Little Bridge 1 Programa

PROGRAMACIÓN DE AULA EN INGLÉSÁrea de Lengua Extranjera Inglés: Little Bridge 11º Primaria -Educación Primaria

UNIT 1: Welcome to Little Bridge!

Suggested time: 3 weeks, 1st trimester

1.1 RESOURCES

- Student’s resources:

o Pupil’s Activity Book Little Bridge 1: Unit 1

o Little Bridge 1 online reinforcement activities http://www.littlebridge.com

o DigiPals readers (for iPad, e-book and interactive board).

o DigiPals Avatar and chat

o Little Bridge 1 online course : Unit 1 http://www.littlebridge.com

- Teacher’s resources:

o Teacher’s Guide Little Bridge 1 Teacher’s Guide: Unit 1

o Interactive software Little Bridge 1: Unit 1 http://www.littlebridge.com

o Little Bridge 1 Flashcards

o Learning Management System http://www.littlebridge.com/lms

o Little Bridge 1: Unit 1 Copymasters 1, 2, 3

o Personal progress record 1, Little Bridge 1: Unit 1

o Domino puppet

o Little Bridge 1: Unit 1 Audio tracks 1, 2, 3, 4, 5, 6, 7, 8, 9

o Competencies and contents assessment registers Little Bridge: Unit 1

http://www.littlebridge.com/lms

http://www.littlebridge.com/


1.2 METHODOLOGY

Little Bridge 1 Unit 1, Welcome to Little Bridge! serves to introduce pupils to one another and facilitates the adaptation of new members to what possibly might be a new school environment. A Communicative language teaching approached is used throughout the method where the four skills are integrated into both teaching and learning activities. Topics in this unit cover general conversation starters such as presentations and introductions. Students learn how to hold a conversation asking who someone is, how someone is and introducing themselves or someone. This will be the base of their basic knowledge in English in Little Bridge and will determine their strengths and weaknesses as language learners in order to guide them towards specific reinforcement and extension activities.

1.3 OBJECTIVES OF UNIT 1

IN THIS UNIT, STUDENTS WILL LEARN TO:

1. Say hello and goodbye when entering into or going out of the class.2. Ask and say who someone is.3. Ask how someone is 4. Introduce someone or themselves.5. Know the characters of Little Bridge.6. Listen to the songs of the unit.7. Listen for specific information.8. Recognize and pronounce words with short “i” sound correctly.9. Understand the global meaning of a story.10.Work cooperatively in group or pair activities.11.Make use of the information and communication technologies to

reinforce the contents worked on.12.Show respect for their partners in class activities.13. Evaluate one’s own progress in the language learning process.

14. Act with initiative and personal autonomy in the individual and group activities

1.4 CONTENTS

1.4.1 BLOCK 1 [B1]: LISTENING, SPEAKING AND CONVERSATION

- Listen to a song and look at the picture (AB p. 1 – TG p. 10, Song: track 1).


- Watch the introductory flyover with the song (Littlebridge.com Level 1, Unit 1 Activity 1).

- Listen to the recording and point to the pictures (AB p. 2 – TG p. 10, Look, listen and point: track 2).

- Watch the animations of the introduction of the characters of Little Bridge. Repeat the sentences (Littlebridge.com Level 1, Unit 1 Activity 2).

- Listen to the recording and select the right flashcard (TG p. 11, Flashcards 1-6: track 3).

- Listen to the recording and repeat and read the dialogue at the same time. Listen again and repeat the dialogue with the book closed (AB p. 3 – TG p. 12, Look, listen and repeat: track 4).

- Record their own voices in a similar conversation to the one they have previously listened. Compare their recording to the original (Littlebridge.com Level 1, Unit 1 Speaking activity).

- Listen to the dialogues and look at the pictures at the same time (AB p. 6 – TG p. 16, Look and listen: track 7).

- Look at the pictures and imagine what the characters are saying. Work in pairs and try to correct themselves (AB p. 6, What are they saying?).

- Listen to the recording and identify the sound common in all the words listed. Then, repeat the words (AB p. 6, Listen and repeat: track 8).

- Listen to the story and read it at the same time. Then, answer to the questions made by the teacher (AB p. 7 – TG p. 17, What about me? track 9).

- Hear the story again after they have completed the speech bubbles (Littlebridge.com Level 1, Unit 1 Activity 7).

1.4.2 BLOCK 2 [B2]: READING AND WRITING

- Click on the right person as they hear the name. Then, match the names with the faces and after that type the names of the people they see (Littlebridge.com Level 1, Unit 1 Activity 2, 3 and 4).

- Look at the picture and write what they imagine the characters are saying (AB p. 2, What are they saying?).

- Identify the characters from their silhouettes (AB p. 3, Who’s that?).

- Identify the people from a detail. Then, identify the people in the right order as they walk past (Littlebridge.com Level 1, Unit 1 Activity 5 and 6).


- Draw lines in their books to join up the pairs and practice the personal introductions (AB p. 4 – TG p. 14, In other words…).

- Select the language missing from the speech bubbles about the story (Littlebridge.com Level 1, Unit 1 Activity 7).

- Sport the characters named as they appear and click on them (Littlebridge.com Level 1, Unit 1 Activity 8).

1.4.3 BLOCK 3 [B3]: KNOWLEDGE OF THE LANGUAGE.

1.4.3.1 LINGUISTIC KNOWLEDGE

BASIC LANGUAGE STRUCTURES

- Personal introductions:o What’s your/ my name?

My name’s … / I’m …o Who’s that? Is that ….?

That’s … Yes, no

o How are you? I’m fine, thanks

o This is …

VOCABULARY

- Greetings: Hello, Hi, See you, Bye, thanks, Have a nice day, you too- Characters of Little Bridge: Matthew, Rose, Domino, David, Lizzie,

Mr. Miller, Mrs MacKenzie.- Verbs: look, listen, point, repeat, say, guess, - Phrases: Ready, steady, go! What about me? That’s better!

PHONOLOGY

- Words with short “i” sound: Little Bridge, is, listen, this, Lizzie, Mr. Miller.

LANGUAGE USE

- Learn how to say Hello and Goodbye

- Know the page they are going to work on the Pupil’s Activity book by listening to the teacher: Open the book at page 2, etc.

- Learn that I’m … and My name is … is used with the same meaning (AB p. 2 – TG p. 10, Look, listen and point: track 2).


- Learn how to introduce themselves in English like in Britain (TG p. 11, Greetings).

- Practice asking How are you? and answering I’m fine, thanks (TG p. 16, Look and listen: track 6).

- Know how to introduce someone: That’s …, this is …, etc.

- Understand the meaning of the phrase: What about me? (AB p. 7 – TG p. 17, What about me? track 9).

1.4.3.2 REFLECTION ON LEARNING

- Say Hello to the teacher as they enter into the classroom (TG p. 10, Starter).

- Introduce themselves in English (TG p. 10, Starter).

- Sit in a circle holding a foam ball or beanbag. Practice introductions using Hello, What’s your name? and My name’s… throwing the ball or the beanbag to their partners (TG p. 12, Starter).

- Play Ready, steady, go! in teams to introduce themselves (TG p. 14, Starter).

- Introduce themselves answering to the questions made by the Domino puppet (TG p. 16, Starter).

- Show awareness of progress made at Littlebridge.com Level 1, Unit 1

1.4.4 BLOCK 4 [B4]: SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS

- Learn how to introduce themselves in English like in Britain (TG p. 11, Greetings).

1.5 ATTENTION TO DIVERSITY

1.5.1 REINFORCEMENT ACTIVITIES

- Listen to the recording again and repeat it (AB p. 2 – TG p. 10, Look, listen and repeat: track 2).

- Use flashcards 1-6 to produce the same phrases (TG p. 11, Flashcards 1-6: track 3).


- Use flashcards 1-6 to greet the characters (TG p. 11, What are they saying? Flashcards 1-6).

- Act out the dialogue in pairs using the text for support (AB p. 3 – TG p. 12, Look, listen and repeat).

- Look to the flashcards and answer the questions made by the teacher (TG p. 12, Flashcards 1-6).

- Play a chain game to answer questions introducing themselves (AB p. 4 - TG p. 13, Ready, steady, go!).

- Act out each dialogue using their own names (AB p. 6 – TG p. 16, Look and listen: track 7).

1.5.2 EXTENSION ACTIVITIES

- Continue practicing the introductions but from memory, with their books closed (TG p. 14, In other words …)

- Practice the rap singing it with the names of the book (AB p. 5, Rap: track 6).

- Play the same game as in the beginning of the lesson using the Domino puppet. After that, they have to ask questions to Domino (TG p. 17, Game).

1.5.3 PHOTOCOPIABLE REVISION AND EXTENSION WORKSHEETS

- Cut out the pictures and stick them in the right place to make sense of the speech bubbles (Copymaster 1).

- Play a guessing game set to music (Copymaster 2, track 6).

- Complete the speech bubbles of the pictures (Copymaster 3).

1.6 BASIC COMPETENCES

C OBJECTIVES EVALUATION CRITERIA ACTIVITY

1

Say hello and goodbye when entering into the

class (Obj. 1, U. 1)

Practice saying hello or goodbye

(AC. 1, U. 1)Starter, TG p. 12

1Ask and say who someone

is (Obj. 2, U.1)

Identify characters of Little Bridge

(AC. 5, U. 1)

Who’s that? AB p. 3What are they saying? AB

p. 2

1Listen for specific

information(Obj. 7, U. 1)

Listen and point(AC. 7, U. 1)

Look, listen and point AB p. 2

2 Use numbers to identify characters

Use numbers to guess the silhouettes

Who’s that? AB p. 3


(Obj. 5, U. 1) (AC. 5, U. 1)

3

Know and interact with people when asking how

someone is(Obj. 3, U. 1)

Practice asking how someone is

(AC. 3, U. 1)

Listen and look AB p. 6What are they saying AB

p. 6

4Use ICT to reinforce the

contents worked on(Obj. 11, U. 1)

Participate in the interactive activities on the whiteboard

(AC. 11, U. 1)

Littlebridge.com Level 1, Unit 1 activities (1-8)

5

Show a respectful and tolerant attitude towards

other people’s names(Obj. 4, U. 1)

Introduce themselves and be introduced to others

(AC. 4, U. 1)

Starter TG p. 10Rap AB p. 5

6Appreciate music as a

form of expression(Obj. 6, U. 1)

Listen to a song(AC. 6, U. 1)

Song AB p. 1

7

Evaluate one’s own progress in the language

learning process(Obj. 13, U. 1)

Complete their personal progress record

(AC. 13, U. 1)

Personal progress record 1

8

Act with initiative and personal autonomy in the

individual and group activities

(Obj. 14, U. 1)

Participate in the individual and group activities

(AC. 14, U. 1)Copymasters 1 -3

Only for Castilla-La Mancha

9

Be able to show emotion when speaking and

develop awareness of feelings

(Obj. 4, U. 1)

Express feelings when talking about personal information

(AC. 4, U. 1)Starter TG p. 10

1.7 EVALUATION

1.7.1 EVALUATION CRITERIA FOR UNIT 1

AT THE END OF THE UNIT, STUDENTS MUST BE ABLE TO:

1. Say hello and goodbye when entering to the class.2. Ask and say who someone is.3. Ask how someone is 4. Introduce someone or themselves.5. Know the characters of Little Bridge.6. Listen to the songs of the unit.7. Listen for specific information.8. Recognize and pronounce words with short “i” sound correctly.9. Understand the global meaning of a story.10.Work cooperatively in group or pair activities.


11.Use the information and communication technologies to reinforce the contents worked on.

12.Show respect for their partners in class activities.13. Evaluate one’s own progress in the language learning process.


