cheeky-monkey-1.pdf

Bugs World 1SYLLABUS

Area: Foreign Languages (English)

Stage: Primary Education

1st Cycle

1

INTRODUCTIONWELCOME TO BUGS WORLD!

OBJECTIVES

Greeting people and saying goodbye Introducing Colin the caterpillar Identifying toys Identifying colours Identifying foods Numbers 15 Associating pictures with meaning Singing the Bugs World song Inclusion into the bugs world by drawing a self portrait

CONTENTS

Listening- Listen to some instructions and act in a rhythmic way, doing the

actions at the same time- Listen to the song Whats the weather like today and do the actions- Listen to the Bugs World song

Speaking

- Greet the class and sing the Hello song together- Repeat weather words.- Say hello to Colin- Find animals in a picture and say the names in English- Find toys in a picture and say the names in English- Find colours in a picture and say the names in English- Sing the Goodbye song

Reading- Read the instructions to do the exercises.

Writing

- Write names in the space provided in the Pupils book- Circle and count Colins shoes- Draw a self-portrait of themselves in Bugs World

2

Language knowledge and use

Linguistic knowledge:

Grammar- Fine.- Im

Vocabulary

Main language children use:- Colin the caterpillar- Hello- Goodbye- sunny, cloudy, windy, raining, snowing, hot, cold- teddy bear, ball- monkey- sandwich, apple- red, orange, yellow, green, blue- Numbers 15

Recycled language:(For children who have already started learning English, some language in the section Main language children use may be recycled.)

Receptive language:- How are you today?- Whats your name?- Stand up! Sit down! Turn around! Clap your hands!- Whats the weather like today?- bedroom- friends- Can you find ?- animal- toy- eat- colour- shoe- Welcome- Here come the bugs. Lets begin- Draw

Pronunciation- Students pay attention to the pronunciation while singing the Bugs World

song

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Learning reflexion:- Memorising a song.- Repeating words.- Reviewing and reflecting on learning.- Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENC ES

Basic Competence

Page Activity Evaluation Criteria

C1 Linguistic communicative competence.

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All the activities of the unit use the language as an instrument of communication: e.g. Bugs World song, Hello song, Goodbye song

Interest in learning English.Pleasure in greeting people and saying goodbye

C2 Mathematical competence.

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Numbers 1-5 Interest in learning numbers in English.

C3 Knowledge of and interaction with the physical world.

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Colours and food Interest in learning numbers and being able to say names of food in English.

C4 Competence in information and communication technologies

CD Rom activitiesPupils website: www.bugsworld.mac-english.com

Pleasure in using new technologies in order to revise and extend what the have learnt in the unit.

C5 Social and civil competence.

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Moral and civic education: The importance of being polite when meeting someone, saying Hello and Good Bye

Health education: The importance of food for being healthy.

Willingness to follow routinesPleasure in greeting people and saying goodbyeWillingness to follow simple instructions

C6 Cultural and artistic competence.

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Learning to say Hello and Good Bye.Drawing a self-portrait

Pleasure in greeting people and saying goodbye

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C7 The competence of learning to learn.

Students can do the CD-Rom and the website activities by themselves in order to learn to learn.

Interest in learning EnglishWillingness to follow routinesPositive attitude towards own ability to participatein class activitiesWillingness to follow simple instructions

C8 The competence of personal autonomy and initiative.

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Initiative to do the routines by themselves and to participate in group activities. E.g. Songs

Interest in learning EnglishPositive attitude towards own ability to participatein class activities

C9 The emotional competence.(Castilla la Mancha)

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Students learn to work in groups respecting each other and admitting both their own success and their classmates.

Interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

Socio cultural aspects and intercultural awareness

Interest in learning English Willingness to follow routines Pleasure in greeting people and saying goodbye Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION Understanding simple literary works adapted to the students age and

interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing

songs, telling stories, etc:- Text genre: Bugs World song, Hello song, Goodbye song

CROSS-CURRICULAR ITEMS

Knowledge of the physical world: colours, food, etc Mathematics: Numbers 1-5.

5

ATTITUDES AND VALUES Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES Creation of a weather poster on which the weather picture for the day can be stuck. Have a weather rota for children to take it in turns to select and place the weather picture. Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199) Ideas for extra picture card games. T.Notes (pages 200-201)

EVALUATION

1. EVALUATION RESOURCES Informal evaluation

- Teachers evaluation of the unit

Formal evaluation- Diagnostic Test

2. EVALUATION CRITERIA Take part in very controlled oral interactions in communicative

situations such as greeting people. Catch the main idea and identify some specific elements in oral texts,

with the help of both linguistic and non-linguistic elements in the context while singing the Bugs World song.

Write words with the help of models and with a specific aim such as writing their names in the Pupils book

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they sing the Hello song.

Use basic strategies in order to learn to learn, such as accompanying communication with gestures when singing the Goodbye song.

Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

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UNIT 1HIDE AND SEEK

OBJECTIVES

Greeting people and saying goodbye Identifying Colin the caterpillar and his friends Listening to and understanding the story Re-telling the story Singing and acting out the story song Numbers 15 Saying and acting out a counting rhyme Asking and saying where people are Identifying who you can see Ordering the life of a caterpillar Following instructions Associating pictures with meaning Reviewing and reflecting on learning Recognising and writing over key words

CONTENTS

Listening- Listen to the song Hello, Colin. L1- Listen and follow the story. L2- Listen, mime and say key parts of the story. L2- Listen and say Annies rap. L4- Listen to the rhyme One little boy / One little girl. L5- Listen and mime the life of a caterpillar. L6- Listen and tell the story. L7- Listen and put on the illustrated stickers. L8- Listen and write the numbers. L8

Speaking

- Say the Bug word rap. L1- Sing the song and point to the pictures. L1- Play Whats my word? L1- Act out the song Hello, Colin. L2- Play Wheres Colin? L2- Play a guessing game. L3- Sing the story song Wheres Colin? L3- Sing and hold up the bug cards. L3- Play with the bug cards. L3- Sing and act out the story song Wheres Colin? L4

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- Play I can see you! L4- Play Boys do this! / Girls do this! L5- Say and act out the rhyme. L5- Say and act out the rhyme One little boy / One little girl. L6- Recall the story. L7- Sing the story song Wheres Colin? L7- Play Bugs team game. L8- Play Bugs hide and seek. L8- Say Well done! and put on the sticker of Colin. L8

Reading- Meet Colin the caterpillars friends. L1

- Have children read the words around the picture of Colin before putting on the stickers. L8

- Read the instructions to do the exercises of all the lessons.

