Programación Galaxy 3-4 3º-4º Prim. English Destacado… · Web viewLook for words in a word...

GALAXY 3-4

AREA OF FOREIGN LANGUAGES

ENGLISH

SECOND CYCLE

COMPULSORY PRIMARY EDUCATION

TABLE OF CONTENTS

Galaxy 3-4 – Oxford University Press 2

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT..................3OBJECTIVES............................................................................................................................................10CONTENTS...............................................................................................................................................12ASSESSMENT CRITERIA......................................................................................................................14KEY COMPETENCES.............................................................................................................................16TREATMENT OF DIVERSITY..............................................................................................................24PROGRAMME OF UNITS: 3RD YEAR - COMPULSORY PRIMARY EDUCATION..................25PROGRAMME OF UNITS: 4TH YEAR - COMPULSORY PRIMARY EDUCATION..................53CLASSROOM PROGRAMME - NEW GALAXY 3: YEAR 2010/2011*........................................80CLASSROOM PROGRAMME - NEW GALAXY 4: YEAR 2010/2011*......................................106

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

2nd cycle primary

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1

2

3

4

5

II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISICS

(The department should describe the profile of the students using the following areas as a guide:)

– General characteristics

– Characteristics of different groups

– Characteristics of one particular group

(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and

outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL

(OMIT THOSE WHICH ARE NOT RELEVANT)

Social level High Medium Low Mixed

Geographicalarea

City Centre Suburb Small town Rural

Nº of students with

Special needs:

Oxford University Press – Galaxy 3-4 4

Observations:

V. LEARNING CHARACTERISTICS OF THE DIFFERENT GROUPS

(omit those which are not relevant)

General

Group A Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their own

language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.

Group B Pupils like learning through play.







language.



Others.

Group C Pupils like learning through play.








language.



Others.

Group D Pupils like learning through play.







language.



Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group AGroup BGroup CGroup D

Specific individual needs

Group A Pupil


Group B Pupil

Group C Pupil

Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS

(omit those which are not relevant)

Human resourcesSupport teachers

Psychologist

CriteriaAlphabetical order

Flexible grouping (specify what type and give reasons)

Small support groups within/outside the mainstream class

Pupils with special sensory needs in different groups/classes

IX. ORGANISATION OF SPACE AND TIME

Material resources available in the school(omit those which are not relevant)

Video - DVD

TV

Radio cassette/ CD player

Video camera

Computers

Pizarra Digital Interactiva

Internet connection(WiFi, others…)


(Note here any observations about how, when and why these resources are used for English

classes.)

Spaces available in the school(omit those which are not relevant)

Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Teatro

Library

Criteria for use of common spaces(Note here anyobsdervations about when, how and why these spaces are used for English

classes.)

Distribution of classroom space(omit those which are not relevant)

Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

Specific corners: Class library, transversal topics, games, crafts, etc.

Others

X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER

GROUPS

(Note here any educational or other outings planned.)

Group/s Profesores Term/

Dates

Outing and

activity

descriptions

Observations


XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:


Teacher’s name and position::



THEORETICAL JUSTIFICATION FOR THE PROJECT

The demands and needs of 21st-century society have brought changes to the school environment, preparing pupils to live in an ever more international, multicultural, multilingual and technologically more advanced world. As a member of the European Union, our country is committed to the promotion of the knowledge of other community languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the Council of Europe in the European Common Reference Framework for the learning of foreign languages establishes directives for both the learning of languages as well as for the assessment of competence in different languages. These guidelines have been a key reference in the elaboration of the curriculum.

The Royal Decree of Minimum Education states that Primary Education will help develop in children the skills that will enable them to:

a). Know and appreciate the values and norms of coexistence and prepare for active citizenship and respect for the human rights and pluralism inherent in a democratic society.

b). Develop habits of individual and team work, effort and responsibility as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in the social groups with which they will relate.

d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and the non-discrimination of disabled people.

e) Know and make appropriate use of the Spanish language and, in its case, the co-official language of the Autonomous Community and develop reading habits

f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in everyday situations.

g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and estimates, as well as in being able to apply them to situations in everyday life.

h) Get to know and appreciate their natural environment both social and cultural, as well as the possibilities for action and care of it.

i) Get started in the use of information and communication technology to develop a critical mind to the messages they receive and produce.

j) Use representation and artistic expression and start to build visual proposals.

k) Value the importance of hygiene and the acceptance of one’s own body as well as that of others, respecting differences and using physical education and sport to encourage both personal and social development.

l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care.

m) Develop emotional skills in all areas of personality in their relations with others and an attitude opposed to violence, prejudice and gender stereotype.


n) Promote road safety education and respectful attitudes for the prevention of traffic accidents.

OBJECTIVES

Objectives of the area of foreign language

The area of foreign language is designed to train students to understand, speak and talk, read and write. Most of the learning opportunities are in the school environment. This circumstance demands the inclusion of diverse contents removed from the academic world such as those of social relations, mass media and the literary world (properly adapted)

The axis of the area of foreign language, in the curriculum and in our project, is the achievement of an effective oral and written communicative competence in meaningful social contexts which will enable students to express themselves more and more efficiently and correctly encompassing all possible uses and registers as well as the use of communication strategies both verbal and non verbal.

The Royal Decree of Minimum Education establishes that the objective of the teaching of a foreign language during this stage will be the development of the following abilities:

1. Listening to and understanding verbal messages in various kinds of interactions, using the information provided for the execution of diverse specific tasks related to students’ experience.

2. Expressing themselves orally and interacting in simple and routine within a given content and development, using procedures and verbal and non verbal language and adopting a rspectful and co-operative attitude.

3. Producing short simple texts with various purposes on topics covered in class with the aid of patterns.

4. Reading and understanding various texts, related to their experience and hobbies, texts to extract general and specific information in accordance with a specific purpose.

5. Learning to use with increasing autonomy all the means at their disposal, including new technology, to obtain information and to communicate in the foreign language.

6. Valuing the foreign language, and languages in general, as a means of communication and understanding between people of diverse origins and cultures and as a tool for learning different contents.

7. Expressing a receptive and confident attitude vis-à-vis their own ability to learn and use the foreign language.

8. Using knowledge and prior experience of other languages for a faster, more efficient and independent acquisition of the target language.

9. Identifying the phonetic aspects of rhythm, intonation and pronunciation, as well as linguistic structures and lexical aspects of the target language, using them as basic elements of communication.

Objectives of the area of foreign language and its integration within our profect


The aim of the area of foreign language is to prepare people who can use it to understand, speak, converse, read and write, so its use should be the starting point from the moment teaching begins. The introduction of English in the first year of Primary Education is an experience which is currently being adopted in numerous schools, and stems from the premise that learning a second language at an early age contributes to the development of basic abilities. Primary education begins with a very elementary competence in the target language, so, throughout this stage, the knowledge, ability and experience in the languages the children know will be extremely important in order to understand and construct meanings, structures and strategies when participating in acts of communication.

The elaboration of our project, which affects the organisation and contents of the programme, is closely linked to the psycho pedagogic principles which serve as a foundation for the curricular design of Primary Education. It is our aim that our pupils acquire communicative competence in English via games and motivating activities, which at the same time promote effective learning. Whilst engaged in these activities they use the language to obtain information, express their own opinions and relate with others in a natural way. It is a question of reinforcing the students’ ability to perceive the knowledge of a foreign language not just as one more subject, but as the reflection of an outside world of which we all form a part. The objective, insofar as is possible, is to globalise experiences whilst not forgetting the specific stage of learning in which students find themselves.

Methodological bases that inspire our work are as followsThe starting point in the students’ learning is their previous knowledge; focusing on this may seem close and familiar to the students but with an aspect of fantasy to strike a balance between safety/well-being and interest/imagination. The student can transfer learned concepts and strategies to build meaning and attribute meaning to what he/she learns (Starting with what he knows and making hypotheses to make rules to help interiorize the new system) thus, enhancing their personal growth, development and socialization.

Communicative situations that include humour and play capture the motivation of students and facilitate learning; It is therefore important to take into account the importance of songs and stories, the features of the characters, illustrations and even sound effects

Children learn in different ways and at different speeds; for this reason our project is devised to be used with flexibility so that all group members can take part and find activities to which they can apply know-how and aptitude, facilitating the development of one's own daily awareness of achievement and progress. Our project provides extra support for those who need it, taking into account those cases in which progress does not respond to expectancy as well as those who may excel in their goal achievement and, due to lack in programmed activities, lose interest and become unmotivated. To remedy these situations the programme includes extension activities for the more advanced and reinforcement for those who may get bogged down at any time. These activities are in the Activity Book (at the end of the book: ’Extra Writing’ for each unit), in the photocopiable materials and the Resources Pack and notes in the Teacher’s Book.

Children’s learning is more intense and effective when they are active; they need to exercise their action skills. Each of the units in our project provides a wide range of activities and teaching resources for participation. The student is the keystone in the learning/teaching process but his/her constructive attitude depends on the teacher’s intervention. This intervention must be both active and reflective and adapt to the student’s level using input to help the student interaction and feedback to contextualise activities and render meaningful answers with a view to promoting communication strategies, consolidating those already acquired and the admission of errors.


Consider both progress and the error as something natural in the learning process. Errors occur as a result of the underlying dynamism in comprehension and progressive mastering of the new language. We understand that errors occur when the child tries to anticipate the functioning of the language or when he transfers rules from his mother tongue in a natural process of acquisition. It is important to note the difference between error and mistake. Errors are believed to be systematic failings due to lack of knowledge. These errors will be dealt with when finishing oral interactions, in groups, taking into account that they take time to correct. A mistake is an occasional failure due to lack of attention which may even befall native speakers. Mistakes are not worthwhile correcting since they are not relevant to the teaching/learning process.

The Assessment of individual and collective progress is an important factor in ensuring quality; We have provided an English language portfolio with photocopiable Self Assessment sheets (Teacher’s Book) which will enable teachers to monitor their students’ progress. It is devised so that it can be adapted by teachers to their own specific needs

Globalised learning will generate an apprehension of reality as a whole. Our project takes this into account offering activities related with other areas in the curriculum beginning with learning about the child, then moving on to the world around him; house, school, environment and society in general. In each unit, this development is reflected in those topics related to other areas in the curriculum; Environmental Education, Artistic Education, Mathematics, Physical Education, etc.

CONTENTS

The contents have been grouped in blocks to sort the elements of analysis of a complex reality, in relation to four key competences with specific characteristics and needs in terms of the teaching and learning process: oral language; written language; the constituents of the linguistic system, their functioning and relationships, and the social and cultural dimension of the foreign language.Although oral and written language are two different manifestations of the same capacity, each requires different skills and knowledge and is therefore dealt with separately.

Block 1. Listen, speak and converse

The linguistic model provided by the school is the first source of knowledge and learning of the language. The discourse employed in the classroom is both the vehicle for and the object of learning, which is why the Curriculum and our project attend to both the knowledge of linguistic elements and the ability to use them for other communicative tasks.

In addition, the linguistic model offered should be provided by a number of different speakers in order to reflect the variation and nuances which an environmental linguistic model offers speakers both in phonetic and prosodic terms and in the choice of specific expressions in recognised communicative situations. Hence the presence in the Curriculum and our project of the use of conventional audiovisual media and of IT and communication technology.

The contents of this block for the second cycle for the areas of foreign language in accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Block 1. Understand, speak and converse

Listen to and understand progressively more complex oral messages, such as instruc-tions or explanations, controlled oral exchanges or recordings on audiovisual or IT sources to extract global or specific information.


Oral exchange in real or simulated situations providing verbal and non-verbal responses requiring a choice from a limited number of possibilities, in progressively less controlled contexts.

Production of previously seen oral texts via active participation in sketches, songs, recitals, plays, controlled exchanges… or prepared by means of prior work with assis-tance and models, showing interest in expressing themselves orally in individual and group activities.

Development of basic strategies to improve comprehension and oral expression: use of visual and non-verbal context and of previous knowledge of the subject or the situation transferred from the languages they know to the target language.

Assessment of the foreign language as an instrument of communication.

Block 2. Read and Write

This aims at discursive competence in writing. In the target language written texts are also models of textual composition and practice and acquisition of linguistic elements. The progressive use of written language will depend on the degree of knowledge of the code, which is directly related to the degree of security which the said code offers in the graphic representation of the sounds of the language. To overcome this lack of security, the Curriculum and our project include strategies and resources such as the use of dictionaries and other conventional or digital means of consultation for the comprehension and composition of every type of text.


Reading and understanding different texts, digital or on paper, adapted to the pupils’ lin-guistic competence, to use global and specific information, in the execution of a task or to enjoy reading.

Guided use of reading strategies (use of elements of visual context and of prior knowl-edge of the subject or situation transferred from the languages they know), identifying the most important information, deducing the meaning of unknown words and expressions.

Reading and writing their own texts about everyday situations and their own experience such as invitations, congratulations, notes, warnings, brochures….

Composition, using models, of different simple texts, using familiar expressions and sen-tences, to transmit information, or with diverse communicative aims.

Use of IT and communication technology to read, write and transmit information. I.

Block 3: Knowledge of the language

Contact with and use of the target language, enable those learning it to elaborate an elementary conceptual system regarding how it functions. The starting point is the type of situation where its use involves the inference of rules concerning the functioning of the language so that pupils can acquire confidence in their own abilities.


Linguistic knowledge.o Identification of aspects of phonetics, rhythm, stress and intonation of the target

language and their use as fundamental aspects of comprehension and production of brief oral texts.


o Recognition and use of previously employed vocabulary and basic forms and structures particular to the target language. .

o Association of spelling, pronunciation and meaning via written models, familiar oral expressions and establishment of analytical relation between spelling and sound.

o Initiation into knowledge and use of basic strategies of production of texts (choice of addressee, purpose, planning, preparation of draft, revision of text and final version) using highly structured models.

o Interest in using the target language correctly in different situations. Reflection upon learning.

o Use of skills and procedures such as memorisation, word association and expressions with gestures and visual elements, observation of models, reading of texts, use of multimedia resources, for the acquisition of new vocabulary, forms and structures of the language.

o Reflection upon their own learning and acceptance of error as part of the process.o Progressive use of graphic sources of consultation and information and of the

possibilities afforded by this technology.o Confidence in their own ability to learn a foreign language and appreciation of

teamwork.

BLOCK 4 – Socio-cultural features and intercultural awareness This block helps pupils to discover customs, forms of socialising, features and particularities of countries where the target language is spoken, in other words, ways of life different to their own. This knowledge will encourage tolerance and acceptance, increase interest in knowledge of different social and cultural realities and facilitate intercultural communication.


Interest in acquiring information about the people and culture of countries where the tar-get language is spoken.

Knowledge of some similarities and differences in everyday customs and use of basic forms of socialising between countries where the target language is spoken and our own.

Receptive attitude towards people who speak another language and have a different cul-ture to one’s own

ASSESSMENT CRITERIA

The Royal Decree of Minimun Education establishes the following assessment criteria for the first cycle of primary education in the area of foreign language:

1. Participate in controlled oral exchanges referring to familiar topics in predictable communication situations, respecting the basic rules of exchange, such as listening to and looking at the person who is speaking.This criterion assesses the ability to express immediate needs such as asking permis-sion, borrowing everyday objects, finding objects or people, talking about the weather or about likes and abilities. There will be assessment of participation in everyday situ-ations such as routines, habits, language in class or simulated situations, dramatisa-tions, songs or recitals. This criterion will also assess pupils’ attitude when participat-ing in exchanges and their degree of interest in the contributions of others.

2. Grasp general meaning, and identify specific information in oral texts which are famil-iar and of interest to pupils.


This criterion seeks to assess whether pupils are able to grasp the general meeting of an oral message, employing linguistic and non-linguistic elements present in the com-munication situation. It also refers to the ability to recognise and extract familiar words and expressions which appear in longer expressions although the text is not under-stood in its entirety.

3. Read and grasp global meaning and some specific information in simple texts about familiar topics and with a specific purpose.This criterion assesses whether pupils are capable of reading, aloud too, different texts, appropriate to their communicative skills, such as notes, classroom rules, let-ters, posters or stories, containing familiar vocabulary and expressions, to extract general and specific information, employing fundamental reading comprehension strategies such as using elements of linguistic and non-linguistic context, and trans-ferring knowledge of known languages.

4. Write sentences and short texts in everyday and school situations and from models with a specific purpose and an established format, both on paper and in digital form.This criterion seeks to assess the ability to write diverse texts such as notes, Instruc-tions or rules, letters, posters, brochures, comics or simple descriptions. It will assess the ability to use a model to produce a text with a certain degree of autonomy, as well as correct spelling as a result of the observation of models and the knowledge of the relationship between sound and spelling.

5. Use in a meaningful way forms and structures particular to the target language, in-cluding aspects of sound, rhythm, stress and intonation in different communicative contexts.This criterion seeks to assess pupils’ ability to recognise and reproduce sounds, rhythm, stress and intonation when participating actively by listening to repeating and anticipating expressions in reading aloud activities and with the use of models.

6. Use some learning-to-learn strategies, such as requesting clarification, accompanying communication with gestures, using visual and bilingual dictionaries, recovering, seeking and compiling information about familiar topics in different sources and identifying certain personal features which help them to learn better.This criterion aims to assess the use of basic strategies which favour the learning pro-cess such as the use of visual resources and gestures, requesting help and clarifica-tion, gradually more autonomous use of bilingual dictionaries and some basic techno-logy. It will also assess the ability to evaluate their own progress, to provide examples of strategies to learn better and the acquisition of a degree of autonomy in the spon-taneous use of simple, everyday forms and structures.

7. Appreciate the target language as an instrument of communication with other people and show curiosity and interest towards people who speak the target language.This criterion assesses whether pupils have an attitude of curiosity towards those who speak the target language or other languages different to their own, and also the ca-pacity to appreciate linguistic diversity as an enriching element of society and value sociocultural particularities of speakers of other languages.

8. Identify aspects of everyday life in countries where the target language is spoken and compare them with their own.This criterion assesses the capacity to observe and identify differences and similarit-ies in aspects of everyday life in countries where the target language is spoken with regard to timetables, meals, traditions, festivals and ways of socialising with people.

The section Programme of Units of this document lists the assessment criteria and tools specific to each teaching unit.


KEY COMPETENCES

In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the traditional components (objectives, contents, teaching methods and assessment criteria) as well as key competences. This is one of the guiding elements of the curriculum as a whole and, consequently, a guide in the processes of teaching and learning. In fourth grade of primary school pupils have to participate in the so-called diagnostic assessment, in which they have to demonstrate the acquirement of certain skills. This assessment does not have academic consequences for students, but the fact that the results help guide centres to take decisions regarding students’ learning gives us some idea as to how educational processes are conditioned by this element in the sense of being much more functional. In sixth grade of primary school the decision as to whether pupils are promoted to the subsequent level is partly based on whether or not they have acquired the key competences, as a result of which they become a reference for student assessment.

As opposed to an educational model focused upon the the acquirement of more or less theoretical knowledge, often unrelated, an educational process based upon the acquirement of skills emphasises, above all, the acquirement of some vital know-how, practical and integrated, know-how which students will have to demonstrate (this is rather more than functional training). In brief, a skill is the putting into practice and demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve problems and situations in different contexts. In a very graphic and succinct manner, there is a definition of the putting into practice of acquired knnowledge, knowledge in action, in other words, mobilising knowledge and skills in a specific situation (real and different from the one in which these were learned), activating existing resources or knowledge (although one thinks they are absent because they have been forgotten).

There is one aspect which should be highlighted, regarding what might be called the combined character of the skill: the pupil, via what he knows, must demonstrate what he can apply, but also what he can be. In this way we see how a skill integrates the different contents which are worked on in the classroom (concepts, procedures and attitudes), an example of integral training of the pupil. To summarise, we are acknowledging that the academic instiitution wil not only prepare students in the knowledge of technical and scientific know-how, but also as citizens, so they should evince a series of civic and intellectual attitudes which imply respect towards others, being responsible, team-work...

Another aspect is also important: acquiring competences allows one to tackle the constant renewal of knowledge which occurs in any area of learning. The student’s academic training takes place in school over a limited number of years, but the need for personal and/or professional preparation never ends, so that a competence in the use, for example, of information and communication technology, will enable access to this tool to obtain the information necessary at any given moment (obviously, after analysing its quality). If we also bear in mind that it is often impossible to consider in depth all the contents of the curriculum, it is clear that the student must acquire this competence, that of learning to learn.

In our educational system, the key competences regarded as those which students should possess when they finish their obligatory education in order to deal with the demands of their personal and working lives are as follows:

Competence in linguistic communication Mathematical competence. Competence in knowledge of and interaction with the physical world. Data processing and digital competence.


Social and civic competence. Cultural and artistic competence. Learning-to-learn. Autonomy and personal initiative.

But, what do we understand by each of these competences? In essence, and concentrating on the most important aspect of the school curriculum, each of them contributes the following to the student’s personal and intellectual preparation:

COMPETENCE IN LINGUISTIC COMMUNICATIONThis competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language.

MATHEMATICAL COMPETENCEThis competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions.

DATA PROCESSING AND DIGITAL COMPETENCESearching, finding, and processing skills are developed in this competence, as are the communication of information and its transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential media for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available.

SOCIAL AND CIVIC COMPETENCEThis competence involves understanding the social reality of the world in which we live and being a democratic citizen in the today’s plural society. It incorporates individual behaviour patterns that allow us to function and coexist in society, have contact with others, cooperate, assume commitments and deal with conflict. Acquiring this competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, cultures and the culture and personal history.


To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility.

CULTURAL AND ARTISTIC COMPETENCEThis competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the student’s own creative capacity.

LEARNING-TO-LEARNThis competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an organisation of the student’s own capacity to efficiently manage resources and intellectual processes.

AUTONOMY AND PERSONAL INITIATIVEThis competence refers to the ability to decide using one’s own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school.The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

We are going to explain in brief the most relevant aspects of our project, subject to the denands of daily teaching practice at any given time.:

In essence and reflecting the most significant elements of the school currículum, each competence contributes the following to the student’s personal and intellectual preparation:

A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE FOREIGN LANGUAGE

COMPETENCE IN LINGUISTIC COMMUNICATIONThis competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language.

Foreign language learning contributes directly to the development of this competence, completing, enriching and adding new aspects of comprehension and expression to the general communicative competence of the student. All textbooks published by Oxford University Press offer a wide range of activities which encourage authentic communication in the classroom, with a systematic development of written and oral skills and opportunities for personalisation

Lessons 3 and 6 of each unit include a communicative game which consists of dialogues in pairs to obtain information: Galaxy 3 CB p.10, 13, AB p.67.


DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the communication of information and it’s transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential medium for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available.

Information and communication technology offers the possibility to comunícate in real time with any part of the world, as well as simple and immediate access to a constant flow of information which increases every day. Knowledge of a foreign language offers the possibility to communicate using new technology real, functional contexts for communication.. This competence consists of having the ability to obtain, process and communícate information and turn it into knowledge.

