UNIT NUMBER 1: WELCOME BACK · PDF fileACADEMIA ADOS Oposiciones al cuerpo de Maestros UNIT...

ACADEMIA ADOS Oposiciones al cuerpo de Maestros

UNIT NUMBER 1: WELCOME BACK Sessions: 6 Date of beginning: 18th of September 06 Class: 5 – B AIMS:

- To understand some orders and requests. - To use the new vocabulary. - To elaborate a game. - To read and listen dialogues. CONTENTS:

- CONCEPTS: - Grammatical contents: Questions: What does…mean? How do you pronounce…? May I go to the toilet, please?, Can you repeat, please? I’m sorry, I don’t know/remember. - Vocabulary:

School bag, rubber, ruler, blackboard, desk, pencil case, pencil sharpener, cupboard.

- Phonology : Aspirated <ph> like in pen / <p> like in speak. Rising tune such as polite requests: May …, please? Sileny consonant <p>

- Culture : Knowing what time students in England start and finish their classes in a daily day. From 9 am to 15 pm. - Cross-curricular : Education for peace: developing cooperative work with the rest of the class through the activities students carry out.

- PROCEDURES:

Matching pictures with names. Making posters with orders. Inventing a game in groups. Reading a story. Playing dominoes. Listening to an action song. Performing a dialogue.


Making a picture dictionary.

- ATTITUDES: -Participating actively in the development of the activities made in the classroom working in pairs, in groups or individually. -To show interest and curiosity to learn new words. ACTIVITIES AND DIDACTIC STAGES:

o Introducing of new language: listen new words and a story o Controlled practice:

Jigsaw activity / Flashcards games: magic eye, three in a row… / School crossword. / Can cards / Warships / find the difference / humorous sentences / lip reading / back spelling / Anagrams / snakewords /

o Free practice: Inventing a game.

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: -To be able to recognise and reproduce the new vocabulary and structures. -To catch the global meaning of oral and written texts. ATTENTION TO DIVERSITY: Fast-finishers: go to the corner they prefer. Extension activity: order words to form sentence with sense RESOURCES:

UNIT NUMBER 1: WELCOME

BACK

Classroom things time students in England start and finish their classes

Questions: How do you…? Use of CAN

Aspirated <ph> like in pen / <p> like in speak. / Rising tune such as polite requests: May …, please? Silent consonant <p>


Photocopiable sheets / Can cards

UNIT NUMBER 2: DESCRIBING PEOPLE! Sessions: 6 Date of beginning: 2nd of October 06 Class: 5 – B AIMS:

- To identify and use vocabulary related to physical descriptions. - To listen and act out a story. - To use the new vocabulary and structures together. - To write a description CONTENTS:

- CONCEPTS: - Grammatical contents: Verb to have got: Affirmative and negative, 1st and 3rd person: I’ve got … / I haven’t got… He’s / She’s got… He / She hasn’t got… Interrogative 2nd and 3rd person: Have you got…? Yes, I have. No, I haven’t / Has she / he got…? Yes, he / she has. No, he / she hasn’t. - Vocabulary:

Big/small/blue/green/brown eyes, glasses, freckles, fair/dark skin. Long/short/straight/curly/red/fair hair.

- Phonology :

/v/ like in I’ve got – /b/ like in big. Rising tune: yes/no questions: Have you…?

- Culture : Physical appearance of British people.

- Cross-curricular : Moral and civic education: importance of respect what belong to others. And Education for Peace: respect and accept others differences.

- PROCEDURES: Singing a song: Have you got a hero? Intensive listening.


Making a description. Playing games. Inventing a monster. Finding people.

- ATTITUDES: -Respect the guidelines and rules that the teacher explains in the classroom in each moment. -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity. ACTIVITIES AND DIDACTIC STAGES:


Flashcards games: quickly saying, reveal the word… / Order the story / Battleships / Who is who? / Find the suspect / Help the sheriff / Football training / My crazy body / words beginning with the letter… / air spelling / repeat the sentence / Who’s next?

o Free practice: Inventing a monster.

