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Footprints 3

SYLLABUS

Area: Foreign Languages (English)

Stage: Primary Education

2nd Cycle

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INTRODUCTION

OBJECTIVES

To revise greetings and presentations in English. To listen to introductions and personal information. To read texts providing personal information and descriptions. To talk about personal information and favourite things. To be able to write texts giving personal information. To learn facts about addresses and phone numbers in Britain.

CONTENTS Listening

- Can understand introductions - Can understand personal information - Can identify someone’s favourite things - Can understand the episode of the story

Speaking Spoken interaction

- Can use greetings naturally - Can ask and respond to questions about personal information

Spoken production

- Can give basic personal information - Can say people’s favourite things - Can sing the song Welcome back to Footprints! - Can act out the episode of the story

Reading

- Can read questions asking for personal information - Can read short exchanges giving personal information - Can read and understand a short description of someone

Writing

- Can complete and write questions and answers giving personal information - Can write a short text giving personal information following a model

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Language knowledge and use

Linguistic knowledge:

Grammar - What’s your …? - Where do you live? Recycled: - Hello / Hi - How are you? I’m fine, thank you. - How old are you? - My … is … - I’m … years old. - I live in … - It’s … - my, your, his, her

Vocabulary

Core: - address, phone number, street Other: - exhibition, magic emerald, plan, adventure, exciting, interesting, scary, calm,

card Recycled: - treasure, ship, pirate, light, name, go, scared, favourite, fun, beautiful, animal,

brother, sister, cousin, colours, numbers

Pronunciation

- Students pay attention to the pronunciation while singing songs, listening to the episode of the story, and doing the Pronunciation gem activity.

Learning reflexion: - Following a model - Imitating and repeating - Associating pictures and characters - Associating music and rhythm with language - patterns - Cooperating with peers - Activating previous knowledge

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BASIC COMPETENCES

Basic Competence

Activity Evaluation Criteria

C1 Linguistic communicative competence.

All the activities of the unit use the language as an instrument of communication.

Pleasure in learning more English Interest in meeting the Footprints 3 characters

C2 Mathematical competence.

C3 Knowledge of and interaction with the physical world.

C4 Competence in information and communication technologies

CD Rom activities Website: www.macmillanenglish.com/younglearners

Pleasure in using new technologies in order to revise and extend what they have learnt in the unit.

C5 Social and civil competence.

Moral and civic education: Awareness of the potential usefulness of being able to ask for and give personal information in English

Willingness to establish communication with other people.

C6 Cultural and artistic competence.

Students learn about addresses and phone numbers in the Children in Britain section.

Pleasure in showing interest, tolerance and respect towards people of other cultures

C7 The competence of learning to learn.

Students complete the My World Portfolio Booklet by colouring ‘can do’ statements so as to have a record of their learning. They also complete the Grammar Footprints table

Interest in learning English Positive attitude towards own ability to participate in class activities

C8 The competence of personal autonomy and initiative.

Initiative to do the routines by themselves and to participate in group activities. E.g. singing the grammar rap.

Interest and curiosity to show autonomy to learn the foreign language and recognise the linguistic diversity as an enriching element.

C9 The emotional competence. (Castilla la Mancha)

Students learn to work in groups respecting each other and admitting both their own success and their classmates’. E.g. acting out the episode of the story.

Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others

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Socio cultural aspects and intercultural awareness

Learning more about addresses and phone numbers Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts).

Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs,

telling stories, etc: - Text genre: Welcome back to Footprints! song

CROSS-CURRICULAR ITEMS

Education for Citizenship: students learn the importance of being respectful when asking for and giving personal information in English.

ATTITUDES AND VALUES

Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin,

etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class

MIXED-ABILITY ACTIVITIES

Mixed Ability Worksheets Reading and writing worksheets Grammar practice worksheets

EVALUATION 1. EVALUATION RESOURCES

Formative evaluation - Child assessment sheet - Class assessment sheet - Observation of speaking activity sheet

Formal evaluation - Diagnostic test

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2. EVALUATION CRITERIA

Take part in very controlled oral interactions in communicative situations such as greeting people.

Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while singing the Welcome back to Footprints! song.

Write words with the help of models and with a specific aim such as writing questions asking for personal information.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they act out the episode story.

Use basic strategies in order to learn to learn, such as completing the My World Portfolio Booklet.

Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

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UNIT 1 MY DAY

OBJECTIVES

To revise the time in English. To listen to people talking about personal routines. To read texts providing descriptions of daily routines. To talk about sleeping habits and routines To be able to write texts giving information about routines. To learn facts about the role of sleep. To compare daily routines of British children with their own experience.

CONTENTS Listening

- Can understand the time (o’clock, half past) - Can understand the episode of the story - Can recognise personal daily routines - Can recognise natural pronunciation in questions - Can identify how many hours of sleep people need

Speaking

Spoken interaction - Can ask and respond to questions about times and daily routines - Can ask and say how many hours you sleep

Spoken production

- Can describe your personal daily routine - Can say what you always, sometimes and never do - Can say what you do to go to sleep - Can sing the song I wake up and get up in the morning - Can act out the episode of the story - Can say the grammar rap What time do you have breakfast? - Can say a tongue twister with /s/

Reading

- Can read questions and answers about daily routines - Can read descriptions of daily routines - Can read a short text about sleep - Can read ideas to help you go to sleep - Can read My Little Fact File of Sleep

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Writing

- Can write daily routines - Can write questions and answers about daily routines - Can write sentences about what you always, sometimes and never do - Can complete My Little Fact File of Sleep - Can write a short text about personal daily routines following a model



Grammar - What time do you …? / - When do you …? - I always / sometimes / never … - at … - I think … Recycled: - Do you …? Yes, I do. / No, I don’t. - I have / walk / go … - Let’s … - How many …?

