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COOL KIDS 1-2

AREA OF FOREIGN LANGUAGES

ENGLISH

FIRST CYCLE

COMPULSORY PRIMARY EDUCATION

TABLE OF CONTENTS

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT..........................3OBJECTIVES..............................................................................................................................................10CONTENTS................................................................................................................................................14ASSESSMENT CRITERIA........................................................................................................................18KEY COMPETENCES...............................................................................................................................19ATTENTION TO DIVERSITY..................................................................................................................33PROGRAMME OF UNITS: 1ST YEAR - COMPULSORY PRIMARY EDUCATION..........................35PROGRAMME OF UNITS: 2ND YEAR - COMPULSORY PRIMARY EDUCATION.........................69CLASSROOM PROGRAMME –COOL KIDS! 1: YEAR 2010/2011*..................................................106CLASSROOM PROGRAMME –COOL KIDS! 2: YEAR 2010/2011*..................................................189

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

1st cycle primary

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT1

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 ther 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

(omit those which are not relevant)

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(omit those which are not relevant)

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/sProfesores Term/Dates

Outing and activity

descriptionsObservations

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

Self Evaluation 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. Listening, speaking and conversing, acquires, in this stage, particular

relevance. The limited presence of foreign languages in the social context means

that the language model provided by the school is the first source of knowledge

and learning of the language,. This model should reflect the variety of speech,

habitual expressions, phonetic and prosodic nuances typical of different real

communicative situations, and will be reinforced by the use of conventional

audiovisual media and information technology. Discourse employed in the

classroom is at the same time both vehicle for and object of learning, so the

curriculum focuses on both the knowledge of linguistic elements and and the

ability to use them to perform communicative tasks..

Block 2. Reading and writing, in coherence with the previous block, aims at

knowledge of written language. The progressive use of wriiten language will

depend on the degree of knowledge of written forms and increasing security in the

graphic representation of the sounds of the language, usually different from the

students’ own. To overcome lack of security, the curriculum and our project

include strategies and resources such as the use of dictionaries and other

consulting facilities, conventional and digital, for the understanding and

composition of all kinds of texts.

Block 3. Knowledge of the language, iincludes both linguistic knowledge and

contents of reflection upon learning. The starting point will be practical situations

which encourage the acquisition of rules regarding the workings of the language,

in order that students may establish which elements of the foreign language

function in a similar way to their own tongue, gaining confidence in their ability to

use the second language..

Block 4. Socio-cultural features and intercultural awareness. The contents of

this block help the students learn customs, forms of social relationships, and

specific features of countries that speak the target language; in other words,

lifestyles different from their own. This knowledge will promote respect and

interest in the knowledge of different social and cultural realities

Block 1. Listening, speaking and conversingThe language model provided by the school is the first source of knowledge and learning

of language. Classroom discourse is both a vehicle and an object of learning. Therefore

both the curriculum and our project have provided for the learning elements as well as the

capacity to use them in communicative tasks.

On the other hand, the language model must come from a large enough number of

speakers to reflect changes and nuances both in phonetic and prosodic aspects as in the

election of idiomatic expressions in well-defined communicative situations. Hence the use

of conventional media and ITC is present both in the curriculum and in our project.

The contents of this block for the first cycle in the area of foreign language according to

the Royal Decree of Minimum Education are as follows::

Comprehension of simple oral messages for classroom tasks.

Understanding of simple messages from different audiovisual and IT sources.

Oral interaction in real or fake situations through verbal and non-verbal responses

in communicating routines.

Production of previously studied oral texts through active participation in shared

performances, songs, recitations and dramatization.

Development of basic strategies to support comprehension and oral expression;

transfer of visual and non-verbal context and of previous knowledge of the subject

or situation from the languages the student is already familiar with.

Appreciation of the target language as an instrument of communication.

Block 2. Reading and writingThe aim is competence in discursive writing. Foreign-language texts are also textual

composition patterns and practice for the 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 that the code provides in the graphic

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

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

dictionaries and other consulting facilities, conventional and digital, for the understanding

and composition of all kinds of texts.



Reading of previously studied simple words and sentences through active

participation in real or fake situations.

Initiation in reading strategies; transfer of visual and non-verbal context and of

previous knowledge of the subject or situation from the languages the student is

already familiar with.

Writing of previously studied words and sentences through active participation in

oral interactions to be used in sharing or transmitting information or in play

activities.

Initiation in the use of educational computer programmes to read and write simple

messages.

Interest in the careful presentation of written texts.

Block 3. Knowledge of the languageContact with the foreign language and its use enables those who are learning it work out

a basic conceptual system on its functioning. The starting point will be situations that

encourage the inference of language rules so as to gain confidence in their own abilities.

This content block is divided into knowledge and reflection on learning.



Linguistic knowledge:

o Introduction to phonetic aspects, rhythm and stress of the foreign language

and use for comprehension and oral production.

o Identification and use of previously used vocabulary and basic structures

of the target language.

o Global association in spelling, pronunciation and meaning from written

forms representing well-known oral expressions.

o Familiarisation with the use of basic strategies in text production from

different patterns; selection of target, purpose and content.

o Interest in using the target language in different situations

Reflection upon learning.

o Use of skills and procedures such as repetition, memorization, word

association, words and expressions containing gestural and visual

elements, pattern observation etc. for the acquisition of vocabulary, form

and structure.

o Progressive use of graphic means for information and consultation

regarding new possibilities opened up by new technology.

o Confidence in student’s own ability to learn a foreign language and

enjoyment of teamwork.

Block 4. Socio-cultural features and intercultural awareness

This block helps the students learn customs, forms of social relationships, and specific

features of countries that speak the target language, in other words, lifestyles different

from their own. This knowledge will promote tolerance and acceptance, increase interest

in the knowledge of different social and cultural realities and facilitate intercultural

communication


the Royal Decree of Minimum Education are as follows:

Acknowledgement and learning of basic forms of social relations in the target

language.

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

culture to the student’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 interactions on familiar topics in easily predictable

communicative situations.

This is a means of assessing the ability to respond in a simple way to requests

and instructions, or to give information. The interactions will involve familiar topics,

previously studied or related to immediate communicative needs, such as

greetings or farewells , introductions, talking about likes, within communicative

situations recognised as routine, habits, classroom language, dramatisations,

recitations or songs. The capacity to participate actively in classroom activities will

also be valued positively.

2. Grasp the overall meaning and identify some specific elements in oral texts, using

linguistic and non-linguistic context elements

This criterion evaluates whether or not students are able gradually to grasp the

overall meaning of an oral message, in situations of face-to-face communication,

using gestures and mime and the necessary repetition, and to recognise and

understand key words and basic expressions, related to classroom activities or the

school context.