The Galaxy! Series has its own website where students will be able to communicate, via e-cards, with children from other parts of the world. The interactive games and stories offer an opportunity for processing information and reinforcing knowledge. The teacher's website (www.oup.com/elt/Galaxy) provides links to other websites for real time online activities. The MultiROM offers interactive games to practise the language.

SOCIAL AND CIVIC COMPETENCEThis competence involves understanding the social reality of the world in which we live and being a democratic citizen in today’s plural society. It incorporates individual behaviour patterns that allow us to function and coexist in society, have contact with others, cooperate, assume commitments and deal with conflict. Acquiring this competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, culture and personal history. To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility.Languages are used for social communication, but also as a vehicle for cultural communication and transmission. Learning a foreign language involves an understanding of cultural features and information related to the communities which speak the language. This favours an understanding of the society we live in through respect and acceptance of different cultures. Tolerance and integration are developed and an appreciation of features of, and differences in, cultural identity.

At the end of the CB, the cultural section looks at festivities and cultural themes involving children in English-speaking countries. For example: Galaxy 3 CB p. 60-63.Some of the lessons 5 include texts with cultural themes in which British children participate. For example: Galaxy 3 CB p.12, 30...

CULTURAL AND ARTISTIC COMPETENCEThis competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the student’s own creative capacity.


http://www.oup.com/elt/surprise

Learning a foreign language helps to develop this competence if the linguistic models contain, even in the limited way possible at this level, cultural information. This competence, then, encourages expression and communication in order to perceive and understand different realities and products of the artistic and cultural world.

Artistic competence involves a basic understanding of techniques, resources and conventions related to the different artistic idioms, music, literature, visual and stage arts or different aspects of so-called popular culture.

Throughout the course, children use musical language (songs in lessons 2 and chants in Spaceship lesson) and art (pictures) etc. In lessons 1 and 6 they do craftwork with cut-out cards. For example: Galaxy 3 CB p.14, 16, 17, 21 and AB p.59, 69

LEARNING-TO-LEARNThis competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an organisation of the student’s own capacity to efficiently manage resources and intellectual processes.

Learning a foreign language is far more effective if it includes contents directly related to reflection upon one’s own learning, so that each child identifies how to learn better and which strategies to use to improve.

This involves the awareness of those capacities which form a part of learning, such as attention, concentration, memory, comprehension, linguistic expression and motivation, for example.

At the end of lessons 3 pupils use stickers to complete a dictionary/vocabulary summary to use as a reference (the data base). For example: Galaxy 3 AB p.53. At the end of each unit, (lessons 6) pupils revise and reflect upon what they have learnt in the “back to base”. For example: Galaxy 3 AB p.15.The Assessment notebook in each level contains photocopiable Portfolio material (self-assessment) in the style of the European Language Portfolio...

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING

MATHEMATICAL COMPETENCEThis competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge.

Using numbers and basic operations,symbols and forms of expression and mathematical reasoning to produce and interpret information, to know more about quantitative and spatial aspects of reality and to resolve problems related to daily life. Part of mathematical competence is the ability to interpret and express with clarity and precision information, data and arguments.


Throughout the course numerous activities provide the opportunity to develop mathematical competence with sequencing (jumbled story frames in the audio CD and others in the PMB), counting, categorising and ordering activities. For example: Galaxy 3 AB p.19, 50, Teaching Guide p. 46 (ej 2) and PMB p.7-8 (Old McDonald story).

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions.

Interacting with the physical world, both in its natural aspects and those generated by human action, in such a way that facilitates the understanding of events, the prediction of consequences and activity directed towards the improvement and preservation of the conditions of one’s own life, that of other people and of all other living creatures.Taking as a starting point knowledge of the human body, nature, and the interaction of mankind with nature, this competence allows students to discuss rationally the consequences of different lifestyles and take decisions about a healthy physical and mental way of life in a healthy and safe environment. The responsible use of natural resources, environmental conservation, and preservation of individual and collective health are recognised as key to quality of life.

Galaxy 3 & 4 covers a variety of themes including, for example, the human body, food, nature, animals, social relations between friends and family, etc. For example: Galaxy 3 CB p.26, 56.

AUTONOMY AND PERSONAL INITIATIVEThis competence refers to the ability to decide using ones own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects.Decisions which result from reflection on the learning process favour autonomy. As autonomy and personal initiative often involve others, this competence necessitates social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and personal initiative involve being able to imagine, begin, develop and evaluate one’s actions or individual or group projects with creativity, confidence, responsibility and a critical attitude. In this sense it requires the ability to revise previous ideas or create new ones

In the Guide, numerous activities are suggested to perform in pairs or groups with particular attention to diversity and via projects, games, etc, which promote confidence and self-esteem. For example: Galaxy 3 Teaching Guide p. 5 (transversal themes) and p.138-140 – group work.

Continuous learning

In a competence there iis no knowledge which is only acquired in and valid for a particular subject (especially in and for this one). Everything students learn in different subjects (and not only at school) forms a background of culture and information which should serve them


throughout their lives, which they should be able to use at specific moments and in differerent situations (language is, in this sense, paradigmatic) . For this reason, any of these competences may be achieved if not in all, certainly in most curriculum subjects and for that reason too these competences can be used and applied in all these subjects, regardless of in which one they have been acquired (transversality). Being competent should guarantee the completion of determined learnings, but also permit the attainment of others, both at school itself and beyond, a guarantee of continuous learning (or, in this case, the capacity to communicate in very diverse situations, some of which pupils themselves may not yet even perceive as likely in the future).

Nevertheless, clearly there is an obvious interrelation between the different elements of the curriculum, one which we must highlight in order to make suitable use of all the curriculum subjects employed in the teaching-learning process. When in a didactic programme like this one the objectives of a unit are indicated formulated ( like the assessment criteria, in terms of abilities), we know that these determine the choice of contents, in the same way that we should employ assessment criteria which demonstrate whether or not pupils attain them. Thus, assessment criteria allow for a double interpretation: on the one hand, those related to the pupils’ learning as a whole, in other words, there will be some assessment criteria specifically linked to concepts, others to procedures and others to attitudes, as all of these contents need to be assessed because they were worked on in class and are those which are assesssed at different stages during application of continuous assessment; and on the other, there will be assessment criteria which have been formulated more with regard to their relationship with key competences.

The assessment of key competences is an assessment model which differs from that of assessment criteria, both because it is applied at different stages of other assessments, and because its purpose, though complementary, is different. If we assume that key competences involve a real and practical application of knowledge, abilities and attitudes, the way of checking or assessing whether the pupil has acquired them is to reproduce application situations which are as real as possible, and in these situations it is customary for the pupil to use this accumulated background (all kinds of contents) but to respond, above all, to practical situations. In this way, when we assess competences we are essentially, though not exclusively, assessing procedures and attitudes, which is why we relate them to assessment criteria that are more procedural and attitudinal.

SUBCOMPETENCESThe competences by their very nature are generic. To use them as a reference for pedagogical actions and to really demonstrate the competences acquired by the students, they need to be broken down into more specific objectives related to other elements of the curriculum. We have called these objective subcompetences, and without covering all the possibilities, they do include those most closely related to the subject curriculum and most prominent in all subjects on account of their interdisciplinary nature.

In foreign language learning, these subcompetences are as follows (there are other competences/subcompetences which are also acquired in the area of Foreign Language–English, though not in this grade):

Competence in linguistic communication Express thoughts, emotions, experiences and opinions orally and simply. Adapt spoken style to a variety of communicative contexts, taking into account non-verbal

features and respecting norms of communicative exchanges. Understand social and cultural conventions when producing texts


Understand a variety of texts types typical of the academic setting and understanding the communicative intention and formal features.

Take pleasure in reading and use reading to discover other places, languages and cultures.

Be conscious of the need to respect spelling rules in the production of written texts Understand principles of word formation as a means of extending vocabulary Use a sufficient range of vocabulary to be able to express oneself orally and in writing in

specific situations. Compose texts typical of the academic environment, appropriate to the communicative

objective. Write texts to express ideas, feelings and experiences

Data processing and digital competence Search for, obtain, process and communicate information in the foreign language,

transforming it into knowledge, using the computer or the internet. Analyse critically the information obtained

Social and civic competence Use dialogue as a basic tool for interpersonal communication and in the resolution of

conflict. Understand the values which characterise a democratic society: freedom, solidarity,

participation, citizenship, tolerance. Value linguistic diversity as a cultural advantage.

Cultural and artistic competence Appreciate cultural diversity as seen though artistic statements.

Learning-to-learn Understand and habitually use the main techniques and strategies which favour the

intellectual process (summary, note taking, concept maps...). Use a variety of sources for finding and processing information

Autonomy and personal initiative Show initiative and personal creativity Develop social skills.

Mathematical competence Apply logical reasoning to chains of argument, identifying the fundamental ideas.

Competence in knowledge of and interaction with the physical world

Recognise geographical spaces and conditions where other cultures are located or come from and which may determine and influence the development of these cultures.

Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and different linguistic and discursive skills are employed in a contextualised manner. Therefore, the activities in which the foreign language is used are set within fields which may be public (everything related to daily social interaction), personal family relationships and individual social habits), professional or educational. Students will use communication strategies in a natural and systematic manner in order to make effective the communication activities performed by means of communicative skills. The skills developed will be: productive (speaking and writing), receptive (listening and reading) and based on interraction or mediation.


Learning tasks or activities will constitute the core of didactic planning, and will integrate objectives, contents and assessment, making up units of programming. Amongst other criteria, the design of activities and tasks has taken into account the stages to be followed in their development, prior knowledge, integrated treatment of linguistic components, skills and strategies, proposed final objectives and the classroom’s potential for adaptation and diversity.

Learning English will not only provide students with competences in order to communicate, but also with cultural and social knowledge of the culture whose language they are studying, which will help them develop a personality which is open and tolerant towards what is different.. In this way one achieves the integral prepararation of the individual

As we have noted, one of the characteristics of the key competences is that they allow for and encourage transversality in the learning with which they are associated, in other words, that which can and should be achieved, though from a different but complementary perspective, via the development of the curriculum of the various areas of the same educational stage. In this grade, these areas are Conocimiento del Medio, Art, P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally, Religion.

For the overall work required of teachers in this grade, we indicate in the table below the key competences which, as a minimum, should also be attained in other areas, in some with more interrelation and in others with less:

ÁREAKEY COMPETENCES*1 2 3 4 5 6 7 8

Science X X X X X X X XArt X X X X X XP.E. X X X X X XSpanish Language X X X X X XForeign Language X X X X X XMathematics X X X X X X X X

*n.b.:1. Linguistic communication.2. Mathematics.3. Knowledge of and interaction with the physical world.4. Data processing and digital competence.5. Social and civic..6. Cultural and artistic.7. Learning-to-learn.8. Autonomy and personal initiative.

As can be seen, the transversality of the key competences is evident, so within the framework of the centre’s educational standard criteria should be formulated for their collective treatment.

TREATMENT OF DIVERSITY

One of the elements upon which the LOE places most emphasis is TREATMENT OF DIVERSITY. It is clear that the same educational method employed with a single group of students has differing results depending on each pupil’s knowledge and previous experience, their intellectual capacity and their interests and motivation with regard to teaching.


This si why, on many occasions, we have to modify. or adapt contents or methodology in order that all pupils may attain the objectives established. Similarly, we should offer extension activities for more able or receptive students. TREATMENT OF DIVERSITY should always be practised in both directions. Therefore, these differences should always be catered for, by presenting the same activities in different ways by means of the activities included in the students’ book and the workbook.. Teachers need to evaluate towards whom they should direct one type of activity or the other, and need to be constantly aware of these differences, not only when assessing, but also when teaching and planning the process of teaching-learning.

Galaxy! includes reinforcement and extension activities which allow for individualised attention to pupils, depending on their needs and learning rhythm. Every lesson in our project includes ideas to help teachers respond to the different situations which arise in the classroom

The Teacher’s Book suggests reinforcement and consolidation activities for students as well as notes for the teacher, teaching advice, better to deal with different types of student.

In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters Book, the teacher will find photocopiable consolidation and extension pages for each unit.

Criteria and procedures adopted for the development of special curricular adaptation for students with special educational needs

(The department can describe and detail these criteria and procedures here if necessary. If this is not the case then this section can be omitted)

Adaptations will focus on:

1- The time and rhythm of learning2- A more personalised methodology3- A reinforcement of study skills4- The improvement of procedures, habits and attitudes 5- Ways of increasing amount of counselling

a) For the more gifted students, extension materials will be providedb) For pupils with serious learning problems, as sufficient progress in the conceptual contents of the course is more difficult to attain, procedures and attitudes will be the priority, with social integration being the overall aim. Core instrumental skills need to be the key content of the adapted curriculum. Modifications to the curriculum may be quite significant (they will probably entail the elimination of contents, objectives and consequently of the assessment criteria which might otherwise be considered essential). When such adaptations are not enough, the alternative is to have the pupil study part of the core curriculum in special groups, with different contents and educational activities. This learning can take place in the mainstream classroom with special support, or in a separate physical space. This pupil will have the general objectives of this stage of primary education as a reference, but will work towards those aims through different contents and activities.

PROGRAMME OF UNITS: 3rd YEAR - COMPULSORY PRIMARY EDUCATION

This programming and scheduling constitutes a model of timed learning for 3rd year of Primary Education and taking into account the specific objectives of English as a subject.


This is an adaptable timetable which may be adjusted to the group-class profile as it may be used simultaneously with students who struggle to learn languages as well as with those who have slightly superior knowledge. It may also be adapted to the teacher’s and students’ own tastes and initiatives and the evolution of the course.

This is a guiding and extendable programme, with numerous optional possibilities suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may introduce these activities at the appropriate moment, according to students’ needs and attitudes, bearing in mind learning speed – individual and collective – and teaching hours available.

Starter Unit

1.- TEACHING OBJECTIVES Meet the characters in this book. Identify and practise greetings. Identify objects and ask about them. Learn to revise the numbers from 1 to 20 and the colours. Describe objects. Sing a song accompanying it with actions. Identify and perform the robot gymnastic exercises. Revise familiar words in English.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Say familiar wordsDiscuss the context and characters of the book (CB pp.2, 3, 4 and 5)Learn and sing a song (CB p. 2)Answer oral questions (CB pp.2 and 3)Listen to a rhyme and perform the actions (CB p. 4 and 5)

BLOCK 2 - Reading and writing PROCEDURESRead a conversation and answer questions (AB pp.2)Complete a song and colour the lights as they answer (AB p. 3)

BLOCK 3 - Reflection upon and knowledge of the language through use Theme A spaceship lands on earthLexicon ActiveRed, orange, yellow, green, blue, black, white, purple, pink, brown, ball, boy, girl, cat, dog, pear, rainbow. Hello, Goodbye. The numbers from 1 to 20.Up, away, planet, everything, different, new, meet, visit, Granny, school, circus, park, zoo, spaceship.Functions and linguistic exponents ActiveWhat’s this in English? I don’t know. It’s a (cat).What’s your name? I’m (Toby).How old are you? I’m (9).Is it a (dog)?


Is it (blue)?PassiveLook. Listen. Stand up. Sit down. Put your hand up. Put your hand down. Stop.Let’s go (to a planet).

BLOCK 4 - Socio-cultural aspects and intercultural awareness English vocabulary already familiar to the children. Birthday congratulations in English.

3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the key competences and in particular how they are reflected in this unit:.

iv. Social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Education for peace: respect for and tolerance of other cultures. Respect for classmates’ work and learning rhythm.Moral and civic education: importance of sharing classroom material with classmates.

5. - TREATMENT OF DIVERSITY Reinforcement activitiesLesson 1 (Guide p.142).Lesson 2 (Guide p.142).Lesson 3 (Hangman - Guide p.157).Extension activitiesLesson 1 (Guide p.142).Lesson 2 (Guide p.142).Lesson 3 (Guide p.142).

6. - ASSESSMENTFormative Correct Activity Book.Pupil’s participation in different activities.Self-assessmentData Bank (AB pp.52)

Unit 1: At school

1. - TEACHING OBJECTIVES Identify and say the vocabulary of school material. Identify, memorise and use the vocabulary of parts of the school Ask about something and describe its situation. Learn things about schools in Great Britain looking at photos. Identify and perform the robot gymnastic exercises. Write the vocabulary from the Unit. Play with cut-outs to consolidate the key vocabulary in the Unit. Play in teams to revise the vocabulary and structures in the Unit. Self-assess the work done during the Unit.


2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a rhyme and perform the actions (CB p. 6)Learn and practise a conversation about classroom language (CB p. 6)Listen to and identify school objects and places (CB p. 8, AB p. 5 and 8).Learn a song (CB p. 9).Play a memory game using new syntactic structures (CB p. 10).Ask classmates questions about a picture (AB p. 6)Listen to and act out a story (CB p. 11).

BLOCK 2 - Reading and writing PROCEDURESIdentify words in a word search (AB p. 4).Write the name of the parts of the school in the drawing (AB p. 5 and 8).Match the pictures with the words using the stickers (AB p. 53, Data Bank 1)Decipher a code (AB p. 6).Write questions about a drawing to ask classmates (AB p. 6).Identify and write the language in a story (AB p. 7).Complete a simple story with the sentences provided (AB p. 7)Read a text about a school in Great Britain (CB p. 12).Write the name of the different parts of their school on a picture following the model (AB p. 8).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme SchoolLexicon Active desk, chair, book, cupboard, pencil, rubber, classroom, dining room, gym, toilet, corridor, playground. Yes, No.Passive Earth, classroom, object, playing, school, floor, photo, friends, maths, lesson, teacher, hand-stand, tag, go, play, sorry, look.Recycled Greetings, the characters in the book, numbers from 1 to 20, colours.

Functions and linguistic exponents ActiveCan you help me please? Yes, of course.Where’s (my book)? It’s in/on/under (the desk).Passive Walk on the spot, swing your armsThis is…these are…Do you like…?Is he (in the cupboard)?She’s eating lunch.


We’re doing (handstands).He likes P.E.Can I try?Here it is.Recycled Look. Listen. Stand up. Sit down. Put your hand up. Put your hand down.What’s this (in English)? I don’t know. It’s a…Is it a…?

BLOCK 4 - Socio-cultural aspects and intercultural awareness Knowledge of customs in English-speaking countries via:Reading texts about British schools (CB p. 12)Classroom conversation (CB p. 6)Song: Where’s my book? (CB p. 9)


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Consumer education: discussion about the classroom of the future.Moral and civic education: importance of order in the classroom and at school.Consumer education: importance of knowing how machines and gadgets work.

v. artistic and cultural competence.CB p. 9. Sing a song.AB p. 6, colour. P. 8, draw the school. Pp.. 59, 60 and 67, make and cut out cards.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM With music and art in the relevant pp. in the previous section.

5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guess 1 and 2, Guide p.155)Lesson 1 (Guide p.142).Lesson 2 (Guide p.142, TRP Photocopy Master 1).Lesson 3 (Guide p.143, TRP Photocopy Master 2).Lesson 4 (Guide p.143).Lesson 5 (Guide p.143).Lesson 6 (Guide p.144).Extension activitiesSpaceship lesson (Question Chain, Guide p.157)Lesson 1 (Guide p.142).Lesson 2 (Guide p.143).Lesson 3 (Guide p.143).Lesson 4 (Guide p.143).Lesson 5 (Guide p.143, TRP Photocopy Master 3).


Lesson 6 (Guide p.144).

6.- ASSESSMENTFormative Correct Activity BookBack to Base Lesson (AB p. 9)Assessment sheet Unit 1 (Assessment notebook).Self-assessment My Effort (AB p. 9).Data Bank 1 (AB p. 54).

Unit 2: At Toby’s party

1. - TEACHING OBJECTIVES Identify and say the vocabulary of the living room. Identify, memorise and use the vocabulary of birthday presents. Ask questions and talk about things they have. Revise how to ask someone’s age. Revise how to ask and say where something is. Sing a song to focus on the structures in the Unit. Listen to two stories . Write the language from the Unit. Play to practise orally the structures in the Unit. Focus on the strategies used to perform certain activities. Play in teams to revise the vocabulary and structures in the Unit. Self-assess the work done during the Unit.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a rhyme and perform the actions (CB p. 14)Learn and practise a conversation about classroom language (CB p. 14)Identify and practise the oral expression of names of living room furniture (CB p. 15).Listen to and identify different gifts (CB p. 16, AB p. 11and 14).Learn and sing a song (CB p. 17).Play a game of elimination using the new syntactic structure (CB p. 18).Ask classmates questions using the new syntactic structure (AB p. 12)Listen to and act out a story (CB p. 19).

BLOCK 2 - Reading and writing PROCEDURESWrite miscellaneous words using visual prompts (AB p. 10).Read a text and colour a picture following the description (AB p. 10)Complete sentences using visual prompts (AB p. 11)Read and write the new syntactic structure (AB p. 12)Match the pictures with the words using the stickers (AB p. 4, Data Bank 2)Write questions to ask classmates using the new syntactic structure (AB p. 21).Identify and write the language in a story (AB p. 13).Complete a simple story with the sentences provided (AB p. 13)


Read a text about a birthday party in Great Britain (CB p. 20).Draw. and write the name of their favourite presents (AB p. 14).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme PartiesLexicon Activecomputer game, ball, skateboard, bike, video, T-shirt table, lamp, picture, sofa, television, plant.

Passive come, see, look, living room, party, new, birthday, today, cake, present, ride, down, share, great, balloon, cards, candles, friends.

Recycled toilet, dining room, earth, objects, up, pencil. Colours. Numbers.

Functions and linguistic exponents ActiveCan I have a rubber, please? Yes, here you are.Have you got a (bike)? Yes, I have/No, I haven’t.I’ve got a (new T-shirt).PassiveTap your toes, stretch up highI haven’t got a (bike).Do you like it?I like that.Robodogs love computer games.Recycled Walk on the spot. Swing your arms.Can you help me please? Yes, of course.This is a (bike).What’s this (in English)? It’s (my new bike).How old are you? I’m (9).Where’s (my ball)? It’s in/on/under the…

BLOCK 4 - Socio-cultural aspects and intercultural awareness Knowledge of how birthdays are celebrated in other countries through reading a text about a birthday party Great Britain (CB p. 20)Classroom conversation (CB p. 14)Song : Birthday! (CB p. 17)


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit.


.Moral and civic education: appreciate the importance of giving and receiving presents.Education for peace: respect for other people’s property.v. artistic and cultural competence.CB p. 17. Sing a song.AB p. 10, colour. P. 14, Draw. a favourite present. Pp.. 59, 60and 69, make and cut out cards.


5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guide p.144)Lesson 1 (Pass the Bag, Guide p.156).Lesson 2 (Guide p.144, TRP Photocopy Master 4).Lesson 3 (Guide p.144, TRP Photocopy Master 5).Lesson 4 (Guide p.145).Lesson 5 (Guide p.145).Lesson 6 (Guide p.145).

