B - Microsoftpearsonespana.blob.core.windows.net/books/Backpac… · Web viewTry to guess words from the text of the little book. Do an echo reading. Make a word map and do drawings

Backpack 1

Programme

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Area of Foreign Languages

English

UNIT 1: “READY FOR SCHOOL”

Teaching Programme - Backpack 1 1

I. Objectives

Learn some colours. Revise and write numbers. Identify classroom objects. Ask questions, answer them and make requests correctly. Transform affirmative sentences into interrogative, and vice versa. Practise the pronunciation, intonation and rhythm of sentences.

II. Contents

1. Listening, speaking and conversationPresent objects they can name in English to their families. Draw them and stick them on the mural. Show the objects that we ask them to.Learn and sing the song of the unit pointing to the appropriate objects and colours at every moment.Listen to the recording and act it out in pairs in order to practise the dialogues.Practise the pronunciation of different plurals.Follow instructions for touching or pointing to and naming different classroom objects.Point to the appropriate objects in the illustrated dictionary, based on what they hear in the recording.Repeat the dialogues that they hear in a recording and practise them afterwards in pairs.Practise the intonation of the written dialogues on the board. Recite the chant to practise pronunciation of the sentences.Circle the correct answer based on what they hear on a recording.Give instructions so that their classmates can circle the appropriate number.Act out the short story to practise dialogues.Draw the objects which correspond to what they hear in a recording.Match the partial image of an object to the complete one based on what they hear in a recording.Recite the chant to practise stress, rhythm and intonation, emphasising the exclamatory and interrogative sentences.Listen to the story from the little book following the dialogues.Dramatise the story and take it home to share with families.Ask questions and answer them in order to guess, with their eyes covered, the object taken out of a classmate’s bag.Listen to the recording and mark the appropriate answer.

2. Reading and writingPoint to the last line of each verse and understand the meaning of being prepared for something. Build sentences.Write their name as an answer to the written question.Practise the writing of numbers.Create a new verse for the song.


Create new verses for the chant with different names and objects.Focus on some concepts of printing in the little book. Compare the story with previous predictions and do an echo reading in order to practise the patterns of stress, intonation and rhythm of each sentence.Write the numbers from 1 to 10, cut out the points cards and stick them under the corresponding number.Write their name in the appropriate place in response to the question.

3. Knowledge of language through use3.1. Linguistic knowledge

Lexis and structures- Ready for school; what’s this?; it’s a (pen); how many (...)?; show me (a

pencil); red; green; blue; pen; book; rubber; I’m ready for school; (Alicia) is ready for (lunch); hello!; my name is (...); what’s your name?; touch (the chair); point to (the chair); go; stop; backpack; chair; crayon; desk; marker; paper; pencil; table; what colour is it?; it’s (green); I see something (red); is it a (pen)?; circle the (three); guess again; guessing; school fun fair; title; is it a (book)?

Receptive language- Workbook.- Flashcard.- Video.- Classify whit colour.- Look and listen. Say.- Point and stick.- Look at the picture.- Ask and answer.- Circle the number.- Write the numbers.- Draw and colour.- Vocabulary work.- Sing and count.- Draw a line.- Listen and chant.- Add verses.- Before/after reading.- Little Book.- You win!

- It’s your turn.- Echo read.- Role play.- Home-school link.- Make colour groups/books.- Colour bingo.- Play a game!- Know it? Show it!- Listen and check.- Write.- Now I know!- Talk about learning English.- What did you like learning in

this unit?- What was easy to understand?- What was hard to understand?- Which activities helped you

learn?

3.2. Reflection on learning Participate actively in the tasks proposed. Enjoy the rhythm of English through the chants and songs. Collaborate with classmates in the tasks and share them with them. Show interest in looking after the material.

4. Socio-cultural aspects and intercultural awarenessHelp the pupils to understand the concept of the class and of their personal space in it.Teach them to collaborate with their classmates and to learn from them.


III. Basic competences Linguistic competence: the colours red, green, blue, names of classroom objects,

revision of numbers 1-10; exclamation marks. Mathematical competence: revision of numbers 1-10. Knowledge and interaction with the physical world: personal space in the

classroom. Social and civic competence: collaborating with classmates and learning from

them. Learning-to-learn competence: identifying and naming classroom objects.

IV. Assessment We use the oral assessment table, whilst observing their performance in the

board game. The pupils listen to sentences from a recording and point to the correct answer. They write their name in response to the question: “What’s your name?” Pupils do positive self assessment when they are satisfied on having reached the

following objectives: the numbers one to ten, school vocabulary (in response to questions what’s this?); the colours blue, red and green. They should also answer questions and produce sentences based on the following language: What’s this? What colour is it?

Pupils have to complete the test of unit 1, page 27.


UNIT 2: “PEOPLE WE LOVE”

I. Objectives

Revise numbers and classroom objects. Ask questions, answer them and make requests correctly. Identify the members of the family. Revise the letters and put them in order. Practise the pronunciation, intonation and rhythm of sentences.

