Programación Three in a Tree A - B 3-5 English Destaca… · Web viewDraw a line following the character´s path towards the tree house on worksheet 4 ... Present and make the

TREE Series

Cookie’s Treehouse – Three in a Tree A & B

AREA OF FOREIGN LANGUAGES

ENGLISH

PRE-PRIMARY

TABLE OF CONTENTS

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT....................3THEORETICAL JUSTIFICATION FOR THE PROJECT.....................................................................5OBJECTIVES..........................................................................................................................................5CONTENTS.............................................................................................................................................5KEY COMPETENCES..........................................................................................................................11ASSESMENT CRITERIA.....................................................................................................................13PROGRAMME OF UNITS: Cookie’s Treehouse.................................................................................14PROGRAMME OF UNITS: Three in a Tree A.....................................................................................32PROGRAMME OF UNITS: Three in a Tree B.....................................................................................50CLASSROOM PROGRAMME –COOKIE’S TREEHOUSE: YEAR 2010/2011*.............................69CLASSROOM PROGRAMME – THREE IN A TREE A: YEAR 2010/2011*.................................112CLASSROOM PROGRAMME –THREE IN A TREE B: YEAR 2010/2011*..................................173

Oxford University Press – Tree Series 2

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

School

Street

Town Province Postcode

TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1234

DISTRIBUTION OF PUPILS

Pre-Primary, 2nd evelYear:

Number of pupils Number of groups

1st year 2nd year3rd year

ORGANISATION OF SPACE AND TIME

Material Resources Available in the School (omit those which are not relevant)

Video recorder TV Radio cassette player / CD player Video camera Computers Interactive whiteboard

(Write here any remarks concerning when, how and why these resources are used.)

Special Resources Available in the School (omit those which are not relevant)

Language classroom Language lab Computer room Playground Gym Theatre Library


Pre-Primary, 2nd Level

Criteria for Using Common Spaces(Write here any remarks concerning when, how and why these resources are used for English classes.)

Distribution of Classroom Space(omit those which are not relevant)

Distribution of desks in rows U-shaped distribution of desks Specific corners: class library, cross-curricular subjects, games, crafts, etc. Others.

OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER GROUPS

(Write here any educational or educational-recreational activities planned)Participant group/s

Participant teachers

Term/Dates Outing and activity descriptions

Remarks


THEORETICAL JUSTIFICATION FOR THE PROJECT

Learning a foreign language is considered an enriching component of Pre-Primary education,

both because of the cultural needs of our times and the high degree of compatibility of the

Procedures involved in learning English with the aims proposed by the Organic Law 2/2006 of 3 rd

May.

The ability of small children for learning languages is well-known and acknowledged by most

experts, as well as the possibility of incorporating the teaching of English into the general Pre-

Primary Education methodology. Learning a foreign language from such a young age requires

language acquisition to take place in a recreational and stimulating environment in order to train

children for a continued process which will span from Primary to Secondary Education. Children who

maintain this kind of contact with a foreign language during Pre-Primary will develop, almost

effortlessly, attitudes and abilities (especially listening comprehension and pronunciation) which will

help them throughout their student years.

OBJECTIVES

1. The aim of Pre-Primary education is to contribute to the physical, emotional, social and

intellectual development of boys and girls.

2. Both levels will be focused on emotional development, movement and body control habits, on

communication and language, on guidelines for coexistence and social relations, as well as

on discovering the environment’s physical and social characteristics. Girls and boys will also

be encouraged to form a positive and balanced self-image and to acquire personal autonomy.

Pre-Primary education will contribute to the development of abilities in girls and boys which will

enable them to:

a) Get to know their own bodies as well as the others’, and their possibilities of action. Learn to

respect differences.

b) Observe and explore their family, natural and social environment.

c) Acquire progressive autonomy in their daily activities.

d) Develop their emotional abilities.

e) Interact with others and progressively acquire basic coexistence and social relations

guidelines, as well as practice solving conflicts peacefully.

f) Develop communicative skills and ways of expressing in different languages.

g) Start acquiring logical-mathematical skills, as well as reading and writing, movement,

expression and rhythm skills.

CONTENTS

The three pre-primary fields of experience are:

Self-knowledge and personal autonomy


Knowledge of the environment

Languages: Communication and representation

It is worth noting that the aim of this project’s materials is for the teaching method not to be limited

to learning English. On the contrary, due to the fact that they cover knowledge which is close to the

children’s experiences, they will also be in touch with concepts, Procedures and attitudes related to

identity and personal autonomy, physical and social environment and communication and

representation. Teaching English will provide the opportunity to include these areas as a whole, as

well as to prove their interdependence. Therefore, the activities suggested by our method will not

only enable children to learn English but will also be used as a communication tool which will allow

them to discover and get to know their bodies and to acquire a positive image of themselves and

their classmates, in order to adopt an autonomous behaviour with basic health and well-being habits

and to start and develop their social relations with other children and with adults.

Methodological Principles of Pre-Primary English TeachingAdequate Linguistic Input

For Pre-Primary children, learning a foreign language is very similar to the process of learning

their mother tongue. The child should get in touch with a simple but natural language that is not

limited to a few words from a particular vocabulary group, but which constitutes the tool to access the

world around them. In other words, the sentences in the Class Materials unit are as important as

those which describe the daily routine in English class.

Coordination with TutorsIn this stage, English is taught as a communication and representation tool, and therefore

becomes part of the general curriculum, which makes it possible to cover a series of concepts,

Procedures and attitudes that fit Pre-Primary perfectly. This is why coordination with the children’s

tutors is essential for English learning to be approached together and as a whole with other

curriculum areas. It is also very important that, at the beginning of the school year, English teachers

and tutors reach an agreement so that the topics dealt with in Class Materials match up with those in

other areas. The order of the method’s units is not unalterable; because they are punched

worksheets, these units can be arranged so that they match up with the topics dealt with by the

tutors.

Class RoutinesOne of the foundations of the Class Materials are the routines integrated into the course in

order to develop both socio-cultural competence (children learn what they should expect from their

class and what is expected from them) and communicative competence (children acquire a new

communication tool and a series of strategies to understand and be understood). Every lesson

presents an identical structure which is completed with the different versions of the same type of

games and activities.


Short ActivitiesThe ability to pay attention and to concentrate is very limited in Pre-Primary children. This fact

has been taken into account when creating the sequence of activities suggested in Class Materials.

The teacher should not spend too long on a particular activity, on the other hand, classes should be

taught so that activities follow one another dynamically. This is the reason why it is not advised to

devote more than ten minutes to each of them.

The Silent PeriodNew English language learners experience what linguists call the “silent period”. In this stage,

they refuse to speak English; nevertheless, they are able to hear everything and to use what they

hear to organize their notions about how this new language works. It is more important to offer them

plenty of opportunities to understand how the language works than to insist on them uttering certain

words or sentences. In order for them to do that, they will be provided with different answer

possibilities according to each type of learner. This way, if we ask a question, they will have the

opportunity of showing that they have understood it by means of a physical answer. For instance, we

can ask children to stand up, to raise the flashcard which has the requested picture or to go to the

corresponding wagon in the poster. By imitating the way the first language is acquired, we will

provide them with positive answers which will allow them to communicate.

Parent-Teacher Collaboration

Teachers should also maintain close contact with parents by explaining them what they can

expect from their children and the teaching method that is going to be developed, as well as

providing them with clues which can help them support their children during their learning process. It

is usually a good idea to do an end-of-the-year play where students can sing their favourite songs

and share their achievements with their parents.

Integrating Class Materials with the Aims of Second-Level Pre-PrimaryClass materials have been designed so that their Objectives match those of the Pre-Primary

stage set by the 1630/2006 Spanish Royal Decree of 29th December, which established minimum

teaching standards for Second-Level Pre-Primary (see a list of Objectives below). In short, we use

class materials to help children, by means of English, to get to know their body in order to develop a

positive image of themselves; to observe and explore their immediate surroundings; to get to know

other cultural expressions; to represent and evoke the different aspects of reality that they have

experienced, learnt or imagined; to achieve more and more affective and emotional security; to use

language in a way that suits different situations in order to understand and be understood; to express

ideas, feelings, experiences and desires; and to acquire good eating and hygiene habits.


Next, the Objectives of each of the three Pre-Primary fields will be described:

1. Self-Awareness and Personal AutonomyThis field of knowledge and experience is concerned, at the same time, with the gradual building

of personal identity, the establishment of affective relationships with others and personal autonomy

as inseparable processes which are necessarily complementary. This field’s contents are grouped

and make sense because they are complementary to the rest of the fields and should be interpreted

within the educational proposals, from the perspective of global action and learning processes.

In order to contribute to self-knowledge and personal autonomy, teachers should encourage

playing as a privileged activity integrating action with emotions and thought and favouring social

development.

School, especially at this age, is a particularly suitable sphere to enrich self-knowledge and

personal autonomy building processes, as long as it offers an educational intervention adapted to the

different individual needs within a context of well-being, security and affection.

Contents are divided into four parts; body and self-image, playing and movement, activity and

daily life and personal care and health.

Focusing on these topics is inherent in any Pre-Primary class. Furthermore, the stories and topics

dealt with in the class materials are meant to develop each pupil’s personal autonomy as well as their

self-knowledge. In English class, games and movement are a key factor.

ObjectivesIn this field, the aim of educational intervention will be to develop the following abilities:

1. To create an accurate and positive self-image through the interaction with others and the

gradual identification of one’s traits, possibilities and limitations, by developing self-esteem

feelings as well as personal autonomy.

2. To get to know and represent one’s body, their elements and some of its functions, thus

discovering possibilities of action and expression and coordinating and evincing expressions

and movements.

3. To identify one’s feelings, emotions, needs or preferences, and to be able to name them,

express them and communicate them to others, also identifying and respecting those of other

people.

4. To carry out, more and more autonomously, regular activities and simple tasks to solve

everyday problems, thus enhancing self-confidence and the ability to take the initiative, as

well as developing strategies to satisfy their basic needs.

5. To adapt their behaviour to the needs and requirements of the others by developing

respectful, helpful and collaborative habits and avoiding submissive or dominant behaviours.


6. To make progress in acquiring habits and attitudes related to security, hygiene and improving

one’s health by appreciating and enjoying daily situations of balance and emotional well-

being.

2. Physical, Natural, Social and Cultural RealmsThis field of knowledge and experience is intended to help children in their process of discovering

and representing the different contexts which form the childhood realm, as well as to make it easier

for them to become a part of it in a reflective and participatory manner. The field’s contents make

sense because they are complementary to the rest of the fields and should be interpreted within the

educational proposals, from the perspective of global action and learning processes. Therefore, the

realm cannot be understood without using the different languages, the same that oriented

movements must be carried out from the knowledge of one’s body and its spatial location.

Throughout this stage, boys and girls discover that they belong to the social realm. School life

implies establishing broader experiences which will bring them closer to knowing people and

interpersonal relationships, thus generating ties and developing attitudes such as trust, empathy and

attachment, which constitute the solid foundation of socialization. When developing these emotional

relationships, expressing and communicating one’s own experiences, emotions and feelings will be

taken into account in order to build their own identity and favour coexistence.

Gradually, pupils will approach some of their own cultural features. Cultural diversity makes it

advisable to teach children social customs and traditions from an open and integrating perspective

which allows them to learn the different cultural traditions and expressions that are present in the

society and thus create respectful and appreciatory attitudes towards them.

The importance of new technologies and their current incorporation to our society makes it

advisable for children to identify the role these technologies have got in their lives, by becoming

interested in learning about them and beginning to make use of them.

Contents are divided into three parts; Physical realm, objects, relationships and dimensions,

getting closer to nature, culture and life in our society. Foreign Language materials can bring these

topics closer to students by means of stories, videos and other materials and teaching activities.


1. To observe and explore the environment actively, thus interpreting significant situations and

facts and showing interest in learning about them.

2. To interact with the others, in a way that gets more balanced and satisfactory each time,

gradually internalizing social behaviour rules and adapting their behaviour to them.

3. To get to know different social groups who share similar experiences as well as some of their

traits, cultural productions, values and lifestyles, thus generating trust, respect and

appreciation.


4. To get started with Maths skills by handling objects and collections in a functional way,

identifying their attributes and qualities and establishing group, classification, order and

quantification relationships.

5. To learn and value the basic components of the natural realm and some of its relationships,

changes and transformations, thus developing careful, respectful and responsible attitudes

regarding its conservation.

3. Languages: Communication and RepresentationEven though it can be useful within other fields, the most important field for Foreign Languages is

that of communication and representation. This field of knowledge and experience is also aimed at

improving the relationship between the child and the environment. The different forms of

communication and representation are a link between the outer and the inner world, as they are

instruments which make it possible to represent reality, express thoughts, feelings and experiences

and interact with others.

When using different languages, children will discover the most suitable way to adapt each of

them to the different realities or dimensions of the same reality. This way, it will be easier for them to

adapt each language’s codes to their communicative intentions, thus getting closer to using those

languages in a more personal and creative way.

The different forms of communication and representation integrated in this field are: verbal

language, plastic language, musical language, body language, audio-visual language and the

language of information and communication technologies, which, in a certain way, incorporates the

former ones.

On the other hand, oral language is especially important at this stage, it is the main learning tool,

it controls behaviour and articulates experiences, feelings, ideas, emotions and so on. Verbalization,

that is, expressing with words what they are learning, thinking and feeling, is an essential tool to build

their personal identity, to learn, to learn to do and to learn to be. Oral language will encourage, by

means of different interactions, the access to ways that get more and more conventional and

complex.

In the second level of Pre-Primary the aim is for children to discover and explore reading and

writing by stirring up their interest and consolidating it. The functional and meaningful use of reading

and writing in the classroom will lead them, with the appropriate educational intervention, to start

learning some of the properties of written texts and its conventional characteristics, whose acquisition

must be accomplished in the first level of Primary Education.

Likewise, it is also necessary for them to develop positive attitudes towards their own language

as well as the others’ by awakening their sensitivity and curiosity towards learning other languages.

When introducing a foreign language, such curiosity will be valued as well as the gradual approach to

the meanings of messages within known communication contexts, mainly in daily class routines.


Audiovisual language and information and communication technologies which are present in

children’s lives, require an educational approach that gets boys and girls started in the

comprehension of audio-visual messages and their correct use.


1. To use language as a communication, representation, learning and enjoyment tool, as well as

to express ideas and feelings and value oral language as a way to relate to others and

regulate coexistence.

2. To express emotions, feelings, desires or ideas by means of oral language and through other

languages, by selecting the one that suits the intention and the situation better.

3. To understand intentions and messages of other children and adults by adopting a positive

attitude towards their own language as well as the foreign one.

4. To understand, reproduce and recreate some literary texts by displaying attitudes of

appreciation, enjoyment and interest towards them.

5. To get started in the social use of reading and writing by exploring how they work and

appreciating them as communication, information and enjoyment tools.

6. To approach the knowledge of works of art expressed in different languages and to make

artistic representation and expression activities by means of various techniques.

7. To get started using a foreign language orally in order to communicate during class activities

as well as to show interest and enjoy participating in these communication exchanges.

KEY COMPETENCES

The Spanish Organic Law of Education (LOE) defines the curriculum as consisting of both

traditional components (objectives, contents, teaching methodology and assessment criteria) and key

competences. Even though it is not until the 4th year of Primary Education that students take part in

the so-called diagnostic evaluation, in which they will have to show the acquisition of certain

competences, during the second level of Pre-Primary basic competences of education can be taught

reasonably. This evaluation in Primary Education does not affect students academically speaking,

but the fact that the results are used to help schools make decisions regarding the way students

should learn, gives us an idea of how educational processes are affected by this, and thus become

more functional.

An educational process based on the key competences differs from a knowledge centred

model where the theoretical information often seems to be disconnected, in that it is based on the

acquisition of integrated competences and basic practical skills. These skills can be proved by the

students. In short, a competence is knowledge put into practice, integrating skills and attitudes in

problem-solving within a variety of contexts. “Competence” has been graphically and concisely

defined as knowledge in action, that is, using knowledge and abilities in specific situations (real


contexts, different from the ones in which the competence has been acquired), activation of

resources or knowledge the student has (although they may think they do not have it because they

have forgotten it).

There is an aspect that must be emphasized, what is called the combined nature of

competence: students use what they know in order to show that they can put it into practice and that

they know how to proceed. This way, it is proved to us that a competence integrates the different

contents worked on in the classroom (concepts, Procedures and attitudes), which is an example of

the pupil’s comprehensive education. To sum up, we are acknowledging that school not only

provides the student with technical and scientific knowledge, but also with citizenship skills, which is

why they have to show certain civic and intellectual attitudes which entail respect for others,

responsibility and teamwork.

There is also another important feature of competences: they allow students to cope with the

constant updating which takes place in any field of knowledge. Academic education takes place in

school during a limited period of time, but the need for personal and/or professional training never

ends. Competence based training in, for example, the use of information and communication

technologies will allow students to use this tool in order to gather the information needed in a

particular time (obviously, after an analysis of the quality of the material has been performed). If, in

addition, we take into account the fact that it is often impossible to cover the whole content of the

curriculum in sufficient depth, the importance of training students in the competence of learning to

learn is clear.

In our education system, the key competences that should be acquired by students during their

compulsory education, in order to deal with the demands of their personal and professional life, are

the following:

Linguistic competence.

Mathematical competence.

Competence in knowledge of and interaction with the physical world.

Data processing and digital competence.

Social and civic competence.

Cultural and artistic competence.

Learning-to-learn competence.

Autonomy and personal initiative.

Contribution of the Foreign Languages Field to the Acquisition of Key CompetencesLearning a foreign language contributes directly to the acquisition of linguistic competence by

completing, enriching and adding new aspects of comprehension and expression to the general

communicative competence of the student. A communicative approach to language learning

contributes to the development of this competence in the same way as the first language does.

Foreign languages are essential to the development of this competence with regard to oral

discourse because listening and speaking are given special importance at this stage. Likewise,


because the ability of expression is developed, learning a foreign language improves the general

communicative competence.

When language is acquired, it is used as a vehicle for the process of human thought and as

an instrument for the interpretation and representation of reality. This subject contributes to the

development of competence in learning to learn because general linguistic ability increases and

offers potential resources for comprehension and expression.

This subject is also a vehicle for the development of social and civic competence. Languages

are used by speakers as a means of social communication and to become part of the common

culture of different communities and nations. They are also, to a great extent, a vehicle for cultural

communication and transmission, encouraging respect, interest in and communication with speakers

of other languages, and recognition and acceptance of cultural and behavioural differences.

All the above-mentioned competences are currently directly related to data processing and

digital competence. Using digital resources as learning tools is inherent in the subject and its

everyday use directly contributes to the development of this competence.

This subject area specifically includes an approximation to cultural statements which are

common in the countries where the target language is spoken, thereby contributing to the acquisition

of artistic and cultural competence by introducing students to artistic works or authors who have

contributed to their creation, as well as to children’s literature.

Knowledge of a foreign language also contributes in different ways to the acquisition of

competence in autonomy and personal initiative. The teaching programme encourages cooperation

and the management of personal skills and resources and social and negotiating skills within the

“self-knowledge and personal autonomy” field. This means setting up activities which lead to the

development of initiatives and decision making in the planning and organization of work, thereby

developing autonomy and personal initiative.

Finally, although competence in knowledge of and interaction with the physical world and

mathematical competence are not specifically mentioned in Foreign Languages Objectives, given the

nature of the course materials, many opportunities to develop these competences as well can be

found during in class.

ASSESMENT CRITERIA

Even though Playschool focuses on motivating children more than on pointing out their

achievements, a control of their progress is important in order to be able to carry out an individualized

progress monitoring. Because children are just starting to learn, the first year of Second-Level Pre-

Primary’s assessment can be based on a direct observation of their development. It is more

important to encourage them to participate by congratulating them for their progress and giving them

small rewards. To spend time, in short, establishing the foundations of their future language learning

and making them self-confident.


Progress monitoring is a constant work from the second year of Second-Level Pre-Primary

on. It can be carried out in any given moment by asking several questions at story-time, paying

attention to the children while they work on their tables and observing how they manage during class

activities.

Assessment criteria can be divided in two sections:

Class Activities Follows class instructions

Tries to communicate with the teacher/Monkey Puppet

Listens and understands songs/rhymes

Tries to take part in songs/rhymes (lyrics, actions or both)

Is able to follow the story

Takes part in games

Completes worksheets

Completes crafts and is careful with them

Answers instructions nonverbally

Answers instructions verbally

Recognizes key vocabulary of the unit and starts saying it in English

Attitude and General Remarks Shows interest in learning

Makes an effort

Participates

Is self-confident in class

Respects class routines and rules

Develops gross motor skills

Develops fine motor skills

Cooperates with classmates

Listens to classmates

Respects speaking turns

COURSE MATERIALS

1st yearPre-Primary, 2nd level

Cookie’s Treehouse– Oxford University Press

2nd yearPre-Primary, 2nd level

Three in a Tree A – Oxford University Press

3rd yearPre-Primary, 2nd level

Three in a Tree B – Oxford University Press


PROGRAMME OF UNITS: Cookie’s Treehouse

UNIT 1. FRIENDS

TOPICFriends .

OBJECTIVES. Present the characters Cookie the cat and Lulu the kangaroo. Introduce the concept of learning a new language.. Recognise and use the simple greeting forms : hello, bye-bye. Learn the first numbersand their graphic representation. Present ,recognise and use the colour ; blue. Be able to learn,sing and perform the actions to songs in English. Be able to carry out simple actions. Recognise and understand short phrases in English . Play guessing games. Establish a routine for lessons. Work on oral comprensión. Coordinate and control fine motor skills.. Encourage confidence.

ACTIVE LANGUAGE. Hello, Goodbye Cookie the cat Lulu the kangaroo, blueNo, yesboys, girls

PASSIVE LANGUAGE.Stand up, stretch, sit down, wave, skipclose your eyes.Skip to Cookie/the treehouse.Jump. I’m a…Lulu, what have you got in your pouch?Clap hands.Dance. Point and circle.Sing.Find…Point to…Draw the path.Language from TPR.

COMMUNICATIVE STRUCTURES.Where’s Cookie?What colour Is…?, Show me….

PROCEDURES Learn and imitate certain actions that are going to be carried out throughout the course. Sing and imitate the actons to the Hello song . Repeat Where’s Cookie? while moving the sticker on the poster so that the children can find

and point to the character. Colour the sky blue on worksheet 1 from the CB and stick on the stickers of Cookie. Imitate the sounds and actions that the characters Cookie y Lulu make. Learn to name and recognise the colour blue .


Colour the character Lulu, blue on worksheet 2 from the CB. Repeat and imitate the actions TPR. Learn , sing and perform the actions to the : Clap hands song. Repeat the question Where’s …so that the children find and point to the characters on

worksheet 3 from the CB. Draw a line following the character´s path towards the tree house on worksheet 4 from the

CB.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES .Lesson 1Hello Cookie (GD p 13)Go towards Cookie.Go towards the tree house (GD p. 13).Lesson 2You are an animal (GD p.15). Cat or Kangaroo ? (GD p. 15).Lesson 3 Girl or boy ?(GD p. 17). Clap hands. (GD p. 17).Lesson 4 Walk to the tree house (GD p 19). Revision from TPR. (GD p. 19).Revision Lesson My favourite (GD p. 21). Game with flashcards (GD p. 21).

REVISION LESSON. Play a game( TPR) in order to go over the actions in unit 1. Go over the song Clap hands (TPR) and do the actions. Go over the vocabulary from the unit with poster 1. Go over the language in lesson 1, repeating words and finding objects using the poster of

Lulu.

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS. Development of fine motor skills. Help and participate with others in classroom activities and in daily life. Recognise social groups : the family and school. Learn to respect the rules of conduct used in social groups that the child belongs to. Understand verbal instructions. Express feelings through chants and songs . Learn and recognise the first numbers . Recognise the characteristics of objects: i.e. colour. Listen to and take part in childrens songs, dances and movements. Use the body to express feelings.

1. Self-awareness and Personal Autonomy. The children learn to perform everyday activities with increasing independence ; they learn

to move around the classroom autonomously, developing self- confidence , initiative and also develop strategies to satisfy their basic needs.

This provides an environment in which the child feels comfortable and is able to communicate his/ her opinions and interests with a stronger sense of security, respect the rules of adequate behaviour for greetings and farewells, and appreciate and accept the differences between sexes .

2. The physical,natural, social and cultural environment . The subject matter in unit 1 is related to the children´s environment , the observation

of the characters´ home and the comparison with the child´s own.


3. Languages: Communication and Representation . Art and craft activities are a good medium for personal expression and sharing with

others. The child starts to show interest in colours and develop a sense of aesthetics and personal taste, thus achieving positive all - round development .

Through physical representation and activities the children are encouraged to use mime techniques and corporal expression to support oral communication .

ASSESSMENT.Assessment tools.Class record sheet (PMB B, Cookies Play Pack, p. 22Report Sheet (PMB B, Cookies Play Pack, p. 23)

Assessment criteria.In the first year of the 2º cycle of pre-primary,as the children are starting out on their learning experience,the assessment can be based on the direct observation of the child´s development .

Unit 2: SUN AND RAIN

TOPIC.The Weather.

OBJECTIVES. Learn and use the concepts up/down. Learn and use the concepts big/little. Introduce vocabulary about the weather: rain, sun, cloud. Present, recognise and use the colour, yellow and compare it with blue. Be able to learn, sing and perform the actions to songs in English. Be able to perform simple actions. Recognise and understand short instructions in English. Present new instructions( TPR ) and go over the previous ones. Establish a routine for lessons. Work on oral comprehension. Practice folding and matching activities. Encourage self - confidence.

ACTIVE LANGUAGE. rain, sun, cloud.spider, bird, yellow.Big, little.

PASSIVE LANGUAGE.Up, downWhat have you got in your pouch?.Point to the…HideWhat is it?Language from TPR.

COMMUNICATIVE STRUCTURESWhat colour is it?Show me something blue/yellow.Do you like…?


PROCEDURES Sing, imitate and perform the actions to the Hello song . Introduce the concepts rain, sun and spider using the poster of Lulu. Learn the song Little spider, recognising and imitating the actions up/down. Colour the spider blue, on worksheet 5 from the CB. Fold the card and work on the concepts

sun/rain and up/down. Present and make the children repeat the the word bird: Imitate the onomatopoeic sound of

birds. Present and repeat the colour yellow and point to objects in the class that are this colour. Play a game of guess the colour: with the colours yellow/blue. Colour worksheet 6 from the CB, stick on the sticker of the spider. Sing and perform the actions to the : Sit down song. Introduce the word hide. Revise the concepts big or little, show the meaning by using your arms. Match the big spiders with the little spiders and colour those of the same size ,the same colour on

worksheet 7 from the CB. Vocabulary revision . Listen to a recording of the sounds that correspond to these concepts and

point to the words that are being mentioned. . Complete the picture of the spider on worksheet 8 from the CB and stick the eyes on the spider.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES. Lesson 1Sun or rain? (GD p 23)Mímic the animals (GD p. 23).Lesson 2Animal sounds. (GD p.25).Animal movements. (GD p. 25).Lesson 3Decorate and match the spiders (GD p. 27).Up and down. (GD p. 27).Lesson 4Decorate the spiders (GD p. 29).Clap hands song (GD p. 29).Revision lesson.Paint faces (GD p. 31)What is the weather like ? (GD p. 31).

Revision lesson Revise the language from unit 1 to 2,by repeating the words and finding the objects using the

poster of Lulu. Play a game (TPR) to go over the actions and vocabulary in units 1 a 2. Play the game “Toc Toc”, to act out the different animals. Go over the Little spider song and Sit down song, performing the actions. ( TPR ) Go over the vocabulary in the unit with poster 2.

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS. Development of fine motor skills. Help and participate with others in classroom activities and daily life. Learn to respect the rules of conduct used in social groups that the child belongs to. Understand oral instructions and a story . Express , individually or in groups, likes, feelings ,needs and wishes through a story, chant or

song. Show interest in oral communication and respect the rules of social interaction. Recognise the properties of objects: .i.e. colour and size. Listen to and participate in childrens songs, dances and movements. Show interest in acting and role play.

1. Self-awareness and Personal Autonomy.


The children learn to perform every day activities with increasing independence ; they learn to move around the classroom autonomously , developing self- confidence , initiative and strategies to satisfy their basic needs.

This provides an environment in which the child feels comfortable and is able to communicate his/ her opinions and interests with a stronger sense of security, respecting the rules of adequate behaviour for greetings .

2. Physical, Natural, Social and Cultural Realms. In this unit the TOPIC relates to the children´s surroundings and in particular to the

observation of how the weather changes.The children are encouraged to pay attention to these weather changes by learning and singing the song in the unit.

3. Languages: Communication and Representation. Art and craft activities are a good medium for personal expression and sharing with


Through physical representation and activities the children are encouraged to use mime techniques and corporal expression to support oral communication .

ASSESSMENT.

Assessment tools.Class record sheet (PMB B, Cookies Play Pack, p. 22Report Sheet (PMB B, Cookies Play Pack, p. 23)

Assessment criteria.In the first year of the 2º cycle of pre-primary,as the children are starting out on their learning experience,the assessment can be based on the direct observation of the child´s development .

STORY 1: LOOK AT COOKIE!

Revision vocabularyHello, Cookie the cat,Lulu the kangarooBoy, girlSpider, bird, treeBlue, yellowBig, littleRain, sunLanguage from TPR

Classroom language Look at me.Watch out.Choose…

Objectives.Revise the structures and the vocabulary in the previous units 1 and 2.

Procedures. Sing imitate and perform the actions to the Hello song . Revise the TPR Clap hands song and perform the actions. Say the rhyme Storytime rhyme. Look at the different pictures on worksheet 9 and point to them as they are being named.. Draw a circle around the action that does not appear in the story.


Match the flashcards with the same objects shown on posters 1 and 2 . Go over the song Little spider and perform the actions. Say the rhyme Storytime rhyme and perform the actions. Classifiy objects into big and little ,asking and answering the question, Big or Little?.

UNIT 3: TOYS

TOPIC. Toys.

OBJECTIVES Learn and use vocabulary about toys. Introduce the colour red and compare it with the colours blue and yellow. Present the numbers one and two and count in English. Play simple games to identify objects and guess things. Be able to learn ,sing and perform the actions to songs in English . Be able to carry out simple actions. Recognise and understand simple actions in English.. Present new instructions and go over the previous ones. (TPR) Establish a routine for the lessons . Work on oral comprehension. Practice the folding and matching activities . Encourage self-confidence.

ACTIVE LANGUAGE.Ball, dolly, plane, train. RedOne, two

PASSIVE LANGUAGE.I’ve got a…Show me something redWhat have you got in your pouch?.Language from TPRWhere´s the…?

COMMUNICATIVE STRUCTURES.What colour is it?How many…?

PROCEDURES Sing the Hello song and perform the actions. Introduce the concepts of ball, dolly, plane, using the poster of Lulu. Learn the song I’ve got a plane, recognising and imitating the actions that correspond to the

toys. Colour the ball blue, on worksheet 10 from the CB,. Present and make the children repeat the words plane, dolly, ball and train using the poster

of Lulu and the flashcards. Present the colour, red; repeat and point to objects that are this colour in the classroom

asking What colour is it? Play a game to guess the colours: yellow/blue./red. Colour the train red on worksheet 11 from the CB and stick on the sticker of Cookie. Go over the vocabulary on toys using poster 3 and count one or two, depending on the

objects that appear. Sing and do the actions to the: Big red train song. Pretend that the children get into the train,

then make the sound of a train engine and wave (wave). Go over the concepts of big or little, using objects of different sizes ,get the children to say

which is big and which is little.Oxford University Press – Tree Series 20

Match the toys that are similar, big and little and count the number of objects that are the same.; afterwards colour the toys on worksheet 12 from the CB.

Revise the vocabulary learning through the flashcards and the actions .( TPR.) Find the hidden toys on worksheet 13 from the CB and draw a line from Lulu to the ball.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES. Lesson 1Pretend you are playing (GD p. 37) Musical Flashcards (GD p. 37).Lesson 2What´s in the bag? (GD p.39).Game with flashcards and the colours (GD p. 39).Lesson 3Throw the ball (GD p. 41).Where is the doll? (GD p. 41).Lesson 4Game with flashcards (GD p. 43).The game of Kim (GD p. 43).Revision lesson.How many crayons? (GD p. 45)Discoteque (GD p. 45).

Revision Lesson. Revise the language from units 1 to 3, repeating and finding the objects using the poster of

Lulu. Play a game from TPR in order to go over the actions and the vocabulary from units 1 to 3. Play a guessing game by performing the actions and sounds. Go over the songs from TPR, performing the actions. Revise the vocabulary in the unit with poster 3.

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS. Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups that the child belongs to. Understand oral instructions. . Understand the concept of number and quantity .. Understand the concept of number, colour and size . Show interest in oral communication and respect the rules of social interaction and

conversation.. Listen to and participate in the childrens songs, dances and movements..

1. Self-awareness and Personal Autonomy. The children perform every day activities with increasing independence ; they learn to move

around the classroom autonomously, developing self- confidence , initiative and strategies to satisfy their basic needs.

This provides an environment in which the child feels comfortable and is able to communicate his/ her opinions and interests with a stronger sense of security.

.

2. Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to the chidren´s surroundings, the observation of

different toys and talking about their preferences. They learn to share common objects and learn the importance of non- sexist games and toys.




Through physical representations and activities the children are encouraged to use mime techniques and corporal expression to support oral communication.

ASSESSMENT.Assessment toolsClass record sheet (PMB B, Cookies Play Pack, p. 22Report Sheet (PMB B, Cookies Play Pack, p 23)

Assessment criteria.In the first year of the 2º cycle of pre-primary,as the children are starting out on their learning experience,the assessment can be based on the direct observation of their development .

UNIT 4: CLOTHES

TOPICClothes.

OBJECTIVES Present and learn Please and Thank you. . Present and learn vocabulary on clothes. Be able to exchange greetings (How are you?. Fine, Thank you). Be able to express feelings (happy and sad). Recognise colour combinations and size. Know how to express preferences. Be able to learn , sing and perform the actions to songs in English. Be able to perform and carry out activities from ( TPR ). Recognise and understand short instructions in English. Present new instructions and go over all the previous ones.( TPR) Establish a routine for the lessons. Work on oral comprehension. Encourage self-confidence.

ACTIVE LANGUAGE .Hat, shoes, trousers, Happy, sad.I like…

PASSIVE LANGUAGE.Put on/Take offWhat have you got in your pouch?.Circle the…Touch your…What’s this?It’s big, It’s little.

COMMUNICATIVE STRUCTURES.Where are you?Who are you?How are you…?, Find, please. Thank you.

PROCEDURES Sing the Hello song and perform the actions. Introduce the expressions put on/take off and the vocabulary on clothes playing with the

silhouette of Cookie on pages 94 and 95 in the Didactic Guide. Present the vocabulary on clothes with the flashcards or with real clothes. Learn the song Cookie put your trousers on, and perform the actions put on/take off to it.Oxford University Press – Tree Series 22

Find , point to and repeat the words on clothes on worksheet 14 from the CB and stick on the sticker of the bird.

Present and make the children say the words hat, shoes and trousers using the poster of Lulu. Guess and say the expressions It’s big, It’s little according to the clothes items that are shown. Present the concepts sad/happy and use them to express these feelings about different items of

clothing. Match items of clothing to the corresponding part of Cookie´s body on worksheet 15 from the CB. Go over the vocabulary on clothes and the appropriate instructions with poster 4. Go over colours and clothes on the reverse side of worksheet 15 from CB , and express likes on

them. Sing and perform the actions to the song : Where are you?. Pretend that the children have look

for Cookie and Lulu. Colour Lulu´s clothes blue , yellow and red on worksheet 16 from the CB. Go over the the vocabulary learnt with the flashcards and the actions from( TPR ). Give out clothes in the classroom and organise a fancy dress parade . Put the stickers on the hat and place the figure of Cookie on worksheet 17 from the CB. The

children decide if Cookie is happy or sad by using the faces that are on the worksheet and they colour in the appropriate one.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES. Lesson 1Dress Cookie (GD p. 47)Cookie, put your trousers on (GD p. 47).Lesson 2Cookie says (GD p.49).Shoes? Big ? Red? (GD p 49).Lesson 3Big or little ? (GD p. 51).Big red cap (GD p. 51).Lesson 4Where´s the spider? (GD p. 53).Happy or sad? (GD p. 53).Revision lessonWhere are you? (GD p. 55)Game with flashcards (GD p. 55).

Revision Lesson Revise the language from units 1 to 4, repeating and finding objects. Use the poster of Lulu . Play a game from TPR to go over the vocabulary and actions in units 1 to 4 . Play a game , guess objects by using the appropriate sounds and actions. Go over the song Where are you? Play hide and seek with the children. Go over the vocabulary in the unit with poster 4 .

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS. Development fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups that the child belongs to. Understand vebal instructions and stories. Express and understand individually or in groups feelings,needs and wishes through stories,

chants, songs and guessing games. Show interest in oral communication and respect the rules of social interaction and

conversation.. Listen to and participate in the nursery songs ,dances and movements.. Use the body to express feelings. Show interest in acting and role play .



around the classroom autonomously , developing self- confidence , initiative and strategies to satisfy their basic needs.


Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to the children´s surroundings ,in particular the

observation of different items of clothing , learning how to respect others , their exterior aspect and the way they dress.


others. The child starts to show interest in colours and develop a sense of aesthetics and personal taste, thus achieving all - round development .




STORY 2: COOKIE’S TOYS

Revision vocabulary.Cookie the cat,Lulu the kangarooBig, littleBlue, red, yellowBall, dolly, plane, train.Hat, shoes, trousers

Classroom language. Do you like that ball?Where’s the yellow…?

OBJECTIVESRevise the structures and vocabulary from the previous units 3 and 4.

