Year Programme

1

ENGLISH YEAR PROGRAMME

1st CYCLE OF PRIMARY EDUCATION (6-7 years old)

GRADO EN EDUCACIÓN PRIMARIA

Jaén Esclapez, José Manuel

2

INTRODUCTION..............................................................................................3

1-ENGLISH AREA CURRICULUM (DECREE 111/2007)...............................3

1.1-Objectives.................................................................................................3 1.2-Blocks of contents...................................................................................4

1.3-Assessment criteria.................................................................................4

2-EDUCATIVE PROJECT OF THE CENTRE.................................................5 2.1-Context and Languages Program..........................................................5

2.2-Class characteristics...............................................................................5 2.3-School Curriculum desing......................................................................7

2.3.1-Sequencing of the objectives.......................................................7 2.3.2-Sequencing of the assessment criteria.......................................8

3-THE STUDENT PORTFOLIO.......................................................................8

3.1-My Language Biography.........................................................................9 3.2-My Dossier................................................................................................9 3.3-My language Passport.............................................................................9

4-BASIC COMPETENCES..............................................................................9

5-CROSS-CURRICULAR ASPECTS..............................................................12

6-METHODOLOGY AND GROUPING............................................................13

6.1-Methodology............................................................................................13 6.2-Groupings................................................................................................13 6.3-Special Educative Needs........................................................................14

7-MATERIALS................................................................................................15

8-DIDACTIC UNITS OF THE YEAR PROGRAM...........................................16

8.1-Timing of the Didactic Units..................................................................16 8.2-Development of the Units......................................................................18

9-EVALUATION.............................................................................................43

10-BIBLIOGRAPHY.......................................................................................44

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INTRODUCTION

It’s very important for children to start learning English at the earliest possible age because they readily accept the new language and put the learning process

on a par with their mother tongue. This acceptance is vital for the two languages to be intergrated and used without embarressment or fear. English is now accepted as the international language of the world and having

the ability to converse with other foreign nationals in a common language breaks down barriers and predudices.

Now more than ever being multi language skilled is seen as a neccessity for future employment opportunities in an ever-shrinking world of commerce and fianance. The students of the future must be fully equipped to cope with the fact

that their work place could be anywhere in the world and not restricted by national borders and languages.

Legal background: -LOE 2/2006 -RD 1513/2006

-D 111/2007 1. -ENGLISH AREA CURRICULUM (DECREE 111/2007)

1.1-General Objectives

The general objectives guide our task due to the fact that they tell us what our pupils will have to achieve at the end of Primary Education. The main aim of teaching a foreign language along this stage is to develop the following

competences:

1. Listening and understanding messages, using transmitted information to develop tasks related to their experiences.

2. Communicating orally in easy and everyday situations, using verbal and

non-verbal communication and adopting a respectful and cooperative attitude.

3. Writing texts previously worked in class using models for different purposes.

4. Reading comprehensively for pleasure and to obtain information

according to a final goal. 5. Progressively learning to use all the resources around them

independently, including new technologies to obtain information and to communicate in the foreign language.

6. Using the foreign language progressively to affirm and wide already

known contents of the non-linguistic areas to learn new ones. 7. Valuing the foreign language and any language, as an understanding

and communication means among people from different nationalities and diverse cultures as learning tool for diverse contents.

8. Showing a receptive, interested and trusting attitude in their own learning

ability and in the use of the foreign language. 9. Using the previous knowledge and experiences with other languages for

a faster, positive and autonomous acquisition of the foreign language.

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10. Using any language of the curriculum as information and learning tool,

bearing in mind the competence developed in each one of them. 11. Identifying phonetic, rhythmic, stress and intonation aspects, as the

linguistic structures and lexical aspects of the foreign language and using them as basic communication elements.

1.2-Blocks of Contents

The contents has been grouped into six blocks:

1.- Oral language

2.- Written language 3.- Linguistic system elements, functions and relations among them 4.- Language as a learning tool

5.- Social and cultural dimensions of language 6.- Communication and information technologies

1.3-Assessment Criteria

Following the curriculum of the Valencian government these are the assessment criteria we must bear in mind when evaluating our pupils in each

cycle: 1st Cycle Assessment Criteria.

1. Getting the global idea and identifying some specific elements in oral

texts, with the help of linguistic and non-linguistic elements related with class activities and their surroundings.

2. Reading and identifying words and easy sentences previously worked on

orally about familiar topics and their interests, through fun and communicative activities, with visual, mimics and verbal support.

3. Writing words and expressions orally used known by the student from models and with a specific task.

4. Participating in class activities and very controlled oral interactions about

known topics, in easily predictable communicative situations or related to immediate communicative needs, such as: greetings, expressing their

likes, feelings and basic necessities. 5. Recognising and reproducing some rhythm aural aspects, stress and

expressions intonation that appear in communicative contexts or in

reading aloud activities, always following a model. 6. Recognising some basic strategies to learn to learn such as: asking for

help, using non verbal communication, using picture dictionaries and identifying some personal aspects that help them to learn better.

7. Valuing acquiring some autonomy in the spontaneous use of simple and

everyday structures and customs. 8. Showing interest and curiosity in learning the foreign language and

recognising the linguistic variety as an enrichment element.

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2. EDUCATIVE PROJECT OF THE CENTRE

2.1 Context & language Program

Context:

This school is placed in the center of a small city (Elche), in a urban area, where

the majority of the socio-cultural and economic level of the students and families

is middle class. In this place there is an important number of immigrants, the

majority of the spoken languages (mother tongue) are Spanish and Valencian,

but bit a bit are comming others foreing european languages, like english,

russian, german,...because we are located in a very strong turistic area of the

country.

Language programme:

The school is workning on an Immersion Program of Valencian. (PIP).

PIP

(Progressive Incorporation Program) Spanish Spanish + Valencian

2.2 Class Characteristics

• Students interests & motivations for learning English.

We have a 25 pupils classroom, aged 6 to 8 years old, 15 girls and 10 boys.

We have 4 pupils from different countries: 2 Colombians boys, 1 African girl

and 1 muslin girl.

