4º syllabus

UNIT 1 STUDYING HISTORYOBJETIVES To identify and classify different historical sources

To talk about historical sourcesTo name the 5 periods of historyTo know when each period of history begunTo name facts related to the 5 periods of history

CONTENTS: SCIENCE/KEY LANGUAGE

Historical sources: Oral sources: songsGraphic sources: maps, pictures, paintings, photos, filmsWritten sources: newspapers, books, plays, poems, lettersMaterial sources: coins, monuments, amphors, gravesAges of History: Prehistory/Ancient History/The Middle Ages/The Modern Ages/The Contemporary AgesNumbers: two million, five thousand, one thousand, five hundred, two hundredKey structures:Is this picture from the (past)/(present)? Yes, it is. /No, it isn´t.What's this? It`s an (oral)/a (written)/(graphic)/(material) source.Is a (coin) a material source? Yes, it is. /No it isn`t. Is this a (written) source? Yes, it is. /No, it isn't. When did (Prehistory) begin?(Prehistory) begun about (2.000.000) years ago. (Prehistory), what happened then?

ACTIVITIES Identifying and naming different historical sources using flashcards or slidesTalking about historical sourcesReading “What's history?”Matching pictures of historical sources to their namesCutting out different historical sources and gluing them where it correspondsCompleting a chart titled “Historical sources”Watching video and song “Ages of History” (blog Lora-Tamayo-bilingual-world)Reading “The Ages of History”Matching ages of history with the period of time when they happenedLabeling ages of historyListening to a reading and filling out blanks using a word bank

ASSESSMENT CRITERIA Can identify various historical sourcesCan classify historical sourcesCan sing the song “Ages of History”Can read and understand texts about historical sources and periods of history Can label periods of history Can fill in blanks using a word bank while teacher reads a text

RESOURCES Periods of history Flipchart (“Rotafolio”) - Lora Tamayo bilingual teamPeriods of history song – LT blogPrehistory Slide Presentations – LT“Historical sources” and “Ages of History” readings – AICLE and LTWorksheets - LT

UNIT 2: WHERE WE LIVE (Richmond Unit 2)OBJETIVES To be able to use the cardinal points to locate Spain and to locate the Communities

To locate SpainTo practice “W” or question wordsTo locate the Communities within SpainTo name the Communities` capital citiesTo compare communities' sizes


“W” or question words: Where, what, how manyCardinal points: East, West, North, SouthNouns: capital city, community, SpainAdverbs: smaller than/bigger than

Key structures:Yes, it is./No, it isn't./It's in...There is one.../There are (four)...Where is (Spain)? Spain is in the South West of Europe. Where is (Extremadura)? (Extremadura) is in the West of SpainWhat is the capital city of (Andalusia)? It's (Sevilla) How many provinces are there in (Catalonia)? Four.(Andalusia) is larger than la Rioja(Galicia) is smaller than Castilla-LeonIs (Teruel) in (Catalonia)? No, it isn't. I'ts in (Aragon)/Yes, it is.

ACTIVITIES Writing in notebook: Spain/I live in Spain./Spain is my country./Spain is in the South West of Europe.Speaking (Dialogue): Where do you live? I live in Spain Where are you from? I'm from Spain. Where is Spain? It's in the South West of Europe. Listening and reading page 91 (Richmond)Writing: Page 97 (Richmond) Activity 1: Copy the text and correct the mistakesReading: page 92 “Autonomous communities”Speaking (using a political map of Spain): Where is (Extremadura)? It's in the (West) of Spain.Writing: Worksheet “Where we live”, page 26 of Teacher's Resource book.

ASSESSMENT CRITERIA Can to use the cardinal points to locate Spain and to locate the Communities Can use some “W” or question words in structured dialoguesCan locate the Communities within SpainCan name the Communities` capital citiesCan compare communitie's sizesCan read and understand simple texts about the Spanish Communities

RESOURCES Richmond Text BookRichmond Teacher's Resource Book Political map of Spain

UNIT 3: NUTRITIONOBJETIVES To identify, name and label the parts of the digestive system

To understand the digestion processTo describe the digestion process using appropriate connectorsTo be able to compare lengths of small and large intestines


VocabularyConnectors: first, then, after, finallyVerbs: chew, mixes, goes down, enters, melt, are absorbed, is absorbed, goes out ofNouns: mouth, saliva, paste, food pipe, esophagus, stomach, gastric juices, small intestine, nutrients, large intestine, water, food waste, anusNumbers: 7 meters long, 5 meters longAdjectives: narrow/wide, long/shorter, longer than/shorter thanKey structures: How long is the small intestine? It's 7 meters long.How long is the large intestine? It's 5 meters long.