PROCEDURES Sing the Hello perform the actions. Revise with the flashcards the vocabulary on toys and colours and sing the song I’ve got a

plane. Say the rhyme Storytime rhyme. Look at the flashcards of the toys and clothes and relate the objects mentioned with the ones in

the Story cards. Say out loud the the names of the objects that appear on worksheet 18 from the CB and get the

children to colour in the toy that they like the most. Match the objects on the flashcards with the same objects on posters 3 and 4.


Go over the song Cookie put your trousers on by pulling real clothes out from a bag every time the music stops.

Say the Storytime rhyme and perform the actions. Classify objects into big and little asking and answering the question How many?, one?, two?.

UNIT 5: ANIMALS

TOPICAnimals.

OBJECTIVES. Present and use the name of animals and concepts related to them. Be able to recognize instructions to make understanding the sounds and movements of animals

easy. (TPR) Introduce the colour, green and compare it with blue, yellow and red. Learn a new number, three , in English. Be able to find and count animals. Be able to learn, sing and perform the actions to songs in English. Do craft work by making a paper duck. Be able to perform simple actions and games. Recognise and understand short instructions in English. Establish a routine for the lessons. Work on oral comprehension.. Encourage self- confidence.

ACTIVE LANGUAGE Duck, rabbit, turtle. Hop, splash, quack. Green.Three.

PASSIVE LANGUAGEDo you like the sun or the rain?What have you got in your pouch?.Show me something…Point to…

COMMUNICATIVE STRUCTURES.What colour is it?

PROCEDURES Sing the Hello song and perform the actions. Introduce the vocabulary ; rabbit, duck and tortoise, using the poster of Lulu. Learn the song Little rabbit, imitating the sounds of the animals and performing the actions. Colour the duck red, on worksheet19 from the CB. Stick the stickers of the spider and the bird

onto the card. Present and make the children repeat the new animal vocabulary using the poster of Lulu and the

flashcards. Present the colour green and point to objects in the classroom that are green asking What colour

is it? Play a guessing game with the colours: yellow, blue, red, and green. Colour the turtle green on worksheet 20 from the CB. Go over the vocabulary sun and rain and

then let the children draw and colour the sun or rain on the worksheet, letting them decide which ..

Go over the names of the animals with poster 5. Ask the question How many ducks? And count one, two, three with the children.

Divide the children into three groups, each one near a flashcard of an animal . Give and carry out simple instructions from TPR.

Go over the concepts of clap, and jump. Sing and perform the actions to the song One, two three.Oxford University Press – Tree Series 25

Stick the coloured stickers on the right duck and then draw a line from the ducks to the pond . Go over the vocabulary from previous lessons using the poster of Lulu and poster 5. Go over the grammatical structure Do you like…?, I like… in pairs with the corresponding

flashcards. Go over the actions learnt up until now playing the game Cookie says ( TPR) . Match the front and back parts of the animals and colour the pictures on worksheet 22 from the

CB. To finish with count the animals on worksheet 21 from the CB.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES. Lesson 1Rabbit ears (GD p. 61)Musical statues (GD p. 61).Lesson 2Which one is missing? (GD p.63).Instructions with colours (GD p. 63).Lesson 3Animal groups (GD p. 65).Ducks (GD p. 65).Lesson 4Musical cards (GD p. 67).Clapping games (GD p. 67).Revision Lesson.The flashcard game (GD p. 69).Follow the leader. (GD p. 69)

Revision lesson Revise the language from units 1 to 5 repeating and finding objects Use the poster of Lulu. Play a game to go over the actions and vocabulary in units 1 to 5. (TPR) Play a guessing game to guess the actions and sounds performed. Go over the songs from , performing the actions. (TPR) Go over the vocabulary in the unit with poster 5..

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS. Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups that the child belongs to. Recognise animals and their characteristics. Understand oral instructions. Express likes and feelings through chants and songs, individually or in groups. Show interest in oral communication and respect the rules of social interaction and

conversation.. Listen to and participate in the nursery songs ,dances and movements.. Learn basic art and craft skills to stimulate creativity Use movement to develop a sense of space ..

. 1. Self-awareness and Personal Autonomy. The children perform every day activities with increasing independence ; they learn to move

around the classroom autonomously, developing more self- confidence , initiative and strategies to satisfy their basic needs.

This provides an environment in which the child feels comfortable and is able to communicate his/ her opinions and interests with a stronger sense of security, respecting the appropriate rules of behaviour and coexistence

2. Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to the children´s surroundings , the observation of

different animals and learning how to respect and look after the natural environment in general.







UNIT 6: BODY

TOPICThe Body.

OBJECTIVES Present and use vocabulary on parts of the body. Present the temperature and other words related to the weather. Introduce new instructions and go over the previous ones.( TPR) Know how to express likes. Be able to find and colour objects. Be able to identify objects by their size and colour. Play simple games to identify objects and guess things. Be able to learn, sing and perform the actions to songs in English. Be able to perform simple actions. EstablIsh a routine for lessons. Work on oral comprehension. Recognise and understand short instructions in English. Encourage self- confidence.

ACTIVE LANGUAGE .Foot/feet, hands, head. Cold, hot.

PASSIVE LANGUAGE.What’s on your feet?What have you got in your pouch?.Tap your foot.Fall down.Nod your head.

COMMUNICATIVE STRUCTURES.What do you wear when it’s hot?

PROCEDURES. Sing the Hello song and perform the actions. Introduce the concepts foot/feet, hands and head using the poster of Lulu. Learn the Round the tree song and perform the actions.Oxford University Press – Tree Series 27

Colour the hands and feet of the characters on worksheet 23 from the CB in the appropriate colour.

Go over the vocabulary on the body using the flashcards and play a game guessing what part of the body it is by making the corresponding noise .

Present the concepts of hot and cold , link the words to clothes or the weather . Use the expression It’s cold/It’s hot.

Let the children observe the weather through the window and then colour worksheet 24 from the CB according to what they see. Stick the stickers from the unit in the appropriate places.

Go over the vocabulary with posters 6 and 7 and the corresponding flashcards. Sing the song and perform the actions to the :Put your hand up song. Go over the parts of the body with worksheet 25 from the CB.Cut the card into three parts as

indicated and then piece it together again on another piece of paper.. Go over the vocabulary on parts of the body and clothes using the appropriate flashcards . Go over the grammatical structure Do you like…?, I like… in pairs with the corresponding

flashcards. Go over the vocabulary from all the units using the flashcards and posters 2 and 6 . Express the

words by miming them . Go over the songs(TPR) giving and carrying out the corresponding instructions. Match the things from the same catergory on worksheet 26 from the CB and draw a line between

them .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES. Lesson 1Big or little ? Red or blue? (GD p. 71)Cookie says (GD p. 71).Lesson2Hot or cold ? (GD p.73).Is it hot or cold? (GD p. 73).Lesson 3Who is it? (GD p. 75).Revisión of the song (GD p 75).Lesson 4Make pairs (GD pág. 77).What do you like ? (GD pág. 77).Revision lessonFind the flashcard (GD pág. 79)Drawings of hands and feet. (GD pág. 79).

Revision lesson Revise the language from units 1 to 6 repeating and finding objects Use the poster of Lulu. Play a game to go over the actions and vocabulary in units 1 to 6. (TPR) Play a guessing game to guess the actions and sounds performed. Go over the songs, performing the actions. (TPR) Go over the vocabulary in the unit with poster 6..

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS. Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups that the child belongs to. Learn about the parts of the body. Understand oral instructions and a story. Express and understand feelings,needs,and wishes ,individually or in groups, through stories

,chants, songs and guessing games. Show interest in oral communication and respect the rules of social interaction and

conversation.. Listen to and participate in the childrens songs ,dances and movements..


Learn basic art and craft skills to stimulate creativity Use movement to develop a sense of space.

Self-awareness and Personal Autonomy. The children perform every day activities with increasing independence ; they are aware of

their own bodies they learn to move around the classroom autonomously , developing more self- confidence , initiative and strategies to satisfy their basic needs.

This provides an environment in which the child feels comfortable and is able to communicate his/ her opinions and interests with a stronger sense of security,

Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to the parts of the body.

Languages: Communication and Representation. Art and craft activities are a good medium for personal expression and sharing with



ASSESSMENT.Assessment toolsClass record sheet (PMB B, Cookies Play Pack, p. 22Report Sheet (PMB B, Cookies Play Pack, p. 23)


STORY 3: COOKIE GOES SWIMMING

Revision vocabulary.Hello, Cookie the cat,Lulu the kangarooHappy, sad.Duck, bird, spider, rabbit, turtle.One, two, three.Cold, hot.Feet, hands, head.Blue, green, red, yellow.Tree,Ball, dolly, trainHat, shoes, trousers.

Classroom vocabulary. Let’s swim, Lovely,Let’s go.

OBJECTIVES. Go over the structures and vocabulary in the previous units 5 y 6.


Procedures. Sing the Hello Song and perform the actions. Go over the Little rabbit song and perform the actions(TPR) . Say the rhyme Storytime rhyme. Look at the flashcards showing happy and sad and start to relate this concept when seeing the

Story cards. Identify the characters on the left on worksheet 27 from the CB and link them with the characters

in the main drawing. Go over the vocabulary with the flashcards and posters 5 and 6, identifying on which poster the

flashcard image is . Go over the song Round the tree playing the game Cookie says. Say the Storytime rhyme and perform the actions. Play the game of hiding objects, one, two, three .and guess the number..

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES Lesson 1Animal flashcards (GD p. 81)Count to three (GD p 81).Lesson 2Favourite game(GD p. 83)Spectacle. (GD p 83).

CHRISTMAS

Key vocabularyChristmas tree, red.Mummy, daddy

Classroom language. Play.What colour is it?What is it?Who’s this?Father Christmas.What do you want for Christmas.Christmas card.Thank you.

OBJECTIVES. Present vocabulary and concepts related to Christmas. Sing Christmas carols in English. Play simple games guessing and identifying objects Be able to make a Christmas card. Be able to perform simple actions. Establish a routine for lessons. Work on oral comprehension. Encourage self- confidence. Show respect for the traditions in other countries and sensitivity towards other cultures and

festivities.

Procedures Sing the Hello song and perform the actions. Explain in class what Christmas is and what this means, go over the concepts that are related to

this celebration. Go over the vocabulary on toys , play a game by imitating the sound that the toy makes and

guessing what toy it is .


Play “pass the parcel “ listening to music. When the music stops the child has to remove one layer of wrapping paper and say what colour it is. The last piece removed means the child has found the toy and must say what toy it is .

Sing the song Merry Christmas, performing the actions. Colour the figure of Father Christmas on worksheet 28 from the CB. Revise the language giving instructions for the children to carry out. (TPR) Go over the colours blue, red ,and yellow with the flashcards and poster 7. Make a Christmas card for the family with worksheet 29 from the CB. Stick the stickers on

Father Christmas´ sack and mention the colour of each of the presents .

Area syllabus. Learn and appreciate the social value of the festivities . Learn basic art and crafts to stimulate creativity. Communicate opinions and interests with greater self - confidence.

Physical, Natural, Social and Cultural Realms.The importance of Christmas in Great Britain: The celebrations at this time of the year are very important ; in schools (performing theatre plays and organising fairs etc ) at home ( sending lots of Christmas cards to family and friends , and buying special food , drinks and presents ). Talk about Father Christmas who arrives on Christmas Eve 24th December with toys for the children .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES Lesson 1Complete Father Christmas (GD p. 85)What do you want for Christmas? (GD p. 85).Lesson 2Christmas decorations .(GD p. 87)Merry Christmas Dance . (GD p. 87).

CARNIVAL

Classroom languageParade. It’s a carnival maskDo you like the…?

OBJECTIVES Learn and use vocabulary related to carnival. Be able to participate in a carnival parade. Be able to do craft work by making a carnival mask Be able to perform simple actions . Establish a routine for lessons. Work on oral comprehension. Encourage self- confidence..

Procedures Sing the Hello song and perform the actions. Go over the vocabulary on colours and clothes using the flashcards and the poster of Lulu . Organise a carnival parade., introducing the word parade and explaining its meaning.Sing and

perform the actions to a song. Colour and decorate the carnival mask with stickers, on worksheet 30 of the CB.

Attitude Disposition to be helpful and co-operate with classmates in games and in every day life . Appreciation and respect for the rules that control coexistence in the social groups to which the

child belongs


Being able to deliver messages expressing needs, feelings and wishes both individually and in groups..

Initiative and interest in participating in oral communication, respecting the established social rules that regulate linguistic exchange.

Put into action basic art and craft techniques to favour creativity.

Area syllabus. Learn to be aware of and acknowledge the social value of festivities. Learn basic art and craft skills to stimulate creativity. Respect the rules of correct behaviour in class asking for things politely .

Physical, Natural, Social and Cultural RealmsTalk about the most famous carnival in Great Britain, The Notting Hill Carnival in London ,introduced by people from the Caribbean ..

ADDITIONAL ACTIVITY TO REINFORCECarnival masks. (GD p. 89)

EASTER

Key vocabulary.Cakes, chocolates, Easter Bunny, eggs, three, basket, chick

Classroom language.Can you see…?Put the…in… Point to the .. How many eggs?

OBJECTIVES Present and use vocabulary and concepts linked to food and to Easter. Play simple games in English. Be able to learn and sing songs in English performing the actions to them. Be able to do craft work by making an Easter Egg. Establish a routine for lessons. Work on oral comprehension.. Practice folding and matching activities.. Encourage self- confidence..

PROCEDURES Sing the Hello song and perform the actions. Introduce the concept of the Easter Bunny, and other things to do with Easter using the poster of

Lulu and poster 8. Using worksheet 31 from the CB find the Easter Eggs that the Easter Bunny has hidden , count

them and classify them into big and little .Stick the stickers from the unit. Go over the colours and the concept of big and little by using the Easter Eggs. Ask and answer questions about the Easter Eggs like Where’s the big blue egg? It’s in the tree ,

with the help of worksheet 31 from the CB. Play at hiding and looking for the paper eggs so as to practice the structure: In the tree .

Colour the eggs on worksheet 32 from the CB , and decorate them with stickers. Fold the eggs in order to make an Easter decoration with them.

Respect the correct rules of behaviour for greetings and farewells.

Area syllabus. Learn to be aware of and acknowledge the social value of festivities. Learn basic art and craft skills to stimulate creativity. .


Physical, Natural, Social and Cultural RealmsTalk about how the British children celebrate Easter, decorating chocolate Easter Eggs that the Easter Bunny hides and the children have to look for .. .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES Lesson 1Look for the eggs (GD p. 91)Look for the red egg (GD p. 91).Lesson 2In search of the paper egg. (GD p. 93)Musical Easter Eggs (GD p. 93).

PROGRAMME OF UNITS: Three in a Tree A

STARTER UNIT: HELLO

TOPICGreetings and Farewells

OBJECTIVES Present Cookie, Lulu and Densel. Teach Hello and Bye-Bye. Teach numbers from 1 to 6. Encourage the children to participate singing a song. Establish a routine for the English lesson. Offer the children opportunities to communicate with the characters and the teacher.

ACTIVE LANGUAGE Cookie, Densel, Lulu, hello, bye-bye, cat, one, two, three, four, five, six.

PASSIVE LANGUAGEDuck, kangaroo, Come here!, Sit down!, very good, In a circle, everyone, Listen to me, You need colours, colour... Worksheets in your folders, Thank you, Who’s missing?, What have you got in your pouch?, Do you know your numbers?, Can you count from one to six?, What is it, everyone?

PROCEDURES Learn to use the expressions to say hello and say good bye in English. Familiarise themselves with the poster of Lulu and the activities with Flashcards. Listen to and learn a chant. Learn to recognise the written form of the children´s names using labels in the shape of leaves. Sing songs learning and going over the vocabulary in the unit. Practice the language in the unit using a worksheet in :Table Time. Practice the numbers by tracing the shape and recognising them through games and

worksheets..

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES .Lesson 1Guess who is saying Hello (GD p. 15)Who´s missing? (GD p. 15).Lesson 2Guess who has Cookie (GD p.17).Fishing (GD p. 17).


Lesson 3Puppets of the characters (GD p 19).Game with the puppets. (GD p. 19).Games with numbers on the blackboard. (GD p. 19).Lesson 4Book of numbers in zig-zag (GD p. 21).Activity with numbers in zig-zag (GD p. 21).How many fingers?. (GD p. 19).

UNIT 1: COLOURS

TOPICColours.

OBJECTIVES. Get the children used to the routine of the English class. Recognise the six colours in the unit and begin to say them in English. Encourage the children to participate singing the song; Colours song. Listen to obtain specific information. Develop fine motor skills and acquire pencil control with activities such as tracing , colouring ,

matching and drawing. Develop the skills for pre-writing, identifying a sequence in a series of objects and colours.. Develop creative skills : numbers in the zig-zag.book.

ACTIVE LANGUAGE . Red, pink, yellow, purple, green, blue, the numbers 1 to 6.

PASSIVE LANGUAGE.Hello, bye-bye, pencils, cut out, happy, zig-zag, book, What have you got in your pouch?, Turn around, What’s missing?, Let’s see..., Trace the balloons. Storytime for you and me, Bring me the (blue)..Point to something (red), What’s your favourite colour?, What’s Cookie’s favourite colour?, Still asleep,Jigsaw, pencils, good, What a good idea!, cloud, tree, seven, Sorry!, Stand up, stretch,

PROCEDURES Sing a song to get used to the vocabulary and expressions in the unit using the puppet Cookie. Identify and name the colours using flashcards. Sing and learn the Colours song. Table Time : Find how many balloons are missing . Draw them in and colour them. Go over the vocabulary in the unit using the poster of Lulu and the song : Colours Song. Look at the cards and listen to the story in the unit.. Do a puzzle and go over vocabulary. Complete the balloons on the worksheet by drawing in the lines, colour them and go over the

vocabulary. Act out the story in the unit to consolidate the vocabulary and expressions. Go over all the songs and vocabulary that have been learnt up to now. Complete the sequence of a drawing by colouring the images. Put into order and classify the vocabulary to consolidate what has been learnt by using the

flashcards. Complete a worksheet to consolidate and personalise what has been learnt.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES .Lesson 1

Guess who is saying hello (GD p. 23)Collages of favourite colours (GD p. 23).


Lesson 2Book in zig-zag of colours (GD p.25).Teach me - What am I thinking of? activity with the book in zig-zag (GD p. 25).Pretend you are blowing up a balloon. (GD pá 25).Lesson 3What number is ?(GD p. 27).Bag of colours. (GD p. 27).Lesson 4Game on the blackboard of Yes/No GD p. 29).Numbers with textures. (GD p. 29).Lesson 5Number clappingGD p. 31).Game of sweets /balloons of sweets / balloons. (GD p 31).Lesson 6Get up 1 Sit down! (GD p 33).GAT is your favourite number? (GD p. 33).Lesson 7Survey on favourite colours .(GD p. 35).Another representation of the story. (GD p. 35).Lesson 8Chain of friendship (GD p. 37).Classification of blocks /game pieces. (GD p. 37).Lesson to reinforceAct out instructions (GD p. 38).Drawing the characters (GD p. 38).Lesson to expandActivity from the zig-zag book of Three in a Tree (GD p. 39).Flowers made from circles for the exhibition of Three in a Tree (GD p. 39).

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.

Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Recognise social groups: the family and school. Learn to respect the rules of conduct used in social groups that the child belongs to Understand vebal instructions. Express feelings through songs and chants. Learn to recognise the first numbers. Learn to recognise the properties of objects:colour. Listen to and participate in the childrens songs ,dances and movements.. Learn basic art and craft skills to stimulate creativity Use the body to express feelings..

Self-awareness and Personal Autonomy. The children perform every day activities with increasing independence ; they learn to move

around the classroom autonomously , developing a greater sense of self- confidence , initiative and strategies to satisfy their basic needs.


Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to the children´s surroundings ,encouraging them to

respect the rules of correct behaviour in class, appreciating and accepting the differences between sexes.





ASSESSMENT.Assessment toolsClass record sheet (PMB B, Cookies Play Pack, pá 22Report Sheet (PMB B, Cookies Play Pack, p. 23)

Assessment criteria. In the second year of the 2º Cycle of pre-primary the assessment is continuous:

The children get used to the routines in the English lessons. They recognise six colours in the unit and they begin to say the colours in English. They actively take part singing the Colours song. They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,ability to control a pencil and the skills for pre-writing,

identifying a sequence in a series of objects and colours. They complete art and craft activities

UNIT 2: TOYS

TOPIC.Toys

OBJECTIVES Recognise and name toys in English . Encourage the children to participate singing the Toys song. Listen to a song and a story to understand the meaning and accumulate specific information. Develop the gross motor skills performing the actions to the songs and the story . Acquire pencil control and fine motor skills, tracing drawing and colouring. Develop observation skills looking for toys in the picture..

ACTIVE LANGUAGE Ball, car, teddy, dolly, train, scooter, colours, numbers 1 to 6

PASSIVE LANGUAGEHello, bye-bye, triangle, circle, square, rectangle, My name’s... Colour the toys, What is (red), You need colours, What’s your favourite colour? Can you see?, I can see... Point with me, Trace the..., Go and touch the..., Where’s the dolly/teddy/scooter?, Listen to me, Sit down!, Hold hands, everyone.Not a ball, Not a teddy.

PROCEDURES Sing a song to get used to the vocabulary and expessions in the unit using the puppet Cookie. Identify and name the toys using flashcards and the poster of Lulu. Sing and learn the song :Toys song. Complete a worksheet,colouring the objects with the right colours. Go over the vocabulary in the unit using the poster of Lulu and the Toys Song.


Participate in a game standing in a circle in which the children can perform actions and go over vocabulay.

Look at the story cards and listen to the story in the unit . Point to and colour the objects that appear in the story on the corresponding worksheet. Complete the geometrical outline of the pictures on a worksheet working on the vocabulary in the

unit. Act out the story in the unit to consolidate vocabulary and expressions. Go over the songs and vocabulary that have already been learnt. Fill in the lines with the right colour and identify the toy when finished . Put into order and classify vocabulary to consolidate using the flashcards. Look for pictures on a worksheet and draw a circle around them . Listen to the chant : Toys chant.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES .Lesson 1Odd one out (GD pá 41)Go over the story A1 (GD p. 41).Lesson 2Count the toys (GD p.43).Book in zig-zag of the toys (GD p 43Show me activity with the book in zig-zag (GD p. 43).Lesson 3How many taps?(GD p. 45).Feeling bag. (GD p. 45).Lesson 4Standing up (GD p. 47).Point with me. (GD p. 47).Lesson 5Draw Cookie (GD p 49).Memory game on the blackboard (GD p. 49).Lesson 6 Kim¨s blackboard game (GD p. 51).Guess who has it (GD p. 51).Lesson 7Pull the finger (GD p. 53).Another representation of the story. (GD p. 53).Lesson 8Where is the little bear? (GD pág. 55).Which is your favourite colour / toy?. (GD p. 55).Lesson to reinforce.Correct Cookie (GD p. 56).Spin the toy wheel. (GD p. 56).Lesson to expandLittle ball go quickly (GD p. 57).The toy dance. (GD p. 57).


Development of fine motor skills. Help and participate with others in the classroom activities and daily life.

Learn to respect the rules of conduct used in social groups in which the child belongs . Understand vebal instructions and a story. Express likes, feelings,needs,and wishes ,individually or in groups, through a story ,chant or a

song Show interest in oral communication and respect for social interaction. Learn to recognise the properties of objects:colour.


Listen to and participate in the childrens songs ,dances and movements.. Show interest in acting and interpreting different roles.




2 .Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to toys , observing the differences in the

preferences of each child towards play and the characteristics of the different toys .

3.Languages: Communication and Representation. Art and craft activities are a good medium for personal expression and sharing with





The children get used to the routines in the English lessons. They recognise toys in the unit and they begin to name them in English. They actively take part singing the Toys song. They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

UNIT 3: BODY

TOPIC.The Body

OBJECTIVES Develop pencil control and fine motor skills through matching , tracing, circling and drawing.. Recognise the parts of the body and name them in English. Mantain classroom routine . Listen to the song: Body song and a story to understand them and obtain sepcific information. Develop gross motor skills by miming a song or a story.


ACTIVE LANGUAGE Head, arms, tummy, fingers, legs, feet, numbers 1 to 6, the colours and toys.

PASSIVE LANGUAGE Shake, wave, pat, stamp, hand, sick, robot, thumbs, Cookie is sad/happy, Shake

your... Can I have...?, What number is it?, Cookie is at the doctor’s, What’s the matter Cookie? My (head) hurts!, What’s wrong?, No tummy/arms, Finish the teddy/dolly.

PROCEDURES. Sing a song to get used to the vocabulary and expessions in the unit using the puppet

Cookie. Identify and name the parts of the body using flashcards and the poster of Lulu. Sing and learn the song :Body song. Sort out the illustrationson a worksheet to learn the body actions in Table Time . Go over the vocabulary in the unit using the poster of Lulu and the Body Song. Play the game yes/ no in which the children actively practice the vocabulary in the unit. Look at the story cards and listen to the story in the unit . Find the differences between two drawings on the same worksheet , going over the

vocabulary in the story . Act out the the story in the unit to consolidate vocabulary and expressions. Do the jigsaw puzzle to identify the characters on the worksheet, working on vocabulary and

basic skills. Go over the songs and vocabulary that have already been learnt. Play a game in which the children are robots,conduct their actions, going over and

consolidating what has been learnt in the unit. Go over the parts of the body on the worksheet where the drawings are incomplete , ask the

chiildren what´s missing . Put into order and classify vocabulary to consolidate the language learnt by using the

flashcards. Complete a drawing on a worksheet to consolidate and personalise what has been learnt.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Cookie in plasticine (GD p. 59)Go over the story A2 (GD p. 59).Lesson 2Cookie says... (GD p.61).Book in zig-zag of the body (GD p. 61).Pat you tummy – activity with the book in zig-zag (GD p. 61).Lesson 3Shake you head (GD p. 63).How many fingers?. (GD p. 63).Lesson 4Clap / applause / click / stamp (GD p. 65).Save Cookie! (GD p. 65).Lesson 5Wave your arms (GD p. 67).Classification of objects by colours. (GD p. 67).Lesson 6Cinese whispers (GD p. 69).Writing on backs (GD p. 69).Lesson 7Next to Cookie (GD p. 71).


Another representation of the story. (GD p. 71).Lesson 8Memory game on the blackboard (GD p. 73).Classification of blocks/ game pieces. (GD p. 73).Lesson to reinforceWhich is your favourite colour (GD p. 74).Fishing (GD p. 74).Lesson to expandBurst the bubbles (GD p. 75).Feed Cookie (GD p. 75).


Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups in which the child belongs . Understand oral instructions. Understand the concept of number and quantity. Understand the combination of number , colour and size. Show interest in oral communication and respect for the rules of social interaction and

conversation. Listen to and participate in the nursery songs ,dances and movements..

1.Self-awareness and Personal Autonomy. The children perform every day activities with increasing independence ; they learn to move


This provides an environment in which the child feels comfortable and is able to communicate his/ her opinions and interests with a stronger sense of security, The children learn to respect others and the rules of coexistence in the social groups to which they belong.

Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to parts of the body . the children learn to

recognise the importance of corporal expression , and the norms when visiting the doctor ( through the story in the unit )


others. The child starts to show interest in colours and develop a sense of aesthetics and personal taste, thus contributing to the child´s all - round development .





The children get used to the routines in the English lessons. They recognise the parts of the body in the unit and they begin to name them in English. They actively take part singing the Body song. They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

UNIT 4: CLOTHES

TOPICClothes.

OBJECTIVES Recognise the coloursand name them in English. Go over the parts of the body. Go over the colours and numbers from 1 to 6 in unit 1. Develop fine motor skills , tracing, matching, colouring and drawing . . Develop gross motor skills performing the actions to the Clothes song and the story . Develop the ability of observation by doing matching activities.

ACTIVE LANGUAGE . T-shirt, trousers, socks, shoes, jacket, hat, the numbers, the colours, toys, the body.

PASSIVE LANGUAGEWhat colour is/are the ...?, some, Pass the bag, everyone, Take off/Put on you shoes/jacket, What have you got in your pouch?, green spots, What is it?

PROCEDURES Sing a song to get used to the vocabulary and expessions in the unit using the puppet Cookie. Identify and name the clothes using flashcards and the poster of Lulu. Sing and act out the song Clothes Song . Trace the outlines and colour the clothes that appear hanging in the picture on the worksheet ,in

order to learn the new vocabulary and go over the old vocabulary in Table Time . Go over the vocabulary in the unit using the poster of Lulu and the . Clothes Song. Look at the story cards and listen to the story in the unit . Connect the pieces of a picture with the central picture on the worksheet . Act out the the story in the unit to consolidate vocabulary and expressions. Go over the songs and the vocabulary . Identify the article of clothing which is the same as the first on the worksheet, working on

vocabulary and basic abilities. Match articles of clothing with the parts of the body they are worn on , going over and

consolidating what has been learnt. Connect clothing with the parts of the body on the worksheet Put into order and classify vocabulary to consolidate the language learnt by using the flashcards. Complete a picture on a worksheet to consolidate and personalise what has been learnt. Decorate a tee shirt in the picture on the worksheet ,freely, to consolidate and personalise what

has been learnt.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1What is red ? (GD p. 77)Oxford University Press – Tree Series 41

Go over a story A3 (GD p. 77).Lesson 2Book in zig-zag on clothes (GD p. 79).You... on your head / Listen and colour – activities with the book in zig-zag (GD p. 79).Which is your favourite colour? (GD p.79).Lesson 3Put on the hat (GD p. 81).Put on the shoes, put on the jacket(GD p. 81).Lesson 4How many socks ? (GD p. 83).Musical movements (GD p. 83).Lesson 5Hat day (GD p. 85).Matching socks. (GD p. 85).Lesson 6Silhouettes of articles of clothing (GD p. 87).Dress Cookie – game on the blackboard (GD p. 87).Lesson 7Another representation of a story. (GD p. 89).What have I got ? / Who has it ? / What has Ana got? (GD p. 89).Lesson 8Clothes made from plasticine (GD p. 91).Dress Lulu. (GD p. 91).Lesson to reinforceCollages of clothing(GD p. 92).Games with flashcards (GD p. 92).Lesson to expandIt´s hot , It´s cold (GD p. 93).Fashion parade (GD p. 93).


Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups in which the child belongs . Understand oral instructions and stories. Express and understand feelings , needs, and wishes through stories, chants ,songs and

guessing games , individually or in groups. Show interest in oral communication and respect for the rules of social interaction and

conversation. Listen to and participate in the childrens songs ,dances and movements. Use the body to express feelings. Show interest in acting and interpreting roles.




2.Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to clothes. The children learn to dress well and to

respect the exterior aspect and apparel of others .







The children get used to the routines in the English lessons. They recognise the articles of clothing in the unit and they begin to name them in English. They actively take part singing the Clothes song They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

UNIT 5: PETS

TOPICAnimals.

OBJECTIVES Recognise domestic animals and name them in English. . Go over the numbers 1 to 6 and the colours in the unit.. Improve fine motor skills by tracing, colouring and matching. . Improve gross motor skills performing the actions to the Pets song and the story.

ACTIVE LANGUAGE Bird, spider, fish, turtle, rabbit, elephant, numbers 1 to 6, the colours , the body.

PASSIVE LANGUAGE.Move your arms, What am I? Do you like...?, Yes, I do/No, I don’t, Can I have a pet?, Let’s see!How about a spider?, Wait a minute, What has Lulu got?, Good!, Do you know you numbers?, Sorry!

PROCEDURES Sing a song to get used to the vocabulary and expessions in the unit using the puppet Cookie. Identify and name the animals using flashcards and the poster of Lulu. Sing and act out the song Pets song. . Colour the animals on the worksheet as they appear on the flashcards in Table Time. Play a game in a circle in which the children do the actions they are asked to . Go over the vocabulary in the unit using the poster of Lulu and the Pets song. Guess what animal is being drawn on the blackboard , line by line .Oxford University Press – Tree Series 43

Look at the story cards and listen to the story in the unit . Draw the animals that are missing in the illustration on a worksheet . Go over the the story doing activities to express vocabulary. Count the number of animals that appear on a worksheet and circle the right answer. Dance and express themselves to the rhythm of the music with actions , using the songs learnt in

class. Act out the story in the unit to consolidate vocabulary and expressions. Go over the songs and vocabulary. Complete the animals by tracing in the missing lines on a worksheet.. Put into order and classify vocabulary to consolidate the language learnt by using the flashcards. Join the the pictures on a worksheet with the corresponding number by tracing a line between

them.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Gameof Yes / No with flashcards (GD p. 95)Go over the story A4 (GD p. 95).Lesson 2Which is your favourie animal? Please tell me (GD p.97).In the mirror (GD p. 97).Lesson 3Animal chant (GD p. 99).Peter and Paul. (GD p. 99).Lesson 4Book in zig.zag on animals (GD p. 101).I like . / Guess the action – activities with the book in zig-zag (GD p. 101).Activity with flashcards (GD p. 101).Lesson 5Clapping game. (GD p. 103).Lesson 6Animal silhouettes (GD p. 105).A (GD p. 105).Lesson 7Another representationof the story. (GD p. 107).Jump, jump. (GD p. 107).Lesson 8Feeling bag.(GD p. 109).Face masks made from paper plates (GD p. 109).

Lesson to reinforceActions in a circle. (GD p 110).Lesson to expandHow many legs (GD p. 111).


Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups in which the child belongs . Recognise animals and their characteristics . Understand oral instructions. Express likes and feelings through chants and songs individually or in groups. Show interest in oral communication and respect for the rules of social interaction and

conversation. Listen to and participate in the childrens songs ,dances and movements. Learn basic arts and crafts to stimulate creativity. Use movement to develop the sense of space .


. 1.Self-awareness and Personal Autonomy. The children perform every day activities with increasing independence ; they learn to move


This provides an environment in which the child feels comfortable and is able to communicate his/ her opinions and interests with a stronger sense of security.respecting the norms of behaviour and coexistence.

2.Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to domestic animals. The children learn the

characteristics of the different animals and the importance in respecting and looking after animals and nature in general .






The children get used to the routines in the English lessons. They recognise the domestic animals in the unit and they begin to name them in English. They actively take part singing the Pets song They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

UNIT 6: FOOD

TOPIC.Food.

OBJECTIVES Recognise and name six different types of food in English. Listen to the rhyme Food chant to obtain specific information and discover the element that is

missing. Improve fine motor skills through matching, circling colouring and drawing. Improve gross motor skills performing the actions of the song and story.


Improve the ability of observation by finding the missing element and matching identical objects of the same category.

ACTIVE LANGUAGE. Chocolate, ice-cream, cake, apples, fish, bananas , the numbers 1 to 6, colours, toys, clothes, animals.

PASSIVE LANGUAGE.Pass the bag, everyone, I like... I don’t like..., Chocolate in the fridge, Eat it/them up, What’s missing?, What do they like? Some, an, Yum!Yum!, find and circle, Can I have...?, What’s your favourite cake?

PROCEDURES. Sing a song to get used to the vocabulary and expessions in the unit using the puppet

Cookie. Identify and name the food using flashcards and the poster of Lulu. Sing and act out the song Food chant.. . Draw the food that is missing from the fridge in a picture on a worksheet using the flashcards

in Table Time . Go over the vocabulary in the unit using the poster of Lulu and the chant:. Food Chant. Guess what each character´s favourite food is using the flashcards. . Look at the story cards and listen to the story in the unit . Draw the the food that they would like to see on the top of a cake , on a worksheet. Add new foods to the verses of the chant and perform the corresponding actions. Go over the the story doing activities to express vocabulary. Join the two parts of some pictures of food on a worksheet , colouring them afterwards.. Act out the story in the unit to consolidate vocabulary and expressions. Go over the songs and vocabulary. On a worksheet, put some pictures into order according to categories and mark the one that

doesn´t belong with a circle Put into order and classify vocabulary to consolidate the language learnt by using the

flashcards. Draw your favourite food on the plates on the worksheet .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1What´s missing? (GD p. 113)Go over the story A5 (GD p. 113).Lesson 2Where is the colour red? (GD p115).Initial sounds (GD pá 115).Lesson 3Do you like chocolate?. (GD p. 117).Smell and taste (GD p. 117).Lesson 4Do you like apples ?. (GD p. 119).Book in zig-zag on food (GD p. 119).Let¨s Make a cake / Guess the action – activties with the book in zig-zag (GD p. 119).Lesson 5Silhouettes of food(GD p. 121).Circular actions. (GD p. 121).Lesson 6Clapping game (GD p. 123).Plasticine cakes (GD p. 123).Lesson 7Another representation of the story (GD p. 125).Chinese whispers (GD p. 125).


Lesson 8Game with flashcards (GD p. 127).Food mobile. (GD p. 127).Lesson to reinforceFeeling bag (GD p. 128).Miraculous fishing (GD p. 128).Lesson to expand.Bring me . (GD p. 129).

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS. Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups in which the child belongs . Learn the parts of the body . Understand oral instructions and a story.. Express and understand feelings ,needs and wishes through stories, chants, songs and

guessing games , individually or in groups. Show interest in oral communication and respect for the rules of social interaction and

conversation Use the body as a way of expressing feelings .. Listen to and participate in the childrens songs ,dances and movements. Learn basic arts and crafts to stimulate creativity. Use movement to develop the sense of space .

.

. 1.Self-awareness and Personal Autonomy. The children perform every day activities with increasing independence ; they learn to move



2.Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to food. The children learn about the typical food

combinations and to respect the likes and preferences of others .



Through physical representations and activities the children are encouraged to use mime techniques and corporal expression to support oral communication. .



The children get used to the routines in the English lessons. They recognise the food in the unit and they begin to name it in English. They actively take part singing the Food Chant. They listen in order to obtain specific information.