Extension activitiesSpaceship lesson (Guide p.144)Lesson 1 (Guide p.144).Lesson 2 (Guide p.144).Lesson 3 (Guide p.145).Lesson 4 (Guide p.145).Lesson 5 (Guide p.144, TRP Photocopy Master 6).Lesson 6 (Guide p.145).

6. - ASSESSMENTFormative Correct the Activity BookBack to Base Lesson (AB p. 15)Assessment sheet Unit 2 (Assessment notebook).SummativeTest 1 (Assessment notebook).Assessment criteria in the test:Oral expression: answer questions about a pictureListening comprehension: listen to a recording and indicate the object corresponding to the description Reading comprehension and written expression: group and write words in fields. Lexicon; read and draw according to the description of the text; complete texts using a picture.Self-assessment My Effort (AB p. 15).Data Bank 2 (AB pp.54).

Old MacDonald 1


1.- TEACHING OBJECTIVES Read and write to revise and consolidate structures and vocabulary from units 1

and 2

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a story and follow it in the book (CB p. 22and 23) (AB p. 16, CB p. 22and 23)Read aloud the dialogues from the story (CB p. 22 and 23)Listen and draw according to the description (AB p. 18).Practise the syntactic structures via pair work (CB p. 18).

BLOCK 2 - Reading and writing PROCEDURESComplete a simple text with the names of the characters (AB p. 16).Match the two parts of the sentences (AB p. 17)Complete sentences following the visual prompt (AB p. 17, CB p. 23)Match the sentences with the pictures (AB p. 18)Find the words in a word search (AB p. 19).Add words to the vocabulary lists (AB p. 19)

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme A party at Old MacDonald’s houseLexicon Recycled In, on, under, key, great, car, supermarket, chair, CD player, CD, parties, fun, here, quick, hide, nice, numbers, colours, living room furniture, classroom objects, birthday presents, parts of the schoolFunctions and linguistic exponents Recycled It’s (under the chair. Have you got (the key)? I’ve got (a great CD). I haven’t got (my hat).Where’s the (CD player)?I’m (Nugget).He’s (Old Macdonald).Look at this.Let’s go (to the supermarket).Be quiet!Hello.Goodbye.At home.

3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT


See in the introduction the general features of the contribution of learning the target language to the key competences and in particular how they are reflected in this unit:.

iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Environmental education: respect for animals.

5. - TREATMENT OF DIVERSITY Reinforcement activitiesLesson 1 (Guide p.146).Lesson 2 (Guide p.146).Lesson 3 (TRP Photocopy Master 7 and 8).Extension activitiesLesson 1 (TRP Photocopy Master 7 and 8).Lesson 2 (Guide p.146).Lesson 3 (Guide p.146).

6. - ASSESSMENTFORMATIVE Correct the Activity Book

Unit 3: Tea at Granny’s

1. - TEACHING OBJECTIVES Identify and name the members of the family. Identify, memorise and say names of food and drink with the help of a song. Cut out some cards and play a vocabulary game. Listen to a song which introduces the language used to say what people like and

don’t like. Play to practise a conversation about what they like and don’t like. Read and write to consolidate the language from the unit. Revise how to identify objects and ask questions about them. Listen to two stories . Focus on the strategies used to perform certain activities. Play in teams to revise the vocabulary and structures in the Unit. Self-assess the work done during the Unit.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a rhyme and perform the actions (CB p. 24)Learn and practise a conversation about classroom language (CB p. 24)Identify and practise the oral expression of names of family members (CB p. 24)Listen to and identify different types of food (CB p. 26, AB p. 21 and 24). Learn and sing a song (CB p. 27).Ask classmates questions using the new syntactic structure (AB p. 22)Play a game of elimination using the new syntactic structure (CB p. 28).


Listen to and act out a story (CB p. 29).

BLOCK 2 - Reading and writing PROCEDURESIdentify words with the help of visual prompts (AB p. 20).Do a crossword based on visual prompts (AB p. 21)Read and write the new syntactic structure (AB p. 22)Match the pictures with the words using the stickers (AB p. 55, Data Bank 3)Write questions to ask classmates using the new syntactic structure (AB p. 22).Identify and write the language in a story (AB p. 23).Complete a simple story with the sentences provided (AB p. 23)Read a text about the family of a child in Great Britain (CB p. 30).Write about food they like or don’t like (AB p. 24)

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme FamilyLexicon ActiveMum, Dad, brother, sister, Granny, Grandad, cake, biscuit, sandwich, yoghurt, fruit, milk.Passive Tea, lovely, food, ham, jam, cheese, peas, Yuck! Yummy!, look, catch, too (also), family, picnic, favourite, restaurant, friend, hurry, hamburgers, food, spaghetti, salad.

Recycled Earth, up. Presents. Numbers. Greetings.Functions and linguistic exponents ActiveI don’t understand. Listen again.Do you like…? Yes, I do/No, I don’t.I like…/I don’t like…Passive Wiggle your hips, shake your legs.Recycled Tap your toes, Stretch up high. Walk on the spot.Swing your arms.Can I have a rubber, please? Yes, here you are.Have you got…? Yes, I have/No, I haven’t.I’ve got (ham sandwiches).What’s this in English?Where’s (the cake)?Where are the (biscuits)?You’re….This is….Look, listen.

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about a British family by reading a text (CB p. 30) Classroom conversation (CB p. 24)


Song: Do you like sandwiches with ham and jam? (CB p. 27)

3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the key competences and in particular how they are reflected in this unit.

iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Health education: importance of eating well.Non-sexist education: acknowledgement of the importance of all the family collaborating with housework.

v. artistic and cultural competence.CB p. 27. Singing activity.AB p. 24. Draw. Pp.. 61 and 62, make some cards. P 71, cut out.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM Music and art in the pp. related to the previous point.

5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guide p.146)Lesson 1 (Guide p.146).Lesson 2 (Guide p.147, TRP Photocopy Master 9).Lesson 3 (Question Chain - Guide p.157, TRP Photocopy Master 10).Lesson 4 (Guide p.147).Lesson 5 (Guide p.147).Lesson 6 (Guide p.148).


6. - ASSESSMENTFormative Correct the Activity BookBack to Base Lesson (AB p. 25)Assessment sheet Unit 3 (Assessment notebook).Self-assessment My Effort (AB p. 25).Data Bank 3 (AB p. 55).


Unit 4: At the circus

1. - TEACHING OBJECTIVES Listen to and perform some gymnastic exercises. Learn and practise a classroom conversation with the help of a song. Identify and say the vocabulary of the face. Identify, memorise and say names of items of clothing with the help of a song. Ask about and describe people’s physical appearance. Listen to two stories . Cut out and play a vocabulary game. Revise how to ask and say where things are. Revise he/she via a song. Revise how to ask and say what something is. Read and write to consolidate the language from the unit. Make a cut-out and use it to practise the key vocabulary in the unit. Focus on the strategies used to perform certain activities. Play in teams to revise the vocabulary and structures in the Unit. Self-assess the work done during the Unit.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a rhyme and perform the actions (CB p. 32)Learn and practise a conversation about classroom language (CB p. 32)Identify and practise oral expression of parts of the face (CB p. 33)Listen and identify different items of clothing (CB p. 34, AB p. 27 and 30).Learn and sing a song (CB p. 35).Play a game of elimination using the new syntactic structure (CB p. 36).Ask classmates questions using the new syntactic structure (AB p. 28)Listen to and act out a story (CB p. 37).

BLOCK 2 - Reading and writing PROCEDURESDraw and write the names of the parts of the face (AB p. 26)Read a text and draw a face following the description (AB p. 26)Write sentences with the help of oral prompts (AB p. 27).Decipher a code and write the new structure (AB p. 28)Match the pictures with the words using the stickers (AB p. 56, Data Bank 4)Write questions to ask classmates using the new syntactic structure (AB p. 28).Identify and write the language in a story (AB p. 29).Complete a simple story with the sentences provided (AB p. 29)Read a text about a trip to the circus in Great Britain (CB p. 38).Draw a circus and write about it (AB p. 30)

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS


Theme The circusLexicon ActiveNose, mouth, hair, eyes, ears, teeth, hat, trousers, jacket, shoes, flower, socks, big/little.Passive Clown, big, little, magician, acrobat, scared, circus, town, lion, tiger, rabbit, floppy, shiny, stripy, good, brave, very, toes, too (also), lots of, horse-trainer, horse, juggler, club, trapeze artist, trickRecycled Earth, cat, today. Food. The family. Clothes. Numbers.Functions and linguistic exponents:ActiveDo you like bananas? Can you repeat, please?Has he/she got…? Yes, he has/No, he hasn’t.He/She’s got….Passive Jump up and down, hop on one leg.It’s got (ten horses).I like magic.He can (do lots of tricks).Recycled What’s this? It’s a…Have you got…? Yes, I have/No, I haven’t.I’ve got it.What colour is it/are they?Where’s (my rabbit)?Tap your toes. Stretch up high. Wiggle your Hips. Shake your legs. Stand up. Sit down.

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about some activities that English children do in their free time by reading a text about a trip to the circus (CB p. 38) Classroom conversation (CB p. 32)Song: The circus is in town? (CB p. 35)


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Non-sexist education: participation of both sexes, with no discrimination one against the other, in games.Education for peace: respect for the effort of others, even when things turn out badly.

v. artistic and cultural competence.


CB p. 35. Singing activity .AB p. 26, 28 and 30, draw. P. 61 and 62, make cards. P. 74, cut out.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM Music and art in pp. related to the previous point.

5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Simon says - Guide p.157)Lesson 1 (Guide p.148).Lesson 2 (Guide p.148, TRP Photocopy Master 12).Lesson 3 (Guide p.148, TRP Photocopy Master 13).Lesson 4 (Guide p.149).Lesson 5 (Guide p.149).Lesson 6 (Guide p.149).


6. - ASSESSMENTFormative Correct the Activity BookBack to Base Lesson (AB p. 31)Assessment sheet Unit 4 (Assessment notebook).SummativeTest 2 (Assessment notebook).Assessment criteria in the test:Oral expression: answer questions about a pictureListening comprehension: listen to a recording and indicate the object corresponding to the description Reading comprehension and written expression: group and write words in fields Lexicon s; read and draw according to the description of the text; complete texts using a picture.Self-assessment My Effort (AB p. 31).DATA BANK 4 ( AB P. 56).

Old MacDonald 2

1. - TEACHING OBJECTIVES Read and write to revise and consolidate structures and vocabulary from Units 3

and 4.

2. - CONTENTS


BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a story and follow it in the book (CB p. 40 and 41)Read the story and identify specific vocabulary (AB p. 32, CB p. 40 and 41)Listen to a story and practise the dialogues in pairs (CB pp.40 and 41)Listen and match what they hear to the corresponding picture (AB p. 34).Read a text and colour the picture according to the description (AB p. 34).Ask and answer questions about their own likes (AB p. 35).

BLOCK 2 - Reading and writing PROCEDURESMatch the sentences in the story with the corresponding characters (AB p. 32)The children write questions about the story (AB p. 33).Match the pictures with the sentences. (AB p. 33).Draw a picture and write a simple text about it (AB p. 34).Complete a puzzle with various words (AB p. 35).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme A scarecrow.Lexicon Recycled Man, field, big, wait, come back, very, brave, scarecrow, look, here, Galaxy, rabbit. Items of clothing. Parts of the face. Colours. Food. Drink. Family members.Functions and linguistic exponents Recycled What’s your name?I’m (Caw)This is (Daw)She’s (my sister)It’s (the scarecrow).Has he got (a big hat)? Yes, he has.He’s got (a big nose).We don’t like him.Do you like (my hat)?I’ve got an idea.Where’s (my scarecrow)?Let’s see.Go away. I don’t understand.Wait a minute.What’s wrong?Thank you.Hello.Goodbye.



iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Environmental education: respect for animals.

5. - TREATMENT OF DIVERSITY Reinforcement activitiesLesson 1 (Guide p.150).Lesson 2 (Guide p.150).Lesson 3 (TRP Photocopy Master 15 and 16).Extension activitiesLesson 1 (TRP Photocopy Master 15 and 16).LESSON 2 (GUIDE P.150). Lesson 3 (Guide p.150).

6. - ASSESSMENTFORMATIVE CORRECT THE ACTIVITY BOOK

Unit 5: At the park

1. - TEACHING OBJECTIVES Identify and say the vocabulary of actions. Identify, memorise and say names of sports with the help of a song. Listen to two stories . Cut out cards and use them to practise language. Sing a song to focus on the structures can and can’t. Play to practise talking about what one can do. Revise how to ask people what they have. Read and write to consolidate new language. Develop the capacity to read via guided reading. Focus on the strategies used to perform certain activities. Play in teams to revise the vocabulary and structures in the Unit. Self-assess the work done during the Unit.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a rhyme and perform the actions (CB p. 42)Learn and practise a conversation about classroom language (CB p. 42)Identify and practise the oral expression of actions (CB p. 43)Listen and identify different activities which take place in a park (CB p. 44, AB p. 37 and 40).Learn and sing a song (CBp. 45).Play a game of elimination using the new structure (CB p. 46).Ask classmates questions using the new syntactic structure (AB p. 38)


Listen to and act out a story (CB p. 47).

BLOCK 2 - Reading and writing PROCEDURESWrite miscellaneous words with the aid of visual prompts (AB p. 36 and 37).Find and count the words in a word search (AB p. 36)Decipher the code and write the new syntactic structure (AB p. 38)Write questions to ask classmates using the new syntactic structure (AB p. 38).Match the pictures with the words using the stickers (AB p. 57, Data Bank 5)Identify and write the language in a story (AB p. 39).Complete a simple story with the sentences provided (AB p. 39)Read a text about a boy and his family in Great Britain (CB p. 48).Complete with information about a person (AB p. 40)

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme In the parkLexicon ActiveRun, fly, jump, swim, walk, hop, skip, play football, play basketball, ride a bike, rollerblade.Passive Pass (v.), ball, help, stop, left, right, wobble (v.), tall, fall, active, good, cook (n.), make, always, have (=eat), champion, player, lots of, trophies, tennis, magic tricks, friends, swimmer.Recycled Earth, look!, yuck!, tea (=meal). Colours. Food. The family. Greetings.

Functions and linguistic exponents ActiveCan I go to the toilet, please? Yes, off you go.Can you (play football)? Yes, I can./No, I can’t.Can he/she…?I can (skip).I can’t (skateboard).He/She can/can’t (play football)Passive Turn around, bend your kneesHe plays (in the school team).Recycled Jump up and down. Hop on one leg. Shake your legs. Wiggle your hips.Have you got (a skateboard)? Yes, I have/No I haven’t.We haven’t got (bikes). I’ve got an idea!I like (that)! I love (bikes).Where’s (Zap)?What’s his name? How old is he?

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about the typical free-time activities of families in English-speaking countries, by reading a text about the Linnel family (CB p. 48):


Classroom conversation (CB p. 42)Song: Can you play football? (CB p. 45)


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Road safety education: Identify the need to wear appropriate clothing for sport.Moral and civic education: importance of thinking how to help others

v. artistic and cultural competence.CB p. 45. Sing.AB p. 38 and 40, drawing activities. Pp.. 63 and 64, make cards. P. 75, cut out.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM Music and art in pp. related to the previous point.

5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guide p.150)Lesson 1 (Pass the Bag, Guide p.150).Lesson 2 (Guide p.150, TRP Photocopy Master 17).Lesson 3 (Guide p.150, TRP Photocopy Master 18).Lesson 4 (Guide p.151).Lesson 5 (Guide p.151).Lesson 6 (Guide p.151).Extension activitiesSpaceship lesson (Guide p.150)Lesson 1 (Guide p.150).Lesson 2 (Guide p.150).Lesson 3 (Guide p.151).Lesson 4 (Guide p.151).Lesson 5 (Guide p.151, TRP Photocopy Master 19).Lesson 6 (Guide p.151).


Unit 6: At the zoo


1. - TEACHING OBJECTIVES Identify and say the vocabulary of parts of the body. Identify, memorise and say names of animals with the help of a song. Listen to two stories . Make cut-outs and use them to practise language. Sing a song to focus on the structures can and can’t. Play to practise how to talk about what can be done and physical appearance. Revise how to talk about what we like and don’t like. Read and write to consolidate new language. Develop the ability to read via guided reading about animals. Focus on the strategies used to perform certain activities. Play in teams to revise the vocabulary and structures in the Unit. Self-assess the work done during the Unit.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a rhyme and perform the actions (CB p. 50)Learn and practise a conversation about classroom language (CB p. 50)Identify and practise oral expression of parts of the body (CB p. 51)Identify and practise oral expression of names of animals (CB p. 52) Learn and sing a song (CBp. 53).Listen to and identify numbers in context (AB p. 43)Play a game of elimination using the new syntactic structure (CB p. 54).Ask classmates questions using the new syntactic structure (AB p. 44)Listen to and act out a story (CB p. 55).Listen to a text and try to identify specific vocabulary (AB p. 46).

BLOCK 2 - Reading and writing PROCEDURESWrite miscellaneous words with the aid of visual prompts (AB p. 42).Read two texts and act appropriately (AB p. 42)Draw animals and write their names (AB p. 43)Read and write the new syntactic structure (AB p. 38)Write questions to ask classmates using the new syntactic structure (AB p. 44).Match the pictures with the words using the stickers (AB p. 58, Data Bank 6)Identify and write the language in a story (AB p. 45).Complete a simple story with the sentences provided (AB p. 45)Read a text about some children in Great Britain and their animals (CB p. 56).Draw an animal and write about it (AB p. 46).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme AnimalsLexicon ActiveLegs, tail, head, arm, feet, hands, neck, elephant, dolphin, crocodile, giraffe, bear, penguin.


Passive Long/short, welcome, zoo, animal, very, enormous, why, true, lie (n.), tall, stars, sky, touch, long, fat, funny, swimming, short,, take, ride (n.), anyone, new, look, (at), fun, curly, strong, fast, monkey, shark, people, sharp, fast (adv.), hippopotamus, lastly.Recycled Big, little, Earth, tiger, run, come. Parts of the face. Sports. Actions. Colours. Numbers.

Functions and linguistic exponents:Active

I’ve finished. Well done!Can it (swim)? Yes, it can/No, it can’t.Has it got (little ears)? Yes, it has/No it hasn’t.Is it (big)? Yes, it is/No isn’t.Passive Nod your head. Run on the spot.It’s got…/It hasn’t got….Why has it got (a long neck)?This animal can’t (see).It can play football.What’s your favourite (animal)?Recycled Is it… ¿ It’s…We’ve got (twelve penguins).It can’t (swim).What is it?What’s your name?How old are you?Do you like…? Yes, I do/No, I don’t.I don’t like (zoos).Where’s (Robodog).

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about unusual pets in Great Britain by reading a text (CB p. 56)Classroom conversation (CB p. 50)Song: Can anyone tell me why? (CB p. 53)


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Environmental education: respect for animals.Moral and civic education: importance of conserving the environment.


v. artistic and cultural competence.CB p. 53, sing.AB p. 42, 43, 44 and 46, drawing activities. Pp... 63 and 64, make cards. P. 77, cut out.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM Music and art in pp.. related to the previous point.

5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Simon says - Guide p.157)Lesson 1 (Guide p.152).Lesson 2 (Guide p.152, TRP Photocopy Master 20).Lesson 3 (Guide p.152, TRP Photocopy Master 21).Lesson 4 (Guide p.153).Lesson 5 (Guide p.153).Lesson 6 (Guide p.153).Extension activitiesSpaceship lesson (Guide p.152)Lesson 1 (Guide p.152).Lesson 2 (Guide p.152).Lesson 3 (Guide p.152).Lesson 4 (Guide p.153).Lesson 5 (Guide p.153, TRP Photocopy Master 22).Lesson 6 (Guide p.153).

6. - ASSESSMENTFormative Correct the Activity BookBack to Base Lesson (AB p. 47)Assessment sheet Unit 6 (Assessment notebook).SummativeTest 3 (Assessment notebook).Assessment criteria in the test:Oral expression: answer questions about a picture.Listening comprehension: listen to a recording and indicate the object corresponding to the description Reading comprehension and written expression: group and write words in fields Lexicon; read and draw according to the description of the text; complete texts using a picture.Self-assessment My Effort (AB p. 47).Data Bank 6 (AB p. 58).

OLD MACDONALD 3


and 6.


2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a story and follow it in the book (CB p. 58 and 59).Listen to a story and practise the dialogues in pairs (CB pp.58 and 59).Listen and identify the corresponding animals (AB p. 50).

BLOCK 2 - Reading and writing PROCEDURESMatch the sentences from the story with the characters who say them (AB p. 48).Complete simple texts (AB p. 49).Write simple descriptions (AB p. 49)Read and answer specific questions after interpreting a table (AB p. 51).Write various words inspired by picture prompts (AB p. 51).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme A lion visits Old MacDonald’s house.Lexicon Recycled Look, good, big, animal, very fast, sharp, hungry, here, favourite, food, help, too. Food and drink. Parts of the body and the face. Actions. Colours. Animals. Sports. Furniture. Classroom objects. Birthday presents. Items of clothing.Functions and linguistic exponents Recycled Old MacDonald can/can’t (run).Can it (run)?What’s he got?It’s got (long hair).Has it got (big teeth)?I’ve got an idea.Do you like (pizza)?I like pizza. I don’t like (grass).This is (good pizza).What is it? It’s a (lion).Who’s that?My name’s (Len).Come and look.Have some grass.I don’t know.Oh no!Goodbye.

3. - - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the key competences and in particular how they are reflected in this unit:.


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Environmental education: respect for animalsHealth education: importance of eating well.


6. - ASSESSMENTFORMATIVE CORRECT THE ACTIVITY BOOK

Unit : Festivals

Halloween

1.- TEACHING OBJECTIVES Learn some things about Halloween. Listen to a sketch and follow the story in their books. Make and use a cut-out.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a play (CB p. 60).

Perform the play (CB p. 60).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme HalloweenLexicon ActiveGhost. Halloween.Recycled Greetings.Functions and linguistic exponents Passive I want (a friend)


Recycled What’s your name?I’m…Let’s go (to the Halloween party).

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about the customs and traditions related to Halloween in English-speaking countries.


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Education for peace: respect for and tolerance of other cultures.Moral and civic education: importance of being patient and sharing things with others.

5.- TREATMENT OF DIVERSITY Reinforcement activity Guide p.154.Extension activity Guide p.154.

Christmas

1.- TEACHING OBJECTIVES Learn some things about Christmas in Great Britain. Sing a song . Make a Christmas decoration to take home.

2. - CONTENTS BLOCK 1 - Listening, speaking and conversingPROCEDURES Learn and sing a song (CBp. 60).

Ask questions about a cut-out (CB p. 60).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme Christmas.Lexicon ActiveTree, ChristmasPassive Bauble, little, pretty, on, you, me.Recycled Colours. Numbers.


Functions and linguistic exponents Recycled Let’s (put baubles on the Christmas tree).

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about the customs and traditions related to Christmas in English-speaking countries.