ACTIVITIES Identifying, naming and labeling the parts of the digestive systemMatching the parts of the digestive system to facts related to themWatching and listening to “Make me genius” video about digestion (lora-tamayo-bilingual-world blog)Reading a simple text about “Digestion” and illustrating itTalking about the intestines' lengthDescribing the digestion process using a Slide PresentationsUsing a meter to compare small intestine to large intestine length Doing a wordsearchAnswering a quizz

ASSESSMENT CRITERIA Identifies, names and labels the parts of the digestive systemDescribes the digestion process using appropriate connectors,nouns, verbs and adjectivesReads and illustrates a text about digestion Answers simple questions about the digestion processCompares small and large intestines' lengths using a meter

RESOURCES Digestion posterWorksheets: Label parts of the digestion system/Match “Make me genius” video about the Digestion ProcessMeterQuizz

UNIT 4: LANDSCAPE OF ANDALUSIAOBJETIVES To be able to read and understand a text about the Guadalquivir river

To find specific information in a textTo be able to read and understand a text about the Mediteranean climate and the flora and fauna of AndalusiaTo find out where are the words in a word searchTo be able to answer simple questions about the Guadalquivir river


The Guadalquivir riverThe Mediterranean cliateVegetation of AndaluciaFauna of Andalusia

Vocabulary: Guadalquivir river: Nouns: river, upper course, middle course, lower course, lands, tributaries, delta, mouthAdverbs: among, slower, widerAdjectives; narrow, rapid, fertile Verbs: flows throughMediterranean climate/flora/faunaNouns: temperatures, summer, winter, spring, fall, precipitations, droughts, rains, floods/ecosystems, forest ecosystem, wetlands ecosystem, ponds, marshes, coastal ecosystem, cork trees, oak trees, pine nuts trees, aquatic plants, reeds, roots, leaves, river banks, poplars, ashes, willow trees, mammals, foxes, wild boars, squirrels, migratory birds, herons, flamingoes, storks, ducks, reptiles, chamaleon, seagulls, coast, sardines, marine invertebrates, shrimp, squidsAdjectives; high, low, irregular, sever, torrential Key structures:Where does the river start?/What cities does the river flow through?/What are its tributaries?/What ocean does it flow into?

ACTIVITIES Watching and reading a Slide presentation about the Guadalquivir riverReading a text about the Guadalquivir riverFinding specific information in the textDoing a word search and finding out information from classmatesFilling in blanks in a worksheet after listening to the teacher by using a word bankDoing a quizz about the Guadalquivir riverWatching a Slide presentation about trees and bushes of Andalusia

ASSESSMENT CRITERIA Reads and understands textsFinds specific information in textsCan talk about different features of a river Does a word searchFills in blanks in a worksheet (Guadalquivir river/Vegetation and fauna of Andalusia)Provides simple information about the Guadalquivir river

RESOURCES (LT) Slide presentation about the Guadalquivir river Readings about the “Guadalquivir river”, the “Mediterranean climate” and the “Flora/fauna” of AndalusiaWordsearch (river's features)Worksheet: filling in blanks ((Guadalquivir river/Vegetation and fauna of Andalusia)Slide presentation about trees and bushes in AndalusiaQuizz: The Guadalquivir river

UNIT 5: PREHISTORYOBJETIVES To learn how early men lived

To be able to talk about how early men livedCONTENTS: SCIENCE/KEY LANGUAGE

Vocabulary:Nouns/pronouns: human beings, tribes, they, walls, pictures, fire, food, skin, fish, plants, tools, weapons, spears, axes, knifes, stone, wood, bonesVerbs (past tense): began, ended, lived, painted, discovered, hunted, gathered, madeKey structures:Began two million years ago/ended with the invention of writingWhy did early men use spears? For huntingWhy did early men use skins? For tents and for clothingWhy did early men need fire? For cooking

ACTIVITIES Watching and listening to a Slide Presentation about “Prehistory”Talking about prehistory with Language Assistant or teacherMaking and describing a “Prehistoric settlement” playdough Model Booklet: writing sentences and coloring or drawingSentences: Order the wordsListening and filling in blanks *Group presentation (by heart) of the Slide PresentationWord search