II. Contents

1. Listening, speaking and conversationName all the members that they can in an illustration.Listen to and sing the song, pointing on the illustration to the corresponding people and letters.Lift up and show the correct card when they hear the name of one of the family members. Repeat and point on the illustration according to what is heard in the recording.Make sentences using the third person. Repeat the dialogues of the sandwiches, identify each sticker and stick it in the corresponding frame.Practise the pronunciation of specific words emphasising specific sounds.Repeat and point in the illistrated dictionary to the words which they hear in a recording.Prepare a riddle about the illustration in order to ask questions and answer them with their classmate.Express verbally the number of brothers and sisters they have and practise the dialogues with their classmate.Listen to the chant in turns. Colour in the number of brothers or sisters corresponding to what is heard on the recording.Point to the family described in a recording from two proposed.Practise the dialogue which they hear in a recording in groups of three.Do a drawing based on what they hear in the recording.Comment on the graph.Draw classroom objects and practise dialogues in pairs.Match each sentence to the corresponding image based on the recording. Name the letters which appear in the illustration.Comment on the illustrations in the little book and guess what is happening in the story.Answer a series of questions about the story using the illustrations to help.Dramatise the story and answer questions about the characters.

2. Reading and writingDiscover common letters in the names of pupils.Write the names of their relatives on a family tree. Match some letters of the alphabet to the first names of some of the pupils.Prepare a riddle.Write the number of brothers they have next to the letter “b” and the number of sisters next to the letter “s”.


Draw a graph showing the number of brothers and sisters each pupil has.Recite the chant pointing to the corresponding images and clapping.Create new verses for the chant using own personal information.Centre the attention on the title and the authoress of the little book.Listen to the story, pointing to the text and getting the gist from the illustrations. Do echo reading.Make a map of ideas.


Lexis and structures.- People we love; family; father; mother; sister; brother; baby; grandfather;

grandmother; our families; this is (my sister); this is (me)!; he/she’s the (father/mother); parents; I’ve got (two sisters); who am I?; you’re (Pam); none; I haven’t got any; how many (sisters) have you got?; colour (four) (brothers); who is (she)?; (she)’s my (sister);(six students) have got (three brothers). (three students) haven't got any (brothers); walk; what are these?; clap for your (sisters); who is he/she?; what’s his/her name?; do the boys want to play football?; do the boys need teams?; who are they?; how many (brothers) has (John) got?; kick; team; run; let’s play!; what letter is it?.

Receptive language.- Workbook. - Flashcards.- Video.- Listen and sing.- Stick and say.- Look at the picture.- Ask and answer about you.

Pretend.- Draw a family tree.- Colour and circle.- Chant.- Classify: make a graph.- Say the letters.- Add verses.- Before/during/after reading.- Little Book.

- Echo read.- Check comprehension.- Make a word web.- Home-school link.- Make an ABC book.- Play a game!- Know it? Show it!- Now I know!- Talk about learning English.- What did you like learning in


learn?- Student portfolios

3.2. Reflection on learningShow positive feelings towards their family.Enjoy the rhythm of English through the chants and songs.Participate actively in the tasks proposed.Show respect for and collaborate with classmates in group work.

4. Socio-cultural aspects and intercultural awareness Help pupils to understand the concept of the family.


III. Basic competences Linguistic competence: members of the family, the alphabet related to names, “to

have got”. Social and civic competence: family trees. Cultural and artistic competence: framed drawing of the family. Learning-to –learn competence: making a map of ideas, self assessment.

IV. Assessment We use the oral assessment table whilst observing their performance in the

game of roulette. We evaluate their capacity to speak about their family when they present the

drawing of it. The pupils listen to the sentences in a recording and point to the correct answer. The pupils do positive self assessment when they are satisfied on having

reached the following objectives. Vocabulary about the family, alphabet. Also they should show confidence when asking and answering questions and creating sentences with the following forms: Who’s she? How many sisters have you got?

The pupils have to complete the test of unit 2, page 28.


UNIT 3: “HEAD TO TOES”

I. Objectives

Revise numbers and colours. Ask questions, answer them and make requests correctly. Identify the parts of the body. Learn words about sizes. Practise the pronunciation, intonation and rhythm of sentences.