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS

GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: -To be able to recognise and reproduce the new vocabulary and structures. -To catch the global meaning of oral and written texts. ATTENTION TO DIVERSITY: Fast-finishers: go to the corner they prefer.

UNIT NUMBER 2: DESCRIBING PEOPLE!

Describing adjectives

Physical appearance of British people.

Verb to have got

/v/ like in I’ve got – /b/ like in big. Rising tune: yes/no questions: Have you…?


Extension activity: order words to form sentence with sense RESOURCES: Photocopiable sheets / Can cards UNIT NUMBER 3: WHAT’S FOR LUNCH! Sessions: 6 Date of beginning: 23rd of October 06 Class: 5 – B AIMS:

- To use vocabulary of rutines. - To say what time is it. - To read and write the language of the unit. - To write your simple day life. CONTENTS:

- CONCEPTS: - Grammatical contents:

Present simple: I have/go/get… He/She has/goes/gets/lives/plays… I have (lunch) at… Does he/she (have lunch at two o’clock)? Yes, he does. No, he doesn’t. It’s (five) o’clock. Do you get up at seven o’clock? - Vocabulary:

Get up, have a shower, get dressed, have breakfast, go to school, have lunch, go home, have tea, have a bath, go to bed, (eight) o’clock, (ten) past (three), (twenty) to (five), half past (one).

- Phonology :

Long i /i:/ such as in teeth / Short i /i/ like at dinner Silent consonant <l>: half

- Culture : Students learn what time British pupils finish school and have lunch. - Cross-curricular :

Consumism education: time being watching TV. Multicultural education: students will be aware of the existence of another culture, customs and ways of life.


- PROCEDURES: Intensive reading. Writing about a day in the students life. Miming and playing games. Carrying out a project of “A single day in my real life”: Playing dominoes Matching pictures with text.

- ATTITUDES:

-Being aware of the importance to express orally in the foreign language to satisfy the needs of communication. -Respect and follow games’ rules. -Respect towards students opinions. ACTIVITIES AND DIDACTIC STAGES:

o Introducing of new language: listen a dialogue. o Controlled practice:

Telling the time. / Flashcards games: mime it, guess it… / Activity dominoes. / Can you find the correct order of the dialogues? / Battleships / Information gap activity. / Find the twin. / What’s different? / put in order the story / feeling repetitions / anagrams

o Free practice: My simple day life.

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: -To show the ability to write simple messages about the topic. -To be able to say what time is it. -To write adequately the daily routines.

UNIT NUMBER 3: WHAT’S

FOR LUNCH!

Rutines: get up, get dressed, … Time: It’s 4 o’clock

Time British pupils finish school and have lunch.

Present simple: I get up… / she gets up… / Do you get up…?

Long i /i:/ such as in teeth / Short i /i/ like at dinner Silent consonant <l>: half


ATTENTION TO DIVERSITY: ACI only learn the half part of the vocabulary and fast-finishers go to whatever corner to do activities they prefer to do. RESOURCES: Hours and routines dominoes.

UNIT NUMBER 4: IN THE JUNGLE. Sessions: 6 Date of beginning: 13th of November 06 Class: 5 – B AIMS:

- To identify and use vocabulary related to animals. - To write and speak about what eat and where live the animals. - To describe animals. CONTENTS:

- CONCEPTS: - Grammatical contents: Present simple, 3rd person, affirmative and negative: It eats/lives… It doesn’t eat/live…

- Vocabulary: Tiger, whale, shark, frog, butterfly, spider, zebra, hippo, fox, monkey, insects, leaves, meat, ocean, wood, jungle, swim, fly, walk, run.

- Phonology : <j> /dz/: giraffe, jump, jungle Silent consonant <l>: walk

- Culture : People in Britain are interested in saving and adopting animals. WWF: worldwide Fund of Nature.