Writing

- Find and colour the bugs. L2- Draw their favourite bug in the story. L2- Match the words and pictures. L3- Find and match the children. L4- Count boys and girls. L5- Match and colour the numbers. L5- Draw and make a group of five boys and five Girls. L5- Draw the missing pictures. L6- Number the photos in order. L6- Colour the pictures in the minibook. L7- Trace the words when putting on the stickers. L8



Grammar- Lets play!- Are you ready?- I can see you.- Wheres ?- I dont know.

8

Vocabulary

Main language children use:- yes, no- ant, snail, bee, ladybird, butterfly- sunny, cloudy, windy, snowing, raining, hot, cold- little, boy, girl- Numbers 15- Hurray!- Here!

Recycled language:- hello, - goodbye, - caterpillar, - fine

Receptive language:- Whats your name? / How are you?- Stand up! Sit down! Turn around! Clap your hands!- Whats the weather like today?- Hide and seek- friends, bugs- Close your eyes.

Pronunciation- Annies rap: // Annie the ant eats apples- Students pay attention to the pronunciation while singing the Wheres Colin

song


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BASIC COMPETENCES

Basic Competence



PB page 6

PB pages 4-5

All the activities of the unit use the language as an instrument of communication: e.g. Wheres Colin song.Listening to a story.

Interest in learning English

Pleasure in the story about a familiar game


PB page 8

Counting boys and girls from 1 to 5

Interest in learning numbers in English.


PB page 9

The life of a caterpillar

Curiosity in learning about the life of a caterpillar





PB page 9

PB page 8

Environmental education: The importance of respecting the environment including insects and animals.Health education: The importance of practising sports, such as football and basketball, in order to be healthy.

Curiosity in learning and respecting animal facts

Willingness to follow healthy habits

Willingness to follow routines


PB pages 65-67

PB page 6

Making the bug cards Making the minibook Drawing their favourite bug.

Pleasure in doing artistic works.


PB page 62

PB page 10

Students complete the Picture Dictionary with the stickers from Unit 1.Self-evaluate their work by putting on

Interest in learning EnglishWillingness to follow routinesPositive attitude towards own ability to

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the sticker of Collin and saying Well done! once theyve finished.

participatein class activitiesPleasure in the story about a familiar game


PB page 4

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the song Hello, Colin



PB page 3

Students learn to work in groups respecting each other and admitting both their own success and their classmates. E.g. playing the Whats my word? game.

Respect for others in the group.Enjoyment in group participation Willingness to listen to and interact with others


Interest in learning English Willingness to follow routines Pleasure in the story about a familiar game Positive attitude towards own ability to participate in class activities Curiosity in learning about the life of a caterpillar Willingness to review and reflect on own learning Enjoyment in completing activities in the book



songs, telling stories, etc:Songs and rhymes: - Hello, Colin- Annies rap- One little boy / One little girl- Bug word rapStory: - Wheres Colin


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Natural Science: The life of a caterpillar. Identify the different stages in its life. L6.

Arts and Crafts: Make the bug cards L3. Make the minibook L7. Mathematics: Counting boys and girls from 1 to 5. L5


MIXED-ABILITY ACTIVITIES Game Hello, Bugs! L1 Song: A version of the song Hello, Colin using the childrens names. L2 Card game Bug row. L3 Optional Busy Book activity: Unit 1 activity 1. L3 Vocabulary extension: spider, scorpion, beetle, fly, worm, grasshopper. L3 Card game Hurray! L4 Optional Busy Book activity: Unit 1 activity 2. L4 Optional DVD activity: watch Wheres Emma? (Unit 1) L4 Musical game. L5 Optional Busy Book activity: Unit 1 activity 3. L5 Art and craft: Do a butterfly. L6 Optional Busy Book activity: Unit 1 activities 4 and 6. L6 Optional DVD activity: watch The life of a caterpillar (Unit 1) L6 Minibook cover. L7 Optional Busy Book activity: Unit 1 activity 5. L7 Drama: Children act out a version of the story, using their real names rather than the names of the bugs in the story. L8 Optional Busy Book activity: Unit 1 activity 7. L8 Optional DVD activity Children watch Fun with Colin and I can see (Unit 1). L8 Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199). Ideas for extra picture card games. T.Notes (pages 200-201)

EVALUATION

1. EVALUATION RESOURCES

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Informal evaluation- Teachers evaluation of the unit- Class assessment sheets - Individual child assessment sheet- Self-evaluation Worksheets- Portfolio Worksheets- Say Well done! and put on the sticker of Colin. L8- Put on the photographic stickers in the Picture Dictionary page 62. Test

yourself.

Formal evaluation- Unit 1 Test- Term Test- End-of-year Test


situations such as singing the Hello Colin song. Read and identify simple words previously introduced in an oral way,

about the world of insects. Catch the main idea and identify some specific elements in oral texts,

with the help of both linguistic and non-linguistic elements in the context while listening to the story and retelling it.

Write words with the help of models and with a specific aim such as writing insect names before putting on the stickers on the caterpillar at the end of the unit.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annies rap: Annie the ant eats apples!

Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 1.


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UNIT 2THE MAGIC ELF

OBJECTIVES

Identifying toys Asking for and giving toys Listening to and understanding the story Re-telling the story Singing and acting out the songs Saying the colour rap Identifying colours in the classroom Saying your favourite colour Mixing and making new colours Following instructions Associating pictures with meaning Reviewing and reflecting on learning Recognising and writing over key words

CONTENTS

Listening

- Listen to The toy song. L1- Listen to the story. L2- Listen and follow the story. L2- Find and count the caterpillars. L2- Listen, mime and say key parts of the story. L4- Listen and number the Tripilee spell. L4- Listen and say Annies rap. L4- Listen and colour the toys. L5- Listen and tell the story. L7- Listen and put on the illustrated stickers. L8- Listen and colour. L8

Speaking- Mime and name the toys. L1- Say the Bug word rap. L1- Sing the song and point to the toys. L1- Play Whats my word? L1- Sing The toy song. L2- Play Tripilee! . L2- Sing the story song Can I have a robot, please? . L3- Sing and hold up the toy cards. L3- Guess the toy. L3

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- Play with the toy cards. L3- Sing and act out the story song Can I have a robot, please? L4- Play a circle game. L4- Identify colours in the classroom. L5- Play Tripilee! with colours. L5- Say the Colour rap. L5- Say your favourite colour. L5- Act out the Colour rap. L6- Play a memory game in teams. L6- Guess the colours. L6- Recall the story. L7- Sing the story song Can I have a robot, please? . L7- Play Magic elf. L7- Play the Bugs team game. L8- Say Well done! and put on the sticker of Colin. L8

Reading- Read the instructions to do the exercises of all the lessons.

