Teaching Programme - Microsoft
[pic]
Yazoo 3
Teaching Programme
Primary Education
Primary third
English
Starter UNIT.
Hello girls and boys!
My classroom.
Numbers 1-100.
Days of the week and time.
The school fair.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify the book characters.
- Say common greetings.
- Introduce yourself.
- Talk about the classroom.
- Identify the numbers 1-100.
- Identify days of the week and time.
- Identify prepositions of place.
- Sing songs.
- Ask and answer questions.
- Spell simple words aloud.
▪ Understand simple oral texts within the classroom's context:
- Recognise the book characters.
- Recognise common greetings.
- Recognise classroom language and vocabulary.
- Recognise numbers 1-100.
- Recognise days of the week and time.
- Recognise and understand prepositions of place.
- Songs.
- Understand a story using visual prompts.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 100.
- Be able to read vocabulary about classroom objects.
- Be able to read vocabulary about days of the week and time.
- Be able to recognise correctly spelled words.
- Be able to read and understand prepositions of place.
- Follow the text of a story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write numbers in numerical and written form.
- Be able to write simple phrases and descriptions.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Greetings: Hello!/Hi, my name is…, This is (Vicky)., How are you? I’m fine, thank you.
-Numbers 1-100.
-Classroom objects.
-The alphabet.
-Classroom instructions.
-Days of the week.
▪ Understand and apply grammar rules correctly.
Language structures:
-It’s (day of the week)
-What’s the time? It’s (number) o’clock.
Prepositions of place:
-in, on, under, next to, How many…
-Can you see? Where’s the…? It’s (preposition) the table.
Receptive language:
-Welcome to the zoo!
-How many…?
-How do you spell…?
-Simon says…
-What’s for lunch?
Recycled Language:
-Girl, boy, sister, friends, animals.
-Food vocabulary.
-Police officer, clown, animals, food, dolls, robots, cars, classroom objects, days of the week and time, numbers.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- Rhythm, stress and intonation of the song.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, matching, simple addition sums, ordering letters (alphabetically), crossword skills.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Greet and say goodbye in English.
- Introduce yourself in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-Rhythm, stress and intonation of the song.
▪ Identify and use the lexical terms:
-Greetings: Hello!/Hi, my name is…, This is (Vicky)., How are you? I’m fine, thank you.
-Numbers 1-100.
-Classroom objects.
-The alphabet.
-Classroom instructions.
-Days of the week.
▪ Understand and apply grammar rules correctly.
Language structures:
-It’s (day of the week)
-What’s the time? It’s (number) o’clock.
Prepositions of place:
-In, on, under, next to, How many…
-Can you see? Where’s the…? It’s (preposition) the table.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, do simple addition sums, recognise numbers 1-100 in written and numerical forms, identify times in written form and on analogue clocks.
- Sciences:
- Social Studies: school life.
- Arts and music: sing a song, draw.
- Linguistic abilities: read; understand a story, act it out.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB page 5), Listen and say (PB page 7,).
▪ Play a game (PB pages 6).
▪ Ask and spell (PB page 6).
▪ Listen to the story. Then act out (TB page 4).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary about numbers and time.
- Read and match numbers in written and numerical forms.
- Read the time on analogue clock faces.
- Recognise the time in its written form.
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Follow instructions, take turns when asking and answering questions, acting and playing games).
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections.
- Social Studies: learning about the places where things belong (classroom objects).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at pictures as a mean of information.
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game (PB, page 6).
- Learn to participate and collaborate with peers, acting out the story of the unit: Hello, girls and boys! (PB page 4).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Learn codes of conduct and greet others.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A song: The Yazoo Band (PB page 5).
▪ Immerse in the English language and culture through reading and understanding a story: Hello girls and boys! (PB page 4).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Drawing dictation game TB page 9).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in ‘My classroom’ lesson 1 of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the six lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 4-9), acting out a story: Hello, girls and boys! (PB page 4).
- Dancing and movement (Act out the story, PB page 4).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A song: the Yazoo Band (PB page 5).
This competence is developed across the six lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 4-9):
- Pre-reading and writing activities.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 2-5):
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Story cards.
▪ Songs and chants. PB page 4.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 4.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 4-9).
Summative evaluation
Students ability to read and write names, numbers and vocabulary of the unit.
Self-evaluation
Activity Book:
Complete the numbered exercises. (Pages 2-5).
UNIT 1: Family and friends.
1a-He’s from Africa.
1b-Are you hungry?
1c-My e-pals.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Talk about countries.
- Identify greetings and introductions.
- Identify food words, family words, holiday vocabulary.
- Mention names of animals, family members.
- Sing a song.
- Name foods.
- Use verb ‘be’.
- Ask and answer questions about personal details and likes.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise countries, greetings and introductions.
- Understand a cartoon story using visual prompts.
- Understand and answer questions about personal details and likes.
- Complete a questionnaire.
- Identify people and animals.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 10.
- Be able to read vocabulary about countries.
- Be able to read vocabulary about personal likes and dislikes.
- Follow the text of a cartoon story.
- Be able to read and understand an email.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about your personal details.
- Be able to write using capital letters, question marks and full stops.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Countries, holidays: holiday, airport, Africa, England.
-Food words: sauce, hungry.
-Family words: Aunt, uncle, cousin,
-Shy, tired.
▪ Understand and apply grammar rules correctly.
Language structures:
The verb ‘be’:
-I’m/You’re/He’s/She’s/We’re (from)…
-Are you/they (tired)? Yes, I am. Yes, we are/ Yes, they are, No, they aren’t.
-Is he/she/it (tired)? Yes, he/she/it is. No, he/she/it isn’t…
-She/It isn’t…They aren’t…
Capital letters, question marks and full stops.
Receptive language:
-It’s a beautiful day, Let’s…
-Welcome to…It’s nice to meet you.
-What’s your/her favourite…?
-How old are you? How old is he/she?
Recycled Language:
-Noise, mobile phone, friend, zebra, tiger, elephant.
-Colours, animals.
-Greetings and introductions.
-Big, small, funny, happy, strong, teacher, dancer, doll, robot, police officer.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sounds: /tʃ/dɜ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, matching skills, guessing skills (deduction).
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Greet and say goodbye in English.
- Introduce yourself and others in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sounds: /tʃ/dɜ/
▪ Identify and use the lexical terms:
-Countries, holidays: holiday, airport, Africa, England.
-Food words: sauce, hungry.
-Family words: Aunt, uncle, cousin,
-Shy, tired.
▪ Understand and apply grammar rules correctly.
Language structures:
The verb ‘be’:
-I’m/You’re/He’s/She’s/We’re (from)…
-Are you/they (tired)? Yes, I am. Yes, we are/ Yes, they are, No, they aren’t.
-Is he/she/it (tired)? Yes, he/she/it is. No, he/she/it isn’t…
-She/It isn’t…They aren’t…
Capital letters, question marks and full stops.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a guessing game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- Social Studies: School life. People from different countries and cultures (flags).
- Arts and music: sing a song, draw.
- Linguistic abilities: read; understand a story, act it out, ask and answer questions about personal likes and dislikes.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB page 11), Listen and say (PB pages 11, 13).
▪ Play a game (PB page 13).
▪ Listen to the story. Then act out (PB page 10). Act out a story (PB page 12).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Keep a tally chart. Make a class survey (TB page 15).
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Introduce yourself, greet others, take turns to ask and answer questions, play games, speak).
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers (flags).
- Social Studies: learning about the places where things belong (people come from different countries).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers (connect visual and text information)
▪ Look at photographs as a mean of information: (PB page 14).
▪ Interpret and process information from tables and pictures.
-Keep a tally chart. Make a class survey (TB page 15).
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 1b (PB, page 13).
- Learn to participate and collaborate with peers, acting out the story of the unit: He’s from Africa (TB page 10) Are you hungry? (TB page 12).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Understand different people have different likes and dislikes.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Unit 1b lesson 2 Activity 6, Unit 1c Lesson 1 and lesson 2.)
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A song: He’s from Africa (PB page 11).
▪ Immerse in the English language and culture through reading and understanding a story: He’s from Africa (PB page 10) Are you hungry? (PB page 12).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (AB page 11).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in Unit 1c.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the six lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 10-15), acting out a story: (PB pages 10, 12).
- Dancing and movement (Act out the story, (PB pages 10, 12).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A song: He’s from Africa, PB, page 11.
This competence is developed across the six lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 10 to 15):
-Pre-reading and pre-writing activities.
-Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (AB pages 6-11):
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Story cards
- Songs and chants. PB, page 11
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 11.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 10-15).
Summative evaluation
Active Teach Resources section:
-Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘What about you?’ page 11).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Talk about countries.
- Identify greetings and introductions.
- Identify food words, family words, holiday vocabulary.
- Mention names of animals, family members.
- Sing a song.
- Name foods.
- Use verb ‘be’.
- Ask and answer questions about personal details and likes.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise countries, greetings and introductions.
- Understand a cartoon story using visual prompts.
- Understand and answer questions about personal details and likes.
- Complete a questionnaire.
- Identify people and animals.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 10.
- Be able to read vocabulary about countries.
- Be able to read vocabulary about personal likes and dislikes.
- Follow the text of a cartoon story.
- Be able to read and understand an email.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about your personal details.
- Be able to write using capital letters, question marks and full stops.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Countries, holidays: holiday, airport, Africa, England.
-Food words: sauce, hungry.
-Family words: Aunt, uncle, cousin,
-Shy, tired.
▪ Understand and apply grammar rules correctly.
Language structures:
The verb ‘be’:
-I’m/You’re/He’s/She’s/We’re (from)…
-Are you/they (tired)? Yes, I am. Yes, we are/ Yes, they are, No, they aren’t.
-Is he/she/it (tired)? Yes, he/she/it is. No, he/she/it isn’t…
-She/It isn’t…They aren’t…
Capital letters, question marks and full stops.
Receptive language:
-It’s a beautiful day, Let’s…
-Welcome to…It’s nice to meet you.
-What’s your/her favourite…?
-How old are you? How old is he/she?
Recycled Language:
-Noise, mobile phone, friend, zebra, tiger, elephant.
-Colours, animals.
-Greetings and introductions.
-Big, small, funny, happy, strong, teacher, dancer, doll, robot, police officer.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sounds: /tʃ/dɜ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, matching skills, guessing skills (deduction).
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Greet and say goodbye in English.
- Introduce yourself and others in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 2: Going on holiday.
2a-I’ve got a camera.
2b-Have you got your passports?
2c-Hurry up, Harry!
Geography: Children around the world.
Review 1.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify vocabulary about going on holiday.
- Use ‘have got’ in sentences.
- Identify affirmative and negative.
- Identify vocabulary about time.
- Identify vocabulary about children around the world.
- Talk about your day.
- Talk about where different children live.
- Present a project.
- Sing a song.
- Name countries.
- Ask and answer questions with short answers.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about going on holiday.
- Recognise vocabulary about time.
- Recognise vocabulary children around the world.
- Identify the verb ‘have got’ in sentences.
- Identify the correct suitcase.
- Understand a cartoon story using visual prompts.
- Understand and answer questions.
- Understand affirmative and negative statements.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 10.
- Be able to read vocabulary about going on holiday.
- Be able to read vocabulary about time.
- Be able to read vocabulary about children around the world.
- Follow the text of cartoon stories.
- Be able to read about children from around the world.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write using the verb ‘have got’.
- Be able to write about your day.
- Be able to write about yourself as a project.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Holiday vocabulary: shorts, shirt, map, camera, sunglasses, swimsuit, smile, plane, taxi, passport, ticket, money, suitcase, late, hurry up.