- Cross-curricular : Enviromental education: respect to the fauna and natural environment and the knowledge of possible animals in danger.

- PROCEDURES:


Describing an animal. Singing a song: Living in the jungle. Solving crosswords Carrying out a project: What animal is it? Playing animals cards. Reading a dialogue.

- ATTITUDES: -To show interest and curiosity to learn new words. -Active collaboration in pair work and group work. -Showing interest in discovering another culture. ACTIVITIES AND DIDACTIC STAGES:

o Introducing of new language: listen new vocabulary and a story o Controlled practice:

Flashcards games: reveal the word, look for your pair… / My crazy zoo / Jigsaw game. / Warships. / Have you got a good memory? / Pair crossword. / Find my monkey. Anagrams / repeating mood sentences, etc.

o Free practice: Can you guess my animal?

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary in different context. - To be able to make a description of an animal using the structures of this unit.

UNIT NUMBER 4: IN THE

JUNGLE.

Animals Action verbs: run…

People in Britain are interested in saving and adopting animals. WWF.

Present simple 3rd person <j> /dz/: giraffe, jump,

jungle Silent consonant <l>: walk


ATTENTION TO DIVERSITY: Fast-finishers go to corner and play games. ACI students only learn some of the vocabulary of the unit. RESOURCES: Photocopiable sheets.

UNIT NUMBER 5: MY FAVOURITE FOOD! Sessions: 6 Date of beginning: 27th of November 06 Class: 5 – B AIMS:

- To use new vocabulary and verbs. - To express likes and dislikes. - To read and understand a text. CONTENTS:

- CONCEPTS: - Grammatical contents: Present simple,1st and 3rd person affirmative and negative: I like / I don’t like / she,he likes / doesn’t likes. Interrogative form: Do you like…? - Vocabulary:

Food: Bread, meat, rice, eggs, orange juice, yogurt, chicken, hamburger, banana, carrots, tomatoe, chips, apple. Verbs: mix, put, add.

- Phonology :

/e/ like at bread - /ae/ like in apple Rising tune in yes/no questions.

- Culture : Typical food in UK. for breakfast. - Cross-curricular : Health education: students learn about food which are good and bad


for their bodies.

- PROCEDURES:

Talking about likes and dislikes. Inventing a recipe. Playing games. Doing controlled activities. Playing in pairs. Reading a text. Singing a song.

- ATTITUDES: -Being interested in knowing the vocabulary and linguistic structures necessary to express in a foreign language. -Participating actively in the carrying out the tasks and accepting responsibility for the tasks. ACTIVITIES AND DIDACTIC STAGES:

o Introducing of new language: listen new and a dialogue. o Controlled practice:

Flashcards games: quickly saying, reveal the word… / Half a crossword: food and drink. / My crazy restaurant. / Can you make words. / How many words can you make? / What do you want for breakfast? / Talk about food / Find the difference/ Battleships

o Free practice: Invent a recipe.

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY

UNIT NUMBER 5: MY FAVOURITE FOOD!

Food Cooking verbs

Typical food in UK for breakfast.

Present simple,1st and 3rd person affirmative and negative:

/e/ like at bread - /ae/ like in apple Rising tune in yes/no questions.


ASSESSMENT CRITERIA: - To participate in communicative situations to find out other people’s likes. - To use the new vocabulary in a accurately way. ATTENTION TO DIVERSITY: Fast-finishers and advance students look for information about typical English recipes. RESOURCES: Photocopiable sheets.

