TIGER_1_P_ingles.doc

8/14/2019 TIGER_1_P_ingles.doc

1/29

TIGER TALES 1PROJECT

Area: Foreign Languages (English)

Stage: Primar E!u"ation

1st C"le

1


2/29

School

Address

Town/city Province Post code

Foreign language !e#artment

1.-2.-3.-4.-

ST$%E&TS' %ISTRI$TIO&

ear &um*er o+ stu!ents &um*er o+ grou#s1st year Primary

%i++erent grou#s' nee!s

Group A

Group

Group C

S#e"i+i" in!i,i!ual nee!s

Group AStudent Student Student

Group Student Student Student

2


3/29

Group CStudent Student Student

ORGA&I-ATIO& OF RESO$RCES

Resour"es a,aila*le in the s"hool!delete as appropriate"

#ideo and T#

$%/ $assette player

#ideo camera

$omputers

&' !&nteractive 'hite(oards"

)otes*

Rooms . s#a"es a,aila*le in the s"hool!delete as appropriate"

+orei,n an,ua,e rooms

an,ua,e a(oratory

$omputer room

Play,round Gymnasium

Theatre

i(rary

)otes*

Organi/ation 0ithin the "lassroom:!delete as appropriate"

Arrangement of desks in rows

Arrangement of desks in groups

Arrangement of desks in a U shape

Specific corners: class library, cross-curricular topics, games, handiwork,computer, etc.

3


4/29

thers

CLASS TIETALES

Teacher*

on!a Tues!a 2e!nes!a

Thurs!a

Fri!a

Teacher*


Thurs!a

Fri!a

Teacher*


Thurs!a

Fri!a

4


5/29


6/29

T3EORETICAL J$STIFICACIO&

The general #rin"i#lesat this sta,e accordin, to the ROYAL DECREE1513/2006, 7th December, which establishes the minimm e!cati"nalre#irements $"r the %rimar& E!cati"n, are as 0ollows*

1. The Primary ducation has ,ot a compulsory and 0ree o0 char,enature. &t is divided into si academic years which will usually (etau,ht (etween si and eleven years old. &n ,eneral students will ointhe 0irst year o0 the Primary education durin, their natural sith year.

2. The primary ducation consists on three cycles o0 two years eachand it is or,anised in ,lo(al and inte,rated areas.

The aimsat this sta,e are as 0ollows*

The aim o0 the Primary ducation is to provide children with the

appropriate tools to consolidate their personal development and theirwell-(ein, acuirin, the (asic cultural s5ills related to oral epressionand comprehension readin, writin, and calculatin, as well asdevelopin, social s5ills wor5in, and studyin, ha(its the artistic sensecreativity and a00ectivity.

'i(er 'ales and its relevant educational materials have (een developed0ollowin, the le,al ,uidelines set out in the +orei,n an,ua,es Areawhose curricular o(ective is not ust teachin, a lan,ua,e itsel0 (utteachin, how to communicate throu,h it accordin, to the C"ncil "$Er")e and 0ollowin, the C"mm"n Er")ean *ramew"r+ "$ Re$erence

$"r Lan(a(es accordin, to which students must (e a(le to carry outpro,ressive communicative tas5s in order to ,radually develop thecommunicative competence in the 0orei,n lan,ua,e.

6ur country as a mem(er o0 the uropean 7nion has committed itsel0to promotin, the 5nowled,e o0 other 7 lan,ua,es and apart 0rom thatthe C"ncil "$ Er")ein the C"mm"n Er")ean *ramew"r+ $"r *"rei(nLan(a(es esta(lishes some ,uidelines (oth 0or learnin, lan,ua,es and0or assessin, the spea5er8s competence in the di00erent lan,ua,es.

9


7/29

OJECTI4ES

O,erall o*5e"ti,es o+ the stage

The primary education will contri(ute to the children development o0 thes5ills that will ena(le them to*

:now and appreciate values and rules 0or livin, to,ether learn to actaccordin, to them (e prepared to respect citi;enship and the humanri,hts as well as the characteristic pluralism in a democratic society.