Regarding Piaget periods our pupils are in the end of the preoperational stage

and the beginning of concrete operations, but we will concetrate us on the first

stage.

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Preoperational Stage: (2 to 7 years)

Preoperational intelligence means the young child is capable of mental

representations, but does not have a system for organising this thinking (intuitive rather than logical thought).

The child is egocentric – which is they have problems distinguishing from their own perceptions and perceptions of others.

A classic example is, a preoperational child will cover their eyes so they can’t

see someone and think that that person can’t see them either. The child also has ridged thinking, which involves the following.

Centration – a child will become completely fixed on one point, not

allowing them to see the wider picture. For example, focusing only on the height of the container rather than both the height and width when determining what has the biggest volume.

State – can only concentrate on what something looks like at that time.

Appearance – focuses on how something appears rather than reality.

Lack of Reversibility – can’t reverse the steps they have taken. Don’t

realise that one set of steps can be cancelled by another set of steps.

Lack of Conservation – realising that something can have the same

properties even if it appears differently.

Cognitive factors

Students have different learning styles. To receive the information they may prefer a visual, auditory or kinaesthetic style. To organize the information they

may be field-independent, analytical or synthetic, reflective or impulsive, etc. To elaborate the information they may be communicative, conformist, critical thinkers, memorizing learners, etc.

All learners use different strategies when learning, some are direct (cognitive, memory), others indirect (metacognitive, affective and social). All of them

contribute to language learning success. Affective factors

Motivation is a complex factor, which includes several phases and components.

Intrinsic motivation is associated with better and long-term learning and extrinsic motivation with shortterm learning for children. Anxiety seems to be an inherent factor in language learning. Children start to

manifest anxiety when language learning becomes more formally instructed and demands communicative interactions without scaffolding. Anxiety is prevented

when teachers provide a safe atmosphere and deal with errors in a constructive way.

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Personality factors

Self-esteem and self-efficacy are self-perceptions. It is during the school years

that both factors are mostly rooted. The learning difference between children with high or low levels of selfesteem and self-efficacy is enormous. Personality factors constitute another differentiating factor. However, since

language learning includes a wide range of skills and capacities, there seems to be no single factor that may be regarded as the ideal one. Obviously, when

dealing with oral communication, some factors like extroversion, risk-taking and empathy can help learners to develop speaking faster.

2.3 School Curriculum Design

2.3.1 Sequencing of the objectives

Establishing the general objectives, which correspond to the four skills,

according to the cycle: (LISTENNING, SPEAKING, READING, WRITING).

– 1st cycle = L + S

– 2nd cycle = L + S + R + W

– 3rd cycle = R + W

Sequencing ≠ Excluding

Apart from sequencing these first 4 general objectives, we have to sequence

the other 7 objectives that the Decree 111/2007 establishes. The logical

criterion is adding 2 or 3 of these “extra” objectives in each cycle.

For our cycle (1st) of primary education, the sequency of the objectives will be:

1. Listening and understanding messages, using transmitted information to

develop tasks related to their experiences. 2. Communicating orally in easy and everyday situations, using verbal and

non-verbal communication and adopting a respectful and cooperative attitude.

3. Writing texts previously worked in class using models for different

purposes. 4. Reading comprehensively for pleasure and to obtain information

according to a final goal. Extra objectives for the cycle:

5. Using the foreign language progressively to affirm and wide already

known contents of the non-linguistic areas to learn new ones.

6. Showing a receptive, interested and trusting attitude in their own learning

ability and in the use of the foreign language.

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2.3.2 Sequencing of the assessment criteria

Establishing the Assessment Criteria of the specific 1st cycle.

1. Getting the global idea and identifying some specific elements in oral

texts, with the help of linguistic and non-linguistic elements related with class activities and their surroundings.

2. Reading and identifying words and easy sentences previously worked on orally about familiar topics and their interests, through fun and communicative activities, with visual, mimics and verbal support.

3. Writing words and expressions orally used known by the student from models and with a specific task.

4. Participating in class activities and very controlled oral interactions about known topics, in easily predictable communicative situations or related to immediate communicative needs, such as: greetings, expressing their

likes, feelings and basic necessities. 5. Recognising and reproducing some rhythm aural aspects, stress and

expressions intonation that appear in communicative contexts or in reading aloud activities, always following a model.

6. Recognising some basic strategies to learn to learn such as: asking for

help, using non verbal communication, using picture dictionaries and identifying some personal aspects that help them to learn better.

7. Valuing acquiring some autonomy in the spontaneous use of simple and everyday structures and customs.

8. Showing interest and curiosity in learning the foreign language and

recognising the linguistic variety as an enrichment element.

3.- THE STUDENT PORTFOLIO

Portfolios are collections of students' work over time. Documents, student's best

work and other types of process information (drafts of the student's work, the

student's self-assessment. Portfolios may be used for evaluation of a student's

abilities and improvement.

MY EUROPEAN PORTFOLIO OF THE LANGUAGES: INFORMATION FOR

THE FAMILIES

What is the PEL?

It is a document that gathers the linguistic and cultural experiences of the

children and the girls: his (her, your) reflections with regard to the contacts with

the cultures and his (her, your) progresses of learning of the languages that

they know and learn.

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3.1- My Language Biography:

This is the most important section in the student Portfolio.Here is where the

student can value their progress in learning a language and note down all

theirs linguistics and intercultural experiences in order to be able to analyse, by

theirselves, what and how they learn.

3.2- My Dossier:

This is an special part in the student Portfolio where the student can learn how

to order, anylise and keep all the most representative memories, as for

example souvenirs,pictures,objects,related with their experiences with the

contact with other languages and cultures in and outside the classroom.

3.3- My Language Passport :

This section is a precise summary of all the progress in the way of learning a

language in the student;It shows all the states in this progress so that it give

information about all their cultural experiences in and outside the school.

4.- BASIC COMPETENCES

The European Commission of Education has established the so called Basic Competences and are not included in the curricular areas.

In Infant Education values are developed so when children arrive to Primary

Education have the basis to start working the Basic Competences. The Basic competences represent some knowledge, abilities and attitudes. Everyone needs these competences to acquire the basic life skills and competences are

necessary for their personal development, for future employment and for active citizenship. They must be worked in all areas.