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Education for peace: respect for and tolerance of other cultures.Learning to be patient and share things with others.



Easter

1.- TEACHING OBJECTIVES Learn some things about Easter in Great Britain. Sing a song . Make an Easter card.

2. - CONTENTS BLOCK 1 - Listening, speaking and conversingPROCEDURES Learn and sing a song (CBp. 62).

Ask questions about their cards (CB p. 62).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme EasterLexicon ActiveIn, chick, Easter.Passive Egg, flower pot, post box, door, on, ground.Recycled Up, down, around, me, you, tree, look. Colours. Numbers.Functions and linguistic exponents Passive I’ve got (two)Recycled Is it (in the orange egg)?

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about the customs and traditions related to Easter in English-speaking countries.

3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the key competences and in particular how they are reflected in this unit:.iv. Social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Education for peace: respect for and tolerance of other cultures.Moral and civic education: importance of being patient and sharing things with others.



Mother’s Day/Father’s Day

1. - TEACHING OBJECTIVES Learn some things about Mother’s Day and Father’s Day in Great Britain. Listen to a poem whilst looking at the pictures for better comprehension. Recite a poem. Make a bookmark to take home. Write a poem to practise the language of festivals.

2. - CONTENTS BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to and repeat a poem (CB p. 63).

Ask questions about the cut-out (CB p. 60).

BLOCK 2 - Reading and writing PROCEDURESWrite a poem, filling in the gaps, about what each of them likes (TRP photocopy master 28)

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme Mother’s Day and Father’s Day.Lexicon ActiveMother’s Day, Father’s Day.Passive Gorilla, pizzaRecycled Computer games, football. Colours

Functions and linguistic exponents Recycled I like (gorillas)

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about the customs and traditions associated with Mother’s Day and Father’s Day in English-speaking countries.


iv. Social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Education for peace: respect for and tolerance of other cultures.


Moral and civic education: importance of being patient and sharing things with others.

5.- TREATMENT OF DIVERSITY Reinforcement activity Guide p.154.

Extension activity Guide p.154

PROGRAMME OF UNITS: 4th YEAR - COMPULSORY PRIMARY EDUCATION

This programming and scheduling constitutes a model of timed learning for 4yh year of Primary Education and taking into account the specific objectives of English as a subject.

This is an adaptable timetable which may be adjusted to the group-class profile as it may be used simultaneously with students who struggle to learn languages as well as with those who have slightly superior knowledge. It may also be adapted to the teacher’s and students’ own tastes and initiatives and the evolution of the course.

This is a guiding and extendable programme, with numerous optional possibilities suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may introduce these activities at the appropriate moment, according to students’ needs and attitudes, bearing in mind learning speed – individual and collective – and teaching hours available.

Starter Unit

1. - TEACHING OBJECTIVES Remember the characters they met in Galaxy 3. Identify and practise greetings. Identify objects and ask about them. Write the missing words in various sentences. Learn the numbers from 10 to 100. Sing a song accompanying it with actions. Revise familiar English words.

2. - CONTENTS BLOCK 1 - Listening, speaking and conversingPROCEDURES Study a picture and talk about the context and the characters in the book (CB pp.2 and 3)Listen to and recognise the numbers from 10 to 100 (CB pp.2 and 3).Revise and sing a song (CB pp.2).Identify and name the words of a song (CB pp.4 and 5).Spell words in English prompted by a picture in the book (CB pp.4 and 5)

BLOCK 2 - Reading and writing PROCEDURESRead a comic story and complete sentences (AB p. 2).Identify the name of the numbers from 10 to 100 in a word search (AB p. 3).


BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme The alphabetLexicon ActiveTen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred, Hello, apple, ball, cake, dolphin, elephant, flower, giraffe, hat, ice-cream, jacket, king, lamp, mouth, nose, orange, pencil, queen, rubber, shoe, television, umbrella, video, window, X-ray, yoghurt, zoo. The alphabet.Passive Up, away, planet, everything, different, new, too, beach, fancy dress party, pet show, funfair, home, forest.

Functions and linguistic exponents ActiveWhat’s this in English? It’s a (hat)How do you spell (hat)?What’s your name? I’m (Zap)How are you? I’m fine, thanks.Passive Let’s go (to a planet). This is fun!

BLOCK 4 - Socio-cultural aspects and intercultural awareness Approach English culture in general via:Recognising the value of English as a means of communication.Acknowledge the absence of the letter ñ in the English alphabet.


iv. Social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Education for peace: importance of greeting and introducing oneself to people.Moral and civic education: importance of sharing classroom materials with one’s peers.

5. - TREATMENT OF DIVERSITY Reinforcement activitiesLesson 1 (Guide p.139).Lesson 2 (Guide p.139).Lesson 3 (Guide p.139).Extension activitiesLesson 1 (Guide p.139).Lesson 2 (Guide p.139).


Lesson 3 (Guide p.139).

6. - ASSESSMENTFormative Correct the Activity Book.Pupil’s participation in different activities.

Unit 1: At the beach

1. - TEACHING OBJECTIVES Identify, say and write the vocabulary of sports and hobbies. Identify, memorise and use the vocabulary of collectable objects. Identify and perform the robot’s gymnastic exercises. Ask how many items somebody has in their collection. Talk about sports they can or cannot play. Listen to and read a short story. Write the vocabulary from the Unit. Play a game of elimination to revise the vocabulary and structures in the unit. Draw and write about a collection. Play to consolidate the key vocabulary from the unit. Self-assess the work completed.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to and repeat a rhyme and perform the actions (CB p. 6)Learn and practise a conversation about classroom language (CB p. 6)Identify and practise the oral expression of hobbies (CB p. 7)Listen to and identify different collectable objects (CB p. 8, AB p. 5 and 8).Learn and sing a song (CBp. 9).Play a game of elimination using the new structure (CB p. 10).Ask classmates questions using the new syntactic structure (AB p. 6)Listen to and act out a story (CB p. 11).

BLOCK 2 - Reading and writing PROCEDURESRead and complete a text with the aid of visual clues (AB p. 4).Look for words in a word search and use them to complete sentences (AB p. 5)Read and write the new syntactic structure (AB p. 6)Write questions to ask classmates using the new syntactic structure (AB p. 6).Match the pictures with the words using the stickers (AB p. 53, Data Bank 1)Complete a simple story with the sentences provided (AB p. 7)Read a text about some children in Great Britain and their collections (CB p. 12).Draw and write about their favourite collection (AB p. 8)

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme


The beachLexicon ActiveSail a boat, play football, fly a kite, ride a bike, play volleyball, do karate, skateboard, cards, stickers, marbles, badges, shells, sweets, but.Passive Hobbies, Earth, Help! collection, boats, pens, membership card. Colours. The numbers from 1 to 100.Functions and linguistic exponents ActiveSilence, please, listen and look. Pick up your pencil.Open your book.Do you want a pencil? Yes, please.I can (fly a kite) but I can’t (do karate).How many (badges) have you got? I’ve got (three).Can you (sail a boat)? Yes, I can. No, I can’t.Passive Look at (my animal stickers).I collect (marbles). That’s not a (shell).What’s this in English? It’s a (badge).My (shells), your (shells)You’re (Silvia).Are you (a boy or a girl)?How old are you? I’m (10).What’s your favourite (colour)?Recycled What’s your name? I’m (Alice).Typical classroom conversations.Robot’s gymnastics.

BLOCK 4 - Socio-cultural aspects and intercultural awareness Knowledge of customs in English-speaking countries and the academic life of British children via texts about them (CB pp.12)Song: Collections.


iv. Social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Moral and civic education: importance of saying please when asking for things.Road safety: recognise the need to know how something works before using it (for example, a bicycle).

v. artistic and cultural competence.CB p. 9, sing.AB p. 8, draw your favourite collection. Pp.. 59, 60 and 67, make and cut out cards.



5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guide p.140)Lesson 1 (Guide p.140).Lesson 2 (Guide p.140, TRP Photocopy Master 1).Lesson 3 (Guide p.141, TRP Photocopy Master 2).Lesson 4 (Guide p.141).Lesson 5 (Guide p.141).Lesson 6 (Guide p.142).Extension activitiesSpaceship lesson (Guide p.140)Lesson 1 (Guide p.140).Lesson 2 (Guide p.140).Lesson 3 (Guide p.141).Lesson 4 (Guide p.141).Lesson 5 (Guide p.141, TRP Photocopy Master 3).Lesson 6 (Guide p.142).


Unit 2: At the fancy dress party

1.- TEACHING OBJECTIVES Identify, say and write the vocabulary of the names of fancy dress costumes. Identify, memorise and use the vocabulary of items of clothing. Identify and perform the robot’s gymnastic exercises. Ask questions and talk about what someone is wearing. Listen to and read a short story. Write the key vocabulary from the unit. Play to consolidate the key vocabulary and structures from the unit. Listen to, read and write the description of the children’s costumes. Self-assess the work completed.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to and repeat a rhyme and perform the actions (CB p. 14)


Learn and practise a conversation about classroom language (CB p. 14)Identify and practise the oral expression of names of fancy dress costumes (CB p. 15)Listen and identify different items of clothing (CB p. 16, AB p. 11 and 14).Learn and sing a song with the new syntactic structures (CB p. 17).Play a game of elimination using the new structure (CB p. 18).Ask classmates questions using the new syntactic structure (AB p. 12)Listen to and act out a story (CB p. 19).

BLOCK 2 - Reading and writing PROCEDURESComplete a crossword with the names of the costumes (AB p. 10)Read and colour a drawing according to the description (AB p. 10)Match sentences with the corresponding drawings (AB p. 11)Read and write the new syntactic structure (AB p. 12)Write questions to ask classmates using the new syntactic structure (AB p. 12).Match the pictures with the words using the stickers (AB p. 54, Data Bank 2)Complete a simple story with the sentences provided (AB p. 13)Read a text about a boy in Great Britain and his friends (CB p. 20).Draw and write about a friend’s costume. (AB p. 14).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme The fancy dress party.Lexicon ActiveClown, alien, ghost, princess, pirate, footballer, witch, cowboy, pink, purple, brown, black, red, green, white, blue, orange, dress, tracksuit, skirt, boots, shorts, shirt, Earth girl, Earth boy, aliens.

Passive Dressing up, fancy dress costumes, amazing, fancy dress party, hat, socks, jacket, toes, head, legs, nose, feet, arms, big, boy, girl, winners.

Recycled Colours. Numbers.Functions and linguistic exponents ActiveWalk on the spot. Stretch up high. Jump up and down. Wave goodbye.That’s wrong and that’s right. Oh, I see.Is (Zap) wearing (a hat) on (his head)? Yes, he is. No he isn’t.(Ben) is wearing (a black hat). I’m a (pirate).I want an (orange and green) tracksuit.Passive Do you like (these cowboy boots)?Yes, they’re great!I like (this dress).What are these?It’s not (a ghost). It’s (me).What a mess! Look at his/her (toes)!Is it (a boy or a girl)?Oh dear! Quick!


Recycled Typical classroom conversation.Robot gymnastics.

BLOCK 4 - Socio-cultural aspects and intercultural awareness Recognise elements of English culture.Learn about typical fancy dress costumes in Great Britain, by reading a text (CB p. 20)

Song: Dressing up.


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Education for sexual equality: respect and tolerance towards the clothing of others.Education for peace: respect for the efforts of others, even when things turn out badly (for example, losing in a game).

v. artistic and cultural competence.CB p. 17, sing.AB pp. 12 and 14, draw. Pp.. 59, 60 and 69, make and cut out cards.


5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guide p.142)Lesson 1 (Guide p.142).Lesson 2 (Guide p.142, TRP Photocopy Master 4).Lesson 3 (Guide p.143, TRP Photocopy Master 5).Lesson 4 (Guide p.143).Lesson 5 (Guide p.143).Lesson 6 (Guide p.144).


6. - ASSESSMENT


Formative Correct the Activity BookBack to Base Lesson (AB p. 15)Assessment sheet Unit 2 (Assessment notebook).

SummativeTest 2 (Assessment notebook).Assessment criteria in the test:Oral expression: answer questions about a pictureListening comprehension: listen to a recording and indicate the object corresponding to the description Reading comprehension and written expression: group and write words in fields Lexicon; read and draw according to the description of the text; complete texts using a picture.Self-assessment My Effort (AB p. 15).Data Bank 2 (AB p. 54).

Old MacDonald 1


and 2.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a story and follow it in the book (CB p. 22 and 23)Read the story and identify specific vocabulary (AB p. 16, CB p. 22 and 23)Read some sentences and say whether they are true or false (AB p. 16, CB p. 22 and 23)Listen to a text and match the drawings with the numbers (AB p. 18)Learn and practise typical classroom conversations (CB p. 24)

BLOCK 2 - Reading and writing PROCEDURESAnswer questions about the story (AB p. 17, CB pp.22 and 23)Practise the syntactic structures from the story (AB p. 17, CB pp.22 and 23)Write various words and complete a table with the aid of a text (AB p. 19 and 20).Practise vocabulary with the computer screen.

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme Old MacDonald quiere hacer deportesLexicon Recycled Tracksuit, clothes, dress, shirt, hat, run, bike, magazine, favourite. Hobbies. Collections. Fancy-dress costumes. Items of clothing. The numbers from 1 to 100.


Functions and linguistic exponents Recycled He’s wearing (a tracksuit)He’s got (a bike)

Can you ride a bike? No, I can’t / Yes, I canOld MacDonald can run.Let’s (go home)Look at (Old MacDonald)Come hereCome onBe careful.What is it?I like stickers.I collect cards.How many (sweets) have you got?Pinky can fly a kite.Perky can’t sail a boat.

3. - CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the key competences and in particular how they are reflected in this unit:.iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Health education: importance of eating well.Non-sexist education: recognition of the importance of all the family collaborating with housework.


6. - ASSESSMENTFORMATIVE Correct the Activity Book.

Unit 3: At the pet show

1. - TEACHING OBJECTIVES Identify, say and write the vocabulary of descriptive adjectives. Identify, memorise and use the vocabulary of pets. Identify and perform the robot’s gymnastic exercises.


Write the vocabulary from the Unit. Listen to and read a short story. Listen to and sing a song which introduces new structures. Ask questions; write them and talk about the pets. Play to revise the key vocabulary in the unit. Listen and identify the pet described. Colour a pet robot and write about using the language from the unit. Play in pairs to consolidate the key vocabulary and structures from the unit- Self-assess the work done during the Unit.

2. - CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to and repeat a rhyme and perform the actions (CB p. 24)Learn and practise a conversation about classroom language (CB p. 24)Identify and practise the oral expression of adjectives (CB p. 26)Listen to and identify different pets (CB p. 26, AB p. 21 and 24).Learn and sing a song (CB p. 27).Play a game of elimination using the new structure (CB p. 28).Ask classmates questions using the new syntactic structure (AB p. 22)Listen to and act out a story (CB p. 29).

BLOCK 2 - Reading and writing PROCEDURESRead and colour a drawing according to the description (AB p. 20)Read descriptions of animals and complete sentences with the right words (AB p. 21)Read and write the new syntactic structure (AB p. 22)Write questions to ask classmates using the new syntactic structure (AB p. 22)Match the pictures with the words using the stickers (AB p. 55, Data Bank 3)Complete a simple story with the sentences provided (AB p. 23)Read a text about a boy Great Britain and his classmate’s unusual pets (CB p. 30).Draw and write about a robot pet (AB p. 24).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme AnimalsLexicon ActiveLong, short, curly, straight, fat, thin, little, big, cat, mouse, snake, rabbit, parrot, goldfish, pet.

Passive Welcome, unusual, pet show, over there, mice, yours, some, under, table, my, prize, robot, certificate.

Recycled Earth, Hello, please, prize, winner. Colours. Animals. Numbers from 1 to 100. The parts of the body.Functions and linguistic exponents ActivePut your hand up. Wave it around. Click your fingers. Touch the ground.What’s number (3) (Blue boots).The (dog) with the (curly) (tail).


At the (pet show).Has he got (a long tail)? Yes, he has. No he hasn’t.He’s got a fat (rabbit).Is he (big)? No, he isn’t. Yes, he is.She’s (red) and (blue).He’s got (short hair).Passive What’s he doing? Can I see your pet, please? Can you guess?There are (parrots). Some are (big).Don’t worry.Where’s (Minty)? Who’s (Minty)? What colour is he?Recycled It’s (big). That’s right.

Is it a boy or a girl?I’m (Scott).This is (a chameleon). Look at the (cat).Typical classroom conversations.Robot gymnastics.

BLOCK 4 - Socio-cultural aspects and intercultural awareness Knowledge of certain aspects of British culture, via reading about unusual pets in Great Britain (Cb p. 30)Song: My pet.


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Consumer education: importance of choosing well when purchasing and of looking after what one acquires (for example, a pet).Education for peace: importance of collaborating with and helping others.

v. artistic and cultural competence.CB p. 27, sing. P. 31, draw a pet certificate.AB pp. 22 and 24, draw and colour. Pp.. 61, 62 and 71, make and cut out cards.

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM With music and art in the relevant pp. in the previous section .

5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guide p.144)Lesson 1 (Guide p.144).Lesson 2 (Guide p.145, TRP Photocopy Master 9).


Lesson 3 (Guide p.145, TRP Photocopy Master 10).Lesson 4 (Guide p.145).Lesson 5 (Guide p.146).Lesson 6 (Guide p.146).Extension activitiesSpaceship lesson (Guide p.144)Lesson 1 (Guide p.145).Lesson 2 (Guide p.145).Lesson 3 (Guide p.145).Lesson 4 (Guide p.145).Lesson 5 (Guide p.146, TRP Photocopy Master 11).Lesson 6 (Guide p.146).

6.- ASSESSMENTFormative Correct the Activity BookBack to Base Lesson (AB p. 25)Assessment sheet Unit 3 (Assessment notebook ).Self-assessment My Effort (AB p. 25).Data Bank 3 (AB p. 55)

Unit 4: At the fun fair

1.- TEACHING OBJECTIVES Identify, say and write the vocabulary of fairground food and drinks. Identify, memorise and use the vocabulary of fairground attractions. Identify and perform the robot’s gymnastic exercises . Write the language from the Unit . Listen to and read a short story . Listen to and sing a song with the key structures from the unit . Play to revise the key vocabulary and structures from the unit. Draw a fairground attraction and write questions about it. Write about a friend’s tastes. Read some texts about a fairground. Self-assess the work completed.

2.- CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to and repeat a rhyme and perform the actions(CB p. 32)Learn and practise a conversation about classroom language (CB p. 32)Identify and practise the oral expression of typical fairground food. (CB p. 33)Listen and identify different means of transport (CB p. 34, AB p. 27 and 30).Learn and sing a song to revise structures (CB p. 35).Play a game of elimination using the new structure (CB p. 36).Ask classmates questions using the new syntactic structure (AB p. 28)Listen to and act out a story (CB p. 37).


BLOCK 2 - Reading and writing PROCEDURESCompletar sentences using visual prompts (AB p. 26 and 27)Read and write the new syntactic structure (AB p. 28)Write questions to ask classmates using the new syntactic structure (AB p. 28)Match the pictures with the words using the stickers (AB p. 56, Data Bank 4)Complete a simple story with the sentences provided (AB p. 29)Read a text about a family in Great Britain and their visit to a fairground (CB p. 38).Write a text about a friend’s favourite fairground activities (AB p. 30).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme La feriaLexicon ActivoFunfair, popcorn, toffee apples, salad, pizza, burgers, juice, sandwiches, ice-cream, and, but, boat, train, plane, rocket, car, bus, ride.

Passive Food, great, train, ride, bus, ride, plane ride, rocket ride, boat ride, car ride, ghost, record sheet.

Recycled Hello, welcome, fun, colours, face, food, Earth.

Functions and linguistic exponents ActiveHop on one leg. Wiggle your toes. Swing your arms. Tap your nose.

It’s my go. Ok, it’s your go.I like (salad) but I don’t like (popcorn).(Percy) likes the (bus ride).He/She doesn’t like the (rocket ride).Does he/she like the (train) ride? Yes, he/she does. No, he/she doesn’t.Passive What’s that? Welcome to (the funfair). Thank you. This is great. Having fun. I don’t know. You win.

Recycled I’m (Percy Penguin). It’s a (car). Let’s go. Look over there. This is fun. Is it a boy or a girl? Here is (my family).

Typical classroom conversations.Robot gymnastics.

BLOCK 4 - Socio-cultural aspects and intercultural awareness Identify elements of English culture, such as a family visit to a theme park in Great Britain by reading a text. (CB p. 39)Song : Fun at the fair.

3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the key competences and in particular how they are reflected in this unit:.


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Education for peace : importance of being patient and respecting others.

Health education : importance of knowing which food is healthiest and how to enjoy a balanced diet.

v. artistic and cultural competence .CB p. 35, sing.AB pp. 26 and 28, drawings. Pp.. 61, 62 and 73, make and draw cards.


5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guide p.146)Lesson 1 (Guide p.146).Lesson 2 (Guide p.147, TRP Photocopy Master 12).Lesson 3 (Guide p.147, TRP Photocopy Master 13).Lesson 4 (Guide p.147).Lesson 5 (Guide p.148).Lesson 6 (Guide p.148).Extension activitiesSpaceship lesson (Guide p.146)Lesson 1 (Guide p.146).Lesson 2 (Guide p.147).Lesson 3 (Guide p.147).Lesson 4 (Guide p.147).Lesson 5 (Guide p.148, TRP Photocopy Master 14).Lesson 6 (Guide p.148)

6.- ASSESSMENTFormative Correct the Activity BookBack to Base Lesson (AB p. 31)Assessment sheet Unit 4 (Assessment notebook ).SummativeTest 2 (Assessment notebook ).Assessment criteria in the test :Oral expression: answer questions about a pictureListening comprehension : listen to a recording and indicate the object corresponding to the description Reading comprehension and written expression: group and write words in lexical fields; read and draw according to the description of the text; complete texts using a picture .Self-assessment My Effort (AB p. 31).Data Bank 4 (AB p. 56).


Old MacDonald 2

1.- TEACHING OBJECTIVES Read and write to revise and consolidate structures and vocabulary from Units 3

and 4

2.- CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a story and follow it in the book (CB pp.40 and 41).Read the story and identify specific vocabulary (AB p. 32, CB p. 40 and 41)Listen to a story and practise in pairs (CB p. 40 and 41).Listen and match drawings with a text (AB p. 34).

BLOCK 2 - Reading and writing PROCEDURESIdentify and write the vocabulary from the story (AB p. 32, CB pp.40 and 41) (AB p. 32, CB paginas 40 and 41).Match sentences and words writing the syntactical structures from the story (AB p. 33, CB pp.40 and 41).Write miscellaneous words based on visual prompts (AB p. 33).Answer questions by consulting certain pictures (AB p. 34).Classify vocabulary using a picture (AB pin 35).Write differences between various pictures (AB p. 35).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme Old MacDonald has a new petLexicon Recycled Favourite, bad, biscuits, carrot, dog, sheep, radio, pop music, love, hate, true. Pets. Means of transport. Colours. Numbers. Animals. Food. Parts of the body.Functions and linguistic exponents Recycled What’s (that noise)?Do you like it? / I don’t like (parrots).Does (Old MacDonald) like (parrots)? Yes, he/she does/No, he/she doesn’t.Old MacDonald likes parrots but Spud doesn’t.I love youOld MacDonald has got a pet.Is it (big)?Where’s (your radio).I can see (a mouse).Well done.Yes, please.Be quiet.Say goodbye.