ASSESSMENT CRITERIA Can engage in a question/answer dialogue about early menCan identify tools and other items used by early menCan name tools and other items used by early menCan match sentences to picturesCan do a group Slide Presentation Can complete a Word SearchCan fill in blanks using a word bank and listening to the teacher

RESOURCES Slide presentation “Prehistory”Word searchWorksheet: Filling in blanks using a word bank

UNIT 6: BONES OBJETIVES To identify, name and able the main bones of a skeleton

To pose questions and give answers about bonesTo relate each bone to the corresponding part of the bodyTo locate bones in the skeleton


Bones: skull, jaw, spine, ribs, humerus, radius, ulna, femur, tibia, fibula, pelvisParts of the body: head, arm, trunk, legJoints: neck, shoulder, elbow, wrist, hip, knee, ankle

Key structures:Where is the (humerus)? It's in the arm. The (ulna) is in our arm. It runs from the (shoulder) to the (elbow). The (pelvis) is at the end of the (spine). How many bones does the (human skeleton)/(our hand)/(the foot) have? It has _________ bones.Which is the longest bone in our body? The longest bone in our body is the _______.Which bone(s) protects (our brain)/(our heart)/(our lungs)?Which bone runs from the (neck) to the (pelvis)? The (spine) runs from the (neck) to the (pelvis). Which is the largest bone in the body? The femur is the largest bone in the body.

ACTIVITIES Watching a “dancing skeleton” (blog)Watching a Slide presentation about bonesWatching a video about the skeleton (blog: Make me genius)Reading a text about the skeleton and gluing illustrations (LT)Labeling the main bones on a drawing of a skeletonPlaying an on-line skeleton game (blog Lora-Tamayo-bilingual-world)Listening and filling in blanks in a text using a word bank (LT)Wordsearch: bonesMaking questions to locate bones in the body and answering themDoing a bones quizz

ASSESSMENT CRITERIA Can read a text about the skeleton and glue correctly the corresponding illustrations (LT)Can identify, name and label the main bones in the bodyPlays an on-line skeleton game (blog Lora-Tamayo-bilingual-world)Listens and fills in blanks in a text using a word bank (LT)Can find bones in a word searchCan pose questions to locate bones in the body and answers themAnswers questions of a quizz on bons correctly

RESOURCES Worksheet: Label the bones (L.T.)Worksheet: Read the text and glue the illustrations (L.T.)Worksheet: Fill in the blanks (L.T.)Quizz (LT)

UNIT 7: VERTEBRATES (Richmond pages 34, 35)OBJETIVES To distinguish vertebrate animals from invertebrate animals

To classify animals according to what they eat and how they reproduceCONTENTS: SCIENCE/KEY LANGUAGE

How animals eat: carnivores, herbivores, omnivoresHow animals breathe: through their lungs, through gills, through their skinHow vertebrates reproduce: viviparous, oviparousVocabulary:Nouns: mammals, fish, reptiles, amphibians, birds, vertebrates, invertebrates/ food, teeth, beaks, jaws, long tube/ lungs, gills, skin, oxygen/backbone, mother’s milk, eggs

Verbs: chew, grind, swallow, cut, drink /breath through/are born live/hatch/abandon

Key structures:Questions:How do (lions) eat their food? How do (lions) breathe? How do (fish) breathe? How do (baby/adult amphibians) breathe? How are (lions) born? How are (birds) born? What do (baby lions) drink? What is a (vertebrate/invertebrate/oviparous/viviparous) animal?

Assertions: (Mammals/lions/pigs) have teeth. (Amphibians/frogs) don’t have teeth. (Birds/eagles) don’t have teeth. They have beaks. (Mammals) chew, cut and grind food. (Amphibians) swallow food. Birds also swallow food. Butterflies drink nectar. (Mammals, birds and reptiles/lions, eagles, snakes) breathe through their (lungs). (Amphibian babies) breathe through their (gills). (Amphibian adults) breathe through their (skin). (Fish) breathe through their (gills).(Vertebrates) have a backbone. (Invertebrates) don’t have a backbone. Viviparous animals are born live. Mammals drink their mother’s milk. Oviparous animals are born from eggs. Eggs hatch. What animal is it? It's an eagle. Is it (oviparous)? Yes, it is? Can it (run)? No, it can't. Can it (fly)? Yes, it can. Does it have (fur)? No, it doesn't. Does it have (feathers)? Yes, it does. Does it breathe through (lungs)? Yes, it does./No, it doesn't.