II. Contents

1. Listening, speaking and conversationTouch and name the parts of the body that the teacher points to on a doll on the board. Listen to and sing the song of the unit, following it in the drawings.Repeat the sentences in the recording while they point to the appropriate illustration.Stick the sticker in the corresponding place, based on what they hear in the recording.Practise the pronunciation of words, emphasising specific sounds.Point in the illustrated dictionary to words they hear in the recording and afterwards, find each part on the big doll. Name the part of the body their classmate points to.Act out the dialogues in pairs and practise the pronunciation of the singulars and plurals.Distinguish the vowels in the alphabet and spell words.Point to the appropriate answer according to what they hear in the recording and what they see in the illustration. Practise dialogues amongst themselves.Point in the short story to the images based on what they hear in the recording. Repeat the sentences and act out the short story.Add parts of the body to the creature in the illustration, based on what they hear in the recording.Present an imaginary creature and describe it.Listen to the story, pointing to the text, get the gist from the illustrations and do echo reading.Answer a series of questions about the story, using the illustrations to help. Dramatise the story.Act out a scene with the dolls using the dialogues of the unit.Draw a funny creature following our instructions.Throw a ball from one to another in order to ask questions following the example.Listen to a recording and mark the appropriate answer.

2. Reading and writingDo drawings and classify them into “short” or “long” in order to make a book which afterwards will be presented in pairs. Draw a creature on the board and label the parts of its body.


Centre attention on the title of the Little Book and its authoress. Focus on the concepts of printing.


Lexis and structures.Head to toes; funny faces; eye/s; ear/s; nose/s; mouth/s; big; small; long; short; here’s the (small ball); give the (big ball) to (Luis); she/he is small/big; it is long/short; arm/s; hand/s; head/s; leg/s; toe/s; long and short books; count; look! My puppet has got (two arms); they are (short); my puppet is (small)!; draw (two feet); imagination; what are they doing?; pull; the carrot; what do they?; is the carrot big or little?; do the girls use their arms?; do they use their legs?; who helps?; what do you use?Receptive language.

- Workbook.- Video.- Chant.- Memory game.- Listen and sing.- Look and say.- Look at the picture.- Ask and answer.- Vowels.- Play a guessing game.- Tape the part on the clown.- Class creatures.- Show how many.- Before/during/after reading.- Little Book.- Echo read.- Check comprehension.

- Role play.- Home-school link.- Sing the song.- Make a funny puppet.- Give a puppet show.- Draw and compare.- Play a game!- Know it? Show it! - Now I know.- Talk about learning English.- What did you like learning in


learn?- Here I am.

3.2. Reflection on learningShow interest in looking after the body.Show respect for their body and that of others.Enjoy the rhythm of English through the chants and songs.Participate actively in the activities proposed in class.

4. Socio-cultural aspects and intercultural awarenessRespect and collaborate with classmates in group work.Learn to look after and value their body.

III. Basic competences Linguistic competence: parts of the body, numbers 1 to 10 and colours (revision);

short-long and big- small, the singular and plural of words. Knowledge of and interaction with the physical world: care of the body. Social and civic competence: showing respect for own body and that of others. Learning-to-learn competence: learning to spell words, self assessment. Autonomy and personal initiative: active participation in the activities proposed.


IV. Assessment We use an oral assessment table whilst observing their performance in the card

game. We assess their capacity to ask and answer “yes/no” questions about the

creature drawn on the board. The pupils listen to the recording and point to the correct answer. The pupils do positive self assessment when they are satisfied on having

reached the following objectives: vocabulary about the body (in response to the question What’s this?); words about sizes; the colours brown, orange, purple, yellow. They should also show confidence when asking and answering questions and creating sentences based on the following forms: Has she got long arms? How many arms has she got?

The pupils have to complete the test from unit 3, page 29 and the revision test for units 1-3 on pages 36 and 37.


UNIT 4: “THINGS I WEAR”

I. Objectives

Revise notions of previous units. Ask and answer questions, make requests correctly. Identify items of clothing and new colours. Express tastes and preferences. Practise the pronunciation, intonation and rhythm of sentences.

II. Contents

1. Listening, speaking and conversationStick photos of certain colours around the corresponding heading.Point to and name on the board the clothes they are wearing. Listen to, sing and dance to the song of the unit whilst miming and pointing to the appropriate clothes.Describe through a chant what their classmates are wearing. Listen to the recording and repeat it whilst pointing to the character that is speaking. Act out the scene.Stick stickers and describe.Practise the pronunciation of words emphasising specific sounds.Point in the illustrated dictionary to the items of clothing they hear in the recording and afterwards, look for examples of them in the illustration. In pairs, ask questions and answer them about a drawing.In pairs, ask and answer questions about their favourite clothes.Draw the clothes a classmate is wearing, present them and describe them.Follow and give instructions for putting on and taking off clothes.Match girls and boys to clothes, and colour them, based on what is heard in a recording. Point to the appropriate illustration whilst they listen to a recording and act it out afterwards.Draw items of clothing on cards and take out a couple of them afterwards to describe them.Match each pupil to the appropriate items of clothing based on what is heard in the recording.Recite the chant clapping to the rhythm and pointing to the clothes they are wearing as they hear them.Listen to the story pointing to the text and illustrations and use these to understand the meaning of words they do not know. Do echo reading.Answer a series of questions about the story using the illustrations to help. Talk about the illustration following the model.Draw them and describe their work to the class.Make a poster with cut out photos of their favourite clothes and talk about it.Listen to the recording and mark the appropriate image.