I’ve got an idea.Has (Bo) got a (bear)?Yes he/she has/No, he/she hasn’t.


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Environmental education: importance of taking care of pets.

5.- TREATMENT OF DIVERSITY Reinforcement activitiesLesson 1 (Guide p.148).Lesson 2 (Guide p.148).Lesson 3 (TRP Photocopy Master 15 and 16).Extension activitiesLesson 1 (TRP Photocopy Master 15 and 16).Lesson 2 (Guide p.148).Lesson 3 (Guide p.148).

6.- ASSESSMENTFORMATIVE Correct the Activity Book.

Unit 5: At Silvia’s house

1.- TEACHING OBJECTIVES Identify, say and write the name of the rooms in a house. Identify, memorise and use the vocabulary of after-school activities. Identify and perform the robot’s gymnastic exercises . Write the language from the Unit . Listen to and sing a song . Play to revise the key vocabulary and structures from the unit . Write questions and ask about what people do after class. Listen to and write stories. Draw and write about themselves. Self-assess the work completed.

2.- CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to and repeat a rhyme and perform the actions (CB p. 42)Learn and practise a conversation about classroom language (CB p. 42)Identify and practise the oral expression of names of the rooms in a house (CB p. 43)


Listen and identify different everyday activities (CB p. 44, AB p. 37 and 40).Learn and sing a song to revise vocabulary (CB p. 45).Play a game of elimination using the new structure (CB p. 46).Ask classmates questions using the new syntactic structure (AB p. 38)Listen to and act out a story (CB p. 47).

BLOCK 2 - Reading and writing PROCEDURESRead a text and colour the pictures according to the description (AB p. 36)Order and write sentences (AB p. 37)Read and write the new syntactic structure (AB p. 38)Write questions to ask classmates using the new syntactic structure (AB p. 38)Match the pictures with the words, using the stickers (AB p. 57, Data Bank 5)Complete a simple story with the sentences provided (AB p. 39)Read a text about the typical week of a child in Great Britain (CB p. 48).Write a text about what they do every day after class (AB p. 40).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme The houseLexicon ActiveBedroom, bathroom, living room, dining room, hall, kitchen, garden, do my homework, watch television, have a bath, talk to Mum, have tea, play with a friend.

Passive Sofa, table, door, lamp, chair, toys, scribble, munch, chatter, splash, well, bit, maths.

Recycled Earth, cat, dog, food, yes, please, no, thanks, my, house, bus, sandwiches, friends. Colours. Numbers. Sports.Functions and linguistic exponents ActiveShake your arms. Bend your knees. Run on the spot. Freeze.Can I work with (Ted), please? Yes, you can.What do you do after school?Where do you (talk to Mum)?Passive Do you want (this)?I can do maths.We can watch television.Here you are.Come again.On (Monday).Recycled I like this food. This is (my bedroom). You’ve got (lots of toys). I’ve got (homework). Thank you. It’s great. Oh dear! I’m (Ted).

Typical classroom conversations .Robot gymnastics.

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about aspects of everyday British life by reading a text about a typical week of a child in Great Britain (CB p. 48).


Song : After school.


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Education for peace : importance of thinking how to help others.Moral and civic education: importance of collaborating with others and not taking excessive advantage of their help.

v. artistic and cultural competence .CB p. 45, sing.AB pp. 36 and 40, colour and draw. Pp.. 63, 64 and 75, make and draw cards.


5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guide p.149)Lesson 1 (Guide p.149).Lesson 2 (Guide p.149, TRP Photocopy Master 17).Lesson 3 (Guide p.149, TRP Photocopy Master 18).Lesson 4 (Guide p.150).Lesson 5 (Guide p.150).Lesson 6 (Guide p.150).Extension activitiesSpaceship lesson (Guide p.149)Lesson 1 (Guide p.149).Lesson 2 (Guide p.149).Lesson 3 (Guide p.150).Lesson 4 (Guide p.150).Lesson 5 (Guide p.150, TRP Photocopy Master 19).Lesson 6 (Guide p.151).

6.- ASSESSMENTFormative Correct the Activity BookBack to Base Lesson (AB p. 41)Assessment sheet Unit 5 (Assessment notebook ).Self-assessment My Effort (AB p. 41).DATA BANK 5 (AB P. 57).

Unit 6: In the forest


1.- TEACHING OBJECTIVES Identify, say and write the vocabulary of prepositions of place . Identify, memorise and use the vocabulary of forest objects. Identify and perform the robot’s gymnastic exercises . Write the key vocabulary from the unit . Listen to and read short stories. Listen to and sing a song . Listen to instructions to follow a route. Draw a forest and write questions. Play to consolidate the key vocabulary and structures from the unit . Listen to and read a project about forests. Self-assess the work completed.

2.- CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to and repeat a rhyme and perform the actions(CB p. 50)Learn and practise a conversation about classroom language (CB p. 50)Identify and practise the oral expression of prepositions of place (CB p. 51)Listen and identify different forest objects (CB p. 52, AB p. 43 and 46).Learn and sing a song to revise prepositions of place (CB p. 53).Play a game of elimination using the new structure(CB p. 54).Ask classmates questions using the new syntactic structure (AB p. 44)Listen to and act out a story (CB p. 50).

BLOCK 2 - Reading and writing PROCEDURESRead sentences and draw what they describe (AB p. 42)Complete sentences using visual clues (AB p. 43)Read and write the new syntactic structure (AB p. 44)Write questions to ask classmates using the new syntactic structure (AB p. 44)Match the pictures with the words using the stickers (AB p. 58, Data Bank 6)Complete a simple story with the sentences provided (AB p. 45)Read a text about different kinds of forest (CB p. 56).Write instructions for a game (AB p. 46).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme The forestLexicon ActiveIn, on, over, near, under, behind, between, in front of, bee, flower, tree, bush, river, rock, bird, frog.Passive Snake, sofa, rabbit, lamp, ball, chair, bears, beautiful, next to, nature trail, croak.Recycled Book, table, marbles, house, boots, Earth, Hello! forest, girl, boy. Numbers. Animals.Functions and linguistic exponents Active


Nod your head. Jump up and down. Now stand still. And turn around.Sorry! That’s OK.Is there a (rock)? Yes, there is. No, there isn’t. There’s a (bird).It’s (under) a (bush).Passive There are no (bears).Don’t be silly.Follow me!Come along. This way. We’re going today. I’m coming!That’s cheating! You can find.. coniferous (forest).Recycled Over there. Can you see..?There’s (snow). There are (rocks).Typical classroom conversations . Robot gymnastics. .

BLOCK 4 - Socio-cultural aspects and intercultural awareness Learn about environmental education in Great Britain through projects, by reading a text about projects undertaken by British children (CB p. 56)Song : The forest march.


iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Environmental education: respect for animals and the environment.Moral and civic education: respect for rules (for example, in a game).

v. artistic and cultural competence .CB p. 53, sing.AB pp. 42, 44 and 46, pictures. Pp.. 63, 64 and 77, make and draw cards.


5.- TREATMENT OF DIVERSITY Reinforcement activitiesSpaceship lesson (Guide p.151)Lesson 1 (Guide p.151).Lesson 2 (Guide p.151, TRP Photocopy Master 20).


Lesson 3 (Guide p.151, TRP Photocopy Master 21).Lesson 4 (Guide p.152).Lesson 5 (Guide p.152).Lesson 6 (Guide p.152).Extension activitiesSpaceship lesson (Guide p.151)Lesson 1 (Guide p.151).Lesson 2 (Guide p.151).Lesson 3 (Guide p.152).Lesson 4 (Guide p.152).Lesson 5 (Guide p.152, TRP Photocopy Master 22).Lesson 6 (Guide p.152).

6.- ASSESSMENTFormative Correct the Activity BookBack to Base Lesson (AB p. 47)Assessment sheet Unit 6 (Assessment notebook ).SummativeTest 3 (Assessment notebook ).Assessment criteria in the test :Oral expression: answer questions about a pictureListening comprehension : listen to a recording and indicate the object corresponding to the description Reading comprehension and written expression : group and write words in lexical fields; read and draw according to the description of the text; complete texts using a picture .Self-assessment My Effort (AB p. 47).Data Bank 6 (AB p. 58).

Old MacDonald 3

1.- TEACHING OBJECTIVES Read and write to revise and consolidate structures and vocabulary from Units 5

and 6.

2.- CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a story and follow it in the book (CB p. 58 and 59)Listen to the story and read it in pairs (CB pp.58 and 59)Order some pictures after listening to a story (AB p. 50)Read a story and identify specific vocabulary (AB p. 50).

BLOCK 2 - Reading and writing PROCEDURESRead some sentences and say whether they are true or false (AB p. 48, CB pp.58 and 59).


Match the sentences with the pictures (AB p. 48, CB pp.58 and 59)Write the syntactic structures in the story, matching sentences (AB p. 49, CB pp.58 and 59).Write a secret message looking for letters in some story frames (AB p. 51 CB pp.58 and 59).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme Some burglars enter Old MacDonald’s house.Lexicon Recycled Robber, farm, bed, sofa, table, sheep, chicken, cow, run, look, nice, happy, sometimes, teachers, bear, cat, fish, bee. Rooms in a house. Prepositions. Forest vocabulary. After-school activities.Functions and linguistic exponents Recycled There’s a (robber) (on the farm).There are two (robbers)Where’s the (farmer)?Go to (the kitchen)Wake up!Come on.I’ve got an idea.Don’t be silly!Well done. Be quiet.What do you do (in the evening)?Where do you (play with a friend).There’s a (fish) (in) the (river).Goodbye from us!

3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the key competences and in particular how they are reflected in this unit:.iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Moral and civic education: respect for rules (for example, in games); importance of collaborating with others and not taking excessive advantage of their help.

5.- TREATMENT OF DIVERSITY Reinforcement activitiesLesson 1 (Guide p.152).Lesson 2 (Guide p.153).Lesson 3 (TRP Photocopy Master 23 and 24).Extension activitiesLesson 1 (TRP Photocopy Master 23 and 24).Lesson 2 (Guide p.153).Lesson 3 (Guide p.153).


6.- ASSESSMENTFORMATIVE Correct the Activity Book.

Unit : Festivals

Birthday

1.- TEACHING OBJECTIVES Learn some things about birthdays in Great Britain . Sing a song. Read an invitation to a party. Make a birthday badge for a friend.

2.- CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Learn and sing a traditional song. (CB p. 60).

BLOCK 2 - Reading and writing PROCEDURESRead a party invitation (CB p. 60).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme Birthday parties.Lexicon ActiveBirthday, party, present, cake, candles, balloons, sweets, card.Passive Festivals, jolly good fellow, today, say, phone, where, when, starts, ends.Recycled The months of the year. The numbers from 1to 20.Functions and linguistic exponents ActiveHappy Birthday!Passive Please come to my party.Recycled He’s (a jolly good fellow).It’s (my birthday).

BLOCK 4 - Socio-cultural aspects and intercultural awareness A traditional English song: For he’s a jolly good fellow.



iv. social and civic competence As learning a language implies the knowledge of social features and cultural aspects linked to speakers of the language and which may be studied in parallel fashion in the unit. .Moral and civic education: importance of collaborating with classmates.Education for peace : respect for and tolerance of other cultures .


Christmas

1.- TEACHING OBJECTIVES Learn some things about Christmas in Great Britain . Listen to a Christmas story. Make a Christmas card.

2.- CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to a play and indicate the corresponding story frames (CB p. 61).

BLOCK 2 - Reading and writing PROCEDURESRead a play aloud (CB p. 61).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme Christmas Lexicon ActiveChristmas, Father Christmas, presents, silly, Mum, Dad, children.Passive Festivals, Christmas story.Functions and linguistic exponents ActiveIt’s (Father Christmas). Be quiet! Go to sleep. Goodnight. Wake up! Look!Passive Father Christmas brings presents.A present for (Tom).Recycled I like (Christmas).

BLOCK 4 - Socio-cultural aspects and intercultural awareness


Anglo-Saxon Christmas traditions.




Pancake Day

1.- TEACHING OBJECTIVES Learn some things about Carnival in Great Britain . Listen to and recite a poem. Make a card with the recipe for pancakes.

2.- CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to and recite a poem (CB p. 62).

BLOCK 2 - Reading and writing PROCEDURESWrite a recipe (TRP photocopy Master 27).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme CarnivalsLexicon ActivePancake, tea, table, chair, foot, hair.Passive Festivals, everywhere, toss, turn, catch, flour, salt, egg, milk, oil, bowl, spoon, pan, lemon, sugar, mix, add, beat, cook.Recycled In, on.Functions and linguistic exponents .Active


It’s (Pancake Tuesday). Let’s make (pancakes).You can help me.Passive Make them in a pan.Catch them if you can.Recycled Come and have tea.

BLOCK 4 - Socio-cultural aspects and intercultural awareness A traditional carnival recipe in Great Britain : Pancakes.

3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the key competences and in particular how they are reflected in this unit.



Easter

1.- TEACHING OBJECTIVES Learn some things about Easter in Great Britain . Sing a song. Make an Easter present by framing the poem.

2.- CONTENTS

BLOCK 1 - Listening, speaking and conversingPROCEDURES Listen to and sing a traditional English song. (CB p. 63).

BLOCK 2 - Reading and writing PROCEDURESComplete a poem with names of family and friends (TRP photocopy Master 28).

BLOCK 3 - Reflection upon and knowledge of the language through use CONCEPTS Theme Easter


Lexicon ActiveEaster, hot cross bun, Dad, Mum, daughter, son.Passive Festivals, penny, yourself.Recycled One, two.Functions and linguistic exponents .ActiveHappy Easter! Passive Buy one for your dad. They’re yum.

BLOCK 4 - Socio-cultural aspects and intercultural awareness A traditional Easter song in Great Britain : Hot Cross Buns.





CLASSROOM PROGRAMME - NEW GALAXY 3: YEAR 2010/2011*

This classroom programme is part of the curriculum for primary education and the curriculum project for the area which OUP has designed for the Cool Kids method of teaching-learning the English language.

Designing a classroom programme is a very special task, as each centre, depending on its type and curricular project, each class, depending on its diversity, and each teacher, according to his/her teaching experience, runs a different classroom programme in terms of particular characteristics but a similar one in a more general sense

Within this general context, and on the basis of openness and flexibility as a useful and efficient tool for primary school teachers, the Cool Kids editorial project has prepared this classroom programme.

The abbreviations and symbols employed are as follows:

In the activities section:SB- Student’s Book TG- Teaching guide p. - page PM- Photocopy Masters BookAN – Assessment Notebook

In the skills section:DS – Communicative SkillsL- Listening Comprehension S- Oral ExpressionR- Reading Comprehension W- Written Expression

And in the interaction section: IN- InteractionIW- Individual Work GW – Group Work PW- Pair Work AC – All the ClassT-Ss- Teacher-Students


Introduction: StarterSession

OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACTION

MATERIALS APPROX.

TIME.

1

Remember the vocabulary.

Introduce the characters: Zap and Zeeta.

Sing the song Up, up, and away.

Activate pupils’ vocabulary and write words on board. Optional use of flashcards.

Look at Starter poster or the picture from the book and introduce characters and story. Formulate questions in mother tongue based on picture.

Practise actions which accompany the song . Listen to and sing the song and act out the words .

S, W

S

L, S

T–Ss

T–Ss

T–Ss

BoardTRP flashcardsTRP poster StarterCB p. 2–3

CD/tape CB p. 2

10’

25’

10’

2

Identify the characters.

Answer questions orally.

Understand a brief dialogue and answer questions.

Introduce the characters. Listen to CD/tape and identify characters

Listen to CD/tape pausing after each question for a pu-pil to respond

Optional activities: questions (reinforcement)/Role play (extension).

Draw a self-portrait. Clarify questions via previous work with characters. Answer questions individually.

L

L, S

W

T–SsIW

T–SsIW

IW

CD/tape CB p. 2–3CD/tape CB p. 2–3LP p. 142

AB p. 2

10’

20’

15’

3

Talk about a picture.

Follow the robot.

Practise colours and numbers.

Practise reading and writing.

Observe picture and activity to remember story. Identify different areas of the spaceship and activities performed in each.

Activity to demonstrate the actions stand up, sit down, look, listen, put your hand up, put your hand down say-ing them before performing them. Pupils repeat the ac-tions and teacher stops doing and saying them in the same order. Listen to and perform the actions.

Observe the picture and numbers and colours which ap-pear. Practise with the questions What number is it? and What colour is it? Listen to and repeat the rhyme.

Optional activities. Colours (oral; reinforcement)/Colours (written; extension).

Read and act out the rhyme.

S, L

S, LLC

LC

R, W

T–Ss

T–Ss

T–Ss

IW

CB p. 4–5

CD/tape CB p. 4–5

CD/tape CB p. 4–5

LP p. 142

AB p. 3

10’

10’

15’

10’ Sing the song Up, up and

away. Revise familiar words to pre-

pare the Listening comprehen-

Listen to and sing the song and act out the words. Observe the flashcards and concentrate on correct pro-

nunciation of the words boy, girl, cat, dog, pear and rainbow. Revision of vocabulary with the game True/

L, S

LC

T–Ss

T–SsPW

CD/tape CB p. 2–3TRP flashcardsCB p. 4–5

5’

20’


4 sion .

Memorise vocabulary.

false. Observe and comment on pictures and predict what characters say. Listen and identify objects and oral practice.

Optional activities : hangman (reinforcement)/What’s this? (extension).

Explain the task before colouring and writing the name of the colour used. Observe cards and find correspond-ing stickers to complete the database. Make a bag to store vocabulary cards.

L, S

LC

T–Ss

IW

CD/tape

LP p. 142 (157)

Colours, scissorsTRP flashcardsData bank, AB p. 52AB p. 65

20’

Approximate length: 4 sessions of 45 minutes.


UNIT 1: At schoolSession


MATERIALS APPROX.

TIME.

1

Introduce the theme of the unit.

Follow the robot.

Recite a chant.

Memorise school/classroom vo-cabulary.

Observe the picture and comment on situation firstly in mother tongue and then in English.

Demonstrate new exercises and revise gymnastic table with the new movements: walk on the spot and swing your arms. Listen and complete the table.

Observe poster and hypothesise upon situation. Listen to and repeat the expressions Can you help me, please? Yes, of course. Practise the chant in pairs.

Observe flashcards and identify objects: book, chair, cupboard, desk, pencil, rubber. Practise with the game Freeze. Listen to and repeat the model.

Optional activities : guess (reinforcement)/Question chain (extension).

L

LC

L, S

L, S

LC

T–Ss

T–Ss

T–Ss

PW

T–Ss

CB p. 6–7

CD/tape CB p. 6

TRP poster Classroom ConversationCD/tape CB p. 6TRP flashcards (classroom objects)CD/tape CB p. 7LP p. 155LP p. 157

5’

10’

10’

20’

2

Complete a wordsearch. Count objects and write the

numbers. Practise the listening com-

prehension.

Explain activity and do word search . Observe drawing and complete with the correct numbers Observe the Starter poster and exchange questions and

answers. Listen to and repeat the song Up, up and away. Observe and discuss the picture. listen to the story while observing the frames

LC

LC

L, S

IW

IW

T–Ss

AB p. 4

AB p. 4

TRP poster StarterCB p. 2–3CD/tape CB p. 8

10’

10’

25’

3

Assimilate the new vocabulary.

Activate the vocabulary learnt.

Follow the robot.

Introduce the vocabulary: classroom, dining room, gym, toilet, corridor, playground. Listen and identify the words whilst indicating them in the picture. Listen to and repeat the rhyme. Practise with the game What’s missing?

Optional activities: vocabulary (reinforcement)/Listening comprehension (extension).

Prepare the wordstrip 1 and play the game What’s this? Optional activity: pairwork (reinforcement). Revision of walk on the spot, swing your arms, put your

hand up, put your hand down and complete table.

LC

LC

LC

T–Ss

PW

T–Ss

TRP flashcards (school)CD/tape CB p. 8

LP p. 142

Wordstrip 1, AB p. 59ScissorsLP p. 158CD/tape

20’

15’

10’


4

Learn the prepositions with the song Where’s my book?

Identify oral information.


Observe pictures and anticipate vocabulary: in, on, under, where is ...? Listen to the song following the rhythm. Listen again and repeat the song .

Optional activities: song (reinforcement/extension). Identify the characters and comment upon the situation.

Demonstrate the activity, listen to text ad match each character with the correct place.

Written practice of words studied with the game Match. Observe plan and explain activity. Complete activity indi-vidually and correct.

Optional activity: school parts (reinforcement).

LCL, S

LLC

W

LC

T–Ss

IW

IW

CB p. 9CD/tape

LP p. 142, 143CD/tape AB p. 5

TRP flashcards (school)AB p. 5ColoursLP p. 142; Photocopy Master 1

15’

15’

15’

5

Practise questions and an-swers: Where is...? It’s...

Practise reading.

Improve oral and written ex-pression.

Listen to and repeat the song Where’s my book? Revision of classroom objects with the game Flash. Ob-serve and discuss the picture . Listen to the questions, anticipate the answer and check. Listen and repeat the drill. Game in pairs.

Optional activity: Oral expression (reinforcement). Observe the code and colour the drawing. Match the

questions with the correct answer. Colour the objects and ask the questions . Exchange

books with a classmate, observe drawing and play a memory game .

Optional activities : written expression (reinforcement)/Oral and written expression (extension).

L, S

LCLC

W, S

LC

T–Ss

PWIW

IW

PW

CD/tape CB p. 9–10

LP p. 143AB p. 6ColoursAB p. 6Colours

LP p. 143, Photocopy Master 2

15’

10’

20’

6

Assimilate vocabulary studied.

Listen to a story.


Explain the activity. Observe the database and revise vocabulary, if possible, and play the game Numbers. Complete the database with corresponding words and stickers.

Listen to and repeat the rhyme Can you help me? Yes, of course. Observe and comment on the pictures. Listen to the story following the frames. Listen again and identify the character. Listen for second time and identify order of picture fames.

Listen to sentences and choose those corresponding to character to complete speech bubbles. Observe the story frames and complete with words from the table.

Optional activities : reading comprehension (reinforce-

LC

LLC

R, W

LC

IW

IW

IW

Data bank 1, AB p. 53Unit 1 stickers

CD/tape CB p. 11

AB p. 7

LP p. 143

10’

15’

20’


ment)/Oral and written expression (extension).

7

Improve listening and reading comprehension.

Revise contents studied.

Prepare a game.

