Programme Surprise 3º-4º Primaria Destacad… · Web viewIdentify the word hidden in an...

SURPRISE 3-4

AREA OF FOREIGN LANGUAGES

ENGLISH

SECOND CYCLE

COMPULSORY PRIMARY EDUCATION

TABLE OF CONTENTS

Surprise 3-4 – Oxford University Press 2

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT..........................3OBJECTIVES..............................................................................................................................................10CONTENTS................................................................................................................................................14ASSESSMENT CRITERIA........................................................................................................................17KEY COMPETENCES...............................................................................................................................19TREATMENT OF DIVERSITY.................................................................................................................33PROGRAMME OF UNITS: 3RD YEAR - COMPULSORY PRIMARY EDUCATION.........................34PROGRAMME OF UNITS: 4TH YEAR - COMPULSORY PRIMARY EDUCATION.........................78CLASSROOM PROGRAMME -SURPRISE! 3: YEAR 2010/2011*......................................................121CLASSROOM PROGRAMME -SURPRISE! 4: YEAR 2010/2011*......................................................187

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

2nd cycle primary

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1

2

3

4

5

II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISICS

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

– General characteristics

– Characteristics of different groups

– Characteristics of one particular group

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

outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL

(OMIT THOSE WHICH ARE NOT RELEVANT)

Social level High Medium Low Mixed

Geographicalarea

City Centre Suburb Small town Rural

Nº of students with

Special needs:

Observations:

V. LEARNING CHARACTERISTICS OF THE DIFFERENT GROUPS

(omit those which are not relevant)

General

Group A Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

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

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

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

own language.

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

Pupils like/don’t like reading at home.

Others.

Group B Pupils like learning through play.







own language.



Others.

Group C Pupils like learning through play.







own language.



Others.

Group D Pupils like learning through play.







own language.



Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group AGroup BGroup CGroup D

Specific individual needs

Group A Pupil

Group B Pupil

Group C Pupil

Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS


Human resourcesSupport teachers

Psychologist

CriteriaAlphabetical order

Flexible grouping (specify what type and give reasons)

Small support groups within/outside the mainstream class

Pupils with special sensory needs in different groups/classes

IX. ORGANISATION OF SPACE AND TIME

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

Video - DVD

TV

Radio cassette/ CD player

Video camera

Computers

Pizarra Digital Interactiva

Internet connection(WiFi, others…)

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

English classes.)

Spaces available in the school


Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Teatro

Library

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

English classes.)

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

Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

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

Others

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

GROUPS

(Note here any educational or other outings planned.)

Group/s Profesores Term/

Dates

Outing and

activity

descriptions

Observations

XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:


Teacher’s name and position::


THEORETICAL JUSTIFICATION FOR THE PROJECT

The demands and needs of 21st-century society have brought changes to the school

environment, preparing pupils to live in an ever more international, multicultural,

multilingual and technologically more advanced world. As a member of the European

Union, our country is committed to the promotion of the knowledge of other community

languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the

Council of Europe in the European Common Reference Framework for the learning of

foreign languages establishes directives for both the learning of languages as well as for

the assessment of competence in different languages. These guidelines have been a

key reference in the elaboration of the curriculum.

The Royal Decree of Minimum Education states that Primary Education will help

develop in children the skills that will enable them to:

a). Know and appreciate the values and norms of coexistence and prepare for active

citizenship and respect for the human rights and pluralism inherent in a democratic

society.

b). Develop habits of individual and team work, effort and responsibility as well as

attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and

interest in learning

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to

function independently in the family and household, as well as in the social groups with

which they will relate.

d) Know, understand and respect different cultures and differences between people,

equal rights and opportunities for men and women and the non-discrimination of disabled

people.

e) Know and make appropriate use of the Spanish language and, in its case, the co-

official language of the Autonomous Community and develop reading habits

f) Acquire, in at least one foreign language, skills to enable them to express and

understand simple messages and function in everyday situations.

g) Develop basic Maths skills and initiative in solving problems that require elementary

operations of calculation, geometry and estimates, as well as in being able to apply them

to situations in everyday life.

h) Get to know and appreciate their natural environment both social and cultural, as well

as the possibilities for action and care of it.

i) Get started in the use of information and communication technology to develop a critical

mind to the messages they receive and produce.

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

k) Value the importance of hygiene and the acceptance of one’s own body as well as that

of others, respecting differences and using physical education and sport to encourage

both personal and social development.

l) Know and appreciate those animals closest to us and adopt forms of behaviour that

contribute to their preservation and care.

m) Develop emotional skills in all areas of personality in their relations with others and an

attitude opposed to violence, prejudice and gender stereotype.

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

accidents.

OBJECTIVES

Objectives of the area of foreign language

The area of foreign language is designed to train students to understand, speak and talk,

read and write. Most of the learning opportunities are in the school environment. This

circumstance demands the inclusion of diverse contents removed from the academic

world such as those of social relations, mass media and the literary world (properly

adapted)

The axis of the area of foreign language, in the curriculum and in our project, is the

achievement of an effective oral and written communicative competence in meaningful

social contexts which will enable students to express themselves more and more

efficiently and correctly encompassing all possible uses and registers as well as the use

of communication strategies both verbal and non verbal.

The Royal Decree of Minimum Education establishes that the objective of the teaching of

a foreign language during this stage will be the development of the following abilities:

1. Listening to and understanding verbal messages in various kinds of interactions,

using the information provided for the execution of diverse specific tasks related to

students’ experience.

2. Expressing themselves orally and interacting in simple and routine within a given

content and development, using procedures and verbal and non verbal language

and adopting a rspectful and co-operative attitude.

3. Producing short simple texts with various purposes on topics covered in class with

the aid of patterns.

4. Reading and understanding various texts, related to their experience and hobbies,

texts to extract general and specific information in accordance with a specific

purpose.

5. Learning to use with increasing autonomy all the means at their disposal,

including new technology, to obtain information and to communicate in the foreign

language.

6. Valuing the foreign language, and languages in general, as a means of

communication and understanding between people of diverse origins and

cultures and as a tool for learning different contents.

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

and use the foreign language.

8. Using knowledge and prior experience of other languages for a faster, more

efficient and independent acquisition of the target language.

9. Identifying the phonetic aspects of rhythm, intonation and pronunciation, as well

as linguistic structures and lexical aspects of the target language, using them as

basic elements of communication.

Objectives of the area of foreign language and its integration within our profectThe aim of the area of foreign language is to prepare people who can use it to

understand, speak, converse, read and write, so its use should be the starting point from

the moment teaching begins. The introduction of English in the first year of Primary

Education is an experience which is currently being adopted in numerous schools, and

stems from the premise that learning a second language at an early age contributes to

the development of basic abilities. Primary education begins with a very elementary

competence in the target language, so, throughout this stage, the knowledge, ability and

experience in the languages the children know will be extremely important in order to

understand and construct meanings, structures and strategies when participating in acts

of communication.

The elaboration of our project, which affects the organisation and contents of the

programme, is closely linked to the psycho pedagogic principles which serve as a

foundation for the curricular design of Primary Education. It is our aim that our pupils

acquire communicative competence in English via games and motivating activities, which

at the same time promote effective learning. Whilst engaged in these activities they use

the language to obtain information, express their own opinions and relate with others in a

natural way. It is a question of reinforcing the students’ ability to perceive the knowledge

of a foreign language not just as one more subject, but as the reflection of an outside

world of which we all form a part. The objective, insofar as is possible, is to globalise

experiences whilst not forgetting the specific stage of learning in which students find

themselves.

Methodological bases that inspire our work are as follows

The starting point in the students’ learning is their previous knowledge; focusing on

this may seem close and familiar to the students but with an aspect of fantasy to strike a

balance between safety/well-being and interest/imagination. The student can transfer

learned concepts and strategies to build meaning and attribute meaning to what he/she

learns (Starting with what he knows and making hypotheses to make rules to help

interiorize the new system) thus, enhancing their personal growth, development and

socialization.

Communicative situations that include humour and play capture the motivation of students and facilitate learning; It is therefore important to take into account the

importance of songs and stories, the features of the characters, illustrations and even

sound effects

Children learn in different ways and at different speeds; for this reason our project is

devised to be used with flexibility so that all group members can take part and find

activities to which they can apply know-how and aptitude, facilitating the development of

one's own daily awareness of achievement and progress. Our project provides extra

support for those who need it, taking into account those cases in which progress does not

respond to expectancy as well as those who may excel in their goal achievement and,

due to lack in programmed activities, lose interest and become unmotivated. To remedy

these situations the programme includes extension activities for the more advanced and

reinforcement for those who may get bogged down at any time. These activities are in the

Activity Book (at the end of the book: ’Extra Writing’ for each unit), in the photocopiable

materials and the Resources Pack and notes in the Teacher’s Book.

Children’s learning is more intense and effective when they are active; they need to

exercise their action skills. Each of the units in our project provides a wide range of

activities and teaching resources for participation. The student is the keystone in the

learning/teaching process but his/her constructive attitude depends on the teacher’s

intervention. This intervention must be both active and reflective and adapt to the

student’s level using input to help the student interaction and feedback to contextualise

activities and render meaningful answers with a view to promoting communication

strategies, consolidating those already acquired and the admission of errors.

Consider both progress and the error as something natural in the learning process.

Errors occur as a result of the underlying dynamism in comprehension and progressive

mastering of the new language. We understand that errors occur when the child tries to

anticipate the functioning of the language or when he transfers rules from his mother

tongue in a natural process of acquisition. It is important to note the difference between

error and mistake. Errors are believed to be systematic failings due to lack of knowledge.

These errors will be dealt with when finishing oral interactions, in groups, taking into

account that they take time to correct. A mistake is an occasional failure due to lack of

attention which may even befall native speakers. Mistakes are not worthwhile correcting

since they are not relevant to the teaching/learning process.

The Assessment of individual and collective progress is an important factor in ensuring quality; We have provided an English language portfolio with photocopiable

Self Assessment sheets (Teacher’s Book) which will enable teachers to monitor their

students’ progress. It is devised so that it can be adapted by teachers to their own

specific needs

Globalised learning will generate an apprehension of reality as a whole. Our project

takes this into account offering activities related with other areas in the curriculum

beginning with learning about the child, then moving on to the world around him; house,

school, environment and society in general. In each unit, this development is reflected in

those topics related to other areas in the curriculum; Environmental Education, Artistic

Education, Mathematics, Physical Education, etc.

CONTENTS

The contents have been grouped in blocks to sort the elements of analysis of a complex

reality, in relation to four key competences with specific characteristics and needs in

terms of the teaching and learning process: oral language; written language; the

constituents of the linguistic system, their functioning and relationships, and the social

and cultural dimension of the foreign language.

Although oral and written language are two different manifestations of the same capacity,

each requires different skills and knowledge and is therefore dealt with separately.

Block 1. Listen, speak and converse

The linguistic model provided by the school is the first source of knowledge and learning

of the language. The discourse employed in the classroom is both the vehicle for and the

object of learning, which is why the Curriculum and our project attend to both the

knowledge of linguistic elements and the ability to use them for other communicative

tasks.

In addition, the linguistic model offered should be provided by a number of different

speakers in order to reflect the variation and nuances which an environmental linguistic

model offers speakers both in phonetic and prosodic terms and in the choice of specific

expressions in recognised communicative situations. Hence the presence in the

Curriculum and our project of the use of conventional audiovisual media and of IT and

communication technology.

The contents of this block for the second cycle for the areas of foreign language in

accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Block 1. Understand, speak and converse

Listen to and understand progressively more complex oral messages, such as instruc-

tions or explanations, controlled oral exchanges or recordings on audiovisual or IT

sources to extract global or specific information.

Oral exchange in real or simulated situations providing verbal and non-verbal re-

sponses requiring a choice from a limited number of possibilities, in progressively less

controlled contexts.

Production of previously seen oral texts via active participation in sketches, songs,

recitals, plays, controlled exchanges… or prepared by means of prior work with as-

sistance and models, showing interest in expressing themselves orally in individual

and group activities.

Development of basic strategies to improve comprehension and oral expression: use

of visual and non-verbal context and of previous knowledge of the subject or the situa-

tion transferred from the languages they know to the target language.

Assessment of the foreign language as an instrument of communication.

Block 2. Read and Write

This aims at discursive competence in writing. In the target language written texts are

also models of textual composition and practice and acquisition of linguistic elements.

The progressive use of written language will depend on the degree of knowledge of the

code, which is directly related to the degree of security which the said code offers in the

graphic representation of the sounds of the language. To overcome this lack of security,

the Curriculum and our project include strategies and resources such as the use of

dictionaries and other conventional or digital means of consultation for the

comprehension and composition of every type of text.



Reading and understanding different texts, digital or on paper, adapted to the pupils’

linguistic competence, to use global and specific information, in the execution of a

task or to enjoy reading.

Guided use of reading strategies (use of elements of visual context and of prior knowl-

edge of the subject or situation transferred from the languages they know), identifying

the most important information, deducing the meaning of unknown words and expres-

sions.

Reading and writing their own texts about everyday situations and their own experi-

ence such as invitations, congratulations, notes, warnings, brochures….

Composition, using models, of different simple texts, using familiar expressions and

sentences, to transmit information, or with diverse communicative aims.

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

I.

Block 3: Knowledge of the language

Contact with and use of the target language, enable those learning it to elaborate an

elementary conceptual system regarding how it functions. The starting point is the type of

situation where its use involves the inference of rules concerning the functioning of the

language so that pupils can acquire confidence in their own abilities.



Linguistic knowledge.

o Identification of aspects of phonetics, rhythm, stress and intonation of the

target language and their use as fundamental aspects of comprehension and

production of brief oral texts.

o Recognition and use of previously employed vocabulary and basic forms and

structures particular to the target language. .

o Association of spelling, pronunciation and meaning via written models, familiar

oral expressions and establishment of analytical relation between spelling and

sound.

o Initiation into knowledge and use of basic strategies of production of texts

(choice of addressee, purpose, planning, preparation of draft, revision of text

and final version) using highly structured models.

o Interest in using the target language correctly in different situations.

Reflection upon learning.

o Use of skills and procedures such as memorisation, word association and

expressions with gestures and visual elements, observation of models,

reading of texts, use of multimedia resources, for the acquisition of new

vocabulary, forms and structures of the language.

o Reflection upon their own learning and acceptance of error as part of the

process.

o Progressive use of graphic sources of consultation and information and of the

possibilities afforded by this technology.

o Confidence in their own ability to learn a foreign language and appreciation of

teamwork.

BLOCK 4 – Socio-cultural features and intercultural awareness This block helps pupils to discover customs, forms of socialising, features and

particularities of countries where the target language is spoken, in other words, ways of

life different to their own. This knowledge will encourage tolerance and acceptance,

increase interest in knowledge of different social and cultural realities and facilitate

intercultural communication.



Interest in acquiring information about the people and culture of countries where the

target language is spoken.

Knowledge of some similarities and differences in everyday customs and use of basic

forms of socialising between countries where the target language is spoken and our

own.

Receptive attitude towards people who speak another language and have a different

culture to one’s own

ASSESSMENT CRITERIA

The Royal Decree of Minimun Education establishes the following assessment criteria for

the first cycle of primary education in the area of foreign language:

1. Participate in controlled oral exchanges referring to familiar topics in predictable

communication situations, respecting the basic rules of exchange, such as

listening to and looking at the person who is speaking.

This criterion assesses the ability to express immediate needs such as asking per-

mission, borrowing everyday objects, finding objects or people, talking about the

weather or about likes and abilities. There will be assessment of participation in

everyday situations such as routines, habits, language in class or simulated situ-

ations, dramatisations, songs or recitals. This criterion will also assess pupils’ atti-

tude when participating in exchanges and their degree of interest in the contribu-

tions of others.

2. Grasp general meaning, and identify specific information in oral texts which are fa-

miliar and of interest to pupils.

This criterion seeks to assess whether pupils are able to grasp the general meet-

ing of an oral message, employing linguistic and non-linguistic elements present in

the communication situation. It also refers to the ability to recognise and extract fa-

miliar words and expressions which appear in longer expressions although the

text is not understood in its entirety.

3. Read and grasp global meaning and some specific information in simple texts

about familiar topics and with a specific purpose.

This criterion assesses whether pupils are capable of reading, aloud too, different

texts, appropriate to their communicative skills, such as notes, classroom rules,

letters, posters or stories, containing familiar vocabulary and expressions, to ex-

tract general and specific information, employing fundamental reading comprehen-

sion strategies such as using elements of linguistic and non-linguistic context, and

transferring knowledge of known languages.

4. Write sentences and short texts in everyday and school situations and from mod-

els with a specific purpose and an established format, both on paper and in digital

form.

This criterion seeks to assess the ability to write diverse texts such as notes, In-

structions or rules, letters, posters, brochures, comics or simple descriptions. It will

assess the ability to use a model to produce a text with a certain degree of

autonomy, as well as correct spelling as a result of the observation of models and

the knowledge of the relationship between sound and spelling.

5. Use in a meaningful way forms and structures particular to the target language, in-

cluding aspects of sound, rhythm, stress and intonation in different communicative

contexts.

This criterion seeks to assess pupils’ ability to recognise and reproduce sounds,

rhythm, stress and intonation when participating actively by listening to repeating

and anticipating expressions in reading aloud activities and with the use of mod-

els.

6. Use some learning-to-learn strategies, such as requesting clarification, accompa-

nying communication with gestures, using visual and bilingual dictionaries, recov-

ering, seeking and compiling information about familiar topics in different sources

and identifying certain personal features which help them to learn better.

This criterion aims to assess the use of basic strategies which favour the learning

process such as the use of visual resources and gestures, requesting help and

clarification, gradually more autonomous use of bilingual dictionaries and some

basic technology. It will also assess the ability to evaluate their own progress, to

provide examples of strategies to learn better and the acquisition of a degree of

autonomy in the spontaneous use of simple, everyday forms and structures.

7. Appreciate the target language as an instrument of communication with other

people and show curiosity and interest towards people who speak the target lan-

guage.

This criterion assesses whether pupils have an attitude of curiosity towards those

who speak the target language or other languages different to their own, and also

the capacity to appreciate linguistic diversity as an enriching element of society

and value sociocultural particularities of speakers of other languages.

8. Identify aspects of everyday life in countries where the target language is spoken

and compare them with their own.

This criterion assesses the capacity to observe and identify differences and simil-

arities in aspects of everyday life in countries where the target language is spoken

with regard to timetables, meals, traditions, festivals and ways of socialising with

people.

The section Programme of Units of this document lists the assessment criteria and tools

specific to each teaching unit.

KEY COMPETENCES

In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the

traditional components (objectives, contents, teaching methods and assessment criteria)

as well as key competences. This is one of the guiding elements of the curriculum as a

whole and, consequently, a guide in the processes of teaching and learning. In fourth

grade of primary school pupils have to participate in the so-called diagnostic assessment,

in which they have to demonstrate the acquirement of certain skills. This assessment

does not have academic consequences for students, but the fact that the results help

guide centres to take decisions regarding students’ learning gives us some idea as to

how educational processes are conditioned by this element in the sense of being much

more functional. In sixth grade of primary school the decision as to whether pupils are

promoted to the subsequent level is partly based on whether or not they have acquired

the key competences, as a result of which they become a reference for student

assessment.

As opposed to an educational model focused upon the the acquirement of more or less

theoretical knowledge, often unrelated, an educational process based upon the

acquirement of skills emphasises, above all, the acquirement of some vital know-how,

practical and integrated, know-how which students will have to demonstrate (this is rather

more than functional training). In brief, a skill is the putting into practice and

demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve

problems and situations in different contexts. In a very graphic and succinct manner,

there is a definition of the putting into practice of acquired knnowledge, knowledge in

action, in other words, mobilising knowledge and skills in a specific situation (real and

different from the one in which these were learned), activating existing resources or

knowledge (although one thinks they are absent because they have been forgotten).

There is one aspect which should be highlighted, regarding what might be called the

combined character of the skill: the pupil, via what he knows, must demonstrate what he

can apply, but also what he can be. In this way we see how a skill integrates the different

contents which are worked on in the classroom (concepts, procedures and attitudes), an

example of integral training of the pupil. To summarise, we are acknowledging that the

academic instiitution wil not only prepare students in the knowledge of technical and

scientific know-how, but also as citizens, so they should evince a series of civic and

intellectual attitudes which imply respect towards others, being responsible, team-work...

Another aspect is also important: acquiring competences allows one to tackle the

constant renewal of knowledge which occurs in any area of learning. The student’s

academic training takes place in school over a limited number of years, but the need for

personal and/or professional preparation never ends, so that a competence in the use,

for example, of information and communication technology, will enable access to this tool

to obtain the information necessary at any given moment (obviously, after analysing its

quality). If we also bear in mind that it is often impossible to consider in depth all the

contents of the curriculum, it is clear that the student must acquire this competence, that

of learning to learn.

In our educational system, the key competences regarded as those which students

should possess when they finish their obligatory education in order to deal with the

demands of their personal and working lives are as follows:

Competence in linguistic communication

Mathematical competence.

Competence in knowledge of and interaction with the physical world.

Data processing and digital competence.

Social and civic competence.

Cultural and artistic competence.

Learning-to-learn.

Autonomy and personal initiative.

But, what do we understand by each of these competences? In essence, and

concentrating on the most important aspect of the school curriculum, each of them

contributes the following to the student’s personal and intellectual preparation:

COMPETENCE IN LINGUISTIC COMMUNICATIONThis competence involves using the language as a spoken and written

communication tool, and as a means of learning and self regulation of thought,

emotions and behaviour. It contributes to the creation of a positive self-image and

encourages constructive relationships with others and with the environment. Learning

to communicate meaning establishing links with other people and cultures. It is

fundamental in resolving conflict and for peaceful coexistence. Acquiring this

competence involves a command of oral and written language in a variety of contexts

and the functional use of at least one foreign language.

MATHEMATICAL COMPETENCEThis competence consists, above all, of the ability to use numbers and basic

mathematical operations, symbols and mathematical reasoning to produce and

express information. Students learn about quantitative and spatial features and

resolve everyday problems. The acquisition of this competence means applying skills

and attitudes which allow for mathematical reasoning, understanding of mathematical

arguments, and the ability to express oneself and communicate in mathematical

language integrating mathematical concepts with other types of knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see

how it has been affected by human intervention. It helps to understand events and the

consequences of different activities designed to improve and preserve conditions for

life, of other people, and other living things. This competence implies the acquisition

of scientific rational thought which enables the student to interpret information and

make decisions with autonomy and personal initiative, and to use ethical values in

personal and social decisions.

DATA PROCESSING AND DIGITAL COMPETENCESearching, finding, and processing skills are developed in this competence, as are the

communication of information and its transformation into knowledge. Aspects such as

the access to, and selection of information are included, and the transmission of this

information in different formats. Students learn to use ITC as an essential media for

information and communication. The acquisition of this competence involves use of

technology to solve problems efficiently and having a critical attitude towards the

information available.

SOCIAL AND CIVIC COMPETENCEThis competence involves understanding the social reality of the world in which we

live and being a democratic citizen in the today’s plural society. It incorporates

individual behaviour patterns that allow us to function and coexist in society, have

contact with others, cooperate, assume commitments and deal with conflict.

Acquiring this competence means knowing how put oneself in the place of others,

accept differences, be tolerant and respect their values, beliefs, cultures and the

culture and personal history. To summarise, it implies an understanding of the social

reality we live in, the ability to deal with conflict applying ethical values and

understanding of the rights and obligations we have as citizens, showing solidarity

and responsibility.

CULTURAL AND ARTISTIC COMPETENCEThis competence involves learning about, appreciating, understanding and evaluating

a variety of cultural and artistic statements, and treating them as a source of pleasure

and personal enrichment and as part of the cultural patrimony of different societies.

Appreciation and enjoyment of art and other cultural statements and an open and

receptive attitude to the variety of art forms lead to the conservation of a common

cultural legacy and encourages the student’s own creative capacity.

LEARNING-TO-LEARNThis competence involves on the one hand starting the learning process, and on the

other hand being capable of continuing the process in an autonomous fashion. It

implies the acceptance of a variety of possible answers to the same problem, and

motivation to search for these answers using different means. To sum up, it implies an

organisation of the student’s own capacity to efficiently manage resources and

intellectual processes.

AUTONOMY AND PERSONAL INITIATIVEThis competence refers to the ability to decide using one’s own criteria and to

successfully take the necessary initiatives to develop and take responsibility for the

chosen option, both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and a

critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

We are going to explain in brief the most relevant aspects of our project, subject to the

denands of daily teaching practice at any given time.:

In essence and reflecting the most significant elements of the school currículum, each

competence contributes the following to the student’s personal and intellectual

preparation:

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

COMPETENCE IN LINGUISTIC COMMUNICATIONThis competence involves using the language as a spoken and written communication

tool, and as a means of learning and self regulation of thought, emotions and behaviour.

It contributes to the creation of a positive self-image and encourages constructive

relationships with others and with the environment. Learning to communicate meaning

establishing links with other people and cultures. It is fundamental in resolving conflict

and for peaceful coexistence. Acquiring this competence involves a command of oral and

written language in a variety of contexts and the functional use of at least one foreign

language.

Foreign language learning contributes directly to the development of this competence,

completing, enriching and adding new aspects of comprehension and expression to the

general communicative competence of the student. All textbooks published by Oxford

University Press offer a wide range of activities which encourage authentic

communication in the classroom, with a systematic development of written and oral skills

and opportunities for personalisation

Lessons 1 and 3 of each unit include communicative dialogue games using the key

language – Lessons 8 include an activity of useful English for the classroom, to

encourage its use in day to day communication.

E.g.: Surprise 3 p. 22, 26,29

DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the

communication of information and it’s transformation into knowledge. Aspects such as the

access to, and selection of information are included, and the transmission of this

information in different formats. Students learn to use ITC as an essential medium for

information and communication. The acquisition of this competence involves use of

technology to solve problems efficiently and having a critical attitude towards the

information available.

Information and communication technology offers the possibility to comunícate in

real time with any part of the world, as well as simple and immediate access to a

constant flow of information which increases every day. Knowledge of a foreign

language offers the possibility to communicate using new technology real,

functional contexts for communication.. This competence consists of having the

ability to obtain, process and communícate information and turn it into knowledge.

The Surprise! Series has its own website where students will be able to communicate,

via e-cards, with children from other parts of the world. The interactive games and

stories offer an opportunity for processing information and reinforcing knowledge. The

teacher's website (www.oup.com/elt/surprise) provides links to other websites for real

time online activities. The MultiROM offers interactive games to practise the language.

SOCIAL AND CIVIC COMPETENCEThis competence involves understanding the social reality of the world in which we live

and being a democratic citizen in today’s plural society. It incorporates individual

behaviour patterns that allow us to function and coexist in society, have contact with

others, cooperate, assume commitments and deal with conflict. Acquiring this

competence means knowing how put oneself in the place of others, accept differences,

be tolerant and respect their values, beliefs, culture and personal history. To summarise,

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

it implies an understanding of the social reality we live in, the ability to deal with conflict

applying ethical values and understanding of the rights and obligations we have as

citizens, showing solidarity and responsibility.

Languages are used for social communication, but also as a vehicle for cultural

communication and transmission. Learning a foreign language involves an understanding

of cultural features and information related to the communities which speak the language.

This favours an understanding of the society we live in through respect and acceptance of

different cultures. Tolerance and integration are developed and an appreciation of

features of, and differences in, cultural identity.

The cultural section at the end of the CB addresses festivities in English-speaking

countries. E.g.: Surprise! 3 CB pages 64-65

The DVD includes traditional rhymes and dialogues/scenes acted out by British children.

CULTURAL AND ARTISTIC COMPETENCEThis competence involves learning about, appreciating, understanding and evaluating a

variety of cultural and artistic statements, and treating them as a source of pleasure and

personal enrichment and as part of the cultural patrimony of different societies.

Appreciation and enjoyment of art and other cultural statements and an open and

receptive attitude to the variety of art forms lead to the conservation of a common cultural

legacy and encourages the student’s own creative capacity.

Learning a foreign language helps to develop this competence if the linguistic models

contain, even in the limited way possible at this level, cultural information. This

competence, then, encourages expression and communication in order to perceive and

understand different realities and products of the artistic and cultural world.

Artistic competence involves a basic understanding of techniques, resources and

conventions related to the different artistic idioms, music, literature, visual and stage arts

or different aspects of so-called popular culture.

All through the course, children will be using the language of music (songs and chants),

drawings, etc. In Lesson 6 the story is dramatized, in Lesson 8, students make a story

book to tell the story. E.g.:: Surprise! 3 CB p. 19 and AB p.71.

The cross-curricular lesson, (Lesson 7) covers subjects such as music, arts, etc. E.g.: Surprise! 3 CB p.28, 44.

LEARNING-TO-LEARN

This competence involves on the one hand starting the learning process, and on the other

hand being capable of continuing the process in an autonomous fashion. It implies the

acceptance of a variety of possible answers to the same problem, and motivation to

search for these answers using different means. To sum up, it implies an organisation of

the student’s own capacity to efficiently manage resources and intellectual processes.

Learning a foreign language is far more effective if it includes contents directly

related to reflection upon one’s own learning, so that each child identifies how to

learn better and which strategies to use to improve.

This involves the awareness of those capacities which form a part of learning,

such as attention, concentration, memory, comprehension, linguistic expression

and motivation, for example.

In Surprise 3 & 4, in the Let’s Check page at the end of each unit, children recall all the

acquired vocabulary and reflect on their progress, self-evaluating themselves with “ I

can” phrases E.g. : Surprise! 3 AB p.29. The Portfolio material in the AB can be cut out

and saved in the children's linguistic portfolios. E.g.: Surprise! 3 AB p.65

After each unit in the AB, pupils complete a dictionary/summary of the vocabulary to use

as reference. E.g.: Surprise 3 AB p.62

The Assessment Booklet in each level includes Portfolio (self-Assessment)

photocopiable material in the style of the European Language Portfolio.

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING

MATHEMATICAL COMPETENCEThis competence consists, above all, of the ability to use numbers and basic

mathematical operations, symbols and mathematical reasoning to produce and express

information. Students learn about quantitative and spatial features and resolve everyday

problems. The acquisition of this competence means applying skills and attitudes which

allow for mathematical reasoning, understanding of mathematical arguments, and the

ability to express oneself and communicate in mathematical language integrating

mathematical concepts with other types of knowledge.

Using numbers and basic operations,symbols and forms of expression and mathematical

reasoning to produce and interpret information, to know more about quantitative and

spatial aspects of reality and to resolve problems related to daily life. Part of mathematical

competence is the ability to interpret and express with clarity and precision information,

data and arguments.

There are activities throughout the course that provide the opportunity to develop

mathematical skills exercising sequencing, ordering, categorizing, reasoning to interpret

information and dealing with figures. E.g.: Surprise! 3 AB p. 26, 28, 31

COMPETENCIA EN EL CONOCIMIENTO Y LA Interaction CON EL MUNDO FÍSICO COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE

PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see how

it has been affected by human intervention. It helps to understand events and the

consequences of different activities designed to improve and preserve conditions for life,

of other people, and other living things. This competence implies the acquisition of

scientific rational thought which enables the student to interpret information and make

decisions with autonomy and personal initiative, and to use ethical values in personal and

social decisions.

Interacting with the physical world, both in its natural aspects and those generated by

human action, in such a way that facilitates the understanding of events, the prediction of

consequences and activity directed towards the improvement and preservation of the

conditions of one’s own life, that of other people and of all other living creatures.

Taking as a starting point knowledge of the human body, nature, and the interaction of

mankind with nature, this competence allows students to discuss rationally the

consequences of different lifestyles and take decisions about a healthy physical and

mental way of life in a healthy and safe environment. The responsible use of natural

resources, environmental conservation, and preservation of individual and collective

health are recognised as key to quality of life.

Some cross-curricular lessons deal with Social and Natural Sciences (Conocimiento del

Medio) as a subject.E.g.: Surprise! 3 CB p.36.

AUTONOMY AND PERSONAL INITIATIVE

This competence refers to the ability to decide using ones own criteria and to successfully

take the necessary initiatives to develop and take responsibility for the chosen option,

both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and a

critical approach to the development of individual or group projects.