According to the Valencian Community Curriculum for Primary Education, there are 8 basic competences.

Linguistic communication.

Mathematics competence.

Knowledge and interaction with the physic world.

Information technology.

Social and citizen competence.

Cultural and artistic competence.

Learning to learn.

Self-autonomy and personal initiative.

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Competence in Linguistic Communication:

It refers to the use of language as an instrument for oral and written

communication, learning and control of behavior and emotions. In foreign

languages it includes having capacities such as mediation and intercultural

comprehension.

Mathematical Competence:

It is the ability to use numbers and their basic operations, forms of expression,

mathematical reasoning to interpret and produce information, to know more

about quantitative and spatial aspects of reality and to solve problems related to

everyday life and working world.

It is the ability to use numbers and basic operations, to solve problems related

to everyday life and working world.

Physical world Knowledge & Interaction C:

It is the ability to interact with the physical world in its natural aspects as well as

those generated by human action, to facilitate the comprehension of facts and

preserve life.

Digital & Information Treatment C:

They are the abilities to find, get, process and communicate the information and

transform it into knowledge.

Citizenship & Social C:

This competence allows living in society, understanding the social reality of the

world in which we live and exercise the democratic citizenship.

Cultural and artistic competence:

It means appreciate, understand and value constructively different artistic and

cultural manifestations as personal enrichment and part of the cultural heritage

of the countries.

Competence in learning to learn:

It implies starting in learning and be able to continue in a self-autonomy way.

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Self-autonomy and personal initiative:

It refers to the possibility of acting with self-autonomy and carry out personal

initiatives to develop the option chosen and be responsible of it.

DIDACTIC UNITS OF THE YEAR PROGRAMME

BASIC

COMPETENCES

THE VERY

HUNGRY

CATERPILLAR

THE

RAINBOW

TRAIN

PINOCCHIO´S

BODY CLOTHES

LINE

OLD

MCDONALD´S

FARM

HOME

SWEET

HOME

LINGUISTIC

COMUNICATION X X X X X X

MATHEMATICS

COMPETENCE X X X

PHYSICAL WORLD

KNOWLEDGE

& INTERACTION

COMPETENCE

X X X X X X

DIGITAL &

INFORMATION

TREATMENT

COMPETENCE

X X X X X X

CITIZENSHIP &

SOCIAL

COMPETENCE

X X X X X X

CULTURAL AND

ARTISTIC

COMPETENCE

X X X X X X

COMPETENCE IN

LEARNING

TO LEARN

X X X X X X

SELF-AUTONOMY

AND

PERSONAL

INITIATIVE

X X X X X X

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5.- CROSS- CURRICULAR ASPECTS

Following the idea of integral and global learning process, we have to make use

not only of previous knowledge of the same curricular area, but also of other

curricular areas.

Literature.

New Technologies.

Art.

Maths.

Knowledge of the environment.

Drama.

Music.

Religious Education.

DIDACTIC UNITS OF THE YEAR PROGRAMME

CROOS

CURRICULAR

ASPECTS

THE VERY

HUNGRY

CATERPILLA

R

THE

RAINBO

W

TRAIN

PINOCCHIO´

S

BODY

CLOTHE

S

LINE

OLD

MCDONALD´

S FARM

HOME

SWEE

T

HOME

LITERATURE X X X X X X

NEW

TECHNOLOGIE

S

X X X X X X

ART X X X X X X

MATHS X X X

KNOWLEDGE

OF THE

ENVIRONMENT

X X X X X X

DRAMA

MUSIC X X X X X X

RELIGIOUS

EDUCATION

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6.- METHODOLOGY AND GROUPINGS

6.1- Methodology

The Method followed is the Communicative Approach.

• Main features:

– First, analyze Students’ Motivation, their previous knowledge, their

mental abilities and progress. Other factors: number of students,

materials, teaching techniques, etc.

– Active Participation.

– Frequent Recycling.

– Visual Aids, objects, models, puppets, songs and games.

– Material and lessons: interesting and enjoyable.

• Final objective: communicative competence.

6.2- Groupings

The students are distributed/organized in class in individual, pairs or groups (6-

8). Depending of the activities to work on.

– Individual Study

• Requires more concentration.

• Activities: worksheet with reading/writing activities.

– Pair work

• Increases cooperation, participation & language use (not

shy).

• Increases practice.

• Different pair possibilities : Strong+strong, weak+weak,…

– Group work

• Opportunity to cooperate and participate.

• Is more dynamic than Pair work.

• Different group possibilities: (advaced+weak,weak+weak,

advanced+advanced, etc.)

• Size: half of class (team). Or groups (6-8 students).

– Lockstep or whole class work

• Used in presentation activities.

• All students + teacher – Teacher gives a model.

• Need be interesting, not boring.

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• Problems: different level of students (quick or slow).

We use these different groupings in:

Presentation : whole class / lockstep.

Practice : whole class / lockstep / groups.

Production : different groupings depending on activity/ individual study / pairs.

6.3- Special Educative Needs

If we have students with special educative needs, or different levels of knowing

the language, we will distriub the class in:

– advanced

– desired

– supporting

Then we will work in two different ways:

1. Oral Skills :all together but adapted to pupils’ level.

2. Written Skills :3 folders with reading and writing activities for the 3 levels:

supporting, desired and advanced.

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7.-MATERIALS

DU. “THE HUNGRY CATERPILLAR”

PC (powerpoints), songs, flashcards, storybook, medals, worksheets (trace and

match), fill the gaps (copy, cut and paste), word search, dominoes, colours,

cartoline and glue.

DU. “THE RAINBOW TRAIN”

PC, Power point, videos, story book, flashcards, worksheets(unscramble, fill the

gaps,colouring) songs, puzzles, scissors, paper, glue, memorie cards, colours,

cartolines, Twister game.

DU. “PINOCCHIO´S BODY”

Flashcards, PC, video, colours, worksheets writing and copying, tracing and

colouring, songs, story books, scissors, glue and crafts.

DU. “THE OLD MACDONALD FARM”

Flashcards, storybooks, worksheets, songs, puzzles, puppets, scissors, paper,

memory cards, colours, cartolines and dominoes.

