their own. .
▪ Interdisciplinary contents:
- Arts and design: picture cards, Waldo's family picture, a music poster, student's class picture. .
- Music: songs and chants. Identify musical instruments.
- Maths: count to 20. Numeric sequencing.
- PAGE E. : using actions in a song.
- Sciences: identify a science class from a picture.
- Linguistic and communication skills: Ask and answer questions, following instructions, acting out a story, playing games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- A chant: A yellow pencil (PB page 20)
- A song: How many rulers? (PB page 22)
- A story (PB page 24)
Oral and written texts production:
- Reproduction of dialogues
- A chant (A yellow pencil, PB, page 20)
- A song (How many rulers?, PB page 22)
- A story (PB page 24)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and point and repeat (PB), Listen and chant, Ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)
▪ Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Have Fun! (PB)
Data processing and digital competence
▪ Use means of information and a variety of situations of communication to apply the reading and communication skills:
- Stickers, cut-outs, etc. (to connect the visual and textual information)
▪ Observing photographs as a mean of information: (CLIC: Music, PB page 26) (Wider World: School, PB page 27).
▪ Process and interpretation the information in charts and graphs.
- Look! (PB pages 21 and 23), Values (PB page 24)
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Ask and answer, PB page 23, 27)
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Listen and play (PB page 20), Play and say (PB page 26), Have Fun!, (PB page 28). All games proposed by the Optional Activities in the TG.
- Learning to participate and collaborate with peers through the story of the unit 2 (PB page 24) Learning to participate and collaborate with peers through the story of the unit (Values: the importance of working hard at school).
▪ This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit.
- CLIC: Music: Musical instruments (PB, page 26, AB page 24, Cross-curricular Poster, Photocopiable Worksheet 2. 6).
- Wider World (My school): learn about schools in other parts of the world (PB page 27, AB page 25, Photocopiable Worksheet 2. 7).
▪ Be able to communicate effectively the results if their own work: (Mini-Projects, PB pages 26 and 27).
Artistic and cultural competence
This competence is develop in the unit through activities such as:
▪ Singing songs and chants
- A chant (A yellow pencil PB, page 20)
- A song (Song How many rulers?, PB page 22)
▪ Reading and representation of a story: (Story, PB page 24).
▪ Develop and value initiative, imagination, and creativity by completing:
- Cut-out 2: PB page 105, objects in the classroom.
- Completing Mini-projects: Cross-curricular poster, PB page 26 (musical instruments) and Mini-Project Wider World (A picture of the pupil's class, PB page 27).
- A drawing for the portfolio (Portfolio Activity).
▪ Immerse in the language, traditions and culture of an English speaking country. (Hoe British schools are?)
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: :
- Picture Dictionary (AB page 105).
- Quest item (PB page 21).
- Cut-out 2 (PB page 105)
- Mini-Projects: Cross-curricular poster, PB page 26 (musical instruments) and Mini-Project Wider World (A picture of the pupil's class, PB page 27),
▪ Use their capacities to work individually (AB, pages 18 to 27) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 105), Reading and Writing booklet, Grammar Booklet.
▪ Reflect on their own learning:
- Activity Book: Self-evaluation activity at the end of the unit, page 27
- Pupil’s Book: section (I Can) page 29
- Picture Dictionary, AB page 105
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, Unit 2 pages 18-27).
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 105), Reading and Writing booklet, Grammar Booklet.
▪ Develop social abilities like respect, cooperation and team work: Listen and play (PB page 20), Play and say (PB page 26), Have Fun!, (PB page 28). All games proposed by the Optional Activities in the TG.
▪ Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: ect.
- Acting out the story of the unit (PB page 24)
- Picture Dictionary (AB page 105).
- Quest item (PB page 21).
- Cut-out 2 (PB page 105)
- Mini-Projects: Cross-curricular poster, PB page 26 (musical instruments) and Mini-Project Wider World (A picture of the pupil's class, PB page 27),
▪ Use their own abilities like self-evaluation and personalization:
- Activity Book: Self-evaluation activity at the end of each unit, page 27
- Pupil’s Book: section (I Can), page 29
- Picture Dictionary, AB page 105
Interaction with the Physical world competence
Part of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it.
Cross-curricular material and cultural sections:
- CLIC: Music: Musical instruments (PB, page 26, AB page 24, Cross-curricular Poster, Photocopiable Worksheet 2. 6).
- Wider World (My school): learn about schools in other parts of the world (PB page 27, AB page 25, Photocopiable Worksheet 2. 7).
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )
This competence is develop in the unit throughout:
- Relate numbers with pictures, dialogues, etc. (PB and AB).
- Aprender y utilizar los Numbers from 11 to 20 (PB page 22)
- Sequencing and mentioning numbers to play (Have Fun!, page 28).
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all dialogues and language interactions (PB), through the representation of a story (PB page 24).
- Using language to express emotions: Cut-out 2: PB page 105, objects in the classroom. Completing Mini-projects: Cross-curricular poster, PB page 26 (musical instruments) and Mini-Project Wider World (A picture of the pupil's class, PB page 27). A drawing for the portfolio (Portfolio Activity).
- Making corporal movements and expressions (Act out the story, PB page 24).
- Overcome inhibitions through songs and music (Singing songs and chants (Chant: A yellow pencil PB, page 20), (Quest song, PB page 21), (Song: How many rulers, PB page 22)
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 2 – pages 20 to 29)
- Reference bar at the bottom of each page .
- Cut-out material (Cut-out activities for each unit , page 105).
- Grammar summary, page 98
▪ Activity Book (Unit 2- pages 18-27).
- Reading and writing activities
- Unit 2 Review activities (related to the Grammar summaries in the PB), page 97
- Picture Dictionary with the key vocabulary stickers (Unit 1) page 105.
- Stickers to use with the Picture Dictionary.
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards and Wordcards.
▪ Phonics cards
▪ Storycards (story dialogues).
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities).
▪ Grammar Booklet (3 pages per unit to extend and reinforce grammar).
▪ Teacher’s Resource Materials:
• Teacher’s Book
- Games bank
- Printable worksheets
- Worksheets for the portfolio
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
• Waldo Puppet
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit 2).
Grammar reference (PB page 98).
Unit 2 review (AB page 97)
Picture Dictionary (AB page 105).
Summative evaluation
Progress Check (page 29).
Tests 2, pages 10-13 (Test Booklet)
Self-evaluation
Activity Book: Self-evaluation activity at the end of each unit 2 (page 27)
Pupil’s Book: I can (page 29)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Talk about the objects in the classroom.
- Say numbers from 1 to 20.
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- Recognize objects in the classroom.
- Recognize numbers from 1 to 20.
BLOCK 2- Reading and writing
▪ Read and identify previously learned words and simple phrases of familiar topics and interest (Test 2-Test Booklet)
- Be able to read and recognize classroom objects and the numbers from 1 to 20.
▪ Write words, common expressions and phrases based on models and with an specific purpose (Test,2-Test Booklet):
- Be able to trace and copy the names of classroom objects and the numbers from 1 to 20.
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary (Test 2-Test Booklet):
- Classroom objects (Classroom objects: table, chair, pen, rubber, ruler, pencil case, pencil sharpener, book, desk)
- Numbers (Numbers: eleven, twelve, thirteen, fourteen, fifteen, sixteen, eighteen, nineteen, twenty
Grammar
▪ Understand and use the grammar structures learned in the unit: (Test 2-Test Booklet)
- What’s this? It’s a book. It’s red. It’s a (red) (book). What are these? They’re (pencils). What colour are they? They’re (red).
- How many (pencils) can you see? (Five)
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):
- To pronounce d, i, m, n , correctly
- Rhythm and intonation.
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life.
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
- Reproduction of dialogues
- A chant (A yellow pencil, PB, page 20)
- A song (How many rulers?, PB page 22)
- A story (PB page 24)
Unit 3: My family
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Talk about their family members and their age
- Talk about careers.
- To describe their families.
- Give instructions to be followed.
- Saying and acting out the chant
- Singing and acting out the songs of the unit: I’m at the airport and Quest song: (Look for a photo).
- Acting out the story of the unit and learning values through it (Loving their family).
- Completing tasks of interaction:
• Ask and answer questions about their family .
• Ask and answer questions about occupations and careers.
• asking and answering questions in a guessing game.
▪ Understand oral texts within the classroom context:
- a dialogue.
- chants and songs of the unit.
- Identifying family members and occupations .
- following instructions
- the story of the unit.
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Read and recognize legends of the key vocabulary.
- Read and understand the chants and songs of the unit.
- Read and understand story dialogues.
- Read and understand phrases.
- Follow the dialogue of a story.
- Read and understand a cultural text about their families.
- Read and understand a personalized text.
▪ Write words and simple phrases.
- Be able to copy and write the key vocabulary words of the unit.
- Be able to write the key vocabulary in a phrase.
- Be able to complete a personalized text.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- Family (Family: mum, dad, brother, sister, granny, granddad, friend, family)
- Occupations and careers (Occupations: vet, pilot, doctor, dancer, cook, farmer, dentist, artist)
▪ Understand and apply elements of grammar correctly:
- Language structures:
- This is my brother/sister. How old is he/she? He’s/She’s nine.
- Is he/she a vet? Yes, he/she is. /No, he/she isn’t. She’s a cook. What does (Jack) want to be?
- Review language: Numbers, How old are you? I’m… What’s this? It’s a. . Is it a… Yes it is/No it isn’t. My/his/her name’s…
- Interdisciplinary language (CLIC): Types of art , (Types of art: Painting, collage, sculpture, drawing)
- Language of the world (Wider world language): Family occupations: family portrait, farm
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce c, g, o, correctly.
- Be able to combine individual sounds to make words.
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Use art as a mean for personal expression.
- Understand and identify objects from nature.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify families and talk about them.
- Work in pairs or groups.
- Learning to share with others.
- Express to your family how much you love them.
- Learn about other families in the world.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 - Literacy Education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Identify and use the vocabulary of the unit:
- Family (Family: mum, dad, brother, sister, granny, granddad, friend, family)
- Occupations and careers (Occupations: vet, pilot, doctor, dancer, cook, farmer, dentist, artist)
▪ Understand and apply elements of grammar correctly:
- Language structures:
- This is my brother/sister. How old is he/she? He’s/She’s nine.
- Is he/she a vet? Yes, he/she is. /No, he/she isn’t. She’s a cook. What does (Jack) want to be?.
- Review language: Numbers, How old are you? I’m… What’s this? It’s a. . Is it a… Yes it is/No it isn’t. My/his/her name’s…
- Interdisciplinary language (CLIC): Types of art , (Types of art: Painting, collage, sculpture, drawing)
- Language of the world (Wider world language): Family occupations: family portrait, farm
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce c, g, o, correctly.
- Be able to combine individual sounds to make words.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Use art as a mean for personal expression.
- Predict the ending of a story.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify families and talk about them.
- Work in pairs or groups.
- Learning to share with others.
- Express to your family how much you love them.
▪ Learn about other families in the world.
▪ Show a receptive attitude toward those who speak a foreign language and belong to another culture.
▪ Interdisciplinary contents:
- Arts and design: make cards with drawings, learn about different art styles, make a picture, make a collage, draw to show what they want to be when they grow up.
