PROGRAMACION WELL DONE - Microsoftpearsonespana.blob.core.windows.net/books/My Little... · Web viewI See You! Move Your Body! 2.5 Story “First Day” 2.6 Cross-curricular Connections

Teaching Programme

My Little Island 1

Pre-Primary Education__________________

Modern Foreign LanguagesEnglish

Teaching Programme – My Little Island 1 1

Unit 1 - Welcome TOPICGreetings, goodbyes.

1. OBJECTIVES To meet characters. To learn basic classroom instructions. To learn greetings. To sing songs and chants. To understand a picture story. To use PTR to understand language by associating gestures and actions with

words (commands). To practise fine and gross motor skills. To learn and practice the new language structure: I’m (Kimmy). To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures. To establish learner-friendly routines.

2. CONTENTS2.1 Active Language (Vocabulary)New: Bye, goodbye, hello, hi, Kimmy, Timmy, welcome.TPR: clap, look, wave, open arms, dance, hands down, hands up, jump, sit down,

stand up, walk.Classroom actions: colour, draw, look, listen, sing, speak.

2.2 Communicative StructuresI’m (Kimmy)

2.3 Phonics

2.4 Songs and Chants Welcome to My little Island Hello Song Goodbye Song I See You! Move Your Body!

2.5 Story“First Day”

2.6 Cross-curricular ConnectionsArtTrace and colour, make a puppet, draw a self-portrait, draw an action.Teaching literacyLearn directionality, understand and talk about a picture story.MathsRemember patterns.Music and movementSing and chant, dance and move.


3. ACTIVITIESLesson 1 (Presentation) Greetings and singing the Hello song. Look at the Map Poster and becoming familiar with it. Introducing the book and the new characters. Present vocabulary (PB p. 4-5). Listen and sing the song “I see You”. Move and do the actions (PB p. 4-5). Consolidating activity: Make a stick Puppets (PB p. 90) Listen and sing the “Goodbye Song”.Lesson 2 (Story) Getting ready (Story concepts, Introduce the Story). Working in the book: Look and listen to the story (“First Day”). Act it out (PB

p.6-7). Present and practise new language structures (PB p. 6-7) Act out the Story, to consolidate vocabulary and new language structures.Lesson 3 (Actions) Introduce classroom instructions (TPR): look, speak, listen, sing, draw, colour

(PB p. 8-9). Ask the children to repeat each word and action. Working in the book: Listen and trace the frame of each box (PB p. 8-9). Consolidating activity: Remember the pattern: Say the actions words in order

(PB p. 8-9)Lesson 4 (Actions) Play “Sammy Says” to introduce TPR commands: dance, jump, walk, sit down,

stand up, hands up, hands down. (PB p. 10-11). Play “Jump, Jump, Walk” to practise TPR commands (PB p.10-11) Consolidating activity: Remember the pattern: Say the actions words in order

(PB p. 8-9)

4. ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES CD-ROM: Take the CD-ROM home to show their families what they are learning

about. ACTIVE TEACH Activity Book, p. 4-9. Sammy the Squirrel puppet. Games: Pass the ball Consolidating activity: Make a stick Puppets (PB p. 90)

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy When students get to know and identify the characters in the book, they will

also form an idea of themselves. Routines learnt in class will help them act with certain autonomy, thus

enhancing their self-confidence and self-esteem. This will also boost the spirit of collaboration and group respect. Children are encouraged to listen to each other, respect different opinions and value the work of others.

Music and movement provide opportunities for children to move and gesture along with the music and learn to know themselves (Sing and chant, dance and move.

Children use TPR exercises to understand language (Total Physical Response) and for a better self-knowledge of his body.


5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; meeting new people at

school and knowing the characters (Kimmy and Timmy). Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Trace and colour, make a puppet, draw a self-portrait, draw an action)Maths (Students are initiated into maths through activities with numbers and numerical representations, remember patterns).Music and movement (Sing and chant, dance and move)

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Greet each other and introduce themselves. Understand basic classroom instructions. Understand a new language structure. Listen to a story and look at pictures (Artistic language). Use TPR to understand language. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Learn directionality. Understand and talk about an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.

6. ASSESSMENTBecause children are just starting their learning process, assessment during the first year can be based on the direct observation of their development.

Assessment CriteriaClass Activities Follows class instructions Tries to communicate with the teacher 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 verbally and nonverbally 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

Unit 2 – My class

TOPICThe school.

1. OBJECTIVES To learn classroom vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: I’ve got a (pencil). To learn and practice the preposition in. To learn a new colour (red) To learn a new shape (circle) To learn the value of asking nicely. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: Book, chair, circle, crayon, in, pencil, red, table, teacher, Thank you.TPR: clap, look, make, circles in the air, paint action, point to head, pretend to colour, pretend to draw, pretend to read, question action, shake arms, sit down, tap on table, trace a circle in the air..