DU. “HOME SWEET HOME”

PC, Power point, videos, story book, flashcards, worksheets, songs, dominoes,

paper, glue, bingo, colours, cartolines.

DU. “THE CLOTHES LINE”

Flashcards, power point, a rope, pegs, paper, songs, a box, story book,

worksheets, read and match, crosswords, cartoline, glue and scissors.

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8. -DIDACTIC UNITS OF THE YEAR PROGRAM

8.1Timing of the Didactic Units.

Mon Tue Wed Thur Fry Sat Sun

S

EP

TE

MB

ER

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30


NO

VE

MB

ER

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30


JA

NU

AR

Y

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30


OC

TO

BE

R

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31


DE

CE

MB

ER

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31


FE

BR

UA

RY

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28

17


M

AR

CH

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31


M

AY

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

DU. “REMEMBER” no developed

DU. “PINOCCHIO´S BODY”

DU. “THE RAINBOW TRAIN”

DU. “THE OLD MACDONALD FARM”

DU. “HOME SWEET HOME”

DU. “THE CLOTHES LINE”

DU. “THE HUNGRY CATERPILLAR”

DU. “REMEMBER THINGS DONE” no developed

EVALUATION-EXTRA ACTIVITIES

HOLIDAYS-FREE DAYS


AP

RIL

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30


JU

NE

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

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8.2. Development of the Units.

8.2.1 THE VERY HUNGRY CATERPILLAR

8.2.2 PINOCCHIO´S BODY

8.2.3 THE RAINBOW TRAIN

8.2.4 THE OLD MACDONALD FARM

8.2.5 HOME SWEET HOME

8.2.6 THE CLOTHES LINE

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DIDACTIC UNIT

1st CYCLE OF PRIMARY SCHOOL (6-7 years old)

TITLE: “THE VERY HUNGRY CATERPILLAR”

TIMING: 5 sessions (May)

OBTECTIVES:

To understand orally the “The very hungry caterpillar” vocabulary and messages in Present Simple Tense.

To speak using the “The very hungry caterpillar” vocabulary and

messages in Present Simple Tense.

To read “The very hungry caterpillar” vocabulary and messages in

Present Simple Tense.

To write about “The very hungry caterpillar” using vocabulary and


To use english and a PC to learn.

BLOCKS OF CONTENTS:

1. Oral language.

Listening: listen and do what the caterpillar says.

Spoken production: repeating “the very hungry caterpillar” vocabulary

looking at flashcards.

Spoken interaction: listening, miming and singing the song “yummy,

yummy, yummy”. 2. Written language.

Reading: reading the story of “ the very hungry caterpillar” using power point programme, and complete the word search.

Writing: trace, match and copy using worksheets. 3. Linguistic system elements, functions and relations among them.

Vocabulary: apple, orange, pear, plum, strawberry, watermelon,

caterpillar, cocoon, and butterfly.

Grammar: present simple tense. Ex. “The very hungry caterpillar eats

different fruits everyday”. Phonetics: /a/pple, c/a/terpillar, or/a/nge

Pl/u/m, b/u/tterfly

4. Language as a learning tool.

Students learn a nursery rhyme in english: the “yummy, yummy”

song.

20

5. Social and cultural dimension of language.

Students learn english literature: the tale of “the very hugry caterpillar”.

6. Comunication and information technoligies.

Use PC: students use the computer, and computer programmes, to

develope several activities along the unit (power point, youtube videos).

BASIC COMPETENCES:

1. Competence in linguistic comunication: speaking English in class.

2. Mathematical competence: in listen and work on worksheets. 3. Competence in learning to learn: teacher asks questions to students to

learn English and to develop critical thinking. 4. Citizenship and social competence: working together in teams. 5. Cultural and artistic competence: singing the song, doing colouring and

craft making. 6. Self-autonomy and personal initiative competence: individual

worksheets.

CROSS-CURRICULAR ASPECTS:

Literature and language: reading the storybook.

Music: singing the song.

Art: colouring and craft making.

New technologies: watching video, use PC.

Maths: using numbers in worksheets.

Physical education: miming the song.

ASSESSMENT CRITERIA:

The assessment criteria of this unit will be to take into account the achievement

of the specific objectives of this unit by bearing in mind the previous knowledge

and progress along the unit.

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SESIONS: “THE VERY HUNGRY CATERPILLAR”.

1st SESSION: listening.

Presentation: listening to “the very hungry caterpillar” vocabulary

looking at flash cards.

Practise: watching “the very hungry caterpillar” video from youtube

(http://www.youtube.com/watch?v=HpISHA8Fs4w).

Production: play a game called THE VERY HUNGRY CATERPILLAR

SAYS ….…..

(introduce the medals to the children, with the vocabulary images, and make

sure they understand which they have)

Every time you hear THE VERY HUNGRY CATERPILLAR say the name of

your fruit you must make the action that THE VERY HUNGRY

CATERPILLAR says.

Examples……Hands up all those who have an orange.

Stand up all those who have an apple.

Clap your hands if you have a watermelon.

2nd SESSION: listening+speaking.

Presentation: listen and repeat “the very hungry caterpillar” vocabulary

looking at flash cards. Only images.

Practise: listening, miming and singing the song about the fruits.

Students listen and repeat.

Production: give the lyrics to the students and they will sing and mime

the actions, first the chorus of the song and then the complete song.

3rd SESSION: listening+speaking+reading.


looking at flash cards. Blank images. And then images with words.

Practise: read the story about THE VERY HUNGRY CATERPILLAR

using the power point programme on the pc. (The children must repeat every phrase on each of the captions). Emphasis on the vocabulary.

http://www.youtube.com/watch?v=HpISHA8Fs4w

22

Production: doing guided worksheet. Trace the words on the sheet and

then match the pictures to the words by drawing a line from one word to

the correct picture.

4th SESSION: listening+speaking+reading+writing.


looking at flash cards. Only images. And images with words.

Practise: complete a WORD SEARCH. Work in pairs and each pair

must find the hidden words in the soup of letters that match the pictures on the bottom of the worksheet.