3. Read and identify simple words and phrases previously introduced in oral form

concerning family and hobbies.

This criterion evaluates the ability to read, aloud too, words and phrases first

encountered in oral form via all kinds of activities. Reading will be supported by

visual and verbal elements related to the context in which these expressions

appear and will form a part of games and communicative activities

4. Write words, familiar expressions and phrases employing models and with a

specific purpose.

This criterion evaluates the ability to write words and simple sentences repeatedly

and frequently used in oral fashion in diverse activities.

Writing should begin with the observation of a model and form part of the

execution of a specific task such as writing a note, making a poster, composing a

birthday card or completing a song or poem.

5. Recognise and reproduce the sound, rhythm, stress and intonation of expressions

which appear in everyday communicative contexts.

This criterion seeks to evaluate whether or not students recognise and are

capable of reproducing sounds, rhythm, stress and intonation when actively

participating by listening to, repeating and anticipating expressions and when

reading aloud, always employing models.

6. Use basic strategies for learning-to-learn, such as asking for help, communication

with accompanying gestures, using visual dictionaries and identifying personal

features which will help them to learn better.

This criterion aims to evaluate the use of basic strategies which enhance the

learning process, such as the use of visual resources and gestures, asking for

help and clarification, the use of visual dictionaries and assessment, albeit

elementary, of their own progress.

7. Show interest and curiosity regarding learning a foreign language and recognise

linguistic diversity as as an enriching characteristic.

This criterion assesses participation, effort and interest in learning the target

language.

It also evaluates awareness of the importance of knowing languages in order to

communícate with people from different countries and the appreciation of linguistic

diversity as an enriching quality for one and all..

The section Programme of Units of this document lists the criteria and means of

assessment 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 COMPETENCE

This 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 2 in CK 1& 2 consists of a game with the Class Book cut-out cards (Magic

Lamps Game) which is very useful to test the students’ oral comprehension of the CD. In

lessons 3, children will stage the comic strip and communicate orally. For example: Cool

Kids 1, pages 16, 17.

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 Cool Kids series has its own website, where students will be able to get in touch with

other children throughout the world by means of e-cards. Interactive games are an

opportunity to process information and consolidate knowledge. The teacher’s website

provides links to different websites which are useful to carry out activities in real time.

For example: www.oup.com/elt/coolkids

The Multirom offers interactive games in order to practice 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,

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.

My World’s section in lessons 6, encourages children to think about different cultures and

compare them to their own. SEE: Cool Kids 1 CB p. 38.

In the final pages of the CB, a cultural section deals with holidays in English speaking

countries. For example: Cool Kids 1 1 CB p. 60-64.

The DVD contains traditional rhymes and dialogues/scenes performed 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

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

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.

Throughout the course, children use musical language (songs in lessons 5 and chants,

lessons 1), pictures, etc. In lesson 2, they make a craft activity with cut-out cards. In

lesson 3, they perform the story. For example: Cool Kids 1 CB p. 14 (chant), 15 (picture),

16, 17 and 19.

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.

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.

At the end of each unit (lessons 7), students will complete a vocabulary

dictionary/summary with stickers to use as reference. Afterward, they will think about their

progress in the unit and colour the corresponding face. For example: Cool Kids 1 CB p.

13.

Each level’s Assessment Notebook has Portfolio photocopiable resources (self-

evaluation) as in 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.

Many activities throughout the course, offer the opportunity of developing mathematical

competences by means of sequence exercises (cartoon stories in the Photocopy Master),

counting and ordering (Magic Lamps card game). SEE: Cool Kids 1 CB p. 3, 18, 64-65

and PMB (story) in the TPR.

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.

Cool Kids 1 & 2 tackle a series of issues which include, for instance, a better knowledge

of the body, food, nature, animals, social relations among friends and family, and so on.

For example: Cool Kids 1 CB p. 24, 29, 30, 32, 37, 38.

AUTONOMY AND PERSONAL INITIATIVEThis 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, finding solutions and putting them into practice.

For example: Cool Kids 1, Teacher’s Book p. 136-139 (cross-curricular subjects) and p.

21-22.

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.

ATTENTION TO DIVERSITY

One of the elements upon which the LOE places most emphasis is attention to 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. attention to 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: 1st YEAR - COMPULSORY PRIMARY EDUCATION

This programming and scheduling constitutes a model of timed learning for 1st 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 UNIT1 – TEACHING OBJECTIVES

Students will be able to:

Recognize the characters: Rosie, Jack and Zipadee the Genie.

Identify and use greetings and goodbyes.

Recognize and use numbers 1 to 10.

Recognize and name the colours of the unit.

Sing a song, performing the actions mentioned in it.

Understand and carry out simple orders which allow students to make the

required classroom tasks.

Generate hypotheses to guess the different unit aspects, which is essential for

English learning building.

Strengthen and use the unit’s basic vocabulary by taking part in TPR games.

2 – CONTENTS

BLOCK 1 – Listening , speaking and conversingPROCEDURES

Observe a picture and try to describe what they see.

Listen and identify numbers as they listen to them on a recording.

Understand globally and repeat the text of a chant.

Listen and identify colours as they listen to them on a recording.


Listen and understand a conversation with the unit’s characters; perform

dialogues in groups in order to practice the language and its structures.

Identify an object and deduce the right colour for it. Say colours out loud (AB.

page 4).

BLOCK 2 – Reading and WritingPROCEDURES

Count the number of boxes in a drawing and match them with the corresponding

number.

Colour a picture by following the suggested colour pattern and discover an object

as a result of the activity.

Join the dots of several numbers; count and colour those numbers in a series of

flowers (AB. Page 2).

Match each number with its corresponding door by following the visual clues.

Write the number on them (AB. Page 3).

Colour the number with the student’s favourite colour. Use the coloured numbers

as a code to paint each part of a picture (AB. Page 5).

BLOCK 3 – Thinking about the Language and Getting to Know it through Its UseCONCEPTS

VocabularyNumbers 1-10

Hello!, Bye!

Colours (blue, white, green, purple, pink, red, orange, brown, yellow, black)

Lamp.

Communicative StructuresI´m …(Rosie)

I´m … (six)

Open your books at page…; Look at page…; Point and count …

What number’s this? What’s your name? This is (Rosie); Let’s (listen), Who’s (six)?;

You’re (Rosie); How old are you? Let’s say the colour chant; What´s this?; What

colour’s this?

Phonetics (Rhythm, Stress, Intonation)

PROCEDURES

Listen and sing a song (CB, pages 4 and 6).

BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness

CONCEPTS

Relate English with its own reality by identifying colours and toys.

3.- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS

UNIT

See introduction: General aspects of the contribution of foreign language learning to basic

competences, especially the way they are reflected in this unit:

iv. Social and Civic Competence – Knowing a language implies knowing the

characteristics and social facts linked to the speakers of that language that can be dealt

with alongside the unit.

Peace EducationStudents develop positive attitudes regarding personal relations, thus valuing

friendship and cooperation in our development as human beings.

Moral and Civic EducationStudents learn the importance of greeting and introducing themselves properly.

v. Artistic and Cultural Competence Students carry out a simple craft activity such as cutting out colour and number

flashcards.

4.- TREATMENT OF DIVERSITY

Review ActivitiesTPR Flashcards: numbers, colours

Photocopy Master: 30 (making finger puppets)

Class Book: pages 77 and 79

Activity Book: pages 2 to 5

Teacher’s Book: page 27 (Pass the flashcard)

page 29 (Circle the numbers)

page 31 (Kim’s game)

page 33 (performance with finger puppets)

Extension ActivitiesTeacher’s Book: page 27 (What number is this?)


page 31 (Matching game)

page 33 (Snap)

5.- ASSESSMENT

Assessment for Learning

Creation of a Portfolio to assess the student’s continuous progress.

UNIT 1 – TOYS

1 – TEACHING OBJECTIVESStudents will be able to:

Recognize the unit’s vocabulary, which is related to toys.

Listen and understand a story, as well as perform it in groups.

Reinforce and use basic vocabulary and the unit’s structures by taking part in TPR

games (Turn around – Jump).

Understand and carry out simple orders which allow students to execute the work

required within the classroom.

Generate hypotheses to guess the different unit aspects, which is essential for

English learning building.


Self-evaluation of the student’s own progress and work.

2 – CONTENTS


Listen and identify toys as they are named.

Listen and follow the instructions of a chant, expressing out loud what they hear

and repeating the actions.

Relate toys to their corresponding box by following several visual clues and

drawing the same toy. Name an object out loud.

Play a game (Magic Lamp) in which students listen to a recording and follow its

instructions, showing the mentioned toy and placing it on its corresponding box

(Class Book, page 64).

Observe some shapes and guess the toy. Relate each toy to the real one. Name it

out loud.

Listen to a comic strip and repeat it out loud, performing the actions. Ask and

answer listening comprehension questions.

Observe the comic strip and relate the hidden mini toys with their corresponding

frame.

Choose the correct toy belonging to the previous comic strip among all the options

by means of the suggested question and answer formula.

Listen to a song and perform the actions. Ask and answer listening

comprehension questions in order to review vocabulary and structures.

Colour the toys as instructed and sing the previous song by replacing the colours.

Listen to some actions and perform them by following the instructions of Zipadee

the Genie.

Use the unit’s stickers by putting them on their corresponding place (Picture

Dictionary). Listen and repeat the name of the toys on the stickers out loud.


Complete some pictures, colour them and name the toys out loud (page 6).

Use a pencil to go over the words and match them with their corresponding

pictures (page 7).

Find the hidden pictures and colour the dotted parts. Name the pictures out loud

and write the words down as well (page 8).

Observe the toy pictures and solve a crossword with the toys names (page 9).


VocabularyCar, teddy, kite, ball, doll, robot.

Big / small Sad/happy

Review: Hello! I’m, Bye! Numbers 1-6.

Communicative StructuresIt’s a (car).

I’ve got a (kit).

I´m scared!.

It’s (small). (You’re) big/small.

Look It’s a …, Let’s…, Listen and clap I say, What’s this?, What colour’s this? Show me

the…, Count to six, Help!, Look at number…, Are Rosie and Jack big or small? Look

at the story/picture. Where’s the (teddy)? Is this (car) in the story?


PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 9).

Listen, sing and perform a song (CB, page 11).

BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness

CONCEPTS

Relate English with its own reality by identifying toys, thus contributing to the learning of

habits, social relations ways, features and peculiarities of the countries where the foreign

language is spoken.

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

OF BASIC COMPETENCES



ii. Learning-to-Learn Competence Picture Dictionary. Page 13

There will be a review every two units (Review). Students will learn to classify the

learnt vocabulary. Units 1 and 2, page 22.




Students draw their favourite toy in the box (My world, page 12). Approaching

British culture and comparing the picture’s environment with their own.

Non-Sexist Education

Not making a distinction between girl and boy toys.

Multicultural Education

Students understand that toys are different depending on each culture.

Moral and Civic Education

Students learn the importance of sharing their toys and showing respect to others

while playing.

v. Artistic and Cultural Competence Creation of a Portfolio (Evaluation notebook, Unit 1).

CB, page 75. Students carry out a simple craft activity such as making toy

flashcards.

4.- CONNECTION WITH OTHER CURRICULUM AREAS

Physical Education

Physical actions are part of a game (CB, page 12).


Review ActivitiesTPR Flashcards: toys

Photocopy Master 1 (Cut out and put comic frames in order)

Photocopy Master 2 (Colour and cut out the toys)

Class Book: page 75


Teacher’s Book: pages 35 and 39 (What’s missing)

page 37 (Pelmanism)

page 43 (Chinese whispers)

Extension ActivitiesTPR: Photocopy Master 3 (Complete the lyrics of a song)

Photocopy Master 4 (Make a poster)

Teacher’s Book: page 35 (Syllables)

page 37 (Matching boards)

page 39 (Story structure)

6.- ASSESSMENT


Use pages 6-9 of the Activity Book.

Evaluation notebook, pages 8 and 9: photocopiable evaluation sheets for the teacher to

write down each student’s progress.

Summative Assessment

Evaluation notebook, page 12, test 1 (units 1 and 2)

Self-assessment

Use page 13 in the CB

Use photocopiable sheets in the Portfolio Time (unit 1, page 19 of the evaluation

notebook).

UNIT 2 - SCHOOL1.- TEACHING OBJECTIVES


Recognize the unit’s vocabulary, which is related to school and school materials.

Learn and use prepositions of place: on / under.



games (Open your book – Close your book).

Understand and carry out simple orders which allow students to execute the work

required within the classroom.

Generate hypotheses to guess the different aspects of the unit, which is essential

for English learning building.



2 – CONTENTS


Listen and identify school materials. Name objects as they are heard.



Go over the dotted lines to complete the objects and relate them to their

equivalent. Name an object out loud.

Play a game (Magic Lamp) in which students listen to a recording and follow its

instructions, showing the mentioned school materials and placing them on their

corresponding box (Class Book, page 64).