2.2 Communicative StructuresI’ve got a (pencil).

2.3 Phonics Initial p sound.

2.4 Songs and Chants Look, Look, Look! It’s red! Circle Chant. Ask Nicely Chant.

2.5 Story“Timmy’s Bag”


2.6 Cross-curricular ConnectionsArtMake a school collage, make a pencil cup, and make red artwork. Teaching literacyUnderstand and talk about a picture story.MathsTrace and circle, look for circles in the classroom, remember patterns.Music and movementSing and chant, dance and move.ValuesAsk nicely. Use please and thank you.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready- Hello game, Review the classroom actions, Look at the Map

Poster. Working in the book- Present vocabulary with the Flashcards and repeat the

words. Listen and sing the song and move, doing the actions (PB p. 12). Consolidating activities: What’s missing? Secret Box.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the classroom words, Sing the song Look, Look, Look!. Working in the book- Listen to the audio, point to the pictures and say each

word (PB p. 13). Consolidating activities: Patterns, School collage. Activity Book, page 10.Lesson 3 (Story) Getting ready: Explain Thumbs-Up and Thumbs-Down. Introduce the story). Working in the book: Look and listen to the story (“Timmy’s Bag”). Act it out

Present and practise a new language structure. Listen to the intonation. Act out the Story in pairs to consolidate vocabulary and new language structure (PB p.14-15).

Consolidating activities: I’ve got a…, Make a Home Connection. Activity Book page 11.

Lesson 4 (Present concepts: learn a new colour) Getting ready: Find a group of classmates with the same card. Relay Race.

Introduce the new colour: red. Working in the book: Listen and sing the song it’s Red. Colour the table red.(PB

p. 16). Consolidating activities: Is it red?. Red Artwork. Activity Book page 12.Lesson 5 (CLIC: to learn a new shape) Getting ready: Pass the crayons red. Introduce the shape circle. Working in the book: Trace the circle. Listen a chant, say and do the actions.

Explain the preposition in(PB p. 17). Consolidating activities: TPR March to move in a circle. Find a circle. Go to PB p.

76-77 (Phonics) for the presentation and practice of the letter p and the sound it stands for. Activity Book page 13.

Lesson 5 (A values lesson) Getting ready: Sing and play TPR. Introduce Asking Nicely. Working in the book: Listen and audio and say it (PB p. 18). Consolidating activities: Use the “Ask Nicely Chant”. Act it out to ask for things

nicely. Activity Book page 14.Lesson 6 (Review/Assessment). Getting ready: Play a review game. Have a magic show. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. (PB p. 19). Art project: Make a pencil cup. Consolidating activities: Freeze Dance. Activity Book page 15

4. ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES


CD-ROM: Take the CD-ROM home to show their families what they are learning about.

Active Teach. Activity Book, p. 10-15 Games. Consolidating activities in each unit.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy The school is the perfect place for children to learn about themselves and help

to build certain autonomy. The aim is for students to form an accurate and positive self-image through

their interaction with others and the gradual identification of their own traits, possibilities and limitations, thus developing feelings of self-esteem and personal autonomy.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the school. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Make a school collage, make a pencil cup, make red artwork) Maths (Trace and circle, look for circles in the classroom, remember patterns).Music and movement (Sing and chant, dance and move).

A values lesson guides young children to think about themselves and how they interact with others (Values: Ask nicely. Use please and thank you).

By learning to relate to people (at school), children internalize social norms of behaviour and adjust their own conduct to them.

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Respond to questions with short simple answers. Understand a new language structure and the preposition in. Listen to a story and look at pictures (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.



Assessment CriteriaClass Activities Follows class instructions Tries to communicate with the teacher Listens and understands songs/chants Tries to take part in songs/chants (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them (Project) Answers instructions verbally and nonverbally Recognizes key vocabulary and language structures of the unit and starts

saying it in English (Review/Assessment Lesson).


Unit 3 – My family

TOPICThe family

1. OBJECTIVES To learn family vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: This is my (sister). To learn and practice the preposition on. To review the preposition in. To learn a new colour (blue). To review the colour red. To learn a new shape (triangle). To learn the value of saying sorry. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.


2. CONTENTS2.1 Active Language (Vocabulary)New: baby, blue, brother, dad, family, mum, sister, on, triangle.TPR: clap, emphatic gesture, make triangles, in the air, paint action, question action, shake arms, trace a triangle in the air, wave.Review: bye, hello, red.