Production: Doing guided worksheet. Some of the letters are missing

and they must fill in the spaces. Then they must copy the complete word and then cut out the right picture and put it with the correct word.

5th SESSION: stations. Work in teams

FUN NUMBER ONE: Learn how to play DOMINOES. Match the pictures

to the words on the cards. If you don’t one that matches you must miss a turn. The winner is the person that doesn’t have any cards left.

FUN NUMBER TWO: Colour in the pictures of the life of the HUNGRY

CATERPILLAR and in the end you will know how a caterpillar changes into a butterfly.

FUN NUMBER THREE: Make you own HUNGRY CATERPILLAR to

take home. ( cut, join, paint and glue cartons, newspaper, to form the caterpillar).

23

The Soup of Letters

l m n a p p l e b d s t

b c a t e r p i l l a r m

o r a n g e m p e a r y

s t r a w b e r r y j d

h c o c o o n h p l u m

e w a t e r m e l o n n

a s b u t t e r f l y m

24

apple

butterfly

caterpillar

cocoon

orange

pear

plums

strawberry

watermelo

n

25

FILL THE GAPS, COPY, CUT AND PASTE

a_p_e,______________________________________

______________________________________________

b_t_e_f_y,________________________________

______________________________________________

c_t_r_i_l_r,______________________________

______________________________________________

c_c_o_,____________________________________

______________________________________________

o_a_g_,____________________________________

______________________________________________

p_a_,_______________________________________

______________________________________________

p_u _,______________________________________

______________________________________________

s_r_w_e_r_,______________________________

______________________________________________

w_t_r_e_o_,______________________________

______________________________________________

27

DIDACTIC UNIT


TITLE: “PINOCCHIO´S BODY”

TIMING: 5 sessions (October)

OBTECTIVES:

To understand orally “Pinocchio’s body” vocabulary and messages in


To speak using “Pinocchio’s body” vocabulary and messages in Present

Simple Tense.

To read “Pinocchio’s body” vocabulary and messages in Present Simple

Tense.

To write about “Pinocchio’s body” using vocabulary and messages in


To use English and a PC to learn.

BLOCKS OF CONTENTS:

1. Oral language.

Listening: listen the story of Pinocchio.

Spoken production: repeating “Pinocchio’s body” vocabulary looking at flashcards.

Spoken interaction: listening, miming and singing the song “Body song”. http://www.youtube.com/watch?v=VZCc08tH29M&feature=related

2. Written language.

Reading: reading the story of “Pinocchio´s body” using power point programme.

Writing: trace, match and copy using worksheets. 3. Linguistic system elements, functions and relations among them.

Vocabulary: head, eye, nose, mouth, arm, hand, leg, foot.

Grammar: present simple tense. Ex. “Pinocchio has two arms and two legs”.

Phonetics: /a/rm, h/e/ad, l/e/g, h/a/nd. 4. Language as a learning tool.

Students learn a nursery rhyme in English: the “Body song”. 5. Social and cultural dimension of language.

Students learn English literature: the tale of “Pinocchio´s body”. 6. Comunication and information technoligies.



http://www.youtube.com/watch?v=VZCc08tH29M&feature=related

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BASIC COMPETENCES:

1. Competence in linguistic comunication: speaking English in class. 2. Mathematical competence: in listen and work on worksheets.NUMBERS

3. Competence in learning to learn: teacher asks questions to students to learn English and to develop critical thinking.

4. Citizenship and social competence: working together in teams. 5. Cultural and artistic competence: singing the song, doing colouring and

craft making.

6. Self-autonomy and personal initiative competence: individual worksheets.






Maths: using numbers in worksheets.






29

SESSIONS: “PINOCCHIO´S BODY”


Presentation: listening to “Pinocchio’s body” vocabulary looking at flash

cards.

Practise: watching “Pinocchio’s body” video from youtube

http://www.youtube.com/watch?v=vPolHi7dNLQ&feature=related

Production: Colouring Pinocchio’s body parts.


Presentation: listen and repeat “Pinocchio´s body” vocabulary looking at

flash cards.

Practise: listening, miming and singing the song about the parts of the

body. Students listen and repeat.

Production: give the lyrics to the students and they will sing and mime

the actions, first the chorus of the song and then the complete song.


Presentation: Saying “Pinocchio´s body” vocabulary from Flash cards

and listening and repeating vocabulary words from reading cards.

Practise: read the story about pinocchio´s body using the power point

programme on the pc.( The children must repeat every phrase on each

of the captions). Emphasis on the vocabulary.

Production: complete a wordsearch. Work in pairs and each pair must

find the hidden words in the soup of letters that match the pictures on the bottom of the worksheet.

http://www.youtube.com/watch?v=vPolHi7dNLQ&feature=related

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Presentation: Saying “Pinocchio´s body” vocabulary from Flash cards

and listening and repeating vocabulary words from reading cards. Images and words.

Practise: individual worksheet, trace and copy the vocabulary.

Production: colouring, cut and paste and write the correct word, on a

worksheet.


FUN NUMBER ONE: Playing “what’s in the magic box today?”

FUN NUMBER TWO: Make your own Pinocchio to take home.

FUN NUMBER THREE: Watching the video” Body song”in the computer

corner.

31

DIDACTIC UNIT


TITLE: “THE RAINBOW TRAIN”

TIMING: 5 sessions (November)

OBTECTIVES:

To understand orally the “Rainbow Train” vocabulary and messages in

Present Simple Tense and verb ‘to be’.

To speak using the “Rainbow Train” vocabulary and messages in


To read “Rainbow Train” vocabulary and messages in Present Simple

Tense and verb ‘to be’.

To write about “Rainbow Train” using vocabulary and messages in



BLOCKS OF CONTENTS:

1.Oral language.

Listening: listen and watch the video about the colours and play “I spy

with my little eye a...”.

Spoken production: repeating “The Rainbow Train” vocabulary looking at

flashcards.

Spoken interaction: listening, miming and singing the song “sing a

rainbow”.

2.Written language.

Reading: reading the story of “ The Rainbow Train” using power point

programme.

Writing: trace, match and copy using worksheets.

3.Linguistic system elements, functions and relations among them.