Follow the lines that match a colour and an object. Colour the object as

suggested. Identify and say its name.



Observe the comic strip and relate the hidden school materials with their

corresponding frame.

Ask and answer questions related to amounts of objects. Choose the correct

amount of objects, according to the comic strip.



Go over the pictures. Listen to a song about them and create three more stanzas

similar to the others.


the Genie.


Dictionary). Listen and repeat the name of the school materials on the stickers out

loud.


Go over the dots to discover the hidden picture. Name the objects out loud (page

10).

Read the content of the snakes. Draw the mentioned objects and write the

number and the word of each object in its corresponding box (page 11).

Read and say the name of the objects out loud. Classify these objects and draw

them in their corresponding place, school materials or toys (page 12).

Put the letters inside the objects in order to create the name of the object. Write

down the words (page 13).


VocabularyBook, ruler, pen, bag, pencil, rubber

Yes/No

On/Under

Review: It’s a (ruler), numbers 1-6, colours, Hello I´m (Zipadee), Bye!

Communicative StructuresI’ve got (6 pens)

Thank you

Let’s (say the school chant), Listen and clap/say, What’s this? What colour’s this? Show

me the (ruler), Look at (pink), Have you got (a blue pencil)?, How many (pencils)?


PROCEDURES



BLOCK 4 – Social and Cultural Aspects and Intercultural AwarenessCONCEPTS

Relate English to its own reality by identifying school materials, thus contributing to the

learning of habits, social relations ways, features and peculiarities of the countries where

the foreign language is spoken.











Students draw school materials in the box (My world, page 20). Approaching

British culture and comparing the picture’s environment with their own.

Education for CoexistenceStudents are taught that a school is a place where boys and girls coexist with their

teachers. It is a community where mutual understanding is vital for learning.

Moral and Civic EducationStudents learn the importance of taking care of school materials, the school and

its facilities.

Health EducationDeveloping reflective attitudes towards the use of specific school supplies:

scissors.

v. Artistic and Cultural Competence CB, page 73. Students carry out a simple craft activity such as cutting out school

material flashcards.

Lesson 6. CB, page 20. Draw school material.


Maths

Count school supplies and circle them (CB, page 18).


Review ActivitiesTPR Flashcards: school materials


Photocopy Master 6 (Colour and cut out the toys)

Board activity

My World poster

Vocabulary poster (Race)

Class Book: page 73


Teacher’s Book: pages 49 and 51 (Guess the flashcards – Match the flashcards)

page 55 (Board game)

Extension ActivitiesTPR: Photocopy Master 25 (Make a poster)

Photocopy Master 7 (Complete the lyrics of a song)

Photocopy Master 8 (Cut out and stick vocabulary flashcards. Draw and colour)

Teacher’s Book: page 49 (Sounds and words)


page 53 (Remembering the story)

6.- ASSESSMENT







Self-assessment



notebook).

REVIEW UNITS 1-21.- TEACHING OBJECTIVES

Review of units 1 and 2 in order to consolidate your vocabulary as well as the

structures learnt.

2 – CONTENTS


Listen and follow the comic strip frames visually (Bob and Olly). Repeat the comic

strip text out loud. Class Book, page 23.

BLOCK 2 – Reading and Writing

PROCEDURES

Look closely at a picture showing the objects dealt with in the units. Find, count

and write the number of objects in the corresponding box. Class Book, page 22.


Vocabulary

Review: toys, school materials, colours, numbers 1-10.

Communicative Structures

I’ve got (my bag),

Hello, Bye,

Yes/No

How many?.

Time for school!, It’s (Snapper), Well done, Oh no!


Relate English to its own reality by identifying toys and school materials, thus contributing

to the learning of habits, social relations ways, features and peculiarities of the countries

where the foreign language is spoken.





ii. Learning-to-Learn Competence (Review) Students will learn to classify the learnt vocabulary. Units 1 and 2, page

22.


Review ActivitiesTPR Flashcards: toys, school materials

Board activity

Vocabulary poster

Extension ActivitiesTPR: Photocopy Master 4 and 8

UNIT 3 - FAMILY1.- TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to family.

Learn and distinguish pronouns and possessives: me / my.



games (Stand up – Sit down).

Carry out small communication exchanges in order to speak English.





2 – CONTENTS


Listen and identify members of the family. Name members as they are heard.



Relate silhouettes to their corresponding member of the family.

Ask and answer about the silhouettes.

Play a game (Magic Lamps) in which students listen to a recording and follow its

instructions, showing the mentioned members of the family and placing them on

their corresponding box (Class Book, page 64).

Look closely at the pictures of family members. Guess which member is missing

in each of them and draw him or her on its corresponding place.



Observe the comic strip and relate the hidden family members to their


Ask and answer questions related to family members. Choose the correct picture

from each section, according to the comic strip.



Complete the pictures by drawing on the blank spaces.

Listen to a song and perform it.


the Genie.


Dictionary). Listen and repeat the name of the different members of the family on

the stickers out loud.

Observe the rows of pictures with members of a family. Guess and point the

member who does not belong to the family in each row (page 14).


Guess the secret words by means of the code. Write the resulting word (page 15).

Identify the name of different objects and family members from the group of

letters. Write the words found (page 16).

Identify the name of several members of the family in a word search. Write the

words found under each picture (page 17).


VocabularyGrandad, Granny, Dad, Mum, sister, brother, me, Pull Grandad’s shoe.

Review: Numbers 1 - 6, No/Yes, I have got (two brothers),

Colours.

Communicative StructuresIt’s my (mum)

Let’s (say the family chant), Listen and clap/say, Who’s this? Show me (sister Who’s

missing)?, It’s Rosie’s (Grandad), Put (Granny) in the photo, Where’s (Granny), Is this

the photo in the story? Zipadee says…, Open your book, Close your book, Turn

around, Jump, Point to…, Look at…


PROCEDURES

















Students draw each member of their own family in the suggested box (My world,

page 30). Approaching British culture and comparing the picture’s environment

with their own.

Education for CoexistenceStudents learn to respect others, not only within their family but also at school and

when spending time with their friends. It should be taken into account that their are

different kinds of families and all of them should be respected.

Peace EducationStudents learn the importance of respecting others and being tolerant.

v. Artistic and Cultural Competence CB, page 71. Students carry out a simple craft activity such as cutting out family

member flashcards.

Lesson 6. CB, page 30. Draw your family.


Physical Education

Perform different physical actions by following the listening instructions (CB, page 30).