2.2 Communicative Structures This is my (sister).

2.3 Phonics Initial m sound

2.4 Songs and Chants This Is My Family. It’s Blue! Triangle Chant. Sorry Chant.

2.5 Story“The Castle”

2.6 Cross-curricular ConnectionsArtMake a family album, make a blue collage, and make a picture frame.Teaching literacyUnderstand and talk about a picture story.MathsMake a picture graph, trace a triangle, and look for triangle in the classroom.Music and movementSing and chant, dance and move.ValuesLearn the value of saying sorry.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Look at the Map Poster and make comments. Share what you

know with pictures of families from books and magazines. Working in the book- Present vocabulary with the Flashcards and repeat the

words. Listen and sing the song This is my family and move, doing the actions (PB p. 20).

Consolidating activities: Who is it?, Family album.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the song and use the Flashcards. Peek-a-Boo. Working in the book- Listen to the audio, point to the pictures and say each

word (PB p. 21). Consolidating activities: Who’s missing?. Make a picture graph. Activity Book,

page 16.Lesson 3 (Story) Getting ready: Review the song with the flashcards. Introduce the story. Working in the book: Look and listen to the story (“The Castle”). Act it out.

Present and practise a new language structure (PB p.22-23). Consolidating activities: Make introductions. Act out the story. Make a home

connection. Activity Book page 17.


Lesson 4 (Present concepts: learn a new colour) Getting ready: Review the red colour. Introduce the new colour: blue Working in the book: Listen and sing the song It’s Blue. Colour the boat blue (PB

p. 24). Consolidating activities: Touch blue!. Blue collage. Follow me! Activity Book

page 18.Lesson 5 (CLIC: to learn a new shape) Getting ready: Introduce the shape triangle. Working in the book: Trace the triangle. Listen a chant, say it and do the

actions. Explain the preposition on (PB p. 25). Consolidating activities: Triangles and circles. Pass and place. This is my shape.

Go to PB p. 78-79 (Phonics) for the presentation and practice of the letter m and the sound it stands for. Activity Book page 19.

Lesson 5 (A values lesson) Getting ready: Introduce saying sorry. Working in the book: Listen and audio and say it. Sing the sorry chant (PB p.

26). Consolidating activities: What do I say?, Karaoke. Activity Book page 20.Lesson 6 (Review/Assessment). Getting ready: Stick the triangle on the family. Let’s take turns. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. Use the reward stickers (PB p. 27). Social studies project: Family Photo Picture Frame. Consolidating activities: TPR review scramble. Activity Book page 21


about. Active Teach. Activity Book, p. 16-21 Games Consolidating activities in each unit.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS

5.1 Self-knowledge and Personal Autonomy Through stories, children learn to identify and express their own feelings and

emotions, needs or preferences and to be able to express and communicate them to other people, identifying and respecting those of others as well. Oxford Playschool stories help students learn how to express their feelings and emotions. The story’s characters will face problems that are common at their age and solve them together.




5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the family. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Make a family album, make a blue collage, make a picture frame)Maths (Make a picture graph, trace a triangle, and look for triangle in the classroom)Music and movement (Sing and chant, dance and move)

A values lesson guides young children to think about themselves and how they interact with others (Values: the value of saying sorry).

In this unit, children observe and explore their environment actively (their family and its members), thus finding it easier to become part of it and getting closer to know the world around them.

By learning to relate to others (at school and with their families), children internalize social behaviour norms and adapt their conduct to them.

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Respond to questions with short simple answers. Understand a new language structure and the preposition on. Listen to a story and look at pictures (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.






Unit 4 – My room

TOPICThe room

1. OBJECTIVES To learn room vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: It’s a (house). To learn and practise the preposition under. To review the prepositions in/on. To learn a new colour (green) To review the colours red and blue. To learn a new shape (square). To learn the value of helping others. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: bed, clock, door, green, lamp, square, toy box, under, window.TPR: clap, clock action, emphatic gesture, listen, make squares in the air, paint action, question action, shake arms, sleep, trace a square in the air, wave.Review: blue, dad, mum, red, table.

2.2 Communicative Structures It’s a (house).

2.3 Phonics Initial t sound.

2.4 Songs and Chants Good Night. It’s Green! Square Chant. I Help Chant.


2.5 Story“It’s a House”

2.6 Cross-curricular ConnectionsArtMake a green artwork. Teaching literacyUnderstand and talk about a picture story.MathsTrace a square, look for squares in the classroom, make a window out of squares.Music and movementSing and chant, dance and move.ValuesHelp others.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready: Look at the Map Poster. Working in the book- Present vocabulary with the Flashcards and repeat the

words. Listen and sing the song Good Night and move, doing the actions (PB p. 28).

Consolidating activities: Pass the cards. Karaoke.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Good night pencil to review vocabulary from Unit 2. Working in the book- Listen to the audio, point to the pictures and say each

word (PB p. 29). Consolidating activities: Group game. Something special. Activity Book, page

22.Lesson 3 (Story) Getting ready: Action, action, 1, 2, 3 to review the TPR actions. Introduce the

story. Working in the book: Look and listen to the story (“It’s a House”). Act it out.