Vocabulary new: red, green, yellow, blue, pink, orange, purple, black,

rainbow, carriages, train.

Vocabulary review: arm, hand, leg, foot

Grammar: present simple tense and verb ‘to be’. Ex. “The Rainbow Train

is five different colours”.

Phonetics: r/e/d, y/e/llow.

Yell/ow, rainb/ow.

4.Language as a learning tool.

Students learn a nursery rhyme in English: the “sing a rainbow” song.

32

5.Social and cultural dimension of language.

Students learn English literature: the tale of “The Rainbow Train”.

6.Comunication and information technoligies.



BASIC COMPETENCES:

1.Competence in linguistic comunication: speaking English in class.

2.Mathematical competence: listen and number worksheet.

3.Competence in learning to learn: teacher asks the students questions to learn

English and to develop critical thinking.

4.Citizenship and social competence: working together in teams.

5.Cultural and artistic competence: singing the song, doing colouring and craft.

6.Self-autonomy and personal initiative competence: individual worksheets.




Art: colouring and making craft.


Maths: using number in worksheet.






33

SESSIONS: “THE RAINBOW TRAIN”

1st SESSION:listening.

Presentation: listening “The Rainbow Train” vocabulary looking at flash

cards. Only images.

Practise: watching video from youtube (thomas the tank).

http://www.youtube.com/watch?v=WJRB5n2mrg8&feature=related

http://www.youtube.com/watch?v=MZ8m2x0qbuo

Production: play “I spy with my little eye a colour beginning with......”

and then they must paint the train on the worksheet ,with the image of

the train, using the right colour as directed by the teacher.


Presentation: listen to and repeat “The Rainbow Train” vocabulary


Practise: listening, miming and singing the song about the rainbow.

Students listen, the teacher makes emphasis on the words of the

vocabulary. Red and yellow and pink and green,

Purple and orange and blue; I can sing a rainbow, sing a rainbow, you can sing one too. Listen with your eyes, listen with your eyes

And sing everything you see You can sing a rainbow, sing a rainbow, sing along with me.

Production: Firstly give the lyrics to the students and then the teacher

sings alone, then the techer sing until he/she reaches the words of the

vocabulary, and the students say the correct colour word, the teacher is

pointing to the correct flash card, after the students sing the chorus

completely interacting with the teacher, and finally all together.


Presentation: listen and repeat “The Rainbow Train” vocabulary looking

at flash cards. Blank images. And then images with words.

http://www.youtube.com/watch?v=WJRB5n2mrg8&feature=related

http://www.youtube.com/watch?v=MZ8m2x0qbuo

34

Practise: read the story about “THE RAINBOW TRAIN” using the power

point programme on the pc.( The children must repeat every phrase on

each of the captions). Emphasis on the vocabulary.

DAY ONE, Monday, Eric the new shinny red engine arrives at the station.

DAY TWO,Tuesday, Colin the black coal truck arrives.

DAY THREE, Wednesday, Barney the blue carriage arrives.

DAY FOUR, Thursday, Garry the green carriage arrives.

DAY FIVE, Friday, Yan the yellow guards van arrives.

DAY SIX, On Saturday morning, when all the people came to the station they all agreed that,

theirs was the only rainbow train in the world.

DAY SEVEN, On Sunday, all the people had their first journey on the rainbow train.

Production: individual worksheet ,choose the correct word and match

the images.

4th SESSION: listening+speaking+reading+writting.

Presentation: listen and repeat “The Rainbow Train” vocabulary looking

at flash cards. Only images. And images with words.

Practise: unscramble and paint, individual worksheet, the words of the

vocabulary that match the images besides are not ordered, write in the

correct order and paint the correct colour.

Production: Individual worksheet, and fill the gaps , the teacher gives

the story of the rainbow train with missing words (vocabulary), he reads

all of the story and the students must wirte the correct word in the gap.

5th SESSION: Stations. Working in teams

FUN NUMBER ONE: make their own dices and colour them, one with

only color and other with the images of the rainbow, train and carriage

FUN NUMBER TWO: play snap (visual memory), with two sets of cards,

with all the vocabulary and images.

FUN NUMBER THREE: play twister, remembering the vocabulary of the

parts of the body (hand, foot) and colours.

35

DIDACTIC UNIT


TITLE: “THE OLD MACDONALD FARM”

TIMING: 5 sessions (January)

OBJECTIVES:

To understand orally the “The old MacDonald Farm” vocabulary and


To speak using the “The old MacDonald Farm” vocabulary and


To read “The old MacDonald Farm” vocabulary and messages in Present

Simple Tense.

To write about “The old MacDonald Farm” using vocabulary and


To use English and PC to learn.

BLOCKS OF CONTENTS:

1. Oral lenguage.

Listening: listen & circle worksheet.

Spoken production: repeating “The old MacDonald Farm” vocabulary

looking at flashcards.

Spoken interaction: talking about “The old MacDonald Farm” storybook

answering teacher questions.

2. Writen language.

Reading: Reading the storybook “The old MacDonald Farm”.

Writing: complete following the lines with the names of the animals.

3. Linguistic system elements, functions and relations among them.

Vocabulary: cow, pig, duck, horse, dog, cat, donkey, chicken.

Grammar: present simple tense. Ex. Old MacDonald works on a farm.

Phonetics: d/u/ck, c/a/t, p/i/g, ch/i/cken.

36


Students learn nursery rhymes in English: the song “Old MacDonald has

a farm”.

5. Social and cultural dimension language.

Students learn English literature : Reading the storybook “The old Mac

Donald Farm”.

6. Communication and information technologies.

Use PC: Students use the computer to develop several activities along

the unit.

BASIC COMPETENCES:

1. C. in linguistic Communication: Speaking in English in class.

2. C. in Learning to Learn: Teacher asks questions to students to learn

English and to develop critical thinking.

3. Citizenship & Social C: Working together in teams.

4. Cultural & Artistic C: Singing the song.

5. Self-autonomy & personal initiative C.: Individual worksheets.


Literature & Language: reading the storybook.


Art: Making the collage

New Technologies:

Physical Education: Miming the song.