Decisions which result from reflection on the learning process favour autonomy. As

autonomy and personal initiative often involve others, this competence necessitates

social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points

of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and

personal initiative involve being able to imagine, begin, develop and evaluate one’s

actions or individual or group projects with creativity, confidence, responsibility and a

critical attitude. In this sense it requires the ability to revise previous ideas or create new

ones

The Guide proposes a great number of activities to do in pairs or teams that are

specially focused on diversity and promote confidence and self-esteem by means of

projects, games, etc. E.g.: Surprise! 3 Teacher’s Guide p.23, 91 (Additional Activities)

Continuous learning

In a competence there iis no knowledge which is only acquired in and valid for a

particular subject (especially in and for this one). Everything students learn in different

subjects (and not only at school) forms a background of culture and information which

should serve them throughout their lives, which they should be able to use at specific

moments and in differerent situations (language is, in this sense, paradigmatic) . For this

reason, any of these competences may be achieved if not in all, certainly in most

curriculum subjects and for that reason too these competences can be used and applied

in all these subjects, regardless of in which one they have been acquired (transversality).

Being competent should guarantee the completion of determined learnings, but also

permit the attainment of others, both at school itself and beyond, a guarantee of

continuous learning (or, in this case, the capacity to communicate in very diverse

situations, some of which pupils themselves may not yet even perceive as likely in the

future).

Nevertheless, clearly there is an obvious interrelation between the different elements of

the curriculum, one which we must highlight in order to make suitable use of all the

curriculum subjects employed in the teaching-learning process. When in a didactic

programme like this one the objectives of a unit are indicated formulated ( like the

assessment criteria, in terms of abilities), we know that these determine the choice of

contents, in the same way that we should employ assessment criteria which demonstrate

whether or not pupils attain them. Thus, assessment criteria allow for a double

interpretation: on the one hand, those related to the pupils’ learning as a whole, in other

words, there will be some assessment criteria specifically linked to concepts, others to

procedures and others to attitudes, as all of these contents need to be assessed

because they were worked on in class and are those which are assesssed at different

stages during application of continuous assessment; and on the other, there will be

assessment criteria which have been formulated more with regard to their relationship

with key competences.

The assessment of key competences is an assessment model which differs from that of

assessment criteria, both because it is applied at different stages of other assessments,

and because its purpose, though complementary, is different. If we assume that key

competences involve a real and practical application of knowledge, abilities and

attitudes, the way of checking or assessing whether the pupil has acquired them is to

reproduce application situations which are as real as possible, and in these situations it is

customary for the pupil to use this accumulated background (all kinds of contents) but to

respond, above all, to practical situations. In this way, when we assess competences we

are essentially, though not exclusively, assessing procedures and attitudes, which is why

we relate them to assessment criteria that are more procedural and attitudinal.

SUBCOMPETENCESThe competences by their very nature are generic. To use them as a reference for

pedagogical actions and to really demonstrate the competences acquired by the

students, they need to be broken down into more specific objectives related to other

elements of the curriculum. We have called these objective subcompetences, and without

covering all the possibilities, they do include those most closely related to the subject

curriculum and most prominent in all subjects on account of their interdisciplinary nature.

In foreign language learning, these subcompetences are as follows (there are other

competences/subcompetences which are also acquired in the area of Foreign Language–

English, though not in this grade):

Competence in linguistic communication Express thoughts, emotions, experiences and opinions orally and simply.

Adapt spoken style to a variety of communicative contexts, taking into account non-

verbal features and respecting norms of communicative exchanges.

Understand social and cultural conventions when producing texts

Understand a variety of texts types typical of the academic setting and understanding

the communicative intention and formal features.

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

cultures.

Be conscious of the need to respect spelling rules in the production of written texts

Understand principles of word formation as a means of extending vocabulary

Use a sufficient range of vocabulary to be able to express oneself orally and in writing

in specific situations.

Compose texts typical of the academic environment, appropriate to the

communicative objective.

Write texts to express ideas, feelings and experiences

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

transforming it into knowledge, using the computer or the internet.

Analyse critically the information obtained

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

conflict.

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

participation, citizenship, tolerance.

Value linguistic diversity as a cultural advantage.

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

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

intellectual process (summary, note taking, concept maps...).

Use a variety of sources for finding and processing information

Autonomy and personal initiative

Show initiative and personal creativity

Develop social skills.

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

Competence in knowledge of and interaction with the physical world

Recognise geographical spaces and conditions where other cultures are located or

come from and which may determine and influence the development of these

cultures.

Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and

different linguistic and discursive skills are employed in a contextualised manner.

Therefore, the activities in which the foreign language is used are set within fields which

may be public (everything related to daily social interaction), personal family relationships

and individual social habits), professional or educational. Students will use

communication strategies in a natural and systematic manner in order to make effective

the communication activities performed by means of communicative skills. The skills

developed will be: productive (speaking and writing), receptive (listening and reading) and

based on interraction or mediation.

Learning tasks or activities will constitute the core of didactic planning, and will integrate

objectives, contents and assessment, making up units of programming. Amongst other

criteria, the design of activities and tasks has taken into account the stages to be followed

in their development, prior knowledge, integrated treatment of linguistic components,

skills and strategies, proposed final objectives and the classroom’s potential for

adaptation and diversity.

Learning English will not only provide students with competences in order to

communicate, but also with cultural and social knowledge of the culture whose language

they are studying, which will help them develop a personality which is open and tolerant

towards what is different.. In this way one achieves the integral prepararation of the

individual

As we have noted, one of the characteristics of the key competences is that they allow

for and encourage transversality in the learning with which they are associated, in other

words, that which can and should be achieved, though from a different but

complementary perspective, via the development of the curriculum of the various areas of

the same educational stage. In this grade, these areas are Conocimiento del Medio, Art,

P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally,

Religion.

For the overall work required of teachers in this grade, we indicate in the table below the

key competences which, as a minimum, should also be attained in other areas, in some

with more interrelation and in others with less:

ÁREAKEY COMPETENCES*

1 2 3 4 5 6 7 8

Science X X X X X X X X

Art X X X X X X

P.E. X X X X X X

Spanish Language X X X X X X

Foreign Language X X X X X X

Mathematics X X X X X X X X

*n.b.:

1. Linguistic communication.

2. Mathematics.

3. Knowledge of and interaction with the physical world.

4. Data processing and digital competence.

5. Social and civic..

6. Cultural and artistic.

7. Learning-to-learn.

8. Autonomy and personal initiative.

As can be seen, the transversality of the key competences is evident, so within the

framework of the centre’s educational standard criteria should be formulated for their

collective treatment.

TREATMENT OF DIVERSITY

One of the elements upon which the LOE places most emphasis is TREATMENT OF

DIVERSITY. It is clear that the same educational method employed with a single group

of students has differing results depending on each pupil’s knowledge and previous

experience, their intellectual capacity and their interests and motivation with regard to

teaching.

This si why, on many occasions, we have to modify. or adapt contents or methodology in

order that all pupils may attain the objectives established. Similarly, we should offer

extension activities for more able or receptive students. TREATMENT OF DIVERSITY

should always be practised in both directions. Therefore, these differences should always

be catered for, by presenting the same activities in different ways by means of the

activities included in the students’ book and the workbook.. Teachers need to evaluate

towards whom they should direct one type of activity or the other, and need to be

constantly aware of these differences, not only when assessing, but also when teaching

and planning the process of teaching-learning.

Surprise! includes reinforcement and extension activities which allow for individualised

attention to pupils, depending on their needs and learning rhythm. Every lesson in our

project includes ideas to help teachers respond to the different situations which arise in

the classroom

The Teacher’s Book suggests reinforcement and consolidation activities for students as

well as notes for the teacher, teaching advice, better to deal with different types of

student.

In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters

Book, the teacher will find photocopiable consolidation and extension pages for each

unit.

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

(The department can describe and detail these criteria and procedures here if necessary.

If this is not the case then this section can be omitted)

Adaptations will focus on:

1- The time and rhythm of learning

2- A more personalised methodology

3- A reinforcement of study skills

4- The improvement of procedures, habits and attitudes

5- Ways of increasing amount of counselling

a) For the more gifted students, extension materials will be provided

b) For pupils with serious learning problems, as sufficient progress in the conceptual

contents of the course is more difficult to attain, procedures and attitudes will be the

priority, with social integration being the overall aim. Core instrumental skills need to be

the key content of the adapted curriculum. Modifications to the curriculum may be quite

significant (they will probably entail the elimination of contents, objectives and

consequently of the assessment criteria which might otherwise be considered essential).

When such adaptations are not enough, the alternative is to have the pupil study part of

the core curriculum in special groups, with different contents and educational activities.

This learning can take place in the mainstream classroom with special support, or in a

separate physical space. This pupil will have the general objectives of this stage of

primary education as a reference, but will work towards those aims through different

contents and activities.

PROGRAMME OF UNITS: 3rd YEAR - COMPULSORY PRIMARY EDUCATION

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

subject.

This is an adaptable timetable which may be adjusted to the group-class profile as it may

be used simultaneously with students who struggle to learn languages as well as with

those who have slightly superior knowledge. It may also be adapted to the teacher’s and

students’ own tastes and initiatives and the evolution of the course.

This is a guiding and extendable programme, with numerous optional possibilities

suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may

introduce these activities at the appropriate moment, according to students’ needs and

attitudes, bearing in mind learning speed – individual and collective – and teaching hours

available.

STARTER UNIT: HELLO GRANNY

1.- TEACHING OBJECTIVES

Students will be able to:

Recognise the characters: Granny, Josh , Emma and Elliot, the cat.

Revise and practise introductions.

Revise and practise numbers from 1 to 20.

Revise and practise the colours.

Listen to and sing the Surprise! song.

Revise and practise the vocabulary of members of the family

Present and practise the It’s a (colour) + (noun: toy) structure

Do reading and writing activities to learn vocabulary and structures in the unit.

Engage in short and simple communicative exchanges practising classroom English

and structures.

2.- CONTENTS

BLOCK 1- Listening, talking and conversingPROCEDURES

Listen to and answer the children's questions. Repeat the dialogue following the

model in the book, asking and answering questions (CB pages. 2 and 3).

Listen to the text and point out in the CB the name of the numbers as they are heard .

(CB pages. 2 and 3).

Look closely at the picture and find the figures of numbers 1 to 10 (CB pages. 2 and

3).

Revise vocabulary of the members of the family with the flashcards. Listen to the CD

and point out the characters in the CB as they are heard. Listen again and repeat

(CB pages 2 and 3).

Listen to, learn, and sing a song (surprise!) (CB pages 2 and 3).

Listen to and recite a chant (CB pages. 4 and 5).

Listen to the CD and repeat the name of the toys. Read a list of the toys. Listen to the

CD again and indicate the number each of those toys has in the picture. (CB pages.

4 and 5).

Work on the structures of the unit, finding in the picture the toys in the indicated

colour. Ask questions and give answers with the help of the proposed dialogue.(CB

pages. 4 and 5).

BLOCK 2 - Reading and writing PROCEDURES

Find the names of the numbers from 2 to 10 in a word snake. (AB p. 2).

Draw a self-portrait. Read and complete the content of the speech bubbles. (AB p. 2).

Listen to a text about the age of the characters and write them down in the dialogue

bubbles (AB p. 3).

Draw their family and write down their names in the allotted space (AB p. 3).

Relate the written name of a number with its corresponding figure. (AB p. 4)

Find the pictures of things in a letter soup and write their name in the right place. (AB

p. 4).

Read and complete the short phrases and colour the drawing correctly. (AB p. 5)

Colour the colour chart and then paint the pictures following the code. Complete the

phrases describing the toys. (AB p. 5).

Complete the pages in the Picture dictionary (AB pages 55 a 56).

BLOCK 3- Reflection and knowledge of language through use CONCEPTS

Basic

Vocabulary: Hello, Hi, Bye bye! The numbers from 1 to 20.

Mum, dad, granny, granddad, sister, brother

Toys, bike, drum, car, dog, phone, ball, doll, bock, kite

Red, purple, orange, pink, grey, brown, green, blue, white, black

Revision: surprise, upstairs, mystery, attic, toy box.

Communicative Structures

Basic language : I’m …, What’s your name?, How old are you?, It’s…, It’s a… What

colour is it?

Receptive language: Let’s …, Oh look!.

BLOCK 4- Socio-cultural features and intercultural awareness

CONCEPTS

Relate the English language with its own reality through greetings and farewells.

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

See the Introduction for the general aspects of the contribution of learning a foreign

language to KEY COMPETENCES, and particularly how they reflect in this unit:

ii. learning-to-learn competence;

Children will make the Picture dictionary AB as a reminder and a spelling reference: AB

pages 54 to 56.

iv. social and civic competence since knowing a language implies the knowledge of

specific features and social facts linked to speakers of that language, and can be

worked on alongside the unit.

E ducation for peace

Developing a positive attitude in personal relationships, valuing friendship and

cooperation in our personal development. The importance of greetings and farewells as

expression of courtesy.

Civic and moral education

The importance of taking care of, and respecting toys and our belongings and those of

others.

v. artistic and cultural competence

With the creation of a Portfolio (Assessment Booklet and AB).

4.- TREATMENT OF DIVERSITY

Additional activities (Reinforcement)Photocopy Master 1:

Write: Write the numbers in words under the pictures/Write the names of the

members of the family

Photocopy Master 2:

Write: Write the numbers from 11 to 20 and match with the corresponding pin /Fill in

a crossword with the names of the toys

Photocopy Master 3:

Colour and write: Colour the drawing following the code/ Colour the toys and

complete the phrases

UNIT 1: IN THE JUNGLE



Identify and name eight animals and six habitats.

Introduce indefinite articles a/an.

Listen to, and recite a chant to contextualise the main vocabulary in the unit and to

develop oral comprehension.

Listen to and understand the story in the unit : In the jungle, drilling the key structures

in the story: What’s this? y It’s a…

Read and act out the story. Practise pronunciation and intonation of phrases.

Do written activities, practising comprehension and expression to consolidate the

vocabulary and structures of the unit.

Engage in short and simple communicative exchanges to practise the second

structure in the unit: Where’s the…?, In the…

Listen to, read and sing a song, practising all the vocabulary and structures in the

unit.

Work on pronunciation of sounds /ʌ/ and /ɘ/ (jungle-monkey), learning to relate

pronunciation with spelling in English.

Learn how animals protect themselves and camouflage, transferring classroom

language to a real life context. (Animal camouflage).

Learn classroom language through a sketch and the Classroom English poster.

Review and reflect on the work accomplished. Self-evaluate their own progress.

2.- CONTENTS

BLOCK 1- Listening, talking and conversing PROCEDURES

Listen to the CD and present the key vocabulary in the unit. Listen to a text and look

closely at the picture and point out the animals as they are named. Repeat the names

(CB p. 6).

Listen to the recording and repeat the dialogue. Play a memory game, following the

model, to consolidate the structure. (CB p. 6).

Listen, sing, and act out a chant (CB p. 7).

Listen to the key words that will later appear in the story (In the Jungle) and point

them out in the illustration. Guess the content of the story. Listen to the story and

explain it with the help of the story cards, (CB p. 7).

Listen to the CD and order the frames of the picture story (AB p. 7).

Listen to the story in the unit and work on key structures. Dramatize the images out

loud. (CB pages 8 and 9).

Listen to the CD and point out the new words in the picture in the CB; natural

elements as you hear them. Repeat. (CB p. 10).

Listen to a recording and repeat a dialogue. Play a memory game, following the

model, to consolidate a structure. (CB p 10).

Listen to, sing, and dramatize the words of the song (CB p. 11)

Listen to and repeat the words, pointing in the CB as they are mentioned. Repeat the

crocodile's words to practise pronunciation (CB p. 11)

Act out the story in the unit and sing the song again. (CB p. 11).

Listen to a recording to check if the phrases have been completed correctly, with the

right words from the box (AB p.11).

Listen to and read texts about how animals camouflage and match them with the right

photograph. Answer a question to check your comprehension and other questions

regarding your opinion (CB p. 12).

Listen to a short and simple dialogue in which they play at imitating animals and act it

out. (CB p. 13).

Listen to and recite a chant about classroom English. Practise the dialogue in groups

(CB p. 13).

Cut out and make the book about the story (Story book, AB p. 69 y 70

DG p. 53)

BLOCK 2- Reading and writingPROCEDURES

Relate the animal cards with their corresponding name (AB p. 6).

Complete the labels with the animal names (AB p. 6).

Read the animal sounds in the speech bubbles and write the name of the right

character (AB p. 7).

Read the story of the unit individually and work on the key structures. Read out loud

and dramatise the images. (CB pages 8 and 9).

Answer the questions, following the lines. Draw the corresponding animal (AB p. 8).

Look closely at the picture and write the answer to the questions (AB p. 8).

Look closely at the pictures and read the phrases. Answer Yes/No according to the

story in the unit. (AB p. 9)

Look closely at the drawings with fragments of animals and fill in the questions. Listen

and answer Yes/No accordingly (AB p. 9).

Identify the word hidden in an anagram, with the clues of the drawing, and write it in

the right place (AB p. 10).

Find five animals camouflaged in a picture and complete the answers with the right

animal (AB p. 10).

Complete the phrases with the words from the box (AB p. 11).

Count the animals in the picture and write the number in words. (AB p. 11).

Read some texts and relate them with the right photo (CB p. 12).

Complete and write texts and colour the pictures with them (AB p. 12).

Draw an animal that uses camouflage as protection and answer a few questions

about it (AB p. 12).

Do the exercises in the AB page 13 (Let’s check!).

BLOCK 3- Reflection and knowledge of language through use

CONCEPTS

Basic

Vocabulary: a snake, a crocodile, a monkey, a zebra, a parrot, an elephant, a lion, a

giraffe. Don’t be scared! Run!

Rocks, grass, tree, plants, river, flowers

Having fun, hungry, Mr, I want you for lunch, I don’t know, glue

Receptive: nature, butterfly, frog, lizard, leaves, difficult to see, camouflage.

Revision: It’s a/an… Your turn!, toys, yes/no, The colours

Communicative structures

Basic language : What’s this?, Is it a…?

Receptive language : Where is it?, What colour is it?

Phonetics (rhythm, stress, and intonation)

PROCEDURES

Practise pronunciation of key vocabulary (CB p.6).

Listen to and sing a chant (CB page 7).

Act out and dramatise the story and song in the unit (CB, pages 8 and 9 and 11

respectively).

Classify phonetically and repeat vocabulary (CB p. 11).

BLOCK 4- Socio-cultural features and intercultural awarenessCONCEPTS

Relate the English language with its own reality through animals and their habitats; thus

contributing to the knowledge of customs, forms of social relationships and specific

features of the countries in which the target language is spoken.

3.- CONTRIBUTION OF THE AREA OF FOREIGN LANGUAGE TO THE

DEVELOPMENT OF KEY COMPETENCES

See in the introduction the general aspects of the contribution of learning a foreign

language to KEY COMPETENCES and particularly as they are reflected in this unit:


Children will be making the Picture dictionary with the picture and vocabulary

stickers, (AB page 57) using it as a reminder and a spelling reference:

Children will learn to fill in small index cards outlining what they learned in the unit

(Portfolio, AB p. 63).


specific features and social facts linked to speakers of that language, and can be worked

on alongside the unit.

Civic and moral education

The importance of caring for and respecting animals and nature.

v. artistic and cultural competence Complete the Portfolio (Factfile) in the AB, page 63

Draw an animal that uses camouflage and learn interesting things about animals and

nature (AB p. 12).

4.- RELATION WITH OTHER AREAS OF THE CURRICULUM

Conocimiento del medio natural (Ciencias)

Getting to know how some animals camouflage (CB p. 12).


Additional reinforcement activities TRP 1

Photocopy Master 4:

Draw and write (complete the drawings and write their names )

Look. Circle and write (find the words in the letter soup and write the names in each

picture ).

Photocopy Master 5:

Find and write (look for animals and answer the questions )

Write (Fill in the content in the speech bubbles )

Photocopy Master 6:

To practise : What’s this?, Is it a…? (make a cutout and play

DG p. 40Talking about the pictures

p. 47The class zoo

p. 49Hunt the animal

Additional activities of extension DG p. 37Animals in Africa

p. 40 Pronunciation and sounds using the chant

p. 43 Extended dialogues

p. 45 Mime game: What animal is it?

p. 57 Where’s the sweet?

p. 49 Action song

p. 51 Project on animals and camouflage

p. 55 Text display

6.- ASSESSMENT

Assessment tools Summative Assessment Test Unit 1 Assessment booklet, p. 13

End of term examination, Assessment booklet, pages 20 and 21

Global Test , Assessment booklet, pages 28, 29 y 30

Let’s check!, Unit 1, AB p. 13

Formative Assessment Creation of a Portfolio to evaluate continuous progress of the student (Assessment

booklet, pages 31 to 39 and AB p. 63).

Continuous Assessment in the Assessment sheet, Assessment booklet, p. 5.

Self-AssessmentAB, page 13 (Stop and think about your work. Colour the pictures)

Assessment criteria Identifies and says the name of five animals (Test Unit 1 Assessment booklet , p. 13)

Reads the key vocabulary and expressions in the unit. Colours a drawing following

the description (Test Unit 1 Assessment booklet , p. 13) .

Writes phrases and short texts, using forms and structures drilled in the unit.

Indicates the habitat of the animals (Test Unit 1, Assessment booklet, p. 13).

Engages in short and simple communicative exchanges in groups (CB p. 13).

Participates in oral interactions through a cutout activity (Story Book, AB pages 69

and 70)

Self-evaluates own progress and reflects on the work accomplished. (Portfolio

materials. Assessment booklet , pages 31/32 and 34)

UNIT 2: WIZARD SCHOOL



Identify and name eight school objects and six places in the school.

Understand and use verbs in imperative tense.

Listen to and recite a chant to contextualize the main vocabulary in the unit and


Listen to and understand the story of the unit: Wizard school, practising key

structures: I have got a…, Have you got…? Yes, I have/No I haven’t.

Read and represent the story. Practise pronunciation and intonation of phrases. .

Do written activities, practising comprehension and expression, consolidating the

vocabulary and structures learnt in the unit.

Engage in short and simple communication exchanges to practise the second

structure in the unit: Where’s the (colour) + (classroom object)? In the (place within

the school )

Listen to, read and sing a song, practising unit vocabulary and structures

Work on the pronunciation of the /ae/ and /a:/ (cat-garden) sounds, learning to relate


Learn about castles and their defence, transferring classroom language to a real life

context (Castle defences).

Learn classroom language through a sketch and with the Classroom English poster.

Revise and reflect on the work done. Self evaluate your own progress.

2.- CONTENTS


Listen to the CD and present the key vocabulary in the unit. Listen to a text, look

closely at the illustration and point out the classroom objects as they are named.

Repeat the names. (CB p. 14).

Listen to a recording and repeat a dialogue. Play a memory game, following the

model, to consolidate the structure (CB p. 14).

Listen to, sing and dramatise a chant (CB p. 15).

Listen to the key words that will later appear in the story (Wizard school) and point

them out in an illustration. Figure out the content of the story. Listen to the story and


Listen to the CD and order the frames in the picture story (AB p.15)

Listen to the story of the unit and work on the key structures. Dramatize the images

out loud. (CB pages 16 y 17).

Listen to the CD and indicate the new words in the illustration of the CB ; places in

the school environment, as you hear them. Repeat (CB p. 18).

Listen to a recording and repeat the dialogue. Play the memory game, following the

model, to consolidate the structure (CB p 18).

Listen to, sing and dramatise the lyrics of a song (CB p. 19)

Listen to and repeat the words, pointing them out in the CB as they are said. Repeat

Wally's words to practise pronunciation (CB p. 19)

Act out the story in the unit and sing the song once again (CB p. 19).

Listen to a recording to check if the phrases have been completed correctly with the

words in the box (AB p. 19).

Listen to and read texts about three castles and match them with the right

photograph. Answer a comprehension question and other questions on your personal

opinion. (CB p. 20).

Listen to a short dialogue between Josh and Emma and act it out (CB p. 21).


(CB p. 21).

Cut out and make the book with the unit story (Story book, AB pages 71 and 72

DG p. 73).


Read a list of classroom objects and assign the corresponding number to each

object according to the picture (AB p.14)

Write the name of each object in the labels (AB p. 14).

Listen to the CD and put the picture frames in the story in order (AB p. 15)

Complete the phrases with the suitable school material (AB p. 15).

Read the story of the unit individually and work on the key structures and short

answers. Read in a loud voice and dramatise the images (CB pages 16 and 17).

Match the questions with their right answers (AB p. 16).

Follow the fishing lines and complete the dialogue of the speech bubbles with the

material fished out(AB p. 16).

Read and complete the phrases. Listen and check the answers (AB p. 17)

Read and answer the questions in a survey (AB p. 17).

Match and number the pictures of the rooms with their word in the list. Write the word

under the corresponding picture. (AB p. 18).

Complete the phrases and colour the materials according to these descriptions (AB

p. 18).

Complete the phrases with the help of the pictures and the vocabulary in the box (AB

p. 19).

Draw a witch and finish her description (AB p. 19).

Read the texts and match them with the right photograph (CB p. 20).

Use the vocabulary in the box to write the name of the parts of a castle in the allotted

places (AB p. 20).

Complete the description of a castle with the help of a brochure (AB p. 20)

Do the exercises of the AB page 21 (Let’s check!).

BLOCK 3- Reflection and knowledge of language through useCONCEPTS

Basic

Vocabulary: book, ruler, pen, sharpener, rubber, pencil, pencil case, felt tip.

Pick up, put down, open, close, count, do it again,

Classroom, toilet, library, dining room, playground, garden,

Hat, castle, cat, tree, broomstick, bridge, tower, high/thick walls, small

windows, moat, in the mountains, defences

Revision: What’s this?, It’s a…/Is it a…?, The numbers from 1 to 8. The colours .

I’m a… with a…

Receptive: Spell, Come and whizz around with me!.


Basic language : I have got…, Have you got…?, Yes, I have/No, I haven’t, Yes, here

you are. Where’s the…?, In the…

Receptive language : Oh no!, It’s OK.

Phonetics(rhythm, stress and intonation)

PROCEDURES

Practise pronunciation of key vocabulary (CB p. 14)

Listen to and sing a chant (CB p. 14).

Act out and dramatise the story and the song in the unit (CB, pages 16 and 17 and

19).



Relate the English language with its own reality through the school and its environment;


features of the countries that speak the target language.








Children will learn to fill in small index card outlining what they learned in the unit

(Portfolio, AB p. 64




Moral and civic education

The importance of caring for and sharing school material


Get to know the parts of a castle and learn about famous castles in the world (AB p.

20).


History knowledge

Learn about castles and their defence systems (CB p 20)



Photocopy Master 8:

Write (solve the anagrams and write the names).

Read and colour (colour a drawing reading the instructions )

Photocopy Master 9:

Write (follow the lines that join characters and objects )

Read and put a tick or a cross. Write (Read the phrases in the chart and write yes/no

accordingly. Write phrases.

Photocopy Master 10:

To practise: Have you got a…?(make a cutout and play)

DG p. 60The chant

p. 67Flashcard memory game

p. 69Classroom display of wizards

Additional extension activities GD p. 57Hunt the rubber

p. 60 Pronunciation

p. 63 Reading and writing spells

p. 65 Writing practice of questions and short answers

p. 67 Pronunciation: final consonants

p. 71Project on castles and maps

p. 75 Text display

6.- ASSESSMENT

Assessment tools Summative Assessment Test Unit 2 Assessment booklet , p. 14

End of Term Examination, Assessment booklet, pages 20 and 21

Global Test, Assessment booklet, pages 28, 29 and 30


Formative Assessment Creation of a Portfolio to evaluate continuos progress of the student (Assessment

booklet, pages 31to 39 and AB p. 64).

Continuous Assessment in the Assessment sheet , Assessment booklet, p. 5.


Assessment criteria Identifies and says the name of five school items (Test Unit 2 Assessment booklet, p.

14) .

Reads vocabulary and the key and revision expressions in the unit. Colours the

school items according to the descriptions. (Test Unit 2 Assessment booklet, p. 14) .

Writes phrases answering questions about the location of the school items (Test Unit

2, Assessment booklet, p. 14).

Engages in simple communicative exchanges in groups (CB p. 21).


and 72)


material, Assessment booklet, pages 31/32 and 35)

UNIT 3: ACTIVITY CAMP



Identify and name eight sports and six musical instruments .

Understand and use the Imperative tense with some verbs

Listen to and recite a chant in order to contextualize the main vocabulary in the unit

and develop oral comprehension .

Listen to and understand the story in the unit: Activity camp, practising the key

structures in it. : I can/I can’t, Can you…? and short answers

Read and act out the story. Practise pronunciation and intonation of phrases.

Do written activities, practising comprehension and expression, thus consolidating the

structures and vocabulary in the unit.

Engage in simple communicative exchanges to practise the second structure in the

unit: : He/She can/can’t + sport

Listen to, read and sing a song, practising all the structures and vocabulary in the

unit.

Drill pronunciation of the /s/ + consonant (skate) sound learning to relate the

pronunciation with the spelling in English.

Get to learn about the musical instruments that make up an orchestra, transferring

the classroom language to a real life context (The orchestra).

Learn classroom language by means of a sketch and the Classroom English poster

Revise and reflect on the work accomplished.

Self-evaluate own progress

2.- CONTENTS


Listen to the CD and start presenting the key vocabulary in the unit. Listen to the text

and look at the picture, pointing at the sports as they are named. Repeat the words.

(CB p. 22).

Listen to a recording and repeat the dialogue. Play an imitation game following the

model to consolidate the structure. (CB p. 22).


Listen to the key words that will later appear in the story (Activity camp) and point

them out in the illustration . Figure out the content of the story. Listen to the story and


Listen to the CD and put the picture frames in order (AB p. 23).

Listen to the story in the unit and work on the key structures. Dramatise the images

out loud. (CB pages 24 and 25).

Listen to the CD and point out the new words in the CB illustration ; musical

instruments as they are heard. Repeat (CB p. 26).

Listen to the recording and repeat the dialogue. Following the model, play a memory

game to consolidate the structure. (CB p 26).

Listen to, sing and dramatise the lyrics of a song (CB p. 27).

Listen to and repeat the words, pointing them out in the CB as they are mentioned.

Repeat Charlie's words to practise pronunciation (CB p. 27).


Listen to a recording in order to check if the phrases completed with the words in the

box are correct (AB p. 27).

Listen to, and read the texts and relate them with the right place in the positional

layout of an orchestra. Answer the comprehension question and other personal

opinion questions about the music (CB p. 28).

Listen to a short, simple dialogue in which the musical talent of Josh is discussed and

act it out (CB p. 29).

Listen to and recite a chant about Classroom English. Practise the dialogue in

groups (CB p. 29).

Cut out and make the story book (Story book, AB p. 73 and 74

DG p. 93).


Match the sports' words with the right image (AB p. 22)

Complete the labels with the names of each of the sports (AB p. 22)

Complete the phrases with the right sport and its player, whose name rhymes with

the sport (AB p. 23).

Read the story of the unit individually and work on the key structures. Read aloud and

dramatise the images (CB, pages 24 and 25)

Relate the content in the bubbles with the corresponding sports' image (AB p. 24).

Write phrases saying what sport Anna can/cannot practise using the help of pictures

and the vocabulary in the box (AB p. 24).

Read the questions and figure out the answers looking closely at the pictures. Listen

to the CD and check out the answers (AB p. 25).

Fill in a survey about sports (AB p. 25).

Find the name of six instruments in a letter soup. (AB p. 26).

Following the proposed model, describe the activities that children can do or can't

do (AB p. 26).

Complete the phrases with the words in the box. Listen to and check the answers

(AB p. 27).

Write phrases about the activities the characters can do using the picture clues (AB

p. 27).

Read the texts and relate them with their corresponding place in the positional layout

of an orchestra (CB p. 28).

Relate isolated musical instruments with their section in the orchestra (AB p. 28).

Draw a music band and write a simple song (AB p. 91).

Do the exercises of the AB page 29 (Let’s check!).


Basic

Vocabulary: skate, play tennis, ride a bike, ski, dance, play football, swim, run.