Present and practise a new language structure. Listen to the intonation. Act out the Story in pairs to consolidate vocabulary and new language structure (PB p.30-31).

Consolidating activities: Act it out. Look at shadows. Activity Book page 23.Lesson 4 (Present concepts: learn a new colour) Getting ready: Revisit the story. Pass it around to say the colour of the objects.

Introduce the new colour: green. Working in the book: Listen and sing the song It’s Green. Colour the toy box

green (PB p. 32). Consolidating activities: Green artwork. Thumbs-Up or Thumbs-Down. Activity

Book page 24.Lesson 5 (CLIC: to learn a new shape) Getting ready: Introduce the shape square. Working in the book: Trace the square. Listen a chant, say it and do the actions.

Explain the preposition under (PB p. 33). Consolidating activities: Musical shapes. Find your group. Race together. Go to

PB p. 80-81 (Phonics) for the presentation and practice of the letter t and the sound it stands for. Activity Book page 25.


Lesson 5 (A values lesson) Getting ready: Introduce Helping others. Working in the book: Listen and audio and say it. Sing the I Help chant (PB p.

34). Consolidating activities: Act it out. Karaoke. Group chain. Activity Book page 26Lesson 6 (Review/Assessment). Getting ready: Copy and say for review the TPR actions of some words. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. Use the reward sticker(PB p. 35). Maths project: Window with squares. Consolidating activities: The goodbye song. Activity Book page 27.




5.1 Self-knowledge and Personal Autonomy Children start to be more autonomous if they can help at home with little jobs

like making the bed, tidying up the toys and this develops feelings of self-esteem and personal autonomy.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the room. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Make a green artwork) Maths (Trace a square, look for squares in the classroom, make a window out of squares)Music and movement (Sing and chant, dance and move).

A values lesson guides young children to think about themselves and how they interact with others (Values: Help others).

By learning to relate to people (at home), children internalize social norms of behaviour and adjust their own conduct to them.


5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Respond to questions with short simple answers. Understand a new language structure and the preposition under. Listen to a story and look at pictures (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.






Unit 5 – My toysTOPICToys

1. OBJECTIVES To learn toy vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: It’s (yellow). To review the language structure: I’ve got a (ball). To learn a new colour (yellow). To review colour (red, blue, green) and shapes (circle, triangle, square) To learn new numbers (1-3). To learn the value of putting away toys. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: Ball, blocks, doll, kite, puzzle, teddy bear, yellow; 1, 2, 3.TPR: Bounce ball, cuddle, emphatic gesture, fly kit, hold up and wiggle fingers, jump, paint action, question action, stackReview: Blue, book, circle, green, red, square, toy box, triangle

2.2 Communicative structuresIt’s (yellow).Review: I’ve got a (pencil).

2.3 Phonics Initial k sound.

2.4 Songs and Chants In My Toy Box It’s Yellow! Three Chant Put Away Your Toys

2.5 Story“My Ball”

2.6 Cross-curricular ConnectionsArtMake yellow artwork.Teaching literacyUnderstand and talk about a picture story.MathsTrace the numbers 1-3; count to 3; show 1, 2 or 3 items.Music and movementSing and chant, dance and move.ValuesPut away your toys.


3. ACTIVITIESLesson 1 (Presentation) Getting Ready- Look at the Map Poster and ask questions. Working in the book- Present vocabulary with the Flashcards and repeat the

words. Listen and sing the song and move, doing the actions (PB p. 36). Consolidating activities: What’s missing?,TPR March.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready- the Hello song. Review the toy words with TPR and the

flashcards. Working in the book- Listen to the audio, point to the pictures and say each

word (PB p. 37). Consolidating activities: Karaoke. Secret Box. Toys-at-Home. Activity Book,

page 28.Lesson 3 (Story) Getting ready: Play Hide and Seek with the toy flashcards. Introduce the story). Working in the book: Look and listen to the story (“My Ball”). Act it out. Present

and practise a new language structure: It’s (blue). Listen to the intonation. Act out the Story in pairs to consolidate vocabulary and new language structure (PB p.38-39).

Consolidating activities: Act it out. Show-and-Tell. Make a Home Connection. Activity Book page 29.

Lesson 4 (Present concepts: learn a new colour) Getting ready: Revisit the story. Play Telephone whispering colours. Introduce

the new colour: yellow. Working in the book: Listen and sing the song It’s Yellow. Colour the Kite yellow

(PB p. 40). Consolidating activities: Yellow artwork. Group Game. Activity Book page 30.Lesson 5 (CLIC: to learn a new shape) Getting ready: Common Colour. Air Shapes. Introduce the Numbers, 1,2,3. Working in the book: Play the Three Chant. Count and trace the figures, one

circle, two squares, three triangles. Point out that Sammy jumps three times(PB p. 41).