Review ActivitiesTPR Flashcards: family


Photocopy Master 10 (Colour and cut out the song)

Board activity

My World poster


Class Book: page 71


Teacher’s Book: pages 65 and 67 (Who’s missing? – What’s missing?)

page 67 (Pelmanism)

page 71 (Sofia’s sister)

page 73 (Grandad’s shoe)


Photocopy Master 12 (Cut out and stick vocabulary flashcards. Draw and colour)

Teacher’s Book: page 65 (First letters)



6.- ASSESSMENT







Self-assessment



notebook).

UNIT 4 - PETS1.- TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to animals.

Ask and answer simple questions to describe pets.



games (Put your hand up – Put your hand down).

Understand and carry out simple orders which allow them to do the work required

within the classroom.





2 – CONTENTS


Listen and identify pets. Name animals as they are heard.



Follow the path which connects each pet with a box and draw the corresponding

animal in it. Colour the pets and ask questions about the activity. Say the name of

the animals out loud.


instructions, showing the pets and placing them on their corresponding box (Class

Book, page 64).

Follow the lines which connect a part of a pet with the whole pet. Ask the name of

the animals and say it out loud. Colour the pictures.



Observe the comic strip and relate the hidden pets to their corresponding frame.

Ask and answer questions to guess the real colour of the pets, according to the

comic strip. Circle the right one.



Colour the pictures according to the suggested colour codes. Make up new

stanzas with the colours and sing them, according to the song.


the Genie.


Dictionary). Listen and repeat the name of the different members of the family on

the stickers out loud.

Colour the parts of the dotted pictures in order to find the hidden animals. Say the

names of those animals (AB, page 18).


Review the name of the pets and draw the missing animal in each box. Colour the

pictures. Ask and answer questions in order to identify the animals (AB, page 18).

Colour the number of pets according to the instructions provided. Ask questions in

order to identify the pets (AB, page 20).

Look closely at the pictures with letters. Put the letters in order so that they form

the name of each animal. Ask and answer questions to identify the animals (AB,

page 21).


VocabularyCat, bird, dog, rabbit, mouse, fish.

Fly, run.

Review: It’s a (rabbit), colours, numbers, No, Yes, I’ve got a (pet)?

Communicative StructuresIt´s (black)

Let’s (say the pets chant), Listen and clap/say, What’s this/that?, What colour’s the dog?

Show me the (fish)


PROCEDURES

















Students draw their favourite pet in the suggested box (My world, page 38).

Approaching British culture and comparing the picture’s environment with their

own.

Environmental EducationStudents learn to respect animals and be responsible for their care, as children

are also responsible for the animals living in their homes.

Health EducationStudents learn the importance of our pets being healthy.

v. Artistic and Cultural Competence CB, page 69. Students carry out a simple craft activity such as cutting out animal

flashcards.

Lesson 6. CB, page 38. Draw your favourite pet.


Natural and Social Science

Knowledge of the different animals who live with us (CB, page 32).


Review ActivitiesTPR Flashcards: pets


Photocopy Master 14 (Colour and cut out the pets)

Board activity

My World poster


Class Book: page 69


Teacher’s Book: page 79 (Order the pets)

page 81 (Find a pair – Animal mimes)

page 87 (Count)






6.- ASSESSMENT







Self-assessment



notebook).



structures learnt.

2 – CONTENTS






and write the number of living organisms in the corresponding box. Class Book,

page 40.


Vocabulary

Review: family, pets, numbers 1-10.


How many?

Help!,

My big brother

What’s this, Who’s this/that?










40.


Review ActivitiesTPR Flashcards: family, pets

Board activity

Vocabulary poster


UNIT 5 - BODY1.- TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to the body.

Learn and use certain geometric shapes: square, circle, triangle.

Identify and perform certain movements: stop, dance, hop, clap, turn, jump, touch,

stamp, run, etc.



games (Clap your hands – Stamp your feet).







2 – CONTENTS


Listen and identify parts of the body. Name the parts as they are heard.



Complete the drawings and relate them to their equivalent from the second group.

Say the names of the parts of the body out loud.


instructions, showing the parts of the body that are mentioned and placing them

on their corresponding box (Class Book, page 64).

Complete the drawings. Say the name of the missing parts of the body and

identify them.



Observe the comic strip and relate the hidden parts of the body to their


Guess which parts of the dog’s body belong to the comic strip.



Go over some pictures. Listen to a song about them. Name the actions and

perform them.


the Genie.


Dictionary). Listen and repeat the name of the different parts of the body on the

stickers out loud.

BLOCK 2 – Reading and Writing PROCEDURES

Draw the missing parts of the robots’ bodies. Match each part of the body with the

corresponding part from the robot on the centre of the page (page 22).

Guess the words according to the suggested codes and write them down where

indicated. Say these words out loud (page 23).

Classify the suggested words into two categories, say them out loud and draw

them inside the correct silhouette (page 24).

Identify different parts of the body in a word search, making use of the visual

clues. Write down the resulting words (page 25).


VocabularyHead, arms, hands, legs, feet

Square, circle, triangle

Stop, dance, clap, hop, run

Review: Numbers, colours, toys, school supplies, members of the family, pets.

Communicative StructuresIt’s got (a white body), a white (body), a big (head), four big (legs)

It’s my dog!

It’s OK,

Let’s (say the body chant), Listen and stamp/say, What’s number? (one)

What’s this?, Show me (arms), Let’s (play), Look at (the doll), What’s missing?

Where’s Zipadee?. Help! Touch your (head), Draw a square in the air/on the ground,

Jump!, Turn around! Zipadee says. Put your hand up/down. Stand up/Sit down,

Open/Close your book


PROCEDURES

















Students draw themselves practicing a sport in the suggested box (My world, CB,

page 48). Approaching British culture and comparing the picture’s environment

with their own.

Peace EducationStudents learn to respect themselves as well as the others.

Health EducationStudents talk about their body and its features, accepting differences.

v. Artistic and Cultural Competence CB, page 67. Students carry out a simple craft activity such as cutting out

flashcards of the parts of the body.

Lesson 6. CB, page 48. Draw yourself.



Learning the parts of the body and the way these work (CB, page 42).


Review ActivitiesTPR Flashcards: parts of the body


Photocopy Master 18 (Colour, cut out, glue. Sing)

Board activity

My World poster


Class Book: page 67


Teacher’s Book: page 97 (Sit down – What’s missing?)

page 101 (Who’s got the same?)

page 103 (In the air, on the ground)


Photocopy Master 20 (Make a poster of the parts of the body)

Teacher’s Book: page 97 (Matching boards)


6.- ASSESSMENT







Self-assessment



notebook).