ACTIVITIES Listening and reading texts about vertebrate animals pages 34 and 35 (Richmond)Talking about how animals reproducePlaying animals' on-line games (blog)Naming different features of vertebrate animals (page 35)Choosing a vertebrate animal and making an index card (page 37)Defining words: vertebrate/invertebrate, viviparous/oviparous. (page 37, # 3)Worksheet (Richmond Teacher's Resources) page 85: Answer questions about an animalPlaying a guessing game using yes/no questions to guess an animal

ASSESSMENT CRITERIA Listens and reads simple textsAsks and answers questions about how animals reproduceDescribes different vertebrate animals naming some of its featuresCan make an index card about a vertebrate animalCan define vertebrate, invertebrate, oviparous, viviparousCan make yes/no questions to guess an anmial

UNIT 8: ANCIENT HISTORY - ROMANSOBJETIVES To understand the importance of the Roman Empire for our culture

To learn about how Romans lived: the language they spoke and the buildings they builtTo be able to talk about the Roman Empire using the past tense


Vocabulary: Roman Empire, Latin, aqueducts, theaters, amphitheaters, gladiators, circuses, chariot races, temples, stone roads, rich people, domus, poor people, insulaeKey structures:What language did the Romans speak? They spoke Latin.Where did Romans live? They lived in domus or in insulae.How did Romans have fun? They went to the theater, the circus or to the amphitheateWhat did Romans build? They built amphitheaters, theaters, circuses, acqueducts, stone roads and temples

ACTIVITIES Watching and listening to a Slide Presentation about the Romans (LT)Reading a text about Ancient history (page 101, Richmond)Talking about the Roman times (questions/answers) **Word search **Playing a gladiators' on-line gameWatching a video about the life of a 17-year old boy in RomeWatching a video about Egypt (Discovery Education -blog)Booklet: Writing sentences and colouringTalking in public: Slide Presentation

ASSESSMENT CRITERIA Can read and understand a text about the Roman EmpireCan talk about the Roman Empire using specific vocabularyCan do a word searchCan write sentences about the Roman EmpireCan do a group slide presentation

9 INVERTEBRATE ANIMALSOBJETIVES To learn features of a marine invertebrate: the jellyfish

To be able to make questions and give answers about jellyfishTo understand the metamorphosis of a butterflyTo be able to describe the metamorphosis of a butterfly


VocabularyNouns: Butterfly, egg, larvae, caterpillar, chrysallis, pupa, adult butterfly, oviparous, insect, larvae, metamorphosisVerbs/structures: changes shape, lays an egg on a leaf, the egg hatches, a caterpillar comes out, the caterpillar changes into a chrysalllis. The chrysallis changes into a butterfly

ACTIVITIES Reading a text about jellyfishListening and filling in blanks in a text about jellyfishWordsearch: jellyfishMaking questions and giving answers about jellyfishReading the life cycle of a butterflyDescribing the life cycle of a butterfly (page 37)Correcting false sentences about butterflies (page 36)

ASSESSMENT CRITERIA

Can read and understand texts about jellyfish and butterfliesCan make questions and give answers about jellyfishCan do a word search of words related to jellyfishCan distinguish true/false sentences and correct the false onesCan describe the life cycle of a butterfly

10 POPULATIONOBJETIVESCONTENTS: SCIENCE/KEY LANGUAGEACTIVITIES

ASSESSMENT CRITERIA

11 MIDDLE AGES AND MODERN AGES (KNIGHTS AND SAILORS)OBJETIVES To learn about how people lived during the Middle Ages

To identify the parts of a castleTo learn about the Modern AgeTo identify the most important inventions of the Age of Exploration


Vocabulary:Middle age: Christian Kingdoms, Islamic civilization, Muslims, kings, noblemen/castle, drawbridge, battlement, tower, peasants, live inside the castle/outside the castleModern Age: America, astrolabe, caravel, Christopher Colombus, invention, magnetic compass, maize, navigation, sailing, silk, spices//Verbs-past simple: discovered, sailed, brought back; America was discovered by

ACTIVITIES Reading texts about the Middle Ages and the Modern AgeWatching a video about the life in a castle **Watching a video about the discovery of AmericaDescribing the parts of a castleCompleting sentencesMatching products with their country of origin