2. Reading and writingMake a Little Book and focus attention on the title and the authoress.Take note of the words in the story that rhyme.


Make a graph with the pupils’ favourite colours.


Lexis and structures.Things I wear; favourite clothes; stand up; jacket; trousers; shoes; shirt; skirt; dress; hat; (Rosa) is wearing a (skirt), all day long; what are you wearing?; I’m wearing my (pink dress); he/she is wearing a (white hat); gloves; trainers; sock; is the clown wearing (black shoes)?; what is the clown/man wearing?; what are your favourite clothes?; I like shirts and trousers; (Miguel), put on your (hat); (Alba), take off your (hat); now what is it?; a pair of (trousers); T-shirt; suitcase; pack; I’m packing (shoes); blouse; what’ s (the girl) wearing?; who is (the boy) in the mirror?; the Fun House!; tall; wide; skinny; I can see (wide) (trousers); who is it?; colour the (shirt blue); find (three blue) things in a row; sweaters.Receptive language.

- Classify with colour.- Clothes map.- Stick and say.- Look at the picture.- Ask and answer about you.- Workbook.- Student’s Book.- Video.- Draw yourself.- Play “Guess Who?”- Chant.- Before/during/after reading.- Echo read.- Home-school link.- Evaluate pictures.

- Describe the picture.- Focus on rhyme.- Make a mobile!- Play a game!- Know it? Show it!- Listen and circle.- Write.- Now I know!- Talk about learning English.- What did you like learning in


learn?

3.2. Reflection on learningShow respect towards and look after items of clothing.Enjoy the rhythm of English through chants and songs.Participate actively in the activities proposed in class.Collaborate with classmates in group work.

4. Socio-cultural aspects and intercultural awareness We teach them to socialise in the classroom and to show respect towards classmates and the teacher.

III. Basic competences Linguistic competence: items of clothing, making descriptions, colours

(revision). Knowledge of and interaction with the physical world: looking after items of

clothing. Social and civic competence: group work. Cultural and artistic competence: looking for words that rhyme.


Learning-to-learn competence: appreciating the concept of rhyme. Autonomy and personal initiative: collaborating in group work.

IV. Assessment We supervise the children whilst they colour in following instructions. The children listen to the recording and point to the correct answer. The pupils do positive self assessment when they are satisfied on having

achieved the following objectives: vocabulary about items of clothing, the colours black, pink y white. They should also show confidence when asking and answering questions and creating sentences based on the following forms: What’s he wearing? What are your favourite clothes?

Pupils have to complete the unit 4 test, page 30 Finally, we talk about what we have learnt in the unit.


UNIT 5: “AT HOME”

I. Objectives

Revise notions of previous units. Ask and answer questions, make requests correctly. Identify rooms in the house and actions related to the home. Follow sequences carrying out actions. Practise the pronunciation, intonation and rhythm of sentences.

II. Contents

1. Listening, speaking and conversationMatch and name objects and rooms in the house drawn on the board.Listen to and sing the song of the unit, pointing on the illustration to the appropriate figures.Recite a chant about figures drawn while they carry out a different action with each figure and name it. Ask and answer questions in pairs following the example in the recording.Stick the stickers in the correct place following the instructions of a recording. Practise the pronunciation of specific words, emphasising specific sounds.Recite a chant and act it out with actions, varying it depending on the different rooms in the house.Repeat and point on the illustration to the words heard on the recording.Practise dialogues about an illustration following the example from the recording.Practise a dialogue in pairs, one of them pretending to be in a room of the house and the other guessing which room it is.Listen to a series of conversations and match them to the corresponding illustration.Choose the drawing that shows a different action. Name the actions and read the sentences.Point in the short story to the character that speaks in the recording and act out the dialogue in pairs.Colour in the illustrations and ask and answer questions about them in pairs.Match the illustrations in the two columns based on what is heard in a recording.Answer a series of questions about the text using the illustrations to help. Summarise the story and tell it in small groups. Listen to the story, pointing to the text and the illustrations, and use these to understand the meaning of words they do not know.Draw scenes in rooms of the house following the instructions of a classmate. Afterwards, describe them for the class.

2. Reading and writingCreate new verses for the chant and mime them.Try to guess words from the text of the little book. Do an echo reading.Make a word map and do drawings to reinforce and extend vocabulary.


Write their own stories about being at home with a relative.Take a flashcard and do the corresponding action or draw the appropriate room. Make a sentence with the activity and the room.


Lexis and structures.· At home; house; what shape is left out?; what are they making?; what

are they using to make the house?; stick the (pink circle) on the (blue) house; kitchen; he/she’s (eating) in the (kitchen); bathroom; bedroom; dining room; living room; cooking; reading; sleeping; watching TV; where am I?; you are in the (kitchen); room; cooker; busy; shout; hungry; bowl; spoon; jug; eggs; cushion; lamp; sofa; home with (my brother); cleaning; she/he’s (drinking a fizzy drink) and (watching TV); draw a (mother).