UNIT NUMBER 6: WHAT’S THE WEATHER LIKE TODAY? Sessions: 6 Date of beginning: 8th of January 07 Class: 5 – B AIMS:

- Use weather’s vocabulary. - Asking and giving information about the weather in different places. - To look for information. CONTENTS:

- CONCEPTS: - Grammatical contents: Present simple, 3rd person affirmative, negative and interrogative: It’s (sunny). Is it (hot)? It isn’t (freezing). Questions: What’s the weather like in…? - Vocabulary:

Weather: hot, warm, cold, freezing, sunny, windy, cloudy, foggy, stormy, raining, snowing. Seasons: summer, spring, autumn, winter.

- Phonology : Ending <ng> without pronouncing the g. Rising tune in yes/no questions.

- Culture :


Typical weather in United Kingdom. - Cross-curricular : Multicultural education: students will be aware of the existence of another language, culture, customs and ways of life.

- PROCEDURES: Playing with the UK map. Reading a story and acting out. Singing an action song. Carrying out a project: what’s the weather along the year in a city they choose. Looking for information.

- ATTITUDES:

-To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity. -Showing interest in discovering another language and culture. ACTIVITIES AND DIDACTIC STAGES:


Crazy weather. / Weather crossword. / Let’s go on a picnic. / Warships. / Flashcards games: mime it, what’s missing…/ Anagrams / find the difference / jigsaw activity / repeating sentences with different mood / holiday weather.

o Free practice: What’s the weather along the year in a city they choose.

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY

UNIT NUMBER 6: WHAT’S THE WEATHER LIKE TODAY?

Weather Seasons

Typical weather in United Kingdom.

Present simple, 3rd person

Ending <ng> without pronouncing the g. Rising tune in yes/no questions.


ASSESSMENT CRITERIA: - To carry out a project. - To be able touse new vocabulary. - To have a good attitude towards the activities. ATTENTION TO DIVERSITY: Advance students look for more vocabulary related to the weather. RESOURCES: Cards. Website: www.worldweather.com UNIT NUMBER 7: BEING HEALTHY

Sessions: 6 Date of beginning: 22nd of January 07 Class: 5 – B AIMS:

- To use the new vocabulary and to classify the food in the correct group of the pyramid. - To write the food students eat in a day. CONTENTS:


Present simple, 1st person negative and affirmative: I like/don’t like, I eat/I don’t eat… - Vocabulary:

Food: pasta, sweets, fish, cheese, lettuce, milk, bread, eggs, chips, yoghurt. Adverbs of frequency: always, never, sometimes.

- Phonology : Long i like in sweet - Short i like in fish Rising tune in yes/no questions. - Culture :


English typical meals. - Cross-curricular :

Heath education: Students learn about nutrition and good habits of eating a balanced diet.

- PROCEDURES:

Singing a song: Vitamin alphabet Classifying food: looking in leaflets for food and distribute in the pyramid in groups. Reading and writing an email. Playing in pairs and in groups. Making a survey.

- ATTITUDES:

-Active participation in the development of the activities made in the classroom working in pairs, in groups or individually. -To show interest and curiosity to learn new words. ACTIVITIES AND DIDACTIC STAGES:

o Introducing of new language: listen new words and a dialogue. o Controlled practice:

Health Quiz. / How to keep fit / flashcards games: reveal the word, guess it… / who’s next? Order the story / snake words / food crossword in pairs / how many words can you make? / My crazy restaurant / lip reading / words beginning with the letter… / Menu game

o Free practice: Making a survey.

SCHEME OF THE UNIT:


UNIT NUMBER 7: BEING

HEALTHY

Food Adverbs of frequency

English typical meals.

Present simple

Long i like in sweet - Short i like in fish Rising tune in yes/no questions.


GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To being able to classify food in different groups. - To be able to write an email. - To participate in the games. ATTENTION TO DIVERSITY: Fast-finishers play to word search in the corner. RESOURCES: Computers, poster.

UNIT NUMBER 8: ARE YOU HAPPY? Sessions: 6 Date of beginning: 19th of February 07 Class: 5 – B AIMS:

- To recognise and use the vocabulary of this unit. - To write a description. - To give information about feelings. CONTENTS:

- CONCEPTS: - Grammatical contents: Present simple of the verb to in all the forms: I, you, she,… is,are,am … Present continous in affirmative: I am happy when… When are you happy?