Listen and complete the gymnastics table. Comment on the title, observe the photos and anticipate the contents. Read and check hypotheses. Infer meaning of new words from context. Read and listen to text again. Com-plete AB activity.

Optional activities : reading (reinforcement)/Vocabulary–Poster (extension).

Make a plan of the school and label each. Oral practice. Prepare cut-outs and explain the game. Play game in

pairs. Optional activities : structures (reinforcement)/Alternative

game (extension).

RLC

LC

LC

T–SsIW

IW

PW

CD/tape CB p. 12AB p. 8

LP p. 143

AB p. 8; ColoursTRP poster Classroom conversationScissorsCB p. 13; AB p. 67LP p. 144

20’

10’

15’

8 Improve pronunciation. Revise contents studied.

Reflect upon effort made and Self-assessment .

Listen to and repeat the song Where’s my book? General revision of contents via spaceship game Individual reflection and completion of self-assessment

sheet.

LCLC

LT

T–SsGW

IW

CD/tape , CB p. 9CB and AB Unit 1LP p. 36AB p. 9

5’20’

20’

9

Learn about Halloween. Introduction to theme and knowledge of British tradi-tions. Observe and comment on the title A ghost story and the pictures, and explain new vocabulary. Listen to play whilst following pictures. Listen again. Make some finger puppets. Perform play with puppets.

TD T–SsIW

CD/tape CB p. 60Photocopy Master 25Scissors, glue, coloursLP p. 130–131

45’



UNIT 2: At Toby’s partySession


MATERIALS APPROX.

TIME.

1

Follow the robot.

Practise typical classroom ex-pressions: Can I have ...? Yes, here you are.

Learn vocabulary related to the house: living room objects.

Practise reading.

Incorporation of new movements tap your toes, stretch up high and complete table.

Observe and discuss poster. Listen to and repeat the re-cording. Practise in pairs.

Presentation of words picture, plant, lamp, table, sofa, television with flashcards and emphasis on new words. Practise with the game Clever parrots. Listen, identify the objects and repeat the words. Written practice.

Optional activities: vocabulary (reinforcement)/Oral ex-pression (extension).

Read the sentences, colour the objects and correct.

LC

L, S

LCW

LC

T–Ss

T–SsPW

T–SsIW

IW

CD/tape ; CB p.. 14

CD/tape ; CB p.. 14TRP poster Classroom conversation

TRP flashcards (living room objects)CB p. 15CD/tape AB p. 10LP p. 144

AB p. 10

10’

10’

15’

10’

2

Familiarise oneself with con-text.

Understand a story.

Assimilate the new vocabulary.

Observe the Starter poster and contextualise the situ-ation. Listen to and repeat the song Up, up and away.

Anticipate contents from the title and pictures. Listen to the story and identify the characters who speak.

Optional activity: Listening comprehension (extension). Introduce the words bike, skateboard, ball, video, com-

puter game, T-shirt with flashcards and the game Guess! Listen and identify the objects. Listen and repeat the chant. Listen to a series of six words and identify the one which is repeated. Play Wordstrip.

Optional activity: pass the bag (reinforcement).

LC

L

LCL, S

T–Ss

T–Ss

T–SsIWPW

TRP poster StarterCB p. 2–3

CD/tape CB p. 16

LP p. 144TRP flashcardsCD/tape CB p. 16AB p. 59, Wordstrip 2

LP p. 156

10’

15’

20’

3

Follow the robot.

Sing the song Birthday!

Practise listening and reading comprehension and writing .

Perform the actions, listen and complete the table. Observe drawing and learn the melody and the expres-

sions Have you got ...?, I haven’t got ..., I’ve got. Listen to and repeat the song .

Optional activity: song (reinforcement). Listen to recording and number the presents. Written

practice of names of presents with wordcards and the game Jump. Revision of prepositions and complete sen-

L

LC

TD

T–Ss

T–Ss

IW

CD/tape

CD/tape CB p. 17

LP p. 144CD/tape AB p. 11

10’

10’

25’


tences. Optional activity: writing (reinforcement)/Survey (exten-

sion).

TRP wordcards (presents)

LP p.. 144; Photocopy Master 4

4

Practise the structure Have you got ...?, I haven’t got ..., I’ve got.

Practise comprehension and expression .

Match words and pictures.

Listen to and repeat the song Birthday!, Revision of vocabulary with the game What’s missing? Observe the picture and comment on the situation. Listen and identify the character. Practise the structure following the rhy-thm.

Observe the maze and find the questions. Make ques-tions and oral exchange with a classmate.

Optional activities : have you got a ...?–Written expres-sion (reinforcement)/Have you got a ...? (extension).

Revision of vocabulary (living-room and birthday presents) with wordcards and the game Point. Observe and complete database.

LC

TD

LC

T–SsPW

IWPW

IW

CD/tape CB p. 17, 18

AB p. 12

LP p. 144, 145

Data bank 2, AB p. 54Unit 2 stickers

15’

15’

15’

5

Listen to a story.


Warm-up: listen to and repeat the rhyme Can I have ...? Practise in groups. Observe and comment on the pic-tures. Listen to the story and follow the story frames. Listen again and identify who is speaking. Another listening with change of sequence and identification of story frames.

Optional activity: reading comprehension (reinforce-ment).

Identify what each character says. Complete speech bubbles. Observe the story frames and complete with words from the table. Collective correction.

Optional activity: performance–writing (extension).

TD

R, WLC

T–Ss

IW

TRP poster Classroom conversationCB p. 14CD/tape CB p. 19

LP p. 145AB p. 13LP p. 145

25’

20’

6

Follow the robot.

Improve reading comprehen-sion.

Practise listening and reading comprehension.

Revision of movements tap your toes, stretch up high, put your hand up, put your hand down and completion of table according to recording.

Discuss the title My private diary and the pictures and anticipate the contents. Read the texts and check . De-duce the meaning of the words balloon, candles, party, cards, new, lots of with the help of the pictures.

Optional activities : reading comprehension (reinforce-ment)/Vocabulary (extension).

Listen to the recording . Explain activity with the ex-ample. Listen again and complete the table. Draw and write the name of their favourite presents.

Optional activity: Oral expression and escrita (exten-sion).

LC

TD

L, W

T–Ss

T–SsIW

IW

CD/tape

CD/tape CB p. 20

LP p. 145; Photocopy Master 6

CD/tape AB p. 14

5’

20’

20’


7

Play a game. Revision of typical classroom language. Explain and pre-pare the game of families with cut-outs. Demonstrate the game and revise the necessary language: Have you got ...? Yes, I have Here you are. /Sorry. No, I haven’t. Listen to a model, put pupils into groups and play the game.

Optional activities : game (reinforcement)/a more difficult game.

TD T–SsPWGW

TRP poster Classroom conversationCB p. 21Cut-out 2 AB p. 69CD/tape

LP p. 145

45’

8 Improve pronunciation. Revise contents studied.


Listen to and repeat the song Birthday! Prepare the spaceship game. Revision of unit contents

and play game. Individual reflection and completion of self-assessment

sheet.

LCLC

LT

T–SsGW

IW

CD/tape , CB p. 17CB and AB Unit 2LP p. 52AB p. 15

5’20’

20’



REVISION UNIT: Old MacDonald 1Session


MATERIALS APPROX.

TIME.

1

Learn how Christmas is cel-ebrated in Great Britain .

Introduction to British traditions. Observe and comment on the picture and explanation of new vocabulary indicating the objects. Listen to and repeat the song . Make Christ-mas tree decorations. Game with the decorations.

TD T–SsIW

CD/tape CB p. 61Photocopy Master 26Scissors, glue, thread, coloursLP p. 132–133

45’

2

Follow a story. Observe and comment on the pictures. Read and listen to text. Get to know characters and find words in text.

Optional activity: Listening comprehension (reinforce-ment).

Optional activity: Listening comprehension (extension).

L, R IW CD/tape CB p. 22–23AB p. 16LP p. 145LP p. 146, Photocopy master 7, 8

45’

3

Practise comprehension and oral expressions.

Practise reading and written expression.

Listen to and read story. Sort pupils into pairs, select three or four story frames and perform chosen part with em-phasis on correct intonation.

Optional activity: Oral expression (extension). Explain activity and practise syntactic structures from story.

Revision of living-room objects with flashcards and prepos-itions in, on and under. Complete exercises .

Optional activity: vocabulary (reinforcement).

L, S

R, W

PW

T–SsIW

CD/tape CB p. 22–23

LP p. 146CB p. 22–23AB p. 17TRP flashcards (living room objects)LP p. 146

25’

20’

4

Improve comprehension and oral and written expression.

Listen to the first sentence of the recording and explain the activity. Listen to the rest of the text and complete the text with the missing objects. Read dialogue and oral practice in pairs. Match sentences with corresponding animals. Find words in a word search and then classify.

TD IW CD/tape AB p. 18–19

45’

5 Make a poster. Creative extension of vocabulary and expressions learnt in units 1 and 2. Divide class into groups and each designs ideal classroom. Exhibit posters in classroom.

TD GW Card, paper, scissors, glue, coloursLP p. 138

45’

6 Assess knowledge acquired. Complete test 1: Units 1–2. TD IW Assessment notebook p. 13–14Photocopies p. 17–19

45’



UNIT 3: Tea at Granny’sSession


MATERIALS APPROX.

TIME.

1

Follow the robot.

Practise typical class-room conversations .

Memorise vocabulary related to the family.


Incorporation of new movements wiggle your hips and shake your legs, revision of actions from unit 2 and complete the table.

Observe poster and present the model: I don’t understand. Listen again. Listen to and repeat the expressions. Practise in pairs.

Introduce the words brother, sister, dad, granddad, granny and mum with flashcards and the game Guess, if possible. Listen to recording and identify corresponding person. Repeat new words.

Optional activities : family words (reinforcement/extension). Observe drawings and identify the people following the example.

Match drawings with corresponding sentence. Collective correc-tion.

LC

L, S

LC

R, WLC

T–Ss

T–SsPW

T–Ss

IW

CD/tape CB p. 24

TRP poster Classroom conversationCD/tape CB p. 24TRP flashcards (family)CD/tape CB p. 25

LP p. 146AB p. 20

5’

15’

15’

10’

2

Introduce the theme of the lesson.

Understand a story.

Assimilate vocabulary related to food.

Warm up: observe Starter poster and anticipate vocabulary re-lated to food. Listen to and repeat the song Up, up and away.

Observe title and story frames, contextualise and anticipate what is happening. Listen to story while following story frames. Listen again and identify characters.

Optional activity: Listening comprehension (extension). Introduce the words cakes, biscuits, sandwiches, yoghurt, fruit

and milk con las flashcards. Practise with the game Mime the card. Listen to recording and identify corresponding drawing. Listen to and repeat chant. Listen to series of words and identify missing word. Play word chain game.

Optional activity: rhyme (reinforcement).

LC

L

LCL, S

T–Ss

T–Ss

T–SsIWPW

TRP poster StarterCB p. 2–3

CD/tape CB p. 26

LP p. 146TRP flashcards (food)CD/tape CB p. 26AB p. 61, Wordstrip 3

LP p. 146

10’

15’

20’

3

Follow the robot. Assimilate the use of

the structure Do you like ...? with a song .

Practise reading and oral and written expres-sion.

Revision of movements and complete table. Observe drawing concentrating on words ham, jam, cheese and

peas. Learn the melody. Listen and repeat. Optional activity: song (reinforcement). Discuss picture and identify words. Listen to recording and

identify corresponding food. Revise spelling of new words with wordcards and the game Stop. Do crossword.

Optional activity: writing (reinforcement).

LCL, SLC

TD

T–SsT–Ss

IW

CD/tape CD/tape CB p. 27

LP p. 146CD/tape AB p. 21TRP wordcards (food)

5’15’

25’


Optional activity: vocabulary (extension).

LP p. 146; Photocopy Master 9LP p. 147

4

Practise the structure Do you like ...?

Practise comprehension and expression .

Match words and pictu-res.

Warm up: listen to and repeat the song Do you like sandwiches with ham and jam? Revision of vocabulary related to food with the game Lip reading and flashcards. Observe picture and explain situation. Listen to the questions and anticipate the answers. Listen to recording and check. Oral practice and play the game in pairs.

Demonstrate the activity. Identify the questions. Make questions with the structure Do you like ...? and oral exchange in pairs.

Optional activities : question chain–written expression (reinforce-ment).

Optional activity: vocabulary (extension). Revision of vocabulary related to family and food with the word-

cards and the game You and me. Complete the database.

LC

TD

LC

T–SsPW

IWPW

IW

CD/tape CB p. 27, 28TRP flashcards (food)

AB p. 22

LP p. 157LP p. 147, Photocopy Master 10LP p. 147TRP wordcards (family, food)Data Bank 3, AB p. 55

20’

15’

10’

5

Listen to and under-stand a story.


Warm up: listen to and repeat the rhyme I don’t understand. Listen. Observe pictures and anticipate contents. Listen to record-ing whilst looking at story frames. Listen again and identify the character. Listen to recording with order changed and identify story frames.

Optional activity: role play (extension). Identify what each person says. Complete speech bubbles. Ob-

serve the story frames and complete with words from table. Col-lective correction.

Optional activities : reading comprehension (reinforcement)/writ-ten expression (extension).

LLC

R, WLC

T–SsPW

IW

CD/tape CB p. 24TRP poster Classroom ConversationCB p. 29

LP p. 147AB p. 23

LP p. 147

25’

20’

6

Follow the robot. Improve reading com-

prehension.

Practise listening and reading comprehension.

Revision of movements and complete table. Observe and discuss the title This is my family and me and the

photos. Anticipate the contents. Check hypothesis by reading texts. Deduce the meaning of the words or expressions Mother’s Day, favourite restaurant, party and picnic from context. Read and listen to text.

Optional activities : reading comprehension(reinforcement)/vocab-ulary–Oral and written expression (extension).

Observe pictures and revise vocabulary. Listen to first dialogue and give examples. Listen to remaining dialogues and complete activity. Draw favourite food and write sentences explaining what they like and don’t like.

LCR

LC

L, WLC

T–SsT–Ss

IW

IW

CD/tape CD/tape CB p. 30

LP p. 147

CD/tape AB p. 24

5’25’

15’

Make a game. Warm up: use of typical classroom language with the poster. TD T–Ss TRP poster Classroom conversation 45’


7Classroom conversation. Practise in pairs. Prepare cut-outs and demonstrate the game. Listen to and repeat models. Divide class into pairs and play the game, changing roles.

Optional activities : other games (reinforcement)/Music game (ex-tension).

PW CB p. 31Cut-out 3; AB p. 71ScissorsCD/tape LP p. 147, 148

8

Improve pronunciation. Revise contents stu-

died. Reflect upon effort

made and Self-assess-ment .

Listen to and repeat the song Do you like sandwiches with ham and jam?

Prepare spaceship game. Revise contents of unit and play game. Individual reflection and completion of self-assessment sheet.

LC

LC

LT

T–Ss

GW

IW

CD/tape , CB p. 17

CB and AB Unit 3; LP p. 72TRP flashcards (family, food)AB p. 25

5’

20’

20’



UNIT 4: At the circusSession


MATERIALS APPROX.

TIME.

1

Follow the robot.

Learn the structures from the conversation.

Memorise vocabulary of parts of the face

Warm-up: do gymnastics learning and practising the expressions stand up, jump up and down, hop on one leg, wiggle your hips, shake your legs, sit down.

Learn the conversation. Recite the conversation as a chant in chorus. Listen to, repeat and identify the words hair, eyes, ears, nose, mouth,

teeth writing and reading these words and indicating parts of the face Optional activities : Simon says (reinforcement)/Simon says draw...

(extension).

L,S

S, LT

TDLC

T–Ss

IW

T–Ss

CD/tape CB p. 32TRP poster Classroom ConversationCB p. 32 TRP flashcards (parts of the face)CB p. 33AB p. 26LP p. 157LP p. 148; coloured chalk

5’

10’

30’

2

Revise vocabulary re-lated to the circus.

Ask and answer ques-tions.

Identify vocabulary re-lated to clothing.

Oral practice. Repetition of the song Up, up, and away! Find the clown, identifying where he is at each moment. Use L1 if

possible. Memorise new vocabulary and practise the words jacket, trousers,

socks, shoes, hat, flower. Game Hands up. Play Wordstrip Optional activities : vocabulary (reinforcement)/more vocabulary (ex-

tension).

L, S

L, LT

LC, S

T–Ss

T–Ss

T–Ss,GW, PW

Poster StarterCB p. 2–3CD/tape CB p. 34TRP flashcards (clothes)CB p. 34AB p. 61; scissorsLP p. 148

10’

10’

25’

3

Revise expressions learnt in session 1 of this unit .

Differentiate between the pronouns he and she.

Revise vocabulary learnt.

Warm-up: revision of gymnastics table adding the expressions tap your toes, stretch up high.

Listening and reading comprehension of text of the song . Demonstrate the word floppy. Read, listen to and sing the song . Revision of vocabulary of clothing. Name and colour of items of cloth-

ing. Optional activities : vocabulary (reinforcement)/classification (exten-

sion).

LT, L

TD

LCW

T–Ss

T–Ss

T–SsIW

CD/tape LP p. 78CD/tape CB p. 35TRP flashcards (clothes)AB p. 27Photocopy Master 12

5’

15’

25’

4

Revise vocabulary from previous session.

Differentiate between has/have ... got in ques-tions

Play the game Who is this?

Warm up: read and pronounce correctly the text of the song The cir-cus is in town. Revision of vocabulary related to clothing. Game of Whispers with the picture cards.

Listen to text and identify characters. Second listening with repetition. Game of characters. Practise questions and answers: Has he got...?/Yes, he has/No, he hasn’t. Game of Clever parrots with items of clothing

Optional activities : memory game (reinforcement)/syntaxis (exten-sion).

TDLC

TDSW

IWT –Ss

T–SsIW

CD/tape CB p. 35TRP flashcards (clothes)CD/tape CB p. 36AB p. 28Data Bank (clothes) AB p. 56LP p. 149

15’

30’


5

Activate forms of dialo-gue.

Read texts to be acted out.

Revision of the dialogue Do you like bananas? Oral practice. Listen to text. Answer reading comprehension questions. Follow the

story via the recording. Identify changes in second text. Reading and writing practice with the structure Has he got a rabbit? Collective cor-rection.

Optional activities : dramatisation (reinforcement)/comic (extension).

TD

TDW

PW

GWIW

TRP poster Classroom ConversationCD/tape . CB p. 32 CD/tape CB p. 37AB p. 29. LP p. 149

10’

35’

6

Revise expressions from the gymnastics table.

Improve reading com-prehension and writing.

Listen to karaoke versión of text to be revised. Body movements to demonstrate comprehension of text

Write the title A visit to the circus by Teddy and the words juggler, clubs, horse trainer, trapeze artist, trick on the board. Collective de-duction of meaning via photographs and texts. Listen and repeat the text. Consolidate texts via practice.

Optional activities : reading (reinforcement)/poster (extension).

L

TDR

IW

T–Ss

CD/tape LP p. 84

CD/tape CB p. 38AB p. 30LP p. 149TRP photocopy Master 14LP p. 149

5’

40’

7 Revise conversations. Practise vocabulary

and linguistic structures by playing.

General revision of conversations in this Unit . Prepare game with cut-outs. Use cut-outs to play, practising: Has he

got ....? Yes, he has/ No he hasn’t.

SS

T–SsPW

TRP poster Classroom ConversationScissors; AB p. 73CD/tape CB p. 39

5’40’

8

Improve pronunciation. Assess knowledge ac-

quired.

Reflect upon effort made and Self-assess-ment .

Repetition of recording of song The circus is in town. Individual and silent general revision of contents so far. Divide class

into teams to play the spaceship game. Assessment with a table on the board of Classroom conversation, words, question and answers, songs and chants, robot gym actions.

Alter the game, note each of the revised words in AB and final as-sessment of unit and performance at school.

S

TD

W, LT

IW

GW

IW

CD/tape ; CB p. 35

TRP flashcards (parts of the face and items of clothing)LP p. 88

AB p. 31

5’

25’

15’





MATERIALS APPROX.

TIME.

1 Wish someone a Happy Christ-

mas . Work on general culture and learn about British tradi-

tions. Significance of painted eggs. Make a postcard and play hide-and-seek..

TD T–SsIW

CD/tape CB p. 62Photocopy Master 27LP p. 134–135

45’

2 Follow a story. Read and listen to text. Identify vocabulary, match pic-

tures and sentences. Written practice: questions. Optional activities Listening comprehension (reinforce-

ment)/order story frames (extension).

L, R IW CD/tape CB p. 40–41; AB p. 32–33LP p. 149, Photocopy master 15, 16

45’

3 Practise comprehension and

oral expressions. Oral practice of dialogues. Description of characters.

Match pictures with sentences. Optional activities : vocabulary (reinforcement)/Oral ex-

pression and reading comprehension (extension).

TD PW, GW CD/tape CB p. 40–41; AB p. 34–35LP p. 150, Photocopy master 15, 16

45’

4 Write a poem. Inicial motivation. Listen to poem, preparation of a point

of the book. Write and read poem. TD IW CD/tape

CB p. 63Photocopy Master 28LP p. 136–137

45’

5 Extend vocabulary. Creative extension of the vocabulary and expressions learnt in Units 3 and 4. Prepare a poster related to the family.

TD GW LP p. 139 45’

6 Assess knowledge acquired. Completion of test 2: Units 3–4. TD IW Assessment notebook p. 14–15Photocopies p. 20–22

45’



UNIT 5: At the parkSession


MATERIALS APPROX.

TIME.

1

Follow the robot.


Memorise vocabulary of actions

Do gymnastics learning and practising the expressions turn around, bend your knees, jump up and down , hop on one leg, stand up, sit down.

Learn the conversation. Recite the conversation follow-ing the listen and chant in chorus.

Listen to, repeat and identify the words fly, jump, walk, run, hop, swim by writing and reading these words. Optional activities : vocabulary (reinforcement)/actions (extension).

L, S

S, LT

TDLC

T–Ss

IW

T–Ss

CD/tape CB p. 42

TRP poster Classroom ConversationCB p. 42 TRP flashcards (actions)CB p. 43; AB p. 36

LP p. 150

5’

10’

30’

2

Find Zeeta , Zap and Robodog. Learn about activities that may

be performed in the park. Questions and answers.

Learn new vocabulary related to actions.

Oral practice. Observe the Starter poster. Repetition of the song Up,Up, and away!.

Observe the pictures whilst indicating the actions as they are mentioned. Identify familiar vocabulary.

Memorise new vocabulary and practise the expressions skip, rollerblade, ride a bike, play football, play basket-ball, skateboard. Listen to and repeat the song . Identify the missing sequence. Wordstrip game.

Optional activities : vocabulary of actions and sport (rein-forcement)/Listening comprehension (extension).

L, S

L, LT

LC, S

T–Ss

T–Ss

T–Ss,GW, PW

Poster StarterCB p. 2–3CD/tape CB p. 44

TRP Wordstrip 5CB p. 44AB p. 63; scissorsLP p. 157–158

LP p. 150

5’

10’

25’

3

Revise expressions learnt in session 1 of this unit .