They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

FESTIVALS

BIRTHDAY

TOPICBirthdays .

Active language. Happy birthday, numbers from 1 to 6, colours.

Passive language.Hat, socks, shoes, T-shirt, ball, teddy, candles, cake, How many candles on the cake?, How many candles does that make?

OBJECTIVES. Learn a song to celebrate other people´s birthdays . Establish each child´s age . Listen to obtain information. Show sensitivity towards other cultures and festivities .

Procedures. Sing and act Happy Birthday to get used to the vocabulary and expressions in the unit ,using the

puppet Cookie. Include in the song the name of the child who is being paid tribute to. Identify and name vocabulary that has been learnt before and which could be of use in this

TOPIC , like numbers , food and colours using the flashcards and the poster of Lulu. Colour in the candles for a birthday cake on the worksheet, taking heed of the instructions

indicating which colour to use for each number . Go over the vocabulary and songs learnt. Make and colour a birthday hat .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1No-lose Musical chairs (GD p. 131)Pass the parcel (GD p. 131).Lección 2How many candles on the cake? (GD p. 133)Dance party (GD p. 133).

CHRISTMAS

TOPICChristmas.

Active language Christmas tree, present, numbers from 1 to 6, the colours.

Passive language.Pass the Christmas card, Here we go round the Christmas tree, On Christmas day in the morning,This is the way we open our presents, baubles.

OBJECTIVESOxford University Press – Tree Series 48

Learn about Christmas in another culture. Learn a Christmas song. Make a Christmas card. Show sesitivity for other cultures and festivities . .

Procedures Sing and perform the song Christmas Tree using the puppet Cookie. Identify and name vocabulary in this unit using flashcards and the poster of Lulu. Colour the Christmas tree on the worksheet. Go over the vocabulary and songs learnt. Make a Christmas tree.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Christmas tree with hands (GD p. 135)Lesson 2Songs (GD p. 137)Guess the songs (GD p.137).Christmas Tree mobile . (GD p. 137)

EASTER

TOPIC Easter.

Active language Easter Bunny, Easter eggs, the colours

Passive language.Fat, pat, flop, hop, paws, ears, run.

OBJECTIVES Meet the Easter rabbit and sing an Easter song. Develop the ability to observe by finding and counting the hidden Easter. Make some rabbit ears . Show sensitivity towards other cultures and festivities .

Procedures Sing and perform the song Easter song using the puppet Cookie. Identify and name vocabulary in this unit using flashcards and the poster of Lulu. On a worksheet circle the Easter eggs and colour them the colour that is indicated,. Go over the vocabulary and songs learnt Make a hat with rabbit ears.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Pass the egg. (GD p. 139)Finger puppet of the Easter bunny. (GD p. 139).Lesson 2Jump ... (GD p. 141)Find the egg. (GD p. 141).Easter egg baskets .. (GD p. 141).

MOTHER´S DAYTOPICMother´s day .


Active language Happy Mother’s Day, numbers from1 to 6

OBJECTIVES Learn a song to sing to Mummy. Make a present for Mummy Improve fine motor skills through colouring and cutting . Show sensitivity towards other cultures and festivities.

Procedures Sing and perform the song Mother’s Day Song using the puppet Cookie. Identify and name vocabulary in this unit using flashcards and the poster of Lul. Go over the vocabulary and songs learnt Make a book marker to give to Mummy .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1How many children (GD p 143)Perform a song (GD p. 143).

.


HOLIDAYS

TOPICHolidays

Active language . Shorts, swimsuit, bag, fat, pat, flop, hop, paws, ears, run

Passive language.What do you put in your bag?

OBJECTIVES Go over the vocabulary and learn new words to do with the summer holidays . Learn a chant on how to include all the things you need in a holiday bag . Listen to a chant to obtain specific information about summer clothes and toys .

Procedures. Sing and perform the song holiday chant using the puppet Cookie. Identify and name vocabulary in this unit using flashcards and the poster of Lulu.,. Go over the vocabulary and songs learnt Cut out a series of clothes from a worksheet , put them in order and then place them according to

the instructions ..

ADDITIONAL ACTIVITY TO REINFORCE AND EXPAND Holiday suitcase. (GD p 144)

PROGRAMME OF UNITS: Three in a Tree B

STARTER UNIT: HELLO AGAIN

TOPIC.Greetings and Farewells.

OBJECTIVES.

Recognise Cookie, Lulu and Densel. Use the greetings Hello and Bye-Bye. Present Where?, in, on, under, behind Go over numbers 1 to 6 and the colours. Encourage the children to participate singing Densel´s song. Establish a routine for the English lesson. Offer the children opportunities to communicate with the characters and the teacher.

ACTIVE LANGUAGE. In, on, under, behind, hello, bye-bye, cat, duck, kangaroo, the numbers from 1 to 6, the colours,

PASSIVE LANGUAGE.What have you got in your pouch?, Where’s...? Let’s all look for Densel, Is he in the tree?, Is he on the pond?, Is under the tree?, Is he behind the door?, Come here, tree, pond, door, Here I am, Fold the puppet, glue, scissor, spinner, Sit down!, Listen to me, worksheets in your folders, You need colours, colour the pictures, Thank you, Do you know your numbers?, Can you count from one to six?, What is it?, table, chair, bag, Fold here.Oxford University Press – Tree Series 51

PROCEDURES Learn to use the expressions to say hello and goodbye in English. Familiarise themselves with the poster of Lulu and the activities with Flashcards. Listen to and learn the chant. Characters Chant and Densel’s Song. Circle all the Densels on the worksheet.

Go over the songs learnt , practicing vocabulary Make a glove puppet from the worksheet in Table Time. Practice the language in the unit using a worksheet in Table Time. Prepare a game of Spin the Wheel, doing the actions that the needle points to . Respect the correct norms of behaviour for greetings and good-byes. Guess where the characters who are playing spin the Wheel are.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Guess who is saying Hello (GD p. 15)Go over the story A1 (GD p. 15).Lesson Everyone look for Densel (GD p.17).Puppet game (GD p. 17).Lesson 3Where are Densel, Cookie and Lulu? (GD p. 19).Draw a circle around the vocabulary. (GD p. 19).Lesson 4What number? (GD p. 21).Play with flashcards Yes / No (GD p. 21).

UNIT 1: FAMILY

TOPIC .Family.

OBJECTIVES. Recognise the different members of the family and start to name them in English. Go over the numbers and colours . Encourage the children to participate singing the Family song. Listen in order to obtain specific information. Develop fine motor skills and pencil control through activities such as writing numbers,

cutting,drawing,matching and colouring . Develop creative skills making some playing cards .. Count the members of the family. Realise what is missing in a picture and draw it in ..

ACTIVE LANGUAGE.Baby, mummy, daddy, sister, brother, family, hello, bye-bye,the numbers from 1 to 6, the colours , animals,

PASSIVE LANGUAGE.Stand up..., Sit down!, In a circle..., Stop!, Can you see?, Point to..., Go and touch..., Listen to me,Count and write the numbers, Worksheets in your folders, Cut up..., Draw..., fold, glue, Cut up the cards, You need... Shake, wave, pat, stamp, What’s my/your favourite colour?, Happy, sad, angry, surprised, frightened. How many can you see?, Can you see the number...?. One little owl sitting in a tree, Here comes..., owl. Let’s look for daddy, Where, oh, where is he?, Is he under the...?, In, on, under, behind.


Storytime for you and me, Are you my mummy?, No, I’m not your mummy, Who’s this?, Bring me...

PROCEDURES Sing a song to get used to the vocabulary and expressions in the unit using the puppet

Cookie. Identify and name the members of the family using flashcards and the poster of Lulu. Sing and act out the song : Family Song. . Write the correct numbers in the corresponding box according to the the drawing on the

worksheet. Go over the vocabulary in the unit using the poster of Lulu and the chant:. Family Song . Look at the story cards and listen to the story in the unit . Draw the family that is missing on the worksheet Go over the the story in the unit Show the children photographs of the family and invite them to show photos of their families. Join the mother with her baby by drawing a line , do this on the animal worksheet. Act out the story in the unit to consolidate vocabulary and expressions. Go over the songs and the vocabulary that have been learnt. Write on a worksheet how many animals there are of each size. Put into order and classify vocabulary to consolidate the language learnt by using the

flashcards. Each child draws their family ,inside the frame on the worksheet.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Number song (GD pá 23)Cottonwool owls (GD p. 23).Lesson 2Hello! (GD pá25).Make cards from the PMB (GD p. 25).In order (GD p. 25).Lesson 3Musical hugs (GD p. 27).Plasticine owls (GD p. 27).Lesson 4Number games with flashcards (GD p. 29).Musical bangs. (GD p. 29).Lesson 5Are you my mother? (GD p. 31).Jump , jump. (GD p. 31).Lesson 6Daddy , baby (GD p. 33)Mummy , go to .... (GD p. 33)Lesson 7Game on the blackboard Yes / No (GD p. 35).Another representation of the story. (GD p. 35).Lesson 8No-lose Musical chairs (GD p 37).Collage of the family (GD p. 37).Lesson to reinforceGuess what flashcard Cookie is thinking about (GD p. 38).Flashcard game (GD p. 38).Lesson to expandAnimal families (GD p. 39).Owl mobile . (GD p. 39).


DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS. Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Recognise social groupe : the family and school . Learn to respect the rules of conduct used in social groups in which the child belongs .. Understand oral instructions.. Express feelings through chants and songs. Learn to recognise the first numbers. Recognise the properties of objects : colour Listen to and participate in the childrens songs ,dances and movements. Use the body to express feelings.

1.Self-awareness and Personal Autonomy. The children perform every day activities with increasing independence respecting the norms

of correct behaviour in class ; they learn to move around the classroom autonomously , developing a greater sense of self- confidence and initiative, they develop strategies to satisfy their basic needs.


2.Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to the children´s families . The children observe

how different families are composed and they learn to respect the differences. They appreciate the differences between adult and young animals .




.ASSESSMENT.Assessment tools..Class record sheet (PMB B, Cookies Play Pack, p. 22Report Sheet (PMB B, Cookies Play Pack, p 23)

Assessment criteria. In the third year of the 2º Cycle of pre-primary the assessment is continuous:

The children get used to the routines in the English lessons. They recognise the members of the family in the unit and they begin to name them in

English. They actively take part singing the Family song. They listen in order to obtain specific information. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

UNIT 2: NOISY TOYS

TOPICNoisy toysOxford University Press – Tree Series 54

OBJECTIVES. Recogise noisy toys and name them in English. Go over the toys from level A . Encourage the children to participate singing the Noisy Toys song. Listen to a song and a story in order to understand the meaning and obtain specific

information. Develop gross motor skills performing the actions to the song and the story. Develop fine motor skills and pencil control through activities such as writing numbers,

cutting,drawing,matching , tracing and colouring . Develop creative skills making some playing cards .. Count the members of the family. Develop observation skills by spotting the differences between two pictures , pointing out

what is missing in a picture and classifying objects of the same category .

ACTIVE LANGUAGE Drum, boat, robot, plane, phone, trumpet, in, on, under, behind, numbers 1 to 6, the colours, the family,toys.

PASSIVE LANGUAGE.Circle the toys, Match the toys, Where’s...?, Can you see?, Stop that noise!, Give me...,please,Circle what is different, Walk like a...., Play...., Be a..., Pick up..., It’s for you!, What’s this?Trace...., Cut up the cards, Draw and colour, Cut out..., Happy, sad, angry, surprised, frightened, Brm! Brm! Goes the noisy boat, Beep! Beep! Goes the noisy robot, Whirr! Whirr! Goes the noisy plane, Toot! Toot! Goes the noisy trumpet, Rat-a-tat! Goes the noisy drum, Ring! Ring! Goes the noisy phone,Hold hands, everyone, Big smile, everyone, Turn to the right/left, everyone, Turn around, everyone,Stand up/sit down, everyone, Again?,

PROCEDURES. Sing a song to get used to the vocabulary and expressions in the unit using the puppet

Cookie. Identify and name the noisy toys using flashcards and the poster of Lulu. Sing and act out the song :. Noisy Toys song . Circle the toys and link them to their corresponding box on the worksheet in Table Time. Go over the vocabulary in the unit using the poster of Lulu and the chant:. Noisy Toys Song.. Look at the story cards and listen to the story in the unit Take part in a game standing in a ring .The children perform actions and go over vocabulary. Look at the story cards and listen to the story in the unit. Circle the the noisy toys on the worksheet. Go over the the story and the vocabulary learnt by playing a game of actions with flashcards . Look for the differences between two boxes of toys in the worksheet . Act out the story in the unit to consolidate vocabulary and expressions. Go over the songs and the vocabulary that have been learnt. Finish drawing the lines to some noisy toys on a worksheet. Put into order and classify vocabulary to consolidate using flashcards. Play a game guessing the name of a toy by lip reading. Draw the chidren´s favourite toy on a worksheet.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1What has Cookie got ? (GD p. 41)Go over the story A2 (GD p. 41).Lesson 2Noisy toys cards - (PMB p. 6/GD pág.43).


Show and say (GD p. 43)GO over the song (GD p. 43).Lesson 3Rhythmes with sounds (GD p 45).Tapping with noisy toys (GD pág. 45).Lesson 4Noisy bag (GD p. 47).Story of the noisy toys (GD p. 47).Lesson 5Silhouettes of the noisy toys (GD p. 49).Memory game on the blackboard. . (GD p. 49).Lesson 6Drawing activity (GD p. 51).Listen and point to . (GD p. 51).Lección 7Which is your favourite toy? (GD p. 53).Another representation of the story. (GD p. 53).Lesson 8Noises in chain (GD p. 55).Favourite toys. (GD p. 55).Lesson to reinforce.Robot game with dice (GD p. 56).Chant of the noisy toys (GD p. 56).Lesson to expandHow do you feel ? (GD p. 57).Paper aeroplane. (GD p. 57).

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups in which the child belongs Understand oral instructions and a story. Express likes , feelings, needs ,and wishes through a story chant or song, individually or in a

group. Show interest for oral communication and respect for the rules of social interaction. Recognise the properties of objects : colour and size. Listen to and participate in the childrens songs ,dances and movements. Show interest in acting and interpreting different roles ..


around the classroom autonomously , developing a greater sense of self- confidence and initiative, they develop strategies to satisfy their basic needs.


2.Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to noisy toys. The children learn the characteristics

of different toys and they respect what others like . They learn to value the need for rest time and quiet time while playing and in the classroom, and the importance in sharing toys and treating them properly .







The children get used to the routines in the English lessons. They recognise the noisy toys in the unit and they begin to name them in English. They actively take part singing the Noisy Toys song They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

UNIT 3: FACE

TOPICThe face.

OBJECTIVES. Recognise the parts of the face and name them in English. Go over the parts of the face Keep to class routines. Encourage the children to participate singing the Face song . Listen to a song and a story in order to understand the meaning and obtain specific

information. Develop gross motor skills performing the actions to the song and the story. Develop fine motor skills and pencil control through activities such as cutting,

colouring,matching , circling and drawing . Listening to obtain specific information , put cards into order and colour a picture . Develop observation skills by spotting the differences between pictures,following instructions

by means of numbers and pictures and classifying objects of the same category.

ACTIVE LANGUAGEHair, ears, eyes, nose, mouth, face, numbers 1 to 6, the colour ,toys the body .

PASSIVE LANGUAGE .Touch your... eyes... nose, Comb you hair and wash your face, Open your mouth and close your eyes,Cut up the cards, What colour is/are...?, A + colour + part of face, What can you see through Cookie’s window?, Point to..., Circle ..., Draw you face, Shake you head, Wave you arms/fingers, Pat your tummy/legs, Stamp your feet, Sit down, Happy, sad, angry, surprised, frightenedEarly in the morning, Cut up the picture, What’s that noise?, Window.Two little eyes to look around, two little ears to hear each sound, one little nose to smell what’s sweet, one little mouth that likes to eat.



Cookie. Identify and name the parts of the face using flashcards and the poster of Lulu. Sing and learn the song : Face song . Cut out the cards on the worksheet and afterwards put them into order following the

instructions in the song . Go over the vocabulary in the unit using the poster of Lulu and the song: Face song. Take part in a game in which the children stand up when the key word is mentioned . Look at the story cards and listen to the story in the unit On the worksheet, colour in the parts of the picture following instructions. Go over the story in the unit and the vocabulary . Look at the story cards and listen to the story in the unit. Circle the face that is the same as the the one given as an example on the worksheet . Act out the story in the unit to consolidate vocabulary and expressions. Play a game on the blackboard linking numbers and faces. Go over songs and vocabulary that have already been learnt On a worksheet ,colour the parts of a robot following the colour for each number . Put into order and classify vocabulary to consolidate using flashcard Draw each child´s face on a worksheet.

.ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Open your mouth (GD p. 59Go over the story A3 (GD p. 59).Lesson 2The funny face game (GD p.61).Face cards (PMB p. 8/GD p.61).Card game (GD p. 61).Lesson 3Cookie says... (GD p. 63).Number game (GD p. 63).Lesson 4 Cookie´s window . (GD p. 65).Look . Big red eyes (GD p. 65).Lesson 5Chain movements (GD p. 67).Musical monster faces . (GD p. 67).Lesson 6Plasticine faces . (GD p. 69).Find the face.(GD p. 69).Lesson 7Colour viewfinder. (GD p. 71).Another representation of the story . (GD p. 71).Lesson 8Save Cookie! (GD p. 73).Mirror masks. (GD p. 73).Lesson to reinforce.Pouches for flashcards (GD p. 74).The senses game (GD p. 74).Lesson to expand.Noises we can make (GD p. 75).Burst the soap bubble.(GD p. 75).


DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups in which the child belongs Understand oral instructions Understand the concept of number and quantity. Understand the combination of number ,colour,and size . Show interest for oral communication and respect for the rules of social interaction and

conversation.. Listen to and participate in the childrens songs ,dances and movements..




2.Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to parts of the face. The children learn the

importance of personal hygiene and looking after the body.




.ASSESSMENT.Assessment tools.Class record sheet (PMB B, Cookies Play Pack, p. 22Report Sheet (PMB B, Cookies Play Pack, p. 23)


The children get used to the routines in the English lessons. They recognise the parts of the face in the unit and they begin to name them in English. They actively take part singing the Face song They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

UNIT 4: WEATHER

TOPICThe Weather.


OBJECTIVES. Recognise the weather in English. Go over the parts of the body and clothes. Go over the colours and numbers from 1 to 6 from unit 1. Encourage the children to participate singing the Weather song . Develop fine motor skills through activities such as colouring, tracing ,matching ,drawing and

writing the numbers from 1 to 5. Develop gross motor skills performing the actions to the Weather song and the story. Develop observation skills through matching activities, identifying clothes that appear in the

story,spotting the different object playing Kim’s game and classifying objects of the same category.

ACTIVE LANGUAGEHot, cold, windy, sunny, rainy, umbrella, clothes , the body , the colours.

PASSIVE LANGUAGEWhat do we do when the weather’s...?, Today it’s sunny...etc, Put on..., It’s hot!, It’s cold! Finish your worksheet, Count and write, Match the clothes, You need glue/pencils, Happy, sad, angry, surprised, frightened.


Cookie. Identify and name the parts of the face using flashcards and the poster of Lulu. Sing and learn the song : Weather song . Trace the outline of the objects that are white on the worksheet and colour them following the

instructions . Go over the vocabulary in the unit using the poster of Lulu and the song: Weather Song. Take part in a memory game on the blackboard matching pairs appropriately. Look at the story cards and listen to the story in the unit On the worksheet, circle only the objects that appear in the story . Go over the story in the unit and the vocabulary . Count the number of objects of the same category that appear on the worksheet and write the

number in the corresponding box . Act out the story in the unit to consolidate vocabulary and expressions. Play a memory game on the blackboard , guessing the missing cards. Go over songs and vocabulary that have already been learnt. On a worksheet ,link the right clothes to hot or cold by looking at the picture. Put into order and classify vocabulary to consolidate using flashcards. Look out of the window and on a worksheet draw the weather you can see ..

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Story A4 (GD p. 77).Cold weather (GD pá 77)Lesson 2Sunny / hot (GD p. 79).Noisy toys cards - (PMB p. 10/GD p.79).Card game (GD p.79).Lesson 3Sun with handprints. (GD p. 81).Shadows (GD p. 81).Lesson 4Rainy weather.(GD p. 83).Raining people (GD p. 83).Lesson 5


Windy weather (GD p. 85).Pictures od wind . (GD p. 85).Lesson 6Weather chant with clapping (GD p. 87).What is the weather like ? (GD p. 87).

Lesson 7Musical movements (GD p. 89).Another representation of the story (GD p. 89).Lesson 8What can you see ? (GD p. 91).Flashcard game . (GD p. 91).Lesson to reinforceWeather game (GD p. 92).Hot/ cold (GD p. 92).Lesson to expandA day.. (GD p 93).Sun game with flashcards. (GD p. 93).

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups to which the child belongs Understand oral instructions and stories. Express and understand feelings , needs ,and wishes through stories ,chants ,songs ,and

guessing games , individually or in groups . . Show interest for oral communication and respect for the rules of social interaction and

conversation.. Listen to and participate in the childrens songs ,dances and movements. Use the body to express feelings. . Show interest in acting and interpreting different roles




2.Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to the children´s surroundings and observing the

weather. The children are encouraged to take notice of the weather in the song in the unit. The children learn the importance of dressing appropriately depending on the weather.




.ASSESSMENT.Assessment tools.Class record sheet (PMB B, Cookies Play Pack, p. 22


Report Sheet (PMB B, Cookies Play Pack, p. 23)


The children get used to the routines in the English lessons. They recognise the parts of the face in the unit and they begin to name them in English. They actively take part singing the Weather song. They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

.

ASSESSMENTAssessment toolsClass record sheet (PMB B, Cookies Play Pack, pág. 22Report Sheet (PMB B, Cookies Play Pack, pág. 23)

UNIDAD 5: JUNGLE ANIMALS

TOPICJungle animals..

OBJECTIVES. Recognise jungle animals and name them in English . Go over the vocabulary for domestic animals and the prepositions. Develop gross motor skills performing the actions to the song : Jungle animals song and the

story. Improve fine motor skills , matching ,tracing,colouring and drawing . Improve gross motor skills performing the actions to the song and the story . Develop the ability of observation through activities such as matching a picture with it´s silhouette,

recognising an object by seeing only a small part of it , recognise an animal by it´s skin and classifying objects in the same category.

ACTIVE LANGUAGESnake, parrot, monkey, tiger, crocodile, lion, the numbers from 1 to 6, the colours, the body , the animals from level A .

PASSIVE LANGUAGEMove your arms, open your moth, Go like this..., Do you like this... Yes, I do/I don’t. Match..., I can see a..., Point with me, Can you see a/an...?, Bring me,Draw your favourite animal, Colour your animals, Happy, sad, angry, surprised, frightened,A crocodile goes like this..


Cookie. Identify and name the jungle animals using flashcards and the poster of Lulu. Sing and learn the song : Jungle animals song . Figure out which animals the silhouettes belong to . Go over the vocabulary in the unit using the poster of Lulu and the song:. Jungle animals

song Take part in a game guessing “which animal ?” .


Look at the story cards and listen to the story in the unit On a worksheet., link the animal with it´s corresponding number, following the instructions. Go over the story in the unit and the vocabulary . Guess which animal it is and match it to the corresponding one on the worksheet Dance and do the actions instructed when the music stops . Act out the story in the unit to consolidate vocabulary and expressions. Play a game looking for things in the classroom as they are mentioned. Go over songs and vocabulary that have already been learnt On a worksheet ,finish the faces of the animals. Put into order and classify vocabulary to consolidate using flashcards Each child draws and colours their favourite animal on a worksheet . .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Animal silhouettes(GD p. 95)Go over the story A5 (GD p. 95).Lesson 2Monkeys (GD p.97).I make a monkey (GD p 97).Jungle animals (PMB p. 12/GD p.97).I like..(GD p. 97)Lesson 3Throw the dice (GD p. 99).What can you see through Cookie´s window?. (GD p. 99).Lesson 4Crocodiles (GD p. 101).Crocodiles painted with hands (GD p. 101).Who am I ? (GD p. 101).Lesson 5Lions (GD p. 103).Chinese whispers (GD p. 103).Lesson 6Snake (GD p. 105).I make a snake (GD p. 105).Flashcard snake (GD p. 105).Lesson 7Tigers (GD p. 107).I make a tiger(GD p. 107).Otra representación del cuento. (GD p. 107).Lesson 8Animal families (GD p. 109).You are a parrot (GD p. 109).Lesson to reinforceThe animal fair (GD p. 110).The jungle animal dance (GD p. 110).Lesson to expandOdd one out (GD p. 111).Like lighteneing (GD p. 111).

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups to which the child belongs Understand oral instructions. Express likes and feelings through chants and songs , individually or in groups . . Show interest for oral communication and respect for the rules of social interaction and

conversation..


Listen to and participate in the childrens songs ,dances and movements. Learn basic arts and crafts to stimulate creativity . . Use movement to develop sense of space.




2.Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to jungle animals. The children learn the

characteristics of different animals and the importance in showing respect and care for animals and nature in general .




.ASSESSMENT.Assessment tools.Class record sheet (PMB B, Cookies Play Pack, p. 22Report Sheet (PMB B, Cookies Play Pack, p. 23)


The children get used to the routines in the English lessons. They recognise the jungle animals in the unit and they begin to name them in English. They actively take part singing the Jungle animals song They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

.

UNIT 6: PICNIC

TOPICPicnics.

OBJECTIVES.

Recognise and name six foods in English Go over the six foods from Level A. Listen to the Picnic song to obtain specific information. Improve fine motor skills , matching , circling ,colouring and drawing. Develop gross motor skills performing the actions to the song and the story. Improve gross motor skills performing the actions to the song and the story . Improve the ability of observation identifying the food that is mentioned in the song and the story ,

finding a sequence and classifying objects in the same category.


ACTIVE LANGUAGE.Melon, cherries, chicken, sandwiches, yoghurt, milkshake, Yum! Yum!, the numbers from 1 to 6 , the colours toys , clothes animals fro level A ,food from level A .

PASSIVE LANGUAGEWhat have you got in your pouch?, Come and circle the ..., Listen and circle, I like ..., I don’t like...,Match the food, What’s + (colour)?, Can you see?, I can see a...´ Colour the food, You need... colours/pencils, Find and number, Draw a picnic, Bring me/Give me... Happy, sad, angry, surprised, frightened, Look what Cookie’s got!, Densel, Lulu and Cookie are having a picnic, What have we got for our picnic?, We’ve got sandwiches.


Cookie. Identify and name the jungle animals using flashcards and the poster of Lulu. Sing and learn the song : Picnic song . On a worksheet , mark first and then circle the food that the children hear mentioned. Go over the vocabulary in the unit using the poster of Lulu and the song:. Picnic song. Take part in a game guessing where the food is , using the blackboard and the flascards. . Look at the story cards and listen to the story in the unit On a worksheet., link the food in the story with Cookie´s tummy . Play a game with the vocabulary from the story, clapping for each syllable the children hear. On a worksheet figure out which colour will be the next in a series of objects that appear in a

line. Act out the story in the unit to consolidate vocabulary and expressions Play a game in which the children have to find the food Cookie has lost Go over songs and vocabulary that have already been learnt Organise a series of objects in groups that appear on a worksheet and number them

accordingly Organise and classify the vocabulary using the flashcards inorder to consolidate Using the picnic basket on a worksheet each child draws the food they choose. .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Jump,jump (GD p. 113)Go over the story A6(GD p. 113).Lesson 2Picnic cards (PMB p. 14/GD p.115).In order (GD p.115).Show me (GD p. 115). (GD p. 115).Lesson 3Game with the story cards (PMB p. 14/GD p. 117).Guess (GD p. 117).Our picnic (GD p. 117).Lesson 4Silhouettes with picnic food. . (GD p. 119).Picnic plates (GD p. 119).Lesson 5Actions in a cicle. (GD p. 121).Read my lips (GD p. 121).Lesson 6Food tasting (GD p. 123).Fruit- salad - activity TPR (GD p. 123).


Lesson 7Throw the dice (GD p. 125).Numbers song (GD p. 125).Another representation of the story. (GD p. 125).Lesson 8Feeling bag.(GD p. 127).Number game. (GD p. 127).Lesson to reinforceRevisión spin the wheel . (PMB B /GD p. 128).Prepare a sandwich (GD p. 128).Lesson to expandClass picnic (GD p. 129).Fruit tree poster. (GD p. 129).

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS Development of fine motor skills. Help and participate with others in the classroom activities and daily life. Learn to respect the rules of conduct used in social groups to which the child belongs. Learn the parts of the body . Understand oral instructions and a story.. Express and understand feelings , needs and wishes l through stories , chants and songs

and guessing games , individually or in groups . . Show interest for oral communication and respect for the rules of social interaction and

conversation.. Listen to and participate in the nursery songs ,dances and movements. Use the body to express feelings . Learn basic arts and crafts to stimulate creativity . .



This provides an environment in which the child feels comfortable and is able to communicate his/ her opinions and interests with a stronger sense of security, respect turns and ask for things politely .

2.Physical, Natural, Social and Cultural Realms. In this unit the TOPIC is related to meals . The children learn the most appropriate

food for open air picnics and the impotance of eating in moderation.




.ASSESSMENT.Assessment tools. .Class record sheet (PMB B, Cookies Play Pack, p. 22Report Sheet (PMB B, Cookies Play Pack, p. 23)

Assessment criteria.


In the third year of the 2º Cycle of pre-primary the assessment is continuous: The children get used to the routines in the English lessons. They recognise the jungle animals in the unit and they begin to name them in English. They actively take part singing the Picnic song. They listen in order to obtain specific information. They listen to their classmates. They answer verbally and non-verbally to instructions. They develop fine motor skills ,pencil control and the skills for pre-writing. They complete the art and craft activities

FESTIVALS

HALLOWEEN

TOPIC .Halloween.

Active languagePumpkin, happy, sad, big, small, Happy Halloween, the colours.

Passive LanguageMatch the pumpkins, Colour the pumpkin orange, Cut out the pumpkin mask.

OBJECTIVES. Learn a song to celebrate Halloween. Learn about a cultural event celebrated by English children . Use their óbice to express happy, sad, big, small. Examine a pumpkin . Improve fine motor skills cutting, matching and colouring . Show respect for traditions in other countries and sensitivity towards other cultures and

festivities .PROCEDURES. Sing and learn the chant Halloween Chant using the poster Lulu and the flashcards. Draw a line that joins the pumpkins that are the same size on the worksheet . Go over the song in the unit to practice expressions and new vocabulary. Make a mask in the shape of a pumpkin , colour it and cut it out .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Inside a pumpkin (GD p. 131)Pass the pumpkin game. (GD p. 131).Lesson 2How do you make the colour orange ? (GD p. 133)Perform the chant .(GD p. 133).

CHRISTMAS

TOPICChristmas

Active languageFather Christmas, card, Happy Christmas, Christmas tree, clothes.

Passive Language.On Christmas day in the morning, Open our presents, sleigh, sack, morning.


Write your name, Decorate the card, Listen and point/colour.

OBJECTIVES. Learn about Christmas in another culture. Learn a Christmas song. Make a Christmas card. Improve fine motor skills , folding,drawing , writing their name and colouring . Show respect for the traditions of other cultures and sensitivity towards other cultures and

festivities .

PROCEDURES. Sing and learn the Father Christmas song using the poster of Lulu and the flashcards. Decorate a Christmas card drawing a christmas tree, presents and christmas decorations . Play a guessing game in which the children try to guess where the toys are hidden . Go over the song in the unit to practice expressions and new vocabulary. Colour the objects that are white on the worksheet , following the instructions ..

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Father Christmas face (GD p. 135)Perform the song (GD p. 135).Lesson 2Pass the present? (GD pág. 137)Father Christmas finger puppets. (GD pág. 137).

CARNIVAL

TOPIC.Carnival

Active language.Carnival, mask, the colours, clothes.

Passive LanguageCostume, Circle the differences, Decorate the mask.

OBJECTIVES. Celebrate a cultural event that is near to the children because of its importance in Spain. Make a mask for canival. Learn how they celebrate carnival in other countries. Improve fine motor skills circling , drawing and cutting. Show respect for the traditions of other cultures and sensitivity towards other cultures and

festivities .

Procedures. Sing and learn the Carnival song using the poster of Lulu and the flashcards. Look for and circle the differences between two pictures that are similar . Decorate a carnival mask and wearing them perform the Carnival song . Go over the song in the unit to practice expressions and new vocabulary. Colour the objects that are white on the worksheet , following the instructions ...ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESCarnival chairs (GD p. 139)Design a fancy dress for carnival. (GD p. 139).

EASTER


TOPIC.Easter.

Active langage Easter Bunny, Easter eggs, the colours.,

Passive language.fat, pat, flop, hop, hands, ears, run, Colour the Easter eggs, Finish the Easter egg.

Objetivos Meet the Easter rabbit and sing the Easter song . Know how English children celebrate Eaaster . Improve fine motor skills colouring ,tracing and cutting. Show respect for the traditions of other cultures and sensitivity towards other cultures and

festivities .Procedures. Sing and go over the Easter song using the poster of Lulu and the flashcards. Colour the Easter eggs on a worksheet , following the instructions Easter egg chant. Finish the Easter egg on a worksheet using the same lines and colour.

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Chicks (GD p. 141)Pass the egg. (GD p. 141).Lesson 2Easter card. (GD p. 143)Easter performance. (GD p. 143).

FATHER’S DAY

TOPICFather´s day

Active language Happy Father’s Day, the family,

Passive languageIt’s Father´s Day, Where’s Daddy?

OBJECTIVES Make a card for Daddy.. Improve fine motor skills colouring and cutting. Learn a song to sing to Daddy Improve fine motor skills colouring matching and folding.. Show respect for the traditions of other cultures and sensitivity towards other cultures and

festivities..

Procedures. Sing the song in the unit Father’s Day song. On a worksheet match the Daddys that are missing to their corresponding family .

ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIESLesson 1Father´s Day card (GD p. 144)Portraits. (GD p. 144).


CLASSROOM PROGRAMME –COOKIE’S TREEHOUSE: YEAR 2010/2011*

The Classroom Programme presented is included in the Curriculum Project Area designed by the Publisher Oxford for the teach-and-learn method of the English language in the pre-primary programme : Cookie’s Treehouse .

Designing a programme is a very special task as each centre, in relation to its type and its curriculum project ,each class group ,in relation to its diversity and each teacher in relation to their experience and pedagogical approach, carries out a programme which is different in particular aspects ,but very much the same in general features.

It is within this general context and based on an open ,flexible option and efficient tool for specialist English pre- primary teachers, where the publisher project Cookie’s Treehouse has elaborated this programme, which is aimed for 3 year old pre-school students .

Cookie’s Treehouse is divided into six units , each one of which is centred on a general TOPIC,and also includes three stories and three units aimed towards learning about different festivals .The six units are : Friends, Sun and Rain , Toys ,Clothes ,Animals and Body . Three of these units also contain a story : Look at Cookie!, Cookie’s Toys and Cookie Goes Swimming. The festivals presented are: Christmas, Carnival y Easter.

The six thematic units are characterised by presenting a common structural organisation: each unit is made up of five lessons linked to the TOPIC of the unit, the last of which is a lesson to reinforce. The first lesson provides a general introduction to the concept ,a story and a worksheet.The second lesson presents more aspects on the new concept, games and a worksheet. The third lesson presents another new song for games and a worksheet .In the fourth lesson,it is suggested that the songs learnt should be revised and knowledge expanded through games and new worksheets . The lesson to reinforce is optional and is directed towards those teachers who have more English teaching hours on their timetables or if they have a classroom of students who need the extra aid . This lesson provides revision material on everything that has been taught up to that point , with games / a party , the songs from the unit and more activities .

Apart from being closely linked to the content of the previous TOPIC, the stories are structured in two lessons. In the first lesson the students listen to a story and in the second they are asked to actively participate in its development.

The units dedicated to festivals are made up of one or more lessons and show the students how these are celebrated in British culture. Twenty –four thematic sessions have been designed plus six sessions to reinforce , they can be used to assess the level of knowledge that the students acquire during the school year .Six sessions to work on a story closely linked to the content of the thematic units, have also been included . Lastly , five sessions which enable work to be carried out on the most important celebrations in the British culture, should also be taken into consideration.

Each session lays out the objectives to be worked upon or revised, the teach-and- learn activities that can be accomplished, the approxímate time each activity will take, the communicative skills, interaction and the resources that are needed.

It is important to point out that the teach- and - learn activities are varied, they are relevant to the didactic objectives and are designed as strategies to achieve the desired knowledge and not as an aim in themselves.Therefore, these would not have the most favourable impact on our students if it were not for the “ ambience “ that the publisher project Cookie’s Treehouse suggests the English teachers at pre-primary level ,create. A few recommendations to help create this ambience in the classroom in order to motivate the students would be to allocate an area in the classroom where the activity Cookie’s circle time takes place , make a treehouse with different materials such as cardboard ,different textured paper, glue and paint to represent where all the action from the different units take place, play background music of the unit songs while the students are doing table activities in the endeavour to help the children learn them, puzzles for those students who finish quickly and recommendations for assessing the students level of knowledge through the direct observation of their development etc.

In the activity section the following abbreviations have been used:

CB: Class book TB: Teacher´s book p.: page PM: Photocopy masters bookAV.Evaluation notebook.

In the section on skills :

CO: Oral comprhension EO: Oral expressionCE: Written comprehension EE: Written expession

In the section on interaction:

AI: Individual activity. Ag: Activity in small groups AP: Activity in pairs AG: Activity in a class group

UNIT 1: FRIENDSOBJECTIVES Activities Skill Interaction. Time Material

SE

SS

ION

11. Present Cookie the cat to the children.

2. Present simple greetings.

3. Introduce simple actions/instructions in English.

-Carry out the first activity Cookie’s circle time and present Cookie the cat with the puppet (TB p.12)- After presenting Cookie the cat,Do activitiy TPR through imitation. (TB p.12)

-Carry out interactive imitation activities, in this way the students are introduced to the concepts Stand up, Stretch, Sit down, Wave and Skip (TB p.12)

CO

CO

CO

AG

AG

AG

2’

2’

5’

Cookie Puppet, Treehouse, glue, cardboard, sissors, audio CD and CB.