The assessment criteria of this unit will be to take into account the

achievement of the specific objectives of this unit by each pupil bearing in

mind the previous knowledge and progress along the unit.

37

SESIONS: “THE OLD MACDONALD FARM”


Presentation: Listening to “The old MacDonald Farm” vocabulary

looking at Flash cards.

Practise: Listening and watch the story of “The old MacDonald Farm”.

Production: Doing a worksheet: The teacher will put the flash cards on

the blackboard. Before he/she will say the name of the animal and the

pupils will go out to the blackboard and they will show the correct flash

card.


Presentation: Listen and Repeat “The old MacDonald Farm” vocabulary

looking at Flash cards. and the teacher will explain to the pupils that in

this session they will be listening the sound of the animals.

Practise: Listening, miming and singing the song “Old MacDonald has a

farm”.

Production: Playing. The pupils will be in groups of two persons. One

person of the group will pronounce the name of the animal and the other

member of group will lift the correct puppet and he will pronounce the

name of the animal.


Presentation: Saying “The old MacDonald Farm” vocabulary from Flash

cards and listening and repeating vocabulary words from Reading Cards.

Practise: Listening and Reading the storybook “The old MacDonald

Farm”.

Production: Read and complete the different puzzles of animals.

(Reading the words, associate it and build the puzzle on the PC).

38


Presentation: Saying “The old MacDonald Farm” vocabulary from Flash

cards and reading vocabulary words from Reading Cards.

Practise: Doing guided writing poster and individual worksheet.

Production: individual worksheet, trace the names of the animals, cut

and paste them below the right image.


FUN NUMBER ONE: Playing Oral memory.

FUN NUMBER TWO: build and paint a collage about a farm and the

animals.

FUN NUMBER THREE: Let’s play dominoes of the diferent animals in

the computer corner.

39

DIDACTIC UNIT


TITLE: “HOME SWEET HOME”

TIMING: 5 sessions (February)

OBTECTIVES:

To understand orally “HOME SWEET HOME” vocabulary and messages

in Present Simple Tense.

To speak using “HOME SWEET HOME” vocabulary and messages in


To read “HOME SWEET HOME” vocabulary and messages in Present

Simple Tense.

To write about “HOME SWEET HOME” using vocabulary and messages

in Present Simple Tense.


BLOCKS OF CONTENTS:

1. Oral language.

Listening: listen and watch the video.

Spoken production: repeating vocabulary looking at flashcards.

Spoken interaction:listening, miming and singing the songs” show me a house” .


Reading: reading the story of “home sweet home ” using power point programme.

Writing: Washing line writing on the blackboard the words. Writing a little story describing your house.(the students are given a guide).

3. Linguistic system elements, functions and relations among them.

Vocabulary:bathroom,kitchen,bedroom,roof,dinning-room,windows,doors,wall, big, small, tall, short.

Grammar: present simple tense. Ex: My house has 2 bedrooms... Phonetics: w/a/ll, sm/a/ll.


Students learn a nursery rhyme in english: “Show me a house”and “Parts

of the house” song. 5. Social and cultural dimension of language.

Students learn english literature: the tale of “Home sweet home”. 6. Comunication and information technoligies.


develope several activities along the unit ( youtube videos).

40

BASIC COMPETENCES:

1. Competence in linguistic comunication: speaking English in class. 2. Competence in learning to learn: teacher asks questions to students to

learn English and to develop critical thinking. 3. Citizenship and social competence: working together in teams.

4. Cultural and artistic competence: singing the songs, doing colouring and craft making.

5. Self-autonomy and personal initiative competence: individual

worksheets.


Literature and language: Using the language when reading,writing and speaking.

Music: singing and listening to the songs.


New technologies: watching a video, using the PC.

Physical education: miming to the songs.





41

SESSIONS: “HOME SWEET HOME”


Presentation: listening “HOME SWEET HOME” vocabulary, looking at

flash cards but images only.

Practise: watching “SHOW ME A HOUSE” video from youtube

http://www.youtube.com/watch?v=nOsLw7vtEWI&NR=1

Production: Give the children a worksheet with the parts of an

imaginary house.They have to guess, by the teachers explanations, where the teacher is and answer with only a word.

Ex.: In this room there is a bed.....Where am I?.Students mark the

correct place.


Presentation: listen and repeat “HOME SWEET HOME” vocabulary


Practise: listening,miming and singing the song:”Parts of a house”

http://www.youtube.com/watch?v=lUkTW0pBg2U&feature=related

Production: Role play:Working in pairs describing their houses.



looking at flash cards. Blank images. And then images with words.

Practise: read the story about “HOME SWEET HOME” using the power

point programme on the pc.( The children must repeat every phrase on

each of the captions). Emphasis on the vocabulary.

http://www.youtube.com/watch?v=nOsLw7vtEWI&NR=1

http://www.youtube.com/watch?v=lUkTW0pBg2U&feature=related

42

Production: “Washing line”. The teacher writes on the blackboard ten

words of the vocabulary given on the unit. The students have to write six

of then on a sheet paper; they have to listen to the teacher and cross off the spoken words. The first to complete the sheet is the winner.



looking at flash cards. Only images. And images with words.

Practise: playing “Let's play Bingo”¡¡The teacher asks the students

some words and vocabulary; Then writes on the blackboard the names.The students chooses 6 of them and writes them in their

notebooks.The teacher says random words until the first student has crossed off all the names, Bingo in his/her notebook.

Production: Doing guided worksheet. Some of the letters are missing

and they must fill in the spaces.Activity: “Trace and match”.


FUN NUMBER ONE:Learn how to play”Guessing games”.

I spy with my little eye something beginning with B”

FUN NUMBER TWO: Colour in the pictures of the DOMINO CARDS and

play.

FUN NUMBER THREE. Watch the video of the group “Those dancing

days” called “Home sweet home” and discuss in the class what you

prefer most been at home or travelling and see the world http://www.youtube.com/watch?v=3AgTAS-MJJQ.

http://www.youtube.com/watch?v=3AgTAS-MJJQ

43

DIDACTIC UNIT


TITLE: “THE CLOTHES LINE”

TIMING: 5 sessions (March)

OBTECTIVES:

To understand orally the “the clothes line” vocabulary and messages in


To speak using the “the clothes line” vocabulary and messages in


To read “the clothes line” vocabulary and messages in Present Simple

Tense.