Differentiate between the verb forms can and can’t.

Practise listening comprehen-sion .

Gymnastics table adding the expressions shake your legs, wriggle your hips.

Listening and reading comprehension of words of the song . Expressions wobble to the left! ... to the right! don’t fall! Read, listen to and repeat the words of the song and check comprehension.

Game of disappearing wordcards. Identify missing ac-tion. Write corresponding action.

Optional activities : practise the song (reinforcement)/can-can’t (extension).

LT, L

TD

LCW

T–Ss

T–Ss

T–SsIW

CD/tape LP p. 98CD/tape CB p. 45

TRP wordcards (sports and

activities)

AB p. 37LP p. 150, 158Photocopy Master 17

5’

15’

25’


4

Revise vocabulary from previ-ous session.

Ask questions with the modal verb can.

Warm up: song Can you play football? Game of elimina-tion. Bingo! with the picture cards.

Listen and repeat the text. Oral practice, invention of new questions, Memorize game and written practice. Database game.

Optional activities : vocabulary (reinforcement)/structure can-can’t (extension).

TDLC

TDSW

PW, GWT–Ss

T–SsIW

CD/tape CB p. 46TRP flashcards (sports and actions)CD/tape CB p. 46AB p. 38Data Bank (actions) AB p. 57LP p. 150 Photocopy Master 18

15’

30’

5

Listen to and understand a story.

Identify and write basic struc-tures with the verbs like and have.

Warm-up: revision of conversation CB p. 42. Observe pictures. Explain what is happening. Deduce contents. Listen to text and oral practice.

Read text and write sentences.

Optional activities : reading comprehension (reinforce-ment)/Oral and written expression (extension).

TD

R, W

T–Ss

IW

CD/tape CB p. 47

AB p. 39

LP p. 151

30’

15’

6

Revise vocabulary learnt at the beginning of the unit .

Listen to a text and identify the vocabulary.

Revision of vocabulary studied and extension with new vocabulary: active, a good cook, a champion football player, trophies.

Listen to text, identify vocabulary and choose from what is being heard. Complete tables of personal information.

Optional activities: omitting words (reinforcement)/ques-tionnaire (extension).

LC

TD

T–Ss

IW

CD/tape CB p. 43

AB p. 40LP p. 105

LP p. 151

20’

25’

7

Prepare and play a game.

Improve speech.

Warm-up: revision of conversation models like Can I have a pencil, please? Prepare to play the game follo-wing instructions.

Practise associated linguistic structures. Game in pairs and repetition of dialogue with exchange of roles.

Optional activities : can-can’t (reinforcement)/guess who (extension).

TD

S

T–Ss

PW

CD/tape CB p. 49

AB p. 75

LP p. 151

35’

10’

8 Revise vocabulary and structu-

res.

Assess knowledge acquired.

Warm-up: repetition of the song Can you play football? Spaceship game to revise the vocabulary and structures in the unit .

Revision of vocabulary learnt and self-assessment of learning so far.

TD

W

T–Ss

IW

CB p. 45

AB p. 41

20’

25’


UNIT 6: At the zooSes OBJECTIVES CLASSROOM ACTIVITIES SKILLS INTERACT MATERIALS APPR


sion

ION OX. TIME.

1

Follow the robot.


Memorise vocabulary of parts of the body.

Gymnastics to learn and practise new expressions: nod your head, run on the spot.

Learn the conversation. Recite the conversation as a chant in chorus.

Listen to, repeat and identify the words arms, tail, head, neck, legs, feet writing and reading these words and in-dicating parts of the body.

Optional activities : Simon says (reinforcement)/parts of the body (extension):

L, S

S, LT

TDLC

T–Ss

IW

T–Ss

CD/tape CB p. 50TRP poster Classroom ConversationCB p. 50TRP flashcards (parts of the body)CB p. 51; AB p. 42LP p. 151

5’

10’

30’

2

Revise vocabulary related to animals.

Name the animals drawn. Learn vocabulary related to the

zoo.

Warm-up: situation in the Starter poster and repetition of the song Up, up, and away!

Find and identify each animal. Repeat names and an-swer the question.

Memorise new vocabulary and practise the words ele-phant, dolphin, crocodile, giraffe, bear, penguin. Words-trip game.

Optional activities : vocabulary (reinforcement)/Listening comprehension (extension).

L, S

L, LT

LC, S

T–Ss

T–Ss

T–Ss,GW, PW

TRP poster StarterCB p. 2–3CD/tape CB p. 52TRP Wordstrip 6CB p. 52; AB p. 42AB p. 63; scissorsLP p. 151, 152, 157, 158

5’

15’

25’

3

Revise structures to describe animals.

Practise listening comprehen-sion and writing.

Gymnastics table to revise expressions learnt at the be-ginning of this Unit (session 1). Listening and rerading comprehension of words of song . Follow the song with the pictures. Read, listen to and sing the song .

Oral recognition of vocabulary related to animals and numbers

Optional activities : song , photocopy (reinforcement)/make a wordsquare, writing questions (extension).

TD

L

T–Ss

T–SsIW

CD/tape CB p. 53

AB p. 43Wordcards (animals) Photocopy Master 20LP p. 152, 158

25’

20’

4

Practise structures learnt ask-ing questions.

Invent questions.

Warm up: song Can anyone tell me why? Revision of names of animals with the picture cards. Listen to text and repeat questions. Game in pairs.

Identify an animal by formulating questions. Revision of parts of the body.

Optional activities : punctuation marks (reinforcement)/description of animals (extension).

TDLC

TD

T–SsPW

PW

CD/tape CB p. 54TRP flashcards (animals)AB p. 44; Data Bank (parts of the body) AB p. 58LP p. 152

30’

15’

5

Make a dialogue following a model.

Identify structures and write a dialogue

Warm-up: repeat dialogue with exchange of roles from listening 107. Listen to store and observe pictures. Identify carácter and store frame at each moment.

Reading practice and dialogue writing in corresponding speech bubble.

Optional activities : reading comprehension (reinforce-

TD

W

T–SsIW

IW

CD/tape CB p. 55

AB p. 45

25’

20’


ment)/dialogues/store frames (extension) LP p. 152

6


Listen to an interview and un-derstand the essential informa-tion.

Describe an animal in writing.

Warm-up: gymnastics table to revise actions studied in previous sessions. Observe the photographs . Read and listen to accompanying texts. Deduce meaning of new words. Writing model.

Practise listening comprehension. Multiple matching of people with their age and preferences.

Practise the description of an animal following model in classbook.

Optional activities : reading (reinforcement)/classification of animals; poster (extension).

R, L

L

W

T–Ss

IW

IW

CD/tape CB p. 56

AB p. 46

AB p. 46

LP p. 153

15’

10’

20’

7

Play the game of questions and answers.

Warm-up: revision of conversation models . Prepare questions game. Cut out according to instructions. Ex-plain the game. Listen to text. Repetition of questions. Check use of structures Is it...? Has it got....? Can it ...?

Optional activities : Has it got...? (reinforcement)/Oral expression with cut-outs (extension).

TD PW TRP poster Classroom ConversationScissors, Cut-out 6CB p. 57AB p. 77CD/tape LP p. 153

45’

8 Revise vocabulary and struc-

tures from the unit .


Warm-up: Repetition of the song Can anyone tell me why? Spaceship game to revise the vocabulary and structures in the unit .

Revision of vocabulary learnt and final assessment of unit and performance in school.

TD

LT, W

T–SsPW

IW

CD/tape CB p. 35TRP flashcards (parts of the body)AB p. 47

20’

25’





MATERIALS APPROX.

TIME.

1 Follow a story. Read and listen to text. Identify vocabulary, match story

frames and text. Written practice: questions. Optional activities : Listening comprehension (reinforce-

ment)/order story frames (extension).

L, R IW CD/tape CB p. 58–59; AB p. 48

LP p. 153, Photocopy master 23, 24

45’

2 Practise comprehension and oral expressions.

Oral practice of dialogues. Say sentences. Optional activities: vocabulary (reinforcement)/Oral ex-

pression and reading comprensión (extension).

TD PW, GW CD/tape CB p. 58–59; AB p. 49LP p. 153, Photocopy master 23, 24

45’

3

Identify and recognise words.

Revise vocabulary related to actions

Practise listening comprehension . Identify animals and parts of the body. Word classification: animals / food.

Identify actions and demonstrate in writing knowledge acquired.

Optional activities : comic (reinforcement)/questions and answers (extension).

LC

LC

IW

IW

CD/tape AB p. 50

AB p. 51

25’

20’

4–5 Revise vocabulary and struc-tures learnt in previous Units.

Use and put into practice knowledge acquired. Prepare and play a board game.

TD GW LP p. 140–141 45’

6 Assess knowledge acquired. Complete test 3: Units 5–6. TD IW Assessment notebook p. 15–16Photocopies p. 23–25

45’



CLASSROOM PROGRAMME - NEW GALAXY 4: YEAR 2010/2011*

This classroom programme is part of the curriculum for primary education and the curriculum project for the area which OUP has designed for the Cool Kids method of teaching-learning the English language.

Designing a classroom programme is a very special task, as each centre, depending on its type and curricular project, each class, depending on its diversity, and each teacher, according to his/her teaching experience, runs a different classroom programme in terms of particular characteristics but a similar one in a more general sense

Within this general context, and on the basis of openness and flexibility as a useful and efficient tool for primary school teachers, the Cool Kids editorial project has prepared this classroom programme.

The abbreviations and symbols employed are as follows:

In the activities section:SB- Student’s Book TG- Teaching guide p. - page PM- Photocopy Masters BookAN – Assessment Notebook

In the skills section:DS – Communicative SkillsL- Listening Comprehension S- Oral ExpressionR- Reading Comprehension W- Written Expression

And in the interaction section: IN- InteractionIW- Individual Work GW – Group Work PW- Pair Work AC – All the ClassT-Ss- Teacher-Students


Introduction: StarterSession


MATERIALS APPROX.

TIME.

1

Meet the characters again: Zeeta and Zap.

Memorise expressions to intro-duce people.

General activation of familiar vocabulary. Observe starter poster.Identify characters. Introduce the unit . Follow the song Up, Up, and away!

Listen to text. Identify and study useful expressions: What’s your name? How are you? I’m fine thanks.

Optional activities : Consolidate vocabulary (reinforce-ment) / basic questions (extension)

TD

TD

T – SsIW

T – SsIW

Cassette/CDCB p. 2-3

AB p. 2Cassette/CDLP p. 139

25’

20’

2

Revise and learn the numbers from 1 to 100.

Warm-up: Revision of numbers from 1 to 20. Practise saying numbers. Follow the numbers on the poster. Match and practise reading numbers.

Optional activities : Oral expression (reinforcement) / Guess my number (extension)

SL, R

T – SsIW

TRP Flashcards. Numbers. Cassette/CDCB p. 2-3; AB p. 3LP p. 139, wordcards: numbers

5’40’

3

Remember numbers.

Revise the letters of the alpha-bet.

Complete words.

Warm-up: game What’s my number?

Oral practice in naming letters of alphabet. Listen to and accompany song aloud.

Write words. Acquire vocabulary. Use cut-outs to prac-tise.

Optional activities : song (reinforcement) / game I see in front of me (extension)

S

TD

LC

T – SsIW

T – Ss

IW

TRP Flashcards: números (20 – 100)Cassette/CDCB p. 4-5AB p. 52TRP Wordcards AB p. 65Glue, scissors.LP p. 139

5’

15’

25’



UNIT 1: At the beachSession


MATERIALS APPROX.

TIME.

1

Observe in detail the contents of the Unit .

Learn to give direct orders.

Memorise vocabulary of ho-bbies

Warm-up: General discussion of pictures, what they see, recognise and know.

Recite actions. Listen to recording and memorise and re-peat structures introduced: Silence please, pick up your pencil, open your book. Learn the conversation. Perform in class.

Listen, repeat and identify, indicating hobbies intro-duced. Game of Echo with the picture cards. Written practice.

Optional activities : ask questions (reinforcement) / can – can’t. (extension)

LT

S

TD

T – Ss

T – SsPW

IWT – Ss

CB p. 6-7

Cassette/CDCB p. 6

TRP Flashcards: hobbiesCB p. 7, AB p. 4Cassette/CDLP p. 140

5’

10’

30’

2

Listen to and understand a speech.

Learn new vocabulary.

Identify vocabulary using pictu-res.

Warm-up: Sing the song Up, up, and away! Listen to and follow recording. Summarise text in L1.

Identify vocabulary, repeat chant and predict next word.

Identify new vocabulary and practise the words : cards, stickers, marbles, badges, shells, sweets. Wordstrip game

Optional activities : Vocabulary:numbers, new charac-ters (reinforcement) / Listening comprehension (exten-sion)

L, S

L, LT

LC, S

T – Ss

T – Ss

T – SsIW, PW

TRP Poster starter; CB pp. 2-3Cassette/CD; CB p. 8

CB p. 8Cassette/CD

Wordstrip 1, AB p. 59Scissors

LP p. 140

15’

10’

20’


UNIT 1: At the beach

3

Recite and act out a rhyme.

Learn the structure: How many ... have you got?

Identify the vocabulary learnt in context.

Warm-up: repeat actions in gymnastics table.

Listen to the song . Listening and reading comprehen-sion of words of song .

Identify quantities and objects. Listen in silence. Repeat if possible. Written practice and sentences using word-search.

Optional activities : song – draw and write (reinforce-ment) / numbers and objects (extension)

TD

TD

S

T – Ss

IW

T – SsIW

Cassette/ CDCB p. 9

AB p. 5Cassette/ CD

LP p. 140; p. 156 – 158Photocopy Master 1

5’

20’

20’

4

Invent actions for the song . Practise the new syntactic

structure

Consolidate the structure stu-died.

Warm up: Song Collections.

General revision of names of collections playing Freeze. Oral practice of How many .... have you got?

Read, write and use the syntactic structure presented. Find the answer to the questions. Play What’s missing?

Optional activities : complete the sentences (reinforce-ment) / guess: How many...have you got?(extension)

TD

LC

TD

IW

T – Ss

GW

Cassette/CD; CB p. 9

CB p. 10TRP Flashcards (collectable objects)AB p. 6Data Bank (hobbies) AB p. 53Cassette/ CDLP p. 141LP p 156 –158 Wordstrip 1

5’

15’

25’

5

Exchange roles in the rhyme.

Activate forms of dialogue.

Complete texts.

Warm-up: listen to and repeat the rhyme.

Listen to the story. Identify changes and practise the dia-logue.

Reading and writing practice using words provided fol-lowed by oral practice of the same text once completed

Optional activities : reading comprensión (reinforcement) / act out the story, separate sentences (extension)

TD

W

T – SsIW

T – SsIW

PW

Poster Classroom conversation;

Cassette/CDCB p. 11

AB p. 7Cassette/ CD

LP p. 141

5’

10’

30’



6

Work on reaqding comprehen-sion.

Practise listening comprehen-sion .

Warm-up: Revision and repetition of actions from ses-sion 1. Practise observing pictures, predict vocabulary and anticipate the contents. Listen to text and check ac-curacy of predictions.

Listen to and identify activity to be performed. Write number and personal practice.

Optional activities : mime (reinforcement) / Count and write (extension)

TD

L, W

T – Ss

T – Ss

Cassette/CDCB p. 12

Cassette/CDAB p. 8LP p. 141TRP Photocopy Master 3

25’

15’

7

Recognise objects.

Prepare a Galaxy membership card.

Practise vocabulary and lin-guistic structures by playing.

Warm up: Revise conversation models from session 5. Prepare cards individually.

Listen to model conversation. Use game t odiscover identity of each classmate

Optional activities : interrogative structures (reinforce-ment) / Oral expression (extension)

S

LT

L, S

T – Ss

T – Ss

PW

TRP Poster Classroom ConversationScissors; Cut-out 1; AB p. 67

Cassette/CDCB p. 13LP p. 142

5’

20’

15’

8

Revise months of the year.

Learn words related to birth-days.

Sing the song For he’s a jolly good fellow.

Warm-up: Pupils raise a hand when they hear the month of their birthday.

Introduce new vocabulary” Birthday, presents...”

Listen t oand sing along with words of the song. Reading practice and improved pronunciation. Make a birthday badge for a friend.

Optional activities : add sentences (reinforcement) /write an invitation (extension)

LC

LC

TD

T – Ss

T – Ss

GWPW

CB p. 60LP p. 130

Cassette/ CD

TRP Photocopy master 25, scissors, coloured crayons, safety pins, glue.LP p. 153



9

Sing a song .

Revise what has been learnt so far.

Reflect upon effort made and self-assessment

Warm-up: song Collections

General revision of unit in groups. Note the sections Classroom conversation, Words, Questions and an-swers, songs, Robot gym actions.

Final individual revision of words they remember from AB and final assessment of unit indicating level of per-formance as appropriate.

S

TD

WLT

IW

GW

IW


LP p. 37TRP Flashcards: hobbies and collections.

AB p. 9

5’

25’

15’



UNIT 2: At the fancy dress partySession


MATERIALS APPROX.

TIME.

1

Remember actions learnt in Galaxy 3.

Learn structures from conver-sations.

Memorise vocabulary related to fancy dress costumes

Do gymnastics learning and practising the expressions: walk on the spot, stretch up high, jump up and down, wave goodbye.

Learn the conversation, particularly the expressions: Oh, I see, That’s wrong and that’s right . Recite the conver-sation following the chant in chorus.

Listen, repeat and identify, indicating, writing and read-ing clown, alien, ghost, princess, pirate, footballer , witch,cowboy.Optional activities : Guess who is this? (reinforcement) / I’ve got + items of clothing , I can ... (extension)

L, S

S, LT

LC

T – Ss

IW

T – Ss

Cassette/CDCB p. 14

TRP Poster Classroom ConversationCB p. 14

TRP Flashcards: coloursCB p. 15; AB p. 10Cassette/CDLP p. 142

10’

10’

25’

2

Familiarise oneself with vocab-ulary from the Unit .

Identify vocabulary related to clothing.

Warm-up: Situation of Zeeta and Zap in the poster. Ob-serve and explain the meaning of the title. Listen to speech. Identify familiar vocabulary. Repetition of words related to items of clothing.

Memorise newvocabulary and practise the words : dress, tracksuit, skirt, boots, shorts, shirt. Wordstrip game

Optional activities : Vocabulary (reinforcement) / Listen-ing comprehension (extension)

SLT

L, SLT

T – Ss

T – Ss

TRP Poster Starter, CB p. 2-3Cassette/CDCB p.16

CB p. 16, Wordstrip 2 AB p. 59Scissors, Cassette/CDTRP Flashcards: ropaLP p. 142

20’

25’


UNIT 2: At the fancy dress party

3

Follow the words of a song .

Order and number texts ac-cording to order of appearance.

Warm-up: Complete gymnastics table. Listening and reading comprehension of the words of the song . De-tailed explanation of the meaning of the question Is ...wearing...? Reaf, listen to and sing the song .

Listen to the text, order and choose the corresponding picture

Optional activities : Vocabulary, write and match, clas-sify (reinforcement) / Is he wearing...? (extension)

L, S

W

T – SsIW

T – SsIW

Cassette/ CDCB p. 17

AB p. 11Cassette/CDPhotocopy Master 4LP p. 142LP p. 143

20’

25’

4

Consolidate the structure: Is he/she wearing....?

Warm up: correct pronunciation of the song Dressing up. Questions game of elimination and identify charac-ters. Listen to cassette. Game of guessing who is who. Practise written expression following the same structure. Database game.

Optional activities : Who is who? (reinforcement) / Is she/he waring ...(extension)

SLC

IWT – Ss

PW

Cassette/CD; CB pp. 17 – 18Photocopy Master 5TRP Flashcards: items of clothingAB p. 12, Cassette/CDWordcards: costumes and items of clothing AB p. 54 stickersLP p. 143LP p. 156-158

45’

5

Anticipate the contents of the reading.

Warm-up: Revision of conversation in CB p. 14. Observe the story frames, predict the story. Oral anticipation. Listen to text. Reading and writing practice. Collective correction.

Optional activities : reading comprehension (reinforce-ment) / written expression (extension)

TDTD

PWT – Ss

Poster: Classroom Conversation; Cassette/CD; CB p. 14CB p. 19AB p. 13LP p. 143

45’



6

Observe models for describing people.

Describe a classmate.

Warm-up: Recite gymnastics table from session 1. Check level of learning of vocabulary from the Unit. If possible, reinforce or clarify concepts. Read and listen to text. Explain in L1 if possible.

Prepare a text describing a classmate, friend or imagin-ary stranger following the model.

Optional activities : Listening comprehension (reinforce-ment) / Clothes in the correct column, clothes (exten-sion)

TD

W

IWT – Ss

IW

Cassette/CDCB p. 20

AB p. 14TRP Photocopy Master 6LP p. 143

25’

20’

7

Differentiate between correct and incorrect operations.

Prepare fancy dress cards.

Practise vocabulary and lin-guistic structures by playing.

Warm-up: General revision of conversations in this Unit .

Follow instructions provided for each pupil t omake a card.

Use the fancy dress cards to play practising Is he/she wearing....? and items of clothing.

S

LT

L, S

T – Ss

IW

T – SsPW

TRP Poster Classroom Conversation

Scissors; AB p. 69; CB p. 21

Cassette/CDCB p. 21

5’

20’

20’

8

Do a linguistic project about models.

Creative use of vocabulary learnt. Draw models on cards and and describe the clothes they are wearing. Exhibi-tion of models with commentary, recorded on audio or video cassette.

TD GW LP p. 136Cards, pencils, dictionaries, camera, video camera, cassettes

50’



9

Improve pronunciation.


Reflect upon effort made and self-assessment.

Warm-up: follow the song Dressing up.

General revision of contents. Sort pupils into teams to play the spaceship game. Evaluation with a table on the board of: Classroom conversation; words; question and answers; songs and chants; robot gym actions.

After the game write each of the words theey remember from the AB and final assessment of the Unit indicating level of performance as appropriate.

S

TD

W, LT

IW

GW

IW


TRP Flashcards: costumes and ítems of clothingLP p. 52

AB p. 15

5’

25’

15’



UNIT de REVISION: Old MacDonald 1Session


MATERIALS APPROX.

TIME.

1

Learn about Christmas tradi-tions in Great Britain .

Learn about British customs. Observe and discuss the title A Christmas Story. Listen whilst indicating story frames and repeat. Read the play and make a Christmas card.

Optional activities : Oral expression (reinforcement / ex-tension)

TD T – SsGWIW

Cassette/CDCB p. 61Photocopy Master 26Scissors, glue, coloursLP pp. 132-133

45’

2 Follow a story. Read and listen to text. Identify vocabulary, match pic-

tures and sentences. Reading practice. Optional activities : Who’s speaking? (reinforcement) /

ordenar viñetas (extension).