1.7.2 EVALUATION STRATEGIES FOR UNIT 1

- Listen to a song

- Listen to a recording and point pictures

- Complete speech bubbles

- Listen and repeat

- Guess silhouettes

- Listen and write

- Read

- Match phrases

- Sing a rap

- Predict pictures

- Listen to a story

- Do exercises on the whiteboard

1.7.3 EVALUATION ACTIVITIES PROPOSED FOR UNIT 1

Proposed assessment activities for the lessons in this unit include:

1.7.3.1 DIAGNOSTIC EVALUATION

- Introduce themselves in English (TG p. 10, Starter – lesson 1).

- Identify the characters from their silhouettes (AB p. 3, Who’s that? – lesson 2).

- Play Ready, steady, go! in teams to introduce themselves (TG p. 14, Starter – lesson 3).

- Listen to the story and read it at the same time. Then, answer to the questions made by the teacher (AB p. 7 – TG p. 17, What about me? track 9 – lesson 4).


1.7.3.2 FORMATIVE EVALUATION

- Watch the introductory flyover with the song (Littlebridge.com Level 1, Unit 1 Activity 1).

- Click on the right person as they hear the name. Then, match the names with the faces and after that type the names of the people they see (Littlebridge.com Level 1, Unit 1 Activity 2, 3 and 4).

- Watch the animations of the characters and be introduced to the characters of Little Bridge. Repeat the language (Littlebridge.com Level 1, Unit 1 Activity 2).

- Listen to the recording and select the right flashcard (TG p. 11, Flashcards 1-6: track 3).

- Record their own voices in a similar conversation to the one they have previously listened. Compare their recording to the original (Littlebridge.com Level 1, Unit 1 Speaking activity).

- Look to the flashcards and answer the questions made by the teacher (TG p. 12, Flashcards 1-6).

- Identify the people from a detail. Then, identify the people in the right order as they walk past (Littlebridge.com Level 1, Unit 1 Activity 5 and 6).

- Draw lines in their books to join up the pairs and practice the personal introductions (AB p. 4 – TG p. 14, In other words…).

- Select the language missing from the speech bubbles about the story. Hear the story again after they have completed the speech bubbles (Littlebridge.com Level 1, Unit 1 Activity 7).

- Spot the characters named as they appear and click on them (Littlebridge.com Level 1, Unit 1 Activity 8).

- Complete the speech bubbles of the pictures (Copymaster 3).

1.7.3.3 SUMMATIVE EVALUATION

- Personal progress record 1 Little Bridge 1: Unit 1 (Copymaster 37).


UNIT 2: This is Little Bridge


-

2.1 RESOURCES




o DigiPals readers(for iPad, e-book and interactive board).


o Little Bridge 1 online course : Unit 2http://www.littlebridge.com



o Interactive software Little Bridge 1: Unit 2http://www.littlebridge.com



o Little Bridge 1: Unit 2 Copymasters 4, 5


o Domino puppet

o Little Bridge 1: Unit 2 Audio tracks 10, 11, 12, 13, 14, 15, 16, 17





2.2 METHODOLOGY

Little Bridge 1 Unit 2, This is Little Bridge serves to introduce pupils to the places around them. A Communicative language teaching approach is used throughout the method where the four skills are integrated into both teaching and learning activities. Students learn to identify places or to make suggestions. They practice conversation gambits asking and saying where people are as well as indicating where they live. Concepts such as numbers from 1 to 6 are revised to stimulate previous knowledge. Class / on-line activities should be used to serve as a diagnostic assessment tool for teachers where they can observe students and determine their strengths and weaknesses in order to guide them towards specific formative reinforcement and extension activities where knowledge can be built.



1. Identify places.2. Ask and say where people are.3. Make suggestions.4. Say where they live.5. Listen and sing the songs of the unit.6. Play a board game.7. Listen for specific information.8. Identify numbers from 1 to 6.9. Recognize and pronounce words with short “o” sound correctly.10.Understand the global meaning of a story.11.Work cooperatively in group or pair activities.12.Make use of the information and communication technologies to



2.4 CONTENTS


- Look at the five places in Little Bridge in the flashcards. Repeat the names (TG p. 18, Flashcards 11-15, 16-20).


- Listen to the names of the places and look at them (Littlebridge.com Level 1, Unit 2 Activity 1).

- Look at the pictures, listen to the names and point to the places (AB p. 8 – TG p. 18, Look, listen and point: track 10).

- Identify the picture that goes with the place they hear. Then, do it faster on a spinning cube (Littlebridge.com Level 1, Unit 2 Activity 2 and 3).

- Listen to the rap after playing the guessing game of Copymaster 4. Then, hear how the guessing game fits to the rhythm of the music. After that, sing it using their own words (AB p. 9, Rap: track 11).

- Listen to the dialogue and answer the question made by the teacher (AB p. 10 – TG p. 21, Where are they? track 12).

- Answer the questions made by the Domino puppet using the name of the places they know and the preposition at (TG p. 21, Flashcards 12-16, 17-20).

- Listen to the recording and use it as a model for the game. Then, play the board game (AB p. 12-13, Game: track 13).

- Listen to the dialogues and work in pairs to remember the conversation. Then, look at the picture and listen to the dialogue again (AB p. 13, Listen: Where are they? track 14).

- Listen to the dialogue and record their own voices (Littlebridge.com Level 1, Unit 2 Speaking).

- Improvise conversations using the model the teacher writes on the board (TG p. 25, Pairwork).

- Listen to the recording and identify the sound of the words listed. Then, listen again and repeat the words (AB p. 13, Listen and repeat: track 15).

- Listen to the song looking at the flashcards the teachers shows at the same time. Then, listen again and sing it holding the correct picture each time the place is named (AB p 14 – TG p. 25, Song: track 16, Flashcards 12-15, 16).

- Sing the song looking at the lyrics on the whiteboard (Littlebridge.com Level 1, Unit 2 Activity 6).

- Replace Little Bridge with the name where they live and practice the dialogue in pairs until they can do it without looking at the text (AB p. 14, Where do you live?).


- Listen to the story. Then, spread the flashcards corresponding to the characters and places mentioned in the story and students must pick out the appropriate flashcards as they hear the story again (AB p. 15 – TG p 28, Guess what! track 17. Flashcards 1, 2, 6, 7, 9, 10, 11, 14, 15, 16, 18 and 21).


- Look at the pictures and work out the name of the places (AB p. 9, What’s that?).

- Listen again to the dialogue and draw lines to join the people to the correct places (AB p. 10, Where are they? track 12).

- Look at the written words of the places they have studied (AB p. 10, Remember!)

- Solve the puzzle with the correct spelling of the names of the places (Littlebridge.com Level 1, Unit 2 Activity 4).

- Choose the correct option to say where are the characters (Littlebridge.com Level 1, Unit 2 Activity 5).

- Look at the pictures and work out where the people are (AB p. 11, Where are they?).

- Match up the people to the places as they listen to the dialogue (Littlebridge.com Level 1, Unit 2 Activity 6).

- After listening to the dialogues, write down where each of the children is (AB p. 13, Listen: Where are they? track 14).

- Look at the dialogue and read it (AB p. 14, Where do you live?).

- Find their way to the different places in Little Bridge (Littlebridge.com Level 1, Unit 2 Activity 8).

2.4.3 BLOCK 3 [B3]: KNOWLEDGE OF THE LANGUAGE



- Wh- questions with present simple:o What is it? Is it the park? It’s the bridgeo What’s that? Is that the school?o What’s this place?

You’re right/wrongo Where’s David? Where’s Rose?

He’s / She’s at the park/shop


He’s / She’s at home/schoolo Is David there? Is James at home?

No, he’s at the…o Where are they?

They’re at the …o Go to the ...o Where are you?

I’m at …o Let’s go …o Where do you live?

I live in …- Revision:

o How are you? I’m fine thanks

o This is …

VOCABULARY

- Places: bridge, home, school, shop, park, castle, sports ground, community hall, station, post office, hotel

- Numbers: one, two, three, four, five, six- Phrases: Is that right? It’s your turn, Thank you, Have another go! OK, Miss

a go! Guess what! No, really! Don’t be silly! Come on!- Verbs: saw (see), have tea, start, wait, find out, - Adverbs: now, then, there, around, down- Preposition: at- Conjunction: if- Objects: space ship, - Revision:

O Greetings: Hello, Hi, See you, Bye, thanks, Have a nice day, you tooO Characters of Little Bridge: Matthew, Rose, Domino, David, Lizzie,

Mr. Miller, Mrs MacKenzie.PHONOLOGY

- Words with short “o” sound: No, go, post, Rose, home, hello, Domino, Toby.

LANGUAGE USE

- Learn that the preposition at usually comes before a word but with home and school, the article the is missed: At home, at school (AB p. 10, Where are they? track 12).

- Identify the different ways to thank someone: Thank you and thanks (AB p. 10, Where are they? track 12).

- Learn to count orally from 1 to 6 (TG p. 22, Class game).


- Learn the difference between miss a go and wait here when playing the board game (AB p. 12-13, Game: track 13).

- Know the meaning of Let’s go (AB p. 14, Song track 16).


- Answer to the questions made by the teacher (TG p. 18, Starter).

- Answer the questions made by the teacher about the characters of Little Bridge (TG p. 20, Starter).

- Name as many places in Little Bridge as they can (TG p. 22, Starter).

- Play a chain game with eight students with the places of Little Bridge they have learned in previous lessons (TG p. 24, Starter).

- Decide which of three responses best fits the question. Choices can be heard or read and are related to the language they have met in this unit (Littlebridge.com Level 1, Unit 2 Activity 7).

- Show awareness of the progress made on Littlebridge.com Level 1, Unit 2.


- Know information about pubs like the White Horse in Little Bridge (TG p. 26, The hotel or pub).

- Know information about gardens and parks in Britain (TG p. 25, Gardens and parks).



- Play Kim’s game. Students have to name places and identify the picture missing (Littlebridge.com Level 1, Unit 2 Extras).

- After practicing conversations, act them out in front of the class (TG p. 25, Pairwork).

- Listen to the song again at the end of the lesson to reinforce it (AB p. 14, Song track 16).


- Play a game with flashcards. Display flashcards around the classroom and name a place. Students have to move to the place in the class where that flashcard is displayed (TG p. 22, Class game, Flashcards 11-21).



- Play a game in which they have to find pairs of places and indicate their name (Copymaster 4).

- Play a guessing game with the cards (Copymaster 4).

- Make a crossword and discover the hidden word (Copymaster 5).


C OBJECTIVES ASSESSMENT CRITERIA ACTIVITY

1 Identify places (Obj. 1, U. 2)

Ask and say where people are(AC. 2, U. 2)

What’s that? AB p. 9Look. Where are they? AB

p. 11Where are they? AB p. 10

1Ask and say where people

are (Obj. 2, U.2)

Identify characters of Little Bridge

(AC. 2, U. 2)

Who’s that? AB p. 3What are they saying? AB

p. 2



Listen and point, match or write places(AC. 7, U. 2)

Look, listen and point AB p. 8

Listen. Where are they? AB p. 10

Listen. Where are they? AB p. 14

2Use numbers to identify

places(Obj. 1, U. 2)

Write the names of the places(AC. 1, U. 2)

What’s that? AB p. 9

2Identify numbers from 1 to

6(Obj. 8, U. 2)

Use numbers to play a board game

(AC. 6, U. 2)Game AB p. 12-13

3

Know and interact with people when asking

talking about where they live

(Obj. 4, U. 2)

Say where they live(AC. 4, U. 2)

Where do you live? AB p. 14




(AC. 12, U. 2)


5


other people’s suggestions(Obj. 3, U. 2)

Make suggestions (AC. 3, U. 2)

Song AB p. 25

6Appreciate music as a

form of expression(Obj. 5, U. 2)

Listen to a song and sing it(AC. 5, U. 2)

Song AB p. 25

7




(AC. 14, U. 2)


8 Act with initiative and personal autonomy in the

individual and group


(AC. 11, U. 2)

Game AB p. 12-13Where do you live? AB p.