- Music: songs and chants.
- Maths: numbers and number sequencing.
- Linguistic and communication skills: Ask and answer questions, following instructions, acting out a story, playing games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- A chant: This is my family (PB page 30)
- A song: I’m at the airport (PB page 32)
- A story (PB page 34)
Oral and written texts production:
- Reproduction of dialogues
- A chant (This is my family PB, page 30)
- A song (I’m at the airport, PB page 32)
- A story (PB page 34)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and point and repeat (PB), Listen and chant, Ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)
▪ Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Have Fun! (PB)
Data processing and digital competence
▪ Use means of information and a variety of situations of communication to apply the reading and communication skills:
- Stickers, cut-outs, etc. (to connect the visual and textual information)
▪ Observing photographs as a mean of information: (CLIC: Arte, PB page 36) (Wider World: My family, PB page 37).
▪ Process and interpretation the information in charts and graphs.
- Look! (PB pages 31 and 33), Values (PB page 34)
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Ask and answer, PB page 33 and 36)
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 30, (Have Fun!, PB page 38). All games proposed by the Optional Activities in the TG.
- Learning to participate and collaborate with peers through the story of the unit 1 (PB page 14) Learning to participate and collaborate with peers through the story of the unit (Values: the importance of loving your family).
▪ This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit.
- CLIC: Art: different artistic expressions (PB, page 36, AB page 34, Cross-curricular Poster, Photocopiable Worksheet 3. 6).
- Wider World (My family): learn about other families in the world (PB page 37, AB page 35, Photocopiable Worksheet 3. 7).
▪ Be able to communicate effectively the results if their own work: (Mini-Projects, PB pages 36 and 37).
Artistic and cultural competence
This competence is develop in the unit through activities such as:
▪ Singing songs and chants
- A chant (This is my family PB, page 30)
- A song (Song I’m at the airport, PB page 32)
▪ Reading and representation of a story: (Story, PB page 34).
▪ Develop and value initiative, imagination, and creativity by completing:
- Cut-out, 3: PB page 107, occupations.
- Finishing the story dialogue (Story add-on)
- Completing Mini-projects: Cross-curricular poster, PB page 36 (a family picture) and Mini-Project Wider World (A drawing to show what they want to be when they grow up, PB page 37)
- A drawing for the portfolio (Portfolio Activity).
- Make a collage about families (GD page 101)
- Create a new version for a story (GD page 107)
▪ Immerse in the language, traditions and culture of an English speaking country. (How are families in different parts of the world?)
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Learning to integrate knowledge using different strategies and advices like (Tip!, PB page 32).
▪ Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking:
- Picture Dictionary (AB page 106).
- Quest item (PB page 31).
- Cut-out 3 (PB page 107)
- Mini-Projects: Cross-curricular poster, PB page 36 (a family picture) and Mini-Project Wider World (A drawing to show what they want to be when they grow up, PB page 37)
▪ Use their capacities to work individually (AB, pages 28 to 37) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 106), Reading and Writing booklet, Grammar Booklet.
▪ Reflect on their own learning::
- Activity Book: Self-evaluation activity at the end of the unit, page 37
- Pupil’s Book: section (I Can) page 39
- Picture Dictionary, AB page 106
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, Unit 3 pages 28-37).
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 106), Reading and Writing booklet, Grammar Booklet.
▪ Develop social abilities like respect, cooperation and team work: (Listen and play PB, page 30, (Have Fun!, PB page 38) Optional games activities (GD)
▪ Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: ect.
- Acting out the story of the unit (PB page 34)
- Picture Dictionary (AB page 106).
- Quest item (PB page 31).
- Cut-out 3 (PB page 107)
- Mini-Projects: Cross-curricular poster, PB page 36 (a family portrait using any type of artistic expression) and Mini-Project Wider World (A drawing to show what they want to be when they grow up, PB page 37)
▪ Use their own abilities like self-evaluation and personalization:
- Activity Book: Self-evaluation activity at the end of each unit
- Pupil’s Book: section (I Can), page 39
- Picture Dictionary, AB page 106
Interaction with the Physical world competence
Part of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it.
Cross-curricular material and cultural sections:
- CLIC: Art: different artistic expressions (PB, page 36, AB page 34, Cross-curricular Poster, Photocopiable Worksheet 3. 6).
- Wider World (My family): learn about other families in the world (PB page 37, AB page 35, Photocopiable Worksheet 3. 7).
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )
This competence is develop in the unit throughout:
- Relate numbers with pictures, dialogues, etc. (PB and AB).
- Mention ages (PB, pages 30 and 31)
- Sequencing and mentioning numbers to play (Have Fun!, page 38).
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all dialogues and language interactions (PB), through the representation of a story (PB page 34).
- Using language to express emotions: Cut-out 3: PB page 107, occupations. Make a collage about families (GD page 101). Completing Mini-projects: Cross-curricular poster, PB page 36 (a family picture) and Mini-Project Wider World (A drawing to show what they want to be when they grow up, PB page 37). A drawing for the portfolio (Portfolio Activity).
- Making corporal movements and expressions (Act out the story, PB page 34).
- Overcome inhibitions through songs and music (Singing songs and chants (Chant: This is my family PB, page 30), (Quest song, PB page 31), (Song: I’m at the airport, PB page 32)
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 3 – pages 30 to 39)
- Reference bar at the bottom of each page .
- Cut-out material (Cut-out activities for each unit ), page 107
- Grammar summary, page 99
▪ Activity Book (Unit 3- pages 28-37).
- Reading and writing activities
- Unit Review activities (related to the Grammar summaries in the PB) page 98
- Picture Dictionary with the key vocabulary stickers (Unit 3), page 106
- Stickers to use with the Picture Dictionary.
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards and Word cards.
▪ Phonics cards
▪ Storycards (story dialogues).
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities).
▪ Grammar Booklet (3 pages per unit to extend and reinforce grammar).
▪ Teacher’s Resource Materials:
- Teacher’s Book
- Games bank
- Printable worksheets
- Worksheets for the portfolio
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
• Waldo Puppet
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit 3).
Grammar reference (PB page 99).
Unit 3 review (AB page 98)
Picture Dictionary (AB page 106).
Summative evaluation
Progress Check (page 39).
Tests 3, page 14- (Test Booklet)
Self-evaluation
Activity Book: Self-evaluation activity at the end of each unit (page 37)
Pupil’s Book: I can (page 39)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Talk about their families and describe them.
- Talk about careers y occupations.
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- To identify the family members, their age and occupations. .
BLOCK 2- Reading and writing
▪ Read and identify previously learned words and simple phrases of familiar topics and interest (Test 3-Test Booklet)
- Be able to read and recognize the family members, their age and occupations. .
▪ Write words, common expressions and phrases based on models and with an specific purpose (Test,3-Test Booklet):
- Be able to trace and copy the names of the family members, their age and occupations.
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary (Test 3-Test Booklet):
- Family (Family: mum, dad, brother, sister, granny, granddad, friend, family)
- Occupations and careers (Occupations: vet, pilot, doctor, dancer, cook, farmer, dentist, artist)
Grammar
▪ Understand and use the grammar structures learned in the unit: (Test 3-Test Booklet)
- This is my brother/sister. How old is he/she? He’s/She’s nine.
- Is he/she a vet? Yes, he/she is. /No, he/she isn’t. She’s a cook. What does (Jack) want to be?
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):
- To pronounce c, g, o, correctly.
- Rhythm and intonation.
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. .
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
- Reproduction of dialogues (PB)
- A chant (This is my family, PB, page 30)
- A song (I’m at the airport, PB page 32)
- A story (PB page 34)
Unit 4: My body
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Talk about the parts of the body.
- Talk about different types of clothes.
- Express opinions.
- Give instructions to be followed.
- Saying and acting out the chant (I’ve got green arms)
- Singing and acting out the songs of the unit: I’ve got a red dress and Quest song: (Look for soap).
- Acting out the story of the unit and learning values through it (Learning about the importance of good hygiene and be clean. ).
- Completing tasks of interaction:
• Describe possessions
• Asking and answering questions in a guessing game.
▪ Understand oral texts within the classroom context:
- a dialogue.
- chants and songs of the unit.
- Identify parts of the body and different clothes.
- following instructions.
- the story of the unit.
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Read and recognize legends of the key vocabulary.
- Read and understand the chants and songs of the unit.
- Read and understand story dialogues.
- Read and understand phrases.
- Follow the dialogue of a story.
- Read and understand a cultural text about carnivals.
- Read and understand a personalized text.
▪ Write words and simple phrases.
- Be able to copy and write the key vocabulary words of the unit.
- Be able to write the key vocabulary in a phrase.
- Be able to complete a personalized text.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- Parts of the body (Parts of the body: body, hands, arms, fingers, legs, feet, head, toes, tail, wings)
- Clothes (Clothes: T-shirt, jumper, trousers, dress, skirt, shoes, socks, hat)
▪ Understand and apply elements of grammar correctly:
- Language structures:
- I’ve got (a green tail). I’ve got (green) (wings). He’s got (blue trousers). She’s got (a yellow) (head). Wash (your hands). They’re (purple). You’ve got (yellow) (hands).
- Review language: Colours. Numbers. Actions
- Interdisciplinary language (CLIC): Personal hygiene (Personal hygiene: dirty faces, clean hands, wash your hands!)
- Language of the world (Wider world language): Carnivals (Carnivals: carnival, mask, costume, float, teeth).
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce ck, e, k , correctly.
- Be able to combine individual sounds to make words.
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Use arts and make crafts.
- Predict the ending of a story.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify and talk about the parts of the body.
- Work in pairs or groups.
- Learn to share.
- Learn about how to keep our body clean
- Learn about celebrations around the world.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 - Literacy Education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Identify and use the vocabulary of the unit:
- Parts of the body (Parts of the body: body, hands, arms, fingers, legs, feet, head, toes, tail, wings)
- Clothes (Clothes: T-shirt, jumper, trousers, dress, skirt, shoes, socks, hat)
▪ Understand and apply elements of grammar correctly:
- Language structures:
- I’ve got (a green tail). I’ve got (green) (wings). He’s got (blue trousers). She’s got (a yellow) (head). Wash (your hands). They’re (purple). You’ve got (yellow) (hands).
- Review language: Colours. Numbers. Actions
- Interdisciplinary language (CLIC): Personal hygiene (Personal hygiene: a dirty face, clean hands, washes your hands!)
- Language of the world (Wider world language): Carnivals (Carnivals: carnival, mask, costume, float, teeth).
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce ck, e, k , correctly.
- Be able to combine individual sounds to make words.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Use arts and make crafts.
- Predict the ending of a story.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify and talk about the parts of the body.
- Work in pairs or groups.
- Learn to share.
- Learn about how to keep our body clean
- Learn about celebrations around the world.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Interdisciplinary contents:
- Arts and design: make cards with drawings, a poster, a family portrait, a carnival mask.
- Music: songs and chants. Create music for carnivals.
- Maths: numbers and number sequencing.
- Social Sciences: Personal hygiene and search for information about carnivals around the world.