4. Introduce the concept of learning another language.

5. Present an introduction to English.

-Explain the existence of other languages and the possibility of being able to comunícate in them . (TB p12)

-Through the presentation of a new carácter in the English class explain to the children that Cookie speaks a different language to ours called English (TB p.12)

CO

CO

AG

AG

1’

1’

6. Introduce the songs and routines Hello and Bye-bye.

7. Sing and / or perform the simple actions to the songs in English .

-Listen to the Hello Song while doing the presentation assignments that are suggested in the teacher´s book (TB P.12)-Invite the students to participate in the farewell activity in the class. (TB P.13)

CO

EO

AG

AG

2’

3’

8. Recognise and follow simple instructions.

9. Establish a routine for the English class.

10.Work on oral comprehension..

-Presentation of all the elements that form part of the English sessions (Treehouse and Cookie puppet) and the aim of the interactive exercises from these elements .(TB p.12)

-Carry out one of the table activities by imitating the model that the teacher shows . (CB p.1)

-Use the songs Hello and Bye-bye to start and finish the sessions.

Do all the oral activities in the session making sure the students participate actively .

CO

CO

CO

AG

AI

AG

5’

2’

UNIT1: FRIENDS

SESS

ION

2

OBJECTIVES Activities Skill Interaction. Time Material1. Introduce the songs and routines for Hello yand Bye-bye.

2. Sing and / or do the actions to simple songs in English.

3. Establish a routine for the English class.

-Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively.

-Use of the Transition marker to pass from the Cookie’s circle time activity to the table activity (TB p.15)-Present the song Tidy up song to indicate the end of the activity to the students (TB p.15)

EO

EO

CO

AG

AG

5’

1’

CB, audio CD, illustrated cards, Cookie puppet and interactive poster of Lulu .

4. Present Lulu the kangaroo to the children.

5. Introduce simple actions/instructions in English.

6. Recognise and follow simple instructions .

-Presentation of a new character using the flashcards and the interactive poster(TB p.14)

-Learn the concept of the colour blue by using the pictures of Lulu the kangarroo and the interactive poster , identification of objects of this colour in the classroom and establish communicative actions between the teacher and students . (TB p.14)

-Carry out a table activity that consists in pointing to the picture of the characters that the teacher mentions. (CB p.2)

CO AG 5’-10’

7. Colour a picture with the colour blue.

8. Guessing game and games with cards .

-Finish the picture of Lulu colouring it blue (CB p.2)

-Identification and reproduction of the different sounds that cats and kangaroos make using the flashcards of Cookie and Lulu that the teacher shows . (TB p.14)

EE

CO, EE

AI

AG

5’-10’

5’

9. Work on oral comprehension..

10. Encourage trust.

-Carry out all the oral activities in the session , making sure the students take an active part .

-Reward the students with stickers when they have finished the table activity to encourage security and trust .

UNIT1: FRIENDS

SESS

ION

3

OBJECTIVES Activities Skill Interaction Time. Material1. Establish a routine for the English class.

2. . Introduce simple actions/instructions in English.


Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively. -

-Use the Transition marker and Tidy up song whenever appropriate.

-Presentation of new vocabulary using the audio CD and motivating the students to recognise , reproduce and to do the actions to the vocabulary as it is being mentioned . (TB p.16)

-Listen to the song Clap hands and imitate the actions. (TB p.16)

Optional activities. -Reproduction of the song learnt in the lesson with some changes . (TB p.17)

EO

CO

CO, EO

EO

AG

AG

AG

AG

5’

5’

5’-10’

5’

Cookie puppet, interactive poster of Lulu, audio CD and CB..

4. . Guessing game and games with cards .

.

-Select the cards according to what the teacher requires. With this activity the students show their knowledge and grip on the vocabulary learnt during the unit . (CB p.3)

EE AI 5’-10’

5. Work on oral comprehansion

6. Encourage trust.

--Carry out all the oral activities in the session , making sure the students take an active part .

-Reward the students with stickers when they have finished the table activity to encourage security and trust ..

UNIT1: FRIENDS

SE

SS

ION

4

OBJECTIVES Activities Skill Interaction Time Material1. Establish a routine for the English class.



- Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively. .

--Use the Transition marker and Tidy up song whenever appropriate.

-Introduction of a new routine by means of a song that allows the students to calm down and start an activity that is slower. (TB p.18)

-Do an activity that allows revisión of the actions learnt in previous sessions. (TB p.18)

Optional activities.

-Repetition of all the activities TPR learnt and practiced up until now . (TB p.19)

EO

CO

CO

EO

AG

AG

AG

AG

5’

5’

5’

5’

Audio CD, Cookie puppet, interactive poster of Lulu , flashcards, CB blue crayon..


.

-Revision of the vocabulary worked on throughout the unit using the interactive poster of Lulu, the puppet Cookie and the flashcards for vocabulary. (TB p.18)

-Carry out a table activity imitating what the teacher says and trace first with a finger and then with a blue crayon the path that takes Cookie and Lulu to the treehouse. (CB p.4)

Optional activities . -Imitation of the previous activity.Draw a path on the ground with a piece of chalk and ask the children to imitate Lulu and Cookie when they go to the treehouse . (TB p.19)

EO

CO, EE

CO, EO

AG

AI

AG

5’-10’

5’

5’

5. Work on oral comprehension

6. Encourage trust.

---Carry out all the oral activities in the session , making sure the students take an active part .


UNIT 1: FRIENDSS

ES

SIO

N T

O R

EIN

FOR

CE

.

OBJECTIVES Activities Skills Interaction Tiempo Material1. Establish a routine for the English class.



-I Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively. .

--Use the Transition marker and Tidy up song and a calm routine whenever possible.

-Play a game that involves the students in recognition and repetition of the vocabulary that has been learnt throughout the unit (TB p.20)

EO

CO, EE

AG

AG

5’

5’

Audio CD, poster 1 and flashcards.


.

-Perform the actions learnt in the unit by playing a game like Simon Says (TB p.20)

-Find the vocabulary learnt in the unit in the illustration poster 1. (TB p.20)

-Go over the Clap your hands song but with changes . In order to make it slightly more difficult, encourage the students to sing the song changing the words with the actions that have been revised previously. (TB p.20)

CO, EO

EO

EO

AG

AG

AG

5’-10’

5’

5’-10’


6. Encourage trust.

----Carry out all the oral activities in the session , making sure the students take an active part . .

UNIT 2: SUN AND RAINS

ES

SIO

N1

OBJECTIVES Activities Skill Interaction. Time Material1.Work on passive comprehension and produce language .

- I Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively.

---Use the Transition marker and Tidy up song, and a calm routine whenever possible.

. It is very important that the students play a progressive role in carrying out these activities . .

-Perform the song Little spider . The adult will be the model to imitate. (TB p.22)

-Carry out a table activity so that the students can go over the concept of the colour blue which they have learnt in the previous unit . (CB p.5)

EO

EO

CO, EO

EE

AG

AG

AG

AI

2’

2’

5’-10’

5’-10’

Audio CD, Cookie puppet, interactive poster of Lulu , flashcards, CB blue crayon

2 Introduce and talk about the : Weather .

Using the puppet Cookie , the poster of Lulu and the flashcards of the sun, rain and the spider, the students learn new vocabulary connected to the weather. (TB p.22)

Optional activities. -Carry out a group activity showing the part of the worksheet completed during the session , that shows a sunny day or rainy day depending on whether the teacher says rain or sun (TB p.23)

CO

CO

Ag

AG

10’

2’


5. Encourage trust.

.-Carry out all the oral activities in the session , making sure the students take an active part.

----Reward the students with stickers when they have finished the table activity to encourage security and trust .


ES

SIO

N 2

OBJECTIVES Activities Skills Interaction. Time Material1. 1.Work on passive comprehension and produce language .

- I Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively.

- Use the Transition marker and Tidy up song, and a calm routine whenever possible.

EO AG 5’ Audio CD, CB, poster 2 and flashcards.

2. Introduce and talk about the : Weather .

3. Present the colour yellow and compare it to blue.

4. Present vocabulary on animals

5. Present new TPR instructions , and go over the old ones..

-Repetition of the weather vocabulary presentation activity from the previous session , go over vocabulary learning and expanding with new vocabulary . (TB p.24)-Present the colour yellow and by using poster 2 and the flashcard of the sun differentiate from the colour blue (TB p.24)

-Differentiation of objects depending on whether they are yellow or blue . (TB p.24)

-Carry out a table activity pointing to the things in the picture that the teacher mentions , Draw a yellow sun and a bird then stick on a spider to decorate the picture (CB p.6) Optional activities. -Go over the sounds that animals make , make the sounds when the teacher calls out the animal . (TB p.25)

-Perform the movements and actions animals make . TPR (TB p.25)

Optional activities. -Assign an animal to each student and ask them to reproduce the actions TPR following the adults orders . (TB p.25)

CO, EO

CO

CO, EO

EE

CO, EO

EO

CO, EO

AG

AG

AG

AI

AG

AG

AG

5’

2’

2’

5’

5’

2’

5’


6. Encourage trust ..

- Carry out all the oral activities in the session , making sure the students take an active part.



ES

SIO

N 3

OBJECTIVES Activities Skill Interaction. Time Material1. Work on passive comprehension and produce language.

- Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively.

- Use the Transition marker and Tidy up song, and a calm routine whenever possibe.

EO AG 5’ Audio CD, flashcards, poster 2, CB, pieces of different coloured wool and glue ..

2. Present the concept of Big / Little.

3. Practice matching and folding activities.

4. Present new TPR instructions , and go over the old ones.. .

-Go over the vocabulary and expressions learnt in the previous sessions. To do this use the puppet Cookie and the interactive poster of Lulu. The activity is used to introduce the concepts of big/little (TB p.26)

- Differenciate the big and little pumpkins by looking at the picture on poster 2 . (TB p.27)

-Carry out a table activity in which the students have to link a big spider with a little spider and afterwards colour them blue and yellow respectively. (CB p.7)

Optional activities. -When they have finished the previous activity , give the students pieces of coloured wool so they can stick them onto the spiderweb and link the big spiders with the little ones.This piece of work together with the picture composition for Halloween can be used to decorate the class. (TB p.27)

-Listen to and perform the actions to the Sit down song. The words to the song will allow the students to go over some of the actions learnt in previous sessions and also learn some new ones. (TB p.26)

CO

CO, EO

EE

EE

CO

AG

AG

AI

AI

AG

5’

5’

5’-10’

10’

5’-10’

5. . Work on oral comprehension

6. Encourage trust .

-- Carry out all the oral activities in the session , making sure the students take an active part.



ES

SIO

N 4

Objectives Activities Skill Interaction. Tiempo Material

1. Work on passive comprehension and produce language..

-Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively.


EO AG 5’ Audio CD, flashcards, poster 2, CB, glue glitter, feathers and pieces of wool .

2. . Present new TPR instructions , and go over the old ones..

3. Practice sticking activities and revise .

- Go over the vocabulary and expressions learnt in the previous sessions linking images with the sounds they produce. (TB p.28)

Optional activitiesGo over the Clap hands song from session 3 of the previous unit . (TB p-29)

-Carry out a table activity showing the different parts of the spider´s body in the picture , complete the spider by sticking on the stickers for its eyes, go over the legs first with a finger and then with a crayon . (CB p.8)

Optional activities. -Decorate the spiders made by the students with glitter , feathers pieces of wool etc. these spiders can be used to decorate the class . (TB p.29)

CO, EO

EO

EE

EE

AG

AG

AI

AI

5’-10’

5’

10’

10’






ES

SIO

N T

O R

EIN

FOR

CE

Objectives Activities Skills Interaction. Time Material1. Work on passive comprehension and produce language .

--Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively.


.

EO AG 5’ Audio CD, flashcards and poster 2

2. . Present new TPR instructions , and go over the old ones.

3. Present vocabulary on animals .

4. Introduce and talk about the Weather .

-Go over vocabulary and the TPR actions learnt in units 1 and 2 (TB p.30)

-Perform a game that is highly recreational or focused on going over the vocabulary on animals learnt in previous sessiones. (TB p.30)

-Go over the Little spider song and Sit down song Learnt in previous sessions. Make this revision more recreational and enjoyable than what they have been previously. (TB p.31)

Optional activitiy - Pretend to be the animals that have been learnt throughout the unit in a game asking the students to paint their faces.

Optional activities. -Make someone say what the weather is like in English. (TB p.31)

EO, CO

EO, CO

EO, CO

EO

CO, EO

AG

AG

AG

AG

AG

5’

5’

10’

10’

5’




STORY 1: LOOK AT COOKIES

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. . Work on passive comprehension and produce language .

- Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively.

- Use the Transition marker and Tidy up song, Storytime rhyme and a calm routine whenever possible.

EO AG 5’ Audio CD, flashcards storycards, CB and crayons.

2. . Present new TPR instructions , and go over the old ones.

3. Enjoy the way the story develops in the unit and take part in it ..

4 Go over the vocabulary on animals.

-Go over the vocabulary and the TPR actions learnt in units 1 and 2 (TB p.32)

-Carry out a table activity in which the students have to do the actions that correspond to the pictures in the illustration,differenciate the actions carried out by Cookie in the story in the unit and on the worksheet circle them . (CB p.9)

-Learning and portrayal of the rhyme Storytime rhyme (TB p.32)

-Listen to the CD with the unit story (TB p.32)

-Go over the vocabulary on animals using the corresponding flashcards and the story of the unit. (TB p.33)

EO, CO

CO, EE

EO, CO

CO

CO, EO

AG

AG, AI

AG

AG

AG

5’

5’-10’

2’

5’

5’



-- Carry out all the oral activities in the session , making sure the students take an active part.


STORY 1: LOOK AT COOKIES

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1. Work on passive comprehension and produce language .

.

-- Start and end each session with the songs Hello and Bye-bye motivating the students to participate actively.


EO AG 5’ Audio CD, flashcards and poster 2.

2. Go over the vocabulary worked on in previous sessions.

3. Enjoy the way the story develops in the unit and take part in it.

4. Go over the concept of big / little .

-Play a game that combines the flashcards, the pictures on the posters 1 and 2 and the actions that the teacher asks the students to do. (TB p.34)-Go over the song Little spider learnt in previous sessions by playing a game in which the actions are performed . TPR (TB p.34)

Optional activities-Go over the vocabulary learnt with the flashcards by playing a guessing game in which the teacher has to try and stimulate the students with jokes (TB p.35)

- Learning and portrayal of the rhyme Storytime rhyme (TB p.34)

-Listen to the CD with the story of the unit and participate in doing the actions the teacher has asked for . (TB p.34)

-Carry out a table activity classifying big and little objects and putting them into their group according to size. (TB p.35)

EO, CO

EO, CO

EO

EO, CO

CO, EO

CO, EO

AG

AG

AG

AG

AG

AG

5’

5’

2’-5’

2’

10’

5’




.

UNIT3: TOYSS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. Work on passive comprehension and produce language.

- Start and end each session with the songs Hello and Bye-bye ,motivating the students to participate actively.


.

EO AG 5’ Audio CD, flashcards, poster of Lulu, CB, crayons.

2. Present the vocabulary on toys.

3. Learn the song in the unit.

-Present the vocabulary on toys using flashcards from the unit and the poster of Lulu (TB p.36)

-Carry out a table activity, students colour in the toys that appear in the picture in the colours that the teacher indicates . (CB p.10)

Optional activities-Play a game: the teacher calls out the names of the toys that have been worked on and the students pretend they are playing with them . (TB p.37)

-Play a game : place the flashcards of the toys in different parts of the classroom and ask the students to put them beside the flashcards of the toy mentioned and pretend they are playing while the music plays . (TB p.37)

-Go over the vocabulary on toys by playing a game with the flashcards , to end with listen to the song I’ve got a plane (TB p.36)

EO, CO

CO, EE

CO

CO

CO, EO

AG

AG, AI

AG

AG

AG

5’

10’

2’-5’

5’

10’




UNIT 3: TOYSS

ES

SIO

N 2

Objectivos Actividades Habilidad Interacc. Tiempo Material1. Work on passive comprehension and produce language.


- Use the Transition marker and Tidy up song, Storytime rhyme and always, a calm routine when possible.

EO AG 5’ Audio CD, flashcards, poster 3, poster of Lulu, CB, blue , red and yellow objects and toys blue , red and yellow crayons.

2. Go over the vocabulary on toys.

3.Go over the vocabulary on toys and and present the vocabulary on colours..

-Go over the vocabulary in the unit using the poster of Lulu and the flashcards from the unit. (TB p.38)

Optional activities- Play a guessing game. Guess what toy is hidden in the bag by feeling it . (TB p.39)

- Go over the the vocabulary on colours learnt in previous units (blue and yellow) and learn the colour red using poster 3 Find objects of these different colours . (TB p.38)

- Play a game which goes over the colours learnt, by using objects of these colours and the puppet Cookie. (TB p. 38)

- Carry out a table activity . Colour the train on the worksheet red.The students must first find the colour and then colour the train .(CB p. 11)

EO, CO

EO, CO

EO, CO

EO, CO

CO, EE

AG

AG

AG

AG

AG, AI

5’

5’

5’

5’

10’



..


UNIT 3: TOYSS

ES

SIO

N 3




EO AG 5’ Audio CD, Poster of Lulu , flashcards, poster 3, CB, yellow , blue and red crayons.

2. Work on numbers One /two.

3. Go over the concepts big/little.

4. Go over the vocabulary on toys.

5. Learn the song in the unit.

- Go over the vocabulary in the unit using poster 3 and count how many toys there are in each category . (TB p.40)

- Go over the concepts big/little with real life objects to do so . (TB p.41)

- Carry out a table activity: go over the vocabulary on the toys that appear in the illustration , classify the toys into (big/litte) and then colour them as suggested by the teacher . (CB p.12).

Optional activities -Play a game : point out the flashcard of the toys the teacher mentions using a ball . (TB p.41)

- Play the game hot / cold , hide a flashcard and ask the students to give clues to the classmate who has to find it saying yes / no and hot / cold where appropriate (TB p.41)

-Act out and sing the song: Big red train (TB p.40)

EO, CO

EO, CO

CO, EE

CO

CO, EO

CO, EO

AG

AG

AG, AI

AG

AG

AG

5’

2’

10’

5’-10’

5’

5’



--- Carry out the oral activities in the session making sure the students take and active part.


-

UNIT 3: TOYSS

ES

IÓN

4Objectives Activities Skill Interaction. Time Material1. Work on passive comprehension and produce language.



EO AG 5’ Audio CD, Cookie puppet, flashcards of the toys , blackboard ,chalk CB. crayons .

2. Go over the vocabulary and the songs learnt up till now .

3. Go over the vocabulary on toys..

-Go over the vocabulary worked on until now by using the flashcards and the pictures drawn on the blackboard by the teacher . (TB p.42)

- Go over theTPR activities learnt so far taking advantage of the song learnt in the previous session. (TB p.42)

Optional activities- Play a game in which the teacher gives out the flashcards that have been worked on to the students , the teacher then calls out the different flashcard vocabulary and the student or group of students who have that flashcard have to stand up .(TB p.43)

-Carry out a table activity : Look at the worksheet for the unit , find where the toys are hidden, name them and then with a crayon join the dotted path of the ball being thrown from Lulu to Cookie . (CB p.13)

Optional activity-Carry out a game , hide the components of a group of toys (or flashcards of the toys) see if the students are capable of remembering the group that has been hidden . (TB p.43)

EO, CO

CO

CO

CO, EE

CO, EO

AG

AG

AG

AG, AI

AG

5’

5’

5’

5’-10’

5’

4. Work on oral comprehension.

5. Encourage trust.

-- Carry out all the oral activities in the session , making sure the students take an active part

UNIT3: TOYSS

ES

IÓN

DE

RE

FUE

RZO



- Use the Transition marker and Tidy up song, Storytime rhyme and a calm routine when possible.

EO AG 5’ Audio CD, flashcards, Poster of Lulu, Cookie puppet and posters for the three units worked on .

2. Go over the vocabulary and the songs learnt up till now.

3. Present new TPR instructions and go over the old ones.

4. Play simple games in English.

-Go over the flashcard vocabulary learnt in the different sessions using the interactive poster of Lulu and the posters of the three units that have been worked on. (TB p.44)

-Go over the TPR actions that have been worked on since the beginning of the year. To do this the puppet Cookie has to state an action or the name of an animal or object and the students have to do the action or imitate the animal or object mentioned. (TB p.44)

-Go over the songs learnt in the different units. The corresponding worksheets for the songs should serve as a guide. (TB p.44)Optional activities-Play a game , pretend that the classroom is a dance floor and dance to the songs that have been learnt in the different units .(TB p.45)

-Play a sound game. One group of students makes the sound of an animal or object corresponding to the flashcards that the teacher has put up on the blackboard. One of the students has to guess just by listening, without looking,what it is .. (TB p.44)

CO, EO

CO

CO, EO

CO, EO

EO

AG

AG

AG

AG

AG

5’

5’

5’-10’

5’-10’

5’

5. Work on oral comprhension .

6 Encourage trust .

--- Carry out all the oral activities in the session , making sure the students take an active part

UNIT 4: CLOTHESS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. Go over the vocabulary and the songs learnt up until now.

-- Start and end each session with the songs Hello and Bye-bye ,motivating the students to participate actively.


CO AG 5’ Audio CD, silhouette of Cookie and items of paper clothing , real items of clothing, flashcards, , Lulu´s bag, Cookie the puppet, CB, glue ,sissors and crayons.

2. Present the vocabulary on clothes

3. Sing songs in English.

4. Present the words and concepts linked to items of clothing .

-Carry out an activity which consists of dressing the silhouette of Cookie with items of paper clothing and afterwards teach the students the vocabulary of these items. (TB p.46).

-Go over the vocabulary of the clothes items presented in the previous activity but this time pull the real items out of a bag . (TB p.46)

-Learn the clothes items by presenting the corresponding flashcards that have previously been put in Lulu´s bag . (TB p.46)

-Listen to and then learn the song Cookie put your trousers on (TB p.47)

-Carry out a table activity . complete the picture with stickers . (CB p.14)Optional activities.

-Do a table activity : Dress the silhouette of Cookie with cutouts (TB p.47)

CO

CO

CO, EO

CO, EO

CO, EE

EE

AG

AG

AG

AG

Ag, AI

AI

10’

10’

5’

10’

5’

10’-15’

5. Encourage trust.. - Carry out the oral activities in the session making sure the students take and active part.


UNIT 4: CLOTHESS

ES

IÓN

2Objectives Activities Skill Interaction. Time Material1. Go over the vocabulary and the songs learnt up until now.



EO AG 5’ Audio CD, bag, real life items, poster 4, flashcards, paper figure of Cookie, paper clothing to dress the silhouette of Cookie.and CB.

2. Sing songs in English .

3. Compare big and little.


5. Talk about feelings: happy/sad.

6. Practice matching activities.

-Go over the song learnt in the previous session . Previously , show the students poster 4 and go over the items of clothing with them and the puppet Cookie (TB p.48)

-Go over the concepts of big/little using realia that has been put in a bag . Make sure there are items that are exaggerated , really big and really little . Each student can pull an item out and try and put it on . In cases of difficulty the students can go over the concepts big/little. The images on poster 4 once again show these concepts .(TB p.48) Optional activities -Presentation of new TPR actions inspired on the items of clothing and revisión of the one learnt in previous sessions. In order to do so , play a game that is similar to Simon says (TB p.49)Carry out an activity . Dress the silhouette of Cookie while asking the students if Cookie is happy or sad depending on the item of clothing that Cookie is dressed in . (TB p.48)

-Explain a table activity which is to understand why Cookie is sad and ask the students to help you by telling them that they have to match the items that are in the picture with the corresponding part of Cookie´s body. Once finished, explain to the students that Cookie is now happy .(CB p. 14)

EO

CO, EO

CO, EO

CO, EO

CO, EE

AG

AG

AG

AG

AG, AI

5’

5’-10’

5’

5’

5’-10’

7. Encourage trust . -Carry out the oral activities in the session making sure the students take and active part.

-Reward the students with stickers when they have finished the table activity to encourage security and trust.

UNIT 4: CLOTHESS

ES

SIO

N 3




EO AG 5’ Audio CD, flashcards, CB, colours , realia, bag , Cookie puppet and poster of Lulu.


3. Compare big and little .

4. Present the words and concepts linked to items of clothing . .

5. . Sing songs in English.

6. Exchange polite greetings sa How are you?...

-Go over the vocabulary learnt in session 2 of this unit asking the students to once again play the game Please, using as an example the game: Simon Says (TB p.50)

-Go over the colours and the items of clothing matching the picture of Cookie in fancy dress , encouraging the students to dress themselves up in the realia in the classroom . (TB p.50)

Optional activities-Go over the vocabulary on clothes and the concepts of big/little showing the items of clothing to the students and asking them to answer Yes/No depending on whether the items are big or little. Designate the responsibility of showing the items of clothing to the students when the teacher considers that they will enjoy playing these games on their own.(TB p.51)

-Carry out a table activity composed of going over the vocabulary on colours and the clothes, and then colouring the clothes that Lulu is wearing in the picture on worksheet 16 ,with different coloured crayons. (CB p.16)

-Learn the song Where are you?. Previously we have spoken to the students about the forms and polite ways to greet someone, and presented the song with the help of the puppet Cookie, the poster of Lulu and some of the flashcards to define the words in the song . (TB p.46)

CO, EO

CO, EO

CO, EO

EE

CO, EO

AG

AG

AG

AI

AG

10’

10’

5’

5’-10’

5’-10’

7. Encourage trust. -Carry out the oral activities in the session making sure the students take and active part.

UNIT 4: CLOTHESS

ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1. Go over the vocabulary and the songs learnt up until now



Go over the vocabulary learnt throughout the year putting all the flashcards of the clothes , colours , toys and the spider into Lulu´s pouch on the poster of Lulu. As we take them out again ask the puppet Cookie : Do you like red trousers? Yes/No, etc. Expand the activity with the help of poster 4 and ask the students similar questions. (TB p.52)

EO

CO, EO

AG

AG

5’

5’

Audio CD, Cookie puppet, poster of Lulu, flashcards, realia, bag, CB, paper plates glue, crayons, adhesive...

2. Act out a carnival.

3. Talk about feelings : happy/sad.

-Use the (realia ) clothes used in previous sessions so that the students can dress up and enjoy a carnival parade in class. (TB p.52)

-Carry out a table activity : Stick the sticker of Cookies hat on Cookies head and ask the students to say whether Cookie is happy or sad They can draw Cookies face according to what they think . (CB p.17) Optional activities.-Make a mask with paper plates, crayons , glue and bits and pieces to decorate it with.(TB p.53)

EO

CO, EE

EE

AG

AG, AI

AI

5’-10’

5’-10’

10’

4. Encourage trust.-Carry out the oral activities in the session making sure the students take and active part.


UNIT 4: CLOTHESS

ES

SIO

N T

O R

EIN

FOR

CE

Objectives Activities Skill Interaction. Time Material1. Go over the vocabulary and the songs learnt up until now .



-Go over the vocabulary using the poster of Lulu and the puppet Cookie. Put the flashcards into the pouch on the poster and then invite the students to say what they are as the flashcards are shown to them . End the vocabulary revision with the help of poster 4 and ask the students questions about big or little and the colours . (TB p.54) Optional activities-Play a game in which the puppet Cookie gives out six flashcards that have been worked on, to six students and then the rest of the class are asked who has the flashcard that Cookie names . (TB p.55)

-Play a memory game in which the teacher shows some of the flashcards worked on up until now , then they are placed on the blackboard the wrong way around and the students are asked if they can remember where each object on a flashcard is, when it is named . (TB p.55)

EO

EO

CO, EO

CO, EO

AG

AG

AG

AG

5’

5’

5’

5’-10’

Audio CD, flashcards, Poster of Lulu, Cookie puppet, realia y poster 4.

2 Present new TPR instructions and go over the old ones.. .


4. Sing songs in English.

-Carry out TPR activities learnt in the previous sessions and new ones so that the students can perform the actions that the puppet Cookie aske them to . (TB p.54)

-Repetition of the sound game played in previous sessions: place a series of flashcards that correspond to a sound on the blackboard .One of the students turns his / her back to the black board so they cannot see the flashcard pointed out by the teacher and the rest of the class have to try and help him / her guess which flashcard it is by making the sound. (TB p.54)-Go over the song Where are you?. The puppet Cookie now covers its eyes and tries to guess where each person is . To do this everyone sings the song Where are you? And change Lulu´s name for a students name . (TB p.54)

CO, EO

CO, EO

EO

AG

AG

AG

5’

5’-10’

5’-10’

5. Encourage trust. --Carry out the oral activities in the session making sure the students take and active part.

STORY 2: COOKIE’S TOYSS

ES

SIO

N 1




-Go over the song in the unit using the flashcards of the toys and the colours and encourage the students to participate actively. (TB p56)

-Carry out a table activity : recognise the flashcards that correspond to vocabulary that has been worked on in the story and colour the toy in the picture that they like the most .(CB p.18)

Optional activities-Carry out a table activity in which each student draws and colours the the toy they like the most . (TB p.57)

-Carry out an activity similar to the previous one in which the students have to decorate a ball with the materials given to them by the teacher. (TB p.57)

CO

CO, EO

CO, EO

EE

AG

AG

AG

AI

5’

5’

5’

5’-10’

Audio CD, CB, flashcards, Cookie puppet , white paper,bits and pieces with which to to decorate the ball the students have drawn ,crayons , glue and magic bag .



-Revision and act out the rhyme: Storytime rhyme (TB p.56)

-Listen to the CD with the story of the unit counting on the students to take part (TB p.56)

-Preparation for a table activity by means of a game that encourages the students to remember vocabulary on toys by using the corresponding flashcards. (TB p.57)

- Optional activities. Play a game in which the teacher through mime, helps the students to guess the invisible object that has been taken out of the magic bag . (TB p.57)

CO, EO

CO

CO, EO

CO, EO

AG

AG

AG

AG

2’

5’-10’

5’

5’

4. Encourage trust.. -Carry out the oral activities in the session making sure the students take and active part

STORY 2: COOKIE’S TOYSS

ES

SIO

N 2




-Go over the flashcards learnt up until now by carrying out an activity that consists in recognising the flashcards que that the teachers shows and linking them to posters 3 y 4 (TB p.58)

- Carry out a game in which a bag that has clothes in it is passed around while the song Cookie put your trousers on. Is playing . When the music stops the student who has the bag takes out an item of clothing and says what it is in English . (TB p.58)

Optional activities.-Make a collage with cuttings of clothing from magazines.Every one names the different items of clothing in the collages that the students have made . (TB p.59)

CO

CO, EO

EO

EO, EE

AG

AG

AG

AI

5’

5’

5’-10’

10’-15’

Audio CD, flashcards Cookie puppet, posters 3 and 4, white paper, glue , sissors, clothes catalogues , bag and clothes items ..



-Revision and act out the rhyme: Storytime rhyme (TB p.58)

- Listen to the CD with the story of the unit counting on the students to take part (TB p.58)

-Play a game that helps go over the numbers one and two. The teacher shows toys that everybody has to count . (TB p.59)

Optional activities. -Play a game in which the teacher says a colour , the students who are wearing any clothes that are this colour stand up and say good –bye in English . (TB p.59)

CO, EO

CO, EO

CO, EO

CO, EO

AG

AG

AG

AG

2’

5’-10’

5’

5’

4. Encourage trust.. --Carry out the oral activities in the session making sure the students take and active part

UNIT 5: ANIMALSS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1.. Go over the vocabulary and the songs learnt up until now



EO AG 5’ Audio CD, CB, crayons, flashcards, Cookie puppet and poster of Lulu.

2. Present the vocabulary in the unit.

3. Sing songs the new songs in English.

-Presentation of the vocabulary in the unit using the puppet Cookie and the poster of Lulu. (TB p.60)

-Carry out a table activity : colour the duck in the picture red. (CB p.19)

Optional activities-Play a game of musical statues ,imitate animals while the music plays and when it stops turn into statues .(TB p.61)

-Learn and perform the song Little rabbit (TB p.60)

Optional activities. Dance to the song in the unit , the students have to imitate being a rabbit using their fingers to make rabbit ears. (TB p.61)

CO, EO

CO, EE

CO

CO, EO

EO

AG

AG, AI

AG

AG

AG

5’

10’

5’

5’

5’

4. Encourage trust -Carry out the oral activities in the session making sure the students take and active part

UNIT 5: ANIMALSS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1.. Go over the vocabulary and the songs learnt up until now



-Go over the vocabulary on animals using the puppet Cookie and the poster of Lulu. To do so , Cookie will show everyone the flashcards with the vocabulary, which Lulu will then hide inside a bag and then ask the students to say what it was . (TB p.62)

-Go over the vocabulary on colours with the help of poster 5 and the flashcards (TB p.62)

-Carry out a table activity to go over the colours. To do it the students have to colour the turtle the colour the teacher says. When finished ,they also have to draw in some other details to finish the picture . (CB p.20)Optional activities-Carry out an activity similar to a memory game to go over the vocabulary on animals. (TB p.63)

EO

EO

CO, EO

CO, EE

CO, EO

AG

AG

AG

AG, AI

AG

5’

5’-10’

5’

10’

5’

Audio CD, CB, flashcards, poster 5, Cookie puppet, objects of different colours and de diferentes colores and crayons .

2. Play simple games in English .

3. Present new TPR instructions and go over the old ones .

-Carry out a game to go over the colours. Students have to pick out an object the colour the teacher says from a pile of objects . (TB p.62)

Optional activities-Carry out a game to go over the colours and TPR actions . (TB p.63)

CO

CO

AG

AG

5’

5’-10’

4. Encourage trust. -Carry out the oral activities in the session making sure the students take and active part

UNIT 5: ANIMALSS

ES

SIO

N 3

Objectives Activities Skill Interaction. Time Material1. .. Go over the vocabulary and the songs learnt up until now.

-Start and end each session with the songs Hello and Bye-bye ,motivating the students to participate actively.

- Use the Transition marker and Tidy up song, Storytime rhyme and a calm routine whenever possible-Go over the vocabulary on animals .To do it ,hang up poster 5 and encourage the students to count the ducks that are in the unit up to three (TB p.64)

-Carry out a table activity . The students point to the objects the teacher says on the worksheet , afterwards they stick on the corresponding stickers. Lastly they must follow the path the teacher indicates with their fingers , and then colour it in with a crayon .(CB p.21)Actividad opcional-Go over the vocabulary in the unit by playing a game in which a group of students imitate the animal that the teacher performs the actions to , the rest of the classmates count the students who imitate the teacher. (TB p.65)Optional activities.-Make a duck using the photocopy from page 19 in the CB and stick little balls of tissue paper on it .Once made , group the ducks in threes and ask the students to count them . (TB p.65)

EO

CO, EO

CO, EE

CO, EO

EE, EO

AG

AG

AG, AI

AG

AI, AG

5’

5’-10’

5’-10’

5’

10’-15’

Audio CD, CB, flashcards, Cookie puppet, poster of Lulu , poster 5, crayons , photocopies of page 19 in the CB , glue and tissue paper balls .

2. Present new TPR instructions and go over the old ones . .

3. Sing new songs in English.

-Carry out the TPR actions that the teacher says , in groups . (TB p.64)

-Listen to the song in the unit called One, two, three imitating the actions. (TB p.64)

CO

CO, EO

AG

AG

5’

5’

4. Encourage trust. Carry out the oral activities in the session making sure the students take and active part.

UNIT 5: ANIMALSS

ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1 Go over the vocabulary and the songs learnt up until now.



.

-Go over the vocabulary worked on during the year using the puppet Cookie , poster 5 and the poster of Lulu. (TB p.66)

-Play a game of pairs in which the teacher places some of the flashcards worked on up until now in pairs and asks the students which of the two they like the most .The teacher uses the expression I like and asks the students to repeat the phrase. (TB p.66)

-Carry out a table activity : the students are asked to join the animals on the left of the worksheet with the animals on the right by using arrows ,afterwards they have to count them and colour them in . (CB p.22)Optional activity-Play the game of musical cards . (TB p.67)Optional activities. -Go over the numbers playing a clapping game : clap hands and count the times you clap . (TB p.67)

EO

CO

CO, EE

CO, EE

EO

EO

AG

AG

AG

AG

AG

AG

5’

5’-10’

5’

5’-10’

5’-10’

5’

Audio CD, CB, flashcards, Cookie puppet , poster of Lulu, poster 5 and crayons.

2. Present new TPR instructions and go over the old ones .

-Carry out the TPR actions worked on up until now by playing the game Cookie says (TB p.66)

CO AG 5’

3. Encourage trust. -Carry out the oral activities in the session making sure the students take and active part.

UNIT 5: ANIMALSS

ES

SIO

N T

O R

EIN

FOR

CE

Objectives Activities Skill Interaction. Time Material1. Go over the vocabulary and the songs learnt up until Now.


- Use the Transition marker and Tidy up song, Storytime rhyme and a calm routine whenever possibl

-Go over all the vocabulary worked on up until now using the flashcards, the poster of Lulu and poster 5 . (TB p.68)

Optional activities.-Go over the vocabulary worked on up until now using the flashcards and the posters from unit 1 to 5 (TB p.69)

EO

CO, EO

CO

AG

AG

AG

5’

5’

5’

Audio CD, flashcards, poster of Lulu and posters 1-5.


3. . Play simple games in English . .