LR

IW Cassette/CDCB p. 22-23; AB p. 16LP p. 144, Photocopy master 15,16

45’

3

Practise comprehension and oral expression.

Oral practice of dialogues. Correct pronunciation if ne-cessary. Written practice answering questions in writing.

Optional activities : vocabulary (reinforcement) / repeti-tion of story without consulting book (extension).

TD PW, GW Cassette/CDCB p. 22-23AB p. 17LP p. 144

45’

4 Improve reading and writing. Listen to text and identify the couple. Reading and writ-

ing practice completing texts. Optional activities : ordered sequence of story frames

(reinforcement) / write text in speech bubbles (exten-sion)

R, W IW Cassette/CD; AB p. 18 – 19Photocopy Master 7, 8LP p. 144

45’

5 Prepare a Fashion Parade Creative extension of vocabulary and expressions con-

nected with clothing in Units 1 and 2. Make a poster about fashion. Record on video (optional).

TD GW LP p. 136 45’

6 Assess knowledge acquired. Complete test 1: Units 1 – 2 TD IW Assessment notebook pp. 13 –

14.Photocopies pp. 17 – 19

45’



UNIT 3: At the pet showSession


MATERIALS APPROX.

TIME.

1

Recite and act out a rhyme.

Learn and practise conversatri-onal structures.

Memorise descriptive adjecti-ves.

Do gymnastics learning and practising the expressions: wave it around, click your fingers, touch the ground, put your hand up.

Practise a conversation model. Recite the conversation following the chant in chorus and practise the conversa-tion in pairs.

Listen, repeat and identify, indicating, writing, repeating and reading : fat, thin, long, big, little.Optional activities : antonymous adjectives (reinforcement) / It’s ... + adjective. (extension).

L, S

S, LT

TD

T – Ss

IW

T – Ss

Cassette/CDCB p. 24TRP Flashcards: parts of the body and adjectivesTRP Poster Classroom ConversationCB p. 24Cassette/CDCB p 25AB p. 20LP p. 144

5’

10’

30’

2

Familiarise oneself with the theme .

Predict what will happen in the story.

Identify vocabulary related to names of pets.

Warm-up: Repetition of the song Up, up, and away! and situation of the characters in a pet shop.

Listen to the speech, understand the text and prepare an oral summary.

Memorise new vocabulary and practise the words : cat, mouse, snake, rabbit, parrot, goldfish. Wordstrip game.

Optional activities : guess the animal (reinforcement) / Make sentences (extension).

L, S

L, S

LC, S

T – Ss

T – Ss

T – SsGW, PW

TRP Poster StarterCB pp. 2-3

Cassette/CDCB p. 26. TRP Flashcards: animalsCB p. 26AB p. 61; Scissors Wordstrip 3LP p. 144

5’

15’

25’


UNIT 3: At the pet show

3

Revise expressions learnt in session 1 of this Unit .


Match descriptions with pictu-res.

Warm-up: perform actions while reciting the rhyme.

Listening and reading comprehension of the text of the song . Read, listen to and sing the song, followed by cor-responding comprehension practice.

Description of pets. Make sentences. Optional activities: Vocabulary (reinforcement / Write the

differences (extension)

L,S

TD

LCW

T – Ss

T – Ss

T – SsIW

Cassette/ CDLP p. 62


AB p. 21Photocopy Master 9LP p. 145

5’

20’

20’

4

Revise vocabulary from previ-ous session.

Learn new structures playing the game who is this?

Warm up: Read and pronounce correctly the words of the song “My pet”.

Listen to text, identify cat in question. Word game. Prac-tise questions and answers in oral and written form: Is he big? / Has he got...? / Number... / That’s right

Optional activities : complete sentences (reinforcement) / syntaxis: He/She’s...+ adjective (exten-sion)

TD

TDSW

IWT – Ss

T – SsIW

Cassette/CD; CB p. 27TRP Flashcards: pets

Cassette/CDCB p. 28, AB p. 23Data Bank (descriptive adjectives; pets) AB p. 55LP p. 145Photocopy Master 10

10’

35’

5

Activate forms of dialogue.

Predict the contents of the story.

Revision of the dialogue Blue boots, oral practice and collective recitation.

Observe the story. Predict the contents. Listen to and follow the text. Reading and writing using the strucrture and performing the dialogue. Collective correction.

Optional activities : mime reading (reinforcement / Act out the story, separate sentences (extension)

TD

TD

PW

T – SsIW

Poster Classroom Conversation; Cassette/CD ; CB p. 24

Cassette/CDCB p. 29AB p. 23

LP p. 145

5’

40’


UNIT 3: At the pet show

6

Revise familiar expressions.

Improve reading comprehen-sion and writing.

Warm-up: Revision of actions from first session. Recite and mime to demonstrate comprehension of text.

Write the title Unusual pets in our class. Observe the poster and deduce meaning of new vocabulary. Formu-late comprehension questions. Listen and repeat the text..

Optional activities : remember words (reinforcement) / Find and write the words (extension)

LT

TD

IW

T – Ss

Cassette/CDLP p. 68

Cassette/CDCB p. 30AB p. 24LP p. 149TRP Photocopy Master 11LP p.145, 146

5’

40’

7

Prepare and play a linguistic game.

Warm-up: General revision of conversations in this Unit . Prepare cut-out 3 game to practise vocabulary and lin-guistic structures from this Unit .. Use cut-outs to play, practising: Is it a girl or a boy? / Has she got a long tail?...etc.

SLC

T – SsPW

TRP Poster Classroom ConversationScissors; AB p. 71Cassette/CDCB p. 31

45’

8




Warm-up: Repetition of the song My pet.

General revision in silence of contents. Sort pupils into teams to play the spaceship game. Evaluation with a table on the board of: Classroom conversation; words; question and answers; songs and chants; robot gym ac-tions.

After the game, write all the words they remeber from the AB and and final assessment of the unit indicating level of performance as appropriate.

S

TD

WLT

IW

GW

IW


TRP Flashcards: descriptive adjectives; petsLP p. 72

AB p. 25

5’

25’

15’



UNIT 4: At the funfairSession


MATERIALS APPROX.

TIME.

1

Learn about Carnival traditions in Great Britain .

Introduction to Carnival traditions: Pancake Day. Explain what a pancake is and compare with their own customs. Listen and repeat the poem Let’s make pancakes. Make a card with the recipe for pancakes.

Optional activities : Oral expression (reinforcement / ex-tension)

TD T – SsIW

Cassette/CDCB p. 62Scissors, coloursLP p. 134

LP p. 153

45’

2

Follow the robot.

Learn conversational structu-res.


Do gymnastics learning and practising the expressions: hop on one leg, wiggle your toes, swing your arms, tap your nose..

Learn the conversation, particularly the expressions: It’s my/your go. Recite the conversation following the chant in unison.

Listen, repeat and identify, indicating, writing and read-ing: burgers, ice-cream, juice, pizza, popcorn, salad, tof-fee apples, sandwiches.

Optional activities : Oral expression (reinforcement) / She likes ... – She doesn’t like ... (extension)

L, S

S, LT

LC

T – Ss

IW

T – Ss

Cassette/CDCB p. 32


Cassette/CDTRP Flashcards: food and drinkCB p. 33; AB p. 26LP p. 146

10’

10’

25’


UNIT 4: At the funfair

3

Familiarise oneself with the vocabulary from the Unit .

Identify vocabulary related to clothing.

Warm-up: Explain the situation. Song Up, up and away. Observe title and pictures and formulate hypotheses. Listen to speech and identify familiar vocabulary . Re-peat words related to means of transport.

Memorise new vocabulary and practise the words : boat, train, plane, rocket, car, bus. Wordstrip game.

Optional activities : I like / don’t like ... (reinforcement) / Listening and writing comprehension (extension)

SLT

L, SLT

T – Ss

IWPW

TRP Poster Starter; CB p. 2 – 3Cassette/CDCB p. 34

CB p. 34, Wordstrip 4 AB p. 61Scissors, Cassette/CDTRP Flashcards: means of transportLP p. 146

20’

25’

4

Follow the words of a song .

Practise the new structure: Does ... like ...?

Warm-up: Listening and reading comprehension and of words of the song Fun at the fair. Listen to and sing the song.

Revision of vocabulary related to the fair. Observe CB and explain the situation. Listen to recording, pausing for pupils to respond. Oral practice.

Optional activities : Questions and answers - Vocabu-lary (reinforcement)

L, S

TD

T – SsIW

T – SsIWPW


Cassette/CDCB p. 36

Photocopy Master 13LP p. 147, 156, 158

20’

25’

5

Practise oral and written ex-pression.

Discuss the first question with all the group. Practise written expression following the same structure and oral exchange. Database game.

Optional activities : Does he/she like ...? (extension)

LC T – SsIWPW

AB p. 28TRP Wordcards: fairground food and attractions

AB p. 56 stickersLP p. 147

45’


UNIT 4: At the funfair

6

Understand a story. Warm-up: Revision of conversation from CB p. 32. Ob-serve the story frames and formulate hypotheses. Listen to text indicating story frames. Listen again with order changed. Reading and writing practice. Collective co-rrection. Oral practice.

Optional activities : reading comprehension(reinforce-ment) / Roleplay – Ora land written expression (exten-sion)

TD T – SsIWGW

Poster Classroom ConversationCassette/CD; CB p. 32CB p. 37AB p. 29

LP p. 147

45’

7

Improve listening and reading comprehension.

Warm-up: Recite gymnastics table. Revise fairground vocabulary. Guided reading and listen to text. Complete exercises in AB.

Optional activities : reading comprehension (reinforce-ment) / Vocabulary (extension)

TD T – SsPWIW

Cassette/CDCB p. 38AB p. 30LP p. 148TRP Photocopy Master 14

45’

8

Revise models of conversation.

Prepare a game and practise vocabulary and structures learnt by playing.

Warm-up: General revision of conversations in this Unit

Follow instructions to play the game. Listen to model and play the game in pairs.

Optional activities : Vocabulary and structures(reinforce-ment) / Oral expression (extension)

S

LTLC

T – Ss

T – SsIWPW

TRP Poster Classroom Conversation

Cassette/CDCB p. 39; AB p. 73; ScissorsLP p. 148

5’

40’

9




Warm-up: Follow the song Fun at the fair.

General revision of contents. Sort pupils into teams to play the space race game. Evaluation with a table on the board of: Classroom conversation; words; question and answers; songs; robot gym actions.

After the game, complete AB and and final assessment of unit indicating level of performance as appropriate.

S

TD

W, LT

T – Ss

T – SsIW

IW


TRP Flashcards: fairground food and attractions; spaceships.LP p. 88

AB p. 31

5’

25’

15’



RERVISION UNIT: Old MacDonald 2Session


MATERIALS APPROX.

TIME.

1

Learn about Easter traditions in Great Britain .

Introduction to Easter traditions. Explain what hot cross buns are and compare with their own customs. Listen to and repeat the song Hot cross buns. Prepare an Easter present.

Optional activities : Song (reinforcement) / Oral expres-sion (extension)

TD T – SsIW

Cassette/CDCB p. 63Scissors, card, glue, coloursLP p. 135

LP p. 153; Photocopy Master 28

45’

2

Follow a story. Observe the story frames and explain the situation. Read and listen to text. Identify vocabulary with aid of story frames. Reading comprehension practice.

Optional activities : Listening comprehension (reinforce-ment/extension)

LR

T – SsIW

Cassette/CDCB p. 40 – 41AB p. 32

LP p. 148, Photocopy Master 15,16

45’

3

Practise comprehension and oral expression.

Oral practice of dialogues concentrating on pronunci-ation. Match sentences and pictures. Written practice.

Optional activities : Vocabulary (reinforcement) / Oral ex-pression (extension)

TD T – SsPW, GW

IW

Cassette/CDCB p. 40 – 41AB p. 33LP p. 148

45’

4 Improve reading and writing. Listen to text and match with corresponding picture.

Reading and writing practice. Optional activities : Extra activity (reinforcement) / write

the text in the speech bubbles (extension)

R, W IW Cassette/CDAB p. 34 – 35LP p. 148

45’

5 Make a poster about pets. Creative use vocabulary and structures learnt in Units 3

and 4. In groups make a poster of a pet. Exhibit work in classroom.

TD GW LP p. 137 45’

6 Assess knowledge acquired. Complete test 2: Units 2 – 4 TD IW Assessment notebook pp. 15 –

16.Photocopies pp. 20 – 22

45’



UNIT 5: At Silvia’s houseSession


MATERIALS APPROX.

TIME.

1

Follow the robot.

Learn and practise conversa-tional structures.

Memorise vocabulary related to the house.

Complete exercises practising expressions: shake your arms, bend your knees, run on the spot, freeze.

Practise a conversation model. Repeat conversation and practise in pairs.

Listen, repeat and identify new vocabualry: bedroom, bathroom, living room, dining room, kitchen, garden, hall. Game Mime the card.

Optional activities : Vocabulary (reinforcement / exten-sion)

L, S

S, LT

TD

T – Ss

IW

T – Ss

Cassette/CDCB p. 42

TRP Poster Classroom ConversationCassette/CD; CB p. 42CB p 43AB p. 36

LP p. 149

5’

10’

30’

2

Understand a story.

Identify vocabulary related to after-school activities.

Warm-up: Repetition of the song Up, up, and away! And familiarisation with context. Listen to speech, understand text and identify expressions.

Memorise new vocabulary and practise expressions: do my homework, watch television, have a bath, talk to Mum, have tea, play with a friend. Wordstrip game.

Optional activities : Listening comprehension (rein-forcement) / Listening and reading comprehension (ex-tension)

L, S

LC, S

T – Ss

IWPW

TRP Poster Starter; CB pp. 2-3Cassette/CDCB p. 44; TRP Flashcards: activitiesCB p. 44AB p. 63; Scissors Wordstrip 5

LP p. 149

20’

25’


UNIT 5: At Silvia’s house

3


Practise comprehension and expression.

Warm-up: perform actions while reciting rhyme. Compre-hension of words of song, indicating corresponding part of picture. Read, listen to and repeat the song. Com-prehension practice.

Identify and write activities. Write sentences with aid of visual prompts.

Optional activities: Song ;Written expression (reinforce-ment)

Optional activity: Partes de la casa (extension)

TD

LCW

T – Ss

T – SsIW

Cassette/ CDLP p. 98CB p. 45

AB p. 37

LP p. 149; Photocopy Master 17LP pp. 156 – 158LP p. 149

20’

25’

4

Revise vocabulary learnt and practise new structures.

Practise comprehension and expression.

Warm up: Listen to and pronounce correctly words of song After school. Revision of vocabulary of the house and activities with the game Bit by bit. Observe and comment on the pictures in the CB. Listen to questions and answers one by one to guess the character. Listen and repeat the dialogue and game in pairs.

Observe the code and decipher questions and answers. Make their own questions and interchange with a class-mate. Revision, if possible, of vocabulary with the game Memorize and complete database.

Optional activities : Written expression– Vocabulary (re-inforcement)

Optional activity: Oral expression (extension)

TD

TDSW

T – SsPW

T – SsIWPW

Cassette/CD; CB p. 45TRP Flashcards: the house / activitiesCB p. 46

AB p. 38TRP Wordcards (house, activities)Data Bank, AB p. 55

LP p. 149; Photocopy Master 18LP pp. 156-158; Wordstrip 5LP p.150

25’

20’


UNIT 5: At Silvia’s house

5

Practise typical classroom con-versations .

Understand a story.

Revision of the dialogue, oral practice and collective re-citation.

Observe and discuss the title and the pictures and pre-dict content. Listen t oand follow the text. Complete ex-ercises and collective correction. Oral practice.

Optional activities: reading comprehension (reinforce-ment) / Act out the story – comprehension and expres-sion (extension)

TD

TD

T – Ss

T – SsIWGW

Poster Classroom ConversationCassette/CD; CB p. 42Cassette/CDCB p. 47AB p. 39LP p. 150

5’

40’

6

Improve reading comprehen-sion and writing.

Warm-up: Revision of actions from the first session, re-cite and mime. Discuss the title My week and the pic-tures and deduce new vocabulary. Listen and follow text. Comprehension exercises and collective revision. Guided writing practice

Optional activity: Lectura (reinforcement) Optional activities : Vocabulary – Written expression (ex-

tension)

TD T – SsIW

Cassette/CD; LP p. 104CB p. 48AB p. 40

LP p. 150; TRP Photocopy Master 19LP p. 150

5’

40’

7 Prepare and play a linguistic

game. Warm-up: General revision of conversations in this unit.

Prepare game with cut-outs. Explain rules of game be-fore playing in groups of three.

SLC

T – SsGW

TRP Poster Classroom ConversationCB p. 49; AB pp. 75, 79Scissors, dice, counters. Cassette/CD

45’

8




Warm-up: Repetition of the song After school.

General revision in silence of contents so far. Assess-ment via a table on the board of: Classroom conversa-tion; words; question and answers; songs and chants; robot gym actions.

Alter the game, write the words they remember in the AB and final assessment of the unit indicating performance as appropriate.

S

TD

WLT

IW

GW

IW


TRP Flashcards: house, after-school activitiesLP p. 72

AB p. 41

5’

25’

15’



UNIT 6: In the forestSession


MATERIALS APPROX.

TIME.

1

Follow the robot.

Learn conversational structu-res.


Do gymnastics learning and practising the expressions: Nod your head, jump up and down, turn around, now stand still.

Learn the conversation, particularly the expressions: Sorry! That’s OK. Listen to and repeat the conversation. Practise in pairs.

Listen, repeat and identify the prepositions on, in, un-der, over, near, behind, between, in front of. Complete pratice exercises.

Optional activities : Prepositions of place (reinforcement / extension)

L, S

S, LT

LC

T – Ss

T – SsIW

T – SsIW

Cassette/CDCB p. 50


Cassette/CDTRP Flashcards: prepositions of placeCB p. 51; AB p. 42LP p. 151

10’

10’

25’

2

Familiarise oneself with the vocabulary from the Unit .

Identify vocabulary related to the forest.

Warm-up: Explicación de la situación and anticipate the vocabulary. Song Up, up and away. Observe and com-ment on las imágenes. Audición and seguimiento del es-quech.

Memorise new vocabulary and practise the words : tree, bush, river, rock, bird, frog. Wordstrip game.

Optional activities : Vocabulary (reinforcement) / Listen-ing and reading comprehension (extension)

SLT

L, SLT

T – Ss

T – SsIW, PW

Starter poster, CB p. 2-3Cassette/CDCB p. 52

CB p. 52, Cassette/CDTRP Flashcards: the forestScissors, Wordstrip 6, AB p. 63LP p. 151

20’

25’


UNIT 6: In the forest

3

Practise prepositions with a song .

Improve comprehension and expression.

Warm-up: Complete gymnastics table. Observe picture and anticipate contents. Comprehension of words of song The forest march, listen and sing along.

Anticipate vocabulary and identify from context. Write sentences with help of visual prompts.

Optional activities : Song , Vocabulary, Spelling (rein-forcement)

Optional activity: Song (extension)

L, S

W

T – SsIW

T – SsIW


Cassette/CD; AB p. 43

LP p. 151; Photocopy Master 20LP pp. 156-158; Wordstrip 6LP p. 151

20’

25’

4

Consolidate the structure: Is there...? Yes, there is / No, there isn’t.

Warm up: Follow the song The forest march. Play the game Echo to revise forest vocabulary. Anticipate vocabulary and structures from the listening and listen, following the route in the CB. Oral practice following the cassette o CD. Practice exercises and collective correc-tion. Database game .

Optional activities : Written expression- Vocabulary (re-inforcement)

Optional activity: Is there ...? (extension)

S, LLC

T – SsPWIW

Cassette/CD; CB p. 53CB p. 54TRP Flashcards (the forest)AB p. 44Databank, AB p. 58; stickersWordcards: prepositions, the forestLP p. 151; Photocopy Master 21LP pp. 156-158; Wordstrip 6LP p. 151

45’

5

Understand a story. Warm-up: Revision of conversation in CB p. 50. Observe the story frames and make oral predictions. Listen to text and comprehension exercises. Practice in reading, writ-ing and oral expression.

Optional activities : reading comprehension reinforce-ment) / Act out the story – comprehension and expres-sion (extension)

TD T – SsIWGW

Poster Classroom Conversation; Cassette/CD; CB p. 50CB p. 55AB p. 45LP p. 152

45’


UNIT 6: In the forest

6


Improve listening comprehen-sion.

Warm-up: Recite gymnastics table from session 1. Dis-cuss the situation before reading the text and anticipate vocabulary. Deduce meaning of unknown words from context. Guided reading and comprehension questions.

Listen to text and identify vocabulary following the Forest race. Make their own race and instructions.

Optional activities : reading comprehension (reinforce-ment) / Vocabulary – Written expression (extension)

TD

L, W

T – SsIW

IW

Cassette/CDCB p. 56

AB p. 46

LP p. 152TRP Photocopy Master 22

20’

25’

7

Revise contents studied via a game.

Warm-up: General revision of conversations from this unit. Prepare game following the instructions provided. Oral practice with the cassette/CD and play game.


TD T – SsIWPW

Cassette/CDTRP Poster Classroom ConversationCB p. 57; AB p. 77Scissors; Cut-out 6LP p. 152

45’

8




Warm-up: Follow the song The forest march.

General revision of contents. Play spaceship game. Evaluation with a table on the board of: Classroom con-versation; words; question and answers; songs; robot gym actions.

After the game, write all the words they remember in the AB and final assessment of the Unit indicating level of performance as appropriate.

S

TD

W, LT

T – Ss

T – SsIW

IW


TRP Flashcards: prepositions; the forestLP p. 124

AB p. 47

5’

25’

15’





MATERIALS APPROX.

TIME.

1 Follow a story. Read and listen to text. Ascertain truthfulness of sen-

tences and match sentences with characters. Optional activities : Listening comprehension (reinforce-

ment) / Listening comprehension (extension)

LR

T – SsIW

Cassette/CDCB pp. 58 – 59; AB p. 48LP p. 152, Photocopy Master 23, 24

45’

2

Practise comprehension and oral and written expression.

Oral practice of story concentrating on pronunciation. Practise reading comprehension and written expression.


TD T – SsIW

Cassette/CD; CB pp. 58 – 59AB p. 49LP p. 152

45’

3 Improve listening comprehen-

sion, reading and writing Listen to text and order pictures. Reading and writing

practice answering questions, drawing pictures and writ-ing a secret message.

Optional activities : Practise the story (reinforcement) / Written expression (extension)

L, R, W IW Cassette/CDAB pp. 50 – 51; CB pp. 58 – 59

LP p. 152

45’

4 Assess knowledge acquired. Complete test 3: Units 5 – 6 TD IW Assessment notebook pp. 15 – 16.Photocopies pp. 23 – 25

45’

5y6

Prepare the end-of-year show. Creative extension of vocabulary and expressions stud-ied throughout the course. Preparation of programme, invitations and poster to advertise show. Rehearse and perform, if possible, in front of parents and/or other groups. Record on video (optional).

TD GW LP p. 138 45’



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