- Vocabulary: Feelings: Happy, surprised, angry, tired, sad, worried, confused, scared. Actions: sleeping, jumping, reading a newspaper, dancing, running, etc.


- Phonology : <h> like in happy. Falling tune in Wh- questions.

- Culture : Students learn that when British people get angry do not normally speak aloud and fast. - Cross-curricular : Moral and civic education: importance of respect what belong to others. And Education for Peace: respect and accept others differences.

- PROCEDURES: Playing to feelings game. Reading a story and perform it. Singing a rhythmical song. Writing a text about feelings. Miming actions and students guess them.

- ATTITUDES:

-To show interest and curiosity to learn new words. -Active collaboration in pair work and group work. -Showing interest in discovering another language and culture. -Respect and follow games’ rules. ACTIVITIES AND DIDACTIC STAGES:

o Introducing of new language: listen a story o Controlled practice:

Can you draw faces? / What’s the different? / Find the differences / picture dictionary / Jigsaw activity / Flashcards games: magic eye, three in a row… / crossword / Warships / find the difference / humorous sentences / lip reading / back spelling / Anagrams / snakewords

o Free practice: My feelings text.

SCHEME OF THE UNIT:


UNIT NUMBER 8: ARE YOU

HAPPY?

Feelings and actions.

British people when get angry do not normally speak aloud and fast.


GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To use the vocabulary. - To be able to write a text. - To play in a peaceful way. ATTENTION TO DIVERSITY: Fast finishers play to memory game. RESOURCES: Lollipop stick, cards of miming.

UNIT NUMBER 9: WHAT ARE YOU DOING? Sessions: 6 Date of beginning: 5th of March 07 Class: 5 – B AIMS:

- To use the vocabulary of the unit. - To ask and answer about what are you doing. - To write a text. CONTENTS:

- CONCEPTS: - Grammatical contents: -Present continuous in affirmative, negative and interrogative form: I’m playing… / He’s/she’s playing/reading… / Are you playing (tennis)? Yes, I am. No, I’m not. / Is he (swimming)? Yes / No, he/she is. What are you doing. - Vocabulary:

Running, swimming, gymnastics, hockey, tennis, football, volleyball, basketball, cycling, judo.

Present simple and continuous

<h> like in happy. Falling tune in Wh- questions.


- Phonology :


- Culture : Students learn about British football teams. - Cross-curricular : Education for equality between sexes: through the activities presented, pupils will be aware that any person independently from his/her sex can practise any sport he/she desires.

- PROCEDURES:

Singing a song: Football crazy. Putting in order letters. Describing a picture. Reading a text Listening to a dialogue and perform it.

- ATTITUDES: -Being interested in knowing the vocabulary and linguistic structures necessary to express in a foreign language. -participating actively in the carrying out the tasks and accepting responsibility for the tasks. ACTIVITIES AND DIDACTIC STAGES:


Find my robot / Spot the sport / Crazy sports / Elimination / guess the sport / mini picture dictionary / snakewords / battleships / Anagrams / find the difference / jigsaw activity / repeating sentences with different mood

o Free practice: Playing a game.

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS Sports Students learn

about British football teams.


GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To show the ability to use the vocabulary of this topic. - To be able to use the new structure being learnt. ATTENTION TO DIVERSITY: Fast-finishers: go to the corner they prefer. Extension activity: order words to form sentence with sense. RESOURCES: Photocopiable sheets, flashcards.