-Carry out the actions and the songs TPR worked on so far individually, in groups or the whole class. (TB p.68)

-Play a game : Put the flashcards in a row on the blackboard, point to one that everybody can see except one of the students who has to try and guess which flashcard it is from clues that the rest of the class give him /her . (TB p.68)

Optional activities.-Play a game chanting out all the vocabulary worked on while following the teacher around the classroom .(TB p.69)

CO

CO, EO

CO, EO

AG

AG

AG

5’-10’

5’-10’

5’-10’

4. . Encourage trust..-Carry out the oral activities in the session making sure the students take and active part.

UNIT 6: BODYS

ES

SIO

N 1


-.Start and end each session with the songs Hello and Bye-bye ,motivating the students to participate actively.

- Use the Transition marker and Tidy up song, Storytime rhyme and a calm routine whenever possible

-Do the table activity by colouring in the parts of Cookie and Lulu´s bodies that are not coloured in . (CB p.23

Optional activities.-Carry out the activity of naming the different parts of Cookie´s body and then ask the students to help you guess if they are : big, little, red... (TB p. 71)

EO

EE

CO, EO

AG

AI

AG

5’

10’

5’

Audio CD, CB, flashcards, poster of Lulu, Cookie puppet, the puppet¨s hat and colours.

2. Present vocabulary to do with the temperature and other words related to the weather.

3. Present vocabulary on the parts of the body .

4. Sing new songs in English

5. Present new TPR instructions and go over the old ones

-Establish a conversation about the weather and clothing. . This introduction will help the teacher to do a little sketch for the students with the puppet Cookie and a hat, which the mascot starts wearing on its feet and finishes wearing on its head .Afterwards ,using the interactive poster of Lulu,present the vocabulary on the parts of the body with the flashcards (TB p.70)-Learning and acting the song Round the tree song (TB p.70)

Optional activities. -Revision of the game Cookie says please, adding new TPR actions that appear in the words of the song in this unit . (TB p.71)

CO, EO

CO, EO

CO, EO

AG

AG

AG

10’

10’

5’6. . Encourage trust.

-Carry out the oral activities in the session making sure the students take and active part.

UNIT 6: BODYS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1. Go over the vocabulary and the songs learnt up until now .

-.Start and end each session with the songs Hello and Bye-bye ,motivating the students to participate actively.


EO AG 5’ Audio CD, CB, Cookie puppet, posters 3 and 6, flashcards, realia and bag.


3. Present concepts relative to the seasons and the body .

-Play a game with the help of the puppet Cookie. The game consists in first of all ,closing the puppets eyes and showing the students a flashcard of the parts of the body . Then the students have to represent that part of the body by using actions and movements and the puppet has to guess which part of the body it is (TB p.72)

-Establish a conversation to present the concepts of hot/cold to the students using clothing (realia) and the pictures on the posters 3 and 6 (TB p.72)

-Carry out a table activity : point to some of the objects that appear on worksheet 22 Afterwards the students have to stick the stickers of Cookie and Lulu in the appropriate places . (CB p.24)

Optional activities. -Go over the concepts hot/cold by asking the students to fold the previous worksheet in such a way that when the teacher says hot,/cold the students can show the corresponding picture . (TB p.73)

-Go over the concepts hot/cold playing a game in which the teacher pulls out clothes from a bag and the students say yes/no each time the teacher asks if it is something to wear when it is cold or when it is hot .(TB p.73)

CO, EO

CO

EE

CO

EO

AG

AG

AI

AG

AG

5’-10’

5’

5’-10’

3’

5’

4. . Encourage trust. -Carry out the oral activities in the session making sure the students take and active part.

UNIT 6: BODYS

ES

SIÓ

N 3

Objectives Activities Skill Interaction. Time Material1. . Go over the vocabulary and the songs learnt up until now.

--.Start and end each session with the songs Hello and Bye-bye ,motivating the students to participate actively.


-Go over the vocabulary using posters 3 and 6 and ask the students to point to the pictures that correspond to the words the teacher says . (TB p.74)

Optional activities. -Go over the songs Round the tree song and Put your hands up song (TB p.75)

-Go over the vocabulary on the parts of the body and the concepts of big/little by playing a game: the teacher shows the flashcards of Cookie and Lulu to the students, so that they can associate the parts of the body the teacher mentions with one of the two characters. (TB p.75)

EO

CO, EO

EO

CO, EO

AG

AG

AG

AG

5’

5’-10’

10’

5’

Audio CD, CB, flashcards, poster 3 and 6, glue and white paper DINA-4.


.

3. Practice folding activities and art and crafts such as glueing and also do puzzles etc.

-Learn and perform the actions to the Put your hand up song (TB p.75)

-Carry out a table activity: Go over the parts of the body using a silhouette of Cookie cut into three parts. Give each student a sheet of DINA –4 paper so that they can stick the three pieces together again like a jigsaw puzzle . (CB p.25)

CO, EO

EE

AG

AI

5’-10’

5’-10’

4. . Encourage trust. --Carry out the oral activities in the session making sure the students take and active part.


UNIT 6: BODY

SE

SS

IÓN

4

Objectives Activities Skill Interaction. Time Material1. . Go over the vocabulary and the songs learnt up until now -.Start and end each session with the songs Hello and Bye-

bye ,motivating the students to participate actively.


-Go over the vocabulary on the parts of the body and clothes using the flashcards (TB p.76)

-Go over the vocabulary learnt from all the units . To do this,put the flashcards into Lulu´s pouch, ask one of the students to take a flashcard out and then without showing it to try and get the rest of the class to guess what it is by making the sounds , actions or pointing to an object in the classroom or pointing to an object on poster 6 . (TB p.76)

- Optional activities. Play a game matching flashcards that have been worked on in class. (TB p.77)

-Carry out an activity in which the students say yes/no when the teacher asks them Do you like? while referring to the pictures on poster 6. (TB p.77)

EO

EO

EO

CO, EO

CO, EO

AG

AG

AG

AG

AG

5’

5’

5’-10’

5’

5’

Audio CD, CB, flashcards, Cookie puppet, poster of Lulu, poster 6 and crayons.


3. Compare.

-Go over the TPR actions learnt and practiced in class and some of the songs that the students now know well. (TB p.76)

-Carry out a table activity: Go over the vocabulary learnt remembering the names of all the pictures that appear on worksheet 26. Afterwards ask the students to match the pictures and to colour the three that are in the right column. (CB p.26)

EO

EE

AG

AI

10’

10’

4. . Encourage trust. . --Carry out the oral activities in the session making sure the students take and active part.


UNIT 6: BODYS

ES

SIO

N T

O R

EIN

FOR

CE

.Objectives Activities Skill Interaction. Time Material1. . Go over the vocabulary and the songs learnt up until now



-Go over the vocabulary learnt throughout the school year . The puppet Cookie shows the flashcards that Lulu has in his / her pouch . Once finished the students can find the things on the flashcards they got right , on poster 6 . (TB p.78)

-Go over the songs learnt during the year with the idea of organising a small concert to perform in front of another class at the end of the year . (TB p.78)

Optional activities.-Play a game : the teacher hides flashcards around the classroom which the students have to find and give back to her/him.The teacher then puts the flashcards up on the blackboard next to a drawing that she / he has done previously . (TB p.79)

-Carry out an art and craft activity in which the students cover the palms of their hands and soles of their feet in paint and then print them out on a piece of paper . (TB p.79)

EO

EO

EO

CO, EO

CO, EO

AG

AG

AG

AG

AI

5’

5’-10’

10’-15’

5’

10’-15’

Audio CD, flashcards, Cookie puppet, poster of Lulu, poster 6, paint and sheets of white paper..


3.. Play simple games in English .

-The students do the TPR actions listening to the orders given by Cookie the puppet . (TB p.78)

-Play a game making sounds . This time the students have to make the sound of any one of the flashcards that have been worked on during the school year. (TB p.78)

CO

EO, CO

AG

AG

10’

10’

4. . Encourage trust. -.Carry out the oral activities in the session making sure the students take and active part.

STORY 3: COOKIE GOES SWIMMING S

ES

SIÓ

N 1

Objectives Activities Skill Interaction. Time Material1. . Go over the vocabulary and the songs learnt up until now



-Go over the song Little rabbit using the animal flashcards and Cookie and Lulu to encourage the students to participate actively (TB p80)

-Go over the vocabulary sad/happy using theStorycards so that the students become familiar with the vocabulary at the same time as they get ready for a table activity. (TB p.81)

-Carry out a table activity : Name the characters that appear on the left of the worksheet and ask the students to link them to the ones that appear on the right . (CB p.27)

Optional activities.-Carry out an activity that consists in adding movements to a rhythmical creation , using the rhythm one, two, three and encouraging the students to imitate the teacher. (TB p.81)

CO

CO, EO

CO, EO

CO, EO-EE

CO, EO

AG

AG

AG

AG, AI

AG

5’

5’

2’

5’-10’

2’

Audio CD, CB, flashcards, Cookie puppet and crayons.

2 Enjoy the way the story develops in the unit and take part in it.

.


-Go over and perform the rhyme Storytime rhyme (TB p.80)

-Listen to the CD of the story in the unit counting on the students to participate . (TB p.80)

Optional activities. -Play a game to practice the vocabulary on animals using the flashcards and music to help. (TB p.81)

CO, EO

CO

CO, EO

AG

AG

AG

2’

5’-10’

5’

4. . Encourage trust. -Carry out the oral activities in the session making sure the students take and active part.

-Reward the students with stickers when they have finished the table activity to encourage security and trust.-

STORY 3: COOKIE GOES SWIMMINGS

ES

SIÓ

N 2




-Go over the flashcards learnt up until now by recognising the flashcards that the teacher shows and linking them to posters 5 and 6 (TB p.82)

-Go over the vocabulary on the parts of the body using the song Round the tree. To do this the students have to get into groups , each group has to be associated with a flashcard of a part of the body. They then have to sing and act out the verse of the song that corresponds to them and finish by singing the whole song together.(TB p.82)

Optional activities. -Preparation of a spectacle that includes singing the songs and acting out the stories that have been learnt so that the students can perform them infront of their parents or other students in the school. (TB p.83)

CO

CO, EO

EO

EO-EE

AG

AG

AG

AI

5’

5’

5’-10’

10’-15’

Audio CD, flashcards, Cookie puppet , posters 5 and 6, little toys ,things needed to play the game the students choose. .

2.Enjoy the way the story develops in the unit and take part in it.

3 Play simple games in English ..

- Go over and perform the rhyme Storytime rhyme (TB p.82)

-Listen to the CD with the unit story , get the students to participate and do the actions the teacher asks them to. (TB p.82)

-Play a game to go over the numbers two and three by showing the students and getting them to count some small toys. (TB p.83)

Optional activity-Let the students choose their favourite game so it can be played again , all together . (TB p.83)

CO, EO

CO, EO

CO, EO

CO, EO

AG

AG

AG

AG

2’

5’-10’

5’

5’

4. Encourage trust. --Carry out the oral activities in the session making sure the students take and active part.


FESTIVALS: CHRISTMASS

ES

SIÓ

N 1




- Play a revisión game remembering the vocabulary learnt with the flashcards on toys and the colours and also some objects in the classroom . (TB p.84)

Optional activities.-Establish a dialogue between the teacher and the students in which the teacher shows the students the flashcards of the toys and at the same time the students can ask and say which present they want for Christmas. (TB p.85)

EO

CO, EO

CO, EO

AG

AG

AG

5’

5’-10’

5’

Audio CD, flashcards, different coloured wrapping paper, toys and different objects that are blue , yellow and red , red crayons , cotton –wool . glue andCB.



.

4. Present the polite forms in English.

5. Present the colour red and compare it with the other colours.

-Play a game : Place the students in a circle and ask them to pass the present at the same time as the music is playing, when the music stops the student who has the present has to remove one layer of paper and say what colour it is. Continue until the last piece is removed and the student who has the present has to say what toy it is. (TB p.84)

Learn the song Merry Christmas and learn the actions taking special note of the polite forms used in the words. Perform the dance .. (TB p.85)

Carry out a table activity colouring Father Christmas red. (CB p.28)

Optional activities. -Decorate the previous piece of work on the worksheet using cotton-wool to decorate Father Christmas. (TB p.85)

EO

CO, EO

EE

EE

AG

AG

AI

AI

10’

5’-10’

5’-10’

10’-15’

6. . Encourage trust.. --Carry out the oral activities in the session making sure the students take and active part.

-Reward the students with stickers when they have finished the table activity to encourage security and trust..

FESTIVALS: CHRISTMAS S

ES

SIÓ

N 2




-Go over some of the TPR actions and vocabulary learnt in previous sessions (TB p.86)

-Perform the songs Jingle bells and Merry Christmas song learnt in this unit. (TB p.86)

-Go over the vocabulary on colours learnt up until now making the students take out flashcards from the interactive poster of Lulu and getting them to repeat the colours when the puppet Cookie mentions them . Afterwards find objects that are the same colour on poster 3. (TB p.86)

EO

CO, EO

EO

CO, EO

AG

AG

AG

AG

5’

5’

5’-10’

5’-10’

Cookie puppet,interactive poster of Lulu , poster 3, audio CD, CB, various Christmas decorations to decorate the class.

2. Present the polite forms in English .

3. Make a Christmas card in English..

4. Decorate the class and give it a Christmas feeling ..

-Presentation to the students of a Christmas card that the puppet Cookie gives to the teacher who thanks the puppet profusely . (TB p.86)

-Make a Christmas card using a worksheet from the book to make it with. The students use the stickers given to them to decorate the card . Mention the size of the stickers motivating the students to remember the concepts big/little (CB p.29)

Optional activities. -Decorate the classroom for Christmas or a space especially provided for this. (TB p.86)

-Celebrate a small concert around the Christmas tree . (TB p.86)

CO

EE

EE

EO

AG

AI

AG, AI

AG

2’

10’

15’-30’

10’-15’5. . Encourage trust. --Carry out the oral activities in the session making sure the

students take and active part.


FESTIVALS: CARNIVALS

ES

SIÓ

N 1




-Go over the vocabulary learnt throughout the year .Put the flashcards of the clothes toys and colours in the pouch on the poster of Lulu. As we take them out , we ask the puppet Cookie: Do you like red trousers? Yes/No, etc. Expand the activity with the help of poster 4 and asking the students similar questions. (TB p.88)

EO

CO, EO

AG

AG

5’

5’

Audio CD, Cookie puppet, poster of Lulu, flashcards, realia, bag, CB, paper plates, glue, crayons , stickers...

2. Carnival parade.

3. Practice folding activities and arts and crafts by making a mask.

-Use the realia from activities in previous sessions so that the students can dress up and have a Carnival parade in class . (TB p.88)

-Decoration of a Carnival mask using crayons and stickers (CB p.30).Optional activities. -Make a mask from paper plates, crayons ,and bits and pieces to to decorate and stick .Finish the session dancing the conga to the Bye-bye song and show off the masks that have been made. (TB p.89)

EO

EE

EE, EO

AG

AI

AI, AG

5’-10’

5’-10’

15’-30’



FESTIVALS: EASTER S

ES

SIÓ

N 1




Optional activities. -Carry out an activity in which the students are asked to find an object by the teacher in the illustration of poster 8. the teacher will have to give clues about the colour and the size, in this way the students will have an opportunity to demonstrate how much of the vocabulary worked on up until now , they know . (TB p.91)

-Play a game : Scatter the eggs on the classroom floor and ask the students to walk around the classroom to the rhythm of the music , when the teacher says the colour and size of one of the eggs and stops the music the students have to go towards the egg mentioned . (TB p.91)

CO

CO

CO

AG

AI

AG

5’

10’

5’-10’

Audio CD, CB, flashcards, Cookie puppet , poster 8, paper eggs of different sizes and colours ..

2. Present words to do with Easter and food.

3. Present the vocabulary on food.


.

5.Look for and count..

-Presentation of the Easter Bunny with a conversation started with the puppet Cookie who talks about Easter and Easter Bunny who hides Easter eggs .Take advantage of the opportunity and present the vocabulary on food . (TB p.90)

Learn the song Easter eggs. Previously explain to the students what the words mean and what actions they have to learn to do with the song ., (TB p.90) -Carry out a table activity : Count the Easter eggs in the illustration and put them into groups according to their size and colour. Finish by decorating the illustration with two Easter egg stickers . (CB p.30)

CO

CO, EO

EE

AG

AG

AI

5’

5’-10’

5’-10’



FESTIVALS: EASTERS

ES

SIÓ

N 2


--.Start and end each session with the songs Hello and Bye-bye ,motivating the students to participate actively. .

-- Use the Transition marker and Tidy up song, Storytime rhyme and a calm routine whenever possible.

Go over the vocabulary that has been learnt on colours and size by playing a game in which cutouts of eggs are placed in Lulu´s pouch, the teacher will say which ones while the student shows them to the rest of his/ her classmates class . These games can be expanded and be made more complicated when variations are added . (TB p.92)-Go over the vocabulary and the colours in the unit with the help of worksheet 31 and poster 8 and by asking questions like Where are the cakes? Where are the chocolates? So as to converse with the students .Once finished the activity go over the Easter eggs song and make a point of stressing the expression In the tree (TB p.92)

Optional activities. -Play a game in which the teacher hides the cutout eggs around the classroom and asks the students to look for them . Each time one is found the student must hold it up in the air and show it to everyone and say what colour it is in English . (TB p.93)-Play a similar game to musical chairs , but without any competitiveness, the only reason for the game is for the students to be able to say the colour of the paper egg . (TB p.93)

CO

CO, EO

CO, EO

EO

EO

AG

AG

AG

AG

AG

5’

5’-10’

5’

5’

5’-10’

Audio CD, CB, flashcards, Cookie puppet, poster 5, poster of Lulu, crayons and cutout eggs.


3. Practice folding and arts and crafts activities by decorating an Easter egg.

Give the cutout eggs to nine students who have to hide them in the class while Cookie the puppet has its eyes closed. When the eggs are hidden , Cookie opens His / her eyes and starts to look for them following the instructions given by the students . (TB p.92)-Carry out a table activity in which the students colour some Easter eggs yellow , blue and red and then they stick the sticker of a chick inside each egg to decorate it. (CB p.32)

CO, EO

EE

AG

AI

5’

10’

4. . Encourage trust. ---Carry out the oral activities in the session making sure the students take and active part.


CLASSROOM PROGRAMME – THREE IN A TREE A: YEAR 2010/2011*

The Classroom Programme presented is included in the Currículum Project Area designed by the Publisher Oxford for the teach-and-learn method of the English language in the pre-primary programme : Three in a Tree A. .

Designing a programme is a very special task as each centre, in relation to its type and its curriculum project ,each class group ,in relation to its diversity and each teacher in relation to their experience and pedagogical approach, carries out a programme which is possibly different in particular aspects ,but very much the same in general features. It is within this general context and based on an open,flexible option in order to serve as an efficient tool for specialist English pre- primary teachers, where the publisher project Three in a Tree has elaborated this class programme for level A, which is aimed for the 2º year of pre-primary (4 year olds) .

At this level Three in a Tree A is divided into six units , as well as the Starter unit. Each unit at the same time, is divided into ten sessions of which eight are focused on the unit , one to reinforce what has been learnt and another to expand .The Starter Unit is made up of four sessions. Apart from this there are two sessions dedicated to Birthday Parties,Christmas and Easter and a session dedicated to Mother´s Day and the Summer holidays , which can all be programmed according to the school calendar .

Thus ,seventy–two sessions have been designed. Each session lays out the objectives to be worked upon or revised , the teach -and – learn activities that can be accomplished ,the approximate time that each activity takes , the communicative skills , interaction and the material that is needed..

It is important to point out that the teach- and - learn activities are varied, they are relevant to the didactic objectives and are designed as strategies to achieve the desired knowledge and not as an aim in themselves.Therefore, these would not have the most favourable impact on our students if it were not for the “ ambience “ that the publisher project Three in a Tree A suggests the English teachers at pre-primary level ,create.A few recommendations to help create this ambience in the classroom in order to motivate the students would be to allocate an area in the classroom where the activity Cookie’s circle time can take place , make a treehouse with different materials such as cardboard ,different textured paper, glue and paint to represent where all the action from the different units take place, play background music of the unit songs while the students are doing table activities in the endeavour to help the children learn them ,puzzles for those students who finish quickly and recommendations for assessing the students level of knowledge through the direct observation of their development using the Report Sheet for each student which is presented on page 23 of the PBM B etc.

In the activity section the following abbreviations have been used:CB: Class book TB: Teacher´s book p.: page PM: Photocopy masters bookAV.Evaluation notebook.

In the section on skills :CO: Oral comprhension EO: Oral expressionCE: Written comprehension EE: Written expession

In the section on interaction: AI: Individual activity. Ag: Activity in small groups AP: Activity in pairs AG: Activity in a class group

UNIT STARTER: HELLO Objectives Activities Skill Interaction. Time Material

SE

SS

ION

1

1. Learn to say hello and goodbye in English.

2. Understand , memorise and repeat the songs: Hello song and Bye-bye song.

.Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song and Bye-bye song as needed. .


CO-EO AG 5’ Cookie puppet, Densel puppet, interactive poster of Lulu, flashcards of the three characters, photocopies of the pages from PMB A, colours, audio CD.

3.Become familiar with the characters: Cookie, Lulu and Densel.

4. Recognise the written form their name.

-Presentation of the new carácter Densel the duck using the Cookie puppet and the interactive poster of Lulu . (TB p.14)

-Learn the Characters chant con so that the students become familiar with the new characters and also make an effort to memorise the forms of hello and goodbye .(TB p.14)

Optional activities. -Recognition of the three characters using the corresponding flashcards and asking the students to name the character the teacher hides . (TB p.15)

-Give each student a leaf taken from the PMB A with their name written on it .The students have to recognise their name written on the leaf and then colour it how they wish .Once the names have been decorated, Cookie the puppet will ask the students to stick them on the tree. (TB p.14)

CO

CO-EO

CO-EO

CO-CE

AG

AG

AG

AI

5’-10’

5’

5’

10’-15’

UNIT STARTER: HELLO

SE

SS

ION

2

Objectives Activities Skill Interaction. Time Material1. Learn how to say hello and goodbye in English

- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song and Bye-bye song as needed. .

-- Use the Transition marker and Tidy up song, Storytime rhyme and a calm routine whenever possible. -Carry out a table activity colouring the pictures of Cookie, Lulu y Densel (CB p.1)

CO-EO

EE

AG

AG

5’

5’-10’

CB, crayons Cookie puppet , audio CD, flashcards, Poster of Lulu, cards with the numbers 1 to 6 , drinking straws.

2. Recognise the written form of their name..

-Go over the activity of the tree leaves from the previous session. On this ocasión the teacher will let the leaves fall on the floor and will get Cookie, the puppet, to pick them up and say the name that is on the leaf . The students named will have to stand up and then put the leaves back onto the tree while their classmates take the opportunity to greet them in English . (TB p.16)

CO-EO AG 5’-10’

3. Recognise the numbers 1 to 6.

4. Understand , memorise and repeat the songs : Hello song, Bye-bye song y Numbers song.

-Presentation of the numbers using the flashcards and the interactive poster of Lulu. Cookie the puppet will remove the flashcards from Lulu´s pouch and put them on the blackboard so that everyone can see them. The students count the numbers with the teacher. (TB p.16)

Optional activities.-Play a game, divide the class into groups of six students and give out a straw and six cards with numbers to each group . The teacher asks each member of the group to take a number and starts the game by saying two numbers.The first number will be the number of the student in each group who starts the game , the second will be the number that the students have to” fish “using the straw. (TB p.17)

-Learn the numbers by singing the Numbers song. While the song is playing the teacher holds up the flashcards of the numbers and asks the students to listen to the song again and count using their fingers. (TB p.16)

CO-EO

CO

CO-EO

AG

Ag

AG

5’

5’-10’

5’

UNIT STARTER: HELLO

SE

SS

ION

3

Objectives Activities Skill Interaction. Time Material1. Learn how to say hello and goodbye in English

-- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song and Bye-bye song as needed. .

-- Use the Transition marker and Tidy up song, Storytime rhyme and a calm routine when possible..

CO-EO AG 5’ Cookie puppet, poster of Lulu, flashcards of the numbers lo, CB p.2, crayons, glue, sissors, photocopies of PMB A p. 6, audio CD

2. Recognise the written form of their name..

3. Understand , memorise and repeat the song: Numbers song

4. Recognise the numbers 1 to 6.

-Repetition of the activity of the leaves carried out in the previous session . On this occasion the teacher will let six leaves fall on the floor , this time with different names to those in session 2. Cookie , the puppet then picks up the leaves and says hello to the children whose names are on them .These children go up to the blackboard to help Cookie (TB p.18)

-Go over the song Numbers song. On this occasion , the teacher divides the class into six groups and gives the “captain” of each group a flashcard with a number. When the “captains” hear their number called out , they hold it up and the rest of the group imitate their”captain “by doing the same. . (TB p.18)

-Recognition of the numbers 1 to 6 .The same students chosen in the previous activity are asked to take the flashcards numbers 1 to 6 from Lulu´s pouch and arrange them in order on the blackboard . (TB p.18)-Go over the numbers playing a game in which you ask the students to write the numbers in the air or on their classmates backs . (TB p.18)-Carry out a table activity counting the leaves with numbers on them , follow the outline with a finger and then go over the outline with a crayon and then colour the leaves . (CB p.2)

CO-EO

CO

CO

CE-EO

EE

AG

AI

Ag

AG-AP

AI

5’-10’

5’

3’

5’

5’-10’

5. Become familiar with the characters: Cookie, Lulu and Densel.

.

Optional activities. Make a finger puppet of Densel, Lulu and Cookie by using the photocopy of page 6 of the PMB. Each student chooses the character they like the most and colour it and make a finger puppet . (TB p.19)-Repetition of the rhyme Cookie the cat, Densel the duck or Lulu the Kangaroo , encouraging the students to join in using their finger puppets . (TB p.19)

EE

EO

AI

AG

10’-15’

5’-10’

< UNIT STARTER: HELLO

SE

SS

ION

4

Objectives Activities Skill Interaction. Time Material1 Learn how to say hello and goodbye in English

.

- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song and Bye-bye song as needed. .


CO-EO AG 5’ Cookie puppet, poster of Lulu, flashcards, audio CD, photocopies of PMB p-7.

2 Recognise the written form of their name...

3. Understand , memorise and repeat the song: Numbers song

4. Recognise the numbers 1 to 6

- Activity with the tree leaves .The teacher puts six leaves into Lulu´s pouch and asks six students to recognise which ones they are.Then Cookie ,the puppet puts them back on the tree. Lastly the six students selected remove the flashcards from Lulu´s pouch and show them to the class . . (TB p.20)

-Go over the Numbers song asking the six students from the previous activity to get into order while the number song is playing .If one of them is wrongly placed , the rest of the class point it out to the student . (TB p.20)

-Recognising numbers :play a clapping game . Clap, count the claps and show the correspondig flashcard (TB p.20)

-Association of a number with a student who has the corresponding flashcard (TB p.20)

Optional activities. -Carry out a table activity which consists in making a zig-zag number book from page 7 PMB (TB p.21)

-Go over the numbers by playing a game in which the students have to point to the numbers Cookie calls out , in their zig.zag number book . (TB p-21)

CO-EO

EO

CO

CO

EE

CO

AG

AG

AG

AG

AI

AG

5’

5’

5’

5’

10’-15’

3’

UNIT 1: COLOURSS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1.Learn the routines in the English class. -- Say hello and goodbye to the teacher , Cookie the puppet

and the rest of the classmates singing the Hello song and Bye-bye song as needed. .


CO-EO AG 5’ Audio CD, CB, poster of Lulu, Cookie puppet, flashcards of the colours, crayons, coloured cardboard, magazine and catalogue cuttings, sweet papers , tissue paper, glue and sissors.

2. Acquire a basic vocabulary on colours in order to communicate .

-Presentation of the colours using the corresponding flashcards and the poster Lulu (TB p.22)

-Carry out a table activity in which the students colour the balloons in the picture as these are mentioned in the Colours song (CB p.3)

CO-EO

CO-EE

AG

AI

5’-10’

10’

3. Understand , memorise and repeat the song: Colours song

-Learn the Colours song using the flashcards of the colours which have been put up on the blackboard so that they can be pointed out as they are mentioned in the song . (TB p.22)

CO-EO AG 5’-10’

4. Initiate activities to develop perception,fine motor skills and to be able to recognise figures , colour, match and draw .

Optional activities. -Make a collage by sticking : magazine and catalogue cuttings , sweet papers and pieces of tissue paper the same colour as the cardboard on the sheets of cardboard provided. The collages made by the students can be hung up on the classroom walls as decoration. (TB p.23)

EE AI 10’-15’

UNIT 1: COLOURSS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1. Learn the routines in the English class. -- Say hello and goodbye to the teacher , Cookie the puppet



CO-EO AG 5’ Audio CD, flashcards on colours, poster of Lulu, Cookie puppet, photocopies of PMB p.8, crayons.2.Acquire a basic vocabulary on colours in

order to communicate.

3. Initiate activities to develop perception,fine motor skills and to be able to recognise figures , colour, match and draw .

4. Understand , memorise and repeat the song: Colours song

.

-Carry out the activity with the tree leaves , but on this ocasión the chosen students are invited to take the flashcards of the colours from Lulu´s pouch . (TB p.24)

-Play a game of marking syllables with the different colours. The teacher starts marking the syllables and the students follow . (TB p.24)


-Make a zig –zag book of colours from PMB p.8 following the same Proceduresused in making the zig –zag book of numbers in the inroduction unit (TB p.25)

-Play a game asking the students chosen in the tree leaves activity to stand according to what the words in the Colours song say and show the flashcards to the rest of the class . (TB p.24)

CO-EO

CO

EE

CO

AG

AG

AI

AG

5’-10’

3’

10’-15’

5’-10’

5. Understand , memorise and repeat the rhyme: Train chant.

-Repetition of the activity in session 2 in the inroduction unit.(TB p.24)

CO-EO AG 5’-10’

UNIT 1: COLOURSS

ES

SIO

N 3

Objectives Activities Skill Interaction. Time Material1. Learn the routines in the English class. - Say hello and goodbye to the teacher , Cookie the puppet

and the rest of the classmates singing the Hello song and Bye-bye song as needed.


CO-EO AG 5’ Audio CD, CB, crayons,bag,different coloured objects, flashcards, Cookie puppet, storycards

2. . Understand , memorise and repeat the song: Colours song

3.Acquire a basic vocabulary on colours in order to communicate .

-Go over the colours by putting the flashcards on colours on the blackboard making sure they arenot in order . Then ask the students to help Cookie put them into exactly the same order as the words in the Colours song. The teacher can take the opportunity to ask the question What’s your favourite colour to different students . (TB p.26) -Explanation of the interactive story using the story cards and the audio CD. (TB p.26)


-Go over the colours by playing a game. The students pass around a bag that has different coloured objects in it while the Colours song is playing. Once the music stops, the student the students holding the bag will have to take an object out of the bag and say what colour it is. (TB p.27)

CO-EO

CO-EO

EO

AG

AG

AG

5’-10’

10’

5’-10’

4. . Initiate activities to develop perception,fine motor skills and to be able to recognise figures, colour , match and draw.

-Carry out a table activity : assemble a picture in the same way as a jigsaw puzzle . (TB p.27)

EE AI 5’

UNIT 1: COLOURSS

ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1. Learn the routines in the English class. . -- Say hello and goodbye to the teacher , Cookie the puppet


-- Use the Transition marker and Tidy up song, Storytime rhyme and always, a calm routine when possible.

CO-EO AG 5’ Audio CD, flashcards, story cards from the unit , Cookie puppet , White cardboard Din A –2 , chickpeas , lentils , rice , beans, glue . .


-Repetition of the story explained in the previous session but this time inciting the students to take a much more active part.To do this,the teacher will put the students knowledge and memory to the test by changing the story slightly to capture their attention. (TB p.28)-Repetition of the Numbers song learnt during the previous unit With the flashcards on numbers up on the blackboard , invite the students to clap the numbers while the music is playing. Afterwards put the flashcards on colours underneath the numbers and encourage the students to say what colour there is under each number . The constant practice of this activity will help the students learn the vocabulary. (TB p.29)

Optional activities. -Go over the vocabulary for the numbers and colours . Divide the blackboard in two, one half will correspond to Yes and the other to No . Ask the students to get into line in front of the blackboard . The teacher says a word and shows a flashcard to the first in the line , if the image and the word correspond and the student answers affirmatively they will stand on the Yes side of the blackboard , if not they stand on the No side . The students win the game if the Yes group is bigger than the No group (TB p.29)

CO-EO

CO-EO

CO-EO

AG

AG

AI

10’

5’-10’

10’

3. . Initiate activities to develop perception,fine motor skills and to be able to recognise figures , colour, match and draw.

-Make posters of the numbers with textures . To do this divide the class into six groups , each group is given a piece of cardboard DinA2 with the silhouette of one of the six numbers that has been worked on , glue and different materials like : chickpeas , lentils ,beans, sand ,rice etc .and each group has to make their own poster. (TB p.29)

AE AI 15’-30’

UNIT1: COLOURSS

ES

SIO

N 5




CO-EO AG 5’ Audio CD, flashcards, CB.


- Go over the Colours song trying to get the students to participate actively interacting in English asking questions such as : What’s your favourite colour? (TB p.30)

-Listen to the Colours song contrasting the words of the song with the table activity in the session . (TB p.31)

CO-EO

CO-EO

AG

AG

5’-10’

5’

3.Acquire a basic vocabulary on colours in order to communicate .

-Presentation of a table activity which the students do afterwards going over the vocabulary on colours and numbers. (TB p.30)

- Carry out a table activity in which the students go over the outline of the six balloons in pencil and then colour them with crayons the colour each balloon indicates. (CB p.5)

CO-EO

EE

AG

AI

3’

5’-10’

UNIT 1: COLOURSS

ES

SIO

N 6



-- Use the Transition marker and Tidy up song, Storytime rhyme and a calm routine whenever possible..

CO-EO AG 5’ Audio CD, Cookie puppet, poster of Lulu, story cards , character masks , flashcards.

2.Aquire a basic vocabulary on colours in order to communicate .

-Go over the vocabulary of the colours with the flashcards, Cookie the puppet and the poster of Lulu. (TB p.32)

-Repetition of the unit story . On this ocasión,previous to hearing the story , ask the students to try and tell you the story , reconstruct it remembering the names of the characters , the main body of the story , and the ending , commenting on the vocabulary etc. (TB p.32)

-Play a game :Give out the three masks of the characters and three flashcards of the colours to three students.The rest of the students must not see the flashcards. They then try to guess each character´s colour. (TB .33)

Optional activities.-Play a game : Divide the class up into six groups give each group a colour. Each time the teacher says a colour and a certain TPR action, the members of the group that have that colour will have to do the action . (TB p.33)

CO-EO

CO-EO

CO-EO

CO

AG

AG

AG

AG

5’

10’-15’

5’

5’


-Go over the colours with the Colours song. (TB p.32) CO-EO AG 5’-10’

UNIT 1: COLOURSS

ES

SIO

N 7




CO-EO AG 5’ Audio CD, CB, flashcards.

2. . Understand , memorise and repeat the song: Colours song and numbers song..

Go over the songs learnt up until now encouraging the students to participate actively singing and doing the actions to the songs. (TB p.34)

CO-EO AG 5’-10’


-Go over the vocabulary learnt up until now by playing a game in which the teacher puts flashcards around the classroom and asks the students to point to the corresponding flashcard each time he / she says Point to... (TB p.34)

-Carry out a table game : number the three series that appear on the worksheet , say the colour of the different elements in each series and complete the exercise by colouring the pictures. (CB p.6)


-Carry out a survey in the class :ask the students what their favourite colour is , register the results and count them afterwards. (TB p.35)

-Act out the story in the unit . (TB p.35)

CO

CO-EE

CO-EO

CO-EO

AG

AI

AG

AG

5’

5’-10’

10’-15’

10’-15’

UNIT 1: COLOURS

SE

SS

ION

8

Objectives Activities Skill Interaction. Time Material1. Learn the routines in the English class..

-- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song and Bye-bye song as needed. .


CO-EO AG 5’ Audio CD, CB, Cookie puppet, colour pencils, flashcards, games with different coloured building bricks .

2. Acquire a basic vocabulary on colours in order to communicate. ..

-Carry out a game in which Cookie the puppet asks one of the students to give him one of the flashcards that the teacher has put previously in two piles : one for numbers and one for colours. (TB p.36)

-Repetition of the previous game but this time the students use them to say what their favourite colour is. (TB p.36)

-Carry out a table game : count the balloons that are missing in the picture, draw them and colour them. (CB p.7)

Optional activity

-Go over the colours by playing a game : Divide the class up into groups of six students and give each group a game with different coloured building bricks . The students should be able to pile them according to colour and count how many in English. (TB p.37)

CO-EO

CO-EO

EE

EO

AG

AG

AI

Ag

5’-10’

5’

10’

10’

UNIT 2: TOYS

SE

SS

ION

1

Objetives Activities skills Interaction Time Material1. Learn and carry out the English lesson routines in the classroom.

- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates by singing the Hello song and Bye-bye song as needed. This ritual can take on a more interactive and personal shape if the teacher thinks it is convenient and the circumstances are appropriate..

-- Use the Transition marker and Tidy up song, Table time chant and Storytime rhyme and a calm routine whenever possible .

-Go over the song Hello song, invite a selected group of students to choose a character form the English lesson and get them to greet the rest of their classmates the way Cookie, Lulu or Densel would.(TB p.40)

CO-EO

CO-EO

AG

AG

5’

5’

Audio CD, flashcards, CB, Cookie puppet , poster of Lulu, crayons.