Receptive language:- Workbook.- Flashcards.- Video.- Student’s Book.- A shape house.- Picture and word map.- Listen and sing.- Look and say.- Look at the picture.- Ask and answer.- Act it out.- Write the number.- Circle the action that doesn’t

match.- Vocabulary work.- Three-in-a-row.- Chant.- Add verses.- I don’t know the word ‘shout’.- But I know what ‘shh’ means.- Maybe ‘don’t shout’ means

‘don’t talk loudly’.

- It means to be quiet.- Before/during/after.- Echo read.- Check comprehension.- Story summary.- Home-school link.- Make associations.- Tell another story.- Silly actions.- Make a fun wheel.- Family fun wheels.- Play a game!- Know it? Show it!- Now I know.- Talk about learning English.- What did you like learning in


learn?- Classify.

3.2. Reflection on learning Participate actively in the tasks proposed. Enjoy the rhythm of English through the chants and songs. Be ready to speak in English in front of the class. Show interest in looking after the house.

4. Socio-cultural aspects and intercultural awarenessWe teach them the importance of sharing the objects and rooms of the house with those they live with.We encourage them to show respect for their classmates for a better relationship in class.


III. Basic competences Linguistic competence: the different rooms in a house, actions related to the

home. Mathematical competence: revising the geometric forms circle, rectangle,

triangle and square. Knowledge of and interaction with the physical world: the rooms of a house. Social and civic competence: relationships in class. Learning-to-learn competence: practising the pronunciation of specific sounds. Autonomy and personal initiative: encouragement to speak English in front of the

class.

IV. Assessment We use the oral assessment table whilst instructions for drawing are given. We supervise and evaluate the pupils’ capacity to identify rooms in the house

while they draw the room of their own house. The children listen to the recording and point to the correct answer. The pupils do positive self assessment when they are satisfied on having reached

the following objectives: vocabulary about the house, actions related to the home, figures. They should also show confidence when asking and answering questions and creating sentences based on the following forms: Where is your sister? What’s she doing?

The pupils have to complete the test of unit 5 page 31. Finally we speak about what we have learnt in the unit.


UNIT 6: “ON THE FARM”

I. Objectives

Revise notions of previous units. Ask and answer questions, make requests correctly. Identify farm and zoo animals. Identify actions and sounds of animals. Do actions and act out scenes.

II. Contents

1. Listening, speaking and conversation Listen to and sing the song of the unit, miming it and pointing to the appropriate actions.Talk about pairs of animals drawn, following the example from a recording.Practise the pronunciation of specific words emphasising specific sounds.Do different actions and recite, holding hands in a circle like a ring of roses. Point in the illustrated dictionary and repeat what is heard in the recording.Practise in pairs a conversation formed by dialogues following the example from the recording.Play at noughts and crosses, describing the actions of animals.Circle the illustration which is different and check the results in pairs, asking and answering questions.Play a memory game, adding actions and describing them.Do a drawing based on what is heard in a recording.Circle the image described in a recording.Represent actions and animals, distinguishing between singular and plural sentences.Listen to and recite the chant pointing to the text and carrying out the appropriate actions.Answer a series of questions about the story using the illustrations to help. Tell the story in own words. Make puppets and act out the story in groups.Talk about the puppets.Play the board game in order to practise asking and answering questions.Guess the animal and the action their classmate imitates.Guess which animal they have stuck to their back by asking their partner questions.

2. Reading and writing Stick appropriate photos or drawings around the headings of the action words.Stick photos of farm animals and make headings around a drawing of a barn.Practise the writing of names of animals.Point to the text while they listen to the recording, read it and act out the short story in groups.Create own dialogues following the example of the short story.Create additional verses for the chant.


Follow the story from the little book pointing to the text and illustrations. Do an echo reading and another reading all together.Write the appropriate number in the corresponding place, identifying the actions and counting the animals.


Lexis and structures.· On the farm; zoo; animals; jump like a frog; run like a horse; quack like

a duck; what do you see?; cow; walking; flying; running; now let’s stop; bird; cat; dog; farmer; talking; sheep; the worm is crawling; what’s it doing?; it’s (flying); look at that!; barn; draw( two cows)(eating); how many (students) like (cows)?; this is fun; look and see; out of my house!; rug; ants; what other animal is in the house?; is (he) happy?; in; out; over; after; tortoise; do I (jump)?.

Receptive language.- Workbook.- Flashcards.- Video.- Act it out.- Picture map.- Listen and sing.- Look and match.- Stick and say.- Look at the picture.- Ask and answer.- Writing practice.- Noughts and crosses.- Circle the action that doesn’t

match.- Memory game.- Make a graph.- Animals in action.- Chant.- Create verses.- Before/during.