With my friend, me, Look at me! Oh/Wow/fantastic,

Charlie the Champ!, You’re the real champ!,

Drum, trumpet, guitar, piano, recorder, violin, big bass drum, strings,

woodwind, brass, percussion, flute, oboe, double bass, xylophone, tuba

Revision:: Have you got…? + classroom objects . Here you are, Thank you, Hello/Hi,

I’m…, sports, Granny’s attic, What’s this?, It’s a /an…, Is it…? Your turn!,

Where is it?, In the …section.


Basic language : I/She/He can/can’t…, Can you…?, Yes, I/She/He can/ No,

I/She/He can’t, She/He can play…, Is it + name, Can you help me, please?, Yes, of

course.

Receptive language : Listen!, too.

Phonetics (rhythm, stress and intonation )

PROCEDURES

Practise the pronunciation of key vocabulary (CB p. 22)


Act out and dramatise the story and song in the unit (CB, p. 24 and 25 and 27

respectively ).

Classify the vocabulary phonetically and repeat (CB p. 27).


Relate the English language with its own identity through hobbies and sports and

behaviour in sport; thus contributing to the knowledge of customs, forms of social

relationships and specific features of the countries that speak the target language.




language to KEY COMPETENCES, and particularly how they are reflected in this unit.




Children will learn to fill in small index cards outlining what they learned in the unit





Health education

The importance of practising sport in order to keep fit and healthy


The importance of our behaviour with others and our respectful and non aggressive

attitude in sport practice .


Draw a music band (AB p. 28)

Learn about musical composition and the characteristics of an orchestra (CB p. 28).


Musical knowledge

Get to know about an orchestra and the musical instruments it's made up of (CB p. 28)




Write and match (solve the anagrams and write the names .

Match them to a picture ).

Write (look closely at the pictures and complete the words )


Put a tick or a cross. Write (Indicate what children can or cannot do in a chart)

Draw and write about yourself (draw what children know or don't know how to do and

write the corresponding phrases ).


Practice: Can you…?(make a cutout and play)

DG p. 80Talking about the pictures

p. 87Making musical instruments

p. 89Tongue twister

Additional extension activities DG p. 77Sport/Exercises in English

p. 80 Pronunciation and rhymes

p. 83 Minimal pairs pronunciation practice of can and can’t

p. 85 Mime game: Can you do it?

p. 87 Writing sentences with She/he can play + instrument

p. 89 Invent extra verses for the song

p. 91Project on instruments in an orchestra

p. 95Text display

6.- ASSESSMENT


End of Term examination , Assessment booklet, pages 22, 23 and 24

Global Test, Assessment booklet, pages 28, 29 and 30


Formative Assessment Creation of a Portfolio to evaluate the continuous progress of the student (Assessment


Continuous Assessment in the Assessment sheet,, Assessment booklet, p. 5.


Assessment criteria Identifies and says the name of five sports (Test Unit 3 Assessment booklet, p.15)

Reads the vocabulary and key and revision expressions in the unit. Indicates what

pictures match the illustrations (Test Unit 3 Assessment booklet, p. 15)

Writes phrases and short texts with personal descriptions of the sports practiced ,

(Test Unit 3, Assessment booklet, p. 15).



and 74)

Self-evaluates own progress and reflects about the work accomplished (Portfolio

materials, Assessment booklet, pages 31/32 and 36)

UNIT 4: LUNCH WITH ALIENS



Identify and name eight foods and six more foods

Revise the Have you got…? structure



Listen to and understand the story in the unit : Lunch with aliens, practising the key

structures : I like…/I don’t like…,

Read and act out the story. Practise pronunciation and intonation of phrases

Do written activities, practising comprehension and expression and consolidating in

this manner the vocabulary and structures in the unit.

Engage in simple communicative exchanges to practise the second structure in the

unit: Do you like…? + short answers .

Listen to, read and sing a song, practising all the structures and vocabulary in the unit

Work on the pronunciation of the /ɪ/ and /aɪ/ (chicken-ice cream) sounds, learning to

relate pronunciation with spelling in English.

Learn about life in space, transferring the classroom language to a real life context.

(Life in space).

Learn classroom language through a sketch and the classroom English poster.

Revise and think about the work accomplished. Self-evaluate your own progress.

2.- CONTENTS


Listen to the CD and present the key vocabulary in the unit. Listen to the text and look

closely at the picture and point out the foods as they are named. Repeat the names

(CB p. 30).

Listen to a recording and repeat the dialogue. Play a photographic memory game

following the model, in order to consolidate the structure (CB p. 30).


Listen to the key words that will later appear in the (Lunch with aliens) story and point

them out in the illustration. Infer the content of the story. Listen to the story and


Listen to the CD and put the picture frames of the story in order (AB p. 31).

Listen to the story in the unit and work on the key structures. Dramatise the images

out loud (CB pages 32 and 33).

Listen to the CD and indicate in the CB illustration, the new words you hear: foods

you generally have for lunch Repeat (CB p. 34).

Listen to the recording and repeat the dialogue. Play a guessing game, following the


Listen to, sing and dramatize the lyrics of the song (CB p. 35)

Listen to and repeat the words, pointing out in the CB as they are mentioned. Repeat

Mike's words to practise pronunciation (CB p. 35)

Act out the story in the unit and sing the song again (CB p. 35).

Listen to the recording to check if the phrases completed with the words in the box

are correct (AB p. 35).

Listen to and read the texts about different aspects of the life of the astronauts and

match them with the right photograph. Answer a comprehension question and

personal opinion questions (CB p. 36 ).

Listen to a simple dialogue in which Josh is preparing something to eat and asks

questions about it and act it out (CB p. 37).

Listen to and recite the chant about classroom English. Practise the dialogue in

groups (CB p. 37).

Cut out and make the story book ( AB p. 75 y 76

DG p. 113).


Match the pictures of food with their corresponding word and put down the right

number (AB p. 30) .

Complete the labels with the names of the foods (AB p. 30).

Write and draw your favourite foods and those of your three friends in the right place.

In order to do so, practise the proposed question. (AB p. 31).

Read the story in the unit individually and work on the key structures. Read aloud and

dramatise the images (CB, pages 32 and 33)

Complete the speech bubbles expressing the likes and dislikes of the children

regarding some foods. Draw the mouth that represents the description (AB p. 32).

Look closely at the pictures and write the things that the character likes and doesn't

like (AB p. 32).

Read the questions and write the answers (AB p. 33).

Complete a survey about foods (AB p. 33).

Do a crossword with the help of the pictures (AB p. 34).

Read the dialogue and indicate what food the characters like or don't like.

Look closely at the picture of other foods and figure out the dialogue (AB p. 34).

Complete the phrases with the foods in the box (AB p. 35).

Complete the speech bubbles with the children's tastes. Make a personalised

drawing and write about your own tastes (AB p. 35).

Read the texts related with space life (CB p. 36).

Classify the activities related with space, earth or both. Write their names in the right

place (AB p. 36).

Complete the speech bubbles with two short descriptions (AB p. 36).



Basic

Vocabulary: sandwiches, bananas, ice cream, tomatoes, eggs, cheese, chocolate,

crisps, chicken, sausages, chips, salad, rice, bread.

Try it!, Yuck/Yum,

In space, on earth, eat food on a plate, in bags and boxes, sleep in a bed,

sleeping bag.

Receptive: science, float, do, difficult, important, sleeping mask, fruit, nuts, sweets,

astronaut, gravity.

Revision: Have you got…?, Hello/Hi, I’m…, What’s this?, Is it a …?, I don’t know.

It’s a… Can, like, run, ride a bike, read a book, food, activity.

Communicative Structures

Basic language : What’s your favourite food for lunch?, I like/I don’t like..

Do you like…? + short answers . How about you?, Do you like it too?

It’s nice/It isn’t nice. What does (tea) mean?


PROCEDURES



Act out and dramatise the story and song in the unit (CB, p. 33 and 34 and 35

respectively).



CONCEPTS

Relating English language with its own identity through food and eating habits;

contributing in this manner to the knowledge of customs, forms of social relations and

specific features of the countries that speak the target language.



See in the Introduction the general aspects of the contribution to learning a foreign

language to the KEY COMPETENCES and particularly, as they are reflected in this unit. :


Children will add on the picture and vocabulary stickers to the Picture dictionary,

(AB p. 60), which can be used as a reminder or spelling check

Children will learn to outline what they learned in the unit in small index cards



specific features and social facts linked to speakers of the said language, and can be


Health education

The importance of putting care into what we eat in order to have a rich and varied diet

Civic education

The importance of good table manners when you eat

v. artistic and cultural competence Complete the Portfolio (Factfile) in the AB, p. 66

Learn facts about space and the life of the astronauts (CB p. 36).


Environmental and natural sciences (Sciences)

Getting to know about life in space (CB p 36)




Write (write the names of the foods ).

Write the differences (look closely at the pictures and find the differences )


Look (decode the coded phrases with the help of a code )

Write about yourself and draw.Match (write about your tastes. Make drawings and

match them with the right phrases ).


To practise : Do you like… ?(make a cutout and play )

DG p. 100 Talking about the pictures

p. 105 Writing practice of questions and short answers

p. 107 Favourite family lunches

Additional extension activitiesDG p. 97Make a healthy food poster

p. 100 Invent a new verse for the chant

p. 103 I like chocolate and ice cream

p. 107 Make a healthy salad

p. 109 Invent extra verses for the song

p. 111 Project on life space

p. 115 Text display

6.- ASSESSMENT


End of Term Examination , Assessment booklet, pages 22, 23 and 24

Global Test , Assessment booklet, pages 28, 29 and 30

Let’s check!, Unit 4, AB p.37




Self-AssessmentAB, p. 37 (Stop and think about your work. Colour the pictures)

Assessment criteria Identifies, says and numbers the name of five different foods (Test Unit 4

Assessment booklet, p. 16).

Reads the key and revision vocabulary and expressions in the unit, completes the

faces indicating whether they like the foods (Test Unit 4 Assessment booklet, p. 16).

Writes phrases and short texts, using forms and structures worked on in the unit.

Describes foods preferences (Test Unit 3, Assessment booklet, p. 16).



and 76)

Self-evaluates own progress and thinks about the work accomplished. (Portfolio


UNIT 5: THE ROBBER’S CLOTHES



Identify and name eight clothing items and six summer clothes



Revise the structure : Have you got (red trousers) on?, Yes, I have/haven’t.

Listen to and understand the story in the unit : The robber’s clothes, practising its key

structures : He’s/She’s wearing… Is he/she wearing…?

Read and act out the story . Practise pronunciation and intonation of the phrases

Do written activities, practising comprehension and expression, consolidating in this

way, the unit vocabulary and structures

Engage in short communicative exchanges to revise the structure He’s/She’s

wearing…


unit.

Work on the pronunciation of the /ʃ/ and /s/ (shoes-socks) sounds, learning to relate

pronunciation in English with spelling .

Learn about the clothes you see in art, transferring the classroom language to a real

life context (Clothes).


Revise and reflect about the work accomplished. Self-evaluate your own progress.

2.- CONTENTS

BLOCK 1- Listening, talking and conversingPROCEDURES

Listen to the CD and present the key vocabulary in the unit. Listen to the text and

look closely at the illustration and point out the clothing items you see in it as they

are named. Repeat the names. (CB p. 38).

Listen to the recording and repeat the dialogue. Play a memory game, following the

model, to consolidate the structure(CB p. 38).

Listen to, sing and dramatise the chant (CB p. 39).

Listen to the key words that will later appear in the story (The robber’s clothes) and

point at them in the illustration.. Figure out the content of the story. Listen to the story

and explain it with the help of the story cards, (CB p. 39).

Listen to the CD and order the frames of the story (AB p. 39).

Listen to the story in the unit and work on the key structures . Dramatise the images


Listen to the CD and indicate in the picture of the CB the new words.: summer

clothes, as they are heard. (CB p. 42).

Listen to the recording and repeat the dialogue. Play a guessing game, following the

model, to consolidate the structure(CB p 42).

Listen to, sing and dramatise the words of a song (CB p. 43)

Listen to and repeat the words, pointing out in the CB as they are mentioned.

Repeat the words of the policewoman to practise pronunciation (CB p. 43)


Listen to the recording to check if the phrases completed with the words from the box,

are correct. (AB p. 43).

Listen to and read the texts about three art works and match them to the right

painting. Answer a comprehension question and other opinion questions (CB p. 44).

Listen to a short dialogue in which they pretend they are in a fashion show and act it

out (CB p. 45).


(CB p. 45).

Cutout and make the story book ,( AB p. 77 y 78

DG p. 133).


Relate the words with their adequate clothing (AB p. 38).

Complete the labels with the name of the clothes (AB p.38)

Count the clothing items there are in the boxes and complete the phrases with their

description. Colour the objects (AB p. 39).

Read the story in the unit individually and work on key structures. Read out loud and

dramatise the images (CB, pages 40 y 41)

Look closely at the picture and read the phrases. Indicate if they are True/false (AB p.

40).

Look closely at the drawing and colour it according to the code. Write phrases about

the clothing items (AB p. 40).

Look closely at the picture of the robbers and listen to the text. Listen to the

identification line-up and number the characters (AB p. 41).

Look closely at the picture and answer in writing to the questions (AB p.41).

Colour the pictures and write the names below, using the vocabulary box. Play bingo

(AB p. 42).

Read the phrases and colour a picture. Colour another picture and write descriptive

phrases about it. (AB p. 42).

Colour the clothes and write their colour in the right place. Listen to a recording and

check the answers (AB p. 43).

Read a text and colour the picture . Make a drawing of yourself and describe the

clothes you are wearing (AB p. 43).

Read the texts and relate them with the right painting (CB p. 44).

Colour the paintings with the help of the codes. Relate the paintings with their

description and complete it (AB p. 44).

Do the exercises of the AB p. 45 (Let’s check!).


Basic

Vocabulary: shoes, socks, a shirt, a skirt, trousers, a jumper, a dress, a T-shirt.

Sunglasses, cap, shorts, trainers, sandals, swimsuit,

Marching, All day long, sing our marching song, off to town we go.

This painting is by…, man, woman, boy, girl.

Can you repeat that, please?

Receptive: artist, has got, It’s called…, His name is…

Revision: Do you like tea?, What does “tea” mean?, Let’s…, Look!, I’ve got…

What’s this?, It’s a…, Can + activity. The colours. The family..


basic language : a/an + adjective + colour + noun , He’s/She’s wearing + adjective +

item of clothing, Is he/she wearing…?

Phonetics(rhythm,stress and intonation)

PROCEDURES


Listen to and sing a chant (CB p 39).

Act out and dramatize the story and the song in the unit (CB, p. 40 and 41 and 43

respectively ).



Relating the English language with its reality through clothes and fashion, thus

contributing to the knowledge of customs, forms of social relations and specific features

of the countries where the target language is spoken.




language to KEY COMPETENCES, and particularly how they reflect in this unit:





(Portfolio, AB p. 67 )




Leisure education

The importance of visiting museums and appreciating art as an interesting leisure activity

Consumer education

The importance of not being enslaved to fashion and its aesthetic impositions.


Make a drawing of themselves (AB page 43).

Learn the characteristics of different artistic styles and facts about famous painters

(CB p. 44).


Art knowledge

Learn to look closely at the different types of clothing in famous paintings. (CB p 44)




Find and write (find the coordinates in a chart with clothes items) .

Colour. Draw, colour and writer (colour a picture reading the instructions )


Write the differences (write phrases describing the difference between two clowns)

Look at the pictures and write. Draw (Read the phrases and relate them with a letter.

Write two more phrases and make the corresponding drawings ).


To Practise: Is she/he wearing …?(make a cutout and play )


p. 127 Seaside frieze

p. 129 Tongue twister

Additional extension activitiesDG p.117 Make a clothes shop window

p.117 Act out a scene at the lost property office.

p.123 Family portraits

p.125 Draw a character for an identity parade and play.

p.127 The doll’s new clothes

p.129 Invent extra verse for the song

p.131 Project on artists

p.135 Text display

6.- ASSESSMENT



Global Test global, Assessment booklet, pages 28, 29 and 30


Formative Assessment

Creation of a Portfolio to evaluate continuous progress of the student (Assessment




Assessment criteria Identifies and says the name of five clothing items (Test Unit 5 Assessment booklet,

p. 17).

Reads the vocabulary and the key and revision expressions of the unit. Colours the

pictures correctly (Test Unit 5 Assessment booklet, p. 17) .


Describes the clothing of the characters ( Unit 5, Assessment booklet, p. 17).



and 78)

Self-evaluates own progress and reflects about work accomplished. (Portfolio


UNIT 6: HAUNTED HOUSE



Identify and name eight pieces of furniture and three electric appliances

Listen to and recite the chant to contextualize the main vocabulary in the unit and


Present and practise prepositions in, on and under.

Revise the structure: What’s number X?, Is it a…?

Listen to and understand the story in the unit: Haunted house, practising the key

structures in it: There’s a…, There isn’t a…

Read and act out the story. Practise pronunciation and intonation of the phrases .


way, the vocabulary and structures of the unit.

Engage in simple communicative exchanges to revise the structure Where’s the…?,


unit.

Work on the pronunciation of the th and d (Heather-bedroom) sounds, learning to

relate pronunciation in English with spelling .

Learn about the types of houses there are in the world, transferring the classroom

language to a real life context (Homes around the world)


Revise and think about the work accomplished. Self-evaluate your own progress.

2.- CONTENTS



look closely at the picture and point out in it the furniture items as they are named.

Repeat the names (CB p. 46).

Listen to the recording and repeat the dialogue. Play the guessing game following the



Listen to the key words that will later appear in a story (Haunted house) and point at

them in the picture. Figure out the content of the story. Listen to the story and explain

it with the help of the story cards, (CB p. 47).


Listen to the story in the unit and work on the key structures Dramatise the images


Listen to the CD and indicate the new words in the picture of the CB; electric

household appliances that will be heard . Repeat. (CB p. 50).

Listen to a recording and repeat the dialogue. Play a memory game, following the

model, to consolidate the structure(CB p 50).


Listen to and repeat the words, pointing in the CB as you hear them. Repeat the

words of the ghost to practise pronunciation (CB p.51)

Act out the story in the unit and sing the song once again (CB p.51).

Listen to the recording to check if the phrases completed with the words from the box

are correct (AB p. 51).

Listen to and read the texts about different types of houses in the world and match

them with the right photo. Answer a comprehension question and other opinion

questions (CB p. 52).

Listen to a short dialogue in which they play at listening to different noises and acting

them out (CB p. 53).


(CB p. 53).


DG p. 153).


Match the furniture in the house layout to the right name on the list (AB p. 46) .

Complete the labels with the name of the furniture items (AB p. 46)

Look closely at the picture of a house and find in it the indicated furniture, answering

the questions correctly (AB p. 47).

Read the story in the unit individually and work on the key structures. Read out loud

and dramatise the images (CB, pages 48 and 49)

Read the phrases and draw a ghost in the right part of the house (AB p. 48).

Read the description of the house and draw the furniture in the indicated places (AB

p. 48).

Look closely at the pictures and read two phrases. Figure out which of the two is

correct and indicate it (AB p. 49)

Look at the pictures and complete the phrases using the structure worked on in the

unit :There’s/There isn’t (AB p. 49).

Order the letters of the words of the vocabulary in the unit and match them with the

corresponding picture (AB p. 50).

Look at the picture and answer the questions. Read the phrases and complete the

picture (AB p. 50).

Complete the phrases with the words in the box (AB p. 51).

Read the phrases and colour the ghosts. Colour them and write the phrases related

to the drawing (AB p. 51).

Read the texts and match them with the right photo (CB p. 52).

Look closely at the pictures of the houses and complete the texts (AB p. 52).

Each one will draw their own house and complete a descriptive text (AB p. 52).


BLOCK 3- Reflection and knowledge of language through use

CONCEPTS

Basic

Vocabulary: bed, chair, bath, cupboard, TV, sofa, fridge, table

Whoo!, Oh no!, Look!, No, there isn’t/Yes, there is!

Radio computer, CD player, here, scary, I’m coming after you!

Receptive: Houses of the world , geography, ger, tent, stools, futon, log cabin

Revision: What’s number X ?, Is it a…?, There’s a…, numbers/nouns, Granny’s

attic, What’s this?, It’s a /an…, Is it…? Yes/No, Your turn!, ghost, spider,

This is …, It’s called… The family .


Basic language : Where’s the + (piece of furniture)?, In the + (room), There isn’t a +

furniture. In/on/under. Where’s the…?, It’s over there.


PROCEDURES



Act out and dramatise the story and the song in the unit (CB, pages.48 and 49

and 51 respectively ).



Relate the English language with its own reality through the different types of houses and

furniture ; contributing in this manner to the knowledge of customs, forms of social

relationships, specific features of the countries that speak the target language.














The importance of caring for and valuing our home, internalising the fact that we are part

of it and that it is important for the development of our life


Each one draws his own home (AB p. 52)

Learn about the different types of houses in the world (CB p. 52).


Social and Environmental studies (Conocimiento del medio social) (Geography)

Getting to know the different types of houses of the world. (CB p 52)




Draw and write (Complete the symmetric drawings and write their name )

Write and match (figure out the anagrams and write the words relating them with their

corresponding picture ).


Circle true or false (read the phrases and decide whether they are true or not ).

Colour and write (colour the picture with a code and write the phrases ).


To practise: There is/There isn't a.. (Make a cutout and play )


p. 147 Hide and seek in the classroom

p. 149 Invent actions for the song

Additional extension activitiesDG p. 137 Designer classrooms

p. 140 Invent a new chant using other rooms they know

p. 143 Tell me where?

p. 145 Writing practice of positive and negative sentences

p. 147 My classroom

p. 149 (Think of parts of the house where the ghosts can hide )

p. 151 Project on homes around the world

p. 155 Text display

6.- ASSESSMENT


End of Term Examination , Assessment booklet, pages 24, 25 y 26







Assessment criteria Identifies and says the name of five furniture items (Test Unit 6 Assessment

booklet, p.18).

Reads the vocabulary and the key expressions in the unit. Draws the furniture of

the house according to the description (Test Unit 6 Assessment booklet, p. 18) .


Describes the furniture of a house and the objects in it (Test Unit 6, Assessment

booklet, p. 18).


Participates in oral interactions through cutout activities (Story Book, AB pages 79

and 80)

Self-evaluates own progress and thinks about the work accomplished. . (Portfolio

materials , Assessment booklet, pages 31/32 and 39)

FESTIVALS - HAPPY HALLOWEEN



Learn about the Halloween celebration

Use the language of the CB in a real life context .

Identify and practise the vocabulary related with the subject .

Represent a sketch for the party .

Listen to and sing a song or a chant

Make a cutout .

2.- CONTENTS

BLOCK 1- Listening, talking, and conversing PROCEDURES

Look at the photo of a Halloween party and figure out what goes on. Talk and work

on the subject, asking and answering questions (CB p. 54).

Listen to the recording and repeat the words they say. Ask questions and answer

them to identify the vocabulary (CB p. 54).

Listen to the dialogue related with the illustration in the CB, repeat out loud and act it

out (CB p. 54).

Listen to and sing a song about a witch (CB p. 55).

Make a Halloween mobile (Photocopy Master 28, GD p. 159)


Read the dialogue about the girl in the Halloween party. Ask and answer

comprehension questions about it l (CB p. 55).


Vocabulary

Basic language : Halloween, a goblin, a witch, a ghost, a pumpkin lantern, a bat a spider.

Revision language: What’s this?, It’s a… Is it a…?, Yes/No, What colour is it?, It’s +

colour.

Receptive language : 31st October, we wear fancy dress, we visit houses and say Trick

or treat?


Get to know aspects of Anglo-Saxon culture, for example how the party of Halloween was

celebrated originally by the children in the U.S. and later in Great Britain. Compare with

celebration in your country.




language to KEY COMPETENCES


Additional activities(extension)DG page 157 (Research Halloween and make a classroom display).

page 159 (A Halloween performance)

Additional activities (Reinforcement)DG page 157 (Make pumpkin lanterns)

CHRISTMAS EVE



Learn about Christmas Eve celebration .

Use the language from the CB in a real context.

Identify and practise the vocabulary related with the subject .



Make a cutout .

2.- CONTENTS


Look closely at the photo of Christmas day and figure out what goes on in the photo.

Talk and work on the topic, asking and answering questions (CB p. 56).

Listen to the recording and repeat the words you hear. Ask and answer questions to

identify the vocabulary (CB p. 56).

Listen to the dialogue related with the CB illustration, repeating out loud and acting it

out (CB p. 56).

Listen to the dialogue of a girl talking about the Christmas party. Ask and answer

comprehension questions about it (CB p. 57).

Listen to and sing a traditional English Christmas carol (CB p. 57).

Make Christmas cards to take home (Photocopy Master 29, GD p. 163)


Read the dialogue of the girl in the Christmas party. Ask and answer



Vocabulary

Basic language : Christmas Eve, a Christmas tree, a present, a decoration, a stocking,

Santa Claus, a star.

Revision language: What’s this?, It’s a… Is it a…?, Yes/No, Have you got a…?, Yes I

have/No I haven’t, I’ve got…, How many?

Receptive language: 24th/25th December, We put/he puts

BLOCK 4- Socio-cultural features and intercultural awarenessGet to know aspects of the Anglo-Saxon culture, for example, how Christmas is

celebrated in Great Britain, decorations under the tree, the stockings for the presents.

Santa Claus or Father Christmas bringing the gifts, etc. Compare it with the celebration in

your own country .






Additional activities(Extension)DG page 161 (Research a British Christmas and make a display).

page 163 (Alternative way of teaching/revising the song)

Additional activities (Reinforcement)DG page 161 (Make paper chains to decorate the classroom)

page 163 (A Christmas performance)

EASTER



Learn about the Easter celebration .

Use the language of the CB in a real context.

Identify and practise topic related vocabulary

Act out a sketch for the party .


Make a cutout .

2.- CONTENTS


Observe a photograph of Holy Week and figure out what goes on. Talk and work on

the subject, asking and answering questions (CB p. 58).

Listen to the recording and repeat the words mentioned. Ask and answer questions to


Listen to the dialogue related with the illustration in the CB, repeat out loud and act

it out (CB p. 59).

Listen to and sing a song about chicks and Easter eggs

(CB p. 59).

Decorate some Easter eggs (Photocopy Master 30, GD p. 167)


Read and listen to the dialogue of a child talking about Easter. Ask and answer the

comprehension questions about him. (CB p. 59).


Vocabulary

Basic language: Easter, and Easter egg, paints, an Easter basket, hot cross buns, the

Easter bunny, a chick.

Revision language: Can/Can’t, like/don’t’ like, What’s this?, It’s a… Is it a…?, Yes/no,

What colour is it?, It’s + colours, Here you are, Thank you.

Receptive language : March, April, Wait a minute

BLOCK 4- Socio-cultural features and intercultural awarenessGet to know aspects of Anglo-Saxon culture, for example, how Easter is celebrated in

Great Britain, children look for the hidden Easter eggs, eat traditional hot cross buns ,

paint real hard-boiled eggs, etc. Compare it with the celebration in your own country.






Additional activities(Extension)DG page 165 (Obtain information about Holy Week Semana Santa)

Additional activities (Reinforcement)DG page 165 (make Semana Santa cardboard baskets )

page 167 (An Easter performance)

HOBBIES1.- TEACHING OBJECTIVES


Learn about hobbies in Great Britain .


Identify and practise vocabulary related with both topics

Listen to and sing a chant

Make a cutout.

2.- CONTENTS


Look closely at a photo about the hobbies of a British girl. Describe and talk about

these activities: finding, identifying and learning new vocabulary. Listen to the CD

and repeat out loud (CB p. 60).

Listen to the dialogue about a girl's hobbies. Answer the comprehension and

opinion questions (CB p. 60).

Look closely at four photos related with different leisure activities. Repeat the names.

Listen again and identify the number of the activity they refer to in each case. (CB p.

61).

Listen to and sing a song (CB p. 61)

Made a scarf of the English national football team (CB p. 61).


Read a dialogue about the girl's fashion. Answer the comprehension and opinion

questions(CB p. 62).


vocabulary

Basic language :

Hobbies, a CD, a computer game, a poster, a magazine.

Revision language:

What’s this?, It’s a… Is it a…?, Yes/no, I can/can’t, She/He can/can’t activities,

Receptive language:

Ballet, collecting postcards, skateboarding, watching football matches,

too, especially, lots of, shouting, appreciate.

BLOCK 4- Socio-cultural features and intercultural awarenessMake students aware of the cultural and social differences with English speaking

countries regarding lifestyle, hobbies, recreational activities, education, sport, fashion,

etc.






Additional activities(Extension)DG page 169 (Make a hobbies survey of the class)

FASHION1.- TEACHING OBJECTIVES


Learn about fashion in Great Britain .

Use the language in the CB in a real context.

Identify and practise vocabulary related with both topics

Listen to, and sing a song

Make a cutout .

2.- CONTENTS


Look closely at a photo of children fashion in Great Britain. Describe and talk about

this subject: finding, identifying and learning the new vocabulary. Listen to the CD and

repeat out loud (CB p. 62).

Listen to the dialogue about a girl's taste in fashion. Answer the comprehension and

opinion questions (CB p. 62).

Look closely at four photos related with different attire. Repeat the names. Listen

again and identify the number of the attire they refer to each time. (CB p. 62).


Make a paper hat (CB p. 63).


Read a dialogue on the fashion of one girl. Answer the comprehension and opinion

questions (CB p. 62).


vocabulary

Basic language:

Striped, spotted, checked, plain, a sari, pyjamas and slippers, a school uniform, fancy

dress.

Revision language:

What’s this?, It’s a… Is it a…?, Yes/no, I can/can’t, She/He can/can’t activities,

I like…, have you got…? She/He’s wearing…+ clothes + colours. I like…, Can you…? At

school/home.

Receptive language:

A pirate, three-cornered, hat dark/light, ready for bed, living room, rectangle/triangle

BLOCK 4- Socio-cultural features and intercultural awarenessMake students aware of the cultural and social differences with English speaking

countries regarding lifestyle, hobbies, recreational activities, education, sport, fashion,

etc.




language to KEY COMPETENCES.


Additional activities (Reinforcement)DG page 173 (Make a class Fashion poster)

PROGRAMME OF UNITS: 4th YEAR - COMPULSORY PRIMARY EDUCATION

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

subject.

This is an adaptable timetable which may be adjusted to the group-class profile as it may

be used simultaneously with students who struggle to learn languages as well as with

those who have slightly superior knowledge. It may also be adapted to the teacher’s and

students’ own tastes and initiatives and the evolution of the course.

This is a guiding and extendable programme, with numerous optional possibilities

suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may

introduce these activities at the appropriate moment, according to students’ needs and

attitudes, bearing in mind learning speed – individual and collective – and teaching hours

available.

STARTER UNIT: TEATIME AT GRANNY’S



Revise and practise people introductions and questions and answers on personal

information

Revise and practise numbers from 1 to 12.

Learn numbers 20 to 100.

Revise and practise foods and questions and answers about these

Present and practise how to say the time on the dot (o’clock).

Listen to and sing the Surprise!. song

Recite a chant to practise pronunciation of the alphabet .

Revise the vocabulary in Surprise! 3.

Present and practise the structure There’s a… and the prepositions.

Do reading and writing activities to learn vocabulary and structures in the unit.

Engage in simple communicative exchanges practising the classroom language and

structures such as How do you spell…?

2.- CONTENTS


Listen to Josh and Emma talking about the food they like. Ask and answer

comprehension questions. Hold simple communicative exchanges, imitating the

questions in the model (CB pages 2 and 3).

Listen to the CD and point out in the CB the numbers as they are named. Repeat

aloud the numbers in the box (CB pages 2 and 3)

Listen to the CD where they say the time and find in the garden the clock with the

time mentioned (CB pages 2 and 3).

Listen to, learn and sing a song (surprise!) (CB pages 2 and 3).

Listen to six different times and indicate them in the clocks by drawing the hands.

Write the time of each clock. (AB p. 3).

Listen to and recite a chant, pointing at the letter as you sing (CB p. 4).

Look at a picture and listen to the CD. Find the objects and furniture as they are

named and say the corresponding letter (CB pages 4 and 5).

Spell out the name of the objects that appear in the picture (AB p. 4).

Find in the picture the objects in the list practising the Where’s the…? Structure and

prepositions. Repeat out loud (CB pages 4 and 5).