2. Perform the following words : car, ball, train, dolly y scooter.

-Present the flashcards on toys using the poster of Lulu . Cookie the puppet will be in charge of showing the flashcards to the students and the teacher will associate an action with each word and perform it . (TB p.40)

CO AG 5’

3. Understand , memorise and reproduce : Toys song.

-Learn the Toys song ,once the vocabulary on toys and the corresponding actions have been revised(TB p.41)

-Carry out a table activity : Colour the toys that appear in black and white in the illustration following the indications of the flashcards for the unit.(CB p.8)

Optional activities .

-Play a game in which the students are asked to spot the flashcard that doesn´t belong in a series of flashcards of the same family , which have been put on the blackboard by the teacher . (TB p.41)

CO-EO

EE

CO-EO

AG

AI

AG

5’-10’

10’

5’-10’

UNIT 2: TOYSS

ES

SIO

N 2


-- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song and Bye-bye song as needed. This ritual can take on a more interactive and personal shape if the teacher thinks it is convenient and the circumstances are appropriate..


CO-EO AG 5’ Audio CD, flashcards, photocopies of p.10 PMB, crayons, Cookie puppet, poster of Lulu.

2. Act out the words: car, ball, train, teddy y scooter.

3.Acquire a basic vocabulary on toys in order to produce communication .

-Go over the vocabulary on toys using the poster of Lulu and the flashcards for the unit. It is recommended that the association exercise flashcard/toy – corresponding action, be repeated. (TB p.42)

-Play a game in a circle in which the children pass the flashcard of a selected toy and reproduce the corresponding action . (TB p.42)

-Go over the vocabulary on toys and numbers establishing associations between the flashcards of the two themes and encouraging the students to remember this vocabulary . (TB p.42)

Optional activities .

-Make a book in zig-zag of the toys on page 10 del PMB A (TB p.43)

-Go over the vocabulary on toys using the zig-zag book on toys . (TB p.43)

CO-EO

CO-EO

CO-EE

CO-EO

CO

AG

AG

AI

AG

AG-AP

5’

5’-10’

10’-15’

5’

5’-10’

4 Understand , memorise and reproduce :: Toys song..

-Learn the song :Toys song making it an exercise on the association between the words in the song and the corresponding flashcards. (TB p.42)

CO-EO AG 5’-10’

UNIDAD 2: TOYSS

ES

SIO

N 3


- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song and Bye-bye song as needed. This ritual can take on a more interactive and personal shape if the teacher thinks it is convenient and the circumstances are appropriate..


CO-EO AG 5’ Audio CD, poster of Lulu, Cookie puppet, storycards for the unit ,pencil, crayons , flashcards, feeling bag, toys ..

2. Understand , memorise and reproduce :: Toys song.

3. Understand , memorise and reproduce the rhyme: storytime and Toys chant.

-Go over the song in the unit and the vocabulary on toys by playing a game in which the teacher encourages the students to guess the picture on the flashcards which he / she has put on the blackboard face down . Every right guess is a reason to sing the unit song and point to the flashcard that has been guessed . (TB p.44)

-Repetition of the rhyme Storytime learnt in previous sessions when the teacher is ready to explain the story . (TB p.44)

CO-EO

EO

AG

AG

5’-10’

3’

4. Understand a short story with visual aid.

5. Obtain a basic vocabulary on toys in order to produce communication .

-Explain the interactive story from the unit with the aid of the audio CD and the corresponding story cards. (TB p.44)

-Using the story cards and flashcards from the unit go over the vocabulary and prepere the students for the table activity. (TB p.45)

-Carry out a table activity in which the students listen to the story from the unit, circle the toys in the illustration that are mentioned in the story and then colour them . (CB p.9)

-Go over the vocabulary on numbers and toys by playing a game of association in which the numbers are marked and the figure associated with the corresponding flashcard on toys (TB p.45)

-Play the game feeling bag so as to practice the vocabulary on toys. (TB p.45)

CO-EO

CO-EO

CO-EE

CO-EO

EO

AG

AG

AI

AG

AG

5’-10’

5’

5’-10’

5’

10’-15’

UNIT 2: TOYSS

ES

SIO

N 4

Objetives Activities skills Interaction Time Material1 Learn and carry out the English lesson routines in the classroom.



CO-EO AG 5’ Audio CD, Cookie puppet, flashcards, story cards for the unit .

2 .Acquire a basic vocabulary on toy in order to produce communication .

3. Understand , memorise and reproduce: Toys song. .

-Play a game in which the students have to guess what the teacher , following orders given by Cookie the puppet , is drawing on the blackboard. If a student guesses correctly , they should be heartily congratulated ,asked to do the action associated with the toy ,and given the possibility to go up to the blackboard and colour in the drawing . (TB p.46)

-Go over the vocabulary in the unit by showing the flashcards and using different techniques such as showing the flashcards really quickly or very slowly.etc. (TB p.45)


- Play a game : Divide the class into two groups and assign each group one side of the blackboard . Once this has been done the teacher will put the same number of flashcards on the colours , numbers and toys , on each side of the blackboard , and will then call out words randomly . Every time the students hear a word that is on their side of the blackboard they will have to stand up. (TB p.47) -Play a game in which flashcards are given to six children who then stand in different parts of the classroom . When the students sing the song in the unit , they have to point to the student who is holding the image of the toy that has been mentioned . (TB p.46)

EO

EO

CO

CO

AG

AG

AG

AG

5’

5’

10’

5’-10’

4.Understand a short story with visual aid.

-Performance of the story in the unit that has been explained in the previous session. (TB p.46)

CO-EO AG 5’-10’

UNIT 2: TOYSS

ES

SIO

N 5

Objetivos Actividades Destrezas Interacción Tiempo Material1. Learn and carry out the English lesson routines in the classroom . .



CO-EO AG 5’ Audio CD, Cookie puppet, flashcards, poster of Lulu, CB, pencils, crayons ..

2.Acquire a basic vocabulary on toys in order to produce communication . .

-Go over the vocabulary in the unit using the interactive poster of Lulu, Cookie the puppet, the flashcards for the unit and encourage the active participation of the students . (TB p.48)

-Present geometric figures in English to prepare the students for the table activity. (TB p.48)

-Carry out the table activity . Go over the outline of the toys with a pencil and colour the illustration . (CB p.10)


-Go over the vocabulary by playing a game similar to “hangman “ (TB p.49)

CO-EO

CO

EE

CO-EO

AG

AG

AI

AG

5’-10’

5’

10’

10’-15’


-Sing the song in the unit again , encouraging the chidren to actively take part by singing and doing the actions that the teacher requests. . (TB p.48)

CO-EO AG 5’-10’

UNIT2: TOYSS

ES

SIO

N 6

Objetives Activities skills Interaction Time Material1. Learn and carry out the English lesson routines in the classroom .


-- Use the Transition marker and Tidy up song, Table time chant and Storytime rhyme and a calm routine whenever possible.

CO-EO AG 5’ Audio CD, Cookie puppet, flashcards, t story cards for the unit ., masks of the characters in the story , poster of Lulu.

2. 2. Act out the words: car, ball, dolly, train, teddy y scooter.


-Play a game in which the students have to perform the action to the image of a toy, on the flashcard shown to them by the teacher while the music is playing . When the music stops , they stop and perform an new action when a new flashcard is shown to them . (TB p.50)

-Go over the songs Toys song and Colours song using the corresponding flashcards and asking the students to make comparisons between the two and also find links between the words in the songs and the pictures . (TB p.50)

CO

CO-EO

AG

AG

5’-10’

5’-10’

4. Understand , memorise and reproduce the rhyme: Storytime.

5.Understand a short story with visual aid.

6. Acquire a basic vocabulary on toys in order to produce communication .

-Reproduce the rhyme Storytime just before explaining the story in unit.

-Representation of the story in the unit with the students giving a small performance . (TB p.50)

-Review of the vocabulary on toys by playing a game in which flashcards are presented to the students with a Hello and then put away in Lulu´s pouch with a Bye-bye. In this way vocabulary is revised while putting classroom aids away. (TB p.51)


-Carry out a game in order to go over vocabulary .Make the students form a circle with one student standing in the middle, bindfolded..The teacher gives one of the students in the circle a flashcard and all the students put their hands behind their backs and wait for the student in the middle to ask questions until he / she discovers the name of the student with the flashcard. (TB p.51)

EO

CO-EO

CO-EO

CO-EO

AG

AG

AG

AG

2’

10’-15’

3’

10’-15’

UNIT 2: TOYSS

ES

SIO

N 7

Objetives Activities skills Interaction Time Material1. Learn and carry out the English lesson routines in the classroom . .



CO-EO AG 5’ Audio CD, Cookie puppet, flashcards, storycards for the unit dice, CB, crayons ..

2. Understand,, memorise and reproduce the songs seen up until now and all the vocabulary worked on in class .

-Go over all the songs learnt up until now and the vocabulary worked on using the flashcards . (TB p.52)

-Go over the vocabulary by playing a game in which the students read the teachers´ lips and point to the corresponding flashcard. (TB p.52)

-Carry out a table activity : Trace over the outline of the drawings and then colour them in as indicated in the illustration.It is recommended that this activity be carried out while listening to music that is suited to the kind of exercise proposed. .(CB p.11)


-Go over the vocabulary on toys ,and numbers by playing a game : Throw the dice and when a number appears , count the flashcards on toys that are on the blackboard and guess what the picture is . (TB p.53)

EO

CO

EO-EE

EO

AG

AG

AG-AI

AG

10’-15’

5’

5’-10’

10’-15’

3. Understand a short story with a visual aid..


-Representation of the story in the unit recreating the story . (TB p.53)

CO-EO AG 10’-15’

UNIT 2: TOYSS

ES

SIO

N 8

Objetives Activities skills Interaction Time Material1 Learn and carry out the English lesson routines in the classroom .


-- Use the Transition marker and Tidy up song, Table time chant and Storytime rhyme and a calm routine whenever possible

CO-EO AG 5’ Audio CD, Cookie puppet, flashcards, CB, pencils, coloured plasticine ,teddy bear ..

2. Acquire a basic vocabulary on toys in order to produce communication ..

-Go over the vocabulary on toys , colours and numbers by playing a game in which flashcards are givenout to the whole class . The students who have been chosen collect the flashcards prompted by the teacher and they classify them by putting them in their corresponding boxes . (TB p.54)

-Preparation for a table activity : Place the flashcards face down and ask the students selected to pick one up and show it to the rest of their classmates who then name it saying Hello… (TB p.54)

-Carry out a table activity : Point to the toys that appear in the illustration and circle them with a pencil. (CB p.12)


-Play a game similar to “blindman´s bluff” in which the object to be found is a teddy bear and the clues will given using the colours as indicated. (TB p.55)

CO

CO-EO

EE

CO-EO

AG

AG

AI

AG

10’

5’

5’

10’-15'

3. Initiate activities to develop perception and fine motor skills : differentiate figures and model plasticine.

4. Understand , memorise and reproduce the rhyme:Toys chant..


-Modelling with plasticine and exhibition of the toys modelled by the students .. (TB p.55) -Learn the rhyme Toys chant with the visual aid of the flashcards.(TB p.55)

EO-EE

CO-EO

AI

AG

10’

5’

UNIDAD 3: BODYS

ES

IÓN

1Objetivos Actividades Destrezas Interacción Tiempo Material1. Aprender y reproducir las rutinas de la clase de inglés en el aula.

-Saludo de bienvenida y despedida al profesor/a, al muñeco de Cookie y al resto de compañeros cantando las canciones Hello song y Bye-bye song según convenga. Este ritual puede adquirir un cariz más personal e interactivo siempre que el adulto lo considere conveniente y las circunstancias acompañen.

-Utilización del Transition marker, Tidy up song, Table time chant, Story time chant y rutina tranquila siempre que sea posible.

CO-EO AG 5’ Audio CD, muñeco de Cookie, flashcards, tarjetas del cuento de la unidad, póster de Lulu, CB, tijeras, pegamento, folios Din A4, plastilina.

2. Distinguir y reproducir sonidos vocálicos y consonánticos propios de la lengua inglesa.

3. Comprender, memorizar, reproducir y escenificar la letra de la canción: Body song.

4. Adquirir el vocabulario básico del campo semántico de las partes del cuerpo.

-Repaso de las canciones aprendidas hasta el momento ofreciendo un pequeño concierto al muñeco de Cookie (TB p.58)

Actividades opcionales

-Representación del cuento de la unidad anterior mediante una nueva representación de la historia con la participación de los alumnos (TB p.59)

-Aprendizaje de la canción Body song utilizando los flashcards de la unidad a modo de soporte visual y procurando que los alumnos reproduzcan correctamente las acciones correspondientes (TB p.58)

-Presentación del vocabulario de las partes del cuerpo utilizando los flashcards de la unidad, el póster interactivo de Lulu y el muñeco de Cookie (TB p.58)

-Realización de una actividad de mesa consistente en escuchar la letra de la canción Body song y confirmar que las imágenes de la ilustración no siguen el orden de la canción. Será necesario, por tanto, recortar las imágenes tal como se indica, ordenarlas y pegarlas en un folio Din A4 (CB p.13)

EO

CO-EO

CO-EO

CO-EO

CO-EE

AG

AG

AG

AG

AI

5’-10’

10’

5’-10’

5’-10’

10’-15’

5. Iniciar actividades de desarrollo perceptivo y de psicomotricidad fina: discriminar figuras y modelar.


-Modelaje de la figura de Cookie con plastilina siguiendo las indicaciones dadas por el adulto (TB p.59)

CO-EE AI 5’-10’

UNIDAD 2: BODYS

ES

IÓN

2

Objetivos Actividades Destrezas Interacción Tiempo Material1. Aprender y reproducir las rutinas de la clase de inglés en el aula.



CO-EO AG 5’ Audio CD, muñeco de Cookie, flashcards, póster interactivo de Lulu, fotocopias del PMB p.12, colores, tijeras.2. Adquirir vocabulario básico del

campo semántico de las partes del cuerpo.


-Repaso del vocabulario de la unidad a través del póster interactivo de Lulu, los flashcards de la unidad y la participación dinamizadora del muñeco de Cookie (TB p.60)

Actividades opcionales-Elaboración del Libro en zig-zag del cuerpo procediendo de forma similar a como se ha hecho en otras ocasiones (TB p.61)-Repaso del vocabulario de las partes del cuerpo mediante un juego consistente en que los alumnos imiten la acción reproducida por el muñeco de Cookie cada vez que señala una de las flashcards de las partes del cuerpo. La dramatización de las acciones puede ir acompañada de la reproducción de la canción Body song (TB p.60)

CO-EO

EE

EO

AG

AI

AG

5’

10’-15’

5’

4. Participar y adaptarse a las normas de los juegos lingüísticos propuestos.

-Aprendizaje de las partes del cuerpo jugando a responder Yes/No cada vez que el adulto dice una parte del cuerpo a la vez que va señalando los flashcards de la unidad (TB p.60)

-Realización de un juego cuya dinámica consiste en dividir la pizarra en dos partes y colocar tres flashcards de las partes del cuerpo a cada lado. La clase también se dividirá en dos grupos y se asignará una mitad de la pizarra a cada grupo. Se pedirá a los alumnos que se levanten y reproduzcan las acciones de la canción Body song cada vez que escuchen una estrofa en la cual se nombre alguna de las flashcards colocadas por el adulto en su mitad de la pizarra (TB p.60)

Actividades opcionales-Repaso del vocabulario de la unidad mediante un juego de dinámica similar al anterior pero con unas normas similares al de Simon says (TB p.61)

CO-EO

CO-EO

CO

AG

AG

AG

3’

5’-10’

5’-10’

UNIDAD 2: BODYS

ES

IÓN

3Objetivos Actividades Destrezas Interacción Tiempo Material1. Aprender y reproducir las rutinas de la clase de inglés en el aula.



CO-EO AG 5’ Audio CD, muñeco de Cookie, flashcards, tarjetas del cuento de la unidad, espejo, CB, lápices.


3. Comprender un pequeño cuento con soporte visual.

-Repaso de la canción y vocabulario de la unidad dinamizando la actividad con la utilización de un espejo que utilizará el adulto para preguntar a los alumnos el nombre de las partes del cuerpo de los alumnos que se reflejen en el espejo (TB p.62)

-Reproducción de la rima Storytime y representación del cuento de la unidad con la ayuda de un soporte visual y auditivo (TB p.62)

CO-EO

CO-EO

AG

AG

5’-10’

10’-15’

4. Adquirir vocabulario básico del campo semántico de las partes del cuerpo.

-Realización de una actividad de mesa consistente en descubrir las diferencias entre dos ilustraciones, rodearlas con un círculo y compartir los resultados conseguidos con el resto de compañeros (CB p.14)


-Aprendizaje de una rima de las partes del cuerpo para repasar el vocabulario de la unidad (TB p.63)

EE-EO

CO-EO

AI-AG

AG

5’10’

5’

UNIDAD 2: BODYS

ES

IÓN

4Objetivos Actividades Destrezas Interacción Tiempo Material

1. Aprender y reproducir las rutinas de la clase de inglés en el aula.



CO-EO AG 5’ Audio CD, muñeco de Cookie, flashcards, tarjetas del cuento de la unidad, caretas de los personajes del cuento.


-Repaso de la canción Body song con el soporte visual de los flashcards de la unidad (TB p.64)

CO-EO AG 5’

3. Adquirir vocabulario básico del campo semántico de las partes del cuerpo.

4. Distinguir y reproducir sonidos vocálicos y consonánticos propios de la lengua inglesa.

-Repaso del vocabulario de las partes del cuerpo mediante un juego de imitación consistente en que los alumnos tomen el muñeco de Cookie como modelo y reproduzcan los mismos gestos y expresiones (TB p.64)

-Reproducción de la rima Storytime y explicación del cuento de la unidad (TB p.64)

-Representación compartida “adulto-alumnos” del cuento de la unidad (TB p.65)


-Repaso del vocabulario de la unidad mediante un juego de habilidad motriz donde se puede acompañar la repetición de cada parte del cuerpo con una acción determinada (TB p.65)

-Realización de un juego consistente en que los alumnos jueguen contra Cookie a la hora de adivinar los flashcards de las partes del cuerpo que se esconden debajo de seis números (TB p.65)

EO

CO-EO

CO-EO

CO-EO

CO-EO

AG

AG

AG

AG

AG

5’

5’-10’

5’-10’

5’

5’-10’

UNIT 3: BODYS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. Learn and carry out the English class routines in the classroom .

--- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song and Bye-bye song as needed. This ritual can take on a more interactive and personal shape if the teacher thinks it is convenient and the circumstances are appropriate..


CO-EO AG 5’ Audio CD, Cookie puppet, flashcards, storycards for the story in the unit , poster of Lulu, CB, sissors, glue, Din A4 paper , plasticine.

2. Distinguísh and copy vowel and consonant sounds in the English language .

3. Understand , memorise , repeat and perform to the words of the : Body song.

4.Acquire a basic vocabulary on the parts of the body in order to produce communication .

-Go over the songs learnt up until now , performing a small concert for Cookie. (TB p.58)

Optional activity

-Performance of the story from the previous unit using a new representation of the story and the participation of the students. (TB p.59)

-Learn the song Body song using the flashcards from the unit as a visual aid and making sure the students do the corresponding actions correctly. (TB p.58)

-Presentation of the vocabulary on the parts of the body using the flashcards from the unit and the interactive poster of Lulu and Cookie the puppet . (TB p.58)

-Carry out a table activity : Listen to the words of the Body song and confirm that the pictures in the illustration do not follow the same order as the song . It is therefore necessary to cut the pictures out as indicated and stick them onto a sheet of Din A4 paper , putting them into the correct order. Din A4 (CB p.13)

EO

CO-EO

CO-EO

CO-EO

CO-EE

AG

AG

AG

AG

AI

5’-10’

10’

5’-10’

5’-10’

10’-15’

5. Initiate activities to develop perception and fine motor skills: identify figures and model-making .

Optional activity

-Make a plasticine figure of Cookie following the teachers instructions. (TB p.59)

CO-EE AI 5’-10’

UNIT 3: BODYS

ES

SIO

N 2


---- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song and Bye-bye song as needed. This ritual can take on a more interactive and personal shape if the teacher thinks it is convenient and the circumstances are appropriate..


CO-EO AG 5’ Audio CD, Cookie puppet, flashcards, interactive poster of Lulu, photocopies PMB p.12, crayons and sissors..

2.Acquire a basic vocabulary on the parts of the body. .

3. . Understand , memorise , repeat and perform to the words of the : Body song

-Go over the vocabulary in the unit using the interactive poster of Lulu, the flashcards for the unit and the dynamic participation of Cookie. (TB p.60)

Optional activities.-Make a zig-zag book on the body using the same Proceduresas in previous units. (TB p.61)-Go over the vocabulary on the body by playing a game in which the students have to imitate the actions that Cookie makes each time Cookie points to one of the flashcards on the body .These actions can be carried out to the song Body song (TB p.60)

CO-EO

EE

EO

AG

AI

AG

5’

10’-15’

5’

4. Participate in and adapt to the rules of the language games suggested.

- Learn the parts of the body by answering Yes/No each time the teacher says a part of the body at the same time as they point to the unit flashcards . (TB p.60)

-Play a game : Divide the blackboard in two and put three flashcards on parts of the body on each side . The class is also divided into two groups and each group is given one side of the blackboard. The students are asked to get up and do the actions to the Body song each time they hear a verse that mentions any of the flashcards that are on their side of the blackboard . (TB p.60)

Optional activity-Go over the vocabulary in the unit using the same action as before but with similar rules to Simon says (TB p.61)

CO-EO

CO-EO

CO

AG

AG

AG

3’

5’-10’

5’-10’

UNIT 3: BODYS

ES

SIO

N 3




CO-EO AG 5’ Audio CD, Cookie puppet, flashcards, storycards for the unit, mirror, CB, pencils.

2. . Understand , memorise , repeat and perform to the words of the : Body song.

3. Understand a short story with visual aid .

-Go over the song and the vocabulary in the unit. To make the activity more exciting the teacher uses a mirror to ask the students the name of the part of the body they see reflected in it . (TB p.62)

-Reproduction of the rhyme Storytime and representation of the story from the unit with the audiovisual aids . (TB p.62)

CO-EO

CO-EO

AG

AG

5’-10’

10’-15’

4 .Acquire a basic vocabulary on the parts of the body.

-Carry out a table activity in which the students have to spot the differences between two pictures , circle them and then share their results with other classmates.(CB p.14)

Optional activity

-Learn a rhyme on the parts of the body in order to go over the vocabulary in the unit . (TB p.63)

EE-EO

CO-EO

AI-AG

AG

5’10’

5’

UNIT 3: BODYS

ES

SIO

N 4




CO-EO AG 5’ Audio CD, Cookie puppet, flashcards, story cards for the unit,masks of the characters in the story.


Go over the song Body song with the visual aid of the flashcards for the unit . (TB p.64)

CO-EO AG 5’

3.Acquire a basic vocabulary on the parts of the body .

4. Distinguísh and copy vowel and consonant sounds in the English language .

-Go over the vocabulary on the parts of the body by playing a game in which the students imitate all the actions and expressions Cookie the puppet makes . (TB p.64)

-Reproduce the rhyme Storytime and give an explanation of the story in the unit . (TB p.64)

-Shared performance “teacher - students” of the story in the unit . (TB p.65)


-Go over the vocabulary in the unit using a movement game in which each repetiton of a part of the body can be associated with a certain action .a (TB p.65)

-Carry out a game in which the students play against Cookie . They have to guess the flashcards on parts of the body that are hidden under six numbers . (TB p.65)

EO

CO-EO

CO-EO

CO-EO

CO-EO

AG

AG

AG

AG

AG

5’

5’-10’

5’-10’

5’

5’-10’

UNIT 3: BODYS

ES

SIO

N 5




CO-EO AG 5’ Audio CD, Cookie puppet, poster of Lulu, flashcards, CB, pencils, bag, different coloured toys, coloured cardboard..

2.Acquire a basic vocabulary on the parts of the body.


-Revision on the vocabulary on the parts of the body in which the students have to point to the parts of the body while the teacher names them .(TB p.66)

-Go over the rhyme Characters chant before doing a table activity. (TB p.66)

-Carry out a table activity in which students have to recognise the characters that appear in a picture in the form of a puzzle , name the parts of the body that are mixed up and then put the puzzle together correctly with a pencil . (TB p.67)

-Carry out a chain game : The teacher starts by giving an order and an action to the student next to them , they in turn have to pass it on until someone breaks the chain by changing the order and action . (TB p.66)


-Play a game of imitating movements and association between parts of the body and numbers . (TB p.67)

-Go over the vocabulary on toys and colours by playing a game in which a toy is taken out of a bag , say the name and colour and put it on a piece of cardboard that is the same colour. (TB p.67)

CO

EO

EO-EE

CO-EO

CO-EO

CO-EO

AG

AG

AG-AI

AG

AG

AG

5’

3’

5’

5’-10’

5’

5’-10’

4. . Understand , memorise , repeat and perform to the words of the : Body song. .

-Repetition of the song in the unit but allowing the students to choose how they want to change the order of the verses. (TB p.66)

CO-EO AG 5’

UNIT 3: BODYS

ES

SIO

N 6




CO-EO AG 5’ Audio CD, Cookie puppet, story cards for the unit , masks of the characters, flashcards.


3. Participate in and adapt to the rules of the language games suggested..

- Go over the song Body song worked on throughout this unit ,with the visual aid of the flashcards of the parts of the body. (TB p.68)

-Go over the vocabulary on the parts of the body asking the students to act like robots and to move the parts of the body they are asked to move by the teacher. (TB p.68)

-Play a game : The students have to remember and say the name of a flashcard in a series that have been placed face down. To help remember the flashcards , the teacher will have practiced a rhyme with the students . (TB p.68)


-Carry out a game similar to that of “ telephone “ in order to practice vocabulary on the parts of the body . (TB p.69)

-Go over the vocabulary on numbers by playing the game in which students draw the numbers on their classmates backs so that they can try and guess what number it is . (TB p.69)

CO-EO

CO

CO-EO

CO-EO

EO

AG

AG

AG

AG

AP

5’

3’

5’

10’

5’-10’

4.Acquire a basic vocabulary on the parts of the body .

-Reproduce the rhyme Storytime (TB p.68)

-Performance of the story in the unit with the active participation of the students . (TB p.68)

EO

CO-EO

AG

AG

1’

10’-15’

UNIT 3: BODYS

ES

SIO

N 7




CO-EO AG 5’ Audio CD, story cards for the unit , masks of the characters , CB, pencils, crayons, girl, teddy bear, flashcards, puzzle of Cookie, Cookie puppet.2. Acquire a basic vocabulary on the

parts of the body .-Go over the vocabulary on the parts of the body by playing a game: The students are asked to watch six of their classmates act out different parts of the body and they will have to guess which parts they are .(TB p.70)

-Go over the vocabulary on toys and parts of the body by using a teddy bear and a girl (realia) or the corresponding flashcards and singing the song Toys song (TB p.71)

-Carry out a table activity : Name the parts of the body that are missing from some of the children and teddy bears in the picture and draw them and colour them. (CB p.16)


Everyone does a puzzle of Cookie so as to go over the vocabulary on the parts of the body . (TB p.71

Reproduce the rhyme Storytime(TB p.71)

- Performance of the story in the unit with the active participation of the students. (TB p.71)

EO

CO-EO

EO-EE

CO-EO

EO

CO-EO

AG

AG

AI

AG

AG

AG

5’

5’

10’-15’

5’-10’

1’

10’-15’


Organise a small concert so that the students can sing all the songs learnt in the English class.This revision exercise will enable the students to demonstrate their knowledge of the language. (TB p.70)

EO AG 10’

UNIT 3: BODYS

ES

SIO

N 8




CO-EO AG 5’ Audio CD, flashcards,roll of paper., pencils, crayons, felt tip pens, CB, boxes for classifying.

2.Acquire a basic vocabulary on the parts of the body.

-Learn the rhyme of the parts of the body Toys chant with the visual aid of the flashcards for the unit. (TB p.72)

-Revision on all the vocabulary seen up until now. Play a game in which the students have to classify the flashcards. Give all the flashcards worked on out to the students and ask them to name the one they have been given and then put it in its corresponding box according to its category . (TB p.72)

-Carry out a table activity : the students have to draw the characters Three in a Tree ,holding hands using the silhouette of the of the human body on the worksheet. (CB p.17)


- Collectively make and decorate posters of the students¨ silhouettes . (TB p.73)

CO-EO

EO

EO-EE

EO-EE

AG

AG

AI

Ag

5’-10’

10’

10’-15’

10’-15’

3. . Participate in and adapt to the rules of the language games suggested.

-Play a game similar to Simon says in which the students have to touch the part of their body the teacher names (TB p.73)

Optional activity

-Game played together matching flashcards of the parts of the body. (TB p.73)

CO

EO

AG

AG

5’

5’-10’

UNIT 4: CLOTHESS

ES

SIO

N 1




CO-EO AG 5’ Audio CD, CB, pencil, crayons, poster of Lulu, Cookie puppet, masks of the characters, story cards for the story in unit 3 , flashcards.

2.Acquire a basic vocabulary on clothes.

-Presentation of the vocabulary on clothes using the corresponding flashcards and the poster of Lulu. (TB p.76)

-Repetition of the vocabulary on clothes using a “clothes line” as a visual aid where the teacher can hang the flashcards for the unit. (TB p.76)

-Carry out a table activity in which the students name the items of clothing in the picture and then outline them with a pencil and colour them in . (CB p.18)


-Go over the vocabulary on clothes recuperating the words of the Toys song and adapting it so as to work on the new vocabulary. (TB p.77)


- Performance of the story in unit 3 with the active participation of the students. (TB p.77)

CO-EO

CO-EO

EO-EE

CO-EO

EO

CO-EO

AG

AG

AI

AG

AG

AG

5’

5’-10’

10’

5’-10’

1’

10’-15’

3. Understand , memorise , repeat and perform to the words of the : Clothes song .

-Go over the song Body song to prepare the way for learning the Clothes song (TB p.76)

-Learn the Clothes song c with the visual aid of the flashcards for the unit (TB p.77)

EO

CO-EO

AG

AG

5’

5’-10’

UNIT 4: CLOTHESS

ES

SIO

N 2




CO-EO AG 5’ Audio CD, flashcards, photocopies of PMB p.14.

2. Acquire a basic vocabulary on clothes .


-Go over the vocabulary in the unit and present the flashcards using the interactive poster of Lulu and carry out the actions that correspond to each picture . (TB p.78)

Optional activities

-Make the zig-zag book of clothes (TB p.79)

-Play a game all togerher : Number the flashcards of the parts of the body and clothes and try and match them up . (TB p.78)

Optional activities

Go over the vocabulary on clothes. The students show the picture in their zig-zag book of the clothes that correspond to the item of clothing the teacher names . (TB p.79)

CO-EO

EE

CO-EO

CO

AG

AI

AG

AG

5’-10’

10’-15’

5’-10’

5’

4. Understand , memorise , repeat and perform to the words of the : Clothes song .

Learn the Clothes song and perform the corresponding actions. (TB p.78)

EO AG 5’

UNIDAD 4: CLOTHES

SE

SIÓ

N 3



-- Use the Transition marker and Tidy up song, Table time chant and Storytime rhyme and always, a calm routine when possible.

CO-EO AG 5’ lllustrated story cards for the unit, CB, pencils, flashcards, audio CD, items of clothing, bag, clothes line and clothes pegs.

2. Understand , memorise , repeat and perform to the words of the : Clothes song ..

-Play a game of pass the bag around in a circle while the music is playing . Inside the bag there are clothes or flashcards from the unit . The student who has the bag when the music stopshas to take an item of clothing out of the bag and sing the corresponding verse Clothes song . Lastly the student is asked to hang the item on the” clothes line “,which has been put up by the teacher for the activity. (TB p.80)

EO AG 10’



- Reproduce the rhyme Storytime(TB p.80)

- Performance of the story in unit with the active participation of the students. (TB p.80)

-Carry out a table activity : mark the items of clothing that appear in the fragments of the picture and trace an arrow with a pencil joining the items of clothing with the parts of Cookie´s body . (CB p.19)

Optional activities

-Go over the vocabulary in the unit by playing a game similar to Simon says (TB p.81)

-Repetiition of the previous game but this time using realia when carrying out the game . (TB p.81)

EO

CO-EO

CO-EE

CO

CO

AG

AG

AI

AG

AG

1’

10’-15’

5’-10’

5’

5’-10’

UNIDAD 4: CLOTHESS

ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1. Learn and carry out the English class routines in the classroom ..



CO-EO AG 5’ Audio CD, flashcards, illustrated story cards for the unit , Cookie puppet , interactive poster of Lulu.


3 Participate in and adapt to the rules of the language games suggested.

-Go over the vocabulary on clothes using the flashcards and the interactive poster of Lulu. (TB p.82)

-Reproduce the rhyme Storytime(TB p.82)


Optional activities

-Go over the vocabulary on clothes and the numbers by carrying out a activity which consists in counting the number of flashcards of the same item of clothing that have been previously hung on the blackboard by the teacher. (TB p.83)

-Carry out a game in which the students pass around the flashcards on clothes while the music is playing. When the music stops the students chosen by the teacher have to say the name of their flashcard. (TB p.83)

CO-EO

EO

CO-EO

CO-EO

EO

AG

AG

AG

AG

AG

5’-10’

1’

10’-15’

5’-10’

5’-10’


-Repetition of the song in the unit with some variations. Cookie the puppet has given out the flashcards on clothes to everyone in the class previously and will ask a student to bring him / her the flashcard that corresponds to the item of clothing mentioned in the first verse of the song . While everyone is singing,the students chosen will have to take the flashcards that Cookie has given out and put them in order on the blackboard . (TB p.82)

Optional activities-Go over the songs that have been learnt during the school year.The teacher will play the audio CD and stop it at the same time as giving the students an order to carry out an action. (TB p.83)

CO-EO

CO-EO

AG

AG

5’-10’

5’-10’

UNIDAD 4: CLOTHESS

ES

SIO

N 5




CO-EO AG 5’ Audio CD, CB, flashcards, pencils, Cookie puppet six different colours of cardboard , sissors,a clothes line, photocopies PMB p.13, clothes pegs, poster of Lulu.

2.Acquire a basic vocabulary on clothes .

3. Go over all the vocabulary learnt during the school year.

-Preparation for a table activity : Adapt the words from the Toys song, worked on in unit 4, using the vocabulary on clothes. (TB p.84)

-Carry out a table activity, name the colour of the different items of clothing, mark the item that is the same colour as the model and draw a circle around it . (CB p.20)

Optional activities

-Make some paper socks from coloured cardboard. The teacher wil hang them on the blackboard and ask the students to find the matching sock somewhere in the classroom .(TB p.85)

-Go over the parts of the body with the Body song (TB p.84)

-Repetition of the TPR versión of the story in session 4, counting on all the students taking part . (TB p.84)

CO-EO

EO-EE

CO

EO

CO-EO

AG

AI

AG

AG

AG

5’

5’

5’-10’

3’

10’-15’


Optional activities

-Performance of the verse referring to the hat in the Clothes song, using real hats that the students bring from home .(TB p.85)

CO-EO AG 5’-10’

UNIDAD 4: CLOTHESS

ES

SIO

N 6




CO-EO AG 5’ Audio CD, PMB A p.14, flashcards, theatre to do chinese shadows , sticks to make puppets, Cookie puppet, masks of the characters, illustrated storycards for the unit .

2. Understand , memorise ,reproduce and perform the words to the: Clothes song.

3. Understand , memorise and , repeat the rhyme: Clothes chant .

-Match the flashcards of the items of clothing with the parts of the body according to the words in the Clothes song. Act out the song in the unit emphasising the reproduction of the corresponding actions . (TB p.86)

-Learn the rhyme Clothes chant using the flashcards from the unit as a visual aid .(TB p.86)

CO-EO

CO-EO

AG

AG

5’-10’

5’-10’



-Carry out a memory activity : The students have to remember the flashacard that the teacher puts facedown in a series of flashcards that are up on the blackboard. (TB p.86)

- Reproduce the rhyme Storytime (TB p.86)


Optional activities-Make puppets from the different silhouettes of items of clothing and a theatre of chinese shadows where the items of clothing can be shown and the students can guess what they are. (TB p.87)

-Play a game similar to “Hangman” but dressing Cookie´s silhouette instead .This should be done on the blackboard by the teacher . (TB p.87)

CO-EO

EO

CO-EO

CO-EO

CO-EO

AG

AG

AG

AG

AG

5’

1’

10’-15’

5’-10’

5’-10’

UNIDAD 4: CLOTHESS

ES

SIO

N 7




CO-EO AG 5’ Audio CD, CB, flashcards, pencils, illustrated storycards for the unit story, masks of the characters, Cookie puppet.

2. Understand, memorise reproduce and perform the words to the songs learnt in the English class. .

-Perform a “concert” with all the songs that have been learnt in the English class up until now . (TB p.88)

-Play a game that consists of matching the flashcards of the parts of the body with those of the clothes so as to be able to make up and produce verses of the Clothes song (TB p.88)

CO-EO

CO-EO

AG

AG

5’-10’

5’-10’

3.Acquire a basic vocabulary on clothes .


-Carry out a table activity in which the students name the items of clothing that appear in the ilustration and join them to the drawing of Cookie suitably (CB p.21)

Optional activities



-Play a guessing game . The teacher asks the students which flashcard he /she is hiding . The first student to get the answer right is given the flashcard . (TB p.89)

-Continuation of the previous game asking the students if they remember and can guess the flashcards that their classmates have hidden. (TB p.89)

-Variationon the previous activity ,the students have to guess which flashcard the student who the teacher names, has. (TB p.89)

EO-EE

EO

CO-EO

EO

CO-EO

CO-EO

AI

AG

AG

AG

AG

AG

5’

1’

10’-15’

5’

5’

5’

UNIDAD 4: CLOTHESS

ES

ISIO

N 8

Objectives Activities Skill Interaction. Time Material1. Learn and carry out the English class routines in the classroom ..