Consolidating activities: Karaoke. Clap one, Two, Three. Go to PB p. 82-83 (Phonics) for the presentation and practice of the letter k and the sound it stands for. Activity Book page 31.

Lesson 5 (A values lesson) Getting ready: Sing and play TPR. Introduce putting away toys. Working in the book: Listen and audio and say it (PB p. 42). Consolidating activities: Act It out. Show Me Three!. Race to Clean Up. Activity

Book page 32.Lesson 6 (Review/Assessment). Getting ready: Play a review game. Have a magic show. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. (PB p. 43). Science Project: Kite. Consolidating activities: Freeze Dance. Activity Book page 33





5.1 Self-knowledge and Personal Autonomy Playing is a privilege. Through this activity children learn to interact with others,

share with others and work with their classmates, respecting turns in a game or whenever they answer the teacher’s questions. This will create a positive and accurate image of themselves.

Children make progress in acquiring habits and attitudes related to safety, hygiene and health: for example, they learn to take care of their friends and that playing safe is important. They also become more and more interested in outdoor activities.



5.2 Physical, Natural, Social and Cultural Realms By learning actions and games, children learn to relate with others in a more

balanced and satisfactory way, thus internalizing social behaviour norms and adapting to them.

Children observe and explore their environment actively, as well as the objects and materials available there, how they work and how they are used on a daily basis. They also learn about their position in space as well as the position of objects, about relative positions and movement.

Children learn to enjoy the language and develop a positive attitude towards the English language, learning at the same time other subjects:

Art (Make yellow artwork).Maths (Trace the numbers 1-3; count to 3; show 1, 2 or 3 items)Music and movement (Sing and chant, dance and move)

A values lesson guides young children to think about themselves and how they interact with others (Values: Put away your toys).

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Respond to questions with short simple answers. Understand a new language structure. Listen to a story and look at pictures (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Share information about themselves. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.







Unit 6 - My FaceTOPICThe Face

1. OBJECTIVES To learn face vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: Open/Close your eyes. To review the language structures This is my (face). It’s my (hair). It’s (green). To learn a new colour (brown). To review colours and shapes. To learn a new number (4). To review numbers (1-3). To learn the value of covering your nose and mouth when your sneeze or

cough. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: Brown, ears, eyes, face, Review: blue, circle, green, red, square, triangle, yellow, 1,2,3.TPR: Close/Open eyes, emphatic gesture, hold up and wiggle fingers, jump, open/close mouth, paint action, point, question action, shake head, wiggle ears.

2.2 Communicative Structures Open/Close your eyes.Review: This is my (face). It’s my (hair). It’s (green).

2.3 Phonics Initial d sound.

2.4 Songs and Chants Close Your Eyes It’s brown! Four Chant Cover Your Nose and Mouth Chant

2.5 Story“My Face”2.6 Cross-curricular ConnectionsArtMake brown artwork, make a face out of clay.Teaching literacyUnderstand and talk about a picture story.MathsTrace the number 4, count to 4, arrange things in number order, review shapesMusic and movementSing and chant, dance and move.ValuesCover your nose and mouth.


3. ACTIVITIESLesson 1 (Presentation) Getting Ready-Look at the Map Poster. Share what you know. Working in the book- Present vocabulary with the Flashcards and repeat the

words. Listen and sing the song and move, doing the actions (PB p. 44). Consolidating activities: Sammy Says. Reflection Art. Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready- Review the face words, Sing the song Close Your Eyes. Mirror,

Mirror to do TPR actions. Working in the book- Listen to the audio, point to the pictures and say each

word (PB p. 45). Consolidating activities: The missing game. The senses. Family Pictures.

Activity Book, page 34.Lesson 3 (Story) Getting ready: Play Hot Potato. Introduce the story. Working in the book: Look and listen to the story (“My face”). Act it out. Present

and practise a new language structure: Open/Close your eyes. Listen to the intonation. Act out the Story in pairs to consolidate vocabulary and new language structure (PB p.46-47).

Consolidating activities: Act it out. 1…2…3, Oops!. Make a Home connection. Activity Book page 35.

Lesson 4 (Present concepts: learn new colours) Getting ready: Revisit the story. Children listen to some music and they will

march around the room (Group Chain). Introduce the new colour: brown. Working in the book: Listen and sing the song It’s Brown. Colour Sammy’s face

in brown (PB p. 48). Consolidating activities: Brown Artwork. Pass It Around. Activity Book page 36.Lesson 5 (CLIC: learn a new number) Getting ready: 1-2-3 Beep. Introduce the number 4. Get in order. Working in the book: Play the Four Chant and do the TPR actions. Count and

trace the figures, one square, two circles, three triangles and four squares. Point out that Sammy jumps four times (PB p. 49)

Consolidating activities: Four Times TPR. Play Hide-and-seek. Go to PB p. 84-85 (Phonics) for the presentation and practice of the letter d and the sound it stands for. Activity Book page 37.