Vocabulary

Core: - wake up, get up, get dressed / undressed, have breakfast / lunch / dinner, go to

school, go home, have break, do my / your homework, go to bed Other: - … o’clock, half past …, morning, evening, millionaire, lucky, escape, believe Content / culture: - babies, teenager, adult, old people, hours, half, sleep, rest, need, about, energy,

mood, pay attention, remember, concentrate, relax, healthy, daily routine, before / after, in time, in a hurry, cup of tea, have tea, million

Recycled: - wash, brush, teeth, face, have a shower, bath, work, play, see, mum, dad,

friends, afternoon, garden, wet, phone, noise, dog, children, hide, magic emerald, good, bad, learn, listen to music / a story, play computer games, eat, drink, watch TV, numbers

Main receptive language: - Just … - well, enough - think of new ideas

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Pronunciation - Students pay attention to the pronunciation while singing songs and listening to

the episode of the story, and doing the Pronunciation gem activity. - Say a tongue twister with /s/

Learning reflexion: - Formulating personal learning goals - Making connections between the way different questions are formed - Predicting - Using rhythm and music to memorise language patterns - Using prior knowledge - Associating vocabulary with real-life experience - Assessing own learning

BASIC COMPETENCES

Basic

Competence Activity Evaluation Criteria


All the activities of the unit use the language as an instrument of communication. Ex. Talking about daily routines.

Enjoyment in talking about daily routines



The role of sleep Awareness of the importance of sleep





Moral and civic education: Showing respect towards other people’s daily routines. Health education: The importance of sleeping well in order to be healthy.

Interest in other people’s daily routines Interest in following healthy habits.


Students learn about Daily routines of children in Britain in the Children in Britain section.

Awareness of similarities and differences between daily routines of children in Britain and in your country

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C7 The

competence of learning to learn.










Learning facts about daily routines of children in Britain Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION



telling stories, etc: - Text genre: “I wake up and get up in the morning” song


Social sciences: the role of sleep.

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ATTITUDES AND VALUES Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin,






Formal evaluation - Unit test 1 - 1st Term test - End-of-year test

2. EVALUATION CRITERIA Take part in very controlled oral interactions in communicative situations such as

talking about daily routines. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “I wake up and get up in the morning” song.

Write words with the help of models and with a specific aim such as writing about daily routines.




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UNIT 2 PEOPLE AND FOOD

OBJECTIVES

To revise the food words. To listen to people talking about likes and dislikes. To read texts about the food pyramid. To talk about the students’ favourite food. To be able to write descriptions about their favourite food. To learn facts about the food pyramid. To compare the favourite food of British children with their own one.

CONTENTS Listening

- Can recognise food words - Can understand statements and exchanges about what other people like, and

about sports and musical instruments other people play - Can understand the episode of the story - Can recognise the difference between /ɪ/ and /i:/ in food words

Speaking

Spoken interaction

- Can ask and respond to questions about food other people like, and about sports and musical instruments that other people play

Spoken production

- Can name foods - Can talk about food other people like and don’t like - Can talk about sports and musical instruments other people play - Can use but in statements to make contrasts - Can sing the song My favourite food is cereal - Can act out the episode of the story - Can say the grammar rap Davina likes lettuce but she doesn’t like peas - Can talk about food you eat and describe a favourite food in your country - Can pronounce /ɪ/ and /i:/ in food words

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Reading

- Can recognise food words - Can read statements and exchanges about other people - Can read a short text about the food pyramid and a short text about what food

contains - Can read My Little Fact File of Food - Can read short texts about food people like and don’t like

Writing

- Can write food words - Can write statements, questions and answers about other people - Can complete My Little Fact File of Food - Can write a short description of a favourite food following a model



Grammar - He/She likes/plays … - He/She doesn’t like/play … - Does he/she …? - Yes, he/she does. / No, he/she doesn’t Recycled: - What … do you …? - What’s your / his / her favourite …? - My favourite … is … - I like / don’t like … - Do you like …? Yes, I do. / No I don’t. - I always / sometimes / never … - … but …, / I also… - I think … - … go / goes in … - I’ve / It’s got …

Vocabulary

Core: - bread, cereal, cheese, egg, spaghetti, rice, sausage, peas, potato, carrot, lettuce,

tomato Other: - waiter, restaurant, bark, wait, order, trip, drop, angry, guitar, drums, basketball,

tennis

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Content / culture: - meat, fish, fat, oil, sugar, nuts, beans, vegetables, milk products, protein,

vitamins, calcium, fibre, curry, baked beans, toast, fish fingers, chips, shepherd’s pie, typical, fast food, popular, dish

Recycled: - nice, please, go, live, play, want, eat, breakfast, lunch, dinner, snack, food,

sandwich, biscuit, apple, banana, crisps, ice cream, chicken, pizza, sweet, hamburger, yoghurt, fruit, milk, piano, football, tennis, trousers, magic emerald, stop, park, enormous, healthy, energy

Main receptive language: - pyramid - at the top / bottom botto, in the middle, - section … need …, diet, varies - originally from … - a little, a lot

Pronunciation

- Students pay attention to the pronunciation while singing songs and listening to the episode of the story, and doing the Pronunciation gem activity.

- Pronounce /ɪ/ and /i:/ in food words

Learning reflexion: - Formulating personal learning goals - Noticing the difference in the verb form when writing about yourself and other

people - Noticing the difference between positive and negative statements - Generating patterns from given input - Associating pictures with vocabulary - Using rhythm and music to memorise language patterns - Making connections to real life - Assessing own learning

BASIC COMPETENCES

Basic Competence



All the activities of the unit use the language as an instrument of communication. Ex. Talking about their favourite food.

Enjoyment in talking about food they like.



The food pyramid Interest in finding out about things in food which keep us healthy

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Moral and civic education: Showing respect towards other people’s favourite food. Health education: The importance of eating healthily.

Interest in other people’s opinions Interest to follow healthy habits.


Students learn about the Favourite food of children in Britain in the Children in Britain section.