-Maths: cup, telling the time.
-Geography: village, farm, cow, horse.
▪ Understand and apply grammar rules correctly.
Language structures:
The verb ‘have got’:
-I/We/They’ve got., He/She’s got., I/We/They haven’t got., He/She hasn’t got.
-Have you/they got…? Yes, I/they have. No, I/they haven’t.
-Has he/she got…? Yes, he/she has. No, he/she hasn’t.
Time:
-It’s time for…It’s time to…
The verb ‘to be.
-I’m from…I live…I like…
Receptive language:
-Very nice, It’s lovely, lots of, Has he/she got…? What are these?
-What’s he/she got…?, lucky.
-Have fun!, Surprise, Thank you., this is fun., Have you got…?
-It’s very nice.
-I’m sorry, Slow down! What’s the time?
-National park, I live…There are lots of….We like….
He/she lives….He/she likes….
Recycled Language:
-Clothes, holiday, cheese, black, white, colours, classroom objects, toys
-Slide, I’ve got…
-Mobile phone, computer, camera, passport, suitcase, new, holiday, England, cheese, clothes.
-To be, have got, countries, animals, country, places to live, city, house, flat.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sounds: /tʃ/dɜ/
-Chant to practise the sounds:
‘Chicken and chips. Yum, yum! Jelly and jam. Yum, yum!’
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, match correct pictures, guessing skills (deduction).
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Greet and say goodbye in English.
- Ask and answer questions in English.
- Describe likes and dislikes in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sounds: /tʃ/dɜ/
-Chant to practise the sounds:
‘Chicken and chips. Yum, yum! Jelly and jam. Yum, yum!’
▪ Identify and use the lexical terms:
-Holiday vocabulary: shorts, shirt, map, camera, sunglasses, swimsuit, smile, plane, taxi, passport, ticket, money, suitcase, late, hurry up.
-Maths: cup, telling the time.
-Geography: village, farm, cow, horse.
▪ Understand and apply grammar rules correctly.
Language structures:
The verb ‘have got’:
-I/We/They’ve got., He/She’s got., I/We/They haven’t got., He/She hasn’t got.
-Have you/they got…? Yes, I/they have. No, I/they haven’t.
-Has he/she got…? Yes, he/she has. No, he/she hasn’t.
Time:
-It’s time for…It’s time to…
The verb ‘to be.
-I’m from…I live…I like…
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a guessing game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete tick charts, write the time in words and show time on analogue clock faces.
- Geography: Learn about children around the world.
- Arts and music: sing a song, draw, present a project.
- Linguistic abilities: read; understand a story, act it out.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and chant (PB page 24), Listen and sing (PB page 17)
▪ Play a game (PB pages 19, 23).
▪ Listen to the story. Then act out (PB pages 16, 18). Act out a story (PB pages 20-21).
▪ Present a project (PB page 23).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary about numbers and time.
- Complete a tick chart.
- Write the time in words.
- Draw the time on analogue clock faces.
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Learn about different children around the world, take turns, listen, speak and play appropriately).
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets.
- Social Studies: learning about children around the world (Geography).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (AB page 97) Geography Unit (PB pages 22-23).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 2b (PB, page 19), Geography Unit (PB page 23).
- Learn to participate and collaborate with peers, acting out the story of the unit: Hurry up, Harry! (PB pages 20-21).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Children around the world.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A chant: Chicken and chips. Yum, yum! (PB page 24).
▪ A song: I’ve got a camera (PB page 17).
- Immerse in the English language and culture through reading and understanding a story: Hurry up, Harry! (PB pages 20-21).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Present a project PB page 23).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in the Review Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the ten lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 16-25), acting out a story: Hurry up, Harry! (PB pages 20-21).
- Dancing and movement (Act out the story, PB pages 16, 18, 20-21).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A chant: Chicken and chips. Yum, yum! (PB page 24).
- A song: I’ve got a camera (PB page 17).
This competence is developed across the ten lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (Pages 16-23):
-Pre-reading and pre-writing activities.
-Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (Pages 12-18):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Story cards
- Songs and chants. PB, pages 17, 24).
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 17.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 16-23).
Summative evaluation
Active Teach Resources section:
-Progress Review 1.
-Unit quiz.
Pupil’s Book:
- Review 1 (PB pages 24-25).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘What about you?’ page 17).
- My picture dictionary: Cross-curricular links (pages 90-91, 97 & CD1 tracks 38, 39)
- Review 1 (Page 19).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify vocabulary about going on holiday.
- Use ‘have got’ in sentences.
- Identify affirmative and negative.
- Identify vocabulary about time.
- Identify vocabulary about children around the world.
- Talk about your day.
- Talk about where different children live.
- Present a project.
- Sing a song.
- Name countries.
- Ask and answer questions with short answers.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about going on holiday.
- Recognise vocabulary about time.
- Recognise vocabulary children around the world.
- Identify the verb ‘have got’ in sentences.
- Identify the correct suitcase.
- Understand a cartoon story using visual prompts.
- Understand and answer questions.
- Understand affirmative and negative statements.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 10.
- Be able to read vocabulary about going on holiday.
- Be able to read vocabulary about time.
- Be able to read vocabulary about children around the world.
- Follow the text of cartoon stories.
- Be able to read about children from around the world.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write using the verb ‘have got’.
- Be able to write about your day.
- Be able to write about yourself as a project.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Holiday vocabulary: shorts, shirt, map, camera, sunglasses, swimsuit, smile, plane, taxi, passport, ticket, money, suitcase, late, hurry up.
-Maths: cup, telling the time.
-Geography: village, farm, cow, horse.
▪ Understand and apply grammar rules correctly.
Language structures:
The verb ‘have got’:
-I/We/They’ve got., He/She’s got., I/We/They haven’t got., He/She hasn’t got.
-Have you/they got…? Yes, I/they have. No, I/they haven’t.
-Has he/she got…? Yes, he/she has. No, he/she hasn’t.
Time:
-It’s time for…It’s time to…
The verb ‘to be.
-I’m from…I live…I like…
Receptive language:
-Very nice, It’s lovely, lots of, Has he/she got…? What are these?
-What’s he/she got…?, lucky.
-Have fun!, Surprise, Thank you., this is fun., Have you got…?
-It’s very nice.
-I’m sorry, Slow down! What’s the time?
-National park, I live…There are lots of….We like….
He/she lives….He/she likes….
Recycled Language:
-Clothes, holiday, cheese, black, white, colours, classroom objects, toys
-Slide, I’ve got…
-Mobile phone, computer, camera, passport, suitcase, new, holiday, England, cheese, clothes.
-To be, have got, countries, animals, country, places to live, city, house, flat.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sounds: /tʃ/dɜ/
-Chant to practise the sounds:
‘Chicken and chips. Yum, yum! Jelly and jam. Yum, yum!’
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, match correct pictures, guessing skills (deduction).
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Greet and say goodbye in English.
- Ask and answer questions in English.
- Describe likes and dislikes in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 3: Habits and routines.
3a-He comes every morning.
3b-Do they play basketball?
3c-My holiday postcards.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about habits and homes.
- Talk about times of day, times of year.
- Mention expressions of time.
- Use the present simple tense when talking about routines.
- Sing a song.
- Ask and answer questions about holidays.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about habits and routines.
- Identify the correct picture.
- Identify people from their routines.
- Identify the present simple tense when listening.
- Understand a cartoon story using visual prompts.
- Understand and answer questions about holidays.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about habits and routines.
- Be able to read and identify the present simple tense.
- Be able to read and understand a postcard.
- Follow the text of a cartoon story.
- Follow the words of a song.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write using the present simple tense.
- Be able to write using and/or.
- Be able to write about holidays.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Expressions of time: morning, afternoon, evening, in the morning/afternoon/evening, at night.
-Weekend, year, winter, summer,
-Postman, postcard, parcel, beach, photo album, mountain, ski.
▪ Understand and apply grammar rules correctly.
Language structures:
The present simple tense:
- He/She (plays), I/You/We/They (play).
- Do you/they (play)? Yes, I/We/they do.
- No, I/we/they don’t. I/they/play/don’t (play)
Receptive language:
-Yippee!, Lucky Ziggy!, Well done., I don’t know., funny,
Recycled Language:
-Telling the time.
-Sports.
-Friends, basketball, family, holiday.
-Zoo, climb, bus, park.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sounds: /v/, /w/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, find the odd one out, true/false.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sounds: /v/, /w/
▪ Identify and use the lexical terms:
-Expressions of time: morning, afternoon, evening, in the morning/afternoon/evening, at night.
-Weekend, year, winter, summer,
-Postman, postcard, parcel, beach, photo album, mountain, ski.
▪ Understand and apply grammar rules correctly.
Language structures:
The present simple tense:
-He/She (plays), I/You/We/They (play).
-Do you/they (play)? Yes, I/We/they do.
-No, I/we/they don’t. I/they/play/don’t (play)
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete a tick chart.
- Social Studies: habits and routines.
- Arts and music: sing a song, mime, draw, stick photographs and postcards.
- Linguistic abilities: read; understand a story, act it out, ask and answer questions, read and understand a postcard.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB page 27).
▪ Play a game (PB page 29).
▪ Listen to the story. Then act out (PB page 26, 28).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Complete a tick chart.
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves.
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (AB page 97).
- Social Studies: learning about habits and routines.
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (AB page 97).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 3b (PB, page 29).
- Learn to participate and collaborate with peers, acting out the story of the unit: He comes every morning (PB page 26) Do they play basketball (PB page 28).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Learn codes of conduct and help others.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Unit 3c-Ask and answer questions about holidays).
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A song: He comes every morning (PB page 27).
▪ Immerse in the English language and culture through reading and understanding a story: He comes every morning (PB page 26) Do they play basketball (PB page 28).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Unit 3c-Draw or stick a photo).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in lesson 2 Activity 5 of the Unit 3c.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the six lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 10-17), acting out a story: He comes every morning (PB page 26) Do they play basketball (PB page 28).
- Dancing and movement (Act out the story, PB pages 26, 28).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A song: He comes every morning, PB, page 27.
This competence is developed across the six lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 26-31):
-Pre-reading and pre-writing activities.
- Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 20-25):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Story cards
- Songs and chants. PB, page 27
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 27
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 26-31).
Summative evaluation
Active Teach Resources section:
-Unit quiz
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘what about you?’ page 25).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about habits and homes.
- Talk about times of day, times of year.
- Mention expressions of time.
- Use the present simple tense when talking about routines.
- Sing a song.
- Ask and answer questions about holidays.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about habits and routines.
- Identify the correct picture.
- Identify people from their routines.
- Identify the present simple tense when listening.
- Understand a cartoon story using visual prompts.
- Understand and answer questions about holidays.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about habits and routines.
- Be able to read and identify the present simple tense.
- Be able to read and understand a postcard.
- Follow the text of a cartoon story.
- Follow the words of a song.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write using the present simple tense.
- Be able to write using and/or.
- Be able to write about holidays.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Expressions of time: morning, afternoon, evening, in the morning/afternoon/evening, at night.
-Weekend, year, winter, summer,
-Postman, postcard, parcel, beach, photo album, mountain, ski.
▪ Understand and apply grammar rules correctly.
Language structures:
The present simple tense:
- He/She (plays), I/You/We/They (play).
- Do you/they (play)? Yes, I/We/they do.
- No, I/we/they don’t. I/they/play/don’t (play)
Receptive language:
-Yippee!, Lucky Ziggy!, Well done., I don’t know., funny,
Recycled Language:
-Telling the time.