Listen to, repeat and play at practising a dialogue in which an object is identified and

its name is spelled out (CB pages 4 and 5).

Listen to and draw a circle round the pictures that are named (AB p. 4).


Find the names of the foods in the picture in a letter soup. Write the words next to the

right drawings. (AB p. 2).

Complete the questions in the speech bubbles. Make a drawing of yourselves and

complete the answers in the bubbles (AB p. 2).

Fill in the crosswords writing the proposed numbers with letters (AB p. 3).

Write the name of the objects and spell out their names (AB p. 4).

Write vocabulary and classify it in proposed categories. Write phrases with them

following the model (AB p. 4)

Listen to and t circle the pictures that are named. Write the words under each

picture. (AB p. 4).

Read the phrases and write your own phrases using them as a guide. Draw the

objects and write some phrases saying where they are (AB p. 5).

Complete the pages of the Picture dictionary with the picture stickers (AB pages 54

to 56)


vocabulary

Basic/review: ice cream, cheese, tomatoes, sandwiches, salad, chocolate, sausages,

chicken, bananas, crisps. The numbers, the alphabet

Lion, snake, monkey, pencil case, ruler, sharpener, trumpet, guitar, violin,

recorder, hat, jumper, trousers, shirt. In, on, under + furniture.


Basic language: What’s your name?, How old are you?, What’s he/she wearing?,

He’s/She’s wearing…, I’m wearing…

What’s your favourite food?, Do you like…?, Yes, I do/No, I don’t, What’s the time?, It’s…

o’clock.

Revision language: What’s this?, It’s a…, Have you got a…?, I’ve got a… There’s a…,

How do you spell…?


CONCEPTS

Relate English with its own reality through greetings and farewells ,

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




Children will make the Picture dictionary AB to use as reminder and spelling reference :

AB pages 54 to 56.




E ducation for peace

Developing a positive attitude in personal relationships, valuing friendship and

cooperation in our personal development. The importance of greetings and farewells as

expressions of courtesy.

Health education

The importance of caring about what we eat, keeping a varied and balanced diet.

v. artistic and cultural competence

Creating a Portfolio (Assessment booklet y AB).


Additional activities (Reinforcement)Photocopy Master 1:

Write questions. Ask a fried to answer (Ask and answer questions )

Follow and write the time (Express the time in the clocks ).

Photocopy Master 2:

Write: Write numbers 10 to 100 in their right place )

Look. Circle and write (find vocabulary in a letter soup)

Photocopy Master 3:

Find and write: (find and indicate the position of the objects )

Write: (solve the anagrams and write the words in order )

UNIT 1: A REAL COWBOY



Identify and name eight sports and six leisure activities



Listen to and understand the story in the unit: A real cowboy, practising the key

structures in it : He/She likes…

Read and act out the story. Practise pronunciation and intonation of the phrases

Understand and practise the second structure in the unit: He/She doesn’t like…

Do written activities, practising comprehension and expression and thus

consolidating the vocabulary and the structures in the unit.

Engage in short communicative exchanges to practise oral expression and

comprehension as well as the vocabulary and structures in the unit.

Listen to, read and sing a song.

Work on the pronunciation of the n and -ng (sun- swimming).sounds, learning to

relate pronunciation with spelling in English .

Learn about different zones of the U.S. And the four compass points, transferring

the classroom language to a real life context. (Compass points)

Learn classroom language by means of a sketch and the Classroom English poster.

Revise and think about the work accomplished. Self-evaluate own progress.

2.- CONTENTS



closely at the picture . Identify the picture of each sport and point them out as they

are named. Repeat aloud. (CB p. 6).

Listen to an oral text . Ask and answer questions about the activities represented

(CB p. 6).

Listen to a recording and repeat the dialogue. Play a memory game following the


Listen to, sing and act out a chant (CB p. 7).

Listen to the key words that will later appear in the story (A real cowboy) and point

them out in the picture. Figure out the content of the story. Listen to the story and


Listen to the CD and order the picture frames of the story (AB p. 7).

Listen to the story in the unit and work on the key structures. Practise the

pronunciation and act out the images aloud (CB pages 8 and 9).

Listen to the CD and point out the new words in the picture of the CB; leisure

activities as they are heard. Repeat (CB p. 10).

Listen to the recording and repeat the dialogue. Play a game of guessing the

character, following the model, to consolidate the structure (CB p 10).



Tom's words to practise pronunciation (CB p. 11)


Listen to and read the texts about different lifestyles in different parts of the U.S. and

relate them with the right photo. Answer a comprehension and an opinion question

(CB p. 12).

Listen to a short story that talks of different activities, repeat it and act it out in class

(CB p. 13).

Listen to and recite a chant about classroom English . Practise the dialogue in

groups (CB p. 13).

Cut out and make the story book (Story book, AB p. 69 y 70

GD p. 53)


Match the pictures of sport activities with their written expression. Write the name of

theses activities in the right place (AB p. 6)

Classify and write the favourite activities of each character (AB p. 6)

Look closely at the drawings and complete the phrases. Make drawings and write

phrases about them, as in the previous model (AB p. 7).

Read the story in the unit individually and work on the key structures. Read aloud

and act out the images (CB pages 8 and 9).

Match the pictures with their corresponding activity and write descriptive phrases.

Listen to the CD and check the answers (AB p. 8).

Look closely at the picture and write phrases replacing the name of the characters

with He/She (AB p. 8).

Look at the pictures and complete the phrases, choosing between the two options,

the one that fits the story in the unit (AB p. 9)

Look closely at the pictures and write the phrases, interpreting the symbol that

appears in each case. Replace the names with He/She (AB p. 9).

Find six leisure activities in a letter soup and write down their names under the

corresponding picture (AB p. 10).

Complete a chart with your own tastes and those of a friend and write phrases about

it, following the example (AB p. 10).

Relate the two parts of the verses of the song (AB p. 11).

Write two more stanzas for the song, guided by the pictures (AB p. 11).


Complete the labels with the words in the box (AB p. 12).

Look at the map of Spain and find different cities and your own. Complete the text

about yourself. (AB p. 12).

Do the exercises in the AB p. 13 (Let’s check!).


Basic

Vocabulary: playing hockey, canoeing, horse riding, rollerblading, skateboarding playing

volleyball, playing basketball, swimming.

Come on, Tom!, I’m not a real cowboy, You’re a real cowboy/cowgirl.

Watching TV, reading comics, talking to friends, writing emails, listening to

music, playing computer games.

Stamp your feet on the ground, Swing your partner round and round.

Compass, north, south, east, west, the USA, Canada, Alaska, Please

speak English.

Receptive: idea, brilliant, fantastic. Names of the cities of U.S.A..; Native American,

language, Inuit, African American, ranch, throwing lassos, riding a

snowmobile, baseball, between, the rest of.

Revision: Having fun, everyone, in the sun.


Basic language : He/She likes…, He/She doesn’t like…, It’s in the…, X is from…

Receptive language: What’s this?, It’s a…, How do you spell…?, Do you like…?, Yes I

do, I like…/I don’t like.

Phonetics(rhythm, stress and intonation )

PROCEDURES

Practise pronunciation of key vocabulary (CB p.6)


Act out and dramatise the story and the song in the unit (CB, pages 8 and 9 and 11

respectively ).



Relate the English language with its own reality through leisure and free-time activities;

thus contributing to the knowledge of customs, forms of social relations and specific














Leisure Education

The importance of practising leisure and free time activities for our physical and mental

health. .


Draw a picture of your friends' hobbies (AB p. 63)

Learn interesting facts about North America: its geography and customs (CB p. 12).


Natural and social sciences (Conocimiento del medio natural) (Geography)

Learning about different lifestyles in the U.S. (CB p 12)



Photocopy Master 4:

Write (write the name of the activities in a park, in their right place )

Write the words in groups (classify the different sports ).

Photocopy Master 5:

Read and number (read the phrases and relate them to the picture ).

Write (write phrases describing the tastes of the characters ).

Photocopy Master 6:

Draw mouths and write.Cut. Play with a friend (make a cutout and play with it ).

DG p. 40The chant: two groups

p. 47Famous person poster

p. 49The cowboy action song

Additional activities of extension GD p. 37Sports charades

p. 40 A class survey: Do you like…?

p. 43 Extended dialogues

p. 45 Picture sentences

p. 47 Our favourite activities

p. 49 Stand up!, Sit down!

p. 51 Project on children and places around the world

p. 55 Text display

6.- ASSESSMENT


End of Term Examination, Assessment booklet, pages 20 and 21







Assessment criteria Identifies and says the name of six sports (Test Unit 1 Assessment booklet, p. 13)

Reads the vocabulary and the key and revision expressions in the unit and matches

the phrases with the right illustration (Test Unit 1 Assessment booklet, p. 13) .

Write phrases and short texts, using forms and structures worked on in the unit.

Indicates what activities are liked and which are not (Test Unit 1, Assessment

booklet, p. 13).

Engages in short communicative exchanges in groups (CB p. 13).


and 70)

Self-evaluates own progress and reflects about the work accomplished (Portfolio


UNIT 2: BATHTIME FOR FIFI



Identify and name eight parts of the body and six pets



Listen to and understand the story: Bath time for Fifi, practising the key structures in

the unit: She’s/He’s got…

Read and act out the story in the unit. Practise pronunciation and intonation of the

phrases .

Do written activities , practising comprehension and expression and consolidating in

that way the vocabulary and structures in the unit.

Practise the second structure in the unit: Has he/she got…?, Yes, he/she has. No,

he/she hasn’t.

Engage in simple communicative exchanges to practise oral expression and

comprehension , as well as the vocabulary and structures in the unit.


Work on the pronunciation of the /s/ and /z:/ (Miss Simpson-dogs) sounds, learning

to relate pronunciation with English spelling..

Learn about animal senses, transferring the classroom language to a real life context

Learn the classroom language by means of a sketch and the Classroom English

poster.

Revise and reflect about the work accomplished. Self-evaluate own progress.

2.- CONTENTS



at the illustration. Identify the picture of each part of the body and point at them as

they are named. Repeat out loud and touch the parts of the body as they are

mentioned.(CB p. 14).

Listen to the recording and play the drawing game until you complete a person, with

the dice code (CB p. 14).

Listen to, sing and act out a chant (CB p. 15).

Listen to the key words that will later appear in the story (Bath time Fifi) and point

them out in the illustration. Figure out the content of the story. Listen to the story and


Listen to the CD and order the frames in the story; (AB p.15)

Listen to the story in the unit and work on the key structures. Practise the

pronunciation and dramatise the images out loud (CB pages 16 y 17).

Listen to the CD and indicate the new words in the illustration of the CB: pets, as

they are heard. Repeat. (CB p. 18).

Listen to the recording and repeat the dialogue. Play at guessing the characters with

the picture frames of the previous exercise, in order to consolidate the structure(CB

p 18)



Repeat Fifi's words to practise pronunciation (CB p. 19)


Listen to and read the texts about animal senses and match them to the right

photograph. Answer a comprehension question and another one on personal opinion

(CB p. 20).

Listen to the short story in which characters hear and see something mysterious.

Repeat and act it out in class (CB p. 21).

Listen to and recite a chant about classroom English . Practise the dialogue in

groups (CB p. 21).


DG p. 73).


Match the foods in a list with their right image. Write the words in their right place.

(AB p. 14)

Write inside the box the name of the parts of the body you see in the girl's picture.

(AB p. 14).

Look at the illustration and complete the bubbles (AB p. 15).

Read the story in the unit individually and work on the key structures and the short

answers. Read aloud and act out the images (CB pages 16 and 17).

Match the phrases in the box with their corresponding picture. Listen to the CD and

check your answers (AB p. 16).

Look at the drawing of a dog and indicate the suitable adjectives in some phrases.

Draw a dog (Flo) and write descriptive phrases (AB p. 16).

Read and give a written answer to the questions (AB p. 17)

Complete the incomplete questions in a chart and answer (AB p. 17).

Fill in a crossword with the anagrams of the animal names

(AB p. 18).

Look at two pictures and complete the questions about the characters. Answer the

questions (AB p. 18).

Complete the phrases with the help of the pictures and the vocabulary in the box.

(AB p. 19).

Write two more stanzas for the song in the unit (AB p. 19).


Relate animals with the part of the body where their senses are more developed (AB

p. 20).

Complete the description of the animals. Make a drawing of an animal and its suitable

description (AB p. 20)

Do exercises in the AB p. 21 (Let’s check!).


Basic

Vocabulary: face, eyes, ears, hands, fingers, feet, toes, body

Clean, dirty, blond. Hamster, canary, goldfish, tortoise, rabbit, pony,

eagle, wolf, leopard, pig, dolphin.

taste, smell, touch, hear, hearing, see, sight

His/her sense of… is important, I haven’t got a pen, Borrow mine.

Revision: teeth, nose, mouth, hair, arms, legs, curly, enemies

Receptive: bath time, rap, jump in the air, bird house, Wolf Park, Wild Cat House, Pet

Farm, Dolphin Pool, active, a guide dog, a blind person.


Basic language : He’s/She’s got…, Has he/she got…?, Yes, he/she has.

No, he/she hasn’t.

Receptive language : I’ve got.., He/She likes…, He/She doesn’t like…, This is…,

He’s/She’s…, He’s/She’s in…, He’s/She can see…


PROCEDURES

Practise pronunciation of the key vocabulary (CB p. 14)

Listen to and sing a chant (CB pages 15).

Act out and represent the story and the song in the unit (CB, pages 16 and 17 and

19).

Classify the vocabulary phonetically and repeat (CB p. 19).


Relate the English language with its own reality through the physical aspect of people,

contributing in this way to the knowledge of customs, forms of social relations and specific













worked on alongside the unit

Education in coexistence

The importance of respecting and assuming as normal the external appearance of

people, physical and racial and learn to coexist and learn from the differences


The importance of assuming responsibility for the caring of our pets


Make drawings of dogs and other animals (AB pages 16 and 20).

Know facts about animal senses (CB p. 20).

4.- RELACIÓN WITH OTHER AREAS OF THE CURRICULUM

Nature study (Conocimiento de la naturaleza) (Science)

Get to know how different animals use their senses (CB p 20)



Photocopy Master 8:

Look. Circle and write (find in a letter soup, the parts of the body and write their name

in the corresponding place )

Read, draw and colour (read the phrases and complete the monsters)

Photocopy Master 9:

Write the numbers (read the descriptions and indicate the right numbers )

Write. Draw, colour and write (write phrases about a dog guided by the illustration.

Draw a dog, colour it and describe the drawing ).


Make a flip book. Ask questions (make a cutout and play )

DG p. 60A face collage (from magazine pictures)

p. 67A drawing game

p. 69Fifi the dog action song

Additional Activities of ExtensionDG p. 57An alien: a group drawing game

p. 60 Who am I?

p. 63 Memory game: describing your friend

p. 65 Who is it?

p. 67 A very strange animal!

p..69Adjective order

p. 71Project on animals and their senses

p. 75 Text display

6.- ASSESSMENT

Assessment tools Summative Assessment

Test Unit 2 Assessment booklet, p. 14

End of Year Examination, Assessment booklet, pages 20 and 21







Assessment criteria Identifies and says the name of the parts of the body (Test Unit 2 Assessment

booklet, p. 14) .

Reads vocabulary and key and revision expressions in the unit and relates the

phrases with the corresponding picture (Test Unit 2 Assessment booklet, p. 14) .

Writes phrases answering the questions on pets (Test Unit 2, Assessment booklet,

p. 14).



and 72)

Self-evaluates own progress and reflects on the work accomplished . (Portfolio

material , Assessment booklet, pages 31/32 and 35)

UNIT 3: THE HUNGRY RAT



Identify and name eight foods and drinks.

Learn and practise adjectives and bigger numbers .



Listen to and understand the story: The hungry rat, practising key structures in the

unit: There’s some…

Read and act out the story in the unit. Practise pronunciation and intonation of the

phrases .

Do written activities, practising comprehension and expression, thus consolidating

the vocabulary and structures in the unit.

Practise the second structure in the unit: Can I have some…?. Yes, of course. No,

sorry.


comprehension as well as the vocabulary and structures in the unit.


Work on the pronunciation of the /ʃ/ and /tʃ / (fish-chips) sounds, learning to relate

pronunciation with spelling in English .

Learn about the different types of Still Life Art transferring the classroom language to

a real life context.

Learn classroom language with a sketch and the Classroom English poster.


2.- CONTENTS



closely at an illustration. Identify the picture of foods and drinks and point them as

they are named. Repeat out loud. (CB p. 22).

Listen to the order of the food items and repeat them (CB p. 22).

Listen to a recording and repeat a dialogue. Play a guessing game, following the


Listen to, sing and dramatise a chant and revise the structure: I can see…(CB p.

23).

Listen to the key words that will later appear in the story (The hungry rat) and point at

them in the illustration. Figure out the content of the story. Listen to the story and


Listen to the CD and order the frames in the story (AB p. 23)

Listen to the story in the unit and work on the key structures. Practise pronunciation

and dramatise the images aloud (CB pages 24 and 25).

Listen to the CD and indicate the new words: adjectives, as you hear them, in the

illustration of the CB. Repeat. (CB p. 26).

Listen to the recording and repeat the dialogue. Play a 'describe and guess' game

following the model, to consolidate the structure(CB p 26).


Listen to and repeat the words, pointing in the CB as they are mentioned. Repeat

Ratty's words to practise pronunciation (CB p. 27)


Listen to the recording to check if the phrases were completed correctly. (AB p. 27).

Listen to and read the texts related with its corresponding painting. Answer a

comprehension and personal opinion questions about music (CB p. 28).

Listen to and act out a short dialogue having an afternoon meal in a restaurant.(CB p.

29).


(CB p. 29).


DG p. 93).


Match a list of foods with their right image Write the words in their corresponding

place (AB p. 22)

Write phrases, following the model, with proposed food items (AB p. 22)

Complete the phrases with the anagram of words related with food. Look at the

drawing to do so. (AB p. 23).

Read the story in the unit individually and work on key structures. Read out loud and

dramatise the images (CB, pages 24 y 25).

Read the questions and answer true or false according to the food items that appear

in the illustration (AB p. 24).

Look closely at the pictures and find three differences. Write phrases describing the

pictures. (AB p. 24).

Complete the questions and answers with the help of the picture (AB p. 25).

Complete the questions following the path in the maze.(AB p. 25).

Figure out the anagrams and write descriptive phrases (AB p. 26).

Colour the witches' hair and write a description (AB p. 26).

Read the phrases and complete them with the word that fits the picture (AB p. 27).

Write new verses with the words in the box and looking at the picture (AB p. 27).

Read the texts and match them with the corresponding painting (CB p. 28).

Colour the still-life in line with the description (AB p. 28).

Draw your own still life and write about it (AB p. 28).



Basic

Vocabulary: Cake, meat, fish, juice, fruit, milk, cola, jam, jug, plate, fridge,

Happy, angry, lazy, busy, hungry, thirsty.

Still life, painting, wine, soup, a bowl, a bottle, a basket, a rabbit, a knife, a

coffee pot, It’s by + name of the painter , a table, a guitar, an apple,

grapes. What can you see?, I can see.., It’s time for…,Some for me and

some for you, Can I go to the toilet, please?, Yes, of course. How much is

it? + price (pounds and pence).

Revision: The alphabet. The numbers.

Receptive: a newspaper, a cockerel, a pipe, an onion, a pepper, alive, dead.

French, Catalan, American.


Basic language: There’s some…, in, on, Can I have some…?, Yes, of course. No,

sorry. Here you are.

Receptive language: I like…, I don’t like…, Do you like…?, He/She’s got… (blue) hair.

This … is called…, There’s a …


PROCEDURES

Practise the pronunciation of the key vocabulary (CB p. 22)


Act and dramatise the story and the song in the unit (CB, p. 24 and 25 and 27

respectively ).



Relate the English language with its own identity through food and prices (money) thus


features of the countries that speak the foreign language.













Health education

The importance of keeping a healthy and balanced diet.

Leisure education

The importance of filling our free time with cultural activities such as visiting museums.


Draw a still life (AB p. 28)

Learn about painters and famous still life paintings (CB p. 28).


Art knowledge (Conocimiento artístico-Arte)

Getting to learn facts about a painting style; still-life. (CB p 28)




Draw and write (Complete the drawings and write their names )

Write (write the name of the different food that appears in a picture )


Write the differences (look closely at two pictures and write down the differences ).

Look at the picture and write (look closely at the pictures and answer the questions

about the food in the fridge ).


Cut. Write questions. Play (make a cutout and play)

DG p. 80 I can see… game

p. 87Hangman

p. 89Jump to the side

Additional activities of extension GD p. 77A game: I can see something beginning with…

p. 80 A circle game

p. 83 Kim’s game

p. 85 Shopping dialogue

p. 87 Banana!

p. 89Magic potions

p. 91Project on still life paintings

p. 95Text display and acting out

6.- ASSESSMENT









Assessment criteria Identifies and says the name of five different foods (Test Unit 3 Assessment booklet,

p.15

Reads the vocabulary and the key and revision expressions in the unit and matches

the adjectives with their corresponding picture. (Test Unit 3 Assessment booklet, p.

15)

Writes phrases and short texts, using forms and structures worked on in the unit

(Test Unit 3, Assessment booklet, p. 15).



and 74)

Self-evaluates own progress and thinks about the work accomplished. (Portfolio

material, Assessment booklet, pages 31/32 and 36)

UNIT 4: NIGHT AND DAY



Identify and name eight daily activities

Learn and express the time: quarter past/to, half past.

Revise the structure Have you got…?


develop oral comprehension .

Listen to and understand the story: Night and day, practising the key structures in

the unit: He gets up/He has… at… o’clock.

Read and act out the story in the unit. Practise pronunciation and intonation of

phrases.


manner, the vocabulary and structures in the unit.


comprehension, as well as the vocabulary and structures in the unit.

Practise other structures in the unit such as : He gets up/He goes/He has…


Work on the pronunciation of the /b/ and /v/ (bed-vampire) sounds, learning to relate

pronunciation with spelling in English .

Learn about the time zones in the world, transferring the language of the classroom to

a real life context

Learn classroom English through a sketch and the classroom English poster.


2.- CONTENTS



look closely at the picture. Identify the picture of each daily routine and point at it as it

is named. Repeat out loud. (CB p.30).

Listen to a list of activities and indicate which one is repeated (CB p. 30).

Listen to the recording and repeat the dialogue. Play a photographic memory game,

following the model, to consolidate the structure(CB p. 30).


Listen to the key words that will later appear in the story (Night and day) and point

them out in the picture. Figure out the content of the story. Listen to the story and



Listen to the story of the unit and work on the key structures. Practise the

pronunciation and dramatise the images out loud (CB pages 32 and 33).

Listen to the CD and indicate what clock has the time you hear. Repeat. (CB p. 34).

Listen to a recording and follow the illustrations of the picture story. Listen to the

dialogue and play a memory game related with the story to consolidate the

structure(CB p 34).


Listen to and repeat the words, pointing them out in the CB as you hear them.

Repeat Vamp's words to practise pronunciation (CB p. 35)


Listen to a recording to check if the lines of the song have been ordered correctly

(AB p. 35).

Listen to and read the texts about the Time Zones of the world and match them with

the right photo. Answer a comprehension question and another personal opinion one

(CB p. 36 ).

Listen to a simple dialogue in which the characters talk about their schedules and

activities and act it out. (CB p. 37).

Listen to and recite a chant about classroom English Practise the dialogue in groups

(CB p. 37).

Cut out and make the story book. (Story book, AB p. 75 and 76, GD p. 113).


Match a list of daily activities with the right image. Write the activities in the

corresponding place (AB p. 30)

Look at the pictures and indicate what activity they illustrate (AB p. 30).

Look at the drawings with the daily activities of the child and write descriptive

phrases, following the model (AB p. 31).

Read the story in the unit individually and work on the key structures . Read aloud

and act out the images (CB, pages 32 and 33)

Read the phrases about Vamp and circle the time the activity takes place (AB p. 32).

Complete the hours in the clocks, figuring out the time of the activity pointed at in the

pictures (AB p. 32).

Follow the maze with the instructions of the CD. Write the phrases expressed (AB p.

33).

Write phrases about the day of a character, with the help of the pictures and clocks

proposed (AB p. 33).

Point at the time in the clocks and write them down in the labels (AB p. 34).

Complete the phrases about time and write the whole phrase again (AB p. 34).

Read and put the lines of the song in the right order(AB p. 35).

Draw six pictures of student activities and describe them (AB p. 35).

Read the texts about Time Zones in the world. Answer the comprehension questions

(CB p. 36).

Look closely at the map with the time zones and figure out what the time is in the

proposed cities (AB p. 36).

Look closely at the picture. Complete the phrases about timetables and activities they

reflect (AB p. 36).



Basic

Vocabulary: get up, have breakfast, go to school, have lessons, have lunch, go home,

have dinner, go to bed.

Quarter past one, quarter past four, half past six, half past eight, quarter to

five, quarter to seven.

Time zone, Spain, Britain, the USA, China, midday, in the morning/

afternoon/evening. I’m sorry, I’m late, OK, sit down.

Receptive: science, float, do, difficult, important, sleeping mask, fruit, nuts, sweets,

astronaut, gravity.

Revision: Have you got…?, Hello/Hi, I’m…, What’s this?, Is it a …?, I don’t know.

It’s a… Can, like, run, ride a bike, read a book, food, activity.


Basic language : I get up/have/go… at… o’clock. She/he gets up at… o’clock.

She//He has breakfast/lunch/dinner at… o’clock. She/He goes to… at… o’clock.

Revision language: I / you + verb. I don’t like…, I like…., What’s the time? It’s…


PROCEDURES



Act out and dramatise the story and the song in the unit (CB, p. 33 and 34 and 35

respectively ).



Relate the English language with its own reality through the differences in activities and

timetables in different parts of the world, contributing in this manner, to the knowledge of

customs, forms of social relationships and specific features of the countries that speak

the foreign language.








Children will learn to outline what they learned in the unit in small cards (Portfolio, AB

p. 66).




Health Education

The importance of being disciplined in our habits and time routines regarding meals,

sleep, outings, etc. in order to lead a healthy life .


Make drawings about your daily activities (AB p. 35)

Learn facts related with the different time zones in different parts of the world (CB p.

36).


Social and Natural Sciences (Conocimiento del medio) (Geography)

Get to learn about the different time zones in the world. (CB p 36)


Additional reinforcement activities

TRP 1


Write. Write number (number the activities in the order stated in the CB ).

Write in the correct order (order the names of the activities )


Draw the time. Write (draw the time following the illustrations and write the name of

the activities ).

Punt in order. Write (order chronologically and write the activities ).


Make a clock (make a cutout and play )

DG p. 100 The chant: new versions

p. 105 Draw and write

p. 107 What’s the time?

p. 109 Perform the song in three groups

Additional activities of extension DG p. 97A miming game: still as statues!

p. 100 Walk and talk

p. 103 An alien’s day

p. 107 Guess my time

p. 109 A pronunciation poster: B and V

p. 111 Project on time zones

p. 115 Text display

6.- ASSESSMENT


End of Term Examination , Assessment booklet, pages 22, 23 y 24


Let’s check!, Unit 4, AB p.37





Assessment criteria Identifies, says and numbers the name of six daily activities (Test Unit 4 Assessment

booklet, p. 16).

Reads the vocabulary and the key and revision expressions in the unit, writing the

time shown on some clocks (Test Unit 4 Assessment booklet, p. 16).

Writes phrases and short texts, using forms and structures worked on in the unit as

the time and their representation in clocks (Test Unit 3, Assessment booklet, p. 16).

Engages in short communicative exchanges in groups (CB p. 37).


and 76)

Self-evaluates own progress and reflects about the work accomplished. (Portfolio


UNIT 5: OFF TO SCHOOL!



Identify and name eight means of transport and six school subjects



Listen to and understand the story : Off to school!, practising the key structure in the

unit: How do you go to…? I go by…

Read and act out the story in the unit. Practise the pronunciation and intonation of the

phrases

Do written activities, practising comprehension and expression and consolidating in

this way the vocabulary and structures in the unit.



Identify and practise the second structure: How do you go to school?, By…


Work on the pronunciation of thee /ɒ/ and /ɘʊ/ (Molly-Sophie) sounds learning to

relate pronunciation with spelling in English

Learn about the environment and how to preserve it, transferring the classroom

language to a real life context (The environment).


Revise and reflect on the work accomplished. Self-evaluate own progress

2.- CONTENTS



look at the picture. Identify the picture of each transport and point them out as they

are named. Repeat out loud (CB p. 38).

Listen to a series of words and figure out in each case what transport is missing (CB

p. 38).

Listen to the recording and repeat a dialogue. Play a memory game, following the



Listen to the key words that will later appear in the story (Off to school!) and point

them out in the illustration. Figure out the content of the story. Listen to the story and


Listen to the CD and order the frames in the story (AB p. 39).

Listen to the story in the unit and work on the key structures . Practise the


Listen to the CD and indicate the new words in the illustration in the CB ; school

subjects as they are heard. Repeat (CB p. 42).

Listen to the recording and repeat a dialogue. Play a game with the timetable and

class subjects, following the model, in order to consolidate the structure(CB p. 42).



Repeat Sophie's word to practise pronunciation (CB p. 43)


Listen to the recording to check if the phrases completed with the words in the box

are correct. (AB p. 43).

Listen to and read the texts about what things benefit or are detrimental for the

environment and match them with the right photo. Answer a comprehension and an

opinion question (CB p. 44).

Listen to a simple dialogue in which characters go to school and act it out (CB p. 45).


(CB p. 45).


DG p. 133).


Match a list of means of transportation with the right image. Write the words where

they belong. (AB p. 38)

Complete the bubbles with the name of the right kind of transport (AB p. 38).

Complete the phrases after solving the anagrams (AB p. 39).

Read the story in the unit individually and work on the key structures. Read aloud and

dramatize the images (CB, pages 40 and 41).

Look closely at the picture and number the phrases in correct order (AB p. 40).

Look closely at the picture and follow the route. Write phrases about the different

kinds of transport that appear in the picture. (AB p. 40).

Answer the questions with the help of the pictures (AB p. 41).

Complete the chart explaining how they go to school (AB p.41).

Write the name of the subjects after decoding the numbers (AB p. 42).

Complete the phrases with the help of a school timetable. Write a personalised

phrase about the subjects and timetable (AB p. 42).

Complete the stanzas of the song. Listen to the recording and check the answers

(AB p. 43).

Write phrases about themselves on the indicated lines (AB p. 43).

Read the texts and match them with the right photograph (CB p. 44).

Indicate in the picture, which things are good for the environment (AB p. 44).

Do the exercises on p.45 of the AB (Let’s check!).


Basic

Vocabulary: a train, a plane, a bus, a motorbike, a taxi, a helicopter, a boat, a lorry,

by… transport, paper, water.

PE, English, geography, maths, history, science.

This is good/bad for the environment, pollute, waste, recycle, have an

engine, leave taps on, collect rain water, water plants, draw only on one

side, put…, in the recycling bin.

Receptive: We all use…, some children/people…, Paper/water comes from…,

traffic, polluted air.

Revision: car, bike, shops, museum, park, sports centre, trees, river, lake, forest,

clean, dirty. Is that right?, No that’s wrong. The time.


Basic language: I go by… + transport on + day of the week, He/She goes to … by…,

How do you go to school?, By…

Revision language: can, have got, present simple.

Phonetics (rhythm, stress and intonation)

PROCEDURES

Practise pronunciation of the key vocabulary (CB p. 38)


Act out and dramatise the story and the song in the unit (CB, p. 40 and 41 and 43

respectively ).



Relate the English language with its own reality by learning actions that preserve the

environment, contributing in this way to the knowledge of customs, forms of social

relations and specific features of the countries that speak the target language.









p. 67).





The importance of being responsible with our surroundings and the environment, learning

to recycle, using public transport and consuming in an intelligent and sustainable manner.

.


Learn how to take care of the environment, avoiding certain actions and fostering

others (CB p. 44 and AB p. 45).