Curiosity in comparing favourite food in your country with that of children in Britain











Learning facts about the favourite food of children in Britain Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

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LITERARY EDUCATION Understanding simple literary works adapted to the students’ age and interests

(narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs,

telling stories, etc: - Text genre: “My favourite food is cereal” song


Biology: the food pyramid. ATTITUDES AND VALUES








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talking about food, sports and musical instruments people like or dislike. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “My favourite food is cereal” song.

Write words with the help of models and with a specific aim such as writing descriptions of their favourite food.




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UNIT 3 MY COMMUNITY

OBJECTIVES

To revise There is/There are. To listen to people giving directions. To read texts about means of transport. To talk about transport safety rules. To be able to write about places in a community. To learn facts about the different types of transport. To compare the places children in Britain go to with their own experience.

CONTENTS Listening

- Can recognise words for places in the community - Can identify location - Can understand and follow simple directions - Can understand the episode of the story - Can identify forms of transport which cause pollution or are clean and ‘green’

Speaking

Spoken interaction - Can ask and respond to questions about your community - Can ask for and give simple directions

Spoken production

- Can name places in the community - Can give simple directions and express location - Can sing the song We love our town - Can act out the episode of the story - Can say the grammar rap Where’s the cinema? - Can talk about transport you use - Can say transport safety rules you follow - Can say a tongue twister with /l/

Reading

- Can recognise words for places in the community - Can read and follow simple directions - Can read a short text about transport - Can read transport safety rules - Can read My Little Fact File of Transport - Can read about places in the community where children go

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Writing

- Can write words for places in the community - Can write questions and answers about places in the community - Can write questions about location and give simple directions - Can write sentences about different forms of transport you use - Can complete My Little Fact File of Transport - Can write a short description of a place you go following a model



Grammar - Turn left / right. - Go straight on. - Go past the … - near, opposite … - … on the left / right. Recycled: - There’s a … / There are …, - There isn’t a … / There aren’t any … - Is there a …? / Are there any …? - Yes, there is. / No, there isn’t. - Yes, there are. / No, there aren’t. - Where’s the …? - The … is … - Do you …? Yes, I do. / No, I don’t - Does he / she …? Yes, he/she does. / No, he/she doesn’t. - I think … - I go … / He she goes …

Vocabulary

Core: - theatre, museum, supermarket, post office, library, shopping centre, café,

chemist, cinema, newsagent, bank, hotel Other: - place, bus stop, traffic lights, car park, danger, safe, map, lighthouse Content / culture: - cause pollution, ‘green’, share, public transport, on foot, by …, tram, seat belt,

safety jacket, back seat, bright, bell, electric, petrol, diesel, hold on, lean out, sports centre, ice rink, skate, drive, bee

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Recycled: - shop, street, school, restaurant, park, bus, car, bike, motorbike, train, clean,

window, toy, clothes, book, pet, crossing, mum, dad, brother, sister, cousin, house, bag, lunch, phone, follow, evening, visit, wear, use, lights, in, with

Main receptive language: - … look after the environment, safety rules


the episode of the story, and doing the Pronunciation gem activity. - Say a tongue twister with /l/

Learning reflexion: - Formulating personal learning goals - Generating patterns from given input - Visualising - Associating language and spatial location - Using rhythm and music to memorise language patterns - Making connections with prior learning - Assessing own learning

BASIC COMPETENCES

Basic Competence



All the activities of the unit use the language as an instrument of communication. Ex. Talking about places to go.

Enjoyment in describing your community



Different forms of transport Interest in means of transport, giving directions and describing location





Environmental education: Awareness of different forms of transport and their impact on the environment

Willingness to respect and protect the environment.

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Moral and Civic education: The importance of following transport safety rules.

Awareness of the importance of road safety education.


Students learn about places children in Britain go to in the Children in Britain section.

Curiosity in comparing places in your country with that of children in Britain











Learning facts about places children in Britain go to. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION



telling stories, etc: - Text genre: “We love our town” song

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Geography: different forms of transport. ATTITUDES AND VALUES









giving directions, or talking about places to go in the community. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “We love our town” song.

Write words with the help of models and with a specific aim such as writing descriptions of places.




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UNIT 4 PEOPLE AND POSSESSIONS

OBJECTIVES

To revise the possessives and have got. To listen to people talking about parts of a computer. To read texts about possessions and collections. To talk about things they have got. To be able to write texts about computers and possessions. To learn facts about computers. To compare possessions and collections of children in Britain with their own ones.

CONTENTS Listening

- Can recognise possessions and collections - Can identify owners of possessions - Can understand questions and answers about possessions - Can recognise numbers to 100 - Can understand the episode of the story - Can recognise /s/, /z/ and /ɪz/ at the end of plural words - Can recognise the parts of a computer

Speaking

Spoken interaction - Can ask about and identify possessions - Can ask and answer questions about quantity

Spoken production

- Can name possessions and collections - Can identify your own and other people’s possessions - Can say how many you and other people have got - Can sing the song I’ve got a watch - Can act out the episode of the story - Can say the grammar rap Whose is the phone? - Can say /s/, /z/ or /iz/ at the end of plural words - Can name parts of a computer - Can say where and why you use a computer, and what you do to create a

document on computer

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Reading

- Can recognise words for possessions and collections - Can read short exchanges about possessions and collections - Can read a short text about computers - Can read about how to create a document on computer - Can read My Little Fact File of Computers - Can read short texts about people’s possessions and collections - Can read about places in the community where children go

Writing

- Can write words for possessions and collections - Can write questions and answers about possessions - Can write numbers to 100 - Can write sentences about where and why you use a computer - Can complete My Little Fact File of Computers - Can write a short text about your possessions and collections following a model



Grammar - Whose is / are the …? - It’s / They’re mine / yours / his / hers / ours / theirs. - It belongs to … / They belong to … - It’s / They’re Jack’s. Recycled: - I’ve /He’s /She’s /We’ve /They’ve got … - Is the …? Yes, it is. / No, it isn’t. It’s … - How many … have you got? / …has he/she got? - Do you …? - Where / Why do you …? - I think … - I use / go … - He/She uses/goes …