UNIT NUMBER 10: WHERE WERE YOU LAST NIGHT? Sessions: 6 Date of beginning: 21st of March 07 Class: 5 – B AIMS:

-To identify and use vocabulary related with the parts of a city in general. -To say and ask where someone was and wasn’t in a determinate moment or day in the past. - To give and follow directions. CONTENTS:

- CONCEPTS: - Grammatical contents: - Past tense of to be in negative, affirmative and interrogative form: “I was/ wasn’t at the…” “He/She was/ wasn’t at the…” “Were you at the (Cinema) on (Saturday)”

UNIT NUMBER 9: WHAT

ARE YOU DOING. Present continuous

in affirmative, negative and interrogative form



Imperatives: go straight on, turn left/right.

- Vocabulary: Cinema, restaurant, theatre, music shop, sports centre, museum, swimming pool, town hall, church, post office.

- Phonology :

Long u like in school, pool - Short u like in woman. Rising tune in yes/no questions.

- Culture : In UK people drive their cars in the left part of the road instead of the right like in Spain. - Cross-curricular : Education for equality between sexes: through all the work planned in this unit, pupils will be aware that there must be cooperation between them, independently .

- PROCEDURES:

Listening a song Asking and answering questions. Writing a celebrity snap. Doing a role-play Playing board games. Reading a dialogue and acting it out.

- ATTITUDES:

-Participating actively in the development of the activities made in the classroom working in pairs, in groups or individually. -To show interest and curiosity to know the names of the places in a town. -Respect and follow games’ rules. ACTIVITIES AND DIDACTIC STAGES:

o Introducing of new language: listen new words and a story. o Controlled practice:

Becoming a city / Drive around the neighbourhood / Flashcards games: quickly saying, reveal the word… / Order the story / Battleships / Who is who? / Help the sheriff / Football training / My crazy body / join the story / words beginning with the letter… / air spelling / repeat the sentence / Who’s next?

o Free practice: Detective game.


SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary. - To be able to say and ask questions using the past of to be. - To give directions. ATTENTION TO DIVERSITY: Extension activities for students who need more help, such as odd man out. RESOURCES: Flashcards / posters UNIT NUMBER 11: GOING SHOPPING. Sessions: 6 Date of beginning: 18th of April 07 Class: 5 – B AIMS:

- To recognise and use the vocabulary of the unit. - To ask and say how many something is. - To read, listen and understand a text. CONTENTS:


Questions: - How many/much…?

UNIT NUMBER 10: WHERE WERE YOU LAST NIGHT?

Places of a town Directions

In UK people drive their cars in the left part of the road instead of the right like in Spain.

Past of to be

Long u like in school, pool - Short u like in woman. Rising tune in yes/no questions.


Answering with present simple: - It’s (five) pounds. - Vocabulary:

- British coins: 1,2,5,10,20,50 pence, 2 pounds Food: Bread, meat, fish, sweets, milk, yoghurt, chicken, hamburger, banana, carrots, tomatoe, chip, cheese, lettuce.

- Phonology :

/j/ like at yoghurt. Falling tune how much… - Culture : Knowing the British monetary system which are different from the Euro. - Cross-curricular : Consumism education: students learn what is necessary to buy.

- PROCEDURES:

Carrying out a role play. Making shopping lists. Doing a project: Shopping in my town. Singing a song. Reading a text.

- ATTITUDES:

-A positive attitude about the own ability to learn to speak in a foreign language. -Active participation in the development of the activities made in the classroom working in pairs, in groups or individually. ACTIVITIES AND DIDACTIC STAGES:


Going shopping / MMM! / shopping list / Jigsaw activity / Flashcards games: magic eye, three in a row… / Food crossword. / Warships / humorous sentences / lip reading / back spelling / Anagrams / snakewords / can you make words?

o Free practice:


Shopping in my town. SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To be able write a text about shopping in students’ town. - To ask and answer questions. ATTENTION TO DIVERSITY: ACI learn the half part of the vocabulary and fast-finishers go to whatever corner to do activities they prefer to do. RESOURCES: Photocopiable sheets.