-Sports.
-Friends, basketball, family, holiday.
-Zoo, climb, bus, park.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sounds: /v/, /w/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, find the odd one out, true/false.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 4: Animal facts.
4a-She doesn’t like meat.
4b-They always wake up early.
4c-The seasons.
Science: Animal habitats and diet.
Review 2.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about the seasons.
- Identify and say vocabulary about animals.
- Use the present simple tense for facts.
- Talk about animal habitats and diet.
- Mention adverbs of frequency.
- Sing a song.
- Say a chant.
- Name foods.
- Ask and answer questions.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about animal habitats and diet.
- Recognise vocabulary about the seasons.
- Understand how often someone does activities.
- Recognise the present simple tense for facts.
- Recognise adverbs of frequency.
- Understand a cartoon story using visual prompts.
- A song.
- A chant.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 10.
- Be able to read vocabulary about animals.
- Be able to read vocabulary about the seasons.
- Be able to read and understand a poem about the seasons.
- Be able to read vocabulary about animal habitats and diet.
- Be able to read a factual text.
- Follow the text of a cartoon story.
- Follow the words to a song.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about the seasons.
- Be able to write using the present simple tense for facts.
- Be able to write using adverbs of frequency.
- Be able to write a project about an animal.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Animal facts: panda, China, leaves, meat, awake, excited.
-Bird, show, wake up, want, early.
-The seasons: Spring, autumn, snow, blow, fall, warm, wind.
-Because.
Animal habitats and diet: Jungle, forest, plains, fruit, nuts, grass.
• Understand and apply grammar rules correctly.
Language structures:
The Present Simple tense:
-Does he/she (eat)…? Yes, he/she does. No, he/she doesn’t.
-He/She (eats)…He/She doesn’t (eat)…
-They live…They eat…
Adverbs of frequency: always, sometimes, never.
Receptive language:
-Everyone, sweet, me and you, Oh dear! I’m fine., this is fun., There are no flowers, The days are short, herd, trunks, sea, ocean.
Recycled Language:
-Saturday, new, Sunday, next to, late, playground, in the afternoon, have a shower.
-Time expressions: in the (morning), every (day).
-Clean your teeth.
-Weather vocabulary.
-Live, eat, drink, swim, water, leaves, flowers, insects, fish, wings, mountains, hot, rainy, snow.
-Animals, food, weather, places to live.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sounds: /v/, /w/
- Chant to practise the sounds: Vicky plays the violin every weekend in winter.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, ordering skills.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game (snakes and ladders).
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sounds: /v/, /w/
-Chant to practise the sounds: Vicky plays the violin every weekend in winter.
▪ Identify and use the lexical terms:
-Animal facts: panda, China, leaves, meat, awake, excited.
-Bird, show, wake up, want, early.
-The seasons: Spring, autumn, snow, blow, fall, warm, wind.
-Because.
-Animal habitats and diet: Jungle, forest, plains, fruit, nuts, grass.
▪ Understand and apply grammar rules correctly.
Language structures:
The Present Simple tense:
-Does he/she (eat)…? Yes, he/she does. No, he/she doesn’t.
-He/She (eats)…He/She doesn’t (eat)…
-They live…They eat…
Adverbs of frequency: always, sometimes, never.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete charts, keep a tally chart, time (of day/year).
- Sciences: Animal habitats and diet.
- Social Studies: school life, The seasons.
- Arts and music: sing a song, draw, make a project, chant.
- Linguistic abilities: read; understand a story, act it out, presentation skills, mime, do a class survey,
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and chant (PB page 40), Listen and sing (PB page 33).
▪ Play a game (PB pages 35, 41).
▪ Listen to the story. Then act out (PB page 32, 34).
▪ Present a project (Science lesson).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Complete a tick chart.
- Create a tally chart.
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves.
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (Science project PB page 39).
- Social Studies: learning about the seasons and understand when and how often does activities. (Unit 4c).
- Science: Learn facts about animals in different parts of the world. (Animal Habitats and diet).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (PB page 97).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 4b, Review 2 (PB, page 35, 41).
- Learn to participate and collaborate with peers, acting out the story of the unit: She doesn’t like meat (PB page 32) They always wake up early (PB page 34).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Understand how often someone does activities.
▪ Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Science Project page 39).
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A chant: Vicky plays the violin every weekend in winter PB page 40.
▪ A song: She doesn’t like meat PB page 33.
▪ Immerse in the English language and culture through reading and understanding a story: She doesn’t like meat (PB page 32) They always wake up early (PB page 34).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Science project PB page 39).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in the Review lesson of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the ten lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 10-17), acting out a story: She doesn’t like meat (PB page 32) They always wake up early (PB page 34).
- Dancing and movement (Act out the story, PB pages 32, 34).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A chant: Vicky plays the violin every weekend in winter PB page 40.
- A song: She doesn’t like meat PB page 33.
This competence is developed across the ten lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 32-41):
-Pre-reading and pre-writing activities.
-Lesson with multicultural content that provides additional practice to written comprehension.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 26-33):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Story cards
- Songs and chants. PB, page 33.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 33.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 32-41).
Summative evaluation
Active Teach Resources section:
-Unit quiz.
-Progress Review 2.
-Attainment test.
(Diagnostic Test).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘what about you?’ page 31).
- Review 2.
- My Picture Dictionary: Cross-curricular links (Pages 91-92, 97) and CD1 (Tracks 68, 69).
Pupil’s Book:
- Review 2 (pages 40-41).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about the seasons.
- Identify and say vocabulary about animals.
- Use the present simple tense for facts.
- Talk about animal habitats and diet.
- Mention adverbs of frequency.
- Sing a song.
- Say a chant.
- Name foods.
- Ask and answer questions.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about animal habitats and diet.
- Recognise vocabulary about the seasons.
- Understand how often someone does activities.
- Recognise the present simple tense for facts.
- Recognise adverbs of frequency.
- Understand a cartoon story using visual prompts.
- A song.
- A chant.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the numbers from 1 to 10.
- Be able to read vocabulary about animals.
- Be able to read vocabulary about the seasons.
- Be able to read and understand a poem about the seasons.
- Be able to read vocabulary about animal habitats and diet.
- Be able to read a factual text.
- Follow the text of a cartoon story.
- Follow the words to a song.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about the seasons.
- Be able to write using the present simple tense for facts.
- Be able to write using adverbs of frequency.
- Be able to write a project about an animal.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Animal facts: panda, China, leaves, meat, awake, excited.
-Bird, show, wake up, want, early.
-The seasons: Spring, autumn, snow, blow, fall, warm, wind.
-Because.
Animal habitats and diet: Jungle, forest, plains, fruit, nuts, grass
• Understand and apply grammar rules correctly.
Language structures:
The Present Simple tense:
-Does he/she (eat)…? Yes, he/she does. No, he/she doesn’t.
-He/She (eats)…He/She doesn’t (eat)…
-They live…They eat…
Adverbs of frequency: always, sometimes, never.
Receptive language:
-Everyone, sweet, me and you, Oh dear! I’m fine., this is fun., There are no flowers, The days are short, herd, trunks, sea, ocean.
Recycled Language:
-Saturday, new, Sunday, next to, late, playground, in the afternoon, have a shower.
-Time expressions: in the (morning), every (day).
-Clean your teeth.
-Weather vocabulary.
-Live, eat, drink, swim, water, leaves, flowers, insects, fish, wings, mountains, hot, rainy, snow.
-Animals, food, weather, places to live.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sounds: /v/, /w/
- Chant to practise the sounds: Vicky plays the violin every weekend in winter.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, ordering skills.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game (snakes and ladders).
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 5: Helping at home.
5a-I’m cooking.
5b-You aren’t helping.
5c-My birthday party.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about helping at home.
- Describe and identify the correct child.
- Talk about what people are doing.
- Mention the present continuous tense (affirmative and negative).
- Sing a song.
- Name people and characters.
- Ask and answer questions.
▪ Understand simple oral texts within the classroom's context:
- Understand the vocabulary of the unit.
- Understand vocabulary about helping at home.
- Recognise the present continuous tense (affirmative and negative).
- Identify the children.
- Understand what people are doing.
- Understand a cartoon story using visual prompts.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read vocabulary of the unit.
- Be able to read vocabulary about helping at home.
- Be able to read and recognise the present continuous tense (affirmative and negative).
- Be able to read and understand a description of a birthday party.
- Follow the text of a cartoon story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about what you, your family and friends are doing.
- Be able to write spelling rules for verbs + ing.
- Practise using present continuous tense (affirmative and negative).
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Home: doorbell, home, learn, cook, talk, ring, bored, dishes, floor, strawberry, make, wash, taste.
▪ Understand and apply grammar rules correctly.
Language structures:
The Present Continuous tense
-I’m/You’re/He’s/she’s/We’re/They’re (cooking).
-I’m not/He/She isn’t/ They aren’t (playing)
-Where am I? I’m/He’s/She’s/They’re (playing).
Receptive language:
-I’ve got an idea, Let’s…, You can…This is fun, Oh dear! What a mess, Who is it?
-Come in, Oh good, Surprise! Happy birthday.
-What am I doing?
-Blow out the candles, There are…What are they doing?
Recycled Language:
-Guitar, song.
-Action verbs, family words, rooms.
-Birthday, clean, cake.
-House vocabulary.
-Hat, presents, friends, excited, bored, smiling, wearing, toys.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sounds: /ʃ/,/tʃ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, find the odd one out, matching skills.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sounds: /ʃ/,/tʃ/
▪ Identify and use the lexical terms:
-Home: doorbell, home, learn, cook, talk, ring, bored, dishes, floor, strawberry, make, wash, taste.
▪ Understand and apply grammar rules correctly.
Language structures:
The Present Continuous tense
-I’m/You’re/He’s/she’s/We’re/They’re (cooking).
-I’m not/He/She isn’t/ They aren’t (playing)
-Where am I? I’m/He’s/She’s/They’re (playing).
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a guessing game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete charts.
- Social Studies: school life, helping at home.
- Arts and music: sing a song, draw.
- Linguistic abilities: read; understand a story, act it out.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB page 43)
▪ Play a game (PB page 45).
▪ Listen to the story. Then act out (PB pages 42, 44).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Complete charts (using ticks, crosses
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves.
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections (My birthday party).
- Social Studies: learning about helping at home, birthday parties and what you, your family and friends are doing now.
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (PB page 46).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 5b (PB, page 45).
- Learn to participate and collaborate with peers, acting out the story of the unit: I’m cooking (PB page 42) You aren’t helping (PB page 44).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Learn about how to help others in the home.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Unit 5c PB page 47).
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A song: I’m cooking (PB page 43).
▪ Immerse in the English language and culture through reading and understanding a story: I’m cooking (PB page 42) You aren’t helping (PB page 44).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity.
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in lesson 2 Activity 5 of the Unit 5c.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the six lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 42-47), acting out a story: I’m cooking (PB page 42) You aren’t helping (PB page 44).
- Dancing and movement (Act out the story, PB page 42, 44).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A song: I’m cooking (PB page 43).
This competence is developed across the six lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 42-47):
-Pre-reading and pre-writing activities.
- Lesson with multicultural content that provides additional practice to written comprehension (My birthday party).
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (pages 34-39):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Story cards
- Songs and chants. PB, page 43.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 43.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 42-47).
Summative evaluation
Active Teach Resources section:
-Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘What about you?’ page 39).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about helping at home.
- Describe and identify the correct child.
- Talk about what people are doing.
- Mention the present continuous tense (affirmative and negative).