%evelop wor5in, ha(its (oth individually and in ,roups a sense o0e00ort and responsi(ility when studyin, as well as a sel0-con0idenceattitude a critical sense personal initiative curiosity and learnin,interest and creativity.

Acuire s5ills to prevent and solve pro(lems in a peace0ul way (ea(le to (ecome autonomous (oth in the domestic and 0amiliar 0ieldand in social ,roups.

:now understand and respect the cultural di00erences (etweendi00erent people the euality (etween men and women and condemndiscrimination a,ainst disa(led people.

:now and use appropriately the Spanish lan,ua,e and the co-o00iciallan,ua,e o0 their Autonomous $ommunity in case there is one anddevelop readin, ha(its.

Acuire in at least one 0orei,n lan,ua,e the (asic communicativecompetence which will ena(le them to epress and understand simplemessa,es and mana,e everyday situations.

%evelop the (asic mathematical competences and ta5e their 0irst

steps in the resolution o0 pro(lems with simple mathematicaloperations ,eo,raphical 5nowled,e and estimations as well as (ein,a(le to apply this 5nowled,e to everyday li0e situations.

:now and appreciate their natural social and cultural environment aswell as their responsi(ility towards ta5in, care o0 it.

Ta5e their 0irst steps in usin, and learnin, a(out communication andin0ormation technolo,ies developin, a critical attitude towards themessa,es received and sent.

7se di00erent artistic epressions and representations and ta5e their0irst stops in (uildin, visual proposals.

7nderstand the importance o0 hy,iene and health accept their own

(ody and the others8 respect the di00erences and use the physicaleducation as a means to 0avour personal and social development.

Show interest to receive 5nowled,e a(out animals close to the human(ein, and develop (ehaviours to loo5 a0ter them.

%evelop their emotional a(ilities in all the personality 0ields and intheir relationships with the others as well as an opposition a,ainstviolent attitudes all sorts o0 preudice and seual stereotypedattitudes.


8/29

+oster road sa0ety education and respect0ul attitudes in order toprevent tra00ic accidents.

:now and appreciate the physical lin,uistic social and culturalparticularities o0 the place they live in.

O,erall o*5e"ti,es o+ the area

'i(er 'ales is a story-(ased course 0or primary school children who haveinitial or no previous 5nowled,e o0 n,lish. The course ta5es children0rom)rimer"throu,h to set"over a period o0 si school years. The aimo0 the course is to allowstudents to maimise their learnin, potential (y wor5in, throu,h sitopic-(ased units each in the contet o0 a computer ,ame thatmotivate and interest them and which are presented in a way thatallows easy trans0er to their own world.&ts aim is to develop their competence in usin, n,lish in a series o0

=(uildin, (loc5s8 and to provide solid 0oundations in lan,ua,e s5ills 0or0uture learnin, in S6.

&n accordance with the o00icial sylla(us laid down 0or the Primaryducation 'i(er 'ales aims at developin, in students the a(ilities listedin the speci0ic o(ectives 0or the area o0 0orei,n lan,ua,es*

isten and understand messa,es in di00erent ver(al interactions usin,the in0ormation received to do several tas5s related to theireperience.

press and interact in simple oral situations with a well-5nown

content and development usin, (oth ver(al and non-ver(alprocedures and adoptin, a respect0ul and cooperative attitude.

'rite di00erent types o0 tets with di00erent aims a(out topicspreviously seen in the classroom and with the help o0 models.

>ead di00erent types o0 tets related to their eperiences and interestsin a comprehensive way and ,ettin, ,eneral and speci0ic in0ormationaccordin, to a speci0ic aim.

earn to use all the availa(le means in a pro,ressively autonomousway includin, new technolo,ies in order to ,et in0ormation and to (ea(le to communicate in the 0orei,n lan,ua,e.

Appreciate the 0orei,n lan,ua,e and all the lan,ua,es in ,eneral as

a means o0 communication and understandin, (etween peoplecomin, 0rom di00erent cultures and as a tool to learn di00erentcontents.

Show a receptive attitude and sel0-con0idence in the own learnin,a(ility and the use o0 the 0orei,n lan,ua,e.

?