14


activities(Obj. 15, U. 2)

Copymaster 4


9



(Obj. 4, U. 2)


(AC. 4, U. 2)

Where do you live? AB p. 14

2.7 ASSESSMENT

2.7.1 ASSESSMENT CRITERIA FOR UNIT 2


1. Identify places.2. Ask and say where people are.3. Make suggestions.4. Say where they live.5. Listen and sing the songs of the unit.6. Play a board game.7. Listen for specific information.8. Identify numbers from 1 to 6.9. Recognize and pronounce words with short “o” sound correctly.10.Understand the global meaning of a story.11.Work cooperatively in group or pair activities.12.Use the information and communication technologies to reinforce

the contents worked on.13.Show respect for their partners in class activities.14. Evaluate one’s own progress in the language learning process.


2.7.2 ASSESSMENT STRATEGIES FOR UNIT 2

- Look, listen and point.

- Write places.

- Listen to a song.

- Listen and match.

- Read and write.

- Play a board game.


- Listen and write.

- Listen and repeat.

- Talk in pairs.

- Read.

- Sing a rap.

- Listen to a story.

- Do exercises on the whiteboard.

2.7.3 ASSESSMENT ACTIVITIES PROPOSED FOR UNIT 2


2.7.3.1 DIAGNOSTIC ASSESSMENT

- Answer to the phrases made by the teacher (TG p. 18, Starter – lesson 1).

- Answer the questions made by the teacher about the characters of Little Bridge (TG p. 20, Starter – lesson 2).

- Play a game with flashcards. Display flashcards around the classroom and name a place. Students have to move to the place in the class where that flashcard is displayed (TG p. 22, Class game, Flashcards 11-21 – lesson 3).

- Make a crossword and discover the hidden word (Copymaster 5 – lesson 4).

- Replace Little Bridge with the name where they live and practice the dialogue in pairs until they can do it without looking at the text (AB p. 14, Where do you live? – lesson 5).

2.7.3.2 FORMATIVE ASSESSMENT

- Listen to the names of the places and look at them (Littlebridge.com Level 1, Unit 2 Activity 1).

- Look at the pictures, listen to the names and point to the places (AB p. 8 – TG p. 18, Look, listen and point: track 10).

- Identify the picture that goes with the place you hear. Then, do it faster on a spinning cube (Littlebridge.com Level 1, Unit 2 Activity 2 and 3).


- Solve the puzzle with the correct spelling of the names of the places (Littlebridge.com Level 1, Unit 2 Activity 4).

- Play Kim’s game. Students have to name places and identify the picture missing (Littlebridge.com Level 1, Unit 2 Extras).

- Listen again to the dialogue and draw lines to join the people to the correct places (AB p. 10, Where are they? track 12).

- Choose the correct option to say where are the characters (Littlebridge.com Level 1, Unit 2 Activity 5).



- Sing the song looking at the lyrics on the whiteboard (Littlebridge.com Level 1, Unit 2 Activity 6).

- Listen to the dialogue and record their own voices (Littlebridge.com Level 1, Unit 2 Speaking).

- After listening to the dialogues, write down where each of the children is (AB p. 13, Listen: Where are they? track 14).

- Decide which of three responses best fits the question. Choices can be heard or read and are related to the language they have met in this unit (Littlebridge.com Level 1, Unit 2 Activity 7).

- Find their way to the different places in Little Bridge (Littlebridge.com Level 1, Unit 2 Activity 8).

- Listen to the story. Then, spread the flashcards corresponding to the characters and places mentioned in the story and students must pick out the appropriate flashcards as they hear the story again (AB p. 15 – TG p 28, Guess what! track 17. Flashcards 1, 2, 6, 7, 9, 10, 11, 14, 15, 16, 18 and 21.).

2.7.3.3 SUMMATIVE ASSESSMENT



UNIT 3: My family


3.1 RESOURCES












o Little Bridge 1: Unit 3 Copymasters 6, 7, 8, 9, 10, 11


o Domino puppet

o Little Bridge 1: Unit 3 Audio tracks 18, 19, 20, 21, 22, 23, 24, 25, 26, 27





3.2 METHODOLOGY

Little Bridge 1 Unit 3, My family, serves to introduce pupils to the topic of families. A Communicative language teaching approach is used throughout the method where the four skills are integrated into both teaching and learning activities. Students learn to talk about age as well as to describe their family. They practice conversation gambits using the verbs have got and the possessive ‘s. Concepts such as numbers and members of the family are revised to stimulate previous knowledge. Class / on-line activities should be used to serve as a diagnostic assessment tools for teachers where they can observe students and determine their strengths and weaknesses in order to guide them towards specific formative reinforcement and extension activities where knowledge can be built.



1. Ask and talk about age.2. Identify numbers from 1 to 12.3. Ask about brothers and sisters.4. Listen and sing the songs of the unit.5. Read and appreciate a poem.6. Talk about families.7. Listen for specific information.8. Recognize and pronounce words with short “a” sound correctly.9. Understand the global meaning of a story.10.Work cooperatively in group or pair activities.11.Make use of the information and communication technologies to



3.4 CONTENTS


- Listen to the numbers pronounced by a native speaker (AB p. 16, Let’s count, track 18).


- Play different games to practise numbers 1 to 12 (TG p. 30, Let’s count).

- Select a number to hear its name. Then, identify the numbers said by the teacher and check their answer listening to the number they have chosen (Littlebridge.com Level 1, Unit 3 Activity 1).

- Listen to the countdown and check their answers (AB p. 16, Countdown, track 19).

- Listen to the recording and write the age of each child in the squares (AB p. 17, How old are they? track 20).

- Listen and sing the Happy Birthday song (AB p. 17, Sing the Happy Birthday song!).

- Practice the question How old are you? in pairs (TG p. 33, Pairwork).

- Identify the written form of the answer they hear (Littlebridge.com Level 1, Unit 3 Activity 4).

- Listen to the recording and repeat the sentences (AB p. 18, Have you got any brothers and sisters? track 21, flashcards 1, 2, 6, 22).

- Listen to the recording and fill in the table to show how many brothers and sisters they have (AB p. 19, Brothers and sisters, track 22).

- Play ready, steady, go! to ask about how many brothers and sisters they have (TG p. 35, Ready, steady go!).

- Look at the pictures and describe the families (AB p. 20, Four families).

- Listen to the people and decide who is speaking (AB p. 21, Who’s speaking? track 24).

- Take turns to ask each other questions about any of the people on page 20 (AB p. 21, Pairwork).

- Listen to the song and sing it (AB p. 22, Song, track 25).

- Listen to the recording and repeat the words (AB p. 22, Listen and repeat, track 26).

- Listen to the story and follow the pictures. Then, comment it and answer the questions of the teacher (AB p. 23, Mr. Miller’s garden, track 27).

- Listen to a dialogue and use their knowledge of Little Bridge to navigate round it in order to find where various people live in (Littlebridge.com Level 1, Unit 3 Activity 8).



- Play games to practice number recognition (Littlebridge.com Level 1, Unit 3 Activities 2 and 3).

- Complete the numbers by filling in the missing letters (AB p. 16, Countdown).

- Look at the pictures and read the speech bubbles. Then, practice the conversation (AB p. 17, How are you?).

- Look at the pictures and follow the text in their books (AB p. 18, Have you got any brothers and sisters?).

- Place the name labels and check their answers by looking at the animations (Littlebridge.com Level 1, Unit 3 Activity 5).

- Read the sentences and match them to the person who would say that (AB p. 21, Who says that?).

- Work in pairs and prepare their answers to the questions. Then, invent questions about Matthew (AB p. 21, Can you answer the questions?).

- Look at the pictures and decide if the statements are true or false (Littlebridge.com Level 1, Unit 3 Activity 6).

- Read the written examples of the possessive‘s and complete the seven sentences in the book (AB p. 22, Remember!).




- Asking someone’s age: o How old are you?

I’m …o How old is …?

He’s/She’s …- Asking about brothers and sisters:

o Have you got any brothers and sisters? I’ve got a brother/sister No, I haven’t got any brothers and sisters.

o Has he/she got any brothers and sisters?- Verb to have got:

o He’s got, she’s got …o We’ve got, they’ve got…o Have they got …?

- The possessive ‘s:


VOCABULARY

- Numbers: twelve, eleven, ten, nine, eight, seven, six, five, four, three, two, one blast off!

- Birthdays: dear, today, Happy Birthday! Smile, Cheese- Family: family, mum, dad, grandpa, grandma, baby, brother, sister, boy,

girl, child, children- Little Bridge families: the Williams, the Kumars, the Woods, the Nelsons- Other words: plus, big, world, garden, rabbits, carrots, eat, school, next,

scarecrow, why, near- Phrases: I think so, clap his hands,

PHONOLOGY

- Pronunciation of numbers from 1 to 12.- Pronunciation of words with “a” sound: name, game, James,

place, David, station, they, wait, eight.

LANGUAGE USE

- Learn and review numbers from 1 to 12 (AB p. 16, Let’s count, track 18).

- Learn the Happy Birthday song! and sing it every time it is someone’s birthday (PB p. 32, Sing the Happy Birthday song!).

- Learn the word plus using the mathematical sign +.

- Revise and learn throughout the flashcards the members of the family.

- Read and learn the forms of the verb to have got (AB p. 21, Remember!).

- Identify and be introduced to the‘s for possessives through the flashcards (TG p. 38, Flashcards 1, 4, 6, 26, 27 and 28).


- Play the circle game reviewing the questions from previous units about their personal information (TG p. 30, Starter).

- Stand up when the teacher says the number they have (TG p. 32, Starter).

- Do simple mental Maths with the class to review numbers from 1 to 12(TG p. 34, Starter).

- Play a memory game about numbers (Littlebridge.com Level 1, Unit 3 Extras, Kim’s game).

- Listen to a series of first person statements and decide who is speaking (Littlebridge.com Level 1, Unit 3 Activity 7).


- Answer the questions of the teacher about the flashcards shown (TG p. 40, Starter).



- Learn about birthdays in Britain (TG p. 33, Birthdays).

- Read the poem and listen to it at the same time. Learn about the tradition of saying Cheese when being photographed (AB p. 19, Poem, track 23).



- Write the numbers from ten to zero on the board and chant the countdown without looking at their books (TG p. 31, Countdown, track 19).

- Draw a picture of the people in their family or bring in a photo of them. Then, label their relatives using the language they have learned and present their families to the class (TG p. 35, Follow-up).


- Learn the poem by heart (AB p. 19, Poem).

- Sing the song again and try to memorise the words (Track 25).


- Play Bingo with numbers from 1 to 12 (Copymaster 6).

- Complete the puzzle with the numbers they have learned in class (Copymaster 7).

- Copy the appropriate text into the speech bubbles (Copymaster 8).

- Complete the table with the information they have about the characters of Little Bridge (Copymaster 9).

- Work out which sentence belongs in which speech bubble (Copymaster 10).

- Complete the eight sentences with the possessive‘s (Copymaster 11).


C OBJECTIVES ASSESSMENT CRITERIA ACTIVITY1 Listen for specific Listen and match or write the Brothers and sisters AB p.



information(AC. 7, U. 3)

19How old are they? AB p.

17Listen. Who’s speaking?