- Have children read the words around the picture of Colin before putting on the stickers. L8

Writing

- Number the toys in the order of the story. L2- Draw the toy you want. L2- Match the words and pictures. L3- Match the words and pictures. L4- Draw lines to find the bugs favourite colours. L5- Colour. L6- Look and colour. L6- Trace the words when putting on the stickers. L8



Grammar- Can I have a , please?- Here you are.- Jump! / Turn around! / Close your eyes!- Its (sunny)- This is

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Vocabulary

Main language children use:- ball, bike, car, robot, doll, scooter- green, yellow, red, brown, purple, blue, orange- favourite- Surprise!- thank you

Recycled language:- hello / goodbye- yes / no- Lets play.- Numbers 13- Hurray!- Sunny, cloudy, windy, snowing, raining, hot, cold

Receptive language:- Point to - window, door, board, floor- magic elf, toy- old / new- No problem. / Oh, dear. / Oh, great!- What about you?- Happy- Mix- Whats the weather like today?

Pronunciation- Annies rap: /b/ Bees ball and Butterflys bike- Students pay attention to the pronunciation while singing The Toy song


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BASIC COMPETENCES

Basic Competence



PB page 11

PB pages 12-13

All the activities of the unit use the language as an instrument of communication: e.g. The Toy song.Listening to a story.


Pleasure in using please and thank you to bepolite


PB page 16-17

Identifying colours and toys in the classroom

Interest in experimenting with colour





PB page 15

Health education: The importance of doing exercise, such as jumping or riding a bike, in order to be healthy.


Recognition of the personal value of things you own


PB pages 69-71

PB page 17

Making the toy cards. Making the pencil puppetsMixing colours to make new colours.



PB page 62

PB page 18

Students complete the Picture Dictionary with the stickers from Unit 2.Self-evaluate their work by putting on the sticker of Collin and saying Well done! once theyve finished.

Interest in learning EnglishWillingness to follow routinesPositive attitude towards own ability to participatein class activitiesCare in completing activities in the book

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PB page 11

Initiative to do the routines by themselves and to participate in group activities. E.g. Playing the game Whats my word?



PB page 11




Empathy with the child in the story Pleasure in using please and thank you to be polite Recognition of the personal value of things you own Interest in experimenting with colour Pleasure in expressing personal opinions Enjoyment in group participation Care in completing activities in the book Willingness to review and reflect on own learning



songs, telling stories, etc:Songs and rhymes: - Annies rap: Bees ball and Butterflys bike- Bug word rap- The toy song- Can I have a robot, please?

Story: - The magic elf


Arts and Crafts: - Draw their favourite toy. L3

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- Make the toy cards. L3- Mixing colours to make new colours. L6- Make the pencil puppets. L7


MIXED-ABILITY ACTIVITIES Game Guess the toy: L1 Toy song. L2 Optional DVD activity: Children watch Tripilee (Unit 2). L2 Card game Happy Families. L3 Optional Busy Book activity: Do Unit 2 activity 1. L3 Vocabulary extension: train, kite, board game, skateboard, jigsaw, yo-yo. L3 Optional DVD activity: Children watch The toy shop (Unit 2). L3 Art and craft: Use a square piece of paper to create a toy box display for the classroom wall. L4 Optional Busy Book activity: Do Unit 2 activity 2. L4 Musical game. L5 Optional Busy Book activity. Do Unit 2 activity 3. L5 Art and craft: children make a large poster of the colour wheel to display on the class noticeboard. L6 Optional Busy Book activity: Do Unit 2 activities 4 and 6. L6 Drama: Children act out the story in pairs. L7 Optional Busy Book activity: Do Unit 2 activity 5. L7 Picture Dictionary Quiz. L8 Optional Busy Book activity: Do Unit 2 activity 7 Optional DVD activity Children watch Fun with Colin and Can you say the colours? (Unit 2). L8 Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199). Ideas for extra picture card games. T.Notes (pages 200-201)

EVALUATION

1. EVALUATION RESOURCES

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Informal evaluation- Teachers evaluation of the unit- Class assessment sheets - Individual child assessment sheet- Self-evaluation Worksheets- Portfolio Worksheets- Say Well done! and put on the sticker of Colin. L8- Put on the photographic stickers in the Picture. L8- Dictionary page 62. Test yourself. . L8



situations such as singing The Toy Song. Read and identify simple words previously introduced in an oral way,

about the world of toys. Catch the main idea and identify some specific elements in oral texts,

with the help of both linguistic and non-linguistic elements in the context while listening to the story of the Elf and retelling it.

Write words with the help of models and with a specific aim such as writing toys names before putting on the stickers on the caterpillar at the end of the unit.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annies rap: Bees ball and Butterflys bike

Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 2


20

REVIEW UNITS 1-2 Annies surprise

My world, your world: Birthdays

OBJECTIVES

Identifying the bugs in the story Identifying toys Identifying colours Numbers 15 (initiating counting further) Learning about birthdays Listening to and understanding the story Associating pictures with meaning Following instructions Reviewing and reflecting on learning Recognising and writing key words

CONTENTS

Listening

- Listen to the Bugs World song- Listen and follow the story

Speaking- Children may talk about their own birthdays.

Reading- Read the instructions to do the exercises of all the lessons.

Writing

- Match and write- Make a birthday card



Grammar- Here!- Happy birthday!

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Vocabulary

Main language children use:- caterpillar, snail, ladybird, bee, ant, butterfly- birthday, cake, presents, cards- ball, bike, car, robot, doll, scooter

Recycled language:- caterpillar, snail, ladybird, bee, ant, butterfly- ball, bike, car, robot, doll, scooter- purple- happy- girl- Oh, dear- Surprise!- Wheres ?- I dont know- Here you are.- Thank you.- Sunny, cloudy, windy, snowing, raining, hot, cold

Receptive language:- party, candles- the UK- game- What is it?- Colin looks for - Look!- opens the present- What can you see?- Whats the weather like today?


song.


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BASIC COMPETENCES

Basic Competence



PB page 19

PB page 19

All the activities of the unit use the language as an instrument of communication: e.g. The Bugs World song.Listening to a story.

Interest in singing English songs.


PB page 20

Numbers 1-5 Interest in learning numbers in English.


PB page 20

Children talk about birthdays in the UK in the My World, your World section. Use a map to map show the children where the UK is in relation to their country.

Awareness of the world around them and cultural differences





PB page 20

Leisure education : The importance of enjoying parties and celebrations.Education for Peace: The importance of respecting celebrations in other cultures, such as birthdays in the UK.

Willingness to enjoy celebrations so as to feel happy.

Interest in learning about birthdays in another country.


PB pages 20TN page 80

Drawing a birthday cake.Doing a birthday card (photocopiable).

Pleasure in doing a birthday card for Collin.


PB page 62

Students revise the Picture Dictionary with the stickers from Units 1 and 2.

Willingness to review and reflect on own learning

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PB page 19

Initiative to do the routines by themselves and to participate in group activities. E.g. singing HappyBirthday to Colin at the end of the story.