- Sing a song.
- Name people and characters.
- Ask and answer questions.
▪ Understand simple oral texts within the classroom's context:
- Understand the vocabulary of the unit.
- Understand vocabulary about helping at home.
- Recognise the present continuous tense (affirmative and negative).
- Identify the children.
- Understand what people are doing.
- Understand a cartoon story using visual prompts.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read vocabulary of the unit.
- Be able to read vocabulary about helping at home.
- Be able to read and recognise the present continuous tense (affirmative and negative).
- Be able to read and understand a description of a birthday party.
- Follow the text of a cartoon story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about what you, your family and friends are doing.
- Be able to write spelling rules for verbs + ing.
- Practise using present continuous tense (affirmative and negative).
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Home: doorbell, home, learn, cook, talk, ring, bored, dishes, floor, strawberry, make, wash, taste,
▪ Understand and apply grammar rules correctly.
Language structures:
The Present Continuous tense
-I’m/You’re/He’s/she’s/We’re/They’re (cooking).
-I’m not/He/She isn’t/ They aren’t (playing)
-Where am I? I’m/He’s/She’s/They’re (playing).
Receptive language:
-I’ve got an idea, Let’s…, You can…This is fun, Oh dear! What a mess, Who is it?
-Come in, Oh good, Surprise! Happy birthday.
-What am I doing?
-Blow out the candles, There are…What are they doing?
Recycled Language:
-Guitar, song.
-Action verbs, family words, rooms.
-Birthday, clean, cake.
-House vocabulary.
-Hat, presents, friends, excited, bored, smiling, wearing, toys.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sounds: /ʃ/,/tʃ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, find the odd one out, matching skills.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 6: Shopping in town.
6a-Are you going to town?
6b-Wait here. Don’t move.
6c-the bear fight.
Social Science: Jobs in our community.
Review 3.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about shopping in town.
- Talk about jobs in our community.
- Practise the present continuous tense.
- Mention vocabulary from previous units.
- Identify imperatives and ‘Let’s’.
- Sing a song.
- Say a chant.
- Name places, people and characters.
- Ask and answer questions with short answers.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about shopping in town.
- Recognise vocabulary about jobs in our community.
- Recognise vocabulary from previous units.
- Recognise the present continuous tense.
- Recognise imperatives and ‘Let’s’.
- Identify the correct pictures.
- Understand a cartoon story using visual prompts.
- Understand and answer questions with short answers.
- A song.
- A chant.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about shopping in town.
- Be able to read and understand a longer story.
- Be able to read about people’s jobs.
- Be able to read and understand vocabulary from previous units.
- Follow the text of a story.
- Be able to read and answer questions with short answers.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to develop writing skills, learning to spell the present continuous.
- Recognise and use spelling rules for verbs + -ing.
- Be able to write a postcard.
- Be able to write using imperatives and ‘Let’s’.
- Be able to write about a job.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Shopping in town: supermarket, library, cinema, food, rope, go shopping, buy.
-Man, thief, wait, move, chase, stop, brave.
-Saucepan, fight (V), swing (v), go for a walk.
-Jobs: librarian, police officer, police station, fire station, post office.
▪ Understand and apply grammar rules correctly.
Language structures:
The Present Continuous tense:
-Am I/Are you/Is he/she/Are we/they (drinking)?
The Imperative and ‘Let’s’:
-Run. Let’s (run). Don’t (run).
-He’s a (job). He works at the (place). He drives a police car. He helps people. Do you work/drive/help…?
Receptive language:
-We can…There’s the…
-I’m coming with you.
-brave, clever, Well done, Yummy!.
-Make a mess, Sally says…
-There’s a…Don’t worry, Are you ok?
-There isn’t…
-Use, find, letters.
Recycled Language:
-Town, swing, playground, carry, bags, strong, zoo, school, airport, mountain, film, suitcases, wear, skirt, stand up, toy shop,
-Library, police, river
-Holiday vocabulary, places, weather, activities.
-Fire engine, work, drive.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sounds: /ʃ/,/tʃ/
-Chant to practise the sounds: She’s chasing the shy children to the shop.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, matching skills,
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Present a project in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sounds: /ʃ/,/tʃ/
-Chant to practise the sounds: She’s chasing the shy children to the shop.
▪ Identify and use the lexical terms:
-Shopping in town: supermarket, library, cinema, food, rope, go shopping, buy.
-Man, thief, wait, move, chase, stop, brave.
-Saucepan, fight (V), swing (v), go for a walk.
-Jobs: librarian, police officer, police station, fire station, post office.
▪ Understand and apply grammar rules correctly.
Language structures:
The Present Continuous tense:
-Am I/Are you/Is he/she/Are we/they (drinking)?
The Imperative and ‘Let’s’:
-Run. Let’s (run). Don’t (run).
-He’s a (job). He works at the (place). He drives a police car. He helps people. Do you work/drive/help…?
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a guessing game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete charts.
- Social Studies: Jobs in our community.
- Arts and music: Sing a song, draw, make a project,
- Linguistic abilities: read; understand a story, act it out, mime, do a presentation, ask and answer questions.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and chant (PB page 56), Listen and sing (PB page 49)
▪ Play a game (PB page 51, 55).
▪ Listen to the story. Then act out (PB pages 48, 50). Act out a story (PB pages 52-53).
▪ Present a project (PB page 55).
▪ Do a quiz (PB page 57).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Complete charts.
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Play games in teams, take turns to ask and answer questions, listen and speak appropriately).
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (PB page 55).
- Social Studies: learning about the jobs people do in the community (PB pages 54-55).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (PB pages 54, 98).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 6b (PB, page 51). Social Science (PB page 55) Review 3 (PB page57).
- Learn to participate and collaborate with peers, acting out the story of the unit: Are you going to town? (PB page 48) Wait here. Don’t move (PB page 50) The bear fight (PB pages 52-53).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Understand the different jobs of people in the community.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Social Science: Present a project)
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A chant: She’s chasing the shy children to the shop (PB page 56).
▪ A song: Are you going to town? (PB page 49).
▪ Immerse in the English language and culture through reading and understanding a story: Are you going to town? (PB page 48) Wait here. Don’t move (PB page 50) The bear fight (PB pages 52-53).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Social Science: Present a project PB page 55).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in the review lesson of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the ten lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 48-57), acting out a story: Are you going to town? (PB page 48) Wait here. Don’t move (PB page 50) The bear fight (PB pages 52-53).
- Dancing and movement (Act out the story, PB pages 48, 50, 52-53).
- Overcome inhibitions through songs and music: Sing songs and chants:
A chant: She’s chasing the shy children to the shop (PB page 56).
A song: Are you going to town? (PB page 49).
- This competence is developed across the ten lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (Pages 48-57):
-Pre-reading and pre-writing activities.
-Lesson with social content that provides additional practice to written comprehension.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Word cards, posters, videos and Reader.
▪ Activity Book (Pages 40-47):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Story cards
- Songs and chants. PB, pages 49, 56.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 49
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 48-57).
Summative evaluation
Tests (Diagnostic Test).
Active Teach Resources section:
-Unit quiz.
-Progress Review 3.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘What about you?’ page 45).
- Review 3 (Page 47).
- My Picture Dictionary: Cross-curricular links (AB pages 92-93, 98) and CD2 (Tracks 24, 25).
Pupil’s Book:
- Pupil’s Book:
- Review 3 (Pages 56-57)
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about shopping in town.
- Talk about jobs in our community.
- Practise the present continuous tense.
- Mention vocabulary from previous units.
- Identify imperatives and ‘Let’s’.
- Sing a song.
- Say a chant.
- Name places, people and characters.
- Ask and answer questions with short answers.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about shopping in town.
- Recognise vocabulary about jobs in our community.
- Recognise vocabulary from previous units.
- Recognise the present continuous tense.
- Recognise imperatives and ‘Let’s’.
- Identify the correct pictures.
- Understand a cartoon story using visual prompts.
- Understand and answer questions with short answers.
- A song.
- A chant.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about shopping in town.
- Be able to read and understand a longer story.
- Be able to read about people’s jobs.
- Be able to read and understand vocabulary from previous units.
- Follow the text of a story.
- Be able to read and answer questions with short answers.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to develop writing skills, learning to spell the present continuous.
- Recognise and use spelling rules for verbs + -ing.
- Be able to write a postcard.
- Be able to write using imperatives and ‘Let’s’.
- Be able to write about a job.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Shopping in town: supermarket, library, cinema, food, rope, go shopping, buy.
-Man, thief, wait, move, chase, stop, brave.
-Saucepan, fight (V), swing (v), go for a walk.
-Jobs: librarian, police officer, police station, fire station, post office.
▪ Understand and apply grammar rules correctly.
Language structures:
The Present Continuous tense:
-Am I/Are you/Is he/she/Are we/they (drinking)?
The Imperative and ‘Let’s’:
-Run. Let’s (run). Don’t (run).
-He’s a (job). He works at the (place). He drives a police car. He helps people. Do you work/drive/help…?
Receptive language:
-We can…There’s the…
-I’m coming with you.
-brave, clever, Well done, Yummy!.
-Make a mess, Sally says…
-There’s a…Don’t worry, Are you ok?
-There isn’t…
-Use, find, letters.
Recycled Language:
-Town, swing, playground, carry, bags, strong, zoo, school, airport, mountain, film, suitcases, wear, skirt, stand up, toy shop,
-Library, police, river
-Holiday vocabulary, places, weather, activities.
-Fire engine, work, drive.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sounds: /ʃ/,/tʃ/
-Chant to practise the sounds: She’s chasing the shy children to the shop.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, matching skills,
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Present a project in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 7: At the aquarium.
7a-These are crabs.
7b-It’s got big teeth.
7c-The aquarium.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say sea life vocabulary.
- Describe animals and fish in an aquarium.
- Mention ‘This is/These are’.
- Identify regular and irregular plurals.
- Sing a song.
- Name animals and fish.
- Ask and answer questions.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise sea life vocabulary.
- Listen to descriptions and draw a route.
- Listen for pronunciation of plurals.
- Understand a non-fiction text.
- Understand a story using visual prompts.
- A song.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read and understand vocabulary about aquariums.
- Follow the text of a cartoon story.
- Be able to read and understand information about an aquarium.
- Be able to read and understand regular and irregular plurals.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about your aquarium using ‘This is a/an…and these are…’
- Be able to write regular and irregular plurals.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Sea life vocabulary: fish, crab, dolphin, turtle, take a photo, rain (v).
-People, men, women, teeth, shark, feed, tall.
▪ Understand and apply grammar rules correctly.
Language structures:
Use of ‘This is and ‘These are’:
-This is a/an…These are…
-What are these?
-Is this…? Yes, it is/No, it isn’t
-Are these…? Yes, they are./No, they aren’t.
Regular and irregular plural forms of nouns, a pair.
Receptive language:
-Oh no! I’ve got a good idea, I/It/they can see…
-I can’t see., Come here!., I’m here., There’s a….It’s ok.
-Aquarium, clownfish, pets, show, flippers.
Recycled Language:
-Let’s go…You’ve got…
-It’s/they’re swimming, octopus, What’s this?
-Pool, friend, short big, small, slow, fast, hot, cold.
-Watch (n) fox, dress, dish, strawberry, baby, family, spy, fish, children, man, men, women, feet, These are…
-Present continuous tense.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sound: /ɜ:/
- The pronunciation of plurals.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, matching skills, draw the correct route.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sound: /ɜ:/
-The pronunciation of plurals.