9/29

7se the previous 5nowled,e and eperiences with other lan,ua,es soas to ,et a 0aster acuisition o0 the 0orei,n lan,ua,e in an accurateand autonomous way.

&denti0y phonetic aspects rhythm stress and intonation as well aslin,uistic structures and leical 0eatures o0 the 0orei,n lan,ua,e and

use them as (asic communicative elements.

CO&TE&TS

lo"6 17 Listening an! S#ea6ing

7nderstandin, simple oral messa,es related to the classroomactivities.

istenin, and understandin, simple messa,es comin, 0rom di00erentaudiovisual and electronic sources.

6ral interaction (oth in real and simulated situations and throu,h

ver(al and non-ver(al answers provided (y the communicativeroutines.

Production o0 oral tets previously 5nown throu,h an activeparticipation in routines per0ormances son,s recitationsdramatisations etc.

%evelopment o0 the (asic strate,ies to support oral epression andcomprehension* use o0 visual and non ver(al contets and o0 theprevious 5nowled,e a(out the topic or situation trans0erred 0rom thenative lan,ua,e to the 0orei,n one.

Assessment o0 the 0orei,n lan,ua,e as a means o0 communication.

lo"6 87 Rea!ing an! 2riting >eadin, simple words and phrases previously 5nown in oral

interactions (oth real and simulated ones.

Start usin, the readin, strate,ies* use o0 the visual and ver(alcontets and o0 the previous 5nowled,e a(out the topic or situationtrans0erred 0rom the native lan,ua,e.

'ritin, words and phrases previously learnt in oral interactions andsu(seuent readin, so as to share the in0ormation or with a play0ulaim.

Start usin, electronic educational pro,rammes to read and write

simple messa,es. &nterest in a cared presentation o0 the written tets.

lo"6 9 Language 6no0le!ge an! use

in,uistic 5nowled,e*

@


10/29

&ntroduction to some phonetic items rhythm stress and intonation o0the 0orei,n lan,ua,e used to understand and produce oralstatements.

&denti0ication and use o0 (asic voca(ulary and structures previouslyused in the 0orei,n lan,ua,e.

Glo(al association o0 spellin, pronunciation and meanin, 0rom writtenmodels which stand 0or well-5nown oral epressions.

ein, 0amiliar with the use o0 the asic strate,ies to produce tets0rom a model* addressee selection purpose and content.

&nterest to use the 0orei,n lan,ua,e in di00erent situations.

earnin, re0leion*

7se o0 s5ills and procedures such as repetition memori;ation

association o0 words and epressions with visual elements and,estures and model o(servation in order to acuire voca(ulary and(asic lan,ua,e structures.

Pro,ressive use o0 ,raphic consultation and in0ormation tools and theoptions o00ered (y the in0ormation and communication technolo,ies.

Sel0-con0idence to learn a new lan,ua,e and satis0action towardscooperative wor5.

lo"6 ;7 So"io "ultural as#e"ts an! inter"ultural a0areness

>eco,nisin, and learnin, (asic ways o0 social relationships in the0orei,n lan,ua,e.

>eceptive attitude towards people spea5in, other lan,ua,es andlivin, in a di00erent culture.

E4AL$ATIO& CRITERIA

Ta5e part in very controlled oral interactions a(out well-5nown topicsin easily predicta(le communicative situations.'ith these criteria we assess the a(ility to answer reuests in asimple way 0ollow instructions or ,ive in0ormation. The interactionswill deal with well-5nown topics previously wor5ed in the classroom orrelated to immediate communication needs such as sayin, hello and,ood (ye introductions tal5in, a(out li5es and disli5es tal5in, a(outeveryday communicative situations routines classroom lan,ua,edramatisations recitations or son,s. 'e will also appreciate an activeparticipation in the classroom activities.

$atch the main idea and identi0y some speci0ic elements in oral tetswith the help o0 (oth lin,uistic and non-lin,uistic elements in thecontet.'ith these criteria we assess whether students are a(le topro,ressively catch the ,lo(al idea o0 an oral messa,e in 0ace to 0acecommunicative situations with the support o0 ,estures and mime and

1B


11/29

with the necessary repetitions and to reco,nise and understand 5eywords and (asic epressions related to the classroom activities or theschool contet.