PB page 19




Pleasure in a story about birthdays Interest in learning about birthdays in another country Confidence and pleasure in own ability to use English in context

Awareness of the world around you and cultural differences Willingness to review and reflect on own learning Positive attitude towards own ability to participate in class activities Enjoyment in completing activities in the book Respect for others in the group Enjoyment in group participation Willingness to listen to and interact with others Awareness of the value of friends



songs, telling stories, etc:

Songs and rhymes: - The Bugs World song.- Happy Birthday song.Story: - Annies surprise

24


Arts and Crafts: - Drawing a birthday cake. - Making a birthday card.


MIXED-ABILITY ACTIVITIES Encourage the children to sing Happy Birthday to Colin at the end of the story. Work through the My world, your world material as part of an ongoing project. Using a map, show the children where the UK is in relation to their country. Children can design a card for a friend or a family member if they prefer. Do the photocopiable sheet of the TN: Match and write, page 79 Do the photocopiable sheet of the TN: Make a birthday card, page 80

EVALUATION

1. EVALUATION RESOURCES- The whole revision unit is devoted to evaluate the progress done by the pupils in the last two units.


situations such as singing The Happy Birthday song. Read and identify simple words previously introduced in an oral way,

about the world of insects and toys. Catch the main idea and identify some specific elements in oral texts,

with the help of both linguistic and non-linguistic elements in the context while listening to the story of Annies surprise and retelling it.

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Write words with the help of models and with a specific aim such as writing toys and insect names in the Match and write photocopiable sheet.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when singing the Bugs World song.

Use basic strategies in order to learn to learn, such as revising the Picture Dictionary with the stickers for Units 1 and 2


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UNIT 3TOUCH YOUR TOES!

OBJECTIVES

Identifying parts of the body Saying and acting out a rhyme Listening to and understanding the story Re-telling the story Singing and acting out the story song Making and responding to a request Numbers 110 Singing and acting out a counting song Relating your senses to parts of the body Following instructions Associating pictures with meaning Reviewing and reflecting on learning Recognising and writing over key words

CONTENTS

Listening

- Listen and do. L1- Listen to the rhyme Touch your ears. L1- Listen, say the rhyme and point to the pictures. L1- Listen to the story. L2- Listen and follow the story. L2- Do you want the ?. L2- Listen, mime and say key parts of the story. L4- Listen and tick. L4- Listen and say Annies rap. L4- Listen, draw and colour. L5- Listen, mime and say. L6- Listen and number. L6- Listen and tell the story. L7- Listen and put on the illustrated stickers. L8- Listen and write the numbers. L8

Speaking

- Say the Bug word rap. L1- Play Colin says . L1- Say and act out the rhyme Touch your ears. L2- Play Whats my word?. L1- Play First one to !. L2

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- Play Nose! Nose! Nose!. L3- Sing the story song Are you ready?. L3- Sing and hold up the body cards. L3- Play with the body cards. L3- Sing and act out the story song Are you ready?. L4- Play Pass the cake. L4- Sing Ten little monsters. L5- Sing and act out the song Ten little monsters. L6- Talk about parts of the body. L6- Recall the story. L7- Sing the story song Are you ready?. L7- Play the Bugs team game. L8- Say Well done! and put on the sticker of Colin. L8

Reading- Match the words and pictures. L3- Match the words and pictures. L4- Identify numbers 610. L5- Count the monsters. L5- Read the instructions to do the exercises of all the lessons.- Put on the photographic stickers in the Picture Dictionary page 63. Test

yourself.. L8

Writing- Find and count the caterpillars. L2- Look and colour. L2- Draw. L2- Make the body cards. L3- Complete, count and sing. L5- Draw pictures to show the senses. L6- Make the minibook. L7- Colour the pictures in the minibook. L7- Trace the words related to the parts of the body when putting on the

stickers. L8- Write the numbers. L8



Grammar- Touch your .- Me!- Do you want the ?

Vocabulary

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Main language children use:- chocolate cake- monster- Numbers 610- nose, eyes, ears, mouth, fingers, toes

Recycled language:- yes / no- Jump! / Turn around! / Close your eyes!- please, thank you- hello, goodbye- Lets play.- Are you ready?- Numbers 15- little- Whats the weather like today?- sunny, cloudy, windy, snowing, raining, hot, cold

Receptive language:- Pick up / Show - pencil, rubber- Theres on the plate.- Not you.- First one to - And they all together!- Alfie, the dog, eats the cake.- see, smell, eat, listen- How many has got?

Pronunciation- Annies rap: /r/ Robot, robot touch your nose. Robot, robot touch your toes!- Students pay attention to the pronunciation while saying the Touch your

eyes rhyme


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BASIC COMPETENCESBasic

CompetencePage Activity Evaluation Criteria


PB page 26

PB pages 22-23

All the activities of the unit use the language as an instrument of communication: e.g. Ten little monsters song.Listening to a story.


Pleasure in listening to the story about a chocolate cake


PB page 26PB page 28

Counting monsters from 1 to 10Listen and write the relevant numbers.

Interest in learning numbers in English.


PB page 27

The parts of the body and the five senses.

Curiosity in learning about senses and parts of the body.





PB pages 22-23

Moral and civic education: The importance of sharing things and being respectful with the others.

Pleasure in using please and thank you to bepolite


PB pages 73-75PB page 24

Making the body cards Making the minibook Drawing the missing elements in some faces



PB page 63

PB page 28

Students complete the Picture Dictionary with the stickers from Unit 3.Self-evaluate their work by putting on the sticker of Collin and saying Well done! once theyve

Interest in learning EnglishWillingness to follow routinesPositive attitude towards own ability to participatein class activities

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finished.C8 The

competence of personal autonomy and initiative.

PB pages 22-23

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the story of the cake



PB page 21



Socio cultural aspects and intercultural awareness Appreciation of humour in the story Enjoyment in playing the action games in the story Pleasure in using please and thank you to be polite Willingness to take turns Interest in our five senses Confidence in own ability to use English in context Willingness to review and reflect on own learning




Songs and rhymes: - Touch your eyes- Annies rap- Bug word rap- Hello song- Goodbye song- Ten little monsters

Story: - The chocolate cake


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Natural Science: The five senses and the parts of the body. L6. Arts and Crafts: Make the body cards L3. Make the minibook L7. Mathematics: Counting monsters from 1 to 10. L5


MIXED-ABILITY ACTIVITIES Game Colin says: Play Colin says using other language the children know, e.g. Touch something red / blue / yellow, etc. or Stand up. / Turn around. / Jump., etc. L1.

Optional DVD activity: Children watch Touch your ears! (Unit 3) Game First one to ! L2. Play the karaoke version of the song (CD 1 track 37). L3. Optional Busy Book activity: Do Unit 3 activity 2. L4.