Vocabulary

Core: - watch, torch, camera, frisbee, kite, mobile phone, MP3 player, CD player,

stamps, stickers, key rings, postcards Other: - collection, gem, - numbers to 100

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Content / culture: - keyboard, monitor, screen, mouse, printer, save, copy, cut, delete, paste, select,

title, font, bold, italics, document, send, email, chat, connect, internet, online, work, project, report, laptop, cities, countries, Europe, world

Recycled: - house, biscuit, table, computer, play games, work, watch DVDs, do homework,

listen to music, look, learn, write, buy, shop, open, close, photos, subjects, English, science, home, school, garden, family, friends, mother, dad, brother, elephant, pink, queen, head, numbers to 100 (in tens)

Main receptive language: - You need to know - how to …, create, - useful


the episode of the story, and doing the Pronunciation gem activity. - Recognise /s/, /z/ and /ɪz/ at the end of plural words.

Learning reflexion: - Formulating personal learning goals - Noticing the use of ’s to express possession - Predicting - Associating objects and people - Reasoning deductively - Using rhythm and music to memorise language patterns - Making connections with prior learning - Assessing own learning

BASIC COMPETENCES

Basic Competence



All the activities of the unit use the language as an instrument of communication. Ex. Talking about things they have or collections.

Enjoyment in talking about possessions and collections



Computers Interest in computers Awareness of different reasons people use computers.

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Moral and Civic education: Taking care and looking after your possessions. Consumer education: the moderate use of computers and new technologies.

Awareness of the importance of looking after your possessions Consciousness about the importance of doing a moderate use of computers.


Students learn about possessions and collections of children in Britain in the Children in Britain section.

Curiosity in comparing habits of British children with the own ones.











Learning facts about possessions and collections of children in Britain. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

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telling stories, etc: - Text genre: “I’ve got a watch” song


Technology: computers. ATTITUDES AND VALUES







Formal evaluation - Unit test 4 - 2nd Term test - End-of-year test

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talking about possessions and collections. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “I’ve got a watch” song.

Write words with the help of models and with a specific aim such as writing sentences about the use of computers.




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UNIT 5 A WORLD OF SPORT

OBJECTIVES

To revise the present continuous. To learn vocabulary about sports. To listen to people talking about sports. To read texts about muscles. To talk about sports people do. To be able to write sentences about muscles and sports. To learn facts about how muscles work. To compare sports children in Britain do with their own ones.

CONTENTS Listening

- Can recognise words for sports - Can understand exchanges and statements about what people are doing - Can recognise ordinal numbers to 20 - Can understand the episode of the story - Can identify word stress in two- and three-syllable words

Speaking

Spoken interaction - Can ask and respond to questions about sports you and other people can do. - Can ask and respond to questions about what people are doing

Spoken production - Can identify sports - Can say what people are doing - Can say what sports you and other people can do - Can sing the song It’s a world of sport - Can act out the episode of the story - Can say the grammar rap What’s the boy doing on Channel one? - Can say where you have muscles, and what you use your muscles to do - Can produce word stress following a model

Reading

- Can recognise words for sports - Can read questions and statements about what people are doing - Can read a short text about muscles and a short text about how muscles work - Can read My Little Fact File of Muscles - Can read short descriptions of sports events

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Writing

- Can write words for sports - Can write sentences and exchanges about what people are doing - Can write ordinal numbers - Can write sentences about where you have muscles, and what you use muscles

to do - Can complete My Little Fact File of Muscles - Can write a short description of a sports event following a model



Grammar - What are you / they doing? - I’m / We’re / They’re …ing. - I’m not …ing. - We / They aren’t …ing. - What’s he / she doing? - He’s / She’s …ing. - He / She isn’t …ing.

Recycled: - Can you / he / she / they …? - Yes, I / he / she / they can. - No, I / he / she / they can’t. - Do you …? Yes, I do. / No, I don’t. - Are you …ing? Yes, I am. / No, I’m not. - Is he / she …ing? Yes, he/she is. / No, he/she isn’t. - I’m / He’s / She’s … - I think … - I have … - I use … to …

Vocabulary

Core: - volleyball, baseball, golf, judo, karate, gymnastics, windsurfing, skiing, sailing,

rowing, riding, fencing, ordinal numbers (to 20)

Other: - sleepy, channel, race, fit, poison, gym, world, sport

Content / culture: - muscle, smile, frown, blink, neck, hips, back, stomach, face, shoulders, brain,

(in)voluntary, bone, tendon, tissue, biceps, triceps, bend, stretch, contract, relax, lift, type, essential, gymkhana, competition, match, rugby, swimsuit, muddy, jacket, coach, cricket, crowd, pumpkin

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Recycled: - play, swim, run, walk, put, look, follow, fall, help, ride a bike, football, (table)

tennis, basketball, skateboard, mobile phone, bag, water, wear, move, arms, legs, fingers, toes, ride, throw, kick, watch, wave, shorts, t-shirt, cap, hat, mum, sister, dad, brother, pony, colours

Main receptive language: - are called … - are made of … - in one / the other direction - pick something up


the episode of the story, and doing the Pronunciation gem activity. - produce word stress following a model.

Learning reflexion: - Formulating personal learning goals - Noticing connections between words - Generating patterns from given input - Visualising - Associating pictures with vocabulary - Using rhythm and music to memorise language patterns - Making connections to real life - Assessing own learning

BASIC COMPETENCES

Basic Competence



All the activities of the unit use the language as an instrument of communication. Ex. Talking about sports they practise.

Enjoyment in talking about sports.



Muscles and how they work

Curiosity in how our body works. Awareness of the essential role of muscles in everything we do.




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Health education: The importance of practising sport in order to be healthy. Education for Sexual equality: Awareness that both men and women can practise any type of sport

Interest in sport Awareness of the value of doing sport and keeping fit. Willingness to promote sexual equality.