AB p. 21

2Identify numbers from 1 to

12(Obj. 2, U. 3)

Recognize and write numbers(AC. 2, U. 3)

Let’s count! AB p. 16Countdown, AB p. 16

3

Know and interact with people when asking about

age(Obj. 1, U. 3)

Ask and talk about age(AC. 1, U. 3)

How old are you? AB p. 17Pairwork, TG p. 33




(AC. 11, U. 3)


5

Show a respectful and tolerant attitude towards other people’s families

(Obj.6, U. 3)

Talk about families (AC. 6, U. 3)

Have you got any brothers and sisters? AB

p. 18Ready, steady, go! AB p.

19Four families, AB p. 20

Can you answer the questions? AB p. 21Who’s who? AB p. 22

6Appreciate music as means of expression

(Obj. 4, U. 3)


Song AB p. 22Sing the Happy Birthday

song! AB p. 17

6Appreciate a poem as means of expression

(Obj. 5, U. 3)

Read a poem and comment it(AC. 5, U. 3)

Poem, AB p. 19

7




(AC. 13, U. 3)


8



(Obj. 14, U. 3)


(AC. 14, U. 3)

Pairwork, TG p. 33Pairwork, AB p. 21


9



(Obj. 3, U. 3)


(AC. 3, U. 3)TG p. 35, Follow-up

3.7 ASSESSMENT




1. Ask and talk about age.2. Identify numbers from 1 to 12.3. Ask about brothers and sisters.4. Listen and sing the songs of the unit.5. Read and appreciate a poem.6. Talk about families.7. Listen for specific information.8. Recognize and pronounce words with short “a” sound correctly.9. Understand the global meaning of a story.10.Work cooperatively in group or pair activities.11.Use the information and communication technologies to reinforce the

contents worked on.12.Show respect for their partners in class activities.13. Evaluate one’s own progress in the language learning process.



- Read numbers

- Write numbers

- Listen to numbers

- Read speech bubbles

- Practice conversations

- Listen and write

- Sing a song

- Complete a table

- Read and listen to a poem

- Comment about families

- Match sentences

- Answer questions

- Talk in pairs

- Complete sentences


- Listen to a song

- Listen and repeat

- Listen to a story





- Play the circle game reviewing the questions from previous units about their personal information (TG p. 30, Starter – lesson 1).

- Stand up when the teacher says the number they have (TG p. 32, Starter – lesson 2).

- Do simple mental Maths with the class to review numbers from 1 to 12(TG p. 34, Starter – lesson 3).

- Play a memory game about numbers (Littlebridge.com Level 1, Unit 3 Extras, Kim’s game – lesson 4).

- Listen to a series of first person statements and decide who is speaking (Littlebridge.com Level 1, Unit 3 Activity 7 – lesson 5).

- Answer the questions of the teacher about the flashcards shown (TG p. 40, Starter – lesson 6).


- Select a number to hear its name. Then, identify the numbers said by the teacher and check their answer listening to the number they have chosen (Littlebridge.com Level 1, Unit 3 Activity 1).

- Complete the puzzle with the numbers they have learned in class (Copymaster 7).

- Play games to practice number recognition (Littlebridge.com Level 1, Unit 3 Activities 2 and 3).

- - Listen to the recording and write the age of each child in the squares (AB p. 17, How old are they? track 20).

- Identify the written form of the answer they hear (Littlebridge.com Level 1, Unit 3 Activity 4).


- Listen to the recording and fill in the table to show how many brothers and sisters they have (AB p. 19, Brothers and sisters, track 22).

- Place the name labels and check their answers by looking at the animations (Littlebridge.com Level 1, Unit 3 Activity 5).

- Work in pairs and prepare their answers to the questions. Then, invent questions about Matthew (AB p. 21, Can you answer the questions?).

- Play a memory game about numbers (Littlebridge.com Level 1, Unit 3 Extras, Kim’s game).


- Look at the pictures and decide if the statements are true or false (Littlebridge.com Level 1, Unit 3 Activity 6).

- Listen to the recording and repeat the words (AB p. 22, Listen and repeat, track 26).

- Listen to a series of first person statements and decide who is speaking (Littlebridge.com Level 1, Unit 3 Activity 7).

- Listen to a dialogue and use their knowledge of Little Bridge to navigate round it in order to find where various people live in (Littlebridge.com Level 1, Unit 3 Activity 8).



UNIT 4: At school

Suggested time: 3 weeks, 2nd trimester


4.1 RESOURCES















o Domino puppet

o Little Bridge 1: Unit 4 Audio tracks 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 28, 39


o Assessment Test 1: Copymasters 14-18

o Assessment record Little Bridge: Unit 4

4.2 METHODOLOGY

Little Bridge 1 Unit 4, At school, serves to introduce pupils to the school environment. A Communicative language teaching approach is used throughout the method where the four skills are integrated into both teaching and learning activities. Students learn the days of the week, colours, the letters of the alphabet and school things. They practice conversation gambits asking about what day is it, what colours things are as well as they understand and learn classroom instructions. Concepts such as numbers are revised to stimulate previous knowledge. Class / on-line activities should be used to serve as a diagnostic assessment tools for teachers where they can observe students and determine their strengths




and weaknesses in order to guide them towards specific formative reinforcement and extension activities where knowledge can be built.



1. Identify the days of the week.2. Ask and say what day is it.3. Know and pronounce the letters of the alphabet.4. Recognize school things.5. Understand classroom instructions.6. Identify colours.7. Ask and indicate what colour things are.8. Talk about quantities of things.9. Play a board game.10.Listen and sing a song.11.Read and appreciate a poem.12.Listen for specific information.13.Recognize and pronounce words with “ow” sound correctly.14.Understand the global meaning of a story.15.Work cooperatively in group or pair activities.16.Make use of the information and communication technologies to



4.4 CONTENTS


- Look and practice the days of the week (AB p. 24, The days of the week).

- Look at the picture and practice repeating the question (AB p. 24, What day is it?).

- Play games to get to know the alphabet (TG p. 43, The letters of the alphabet).

- Spell the letters of the word Wednesday written in their books (AB p. 24, The letters of the alphabet).


- Listen to the recording and write the letters as they hear them to create words they have met before. Then, practice the spelling of words in pairs (AB p. 24, Listen and write down the words, track 30).

- Listen to the classroom instructions said by the teacher and repeat the actions (TG p. 44, Classroom instructions).

- Practice the classroom instructions (Littlebridge.com Level 1, Unit 4 Activity 2).

- Play a game in which Domino has to say what students have or don’t have to do (TG p. 44, Domino says! track 31).

- Learn the colours through flashcards (TG p. 46, Introduce the colours, flashcards 29-39).

- Repeat and practice the colours (Littlebridge.com Level 1, Unit 4 Activity 3).

- Look at the written forms of the colour words and point objects depending on the colour (AB p. 25, Colours, track 32).

- Play a board game to practice and review the vocabulary of colours (AB p. 26, Game, track 33).

- Listen to a colour word and click on the car of that colour as it passes (Littlebridge.com Level 1, Unit 4 Activity 4).

- Learn the school things and give the right object to the teacher. Listen to the words and check pronunciation (TG p. 48, School things, flashcards 40-48, track 34).

- Practice the vocabulary of school things playing a repeating game (TG p. 49, Game).

- Listen to the objects by clicking on it and, then, identify the objects as they hear its name (Littlebridge.com Level 1, Unit 4 Activity 6).

- Find the things Lizzie is looking for in her bedroom as she asks questions (Littlebridge.com Level 1, Unit 4 Activity 7).

- Answer to the questions of the teacher to revise objects and colours. Then, look at the pictures and point to the right thing (AB p. 28, Find and point, flashcards 40-48).

- Play a game and ask questions in pairs to work out which person their partner is pretending to be (AB p. 29, Game, track 35).


- Listen and repeat the words (AB p. 30, Listen and repeat, track 38).

- Listen to the story and follow the pictures at the same time. Then, answer to the questions made by the teacher and comment it (AB p. 31, Geeta goes home, track 39).


- Put the days of the week in the correct order (Littlebridge.com Level 1, Unit 4 Activity 1).

- Look at the letters of the alphabet and repeat it with the teacher (AB p. 24, The letters of the alphabet, track 29).

- Read the instructions and write each of them under the correct picture (AB p. 25, Copy the right instruction).

- Play a spelling game (Littlebridge.com Level 1, Unit 4 Extras, Spelling game).

- Count how many pencil cases, books, etc., are there in the picture (AB p. 27, How many are there?).

- Read the questions and answer them looking at the picture (AB p. 28, What colour are they?).

- Read the questions and give the answer as quickly as they can (Littlebridge.com Level 1, Unit 4 Activity 8).

- Read the song and check its meaning. Then, listen to it and sing it (AB p. 30, Song, track 37).

- Read the challenge and comment it (AB p. 30, Shhh!).




- Identify days:o What day is it?

It’s Monday, Tuesday, etc.- Ask for spelling:

o How do you spell …?- Imperatives: Open your books. Stand up. Put your things away. Be

quiet. Sit down.- Ask for quantities:

o How many … are there? There are …

o How many … have you got?


- Indicate colours: o Colour + object: a red pencil, a blue booko What colour is …?

VOCABULARY

- Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

- Colours: black, White, red, yellow, green, blue, pink, purple, grey, orange, brown, etc.

- School things: bag, pencil case, book, pen, pencil, rubber, ruler, felt tip, exercise book, etc.

- Other words: weekend, cool, up, down, something, everyone, fun, same, near, hole

- Verbs: put … away, picks up- Phrases: What else?; Please, Miss!; I can’t find my pen; I don’t understand;

What does this mean?; I’ve finished; time for school; lessons have begun; good morning; shhh! Silent; on the ground.

PHONOLOGY

- Pronunciation of school things: bag, pencil case, book, pen, pencil, rubber, ruler, felt tip, exercise book.

- Pronunciation of words with the “ow” sound: how, now, down, town, brown, house, around.

LANGUAGE USE

- Learn the days of the week and notice that are always written with a capital letter: Sunday, Monday, Tuesday, etc. (AB p. 24, The days of the week).

- Understand the colour coding of the book to learn the pronunciation of the letters of the alphabet (AB p. 24, The letters of the alphabet, track 29).

- Be introduced to colours throughout flashcards (TG p. 46, Introduce the colours).

- Learn the meaning of the word something (AB p. 25, Colours).

- Identify the difference between the articles a or an before a noun (AB p. 27, School things, track 34).

- Read the remember section and learn about the formation of plurals (AB p. 27, Remember!).


- Sing together the song We are one big family from unit 3 (TG p. 42, Starter).


- Recognize the letters of the alphabet and practice saying them. Identify and understand the colour coding (AB p. 24, The letters of the alphabet, track 29).

- Say the days of the week in turns (TG p. 44, Starter).

- Play letter bingo (Copymaster 6).

- Practice numbers and letters through a game making actions (TG p. 48, Starter).

- Practice the names of colours selecting the right colour to fill in each of the stepping stones across the river (Littlebridge.com Level 1, Unit 4 Activity 5).

- Play a game to review colours (Littlebridge.com Level 1, Unit 4 Extras, Kim’s Game).



- Learn about British primary schools (TG p. 45, British primary schools).

- Read the poem while they listen to it and comment it (AB p. 24, Poem, track 28).

- Listen to the recording and identify what each person says in their books. Then, try to guess what the speech bubbles mean (AB p. 29, Please, Miss! track 36).

- Learn that the last letter of the alphabet is called differently in British English and in American English (TG p. 43, The letters of the alphabet).



- Write up the name of the day in English every day on the board (TG p. 42, The days of the week).

- Test their memory asking if they can remember all the things that Geeta lost (TG p. 53, Geeta goes home, track 39).


- Learn the poem by heart (AB p. 24, Poem, track 28).