Ask children about the colours of their monster, e.g. What colour are your monsters eyes? (Purple). L5. Musical game. L5 Optional Busy Book activity: Do Unit 3 activity 3. L5 Optional DVD activity Children watch Monsters (Unit 3). L5. Art and craft: Prepare and give children the outline shape of a face. Children make a collage picture of a funny face by using a mixture of different facial features which they cut out of old magazines. L6 Optional Busy Book activity: Do Unit 3 activities 4 and 6. L6 Minibook cover. L7 Optional Busy Book activity: Do Unit 3 activity 5, L7 Drama: Children act out a version of the story, using their real names and a prop (or the flashcard) for the cake. L8 Optional Busy Book activity: Do Unit 3 activity 7, L8 Optional DVD activity Children watch Fun with Colin and Can you say the numbers? (Unit 3). L8. Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199).

32

Ideas for extra picture card games. T.Notes (pages 200-201)

33

EVALUATION


- Teachers evaluation of the unit- Class assessment sheets - Individual child assessment sheet- Self-evaluation Worksheets- Portfolio Worksheets- Say Well done! and put on the sticker of Colin. L8- Put on the photographic stickers in the Picture Dictionary page 63. Test

yourself.



situations such as singing the Touch your eyes rhyme. Read and identify simple words previously introduced in an oral way,

about parts of the body. Catch the main idea and identify some specific elements in oral texts,


Write words with the help of models and with a specific aim such as writing parts of the body names before putting on the stickers on the caterpillar at the end of the unit.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annies rap: Robot, robot touch your nose. Robot, robot touch your toes!.



34

UNIT 4RUN, RUN, RUN!

OBJECTIVES

Identifying the animals in the story Saying and acting out a chant Listening to and understanding the story Re-telling the story Singing and acting out the story song Making and responding to a request Following instructions Associating pictures with meaning Listening to and identifying colours Saying what animals can do Saying what you can do Reviewing and reflecting on learning Recognising and writing over key words

CONTENTS

Listening

- Listen to the chant Heres the giraffe. L1- Listen, say the chant and point to the pictures. L1- Listen to the story. L2- Listen and follow the story. L2- Listen, mime and say key parts of the story. L4- Listen and say Annies rap. L4- Listen and colour the parrot. L5- Listen and colour. L6- Listen and tell the story. L7- Listen and put on the illustrated stickers. L8- Listen and number. L8

Speaking

- Mime and name the animals. L1- Say the Bug word rap. L1- Guess the animal. L1- Play Whats my word?. L1- Say and act out the chant Heres the giraffe. L2- Whisper the words. L2- Play The lion is coming. L3- Sing the story song The lion is coming. L3- Sing and hold up the animal cards. L3

35

- Play with the animal cards. L3- Sing and act out the story song The lion is coming. L4- Play Please tell Giraffe. L4- Play Magic eyes. L5- Sing The parrot song. L5- Repeat if its true. L5- Sing The Parrot song and point to the colours. L5- Sing and act out The parrot song. L6- Play an action game. L6- Play An elephant can fly!. L6- Recall the story. L7- Sing the story song The lion is coming.. L7- Play with the finger puppets. L7- Play the Bugs team game. L8- Say Well done! and put on the sticker of Colin. L8

Reading- Find and count the caterpillars. L2- Match the words and pictures. L3- Match the words and pictures. L4- Read the instructions to do the exercises of all the lessons.- Put on the photographic stickers in the Picture Dictionary page 63. Test

yourself. L8

Writing- Number the pictures and colour the animals. L2- Look and draw. L2- Draw the lions path to the animals. L4- Tick () what students can do. L5- Circle the animals that can fly / swim / jump. L6- Trace the words related to animals when putting on the stickers. L8- Number some pictures. L8



Grammar- Heres the - The is coming.- Please tell - Of course.- Oh, dear, cant hear.- I can

Vocabulary

Main language children use:

36

- giraffe, elephant, mouse, zebra, parrot, lion- stop- fly, run, swim, sing, jump

Recycled language:- hello, goodbye, yes, no, thank you- Touch my toes- red, yellow, green, purple, brown, orange, blue- Whats the weather like today?- sunny, cloudy, windy, snowing, raining, hot, cold

Receptive language:- is eating leaves from a tall tree.- Maybe he can help.- Thats easy!- flies to the top of the tree.- Just in time- penguin, ostrich, kiwi, duck

Pronunciation- Annies rap: // Gerry the jumping giraffe!- Students pay attention to the pronunciation while singing the Heres the

giraffe chant


37




PB page 34

PB pages 30-31

All the activities of the unit use the language as an instrument of communication: e.g. The parrot song.Listening to a story.


Pleasure in listening to the story about a giraffe.


PB page 34

Use a number-coloured code to complete a picture,

Interest in practising numbers in English.


PB page 35

Animals and their actions.

Curiosity in learning facts about animals and nature.



Pleasure in using new technologies in order to extend what the have learnt in the unit.


PB pages 29-36

PB page 34

Environmental education: The importance of showing respect towards animals and nature in general.Health Education:The importance of doing physical exercise, such as running, jumping, swimming, etc, in order to be healthy.

Interest in taking care of the environment.



PB pages 77-79

PB page 32

Making the animal cards Making the finger puppets.Drawing series of animals.



PB page 63

Students complete the Picture Dictionary with the stickers from Unit 4.

Interest in learning EnglishWillingness to follow routines

38

PB page 36

Self-evaluate their work by putting on the sticker of Collin and saying Well done! once theyve finished.

Positive attitude towards own ability to participatein class activities


PB pages 30-31

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the story of the giraffe



PB page 29



Socio cultural aspects and intercultural awareness Pleasure in the story Confidence and enjoyment in mime and drama Interest in wild animals Willingness to take turns Respect for others in the group Enjoyment in completing activities in the book Willingness to review and reflect on own learning

LITERARY EDUCATION

Understanding simple literary works adapted to the students age and interests (narrative and poetic texts).

Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing


Songs and rhymes: - Heres the giraffe- Annies rap: Gerry the jumping giraffe!- Bug word rap- Hello song- Goodbye song- The parrot song

39

Story: - The giraffe


Natural Science: Animal actions. L6. Arts and Crafts: Make the animal cards L3. Make the finger puppets

L7. Draw pictures of animals to complete some sequences. L 3.


MIXED-ABILITY ACTIVITIES

Circle game Mystery animal. L1 Drama game Abracadabra!. L2 Card game Find your partner. L3 Optional Busy Book activity: Do Unit 4 activity 1. L3 Vocabulary extension: penguin, hippo, crocodile, kangaroo, camel, tiger. L3 Busy Book. Optional DVD activity: Children watch Run, run, run! (Unit 4). L3 Song: Use the karaoke version (CD 2 track 6) L4 Optional Busy Book activity: Do Unit 4 activity 2, L4. Art and craft: the parrot. L5 Optional Busy Book activity: Do Unit 4 activity 3, L5 Action posters. L6 Optional Busy Book activity: Do Unit 4 activities 4 and 6, L6. Optional DVD activity: Children watch A duck can fly! (Unit 4) L6. Drama: act the story using real names. L7 Optional Busy Book activity: Do Unit 4 activity 5, L7 Picture Dictionary Quiz. L8 Optional Busy Book activity: Do Unit 4 activity 7, L8.