Lesson 5 (A values lesson) Getting ready: Introduce covering your nose and mouth. Working in the book: Listen and audio and say it (PB p. 50). Consolidating activities: Act It Out. What To Say?. Activity Book page 38.Lesson 6 (Review/Assessment). Getting ready: Revisit the Song. 1,2,3,4 Noses. Colour the Face. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. (PB p. 51). Art project: Make a face. Consolidating activities: TPR Review Scramble. Activity Book page 39.





5.1 Self-knowledge and Personal Autonomy Through the knowledge of their own body(parts of the face) and how it works,

children discover possibilities for action and expression identify their own features and develop self-esteem and personal autonomy.

Students 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.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the nature, the beach and

also about the body, the face, the senses etc. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Make brown artwork, make a face out of clay)Maths (Trace the number 4, count to 4, arrange things in number order, review shapes)Music and movement (Sing and chant, dance and move)

A values lesson guides young children to think about themselves and how they interact with others (Values: Cover your nose and mouth).







Unit 7 – Food

TOPICFood.

1. OBJECTIVES To learn food vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: I like / don’t like juice. To learn a new colour (orange) To review colours and shapes To learn a new number (5) To review numbers (1-4) To learn the value of sharing. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.


2. CONTENTS2.1 Active Language (Vocabulary)New: cake, cheese, juice, milk, orange, water, yoghurt, 5.TPR: cheer, emphatic gesture, icing action, hands out, pour, question action, rub tummy, wind actionReview: blue, brown, circle, green, red, square, triangle, yellow; 1, 2, 3, 4

2.2 Communicative Structures I like / don’t like juice.

2.3 Phonics Initial l sound.

2.4 Songs and Chants A Picnic, a Picnic It’s orange! Five Chant. Share Chant. Goodbye Song

2.5 Story“I like cake”

2.6 Cross-curricular ConnectionsArtMake orange artwork. ScienceMake a poster about dairy productsTeaching literacyUnderstand and talk about a story.MathsTrace the number 5, count to five, make shapes, make a class graph.Music and movementSing and chant, dance and move.ValuesShare

3. ACTIVITIESLesson 1 (Presentation) Getting Ready- Look at the Map Poster. Sort It! Working in the book- Present vocabulary with the Flashcards and repeat the

words. Listen and sing the song and move, doing the actions (PB p. 52). Consolidating activities: Pass and Place.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready- Review food words. Peek-a-Boo. Working in the book- Listen to the audio, point to the pictures and say each

word (PB p. 53). Consolidating activities: Patterns. Action, Action, 1,2,3. Activity Book, page 40.


Lesson 3 (Story) Getting ready: Guess what I’ve got, to play with the flashcards. Introduce the

story). Working in the book: Look and listen to the story (“I like Cake”). Act it out.

Present and practise a new language structure: I like/don’t like (juice). Listen to the intonation. Act out the Story to consolidate vocabulary and new language structure (PB p.54 y 55).

Consolidating activities: Act I Out. Pass the Ball. Activity Book page 41.Lesson 4 (Present concepts: learn a new colour) Getting ready: Practise asking Is it Green?. Introduce the new colour: orange. Working in the book: Listen and sing the song It’s Orange!. Colour the cake

orange (PB p. 56). Consolidating activities: Pass the Crayons. Karaoke. Activity Book page 42.Lesson 5 (CLIC: learn a new number). Getting ready: How many colours?. Race to 4. Introduce the Number 5. Working in the book: Play the Five Chant and do the TPR actions. Count and

trace the figures; one circle, two triangles, three squares, four circles and five triangles. Point out that Sammy jumps five times (PB p. 57)

Consolidating activities: Karaoke. It’s a Shape. Go to PB p. 86-87 (Phonics) for the presentation and practice of the letter l and the sound it stands for. Activity Book page 43.

Lesson 5 (A values lesson) Getting ready: Sing and play TPR. Introduce sharing. Working in the book: Listen and audio and say it (PB p. 58). Consolidating activities: Act It Out. Share With Me. Make and Activity Train.

Activity Book page 44.Lesson 6 (Review/Assessment). Getting ready: Play the version of “Pin the Tail on the Donkey” with the Unit 7

Flashcards. Review the structure: I like/I don’t like. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. (PB p. 59). Science project: Milk Poster. Consolidating activities: The Goodbye song. Activity Book page 45.




5.1 Self-knowledge and Personal Autonomy Learning to identify and express feelings, as well as tastes and preferences

(related with food, for instance), fosters a good knowledge of themselves and their own features.