▪ Identify and use the lexical terms:
-Sea life vocabulary: fish, crab, dolphin, turtle, take a photo, rain (v).
-People, men, women, teeth, shark, feed, tall.
▪ Understand and apply grammar rules correctly.
Language structures:
Use of ‘This is and ‘These are’:
-This is a/an…These are…
-What are these?
-Is this…? Yes, it is/No, it isn’t
-Are these…? Yes, they are./No, they aren’t.
Regular and irregular plural forms of nouns, a pair.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete charts.
- Sciences: Sea life: Animals and fish.
- Social Studies: school life
- Arts and music: sing a song, draw.
- Linguistic abilities: read; understand a story, act it out.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB page 59).
▪ Play a game (PB pages 61,).
▪ Listen to the story. Then act out (PB pages 58, 60).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- -Complete charts.
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns to listen and speak appropriately, ask and answer questions and play games).
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets.
- Sciences: learning about sea life.
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
-Stickers, cut-out, etc (connect visual and text information)
• Look at photographs as a mean of information: (Non-fiction text (PB page 62).
▪ Interpret and process information from tables and pictures.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 7b (PB, page 61).
- Learn to participate and collaborate with peers, acting out the story of the unit: These are crabs (PB page 59) It’s got big teeth (PB page 60).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Learn codes of conduct and help others.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Unit 7c-Lesson 2)
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A song: These are crabs (PB page 59).
- Immerse in the English language and culture through reading and understanding a story: These are crabs (PB page 59) It’s got big teeth (PB page 60).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. Unit 7c (AB page 53)
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in lesson 2 of the Unit 7c.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the six lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 58-63), acting out a story: These are crabs (PB page 59) It’s got big teeth (PB page 60).
- Dancing and movement (Act out the story, PB pages 59, 60).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A song: These are crabs (PB page 59).
This competence is developed across the six lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages58-63):
-Pre-reading and pre-writing activities.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language.(AB pages 2-5):
- Flashcards, Wordcards, posters, videos and Reader.
▪ Activity Book (pages 48-53):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Storycards
- Song. PB, page 59.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 59.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 58-63).
Summative evaluation
Active Teach Resources section:
-Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘Draw and write about your aquarium’ page 53).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say sea life vocabulary.
- Describe animals and fish in an aquarium.
- Mention ‘This is/These are’.
- Identify regular and irregular plurals.
- Sing a song.
- Name animals and fish.
- Ask and answer questions.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise sea life vocabulary.
- Listen to descriptions and draw a route.
- Listen for pronunciation of plurals.
- Understand a non-fiction text.
- Understand a story using visual prompts.
- A song.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read and understand vocabulary about aquariums.
- Follow the text of a cartoon story.
- Be able to read and understand information about an aquarium.
- Be able to read and understand regular and irregular plurals.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about your aquarium using ‘This is a/an…and these are…’
- Be able to write regular and irregular plurals.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Sea life vocabulary: fish, crab, dolphin, turtle, take a photo, rain (v).
-People, men, women, teeth, shark, feed, tall.
▪ Understand and apply grammar rules correctly.
Language structures:
Use of ‘This is and ‘These are’:
-This is a/an…These are…
-What are these?
-Is this…? Yes, it is/No, it isn’t
-Are these…? Yes, they are./No, they aren’t.
Regular and irregular plural forms of nouns, a pair.
Receptive language:
-Oh no! I’ve got a good idea, I/It/they can see…
-I can’t see., Come here!., I’m here., There’s a….It’s ok.
-Aquarium, clownfish, pets, show, flippers.
Recycled Language:
-Let’s go…You’ve got…
-It’s/they’re swimming, octopus, What’s this?
-Pool, friend, short big, small, slow, fast, hot, cold.
-Watch (n) fox, dress, dish, strawberry, baby, family, spy, fish, children, man, men, women, feet, These are…
-Present continuous tense.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sound: /ɜ:/
- The pronunciation of plurals.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, matching skills, draw the correct route.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 8: Food.
8a-There are some apples.
8b-Is there any pizza?
8c-Harry and Greta.
Science: A healthy diet.
Review 4.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about food.
- Talk about a healthy diet.
- Mention vocabulary from previous units.
- Understand and sing a song.
- Say a chant.
- Name countable and uncountable nouns with some/any.
- Ask and answer questions.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about food and a healthy diet.
- Recognise countable and uncountable nouns with some/any.
- Understand a cartoon story using visual prompts.
- A song.
- a chant.
- Identify the correct information.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about food.
- Be able to read about a healthy diet.
- Be able to consolidate vocabulary from previous units.
- Follow the text of a longer story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write using countable and uncountable nouns.
- Be able to write sentences using There’s a/an/some and There are some..
- Be able to write about your kitchen.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Food vocabulary: bowl, shelf, drawer, carrot, cherry, sweets, chocolates, fridge, butter, water, omelette, fruit salad, biscuit, wall, squirrel, little, angry, vegetables, peas, sugar, salt, fat.
▪ Understand and apply grammar rules correctly.
Language structures:
Use of There are with countable nouns:
-There are some…There aren’t any…
-Are there any…? + countable noun.
-Yes, there are/No, there aren’t.
Use of There is with uncountable nouns:
-There’s some…There isn’t any…
-Is there any…? + uncountable noun.
-Yes, there is/ No, there isn’t.
-There’s a/an/some…and These are some…
-I eat these foods…How often do you eat…? Good, that’s healthy.
Receptive language:
-Secret store, lots of.
- Sorry, Sally. I’ve got an idea.
-Good morning. Please come in…Stop it!, Thank you.
-It is/isn’t good for you. They keep you healthy. They give you…they help your body grow.
-Is it healthy/not healthy?
Recycled Language:
-Apples, bananas, classroom objects.
-Sweets, hungry, lunch, pizza, milk, cheese, eggs, apples, bananas, What are you doing?, Let’s make…, We’ve got…
-Imperatives.
-Vocabulary and structures from previous units.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sound: /ɜ:/
-Practise the sound with a chant: Three girls with thirteen purple turtles.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, problem solving.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
- The sound: /ɜ:/
- Practise the sound with a chant: Three girls with thirteen purple turtles.
▪ Identify and use the lexical terms:
- Food vocabulary: bowl, shelf, drawer, carrot, cherry, sweets, chocolates, fridge, butter, water, omelette, fruit salad, biscuit, wall, squirrel, little, angry, vegetables, peas, sugar, salt, fat.
▪ Understand and apply grammar rules correctly.
Language structures:
Use of There are with countable nouns:
-There are some…There aren’t any…
-Are there any…? + countable noun.
-Yes, there are/No, there aren’t.
Use of There is with uncountable nouns:
-There’s some…There isn’t any…
-Is there any…? + uncountable noun.
-Yes, there is/ No, there isn’t.
-There’s a/an/some…and These are some…
-I eat these foods…How often do you eat…? Good, that’s healthy.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete tick charts, tally charts.
- Sciences: A healthy diet.
- Social Studies: school life, the food we eat.
- Arts and music: Sing a song, chant, draw, make a project,
- Linguistic abilities: read; understand a story, act it out, present a project,
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and chant (PB page72), Listen and sing (PB page 64).
▪ Play a game (PB page 65, 67, 73).
▪ Listen to the story. Then act out (PB page 66). Act out a story (PB pages 68-69).
▪ Present a project (‘Eat well’ PB page 71).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Complete charts (tick/tally).
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns to listen, speak, present, act, mime, play, ask and answer questions).
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (‘Eat well’ Project).
- Social Studies: learning about a healthy diet and the food we eat (Science section).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: Cross-curricular, (PB page 98) Science section (PB page 70).
▪ Interpret and process information from tables and pictures.
- Tick charts for Science lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 8a (PB, page 65), Unit 8b (PB page 67), Review 4 (PB page 73).
- Learn to participate and collaborate with peers, acting out the story of the unit: Harry and Greta (PB pages 68-69).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Learn how to stay healthy.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Science section-Present a project).
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A chant: Three girls with thirteen purple turtles, PB page 72.
▪ A song: There are some apples, PB page 64.
▪ Immerse in the English language and culture through reading and understanding a story: Harry and Greta, PB pages 68-69.
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Unit 8c-Draw your kitchen & Science section-Present a project).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in Review lesson of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the ten lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 64-73), acting out a story: Harry and Greta (PB pages 68-69).
- Dancing and movement (Act out the story, PB pages 66, 68-69).
- Overcome inhibitions through songs and music: Sing songs and chants:
▪ A chant: Three girls with thirteen purple turtles, PB page 72.
▪ A song: There are some apples, PB page 64.
This competence is developed across the ten lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 64-73):
-Pre-reading and pre-writing activities.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Wordcards, posters, videos and Reader.
▪ Activity Book (pages 54-61):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Storycards
- Songs and chants. PB, page 64
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 64.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 64-73).
Summative evaluation
Active Teach Resources section:
-Unit quiz.
Attainment test.
Progress Review 4. (Diagnostic Test).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘What about you?’ page 59 ).
- Review 4 (Page 61)
-My Picture Dictionary & Cross-curricular links (Pages 94-95 98 & CD2 Tracks 54& 55).
Pupil’s Book:
- Review 4 (Pages 72-73).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about food.
- Talk about a healthy diet.
- Mention vocabulary from previous units.
- Understand and sing a song.
- Say a chant.
- Name countable and uncountable nouns with some/any.
- Ask and answer questions.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about food and a healthy diet.
- Recognise countable and uncountable nouns with some/any.
- Understand a cartoon story using visual prompts.
- A song.
- a chant.
- Identify the correct information.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about food.
- Be able to read about a healthy diet.
- Be able to consolidate vocabulary from previous units.
- Follow the text of a longer story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write using countable and uncountable nouns.
- Be able to write sentences using There’s a/an/some and There are some..
- Be able to write about your kitchen.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Food vocabulary: bowl, shelf, drawer, carrot, cherry, sweets, chocolates, fridge, butter, water, omelette, fruit salad, biscuit, wall, squirrel, little, angry, vegetables, peas, sugar, salt, fat.
▪ Understand and apply grammar rules correctly.
Language structures:
Use of There are with countable nouns:
-There are some…There aren’t any…
-Are there any…? + countable noun.
-Yes, there are/No, there aren’t.
Use of There is with uncountable nouns:
-There’s some…There isn’t any…
-Is there any…? + uncountable noun.
-Yes, there is/ No, there isn’t.
-There’s a/an/some…and These are some…
-I eat these foods…How often do you eat…? Good, that’s healthy.
Receptive language:
-Secret store, lots of.
- Sorry, Sally. I’ve got an idea.
-Good morning. Please come in…Stop it!, Thank you.
-It is/isn’t good for you. They keep you healthy. They give you…they help your body grow.
-Is it healthy/not healthy?
Recycled Language:
-Apples, bananas, classroom objects.
-Sweets, hungry, lunch, pizza, milk, cheese, eggs, apples, bananas, What are you doing?, Let’s make…, We’ve got…
-Imperatives.
-Vocabulary and structures from previous units.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sound: /ɜ:/
-Practise the sound with a chant: Three girls with thirteen purple turtles.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, problem solving.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 9: An accident in the playground.
9a-We were in the playground.
9b-I wasn’t careful.
9c-Last weekend.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about an accident.
- Mention the past simple tense of the verb (be).
- Sing a song.
- Name locations.
- Ask and answer questions about locations last week.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise and identify locations last week.
- Recognise the past simple tense of the verb (be).
- Identify the correct picture.
- Understand a cartoon story using visual prompts.
- A song.
- Understand and answer questions about locations last week.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read vocabulary of the unit.