UNIT NUMBER 12: BE GREEN. Sessions: 6 Date of beginning: 7th of May 07 Class: 5 – B AIMS:

- To use and identify vocabulary related to this topic. - To read and understand a text. - To give orders. CONTENTS:

UNIT NUMBER 11: GOING

SHOPPING.

British coins Food

British monetary system.

Present simple How much/many…?

/j/ like at yoghurt. Falling tune how much…


- CONCEPTS: - Grammatical contents: Present continuous in affirmative, negative and interrogative: What are you going to do? I’m going to …. Imperatives: Recycle! Put in. Don’t recycle!

- Vocabulary: Newspapers, bottles, can, glass, paper, throw away, rubbish, bin, plastic bags, recycle.

- Phonology : /^/ like at rubbish - /ae/ like at can Falling tune commands: Don’t throw away!

- Culture : Moral and civic education: importance of respect what belong to others.

- Cross-curricular : Enviromental education: respect to the fauna and natural environment and the knowledge of possible animals in danger.

- PROCEDURES: Talking about saving the planet. Answering quizzes. Intensive reading. Listening to a song. Acting out a dialogue. Making a poster.

- ATTITUDES: -Respect the guidelines and rules that the teacher explains in the classroom in each moment. -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity. ACTIVITIES AND DIDACTIC STAGES:

o Introducing of new language: listen new vocabulary and a story. o Controlled practice:


Environmental Quizz / Flashcards games: reveal the word, look for your pair… / Jigsaw game. / Warships / Anagrams / repeating mood sentences, etc / mini picture dictionary / air spelling / humorous sentences.

o Free practice: Make a poster

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To show the ability to read and understand a text.. - To be able to use the new vocabulary and give orders. ATTENTION TO DIVERSITY: Fast-finishers and advance students look for information about how to preserve the planet. RESOURCES: Photocopiable sheets.

UNIT NUMBER 13: AMAZING ANIMALS. Sessions: 6 Date of beginning: 21st of May 07 Class: 5 – B AIMS:

- To use and recognise the vocabulary of this unit. - To describe animals.

UNIT NUMBER 12: BE

GREEN.

Recycling In UK people drive their cars in the left part of the road.

Present continuous

/^/ like at rubbish - /ae/ like at can Falling tune commands: Don’t throw away!


- To read and understand a text about animals. CONTENTS:

- CONCEPTS: - Grammatical contents: Superlatives: It’s the fastest / lightest / smallest/ biggest / strongest / longest / heaviest - Vocabulary: Elephant, ostriches, giraffe, cheetahs, mammoth, tiger, hummingbirds.

- Phonology :

/dz/ like at giraffe - /ts/ like at ostrich

- Culture : People in Britain are interested in saving and adopting animals. WWF: worldwide Fund of Nature. - Cross-curricular : Multicultural education: students will be aware of the existence of another culture, customs and ways of life.

- PROCEDURES:

Describing an animal. Singing a song Solving crosswords Carrying out a project: What animal is it? Playing animals cards. Reading a dialogue.

- ATTITUDES: -Being aware of the importance to express orally in the foreign language to satisfy the needs of communication. -Respect and follow games’ rules. -Respect towards students opinions. ACTIVITIES AND DIDACTIC STAGES:



Animal facts / Animal quiz / Flashcards games: reveal the word, look for your pair… / My crazy zoo / Jigsaw game / Warships. / Have you got a good memory? / Pair crossword. / Find my monkey / Anagrams / repeating mood sentences / my picture dictionary.

o Free practice: What animal is it?

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary. - To be able to make a description of an animal using the structures of this unit. ATTENTION TO DIVERSITY: Fast-finishers go to corner and play games. ACI students only learn some of the vocabulary of the unit. RESOURCES: Photocopiable sheets and flashcards.

UNIT NUMBER 14: HOLIDAY TIME Sessions: 6 Date of beginning: 4th of June 07 Class: 5 – B AIMS:

- To use and identify the objects which you take for holiday.