Children make progress in acquiring healthy habits and attitudes, thus appreciating and enjoying daily situations of balance and emotional well-being. Healthy eating habits are also encouraged by focusing on the fruit on the picnic and on the birthday party table).



5.2 Physical, Natural, Social and Cultural Realms Through the topic of food, children gradually internalize social behaviour norms

and adapt their conduct to them. They learn norms related to eating and sharing an eating space with other kids as well. They also observe and recognize some signs of cultural identity related to eating habits.


Art (Make orange artwork)Science (Make a poster about dairy products)Maths (Trace the number 5, count to five, make shapes, make a class graph)Music and movement (Sing and chant, dance and move)

A values lesson guides young children to think about themselves and how they interact with others (Values: Share).







Unit 8 – Animals

TOPICAnimals.

1. OBJECTIVES To learn animal vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: The (dog) is/isn’t (blue) To learn a new colour (purple). To review colours and shapes. To review numbers (1-5). To learn the value of being nice to animals. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.


2. CONTENTS2.1 Active Language (Vocabulary)New: bird, cat, dog, fish, mouse, purple, turtle.TPR: curl hands up on chest like mouse paws, emphatic gesture, flap arms like a

bird, hold up and wiggle fingers, look action, paint action, put hands together and move like fish, question action, swim like a turtle.

Review: blue, brow, circle, green, orange, red, square, triangle, yellow; 1,2,3,4,5.

2.2 Communicative Structures The (dog) is/isn’t (blue)

2.3 Phonics b sound.

2.4 Songs and Chants I like the Animals. It’s purple! How many?. Be nice to animals Chant.

2.5 Story“The Blue Dog”

2.6 Cross-curricular ConnectionsArtMake a purple artwork. Teaching literacyUnderstand and talk about a picture story.MathsReview numbers 1-5, review shapes, make a cat using shapes. Music and movementSing and chant, dance and move.ValuesLearn the value of being nice to animals.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready- Look at the Map Poster. Review colours. Share what you know. Working in the book- Present vocabulary with the Flashcards and repeat the

words. Listen and sing the song and move, doing the actions (PB p. 60). Consolidating activities: Secret Box.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready-Review the TPR actions. Review the Song. Working in the book- Listen to the audio, point to the pictures and say each

word (PB p. 61). Consolidating activities: Find the kitty. Move like an animal. Activity Book, page

46.


Lesson 3 (Story) Getting ready: Charades. Introduce the story. Working in the book: Look and listen to the story (“The Blue Dog”). Act it out.

Present and practise a new language structure: Listen to the intonation. Act out the Story in pairs to consolidate vocabulary and new language structure (PB p.62-63).

Consolidating activities: Act It Out. Work on Intonation. Activity Book page 47.Lesson 4 (Present concepts: learn a new colour) Getting ready: Revisit the story. Introduce the new colour: purple. Working in the book: Listen and sing the song It’s purple. Colour the birdhouse

bird purple (PB p. 64). Consolidating activities: Purple Artwork. Relay Race. Activity Book page 48.Lesson 5 (CLIC: to review numbers, colours and shapes) Getting ready: Guess how many? Using different quantities. Working in the book: Play the How Many? song and do the TPR actions. Count

and trace the numbers 1-5 and draw a line from the balloon to the correspondent number (PB p. 65).

Consolidating activities: How Many Fingers?. Five Times. Go to PB p. 88-89 (Phonics) for the presentation and practice of the letter b and the sound it stands for. Activity Book page 49.

Lesson 5 (A values lesson) Getting ready: Sing and play TPR. Introduce Being nice to animals. Working in the book: Listen and audio and say it (PB p. 66). Consolidating activities: Act It Out. Musical Shapes. Make a Home Connection.

Activity Book page 50.Lesson 6 (Review/Assessment). Getting ready: Play a review game. Show-and-Tell. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. (PB p. 67). Maths project: Cat. Consolidating activities: Freeze Dance. Activity Book page 51.


about. Active Teach. Activity Book, p. 46-50. Games. Consolidating activities in each unit.


5.1 Self-knowledge and Personal Autonomy Routines learnt in class will help them act with certain autonomy, thus

enhancing their self-confidence and self-esteem. Moreover, it will boost the spirit of collaboration and respect for the group. Children are encouraged to listen to each other, respect different opinions and appreciate the work of others.




5.2 Physical, Natural, Social and Cultural Realms This unit deals with the relationship between children and pets, learning and

exploring actively and interpreting several situations and significant facts and showing interest in learning. When working on topics related to animals, each of them is explored in its environment, such as the country or the house.

Children also learn to appreciate basic nature elements, thus becoming conscious, respectful and responsible regarding its preservation. In this case, they learn how to take care of their pets.


Art (Make a purple artwork).Maths (Review numbers 1-5, review shapes, make a cat using shapes).Music and movement (Sing and chant, dance and move).