UNIT 6 - PICNIC1.- TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to food.

Say what food they like and dislike: I like / I don’t like.



games (Point to the door – Point to the floor).







2 – CONTENTS


Listen and identify food. Name the different kinds of food as they are heard.



Relate the picnic food silhouettes with their corresponding pictures. Use a pencil

to go over the silhouette. Say the name of the food out loud.


instructions, showing the parts of the body that are mentioned and placing them

on their corresponding box (Class Book, page 64).

Look closely at the sequence pictures and identify which one corresponds to each

food strip.



Observe the comic strip and relate the hidden food to its corresponding frame.

Identify and draw a circle over the food picture that the characters are eating in

the comic strip.

Ask and answer questions about the food students like and dislike. Answer Yes /

No.



Go over some pictures and colour them. Ask and answer questions about them.

Listen to a song about them and create two more stanzas according to the model.


the Genie.


Dictionary). Listen and repeat the name of the different parts of the body on the

stickers out loud.

Complete the food pictures and colour them. Say the name of the food out loud

and ask the proper question (AB, page 26).


Read the letters that form words. Follow the lines and draw the corresponding

food in the boxes. Write the name of the animals on the provided lines (AB, page

27).

Look closely at the words on the snake picture. Identify them and match them with

their corresponding picture. Underneath the picture, write the words found (AB,

page 28).

Look closely at the pictures, identify them and write their names in the crossword

with the help of the vocabulary box (AB, page 29).


VocabularyIce cream, sandwiches, apples, cheese, salad, pizza.

Review: colours, numbers, Thank you, Yes/No, family.

Communicative StructuresI like (ice cream)

Please, Thank you

I´m hungry/I´m thirsty

Look at (number one), What’s this? What’s number (one)?, Let’s (say the picnic

chant), Let’s (play), Show me (ice cream), Here you are!, Please, Oh no!,

Where is it?, Who’s that?, Clap your hands, Stamp your feet, Put your hand up, Put

your hand down, Stand up, Sit down, Open your book. Close your book, Turn around,

Jump.


PROCEDURES

















Students draw themselves eating their favourite food in the suggested box (My

world, CB, page 56). Approaching British culture and comparing the picture’s

environment with their own.

Health EducationStudents learn to keep a healthy diet, thus developing a reflective and positive

attitude towards our food.

Moral and Civic EducationStudents learn the importance of asking for things politely: please, thanks, sorry.

v. Artistic and Cultural Competence CB, page 65. Students carry out a simple craft activity such as cutting out food

flashcards.

Lesson 6. CB, page 56. Draw yourself eating your favourite food.



Learning the different kinds of food and their properties (CB, page 50).


Review ActivitiesTPR Flashcards: picnic food


Photocopy Master 22 (Colour, cut out and make a cone)

Board activity

My World poster


Class Book: page 65


Teacher’s Book: page 109 (Move around)

page 111 (Match the flashcard) (Survey)

page 117 (Find a pair)





page 113 (Story Building)

6.- ASSESSMENT






Evaluation notebook, page 14, test 3 (units 5 and 6); page 15, End of year test.

Self-assessment



notebook).



structures learnt.

2 – CONTENTS

BLOCK 1 – Listening , speaking and conversing

PROCEDURES





and write the number of parts of the body and kinds of food in the corresponding

box. Class Book, page 58.


Vocabulary

Review: parts of the body, picnic food, numbers 1-10.


I´m hungry,

Do you like…?










58.


Review ActivitiesTPR Flashcards: parts of the body, food

Board activity

Vocabulary poster


FESTIVALS - CHRISTMAS1.- TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to Christmas.

Generate hypotheses to guess the different aspects of the unit.

Carry out small communicative exchanges, asking and answering simple

questions.



2 – CONTENTS


Observe a Christmas picture. Ask and answer questions about it, thus generating

working hypotheses. Repeat the unit’s vocabulary and structures.

Observe and talk about a picture of children singing Christmas carols. Sing and

learn an English Christmas carol.

Observe the sequences of Christmas objects and guess the colour of the following

object. Colour.


Identify and complete the Christmas objects. Go over the names of these objects.

Colour the pictures and ask questions about them (AB, page 30).


VocabularyChristmas tree, present, star, showman, bell, boy, girl, children, Christmas decoration,

Christmas lights, Father Christmas.Communicative StructuresWe wish you a Merry Christmas and a Happy New Year!

BLOCK 4 – Social and Cultural Aspects and Intercultural AwarenessLearn aspects of Anglo-Saxon culture, for instance, how Christmas is celebrated.

Compare the celebration to that in their own country.




competences.




Peace EducationDevelopment of positive attitudes towards personal relationships.

Moral and Civic EducationStudents learn the importance of cooperation to organize activities in which people

around us take part.

Multicultural EducationDevelopment of positive attitudes towards habits and traditions which are different

from ours.

v. Artistic and Cultural Competence CB, page 61, sing an English Christmas carol.


Maths

Complete a series of Christmas pictures by following the logical colour order (CB, page

61).


Review ActivitiesTPR Flashcards: colours

Photocopy Master 21 (Colour, cut out and make a doll)

Photocopy Master 27 (Colour the objects. Sing.)

Activity Book: page 30.

Extension ActivitiesTeacher’s Book: page 125 (Presents game)

page 127 (Copy and decorate the song’s lyrics)

FESTIVALS - EASTER1.- TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to Easter.



questions.



2 – CONTENTS


Observe a picture related to Easter in England. Ask and answer questions about

it, thus generating working hypotheses. Repeat the unit’s vocabulary and

structures.

Observe and talk about a picture of chicks and an Easter bunny. Ask and answer

questions about it. Sing a song.


Observe a picture with different Easter eggs. Classify them according to their

design, count them and write down the correct number.

Draw and colour the correct number of eggs in each basket. Go over the

sentences. Say the colour and the number of eggs in each basket out loud and

answer the questions (AB, page 31).


VocabularyEaster, egg, flower, basket, chick, bunny, Happy Easter! Tree.

Communicative StructuresWhat´s this?,

What colour´s this?

How many…?

BLOCK 4 – Social and Cultural Aspects and Intercultural AwarenessLearn aspects of Anglo-Saxon culture, for instance, how Easter is celebrated. Compare

the celebration to that in their own country.




competences.








from ours.

v. Artistic and Cultural Competence CB, page 63, sing a song about Easter in English.


Review ActivitiesTPR Flashcards: numbers

Photocopy Master 28 (Colour and cut out an Easter card)

Photocopy Master 29 (Colour the objects. Sing.)