- Be able to read vocabulary about an accident.
- Be able to read and learn the past simple tense of the verb (be).
- Be able to read and understand information about a child’s diary.
- Follow the text of a cartoon story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write using the past simple tense of the verb (be).
- Be able to write using at, on, in with expressions of time.
- Be able to write about where you were last weekend.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Accident, nurse, finger, cry, middle.
-Was, were.
-Bandage, ambulance, grapes, yesterday.
▪ Understand and apply grammar rules correctly.
Language structures:
The Past Simple (be: affirmative):
-Were we/you/they…?
-Was he/she…? + short answers.
-He/she was/wasn’t…
-They were/weren’t…
Receptive language:
-Quick., Here I am., What’s the matter?, Everything is OK.
-All right.
-I’m sorry., OK., I can…
Recycled Language:
-Hospital, playground, rollerblades, bike,
-On + days of the week.
-Family, places.
-Fast, ghosts.
-Places in town.
-Adjectives.
Vocabulary from previous units.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sound: /aʊ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, number in order.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sound: /aʊ/
▪ Identify and use the lexical terms:
-Accident, nurse, finger, cry, middle.
-Was, were.
-Bandage, ambulance, grapes, yesterday.
▪ Understand and apply grammar rules correctly.
Language structures:
The Past Simple (be: affirmative):
-Were we/you/they…?
-Was he/she…? + short answers.
-He/she was/wasn’t…
-They were/weren’t…
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a miming game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete charts.
- Social Studies: school life, what to do in an accident.
- Arts and music: Sing a song about numbers, draw.
- Linguistic abilities: read; understand a story, mime, act it out.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB page 75)
▪ Play a game (PB page 77).
▪ Listen to the story. Then act out (PB page 74, 76).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Complete charts.
- Tell the time.
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Learn how to help others in an accident)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers.
- Social Studies: learning about what to do in an accident.
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (PB page 78).
▪ Interpret and process information from tables and pictures.
- Tick charts for each lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 9b (PB, page 77).
- Learn to participate and collaborate with peers, acting out the story of the unit: We were in the playground (PB page 74), I wasn’t careful (PB page 76).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Learn codes of conduct and help others.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Unit 9b Activity 7, Unit 9c Activity 6).
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A song: We were in the playground, page 75.
▪ Immerse in the English language and culture through reading and understanding a story: We were in the playground (PB page 74), I wasn’t careful (PB page 76).
▪ Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Lessons 6 and 8)
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in lesson 2 of the Unit 9c.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the six lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 74-79), acting out a story: We were in the playground (PB page 74), I wasn’t careful (PB page 76).
- Dancing and movement (Act out the story, PB pages 74, 76).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A song: We were in the playground (PB page 75).
This competence is developed across the six lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 74-79):
- Pre-reading and pre-writing activities.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Wordcards, posters, videos and Reader.
▪ Activity Book (pages 62-67):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Storycards
- Songs and chants. PB page 75.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 75.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 74-79).
Summative evaluation
Active Teach Resources section:
-Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘What about you?’ page 67 ).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about an accident.
- Mention the past simple tense of the verb (be).
- Sing a song.
- Name locations.
- Ask and answer questions about locations last week.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise and identify locations last week.
- Recognise the past simple tense of the verb (be).
- Identify the correct picture.
- Understand a cartoon story using visual prompts.
- A song.
- Understand and answer questions about locations last week.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read vocabulary of the unit.
- Be able to read vocabulary about an accident.
- Be able to read and learn the past simple tense of the verb (be).
- Be able to read and understand information about a child’s diary.
- Follow the text of a cartoon story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write using the past simple tense of the verb (be).
- Be able to write using at, on, in with expressions of time.
- Be able to write about where you were last weekend.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Accident, nurse, finger, cry, middle.
-Was, were,.
-bandage, ambulance, grapes, yesterday.
▪ Understand and apply grammar rules correctly.
Language structures:
The Past Simple (be: affirmative):
-Were we/you/they…?
-Was he/she…? + short answers.
-He/she was/wasn’t…
-They were/weren’t…
Receptive language:
-Quick., Here I am., What’s the matter?, Everything is OK.
-All right.
-I’m sorry., OK., I can…
Recycled Language:
-Hospital, playground, rollerblades, bike,
-On + days of the week.
-Family, places.
-Fast, ghosts.
-Places in town.
-Adjectives.
Vocabulary from previous units.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sound: /aʊ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, number in order.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 10: Holiday activities.
10a-We climbed a mountain.
10b-Did he sail a boat?
10c-A week in London.
Social Science: Take care of your body.
Review 5.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary of previous units.
- Identify and say vocabulary about holidays.
- Talk about how to take care of your body.
- Use the past simple tense of regular verbs.
- Mention places in London.
- Sing a song.
- Say a chant.
- Name days of the week.
- Ask and answer questions with short answers.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise the vocabulary of previous units.
- Recognise vocabulary about holidays.
- Recognise the past simple tense of regular verbs.
- Understand a sequence of actions.
- Understand a cartoon story using visual prompts.
- Understand and answer questions with short answers.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about holidays.
- Be able to read about how to take care of your body.
- Be able to read and learn the past simple tense of regular verbs.
- Be able to read and sequence a chain of events.
- Follow the text of a longer story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write vocabulary about holidays.
- Be able to write time sequencers: First, Then and After that.
- Be able to write about your last weekend.
- Be able to write using the past simple tense of regular verbs.
- Be able to write about taking care of your body.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Holiday vocabulary: boat, museum, statue, sail, stay, email, wave, dive, surf, row, phone.
-Time sequencers: first, second, third, fourth, fifth, sixth, last.
-Taking care of your body: toothache, cold (n), cough, sneeze, temperature.
• Understand and apply grammar rules correctly.
Language structures:
Past Simple tense (regular verbs: verb +-ed, affirmative)
-Did you/he/she (dive)? + short answers.
-He/She (dived) He/She didn’t (dive).
Receptive language:
-I’ve got an idea!, why don’t you…?
-Please…Lucky Ziggy! Great!
-Buckingham Palace, the Queen, Hyde Park, Serpentine Lake, Houses of Parliament, Big Ben, Natural History Museum, London Eye, River Thames, Madame Tussaud’s Museum, Prince William, Oxford Street, dinosaur.
-Be careful, X-ray, the back of, You need…My (teeth) hurt when…take of, Take (this medicine).
-I’m visiting the (dentist) because I’ve got (a temperature) Go to the dentist/doctor/optician, Stay in bed, Drink water, Don’t run, Be careful, Always…
Recycled Language:
-Past simple of the verb (be).
-Days of the week.
-Time expressions: On Sunday…, this morning…, Last weekend…
-Adjectives.
-Sally has got…Let’s…Last weekend…Was/were.
-The present continuous tense.
-I’ve got…imperatives, nurse, bandage, accident, playground, hospital, clean your teeth, meals, sweets, because.
-Vocabulary and structures from previous units.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sound: /aʊ/
- Chant to practise the sound: The cowboy and clown were in town.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, sequencing, problem solving,
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Present a project.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sound: /aʊ/
-Chant to practise the sound: The cowboy and clown were in town.
▪ Identify and use the lexical terms:
-Holiday vocabulary: boat, museum, statue, sail, stay, email, wave, dive, surf, row, phone.
-Time sequencers: first, second, third, fourth, fifth, sixth, last.
-Taking care of your body: toothache, cold (n), cough, sneeze, temperature.
▪ Understand and apply grammar rules correctly.
Language structures:
Past Simple tense (regular verbs: verb +-ed, affirmative)
-Did you/he/she (dive)? + short answers.
-He/She (dived) He/She didn’t (dive).
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a matching game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete charts, tell the time.
- Sciences: Social Science-Take care of your body.
- Social Studies: school life, holidays, ‘A week in London’.
- Arts and music: Sing a song, mime, chant, draw, make a project.
- Linguistic abilities: read; understand a story, act it out, present a project, chant.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and chant (PB page 88), Listen and sing (PB page 81).
▪ Play a game (PB pages 83, 89).
▪ Listen to the story. Then act out (PB pages 80, 82). Tell the story (PB page 85).
▪ Present a project (PB page 87).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Complete charts.
- Tell the time using analogue clock face.
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Play games, take turns to speak etc.)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (AB page 98).
- Social Studies: learning about places (London).
- Social Science: Taking care of your body.
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular (AB page 98), A week in London (PB pages 84-85), Social Science section (PB page 86).
▪ Interpret and process information from tables and pictures.
- Tick charts, tables, diagrams.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 10b (PB, page 83) Review 5 (PB page 89).
- Learn to participate and collaborate with peers, acting out the story of the unit: We climbed a mountain (PB page 80) Did he sail a boat? (PB page 82).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Learn how to take care of your body.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A chant: The cowboy and clown were in town (PB page 88).
▪ A song: We climbed a mountain (PB page 81).
Immerse in the English language and culture through reading and understanding a story: We climbed a mountain (PB page 80) Did he sail a boat? (PB page 82).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Unit 10cDraw and write about your last weekend) & Social Science (Your project).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in the review lesson of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the ten lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 80-89), acting out a story: We climbed a mountain (PB page 80) Did he sail a boat? (PB page 82).
- Dancing and movement (Act out the story, PB pages 80, 82).
- Overcome inhibitions through songs and music: Sing songs and chants:
▪ A chant: The cowboy and clown were in town (PB page 88).
▪ A song: We climbed a mountain (PB page 81).
This competence is developed across the ten lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 80-89):
-Pre-reading and pre-writing activities.
-Lesson with content that provides additional practice to written comprehension.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Wordcards, posters, videos and Reader.
▪ Activity Book (pages 68-75):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Storycards
- Songs and chants. PB pages 81, 88).
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB page 81.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 80-87).
Summative evaluation
Pupil’s Book:
-Review 5 (PB pages 88-89).
Active Teach Resources section:
-Unit Quiz.
Attainment Test.
Progress Review 5 (Diagnostic Test).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (What about you? page 73).
- Review 5 (Page 75).
- My Picture Dictionary: Cross-curricular links (AB pages 95-96, 98) & CD3 (Tracks 15,16).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary of previous units.
- Identify and say vocabulary about holidays.
- Talk about how to take care of your body.
- Use the past simple tense of regular verbs.
- Mention places in London.
- Sing a song.
- Say a chant.
- Name days of the week.
- Ask and answer questions with short answers.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise the vocabulary of previous units.
- Recognise vocabulary about holidays.
- Recognise the past simple tense of regular verbs.
- Understand a sequence of actions.
- Understand a cartoon story using visual prompts.
- Understand and answer questions with short answers.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about holidays.
- Be able to read about how to take care of your body.
- Be able to read and learn the past simple tense of regular verbs.
- Be able to read and sequence a chain of events.
- Follow the text of a longer story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write vocabulary about holidays.
- Be able to write time sequencers: First, Then and After that.
- Be able to write about your last weekend.
- Be able to write using the past simple tense of regular verbs.
- Be able to write about taking care of your body.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Holiday vocabulary: boat, museum, statue, sail, stay, email, wave, dive, surf, row, phone.
-Time sequencers: first, second, third, fourth, fifth, sixth, last.
-Taking care of your body: toothache, cold (n), cough, sneeze, temperature.
• Understand and apply grammar rules correctly.
Language structures:
Past Simple tense (regular verbs: verb +-ed, affirmative)
-Did you/he/she (dive)? + short answers.
-He/She (dived) He/She didn’t (dive).
Receptive language:
-I’ve got an idea!, why don’t you…?