Social and natural science (Conocimiento del medio ambiente (Ciencias)

Get to learn to care for the environment with our actions . (CB p 44)




Write (figure out the anagrams and write the words correctly )

Find and write (find the types of transport in the coordinates and write them down )


Read and circle True/false (read the phrases and indicate whether they are true or

false )

Write (write phrases that reflect the information in a pocket diary ).


Make a transport wheel (make a cutout and play)

DG p. 120 Memory chain game

p. 127 Definitions

p. 129 Red card, blue card!

Additional extension activities DG p.117 Transport pelmanism

p.120 Transport tongue twisters

p.123 Silent sentences

p.125 A class survey: How do you go to the…?

p.127 More school subjects

p.129 Do you like History?

p.131 Project on artists

p.135 Text display

6.- ASSESSMENT


End of Term Examination, Assessment booklet, pages 24, 25 and 26







Assessment criteria Identifies and says the name of five means of transportation (Test Unit 5 Assessment

booklet, p. 17) .

Reads the key and revision vocabulary and expressions in the unit and matches the

phrases with the right picture (Test Unit 5 Assessment booklet, p. 17) .

Writes phrases and short texts, using forms and structures worked on in the unit,

completing a school schedule (Unit Unit 5, Assessment booklet, p. 17).



and 78)



UNIT 6: THE WOLF’S IN TOWN



Identify and name eight places in the city .

Identify and practise the use of six prepositions: in front of, next to, between, behind,

above, opposite.



Revise and practise the structure : There’s a…, There isn’t a …

Listen to and understand the story: The Wolf’s in town, practising the key structure in

the unit: I’m …ing.

Read and act out the story in the unit. Practise the pronunciation and intonation of the

phrases.

Do written activities practising comprehension and expression, thus consolidating the

vocabulary and structures in the unit.



Identify and practise the second structure : He/She is …ing.

Listen to, read and sing a song

Work on the pronunciation of the /u:/ and /u/ (zoo-wolf) sounds, learning to relate


Learn about famous stories and legends from other countries, transferring the

classroom language to a real life context with a sketch and the classroom English

poster.

Revise and think about the work accomplished. Self-evaluate own progress.

2.- CONTENTS

BLOCK 1- Listening, talking, conversing PROCEDURES

Listen to the CD and present the key vocabulary in the unit. Listen to a text and

look closely at the picture. Identify the image of each place in the city and point them

out as they are named. Repeat out loud. (CB p. 46).

Ask and answer questions about the pictures in the illustration(CB p. 46).

Listen to the recording and repeat the dialogue. Play a memory game, with the help

of the model, to consolidate the structure(CB p. 46).


Listen to the key words that will later appear in the story (The Wolf’s in town) and

point them out in the illustration. Figure out the content of the story. Listen to the story

and explain it with the help of the story cards, (CB p. 47).

Listen to the CD and put the frames of the story in order (AB p. 47).

Listen to the story in the unit and work on the key structures . Practise the


Listen to the CD and indicate the new words; the prepositions, in the illustration of the

CB. Repeat. (CB p. 50).

Listen to a recording and repeat a dialogue. Play a watching game, following the


Listen to, sing and dramatise the lyrics of the song (CB p. 51)


the words of Little Red Riding Hood to practise pronunciation (CB p.51)

Act out the story in the unit and sing the song again (CB p.51).

Listen to the recording to check if you managed to find the mistakes in the phrases

correctly. (AB p. 51).

Listen to and read the texts about different stories and match them with the right

photo. Answer the comprehension and opinion questions. (CB p. 52).

Listen to a simple dialogue between Emma, Josh and their grandmother and act it

out. (CB p. 53).


(CB p. 53).


DG p. 153).


Match a list of places in the city with the right image. Write the words where they

belong. (AB p. 46)

Complete the description of the city writing phrases about these places. (AB p. 46).

Find three differences in the city maps and write phrases describing the picture. (AB

p. 47).

Read the story in the unit individually and work on the key structures. Read out loud

and dramatise the images (CB, pages 48 y 49)

Complete the dialogues in the bubbles guided by the illustrations (AB p. 48).

Complete the speeches of the characters, using the verbs in the box and the

proposed structure model (AB p. 48).

Look closely at the pictures and figure out which one is correct in relation with the

story in the unit (AB p. 49)

Look closely at the picture of a party, read the phrases and match them with the right

part of the illustration (AB p. 49).

Solve the anagrams of prepositions and write them out in the right picture (AB p. 50).

Look closely at the picture and find several characters. Write phrases describing

them. (AB p. 50).

Find the mistakes in the phrases and re-write them correctly (AB p. 51).

Complete the words in the verses (AB p. 51).

Read the texts and match with their right drawing (CB p. 52).

Match the names with the right type of story and its illustration (AB p. 52).

Complete the phrases about Robin Hood with the words in the box (AB p. 52).

Make the story book and write the text under the drawings (AB p. 79).

Do the exercises on page 53 of the AB (Let’s check!).


Basic

Vocabulary: station, supermarket, bank, cinema, café, zoo, park, swimming pool.

Skip, turn around, touch the ground.

In front of , next to, between, behind, above, opposite.

This story is about…, in this picture…, myth, legend, fairytale, prince,

princess, king, knight, god. I don’t understand. Listen again.

Receptive: ball, 6th century, sword, stone, adventures, change, pull out, poor, fairy

godmother, message.

Revision: In, on, under. Earth, father, girl, England.


Basic language : I’m …ing. He/She’s …ing. It’s + preposition + place.

Revision language: There’s a …, There isn’t a …, He’s/She’s wearing…, Can/Can’t.

Present simple and Present continuous.

Phonetics (rhythm, stress and intonation)

PROCEDURES



Act out and dramatise the story and the song in the unit (CB, pages.48, 49

and 51 respectively ).



Relate the English language with its own reality through stories and legends from other

countries, thus contributing to the knowledge of customs, forms of social relations and

specific features of countries that speak the target language.









p. 68).





The importance of taking care of and respecting furniture and local civic facilities for our

use and enjoyment .


Learn about different styles of fantasy literature (CB p. 52).


Artistic Knowledge (Literature) Conocimiento artístico (Literatura)

Getting to know different types of fantasy writing: fairy tales, legends, mythological fables

and different types of stories. (CB p 52)




Write and match (solve the anagrams and write the resulting words in the

corresponding pictures ).

Write (answer in writing to the questions about places on the map ).


Write (write phrases describing children's actions ).

Write the differences (find and write the differences between the actions of the

characters in the picture ).


Play activity snap (Make a cutout and play )

DG p. 140 The skipping chant alternative

p. 147 Do what I say

p. 149 The Big Bad Wolf action song

Additional Extension Activities DG p. 137 Bingo!

p. 140 Draw a town

p. 143 Miming game

p. 145 What’s he/she doing?

p. 147 A drawing dictation

p. 149 Dangerous animals poster

p.151 Project on fairytales, myths and legends

p.155 Text display

6.- ASSESSMENT

Assessment Assessment Summative Assessment Test Unit 6 Assessment booklet, p. 18

End of Term Examination l, Assessment booklet, pages 24, 25 and 26







Assessment criteria Identifies and says the name of places in the city (Test Unit 6 Assessment booklet,

p.18).

Reads the key and revision vocabulary and expressions in the unit and matches the

phrases with the right pictures (Test Unit 6 Assessment booklet, p. 18) .


Describes the position of the places in the city (Test Unit 6, Assessment booklet, p.

18).



and 80)

Self-evaluates own progress and reflects about the work accomplished. (Portfolio


FESTIVALS – BONFIRE NIGHT1.- TEACHING OBJECTIVES


Learn about the Bonfire Night party.

Use the language in the CB in a real context .

Identify and practise the vocabulary related with the topic



Make a cutout.

2.- CONTENTS


Look closely at a photograph of the Bonfire Night party and figure out what is going

on. Talk about and work on the subject, asking and answering questions. (CB p. 54).

Listen to the recording and repeat the words that are mentioned. Ask questions and

answer them to identify the vocabulary (CB p. 54).

Listen to the dialogue of the sketch, repeat and act it out (CB p. 54).

Listen to and sing a song about Guy Fawkes (CB p. 55).

Make a firework (Photocopy Master 28, GD p. 159)


Read the dialogue of a child about the Bonfire Night. Ask and answer comprehension

questions about him (CB p. 55).


vocabulary

Basic language: Bonfire Night, a guy, a bonfire, fireworks, a rocket, hot dogs, toffee

apples, A penny for the guy, please

Revision language: Thank you, Look at the…, I’m hungry, I like…

Receptive language: We remember his plot to blow up parliament and kill the king. We

put the guy on the bonfire. We watch lots of fireworks.

BLOCK 4- Socio-cultural features and intercultural awarenessGetting to know aspects of Anglo-Saxon culture regarding the lifestyle and ways of

celebrating festivities, for example, regarding Bonfire Night, a celebration held in England

on November 5th to mark the failure of Guy Fawkes' plot to murder King James






Additional activitiesDG p. 157 (Make a guy puppet), p. 159 (A class performance).

CHRISTMAS DAY



Learn about Christmas celebration .


Identify and practise topic related vocabulary



Make a cutout.

2.- CONTENTS

BLOCK 1- Listening, talking, conversing PROCEDURES

Look closely at a photograph of Christmas day and guess what is going on in the

photo. Talk and work on the topic, asking and answering questions. (CB p. 56).

Listen to the recording and repeat the words that are mentioned. Ask and answer

questions to identify the vocabulary. (CB p. 56).

Listen to the dialogue in the sketch, repeat and act out (CB p. 56).

Listen to a girl's dialogue about Christmas celebrations. Ask and answer

comprehension questions about it. (CB p. 57).

Listen to and sing a traditional English Christmas carol. (CB p. 57).

Make a Christmas decoration to take home (Photocopy Master 29, DG p. 163)


Read the dialogue of a girl talking about Christmas celebrations. Ask and answer



vocabulary

Basic language: Christmas, a paper hat, a cracker, a turkey, a Christmas

pudding, a snowflake, a candle. Pull the cracker!, OK, 1,2,3, puull!, Merry Christmas

everybody and a happy new year. Here you are!.

Revision language: I like…, The members of the family

Receptive language : We have Christmas dinner at 3 o’clock. We pull crackers and

wear paper hats. We have lots of fun.

BLOCK 4- Socio-cultural features and intercultural awarenessGetting to know aspects of Anglo-Saxon culture regarding lifestyle and festivity

celebrations, for example, Christmas in Great Britain: decorations under the tree,

Christmas stockings for the presents, Santa Claus or Father Christmas, bringing the

presents, etc. Compare it with the celebrations in your own country.






Additional activities DG page 161 (Make a Christmas cracker).

page 163 (A class performance).

PANCAKE DAY



Learn about Pancake Day party (Martes de Carnaval)

Use the language of the CB in a real context .

Identify and practise the topic related vocabulary.

Act out a sketch for the party.


Make a cutout.

2.- CONTENTS


Look closely at the photograph in which they are making pancakes. Talk and work on

the topic, asking and answering questions. (CB p. 58).

Listen to the recording and repeat the words mentioned. Ask and answer questions to


Listen to the dialogue related with the picture in the CB, repeat out loud and act it out.

(CB p. 59).

Listen to and sing a song about the way to cook pancakes

(CB p. 59).

Make a frying pan and some pancakes out of paper and practise throwing them up in

the air (Photocopy Master 30, GD p. 167)


Read and repeat out loud the ingredients for preparing pancakes (CB p. 58).

Read and listen to the dialogue of a boy about pancakes day. Ask and answer

comprehension questions about him (CB p. 59).


vocabulary

Basic language: A knife, a fork, a frying pan, a glass, a bowl, a bottle,

Revision language : There’s some milk in this jug. I like making pancakes, I like eating

pancakes.

Receptive language: pour, Oh Dear!, toss. I’m at home with my friend Lisa. We make

pancakes, We have pancakes for tea.

BLOCK 4- Socio-cultural features and intercultural awarenessGetting to know aspects of Anglo-Saxon culture regarding lifestyle and celebrations ,

such as pancakes day, that is celebrated, following an old tradition , when pancakes

were prepared the Martes de Carnaval (Shrove Tuesday) in order to use up all the sweet

food in the house before the beginning of Lent.




language to KEY COMPETENCES.


Additional activitiesDG page 165 (Prepare a pancakes menu)

page 167 (A class performance)

FOOD and SHOPS



Learn about food and shopping in Great Britain


Identify and practise the vocabulary related with both topics


Make a cutout.

2.- CONTENTS

BLOCK 1- Listening, talking,conversing PROCEDURES

Look closely at a photograph of British children buying an ice cream. Describe and

talk about it, finding, identifying and learning the new vocabulary.. Listen to the CD

and repeat aloud (CB p. 60).

Listen to the dialogue in which a girl talks about British food. Answer the

comprehension and opinion questions. (CB p. 60).

Look at four photographs depicting different types of food. Repeat the names. Listen

again and Identify the number of the food that is referred to at each moment (CB p.

61).


Make a food train (CB p. 61).

Look at the photo of a very famous British shop. Describe and talk about this topic;

finding, identifying and learning the new vocabulary. Listen to the CD and repeat out

loud (CB p. 62).

Listen to the dialogue of a boy about London shops. Answer the comprehension and

opinion questions(CB p. 62).

Look closely at four photos with different types of shops. Repeat the names. Listen

again and identify the number of shop that is referred to at each moment. (CB p. 62).


Make and organize the products of a shop and act out a purchase (CB p. 63).


Read the dialogue in which a girl talks about British food. Answer the

comprehension and opinion questions (CB p. 60).

Read a dialogue in which the boy talks about London shops. Answer the

comprehension and opinion questions (CB p. 62).


vocabulary

Basic language :

An ice cream van, a cornet, chocolate sauce, a lolly. Burgers and salad, fish and chips,

Chinese takeaway, curry.

Department store, a shop window, entrance, ground floor, first floor, street,

a toy shop, a sweet shop, party shop, a pet shop.

Revision language:

She’s got a…, I’ve got a…, We like/love…, We can…, I’m hungry, Can I have some…?,

My favourite food is…, Do you like…?, I like…

Receptive language:

There are lots of…, waggly tail, for sale.

BLOCK 4- Socio-cultural features and intercultural awarenessGet students to be aware of the cultural and social differences between the English-

speaking countries regarding lifestyle, eating habits, shopping, etc. .






Additional activities(Extension)DG page 169 (Ice cream class survey: What’s your favourite flavour)

DG page 173 (There are lots of…)

CLASSROOM PROGRAMME -SURPRISE! 3: YEAR 2010/2011*

UNIT APPROX. Nº SESSIONS

APPROX. TIMING (45 MIN PER SESSION)

NOTES AND OBSERVATIONS

0 Starter Unit. Hello Granny!

4 3 hour 20 mins

1 In the jungle 9 7 hours 30 minsHalloween 2 1 hour 40 mins2 Wizard school 9 7 hours 30 minsChristmas Eve 2 1 hour 40 mins3 Activity Camp 9 7 hours 30 minsHobbies 2 1 hour 40 mins4 Alien food 9 7 hours 30 minsEaster 2 1 hour 40 mins5 The robber’s clothes 9 7 hours 30 minsFashion 2 1 hour 40 mins6 Haunted House 9 7 hours 30 mins

Total 68 56 horas 40 mins

Extra activities programmed by the school

*Each centre will have to adapt this programme to its own situation and timetable.

THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS LEVEL

12

STARTER UNIT HELLO GRANNY!Objectives Activities Skill Interaction MaterialSession 1

Welcome to the class. Introduce yourself.

TB p. 28. Introducing the book. L/S T/Ss CBABCD 1Wordcards of numbers 1-10

Oral practice of introductions TB p. 28/CB p. 2 y 3. Listen and find answer.

L/S/R T /Ss

Practise oral expression. Hacer y responder a las presentaciones.

TB p. 28/CB p. 3. Ask and answer. L/S T/Ss

Practise la comprehension y expresión oral. Practise el vocabulary key de la lesson. Listen to y repetir los números en el dibujo.

TB p. 28/CB p. 3. Listen, point and repeat. L/S T/Ss

Buscar los números en el dibujo y hablar de los objetos.

TB p. 29/CB p. 3. Look and find. S T /Ss

Practise la discriminación de palabras. Buscar los números en un serpiente de palabras y escribirlas.

TB p. 29/AB p. 2. Circle the words and write.

R/W T/Ss/IW

Personalizar el language de la lesson. Cada alumno dibuja a si mismo y rellena los bocadillos con información personal.

TB p. 29/AB p. 2. Draw yourself. Read and answer.

R/W T/Ss/IW

12


Revise the key vocabulary in Lesson1. Listen to a song.

TB p. 30. Revision of lesson 1. L/S T/Ss CBABCD 1Photos of the teacher's family.Flashcards of the family in Surprise 1.Photocopies of Photocopy Master 1

Revise the vocabulary of previous levels. Read and identify vocabulary.

TB p. 30/CB p. 3. Listen, find the photos and point.

L/S T /Ss

Encourage motivation and learn the course song.

TB p. 30/CB p. 3. Listen and sing. L/S T/Ss

Practise oral comprehension. Listen to and write the ages of the members of the family.

TB p. 31/AB p. 3. Listen and write. Count and write the names.

L/R/W T /Ss/IW

Complete the phrases practising the family vocabulary

TB p. 31/AB p. 3. Circle. Draw your family and write.

R/W T/Ss/IW

Additional activities Reinforcement Revise and practise vocabulary, language and structures learnt in the lesson .

Additional activities Reinforcement activities

Picture Dictionary (AB p. 54)Photocopy Master 1: Write: Write the numbers in words under the drawings/Write the names of the members of a family

S/R/W T /Ss/IW

12


Revise the language of previous lessons .

TB p. 32. Review of lessons 1 and 2. L/S T/Ss CBABCD 1Flashcards of the family Wordcards of numbers 11-20.Flashcards of the toys in Surprise 2Wordcards of numbers 1-10Photocopies of Photocopy Master 2

Listen to, and sing a presentation chant. TB p. 32/CB pages 4 and 5. Listen and chant.

L/S T/Ss

Listen to and practise the key vocabulary of the lesson: toys and numbers 11-20

TB p. 33/CB pages 3 and 4. Listen and repeat.

L/S T /Ss/IW

Practise writing. Match number figures with the numbered labels .

TB p. 33/AB p. 4. Match and write. R/W T/Ss/IW

Practise writing. Look for words in a letter soup and write them out.

TB p. 33/AB p. 4. Look . Write. R/W T/Ss/IW


Additional activities ReinforcementPhotocopy Master 2:Write: Write the numbers from 11 to 20 and match them with their corresponding plate. Fill in a crossword with the name of the toys.

Integrated Skills

T /Ss/IW

12


Revise Lesson 3 TB p. 34. Review of lesson 3. L/S T/Ss CBABCD 1Photocopies of Photocopy Master 3Flashcards of the familyWordcards 11-20

Present the key structure in the lesson : It’s a + noun.

TB p. 34/CB pages 4 and 5. Find a toy for each colour.

R T /Ss/IW

Present and practise the key vocabulary in the lesson and the classroom language : Your / my turn! Listen to a dialogue and repeat it. Play asking questions about the toys in the attic.

TB p. 35/CB p. 4. Listen and repeat. Play. L/S T/S-S

Practise writing of key vocabulary . Paint the drawings of toys and write the words

TB p. 35/AB p. 5. Write. Read and colour. R/W T /Ss/IW

More writing practice. Paint and describe the picture.

TB p. 35/AB p. 5. Colour. Colour the Picture and write.

W T/Ss/IW

Additional activities Reinforcement Revise and practise vocabulary, language and structures learnt in the lesson. .

Additional activities Reinforcement ActivitiesPicture Dictionary (AB p. 56)Photocopy Master 3 Colour and write: Colour a drawing following a code. Colour some toys and complete the phrases.

R/W T /Ss/IW

12

UNIT 1. IN THE JUNGLE.Objectives Activities Skill Interaction MaterialSession 1

Revision of the Starter Unit and the classroom language

TB p. 36 Start the lesson L/S T/Ss CBABCD 1Flashcards: animalsGranny’s attic box.Photocopies of Photocopy Master 4

Present the key vocabulary 1: the animals. Listen to and repeat the words

TB p. 36/CB p. 6. Listen and repeat. L/S T /Ss

Listen to and practise the key vocabulary in the lesson. Adjectives to describe people. Practise to be+ adjective .

TB p. 37/CB p. 6. Listen, point and repeat. L/S T/Ss

Practise oral comprehensionand expression. Identify key vocabulary in the lesson. Listen to and repeat adjectives to describe people.

TB p. 37/CB p. 6. Listen. What animal is it?

L/S T/Ss

Oral practice of key vocabulary and reviewed structure. : What’s this? It’s a/an Listen to and repeat the dialogue. Practise in pairs .

TB p. 37/CB p. 6. Listen and repeat. Play. L /S T /S-S

Practise written comprehension. Match the words with the pictures.

TB p. 37/AB p. 6. Match. R T/Ss/IW

Practise written expression. Write the corresponding labels in the picture.

TB p. 37/AB p. 6. Write. W T/Ss/IW

Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement activitiesPhotocopy Master 4: Draw and write (complete the drawings and write their names ) Look. Circle and write (find the words in a letter soup and write the name in ).Extension activity Animals in Africa (TB p. 37)

Integrated skills

T /Ss/IW

12


Practice key 1 vocabulary ; animals. Sing a chant.

TB p. 38/CB p. 7. Listen and chant. L/S/R T /Ss CBABCD 1Flashcards: the animals Story cards 1The story card for the first frame of each story

Find the key words in the story and repeat them.

TB p. 39/CB p. 7. Listen, point and repeat. L/S T/Ss/IW

Practise oral comprehension listening to the story. .

TB p. 40/CB p. 7. Listen to the story L T/Ss/IW

Revise the story. Listen and order the picture frames of the story.

TB p. 40/AB p. 7. Listen and order. L T /Ss/IW

Written practice of key vocabulary. Waite the animals as from the sounds each one makes.



Additional activities Reinforcement activity Talking about the pictures (TB p. 40)Extension activity Pronunciation and sounds using the chant (TB p. 40)

Integrated Skills

T /Ss/IW


Participate actively in the narration of the story in the unit. .

TB p. 42. Story time L/S T/Ss CBABCD 1Flashcards: animals and toys Story cards 1Photocopies of Photocopy Master 5

Develop written comprehension. Reading and understanding as a whole. Present the key structure 1; What’s this. It’s.. .

TB p. 42/CB pages 8 y 9. Read and listen to the story.

L/S/R T /Ss

Develop written comprehension. Recognize the animals and draw them. Write the words.

TB p. 43/AB p. 8. Follow and draw. Write. R/W T/Ss/IW

12

Practise the written expression of the key structure Read and answer the questions with the help of the picture.


Additional activities Reinforcement and extensionRevise and practise vocabulary, language and structures learnt in the lesson .

Additional activities Reinforcement Activity Photocopy Master 5: Find and write (look for some animals and answer the questions )Write (Complete the contents in the speech bubbles )Extension activity Extended dialogues (TB p. 43)

Integrated skills

T /Ss/IW

12


Practise pronunciation. Read the story out loud. Present key structure 2; Is it a..?

TB p. 44/CB p. 8 y 9. Story time. R/L/S T/Ss/IW CBABCD 1Story cards 1Flashcards: animals Photocopies of Photocopy Master 6.

Practise written comprehension of key structure 2. Answer the questions as from the picture

TB p. 45/AB p. 9. Read and write Yes or No

R/W T/Ss/IW

Practise written expression. Complete the answers with the animal as from the picture. . Listen and check. .

TB p. 45/AB p. 9. Write. Listen and write Yes or No.

W/R T/Ss/IW


Additional activities Reinforcement activityPhotocopy Master 6: To Practise: What’s this?, Is it a…? (Make a cutout and play )Extension activity Mime game: What animal is it? (TB p. 45)

Integrated skills

T /Ss/IW

13


Revise key vocabulary 1 with the Attic poster

TB p. 46. Vocabulary review. L/S T/Ss CBABCD 1Attic poster and stickers Flashcards: habitats Story cards 1

Practise oral comprehension. Read, point and repeat the words.

TB p. 46/CB p. 10. Listen, point and repeat.

R/L/S T /Ss/IW

Practise key vocabulary 2, the natural elements and the structure. Listen to and repeat a dialogue. Play the memory game in pairs.

TB p. 46/CB p. 10. Listen and repeat. Play the memory game.

L/S T/S-S

Write the key 2 vocabulary. Order the letters to form words using the picture clues .

TB p. 47/AB p. 10. Write. R/W T /Ss/IW

Practise writing the vocabulary. Look for the animals in the drawing and say where they are.

TB p. 47/AB p. 10. Find 5 animals. Write. W T/Ss/IW


Additional activities Reinforcement ActivityThe class zoo (TB p. 47)Extension activity Where’s the sweet? (TB p. 57)

Integrated skills

T /Ss/IW

13


Practise comprehension and oral expression by means of a song

TB p. 48. Listen and sing. L/S T/Ss CBABCD 1Song poster 1Flashcards: animals and their habitats

Practise pronunciation of the /Ʌ/ sound. Listen to and repeat words of the song .

TB p. 48/CB p. 11. Listen and repeat. Listen and repeat the crocodile’s words.

L/R T /Ss/IW

Develop oral expression . Revise the story in the unit acting it out. Sing the song once again. .

TB p. 48/CB p. 11. Act out the story. Sing the song.

S T/Ss/IW

Consolidate the language in the song. Fill in the blanks in the song with the words in the box. Listen and check.

TB p. 49/AB p. 11. Write. Listen and check.

W/L T /Ss/IW

Practise the formation of plurals with key vocabulary. Count the animals in the picture and complete the phrases with the numbers.

TB p. 49/AB p. 11. Count and write. W/R T /Ss/IW

Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures learnt in the lesson..

Additional activities Reinforcement activityHunt the animal (TB p. 49)Extension activity Action song (TB p. 49)

Integrated skills

T /Ss/IW

13

UNIT 1. IN THE JUNGLE.Objectives Activities Skill Interaction Material

Revise the song from the previous lesson.

TB p. 50. Review the song L/S T/Ss CBABCD 1Song poster 1Cross-curricular card 1 Flashcards: animals and their habitats

Session 7

Transfer the basic language to a real life context, linking with another subject of the Study Plan: natural sciences (camouflage)Read the texts and match with the photos. Answer a question about the cross-curricular topic .

TB p. 50/CB p. 12. Listen, read and match. Where does each animal hide?

L/R/S T/Ss

Practise writing the language in the lesson. Colour the picture and use it to write the texts.

TB p. 51/AB p. 12. Colour and write. W T /Ss

Personalise the language and concept in the lesson. Make a drawing and answer written questions about it.

TB p. 51/AB p. 12. Draw and colour an animal. Write.

W T/Ss/IW

Additional activities ExtensionRevise and extend vocabulary, language and structures learnt in the lesson .

Additional activities Extension activity Project on animals and camouflage (TB p. 51)

Integrated skills

T /Ss/IW

13


Revise and consolidate vocabulary and key structure in the unit through a sketch

TB p. 52. Listen and act. L/S T/Ss CBABCD 1Flashcards: animals and their habitats Classroom English posterPhotocopies of Photocopy Master 7

Increase the repertoire of classroom language .

TB p. 52/CB p. 13. Listen and chant. L/S T /Ss/IW

Remember the story of the unit. Make a minibook with the cutout on page 69 of the Activity Book. Put the picture frames in the right order guided by the recording. Read the story to another student.

TB p. 53/AB p. 13. Now make your story book. Activity Book page 69

L T/IW/S-S

Additional activities Reinforcement Revise and practise vocabulary, language and structures learnt in the lesson. .

Additional activities Reinforcement activitiesPhotocopy Master 7: Complete the frames of the story with texts

R/W T /Ss/IW

13


Revise the vocabulary in the unit TB p. 54/AB p. 57 Picture Dictionary R T/Ss ABCD 1Picture Dictionary (AB p. 57)Portfolio (AB p. 63)Storycards 1

Think about the activities done throughout the unit

TB p. 54/AB p. 13 Let’s check! L/S T/Ss

Extend and personalize the language in the unit in a reading and writing activity (Portfolio).

TB p. 54/AB p. 63 I can read and write about animals. Read and write. Draw and write about your favourite animal.

R/W TSs/IW

Self-evaluate the learning of vocabulary and key structures, development of linguistic skills and comprehension of cross-curricular information

TB p. 54 y 55/AB p. 15. Stop and think about your work. Colour the pictures.

R T /Ss/IW

Additional activities ExtensionRevise and practise vocabulary, language and structures learnt in the lesson .

Additional activities Extension activity Text display (TB p. 55)

W T /Ss/IW

13

HALLOWEENObjectives Activities Skill Interaction MaterialSession 1

Introduce the subject of Halloween. TB p. 156. Starting the lesson. L/S T/Ss CBCD 2Orange card

Present and practise the new vocabulary

TB p. 156/CB p. 54. Listen and repeat. L/R/S T /Ss

Practise oral comprehension. Identify new vocabulary.

TB p. 156/CB p. 54. Listen and answer. L/S T/Ss

Practise written oral expression. Prepare and act out a sketch.

TB p. 157/CB p. 54. Listen, repeat and act.

L/S T/Ss/S-S


Additional activities Reinforcement activityMake pumpkin lanterns (TB p. 157)Extension activity Research Halloween and make a classroom display (TB p. 157).

Integrated skills

T /Ss/IW

13

HALLOWEENObjectives Activities Skill Interaction MaterialSession 2

Revision of the Halloween information. TB p. 158. Starting the lesson. L/S T/Ss CBCD 2Photocopies of Photocopy Master 28 Colour card, string, a stapler, a hanger to make a mobile

Practise written comprehension of new vocabulary

TB p. 158/CB p. 55. Listen and read. L/R/S T /Ss

Learn a song about Halloween. TB p. 158/CB p. 55. Listen and sing. L/S T/Ss

Revise the names of things typically related with Halloween with a handcraft ..

TB p. 159/CB p. 55. Make a Halloween mobile.

L/S T/Ss

Additional activity Reinforcement Revise and practise vocabulary, language and structures learnt in the lesson..

Additional activities Reinforcement ActivityA Halloween performance (TB p. 159).

L/S T /Ss/IW

13

UNIT 2. WIZARD SCHOOL.Objectives Activities Skill Interaction MaterialSession 1

Review of classroom language TB p. 56 Start the lesson L/S T/Ss CBABCD 1Flashcards: school material Granny’s attic box.Classroom English posterPhotocopies of Photocopy Master 8

Present key 1 vocabulary : school material . Listen to and repeat the words


Listen to and practise the key vocabulary in the lesson Practise What’s this? It’s a...


L/S T/Ss

Practise oral comprehension and expression. Identify key vocabulary in the lesson. Listen to and identify the repeated word

TB p. 57/CB p.14. Listen. What’s repeated?

L/S T/Ss

Oral practise of the key vocabulary Listen to and repeat a dialogue. Practise in pairs .

TB p. 57/CB p. 14. Listen and repeat. Play.

L /S T /S-S


TB p. 57/AB p. 14. Write the number. R T/Ss/IW



Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures learnt in the lesson .

Additional activities Reinforcement activitiesPhotocopy Master 8: Write (solve the anagrams and write the names ). Read and colour (colour the picture reading the instructions )Extension activity Hunt the rubber (TB p. 57)

Integrated skills

T /Ss/IW

UNIT 2. WIZARD SCHOOL.Objectives Activities Skill Interaction Material

Practise key 1 vocabulary ; school material . Sing a chant.

TB p. 58/CB p. 15. Listen and chant. L/S/R T /Ss CBAB

13

Session 2

CD 1Flashcards: school material Story cards 2 The story card corresponding to frame 1 of each story

Find the words in the story and repeat them .


L/S T/Ss/IW

Practise oral comprehension listening to the story.


Revise la story. Listen to and order the frames in the story


Written practice of key vocabulary . Finish the phrases with the right word, guided by the pictures .



Additional activities Reinforcement activityThe chant (TB p. 60)Extension activity Pronunciation (TB p. 60)

Integrated skills T /Ss/IW


Participate actively in the narration of the story in the unit.

TB p. 62. Story time L/S T/Ss CBABCD 1Flashcards: school material Story cards 2Photocopies of Photocopy Master 9Four big cards with phrases from the story

Develop written comprehension. Read and understand as a whole. Present the key structure 1. I’ve got...