UNIT NUMBER 13: AMAZING

ANIMALS.

Animals People in Britain are interested in saving and adopting animals. WWF

Superlatives: It’s the heaviest…

/dz/ like at giraffe - /ts/ like at ostrich


- To ask and answer what students are going to take for holiday and to which place they want to go. CONTENTS:

- CONCEPTS: - Grammatical contents: Present simple affirmative, negative and interrogative: I want to go to/ take… Do you want to go to (the beach)? Yes, I do, No, I don’t. - Vocabulary:

Kite, skateboard, sunglasses, camera, torch, map, surfboard, tennis racket, canoe, tent.

- Phonology : /z/ like at sunglasses /s/ like at tennis Rising tune in yes/no questions: Do you want…?

- Culture : How people of Britain love travelling to the Mediterranean coast. - Cross-curricular : Education for peace: developing cooperative work with the rest of the class through the activities students carry out.

- PROCEDURES: Intensive reading. Playing games. Listening to a song. Writing a tourist brochure from a British city: Come to…. Finding differences. Looking for information.

- ATTITUDES: -To show interest and curiosity to know new vocabulary and linguistic structures. -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity.


ACTIVITIES AND DIDACTIC STAGES:


Seaside holiday / Holiday code / Holiday souvenirs / My crazy holiday / flashcards games: guess it, What is missing?... / order the story / acting out dialogues / back spelling / my mini dictionary / anagrams / humorous sentences.

o Free practice: Come to…!

SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary. - To show the ability to write a text. - To being able to look for specific information. ATTENTION TO DIVERSITY: Advanced students do an activity in pairs about renting a holiday home. RESOURCES: Visiting the website: www.visitbritain.uk

UNIT NUMBER 15: FESTIVALS Sessions: 6 Date of beginning: 26th of November of 06 / 14th of December of 06 / 5th of February of 07 / 4th of April of 07 Class: 5 – B

UNIT NUMBER 14: HOLIDAY TIME

Things to take for holidays

How people of Britain love travelling to the Mediterranean coast.

Present simple /z/ like at sunglasses /s/ like at tennis Rising tune in yes/no questions: Do you want…?


AIMS:

- To know the origin of Halloween, Christmas and Valentine and Easter. - To use vocabulary related to this three festivities. - To listen and read stories. - To write cards. CONTENTS:


Present simple in affirmative, negative and interrogative: I eat / do / buy …, I don’t…, Do you…? - Vocabulary:

Present, toys, snow globe, turkey, Christmas pudding, stocking, chimney, heart, biscuits, flower, witches, pumpkin, dark, eggs.

- Phonology : Long /a/ such as in heart and dark. - Culture : Knowing the typical British festivities. - Cross-curricular :

Multicultural education: students will be aware of the existence of another language, culture, customs and ways of life.

- PROCEDURES:

Intensive listening and reading. Solving crosswords in pairs. Singing songs related to these festivals. Playing games.

- ATTITUDES:

-Showing interest in discovering another language and culture.


-Participating actively in the development of the activities made in the classroom working in pairs, in groups or individually. ACTIVITIES AND DIDACTIC STAGES:

o Introducing of new language: posters. o Controlled practice:

Flashcards games / bingo / dominoes / board games / crossword / Warships / find the difference / humorous sentences / lip reading / back spelling / Anagrams / snakewords

o Free practice: . Inventing a game. SCHEME OF THE UNIT:

VOCABULARY CULTURAL ASPECTS GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To be able to use the vocabulary. - To show the ability to write cards. ATTENTION TO DIVERSITY: Fast- finishers extract information about Christmas, Valentine’s day and Halloween from new technologies. RESOURCES: Posters, dominoes, bingo cards.

UNIT NUMBER 15:

FESTIVALS

Things of Christmas, Halloween, Valentine’s Day and Easter.

Typical British festivities.

Present simple

Long /a/ such as in heart and dark.

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