- Play letter bingo (Copymaster 6).


- Colour the picture following the key where each number represents a colour (Copymaster 12).

- Count the objects in the picture and draw in what’s missing. Then, work out six anagrams (Copymaster 13).





Listen and obey instructions(AC. 5, U. 4)

Domino says! AB p. 25

2Use numbers to number

quantities(Obj. 8, U. 4)

Talk about quantities of things (AC. 8, U. 4)

How many are there? AB p. 27

3

Know and interact with people when asking and

saying what day is it(Obj. 2, U. 4)

Identify the days of the week asking and saying what day is

it(AC. 1, U. 4)

The days of the week, AB p. 24

What day is it? AB p. 24

3

Know and interact with people when playing a

board game(Obj. 9, U. 4)

Play a board game(AC. 9, U. 4)

Game, AB p. 26




(AC. 16, U. 4)


5


other people’s instructions(Obj. 17, U. 4)

Understand classroom instructions (AC. 5, U. 4)

Domino says! AB p. 25Copy the right instruction

AB p. 25


(Obj. 10, U. 4)


Song AB p. 30


(Obj. 11, U. 4)


Poem, AB p. 24

7




(AC. 18, U. 4)


8



(Obj. 19, U. 4)


(AC. 19, U. 4)

Listen and write … AB p. 24

Game, AB p. 29


9

Be able to show emotion when writing and develop

awareness of feelings(Obj. 5, U. 4)

Express feelings when writing about classroom instructions

(AC. 5, U. 4)

Copy the right instruction AB p. 25


4.7 ASSESSMENT



1. Identify the days of the week.2. Ask and say what day is it.3. Know and pronounce the letters of the alphabet.4. Recognize school things.5. Understand classroom instructions.6. Identify colours.7. Ask and indicate what colour things are.8. Talk about quantities of things.9. Play a board game.10.Listen and sing a song.11.Read and appreciate a poem.12.Listen for specific information.13.Recognize and pronounce words with “ow” sound correctly.14.Understand the global meaning of a story.15.Work cooperatively in group or pair activities.16.Use the information and communication technologies to reinforce the




- Practice pronunciation

- Look and repeat

- Read a poem

- Listen and write

- Copy instructions

- Play games

- Identify colours

- Identify letters of the alphabet

- Identify days of the week


- Identify school things

- Count items

- Find and point

- Answer questions

- Listen to a song

- Sing a song

- Listen and repeat

- Listen to a story





- Look and practice the days of the week (AB p. 24, The days of the week – lesson 1).

- Say the days of the week in turns (TG p. 44, Starter – lesson 2).

- Play letter bingo (Copymaster 6 – lesson 3).

- Practice numbers and letters through a game making actions (TG p. 48, Starter – lesson 4).

- Practice the names of colours selecting the right colour to fill in each of the stepping stones across the river (Littlebridge.com Level 1, Unit 4 Activity 5 – lesson 5).

- Listen and repeat the words (AB p. 30, Listen and repeat, track 38 – lesson 6).


- Put the days of the week in the correct order (Littlebridge.com Level 1, Unit 4 Activity 1).

- Listen to the classroom instructions said by the teacher and repeat the actions (TG p. 44, Classroom instructions).

- Practice the classroom instructions (Littlebridge.com Level 1, Unit 4 Activity 2).


- Play a spelling game (Littlebridge.com Level 1, Unit 4 Extras, Spelling game).

- Repeat and practice the colours (Littlebridge.com Level 1, Unit 4 Activity 3).

- Listen to a colour word and click on the car of that colour as it passes (Littlebridge.com Level 1, Unit 4 Activity 4).

- Practice the vocabulary of school things playing a repeating game (TG p. 49, Game).

- Listen to the objects by clicking on it and, then, identify the objects as they hear its name (Littlebridge.com Level 1, Unit 4 Activity 6).

- Find the things Lizzie is looking for in her bedroom as she asks questions (Littlebridge.com Level 1, Unit 4 Activity 7).

- Read the questions and give the answer as quickly as they can (Littlebridge.com Level 1, Unit 4 Activity 8).

- Play a game to review colours (Littlebridge.com Level 1, Unit 4 Extras, Kim’s Game).



- Assessment test 1 Little Bridge 4: Units 1 – 4 (Copymasters 14 – 18).

UNIT 5: Look at me


5.1 RESOURCES













o Little Bridge 1: Unit 5 Copymasters 9, 19, 20, 21, 22, 23, 41


o Domino puppet



5.2 METHODOLOGY

Little Bridge 1 Unit 5, Look at me, serves to introduce pupils to the body parts. A Communicative language teaching approach is used throughout the method where the four skills are integrated into both teaching and learning activities. Students learn to identify and name the parts of their bodies and body actions and, also, to describe themselves or other people. They practice conversation asking and saying belongings with the pronoun whose as well as describing items using the popular game “I spy”. Concepts such as numbers or days of the week are revised to stimulate previous knowledge. Class / on-line activities should be used to serve as a diagnostic assessment tools for teachers where they can observe students and determine their strengths and weaknesses in order to guide them towards specific formative reinforcement and extension activities where knowledge can be built.






1. Describe people.2. Ask and say who something belongs to.3. Identify and name parts of the body.4. Listen to an action rap and do the actions.5. Play “I spy” game6. Read and appreciate a poem.7. Listen for specific information.8. Recognize and pronounce words with “th” spelling correctly.9. Understand the global meaning of a story.10.Work cooperatively in group or pair activities.11.Make use of the information and communication technologies to



5.4 CONTENTS


- Look at the flashcards and answer the questions of the teacher about the colour of people’s eyes (TG p. 54, Flashcards 2, 6 and 10).

- Look at the flashcards and indicate the colour of people’s hair (TG p. 55, Flashcard 8).

- Listen to the rap and do the actions mentioned in it (AB p. 33, Action rap, track 41).

- Look at the pictures and comment them (AB p. 35, Holly’s monster and Toby’s robot).

- Take turns and make statements about the drawings in pairs. Their partner has to say which drawing it applies to (AB p. 35, Take turns!).

- Look at the picture and listen to ten statements about the people in it. Then, click on the person described each time (Littlebridge.com Level 1, Unit 5 Activity 5).

- Look at the flashcards shown and repeat the names the teacher says. Then, look at the flashcard and say the name of the item that appears in it (TG p. 60, Flashcards 49-56).


- Look at the written forms of the words they have been working with the flashcards and listen to the recording. They have to point at the things as they are named (AB p. 36, Look, listen and point, track 42).

- Work in pairs. One student points at a picture and asks and his/her partner check the page and answers (AB p. 37, Ask your partner).

- Work in pairs and ask each other whether they have certain things (AB p. 37, What about you?).

- Listen to the dialogues and match up the eight belongings to the characters (Littlebridge.com Level 1, Unit 5 Activity 6).

- Spell the names of eight things from this and previous units (AB p. 37, How do you spell it?).

- Play “I spy” game in pairs (AB p. 38, I spy, track 45).

- Listen to the pronunciation of the words and repeat them (AB p. 38, Listen and repeat, track 46).

- Listen to the story as they follow the pictures and comment its ending. Then, listen to it again and say No! when they hear something wrong (AB p. 39, The snowman, track 47).

- Find people who fit various descriptions. They can hear clues that will help them find what they are looking for (Littlebridge.com Level 1, Unit 5 Activity 8).


- Look at the picture and read the sentences. Listen to the recording and answer. Then, answer the questions about the picture (AB p. 32, Who is it? Track 40).

- Colour the different parts of the clown with the right colours (Littlebridge.com Level 1, Unit 5 Activity 2).

- Decide if the statements are true or false (Littlebridge.com Level 1, Unit 5 Activity 3).

- Look at the puzzle and answer the questions (AB p. 34, Puzzle).

- Look at the picture and decide which drawing each of them refers to (AB p. 35, Right or wrong?).

- Draw a monster or a robot of their own and write a description of it in pairs or individually (TG p. 59, Pairwork).

- Answer the questions about a short animation (Littlebridge.com Level 1, Unit 5 Activity 4).


- Trace the lines from the people to the belongings to work out whose they are (AB p. 36, Whose is that?).

- Follow the instructions to put different things into the pencil case (Littlebridge.com Level 1, Unit 5 Activity 7).




- Describing people:o Verb to have got: Rose has got blue eyeso Answers:

Yes, I have No I haven’t

o What about his/her eyes/nose/mouth?- Body actions:

o Touch your …o Shake your arms / shoulderso Wiggle your toes/nose

- Asking for belongings:o Whose hair is that?

It’s David’so Whose feet are they?

They’re Holly’s

VOCABULARY

- Parts of the body: head, hair, ears, eyes, nose, mouth, arm, hand, shoulder, leg, knee, feet, toes, legs, feet, fingers, teeth

- Adjectives: blond, ginger, long, short- Pronouns: whose- Other words: skateboard, bike, kite, boat, computer, tent, guitar, teddy- Phrases: Goodness knows!; I spy with my little eye, something beginning

with …

PHONOLOGY

- Pronunciation of words with the “th” spelling: o the, they, this, that, those, there, with, brother, togethero three, Thursday, things, thirty, Matthew, mouth, teeth,

birthday, think

LANGUAGE USE


- Identify the parts of the body (AB p. 33, My body).

- Learn the difference between shake and wiggle (AB p. 33, Action rap, track 41).

- Know the meaning and use of the word whose (TG p. 58, Puzzle).

- Recognize the difference between that and those (TG p. 58, Puzzle).

- Identify the relationship between it’s and they’re when answering a question (TG p. 58, Puzzle).

- Learn the alternative answers Yes I have and No, I haven’t (TG p. 61, What about you?).


- Say the day or number that follows to the one said by the teacher (TG p. 54, Starter).

- Indicate the name of the parts of the body the teacher is touching. Then, teacher says a word and students have to touch the appropriate part of their body (TG p. 56, Starter).

- Move the part of the body that the teacher says (TG p. 58, Starter).

- Play a game in which students draw a named part of a body and pass the picture to the next person who has to add a part, and so on (TG p. 60, Starter).

- Do the Action rap again (AB p. 33, Action rap, track 40).



- Look at the parts of the body of the teacher. Then, draw the parts of the body the teacher says on the board. After that, observe the written forms of those parts in their books (AB p. 33 - TG p. 54, Starter).

- Look at the body labelled picture and test themselves naming the parts without looking to the label. Then, check their answer by looking at it (AB p. 33, My body).

- Revise the vocabulary of the parts of the body and then, identify the parts (Littlebridge.com Level 1, Unit 5 Activity 1).

- Play Domino says with the parts of the body (TG p. 57).


- Read the poem while they listen to it at the same time. Comment its meaning and repeat it (AB p. 38, Poem, track 44).



- Cut out a picture of someone from a magazine and write a sentence about the colour of their hair and their eyes (TG p. 55, Follow-up).


- Display their drawing in the classroom (TG p. 59, Pairwork).

- Collect the drawings they have done all together and show them in the class (TG p. 60, Starter).

- Mix all the flashcards together and answer the questions of the teacher (TG p. 60, Flashcards 49-56).

- Learn the rhyme of the poem by heart (AB p. 38, Poem, track 44).


- Go back to the original Little Bridge grid and complete the columns of the hair and eyes colour (Copymaster 9).

- Write the names of the parts missing in each picture (Copymaster 19).

- Complete a crossword about parts of the body. Then, colour the picture according to the instructions (Copymaster 20).

- Match pictures with words playing a pairs game (Copymaster 21).

- Draw lines to link the people to the belongings (Copymaster 22, track 43).

- Copy the appropriate words into each speech bubble (Copymaster 23).