TB p. 62/CB pages 16 y 17 Read and listen to the story.

L/S/R T /Ss

Develop written comprehension. Match the pictures with the phrases.

TB p. 63/AB p. 16. Match. R/W T/Ss/IW

Practise writing of key structure. Complete the speech bubbles of the characters in the story.

TB p. 63/AB p 16. Follow and write. W T/Ss/IW

13


Additional activities Reinforcement activitiesPhotocopy Master 9: Write (follow the lines that join characters with objects ). Read and put a tick or a cross. Write (Read the phrases in the chart and write yes or no. Write phrases Extension activity Reading and writing spells (TB p. 63)

Integrated skills

T /Ss/IW


Practise pronunciation. Read the story aloud. Present the key 2 structure; Have you got? And short answers

TB p. 64/CB p. 16 y 17. Story time. R/L/S T/Ss/IW CBABCD 1Story cards 2Flashcards: school material Photocopies of Photocopy Master 10

Practise written comprehension of key structure 2. Answer the written questions with a short answer.

TB p. 65/AB p. 17. Read, complete and answer. Listen and check.

R/W T/Ss/IW

Practise oral and written expression Complete a chart with questions and answers. Ask a fellow student and fill in the chart with his answers.

TB p. 65/AB p. 17. Write. Put a tick or a cross. Ask a friend and tick or cross.

W/R T/Ss/IW/S-S


Additional activities Reinforcement activitiesPhotocopy Master 10: To Practise: Have you got a…? (make a cutout and play )Extension activity Writing practice of questions and short answers (TB p. 65)

Integrated skills

T /Ss/IW

14


Revise vocabulary key 1 with the Attic poster

TB p. 66. Vocabulary review. L/S T/Ss CBABCD 1Attic poster and stickers Flashcards: parts of the Castle /school ; school material Story cards 2

Practise oral comprehension. Read, point at , and repeat the words


R/L/S T /Ss/IW

Practise key vocabulary 2, school places, and the structure . Listen to and repeat a dialogue. Play a memory game in pairs.

TB p. 66/CB p. 18. Listen and repeat. Look at the Picture and play.

L/S T/S-S

Write the key vocabulary 2. Relate the words with the pictures

TB p. 67/AB p. 18. Write the number. Write.

R/W T /Ss/IW

Practise writing words from the vocabulary. Complete questions and answers. Paint the objects the right colour.

TB p. 67/AB p. 18. Write the colour. Write. W T/Ss/IW


Additional activities Reinforcement activityFlashcard memory game (TB p. 67)Extension activity Pronunciation: final consonants (TB p. 67)

Integrated skills

T /Ss/IW


Practise oral comprehension and expression with a song

TB p. 68. Listen and sing. L/S T/Ss CBABCD 1Song poster 2 Flashcards: parts of the school Magician's hatBig sheets of paper

Practise pronunciation of the /ǽ/ and /ɑ:/. sounds. Listen to and repeat the words of the song

TB p. 68/CB p. 19. Listen and repeat. Listen and repeat Wally’s words.

L/R T /Ss/IW

Develop oral expression. Revise the story in the unit acting it out. Sing the song once again.


S T/Ss/IW

14

Consolidate the language in the song . Fill in the blanks in the song with the words from the box. Listen to check.


W/L T /Ss/IW

Practise key vocabulary with the structure. Draw a wizard and fill in the text with the help of the picture.

TB p. 69/AB p.19. Draw a wizard. Write. W T /Ss/IW

Additional activities ExtensionExtend and practise vocabulary, language and structures learnt in the lesson.

Additional activities Extension activity Classroom display of wizards (TB p. 69)

Integrated skills

T /Ss/IW

14

UNIT 2. WIZARD SCHOOL.Objectives Activities Skill Interaction Material

Revise the song in the previous lesson . TB p. 70. Review the song L/S T/Ss CBABCD 1Song poster 2Cross-curricular card 2

Session 7

Transfer the basic language of the unit to a real life context, linking with another subject in the Study Plan: Social Studies (the castles). Read the texts and match with the photos. Answer a question about the cross-curricular topic.

TB p. 70/CB p. 20. Listen, read and match. What defences has each castle got?

L/R/S T/Ss

Practise writing the language in the lesson. Complete the labels in the picture and write a text with the help of the picture and the information in the box.

TB p. 71/AB p. 20. Label the castle. Write about the castle.

W T /Ss

Additional activities ExtensionRevise and extend vocabulary, language and structures learnt in the lesson.

Additional activities Project on castles and maps (TB p. 71) Integrated

skills T /Ss/IW

14


Revise and consolidate the vocabulary and the key structure in the unit by means of a sketch

TB p. 72. Listen and act. L/S T/Ss CBABCD 1Story cards 2Flashcards: school material and parts of the school Classroom English posterPhotocopies of Photocopy Master 11

Expand the students' repertoire of classroom language


Recall the story of the unit. Make a minibook with the cutout on page 71 of the Activity Book. Order the frames guided by the recording. Read the story to a fellow student..

TB p. 73 /AB p. 71. Now make your story book. Activity Book page 71

L T/IW/S-S

Additional Activities Reinforcement Revise and practise vocabulary, language and structures learnt in the lesson .

Additional activities Reinforcement activityPhotocopy Master 11: Complete the picture frames of the story with text

R/W T /Ss/IW

14


Revise the vocabulary in the unit TB p. 74/AB p. 58 Picture Dictionary R T/Ss ABCD 1Classroom English posterPicture Dictionary (AB p. 58)Portfolio (AB p. 64)Storycards 2

Think about the activities done throughout the unit.


Extend and personalise the language in the unit with a reading and writing activity (Portfolio).

TB p. 7/AB p. 64 I can read and write about school objects. Read and colour. Draw and write about your school bag.

R/W TSs/IW

Self-evaluate the acquired vocabulary and the key structures, the development of linguistic skills and the comprehension of cross-curricular information

TB p. 75/AB p. 21. Stop and think about your work. Colour the pictures.

R T /Ss/IW

Additional activities ExtensionRevise and practise vocabulary, language and structures learnt in the lesson.

Additional activities Text display (TB p. 75) W T /Ss/IW

14

CHRISTMAS EVEObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of Christmas Eve. TB p. 160. Starting the lesson. L/S T/Ss CBCD 2Wrapped up packages as Christmas presents A selection of Christmas cards

Present and practise the new vocabulary TB p. 160/CB p. 56. Listen and repeat. L/R/S T /Ss

Practise oral comprehension. Identify the new vocabulary.

TB p. 160/CB p. 56. Listen, count and answer.

L/S T/Ss

Practise written oral expression Prepare and act out a sketch.


L/S T/Ss/S-S


Additional activities Reinforcement activities Make paper chains to decorate the classroom (TB p. 161)Extension activities Research a British Christmas and make a display. (TB p. 161)

Integrated skills

T /Ss/IW

14

CHRISTMAS EVEObjectives Activities Skill Interaction MaterialSession 2

Revision of the information on Christmas Eve.

TB p. 162. Starting the lesson. L/S T/Ss CBCD 2Photocopies of Photocopy Master 29 Colour card A4 sheet of paper or card for the Christmas card, scissors, felt pens .

Practise written comprehension of the new vocabulary


Learn a traditional Christmas song . TB p. 162/CB p. 57. Listen and sing. L/S T/Ss

Revise the names of typical Christmas things through handcrafts

TB p. 163/CB p. 57. Make a Christmas card.

L/S T/Ss

Additional activities Reinforcement Revise and practise vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement Activities A Christmas performance (TB p. 163)Extension Activities Alternative way of teaching/revising the song (TB p. 163)

L/S T /Ss/IW

UNIT 3. ACTIVITY CAMP.Objectives Activities Skill Interaction MaterialSession 1

Revision of classroom language Practise Have you got? + school material .

TB p. 76 Start the lesson L/S T/Ss CBABCD 1Classroom English posterFlashcards: school objects sports, Granny’s attic box.Photocopies of Photocopy Master 12

Present vocabulary key 1: sports. Listen to and repeat the words.


Listen to and practise key vocabulary in the lesson; sports


L/S T/Ss

Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen to and repeat the sports .

TB p. 77/CB p. 22. Listen. What activity is it?

L/S T/Ss

14

Practise key vocabulary. Orally. Listen to and repeat the dialogue. Practise in pairs


L /S T /S-S

Practise written comprehension. Match the words with the pictures


Practise written expression Write the corresponding labels in the picture



Additional activities Reinforcement ActivitiesPhotocopy Master 12: Write and match (solve the anagrams and write the names. Match with the picture) and write the names Write (look at the pictures and complete the words)

Integrated skills

T /Ss/IW

14


Practise key vocabulary 1; sports. Sing a chant.

TB p. 78/CB p. 23. Listen and chant. L/S/R T /Ss CBABCD 1Flashcards: sports Story cards 3The story card corresponding with frame 1 of each story

Find the key words in the story and repeat them


L/S T/Ss/IW



Complete a new verse in the song, personalising it.


Written practice of key vocabulary. Complete phrases and match with the pictures .

TB p. 80/AB p. 23. Write and match. W T/Ss/IW


Additional activities Reinforcement activityTalking about the pictures (TB p. 80)Extension activity Pronunciation and rhymes (TB p. 80)

Integrated skills

T /Ss/IW

14



TB p. 82. Story time L/S T/Ss CBABCD 1Flashcards: sports Story cards 3Photocopies de Photocopy Master 13

Develop written comprehension . Read and understand as a whole Present the key structure 1; I can / can’t


L/S/R T /Ss

Develop written comprehension . Match the phrases with the pictures.


Practise written expression of the key structure. Write phrases for each character as from the pictures.



Additional activities Reinforcement activityPhotocopy Master 13: Put a tick or a cross. Write (Indicate in a chart the activities children can or cannot do) Draw and writhe about yourself (draw what the children know or don't know how to do and write corresponding phrases ).Extension activity Minimal pairs pronunciation practice of can and can’ t (TB p. 83)

Integrated skills

T /Ss/IW

15


Practise the pronunciation. Read the story aloud. Present the key structure 2; Can you ...?

TB p. 84/CB p. 24 y 25. Story time. R/L/S T/Ss/IW CBABCD 1Story cards 3Flashcards: the animals Photocopies of Photocopy Master 14

Practise written comprehension of key structure 2. Answer the questions as from the picture. Listen and check


R/W/L T/Ss/IW

Practise written expression . Complete a chart with the questions and answers. Ask a fellow student to fill in the chart with his answers.

TB p. 85/AB p. 25. Write. Put a tick or a cross. Ask a friend and tick or cross

W/R T/Ss/IW/S-S


Additional activities Reinforcement activitiesPhotocopy Master 14: To practise: Can you…? (make a cutout and play )Extension activity Mime game: Can you do it? (TB p. 85)

Integrated skills

T /Ss/IW

15


Revise vocabulary key 1 with the Attic poster

TB p. 86. Vocabulary review. L/S T/Ss CBABCD 1Attic poster and stickers Flashcards:sports musical instrumentsStory cards 3

Practise oral comprehension. Read, point at, and repeat the words


R/L/S T /Ss/IW

Practise the vocabulary key 2, musical instruments and the structure. Listen to and repeat a dialogue Play a memory game in pairs


L/S T/S-S

Write the vocabulary key 2. Look for the words in a letter soup as from the pictures. Write the words .

TB p. 87/AB p. 26. Look . Write. R/W T /Ss/IW

Practise writing the vocabulary. Write about the characters' skills .

TB p. 87/AB p. 26. Read and put a tick or a cross. Write.

W T/Ss/IW


Additional activities Reinforcement activityMaking musical instruments (TB p. 87) Extension activity Writing sentences with She/he can play + instrument (TB p. 87)

Integrated skills

T /Ss/IW

15



TB p. 88. Listen and sing. L/S T/Ss CBABCD 1Song poster 3Flashcards: sports; musical instruments

Practise the pronunciation of the sound: /s/ + consonant. Listen to and repeat the words of the song.

TB p. 88/CB p. 27. Listen and repeat. Listen and repeat Charlie’s words.

L/R T /Ss/IW

Develop oral expression . Revise the story in the unit acting it out. Sing the song. again


S T/Ss/IW

Consolidate the language of the song. Fill in the blanks in the song with the words in the box . Listen and check


W/L T /Ss/IW

Practise written formation of key vocabulary. Write phrases guided by the pictures. .

TB p. 89/AB p. 27. Write. W/R T /Ss/IW


Additional activities Reinforcement activityTongue twister (TB p. 89) Extension activity Invent extra verses for the song (TB p. 89)

Integrated skills

T /Ss/IW

15


Revise the song from the previous lesson .

TB p. 90. Review the song L/S T/Ss CBABCD 1Song poster 3Cross-curricular card 3

Transfer thee basic language of the unit o a real life context, linking with another subject of the Study Plan (Plan de Estudios): Musicaleducationn (sections of theorchestraa). Read texts related with the photos. Answer a cross-curricular question

TB p. 90/CB p. 28. Listen, read and match. What’s the name of each section in the orchestra?

L/R/S T/Ss

Practise writing the language in the lesson. Match the instruments with their section in the orchestra. Write the sections .

TB p. 91/AB p. 28. Match. Write. W T /Ss

Personalize the language and the concept in the lesson. Make a drawing and complete a text about it

TB p. 91/AB p. 28. Invent you own music group. Draw and write.

W T/Ss/IW


Additional activities Extension activity Project on instruments in an orchestra (TB p. 91)

Integrated skills

T /Ss/IW

15


Revise and consolidate the vocabulary and the key structure in the unit through a sketch

TB p. 92./CB p. 29. Listen and act. L/S T/Ss CBABCD 1Flashcards: musical instruments and sports Story cards 3 Classroom English posterPhotocopies of Photocopy Master 15

Expand the repertoire of students' classroom language


Remember la story in the unit. Make a minibook with the cutout on page 73 of the Activity Book. Order the fames following the recording. Read the story to a fellow student.

TB p. 92 y 53/AB p. 73. Now make your story book. Activity Book page 73

L T/IW/S-S


Additional activities Reinforcement activityPhotocopy Master 15: Complete the frames of the story with texts

R/W T /Ss/IW


Revise the vocabulary in the unit TB p. 94/AB p. 59 Picture Dictionary R T/Ss ABCD 1Picture Dictionary (AB p. 59)Portfolio (AB p. 65)Story cards 3

Reflect about the activities done throughout the unit.


Extend and personalize the language in the unit in a reading and writing activity (Portfolio).

TB p. 94/AB p. 65 I can read and write about hobbies. Read and write. Write and draw about your hobbies.

R/W TSs/IW

Self-evaluate learning of vocabulary and key structures, development of linguistic skills and comprehension of cross-curricular information


R T /Ss/IW

15


Additional activities Reinforcement activityText display (TB p. 95)

W T /Ss/IW

HOBBIESObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of hobbies. TB p. 168. Starting the lesson. L/S T/Ss CBCD 2Present and practise the new vocabulary TB p. 168/CB p. 60. Look at the photo and

find. Listen and repeat.L/R/S T /Ss

Practise written comprehension . Identify the new vocabulary and answer the questions on the topic

TB p. 169/CB p. 60. Listen and read. L/R T/Ss

Additional Activities ExtensionPractise and extend vocabulary, language and structures learnt in la lesson.

Additional Activities Extension ActivityMake a hobbies survey of the class (TB p. 169)

Integrated skills

T /Ss/IW

15

HOBBIESObjectives Activities Skill Interaction MaterialSession 2

Revision of the information about hobbies

TB p. 170. Starting the lesson. L/S T/Ss CBCD 2Colour card Asheet of paper or card A4, scissors, felt pens

Practise oral comprehension of the new vocabulary

TB p. 170/CB p. 61. Listen and repeat.Listen and say the number.

L/S T /Ss

Learn a chant related with the topic . TB p. 170/CB p. 61. Listen and chant. L/S T/Ss

Revise the key vocabulary with handcraft .

TB p. 171/CB p. 61. Make a football scarf and chant again

L/S T/Ss

Additional activities Additional activities

15

UNIT 4. ALIEN FOOD.Objectives Activities Skill Interaction MaterialSession 1

Revision of classroom English TB p. 96 Start the lesson L/S T/Ss CBABCD 1Classroom English posterFlashcards: foodsGranny’s attic box.Photocopies op Photocopy Master 16Big sheets of paper

Present key 1 vocabulary food.. Listen to and repeat the words


Listen to and practise the key vocabulary in the lesson; food. Practise Have you got..?


L/S T/Ss

Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen to and identify the food missing in the list

TB p.97/CB p. 30. Listen. What ‘s missing?

L/S T/Ss

Practise the key vocabulary and revised structure orally: : What’s this? It’s a/an Listen to and repeat the dialogue. Practise in pairs .


L /S T /S-S

Practise written comprehension . Match the words with the pictures





Additional activities Reinforcement activitiesPhotocopy Master 16: Write (write the names of the different foods ). Write the differences (look at the drawings and find the differences )Extension activity Make a healthy food poster (TB p. 97)

Integrated skills

T /Ss/IW

UNIT 4. ALIEN FOOD.

15

Objectives Activities Skill Interaction MaterialSession 2

Practise key vocabulary 1: food. Sing a chant

TB p. 98/CB p. 31. Listen and chant. L/S/R T /Ss CBABCD 1Flashcards: food Story cards 4The story card corresponding to frame 1 of each story



L/S T/Ss/IW


TB p. 99/CB p. 31. Listen to the story L T/Ss

Revise the story. Listen to and order the frames .


Oral and written practice of the key l vocabulary Write about your favourite food and that of three fellow students

TB p. 100/AB p. 31. Write and draw about yourself. Ask 3 friends, write and draw.

W/S T/S-S


Additional activities Reinforcement activityTalking about the pictures (TB p. 100)Extension activity Invent a new verse for the chant (TB p. 100)

Integrated skills

T /Ss/IW

15



TB p. 102. Story time L/S T/Ss CBABCD 1Flashcards: food Story cards 4Photocopies of Photocopy Master 17

Develop written comprehension. Read and understand as a whole. Present the key structure 1; I like / I don’t like...


L/S/R T /Ss

Develop written comprehension . Listen to and write about the tastes of the characters .

TB p. 103/AB p. 32. Listen and draw mouths. Write.

R/W T/Ss/IW

Practise written expression of the key structure. Write paragraphs as from the pictures.



Additional activities Reinforcement activityPhotocopy Master 17:Look (figure out the coded phrases with the help of a code ). Write about yourself and draw. Match (write about your tastes. Make drawings and match them to the right phrases ).Extension activity I like chocolate and ice cream (TB p. 103)

Integrated skills

T /Ss/IW

16


Practise pronunciation. Read the story out loud. Present the key structure 2; Do you like...? and short answers

TB p. 44/CB p. 32 y 33. Story time. R/L/S T/Ss/IW CBABCD 1Story cards 4Flashcards: food Photocopies of Photocopy Master 18

Practise written comprehension of key structure 2. Complete the short answers as from the pictures. .


R/W/L T/Ss/IW

Practise written expression . Complete the chart with the questions and answers. Ask your fellow student and fill in the chart with his answers.

TB p. 45/AB p. 33. Write. Put a tick or a cross. Ask a friend and tick or cross.

W/R T/Ss/IW/S-S


Additional activities Reinforcement activityPhotocopy Master 18:To practise: Do you like…? (make a cutout and play )Writing practice of questions and short answers (TB p. 105)

Integrated skills

T /Ss/IW

16



TB p. 106. Vocabulary review. L/S T/Ss CBABCD 1Attic poster and stickers Flashcards: food in lunch boxes; school meals Story cards 4

Practise oral comprehension. Read, point at and repeat the words


R/L/S T /Ss/IW

Practise key vocabulary 2, school meals and the structure. Listen to and repeat the dialogue. Play a game in pairs.

TB p. 106/CB p. 34. Listen and repeat. Look at the pictures and play.

L/S T/S-S

Write vocabulary key 2. Fill in a crossword with the picture clues .

TB p. 107/AB p. 34. Write. W T /Ss/IW

Practise writing the vocabulary. Complete the bubbles of the characters as from the pictures .

TB p. 107/AB p. 34. Read and put a tick or a cross. Write.

W T/Ss/IW


Additional activities Reinforcement activityFavourite family lunches (TB p. 107)Extension activity Make a healthy salad (TB p. 107)

Integrated skills

T /Ss/IW

16


Practise oral comprehension and expression through a song

TB p. 108. Listen and sing. L/S T/Ss CBABCD 1Song poster 4Flashcards: food in lunch boxes and school meals

Practise the pronunciation of the /ɪ/ and /i:/ sounds. Listen to and repeat words of the song.

TB p. 109/CB p. 35. Listen and repeat. Listen and repeat Mike’s words.

L/R T /Ss/IW

Develop oral expression . Revise the story in the uni, acting it out.. Sing the song again.


S T/Ss/IW

Consolidate the language of the song. Fill in the blanks of the song with the words in the box. Listen and check.


W/L T /Ss/IW

Practise written expression of the key vocabulary. Fill in the characters' bubbles as from the pictures. Colour and write some personal information

TB p. 109/AB p. 35. Write. Draw yourself and write.

W/R T /Ss/IW

Additional Activities ExtensionPractise vocabulary, language and structures learnt in the lesson.

Additional Activities Extension activity Invent extra verses for the song (TB p. 109)

Integrated skills

T /Ss/IW

UNIT 4. ALIEN FOOD.Objectives Activities Skill Interaction Material

Revise the song in the previous lesson .

TB p. 110. Review the song L/S T/Ss CBAB

16

CD 1Song poster 4Cross-curricular card 4 Flashcards: from unit 3 (run, ride a bike)

Session 7

Transfer the basic language in the unit to a real life context , linking with another subject in the Plan de Estudios: natural sciences (space). Read the texts and match them with the photos. Answer a question about the cross-curricular topic.

TB p. 110/CB p. 36. Listen, read and match. How is life in space different from life on earth?

L/R/S T/Ss

Practise writing the language in the lesson. Complete a Venn diagram with the activities .

TB p. 111/AB p. 36. Read and write S, E or SE. Write.

R/W T /Ss

Personalize the language and the concept of the lesson. Write paragraphs about activities that can be done in space and on earth.



Additional activities Extension activity Project on life in space (TB p. 111)

Integrated skills

T /Ss/IW

16


Revise and consolidate the vocabulary and key structure in the unit through a sketch

TB p. 112. Listen and act. L/S T/Ss CBABCD 1Story cards 4Flashcards:food Classroom English posterPhotocopies of Photocopy Master 19empty food cartons and bottles .

Expand students' repertoire of classroom language .


Remember the story in the unit. Make a book with the cutout on page 75 of the Activity Book. Order the frames guided by the recording. Read the story to a fellow student

TB p 113/AB p. 13. Now make your story book. Activity Book page 75

L T/IW/S-S

Additional Activities Reinforcement Revise and practise vocabulary, language and structures learnt in the lesson.

Additional Activities Reinforcement activityPhotocopy Master 19: Complete the frames in the story with texts

R/W T /Ss/IW





Extend and personalize the l language in the unit in a reading and writing activity (Portfolio).

TB p. 114/AB p. 63 I can read and write about food. Read and put a tick or a cross. Draw and write about your favourite lunch.

R/W TSs/IW

Self-evaluate the learning of vocabulary and key structures, development of linguistic skills and comprehension of cross-curricular information


R T /Ss/IW

16



W T /Ss/IW

EASTERObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of Holy Week (Semana Santa).

TB p. 156. Starting the lesson. L/S T/Ss CBCD 2

Present and practise the new vocabulary

TB p. 164/CB p. 58. Listen and repeat. L/R/S T /Ss

Practise oral comprehension . Identify the new vocabulary.


Practise oral written expression . Prepare and act out a sketch.


L/S T/Ss/S-S


Additional activities Reinforcement activityMake Semana Santa carton boxes (TB p. 165)Extension activity Obtain information about Holy Week( Semana Santa) (TB p. 165)

Integrated skills

T /Ss/IW

16

EASTERObjectives Activities Skill Interaction MaterialSession 2

Revision of the information about Semana Santa.

TB p. 166. Starting the lesson. L/S T/Ss CBCD 2Photocopies of Photocopy Master 30 Drawings or photos of things related with the British Holy Week



Learn a song about Easter topic TB p. 166/CB p. 59. Listen and sing. L/S T/Ss

Revise the names of things related with Semana Santa through handcraft .

TB p. 167/CB p. 59. Make egg decorations L/S T/Ss


Additional activities Reinforcement activity An Easter performance (TB p. 167).

L/S T /Ss/IW

UNIT 5 THE ROBBER’S CLOTHES.Objectives Activities Skill Interaction MaterialSession 1

Revision of Introduction unit and classroom language.

TB p. 116 Start the lesson L/S T/Ss CBABCDs 1 y 2Classroom English posterFlashcards: clothing items Granny’s attic box.Photocopies of Photocopy Master 20Big sheets of paper

Present key vocabulary 1: the animals. Listen to and repeat the words


Listen to and practise key vocabulary in the lesson; clothing items


L/S T/Ss

Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen to and repeat the clothes items Identify the next word on the list

TB p. 117/CB p. 38. Listen. What’s next? L/S T/Ss

16

Practise the vocabulary orally. Listen to and repeat a dialogue. Practise in pairs.


L /S T /S-S



Practise written expression. Write the labels corresponding to the picture.


Additional activities Reinforcement and ExtensionRevise and extend vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement activityPhotocopy Master 20: Find and write (find the coordinates in a chart with clothes ).Colour. Draw, colour and write (colour a drawing following the instructions )Extension activity Make a clothes shop window (TB p.117)

Integrated skills

T /Ss/IW

16


Practise the key vocabulary 1; clothing items . Sing a chant.

TB p. 118/CB p. 39. Listen and chant. L/S/R T /Ss CBABCD 2Flashcards: clothing items Story cards 5The Story card corresponding with frame1 of each story



L/S T/Ss/IW

Practise oral comprehension listening to the story .


Revise the story. Listen and order the picture frames .


Written practice of key vocabulary. Write the clothing items as from the pictures and colour them .

TB p. 120/AB p. 39. Count, write and colour.

W T/Ss/IW


Additional activities Reinforcement activityTalking about the pictures (TB p. 120)Extension activity Act out a scene at the lost property office. (TB p.120)

Integrated skills

T /Ss/IW

16



TB p. 122. Story time L/S T/Ss CBABCD 2Flashcards: clothes Story cards 5Photocopies of Photocopy Master 21

Develop written comprehension . Read and understand as a whole. Present the key estructura1; He’s / She’s wearing.. .


L/S/R T /Ss

Develop written comprehension . Write whether the phrases are true or false guided by the picture

TB p. 123/AB p. 40. Read and write True or False

R/W T/Ss/IW

Practise written expression of the key structure. Colour the drawings and write two paragraphs as from them .

TB p. 123/AB p. 40. Colour and write. W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 21: Write the differences (write phrases describing the differences between the two clowns . Look at the pictures and write. Draw (Read the phrases and match them with a letter . Write a further two phrases and draw corresponding drawings ).Extension activity Family portraits (TB p.123)

Integrated skills

T /Ss/IW

17


Practise pronunciation. Read the story aloud . Present the key structure 2; Is he / she wearing..?

TB p. 124/CB p. 40 y 41. Story time. R/L/S T/Ss/IW CBABCD 2Story cards 5Flashcards: clothes Photocopies of the Photocopy Master 22

Practise oral comprehension of the key structure 2. Listen and identify the character in the picture.

TB p. 125/AB p. 41. Listen and write the number

L T/Ss/IW

Practise written expression. Write questions and answers guided by the picture

TB p. 125/AB p. 41. Look at the picture and answer. Write the questions.

W/R T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 22: To Practise: Is she/he wearing …? (make a cutout and play with it )Extension activity Draw a character for an identity parade and play. (TB p.125)

Integrated skills

T /Ss/IW

17



TB p. 126. Vocabulary review. L/S T/Ss CBABCD 2Attic poster and stickers Flashcards: clothing items, summer clothes Story cards 5A4 paper and big sheets of paper .

Practise oral comprehension. Read, point and repeat the words


R/L/S T /Ss/IW

Practise key vocabulary 2, summer clothes and the structure. Listen and repeat a dialogue. Play a memory game in pairs. .

TB p. 126/CB p. 42. Listen and repeat. Look at the picture and play.

L/S T/S-S

Write key vocabulary 2. Play bingo, Paint the clothes blue or red. Listen to the teacher and play.

TB p. 127/AB p. 42. Colour red and blue and write. Play bingo!

W T /Ss/IW

Practise reading and writing the vocabulary. Colour a picture guided by the text. Colour another picture ad write a text as from it.

TB p. 127/AB p. 42. Read and colour. Colour and write.

R/W T/Ss/IW


Additional activities Reinforcement activitiesSeaside frieze (TB p. 127)Extension activity The doll’s new clothes (TB p.127)

Integrated skills

T /Ss/IW

17

UNIT 5. THE ROBBER’S CLOTHES.Objectives Activities Skill Interaction MaterialSession 6

Practise oral comprehension and expression through the song

TB p. 128/CB p. 43. Listen and sing. L/S T/Ss CBABCD 2Song poster 5Flashcards: clothing items

Practise pronunciation of the /ʃ/ and /s/ sounds.. Listen and repeat words from the song.

TB p. 128/CB p. 43. Listen and repeat. Listen and repeat the policewoman’s words.

L/R T /Ss/IW

Develop the oral expression. Revise the story in the unit acting it out. Sing the song again.


S T/Ss/IW

Consolidate the language in the song. Colour the pictures guided by the words in the song. Fill in the blanks in the text with the words in the box. Listen and check.

TB p. 129/AB p. 43. Write and colour. Listen and check.

R/W/L T /Ss/IW

Practise the vocabulary and key structure . Colour the picture guided by the text. Draw a self-portrait and write a text as from there l.

TB p. 129/AB p. 43. Read and colour. Draw yourself and write.

W/R T /Ss/IW


Additional activities Reinforcement activitiesTongue twister (TB p. 129)Extension activity Invent extra verses for the song (TB p.129)

Integrated skills

T /Ss/IW

17


Revise the song of the previous lesson anterior.

TB p. 130. Review the song L/S T/Ss CBABCD 2Song poster 5Cross-curricular card 5Reproduction of paintings

Transfer the basic language in the unit to a real life context, linking it with another subject of the Study Plan ( Plan de Estudios) Art education (famous artists). Read texts and relate them with the pictures. Answer a question about the cross-curricular topic.

TB p. 130/CB p. 12. Listen, read and match. What can you see in each painting?

L/R/S T/Ss

Practise writing the language in the lesson. Colour the pictures and write texts guided by them

TB p. 131/AB p. 12. Match and colour Write.

W T /Ss


Additional activities Extension activity Project on artists (TB p. 131)

R/W T /Ss/IW


Revise y consolidate the vocabulary and the key structure in the unit by means of a sketch

TB p. 132. Listen and act. L/S T/Ss CBABCD 2Story cards 5Flashcards: clothing items, summer clothes Classroom English posterPhotocopies of Photocopy Master 23

Expand the students' classroom language repertoire .


Remember the story in the unit. Make a small book with the cutout on page 77 of the Activity Book. Order the frames guided by the recording. Read the story to a fellow student


L T/IW/S-S

17

Additional activities ReinforcementRevise and extend vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement activityPhotocopy Master 23: Complete the frames in the story with texts

R/W T /Ss/IW





Extend and personalise the language in the unit in a reading and writing activity (Portfolio).

TB p. 134/AB p. 63 I can read and write about clothes. Read and colour. Draw yourself. Write.

R/W TSs/IW

Self-evaluate your learning of vocabulary and key structures, the development of linguistic skills and the comprehension of cross-curricular information .


R T /Ss/IW



W T /Ss/IW

17

FASHIONObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of fashion TB p. 172. Starting the lesson. L/S T/Ss CBCD 2The Story card in unit 5 with Shane the robber

Present and practise the new vocabulary .

TB p. 172/CB p. 62. Look at the photo and find. Listen and repeat.

L/R/S T /Ss

Practise written comprehension . Identify the new vocabulary and answer questions about the topic .


Additional activities ReinforcementReinforce and practise vocabulary, language and structures learnt in the lesson .