- Echo read.- Check comprehension.- Summarise the story.- Home-school link.- Change the story.- Make animals puppets.- Class book.- The same game.- Play a game!- Know it? Show it!- Write the number.- Now I know!- Talk about learning English.- What did you like learning in


learn?

3.2. Reflection on learningShow respect towards and look after animals.Enjoy the rhythm of English through the chants and songs.Participate actively in the activities proposed in class.Take decisions in groups.

4. Socio-cultural aspects and intercultural awarenessWe teach the pupils to socialise in class. We help them to be conscious of having to respect domestic animals and all animals in general.


III. Basic competences Linguistic competence: classify animals and their sounds; singular and plural

sentences, revision of previous notions. Mathematical competence: revision of the numbers 1 to 10. Knowledge of and interaction with the physical world: looking after animals. Social and civic competence: making group decisions. Learning-to-learn competence: self assessment. Autonomy and personal initiative: making group decisions.

IV. Assessment We use the oral assessment table whilst playing the board game and the miming

game. Pupils do positive self assessment when they are satisfied on having reached the

following objectives: names of animals, action words, words of size. They should also show confidence when asking and answering questions and creating sentences based on the following forms: What is it? What’s doing?

Pupils have to complete the test of unit 6, page 32 and the revision test of units 4-6, pages 38 y 3.

Finally we talk about what we have learnt in the unit.


UNIT 7: “CELEBRATIONS”

I. Objectives

Ask and answer questions, make requests correctly. Identify meals and days of the week. Express tastes and preferences. Practise the pronunciation, intonation and rhythm of sentences. Order sequences.

II. Contents

1. Listening, speaking and conversationListen to and sing the song of the unit, pointing to the corresponding drawings in the illustration and miming it.Look for their birthday on the calendar and practise dialogues in pairs, based on the recording.Count the syllables of the days of the week and mark them with loud or soft claps depending on the stress.Repeat the words heard in the recording and point to them in the illustrated dictionary and on the big scene.Practise dialogues in pairs, following the example in the recording in order to express and ask about tastes in meals.Practise the pronunciation of specific words to emphasise the pronunciation of specific sounds.Practise asking short answer questions in pairs.Circle the appropriate photo based on what is heard in a recording.Practise the dialogues in pairs based on the short story and the recording.Practise the dialogues of the previous activity, changing the meals and the animals.Based on what is heard in the recording, draw meals and share the work with their classmate.Based on the recording, match each day of the week to the corresponding food.Answer a series of questions about the story using the illustrations to help.Asking questions, guess which gift their classmate is thinking about.Ask their classmate which gift they have, open it and name it.Guess through the dialogue the meal their classmate has in their pocket.Draw their favourite meals and talk about them to the class.Take the appropriate card to respond to a question about tastes.Listen to the recording and mark the appropriate answer.

2. Reading and writingRevise the alphabet matching some letters to words that begin with themMake a collage to present the title of the unit.Follow the story of the little book, pointing to the text and illustrations and use the context to understand the meaning of words they do not know. Summarise the story and order its sequences. Do an echo reading and another all together.


Write the day of their birthday.


Lexis and structures.Celebrations; party foods; class birthdays; when is (Tomás) birthday?; Sunday; Monday; Tuesday; Wednesday; Thursday; Friday; Saturday; it’s on (Wednesday) this year; celebration collage; gifts piled high; skip; whistle; pizza; your birthday is on (Monday) this year; how old are you?; I’m (six) years old; today is (Friday); it’s my birthday; cake; fish; burgers; ice cream; lemonade; milk; rice; salad; sandwiches; what has (he) got?; (he)’s got (milk); do you like (pizza)?; yes, I do; no, I don’t; hot dog; who’s got the (ice cream)?; glass of (milk); piece/slice of (cake); bowl of (ice cream); salad; fork; plate; knife; spoon; napkin; you need (ice cream); carrots; lettuce; garden; soup; what’s happening?; what is Rabbit Joe planning?; what does Rabbit Sue say?; does (he) need pizza?; happy birthday to you!; time for presents; it’s (Sunday ).Receptive language.

- Workbook.- Flashcards.- Video.- Listen and sing.- Pass the food.- Slap it!- Standing bingo.- Look at the picture.- Ask and answer about you.- Memory game.- Measurement words.- Dialogue fun.- Letter game.- Question chain.- Chant.- My menu.- Is (he) planning/having a party?- Rabbit Joe is looking in his

garden.- Before/during.

- Echo read.- Reading together.- Check comprehension.- Home-school link.- Make birthday cards.- Guessing game.- Surprise presents.- Play a game!- Know it? Show it!- Show your answer.- Now I know!- Talk about learning English.- What did you like learning in


learn?- Classify

3.2. Reflection on learningShow interest in holidays and celebrations.Show interest in meals.Enjoy the rhythm of English through the chants and songs.Participate actively in the activities proposed in class.