- Linguistic and communication skills: Ask and answer questions, following instructions, acting out a story, playing games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- A chant: I’ve got green arms (PB page 40)
- A song: I’ve got a red dress (PB page 42)
- A story (PB page 44)
Oral and written texts production:
- Reproduction of dialogues
- A chant (I’ve got green arms PB, page 40)
- A song ( I’ve got a red dress, PB page 42)
- A story (PB page 44)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and point and repeat (PB), Listen and chant, Ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)
▪ Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Have Fun! (PB)
Data processing and digital competence
▪ Use means of information and a variety of situations of communication to apply the reading and communication skills:
- Stickers, cut-out, etc. (connect visual with textual information).
▪ Observing photographs as a mean of information: (CLIC: Social Sciences , PB page 46) (Wider World: Carnivals, PB page 47).
▪ Process and interpretation the information in charts and graphs.
- Look! (PB pages 41 and 43), Values (PB page 44)
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Ask and answer, PB page 43).
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB pages 40, 43), (Have Fun!, PB page 48). All games proposed by the Optional Activities in the TG.
- Learning to participate and collaborate with peers through the story of the unit 4 (PB page 44) Learning to participate and collaborate with peers through the story of the unit (Values: the imp[osrtance of good hygiene).
▪ This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit.
- CLIC: Social Sciences: personal hygiene and cleaning habits (PB, page 46, AB page 44, Cross-curricular Poster, Photocopiable Worksheet 4. 6).
- Wider World (Carnivals around the world): learn about how carnivals are celebrated around the world (PB page 47, AB page 45, Photocopiable Worksheet 4. 7).
▪ Be able to communicate effectively the results if their own work: (Mini-Projects, PB page 46 and 47).
Artistic and cultural competence
This competence is develop in the unit through activities such as:
▪ Singing songs and chants
- A chant (I’ve got green arms PB, page 40)
- A song (I’ve got a red dress, PB page 42)
▪ Reading and representation of a story: (Story, PB page 44).
▪ Develop and value initiative, imagination, and creativity by completing:
- Cut-out 4, PB page 109, monsters.
- Completing Mini-projects: CLIC: Social Sciences: personal hygiene and cleaning habits (PB, page 46, AB page 44, Cross-curricular Poster, Photocopiable Worksheet 4. 6). Wider World (Carnivals around the world): how carnivals are celebrated around the world (PB page 47, AB page 45, Photocopiable Worksheet 4. 7)
- A drawing for the portfolio (Portfolio Activity).
- A carnivals mask (PB page 47).
- Listen to carnival music (PB page 47 and GD page 137)
▪ Immerse in the language, traditions and culture of an English speaking country. (How carnivals are celebrated?).
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: :
- Picture Dictionary (AB page 107).
- Quest item (PB page 41).
- Cut-out 4 (PB page 109)
- Mini-Projects: Social Sciences: personal hygiene and cleaning habits (PB, page 46, AB page 44, and Wider World (Carnivals around the world): learn about how carnivals are celebrated around the world (PB page 47, AB page 45).
▪ Use their capacities to work individually (AB, pages 38 to 47) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 107), Reading and Writing booklet, Grammar Booklet.
▪ Reflect on their own learning::
- Activity Book: Self-evaluation activity at the end of each unit, page 47.
- Pupil’s Book: section (I Can), PB page 49
- Picture Dictionary, AB page 107.
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, Unit 4 pages 38-47).
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 107), Reading and Writing booklet, Grammar Booklet.
▪ Develop social abilities like respect, cooperation and team work: (Listen and play PB page 40, 43), (Have Fun!, PB page 48). All games proposed in Optional Activities and the TG.
▪ Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: ect.
- Acting out the story of the unit (PB page 44)
- Picture Dictionary (AB page 107).
- Quest item (PB page 41).
- Cut-out 4 (PB page 109)
- Mini-Projects: Cross-curricular poster (Personal hygiene and cleaning habits), PB page 46 and Mini-Project Wider World (Carnivals around the world, PB page 47),
▪ Use their own abilities like self-evaluation and personalization:
- Activity Book: Self-evaluation activity at the end of each unit, page 47.
- Pupil’s Book: section (I Can) PB, page 49
- Picture Dictionary, AB page 107
Interaction with the Physical world competence
Part of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it.
Cross-curricular material and cultural sections:
- CLIC: Social Sciences: personal hygiene and cleaning habits (PB, page 46, AB page 44, Cross-curricular Poster, Photocopiable Worksheet 4. 6).
- Wider World (Carnivals around the world): learn about how carnivals are celebrated around the world (PB page 47, AB page 45, Photocopiable Worksheet 4. 7).
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )
This competence is develop in the unit throughout:
- Relate numbers with pictures and dialogues, etc. (PB pages 40, 43,46)
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all dialogues and language interactions through the representation of a story (PB page 44).
- Using language to express emotions: Cut-out 4: PB page 107, monsters, Completing Mini-projects: Cross-curricular poster, PB page 46 (hygiene and personal cleaning habits) and Mini-Project Wider World (Carnivals around the world, PB page 47). A drawing for the portfolio (Portfolio Activity).
- Making corporal movements and expressions (Act out the story, PB page 44).
- Overcome inhibitions through songs and music (Singing songs and chants (Chant: : I’ve got Green arms PB, page 40), (Quest song, PB page 41), (Song: I’ve got a red dress, PB page 42)
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 4 – pages 40 to 49)
- Reference bar at the bottom of each page .
- Cut-out material (Cut-out activities for each unit ), page 109
- Grammar summary, page 99
▪ Activity Book (Unit 4- pages 38-47).
- Reading and writing activities
- Unit Review activities (related to the Grammar summaries in the PB) page 99
- Picture Dictionary with the key vocabulary stickers (Unit 4), page 107
- Stickers to use with the Picture Dictionary.
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards and Word cards.
▪ Phonics cards.
▪ Storycards (story dialogues).
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities).
▪ Grammar Booklet (3 pages per unit to understand and reinforce grammar).
▪ Teacher’s Resource Materials:
Teacher’s Book
- Games bank
- Printable worksheets
- Worksheets for the portfolio
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
• Waldo Puppet
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit 4).
Grammar reference (PB page 99).
Unit 4 review (AB page 99)
Picture Dictionary (AB page 107).
Summative evaluation
Progress Check (page 49).
Tests 4, pages 18 to 21 (Test Booklet)
Self-evaluation
Activity Book: Self-evaluation activity at the end of each unit (page 47)
Pupil’s Book: I can (page 49)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Talk about the parts of the body.
- Talk about different types of clothes.
- Express opinions.
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- Recognize the parts of the body and clothes.
- Describe possessions.
BLOCK 2- Reading and writing
▪ Read and identify previously learned words and simple phrases of familiar topics and interest (Test 4-Test Booklet)
- Be able to read and recognize the parts of the body and clothes.
▪ Write words, common expressions and phrases based on models and with an specific purpose (Test,4-Test Booklet):
- Be able to copy and trace the names of the parts of the body and clothes.
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary (Test 4Test Booklet):
- Parts of the body (Parts of the body: body, hands, arms, fingers, legs, feet, head, toes, tail, wings)
- Clothes (Clothes: T-shirt, jumper, trousers, dress, skirt, shoes, socks, hat)
Grammar
▪ Understand and use correctly the grammar structures of the unit: (Test 4-Test Booklet)
- I’ve got (a green tail). I’ve got (green) (wings). He’s got (blue trousers). She’s got (a yellow) (head). Wash (your hands). They’re (purple). You’ve got (yellow) (hands).
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):
- To pronounce ck, e, k, correctly.
- Rhythm and intonation.
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. .
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
- Reproduction of dialogues
- A chant (I’ve got green arms, PB, page 40)
- A song (I’ve got a red dress, PB page 42)
- A story (PB page 44)
Unit 5: My pets
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Talk about animals.
- Using Adjectives.
- Asking and answering questions about possessions.
- Give instructions to be followed.
- Say and act a chant (Pets, pets, big and small!)
- Singing and acting out the songs of the unit: The boy’s got a dog and Quest song: (Look for a mouse).
- Acting out the story of the unit and learning values through it (taking care of pets).
- Completing tasks of interaction:
• Ask and answer questions about baby animals.
• Ask and answer questions about unusual pets.
• Fixing mistaken information.
▪ Understand oral texts within the classroom context:
- a dialogue.
- chants and songs of the unit.
- identify animals.
- following instructions
- the story of the unit.
- Identify different images.
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Read and recognize legends of the key vocabulary.
- Read and understand the chants and songs of the unit.
- Read and understand story dialogues.
- Read and understand phrases.
- Follow the dialogue of a story.
- Read and understand cultural texts about unusual pets.
- Read and understand a personalized text.
▪ Write words and simple phrases.
- Be able to copy and write the key vocabulary words of the unit.
- Be able to write the key vocabulary in a phrase.
- Be able to complete a personalized text.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- Animals (Animals: frog, mouse, cat, hamster, snake, parrot, rabbit, tortoise, dog)
- Adjectives (Adjectives: big, small, tall, short, long, short, thin, fat, young, old)
▪ Understand and apply elements of grammar correctly:
- Language structures:
- What’s that? It’s a (dog). What are those? They’re (hamsters). Have you got a (parrot)? Yes, I have. It’s a (small parrot). /No, I haven’t. Has he got a (parrot)? Yes, he has/ No he hasn’t. He/She’s got a (big dog).
- Review language: Colours. Numbers, What’s this? It’s…, What are these? They ‘re…, How many? My name’s…
- Interdisciplinary language (CLIC): Baby animals (Baby animals: bird, chick, kitten, puppy, goose, egg)
- Language of the world (Wider world language): Unusual pets (Unusual pets: spider, lizard, rat, snake).
-
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce b, h, r, u, correctly.
- Be able to combine individual sounds to make words.
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Predict the ending of a story.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify and talk about pets.
- Work in pairs or groups.
- Learn to share.
- Learn how to take care of animals.
- Learn un usual pets.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 - Literacy Education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Identify and use the vocabulary of the unit:
- Animals (Animals: frog, mouse, cat, hamster, snake, parrot, rabbit, tortoise, dog)
- Adjectives (Adjectives: big, small, tall, short, long, short, thin, fat, young, old)
▪ Understand and apply elements of grammar correctly:
- Language structures:
- What’s that? It’s a (dog). What are those? They’re (hamsters). Have you got a (parrot)? Yes, I have. It’s a (small parrot). /No, I haven’t. Has he got a (parrot)? Yes, he has/ No he hasn’t. He/She’s got a (big dog).
- Review language: Colours. Numbers, What’s this? It’s…, What are these? They ‘re…, How many? My name’s…
- Interdisciplinary language (CLIC): Baby animals (Baby animals: bird, chick, kitten, puppy, goose, egg)
- Language of the world (Wider world language): Unusual pets (Unusual pets: spider, lizard, rat, snake).
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce b, h, r, u, correctly.
- Be able to combine individual sounds to make words.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Predict the ending of a story.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identificar y hablar sobre mascotas.
- Work in pairs or groups.
- Learn to share.
- Learn how to take care of animals.
- Learn un usual pets.
▪ Show a receptive attitude towards those who speak a different language tan their own. .
▪ Interdisciplinary contents:
- Arts and design: make cards with images, make a photo album about baby animals
- Music: songs and chants.
- Maths: numbers and number sequencing.
- PAGE E. : using actions in a song.