>ead and identi0y simple words and sentences previously introducedin an oral way a(out 0amiliar and interestin, topics. These criteriaassess their a(ility to read also out loud and understand words andphrases already 5nown throu,h all sorts o0 activities. The readin,process will (e supported (y visual and ver(al elements related to thecontet containin, these epressions and it will (e included incommunicative play activities.

'rite words well-5nown epressions and sentences with the help o0models and with a speci0ic aim. 'ith these criteria we evaluatewhether students are a(le to write words and simple sentences0reuently used in oral contets and in repetitive varied activities. Thewritin, process must start with the o(servation o0 a model and must(e part o0 a speci0ic tas5 with a speci0ic aim such as writin, a notema5in, a poster (irthday con,ratulations or completin, a son, or a

poem. >eco,nise and reproduce phonetic aspects rhythm stress and

intonation in epressions 0rom everyday communicative contets.These criteria try to evaluate whether students reco,ni;e and are a(leto reproduce sounds rhythm stress and intonation when they ta5epart o0 active listenin, activities repeatin, and predictin, epressionsand readin, out loud and always 0ollowin, models.

7se (asic strate,ies in order to learn to learn such as as5in, 0or helpaccompanyin, communication with ,estures usin, visual dictionariesand identi0yin, some personal aspects to help the student learn in a(etter way.These criteria try to assess the use o0 (asic strate,ies to

0avour the learnin, process such as the use o0 visual and ,estureresources as5in, 0or help and 0or eplanations use o0 visualdictionaries and (asic assessment o0 their pro,ress.

Show interest and curiosity to learn the 0orei,n lan,ua,e andreco,nise the lin,uistic diversity as an enrichin, element.'ith thesecriteria we evaluate whether students ta5e part ma5e e00orts andshow interest to learn the 0orei,n lan,ua,e. +urthermore we willassess whether students start (ein, aware o0 the importance o05nowin, other lan,ua,es in order to communicate with people 0romdi00erent places and whether they appreciate lan,ua,e diversity as anenrichin, element 0or every(ody.

E4AL$ATIO& RESO$RCES

valuation in 'i(er 'alesis developed appropriately at each sta,e o0 thecourse. The evaluation material is desi,ned to chec5 achievements inteachin, and learnin, identi0y pupils8 needs and provide the opportunity0or sel0-assessment.

11


12/29

In+ormal e,aluation- Teacher8s evaluation o0 the unit- %r"(ress -"rnalactivities.- .nit Reiew sections at the end o0 every unit.- 'i(er Reiewsections a0ter every two units.

Formal e,aluation- %ia,nostic Test- 7nit Tests- Term Tests- nd-o0-Cear Test

Sel+7e,aluation- Learnin( t" learnsection. Picture %ictionary.- Sel0-assessment activity o0 the .nit reiews.- $hildren also evaluate what they have learnt in the 'i(er Reiew

sections a0ter every two units.

12


13/29

CO$RSE COPO&E&TS

Pu#il's oo6A @9-pa,e 0ull-colour write-in (oo5 with a starter unit and si story-(ased units each with its own cut-out three review units three 0estivals!Dalloween $hristmas and aster" a Picture %ictionary and a dou(lepa,e o0 picture and word stic5ers. ach unit 0eatures voca(ularypractice a dou(le-pa,e story story activities phonics spea5in,activities two $& lessons includin, personalisation and a unit review.At the end o0 each unit there is also a section called :ids8 $ulture whichcomprises a traditional son, rhyme or ,ame and an activity in whichchildren compare an aspect o0 ritish culture with their own.

A"ti,it oo6This is an optional component in 0irst cycle. A 94-pa,e write-in (oo5which wor5s to,ether with the Pupil8s oo5 to develop children8s literacyand rein0orces and etends 5ey lan,ua,e which has (een introduced in

the Pupil8s oo5. The or,anisation o0 the Activity oo5 re0lects theseuence o0 lessons in the Pupil8s oo5 includin, the :ids8 $ulturesections unit reviews and 0estivals. There is also a $& Picture%ictionary with 5ey lan,ua,e 0rom $& lessons. The Activity oo5 issuita(le to use with children who are ready 0or an introduction toliteracy.