Students learn about sports children in Britain do in the Children in Britain section.












Learning facts about Sports children in Britain do. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION



telling stories, etc: - Text genre: “It’s a world of sport” song

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Biology: muscles and how they work.









talking about the sports they practise. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “It’s a world of sport” song.

Write words with the help of models and with a specific aim such as writing sentences about how muscles work.




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UNIT 6 FEELINGS AND HEALTH

OBJECTIVES

To revise wh- questions. To learn vocabulary about illnesses. To listen to people talking about health problems. To read texts about the five senses. To talk about ailments. To be able to write descriptions about going to the doctor. To learn facts about our five senses. To compare how children in Britain look after their health with their own experience.

CONTENTS Listening

- Can recognise common ailments - Can understand exchanges about what the matter is - Can recognise suggestions to get better - Can understand the episode of the story - Can recognise words with the vowel sounds /ɒ/ and /әʊ/ (sic)

Speaking

Spoken interaction - Can ask and respond to questions about what the matter is - Can make and respond to suggestions to get better

Spoken production - Can identify common ailments - Can say what the matter is - Can suggest what to do to feel better - Can sing the song Are you feeling alright? - Can act out the episode of the story - Can say the grammar rap What’s the matter? - Can say words with the vowel sounds /ɒ/ and /əʊ/ following a model - Can say what you use your five senses to do - Can say tastes you like and don’t like

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Reading

- Can recognise words for common ailments - Can read short exchanges about what the matter is and suggestions to get

better - Can read a short text about our five senses - Can read a short text about our sense of taste - Can read My Little Fact File of the Five Senses - Can read short descriptions of when children go to the doctor, dentist, optician

or nurse

Writing

- Can write sentences and exchanges about what the matter is - Can write sentences about what the matter is with other people - Can write sentences about what you use your senses to do - Can complete My Little Fact File of the Five Senses - Can write a short description, following a model, about when you go to the

doctor, dentist, optician or nurse Language knowledge and use


Grammar - What’s the matter? - My … hurts. - Why don’t you …? Recycled: - Are you …ing …? - Yes, I am. / No, I’m not. - I’m …ing … - I’ve / He’s / She’s got … - Yes, good idea. - I / We use … to … - What’s this? It’s a … - I like … / I don’t like … - I go … - He / She goes …

Vocabulary

Core: - headache, tummy ache, earache, backache, toothache, bruise, cut, cough, cold,

flu, temperature, broken arm Other: - alright, terrible, doctor, cream, plaster, better, instructor, go away, wait, lie

down, neck, medicine, rest

36

Content / culture: - senses, sight, hearing, touch, taste, smell, see, skin, sunset, stroke, tongue,

salty, bitter, sour, coffee, things, such as …, dentist, optician, nurse, vet, check-up, waiting room, ill, kind

Recycled - gym, feel, hot, cold, tired, sleepy, sad, bad, ears, eyes, nose, mouth, water,

drink, take, go, put, sweet, chocolate, ice cream, lemon, crisps, glasses, phone call, number, sports bag, pizza, dog, flower, TV, pick, watch, look, walk, read, book, holidays, teeth, home, school, sheep

Main receptive language: - work together, recognise, front, back, side, middle


the episode of the story, and doing the Pronunciation gem activity. - Recognise words with the vowel sounds /ɒ/ and /әʊ/

Learning reflexion:

- Formulating personal learning goals - Noticing patterns in language - Using mime and gesture to memorise vocabulary - Taking turns in dialogues and role plays - Using rhythm and music to memorise language patterns - Making connections with real life - Assessing own learning

BASIC COMPETENCES

Basic Competence



All the activities of the unit use the language as an instrument of communication. Ex. Talking about health problems.

Enjoyment in using mime to show common ailments



Our five senses. Curiosity in learning about and experimenting with our senses. Awareness of ways we use different senses in everyday activities.

37

C4 Competence in

information and communication technologies




Health education: The importance of going to the doctor when we feel ill. Education for sexual equality: Awareness that both men and women can do any type of job.

Awareness of the role of doctors, nurses, dentists and opticians in looking after our health. Willingness to promote sexual equality.


Students learn about how children in Britain look after their health in the Children in Britain section.












Learning facts about how children in Britain look after their health. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

38



telling stories, etc. - Text genre: “Are you feeling alright?” song


Biology: our five senses.








39


talking about feelings. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “Are you feeling alright?” song.

Write words with the help of models and with a specific aim such as writing sentences about the five senses.




40

UNIT 7 YESTERDAY

OBJECTIVES

To revise the past simple of to be. To learn vocabulary about places. To listen to people talking about places where they were yesterday. To read texts about castles. To talk about places to go. To be able to write about school trips. To learn facts about castles. To compare school trips of children in Britain with their own experience.

CONTENTS Listening

- Can recognise places to go - Can understand statements and exchanges about where people were yesterday - Can identify parts of a castle - Can understand the episode of the story - Can recognise weak forms in sentences

Speaking

Spoken interaction - Can ask and respond to questions about where you and other people were

yesterday - Can ask and respond to questions about castles in the past

Spoken production - Can name places to go - Can say where you and other people were yesterday - Can sing the song Let’s go to the safari park - Can act out the episode of the story - Can say the grammar rap Were you in town yesterday morning? - Can name parts of a castle - Can say what life in a castle was like - Can say your opinion about life in a castle - Can produce weak forms naturally in sentences

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Reading

- Can recognise words for places to go - Can read statements and exchanges about where people were yesterday - Can read a short text about castles - Can read a short text about life in a castle - Can read My Little Fact File of Castles - Can read short descriptions of school trips

Writing

- Can write sentences and exchanges about where people were yesterday - Can write short sentences and answer questions about castles - Can write your opinion about life in a castle - Can complete My Little Fact File of Castles - Can write about a school trip following a model