-Please…Lucky Ziggy! Great!
-Buckingham Palace, the Queen, Hyde Park, Serpentine Lake, Houses of Parliament, Big Ben, Natural History Museum, London Eye, River Thames, Madame Tussaud’s Museum, Prince William, Oxford Street, dinosaur.
-Be careful, X-ray, the back of, You need…My (teeth) hurt when…take of, Take (this medicine).
-I’m visiting the (dentist) because I’ve got (a temperature) Go to the dentist/doctor/optician, Stay in bed, Drink water, Don’t run, Be careful, Always…
Recycled Language:
-Past simple of the verb (be).
-Days of the week.
-Time expressions: On Sunday…, this morning…, Last weekend…
-Adjectives.
-Sally has got…Let’s…Last weekend…Was/were.
-The present continuous tense.
-I’ve got…imperatives, nurse, bandage, accident, playground, hospital, clean your teeth, meals, sweets, because.
-Vocabulary and structures from previous units.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sound: /aʊ/
- Chant to practise the sound: The cowboy and clown were in town.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, sequencing, problem solving,
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Present a project.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
▪
UNIT 11: At the beach.
11a-We want to visit Ziggy.
11b-Can we make a sandcastle?
11c-A fantastic holiday!
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about the beach.
- Name beach objects.
- Talk about what you want to do.
- Mention the use of want to + verb.
- Sing a song.
- Ask and answer questions, using ‘Can I? ‘ when asking for permission.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about the beach.
- Match the children and the activities.
- Listen to a converstaion.
- Understand requests.
- Understand a cartoon story using visual prompts.
- Understand and answer questions, using ‘Can I? ‘ when asking for permission.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about the beach.
- Follow the text of a longer story.
- Be able to read and understand information about a holiday camp.
- Be able to read a non-fiction text: A fantastic holiday!
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write vocabulary about the beach.
- Be able to write, using ‘want to’.
- Be able to write about what you want to do in the holidays.
- Be able to write, using ‘Can I?’ to ask for permission.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Beach vocabulary: flippers, snorkel, towel, video camera, pack, take, ready, armbands, sandcastle, bucket, spade, sun cream, use.
▪ Understand and apply grammar rules correctly.
Language structures:
The use of ‘want to’:
-I want to (verb + activity/place). He/She wants to…
-I don’t want to….He/She doesn’t want to…
-Do you want to…? Does he/she want to…? + short answers.
The use of ‘Can I…?’ for asking permission:
-Can I/you/we/he/she/they (verb + action/place), (please)?
-Yes, I/you/he/she/they can.
-No, I/you/he/she/they can’t.
Receptive language:
-Hi, (name), Yippee!, I can’t wait!, That’s a good idea., Come on, let’s go!, Yes, please!, all day.
-friend’s house.
-Remember to…., Camping, tent, sports centre, Be careful!
Recycled Language:
-Have got, present continuous, everyone, excited, holiday, dive, sea, surf, waves, Hurry!, suitcase, swimsuit.
-Go shopping, go for a walk, go to the…, aquarium, zoo, beach, mountains, cinema, play (activity), fly a kite,
-Vocabulary from previous units.
-Do your homework, go to bed, get up late, Saturday, Sunday, watch TV, play football, living room, eat chocolates, breakfast, climb trees, garden, sleep, mobile phone.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sound : /eɪ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, problem solving, matching skills,
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sound : /eɪ/
▪ Identify and use the lexical terms:
-Beach vocabulary: flippers, snorkel, towel, video camera, pack, take, ready, armbands, sandcastle, bucket, spade, sun cream, use.
▪ Understand and apply grammar rules correctly.
Language structures:
The use of ‘want to’:
-I want to (verb + activity/place). He/She wants to…
-I don’t want to….He/She doesn’t want to…
-Do you want to…? Does he/she want to…? + short answers.
The use of ‘Can I…?’ for asking permission:
-Can I/you/we/he/she/they (verb + action/place), (please)?
-Yes, I/you/he/she/they can.
-No, I/you/he/she/they can’t.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a chain memory game.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete charts (tick/tally).
- Social Studies: school life, holiday camps.
- Arts and music: Sing a song, draw.
- Linguistic abilities: read; understand a story, act it out, conduct a questionnaire.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and sing (PB page 91)
▪ Play a game (TB page 91).
▪ Listen to the story. Then act out (PB page 90, 92).
▪ Conduct a questionnaire (PB page 93).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Collect data and complete charts (tick/tally).
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Conduct a fair survey/questionnaire, ask and answer questions appropriately, take turns to listen, speak, act out etc.)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections.
- Social Studies: learning about the places people go on holiday (Holiday camps).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (PB page 94).
▪ Interpret and process information from tables and pictures.
- Tick charts for lesson of unit 11b.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 11a (TB, page 91).
- Learn to participate and collaborate with peers, acting out the story of the unit: We want to visit Ziggy (PB page 90) Can we make a sandcastle (PB page 92).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Learn codes of conduct at a holiday camp.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Unit 11b, Activity 7, Unit 11c, Activity 7).
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A song: We want to visit Ziggy PB page 91).
▪ Immerse in the English language and culture through reading and understanding a story: We want to visit Ziggy (PB page 90) Can we make a sandcastle (PB page 92).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Unit 11c).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in lesson 6 of the Unit 11c (AB page 81).
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the six lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 90-95), acting out a story: We want to visit Ziggy (PB page 90) Can we make a sandcastle (PB page 92).
- Dancing and movement (Act out the story, PB pages 90, 92).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A song: We want to visit Ziggy (PB page 91).
This competence is developed across the six lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 90-95):
-Pre-reading and pre-writing activities.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Wordcards, posters, videos and Reader.
▪ Activity Book (pages 76-81):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Storycards
- Songs and chants. PB, page 91
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 91.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 90-95).
Summative evaluation
Active Teach Resources section:
-Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘What about you?’ page 81 ).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about the beach.
- Name beach objects.
- Talk about what you want to do.
- Mention the use of want to + verb.
- Sing a song.
- Ask and answer questions, using ‘Can I? ‘ when asking for permission.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about the beach.
- Match the children and the activities.
- Listen to a converstaion.
- Understand requests.
- Understand a cartoon story using visual prompts.
- Understand and answer questions, using ‘Can I? ‘ when asking for permission.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about the beach.
- Follow the text of a longer story.
- Be able to read and understand information about a holiday camp.
- Be able to read a non-fiction text: A fantastic holiday!
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write vocabulary about the beach.
- Be able to write, using ‘want to’.
- Be able to write about what you want to do in the holidays.
- Be able to write, using ‘Can I?’ to ask for permission.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Beach vocabulary: flippers, snorkel, towel, video camera, pack, take, ready, armbands, sandcastle, bucket, spade, sun cream, use.
▪ Understand and apply grammar rules correctly.
Language structures:
The use of ‘want to’:
-I want to (verb + activity/place). He/She wants to…
-I don’t want to….He/She doesn’t want to…
-Do you want to…? Does he/she want to…? + short answers.
The use of ‘Can I…?’ for asking permission:
-Can I/you/we/he/she/they (verb + action/place), (please)?
-Yes, I/you/he/she/they can.
-No, I/you/he/she/they can’t.
Receptive language:
-Hi, (name), Yippee!, I can’t wait!, That’s a good idea., Come on, let’s go!, Yes, please!, all day.
-friend’s house.
-Remember to…., Camping, tent, sports centre, Be careful!
Recycled Language:
-Have got, present continuous, everyone, excited, holiday, dive, sea, surf, waves, Hurry!, suitcase, swimsuit.
-Go shopping, go for a walk, go to the…, aquarium, zoo, beach, mountains, cinema, play (activity), fly a kite,
-Vocabulary from previous units.
-Do your homework, go to bed, get up late, Saturday, Sunday, watch TV, play football, living room, eat chocolates, breakfast, climb trees, garden, sleep, mobile phone.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- The sound : /eɪ/
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, problem solving, matching skills,
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
UNIT 12: Animal rescue. Rules for correct behaviour.
12a-You must be brave.
12b-You’re safe with us, Carrie.
12c-Our beautiful world.
Science: Environment.
Review 6.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about rules for correct behaviour.
- Identify and say vocabulary about animal rescue.
- Talk about the environment.
- Mention object pronouns.
- Sing a song.
- Say a chant.
- Ask and answer questions.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about animal rescue.
- Recognise vocabulary about rules for correct behaviour.
- Understand the use of must/mustn’t.
- Identify locations.
- Understand a cartoon story using visual prompts.
- Understand a song.
- Understand a chant.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about animal rescue.
- Be able to read vocabulary about rules for correct behaviour.
- Be able to read about how to look after our world.
- Revise language from previous units.
- Follow the text of a longer story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about the rules in your family.
- Be able to write using must/mustn’t.
- Be able to write using object pronouns.
- Be able to complete a questionnaire.
- Be able to write about our environment.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Animal rescue vocabulary: monster, net, far, near, stuck, worried, help each other, fishermen, ask, safe, kind.
-Environment vocabulary: litter, sky, desert, jungle, ocean, camel, drop, look after, pick up (litter), waste (water), save (water), turn off (the tap).
▪ Understand and apply grammar rules correctly.
Language structures:
The use of must/mustn’t:
-I/You/We must/mustn’t…(instruction),
The use of object pronouns:
-me, you, him, her, it, us, them.
Receptive language:
-Help!, What’s the matter?
-Make a mess, be quiet, left, right, traffic lights, cross the road, across, loud music, rules, Be careful! Me too.,
-Nature, Hold my hands, Make a wish, All around the world, Wow! Amazing! Incredible! Fantastic! You’re right, look after, clean up, put (it) in the (bin), important, think about other people.
-Well done!, Good., But you can do more, Oh dear!
Recycled Language:
-Armbands, swim, stay, beach, scared, sea, turtle, move, brave, cry, everyone, want to, help, There’s a…
-Present continuous.
-Far, beach, boat, help, dive, tired.
-Vocabulary and structures form Units 1-12.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sound : /eɪ/
-Chant to practise the sound: Hooray! It’s a holiday today. Let’s play!
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, problem solving.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-The sound : /eɪ/
-Chant to practise the sound: Hooray! It’s a holiday today. Let’s play!
▪ Identify and use the lexical terms:
-Animal rescue vocabulary: monster, net, far, near, stuck, worried, help each other, fishermen, ask, safe, kind.
-Environment vocabulary: litter, sky, desert, jungle, ocean, camel, drop, look after, pick up (litter), waste (water), save (water), turn off (the tap).
▪ Understand and apply grammar rules correctly.
Language structures:
The use of must/mustn’t:
-I/You/We must/mustn’t…(instruction),
The use of object pronouns:
-me, you, him, her, it, us, them.
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a game.
- Do a quiz.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count, complete a chart (tick,tally).
- Sciences: Environment-How to look after our world.
- Social Studies: school life, rules for correct behaviour.
- Arts and music: sing a song, draw, make a poster, design a project,
- Linguistic abilities: read; understand a story, act it out, mime, chant, present a project, do a questionnaire.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and chant (PB page 104), Listen and sing (PB page 97)
▪ Play a game (PB page 99, 105).
▪ Listen to the story. Then act out (PB page 96, 98). Tell the story (PB page 100-101).
▪ Present a project (PB page103).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary with numbers.
- Complete a survey and construct a chart (tick, tally).
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Identify rules for correct behaviour, Think about how to look after the environment, think about others).
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (Science project: Our environment).
- Social Studies: learning about rules for correct behaviour.
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (Cross-curricular, (PB page 98).
▪ Interpret and process information from tables and pictures.