To write about “the clothes line” using vocabulary and messages in



BLOCKS OF CONTENTS:

1. Oral language.

Listening: listen the story of “the clothes line”.

Spoken production: repeating “the clothes line” vocabulary looking at flashcards.

Spoken interaction:listening, miming and singing the song “while the wolf is away”.


Reading: the vocabulary words on the flashcards, and reading a storybook “the dirty wolf”

Writing: complete and copy using worksheets. 3. Linguistic system elements, functions and relations among them.

Vocabulary: trousers, hat, t-shirt, jacket, dress, skirt, socks, shoes

Grammar: present simple tense. Ex. “I wear troursers everyday”.

Phonetics: h/a/t, j/a/cket 4. Language as a learning tool.

Students learn a nursery rhyme in English: the “while the wolf is

away”song. 5. Social and cultural dimension of language.

Students learn English literature: the tale of “the dirty wolf”

44

6. Comunication and information technoligies.

Use PC: students use the computer, and computer programmes, to develope several activities along the unit (power point).

BASIC COMPETENCES:

1. Competence in linguistic comunication: speak English in class. 2. Competence in learning to learn: teacher asks questions to students to

learn english and to develop critical thinking. 3. Citizenship and social competence: working together in teams. 4. Cultural and artistic competence: singing the song, doing colouring and

craft. 5. Self-autonomy and personal initiative competence: individual

worksheets.




Art: colouring and making craft.







45

SESSIONS: “THE CLOTHES LINE”


Presentation: listening “the clothes line” vocabulary looking at flash

cards.

Practise: watch power point programme with the images of the clothes,

while the teacher sig the song, marking the right picture.

Let´s play in the forest while the wolf is away,

Let´s play in the forest while the wolf is away,

Wolf are you there? No! I am putting on the trousers, hat, t -shirt,jacket, dress, sk irt, socks and

shoes.

Production: play the game “the clothes line”, the teacher use a rope and

pegs, and the students have a picture of the different clothes, then the

teacher will say which clothes they must hang up on the rope with the

pegs.


Presentation: listen and repeat “The clothes line” vocabulary looking at

flash cards. Only images.

Practise: singing the song of “the clothes line”, only the teacher making

emphasis on the vocabulary. Then singing and miming the song, teacher

and pupils.

Production: playing “ what is in the wardrobe of the wolf”, with a box

shaped as a wardrobe, with doors, inside there are the images of the

vocabulary clothes, the students will take out one by one saying the

name of the picture.



flash cards. Blank images. And then images with words.

46

Practise: read the storybook of “the dirty wolf”, with power point

programme. Making emphasis on the vocabulary.

Once upon a time, there was a wolf that always dirtied his clothes.( trousers, hat, t -shirt, jaket,

dress, sk irt, socks, shoes

He had to change them very often.

Until he had not more clothes to wear, and he went to the river to wash them.

Production: individual worksheets (read and match).

4th SESSION: listening+speaking+reading+writting.


flash cards. Only images. And then images with words.

Practise: individual worksheet, with a simple text about the clothes that

the wolf wears, the students must circle the correct word from the

vocabulary that they are learning. Choose the correct word from 3, and

circle it

Production: play the game “ which clothes we are talking about?”. The

teacher describes of the clothes, and the students must write down the

correct word.


FUN NUMBER ONE: Choose the correct option and paint it.

FUN NUMBER TWO: with the clothes painted from the fun before, they

will make a puppet to take home.

FUN NUMBER THREE: they will do a puzzle on the PC.

47

9.-EVALUATION

The evaluation has to contain an initial evaluation, formative evaluation and final

evaluation.

It will have to be evaluated if the objectives have been fulfilled by means of the

criteria of evaluation of each didactic unit in relation with the curriculum of the

foreign language.

The main form of evaluation is the systematic or direct observation, with

different activities that attend to the diversity of students.

Therefore, the best method for this is the continuous evaluation because it

would not be fair that the students played the course in a final exam, between

others factors, because this would influence them negatively at the time of

learning.

Along the course, the students will have to do works and follow up activities.

And at the end of the course, teachers will review and verify their knowledge by

means of a process of learning to check if they have learnt or not.

It is very important that the evaluation is individual, and not use the same

methods and criteria for all. The professors have to help the sutdents to resolve

his/her difficulties so that all can advance and achieve the basic objectives.

We have to think that there are a lot of ways to achieve this because any

activity that made them learn is good and must be evaluated.

One of the teachers task is to evaluate the students (their achievements) in the

educative process. With this, they will be able to know the efficiency of their

methods.

The initial evaluation is to reconise the level and ability of individual and

groups of students, using:

• Direct or Systematic Observation

To know what pupils remember from previous courses. Always use the first

Didactic Unit, and evaluate through games.

The formative evaluation is to observe and record the progress of each

student and identify individual needs, and note the success of the

teaching/learning process of the didactic units. Give help and follow up activities

to assist the learning process, using:

48

• Continuous Evaluation

• Teacher & Students Evaluation

• Production Activities

The final evaluation is the record of the achievements of the students and the

success of the teaching/learning process of the didactic units, using:

• Activities of the 4 skills

• Taking into account the grade of achievement of the specific objectives

of the units

We will use the last didactic unit to assess the level of rememberance and

understanding of the previous units completed through the use of work sheets,

games, speaking and listening activities.

10. -BIBLIOGRAPHY

LOE, the Royal Decree 1513/2006 and the Decree 111/2007.

www.toolsforeducators.com

www.elskids.com

www.youtube.com (videos)

COLOURS 1 pupil´s book (Diana Hicks, Andrew Littlejohn)

ed: SM Cambridge.

ISBN 978-84-675-0625

FAIRYLAND 2 pupil´s book (Jenny Dooley, Virginia Evans)

ed: Express Publishing

ISBN 978-1-84679-731-6

http://www.toolsforeducators.com/

http://www.elskids.com/

http://www.youtube.com/

Year Programme

Documents

Transcript of Year Programme