ASSESSMENT CRITERIA Can read and understand textsWatches and listens to a video about life in a castle and the discovery of AmericaCan describe the parts of a castleCan complete sentencesCan match products with their country of origin

12 WORK (JOBS)OBJETIVESCONTENTS: SCIENCE/KEY LANGUAGEACTIVITIES

ASSESSMENT CRITERIA

13 WORK (OTHER JOBS)OBJETIVES To learn about jobs in the tertiary sector

To learn about jobs in trade, tourism, means of communication and the internetTo learn about stages involved in tradeTo investigate what pupils use internet for


Vocabulary: Services: health care, education, trade, tourism, communications, transport/teacher, doctor, nurse, farmer, television presenterTrade: lorry drivers, shop assistants, factory workers, consumers, farmerTourism: tourists, hotels, receptionist, waitress, waiter, cleaner, air cabin crew, taxi driver, museum workerNew technologies: internet, search engine, website, email, chatting, twitter, facebook, social network, cell phone, digital newspapers Structures:I'm a doctor and I work in a hospital. I'm a teacher and I work in a school. I'm a saleswoman and I work in a shop. I'm a receptionist and I work in a hotel. I'm a journalist and I work in a newspaper. I'm a bus driver and I work for a bus company. First, the farmer grows the oranges. Then, the lorry driver carries them to the factory. After, the factory workers make orange juice and put bottle it. Then, the lorry driver carries the orange juice to the supermarket. Finally, the consumers buy it. Do you write emails? Do you write whatsapps? Do you play games? Do you look for information? Do you listen to music? Do you watch videos?

ACTIVITIES Reading a text about “services”Making questions and giving answers about jobsReading a text and completing a chart about services Putting pictures in orderDescribing how orange juice reach the consumer using connectorsMatching pictures and names of jobsSurvey about the use of internet, filling a chart

ASSESSMENT CRITERIA Can classify jobs according to the sector they belong toCan talk about different jobsCan pretend to have a job and say where he/she worksCan describe a trading processCan match pictures and names of jobsCan explain the uses of internetCan do a survey about the use of internet, filling a chart

14 ECOSYSTEMSOBJETIVES To describe the elements of ecosystems

To differentiate between terrestrial and aquatic ecosystemstTo identify the three main zones of a sea exosystemTo learn how we can minimize damage to forests


Vocabulary: coral, desert, ecosystem, forest, grassland, habitat, pond, rainforest, reef, rock, sand, savannah, sea, The Artic, living thing, non-living thing, river/ terrestrial ecosystem, aquatic ecosystem, coast, open sea, deep sea, mussel, crab, sea snail, seaweed, spong, starfish/beetle, birch tree, butterfly, consumer, producer, owl, squirrel, woodpecker/pollute, air, water, cities

Structures:In this ecosystem there is/there areDon't light fires/Don't drop litter/Don't disturb animals/Don't pick up flowers or plants

ACTIVITIES Defining ecosystemsDescribing an ecosystemMatching descriptions of ecosystems to photosReading and listening to textsDrawing and labeling the stages of a food chainDiscussing cooperation and competition in ecosystemsMaking a poster about protecting forests

ASSESSMENT CRITERIA Can define and describe ecosystemsCan match descriptions of ecosystems to photosCan read and listen to textsCan draw stages in a food chainCan make a poster about protecting forests

15 THE CONTEMPORARY AGEOBJETIVES To learn about the Contemporary Age

To recognize the most important inventions and discoveries of the contemporary AgeCONTENTS: SCIENCE/KEY LANGUAGE

Vocabulary: aeroplane discoverie (discoveries), invention, inventor, penicillin, smallpox, steam engine, vacine/past simple: built, changed, invented, was used to make

ACTIVITIES Reading a text about the Contemporary AgeFinding out about some great inventionsCompleting a timeline about inventionsWatching a video about inventions **

ASSESSMENT CRITERIA Can read and understand a text about the Contemporary AgeCan name discoveries and inventions in the Contemporary AgeCan find out information about some great inventionsCan complete a timeline about inventions

COMMON ASSESMENT CRITERIA: Recognises words and phrases in contextResponds to classroom language using verbal and non-verbal strategiesPredicts and makes guessesMatches pictures to text at sentence levelCooperates with others and respects other childrenParticipates in classroom activitiesShows confidence and interest in their ability to learn Science through English Shows confidence and interest in their ability to learn English through Science

4º syllabus

Education

Transcript of 4º syllabus