Grammar - Were you …? Yes, I was. / No, I wasn’t. - Was he / she …? Yes, he/she was. / No, he/she wasn’t. - Were they …? Yes, they were. / No, they weren’t. - I / He / She / It was … - You / We / They were … Recycled: - Let’s … - Yes, great idea. - I want / don’t want to … - Where …? - At … o’clock / half past …

Vocabulary

Core: - town, countryside, beach, funfair, water park, safari park, castle, circus, concert,

football match, burger bar, internet café Other: - yesterday, last …, argument, lie, sorry, driver, traitor, sell, in (secret) code Content / culture: - moat, drawbridge, tower, dungeon, deep, thick, heavy, damp, hard, smelly,

noisy, narrow, wooden, enemies, school trip, term, theme park, wild, guide, tour, minibus, show, uniform, Mr, Mrs, Miss …

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Recycled: - visit, buy, ticket, big, small, cold, warm, hot, high, tall, hungry, cinema,

supermarket, home, school, pizza, restaurant, bikes, morning, afternoon, evening, Saturday, swimming pool, sick, text message, mobile phone, garden, walls, window, gate, cave, garden, giraffe, lion, elephant, leg, brilliant, scary, interesting, amazing, fantastic, horrible, cool, dark, sunny, rainy, the alphabet

Main receptive language: - There were … - acrobats, jugglers, musicians, feasts, tournaments - fortress, protect


the episode of the story, and doing the Pronunciation gem activity. - Recognise weak forms in sentences

Learning reflexion:

- Formulating personal learning goals - Noticing the past form of be - Associating pictures with vocabulary - Using rhythm and music to memorise language patterns - Making connections with real life - Expressing personal opinions - Assessing own learning

BASIC COMPETENCES

Basic Competence



All the activities of the unit use the language as an instrument of communication. Ex. Talking about places they’ve gone in the past.

Enjoyment in naming places to go for leisure



Castles Awareness of past time Interest in learning about castles





Leisure education: The importance of travelling so as to broaden one’s mind.

Awareness of the value of school trips

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Students learn about school trips of children in Britain in the Children in Britain section.












Learning facts about school trips of children in Britain. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION



telling stories, etc. - Text genre: “Let’s go to the safari park” song


History: castles.

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Formal evaluation - Unit test 7 - 3rd Term test - End-of-year test


talking about places to go for leisure. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “Let’s go to the safari park” song.

Write words with the help of models and with a specific aim such as writing sentences about castles.




45

UNIT 8 THINGS IN THE PAST

OBJECTIVES

To revise past tenses. To learn vocabulary about accessories. To listen to people talking about events in the past. To read texts describing people’s past. To talk about objects people used in the past. To be able to write sentences about their past. To learn facts about history. To compare life of children in Britain when they were small with their own experience.

CONTENTS Listening

- Can recognise everyday objects and accessories - Can understand statements and exchanges about events in the past - Can understand the episode of the story - Can recognise /t/ and /d/ at the end of regular past tense verbs - Can identify objects people used in the past and use now

Speaking

Spoken interaction - Can ask and say who things belong to - Can ask and respond to questions about events in the past.

Spoken production - Can say who things belong to - Can say what you and other people did in the past - Can identify objects people used in the past and use now - Can talk about your past and say what you were like when you were small - Can sing the song Whose is the handbag and purse? - Can act out the episode of the story - Can say the grammar rap As I walked to school one day - Can produce /t/ and /d/ at the end of regular past tense verbs

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Reading

- Can recognise words for everyday objects and accessories - Can recognise regular past tense forms - Can read statements and exchanges about the past - Can read a short text on ways we learn about history - Can read short descriptions of people’s personal past - Can read My Little Fact File of Personal History

Writing

- Can write sentences and exchanges about events in the past - Can write sentences about objects people used in the past and use now - Can write sentences about your past - Can complete My Little Fact File of Personal History - Can write a short description of when you were small following a model



Grammar - I / He / She / We / They …ed - Did you / he / she /we / they …? - Yes, I / he / she / we / they did. - No, I / he / she / we / they didn’t. - At … months / years Recycled: - Whose is / are the …? - It’s / They’re …’s. - It / They belong(s) to … - … was / were … - in / on / under … - … favourite …

Vocabulary

Core: - handbag, diary, wallet, purse, brush, comb, belt, sunglasses, ring, earrings,

necklace, bracelet Other: - police station, suspicious, stolen, disappear, ground, pocket Content / culture: - history, stories, events, places, people, objects, clothes, daily lives, now, the

past, detective, start, crawl, smile, months, years, active, childminder, nursery school, primary school

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Recycled: - message, funfair, exhibition, treasure, pirate, ship, car, collection, gems, follow,

listen, look, walk, drop, talk, play, climb, skip, hop, laugh, jump, read, pick, bag, pocket, use, music, toy, tree, flowers, computer game, watch, camera, food, shoes, coat, hat, like, happy, noisy, quiet, ball, doll, elephant, teddy bear, milk, bananas, biscuits, chocolate, apple juice, computer, teacher, numbers

Main receptive language: - study of …, changes in our own daily lives, personal history …


the episode of the story, and doing the Pronunciation gem activity. - Produce /t/ and /d/ at the end of regular past tense verbs.

Learning reflexion:

- Formulating personal learning goals - Noticing the difference between present and past forms - Generating patterns from given input - Associating pictures with present and past time - Using rhythm and music to memorise language patterns - Making connections to real life - Assessing own learning

BASIC COMPETENCES

Basic Competence



All the activities of the unit use the language as an instrument of communication. Ex. Talking about their past.

Enjoyment in asking and talking about the past. Curiosity in their own and other people’s personal histories.



Ways we learn about history Awareness of ways in which we learn about history





Education for Tolerance: The importance of showing interest and respect for other people’s personal histories.

Awareness of the value of photos and memories of the past

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Students learn about children in Britain when they were small in the Children in Britain section.