CO-EO AG 5’ Audio CD, CB, pencils, crayons, flashcards, Cookie puppet, poster of Lulu, paper clothes , clothes for dressing up .

2.Go over the vocabulary worked on in the English class.

-Classification of the flashcards worked on in the different units by putting them in their corresponding category boxes. (TB p.90)

-Go over the vocabulary worked on in the English class with the visual aids of the flashcards seen in the different units . (TB p.90)

-Carry out a table activity : Ask the students to decorate the Tee shirt in the illustration with some of the images from the flashcards that have been worked on up until now or design one that has something to do with the English class. (TB p.90)

CO

CO-EO

EE

AG

AG

AG

5’-10’

5’-10’

5’-10’


-A variation of the story in the unit acted by two of the students .One of them will be Cookie and will dress up untidily and the other will be Lulu who dresses properly , meanwhile the whole class will sing the song from the unit . (TB p.91)

Optional activities-Make items of clothing with coloured plasticine with the visual aid of the flashcards from the unit . (TB p.91)

-Go over the vocabulary on clothes by taking part in a group activity making and decorating paper clothes and using them to dress the poster of Lulu with. (TB p.91)

CO-EO

EE

CO-EO

AG

AI

Ag-AG

5’-10’

10’

10’-15’

UNIT5: PETSS

ES

SIO

N 1




CO-EO AG 5’ Audio CD, CB, flashcards, crayons, Cookie puppet,interactive poster of Lulu, masks of the characters., illustrated storycards for unit 4.

2.Acquire a basic vocabulary on domestic animals.


-Presentation of the vocabulary in the unit using the interactive poster of Lulu and the flashcards on animals.The teacher will imitate the animal actions and the students copy. (TB p.94)

-Carry out a table activity : Name the animals in the illustration and colour them the same as they appear on the flashcards in the unit. (CB p.23)

Optional activities

-- Reproduce the rhyme Storytime(TB p.95)


Play a game guess the animal the teacher does the actions for. The student who guesses correctly represents another animal doing the actions to see if the rest of the class can guess which one it is . (TB p.95)

Optional activities-Go over the vocabulary on animals by playing a game . The teacher shows a flashcard to the class and gets them to guess what it is by asking questions to which the students have to answer with Yes/No (TB p.95)

CO-EO

EE

EO

CO-EO

EO

CO-EO

AG

AI

AG

AG

AG

AG

5’-10’

10’

1’

10’-15’

5’-10’

5’-10’

4. . Understand, memorise reproduce the song: Pets song.

Listen to the song Pets song and perform the actions carried out by the teacher . (TB p.94)

CO-EO AG 5’

UNIT 5: PETSS

ES

SIO

N 2




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, poster of Lulu, wall mirror..


-Go over the vocabulary on animals by asking a group of students to show the flashcards that have been put in Lulu´s pouch by the teacher, so that the whole class can name them . (TB p.96)

-Memorise new vocabulary by holding a recital – parade , the teacher calls out the vocabulary and does the corresponding actions and the students copy . (TB p.96)

-Go over the vocabulary on animals by guessing the animal the teacher draws on the blackboard line by line . (TB p.96)

Optional activitiesGroup recreation of the actions animals make , in front of a mirror. (TB p.97)

CO-EO

CO-EO

CE-EO

EO

AG

AG

AG

AG

5’-10’

5’

5’-10’

5’-10’


-Learn the song from the unit using the visual aid of the flashcards on pets. (TB p.96)

Optional activities-Adapt the words of the Colours song to the Pets song in order to motivate the students to go over the vocabulary on colours and aniamals . (TB p.97)

EO

CO-EO

AG

AG

5’

5’-10’

UNIT 5: PETS

SE

SS

ION

3




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet , poster of Lulu, CB pencils ,crayons,story cards for the unit .


Go over the vocabulary in the unit using the poster of Lulu and the active participation of the students.(TB p.98)


-Explanation of the story in the unit and active participation of the students. (TB p.98)

-Carry out a table activity in which the students draw and colour the animal that is missing in the blank space on the right of the illustration.. The information given on the story previously will help the students discover which animal it is .(CB p.24)

CO-EO

EO

CO-EO

CO-EE

AG

AG

AG

AI

5’

1’

10’-15’

5’-10’


4. . Understand, memorise reproduce the rhyme: Peter and Paul chant.

-Carry out a guessing game in which the students have to guess the names of the pets to see if they can make a correct guess at which pet Cookie the puppet wants .This activity prepares the students for the story in the story in the unit .(TB p.98)

Optional activitiesLearn the rhyme on animals and perform it in groups. (TB p.99)

-Learn the rhyme Peter and Paul ie Two little dickie birds and perform it with the actions .(TB p.99)

CO-EO

CO-EO

CO-EO

AG

AG-Ag

AG

3’

5’-10’

10’

UNIT 5: PETSS

ES

SIO

N 4




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, poster of Lulu,photocopies PMB A p.16, crayons, sissors,storycards for the unit.

2. Acquire a basic vocabulary on domestic animals .

3. Understand, memorise reproduce the song: Pets song.

-Go over the vocabulary on the animals using the interactive poster of Lulu and the visual aid of the flashcards from the unit . (TB p.100)

-Make a zig-zag book on animals. (TB p.100)

-Reproduce the rhyme Storytime(TB p100)-Explanation of the story in the unit and active participation of the students. (TB p.100)

-Reproduction of Cookie´s version of Pets song using the visual aid of the flashcards from the unit and the indications given by the teacher as a reference. (TB p.100)

CO-EO

EE

EO

CO-EO

CO-EO

AG

AI

AG

AG

AG

5’

10’-15’

1’

10’-15’

5’-10’


Optional activitiesGo over the vocabulary in the unit by playing a game in which the students show an animal from the zigzag book that corresponds to the animal the teacher names . (TB p.101)

-Carry out a game in which the teacher performs the action of one of the animals and the students have to name it and show the corresponding animal in their zig-zag book on animals. (TB p.101)

-Go over the vocabulary in the unit by finding the flashcards the teacher names, somewhere in the classroom. (TB p.101)

CO

CO-EO

CO

AG

AG

AG

3’

3’-5’

5’

UNIDAD 5: PETSS

ES

SIO

N 5




CO-EO AG 5’ Audio CD, flashcards,, Cookie puppet,plastic cups , sissors, bit and pieces for decorating with , CB , pencils .


3. Initiate activities to develop perception and fine motor skills :differentiate figures , colour, match and draw etc.

-Sing the song in the unit with some variations that help the students to recognise the names of the animals and to participate on their own when it is their turn. (TB p.102)

Optional activities Make spiders with plastic cups and various things to decorate them with . (TB p.103)

CO-EO

EE

AG

AI

5’-10’

10’-15’

4.Acquire a basic vocabulary on domestic animals .

5 Participate in and adapt to the rules of the language games suggested.

-Preparation for the table activity in groups that allows the students to go over vocabulary on domestic animals and numbers. (TB p.102)

-Carry out a table activity in which the students have to point out the animals that appear in the picture , name them , count them and then circle the corresponding name with a pencil. (CB p.25)

Optional activities

-Play a game in which the students have to mark the words learnt in the unit and go over the words learnt in previous units . (CB p.103)

CO-EO

EO-EE

EO

AG

AG-AI

AG

5’

5’

5’

UNIT 5: PETSS

ES

SIO

N 6




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet , storycards for the unit, masks of the characters, photocopies of the PMB p.16, drinking straws


-Play a game in which the teacher stops the music and asks the students to perform and action inorder to go over the vocabularu worked on in the English class . (TB p.104)

Go over the vocabulary on domestic animals by playing a game in which the teacher numbers and places the flashcards face down on the blackboard and asks the students to guess which animals they are . (TB p.105)

CO-EO

CO-EO

AG

AG

5’-10’

5’




Optional activities-Go over the vocabulary in the unit by making and exhibiting the silhouettes of domestic animals so that the students can try and guess which ones they are and get them right . (TB p.105)

-Carry out a survey to find out the students favourite animals and show the results on the blackboard .(TB p.105)

EO

CO-EO

EO

CO-EO

AG

AG

AG

AG

1’

10’15’

10’

10’-15’

UNIT 5: PETSS

ES

SIO

N 7

Objectives Activities Skill Interaction. Time Material1. Learn and carry out the English class routines in the classroom.


- Use the Transition marker and Tidy up song, Table time chant and Storytime rhyme and a calm routine whenever possible.

CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, illustrated storycards for the unit , masks of the characters, CB, pencil, crayons.


-Go over all the songs learnt up until now .It is suggested that this activity is carried out by the students in the form of a concert . Take advantage of the opportunity to go over all the vocabulary learnt up until now . de todas las canciones aprendidas hasta el momento. (TB p.106)

-Play a chain game similar to the game “telephone” . With the students in a circle show a flashacard of a domestic animal to one of the students who will have to do the corresponding action so that his / her classmate can guess which one it might be . (TB p.106)

Optional activities-Go over the vocabulary worked on in the English class by playing a game in which the students will be asked to jump each time they hear Jumpity jump and to sit when they hear Sit down. Until they hear these expressions from the teacher they will name the flashcards that the teacher is showing them. (TB p.107)

EO

CO-EO

CO-EO

AG

AG

AG

10’-15’

5’-10’

5’-10’


-Carry out a table activity : Name the animals that appear in the illustration, join the dots with a pencil and colour the drawings. (CB p.26)

Optional activities



EO-EE

EO

CO-EO

AI

AG

AG

10’

1’

10’-15’

UNIT 5: PETSS

ES

SIO

N 8



- Use the Transition marker and Tidy up song, Table time chant and Storytime rhyme and a calm routine whenever possible.

CO-EO AG 5’ Audio CD, flashcards, boxes for classifying , Cookie puppet, CB, pencils, soft toys , bag, platos de plástico, bits and pieces to decorate the masks, crayons.


-Go over the vocabulary worked on in the English class with an activity that involves naming and classifying the flashcards that the teacher has put in a pile, by putting them in their right category boxes. (TB p.108)

-Play a game in which the class is divided into groups and each group is assigned the name of a domestic animal. Every time the teacher gives an order to be carried out by an animal , the corresponding group will have to do the action. (TB p.108)

Optional activities-Carry out a game with the feeling bag in which the teacher has put some soft toys and other toys so that the students can try and guess what they are by feeling them . (TB p.109)

CO

CO-EO

EO

AG

AG-Ag

AG

5’-10’

5’-10’

10’

3. Acquire a basic vocabulary on domestic animals.

4. Initiate activities to develop perception and fine motor skills ,differentiate figures , colour, match and draw etc .

-Carry out a preparation exercise for a table activity . The teacher draws a certain number of animals on the blackboard , counts them with the students and then writes the name next to each . (TB p.108)

-Carry out a table activity which consists of naming the animals that appear in the illustration, count them and join the group of animals with the corresponding number .(CB p.27)

Optional activities Make masks of the domestic animals ( or others )with paper plates and bits and pieces to decorate . (TB p.109)

CO-EO

EO-EE

EE

AG

AG-AI

AI

2’

5’-10’

15’-20’

UNIT6: FOODS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. . Understand, memorise and reproduce the song: Hello song y Bye-bye song..



CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, illustratedstorycards for unit 5 , masks of the characters, CB, pencils, crayons.

2.Acquire a basic vocabulary on food .

3. Understand, memorise and reproduce the rhyme: Food chant.

-Presentation of the vocabulary in the unit using the interactive poster of Lulu, the flashcards and the actions that correspond to the vocabulary in the unit .(TB p.112)

- Carry out a table activity : Look at the illustration and identify and name the food that is missing, draw and colour it. (CB p.28)

-Representation of the rhyme Food chant using the visual aid of the flashcards and the actions presented in the the previous activity. (TB p.112)

-Sing the rhyme Food chant with the audio CD (TB p.113)

Optional activities-Go over the vocabulary on food playing a game in which the students have to remember the flashcards the teacher has placed face down on the blackboard with the help of the words from the Food chant (TB p.113)



CO-EO

EO-EE

CO-EO

CO-EO

EO

EO

CO-EO

AG

AG-AI

AG

AG

AG

AG

AG

5’-10’

5’-10’

5’

5’-10’

5’

1’

10’-15’

4. Use the English language in a spontaneous manner , without inhibitions when communicating .

-Carry out all the oral activities in the session making the students participate actively..

UNIT 6: FOODS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1. . Understand, memorise and reproduce the song: Hello song y Bye-bye song.



CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, poster of Lulu.

2Acquire a basic vocabulary on food.


-Go over the vocabulary in the unit using theflashcards on food and the interactive poster of Lulu. (TB p.114)

-Carry out a game in which the teacher draws one of the food items on the blackboard , line by line and the students have to try and guess what it is. (TB p.114)

-Go over the vocabulary by playing a game which involves association of images and memory . (TB p.114)

Optional activities-Revise the vocabulary on colours , clothes , food and toys , by going over the words to the Colours song and using the corresponding flashcards. (TB p.115)

-Go over the vocabulary on food by asking the students to point to the flashcard of the food that the teacher names . (TB p.115)

-Go over the rhyme learnt in the previous session: Divide the class into groups and give a flashcard to each group . While the rhyme is played , the students in each group do the corresponding actions depending on the food they have been assigned . (TB p.114)

CO-EO

EO

CO-EO

CO-EO

CO

EO

AG

AG

AG

AG

AG

AG-Ag

5’-10’

5’-10’

5’

5’

3’-5’

5’-10’

4. . Use the English language in a spontaneous manner, without inhibitions when communicating. .

- Carry out all the oral activities in the session making the students participate actively..

UNIT 6: FOODS

ES

SIO

N 3




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, poster of Lulu, illustrated storycards for unit 6 , CB, pencils , crayons,food to taste , plastic cups and containers.

2.Acquire a basic vocabulary on food.

-Go over the vocabulary on food by means of a creative activity in which the teacher will make a cake on the blackboard with the help of the students and the flashcards on food . (TB p.116)



-Carry out a table activity: Ask the students to name the food that appears in the illustration,think about what kind of food they can draw on top of the sandwich, draw and colour it. (TB p.29)

Optional activities-Go over the song Pets song changing the words to include vocabulary on food . Cookie the puppet, the poster of Lulu and the flashcards on food will all help the teacher to represent the song (TB p.117)

Carry out a food tasting activity on all the food worked on in the unit ( except for fish ) in order to revise the vocabulary (TB p.117)

CO-EO

EO

CO-EO

CO-EO-EE

CO-EO

EO

AG

AG

AG

AG-AI

AG

AG

5’

1’

10’-15’

10’

5’-10’

10’

3. . Use the English language in a spontaneous manner , without inhibitions when communicating.

- Carry out all the oral activities in the session making the students participate actively.

UNIT 6: FOODS

ES

SIO

N 4




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, poster of Lulu, illustrated storycards for unit 6,masks of the characters Photocopies of p. 18 del PMB A, crayons .2.Acquire a basic vocabulary on

food.




-Make a zig-zag book on food (TB p.118)

-Play a guessing game with the flashcards on food and going over expressions such I like y I don’t like (TB p.119)

Optional activities-Go over the vocabulary worked on in the English class. Divide the class up into three groups and give each group flashcards. Each time the teacher asks Do you like, the students in the group that have been given the flashcard of the food the teacher mentions ,will have to answer. (TB p.119)

-Go over the vocabulary using the zig-zag book on food that was made previously. (TB p.119)

-Reproduction of a new versión of the Food chant that allows the teacher to represent it on the blackboard with the visual aid of the flashcards from the unit and the help of Cookie the puppet. (TB p.118)

EO

CO-EO

EE

CO-EO

CO-EO

CO-EO

CO-EO

AG

AG

AI

AG

AG-Ag

AG

AG

1’

10’-15’

10’-15’

5’

5’-10’

5’-10’

5’-10’



UNIT 6: FOODS

ES

SIO

N 5




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, illustrated storycards for unit 6,masks of the characters Photocopies of p. 18 del PMB A, CB,pencils ,crayons.. .

2. Acquire a basic vocabulary on food .

3. Understand, memorise reproduce the rhyme: Food chant.



-Carry out a table activity in which the students have to point out the food , associate the halves that appear at the top of the illustration with those that appear at the bottom and colour the halves in black and white. (CB p.30)

Optional activities-Make puppets with the silhouettes of the food in order to recreate a theatre of chinese shadows. (TB p.121)

-Carry out a game in which the students associate an eating action with each of the food items shown on the flashcards for the unit . (TB p.121)

-Reproduction of the rhyme from the unit in order to revise the vocabulary that the students will have to use for the table activity . (TB p.121)

EO

CO-EO

EO-EE

EE

CO-EO

EO

AG

AG

AG-AI

AG-Ag

AG

AG

1’

10’-15’

10’

10’-15’

3’-5’

3’-5’



UNIT 6: FOODS

ES

SIO

N 6

Objectives Activities Skill Interaction. Time Material1. . Understand, memorise and reproduce the song: Hello song y Bye-bye song..



CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, illustrated storycards for unit 6,masks of the characters ,crayons.. . muñeco de Cookie, Din A 4 paper ,pencils , plasticine and crayons .

2.Acquire a basic vocabulary on food .

-Carry out a game to go over all the the vocabulary on food worked on in the English class by drawing the silhouettes of all the food in the air with a finger (TB p.122)



-Make a vocabulary book out of a sheet of Din A 4 paper, folded into four parts, on which the students will have to draw pictures of the the food that has been worked on in class and colour it following the instructions given by the teacher . (TB p.123)

Optional activities-Play a game marking out words The teacher will mark out the syllables by clapping and the students will copy.This will be done with the visual aid of the flashcards on food placed on the blackboard. (TB p.123)

-Make cakes with pieces of coloured plasticine .The cakes can then be displayed in a corner of the classroom. (TB p.123)

EO

EO

CO-EO

CO-EE

CO-EO

EE

AG

AG

AG

AG-AI

AG

AI

5’

1’

10’-15’

10’-15’

5’

10’-15’



UNIT 6: FOODS

ES

SIO

N 7



-- Use the Transition marker and Tidy up song, Table time chant and Storytime rhyme and a calm routine whenever possible..

CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, illustrated storycards for unit 6,masks of the characters ,CB, pencils.

2. Go over the songs and the vocabulary learnt in the English class.

3.Acquire a basic vocabulary on food. .

-Give a concert in which the students have the opportunity to sing songs they know in English and remember the vocabulary learnt throughout the school year , with the visual aid of Cookie´s song poster. (TB p.124)

-Go over the vocabulary worked on in the English class over the course of the school year by matching the flashcards that are mixed up on the blackboard and putting them into families . (TB p.124)

-Carry out a table activity : Name the vocabulary that appears in the illustration, recognise the category that the group of objects drawn on the left of the worsheet represents, mark and circle the object on the right of the worksheet that belongs to the same category. (CB p.31)

-Go over the vocabulary in the unit by playing a game in which the students draw the food that they have learnt the vocabulary for on the backs of their classmates using their finger as a pencil (TB p.124)

Optional activities-Reproduce the rhyme Storytime(TB p.125)

- Performance of the story in unit with the active participation of the students. (TB p.125)-Go over the vocabulary on food playing the “ telephone “ game . (TB p.125)

EO

CO

CO-EE

EE-CE

EO

CO-EO

CO

AG

AG

AG-AI

AP

AG

AG

AG

10’-15’

5’-10’

5’-10’

5’

1’

10’-15’

5’-10’

4. . Use the English language in a spontaneous manner , without inhibitionswhen communicating.


UNIT 6: FOODS

ES

SIO

N 8

Objectives Activities Skill Interaction. Time Material1. . Understand, memorise and reproduce the song: Hello song and Bye-bye song..



CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, CB, crayons, an enlarged photocopy of p. 19 in the PMB A, pieces of string ,red , brawn , yellow and pink tissue paper .

2. . Go over the songs and the vocabulary learnt in the English class.

3.Acquire a basic vocabulary on food.

-Play a game.Scatter the flashcards that have been worked on in the English lesson around the classroom .The teacher will say what object he / she needs and the student selected will have to get up, find the flashcard and then hand it to the teacher . (TB p.126)

-Classify and put into the category boxes all of the flashcards that have been worked on throughout the school year. (TB p.126)

Optional activities Go over the vocabulary learnt during the year by using the flashcards from the different units and grouping them in the flashcard Bank (TB p.127)

Carry out a table activity in which the students explain which is their favourite dish , they then draw it on the worksheet provided and colour it (CB p.32)

Optional activities-Make a food mobile. (TB p.127)

CO

CO-EO

CO-EO

CO-EE

CO-EE

AG

AG

AG

AG-AI

AG-Ag

5’-10’

5’-10’

5’-10’

10’-15’

15’-20’

4. Use the English language in a spontaneous manner, without inhibitions when communicating .


FESTIVALS: BIRTHDAYSE

SS

ION

1Objectives Activities Skill Interaction. Time Material1. Understand, memorise and reproduce the song: Hello song and Bye-bye song..



CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, poster of Lulu CB, coloured pencils, back envelope, photocopy on carboard of p 5 PMB A .

2. Understand, memorise and reproduce the song: Birthday song.

3. Acquire a basic vocabulary on Birthday celebrations.


Make a birthday crown using a cardboard photocopy of page 20 of the PMB A. The crown will worn by the student celebrating their birthday while the rest of the classmates sing Birthday song (TB p.130)

-Representation of the song in the unit with the visual aid of the worksheet for the unit ,the flashcards of the numbers and Cookie the puppet. (TB p.131)

-Go over the second verse of the song in the unit with the visual aid of the worksheet which the students will then do. (TB p.131)

-Presentation of the vocabulary of the unit using Cookie the puppet , the poster of Lulu and the flashcards of the numbers. (TB p.130)

-Carry out a table activity in which the students count and colour the candles on the cake in the colours that the teacher says. (TB p.131)

Optional activities-Play a game similar to musical chairs, in which each participant has a chair to sit on and the obligation to name the flashcard that is on the chair . (TB p.131)

-Play a game in which the students pass a black envelope around to the rhythm of the music. When the music stops, the student who has the envelope at that moment will have to open the envelope and say what it has inside. (TB p.131)

EO

CO-EO

CO-EO

CO-EO

CO-EE

EO

EO

AG

AG

AG

AG

AG-AI

AG

AG

5’

5’-10’

3’

5’-10’

5’-10’

10’-15’

10’-15’

FESTIVALS: BIRTHDAYSS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1. Understand, memorise and reproduce the song: Hello song and Bye-bye song. .



CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, Photocopies of p. 21 of the PMB A, coloured pencils and staples, grapas.

2. Understand, memorise and reproduce the song: Birthday song

3. Go over the songs and the vocabulary learnt inthe previous units.

4.Acquire a basic vocabulary on Birthday celebrations in the semantic field.

-Repeat the song from the unit making special mention of the student whose birthday it is. Dedicate this song also to Cookie the puppet and to the flashcard of Densel . (TB p.132)

-Go over the vocabulary of the colours and the song Colours song with the visual aid of the corresponding flashcards (TB p.132) -Make a birthday hat from strips of paper, fastened together with staples, taken from page 21 of the PMB A .and celebrate a birthday party. (TB p.152)Optional activitiesRevision of the vocabulary on numbers and birthday parties, by playing a game to work on the vocabulary seen up until now , in which the teacher makes up for an adults memory by drawing the cake candles (TB p.133)

-Go over the siongs learnt in the English lesson , celebrating a dance party . (TB p.133)

CO-EO

CO-EO

EE-EO

CO-EO

EO

AG

AG

AI-AG

AG

AG

5’

5’-10’

10’-15’

5’-10’

10’-15’


ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. Understand, memorise and reproduce the song: Hello song and Bye-bye song.



CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, CB, coloured pencils, materials with which to make a christmas tree , a Christmas wreath and christmas decorations for the tree.

2.Acquire a basic vocabulary on Christmas activities in the semantic field.

3 Understand, memorise and reproduce the song: Christmas song y Christmas Tree.

4. Go over the songs and vocabulary learnt in previous units .

5. Understand, memorise and reproduce the rhyme: Christmas chant.

-Presentation of vocabulary using the interactive poster of Lulu, Cookie the puppet and the flashcards for the unit. The teacher can explain to the students in their own language some of the characteristics of the Christmas celebrations in Great Britain. (TB p.134)

-Carry out a table activity colouring and decorating the illustration of the Christmas tree. (TB p.135)Optional activities-Make a big Christmas tree where the leaves are the students hands drawn on paper , coloured and cut out .If there are hands left over Christmas wreaths can also be made.(TB p.135) -Make the decorations for the tree using all kinds of materials: egg boxes , coloured tissue paper, r ibbon or wool to decorate etc. (TB p.135)

- Learn and perform the Christmas song encouraging the students to hold hands and dance in a circle. (TB p.134)

-Carry out a game in which the teacher draws a Christmas tree on the black board and places numbered flashcards of the colours and toys underneath , face down .The students will have to guess what is under each flashcard. (TB p.135)

-Learn and repeat and perform the rhyme in the unit.(TB p.135)

CO

EE

EE

EE

EO

CO-EO

CO-EO

AG

AI

AI-AG

AI-AG

AG

AG

AG

5’-10’

5’-10’

30’-60’

30’-60’

5’-10’

10’

5’-10’


ES

SIO

N 2




CO-EO AG 5’ Audio CD, flashcards, Cookie the puppet, CB, crayons, sissors, e decorative items to make a Christmas mobile ..

FESTIVALS: EASTERS

ES

SIO

N 1




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, poster of Lulu, CB, pencils, cardboard tubes from Kitchen paper rolls, bits and pieces to decorate the Easter Rabbit .

2.Acquire a basic vocabulary on Easter activities .


4. Understand , memorise, reproduce and perform the lyrics to the : Easter song.

- Presentation of vocabulary using the interactive poster of Lulu, Cookie the puppet and the flashcards for the unit (TB p.138)

-Carry out a table activity by singing a new versión of What is red? with the aim of finding the Easter eggs in the illustration,circling them and counting them. (TB p.139)

Optional activities-Make Easter rabbits out of the cardboard tubes from kitchen paper rolls and use bits and pieces to decorate them. (TB p.139)

-Play a game in which the students pretend they are rabbits , imitating the teacher and look for the eggs in the worksheet they have just done. (TB p.139)

Optional activities

-Play a game passing the flashcard of an egg around in a circle to the music of the Easter song pr making sure that the student who is holding the egg when the music stops says Happy Easter! (TB p.139)

-Learn and perform the Easter song with the visual aid of the flashcards from the unit. (TB p.138)

CO-EO

EO-EE

EE

EO

EO

EO

AG

AG-AI

AI

AG

AG

AG

5’-10’

10’

15’-30’

5’

5’-10’

5’-10’

FESTIVALS: EASTERS

ES

SIO

N 2




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet, CB, sissors, bands of cardboard, staples, plastic and cardboard ears , bits and pieces to decorate in the making of the ears and the Easter baskets.

2. Understand, memorise and reproduce the song: Easter song.

3.Acquire a basic vocabulary on Easter activities.

4 Participate in and adapt to the rules of the language games suggested. .

-Act out the song in the unit with the active partcipation of the students. (TB p.140)

-Representation of the Easter song wearing the rabbit ears. (TB p.140)

-Carry out a table activity : Cut out the rabbit eras on the worksheet and staple them to a cardboard band , so that the students can wear them on their heads (CB p.37)

Optional activities-Play a game in which the students put the rabbit eras on their heads and jump towards the flashcard named by the teacher , which has been placed somewhere in the classroom . (TB p.141)

-Look for the flashcard of the Easter egg in the classroom wiith the active participation of the students (TB p.141)

The students make ears and baskets from recycled material and the teacher gives them special Easter sweets as a reward. (TB p.141)

EO

EO

EE

CO

CO

EE

AG

AG

AI

AG

AG

AI

5’-10’

5’-10’

10’

5’-10’

5’

10’-15’

FESTIVALS: MOTHER’S DAYS

ES

SIO

N 1




CO-EO AG 5’ Audio CD, flashcards Cookie puppet, poster of Lulu, CB, Photocopies of page. 22 of the PMB A, pencils, crayons, sissors, glue, decorative pieces with which to make the bookmarker.

2. Acquire a basic vocabulary on Mother´s Day activities.

3. Understand, memorise and reproduce the song: Hello, happy Mother’s Day song.

4. Go over the songs and vocabulary learnt in previous units ..

-Show the students the bookmarker for Mother´s Day using Cookie the puppet and the interactive poster of Lulu. (TB p.142)

-Make of the bookmarker, gift that the students will make for Mother´s Day. (CB p.38)

- Dramatization the song in the unit with the active partcipation of the students. (TB p.142)

-Repetition of the greeting Happy Mother’s Day by interpreting the song in the unit . (TB p.143)

Optional activities-Representation of the song in the unit in front of the mothers when they come to pick the children up from school . (TB p.143)

Optional activitiesCarry out a table activity in which the students go over the numbers and the Numbers song using the flashcards and the photocopy of page 22 of the PMB A. Afterwards, the students will have to count and write the number of children each of the mothers that appear in the picture , have (TB p.143)

CO-EO

EE

EO

EO

EO

EO-EE

AG

AI

AG

AG

AG

AG-AI

5’-10’

10’-15’

5’

5’

5’

10’-15’

FESTIVALS: HOLIDAYSS

ES

SIO

N 1




CO-EO AG 5’ Audio CD, flashcards, Cookie puppet , poster of Lulu, CB, photocopies of p. 23 of the PMB A, pencils, crayons, sissors.

2.Acquire a basic vocabulary on Holiday activities. .

3. Understand, memorise and reproduce the rhyme: Holidays chant.

-Present the vocabulary for the unit using Cookie the puppet and the interactive poster of Lulu.(TB p.144)

Carry out a table activity :Cut out the images in the picture following the dotted line and show the teacher the cards acquired at the same time as naming them. (TB p.144)Optional activitiesCarry out a table activity in which the students have draw the objects from the flashcards that they have worked on that they most like, inside the suitcase which appears on page 23 of the PMB A (TB p.144)

-Decorate a Tee shirt drawn on a sheet of paper by the teacher . (TB p.144)

-Presentation of the rhyme Holidays chant with the visual aid of the flashcards from the unit.

CO-EO

EE-CO

EE

EE

EO

AG

AI-AG

AG

AI

AG

5’-10’

10’-15’

5’-10’

5’-10’

5’

CLASSROOM PROGRAMME –THREE IN A TREE B: YEAR 2010/2011*The Classroom Programme presented is included in the Currículum Project Area designed by the Publisher Oxford for the teach-and-learn method of the English language in the pre-primary programme : Three in a Tree B. .

Designing a programme is a very special task as each centre, in relation to its type and its curriculum project ,each class group ,in relation to its diversity and each teacher in relation to their experience and pedagogical approach, carries out a programme which is possibly different in particular aspects ,but very much the same in general features. It is within this general context and based on an open,flexible option in order to serve as an efficient tool for specialist English pre- primary teachers, where the publisher project Three in a Tree has elaborated this class programme for level B, which is aimed for the 3º year of pre-primary (5 year olds)

Three in a Tree B is divided into six units , one of which is the starter unit .Each unit, at the same time, is divided into seven sessions , except for the starter unit which is compiled of four sessions . Apart from this there are two sessions dedicated to Christmas , Halloween,and Easter and a session dedicated to Carnival and Father´s Day, which can all be programmed according to the school calendar .A total of 48 sessions have been designed , plus three for assessment in the Report booklet.

Each session lays out the objectives to be worked upon or revised , the teach -and – learn activities that can be accomplished ,the approximate time that each activity takes , the communicative skills ,the interaction and the resources that are needed.

It is important to point out that the teach–and–learn activities are varied, they refer to the didactic objectives and are designed as strategies to achieve the desired knowledge, and not as an aim in themselves.Assessment activities that respond to the established criteria have also been perceived to examine the teach-and-learn process and best suit the students ,starting from the development level of skills, established in the general stage and area objectives, to progress ,respecting the different rhythms of learning.These assessment activities are presented in a booklet where examples of assessment sheets can be found , as well as , register grids, self- assessment check sheets, tests, certificates , the English portfolio and additional ideas , all with which to carry out an advantageous, formative and summative primary evaluation of the students . In the activity section the following abbreviations have been used:CB: Class book TB: Teacher´s book p.: page PM: Photocopy masters bookAV.Evaluation notebook.

In the section on skills :CO: Oral comprhension EO: Oral expressionCE: Written comprehension EE: Written expession

In the section on interaction:AI: Individual activity. Ag: Activity in small groups AP: Activity in pairs AG: Activity in a class group :

UNIT STARTER: HELLO AGAINObjectives Activities Skill Interaction. Time MaterialSE

SSIO

N 1

1.Use greetings and farewells in the English language.

- Say hello to the teacher , Cookie the puppet and the rest of the classmates singing the Hello song (TB p.14)

CO AG/AI 5’ Cookie puppet,illustratedcards, interactive poster of Lulu, Audio CD, photocopies of worksheet 2.

2. Recognise Cookie, Lulu and Densel. .Present Cookie, Lulu y Densel, CB p.1(TB p.14) and the interactive poster of Lulu. .Give out six photocopies of worksheet 2 ( Densel the puppet.) (TB, p.14)

.Identification of the characters. Rhyme : Characters Chant (TB p.14). .Identify and circle the characters that the teacher points out : Cookie is red, Lulu is blue...

.Game: Where is Densel(TB p.14)

CO

CO

CO

CO

CO

AG AI

AI

AI

AG

5’

5’-10’

1’

5’-10’

3. Understand, memorise and reproduce the song: Densel’s song.

Listen to the song: Densel’s song. (TB p.15) CO AG 5’-10’

4. . Use the English language in a spontaneous manner, without inhibitions when communicating.

Say goodbye to the teacher and Cookie the puppet using the words: Bye-bye everyone.(CB p.3)

CO AG 2’

UNIT STARTER: HELLO AGAINS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1.Use greetings and farewells in the English language.

.Say hello with the : Hello song,using the words: Hello/Sit down everyone(TB p.16)

.Practice the structures : What’s your name? Colours and numbers with the songs: Numbers song and Densel’s song (TB p.16)

EO

EO

AG

AG

5’

5’

CB, Densel puppet, sissors, Sellotape, Audio CD.

2. Recognise Cookie, Lulu and Densel. .Make Densel the puppet : worksheet 2 , CB p.2. (TB p.16) CO AI 10’


.Listen to and understand Densel’s song . (CB p.1)

.Perform the movements to the song.(CB p.2)

.Interpretationof the song Densel’s song with the puppet. (TB p.16)

Optional activities*Reinforce .Practice the song: Densel’s song (CB p.1) *Expand.Practice the song: Hello song (CB p.1)

CO

CO

EO

EO

EO

AG

AI

AI

Ag

2’

5’-10’

5’-10’

3’

4 Use the English language in a spontaneous manner, without inhibitions when communicating .

Say goodbye to the teacher and Densel the puppet using the : Bye-bye song.(TB p.17)

EO AG 5’


ES

SIO

N 3

Objectives Activities Skill Interaction. Time Material1.Use greetings and farewells in the English language.

.Practice greetings: Hello song (TB p.18) EO AG 5’ Cookie puppet,photocopies PMB B p.3,bookbindershole punch., Audio CD2. Recognise Cookie, Lulu and Densel. Take part in the game look for Cookie (TB p.18)

.Explain the concepts in, on ,under, behind (TB p.18)

. Make and play the game Spin the Wheel. PMB B p.3 (TB p.18)

CO

CO

EE

AG

AG

AG

10’

10’

10’


Listen to and perform the song Densel’s song with .TPR (CB p.3)

Optional activities*Additional activities: (TB, p.19)-Where are Densel, Cookie and Lulu?-Circle the vocabulary.

EO

CO

AG

AI

2’

5’-10’

4. . Use the English language in a spontaneous manner , without inhibitions when communicating .

.Interpretation of the song : Bye-bye song (TB p.19) EO AG 3’


ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1. Use greetings and farewells in the English language.

.Practice the hello greeting with Densel´s puppets and the song Hello song (TB p.20)

EO AI 5’ Audio CD, Bobby puppet,illustrated cards , Numbers and characters poster

2. . Understand, memorise and reproduce the song: Densel’s song.

Practice Densel’s song and look for the hidden coloured puppets. (TB, p.20)

EO AG 5’-10’

3. Use the English language in a spontaneous manner, without inhibitions when communicating.

.Spin the Wheel game . (TB p.20) .Say the numbers 1-6 using fingers to indicate the numbers when mentioned in the song. (CB p.3)

Practice the song Bye-bye song

Optional activities*Reinforce. .Practice the numbers 1 - 6 with the aid of the poster. .Games with flashcards (TB, p. 21)

CO

EO

EO

CO

AG

AG

AG

AG

15’

5’-10’

2’

5’-10’

UNIT 1: FAMILYS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1 Acquire a basic vocabulary on the family. ..

.Go over the characters in Three in a Tree B

.Repetition and practice the greeting: Hello, with the song Hello song.(TB p.22) ..Introduction of the concepts related to the family using the poster of Lulu (TB, p.22).Do worksheet 3 . CB, p.3 (TB p.23) and afterwards identify the members of the owl family in the text book.

CO

EO

CO

EE

AG

AG

AG

AI

3’

2’

10’

5’

Audio CD, CB, cottonwool, paper/cardboard, Sellotape, finger puppets.

2. Understand, memorise, reproduce and perform the words to the : Family song.

.Listen to the song :Family song CB, p.3 (TB, p.23)

Listen to , distinguish and understand the basic vocabulary in the semantic field on the family: baby, mummy, daddy, sister, brother, family (TB p. 23)

CO

CO

AG

AI

5’

5’-10’

3.Understand, memorise, reproduce and perform the words to the rhyme : Storytime.

.Listen to and reproduce the rhyme : Family song

Additional activities..Make owls with cottonwool. (TB, p.23).Family song. The children can sing and do the actions to the song using their owls like finger puppets. (Follow TB p.23)

EO

EO

AG

Ag

5’

10’


.Sing the goodbye song: Bye.bye song.(TB, p.23) EO AG 5’

UNIT 1: FAMILYS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1. Use the English language in a spontaneous manner , without inhibitions when communicating .