Extension ActivitiesTeacher’s Book: page 129 (Easter eggs game)

page 131 (Copy and decorate the song’s lyrics)

PROGRAMME OF UNITS: 2nd YEAR - COMPULSORY PRIMARY EDUCATION

This programming and scheduling constitutes a model of timed learning for 2nd 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 UNIT1 – TEACHING OBJECTIVES


Recognize the characters: Rosie, Jack and Zipadee the Genie.

Identify and use greetings and goodbyes.

Recognize and use numbers 11 to 20.

Recognize and talk about the weather.






Strengthen and use the unit’s basic vocabulary by taking part in TPR games.

2 – CONTENTS


Observe a picture and try to describe what they see, thus reviewing vocabulary

and structures that they already know.

Listen and identify numbers as they listen to them on a recording. Repeat the

numbers out loud.


Join the dots to create a picture. Ask and answer simple questions in order to

practice the numbers and guess the character in the exercise.

Cut out the Class Book miniflashcards in page 79 and play (Match the flashcards)

a game to practice the numbers.

Listen to a simple dialogue between the book characters in order to learn and

practice the unit’s structures (How are you? I’m fine, thank you).

Listen and identify the weather on a recording. Repeat and practice.


Listen to weather sentences and draw a circle around the picture corresponding to

what is being heard.

Cut out the Class Book miniflashcards in page 77 and play (Match the flashcards)

a game to practice the weather.


Write the weather vocabulary on a poster, according to the corresponding picture.

Count and classify the objects in the box and write the number corresponding to

each group of objects (page 2).

Colour the dotted sections from the pictures and find the hidden number. Say the

numbers out loud (page 3).

Read the sentences in the boxes. Match and draw the corresponding weather

symbol according to the text (page 4).

Observe the pictures, identify them and write their names in a crossword with the

help of the vocabulary box (page 5).


VocabularyNumbers 11-20

Cloudy, sunny, wet, windy, hot, cold.

Review: numbers 1 - 10, I´m…, Hello!, Bye! , colours.

Communicative StructuresI´m fine,

Thank you

It’s (hot)

Let’s…, What’s this/that?, What number’s this?, Who’s this/that? Close your eyes, Look

now!, What’s the weather like today?, What’s your favourite (weather)?. Point and say.


Relate English to its own reality by learning the numbers as well as how to talk about the

weather.


UNIT






Peace EducationStudents develop positive attitudes regarding personal relations, thus valuing

friendship and cooperation in our development as human beings.

Moral and Civic EducationStudents learn the importance of greeting and introducing themselves properly.

Health EducationStudents learn the importance of dressing up properly and according to the

weather, depending on where they are.

v. Artistic and Cultural Competence CB, page 71, make a simple crafts activity such as cutting out the flashcards of

numbers 11 to 20 as well as the weather flashcards.


Additional Activities (Review and Extension)Review ActivitiesTPR Flashcards: numbers, weather, colours

Magic Lamp Poster

Class Book: pages 77 and 79




page 31 (Numbered flashcards)

page 33 (Write and guess the word)

Extension ActivitiesTeacher’s Book: page 27 (What’s the answer?)

(What number’s this?)

page 31 (Matching game)


5.- ASSESSMENT



Evaluation Notebook, pages 8 and 9, photocopiable evaluation sheets for the teacher to


UNIT 1 - HOME1 – TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to the different rooms in

a house as well as to the furniture.

Recognize and distinguish some prepositions of place: in, on.

Listen and understand a story. Perform it in groups.

Strengthen and use the unit’s basic vocabulary and structures by taking part in

TPR games (Wave – Walk).






Self-evaluate the student’s own progress as well as the work done.

2 – CONTENTS


Listen and identify the rooms of the house as they are mentioned. Repeat and

practice the names.



Cut out the Class Book miniflashcards in page 75 to prepare a game and practice

the rooms of the house.

Play a game (Magic Lamps) in which a recording is heard and instructions have to

be followed, showing the mentioned rooms and placing them on the


Listen to a comic strip and repeat it out loud while performing the actions. Ask and

answer listening comprehension questions about the story. Match the sentences

with the story’s corresponding frames where they are mentioned. Identify and say

the numbers.

Choose the correct answer to Rosie’s question. Ask and answer questions.

Listen to a song and perform the actions. Ask and answer questions about them in

order to review vocabulary and structures. Practice pronunciation, intonation and

rhythm.

Listen and perform the actions according to the instructions provided by Zipadee

the Genie.


Match the picture to its corresponding written word, identifying it and removing the

unnecessary ones.

Observe the rooms and write the correct word in the correct place, by following a

line. Check the spelling with the help of the vocabulary box.

Observe the comic strip and match the hidden toys to their corresponding frame.

Write the name of the toys.

Identify the animals and write their names in the corresponding box.

Sing the previous song again, replacing the name of the previous animals with the

ones in the exercise.

Put the unit’s stickers on the correct place (Picture Dictionary). Write the

corresponding name under each sticker. Listen and repeat the names of the

rooms on the stickers.

Identify and number the room pictures (page 6).

Match the speech bubble characters with the silhouettes that appear in the rooms.

Write the name of the corresponding room and say it out loud (page 7).

Observe the pictures and find the words in the word search (page 8).

Observe the room pictures. Distinguish and draw a circle around the word

corresponding to the picture. Write the correct word in each speech bubble,

according to the model (page 9).

BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use

CONCEPTS

VocabularyBedroom, bathroom, living room, dining room, kitchen, garden, bed, chair, table, sofa.

Review: Hello, I´m, Bye! , numbers 1-6, days of the week, the weather, Mum, Dad, car,

kite, ball, teddy, mouse, fish, cat, dog, bird, rabbit, me.

Communicative StructuresIn the (garden)

On the (chair)

Look It’s a …, Let’s (say the home chant), Listen and point/clap/say, What’s this? What

day is it today It´s (Monday), What’s the weather like?, Show me the… Count to six. Let’s

play…, Yes, it’s a (bedroom) What’s this?, Put away…

Where’s (Mum)? Sleeping?, Look at (number one), Who is it?, Who are they? Act out the

story, Where’s the car? Let’s sing a song. Zipadee says… Let’s play…, What’s your

favourite?


PROCEDURES




Relate English to their own reality by identifying the parts of the house, thus learning the

habits, ways of relating socially, features and characteristics of the countries where the

foreign language is spoken.


UNIT









Students draw themselves in their favourite room of their houses, in the suggested

box (My world, CB, page 12). An approach to British culture. Students compare

the picture’s environment with their own.

Non-Sexist EducationStudents learn about the importance of taking part in and sharing house chores.

Moral and Civic EducationStudents learn the importance of family and home in our lives.