- Sciences: life cycle of baby animals.
- Linguistic and communication skills: Ask and answer questions, following instructions, acting out a story, playing games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- A chant: Pets, pets, big and small! (PB page 50)
- A song: The boy’s got a dog (PB page 52)
- A story (PB page 54)
Oral and written texts production:
- Reproduction of dialogues
- A chant (Pets, pets, big and small PB, page 50)
- A song (The boy’s got a dog, PB page 52)
- A story (PB page 54)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and point and repeat (PB), Listen and chant, Ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)
▪ Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Have Fun! (PB)
Data processing and digital competence
▪ Use means of information and a variety of situations of communication to apply the reading and communication skills:
- Stickers, cut-outs, etc. (to connect the visual and textual information)
▪ Observing photographs as a mean of information: (CLIC: Sciences, PB page 56) (Wider World: (Unusual pets, PB page 57).
▪ Process and interpretation the information in charts and graphs.
- Look! (PB pages 51 and 53), Values (PB page 54)
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Ask and answer, PB pages 51, 53, 57).
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 50, Listen and draw then play, (PB page 53), (Have Fun!, PB page 58). All games proposed by the Optional Activities in the TG.
- Learning to participate and collaborate with peers through the story of the unit 5 (PB page 54) Learning to participate and collaborate with peers through the story of the unit (Values: the importance of taking care of pets).
▪ This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit.
- CLIC: Sciences: Baby animals (PB, page 56, AB page 54, Cross-curricular Poster, Photocopiable Worksheet 5. 6).
- Wider World (Unusual pets): learn about unusual pets (PB page 57, AB page 55, Photocopiable Worksheet 5. 7).
▪ Be able to communicate effectively the results if their own work: (Mini-Projects, PB pages 56 and 77).
Artistic and cultural competence
This competence is develop in the unit through activities such as:
▪ Singing songs and chants
- A chant (Pets, pets, big and small, PB, page 50)
- A song (Song The boy’s got a dog, PB page 52)
▪ Reading and representation of a story: (Story, PB page 54).
▪ Develop and value initiative, imagination, and creativity by completing:
- Cut-out 5: PB page 111, Animals.
- Completing Mini-projects: Cross-curricular poster, PB page 56 (Baby animals) and Mini-Project Wider World (Drawing of an unusual pet, PB page 57).
- A drawing for the portfolio (Portfolio Activity) .
▪ Immerse in the language, traditions and culture of an English speaking country. (pet).
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking:
- Picture Dictionary (AB page 108).
- Quest item (PB page 51).
- Cut-out 5 (PB page 111)
- Mini-Projects: Cross-curricular poster, PB page 56 Baby animals and Mini-Project Wider World (Drawing of an unusual pet, PB page 57),
▪ Use their capacities to work individually (AB, pages 48 to 57) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 108), Reading and Writing booklet, Grammar Booklet.
▪ Reflect on their own learning:
- Activity Book: Self-evaluation activity at the end of each unit, page 57.
- Pupil’s Book: section (I Can), page 59
- Picture Dictionary, AB page 108
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, Unit 5 pages 48-57).
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 108), Reading and Writing booklet, Grammar Booklet.
▪ Develop social abilities like respect, cooperation and team work: (Listen and play PB page 50, Listen and draw then play, (PB page 53), (Have Fun!, PB page 58). All games proposed by the Optional Activities in the TG.
▪ Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: ect.
- Acting out the story of the unit (PB page 54)
- Picture Dictionary (AB page 108).
- Quest item (PB page 51).
- Cut-out 5 (PB page 111)
- Mini-Projects: Cross-curricular poster, PB page 56 (Baby animals) and Mini-Project Wider World (Drawing of an unusual pet, PB page 57).
▪ Use their own abilities like self-evaluation and personalization:
- Activity Book: Self-evaluation activity at the end of each unit page 57
- Pupil’s Book: section (I Can), page 59
- Picture Dictionary, AB page 108
Interaction with the Physical world competence
Part of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it.
Cross-curricular material and cultural sections:
- CLIC: Sciences: Baby animals (PB, page 56, AB page 54, Cross-curricular Poster, Photocopiable Worksheet 5. 6).
- Wider World (Unusual pets): learn about unusual pets (PB page 57, AB page 55, Photocopiable Worksheet 5. 7).
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )
This competence is develop in the unit throughout:
- Relate numbers with pictures and dialogues, etc. (PB page 51)
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all dialogues and language interactions (PB), through the representation of a story (PB page 14).
- Using language to express emotions: Cut-out 5, PB page 111, Animals, Mini-Projects: Cross-curricular poster, PB page 56 (Baby animals) and Mini-Project Wider World (Drawing of an unusual pet, PB page 57). A drawing for the portfolio (Portfolio Activity).
- Making corporal movements and expressions (Act out the story, PB page 54).
- Overcome inhibitions through songs and music (Singing songs and chants (Chant: Pets, pets, big and small PB, page 50), (Quest song, PB page 51), (Song: The boy’s got a dog, PB page 52)
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 5 – pages 50 to 59)
- Reference bar at the bottom of each page .
- Cut-out material (Cut-out activities at the end of each unit). Page 111
- Grammar summary, page 100
▪ Activity Book (Unit 5- pages 48-57).
- Reading and writing activities
- Unit Review activities (related to the Grammar summaries in the PB) page 100
- Picture Dictionary with the key vocabulary stickers (Unit 5), page 108
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards and Wordcards.
▪ Phonics cards
▪ Storycards (story dialogues).
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities).
▪ Grammar Booklet (3 pages per unit to extend and reinforce grammar).
▪ Teacher’s Resource Materials:
• Teacher’s Book
- Games bank.
- Printable worksheets
- Worksheets for the portfolio
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
• Waldo Puppet
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit 5).
Grammar reference (PB page 100)
Unit 5 review (AB page 100)
Picture Dictionary (AB page 108).
Summative evaluation
Progress Check (page 59).
Tests 5, pages 22-25 (Test Booklet)
Self-evaluation
Activity Book: Self-evaluation activity at the end of each unit (page 57)
Pupil’s Book: I can (page 59)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Talk about animals and pets.
- Using Adjectives.
- Asking and answering questions about possessions.
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- Recognize animals and adjectives.
BLOCK 2- Reading and writing
▪ Read and identify previously learned words and simple phrases of familiar topics and interest (Test 5-Test Booklet)
- Be able to read and recognize animals and adjectives.
▪ Write words, common expressions and phrases based on models and with an specific purpose (Test,5-Test Booklet):
- Be able to trace and copy names of animals and adjectives.
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary (Test 5-Test Booklet):
- Animals (Animals: frog, mouse, cat, hamster, snake, parrot, rabbit, tortoise, dog)
- Adjectives (Adjectives: big, small, tall, short, long, short, thin, fat, young, old)
Grammar
▪ Understand and use the grammar structures learned in the unit: (Test 5-Test Booklet)
- What’s that? It’s a (dog). What are those? They’re (hamsters). Have you got a (parrot)? Yes, I have. It’s a (small parrot). /No, I haven’t. Has he got a (parrot)? Yes, he has/ No he hasn’t. He/She’s got a (big dog).
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):
- To pronounce b, h, r, u, correctly.
- Rhythm and intonation.
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. .
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
- Reproduction of dialogues
- A chant (Pets, pets, big and small, PB, page 50)
- A song (The boy’s got a dog, PB page 52)
- A story (PB page 54)
Unit 6: My house
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Identifying rooms in a house.
- Identifying furniture.
- Asking and answering questions about the places things are.
- Give instructions to be followed.
- Saying and acting out the chant (Where’s my mum?)
- Singing and acting out the songs of the unit: Where’s the mouse?, Quest song: (Look for a bed).
- Acting out the story of the unit and learning values through it (Putting things back where they belong).
- Completing tasks of interaction:
• Describing their own home.
• Describing a room.
• Asking and answering questions about where the pupil lives.
▪ Understand oral texts within the classroom context:
- a dialogue.
- chants and songs of the unit.
- describing and identifying rooms and furniture.
- following instructions
- the story of the unit.
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Read and recognize legends of the key vocabulary.
- Read and understand the chants and songs of the unit.
- Read and understand story dialogues.
- Read and understand phrases.
- Follow the dialogue of a story.
- Read and understand a cultural text about unusual homes.
- Read and understand a personalized text.
▪ Write words and simple phrases.
- Be able to copy and write the key vocabulary words of the unit.
- Be able to write the key vocabulary in a phrase.
- Be able to complete a personalized text.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- At home (At home: house, garden, living room, kitchen, bathroom, bedroom, window, door, sofa, cooker, bath, bed, fridge, TV, lamp, sink).
▪ Understand and apply elements of grammar correctly:
- Language structures:
- Where’s (Rita)?, She’s in the (kitchen). Where are (Waldo and Zak)?, They’re in the (bedroom). There’s a lamp on the desk. There are two kittens under the sofa.
- Where do you live?, I live in a (house). Do you live in a (house)?, Yes, I live in a (house). /No, I live in a (flat).
- Review language: the numbers, animals, objects in class, families. This is…, Is it…? Yes, it is/No, it isn’t. It’s a… I’m/you’re (in the park). I’ve got…
- Interdisciplinary language (CLIC): Public places (Public places: shop, library, playground, café, zoo, park.
- Language of the world (Wider world language: Different houses (Different homes: flat, house boat, caravan. )
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce f, ff, l, ll , correctly.
- Be able to combine individual sounds to make words.
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Making crafts.
- Predict the ending of a story.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify and talk about their homes.
- Work in pairs or groups.
- Learn to share.
- Learn about public places.
- Learn about different types of houses.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 - Literacy Education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Identify and use the vocabulary of the unit:
- At home (At home: house, garden, living room, kitchen, bathroom, bedroom, window, door, sofa, cooker, bath, bed, fridge, TV, lamp, sink).
▪ Understand and apply elements of grammar correctly:
- Language structures:
- Where’s (Rita)?, She’s in the (kitchen). Where are (Waldo and Zak)?, They’re in the (bedroom). There’s a lamp on the desk. There are two kittens under the sofa.
- Where do you live?, I live in a (house). Do you live in a (house)?, Yes, I live in a (house). /No, I live in a (flat).
- Review language: the numbers, animals, objects in class, families. This is…, Is it…? Yes, it is/No, it isn’t. It’s a… I’m/you’re (in the park). I’ve got…
- Interdisciplinary language (CLIC): Public places (Public places: shop, library, playground, café, zoo, park.
- Language of the world (Wider world language: Different houses ) (Different homes: flat, house boat, caravan. )
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce f, ff, l, ll, correctly.
- Be able to combine individual sounds to make words.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Making crafts.
- Predict the ending of a story.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify and talk about their homes.
- Work in pairs or groups.
- Learn to share.
- Learn about public places.
- Learn about different types of houses.
▪ Show a receptive attitude towards those who speak a different language tan their own. .
▪ Interdisciplinary contents:
- Arts and design: cut-out of a house and playing with it, picture cards, a drawing of their favourite public place or city, a drawing of their houses, a design of an unusual house.
- Music: songs and chants.
- Maths: numbers and number sequencing.
- Social Sciences: public places, different types of houses.