4. Socio-cultural aspects and intercultural awarenessWe teach them to collaborate with their classmates in the group work and to learn from them.We help them to be aware of the importance of eating.


III. Basic competences Linguistic competence: meals, days of the week, Yes/No questions. Mathematical competence: revision numbers 1 – 10. Knowledge of and interaction with the physical world: the importance of eating

meals. Social and civic competence: holidays and celebrations. Learning-to-learn competence: practising the pronunciation of certain sounds,

self-assessment.

IV. Assessment In the activity of guessing the meals in the pockets, we evaluate the use of

yes/no questions and their capacity to identify different meals. We also use the oral assessment table.

We supervise and evaluate the pupils’ capacity to identify their favourite meals. Pupils do positive self assessment when they are satisfied on having reached the

following objectives: vocabulary about meals, days of the week. They should also show confidence when asking and answering questions and creating sentences based on the following forms: What has he got? Do you like (milk)? When is your birthday? How old are you?

Pupils have to complete the test of unit 7 page 33. Finally we talk about what we have learnt in the unit.


UNIT 8: “PLAY TIME”

I. Objectives

Ask and answer questions, make requests correctly. Identify toys, some prepositions and some numbers. Express tastes and preferences about toys. Practise the use of the third person in questions and answers. Revise and learn numbers.

II. Contents

1. Listening, speaking and conversationListen to and sing the song of the unit miming it and matching it to the illustration.Practise dialogues in pairs about an illustration and following the example in the recording.Practise the pronunciation of specific words emphasising specific sounds.Whilst they listen and repeat words, they mark them in the illustrated dictionary.Ask short answer questions (and answer them) about the toys they like most.Practise a conversation in pairs about a scene following the example in the recording.Listen to the recording to match the pieces of a puzzle.Ask and answer using the third person.Play “Simon says” using the prepositions learnt in the instructions.Match the recording to the illustrations of the short story and act it out in pairs.Following our instructions, draw a toy in a box and on a box.Ask questions using prepositions in order to find out the position of a series of objects.Ask and answer questions with “What”.Answer a series of questions about a story using the illustrations to help them, deduce the meaning of words from the context and summarise the story in groups.Decorate boxes of toys, fill them and talk about them.Hold dialogues to guess what their classmate has in their box.Look for an object in the classroom and express verbally where it is to be found, using the prepositions learnt.Listen to the recording and circle the correct answer.Add names of toys to a sentence, sitting in a ring of roses.Guess the number a classmate traces on the palm of their hand.

2. Reading and writing Label on a mural photos or drawings of toys that they like.Draw a toy inside, on top of or under another object, label it with a sentence and put the drawings into groups according to the prepositions.Observe the rhymes of the song.


Next to the corresponding written name, stick the sticker that contains the number.Write the corresponding numbers based on what is heard in the recording. Create new verses in the chant which describe classroom objects.Follow the text of the little book and the illustrations. Do an echo reading and another one all together.Read the question and write the name of the toy they like.


Lexis and structures.· Play time; toys; in; on; under; toy box; eleven; twelve; thirteen;

fourteen; fifteen; sixteen; seventeen; eighteen; nineteen; twenty; the box is empty; it’s(in) (the box); what do you want?; I want (three); what does he/she want?; he/she wants (five); bikes; blocks; boats; cars; dolls; marbles; planes; roller; skates; teddy bears; trains; they’re on the shelf; boats; kite; these; those; can I help you?; what is (on) the (bed)?; looking for; lost; does the boy take the (bear)?; leave him there; make a toy box; desk.

Receptive language.Workbook.Flashcards.Video.Toy picture map.Listen and sing.Focus on rhyme.Count and listen. Stick.Look at the picture.Ask and answer.Memory game.Guess and check.Follow me.Write the number.Before/during.Echo read.Reading together.

Check comprehension.Exchange toys boxes.Play a game!Know it? Show it!Talk about learning English.What did you like learning in this unit?What was easy to understand?What was hard to understand?Which activities helped you learn?Add a toy.Number fun.

3.2. Reflection on learning Show respect and care for toys.Enjoy the rhythm of English through the chants and the songs.Participate actively in the activities proposed in class.Collaborate with their team in order to reach a common goal.

4. Socio-cultural aspects and intercultural awarenessWe teach the children to work in a team and to show good sportsmanship when competing against the opposing team.


III. Basic competences Linguistic competence: toys; in, on, under, short answer questions; questions and

answers in the 3rd person, questions with What? Mathematical competence: numbers up to 20. Knowledge of and interaction with the physical world: the positions of objects. Social and civic competence: showing good sportsmanship when competing

against the other team. Cultural and artistic competence: the rhyme of a song. Learning-to-learn competence: self assessment.