Learning facts about children in Britain when they were small. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION



telling stories, etc. - Text genre: “Whose is the handbag and purse?” song


History: ways we learn about history.

49









talking about their past. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “Whose is the handbag and purse?” song.

Write words with the help of models and with a specific aim such as writing sentences about objects people used in the past.




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UNIT 9 THINGS I LIKE DOING

OBJECTIVES

To revise the verb to like. To learn vocabulary about travelling. To listen to people talking about holiday activities. To read texts describing places to go on holidays. To talk about activities they do on holidays. To be able to write sentences about what people like or dislike. To learn facts about coasts and beaches. To compare things children in Britain like doing in the holidays with their own experience.

CONTENTS Listening

- Can recognise holiday activities - Can understand what people like and don’t like doing and why - Can understand the episode of the story - Can identify things you can find on beaches - Can recognise falling and rising intonation in questions

Speaking

Spoken interaction - Can ask and respond to questions about things you and other people like doing - Can ask and say why you like or don’t like doing something

Spoken production - Can name holiday activities - Can say what you always, sometimes and never do in the holidays - Can say what you and other people like doing and why - Can say things you can find on the beach - Can say rules to follow when you go to the beach in summer - Can sing the song She’s always happy in the holidays - Can act out the episode of the story - Can say the grammar rap I like swimming - Can ask questions with appropriate intonation

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Reading

- Can recognise holiday activities - Can read statements and exchanges about what people like doing and why - Can read a short text about coasts and beaches - Can read rules to follow when you go to the beach in summer - Can read My Little Fact File of Beaches - Can read short descriptions of what people like and don’t like doing in the

holidays

Writing

- Can write sentences and exchanges about what you and other people like and don’t like doing

- Can write why you like doing something - Can write rules you follow when you go to the beach - Can complete My Little Fact File of Beaches - Can write a description of what you like and don’t like doing in the holidays

following a model Language knowledge and use


Grammar - I like / don’t like … ing. - Do you like … ing? Yes, I do, / No, I don’t. - He/She likes / doesn’t like … ing. - Does he/she like …ing? Yes, he/she does. / No, he/she doesn’t. - What do you like doing? - Why? Because … Recycled: - I / They … - He / She …s - always, sometimes, never - Do you …? - Does he/she …? - like … - It’s … - You can …, … but …

Vocabulary

Core: - travel, go sightseeing, camp, cook, have picnics, take photos, collect shells, dive,

play board games, do jigsaw puzzles, make models, dress up

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Other: - abroad, boring, under arrest, deserve, interesting Content / culture: - coast, sea, land, rock, rocky, sand, sandy, beach, rock pool, high / low tide,

wave, calm, crab, mussel, seaweed, starfish, turtle, shell, midday, flag, shade Recycled: - play football / tennis / computer games, watch TV, read, listen to music, help,

stay at home, swim, ride a bike, skateboard, great, fun, fantastic, exciting, hard, good exercise, happy, holidays, popular, summer, clean, detective, funfair, bark, biscuit, magic emerald, police, walk, look, find, run, hat, water, sun, cream, shade, pet, rubbish, wear, put on, drink, sit, throw, red, green

Main receptive language: - comes in and covers the land … - goes out - which are … - polluted


the episode of the story, and doing the Pronunciation gem activity. - Ask questions with appropriate intonation.

Learning reflexion:

- Formulating personal learning goals - Noticing the use of -ing to ask and say things you like doing - Activating prior knowledge - Reflecting on personal choices and reasons for opinions - Using rhythm and music to memorise language patterns - Associating vocabulary with real life - Assessing own learning

BASIC COMPETENCES

Basic



All the activities of the unit use the language as an instrument of communication. Ex. Talking about things they like doing in the holidays.

Interest in expressing their opinion about holiday activities.


C3 Knowledge of and interaction with the

Coasts and beaches Interest in Geography: coasts and beaches

53

physical world. C4 Competence in

information and communication technologies




Environmental Education: The importance of taking care and protecting the environment when we go on holiday, for example to the beach. Education for Leisure: The importance of enjoying activities during the holidays without forgetting to help at home.

Awareness of rules to follow when you go to the beach in summer Awareness of the value of making the most of your holidays


Students learn about things children in Britain like doing in the holidays in the Children in Britain section.




Sense of achievement in completing Footprints 3








Learning facts about things children in Britain like doing in the holidays. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

54

LITERARY EDUCATION



telling stories, etc. - Text genre: “She’s always happy in the holidays” song


Geography: coasts and beaches.








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2. EVALUATION CRITERIA

Take part in very controlled oral interactions in communicative situations such as talking about holiday activities.

Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while singing the “She’s always happy in the holidays” song.

Write words with the help of models and with a specific aim such as writing sentences about likes and dislikes.




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CHRISTMAS OBJECTIVES

To revise You’d better... To learn vocabulary about Christmas. To listen to Christmas songs. To read about Christmas Eve. To talk about Christmas Eve. To be able to write a book about Christmas. To compare Christmas Eve in Britain with their own experience.

CONTENTS Listening

- Can understand the song Santa Claus is coming to town

Speaking

Spoken interaction - Can ask and answer questions about Christmas Eve

Spoken production - Can sing the song Santa Claus is coming to town - Can say sentences about Christmas Eve

Reading

- Can read about Christmas Eve in Britain - Can read My Little Christmas Book

Writing

- Can answer questions about Christmas Eve - Can complete My Little Christmas Book



Grammar - You’d better (not) … Recycled: - They put … - He brings …, - … are / is …ing

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Vocabulary

Core: - Christmas Eve, empty, naughty, list, watch out, frown Other: - mince pie, fill, check, twice Recycled: - Santa Claus, - Father Christmas, reindeer, - sleigh, present, chimney, - stocking, bed, morning, - town, carrot, sleep, wake up, bring, put, good, bad, nice, happy, exciting

Pronunciation - Students pay attention to the pronunciation while singing songs.