- Tick charts for science lesson.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, Unit 12b (PB, page 99) Review 6 (PB page 105).
- Learn to participate and collaborate with peers, acting out the story of the unit: You must be brave (PB page 96) You’re safe with us, Carrie (PB page 98).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Learn codes of conduct and help others to take care of our environment.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Unit 12b,Science project).
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A chant: Hooray! It’s a holiday today. Let’s play! (PB page104).
▪ A song: You must be brave (PB page 97).
▪ Immerse in the English language and culture through reading and understanding a story: You must be brave (PB page 96) You’re safe with us, Carrie (PB page 98).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Science Project-Make a poster).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning. This competence is developed in the review lesson of the Unit.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the ten lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB pages 96-105), acting out a story: You must be brave (PB page 96) You’re safe with us, Carrie (PB page 98).
- Dancing and movement (Act out the story, PB pages 96, 98).
- Overcome inhibitions through songs and music: Sing songs and chants:
▪ A chant: Hooray! It’s a holiday today. Let’s play! (PB page104).
▪ A song: You must be brave (PB page 97).
This competence is developed across the ten lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 96-105):
-Pre-reading and pre-writing activities.
-Lesson with environmental content that provides additional practice to written comprehension.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Wordcards, posters, videos and Reader.
▪ Activity Book (pages 82-89):
- Cut-outs.
- Pre-reading and pre-writing activities.
- Listening activities to complete at home using the Active Book.
- Reader (in print and digital versions).
- Storycards
- Songs and chants. PB, page 97.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song. PB, page 97.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
V. EVALUATION
Formative Evaluation
-Constant supervision during class.
-Complete the numbered exercises. (PB pages 96-103).
Summative evaluation
Active Teach Resources section:
-Unit quiz.
-Attainment Test.
-Progress review 6. (Diagnostic Test).
Pupil’s Book:
-Review 6 (PB pages 104-105)
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (‘What about you?’, page 87).
- Review 6 (Page 89).
- My Picture Dictionary: Cross-curricular (Pages 96-97, 98) & CD3 (Tracks 48, 49).
Pupil’s Book:
- Review 6 (PB pages 104-105).
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary of the unit.
- Identify and say vocabulary about rules for correct behaviour.
- Identify and say vocabulary about animal rescue.
- Talk about the environment.
- Mention object pronouns.
- Sing a song.
- Say a chant.
- Ask and answer questions.
- Present a project.
▪ Understand simple oral texts within the classroom's context:
- Recognise the vocabulary of the unit.
- Recognise vocabulary about animal rescue.
- Recognise vocabulary about rules for correct behaviour.
- Understand the use of must/mustn’t.
- Identify locations.
- Understand a cartoon story using visual prompts.
- Understand a song.
- Understand a chant.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the unit.
- Be able to read vocabulary about animal rescue.
- Be able to read vocabulary about rules for correct behaviour.
- Be able to read about how to look after our world.
- Revise language from previous units.
- Follow the text of a longer story.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write about the rules in your family.
- Be able to write using must/mustn’t.
- Be able to write using object pronouns.
- Be able to complete a questionnaire.
- Be able to write about our environment.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-Animal rescue vocabulary: monster, net, far, near, stuck, worried, help each other, fishermen, ask, safe, kind.
-Environment vocabulary: litter, sky, desert, jungle, ocean, camel, drop, look after, pick up (litter), waste (water), save (water), turn off (the tap).
▪ Understand and apply grammar rules correctly.
Language structures:
The use of must/mustn’t:
-I/You/We must/mustn’t…(instruction),
The use of object pronouns:
-me, you, him, her, it, us, them.
Receptive language:
-Help!, What’s the matter?
-Make a mess, be quiet, left, right, traffic lights, cross the road, across, loud music, rules, Be careful! Me too.,
-Nature, Hold my hands, Make a wish, All around the world, Wow! Amazing! Incredible! Fantastic! You’re right, look after, clean up, put (it) in the (bin), important, think about other people.
-Well done!, Good., But you can do more, Oh dear!
Recycled Language:
-Armbands, swim, stay, beach, scared, sea, turtle, move, brave, cry, everyone, want to, help, There’s a…
-Present continuous.
-Far, beach, boat, help, dive, tired.
-Vocabulary and structures form Units 1-12.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
-The sound : /eɪ/
-Chant to practise the sound: Hooray! It’s a holiday today. Let’s play!
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, problem solving.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
Goodbye!
The Yazoo Music Show.
International Friendship Day.
Carnival.
Festivals in Britain.
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
▪ Participate in oral interactions:
- Identify and say vocabulary from units 1-12.
- Talk about festivals in Britain.
- Consolidate vocabulary and grammar in an enjoyable way.
- Sing a song.
- Participate in a musical production.
- Ask and answer questions.
▪ Understand simple oral texts within the classroom's context:
- Recognise vocabulary from units 1-12.
- Understand a song.
- Understand a musical score.
- Understand non-fiction texts.
- Understand and answer questions.
BLOCK 2. Reading and writing
▪ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the vocabulary of the book (units 1-12).
- Follow the text of a musical score.
- Be able to read about International Friendship Day.
- Be able to read about Carnival.
- Be able to read about festivals in Britain.
▪ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to trace, copy and complete the vocabulary of the book (Units 1-12).
- Be able to consolidate vocabulary and grammar in an enjoyable way.
- Be able to make a poster.
- Be able to make a calendar.
BLOCK 3. Knowledge of the language.
▪ Identify, apply and use the vocabulary of the unit:
-You can…
-Friend, laugh, share, kind, mask, streamers, costume, throw, dance.
-Months of the year.
-Names of festivals.
▪ Understand and apply grammar rules correctly.
Language structures:
-We’re (verb+ ing)…
-When is (Mother’s Day)? It’s in (March).
Receptive language:
-Bright, laugh, Friendship Day, You make me (smile), together, Let’s…, have fun, make a poster.
-Notting Hill Carnival, There are lots of…, beautiful, Happy Carnival to you.
-Britain.
Recycled Language:
-Present continuous.
-Smile, play, help, toys, party, volleyball.
-Sister, clown, dress, party, cowboy, pirate, dancer, laugh, friends.
-School holiday.
-Vocabulary and grammar from Yazoo 3.
▪ Recognise and reproduce sounds, rhythm, stress and intonation:
- Rhythm, stress and intonation of the songs.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: patterns, ordering consecutive numbers/months.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
- Greet and say goodbye in English.
- Ask and answer questions in English.
- Learn a version of a traditional game.
- Learn about performances, carnivals, festivals.
- Participate in a whole-class production, party.
- Take care of belongings.
- Help each other.
- Appreciate individuality.
- Work together.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
BLOCK 1. Listening, speaking and conversation
▪ Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.
▪ Oral interactions in real and pretend situations giving verbal and non-verbal responses of their choice from a selection in context and progressively with less guidance.
▪ Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.
▪ Develop basic strategies to understand oral expression: use visual context, non-verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.
▪ Value a foreign language as a tool for communication.
BLOCK 2. Reading and writing
▪ Reading and understanding different types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to complete an activity or for reading enjoyment. .
▪ Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifying the most relevant information, inferring the meaning of the words and common expressions.
▪ Reading and writing their own texts of daily life situations close to their own experience; invitations, greeting cards, brochures, notes...
▪ Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.
▪ Using technology to read, write and share information.
▪ Show interest in the care and presentation of written work.
BLOCK 3. Knowledge of the language.
3.1. Linguistic knowledge
▪ Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
-Rhythm, stress and intonation of the songs.
▪ Identify and use the lexical terms:
-You can…
-Friend, laugh, share, kind, mask, streamers, costume, throw, dance.
-Months of the year.
-Names of festivals.
▪ Understand and apply grammar rules correctly.
Language structures:
-We’re (verb+ ing)…
-When is (Mother’s Day)? It’s in (March).
▪ Associate global writing, pronunciation and meaning from written examples.
▪ Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content.
▪ Interest and curiosity in widening knowledge related to the English language in different situations.
3.2. Reflection on learning.
▪ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a flashcard game.
- Do a quiz.
- Reflect on their own work and self-evaluate themselves at the end of the Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
▪ Recognise and learn basic forms of social interactions in a foreign language.
▪ Show a receptive attitude towards those who speak a different language than their own.
▪ Interdisciplinary contents:
- Maths: To count.
- Social Studies: school life, festivals & carnival in Britain.
- Arts and music: make a carnival mask, make a poster, make a calendar, sing songs, perform in a musical, draw.
- Linguistic abilities: read; understand a song, a musical score and non-fiction texts. Act.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities:
▪ Listen and say (‘Simon Says…’TB page 108), Listen and sing (PB pages 106-107, 108-109, 110, 111)
▪ Play a game ().
▪ Listen to the musical score Then act out (PB pages 108-109).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary about with numbers.
Competence in knowledge and interaction with the physical world
Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns to: perform, sing, ask and answer questions)
- Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects (PB page 110).
- Social Studies: learning about the culture of celebrations in other countries (Britain).
Data processing and digital competence
• Use means of information and situations of diverse types of communication to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
▪ Look at photographs as a mean of information: (PB page 110, 111, 112).
▪ Interpret and process information from tables and pictures.
▪ Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction.
This competence is developed through the knowledge of different interdisciplinary sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following classroom rules, in pairs and in groups: Play a game, (TB, page 111).
- Learn to participate and collaborate with peers, acting out the text of the unit: The Yazoo Music Show (PB pages 108-109).
▪ Learning a language implies the knowledge of the cultural aspects tied to those who speak it. History always refers to different social aspects and democratic values of a society.
▪ This competence is developed through interdisciplinary sections related to the theme of the Unit.
- Celebrate festivals, special occasions and the end of the school year.
Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.
Cultural and artistic competence
This competence is developed in the Unit through the following activities:
▪ Sing songs, rhymes and chants:
▪ A chant: Simon Says (TB page 108)
▪ A song: Goodbye! (PB pages 106-107) The Yazoo Music Show (PB pages 108-109) International Friendship Day (PB page 110) Carnival (PB page 111).
▪ Immerse in the English language and culture through reading and understanding non-fiction texts: International Friendship Day (PB page 110) Carnival (PB page 111).Festivals in Britain (PB page 112).
Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Make a carnival mask, a poster, a calendar).
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are learning and how they are learning it, motivating them to use their own abilities and to be conscious of their learning processes and able to evaluate their own learning.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and teamwork. This competence is practice through different activities through the seven lessons of the unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establishes positive relations with others. The competence aims to help students to be better and happier person who approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self-esteem, trusting in themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB, pages 106-112).
- Dancing and movement (The Yazoo Music Show PB pages 108-109).
- Overcome inhibitions through songs and music: Sing songs and chants:
- A song: Goodbye! (PB pages 106-107) The Yazoo Music Show (PB pages 108-109) International Friendship Day (PB page 110) Carnival (PB page 111).
This competence is developed across the seven lessons of the Unit.
iv. Attention to diversity
Extra-practice and extension activities
▪ Pupils Book (pages 106-112):
- Lesson with multicultural content that provides additional practice to written comprehension.
- Pre-reading and pre-writing activities.
▪ Active Book: included in the Activity Pack, consists of interactive games and activities to practice the language:
- Flashcards, Wordcards, posters, videos and Reader.
▪ Teacher’s Resource Materials:
- Worksheets to copy.
- Mini Flash Cards and Mini Word Cards to consolidate the language learned.
- Extra activity for the song.
- Extra-practice activities for students who need more practice.
- Challenging activities for fast learners.
▪ Active Teach: interactive games and activities to practice the language.
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