- Linguistic and communication skills: give information, Ask and answer questions, following instructions, acting out a story, playing games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- A chant: Where’s my mum? (PB page 60)
- A song: Where’s the mouse (PB page 62)
- A story (PB page 64)
Oral and written texts production:
- Reproduction of dialogues
- A chant (Where’s my mum?, PB, page 60)
- A song (Where’s the mouse, PB page 62)
- A story (PB page 64)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and point and repeat (PB), Listen and chant, Ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)
▪ Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Have Fun! (PB)
Data processing and digital competence
▪ Use means of information and a variety of situations of communication to apply the reading and communication skills:
- Stickers, cut-out, etc. (connect visual with textual information).
▪ Observing photographs as a mean of information: (CLIC: Social Sciences PB page 66) (Wider World: Different homes, PB page 67).
▪ Process and interpretation the information in charts and graphs.
- Look! (PB page 61 and 63), Values (PB page 64)
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Ask and answer, PB page 67).
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Listen and play PB page 60, Listen and draw. Then play (PB page 63), (Have Fun!, PB page 68). All games proposed by the Optional Activities in the TG.
- Learning to participate and collaborate with peers through the story of the unit 6 (PB page 64) Learning to participate and collaborate with peers through the story of the unit (Values: the importance of puting things back where they belong).
▪ This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit.
- CLIC: Social Sciences: Public places (PB, page 66, AB page 64, Cross-curricular Poster, Photocopiable Worksheet 6. 6).
- Wider World (Different homes): learn about different houses to live in (PB page 67, AB page 65, Photocopiable Worksheet 6. 7).
▪ Be able to communicate effectively the results if their own work: (Mini-Projects, PB pages 66 and 67).
Artistic and cultural competence
This competence is develop in the unit through activities such as:
▪ Singing songs and chants
- A chant (Where’s my mum?, PB, page 60)
- A song (Song Where’s the mouse, PB page 62)
▪ Reading and representation of a story: (Story, PB page 64).
▪ Develop and value initiative, imagination, and creativity by completing:
- Creative drawings (Listen and draw, PB page 63)
- Cut-out 6: PB page 113.
- Completing Mini-projects: Cross-curricular poster, PB page 66 (public places) and Mini-Project Wider World (A drawing and a description of their home PB page 67).
- Drawings for the Portfolio (Portfolio Activity) .
▪ Immerse in the language, traditions and culture of an English speaking country. (different types of houses to live in).
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Learn a memorization skill and internalize vocabulary and structures through the use of boxes, (Tip!, PB page 63).
▪ Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: :
- Picture Dictionary (AB page 109).
- Quest item (PB page 61).
- Cut-out 6 (PB page 113)
- Mini-Projects: Cross-curricular poster, PB page 66 and Mini-Project Wider World (A picture of the student's home, PB page 67),
▪ Use their capacities to work individually (AB, pages 58 to 67) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 109), Reading and Writing booklet, Grammar Booklet.
▪ Reflect on their own learning:
- Activity Book: Self-evaluation activity at the end of each unit, page 67.
- Pupil’s Book: section (I Can), page 69
- Picture Dictionary, AB page 109
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, Unit 6 pages 58-67).
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 109), Reading and Writing booklet, Grammar Booklet.
▪ Develop social abilities like respect, cooperation and team work: Listen and play PB page 60, Listen and draw. Then play (PB page 63). All games proposed by the Optional Activities in the TG.
▪ Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: ect.
- Acting out the story of the unit (PB page 64)
- Picture Dictionary (AB page 109).
- Quest item (PB page 61).
- Cut-out 6 (PB page 113)
- Mini-Projects: Cross-curricular poster, PB page 66 and Mini-Project Wider World (A picture of the student's home, PB page 67),
▪ Use their own abilities like self-evaluation and personalization:
- Activity Book: Self-evaluation activity at the end of each unit, page 67.
- Pupil’s Book: section (I Can), page 69
- Picture Dictionary, AB page 109
Interaction with the Physical world competence
Part of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it.
Cross-curricular material and cultural sections:
- CLIC: Social Sciences: Public places (PB, page 66, AB page 64, Cross-curricular Poster, Photocopiable Worksheet 6. 6).
- Wider World (Different homes): learn how people in other countries live and their homes (PB page 67, AB page 65, Photocopiable Worksheet 6. 7).
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )
This competence is develop in the unit throughout:
- Relate numbers with pictures and dialogues, etc. (PB page 66).
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all dialogues and language interactions (PB), through the representation of a story (PB page 64).
- Using language to express emotions: Cut-out: PB page 113. Completing Mini-projects: Cross-curricular poster, PB page 66 (public places) and Mini-Project Wider World (A picture of the student's home, PB page 67).
- Making corporal movements and expressions (Act out the story, PB page 64).
- Overcome inhibitions through songs and music (Singing songs and chants (Chant: Where’s my mum?, PB, page 60), (Quest song, PB page 61), (Song: Where’s the mouse, PB page 62)
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 6 – pages 60 to 69)
- Reference bar at the bottom of each page .
- Cut-out material (Cut-out activities for each unit , page 113).
- Grammar summary (PB page 100)
▪ Activity Book (Unit 6- pages 58-67).
- Reading and writing activities
- Unit Review activities (related to the Grammar summaries in the PB, 101)
- Picture Dictionary with the key vocabulary stickers (Unit 6, AB page 109)
- Stickers to use with the Picture Dictionary.
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards and Word cards.
▪ Phonics cards
▪ Storycards (story dialogues).
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities).
▪ Grammar Booklet (3 pages per unit to extend and reinforce grammar).
▪ Teacher’s Resource Materials:
• Teacher’s Book
- Games bank
- Printable worksheets
- Worksheets for the portfolio
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
• Waldo Puppet
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit 6).
Grammar reference (PB page 100)
Unit 6 review (AB page 101)
Picture Dictionary (AB page 109).
Summative evaluation
Progress Check (page 69).
Tests 6, page 26-29 (Test Booklet)
Self-evaluation
Activity Book: Self-evaluation activity at the end of each unit (page 67)
Pupil’s Book: I can (page 69)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Identifying and describing rooms in a house and furniture.
- Asking and answering questions about the places things are.
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- Recognizing rooms in a house and furniture
- Describing a house and a room
BLOCK 2- Reading and writing
▪ Read and identify previously learned words and simple phrases of familiar topics and interest (Test 6-Test Booklet)
- Be able to read and recognize the names of the rooms in a house and furniture.
▪ Write words, common expressions and phrases based on models and with an specific purpose (Test,6 Test Booklet):
- Be able to trace and copy the names of the rooms in a house and furniture.
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary (Test 6-Test Booklet):
- At home (At home: house, garden, living room, kitchen, bathroom, bedroom, window, door, sofa, cooker, bath, bed, fridge, TV, lamp, sink).
Grammar
▪ Understand and use the grammar structures learned in the unit: (Test 6-Test Booklet)
- Where’s (Rita)?, She’s in the (kitchen). Where are (Waldo and Zak)?, They’re in the (bedroom). There’s a lamp on the desk. There are two kittens under the sofa.
- Where do you live?, I live in a (house). Do you live in a (house)?, Yes, I live in a (house). /No, I live in a (flat).
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):
- To pronounce f, ff, l, ll, correctly.
- Rhythm and intonation.
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. .
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
▪ A chant (Where’s my mum?, PB, page 60)
▪ A song (Where’s the mouse, PB page 62)
▪ A story (PB page 64)
Unit 7: Food
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Talking about food; food and beverages.
- Talking about things we like and dislike.
- Give instructions to be followed.
- Say and act a chant (I like fruit and yoghurt).
- Singing and acting out the songs of the unit: I like jelly and Quest song: (Look for milk).
- Acting out the story of the unit and learning values through it (Been polite).
- Completing tasks of interaction:
• Asking and answering questions about things we like.
• Asking for the things we want.
• Talking about lunches and takeout food.
▪ Understand oral texts within the classroom context:
- a dialogue.
- chants and songs of the unit.
- Identifying food.
- following instructions
- the story of the unit
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Read and recognize legends of the key vocabulary.
- Read and understand the chants and songs of the unit.
- Read and understand story dialogues.
- Read and understand phrases.
- Follow the dialogue of a story.
- Read and understand a cultural text about the lunches and snacks that children bring.
- Read and understand a personalized text.
▪ Write words and simple phrases.
- Be able to copy and write the key vocabulary words of the unit.
- Be able to write the key vocabulary in a phrase.
- Be able to complete a personalized text.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- Food (Food: cheese, lemonade, bread, chicken, meat, salad, juice, fruit, yoghurt, milk, sandwich, water, chocolate, honey, jelly, vegetables, ice cream, cake)
▪ Understand and apply elements of grammar correctly:
- Language structures:
- I like (salad) and (meat). I don’t like (bread) and (cheese). What do you want? I want (milk). Do you like (honey)? Yes I do/ No I don’t. It’s good/bad for me (CLIC)
- Review language: Colours, adjectives and greetings, I’ve got… , I’m (small/ a mouse). Polite phrases (values): Thank you. Yes please. I’m sorry. It’s OK.
- Interdisciplinary language (CLIC): (Food: sausages, chips, carrots).
- Language of the world (Wider world language) Packed lunches: packed lunch, sushi, rice
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce j, ss, v, w, correctly.
- Be able to combine individual sounds to make words.
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Making crafts.
- Predict the ending of a story.
- Asking for food from a menu.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify the food we like and dislike and talk about it.
- Work in pairs or groups.
- Learn to share.
- Learn about healthy food.
- Learn about different food people like to eat.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 - Literacy Education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Identify and use the vocabulary of the unit:
- Food (Food: cheese, lemonade, bread, chicken, meat, salad, juice, fruit, yoghurt, milk, sandwich, water, chocolate, honey, jelly, vegetables, ice cream, cake)
▪ Understand and apply elements of grammar correctly:
- Language structures:
I like (salad) and (meat). I don’t like (bread) and (cheese). What do you want? I want (milk). Do you like (honey)? Yes I do/ No I don’t. It’s good/bad for me (CLIC)
- Review language: Colours, adjectives and greetings, I’ve got… , I’m (small/ a mouse). Polite phrases (values): Thank you. Yes please. I’m sorry. It’s OK.
- Interdisciplinary language (CLIC): (Food: sausages, chips, carrots).
- Language of the world (Wider world language) Packed lunches: packed lunch, sushi, rice
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce j, ss, v, w, correctly.
- Be able to combine individual sounds to make words.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Making crafts.
- Predict the ending of a story.
- Ordering for food from a menu.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify the food we like and dislike and talk about it.
- Work in pairs or groups.
- Learn to share.
- Aprender sobre Food saludable y no beneficiosa para nosotras.
- Learn about different food people like to eat.
▪ Show a receptive attitude towards those who speak a different language tan their own. .
▪ Interdisciplinary contents:
- Arts. and design: picture cards, un póster de alimentos, un dibujo de un almuerzo/merienda para llevar.
- Music: songs and chants.
- Maths: numbers and number sequencing.
- Social Sciences: eat healthy food.