Learning reflexion:

- Using previous knowledge to make predictions - Deducing meaning from context - Associating language and music

BASIC COMPETENCES

Basic



All the activities of the unit use the language as an instrument of communication. Ex. Talking about Christmas Eve and singing a song.

Enjoyment in singing a well-known Christmas song







Moral and Civic Education: The importance of showing respect towards festivals and traditions such as Christmas.

Pleasure in celebrating Christmas

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Students learn about Christmas Eve in Britain in the Children in Britain section.

Interest in learning about Christmas Eve in Britain


Students complete the photocopiable cut-out activity.



Initiative to do the routines by themselves and to participate in group activities. E.g. singing the Christmas song.



Students learn to work in groups respecting each other and admitting both their own success and their classmates’. E.g. singing the Christmas song.



Learning facts about Christmas Eve in Britain. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION



telling stories, etc. - Text genre: “Santa Claus is coming to town” song - My Little Christmas Book


Education for Citizenship: respect and interest for celebrations such as Christmas.

59





Photocopiable cut-outs. EVALUATION 1. EVALUATION RESOURCES



talking about Christmas Eve. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “Santa Claus is coming to town” song.

Write words with the help of models and with a specific aim such as writing My Little Christmas Book.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they sing the Christmas song.



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CARNIVAL OBJECTIVES

To learn vocabulary about Carnival. To listen to a carnival song. To read about a typical carnival in London. To talk about what happens on carnival. To be able to write a book about carnival. To compare carnival in Britain with their own experience.

CONTENTS Listening

- Can understand the song Let’s dance and sing at the carnival!

Speaking

Spoken interaction - Can ask and answer questions about carnival

Spoken production - Can sing the song Let’s dance and sing at the carnival! - Can say what happens at carnival

Reading

- Can read about the Notting Hill Carnival - Can read My Little Carnival Book

Writing

- Can answer questions about carnival - Can complete My Little Carnival Book



Grammar - … lasts - It has … Recycled: - Let’s ... - There is / are … - wear … - sometimes

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Vocabulary

Core: - carnival, parade, costume, mask, musical instrument, band Other: - stall, mango, million, celebrate, more than …, twist, shake, tap Recycled: - sing, dance, play, food, chicken curry, rice, peas, coconut, about, turn around,

wave, clap, hands, feet

Pronunciation - Students pay attention to the pronunciation while singing songs.

Learning reflexion:

- Associating rhythm and movement with language - Building on previous knowledge - Relating learning to personal experience

BASIC COMPETENCES

Basic Competence



All the activities of the unit use the language as an instrument of communication. Ex. Talking about carnival and singing a song.

Enjoyment in singing a carnival song







Moral and Civic Education: The importance of showing respect towards festivals and traditions such as Carnival.

Pleasure in celebrating carnival

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C6 Cultural and

artistic competence.

Students learn about Carnival in Britain in the Children in Britain section.

Interest in learning about carnival in Britain





Initiative to do the routines by themselves and to participate in group activities. E.g. singing the carnival song.



Students learn to work in groups respecting each other and admitting both their own success and their classmates’. E.g. singing the carnival song.



Learning facts about Carnival in Britain. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION



telling stories, etc. - Text genre: “Let’s dance and sing at the carnival!” song - My Little Carnival Book


Education for Citizenship: respect and interest for celebrations such as carnival.

63








talking about carnival. Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the “Let’s dance and sing at the carnival!” song.

Write words with the help of models and with a specific aim such as writing My Little Carnival Book.

Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they sing the carnival song.

Use basic strategies in order to learn to learn, such as completing the photocopiable cut-out activity.


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FESTIVALS AND DATES OBJECTIVES

To revise dates. To learn vocabulary about festivals. To listen to dates. To read about festivals. To talk about festivals and dates. To be able to write a book about dates. To compare festivals in different parts of the United Kingdom with their own experience.

CONTENTS Listening

- Can recognise dates

Speaking

Spoken interaction - Can ask and answer questions about festivals and dates

Spoken production - Can say dates - Can say what festivals are

Reading

- • Can read sentences about festivals - • Can read My Little Book of Dates

Writing

- • Can write dates - • Can complete My Little Book of Dates



Grammar - … the first of March / 1st March Recycled: - It’s on … - What’s …? - When’s …?

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Vocabulary

Core: - names of festivals, - ordinal numbers 21st – 31st Other: - Scotland, Wales, Ireland, dress up, witch, bonfire, fireworks Recycled: - months of the year, ordinal numbers 1st – 20th, national, England, joke, people,

love, dress up

Pronunciation - Students pay attention to the pronunciation while talking about festivals.

Learning reflexion:

- Associating dates and festivals - Differentiating between how to say and write dates - Personalising a little book

BASIC COMPETENCES

Basic



All the activities of the unit use the language as an instrument of communication. Ex. Talking about festivals.

Interest in festivals and dates







Moral and Civic Education: The importance of showing respect towards festivals and traditions in different cities and countries.

Pleasure in celebrating festivals

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C6 Cultural and

artistic competence.

Students learn about Festivals and dates in Britain, Ireland, Wales and Scotland They also write a Festivals book.

Interest about festivals from other countries. Pleasure in personalising a little book





Initiative to do the routines by themselves and to participate in group activities. E.g. talking about dates.



Students learn to work in groups respecting each other and admitting both their own success and their classmates’. E.g. doing the cut-out activity.



Learning facts about Festivals and dates in Britain, Ireland, Wales and Scotland. Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION



telling stories, etc. - Text genre: “My Little Book of Dates”

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Education for Citizenship: respect and interest for celebrations in other countries.








talking about festivals and dates. Write words with the help of models and with a specific aim such as writing My

Little Book of Dates. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when

they talk about dates. Use basic strategies in order to learn to learn, such as completing the

photocopiable cut-out activity. Show interest and curiosity to learn the foreign language and recognise the

linguistic diversity as an enriching element.

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