40

Optional DVD activity: Children watch Fun with Colin and Say what you can do (Unit 4). L8 Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199).


EVALUATION



yourself.



situations such as singing the Heres the giraffe chant. Read and identify simple words previously introduced in an oral way,

related to animals. Catch the main idea and identify some specific elements in oral texts,


Write words with the help of models and with a specific aim such as writing animals names before putting on the stickers on the caterpillar at the end of the unit.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annies rap: Gerry the jumping giraffe!



41

REVIEW UNITS 3-4 Snail comes first

My world, your world: Sports day

OBJECTIVES

Identifying the bugs in the story Identifying parts of the body Saying what animals can do Numbers 110 Learning about sporting activities Listening to and understanding the story Associating pictures with meaning Following instructions Reviewing and reflecting on learning Recognising and writing key words

CONTENTS

Listening


Speaking

- Children may talk about races or competitions theyve taken part in.

Reading


Writing

- Sequence the animals in the race- Label the parts of the body

43



Grammar- Touch your

Vocabulary

Main language children use:- caterpillar, snail, ladybird, bee, ant, butterfly- nose, eyes, ears, mouth, fingers, toes- lion, parrot, giraffe, elephant, mouse, zebra- race- first

Recycled language:- caterpillar, snail, ladybird, bee, ant, butterfly- nose, eyes, ears, mouth, fingers, toes- lion, parrot, giraffe, elephant, mouse, zebra- fly, run- scooter- sunny- Numbers 110- happy, sad- I can - please, thank you- the UK- Whats the weather like today?- sunny, cloudy, windy, snowing, raining, hot, cold

Receptive language:- Stand up, please.- First one to touch your - The bugs are playing games.- Lets have a race!- Good idea!- Make a line- Are you ready?- Go!- Come on!- I can help you- Sports day (obstacle race, sack race, running race)- medal


song.

44


BASIC COMPETENCES

Basic Competence



PB page 37




PB page 37

Numbers 1-10 Interest in revising numbers in English.


PB page 38

Children talk about school sports days in the UK in the My World, your World section. They can compare it with their own experience.

Awareness of the world around them and cultural differences.





PB page 38

Health education : The importance of practicing sports so as to keep fit.Education for Peace: The importance of understanding that winning is not the most important thing when doing competitions and that loosing is a way to learn more.

Willingness to follow healthy habits.

Interest in respecting everybody and playing sportingly.


PB pages 38TN page

Drawing themselves in a raceMake a medal

Pleasure in using their imagination to do a sports medal.

45

129 (photocopiable).

46


PB page 63




PB page 38

Initiative to do the routines by themselves and to participate in group activities. E.g. comparing school sports days in the UK with the own ones.



PB page 38




Pleasure in a story about sport Interest in learning about sports day in another country Confidence and pleasure in own ability to use English in context

Awareness of the world around you and cultural differences Willingness to review and reflect on own learning Positive attitude towards own ability to participate in class activities Enjoyment in completing activities in the book Respect for others in the group Enjoyment in group participation Willingness to listen to and interact with others Appreciation of humour in the story Appreciation of co-operation shown in the story




Songs and rhymes: - The Bugs World song.

47

Story: - Snail comes first

CROSS-CURRICULAR ITEMS Arts and Crafts:

- Drawing themselves in a race. - Making a medal.

Physical Education: - School sports days.


MIXED-ABILITY ACTIVITIES Sports day: Work through the My world, your world material as part of an ongoing project. Point to the flag to remind the children of the UK. Using a map, ask the children if they remember where the UK is. Do the photocopiable sheet of the TN: Match and write, page 128 Do the photocopiable sheet of the TN: Make a medal, page 129

EVALUATION1. EVALUATION RESOURCES

- The whole revision unit is devoted to evaluate the progress done by the pupils in the last two units.


situations such as talking about sports and competitions at school. Read and identify simple words previously introduced in an oral way,

about the world of animals and parts of the body. Catch the main idea and identify some specific elements in oral texts,

with the help of both linguistic and non-linguistic elements in the context while listening to the story of Snail comes first and retelling it.

Write words with the help of models and with a specific aim such as writing vocabulary related to animals and parts of the body in the Match and write photocopiable sheet.


48

Use basic strategies in order to learn to learn, such as revising the Picture Dictionary with the stickers for Units 3 and 4.


49

UNIT 5THE ENORMOUS SANDWICH

OBJECTIVES

Identifying food Asking and saying what food you like Listening to and understanding the story Re-telling the story Singing and acting out the story song Counting one to ten Identifying food that grows Following instructions Associating pictures with meaning Reviewing and reflecting on learning Recognising and writing over key words

CONTENTS

Listening

- Listen to The food song. L1- Listen, sing and point to the pictures. L1- Listen to the story. L2- Listen and follow the story. L2- Listen to the story song The sandwich spell. L3- Listen, mime and say key parts of the story. L4- Listen and circle. L4- Listen and say Annies rap. L4- Listen and number the photos. L6- Listen and tell the story. L7- Listen and put on the illustrated stickers. L8- Listen and match. L8

Speaking

- Play Im hungry. L1- Say the Bug word rap. L1- Play Whats missing?. L1- Play Whats my word?. L1- Sing and dance to The food song. L2- Guess the food. L2- Play I like cheese. L3- Sing and hold up the food cards. L3- Play with the food cards. L3- Sing and act out the story song The sandwich spell. L4

50

- Play a guessing game. L4- Play Apples, do this!. L5- Play Yes / No. L5- Say the chant Do you like apples?. L5- Say and act out the chant Do you like apples?. L6- Play an action game. L6- Guess the difference. L6- Recall the story. L7- Sing the story song The sandwich spell. L7- Play the Bugs team game. L8- Say Well done! and put on the sticker of Colin. L8

Reading- Read the instructions to do the exercises of all the lessons.- Find and count the caterpillars. L2- Match the words and pictures. L3- Match the words and pictures. L4- Put on the photographic stickers in the Picture Dictionary page 64. Test

yourself. L8

Writing- Colour the plate of the sandwich in the story. L2- Look and draw. L2- Colour the fruit you like. L5- Count the food and write the numbers. L5- Draw and colour your imaginary garden. L6- Colour the pictures in the minibook. L7- Trace the words related to food when putting on the stickers. L8



Grammar- I like as well- Do you like ?- Im hungry

Vocabulary

Main language children use:- ham, cheese, tomatoes, eggs, chicken, lettuce- apples, bananas, oranges, pears- enormous, delicious, sandwich, spell- Abracadabra

Recycled language:- please, thank you

51

- I can - Lets - eat- Numbers 110- yes, no- Whats the weather like today?- sunny, cloudy, windy, snowing, raining, hot, cold

Receptive la nguage: - Im hungry, tired, sad, happy- go to the Wonder School for Witches- brilliant, incredible

Pronunciation- Annies rap: // A chicken and cheese sandwich, please!- Students pay attention to the pronunciation while singing the I like ham song





PB page 39

PB pages 40-41

All the activities of the unit use the language as an instrument of communication: e.g. I like ham song.Listening to a story.