A values lesson guides young children to think about themselves and how they interact with others (Values: be nice to animals).







Unit 9 – My GardenTOPICThe Garden

1. OBJECTIVES To learn garden vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the language structure: What is it? To review the language structure: It’s a (bird). To learn a new colour (pink). To review colours and shapes. To review numbers (1-5). To learn the value of playing safely. To practise new language by listening and speaking. To review and show understanding of unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New: Flower, grass, nest, rain, sun, tree; pinkTPR: Clap, emphatic gesture, hold up and wiggle fingers, look action, make a circle,

paint action, question wiggle fingers like raindrops Review: Bird, blue, brown, circle, green, orange, purple, red, square, triangle,

yellow; 1,2,3,4,5

2.2 Communicative Structures What is it?Review: It’s a bird.

2.3 Phonics Initial s sound.

2.4 Songs and Chants Rain and Sun It’s Pink! How many? Play Safely Chant


2.5 Story“The Kite”

2.6 Cross-curricular ConnectionsArtMake pink artwork; make a flower with tissue paper.Teaching literacyUnderstand and talk about a picture story.MathsReview numbers 1-5, review shapes.Music and movementSing and chant, dance and move.ValuesPlay safely.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready- Look at the Map Poster. Share what you know. Working in the book- Present vocabulary with the Flashcards and repeat the

words. Listen and sing the song and move, doing the actions (PB p. 68). Consolidating activities: Karaoke. Look at a Nest. Make a Home Connection.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready- Play a game of “Sammy Says” and review TPR commands.

Review garden words with TPR. Working in the book- Listen to the audio, point to the pictures and say each

word (PB p. 69). Consolidating activities: Imaginary Walk. What’s missing?. Activity Book, page

52.Lesson 3 (Story) Getting ready: Play Hot Potato to say vocabulary. Introduce the story. Working in the book: Look and listen to the story (“The Kite”). Act it out.

Present and practise a new language structure: What is it?. Listen to the intonation. Act out the Story to consolidate vocabulary and new language structure (PB p.70-71).

Consolidating activities: Act Out the Story. Pass the Card. Activity Book page 53.

Lesson 4 (Present concepts: learn a new colour) Getting ready: Revisit the story. Colour and vocabulary review. Introduce the

new colour: pink. Working in the book: Listen and sing the song It’s Pink. Colour the flowers pink

(PB p. 72). Consolidating activities: Pink Artwork. Guessing Game. Activity Book page 54.Lesson 5 (CLIC: to review numbers, colours and shapes). Getting ready: Common colour. Working in the book: Play the How many? song and do the TPR actions. Count

and trace the numbers 1-5 and draw a line from the kite with the correspondent number (PB p. 73).

Consolidating activities: Karaoke. Shape Shop. Go to PB p. 90-91 (Phonics) for the presentation and practice of the letter s and the sound it stands for. Activity Book page 55.

Lesson 5 (A values lesson) Getting ready: Sing and play TPR. Introduce Playing safely. Working in the book: Listen and audio and say it (PB p. 74). Consolidating activities: Act It Out. What Do I Say?. Activity Book page 56.


Lesson 6 (Review/Assessment). Getting ready: Practise the structure What is it? With the flashcards. Working in the book: Stick the stickers and say the words. Listen and circle the

pictures of the words they hear. (PB p. 75). Art project: Make a flower. Consolidating activities: TPR Review Scramble. Activity Book page 57.




5.1 Self-knowledge and Personal Autonomy Children make progress in the acquisition of healthy habits and attitudes,

appreciating and enjoying daily family situations of balance and well-being, for instance, by enhancing their interest in outdoor activities and having contact with animals, their family and nature.



5.2 Physical, Natural, Social and Cultural Realms The topic in this unit is connected with the children’s environment. They have

to observe changes on the weather and are encouraged to pay attention to them.

They get to know different social and family groups which are close to their experience, as well as some of their characteristics, cultural productions, values and ways of life, thus generating attitudes of trust, respect and appreciation.


Art (Make pink artwork, make a flower with tissue paper) Maths (Review numbers 1-5, review shapes)Music and movement (Sing and chant, dance and move)

A values lesson guides young children to think about themselves and how they interact with others (Values: Play safely).




Assessment CriteriaClass Activities Follows class instructions. Tries to communicate with the teacher. Listens and understands songs/chants. Tries to take part in songs/chants (lyrics, actions or both) Is able to follow the story. Takes part in games. Completes worksheets. Completes crafts and is careful with them (Project). Answers instructions verbally and nonverbally. Recognizes key vocabulary and language structures of the unit and starts


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.


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PROGRAMACION WELL DONE - Microsoftpearsonespana.blob.core.windows.net/books/My Little... · Web viewI See You! Move Your Body! 2.5 Story “First Day” 2.6 Cross-curricular Connections