.Identify the characters in the poster of Lulu, answering questions. (TB p.24).Do the additional activities from p.25 . TB, making photocopies of the cards previously . p. 4 of the PMB B (TB p. 24/25))

Optional activities*Reinforce.Identification of the numbers..Identificationof the characters. *Expand.Free drawing of the family ,to observe the reality of each case and the possible spontaneous comments.

EO

CO

CEEEEO

EE

AG

AI

AIAIAP

AI

5’

15’

5’-10’

10’

Audio CD, illustrated cards, photocopies from PMB , flashcards crayons, felt tipped pens.


Perform the song : Family song. (TB p.25)using flashcards. CO Ag 10’


.All the activities .

UNIT 1: FAMILYS

ES

SIO

N 3

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the : Family song.

.Listen to the songs : Hello song and Family song (TB p.26) CO, EO AG 5’-10’ Audio CD, CB, crayons, plasticine..

2. .Understand, memorise, reproduce and perform the words to the rhyme : Storytime.

.Remind the students of the rhyme : Storytime (TB, p.26)

.Listen to the story ( TB, p.26) and afterwards make time for questions and spontaneous comments .

CO AG 1’

15’

3. . Participate in and adapt to the rules of the language games suggested .

Do worksheet 4.CB, p.4 ( TB, p.27)

. Play with plasticine:make owls (Additional activity, TB, p.27). This activity can be carried out with background music(Family song and others )

. Sing the goodbye song : Bye-bye song

EE

CO

AG

AI

AG

5’-10’

15’

3’

UNIT 1: FAMILYS

ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1.Acquire a basic vocabulary on the family . .

.Listen to the lyrics to the : Hello song and Family song. . (TB p.28)

CO AG 5’-10’ Audio CD, flashcards,Photos of the family,family objects : baby´s bottle , cell phone , keys..., (for the feeling bag .)



.Storytime. Story of the owls with flashcards (TB, p.28)

. Show photos of the family and comment : Here`s my mummy, Maria…

Optional activities*ReinforceNumber game with flashcards(TB p.29) *Expand.Musical moments .(TB, p.29)

CO

EO

EO

AG

AI

AG

10’

5’-10’

10’-15’


.Take part in the game “ feeling bag”.(TB p.29)

EE AG 10’-15’

UNIT 1: FAMILYS

ES

SIO

N 5

Objectives Activities Skill Interaction. Time Material1 Acquire a basic vocabulary on the family .

.Game : Correct Cookie (TB, p.30) EO AG 10’-15’ Audio CD, flashcards, CB.


. Listen to, interpret and perform the song: Hello song (TB p.30)

CO,EO AG 5’-10’


.Game with flashcards: previous activity to the worksheet (TB, p.30)

.Do worksheet 5 (TB p.31)

CO

EO

Ag

AI

5’-10’

5’-10’

4.Respect the rules of the game . .All the games. .

UNIT 1: FAMILYS

ES

SIO

N 6

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the : Family song.

.Listen to , interpret and perform the song: Hello this is my family. (TB p.32)

EO AI 5’-10’ Audio CD, Cookie the puppet, storycards, flashcards.

2. .Understand, memorise, reproduce and perform the words to the rhyme : Storytime.

.Activity previous to the story .

.Listen to and understand the story . (TB p.33)

.Identification of the cartoon being described.

Optional activitiesAdditional activities:- Drawing af each students´ family on the back of page 5 of the CB.-Father ,baby. (TB, p.33)-Mother go to…, (TB, p.33)

EO,CO

CO

Ag

AG

5’-10’10’10’

10’-15’


.Listen to and say goodbye with Cookie the puppet.: Bye-bye song

CO AG 2’-5’

UNIT 1: FAMILYS

ES

SIO

N 7

Objectives Activities Skill Interaction. Time Material1 Understand, memorise, reproduce and perform the words to the : Family song.

Take part in and perform the TPR on the blackboard Hello song with all the students who want to participate.

EO Ag 5’-10’ Audio CD, CB, flashcards.

2. Use the English language in a spontaneous manner , without inhibitions when communicating.

.Explain first and then the students to do 6 (CB, p.6) (TB, p.34)

EO,EE AI 10’-15’

3. . Use the English language in a spontaneous manner, without inhibitions when communicating.

. Explain first and then the students to do 7 (CB, p.7) (TB, p.37)

Additional activity

Game on the blackboard Yes/No (TB, p.35)

EO, EE

CO, EO

AI

AG

10’-15’

5’-10’

UNIT 2: NOISY TOYSS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. 1 Understand, memorise, reproduce and perform the words to the : Noisy toys song.

. Listen to, understand and perform the lyrics to the song : Noisy toys song. (TB p.40)

EO, CO AG 10’ Audio CD, CB, Cookie puppet, pencils, crayons, felt tipped pens, flashcards.2.Acquire a basic vocabulary on toys. .Explain first and then students do worksheet 8 of the CB, p.8

(TB, p.41)

.Repetition of the basic vocabulary in the semantic field of the TOPIC, noisy toys : boat, robot, plane, trumpet, drum, phone.

.Reading / writing activity: read and write the names of the objects that make a lot of noise: robot, trumpet in the pictures CB, p.8.

CO

CO

EE

AG

Ag

AI

10’-15’

5’

10’

3. Participate in and adapt to the rules of the language and memory games suggested.

Game with flashcards:Who has Cookie? (TB, p. 41)

The goodbye song : Bye-bye song (TB, p. 41)

CO

EO

AG

AG

10’

3’

UNIT 2 : NOISY TOYSS

ES

SIO

N 2


Listen to, understand and perform the lyrics to the song : Noisy toys song. (TB p.42)

CO, EO AG 10’Audio CD, illustrated cards , flashcards, sissors, photocopies of the PMB p.6, pencil, crayons.

2.Acquire a basic vocabulary on toys. . Photocopy and make the cards from p.6 of the PMB.( TB, p.43)

.Game with the flashcards : (TB, p.42)

Optional activities*Game called Bit by bit with the flashcards on noisy toys. Introduce a variation so that those students who would like to go up to the blackboard and participate in the game , show the cards, slowly ,to the rest of the class to incite them to participate and in so doing motivate their verbal expression and knowledge of the concept .

CO

CO

EO

AG

AG

AG

10’

5’-10’

10’

3. . Participate in and adapt to the rules of the language and memory games suggested.

. TPR activity: noisy toys (variation on the second part of number 3 in the TB, p.42 : boat, robot, plane, trumpet, drum, phone.)

CO,EO AG 5’-10’


ES

SIO

N 3


.Listen to, understand and perform the lyrics to the song : Noisy toys song. (TB p.44)

.Variation of the activity : in pairs or in small groups , come up to the front of the class and sing and perform the song.

CO, EO

EO

AG

Ag

5’

10’-15’

Audio CD, CB, illustrated cards, pencil, crayons, felt tipped pens2. Understand and perform the story: Noisy

Toys

3 . Acquire a basic vocabulary on toys.

. Storytime : Story (TB, p.44)

Do worksheet 9 in the CB, p.9 (TB, p.45)

CO

EE

AG

AG

10’

10’-15’


ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1. 1 Understand, memorise, reproduce and perform the words to the : Noisy toys song .

.Listen to the lyrics : Noisy toys song. (TB p.46)

.Memorise the lyrics of the: Noisy toys song (TB p.46)

.Sing the lyrics to Noisy toys song : (TB p.46)

.Sing and perform the Noisy toys song : (TB p.46)

CO

EO

EO

EO

AG

AI

AI

AI

2’

5’-10’

3’

3’

Audio CD, illustrated cards, crayons, felt tipped pens, flashcards, white paper, cards p.6 PMB

2. . Understand and perform the story: Noisy Toys

.Storytime: Story (TB, p.46) CO AG 10’

3.Acquire a basic vocabulary on toys. .Participation in the flashcards game.(TB p.47)

.Free drawing with Noisy toys as the TOPIC, try to encourage the students to read and write the words linked to the TOPIC.

Optional activityGame: Count the noisy toys (TB, p.47)

CO

EE

EO

AG

AI

AI

5’-10’

5’-10’

5’-10’

UNIT 2: NOISY TOYSS

ES

SIO

N 5

Objectives Activities Skill Interaction. Time Material1.Understand, memorise, reproduce and perform the words to the : Noisy toys song

.Listen to the lyrics : Noisy toys song. (TB p.46)

.Memorise the lyrics of the: Noisy toys song (TB p.46)

.Sing the lyrics to Noisy toys song : (TB p.46)

.Sing and perform the Noisy toys song : (TB p46)

CO

EO

EO

EO

AG

AI

AI

AI

2’

5’-10’

3’

3’

Audio CDpencils, crayons, felt tipped pens, flashcards.

2. Acquire a basic vocabulary on toys ..

. Explain first and then students do worksheet 10 of the CB, p.10 (TB, p.48)

CO AG 15’

3. . Participate in and adapt to the rules of the language and memory games suggested .

. Memory game on the blackboard. ( TB, p.49) CO AG 10’

UNIT 2: NOISY TOYSS

ES

SIO

N 6

Objectives Activities Skill Interaction. Time Material1. Understand and perform the story: Noisy Toys

. Storytime : Story (TB p. 50) CO AG 10’-15’ Audio CD, Bobby puppet, The Twinkles puppets, the cut out spaceship , illustrated cards, crayons, felt tipped pens.

2 Acquire a basic vocabulary on toys .

. Explain first and then students do worksheet 11 of the CB, p.11 (TB, p.52)

CO AI 10’-15’

3. . Participate in and adapt to the rules of the language and memory games suggested .

Optional activity

Game : which is your favourite toy ? ( TB, p.53) CO AP 15’

UNIT 2: NOISY TOYSS

ES

SIO

N 7

Objectives Activities Skill Interaction. Time Material1.Acquire a basic vocabulary on toys in the semantic field..

. Game with flashcards. (TB, p. 54)

.Game: Read my lips (TB, p. 54)

CO

CO, EO

AG

AG, AI

10’

10’

Flashcards, CB, paper for a mural, crayons.

2. Obtain a basic vocabulary on toys .

.Explain first and then students do worksheet 12 of the CB, p. 12 (TB, p. 54)

. Create a mural with the students´drawings of the toys . Label the toys with the names in English.

EE

EE

AI

Ag

10’-15’

15’-20’

UNIT 3: FACES

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1.Acquire a basic vocabulary on parts of the face.

.Go over the song: Body song (TB, p.58)

.Game with flashcards:the poster of Lulu (TB, p.58)

EO, CO

EO

AG

AG

5’

10’

Audio CD, poster Places, Bobby puppet, illustrated cards, pencil crayons

2. Classify the words in their semantic field.

.Explain first and then students do worksheet 13 of the CB, p.13 (TB, p.59)

Additional activityOpen your mouth (TB, p.59)

The goodbye song: Bye-bye song

CO

EO

EO

AG

Ag

AG

15’

10’

5’

UNIT 3: FACES

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1 Understand, memorise, reproduce and perform the words to the: Face song.

. Listen to, understand and perform the lyrics to the song : Face song. (TB p.60)

CO AG 5’-10’ Audio CD, flashcards

2.Acquire a basic vocabulary on parts of the face.

. Game with flashcards: columns of flashcards. (TB p.61)

. Game of funny faces (additional activity from TB, p.61)

. TPR activity: Song: Head shoulders knees and toes

.Goodbye song : Bye-bye song

EO

EO

EO

AI

AI

AG

15’

15’

5’-10’

5’

UNIT 3 : FACES

ES

SIO

N 3

Objectives Activities Skill Interaction. Time Material1.Acquire a basic vocabulary on parts of the face .

.Storytime: Time for a story (TB, p.62) CO AG 10’ Audio CD, illustrated cards, crayons, CB.

2. Understand, memorise, reproduce and perform the words to the: Face song.

.Listen to and uderstand the lyrics to the song : Face song . (TB p.62)

.Memorise the lyrics of the song: Face song (TB p.62)

.Sing the lyrics to the Face song : (TB p.62)

.Sing and perform the lyrics to the Face song: (TB p62)

CO

EO

EO

EO

AG

AI

AI

AI

5’

5’-10’

5’

5’

3. Classify the words in their semantic field. .

.Explain first and then students do worksheet 14 EE AI 15’

UNIT 3: FACES

ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the: Face song.

- Understand, memorise and reproduce the rhyme: Face chant.

. Listen to, understand and perform the lyrics to the song : Hello song. with Cookie the puppet (TB p. 64)

. Listen to, understand and perform the lyrics of the song : Face song. (TB p. 64)

CO, EO

EO

AG/AI

Ag

5’-10’

5’-10’

Audio CD, photocopy of Cookie´s window from PMB B, illustrated cards, lápiz, crayons, felt tipped pens.


Carry ou the activity on p.19 of the PMB B What can you see? (TB, p. 64)

CO AI 15’

3Acquire a basic vocabulary on parts of the face.

.Storytime: Go over the story (TB, p.64) CO AG 10’

UNIT 3 : FACES

ES

SIO

N 5

Objectives Activities Skill Interaction. Time Material1.Acquire a basic vocabulary on parts of the face .

.Participation in the game with flashcards and the poster of Lulu. CO, EO AG 5’-10’ Audio CD, flashcards, CB, crayons, felt tipped pens


.Play the game Bit by bit ( TB, p. 66) CO AI 10’

3.Acquire a basic vocabulary on parts of the face.

-. Participate in and adapt to the rules of the language and memory games suggested .

.Explain first and then students do worksheet 15

Additional activity.Chain movements (TB, p.67)

EE

EO

AG

AP

15’

10’

UNIT 3 : FACES

ES

SIO

N 6

Objectives Activities Skill Interaction. Time Material1.Acquire a basic vocabulary on parts of the face.

.Game with the puppet Cookie to consolidate the unit vocabulary . (TB, p.68)

CO AG 10’ Audio CD, Cookie puppet, illustrated cards , plasticine..2. . Participate in and adapt to the

rules of the language and memory games suggested .

.Storytime: Time for a story ( TB, p. 68) EO AI 10’

3 Classify the words in their semantic field.

. Game on the blackboard with names /faces ( TB, p. 69)

.Memory game . ( TB, p. 69)

Additional activity

Model faces with plasticine. ( TB, p. 69)

CO

CO

CO

AG

Ag

AI

10’

5’-10’

10’

UNIT 3 : FACES

ES

SIO

N 7

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the: Face song.

.Listen to the Body song and Face song (TB, p.70) CO, EO AG 10’ Audio CD, illustrated cards, characters´masks, CB, pencils, crayons, felt tipped pens ..

2. . Participate in and adapt to the rules of the language and memory games suggested.

.Participate in the robot actions game (TB, p.70) EO Ag 10’

3.Acquire a basic vocabulary on parts of the face..

.Explain first and then students do worksheet 16 of the CB p.16 (TB, p.71)Invite the students to write on the worksheet all the words they know (robot, red, etc.) and give the necessary help in the book and /or on the blackboard. .

.Explain first and then students do worksheet 17 of the CB p.17 (TB, p.72)Invite the students to write on the worksheet all the words they know (robot, red, etc.) and give the necessary help in the book and /or on the blackboard. .

Additional activity-Carry out another representation of the story del , with the story cards for the story B 3 and the characters´ masks . (TB, p.71)

Farewell to the unit song : Bye-bye song (TB, p.71)

EE

EE

EO

EO

AI

AI

AG

AG

10’

10’

10’

5’

UNIT 4 : WEATHERS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the: : Weather song.

.Listen to and then the interpretation of the lyrics to the : Hello song and followed by the song Weather Song with the aid of the flashcards on clothes: T-shirt, trousers, socks, shoes, jacket, hat (TB p.76) .

. Listen to the unit song: Weather Song again with the flashcards of the hat, Tee- shirt swimming costume and flashcards of the weather conditions.

CO

CO

AG

AG

10’

10’

Audio CD, poster of Lulu, illustrated cards, flashcards: weather, clothes and swimming costume.

2 Acquire a basic vocabulary on the weather.

. Carry out the activity of the poster of Lulu with the flashcards of the rain, umbrella, cold , wind , sun and hot. (TB p.76)

Additional activity.Storytime: Story A 4 (TB p.77)

CO, EO

CO

AG

AG

15’

10’-15’

UNIT 4 : WEATHERS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the: Weather song.

.Listen to and then the interpretation of the lyrics to the song : Clothes song (TB p.78)

. Listen to and then the interpretation of the lyrics to the : Weather song (TB p.78)

CO

CO

AG

AG

5’

5’

Audio CD, illustrated cards, flashcards, white paper, pencil, crayons, felt tipped pens ..

2Acquire a basic vocabulary on the weather .

Game with cards (TB, p.79)Optional activities

*Expand.Draw and colour a picture of the weather , encourage the students to read and write the words of the objects drawn in English ..

CO

EE, EO

Ag

AI

10’

5’-10’

3. Use the English language in a spontaneous manner , without inhibitions when communicating.

.Memory game on the blackboard (TB, p.78)

Bye-bye song (TB, p.78)

EO

EO

AI

AG

10’

3’

UNIT 4 : WEATHERS

ES

SIO

N 3

Objectives Activities Skill Interaction. Time Material1. . Understand, memorise, reproduce and perform the words to the: Weather song .

- Acquire the habit of observing the weather.

Go outside and observe the weather and then comment on it in English.

.Storytime: Time for a story (TB, p. 80)

.Explain and then do worksheet 19

EO

CO

CO

AG

AG

AG

2’

10’-15’

15’

Audio CD, illustrated cards , CB.

2. Understand, memorise, reproduce and perform the words to the: Weather song.

.Listen to and understand the lyrics to the: Weather song

. Memorise the lyrics of the song: Weather song

.Sing the lyrics to the Weather song

.Sing and perform the lyrics to the Weather song

Optional activities*Reinforce.Interpretation of the lyrics to the : Hello song and Clothes song.Performance of the lyrics to the : Hello song y Clothes song

CO

CE

EO

EO

EOEO

AG

AI

AI

AI

APAP

5’

5’-10’

3’

3’

3’3’

UNIT 4 : WEATHERS

ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1 Acquire a basic vocabulary on the weather .

2. Acquire the habit of observing the weather.

3. Participate in and adapt to the rules of the language and memory games suggested .


.Direct observation of the weather and comments afterwards using the vocabulary from the unit in English..Storytime: Time for a story (TB, p. 82)

.Identifiction of the words in the basic vocabulary on the weather in the semantic field.

.Make a mural of the weather in small groups.

CO, EO

CO

EO

EE

AG

AG

AI

Ag

2’

10’

10’

20’-30’

Crayons, flashcards, paper for a mural, illustrated cards.

UNIT 4 : WEATHERS

ES

SIO

N 5

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the: Weather song

Listen to and then interpret the lyrics to the song : Weather song (TB p.84) in a big group and then also encourage smaller groups to participate in and area in the class where they can sing and dance .

CO, EO AG/Ag 10’-15 Audio CD, CB, flashcards.

2 Acquire a basic vocabulary on the weather .

.Explain first and then do worksheet 20 of the CB, p. 20 (TB, p.84)

EE AI 15’


Optional activities*Expand- Windy weather .(TB, p.85)

Listen to and then interpret the lyrics to the song: Bye-bye song (TB, p.85)

EO

CO, EO

AG

AG

10-15’

5’

UNIT 4 : WEATHERS

ES

SIO

N 6

Objectives Activities Skill Interaction. Time Material1 Acquire a basic vocabulary on the weather.

.Storytime: Time for a story (TB, p.86) CO AG 10’ Illustrated cards, flashcards, CB, plasticine.

2. Use the English language in a spontaneous manner , without inhibitions when communicating .

.Participation in Kim´s blackboard game (with flashcards on the unit vocabulary) (TB, p.87)

.Explain and then do worksheet 21. (TB, p.88)

.Play with plasticine: Let the children play freely with plasticine to see if they include ideas and objects from the unit in their creations .Encourage reading and writing by making the English words in plasticine .

CO, EO

EE

EE

AG

AI

AI

10’-15’

10’

15’

UNIT 4 : WEATHER

SE

SS

ION

7

Objectives Activities Skill Interaction. Time Material1. Use the English language in a spontaneous manner , without inhibitions when communicating .

.Classification activity (TB, p. 90)

.Participation in the game TPR (TB, p. 90)

CO

EO

Ag

AI

10’

10’-15’

Illustrated cards, flashcards, CB, clocks, pencil, crayons, audio CD.

2.Acquire a basic vocabulary on the weather.

Explain and then do worksheet 22 (TB, p. 90)

Optional activity*Expand-Point to and play (TB, p. 92)

Listen to and then interpret the lyrics to the song: Bye-bye song (TB, p.95)

EE

EO

EO

AI

AI

AG

10’-15’

5’-10’

3’

UNIT 5 : JUNGLE ANIMALSS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the: Jungle animals song.

. Listen to and then interpret the lyrics to the song : Jungle animals song CB, p. 23 (TB p.94)

CO, EO AG 5’-10’ Audio CD, poster of Lulu, CB, crayons,illustrated cards.

2.. Participate in and adapt to the rules of the language and mime games suggested ,

. Participation in the game of the poster of Lulu with flashcards (TB, p.94)

.Explain and then do worksheet 23 ,CB p.23 (TB, p.95)

Optional activity*Reinforce-Go over the story A 5 (TB, p.95)

.

CO, EO

EE

CO

AG

AI

AG

10’

10’

10’-15’


ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1.Reproduce the English Language accent , rhythm and intonation when communicating.

-. Understand, memorise, reproduce and perform the words to the: Jungle animals song

. . Listen to and then interpret the lyrics to the song : Jungle animals song : (TB p. 96)

CO, EO AG 5’ Audio CD, CB, flashcards, Cookie puppet, illustrated cards , paper , pencils ,crayons, felt tipped pens .

2.Acquire a basic vocabulary on jungle animals.

-Establish links between sounds - spelling .

- Reproduce the English Language accent , rhythm and intonation when communicating...

. Participation in a game with flashcards: What is Cookie thinking of ?

. Reading / writing activity on the blackboard : establish sounds –spelling on the blackboard with the concepts of the unit chosen by the students. Afterwards , individually , choose and draw a picture on the unit TOPIC of one of the following animals : crocodile, parrot, monkey, snake, tiger, lion.

.Explain and then do worksheet 24. Write the names of the animals on the blackboard in English and encourage the recognition and identification of the writing and the labelling of the characters on worksheet 24.

.Storytime: Time for a story . (TB, p. 98)

CO, EO

CE, EE

CO

CO

AG

AG, AI

AG

AG

10’

15’-20’

10’

5’-10’


ES

SIO

N 3

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the: Jungle animals song.

Listen to and then interpret the lyrics to the song : Jungle animals song : (TB p. 100) in a big group .. Listen to and then interpret the lyrics to the song : Jungle animals song : (TB p. 100) in small groups.

CO, EO

CO, EO

AG

Ag

5’

10’-15’

Audio CD, Bobby puppet, flashcards, illustrated cards .

2. Acquire a basic vocabulary on jungle animals

- Participate in and adapt to the rules of the language games and imitation suggested ,..

. Participation in the game TPR: Follow me ! ( TB, p.100)

.Storytime:Time for a story ( TB, p.100)

CO, EO

CO

AG/Ag

AG

10’-15

10’

UNIT 5 : JUNGLE ANIMALS

SE

SS

ION

4

Objectives Activities Skill Interaction. Time Material1. Understand, memorise, reproduce and perform the words to the: Jungle animals song

Listen to and interpret the lyrics to the song : Jungle animals song (TB p. 102)

EO AG 5’ Audio CD, CB, pencilil, crayons ,felt tipped pens, , flashcards, Cookie puppet.

2. Acquire a basic vocabulary on jungle animals.

- Reproduce the English Language accent , rhythm and intonation when communicating.

.Participation in the oral identification of the characters on the blackboard.

.Explain first and then do worksheet 25 of the CB, p.25 (TB, p.102)

Optional activity*Reinforce- Oral game with flashcards: Pass the word. (TB, p 103.)

CO, EO

EE

CO, EO

AG

AI

AI/Ag

10’

15’

10’-15’


ES

SIO

N 5

Objectives Activities Skill Interaction. Time Material1 Reproduce the English Language accent , rhythm and intonation when communicating..

Optional activity*Reinforce and expand:Snake. (TB, p.105)

CO AG 10’-15’ Audio CD, flashcards, illustrated cards , plasticine ,plastic figures of animals.2. - Participate in and adapt to the

rules of the language and mime games suggested ,

. Participation in the game: It´s a tiger (TB, p.104) CO, EO AI/AG 15’

3. Acquire a basic vocabulary on jungle animals.

. Storytime: Time for a story ( TB, p.104)

.Play :Free play with plasticine to see whether the children include ideas and elements from the unit in their plasticine models . Encourage reading /writing by also making the letters and words with plasticine .The children may take the plastic figures of the animals to play with (either individually or in pairs or small groups ) when the lesson is over .

CO

EO, EE

AG

AI

10’-15’

10’-15’


ES

SIO

N 6

Objectives Activities Skill Interaction. Time Material1.Acquire a basic vocabulary on jungle animals.

. Game with flashcards (TB, p. 106)Ask the students to say the words of the animals they know in English. (The names of the animals can also be written on the blackboard so that the students can copy them on a piece of paper )

Game on the blackboard: Líne by line (TB, p.106)

.Explain and then do worksheet 26 (TB, p. 107)

Optional activity

*Reinforce.Another performance of the story. (TB, p. 107)

CO, EO, EE

EO

EE

CO

AG

AG

AI

AG

15’

10’-15’

10’-15’

10’

Flashcards, paper, CB, illustrated cards.

UNIT 5 : JUNGLE ANIMALS

SE

SS

ION

7

Objectives Activities Skill Interaction. Time Material1. Reproduce the English Language accent , rhythm and intonation when communicating.

. Classification of the flashcards from different units: Family, Noisy Toys, The Face ,Weather , Jungle Animals (TB, p. 108)

CO AI 10’-15’ Flashcards, CB, paper , pencils ,crayons..

2. Participate in and adapt to the rules of the language and mime games suggested ,

.Carry out the previous activity on a worksheet . (TB p. 108)

. Explain and then do worksheet 27 (TB p. 108)

. Activity , tracing flashcards : give out a flashcard and a piece of paper to each student .Trace the flashcard , colour what has been traced and write the name in English .

EO

EE

EE

AG

AI

AI

10’-15’

10’

10’-15’

UNIT 6 : PICNICS

ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. Acquire a basic vocabulary on picnic food .

- Reproduce the English Language accent , rhythm and intonation when communicating.

. Activity with flashcards and the poster of Lulu .

.Explain and then do the worksheet 28 of the CB, p. 28 (TB, p. 113)

Optional activity*Reinforce..Practice the basic vocabulary on picnic food with the aid of the flashcards.*Expand.. Jumpity jump with the flashcards on food . (TB, P.113)

CO, EO

EE

EO

CO

AG

AI

AG/Ag/AI

AG

10’

10’-15’’

10’

5’-10’

Audio CD, flashcards, poster of Lulu . , CB,

2.- Understand, memorise, reproduce and perform the lyrics to the song : Picnic song.

.Listen to and understand the lyrics to the song : Picnic song(TB p.112)

CO, EO AG 3’

UNIT 6 : PICNICS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material

1. .- Understand, memorise, reproduce and perform the lyrics to the song : Picnic song.

.Listen to and understand the lyrics to the song : Picnic song(TB p.114) .Interpretation of the lyrics to the song : Picnic song -Perform the lyrics to the song : Picnic song

CO

EO

EO

AG

AI

AI

4’

5’

5’-10’

Audio CD, flashcards, photocopies from PMB p.14,Felt tipped pens , sissors.

2. Acquire a basic vocabulary on picnic food .

.Take part in a game : Play a game guessing riddles on food (TB, p.114)

. Activity on the blackboard with flashcards: Nyam, nyam! (TB, p.114)

Optional activities*Reinforce.Cards on the picnic –activity p. 14 in the PMB. (TB, p.115)

CO, EO

CO, EO

EE

AG

AG

AI

5’-10’

5’-10’

5’-

UNIT 6 : PICNICS

ES

SIO

N 3

Objectives Activities Skill Interaction. Time Material1. Acquire a basic vocabulary on picnic food ..

- Reproduce the English Language accent , rhythm and intonation when communicating

. Storytime: Time for a story (TB, p.116) CO AG 10’ Illustrated cards, CB, flashcards, audio CD.

2. Participate in and adapt to the rules of the language and memory games suggested ,

-Put words into order following different ideas.

.Activity before the worksheet (TB, p.117)

.Explain and then do worksheet 29 (TB, p.117)

EE AI 10’

3. .- Understand, memorise, reproduce and perform the lyrics to the song : Picnic song

. Listen to and understand the lyrics to the song : Picnic song(TB p.116)

- Memorise the lyrics to the song :Picnic song.-Interpretation of the lyrics to the song : Picnic song -Perform the lyrics to the song : Picnic song, with the aid of the flashcards

CO

EO

EO

EO

AG

AI

AI

Ag

5’

5’-10’

3’

5’-10’

UNIT 6 : PICNICS

ES

SIO

N 4

Objectives Activities Skill Interaction. Time Material1 Reproduce the English Language accent , rhythm and intonation when communicating.

.- Acquire a basic vocabulary on picnic food .

.Representation of the story (TB, p.118) CO AG 10’ Illustrated cards . CB, pencils, crayons, felt tipped pens.

2 Acquire a basic vocabulary on picnic food .

. Participation in a game with flashcards : Clapping game . (TB, p.118)

.Activity before the worksheet. (TB, p.120)

. Explain and then do worksheet 30 (TB, p.120)

CO

CO, EO

EE

AG

AG

AI

5’-10’

10’

10’-15’

UNIT 6 : PICNICS

ES

SIO

N 5

Objectives Activities Skill Interaction. Time Material1. Participate in and adapt to the rules of the language and memory games suggested ,

. Participation in the gamediscover Cookie´s picnic food : The tree leaves.l (TB, p. 122)

Optional activities

*Reinforce TPR activity:fruit salad (TB p.123)

CO, EO

CO, EO

AG/EI

AI

10’-15’

5’-10’

Audio CD, illustrated cards, flashcards.

2. Understand, memorise, reproduce and perform the lyrics to the song : Picnic song

Reproduce the English Language accent , rhythm and intonation when communicating.

. Listen to and understand the lyrics to the song : I like food (TB p.10.-Interpretation of the lyrics to the song : I like food. (TB p.101) -Perform the lyrics to the song : I like food. (TB p.101)

Representation of the story. (TB, p.122)

CO

EO

EO

CO

AG

AI

AI

AG

5’

3’

3’

10’

UNIT 6 : PICNICS

ES

SIO

N 6

Objectives Activities Skill Interaction. Time Material1. Reproduce the English Language accent , rhythm and intonation when communicatin.

-. Understand, memorise, reproduce and perform the lyrics to the song : Picnic song

.Interpretation of the Food chant and the song Picnic song (TB, p.124)

EO AG/AI 10’ Audio CD, flashcards, CB.


. Activity before the worksheet with flashcards (TB, p.124)

. Explain and then do worksheet 31 (TB, p.124)

. Participation in the game Correct Cookie (TB, p.125)

CO

EE

EO

AI

AI

Ag

10’

10’-15’

10’

UNIT 6 : PICNIC

SE

SS

ION

7

Objectives Activities Skill Interaction. Time Material1. Put the words into order following different ideas.

.Participation in a game to go over the linguistic content of the year with the aid of the flashcards and the puppet Cookie .

CO, EO AG/AI 15’-20’ Audio CD, CB, flashcards, illustrated cards. Cookie the puppet,pencils , crayons, felt tipped pens.


.Activity before the worksheet.

-Explain and then do worksheet 32

EOCOEO

AGAGAI

5’

5’-10’

3. Reproduce the English Language accent , rhythm and intonation when communicating.

. Listen to and interpretation of the songs that the children have enjoyed the most during the school year..

EO AG/AI 15’

FESTIVALS: HALLOWEENS

ES

sion

1

Objectives Activities Skill Interaction. Time Material1. Acquire a basic vocabulary on Halloween .

.Discover the flashcard of the pumpkin from the poster of Lulu. Explain the customs of Halloween in Great Britain and the United States .

CO, EO AG 15’-20’ Audio CD, CB, flashcards, pencil, colours, felt tipped pens.

2.Understand, memorise, reproduce and perform the lyrics to the song: Halloween chant

.Listen to the Halloween chant EO AG 5’-10’

3. Participate in and adapt to the rules of the linguistic games suggested..

. Explain and then do worksheet 33 EO; EE AG/AI 15’

FESTIVALS: HALLOWEEN

SE

SS

ION

2

Objectives Activities Skill Interaction. Time Material1. Acquire a basic vocabulary on Halloween .

.Make a mask (worksheet PMB B, p. 16) (TB, p. 132) CO, EO AG 15’-20’ Audio CD, CB, worksheet PMB B p.16, flashcards, plasticine, paper,pencil, crayons, felt tipped pens.

2.Understand, memorise, reproduce and perform the lyrics to the song: Halloween chant

.Listen to the rhyme of the Halloween chant (TB, p. 132) EO AG 5’-10’


.Activity with plasticine: How do you make the colour orange ? (TB, p.133)

Free drawing on the TOPIC of Halloween.

CO; EE

EE

AG/AI

AI

10’

15’


ES

SIO

N 1

Objectives Activities Skill Interaction. Time Material1. . Acquire a basic vocabulary on Christmas activities .

.Participation in an oral game on the blackboard : Father Christmas´ toy sack . (TB, p.135)

CO, EO AG 15’-20’ Audio CD, CB, flashcards, pencil, colours, felt tipped pens. ..

2. .Understand, memorise, reproduce and perform the lyrics to the song: Christmas song y Father Christmas song.

.Listen to the : Father Christmas song (TB, p. 134) EO, CO AG 5’-10’


.Do worksheet 34: Father Christmas card (TB, p. 135) EE AI 15’-20’

FESTIVALS: CHRISTMAS

SE

SS

ION

2

Objectives Activities Skill Interaction. Time Material1. . Acquire a basic vocabulary on Christmas activities .

.Participation in a game with flashcards: Pass the present (TB, p. 137)

CO, EO AG 15’-20’ Audio CD, CB, flashcards, pencil, colours, felt tipped pens. .

2. .Understand, memorise, reproduce and perform the lyrics to the song: Christmas song y Father Christmas song.

.Listen to the songs : Christmas song and Father Christmas song (TB, p. 136)

EO AG 15’


.Activitybefore the worksheet (TB, p. 136)

.Explain and then do worksheet 35 (TB, p. 136)COEE

AGAI

10’10’

FESTIVALS: CARNIVAL

SE

SS

ION

1

Objectives Activities Skill Interaction. Time Material1. Acquire a basic vocabulary on Carnival activities.

.Carry out the activity Carnival Mask : PMB B p.17 (TB, p. 139) CO, EO Ag/AI 15’ Audio CD, CB, flashcards, pencil, colours, felt tipped pens, computer.

2. Understand, memorise, reproduce and perform the lyrics to the song : Carnival song.

.Listen to the song : Carnival song (TB, p. 138) EO AG/AI 10’

3. Participate in and adapt to the rules of the linguistic games suggested...

- Acquire a basic vocabulary on Carnival activities.

.Explain and then do worksheet 36 (TB, p. 138)

Optional activities.Design a fancy dress for Carnival (TB, p.139).Visit the web pages on the internet on famous Carnivals: (TB, p.139)www.ipanema.comwww.carnavaldecadiz.comwww.carnivalofvenice.com/Gallery/

EE

EOCO

AI

AIAg

10’

15’-20’15’-20’

FESTIVALS: EASTER

SE

SS

ION

1

Objectives Activities Skill Interaction. Time Material1. Acquire a basic vocabulary on Easter activities.

.Participation in the game : poster of Lulu (TB, p. 140)


CO, EO

EE

AG 10’

10’-15’

Audio CD, CB, flashcards, pencil, colours, felt tipped pens, poster of Lulu.

2. .Understand, memorise, reproduce and perform the lyrics to the song : Easter song.Understand, memorise, reproduce the rhymes : Easter chant and Easter egg chant.

.Listen to the song: Easter song (TB, p. 140)

.Listen to the rhymes: Easter chant and Easter egg chant. (TB, p. 136)

CO, EO

CO, EO

AI

AI

15’

15’

http://www.carnivalofvenice.com/Gallery/

http://www.carnavaldecadiz.com/

http://www.ipanema.com/

FESTIVALS: EASTERS

ES

SIO

N 2

Objectives Activities Skill Interaction. Time Material1. Acquire a basic vocabulary on Easter activities.

.Explain and then do worksheet 38 (TB, p.142) EE AI 20’-30’ Audio CD, CB, flashcards, pencil, colours, felt tipped pens., poster of Lulu,

2. .Understand, memorise, reproduce and perform the lyrics to the song : Easter song.

Understand, memorise, reproduce the rhymes : Easter chant and Easter egg chant.

.Listen to the rhymes Easter chant and Easter egg chant. (TB, p. 140/142)

CO, EO AI 15’

FESTIVALS: FATHER’S DAY

SE

SS

ION

1

Objectives Activities Skill Interaction. Time Material1. Acquire a basic vocabulary on Father´s Day activities. .

.Participation in the game: poster of Lulu (TB, p. 144)


CO, EO

EE

AG 10’

10’-15’

Audio CD, CB, poster of Lulu, flashcards, photocopies PMB B p. 18, paper, pencil, crayons, felt tipped pens.

2. Understand, memorise, reproduce and perform the lyrics to the song : Father’s Day song.

.Listen to the song : Father’s Day song (TB, p. 144)

Optional activity .Additional activities : Father´s Day card and portraits (TB, p.144)

CO, EO

CO, EO

AG

AI

5’-10’

15’

Documents

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