Look, listen and point, AB p. 36

1Develop communicative

skills in English(Obj. 1, U. 5)

Describe people(AC. 1, U. 5)

Who is it? AB p. 32Right or wrong? AB p. 35

Take turns! AB p. 35

2Review numbers from

previous units(Obj. 13, U. 5)

Say numbers (AC. 13, U. 5)

Starter, TG p. 54

3 Know and interact with people when naming parts

Identify and name parts of the body

My body, AB p. 33Starters p. 56/57/58/60


of the body(Obj. 3, U. 5)

(AC. 3, U. 5)

3

Know and interact with people when playing “I

spy”(Obj. 5, U. 5)

Play “I spy”(AC. 5, U. 5)

I spy, AB p. 38




(AC. 11, U. 5)


5

Show a respectful and tolerant attitude towards other people’s belongings

(Obj. 2, U. 5)

Ask and say who something belongs to (AC. 2, U. 5)

Puzzle, AB p. 34Whose is that? AB p. 36

Ask your partner, AB p. 37What about you? AB p. 37


(Obj. 4, U. 5)

Listen to a rap and do the actions

(AC. 4, U. 5)Action rap, AB p. 33


(Obj. 6, U. 5)


Poem, AB p. 38

7




(AC. 13, U. 5)


8



(Obj. 14, U. 5)


(AC. 14, U. 5)

Ask your partner, AB p. 37What about you? AB p. 37

I spy, AB p. 38Pairwork, TG p. 59

Copymaster 21


9



Express feelings when writing about robots or monsters

(AC. 1, U. 5)Pairwork, TG p. 59

5.7 ASSESSMENT



1. Describe people.2. Ask and say who something belongs to.3. Identify and name parts of the body.4. Listen to an action rap and do the actions.5. Play “I spy” game6. Read and appreciate a poem.7. Listen for specific information.8. Recognize and pronounce words with “th” spelling correctly.


9. Understand the global meaning of a story.10.Work cooperatively in group or pair activities.11.Use the information and communication technologies to reinforce the




- Identify people by descriptions

- Write names

- Describe people

- Identify parts of the body

- Listen to an action rap

- Make actions with their body

- Answer questions

- Describe pictures

- Draw a picture

- Write a description

- Say if statements are right or wrong

- Talk in pairs

- Look, listen and point

- Match persons to belongings

- Spell words

- Listen to a poem and repeat it

- Play “I spy”

- Listen and repeat

- Listen to a story






- Say the day or number that follows to the one said by the teacher (TG p. 54, Starter – lesson 1).

- Indicate the name of the parts of the body the teacher is touching. Then, teacher says a word and students have to touch the appropriate part of their body (TG p. 56, Starter – lesson 2).

- Move the part of the body that the teacher says (TG p. 58, Starter – lesson 3).

- Play a game in which students draw a named part of a body and pass the picture to the next person who has to add a part, and so on (TG p. 60, Starter – lesson 4).

- Do the Action rap again (AB p. 33, Action rap, track 40 – lesson 5).


- Look at the picture and read the sentences. Listen to the recording and answer. Then, answer the questions about the picture (AB p. 32, Who is it? Track 40).

- Look at the body labelled picture and test themselves naming the parts without looking to the label. Then, check their answer by looking at it (AB p. 33, My body).

- Revise the vocabulary of the parts of the body and then, identify the parts (Littlebridge.com Level 1, Unit 5 Activity 1).

- Colour the different parts of the clown with the right colours (Littlebridge.com Level 1, Unit 5 Activity 2).

- Decide if the statements are true or false (Littlebridge.com Level 1, Unit 5 Activity 3).

- Answer the questions about a short animation (Littlebridge.com Level 1, Unit 5 Activity 4).

- Look at the picture and listen to ten statements about the people in it. Then, click on the person described each time (Littlebridge.com Level 1, Unit 5 Activity 5).

- Look at the flashcards shown and repeat the names the teacher says. (TG p. 60, Flashcards 49-56).


- Listen to the dialogues and match up the eight belongings to the characters (Littlebridge.com Level 1, Unit 5 Activity 6).

- Follow the instructions to put different things into the pencil case (Littlebridge.com Level 1, Unit 5 Activity 7).

- Find people who fit various descriptions. They can hear clues that will help them find what they are looking for (Littlebridge.com Level 1, Unit 5 Activity 8).



UNIT 6: Who likes pets?


6.1 RESOURCES














o Little Bridge 1: Unit 6 Copymasters 9, 24, 25, 42


o Domino puppet

o Little Bridge 1: Unit 6 Audio tracks 48, 49, 50, 51, 52, 53, 54, 55, 56, 57


6.2 METHODOLOGY

Little Bridge 1 Unit 6, Who likes pets? serves to introduce pupils to the topic of animals and pets. A Communicative language teaching approach is used throughout the method where the four skills are integrated into both teaching and learning activities. Students learn to identify and name animals as well as to describe their pets. they practice conversation asking and saying what people have got and talking about likes and dislikes. Concepts such as numbers or personal introductions are revised to stimulate previous knowledge. Class / on-line activities should be used to serve as a diagnostic assessment tools for teachers where they can observe students and determine their strengths and weaknesses in order to guide them towards specific formative reinforcement and extension activities where knowledge can be built.



1. Ask and say what people have got.2. Talk about likes and dislikes.3. Identify and name animals.4. Describe their pets.5. Listen to a song and sing it.6. Read and appreciate a poem.7. Listen for specific information.8. Recognize and pronounce words with “r” spelling correctly.9. Understand the global meaning of a story.10.Work cooperatively in group or pair activities.



11.Make use of the information and communication technologies to reinforce the contents worked on.


14. Act with initiative and personal autonomy in the individual and group activities.

6.4 CONTENTS


- Look at the flashcards shown by the teacher and repeat the names of the pets. Then, play games to learn the vocabulary (TG p. 66, Flashcards 57-63).

- Look at the pictures and point at each pet as they hear its name. Then, imitate the actions of the pet the teacher says and the rest of the class must guess which pet it is (AB p. 40, Look, listen and point, track 48).

- Identify the pet whose name they heard (Littlebridge.com Level 1, Unit 6 Activity 1).

- Listen to the recording and identify the sentences (AB p. 41, Have you got any pets? Track 49).

- Listen to the recording and draw lines to connect the people to the right pet (AB p. 41, Join up the people and the pets, track 60).

- Practice asking each other whether they have any pets (TG p. 68).

- Watch the animations and identify who is speaking (Littlebridge.com Level 1, Unit 6 Activity 4).

- Ask each other about their pets’ names and their ages (TG p. 70, Pairwork).

- Look and find the ten differences (AB p. 43, Find the ten differences!).

- Look at the flashcards and learn about likes and dislikes (TG p. 72, Flashcards 57-63).

- Listen to the recording and draw in the mouths according to the speakers’ likes and dislikes (AB p. 44, Listen, and draw in the mouth, track 52).

- Listen to a series of dialogues and identify what kind of pet the people are talking about and whether they like them or not (Littlebridge.com Level 1, Unit 6 Activity 6).


- Listen to the song and read it at the same time. Then, sing it looking at the flashcards (AB p. 46, Song, track 54, flashcards 64-67).

- Listen to the words and repeat them (AB p. 46, Listen and repeat, track 55).

- Listen to the story while they look at the pictures at the same time (AB p. 47, It’s not fair, track 56).


- Click on the right sentence (Littlebridge.com Level 1, Unit 6 Activity 2).

- Look at the written words of the vocabulary they have learned and match the words to the pictures. Then, write the words in the correct lines (AB p. 40, Write in the names).

- Type letters of the names of the pets to know their spelling (Littlebridge.com Level 1, Unit 6 Activity 3).

- Listen to the dialogues and answer the questions (AB p. 42, What are they called? Track 51).

- Put the dialogues in the right order (Littlebridge.com Level 1, Unit 6 Activity 5).

- Read the dialogues and repeat the sentences (AB p. 44, Do you like cats?).

- Write the names of the pets looking at the anagrams (AB p. 45, Write the names of the pets).

- Complete a crossword (AB p. 45, Crossword).

- Decide if five statements about people and pets are right or wrong (AB p. 45, Read these. Are they right or wrong?).

- Read the sentences and match the different ways of saying the same thing: age, personal introductions, etc. (AB p. 46, In other words).




- Verb to have got:o Have you got any pets?

Yes I/we have. No, I/we haven’t (got any pets) I’ve got a … called ….

- Questions about names:o What are they called?o What’s he called?


- Likes and dislikes:o Do you like cats?o What about fish?

Yes, I love them Yes, I do They’re OK They’re all right Not much No, I hate them

- Asking for permission:o What can we get?o Can we have a dog?

I don’t like dogs- Revision:

o Presentations: Hi, hello His name’s …., he’s called … I’m eight, I’m eight years old

VOCABULARY

- Animals: pet, dog, cat, rabbit, hamster, fish, budgie, horse, birds, frog, snake, tiger, spider

- Verbs: call, give- Other words: differences, sky, get, nice- Phrases: in a fishy way, so are the rest, the best, it’s not fair, sorry

PHONOLOGY

- Intonation of the question: Have you got any pets? raising the voice at the end of the question.

- Pronunciation of words with “r” spelling at the beginning or in the middle: Rose, ruler, rubber, rabbit, robot, Rajiv, right, rest, red, wrong, write, Harry, orange, Friday, everyone

LANGUAGE USE

- Learn the meaning and use of the word pet (AB. 41).

- Know the difference between Have you got brothers or sisters? from the previous unit and Have you got any pets? in this unit (AB p. 41).

- Learn that I love them is stronger than Yes, I do, and that I hate them is stronger than Not much (AB p. 44, Do you like cats?).



- Do the actions the teacher says to the robot or person drawn on the board (Starter, TG p. 66).

- Practice asking and answering if they have any pets (Starter, TG p. 69).

- Answer to a quiz about the pets in Little Bridge (Starter, TG p. 72).

- Answer the questions made by the Domino puppet (Starter, TG p. 77).



- Learn about pets in Britain (TG p. 68).

- Identify the animals from the close-up photos (AB p. 40, What is it?).

- Watch an animation and answer questions about how many animals there were in it (Littlebridge.com Level 1, Unit 6 Activity 7).

- Explore Little Bridge in search of various animals. They will hear clues about where to look (Littlebridge.com Level 1, Unit 6 Activity 8).

- Read the poem while they listen to it and then, repeat it line by line (AB p. 44, Poem, track 53).



- Write the differences in sentences or make notes (AB p. 43, Find the ten differences!).

- Ask questions about their likes or dislikes referring to animals and record their partner’s answers using the same faces (TG p. 73).


- Learn the rhyme of the poem by heart (AB p. 44, poem, track 53).


- Complete the unfinished pictures by drawing in the appropriate animals, following the information given in the speech bubbles (Copymaster 24).

- Return to the chart about the Little Bridge children and fill the information about pets (Copymaster 9).

- Make a spinner. Then, play to it (Copymaster 25).