- Linguistic and communication skills: Ask and answer questions, following instructions, acting out a story, playing games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- A chant: I like fruit and yoghurt? (PB page 70)
- A song: I like jelly (PB page 72)
- A story (PB page 74)
Oral and written texts production:
- Reproduction of dialogues
- A chant (I like fruit and yoghurt PB, page 70)
- A song (I like jelly, PB page 72)
- A story (PB page 74)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and point and repeat (PB), Listen and chant, Ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)
▪ Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Have Fun! (PB)
Data processing and digital competence
▪ Use means of information and a variety of situations of communication to apply the reading and communication skills:
- Stickers, cut-outs, etc. (to connect the visual and textual information)
▪ Observing photographs as a mean of information: (CLIC: Social Sciences , PB page 76) (Wider World: Packed lunches, PB page 77).
▪ Process and interpretation the information in charts and graphs.
- Look! (PB page 71 and 73), Values (PB page 74)
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Ask and answer, PB page 71, 73,77).
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 70) (Have Fun!, PB page 78). All games proposed by the Optional Activities in the TG.
- Learning to participate and collaborate with peers through the story of the unit 7 (PB page 74) Learning to participate and collaborate with peers through the story of the unit (Values: the importance of been polite).
▪ This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit.
- CLIC: Social Sciences: food; healthy and unhealthy(PB, page 76, AB page 74, Cross-curricular Poster, Photocopiable Worksheet 7. 6).
- Wider World (Packed lunches): learn about what children bring to eat (PB page 77, AB page 75, Photocopiable Worksheet 7. 7).
▪ Be able to communicate effectively the results if their own work: (Mini-Projects, PB page 76 and 77).
Artistic and cultural competence
This competence is develop in the unit through activities such as:
▪ Singing songs and chants
- A chant (I like fruit and yoghurt, PB, page 70)
- A song (Song I like jelly, PB page 72)
▪ Reading and representation of a story: (Story, PB page 74).
▪ Develop and value initiative, imagination, and creativity by completing:
- Cut-out 7: PB page 115.
- Completing Mini-projects: Cross-curricular poster (A healthy food poster) PB page 76 and Mini-Project Wider World (A drawing about their lunch PB page 77).
- Drawings for the Portfolio (Portfolio Activity) .
▪ Immerse in the language, traditions and culture of an English speaking country. (Food children take to the park).
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: :
- Picture Dictionary (AB page 110).
- Quest item (PB page 71).
- Cut-out 7 (PB page 115)
- Mini-Projects: Cross-curricular poster, PB page 76 and Mini-Project Wider World (A drawing about their lunch PB page 77),
▪ Use their capacities to work individually (AB, pages 8 to 17) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 110), Reading and Writing booklet, Grammar Booklet.
▪ Reflect on their own learning::
- Activity Book: Self-evaluation activity at the end of each unit, page 77
- Pupil’s Book: section (I Can), page 79
- Picture Dictionary, AB page 110
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, Unit 7 pages 68-77).
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 110), Reading and Writing booklet, Grammar Booklet.
▪ Develop social abilities like respect, cooperation and team work: (Listen and play PB, page 70) (Have Fun!, PB page 78) Optional games activities (GD)
▪ Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: ect.
- Acting out the story of the unit (PB page 74)
- Picture Dictionary (AB page 110).
- Quest item (PB page 71).
- Cut-out 7 (PB page 115)
- Mini-Projects: Cross-curricular poster, PB page 76 and Mini-Project Wider World (A drawing about their lunch, PB page 77),
▪ Use their own abilities like self-evaluation and personalization:
- Activity Book: Self-evaluation activity at the end of each unit, page 77
- Pupil’s Book: section (I Can), page 79
- Picture Dictionary, AB page 110.
Interaction with the Physical world competence
Part of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it.
Cross-curricular material and cultural sections:
- CLIC: Social Sciences: food (PB, page 76, AB page 74, Cross-curricular Poster, Photocopiable Worksheet 7. 6).
- Wider World (Packed lunches): learn about what other children bring for lunch (PB page 77, AB page 75, Photocopiable Worksheet 7. 7).
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )
This competence is develop in the unit throughout:
- Relate numbers with pictures and dialogues, etc. PB page 76
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all dialogues and language interactions (PB), through the representation of a story (PB page 74).
- Using language to express emotions: Cut-out: PB page 115, Completing Mini-projects: Cross-curricular poster, PB page 76 (A healthy food poster) and Mini-Project Wider World (A drawing about what they bring for lunch PB page 77).
- Making corporal movements and expressions (Act out the story, PB page 74).
- Overcome inhibitions through songs and music (Singing songs and chants (Chant: I like fruit and yogurt, PB, page 70), (Quest song, PB page 71), (Song: I like jelly, PB page 72)
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 7 – pages 70 to 79)
- Reference bar at the bottom of each page .
- Cut-out material (Cut-out activities of the unit, page 115).
- Grammar summary, page 101.
▪ Activity Book (Unit 7 pages 68-77).
- Reading and writing activities
- Unit Review activities (related to the Grammar summaries in the PB), page 102
- Picture Dictionary with the key vocabulary stickers (Unit 1).
- Stickers para usarse con el Picture Dictionary (PAGE 110).
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards y Word cards (colours, Actions).
▪ Phonics cards
▪ Storycards (story dialogues).
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities).
▪ Grammar Booklet (3 pages per unit to extend and reinforce grammar).
▪ Teacher’s Resource Materials:
• Teacher’s Book
- Games bank.
- Printable worksheets
- Worksheets for the portfolio
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
• Waldo Puppet
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit 7).
Grammar reference (PB page 101)
Unit 7 review (AB page 102)
Picture Dictionary (AB page 110)
Summative evaluation
Progress Check (page 79).
Tests 7, pages 30-33 (Test Booklet)
Self-evaluation
Activity Book: Self-evaluation activity at the end of each unit (page 77)
Pupil’s Book: I can (page 79)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Talking about food.
- Talking about things we like and dislike.
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- Recognize food.
- Asking questions about the things they like and dislike.
BLOCK 2- Reading and writing
▪ Read and identify previously learned words and simple phrases of familiar topics and interest (Test 7-Test Booklet)
- Be able to read and recognize the names of different types of food.
▪ Write words, common expressions and phrases based on models and with an specific purpose (Test,7-Test Booklet):
- Be able to trace and copy the names of different types of food
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary (Test 7-Test Booklet):
- Food (Food: cheese, lemonade, bread, chicken, meat, salad, juice, fruit, yoghurt, milk, sandwich, water, chocolate, honey, jelly, vegetables, ice cream, cake)
Grammar
▪ Understand and use the grammar structures learned in the unit: (Test 7-Test Booklet)
- I like (salad) and (meat). I don’t like (bread) and (cheese). What do you want? I want (milk). Do you like (honey)? Yes I do/ No I don’t. It’s good/bad for me (CLIC)
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):
- To pronounce j, ss, v, w, correctly.
- Rhythm and intonation.
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. .
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
- Reproduction of dialogues
- A chant (I like fruit and yoghurt PB, page 70)
- A song (I like jelly, PB page 72)
- A story (PB page 74)
Unit 8: I’m excited!
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Using adjectives of emotions and feelings.
- Describing how they feel.
- Give instructions to be followed.
- Saying and acting out the chant (Are you hungry?)
- Singing and acting out the songs of the unit: I’m happy and excited, and Quest song: (Look for a torch).
- Acting out the story of the unit and learning values through it (Learning to represent others feelings and emotions and help out whenever it's possible).
- Completing tasks of interaction:
• Talking about feelings and emotions.
• Asking and answering questions about feelings and emotions.
• Asking and answering questions about shadows and the shadows of pets.
▪ Understand oral texts within the classroom context:
- a dialogue.
- chants and songs of the unit.
- Identificar sentimientos y emociones.
- following instructions
- the story of the unit.
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Read and recognize legends of the key vocabulary.
- Read and understand the chants and songs of the unit.
- Read and understand story dialogues.
- Read and understand phrases.
- Follow the dialogue of a story.
- Read and understand a cultural text about pets and their shadows.
- Read and understand a personalized text.
▪ Write words and simple phrases.
- Be able to copy and write the key vocabulary words of the unit.
- Be able to write the key vocabulary in a phrase.
- Be able to complete a personalized text.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- Adjectives to describe emotions and feelings (Adjectives: hungry, thirsty, scared, tired, excited, happy, sad, cold, hot, ill, hurt, angry, bored)
▪ Understand and apply elements of grammar correctly:
- Language structures:
- Are you (hungry)?, Yes, I am/No, I’m not. Is he/she (cold)? Yes, he/she is/No he/she isn’t. He’s/She’s (hurt). Are they (bored)? Yes, they are/No, they aren’t. They are (excited).
- Review language: Animals, occupations, birthday objects, houses, What’s that?, Is it…? These is/There are…
- Interdisciplinary language (CLIC): (Light and shadow: a long shadow/a short shadow.
- Language of the world (Wider world language): Shadow puppets in different cultures: Puppet, China, Indonesia.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce qu, x, y, z, zz, correctly.
- Be able to combine individual sounds to make words.
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Use art and make crafts.
- Predict the ending of a story.
- Ask and answer questions about feelings.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify feelings and emotions and talk about them.
- Work in pairs or groups.
- Learn to share.
- Learn about lights and shadows.
- Learn about different types of pets around the world.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 - Literacy Education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Identify and use the vocabulary of the unit:
- Adjectives to describe emotions and feelings (Adjectives: hungry, thirsty, scared, tired, excited, happy, sad, cold, hot, ill, hurt, angry, bored)
▪ Understand and apply elements of grammar correctly:
- Language structures:
- Are you (hungry)?, Yes, I am/No, I’m not. Is he/she (cold)? Yes, he/she is/No he/she isn’t. He’s/She’s (hurt). Are they (bored)? Yes, they are/No, they aren’t. They are (excited).
- Review language: Animals, occupations, birthday objects, houses, What’s that?, Is it…? This is/There are…
- Interdisciplinary language (CLIC): (Light and shadow: a long shadow/a short shadow.
- Language of the world (Wider world language): Shadow puppets in different cultures: Puppet, China, Indonesia.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation. (Phonics):
- To pronounce qu, x, y, z, zz, correctly.
- Be able to combine individual sounds to make words.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Use art and make crafts.
- Predict the ending of a story.
- Ask and answer questions about feelings.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Remember new vocabulary through the use of a picture dictionary.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Identify feelings and emotions and talk about them.
- Work in pairs or groups.
- Learn to share.
- Learn about lights and shadows.
- Learn about different types of pets around the world.
▪ Show a receptive attitude towards those who speak a different language tan their own. .
▪ Interdisciplinary contents:
- Arts and design: picture cards, an album with shadow puppets, a shadow puppet, a puppet show.
- Music: songs and chants.
- Maths: numbers and number sequencing.
- PAGE E. : using actions in a song.
- Sciences: lights and shadows.
- Linguistic and communication skills: Ask and answer questions, following instructions, acting out a story, playing games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- A chant (Are you hungry?, PB, page 80)
- A song (I’m happy and excited, PB page 82)
- A story (PB page 84)
Oral and written texts production:
- Reproduction of dialogues
- A chant (Are you hungry?, PB, page 80)
- A song (I’m happy and excited, PB page 82)
- A story (PB page 84)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and point and repeat (PB), Listen and chant, Ask and answer (PB), Listen and sing (PB), Listen to the story. Then act out (PB). Listen (Phonics, PB), Listen and say (PB)
▪ Ask and answer (PB), Sing and do the actions (PB), Look and play (PB). Listen then play (PB), Have Fun! (PB)
Data processing and digital competence
▪ Use means of information and a variety of situations of communication to apply the reading and communication skills:
- Stickers, cut-outs, etc. (to connect the visual and textual information)
▪ Observing photographs as a mean of information: (CLIC: Sciences, lights and shadows, PB page 86) (Wider World: Shadow puppets, PB page 87).