Additional activities Reinforcement activityMake a class Fashion poster (TB p. 173)

Integrated skills

T /Ss/IW

17

FASHIONObjectives Activities Skill Interaction MaterialSession 2

Revision of facts about fashion TB p. 174. Starting the lesson. L/S T/Ss CBCD 2One sheet of paper size A3 per child

Practise oral comprehension of the new vocabulary .


L/S T /Ss

Learn a song related with the topic TB p. 174/CB p. 63. Listen and sing. L/S T/Ss

Revise the key vocabulary through a handcraft .

TB p. 175/CB p. 63. Make a hat and sing again

L/S T/Ss


17

UNIT 6. HAUNTED HOUSE.Objectives Activities Skill Interaction MaterialSession 1

Revision of the Introduction unit and classroom language

TB p. 136 Start the lesson L/S T/Ss CBABCD 2Classroom English posterFlashcards: furniture Granny’s attic box.Photocopies of Photocopy Master 24One A3 sheet of paper per student

Present the key vocabulary 1: furniture. Listen to and repeat the words


Listen to and practise the key vocabulary in the lesson; furniture. Practise What’s....


L/S T/Ss

Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen to and recognize the pieces of furniture

TB p. 137/CB p. 46. Listen. What is it? L/S T/Ss

Practise orally the key vocabulary and revised structure: What’s..? Is it a...? Listen to and repeat the dialogue. Practise in pairs .


L /S T /S-S

Practise written comprehension. Match the words with the pictures and write the number .


Practise written expression . Write the corresponding labels in the picture



Additional activities Reinforcement activitiesPhotocopy Master 24: Draw and write (Complete symmetric drawings and write their names ). Write and match (figure out the anagrams and write the words matching them with their corresponding picture ).Extension activity Designer classrooms (TB p. 137)

Integrated skills

T /Ss/IW

17


Practise the key vocabulary 1; furniture. Sing a chant.

TB p. 138/CB p. 47. Listen and chant. L/S/R T /Ss CBABCD 2Flashcards: furniture Story cards 6The story card of frame 1 of each story



L/S T/Ss/IW



Revise the story. Listen to and order the frames in the story


Written practice and extension of key vocabulary. Find the furniture in the picture and answer the questions in writing.

TB p. 140/AB p. 47. Find and Write. R/W T/Ss/IW


Additional activities Reinforcement Activity Talking about the pictures (TB p. 140)Extension Activity Invent a new chant using other rooms they know (TB p. 140)

Integrated skills

T /Ss/IW

18



TB p. 142. Story time L/S T/Ss CBABCD 2Flashcards: furniture Story cards 6Photocopies of Photocopy Master 25

Develop written comprehension . Read and understand as a whole. Present the key structure 1; There’s a...


L/S/R T /Ss

Develop written comprehension. Read the phrases and draw the ghosts in the right place.

TB p. 143/AB p. 48. Read and draw the ghosts.

R T/Ss/IW

Practise the written expression of the key structure. Read and draw the furniture as from the text. Make a drawing and write a text based on it.

TB p. 143/AB p. 48. Read and draw. Draw and write.

R/W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 25: Circle true or false (read the phrases and decide whether they are true or not ).Colour and write (colour a drawing with a code and write the phrases ).Extension activity Tell me where? (TB p. 143)

Integrated skills

T /Ss/IW

18


Practise pronunciation. Read the story out loud . Present the key structure 2; There isn’t a...

TB p. 144/CB p. 48 y 49. Story time. R/L/S T/Ss/IW CBABCD 2Story cards 6Flashcards: furniture Photocopies of Photocopy Master 26

Identification of key structure 2. Read phrases and choose the one that is true. Listen and check. .

TB p. 145/AB p. 49. Look at the picture and tick. Listen and check

R/L T/Ss/IW

Practise writing the key structure. Complete the phrases as from the picture .

TB p. 145/AB p. 49. Look and write There’s or There isn’t.

W/R T/Ss/IW


Additional activities Reinforcement activityPhotocopy Master 26: To practise: There is/There isn’t a.. (Make a cutout and play )Extension activity Writing practice of positive and negative sentences (TB p . 145)

Integrated skills

T /Ss/IW

18


Revise the key vocabulary 1 with the Attic poster

TB p. 146. Vocabulary review. L/S T/Ss CBABCD 2Attic poster and stickers Flashcards: furniture, prepositions, electric appliances Story cards 6

Practise oral comprehension and expression. Read, point at and repeat the words.


R/L/S T /Ss/IW

Practise the key vocabulary 2, electric appliances and prepositions. Listen to and repeat the dialogue. Play the memory game in pairs


L/S T/S-S

Identify key vocabulary 2. Order the letters to make words and match them to the pictures .

TB p. 147/AB p. 50. Write and match. W T /Ss/IW

Practise writing the vocabulary. Find some of the electric appliances and write where they are. Draw the other electric appliances in the picture as from the text.

TB p. 147/AB p. 50. Write. Read and draw.

R/W T/Ss/IW


Additional activities Reinforcement activityHide and seek in the classroom (TB p. 147)Extension activity My classroom (TB p. 147)

Integrated skills

T /Ss/IW

18


Practise oral comprehension and expression through a song

TB p. 148/CB p 52. Listen and sing. L/S T/Ss CBABCD 2Song poster 6Flashcards: furniture; prepositions; electric appliances .

Practise the pronunciation of the th and d sounds. Listen to and repeat the words in the song.

TB p. 148/CB p. 52. Listen and repeat. Listen and repeat the ghost’s words.

L/S T /Ss/IW

Develop oral expression. Revise the story in the unit acting it out. Sing the song again.


S T/S-S

Consolidate the language in the song. Fill in the blanks in the song with the words in the box. Listen to and check


W/L T /Ss/IW

Practise the written form of the key structure and vocabulary. Colour the ghosts as inferred from the text. Colour the other ghosts and write phrases as from the picture.

TB p. 149/AB p. 51. Read and colour. Colour and write.

R/W T /Ss/IW


Additional activities Reinforcement activityInvent actions for the song (TB p. 149)Extension activity Think of parts of the house where ghosts can hide (TB p. 149)

Integrated skills

T /Ss/IW

18

UNIT 6. HAUNTED HOUSE.Objectives Activities Skill Interaction Material


TB p. 150. Review the song L/S T/Ss CBABCD 2Song poster 6Cross-curricular card 6 Flashcards: furniture Map of Great Britain world mapBig sheets of paper

Session 7

Transfer the basic language in the unit to a real life context, linking with another subject of the Study Plan: Social and Natural Sciences – housing in the world (ciencias sociales - viviendas del mundo). Read the texts and match with the photos. Answer a question about the cross-curricular topic.

TB p. 150/CB p. 52. Listen, read and match. What’s the name of each home?

L/R/S T/Ss

Practise writing the language in the lesson. Match the pictures of the outside with the inside of the houses. Write texts as from the pictures.

TB p. 151/AB p. 52. Match the pictures and write.

W T /Ss

Personalize the language and the concept of the lesson. Make a drawing and write about your own home..

TB p. 151/AB p. 52. Draw and write about your home.

W T/Ss/IW


Additional activities Extension activity Project on homes around the world (TB p. 151)

Integrated skills

T /Ss/IW

18


Revise and consolidate the key vocabulary and structure in the unit through a sketch

TB p. 152. Listen and act. L/S T/Ss CBABCD 2Flashcards: furniture; things in the house/home Story cards 6Classroom English posterPhotocopies of Photocopy Master 27

Expand the student repertoire of classroom language .


Remember the story in the unit. Make a minibook with the cutout on page 79 of the Activity Book. Order the frames following the recording. Read the story to a fellow student.

TB p. 153/AB p. 53. Now make your story book.

L T/IW/S-S



R/W T /Ss/IW



Reflect on the activities done throughout the unit.


Extend and personalise the language in the unit in a reading and writing activity (Portfolio).

TB p. 154/AB p. 68 I can read and write about my bedroom. Read, tick and draw. Draw and write about your bedroom.

R/W TSs/IW

Self-evaluate the learning of key vocabulary and the structures, the development of linguistic skills and comprehension of the cross-curricular information .


R T /Ss/IW

18



W T /Ss/IW

18

CLASSROOM PROGRAMME -SURPRISE! 4: YEAR 2010/2011*

UNIT APPROX. Nº SESSIONS

APPROX. TIMING (45 MIN PER SESSION)

NOTES AND OBSERVATIONS

0 Starter Unit. Teatime at Granny’s!

4 3 hour 20 mins

1 A real cowboy 9 7 hours 30 minsBonfire night 2 1 hour 40 mins2 Bathtime for Fifi 9 7 hours 30 minsChristmas Day 2 1 hour 40 mins3 The hungry rat 9 7 hours 30 minsPancake Day 2 1 hour 40 mins4 Alien food 9 7 hours 30 minsFood 2 1 hour 40 mins5 Off to school 9 7 hours 30 minsFashion 2 1 hour 40 mins6 The Wolf’s in town 9 7 hours 30 mins

Total 68 56 horas 40 mins

Extra activities programmed by the school

*Each centre will have to adapt this programme to its own situation and timetable.

THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS LEVEL

18

STARTER UNIT TEATIME AT GRANNYS!Objectives Activities Skill Interaction MaterialSession 1

Welcome the class. Introduce yourself. Introduce the characters in the book once again

TB p. 28. Introducing the book. L/S T/Ss CBABCD 1Flashcards of food from Surprise 3Wordcards of numbers from 10 to 100 (10, 20 30 etc.)

Oral practice of presentations. Listen to and answer a personal question about food .

TB p. 28/CB p. 2 y 3. Listen and answer. L/S/R T /Ss

Practise oral expression. Ask and answer questions about food preferences, following the model

TB p. 28/CB p. 3. Then ask and answer. S T/S-S

Practise oral comprehension and expression Practise the key vocabulary in the lesson. Listen to, repeat and find the numbers from 10 to 100.


L/S T/Ss

Practise word discrimination. Look for food vocabulary in a letter soup. Write the words.

TB p. 29/AB p. 2. Look → ↓. Write. R/W T/Ss/IW

Personalize the language in the lesson. Complete the questions in the bubbles Draw themselves and write their own answers about food tastes

TB p. 29/AB p. 2. Write questions. Write your answers.

R/W T/Ss/IW


STARTER UNIT TEATIME AT GRANNYS!

18


Revise key vocabulary from lesson 1. TB p. 30. Revision of lesson 1. L/S T/Ss CBABCD 1Photocopies of Photocopy Master 1A toy clock with movable hands

Teach to say the time on the dot. Listen to different times and find the clocks that show them.in the picture. Practise oral expression saying the time

TB p. 30/CB p. 3. Listen and find the clock. Ask and answer.

L/S T /S-S

Promote motivation and learn the song of Surprise! Course.

TB p. 30/CB p. 3. Listen and sing. L/S T/Ss

Practise oral comprehension. Listen to and draw the time in the clocks. Write them.

TB p. 31/AB p. 3. Listen and draw. Write the time.

L/R/W T /Ss/IW

Fill in the crosswords with the indicated numbers. Find and write the secret number.

TB p. 31/AB p. 3. Write the numbers. Write the secret numbers

R/W T/Ss/IW


Additional activities Reinforcement activityPicture Dictionary (AB p. 54)Photocopy Master 1: Write questions. Ask a friend to answer (Ask and answer questions ).Follow and write the time (Express the time in different clocks ).

S/R/W T /Ss/IW

STARTER UNIT TEATIME AT GRANNYS!Objectives Activities Skill Interaction Material

Revise the language of previous lessons.

TB p. 32. Review of lessons 1 y 2. L/S T/Ss CBAB

19

Session 3

CD 1Photocopies of Photocopy Master 2

Listen to and sing a chant to learn the alphabet.

TB p. 32/CB pages 4 and 5. Listen and chant.

L/S T/Ss

Revise and practise spelling of lesson vocabulary.

TB p. 33/CB pages 3 y 4. Listen and look. What letter is it?

L/S T /Ss

Practise written expression. Practise spelling and writing vocabulary with the help of visual clues

TB p. 33/AB p. 4. Write. Check your spelling with a friend.

R/W T/Ss/GW/S-S

Practise written expression, personalizing the vocabulary in the columns. Write phrases about themselves.

TB p. 33/AB p. 4. Write. Add one more. Write about yourself.

R/W T/Ss/IW


Additional activities ReinforcementPhotocopy Master 2:Write: Write the numbers from 10 to 100 in the right place Look. Circle and write (find vocabulary in a letter soup )

Integrated skills

T /Ss/IW

STARTER UNIT TEATIME AT GRANNYS!Objectives Activities Skill Interaction Material

Revise lesson 3 TB p. 34. Review of lesson 3. L/S T/Ss CB

19

Session 4

ABCD 1Photocopies of Photocopy Master 3Picture Dictionary (AB p 54)

Revise vocabulary and prepositions. Revise the structure: there’s a… + prepositions in/on/under. Listen to the phrases and find the objects in the picture .

TB p. 34/CB págs 4 y 5. Find each object above. Listen and check.

R/L T /Ss/IW

Present and practise classroom language : How do you spell…? Listen to a dialogue and repeat it. Play at asking and answering spelling questions


L/S T/S-S

Practise oral comprehension . Listen to and identify some furniture. Listen again and do written practice of vocabulary.

TB p. 35/AB p. 5. Listen and circle. Listen again and write.

R/W T /Ss/IW

More practice of written expression. Write phrases with the structure of the lesson. .

TB p. 35/AB p. 5. Read and draw. Then draw and write.

W T/Ss/IW


Additional activities Reinforcement activities Picture Dictionary (AB p. 54)Photocopy Master 3 Find and write: (find and indicate the position of some objects )Write: (solve the anagrams and write its words in order )

Integrated skills

T /Ss/IW

19

UNIT 1. A REAL COWBOY.Objectives Activities Skill Interaction MaterialSession 1

Revision of the Introduction unit and classroom language.

TB p. 36 Start the lesson L/S T/Ss CBABCD 1Flashcards: sports; animals; clothes; musical instruments and school material Granny’s attic box.Photocopies of Photocopy Master 4Classroom English poster de Surprise 3

Present the key vocabulary 1: sports. Listen and indicate the number of the word mentioned.

TB p. 36/CB p. 6. Listen, point and say the number.

L/S T/Ss

Practise oral comprehension . Listen and Identify the sound of several activities and sports.

TB p. 37/CB p. 6. Listen. What activity is it?

L/S T/Ss

Practise orally the key vocabulary and revised structure : I like… Listen to and repeat a dialogue. Practise in pairs


L /S T /S-S

Practise written comprehension. Match the words with the pictures. Write the vocabulary in the right place.


W T/Ss/IW

Practise written expression. Write phrases indicating tastes


Additional activities Reinforcement and ExtensionRevise and practise vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement activitiesPhotocopy Master 4: Write (write the names of the activities in a park in the right place )Write the words in groups (classify some sports ).Extension activitySports charades (TB p. 37)

Integrated skills

T /Ss/IW

19


Practise key vocabulary 1; sports . Sing a chant.

TB p. 38/CB p. 7. Listen and chant. L/S/R T /Ss CBABCD 1Flashcards: sports Story cards 1The story card of frame 1 of all the stories

Develop comprehension skills. Find the key words in the story and repeat them.


L/S T/Ss

Practise oral comprehension listening to a story.


Revise the story in the unit. Listen and put the frames of the story in order.


Written practice of the vocabulary and structure of the lesson: I like/I don’t like. Write phrases about what the characters like to do. Personalize what you learned and write phrases about yourself.

TB p. 40/AB p. 7. Look and write. Draw and write about yourself.

W T/Ss/IW


Additional activities Reinforcement activityThe chant: two groups (TB p. 40)Extension activityA class survey: Do you like…? (TB p. 40)

Integrated skills

T /Ss/IW

UNIT 1. A REAL COWBOY.Objectives Activities Skill Interaction Material


TB p. 42. Story time L/S T/Ss CBAB

19

Session 3

CD 1Flashcards: sports Story cards 1Photocopies of Photocopy Master 5

Develop written comprehension . Read and comprehend as a whole. Present and practise key structure1; He/She likes…


L/S/R T /Ss

Develop written comprehension . Recognize the drawings and match them with the corresponding phrase. Write the whole phrase.

TB p. 43/AB p. 8. Match and write. Listen and check.

R/W T/Ss/IW

Practise the written expression of the key structure. Reading and writing phrases as from the picture.

TB p. 43/AB p. 8. Look and write. W T/Ss/IW


Additional activities Reinforcement activityPhotocopy Master 5: Read and number (read the phrases and match with the picture ).Write (write the phrases describing the tastes of the characters).Extension activityExtended dialogues (TB p. 43)

Integrated skills

T /Ss/IW

UNIT 1. A REAL COWBOY.

19


Pronunciation drill. Read the story out loud.Present the key structure 2; He / She doesn’t like...

TB p. 44/CB p. 8 y 9. Story time. R/L/S T/Ss/IW CBABCD 1Story cards 1Flashcards: sports; sports from Surprise 3 Photocopies of Photocopy Master 6

Practise written comprehension of key structure 2. Complete the phrases discerning between the two proposed options with the help of a picture..

TB p. 45/AB p. 9. Choose and write. R/W T/Ss/IW

Practise written expression. Write phrases interpreting the symbols and practising the structure in the lesson..

TB p. 45/AB p. 9. Look and write. W/R T/Ss/IW


Additional Activities Reinforcement activityPhotocopy Master 6: Draw mouths and write. Cut. Play with a friend(make a cutout and play with it ).Extension activityPicture sentences (TB p. 45)

Integrated skills

T /Ss/IW

19


Revise the key vocabulary 1 with the Attic poster

TB p. 46. Vocabulary review. L/S T/Ss CBABCD 1Attic poster and stickers Flashcards: sports ; free time activities

Practise oral comprehension oral. Read, point and repeat the words


R/L/S T /Ss/IW

Practise key vocabulary 2, free time activities and the structure. Listen to and repeat a dialogue. Play a memory game in pairs.


L/S T/S-S

Write key vocabulary 2. Identify vocabulary in a letter soup. Complete the phrases with the words

TB p. 47/AB p. 10. Look → ↓. Write. R/W T /Ss/IW

Practise writing the vocabulary and structure. Complete a chart with personal information and that of a friend. Complete a text with this information

TB p. 47/AB p. 10. Draw or . Ask a friend. Write.

W T/Ss/GW/S-S


Additional activities Reinforcement activityFamous person poster. (TB p. 47)Extension activityOur favourite activities (TB p. 57)

Integrated skills

T /Ss/IW

19



TB p. 48. Listen and sing. L/S T/Ss CBABCD 1Song poster 1Flashcards: sports; free time

Practise the pronunciation of the /n/ and /ŋ/ sounds. Listen to and repeat words of the song.

TB p. 48/CB p. 11. Listen and repeat. Listen and repeat Tom’s words.

L/R T /Ss/IW

Develop oral expression. Go over the story in the uni, acting it out. Sing the song again.


S T/SS/S-S

Consolidate the language in the song. Match the two parts of the verses of the song. Listen and check.

TB p. 49/AB p. 11. Read and match. Listen and check.

W/L T /Ss/IW

Practise written expression. Write two more stanzas for the song with the help of the pictures

TB p. 49/AB p. 11. Write new verses. W/R T /Ss/IW


Additional activities ReinforcementThe cowboy action song (TB p. 49)Extension activityStand up! Sit down! (TB p. 49)

Integrated skills

T /Ss/IW

19



TB p. 50. Review the song L/S T/Ss CBABCD 1Song poster 1Cross-curricular card 1 Flashcards: sports; free time A compass and a map of Spain

Transfer the basic language in the unit to a real life context, linking with another subject of the Study Plan: Social sciences – compass points (Plan de Estudios: ciencias sociales - los puntos cardinales). Read the texts and match with the photos. Answer a question about cross-curricular topic. Open a discussion personalising the lesson topic.

TB p. 50/CB p. 12. Listen, read and match. What part of the USA is each child in? What part of Spain are you in? What do you like doing?

L/R/S T/Ss

Drill the language writing of the lesson. Complete the labels with the words in the box.

TB p. 51/AB p. 12. Write. W T /Ss

Personalize the language and concept of the lesson. Complete the texts and write about themselves.

TB p. 51/AB p. 12. Look and write. Write about yourself.

W T/Ss/IW

Additional activities ExtensionRevise and extend vocabulary, language and structures acquired in the lesson.

Additional activities Extension activity Project on children and places around the world (TB p. 51)

Integrated skills

T /Ss/IW

19


Revise and consolidate the vocabulary and key structure in the unit by means of a sketch

TB p. 52. Listen and act. L/S T/Ss CBABCD 1Flashcards:sports: free time activities Classroom English posterPhotocopies of Photocopy Master 7

Expand the students' repertoire of classroom language .


Recall the story in the unit. Make a minibook with the cutout on page 69 of the Activity Book. Order the picture frames with the help of the recording. Read a story to a fellow student.


L T/IW/S-S

Additional Activities Reinforcement Revise and practise vocabulary, language and structures acquired in the lesson.


R/W T /Ss/IW

20





Extend and personalize the language in the unit with a reading and writing activity (Portfolio).

TB p. 54/AB p. 63 I can write about my friends hobbies. Read and draw mouths. Draw and write about your best friend’s hobbies.

R/W TSs/IW

Self-evaluate learning of vocabulary and key structures , development of linguistic skills and comprehension of cross-curricular information

TB p. 54 y 55/AB p. 15. Stop and think about your work. Colour the pictures.

R T /Ss/IW

Additional activities ExtensionRevise and practise vocabulary, language and structures acquired in the lesson.

Additional activities Extension activityText display (TB p. 55)

W T /Ss/IW

BONFIRE NIGHTObjectives Activities Skill Interaction MaterialSession 1

Introduce the Bonfire Night topic. TB p. 156. Starting the lesson. L/S T/Ss CBCD 2A sheet of card and five bookbinders per student

Present and practise the new vocabulary TB p. 156/CB p. 54. Listen and repeat. L/R/S T /Ss

Practise oral comprehension. Identify new vocabulary.

TB p. 157/CB p. 54. Listen. What is it? L/S T/Ss



L/S T/Ss/S-S

Additional activities Revision drill of vocabulary, language and structures acquired in the lesson.

Additional Activities Make a guy puppet (TB p. 157) Integrate

d skills T /Ss/IW

20

BONFIRE NIGHTObjectives Activities Skill Interaction MaterialSession 2

Go over the information on Bonfire Night.

TB p. 158. Starting the lesson. L/S T/Ss CBCD 2Photocopies of Photocopy Master 28 Colour card sheet, string, scissors, one toilet paper tube per student



Learn a chant about the topic of Bonfire Night.

TB p. 158/CB p. 55. Listen and chant. L/S T/Ss

Revise the names of things related to Bonfire Night with a handcraft

TB p. 159/CB p. 55. Make a Rocket. L/S T/Ss


Additional activities Reinforcement activityA class performance (TB p. 159).

L/S T /Ss/IW

20

UNIT 2. BATHTIME FOR FIFI.Objectives Activities Skill Interaction MaterialSession 1

Revision of the Introduction unit and the classroom language

TB p. 56 Start the lesson L/S T/Ss CBABCD 1Flashcards: parts of the body Granny’s attic box.Classroom English posters from Surprise 3 and 4Photocopies of Photocopy Master 8Dice

Present the key vocabulary 1:parts of the body. Listen and indicate the number of the word mentioned.


L/S T/Ss

Drill oral comprehension . Listen and identify the part of the body mentioned

TB p. 57/CB p.14. Listen, do and say the word

L/S T/Ss

Oral practise of the key vocabulary and revised structure: Two. I’ve got … Listen and repeat a dialogue. Practise in pairs.


L /S T /S-S

Practise written comprehension. Match the words with the pictures. Write down the vocabulary in the right place.


R T/Ss/IW

Practise written expression. Write phrases using the model.



Additional activities Reinforcement activitiesPhotocopy Master 8: Look. Circle and write (find the parts of the body in a letter soup and write the name in its place )Read, draw and colour (read the phrases and complete the monsters)Extension activityAn Alien: a group drawing game (TB p. 57)

Integrated skills

T /Ss/IW

20


Practise key vocabulary 1; the parts of the body . Sing a chant.

TB p. 58/CB p. 15. Listen and chant. L/S/R T /Ss CBABCD 1Flashcards: the parts of the body Story cards 2The story card of frame 1 in each storyOld magazines

Develop comprehension skills. Find the key words in the story and repeat. .


L/S T/Ss/IW



Revise the story in the unit. Listen and order the frames in the story


Written practise of vocabulary and structure in the lesson: I’ve got dirty hair. Write phrases describing the character.Personalize what you've learnt writing phrases about yourself.

TB p. 60/AB p. 15. Look and write. Then draw and write

W T/Ss/IW


Additional activities Reinforcement activityA face collage (from magazine pictures (TB p. 60)Extension activityWho am I? (TB p. 60)

Integrated skills

T /Ss/IW

20



TB p. 62. Story time L/S T/Ss CBABCD 1Flashcards: the parts of the body Story cards 2Photocopies of Photocopy Master 9

Develop written comprehension . Read and understand as a whole. . Present key structure ; She’s /He’s got..

TB p. 62/CB pages 16 y 17 Read and listen to the story.

L/S/R T /Ss

Develop written comprehension. Match pictures with the phrases and write them correctly .


R/W T/Ss/IW

Practise written expression of the key structure. Pick out the right expression in the phrases between three options. Make a drawing of a dog and describe it.

TB p. 63/AB p 16. Look and circle. Draw and write.

W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 9: Write the numbers (read the descriptions and indicate the right number )Write. Draw, colour and write (write phrases about a dog, guided by the picture. Draw a dog, colour it and describe the drawing ).Extension activityMemory game: Describe your friend (TB p. 63)

Integrated skills

T /Ss/IW

20


Practise the pronunciation. Read the story aloud . Present key structure 2; Has she / he got..? Yes she / he has. No, she / he hasn’t.

TB p. 64/CB p. 16 y 17. Story time. R/L/S T/Ss/IW CBABCD 1Story cards 2Flashcards: the parts of the body Photocopies of Photocopy Master 10Magazines

Practise written comprehension of the key structure 2. Answer the written questions with the right answer.

TB p. 65/AB p. 17. Read and answer. R/W T/Ss/IW

Practise written and oral expression.Complete the questions in a chart about the parents of the student and a friend. Drill questions.

TB p. 65/AB p. 17. Write questions. Ask a friend and put a tick or a cross.

W/R T/Ss/IW/S-S


Additional activities Reinforcement activityPhotocopy Master 10: Make a flip book. Ask questions (make a cutout and play )Extension activityWho is it? (TB p. 65)

Integrated skills

T /Ss/IW

20


Go over key vocabulary 1 with the Attic poster

TB p. 66. Vocabulary review. L/S T/Ss CBABCD 1Attic poster and stickers Flashcards: the parts of the body; pets Story cards 2

Practise oral comprehension. Read, point at, and repeat the words.


R/L/S T /Ss/IW

Practise key vocabulary 2, the parts of the body, and the structure. Listen to and repeat a dialogue. Play a memory game in pairs


L/S T/S-S

Write key vocabulary 2. Fill in a crossword .

TB p. 67/AB p. 18. Complete the crossword.

R/W T /Ss/IW

Practise writing of vocabulary. Look at the pictures and write the questions and answers to get to know what the characters in the picture look like.

TB p. 67/AB p. 18. Write questions. Look and answer.

W T/Ss/IW


Additional activities Reinforcement activityA drawing game (TB p. 67)Extension activityA very strange animal! (TB p. 67)

Integrated skills

T /Ss/IW

20



TB p. 68. Listen and sing. L/S T/Ss CBABCD 1Song poster 2 Flashcards: the parts of the body; pets

Drill pronunciation of the /s/ and /z/ sounds. Listen to and repeat words of the song.

TB p. 68/CB p. 19. Listen and repeat. Listen and repeat Fifi’s words.

L/R/S T /Ss/IW

Develop oral expression oral. Revise the story in the unit acting it out. Sing the song again.


S T/Ss/IW

Consolidate the language in the song. Fill in the blanks in the song with words from the box. Listen and check.


W/L T /Ss/IW

Practise written expression. Write two more stanzas for the song with the help of the illustrations.

TB p. 69/AB p.19. Write new verses. W T /Ss/IW

Additional Activities ExtensionExtend and practise vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement activityFifi the dog action song (TB p. 69)Extension activityAdjective order (TB p. 69)

Integrated skills

T /Ss/IW

20



TB p. 70. Review the song L/S T/Ss CBABCD 1Song poster 2Cross-curricular card 2 Big sheets of paper

Transfer the basic language of the unit to a real life contexting with another subject of the Plan de Estudios: natural sciences – animal senses (ciencias naturales:los sentidos de los animales). Read the texts and match them with the photos. Answer a question about the cross-curricular topic. Open a debate, personalizing the lesson topic.

TB p. 71/CB p. 20. Listen, read and match. What sense is important to each animal? What’s your favourite animal?. What sense is important to this animal?

L/R/S T/Ss

Practise writing the language in the lesson. Match the parts of the animal body with the right word and the drawing of the animal. .

TB p. 71/AB p. 20. Label and match. W T /Ss/IW

Personalize the language and the concept of the lesson. Complete the description of an animal. Draw an animal and describe it.

TB p. 71/AB p. 20. Read and complete. Draw and write.

R/W T/Ss/IW

Additional activities ExtensionRevise and extend vocabulary, language and structures acquired in the lesson.

Additional activities Project on animals and their senses (TB p. 71)

Integrated skills

T /Ss/IW

20


Revise and consolidate vocabulary and the key structure in the unit by means of a sketch

TB p. 72. Listen and act. L/S T/Ss CBABCD 1Classroom English posterPhotocopies of Photocopy Master 11

Expand students' repertoire of classroom language.


Remember the story in the unit. Make a minibook with the cutout on page 71 of the Activity Book. Order the frames with the help of the recording. Read the story to a fellow student.

TB p. 73 /AB p. 71. Now make your story book. Activity Book page 71

L T/IW/S-S

Additional activities Reinforcement Revise and practise vocabulary, language and structures acquired in the lesson.

Additional activities Reinforcement activityPhotocopy Master 11: Complete the frames of the story with text

R/W T /Ss/IW


Go over the vocabulary in the unit TB p. 74/AB p. 58 Picture Dictionary R T/Ss ABCD 1Classroom English posterPicture Dictionary (AB p. 58)Portfolio (AB p. 64)Storycards 2




TB p. 7/AB p. 64 I can describe people in my family. Read and write labels. Draw and write about your family.

R/W TSs/IW

Self-evaluate learning of vocabulary and key structures, development of linguistic skills and comprehension of the cross-curricular information.


R T /Ss/IW

21


Additional activities Text display (TB p. 75) W T /Ss/IW

CHRISTMAS DAYObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic: Christmas Day. TB p. 160. Starting the lesson. L/S T/Ss CBCD 2Coloured silk paper, one toilet paper tube per student, goodies

Present and drill new vocabulary TB p. 160/CB p. 56. Listen and repeat. L/R/S T /Ss

Practise oral comprehension . Identify the new vocabulary.




L/S T/Ss/S-S


Additional activities Make a Christmas cracker (TB p. 161) Integrate

d skills T /Ss/IW

21

CHRISTMAS DAYObjectives Activities Skill Interaction MaterialSession 2

Go over the information about Christmas Day.

TB p. 162. Starting the lesson. L/S T/Ss CBCD 2Photocopies of Photocopy Master 29



Learn a traditional Christmas carol TB p. 162/CB p. 57. Listen and sing. L/S T/Ss

Revise the names of things related with Christmas with a handcraft

TB p. 163/CB p. 57. Make a snowflake L/S T/Ss

Additional activities Revise and practise vocabulary, language and structures learnt in the lesson.

Additional Activities A class performance (TB p. 163) L/S T /Ss/IW

21

UNIT 3. THE HUNGRY RAT.Objectives Activities Skill Interaction MaterialSession 1

Review Introduction unit and classroom language. .

TB p. 76 Start the lesson L/S T/Ss CBABCD 1Classroom English posters from Surprise 3 and 4Flashcards: food and drink Granny’s attic box.Photocopies of Photocopy Master 12

Present the key vocabulary 1: food and drink. Listen and indicate the number of the word mentioned.


L/S T/Ss

Practise oral comprehension. Listen to a list of food items and figure out the next on the list .