Look, listen and point, AB p. 40



Talk about likes and dislikes(AC. 2, U. 6)

Do you like cats? AB p. 44Listen and draw in their

mouths, AB p. 44

2Use numbers to talk about

pets(Obj. 4, U. 6)

Describe their pets (AC. 4, U. 6)

Ready, steady, go! AB p. 42

What are they called? AB p. 42

Crossword, AB p. 45

3

Know and interact with people when asking and saying what people have

got(Obj. 1, U. 6)

Ask and say what people have got

(AC. 1, U. 6)

Have you got any pets? AB p. 41


Crossword, AB p. 45Read these, AB p. 45




(AC. 11, U. 6)


5


other people’s pets(Obj. 4, U. 6)

Describe their pets (AC. 4, U. 6)


What are they called? AB p. 42



(Obj. 5, U. 6)


Song, AB p. 46


(Obj. 6, U. 6)


Poem, AB p. 44

7




(AC. 13, U. 6)

6Personal progress record 6

8



(Obj. 14, U. 6)


(AC. 14, U. 6)



Find the ten differences, AB p. 43

Do you like cats? AB p. 44It’s not fair! AB p. 47


9

Be able to show emotion when talking and develop


Express feelings when talking about their pets

(AC. 1, U. 6)Pairwork, TG p. 70


6.7 ASSESSMENT



1. Ask and say what people have got.2. Talk about likes and dislikes.3. Identify and name animals.4. Describe their pets.5. Listen to a song and sing it.6. Read and appreciate a poem.7. Listen for specific information.8. Recognize and pronounce words with “r” spelling correctly.9. Understand the global meaning of a story.10.Work cooperatively in group or pair activities.11.Use the information and communication technologies to reinforce the




- Look, listen and point pictures

- Write names

- Guess animals by pictures

- Listen to a dialogue

- Join up people and pets

- Talk in pairs

- Write ages

- Find ten differences

- Complete a chart

- Listen to a poem

- Decipher anagrams


- Complete a crossword

- Say if sentences are right or wrong

- Listen to a song

- Sing a song

- Find pairs

- Listen and repeat words

- Listen to a story





- Do the actions the teacher says to the robot or person drawn on the board (Starter, TG p. 66 – lesson 1).

- Practice asking and answering if they have any pets (Starter, TG p. 69 – lesson 2).

- Answer to a quiz about the pets in Little Bridge (Starter, TG p. 72 – lesson 3).

- Answer the questions made by the Domino puppet (Starter, TG p. 77 – lesson 4).


- Identify the pet whose name they heard (Littlebridge.com Level 1, Unit 6 Activity 1).

- Click on the right sentence (Littlebridge.com Level 1, Unit 6 Activity 2).

- Look at the written words of the vocabulary they have learned and match the words to the pictures. Then, write the words in the correct lines (AB p. 40, Write in the names).

- Type letters of the names of the pets to know their spelling (Littlebridge.com Level 1, Unit 6 Activity 3).

- Watch the animations and identify who is speaking (Littlebridge.com Level 1, Unit 6 Activity 4).

- Look and find the ten differences (AB p. 43, Find the ten differences!).


- Put the dialogues in the right order (Littlebridge.com Level 1, Unit 6 Activity 5).

- Listen to a series of dialogues and identify what kind of pet the people are talking about and whether they like them or not (Littlebridge.com Level 1, Unit 6 Activity 6).

- Watch an animation and answer questions about how many animals there were in it (Littlebridge.com Level 1, Unit 6 Activity 7).

- Explore Little Bridge in search of various animals. They will hear clues about where to look (Littlebridge.com Level 1, Unit 6 Activity 8).



UNIT 7: What are you doing?

Suggested time: 3 weeks, 3rd trimester

7.1 RESOURCES






o Little Bridge 1 online course: Unit 7http://www.littlebridge.com










o Domino puppet



7.2 METHODOLOGY

Little Bridge 1 Unit 7, What are you doing? serves to introduce pupils to the topic of hobbies and actions. A Communicative language teaching approach is used throughout the method where the four skills are integrated into both teaching and learning activities. Students learn to identify and name actions or hobbies they or other people do. They practice conversation talking about what people are or are not doing using the present continuous tense. Concepts such as colours, numbers and belongings are revised to stimulate previous knowledge. Class / on-line activities should be used to serve as a diagnostic assessment tools for teachers where they can observe students and determine their strengths and weaknesses in order to guide them towards specific formative reinforcement and extension activities where knowledge can be built.



1. Talk about what people are or are not doing.2. Use the present continuous.3. Identify and name actions or hobbies.4. Listen to a song and sing it.5. Read and appreciate a poem.6. Listen for specific information.7. Recognize and pronounce words with “h” spelling correctly.8. Understand the global meaning of a story.9. Work cooperatively in group or pair activities.10.Make use of the information and communication technologies to

reinforce the contents worked on.





7.4 CONTENTS


- Listen to the sentences and select the picture that goes with them (Littlebridge.com Level 1, Unit 7 Activity 1).

- Look at the flashcards shown by the teacher and repeat the sentences. Then, answer to the questions (TG p. 78, Flashcards 68-77).

- Look at the pictures while they listen to sentences and repeat them (AB p. 48, Look, listen and repeat, track 57).

- Listen to the sentences again in a different order and point to the right picture as they hear it (AB p. 48, Listen and point, track 58).

- Mime the activities and the rest of the class have to guess what it is and say it in English (TG p. 79, Game).

- Ask questions to their partner to work out which person they are pretending to be (AB p. 49, Game. Who am I? track 59).


- Improvise their own dialogues using the model of the book (AB p. 50, Pairwork. Your turn).

- Listen to ten telephone conversations and identify the right combination of place and activity for each one (Littlebridge.com Level 1, Unit 7 Activity 2).

- Look at the picture and answer the questions made by the teacher about it (TG p. 82, What are they doing?).

- Formulate their own questions about other people in the picture (AB p. 51, What are they doing?).

- Watch two animations and listen to a series of simple statements. Then, identify which person each statement refers to (Littlebridge.com Level 1, Unit 7 Activity 6).

- Watch carefully and decide what goes into the pencil case (Littlebridge.com Level 1, Unit 7 Activity 7).

- Listen to the words with “h” spelling and repeat them (AB p. 54, Listen and repeat, track 63).


- Listen to the story while they follow the pictures at the same time and answer the questions made by the teacher. Work out what will happen at the end (AB p. 55, Not now, Domino, track 64).

- Explore Little Bridge to look for various people. Listen to the instructions of what they are doing and find clues about where the person is by approaching a familiar character (Littlebridge.com Level 1, Unit 7 Activity 8).


- Look at the written version of the same sentences and write in the number of the picture that goes with each one (AB p. 48, Write the correct number for each sentence).

- Read the written forms of the questions and answers they have been working with (AB p. 51, What are they doing?).

- Work individually or in pairs to write their answers to six questions (AB p. 52, Memory games).

- Read the questions and answer the questions about what they remember from the picture. Then, repeat what the teacher says (AB p. 52, Yes or No?).

- Read the questions and answer them with what they remember from the picture on page 51 (AB p. 52, Whose is it?).

- Work in pairs to do a challenge to see how many sentences can they make out of 15 words or pair of words. Write them down. The, read them aloud (AB p. 53, How many sentences can you make?).

- Copy the paragraph replacing all the pictures with words (AB p. 53, Put this into words).

- Read the sentences and join up the questions and the answers (AB p. 54, Join up the questions and the answers).

- Find people who fit various descriptions (Littlebridge.com Level 1, Unit 7 Activity 5).




- Present continuous:o Questions:

What are you doing? I’m … -ing We’re … -ing

What’s he/she doing?


He’s/She’s …-ing What are they doing?

They’re … -ingo Answer forms:

Yes, he/she is No, he/she isn’t Yes, they are No, they aren’t

o Negative forms: Dad isn’t reading the paper Mum isn’t working Lizzie isn’t listening to music

VOCABULARY

- Hobbies: reading, eating some cake, riding my bike, playing the guitar, listening to music, watching television, playing basketball, drawing a picture, making a model, flying my kite, having my tea, making a car, staying in bed, skateboarding, singing, talking, working, going for a walk

- Phrases: nothing much, fast asleep- Other words: banana, magazine

PHONOLOGY

- Pronunciation of words with “h” spelling: hello, hi, how, Holly, home, he, his, her, have, haven’t, head, hand, hair, horse, hamster, hop, house, here, who, whose

LANGUAGE USE

- Learn the structure of the present continuous I’m … -ing (AB p. 49, Game).

- Recognize the structures of the present continuous in the third person singular and plural: He’s … -ing, she’s…-ing, they’re….-ing (AB p. 51, What are they doing?).

- Learn the short answer forms of the present continuous: Yes, he is. No, he isn’t. Yes, she is. No, she isn’t. Yes, they are. No, they aren’t (AB p. 52, Yes or No?).

- Identify the difference between Who’s singing? and Whose cat it is? (AB p. 52, Whose is it?).

- Recognize that the correct pronouns in questions and answers: you – I; Toby – He; Rose – She; Rajiv and Seema – They; You two – We (AB p. 54, Join up the questions and the answers).


- Revision of colours, numbers and belongings (AB p. 52, Memory games / Whose is it?).


- Play “I spy” game based on a selection of flashcards for pets, school things, colours, places or personal belongings (Starter, TG p. 78).

- Sing a song together using the karaoke presentation on the whiteboard (Starter, TG p. 80, track 54).

- Work in pairs and find the right ending from a selection on the board to the beginning of the sentences said by the teacher. Then, check their correct answer holding up their hands and practising the counting from 1 to 8 (Starter, TG p. 82).

- Listen to different sounds and guess what the people are doing (AB p. 53, Starter. Listen. What are they doing? Track 53).

- Say which flashcards is missing. Play the same game using the whiteboard (Starter, TG p. 86 – Littlebridge.com Level 1, Unit 7 Extras, Kim’s game).



- Learn about British hobbies (TG p. 81).

- Listen to a poem while they read it at the same time. Then, repeat it and practice it in pairs, taking one role each (AB p. 54, Poem, track 62).



- Look at a picture and decide if the description they hear matches it or not using the structure He’s/She’s/They’re … -ing (Littlebridge.com Level 1, Unit 7 Activity 3).

- Select the appropriate words from a menu in order to describe a series of pictures and answer a question (Littlebridge.com Level 1, Unit 7 Activity 4).


- Perform a dialogue to the rest of the class (Copymaster 26, TG p. 81).

- Act out the story taking the roles of the characters (TG p. 87, Not now, Domino).



- Cut out the twenty cards and sort them into pairs (Copymaster 26).

- Replace the words using their own information. Look at the flashcards to remind their possibilities (Copymaster 26, flashcards 68-77).

- Cut out the separate cards and join them up to form whole sentences from the story. Then, put them in the right sequence to go with the story (Copymaster 27).





Listen and point or repeat(AC. 6, U. 7)

Look, listen and repeat, AB p. 48

Listen and point, AB p. 48



Talk about what people are or are not doing

(AC. 1, U. 7)

Who am I? AB p. 49Your turn! AB p. 50

Ask each other questions about the picture, AB p.

51Yes or No? AB p. 52

2

Use numbers to order sentences using the present continuous

(Obj. 2, U. 7)

Use the present continuous (AC. 2, U. 7)

Write the correct number for each sentence, AB p.

48Starter, TG p. 82

3

Know and interact with people when talking about what people are or are not

doing (Obj. 1, U. 7)

Ask and say what people are or are not doing

(AC. 1, U. 7)

Listen and point, AB p. 48Game, AB p. 49

Your turn! AB p. 50What are they doing? AB

p. 51How many sentences can

you make? AB p. 53




(AC. 10, U. 7)


5

Show a respectful and tolerant attitude towards other people’s actions or

hobbies(Obj. 3, U. 7)

Identify and name actions or hobbies

(AC. 3, U. 7)

Who am I? AB p. 49Your turn! AB p. 50


(Obj. 4, U. 7)


Song, AB p. 50


(Obj. 5, U. 7)


Poem, AB p. 54

7




(AC. 12, U. 7)


8



(Obj. 13, U. 7)


(AC. 13, U. 7)

Memory games, AB p. 52How many sentences can

you make? AB p. 53Starter, TG p. 82Poem, AB p. 54



9



Express feelings when writing about hobbies using the

present continuous(AC. 2, U. 7)

How many sentences can your make? AB p. 53

Put this into words, AB p. 53

7.7 ASSESSMENT



1. Talk about what people are or are not doing.2. Use the present continuous.3. Identify and name actions or hobbies.4. Listen to a song and sing it.5. Read and appreciate a poem.6. Listen for specific information.7. Recognize and pronounce words with “h” spelling correctly.8. Understand the global meaning of a story.9. Work cooperatively in group or pair activities.10.Use the information and communication technologies to reinforce the




- Look, listen and repeat

- Listen and point pictures

- Write numbers for each sentence

- Talk in pairs

- Listen to a song

- Sing a song

- Describe a picture


- Answer questions

- Identify belongings

- Create sentences

- Turn pictures into words

- Read a poem

- Join up questions and answers

- Listen and repeat

- Listen to a story





- Play “I spy” game based on a selection of flashcards for pets, school things, colours, places or personal belongings (Starter, TG p. 78 – lesson 1).