Pleasure in listening to the story about a magic sandwich.


PB page 44

Students count different types of food.

Interest in learning to count in English.


PB page 45

Food from trees and plants.

Curiosity in learning facts about plants and trees.

C4 Competence in information and communication



52

technologies

53


PB pages 29-36

PB page 34

Environmental education: The importance of taking care of plants and trees and of nature in general.Health Education:The importance of having a varied diet in order to be healthy.

Interest in respecting of the environment.

Willingness to follow healthy eating habits.


PB pages 81-83

PB page 45

Making the food cards Making the minibook.Drawing series of food.Drawing an imaginary garden.



PB page 64

PB page 46




PB pages 40-41

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the story of the sandwich spell.



PB page 39



54

Socio cultural aspects and intercultural awareness Pleasure in the story Enjoyment in expressing personal opinions Interest in identifying where food comes from Willingness to listen to and interact with others Willingness to review and reflect on own learning Willingness to take turns

LITERARY EDUCATION




Songs and rhymes: - I like ham- Annies rap: A chicken and cheese sandwich, please!- Bug word rap- Hello song- Goodbye song

Story: - The sandwich spell.


Natural Science: Food from trees and plants. L6. Arts and Crafts: Make the food cards L3. Make the minibook L7. Draw

pictures of food to complete some sequences. L3. Draw and colour and imaginary garden. L6.



Mime game. L1

55

Pointing game Mmm, delicious. L2 Card game Snap! L3 Optional Busy Book activity: Do Unit 5 activity 1. L3. Vocabulary extension: bread, sausages, fish, chips, spaghetti, pizza. L3 Optional Busy Book activity: Do Unit 5 activity 2, L4. Optional DVD activity: Children watch Making a sandwich (Unit 5). L4 Tasting game. L5 Optional Busy Book activity: Do Unit 5 activity 3. L5 Art and craft: wall-size poster of a fruit tree. L6 Optional Busy Book activity: Do Unit 5 activities 4 and 6. L6 Optional DVD activity: Children watch Tom loves apples! (Unit 5). L6 Minibook cover. L7. Optional Busy Book activity: Do Unit 5 activity 5, L7. Drama: L8. Optional Busy Book activity: Do Unit 5 activity 7, L8. Optional DVD activity: Children watch Fun with Colin and Ask me! (Unit 5). L8 Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199).


EVALUATION



yourself.



situations such as singing the I like ham song. Read and identify simple words previously introduced in an oral way,

related to food. Catch the main idea and identify some specific elements in oral texts,


56

Write words with the help of models and with a specific aim such as writing food names before putting on the stickers on the caterpillar at the end of the unit.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annies rap: A chicken and cheese sandwich, please!



57

UNIT 6THE THREE BEARS

OBJECTIVES

Identifying the three bears Recognising the difference between big, small and tiny Saying and acting out a chant Listening to and understanding the story Re-telling the story Singing and acting out the story song Responding to things that are great or horrible Identifying members of your family Listening and identifying bears that go to sleep in Winter Following instructions Associating pictures with meaning Reviewing and reflecting on learning Recognising and writing over key words

CONTENTS

Listening

- Listen and act the chant The three bears. L1- Listen, say the song and point to the pictures. L1- Listen to the story. L2- Listen and follow the story. L2- Listen, mime and say key parts of the story. L4- Listen and draw. L4- Listen and say Annies rap. L4- Listen and tick the bears that go to sleep in winter. L6- Listen and tell the story. L7- Listen and put on the illustrated stickers. L8- Listen and number. L8

Speaking

- Say hello to the bears. L1- Say the Bug word rap. L1- Play Whats my word?. L1- Say and act out the chant The three bears. L2- Play Great! or Horrible!. L2- Sing and act the story song Goldilocks. L3- Sing and hold up the cards. L3- Play Memory. L3

58

- Sing and act out the story song Goldilocks. L4- Play Goldilocks says . L4- Play Whos missing?. L5- Sing A happy family. L5- Sing and act out A happy family. L6- Play Yes! or No!. L6- Play Go to sleep, bears!. L6- Recall the story. L7- Sing the story song Goldilocks. L7- Do a role play. L7- Play the Bugs team game. L8- Say Well done! and put on the sticker of Colin. L8

Reading- Read the instructions to do the exercises of all the lessons.- Look and mime. L1- Find and count the caterpillars. L2- Mime Goldilocks. L3- Match the words and pictures. L3- Match the words and pictures. L4- Identify members of Baby bears family. L5- Put on the photographic stickers in the Picture Dictionary page 64. Test

yourself.. L8

Writing- Look and number. L2- Draw Goldilocks mouth. L2- Draw and sing. L5- Draw your family. L5- Draw the bears eyes. L6- Trace the words related to the family when putting on the stickers. L8



Grammar- This / My is

Vocabulary

Main language children use:- Daddy / Mummy / Baby bear- bowl, chair, bed, soup, house- big, small, tiny- great, horrible- Goldilocks, brother, sister, family

Recycled language:

59

- hello, goodbye, yes, no, please, thank you- Hurray!- Im / Its - hungry, happy- Lets look / see / count- Numbers 13- Whats the weather like today?- sunny, cloudy, windy, snowing, raining, hot, cold

Receptive language:- Everybody listen / look / touch - go for a walk- go to sleep- Wake up! / Wait!- stay, play, runs away- in winter- colours- Parts of the body

Pronunciation- Annies rap: /h/ Happy hands go clap, clap, clap. Happy hands do Annies

rap!- Students pay attention to the pronunciation while singing The three bears

chant.





PB page 47

PB pages 48-49

All the activities of the unit use the language as an instrument of communication: e.g. Sing The three bears song.Listen to a story.


Pleasure in listening to a traditional story about the Three bears.


PB page 51

Students match some numbers so as to form a picture.

Interest in recognising numbers in English.

C3 Knowledge of and interaction

PB page 53

The world of bears: habits, types of bears, etc

Curiosity in learning facts about bears.

60

with the physical world.