Progress JournalA 19-pa,e write-in (oo5let desi,ned to 0ocus on learnin, to learn andpromote autonomy. $hildren complete & Lan(a(e %ass)"rt at thestart o0 the (oo5let 0ollowed (y two pa,es o0 activities at the end o0

each unit which are divided into three sections* =& learnin( reiewwhere children recall what they have learnt in the unit =& )r"(resswhere children sel0-assess and evaluate their pro,ress and =& st!&i!easwhere children re0lect on personal learnin, strate,ies. As childrenwor5 throu,h the units o0 Ti,er Tales 1 the %r"(ress -"rnalprovides amotivatin, on,oin, record o0 their pro,ress and achievement. &t alsoprovides a use0ul re0erence 0or parents and teachers.

Pu#il's Online aterials%esi,ned to promote autonomy and pleasure in studyin, n,lish theseare a pupil8s resource 0or independent home or school use. The stories

and son,s that children encounter in the Pupil8s oo5 can (e 0ound hereto,ether with a ran,e o0 lively and varied accompanyin, activities toprovide enoya(le etra practice and consolidation o0 voca(ulary.

Tea"her's oo6The Teacher8s oo5 is spiral (ound and contains reduced 0acsimiles o0the Pupil8s oo5 0or easy classroom use. The Teacher8s oo5 containsthe Sylla(us the &ntroduction the Activities an5 At a Glance esson

13


14/29

Plans and concise %etailed esson Plans 0or each lesson andphotocopia(le activities. The At aGlance esson Plans include learnin, aims materials needed learnin,routines revision activities audioscripts and answer 5eys.

Flash"ar!sA set o0 94 0ull-colour 0lashcards with ima,es o0 5ey voca(ulary providesan ideal resource 0or presentin, and practisin, voca(ulary. %etailedsu,,estions 0or usin, the 0lashcards are ,iven in the Teacher8s oo5 0oreach lesson and in the Activities an5 on pa,e 23.

Class C%s+our class $%s provide all the audio material in 'i(er 'ales 1 Pupil8soo5 Activity oo5 and Tests and Photocopia(le >esources Pac5. Thisincludes all the learnin, routines stories readin, tets chants son,srhymes phonics ton,ue twisters listenin, activities unit reviews :ids8

$ulture and 0estival materials. There are also 5arao5e versions o0 all thestory son,s.

2or! "ar!sA set o0 4? word cards match items on the 0lashcards. These are used tointroduce the written 0orm o0 words and 0or a wide ran,e o0 reco,nitionand practice activities. As 0or the 0lashcards detailed su,,estions 0orusin, the word cards are ,iven in the Teacher8s oo5 0or each lessonand in the Activities an5.Stor "ar!sA set o0 4? 0ull-colour story cards which replicate the story 0rames in

the Pupil8s oo5 are provided 0or all the stories. 6n the reverse side o0each story card is the tet that accompanies each picture as well asrelevant comprehension uestions which are also included in theTeacher8s oo5.

Tests an! Photo"o#ia*le Resour"es Pa"6This component contains the 0ollowin, sections*E $lassroom practice wor5sheets* +ast +inisher >eadin, and 'ritin,.E Tests* %ia,nostic Test 7nit Tests Term Tests and an nd-o0-Cear Testin P%+ 0ormat. There are also instructions.E Assessment ,rids* Assessment o0 (asic competences 0or each unit.

E etters to parents* An introductory letter at the outset o0 the course0ollowed (y a letter to introduce each unit. The letters to parents alsoinclude the story son, and the :ids8 $ulture son, lyrics 0or each unit.E Phonics wor5sheets* Activities to practise reco,nition o0 sounds relatedto the unit ton,ue twisters.

Tiger %igital

14


15/29

This di,ital course includes voca(ulary presentation re0erence andpractice activities a storyteller with various options 0or tellin, andpractisin, the story and video clips 0or the :ids8 $ulture sections.

T3E ORGA&ISATIO& OF T3E $&ITS LESSO&

Documents

TIGER_1_P_ingles.doc