TB p. 76/CB p. 22. Listen. What’s next? L/S T/Ss

Oral practice of key vocabulary and revised structure: I can see… Listen to and repeat the dialogue. Practise it in pairs. .


L /S T /S-S



R T/Ss/IW

Practise written expression. Write phrases indicating what food items you see.



Additional Activities Reinforcement activitiesPhotocopy Master 12: Draw and write (Complete the drawings and write their names )Write (write the name of the food that appears in the picture )Extension activityA game: I can see something beginning with... (TB p. 77)

Integrated skills

T /Ss/IW

21


Practise the key vocabulary 1; foods and drinks . Sing a chant.

TB p. 78/CB p. 23. Listen and chant. L/S/R T /Ss CBABCD 1Flashcards: foods and drinks Story cards 3The story card of frame 1 of each story



L/S T/Ss/IW



Revise the story in the unit. Listen to, and order the picture frames of the story.


Written practice of vocabulary and structure in the lesson: I can see… Complete the phrases indicating the foods you see.



Additional activities Reinforcement activityI can see... game (TB p. 80)Extension activityA circle game (TB p. 80)

Integrated skills

T /Ss/IW

21



TB p. 82. Story time L/S T/Ss CBABCD 1Flashcards: sports activities Story cards 3Photocopies of Photocopy Master 13

Develop written comprehension. Read and understand as a whole Present the key structure 1; There’s some… in/on.


L/S/R T /Ss

Develop written comprehension. Look at the picture and indicate if the phrases are true or false.

TB p. 83/AB p. 24. Read and write True or False. Listen and check.

R T/Ss/IW

Practise written expression of the key structure. Find three differences in the pictures and describe them.

TB p. 83/AB p. 24. Find three differences. Write.

W T/Ss/IW


Additional activities Reinforcement activityPhotocopy Master 13: Write the differences (look at two pictures and write the differences ).Look at the picture and write (look closely at the pictures and answer the questions about food in the fridge ).Extension activityKim’s game (TB p. 83)

Integrated skills

T /Ss/IW

21


Practise pronunciation. Reading the story out loud Present the key structure 2; Can I have some...? Yes, of course/No, sorry.

TB p. 84/CB p. 24 y 25. Story time. R/L/S T/Ss/IW CBABCD 1Story cards 3Flashcards: foods and drinks Photocopies of Photocopy Master 14

Practise written comprehension of key structure 2. Complete the questions with the help of the visual clues and write the answers.

TB p. 85/AB p. 25. Complete the questions. Look and write.

R/W T/Ss/IW

Practise written expression . Look closely at the picture of the rat in the maze. Complete the questions and answer them with he help of the picture.

TB p. 85/AB p. 25. Complete the questions. Read, follow and put a tick or a cross

W/R T/Ss/IW/


Additional activities Reinforcement activityPhotocopy Master 14:Cut. Write questions. Play (make a cutout and play )Extension activityShopping dialogue (TB p. 85)

Integrated skills

T /Ss/IW

21



TB p. 86. Vocabulary review. L/S T/Ss CBABCD 1Attic poster and stickers Flashcards: foods and drinks. Story cards 3

Practise key vocabulary 2, the adjectives. Practise oral comprehension. Read, point, and repeat the words.


R/L/S T /Ss/IW

Listen to y repeat a dialogue to practise key vocabulary 2 and the structure. Play a memory game in pairs


L/S T/S-S

Figure out and write the vocabulary in the lesson with the help of the anagrams.

TB p. 87/AB p. 26. Write. R/W T /Ss/IW

Practise writing the vocabulary. Colour the hair of the witches. Write phrases describing them

TB p. 87/AB p. 26. Colour the hair. Write. W T/Ss/IW


Additional activities Reinforcement activityHangman (TB p. 87) Extension activityBanana! (TB p. 87)


21



TB p. 88. Listen and sing. L/S T/Ss CBABCD 1Song poster 3Flashcards: foods and drinks .

Practise pronunciation of the /ʃ/ and /tʃ/ sounds. Listen to and repeat the words of the song.

TB p. 88/CB p. 27. Listen and repeat. Listen and repeat Ratty’s words.

L/R T /Ss/IW

Develop oral expression. Revise the story in the unit acting it out. Sing the song again.

TB p. 89/CB p. 27. Act out the story. Sing the song

S T/Ss/IW

Consolidate the language in the song. Read the verses of the song and indicate the right word between two options. Listen and check.

TB p. 89/AB p. 27. Circle. Listen and check.

W/L T /Ss/IW

Practise written expression. Write two stanzas more for the song with the help of the pictures.

TB p. 89/AB p. 27. Write new verses. W/R T /Ss/IW


Additional activities Reinforcement activityJump to the side (TB p. 89) Extension activityMagic potions (TB p. 89)

Integrated skills

T /Ss/IW

21


Revise the song of the previous lesson .

TB p. 90. Review the song L/S T/Ss CBABCD 1Song poster 3Cross-curricular card 3 Flashcards: foods

Transfer the basic language in the unit to a real life context, linking with another subject in the Study Plan: Art - Still-life painting (Plan de Estudios: Arte (la pintura de los bodegones) Read the texts and match with the photos. Answer a question about the cross-curricular topic. Open a debate, personalising the lesson topic.

TB p. 90/CB p. 28. Listen, read and match. What’s in each still life painting?What’s your favourite still life painting? What objects and colours can you see in it?

L/R/S T/Ss

Practise reading and comprehension. Read the description of a painting and colour it correctly, showing comprehension.

TB p. 91/AB p. 28. Read and colour. R T /Ss

Personalise the language and the concept of the lesson. Draw a still-life and write about your drawing. .

TB p. 91/AB p. 28. Draw, colour and write.

W T/Ss/IW


Additional activities Extension activityProject on still life paintings (TB p. 91)

Integrated skills

T /Ss/IW

21


Revise and consolidate vocabulary and key structure of the unit with a sketch

TB p. 92./CB p. 29. Listen and act. L/S T/Ss CBABCD 1Story cards 3 Classroom English posterPhotocopies of Photocopy Master 15




TB p. 92 y 53/AB p. 73. Now make your story book.

L T/IW/S-S


Additional activities Reinforcement activityPhotocopy Master 15: Complete the frames of the story with text

R/W T /Ss/IW

22


Revise el vocabulary de la unit TB p. 94/AB p. 59 Picture Dictionary R T/Ss ABCD 1Classroom English posterPicture Dictionary (AB p. 59)Portfolio (AB p. 65)Story cards 3



Extend and personalize the language of the unit in a reading and writing activity (Portfolio).

TB p. 94/AB p. 65 I can write a shop dialogue. Read, look and complete. Draw and write about your shopping.

R/W TSs/IW

Self-evaluate learning of key vocabulary and structures, development of linguistic skills and comprehension of cross-curricular information


R T /Ss/IW

Additional Activities ExtensionRevise and practise vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement activityText display (TB p. 95)

W T /Ss/IW

22

PANCAKE DAYObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of Pancake Day. TB p. 164. Starting the lesson. L/S T/Ss CBCD 2Present and practise the new vocabulary TB p. 164/CB p. 58. Listen and repeat.

Listen and answerL/R/S T /Ss

Prepare and act out the sketch in pairs TB p. 165/CB p. 58. Listen, repeat and act.

L/S T/S-S

Additional activities ExtensionPractise and extend vocabulary, language and structures learnt in the lesson.

Additional activities Extension activityMake a pancake menu (TB p. 165)

Integrated skills

T /Ss/IW

PANCAKE DAYObjectives Activities Skill Interaction MaterialSession 2

Review the information about Pancake Day.

TB p. 166. Starting the lesson. L/S T/Ss CBCD 2Photocopies of Photocopy Master 30Coloured card


TB p. 166/CB p. 59. Listen and read. L/S T /Ss


Revise the key vocabulary with a handcraft .

TB p. 167/CB p. 59. Make pancakes (Photocopy master 30)

L/S T/Ss

Additional activities Practise and extend vocabulary, language and structures learnt in the lesson.

Additional activities A class performance (TB p. 167)

22

UNIT 4. NIGHT AND DAY.Objectives Activities Skill Interaction MaterialSession 1

Revision of the Introduction unit and classroom language .

TB p. 96 Start the lesson L/S T/Ss CBABCDs 1 y 2Classroom English posters from Surprise 3 and 4Flashcards: daily activities Granny’s attic box.Photocopies of Photocopy Master 16

Present key vocabulary 1: daily activities . Listen and indicate the number of the word mentioned


L/S T/Ss

Practise oral comprehension . Listen and identify which activity is repeated .

TB p.97/CB p. 30. Listen. What ‘s repeated?

L/S T/Ss

Oral practice of key vocabulary and revised structure: I/you + verb. Listen to and repeat the dialogue. Practise in pairs .


L /S T /S-S



W T/Ss/IW

Practise written expression. Write phrases indicating the daily activities with the help of the pictures.



Additional activities Reinforcement activitiesPhotocopy Master 16: Write. Write number. (number the activities in the same order as they appear in the CB).Write in the correct order (order the names of the activities)Extension activityA miming game: still as statues (TB p. 97)

Integrated skills

T /Ss/IW

22


Practise the key vocabulary 1; daily activities. Sing a chant.

TB p. 98/CB p. 31. Listen and chant. L/S/R T /Ss CBABCD 2Flashcards: daily activities Story cards 4The story card of frame 1 of each storyA toy clock

Develop comprehension skills. Find the key words in the story and repeat them


L/S T/Ss/IW


TB p. 99/CB p. 31. Listen to the story L T/Ss

Revise the story in the unit. Listen and order the frames of the story..


Written practice of the vocabulary and structure in the lesson: I/you + verb. Write phrases describing daily routines of the character.

TB p. 100/AB p. 31. Write. W/S T/Ss


Additional activities Reinforcement activityThe chant: new versions (TB p. 100)Extension activityWalk and talk (TB p. 100)

Integrated skills

T /Ss/IW

22



TB p. 102. Story time L/S T/Ss CBABCD 2Flashcards: daily activities Story cards 4Photocopies de Photocopy Master 17

Develop written comprehension . Read and understand as a whole. Present the key structure 1; He gets up / He has… at…o’clock


L/S/R T /Ss

Develop oral comprehension. Listen to the phrases and choose between two options, the correct timetable.

TB p. 103/AB p. 32. Circle. Listen and check.

R/L T/Ss

Practise written expression of the key structure. Draw the hands of the clock to show the right time according to the picture.

TB p. 103/AB p. 32. Draw times and write.

W T/Ss/IW


Additional activities Reinforcement activityPhotocopy Master 17:Draw the time. Write (draw the times guided by the pictures and write down the name of the activities).Put in order. Write (order chronologically and write the activities).Extension activityAn alien’s day (TB p. 103)

Integrated skills

T /Ss/IW

22


Practise pronunciation. Read the story out loud. Present the key structure 2; He / She goes to.. at.. o’clock

TB p. 44/CB p. 32 y 33. Story time. R/L/S T/Ss/IW CBABCD 2Story cards 4Flashcards: daily activities Photocopies of Photocopy Master 18

Practise written comprehension of key structure2. Complete the phrases indicating the activities and timetables in the picture

TB p. 45/AB p. 33. Listen and follow. Write.

L T/Ss

Practise written expression. Complete the phrases guided by the pictures.

TB p. 45/AB p. 33. Look, read and write. W/R T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 18:To practise: Make a clock (make a cutout and play )Extension activityPass the paper (TB p. 105)

Integrated skills

T /Ss/IW

22


Go over the key vocabulary 1 with the Attic poster

TB p. 106. Vocabulary review. L/S T/Ss CBABCD 2Attic poster and stickers Flashcards: The time daily activities

Practise oral comprehension. Read, point at, and repeat the words .


R/L/S T /Ss/IW

Practise the key vocabulary 2, daily schedules and activities and the structure. Listen to and repeat a dialogue. Play a game in pairs .


L/S T/S-S

Write the key vocabulary 2. Complete the pictures of the clocks showing the time .

TB p. 107/AB p. 34. Draw times and write.

W T /Ss/IW

Practise writing of vocabulary. Look closely at the pictures and complete the phrases.



Additional activities Reinforcement activityWhat’s the time? (TB p. 107) Extension activityGuess my time (TB p. 107)

Integrated skills

T /Ss/IW

22



TB p. 108. Listen and sing. L/S T/Ss CBABCD 1Song poster 4Flashcards: daily activities: the time

Practise the pronunciation of the /b/ and /v/ sounds. Listen to and repeat the lyrics of the song.

TB p. 109/CB p. 35. Listen and repeat. Listen and repeat Vamp’s words.

L/R T /Ss/IW

Develop oral expression. Revise the story in the unit, acting it out. Sing the song again.


S T/Ss/IW

Consolidate the language in the song. Put the words of the song in sequential order. Listen and check.

TB p. 109/AB p. 35. Read and order. Listen and check.

R/L T /Ss/IW

Practise the written expression of the key vocabulary. Personalise each student's routines drawing and writing about them.

TB p. 109/AB p. 35. Draw and write about your day.

W/R T /Ss/IW


Additional activities Extension activityPerform the song in three groups (TB p. 109)Extension activityA pronunciation post: B and V0 (TB p. 109)

Integrated skills

T /Ss/IW

22

UNIT 4. NIGHT AND DAY.Objectives Activities Skill Interaction Material


TB p. 110. Review the song L/S T/Ss CBABCD 2Song poster 4Cross-curricular card 4 Big sheets of paper

Session 7

Transfer the basic language in the unit to a real life context,linking with another subject of the Study Plan, Mathematics – time zones (Plan de Estudios: Matemáticas - las franjas horarias). Read the texts and match them with the photos. Answer a question about the cross-curricular topic. Start a debate personalising the lesson topic.

TB p. 110/CB p. 36. Listen, read and match. What’s the time in each country?What time do you get up, go to school and have dinner?. What time is that in Britain?

L/R/S T/Ss

Practise writing the language in the lesson. With the help of a map, calculate what time it is in other cities. Write it down.

TB p. 111/AB p. 36. Look and write the time.

R/W T /Ss

Practise the language and concept of the lesson. Complete the texts with the words in the box.


Additional activities ExtensionRevise an extend vocabulary, language and structures learnt in the lesson.

Additional activities Extension activityProject on time zones (TB p. 111)

Integrated skills

T /Ss/IW

22


Revise and consolidate the vocabulary and key structure in the unit with a sketch

TB p. 112. Listen and act. L/S T/Ss CBABCD 2Story cards 4Flashcards: daily activities Classroom English posterPhotocopies of Photocopy Master 19.


L/S T /Ss/IW

Recall the story in the unit. Make a minibook with the cutout on page 75 of the Activity Book. Order the frames with the help of the recording. Read the story to a fellow student.

TB p 113/AB p. 13. Now make your story book. Activity Book page 75

L T/IW/S-S



R/W T /Ss/IW


Revise the vocabulary in the unit TB p. 114/AB p. 60 Picture Dictionary R T/Ss ABCD 2Picture Dictionary (AB p. 60)Portfolio (AB p. 66)Storycards 4Cross-curricular card 4




TB p. 114/AB p. 63 I can write about my routine. Read and complete the clocks. Draw and write about your day.

R/W TSs/IW

Self-evaluate the learning of vocabulary and key structures, development of linguistic skills and comprehension of cross-curricular information.


R T /Ss/IW

23



W T /Ss/IW

FOODObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of food in Great Britain

TB p. 168. Starting the lesson. L/S T/Ss CBCD 2

Present and practise new vocabulary TB p. 168/CB p. 60. Look and find. Listen and repeat.

L/R/S T /Ss

Practise written comprehension. Identify the new vocabulary.


Additional activities ExtensionPractise and extend vocabulary, language and structures learnt in the lesson.

Additional activities Extension activityIce cream class survey: What’s your favourite flavour? (TB p. 165)

Integrated skills

T /Ss/IW

23

FOODObjectives Activities Skill Interaction MaterialSession 2

Revision of the information on food in Great Britain

TB p. 170. Starting the lesson. L/S T/Ss CBCD 2A4 sheets of paper or card Scissors, felt pens, string and sellotape

Practise oral comprehension and expression of the new vocabulary

TB p. 170/CB p. 61. Listen and repeat. Listen and say the number.

L/R/S T /Ss

Learn a chant about the lesson topic TB p. 170/CB p. 61. Listen and chant. L/S T/Ss

Make a food train similar to the one in the CB, on a sheet of card.

TB p. 170/CB p. 61. Make a food train and chant again.

L/S T/Ss


23

UNIT 5 OFF TO SCHOOL.Objectives Activities Skill Interaction MaterialSession 1

Revision of the Introduction unit and the classroom language .

TB p. 116 Start the lesson L/S T/Ss CBABCD 2Classroom English posters from Surprise 3 and 4Flashcards: means of transportGranny’s attic box.Photocopies of Photocopy Master 20Big sheets of paper

Present the key vocabulary 1: means of transport. Listen and indicate the number of the word mentioned.


L/S T/Ss

Practise oral comprehension. Listen to a list of words and identify the missing one

TB p. 117/CB p. 38. Listen. What’s missing?

L/S T/Ss

Oral practise of key vocabulary and revised structure: I go by… Listen to and repeat the dialogue. Practise in pairs .


L /S T /S-S



R T/Ss/IW

Practise written expression. Write phrases indicating the means of transport chosen .



Additional activities Reinforcement activityPhotocopy Master 20: Write (figure out the anagrams and write the words correctly )Find and write (find the means of transport in the coordinates and write them down )ExtensionTransport pelmanism (TB p.117)

Integrated skills

T /Ss/IW

UNIT 5 OFF TO SCHOOL.

23


Practise the key vocabulary 1; means of transport. Sing a chant.

TB p. 118/CB p. 39. Listen and chant. L/S/R T /Ss CBABCD 2Flashcards: means of transport Story cards 5The story card of frame 1 of each story

Develop comprehension. skills Find the key words in the story and repeat them


L/S T/Ss


TB p. 119/CB p. 39. Listen to the story L T/SS

Revise the story in the unit. Listen to and order the frames in the story


Written practice of the vocabulary and structure of the lesson: I go by… Write phrases indicating the chosen transport.



Additional activities Reinforcement activityMemory chain game (TB p. 120)Extension activityTransport tongue twisters. (TB p.120)

Integrated skills

T /Ss/IW

23



TB p. 122. Story time L/S T/Ss CBABCD 2Flashcards: means of transport Story cards 5Photocopies of Photocopy Master 21

Develop written comprehension . Write and understand as a whole. Present the key structure 1; He / She goes by....


L/S/R T /Ss

Develop oral comprehension. Listen to the phrases and number the illustrations of different types of transport.

TB p. 123/AB p. 40. Remember and write the number. Listen and check.

L T/Ss/IW

Practise the written expression of the key structure. Look at the maze and write the name of the different transports used to go to certain places.

TB p. 123/AB p. 40. Follow and write. W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 21: Read and circle True/false (read the phrases and indicate whether they are true or false )Write (write phrases that reflect the information in your engagement book ).Extension activitySilent sentences (TB p.123)

Integrated skills

T /Ss/IW

23


Drill pronunciation. Reading the story aloud. Present the key structure 2; How do you go to school? By..

TB p. 124/CB p. 40 y 41. Story time. R/L/S T/Ss/IW CBABCD 2Story cards 5Flashcards: means of transport Photocopies of Photocopy Master 22A4 paper, scissors, string, one bookbinder per student

Practise oral and written comprehension of the key structure 2. Read and answer the questions. Listen and check.

TB p. 125/AB p. 41. Read and write. Listen and check.

R/W/L T/Ss/IW

Practise written expression. Complete the chart with information about yourself and that of three friends about how to get to school .

TB p. 125/AB p. 41. Write about yourself. Ask three friends and write.

W/R T/Ss/IW/S-S


Additional activities Reinforcement activityPhotocopy Master 22: Make a transport wheel (make a cutout and play)Extension activityA class survey: How do you go to the…? (TB p.125)

Integrated skills

T /Ss/IW

23



TB p. 126. Vocabulary review. L/S T/Ss CBABCDs 1 y 2Attic poster and stickers Flashcards: the subjects Story cards 5

Practise oral comprehension. Read, point at, repeat the words


R/L/S T /Ss/IW

Practise key vocabulary2 , the subjects and the structure. Listen to and repeat a dialogue. Play the memory game in pairs.


L/S T/S-S

Write key vocabulary 2. Decode and write the name of the subjects .

TB p. 127/AB p. 42. Look and write! W T /Ss/IW

Practise reading and writing the vocabulary. Read a school timetable and complete the phrases with the information and figure out the name of the subjects:

TB p. 127/AB p. 42. Read and write. R/W T/Ss/IW


Additional activities Reinforcement activityDefinitions (TB p. 127)Extension activityMore school subjects (TB p.127)

Integrated skills

T /Ss/IW

UNIT 5. OFF TO SCHOOL.

23



TB p. 128/CB p. 43. Listen and sing. L/S T/Ss CBABCD 2Song poster 5Flashcards: school subjects; means of transport Red and blue card

Practise the pronunciation of the /ɒ/ and /əʊ/ sounds. Listen to and repeat the words of the song

TB p. 128/CB p. 43. Listen and repeat. Listen and repeat the Sophie’s words.

L/R T /Ss/IW

Develop oral expression. Revise the story in the unit acting it out. Sing the song.


S T/Ss/IW

Consolidate the language of the song. Complete the verses in the song with the help of the pictures. Listen and check.

TB p. 129/AB p. 43. Read and complete. Listen and check.

R/W/L T /Ss/IW

Practise the key vocabulary and structure. Personalise the phrases looking at the model.

TB p. 129/AB p. 43. Write about yourself.

W/R T /Ss/IW


Additional activities Reinforcement activityRed card, blue card! (TB p. 129)Extension activityDo you like History? (TB p.129)

Integrated skills

T /Ss/IW

23


Revise the song in the previous lesson .

TB p. 130. Review the song L/S T/Ss CBAB CD 2Song poster 5Cross-curricular cards 5Big sheets of paper

Transfer the basic language of the unit to a real life context, linking with another subject in the Study Plan: natural sciences – the environment (Plan de Estudios: ciencias naturales - el medio ambiente). Read the texts and match with the pictures. Answer a question on the cross-curricular topic.

TB p. 130/CB p. 44. Listen, read and match. What three things are good for the environment? How do you go to school? How do you save paper and water? What do you recycle?

L/R/S T/Ss

Practise reading the language in the lesson. Point out if the activities are good for the environment or not.

TB p. 131/AB p. 44. Put a tick or a cross.

W T /Ss/IW

Practise written expression. Write phrases with the guide of the drawings.


Additional a ctivities ExtensionRevise and extend the vocabulary, language and structures learnt in the lesson.

Additional a ctivities Extension activityProject on helping the environment (TB p. 131)

R/W T /Ss/IW

23


Revise and consolidate the vocabulary and key structure in the unit by means of a sketch

TB p. 132. Listen and act. L/S T/Ss CBABCD 2Story cards 5Flashcards: means of transport Classroom English posterPhotocopies of Photocopy Master 23

Expand the students' repertoire of classroom language.




L T/IW/S-S

Additional a ctivities Reinforcement Revise and practise vocabulary, language and structures learnt in the lesson.

Additional a ctivities Reinforcement activityPhotocopy Master 23: Complete the frames in the story with texts

R/W T /Ss/IW






TB p. 134/AB p. 63 I can read and write about schools. Read and complete. Write about your school timetable.

R/W TSs/IW

Self-evaluate the learning of vocabulary and key structures, development of linguistic skills and comprehension of cross-curricular information.


R T /Ss/IW

24

Additional a ctivities ExtensionRevise and practise vocabulary, language and structures learnt in the lesson.

Additional a ctivities Extension ActivityText display (TB p. 135)

W T /Ss/IW

SHOPSObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of London shops TB p. 172. Starting the lesson. L/S T/Ss CBCD 2Present and practise the new

vocabulary.TB p. 172/CB p. 62. Look and find. Listen and repeat.

L/R/S T /Ss

Practise written comprehension. Identify the new vocabulary and answer questions about the topic.



Additional a ctivity Extension ActivityThere are lots of... (TB p. 173)

Integrated skills

T /Ss/IW

24

SHOPSObjectives Activities Skill Interaction MaterialSession 2

Go over the information about London shops

TB p. 174. Starting the lesson. L/S T/Ss CBCD 2One sheet of coloured card for each student.Colouring pencils, scissors

Practise oral comprehension of the new vocabulary


L/S T /Ss


Revise the key vocabulary with a handcraft ..

TB p. 175/CB p. 63. Make a shop and play.

L/S T/Ss

Additional a ctivities Additional a ctivities

24

UNIT 6. THE WOLF’S IN TOWN.Objectives Activities Skill Interaction MaterialSession 1

Revision of Introduction unit and classroom language.


Present the key vocabulary 1: places in the city. Listen and indicate the number of the mentioned word.


L/S T/Ss

Practise oral comprehension . Listen and answer what places correspond to the indicated numbers .

TB p. 137/CB p. 46. Listen. And answer? L/S T/Ss

Oral practice of the key vocabulary and revised structure: There’s a… Listen to and repeat a dialogue. Practise in pairs.


L /S T /S-S

Practise written comprehension. Match the words with the pictures. Write down the vocabulary it its place.


R/W T/Ss/IW

Practise written expression. Write phrases indicating the places of the city that appear in a city map.



Additional a ctivities Reinforcement activitiesPhotocopy Master 24: Write and match (solve the anagrams and write the resulting words in their corresponding pictures ).Write (answer in writing to the questions about places in a map ).

Extension activityBingo (TB p. 137)

Integrated skills

T /Ss/IW

24


Practise key vocabulary 1; places in the city. Sing a chant.

TB p. 138/CB p. 47. Listen and chant. L/S/R T /Ss CBABCD 2Flashcards: places in the city Story cards 6The story card corresponding to frame 1 of each story



L/S T/Ss/IW



Revise the story in the unit. Listen to and order the frames of the picture story


Written practice of vocabulary and structure of the lesson: There’s a…/There isn’t a… Find five differences in the pictures and write phrases about it.

TB p. 140/AB p. 47. Write. Find three differences.

W T/Ss/IW


Additional a ctivities Reinforcement ActivityThe skipping chant alternative (TB p. 140)Extension ActivityDraw a town (TB p. 140)

Integrated skills

T /Ss/IW

24



TB p. 142. Story time L/S T/Ss CBABCD 2Flashcards: free time activities Story cards 6Photocopies of Photocopy Master 25

Develop written comprehension . Read and understand as a whole. Present the key structure 1; I’m ..ing


L/S/R T /Ss

Develop written comprehension Look closely at the pictures and indicate the characters' actions. .

TB p. 143/AB p. 48. Write. R/W T/Ss/IW

Practise written expression in the key structure. Complete the bubbles with the actions in the box. ..

TB p. 143/AB p. 48. Write. R/W T/Ss/IW


Additional a ctivities Reinforcement activityPhotocopy Master 25: Write (write phrases describing children's actions ).Write the differences (find and write the differences between the actions of the different characters in the picture ).Extension activityMiming game (TB p. 143)


24


Practise pronunciation. Read the story out loud . Present the key structure 2; He / She is ...ing.

TB p. 144/CB p. 48 y 49. Story time. R/L/S T/Ss/IW CBABCD 2Story cards 6Photocopies of Photocopy Master 26

Identify the key structure 2. Read phrases and pick out one of the two proposed actions

TB p. 145/AB p. 49. Look and circle. R T/Ss/IW

Practise reading and writing. Read the phrases and match them to the right picture. Write the right phrases in the right number.

TB p. 145/AB p. 49. Find and number. Find and write.

W/R T/Ss/IW


Additional a ctivities Reinforcement activityPhotocopy Master 26: Play activity snap (Make a cutout and play)Extension activityWhat’s he / she doing? (TB p . 145)

Integrated skills

T /Ss/IW

24


Revise el vocabulary key 1 con el Attic poster

TB p. 146. Vocabulary review. L/S T/Ss CBABCD 2Attic poster and stickers Flashcards: places in the city; prepositions

Practise oral comprehension and expression. Present and practise key vocabulary 2: prepositions. Read, point at, and repeat the prepositions.


R/L/S T /Ss/IW

Practise vocabulary of places in the city and prepositions. Listen to and reeat the dialogue. Play a memory game in pairs.

TB p. 146 y 147/CB p. 50. Listen and repeat. Look at the picture and play.

L/S T/S-S

Identify key vocabulary 2. Identify and write the vocabulary of the prepositions with the help of the pictures.


W T /Ss/IW

Practise writing the vocabulary. Read and complete the phrases that indicate the position of the characters regarding places in the city

TB p. 147/AB p. 50. Look and write. R/W T/Ss/IW


Additional a ctivities Reinforcement activityDo what I say (TB p. 147)Extension Activity A drawing dictation (TB p. 147)

Integrated skills

T /Ss/IW

24



TB p. 148/CB p 52. Listen and sing. L/S T/Ss CBABCD 2Song poster 6Flashcards: places in the city; prepositions

Practise the pronunciation of the /u:/ and /ʊ/ sounds. Listen to and repeat words of the song.

TB p. 148/CB p. 52. Listen and repeat. Listen and repeat Little Red Riding Hood’s words.

L/S T /Ss/IW

Develop oral expression . Revise the story in the unit acting it out. Sing the song again.


S T/S-S

Consolidate the language of the song. Identify some mistakes in the words of the song, Correct them and write them correctly. . Listen and check

TB p. 149/AB p. 51. Find the mistakes. Circle and write. Listen and check.

R/W/L T /Ss/IW

Practise the written form of the key structure and vocabulary. Write two verses more of the song in the unit.

TB p. 149/AB p. 51. Write new verses. R/W T /Ss/IW


Additional Activities Reinforcement activityThe Big Bad Wolf action song (TB p. 149)Extension activityDangerous animals poster (TB p. 149)

Integrated skills

T /Ss/IW

24

UNIT 6. THE WOLF’S IN TOWN.Objectives Activities Skill Interaction Material

Revise the song in the previous lesson . TB p. 150. Review the song L/S T/Ss CBABCD 2Song poster 6Cross-curricular card 6 Big sheets of paper

Session 7

Transfer the basic language of the unit to a real life context, linking with another subject of the Study Plan (Plan de Estudios: Literatura (cuentos populares). Read the texts and match with the photos. Answer a question about cross-curricular topic. Start a discussion personalising the lesson topic.

TB p. 150/CB p. 52. Listen, read and match. What is each story: a myth, a legend or a fairytale? What’s your favourite story? What kind of story is it? What’s it about?

L/R/S T/Ss

Practise writing the language in the lesson. Match the parts of the phrases and write them correctly using the model

TB p. 151/AB p. 52. Match. Write. R/W T /Ss

Complete the phrases about Robin Hood with the vocabulary in the box.



Additional activities Extension activityProject on fairytales, myths and legends (TB p. 151)

Integrated skills

T /Ss/IW


Revise and consolidate key vocabulary and structure in the unit by means of a sketch

TB p. 152. Listen and act. L/S T/Ss CBABCD 2

25

Flashcards: places in the city ; prepositions. Classroom English posterPhotocopies of Photocopy Master 27

Expand students' repertoire of classroom language


Remember the story in the unit. Make a minibook with the cutout on page 79 of the Activity Book. Put the frames in order with the help of the recording. Read the story to a fellow student.

TB p. 153/AB p. 53. Now make your story book.

L T/IW/S-S



R/W T /Ss/IW


Revise the vocabulary in the unit TB p. 154/AB p. 62 Picture Dictionary R T/Ss ABCD 2Picture Dictionary (AB p. 62)Portfolio (AB p. 68)Classroom English posterStorycards 6

Reflect on the activities done throughout the unit.


Extend and personalize the language of the unit in a reading and writing activity (Portfolio).

TB p. 155/AB p. 68 I can read and write about my town. Read and write labels. Draw your town, label and write.

R/W TSs/IW

Self-evaluate your learning of key vocabulary and structures, development of linguistic skills and comprehension of cross-curricular information


R T /Ss/IW



W T /Ss/IW

25

Programme Surprise 3º-4º Primaria Destacad… · Web viewIdentify the word hidden in an...

Documents

Transcript of Programme Surprise 3º-4º Primaria Destacad… · Web viewIdentify the word hidden in an...