PB page 53

PB page 48-49

PB page 52

Environmental education: The importance of taking care of animals and of nature in general.Moral and civic Education:The importance of respecting everybody. The importance of family.

Interest in respecting the environment.

Willingness to behave in a correct way.Awareness of the value of family, and respect for all sorts of family.


PB pages 85-87

PB page 50

PB page 52

Making the bowl, chair, and bed cards. Making the story characters.Drawing Goldilocks mouth in some pictures.Drawing the students family.



PB page 64

PB page 54




PB pages 48-49

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the story of The three bears.


61


PB page 47



Socio cultural aspects and intercultural awareness Pleasure in a traditional story in English Enjoyment in mime and drama Curiosity and interest in learning about bears Awareness of the value of family Respect for families which are different from your own Pleasure in expressing feelings in English Confidence and pleasure in your own ability to participate in English

LITERARY EDUCATION




Songs and rhymes: - The three bears song- Annies rap: Happy hands go clap, clap, clap. Happy hands do Annies rap!- Bug word rap- Hello song- Goodbye song- A happy family song.

Story: - The three bears.


Natural Science: Bears that go to sleep in winter. L6. Arts and Crafts: Make the bowl, chair, and bed cards L3. Make the

story characters L7. Draw Goldilocks mouth in some pictures. L3. Draw the students family. L6.

62

ATTITUDES AND VALUES

Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class


Drama game. L1 Game Big, small or tiny. L2 Card game Noughts and crosses. L3 Optional Busy Book activity: Do Unit 6 activity 1. L3 Vocabulary extension: grandma, grandpa, aunty, uncle, cousin. L3 Optional DVD activity: Children watch the song Goldilocks (Unit 6). L3 Optional Busy Book activity: Do Unit 6 activities 2 and 3. L4 Family photos. L5 Optional Busy Book activity: Do Unit 6 activity 6, L5 Game Play Yes! or No! L6 Optional Busy Book activity: Do Unit 6 activity 4, L6. Optional DVD activity: Children watch Bears! (Unit 6). L6 Drama. L7 Optional Busy Book activity: Do Unit 6 activity 5, L7 Picture Dictionary Quiz. L8 Optional Busy Book activity: Do Unit 6 activity 7, L8 Optional DVD activity: Children watch Fun with Colin and This bed is (Unit 6). L8 Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199).


EVALUATION


- Teachers evaluation of the unit- Class assessment sheets - Individual child assessment sheet- Self-evaluation Worksheets- Portfolio Worksheets- Say Well done! and put on the sticker of Colin. L8

63

- Put on the photographic stickers in the Picture Dictionary page 64. Test yourself.



situations such as singing The three bears song. Read and identify simple words previously introduced in an oral way,

related to furniture. Catch the main idea and identify some specific elements in oral texts,


Write words with the help of models and with a specific aim such as writing vocabulary related to family members and furniture before putting on the stickers on the caterpillar at the end of the unit.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annies rap: Happy hands go clap, clap, clap. Happy hands do Annies rap!



64

REVIEW UNITS 5-6 A family picnic

My world, your world: Family and food

OBJECTIVES

Identifying the bugs in the story Identifying food Identifying family members Numbers 110 Asking and saying what food you like Talking about different ways families eat together Listening to and understanding the story Associating pictures with meaning Following instructions Reviewing and reflecting on learning Recognising and writing key words

CONTENTS

Listening


Speaking

- Children may talk about their favourite food.

Reading


Writing

- Write the names of family members in the Match and write photocopiable sheet.

- Draw a picture of their favourite food.



Grammar- Do you like ?- I like

65

- This is

Vocabulary

Main language children use:- caterpillar, snail, ladybird, bee, ant, butterfly- ham, cheese, tomatoes, eggs, chicken, lettuce- apples, oranges, pears, bananas- mummy, daddy, brother, sister- Numbers 110- picnic- sandwiches

Recycled language:- caterpillar, snail, ladybird, bee, ant, butterfly- ham, cheese, tomatoes, eggs, chicken, lettuce- apples, oranges, pears, bananas- mummy, daddy, brother, sister- Numbers 110- sandwiches, enormous, eat, happy- Hello- Delicious!- Im hungry.- Do you like ? I like - Here you are.- please, thank you- the UK- Whats the weather like today?- sunny, cloudy, windy, snowing, raining, hot, cold

Receptive language:- food- family- basket- together- Its time for a picnic.- This basket is big.- I can help you!- Lets have a picnic.


song.


66

BASIC COMPETENCES

Basic Competence



PB page 55





PB page 56

Children learn about family and food in the UK in the My World, your World section. They can compare it with their own experience.

Awareness of the world around them and cultural differences.





PB page 56

PB page 55

Health education: The importance of having a varied diet in order to be healthy.Moral and Civic Education: The importance of family.

Willingness to follow healthy habits regarding food.

Awareness of the value of family, and respect for all sorts of family.


PB pages 56TN page 181

Drawing their favourite foodMake a picnic (photocopiable).

Pleasure in using their imagination to do artistic works.


PB page 64



67


PB page 56

Initiative to do the routines by themselves and to participate in group activities. E.g. comparing British food with the own one.



PB page 56




Pleasure in a story about a picnic Interest in learning about families and food in another country Confidence and pleasure in own ability to use English in context

Awareness of the world around you and cultural differences Willingness to review and reflect on own learning Positive attitude towards own ability to participate in class activities Enjoyment in completing activities in the book Respect for others in the group Enjoyment in group participation Willingness to listen to and interact with others Awareness of the value of family Appreciation of co-operation shown in the story




Songs and rhymes: - The Bugs World song.Story: - A family picnic

CROSS-CURRICULAR ITEMS Arts and Crafts:

68

- Drawing their favourite food. - Making a picnic.

Social Science: - Different types of food in Britain.



Family and food: Work through the My world, your world material as part of an ongoing project. Point to the flag to remind the children of the UK. Using a map, ask the children if they remember where the UK is. Do the photocopiable sheet of the TN: Match and write, page 180 Do the photocopiable sheet of the TN: Make a picnic, page 181

EVALUATION

1. EVALUATION RESOURCES- The whole revision unit is devoted to evaluate the progress done by the pupils in the last two units.


situations such as talking about their favourite food. Read and identify simple words previously introduced in an oral way,

about the world of food and family members. Catch the main idea and identify some specific elements in oral texts,

with the help of both linguistic and non-linguistic elements in the context while listening to the story of A family picnic and retelling it.

Write words with the help of models and with a specific aim such as writing vocabulary related to family members and food in the Match and write photocopiable sheet.


69

Use basic strategies in order to learn to learn, such as revising the Picture Dictionary with the stickers for Units 5 and 6.


70

HALLOWEEN

OBJECTIVES

Listening to and understanding the story Acting out the story Singing and acting out a song

CONTENTS

Listening

Documents

cheeky-monkey-1.pdf