▪ Process and interpretation the information in charts and graphs.
- Look! (PB pages 81 and 83), Values (PB page 84)
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Ask and answer, PB page 81, 83)
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Listen and play PB page 80), (Play a guessing game, PB page 83), (Have Fun!, PB page 88). All games proposed by the Optional Activities in the TG.
- Learning to participate and collaborate with peers through the story of the unit 8 (PB page 84) Learning to participate and collaborate with peers through the story of the unit (Values: the importance of respecting others feelings and help out whenever is possible).
▪ This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit.
- CLIC: Sciences: lights and shadows (PB, page 86, AB page 84, Cross-curricular Poster, Photocopiable Worksheet 8. 6).
- Wider World (Shadow puppets) learn about puppet shadows around the world (PB page 87, AB page 85, Photocopiable Worksheet 8. 7).
▪ Be able to communicate effectively the results if their own work: (Mini-Projects, PB page 86 and 87).
Artistic and cultural competence
This competence is develop in the unit through activities such as:
▪ Singing songs and chants
- A chant (Are you hungry?, PB, page 80)
- A song (I’m happy and excited, PB page 82)
▪ Reading and representation of a story: (Story, PB page 84).
▪ Develop and value initiative, imagination, and creativity by completing:
- Cut-out 8: PB page 117, adjectives of feelings cards.
- Completing Mini-projects: CLIC: Sciences: lights and shadows (PB, page 86, AB page 84, Cross-curricular Poster, Photocopiable Worksheet 8. 6). Wider World (Shadow puppets in different cultures) learn about puppet shadows around the world (PB page 87, AB page 85, Photocopiable Worksheet 8. 7).
- Drawings for the Portfolio (Portfolio Activity) .
▪ Immerse in the language, traditions and culture of an English speaking country. (How birthdays are celebrated?)
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: :
- Picture Dictionary (AB page 111).
- Quest item (PB page 81).
- Cut-out 8 (PB page 117)
- Mini-Projects: Cross-curricular poster, PB page 86 and Mini-Project Wider World (A puppet shadow show , PB page 87),
▪ Use their capacities to work individually (AB, pages 78 to 87) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB page 111), Reading and Writing booklet, Grammar Booklet.
▪ Reflect on their own learning::
- Activity Book: Self-evaluation activity at the end of each unit, page 87.
- Pupil’s Book: section (I Can), page 89
- Picture Dictionary, AB page 111.
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, Unit 8 pages 78-87).
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB p 111), Reading and Writing booklet, Grammar Booklet.
▪ Develop social abilities like respect, cooperation and team work: (Listen and play PB, page 80), (Play a guessing game, PB page 83), (Have Fun!, PB page 88) Optional games activities (GD).
▪ Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: ect.
- Acting out the story of the unit (PB page 84)
- Picture Dictionary (AB page 111).
- Quest item (PB page 81).
- Cut-out 8 (PB page 117)
- Mini-Projects: Cross-curricular poster, PB page 86 and Mini-Project Wider World (A puppet shadow show , PB page 87),
▪ Use their own abilities like self-evaluation and personalization:
- Activity Book: Self-evaluation activity at the end of each unit, page 87.
- Pupil’s Book: section (I Can), page 89
- Picture Dictionary, AB page 111.
Interaction with the Physical world competence
Part of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it.
Cross-curricular material and cultural sections:
- CLIC: Sciences: lights and shadows (PB, page 86, AB page 84, Cross-curricular Poster, Photocopiable Worksheet 8. 6).
- Wider World (Shadow puppets in different cultures) learn about puppet shadows around the world (PB page 87, AB page 85, Photocopiable Worksheet 8. 7).
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )
This competence is develop in the unit throughout:
- Relate numbers with pictures and dialogues, etc. (PB page 86 and 87)
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all dialogues and language interactions ( PB), through the representation of a story (PB page 14).
- Using language to express emotions: Cut-out: PB page 117, Adjectives of feelings. Completing Mini-projects: Cross-curricular poster, PB page 86 (lights and shadows) and Mini-Project Wider World (A puppet shadow show , PB page 87). Drawings for the Portfolio (Portfolio Activity).
- Making corporal movements and expressions (Act out the story, PB page 84).
- Overcome inhibitions through songs and music (Singing songs and chants (Chant: Are your hungry? PB, page 80), (Quest song, PB page 81), (Song: I’m happy and excited, PB page 82)
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit 8 – pages 80 to 89)
- Reference bar at the bottom of each page .
- Cut-out material (Cut-out activities for each unit ), page 117.
- Grammar summary, page 101.
▪ Activity Book (Unit 8- pages 78-87).
- Reading and writing activities
- Unit Review activities (related to the Grammar summaries in the PB), page 103.
- Picture Dictionary with the key vocabulary stickers (Unit 8), page 111.
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards and Word cards.
▪ Phonics cards
▪ Storycards (story dialogues).
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Reading and Writing Booklet ( 3 pages per unit for better development of reading comprehension and writing abilities).
▪ Grammar Booklet (3 pages per unit to extend and reinforce grammar).
▪ Teacher’s Resource Materials:
• Teacher’s Book
- Games bank.
- Printable worksheets
- Worksheets for the portfolio
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
• Waldo Puppet
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit 8).
Grammar reference (PB page 101)
Unit 8 review (AB page 103).
Picture Dictionary (AB page 111).
Summative evaluation
Progress Check (page 89).
Tests 8, page 34 to 37 (Test Booklet)
Self-evaluation
Activity Book: Self-evaluation activity at the end of each unit (page 87)
Pupil’s Book: I can (page 89)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Using adjectives of emotions and feelings.
- Describing how they feel.
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- Recognizing feelings and emotions.
BLOCK 2- Reading and writing
▪ Read and identify previously learned words and simple phrases of familiar topics and interest (Test 8-Test Booklet)
- Be able to read and recognize adjectives about feelings and emotions. .
▪ Write words, common expressions and phrases based on models and with an specific purpose (Test,8-Test Booklet):
- Be able to trace and copy adjectives about feelings and emotions.
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary (Test 8-Test Booklet):
- Adjectives to describe emotions and feelings (Adjectives: hungry, thirsty, scared, tired, excited, happy, sad, cold, hot, ill, hurt, angry, bored)
Grammar
▪ Understand and use the grammar structures learned in the unit: (Test 8-Test Booklet)
- Are you (hungry)?, Yes, I am/No, I’m not. Is he/she (cold)? Yes, he/she is/No he/she isn’t. He’s/She’s (hurt). Are they (bored)? Yes, they are/No, they aren’t. They are (excited).
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions (Phonics):
- To pronounce qu, x, y, z, zz, correctly.
- Rhythm and intonation.
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. .
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
- Reproduction of dialogues
- A chant (Are you hungry?, PB, page 80)
- A song (I’m happy and excited, PB page 82)
- A story (PB page 84)
Unit Goodbye
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
- Quest section vocabulary.
- Using the vocabulary and the language of the course.
- Sing the song (Quests song final version)
- Interactive activities: cut-outs, games, etc.
▪ Understand oral texts within the classroom context:
- Quest section vocabulary.
- The vocabulary and language of the course.
- A song (Quests song final version A story with visual support.
BLOCK 2- Reading and writing
▪ Reading words and simple phrases.
- Be able to read Quest section vocabulary.
- Be able to read phrases and dialogues to consolidate the language of the course.
▪ Write words and simple phrases.
- Be able to write Quest section vocabulary.
- Be able to write phrases and dialogues to consolidate and review the language of the course.
BLOCK 3 – Knowledge of the language
▪ Identify and use the vocabulary of the unit:
- Review the vocabulary of the course.
▪ Understand and apply elements of grammar correctly:
- Review the language structures of the course.
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Sounds of the course.
▪ Develop useful learning strategies.
- Use prior knowledge.
- Follow instructions.
- Remembering words learned in the course.
- Review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Greetings and farewells
- Work in pairs and groups.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 –Literacy education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitated by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Review the sounds, rhythm, accentuation, and intonation.
▪ Review the key vocabulary of the course.
▪ Review the grammar structures of the course.
▪ To use of basic spelling, pronunciation, and meaning through written models.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use previous knowledge.
- Ask and answer questions.
- Following instructions.
- Use logical reasoning: infer information from images, guessing games.
- Learn to use critical thinking: identify and compare.
- Understand and identify objects from nature.
- Reflect on their own work through self evaluation and the end of the unit.
- Personalize the language learned.
- Repasar el vocabulario mediante un diccionario de imágenes (Picture dictionary).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Work in pairs or groups.
- Learn to share.
▪ Show a receptive attitude toward those who speak a foreign language and belong to another culture than their own.
▪ Interdisciplinary contents:
- Música: canciones.
- Maths: numbers and number sequencing.
- Linguistic and communication skills: Ask and answer questions, following instructions, acting out a story, playing games, etc.
BLOCK 5 - Literacy Education
Literacy genders:
- A song: Quests song final version (PB page 93)
Oral and written texts production:
- Reproduction of dialogues
- A song: Quests song final version (PB page 93)
III. BASIC COMPETENCES
Linguistic communication
All the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities:
▪ Listen and find (PB), Listen and number (PB), Listen and check (PB), Listen and sing (PB)
▪ Ask and answer (PB)
Data processing and digital competence
▪ Usar fuentes de información y situaciones de comunicación diversa para consolidar las destrezas lectoras comunicativas.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (Ask and answer, PB page 93).
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Play True or False with a friend, PB page 91). All games proposed by the Optional Activities in the TG.
Artistic and cultural competence
This competence is develop in the unit through activities such as:
- Cantar canciones (Quests song final version (PB page 93)
- Realización de manualidades en la GD: Make a poster.
▪ Immerse in the language, traditions and culture of an English speaking country.
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB).
▪ Use their capacities to work individually (AB, pages 88 to 91) while familiarizing with the language structures.
▪ Use the reference materials of the unit: reference bars at the bottom of each page (PB), Grammar summary (PB), Reading and writing booklet, Grammar booklet.
▪ Reflect on their own learning:
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, Unit Goodbye page 88 a 91).
▪ Use the reference materials of the unit: reference bars at the bottom of each page (PB), Grammar summary (PB), Reading and writing booklet, Grammar booklet.
▪ Develop social abilities like respect, cooperation and team work: Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: (Play True or False with a friend, PB page 91). All games proposed by the Optional Activities in the TG.
▪ Gestionar las propias capacidades como la capacidad de personalizar y autoevaluarse.
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc. )
This competence is develop in the unit throughout:
- Relate numbers with pictures and dialogues, etc. (Listen and number, PB page 90)
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all the dialogues and conversations.
- Overcome inhibitions through songs and music (Quest song PB page 93).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Unit goodbye – page 90 a 93)
▪ Activity Book (Unit goodbye - page 88 a 91).