- Sing a song together using the karaoke presentation on the whiteboard (Starter, TG p. 80, track 54 – lesson 2).

- Work in pairs and find the right ending from a selection on the board to the beginning of the sentences said by the teacher (Starter, TG p. 82 – lesson 3).

- Listen to different sounds and guess what the people are doing (AB p. 53, Starter. Listen. What are they doing? Track 53 – lesson 4).

- Say which flashcards is missing. Play the same game using the whiteboard (Starter, TG p. 86 – Littlebridge.com Level 1, Unit 7 Extras, Kim’s game – lesson 5).


- Listen to the sentences and select the picture that goes with them (Littlebridge.com Level 1, Unit 7 Activity 1).

- Mime the activities and the rest of the class have to guess what it is and say it in English (TG p. 79, Game).

- Improvise their own dialogues using the model of the book (AB p. 50, Pairwork. Your turn).

- Listen to ten telephone conversations and identify the right combination of place and activity for each one (Littlebridge.com Level 1, Unit 7 Activity 2).


- Look at a picture and decide if the description they hear matches it or not using the structure He’s/She’s/They’re … -ing (Littlebridge.com Level 1, Unit 7 Activity 3).

- Select the appropriate words from a menu in order to describe a series of pictures and answer a question (Littlebridge.com Level 1, Unit 7 Activity 4).

- Work in pairs to do a challenge to see how many sentences can they make out of 15 words or pair of words. Write them down. Then, read them aloud (AB p. 53, How many sentences can you make?).

- Find people who fit various descriptions (Littlebridge.com Level 1, Unit 7 Activity 5).

- Watch two animations and listen to a series of simple statements. Then, identify which person each statement refers to (Littlebridge.com Level 1, Unit 7 Activity 6).

- Watch carefully and decide what goes into the pencil case (Littlebridge.com Level 1, Unit 7 Activity 7).

- Explore Little Bridge to look for various people. Listen to the instructions of what they are doing and find clues about where the person is by approaching a familiar character (Littlebridge.com Level 1, Unit 7 Activity 8).



UNIT 8: I can speak English

Suggested time: 3 weeks, 3rd trimester

8.1 RECURSOS













o Little Bridge 1: Unit 8 Copymasters 28, 29, 30, 31,


o Domino puppet

o Little Bridge 1: Unit 8 Audio tracks 65, 66, 67, 68, 69


o Assessment test 2 (Copymasters 32 – 36)

o Assessment record Little Bridge: Unit 8

8.2 METHODOLOGY

Little Bridge 1 Unit 8, I can speak English, serves as a revision unit and it reworks language introduced and practised in the preceding units. A Communicative language teaching approach is used throughout the method where the four skills are integrated into both teaching and learning activities. Students review the vocabulary learned in previous unit and demonstrate their knowledge doing a general quiz or activities related with the whole book. They practice conversation talking about themselves and learn how to ask and say where someone is going, reviewing the present continuous tense. Class / on-line activities should be used to serve as a diagnostic assessment tools for teachers where they can observe students and determine their strengths and weaknesses in order to guide them towards specific formative reinforcement and extension activities where knowledge can be built.






1. Ask and say where someone is going.2. Recognize and use the present continuous tense.3. Use the vocabulary learned in previous units.4. Listen to a song and sing it.5. Read and appreciate a poem.6. Listen for specific information.7. Recognize and pronounce words with “sh” spelling correctly.8. Understand the global meaning of a story.9. Work cooperatively in group or pair activities.10.Make use of the information and communication technologies to



8.4 CONTENIDOS


- Guess what is inside a series of wrapped up presents (Littlebridge.com Level 1, Unit 8 Activity 1).

- Listen to the descriptions of what people are doing on different days and match the day to the picture (Littlebridge.com Level 1, Unit 8 Activity 2).

- Listen to the dialogues and say where the people are going (AB p. 57, Where are they going? Track 65).

- Select the picture that goes with the sentence they hear (Littlebridge.com Level 1 Unit 8 Activity 4).

- Work in pairs or teams to do the big Little Bridge quiz (AB p. 60, The big Little Bridge quiz!).

- Watch an animation of the Little Bridge children and answer the questions (Littlebridge.com Level 1, Unit 8 Activity 5, flashcard 80).

- Listen to the song and sing it doing simple gestures (AB p. 61, Song, track 67).

- Listen to the words and repeat them paying attention to pronunciation (AB p. 61, Listen and repeat, track 68).


- Recognize vocabulary and categorize it according to its category (Littlebridge.com Level 1, Unit 8 Activity 6).

- Decide on the basis of illustrations which places different people are going to (Littlebridge.com Level 1, Unit 8 Activity 7).

- Try to find Domino (Littlebridge.com Level 1, Unit 8 Activity 8).

- Listen to the story and follow the pictures (AB p. 62, Castle Domino, track 69).


- Select the right answer to each question (Littlebridge.com Level 1, Unit 8 Activity 3).

- Work out where they think people are going (AB p. 57, Where do you think they’re going? Flashcards 78, 79).

- Find four days of the week, four kinds of pets and four numbers between one and twelve in the wordsearch (AB p. 58, Wordsearch).

- Find the odd one out word (AB p. 58, Find the odd one out).

- Answer if the statements are right or wrong. If they are wrong, provide the correct version (AB p. 58, Right or wrong?).

- Colour in each of the labelled splashes and write the word of the resulting colour (AB p. 58, What do you know about colours?).




- Revision:o Present continuous:

Question forms Where are they going? Kate’s going to the … They’re going to the …

- Mixing colours:o Red and blue make purpleo Blue and yellow make green

VOCABULARY

- Holidays: the sea, the beach, sun, ball, digging, idea, sandcastle, flag- Revision:

o Places


o Petso School thingso Dayso Colourso Numbers

- Other words: climbing a tree, everybody, - Phrases: no matter where, I’m coming, having fun, never mind

PHONOLOGY

- Pronunciation of words with “sh” spelling: she, shop, show, shoulders, shhh!, fish, finish, English, station, action

LANGUAGE USE

- Learn the new words the beach or the sea and practice them looking at the flashcards (TG p. 91, flashcards 78-79).


- Answer the questions about themselves putting their hands up (AB p. 56, Starter, Hands up!).

- Play the game using the present continuous and review previous vocabulary (AB p. 56, Alphabet game).

- Play a game to invent sentences using the present continuous (AB p. 90, Starter).

- Sing the song of the previous unit (TG p. 92, Song, track 37).

- Find words beginning with the letters of the alphabet written on the board (TG p. 94, Starter).


- Read the poem while they listen to it at the same time and comment it (AB p. 59, Poem, track 65).



- Take the roles of the characters of the story and act them out (AB p. 62, Castle Domino, track 69).


- Learn part or all the poem by heart (AB p. 59, Poem, track 66).



- Follow the lines to find out who is going where. Write sentences (Copymaster 28).

- Cut out the pictures and combine them to illustrate the sentences given (Copymaster 29).

- Work in pairs to cut out the word cards and divide them into groups. Then, play a game and select words that belong to the same category (Copymaster 30).

- Complete a crossword (Copymaster 31).





Listen and point or repeat(AC. 6, U. 8)

Listen. What are they going? AB p. 57

Listen and repeat, AB p. 61



Talk about what people are or are not doing

(AC. 1, U. 8)

Where do you think they’re going? AB p. 57

2Review numbers from 1 to

12 (Obj. 3, U. 8)

Find numbers in the wordsearch

(AC. 3, U.8)Wordsearch, AB p. 58

3

Know and interact with people when using the vocabulary learned in

previous units(Obj. 3 U. 8)

Use the vocabulary learned in previous units

(AC. 3, U. 8)

Hands up! AB p. 56Alphabet game, AB p. 56The big Little Bridge quiz!

AB p. 60




(AC. 10, U. 8)


5

Show a respectful and tolerant attitude towards other people’s answers

(Obj. 3, U. 8)

Revise the vocabulary learned in previous units

(AC. 3, U. 8)

The big Little Bridge quiz! AB p. 60


(Obj. 4, U. 8)


Song, AB p. 61


(Obj. 5, U. 8)


Poem, AB p. 59

7




(AC. 12, U. 8)


8



(Obj. 13, U. 8)


(AC. 13, U. 8)

The big Little Bridge quiz! AB p. 60

Where do you think they’re going? AB p. 57



9



(Obj. 3, U. 8)

Express feelings when speaking about personal

information(AC. 3, U. 8)

Hands up! AB p. 56

8.7 ASSESSMENT



1. Ask and say where someone is going.2. Recognize and use the present continuous tense.3. Use the vocabulary learned in previous units.4. Listen to a song and sing it.5. Read and appreciate a poem.6. Listen for specific information.7. Recognize and pronounce words with “sh” spelling correctly.8. Understand the global meaning of a story.9. Work cooperatively in group or pair activities.10.Use the information and communication technologies to reinforce the




- Answer questions

- Play an alphabet game

- Listen for specific information

- Talk in pairs

- Do a wordsearch

- Find the odd one out

- Say if sentences are right or wrong

- Mix colours


- Read a poem

- Do a quiz

- Listen to a song

- Sing a song

- Listen and repeat

- Listen to a story





- Answer the questions about themselves putting their hands up (AB p. 56, Starter, Hands up! – lesson 1).

- Play a game to invent sentences using the present continuous (AB p. 90, Starter – lesson 2).

- Sing the song of the previous unit (TG p. 92, Song, track 37 – lesson 3).

- Find words beginning with the letters of the alphabet written on the board (TG p. 94, Starter – lesson 4).


- Guess what is inside a series of wrapped up presents (Littlebridge.com Level 1, Unit 8 Activity 1).

- Listen to the descriptions of what people are doing on different days and match the day to the picture (Littlebridge.com Level 1, Unit 8 Activity 2).

- Select the right answer to each question (Littlebridge.com Level 1, Unit 8 Activity 3).

- Listen to the dialogues and say where the people are going (AB p. 57, Where are they going? Track 65).

- Find four days of the week, four kinds of pets and four numbers between one and twelve in the wordsearch (AB p. 58, Wordsearch).

- Select the picture that goes with the sentence they hear (Littlebridge.com Level 1 Unit 8 Activity 4).

- Work in pairs or teams to do the big Little Bridge quiz (AB p. 60, The big Little Bridge quiz!).


- Watch an animation of the Little Bridge children and answer the questions (Littlebridge.com Level 1, Unit 8 Activity 5, flashcard 80).

- Recognize vocabulary and categorize it according to its category (Littlebridge.com Level 1, Unit 8 Activity 6).

- Decide on the basis of illustrations which places different people are going to (Littlebridge.com Level 1, Unit 8 Activity 7).

- Try to find Domino (Littlebridge.com Level 1, Unit 8 Activity 8).



- Assessment Test 2 (Copymasters 32 – 36).

Little Bridge 1 Programa

Documents

Transcript of Little Bridge 1 Programa