IV. Assessment In the activity of drawing and guessing we assess the use of objective language

and the capacity to identify each toy. Besides, we use the oral assessment table. The children listen to the recording and point to the correct answer. The pupils do positive self assessment when they are satisfied on having

reached the following objectives: vocabulary about toys, prepositions, in, on, under, numbers from 11 to 20. They should also show confidence when asking and answering questions and creating sentences based on the following forms: What does he want? Where is the toy? Where are the balls?

Pupils have to complete the test of unit 8 page 34. Finally we talk about what we have learnt in the unit.


UNIT 9: “IN THE PARK”

I. Objectives

Ask and answer questions, make requests correctly. Identify playground toys. Differentiate between playground toys and classroom toys. Practise the use of the demonstrative pronouns. Practise the pronunciation, intonation and rhythm of sentences.

II. Contents

1. Listening, speaking and conversation Sing the unit song, acting it out with gestures and pointing on the illustration to the appropriate actions.Revise the demonstrative pronouns through a chant. Listen to the recording to repeat each sentence and point to the corresponding illustration.Stick the sticker in the appropriate place, based on what is heard in the recording.Practise the pronunciation, through a chant, of specific sounds.Identify the action carried out by a classmate.Repeat and point in the illustrated dictionary to the words heard in the recording, find the actions in the large illustration and describe each image.Practise a conversation in pairs about the illustration, following the pattern of the dialogues in the recording.Practise the pronunciation of specific words, emphasising specific sounds.Practise asking questions with “they” and with” what”.Mark the appropriate answer to the question heard, based on the illustration.Point in the short story to the character who speaks in the recording, repeat the sentences and act out the scene in groups.Draw a scene based on a recording.Play at “Simon says” carrying out different actions.Based on the recording, match each child to their toy.Confirm or not predictions. Answer a series of questions about the story using the illustrations to help. Comment on the character’s acts.Guess the event that their classmate mimes.Name actions playing the board game.Make a toy shop on a poster and practise dialogues in pairs, following the example.Describe what one or several classmates do, using the different forms of the demonstrative pronouns.

2. Reading and writing Make a conceptual map about activities we can carry out in the park.Write new verses for the chant.Follow the story in the little book and the illustrations. Find specific words in the text, do an echo reading and another one all together.Write sentences about the story.Read and mark the sentence which coincides with each image.



Lexis and structures.In the park; playtime; bike; ball; kite; roller skates; skipping rope; with family; at school; playground; we’re kicking a ball; dancing around; taking a walk; having a snack; stopping to talk; singing a song; flying a kite; marching along; everybody swing a bat; everybody touch your toes; is (he) (skipping)?; yes, (he) is; no, (he) isn’t; are they (roller skating)?; yes, they are; no they aren’t; sleeping; hall; (Tina) have fun with (Tony) in the park?; do you want to play with (Tony)?; I can draw and sing at the same time; is it a good idea for (Tony) to read and swing?; make action puzzles; toy shop.Receptive language.

- Workbook.- Flashcards.- Video.- Mime actions.- Make a word map.- Look at the picture.- Ask and answer.- Read and circle.- What’s your favourite?- What’s not happening?- Add verses.- Before/during.- Echo read.- Reading together.- Confirm or correct predictions.- Check comprehension.

- Make judgements.- Home-school links.- Write about it.- Act and guess.- Two a time.- Puzzle play.- Pictures parts.- More cuts.- Puzzle memory game.- Talk about learning English.- What did you like learning in


learn?

3.2. Reflection on learningShow respect and care for toys.Enjoy the rhythm of English through the chants and songs.Enjoy playing in a team.Show respect for and collaborate with their classmates in group work.

4. Socio-cultural aspects and intercultural awarenessWe help the children to socialise in class, encouraging collaboration in the work groups and opportunities to learn from classmates.

III. Basic competences Linguistic competence: outdoor toys; this, that, these y those; sentences with is or

isn’t. Mathematical competence: revision of numbers up to 20. Knowledge of and interaction with the physical world: difference between

classroom and playground toys. Social and civic competence: team games. Learning-to-learn competence: self assessment. Autonomy and personal initiative: looking after own toys.


IV. Assessment In the board game we evaluate the use of objective language and the capacity

for identifying each action. Besides, we use the oral assessment table. In the toy shop activity we supervise and evaluate the capacity to use

demonstratives and identify the different activities and equipment of games. Pupils must count the children that carry out each action in the illustration and

complete the sentences. The pupils do positive self assessment when they are satisfied on having

reached the following objectives: outdoor activities, outdoor toys and equipment, use of demonstratives that, these, this, those. They should also show confidence when asking and answering questions and creating sentences based on the following forms: Is he singing?

Pupils have to complete the test of unit 9, page 35, and the revision test of units 7-9, pages 40 and 41.

Finally we talk about what we have learnt in the unit.


Documents

B - Microsoftpearsonespana.blob.core.windows.net/books/Backpac… · Web viewTry to guess words from the text of the little book. Do an echo reading. Make a word map and do drawings