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Flashcards, Word cards, Phonics cards of the course
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Teacher’s Resource Materials:
• Teacher’s Book
- Games bank
- Printable worksheets (Photocopiable W. 1 and G. 1)
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Unit Goodbye, pages 88 to 91).
Summative evaluation
End of year test (Test Booklet)
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions directed to common topics in easily predictable conversations.
- Utilizando el vocabulario y el lenguaje de todo el curso.
▪ Understanding the global idea of specific information relevant to oral texts with the help of linguistic and non-linguistic elements related to the contents of the unit:
- Identificando vocabulario y lenguaje de todo el curso.
BLOCK 2- Reading and writing
▪ Read and identify previously learned words and simple phrases of familiar topics and interest (End of year Test-Test Booklet)
- Poder leer-reconocer vocabulario y lenguaje de todo el curso.
▪ Write words, common expressions and phrases based on models and with an specific purpose (End of year Test-Test Booklet)
BLOCK 3 – Knowledge of the language
Recognize and use the vocabulary and language structures in common contexts of communication.
Vocabulary
Learn and develop vocabulary of the course (End of year-Test-Test Booklet)
Grammar
▪ Understand and use correctly the grammar structures of the course (End of year Test-Test Booklet)
Phonics
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation of different expressions of the course (Phonics):
Reflections on Learning
▪ Use basic learning to learn strategies, asking for help, using gestures, use visual dictionaries and identifying some personal aspects that will help them learn:
▪ Evaluate if the basic strategies are supporting the learning progress (Self-evaluation).
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. .
BLOCK 5 - Literacy Education
▪ Reproduction of oral texts with some autonomy:
- A song: Quests song final version (PB page 93)
FESTIVALS
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
▪ Participate in oral interactions:
Halloween
- Identify and mention Halloween objects.
- Talk about Halloween.
- Sing the Halloween song.
Christmas
- Identify and mention Christmas objects.
- Talk about Christmas.
- Sing the Christmas song.
Easter
- Identify and mention Eastern objects.
- Talk about Easter.
- Sing the Easter song.
Summer fun
- Identify and mention Summer objects.
- Talk about Summer and summer camps.
- Sing the Summer song.
▪ Understand oral texts within the classroom context:
Halloween
- Recognize Halloween objectsRecognize Halloween objects.
- Listen to a Halloween song.
Christmas
- Recognize Christmas objects Recognize Christmas objects.
- Listen to a Christmas song.
Easter
- Reconociendo objetos de Pascua.
- Listen to an Easter song.
Summer fun
- Recognize Summer objectsRecognize Summer objects.
- Listen to a Summer song.
BLOCK 2- Reading and writing
▪ Reading od simple phrases and words with the language of FestivalsReading simple phrases and words with the language of Festivals: Halloween, Christmas, Easter and Summer.
▪ Writing simple phrases and words with the language of Festivals: Halloween, Christmas, Easter and Summer.
BLOCK 3 – Knowledge of the language
▪ Identify and apply the vocabulary:
Halloween: Witch, cat, monster, pumpkin, bat. Pass the pumpkin.
Christmas: Reindeer, Santa, sleigh, present.
Easter: chick, egg, bunny.
Summer: sun, sky, tree, bird, flower, grass.
▪ Understand and apply grammar correctly
Language structures:
Halloween: Pass the pumpkin, What’s this?, Is it a…? What colour is it?, How many…?
Christmas: Who’ this, Happy Christmas, How many presents?, What colour is it?
Easter: Happy Easter!, How many eggs?, What colour is it?, I’ve got an egg¡, Look at the window/book/desk,
Summer Fun: What’s this?, What colour is it?, Is it big?, How many flowers?
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
▪ Develop useful learning strategies.
- Use previous knowledge.
- Following instructions.
- Logical thinking: get information from a picture.
- Critical thinking: comparing and contrast.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
- Understand the cultural traditions of Halloween, Christmas, Easter and Summer.
- Trabajar en grupos.
▪ Show a receptive attitude towards those who speak a different language tan their own.
▪ Identify customs and daily live aspects of another culture and foreign language speaking countries.
BLOCK 5 - Literacy Education
▪ Enjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.
II. CONTENTS
BLOCK 1- Listening, speaking and conversation
▪ Understand simple oral messages to complete class work.
▪ Listen and understands simple oral messages.
▪ Oral interactions in real or pretended situations through verbal and non verbal responses facilitaded by communication routines.
▪ Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.
▪ Develop basic strategies to support comprehension and oral expression.
▪ Value a foreign language as a mean of communication.
BLOCK 2- Reading and writing
▪ Understand simple written texts previously learned through real oral interactions.
▪ Get started in the use of reading strategies: using visual and verbal contexts.
▪ Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information.
▪ Get started in the use of informative educational programmes.
▪ Interest for the care and presentation of written texts.
BLOCK 3 – Knowledge of the language
3. 1 Linguistic competence
▪ Recognize and reproduce sounds, rhythm, accentuation, and intonation.
▪ Identifying the key vocabulary of the Festivals: Halloween, Christmas, Easter and Summer.
▪ Comprensión y aplicación correcta de aspectos gramaticales y estructuras propias de los festivales: Halloween, Christmas, Easter and Summer.
▪ To use of basic spelling, pronunciation, and meaning through written models.
▪ Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content.
▪ Interest in the use of a foreign language in a variety of situations.
3. 2 Reflexions about learning
▪ Develop useful learning strategies.
- Use prior knowledge.
- Following instructions.
- Logical thinking: get information from a picture.
- Critical thinking: compare and contrast.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
▪ Recognize and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude toward those who speak a foreign language and belong to another culture than their own.
▪ Interdisciplinary contents:
- Maths: using numeric sequencing.
- Social Sciences: understand how different festivals are celebrated.
- Music and plastics: drawing songs and crafts.
- Linguistic abilities: give and ask for information, ask and answer questions, following instructions, playing different games, sing songs, etc.
BLOCK 5 - Literacy Education
Oral and written texts production:
- Reproduction of dialogues
- Halloween songs (PB page 94), Christmas (PB page 95), Easter (PB page 96) and summer (PB page 97).
III. BASIC COMPETENCES
Linguistic communication
All sections and activities of the Festivals lessons contribute to language development and communication skills:
- Listen, find and say (PB pages 94 to 97). Listen and sing (PB pages 94 to 97).
Data processing and digital competence
▪ Use different sources of information and situation to review the language learn and develop communication skills.
▪ Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet.
▪ Get started and practice the use of digital competences and information through the use of the components of the method.
- Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games, A PDF downloadable section with printable material, etc. ), tests, etc).
- Digital Activity Book (to use at home)
- Online Family Islands
- Audio CDs
- Islands' web page.
Civic and social competence
▪ This competence is develop through exercising the abilities and essential skills of communication such as:
- Exchanging dialogues of communication and understand them (PB, pages 94 to 97).
- Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: All games presented and additional activities in the TG.
- Be able to communicate effectively the results of their work.
Artistic and cultural competence
This competence is develop in the unit through activities such as:
▪ Sing Halloween songs (PB page 94), Christmas (PB page 95), Easter (PB page 96) and Summer (PB page 97).
▪ Creativity: extra activities in the festivals section:
Halloween Photocopiable F. 1: Make a pumpkin, PB page 94, TG's optional activities page 247 (Make a collage, Make a mobile).
Christmas Photocopiable F. 2: Make a Christmas card for your family PB page 95, TG's optional activities page 249 (Christmas post box, Christmas tree decoration)
Easter Photocopiable F. 3: Make an Easter egg. Have an egg hunt PB page 96. TG's optional activities page 251 (Drawing activity, Paint Easter eggs).
Summer fun Photocopiable F. 4: Make a sunflower and play, PB page 97. TG's optional activities page 253 (Growing sunflowers, A lesson outside).
▪ Immerse in the language, traditions and culture of an English speaking country. (PB pages 94 to 97).
Learning to Learn competence
This competence is develop in the unit through activities such as:
▪ Entender y utilizar buenas prácticas y técnicas de aprendizaje en clase: elaborar un Portafolio con el vocabulario aprendido.
▪ Use their capacities to work individually (AB, pages 92 to 95).
▪ Utilizar el material de referencia: barras de referencia en el PB, page 94 a 97)
▪ Familiarizarse con la escritura y lectura. (AB, pages 92 to 95).
Autonomy and personal initiative
This competence is develop in the unit through activities such as:
▪ Be responsible with class activities and tasks proposed by the unit, organize personal work as a strategy for learning (AB, page 92 to 95).
▪ Use the reference material propose by the unit: reference bars at the bottom of each page.
▪ Develop social abilities like respect, cooperation and team work: (Games bank, Activities TPR, TG's optional activities, etc.
▪ Choose on their own the activities an projects they are going to do next:
- Halloween Photocopiable F. 1: Make a pumpkin, PB page 94, TG's optional activities page 247 (Make a collage, Make a mobile).
- Christmas Photocopiable F. 2: Make a Christmas card for your family PB page 95, TG's optional activities page 249 (Christmas post box, Christmas tree decoration)
- Easter Photocopiable F. 3: Make an Easter egg. Have an egg hunt PB page 96. TG's optional activities page 251 (Drawing activity, Paint Easter eggs).
- Summer fun Photocopiable F. 4: Make a sunflower and play, PB page 97. TG's optional activities page 253 (Growing sunflowers, A lesson outside).
Interaction with the Physical world competence
This competence is formed by the adequate perception of the physical space where they live and the ability to interact.
- Recognize places where other cultures are taking place, develop critical thinking observing reality: culture and traditions in English speaking countries (Halloween, Christmas, Easter and Summer traditions, PB page 94 to 97)
- Show respect toward self and others (Dialogues and games)
Mathematical competence.
Consists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)
This competence is developed in the unit throughout:
- Count and say numbers orally, number sequencing, etc.
Emotional competence
This competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges.
This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities.
- Expressing feelings and emotions: in all dialogues and language interactions (PB page 94 to 97).
- Use language to express emotions: AB's drawings and crafts (pages 92 to 95) Festival worksheets (F. 1 to F. 4), TG's optional activities.
- Corporal movements and expressions, overcoming inhibitions through songs and games: Halloween songs (PB page 94), Christmas (PB page 95), Easter (PB page 96) and summer (PB page 97).
IV. ATTENTION TO DIVERSITY
Extra-practice and extension activities
▪ Pupils Book (Festivals– pages 94 to 97)
▪ Activity Book (Festivals- pages 92 to 95).
▪ Digital Activity Book (All AB activities and additional exercises and interactive games).
▪ Active Book; interactive games and activities to practice the language.
- Flashcards, Word cards, story cards, phonics cards, posters, videos.
▪ Online Islands (activities and exercises with the characters of the method following their adventures and communicating with them (“closed-chat”).
▪ Teacher’s Resource Materials:
• Teacher’s Book
- Games bank
- Printable worksheets (Photocopiables F1 to F4)
- Extra-practice and extension activities (for early finishers)
• Test Booklet (Test to assess knowledge, progress test, and practice test).
• Online Islands
• Audio CDs
• Active Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.
V. EVALUATION
Formative evaluation
Constant supervision of the progress in the classroom.
Completing of AB exercises (Festivals, pages 92 to 95).
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