Health EducationStudents learn the importance of taking good care of our pets so they are healthy.


the rooms of the house.


Physical Education

Perform different physical actions by following the listening instructions (CB, page 12).


Review ActivitiesTPR Flashcards: rooms, family

My World Poster

Magic Lamp Poster

Race Vocabulary Poster

Board activity

Photocopy Master 1 (listen and put the comic frames in order)

Photocopy Master 2 (place the animals on the correct piece of furniture, according to

the song).

Class Book: page 75


Teacher’s Book: page 35 (Reverse Bingo)

page 37 (What’s missing? – Find a pair)

page 39 (What’s missing? – Remembering the story)


Extension ActivitiesTPR Photocopy Master 3 (complete the lyrics of a song)

Teacher’s Book: page 35 (Home)

page 37 (Word game)

page 41 (Make a mini-book)

5.- ASSESSMENT







Self-assessment



notebook).

UNIT 2 - CLOTHES1 – TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to clothes.

Use expressions to define themselves: I’m...



TPR games (Pick up your pencil – Put down your pencil).







2 – CONTENTS


Listen and identify the different clothes. Say them out loud as they are mentioned.




the clothes.


be followed, showing the mentioned clothes and placing them on the





the numbers.

Observe the comic strip and relate the picture of hidden school supplies to its




rhythm.


the Genie.




Observe the characters’ clothes. Guess whose clothes they are (AB, page 10).


Observe and guess which clothes are hidden on the pictures and match them with

the written words.

Observe the clothes and read the name of their colours. Complete the sentences

by writing under each box the name of the corresponding clothes. Colour them

with the proper colour.

Read and complete the end of the sentences using the pictures as clues. Decide

which of the two picture options is the correct one, according to the previous

cartoon strip.

Read the description of the clothes and colour them as indicated. Sing the

previous song again, replacing the colours of the clothes with the ones in the

exercise.

Read the words from the boxes and match them with the pictures, completing the

speech bubbles with the clothes. Colour the pictures properly (AB, page 11).

Classify and write the words, according to the vocabulary family they belong to or

with the help of visual clues (AB, page 12).

Read the content of the speech bubbles and observe the pictures to guess the

name of the characters. Complete the speech bubbles with the help of the clues

provided (AB, page 13).


VocabularySkirt, trousers, T-shirt, jacket, hat, dress, shirt, socks, blonde,

Review: Thank you, Hello!, Bye!, colours, days of the week, the weather, numbers 1 - 10,

hat, teddy, kite, ruler, bag, book, pencil.

Communicative StructuresI´m wearing (a black hat)

I´m a (clown)

What’s this?, Let’s…, Show me…, What colour is it?, Put away…What day is it today?,

What’s the weather like?, Who’s this?, Who’s that? What’s this?, Where’s the …? What

is he wearing?, What are these?, If you are wearing (blue trousers) stand up.


PROCEDURES




Relate English to their own reality by identifying the different clothes, thus learning the




UNIT









Students draw themselves wearing their favourite clothes, in the suggested box

(My world, CB, page 20). An approach to British culture. Students compare the

picture’s environment with their own.

Peace EducationStudents understand that what is important is the people and not the clothes that

they are wearing. They value friendship and not clothing.

The importance of costumes as a healthy way of having fun and expressing

themselves.

v. Artistic and Cultural Competence CB, page 73, make a simple crafts activity such as cutting out the clothes

flashcards.

Lesson 6, CB, page 20. Draw yourself with your favourite clothes.


Crafts

Students find the hidden clothes in the colour mosaic and colour them afterwards (CB,

page 15, 16, 19).


Review ActivitiesTPR Flashcards: clothes, numbers, rooms, colours

My World Poster

Magic Lamp Poster


Board activity


Photocopy Master 5 (dress the clown, according to the song).

Class Book: page 73


Teacher’s Book: page 49 (Bit by bit)

page 51 (Match the flashcard – A green skirt)

page 53 (I’m wearing... – Remembering the story)

page 55 (Write)

page 61 (Guess who’s wearing...)


Teacher’s Book: page 49 (Clothes)

page 51 (Word game)


page 57 (Clothes Bingo)

5.- ASSESSMENT







Self-assessment



notebook).



structures learnt.

2 – CONTENTS






and write the number of objects in the corresponding box. Class Book, page 22.


Vocabulary

Fish, octopus, crac.

Review: clothes, rooms in the house, numbers.

Hello!, Bye!


How many?, Zipadee says…, What’s this?, It’s a…, Count (the hats),

How many (hats)?


Relate English to its own reality through the vocabulary of the rooms in the house and the

clothes, thus contributing to the learning of habits, social relations ways, features and

peculiarities of the countries where the foreign language is spoken.






22.


Review ActivitiesTPR Flashcards: rooms, clothes

Board activity

Vocabulary poster

UNIT 3 - FACE1 – TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to the parts of the face.

Use expressions to describe themselves physically: I’ve got... I’m...



TPR games (Touch your arms – Touch your feet).







2 – CONTENTS


Listen and identify the different parts of the face. Say them out loud as they are

mentioned.



Observe the face of the characters. Guess the missing parts and draw them. Say

the selected word out loud.


the parts of the face.


be followed, showing the mentioned parts of the face and placing them on the





the numbers.

Observe the comic strip and relate the picture of hidden members of the family to

its corresponding frame.

Choose the correct appearance of the characters, according to the previous comic

strip.



rhythm.


the Genie.





Complete a crossword with the names of the parts of the face, following the

pictures and the corresponding numbering.

Read the sentences and colour the children’s hair and eyes according to them.

Sing the previous song replacing hair and eye colour with the ones mentioned in

the exercise.

Guess the words using the suggested code and write them down on the correct

line. Make the corresponding drawing (AB, page 14).

Complete or write the description of the characters, according to the numbers-

colours code. Colour the characters accordingly (AB, page 15).

Look at the picture closely and complete the sentences with the words in the box

(AB, page 16).

Look closely at the pictures of the children and guess the word that describes

them, in order to complete and write sentences about them (AB, page 17).


VocabularyHair, ears, eyes, nose, mouth, teeth, long, short, blonde.

Review: No/Yes, Hello!, Bye!, I’ve got (green eyes), weather, days of the week,

numbers, colours, the family, food.

Communicative StructuresI´ve got (green eyes).

I like you

I´m happy

Look at Jack’s... Let’s…, Draw his hair, What’s this?, What’s missing?, What day is it

today?, Show me…, Write (nose) here, Put away…, Who’s got (red hair?),

Where’s Jack?, What colour’s…?, What colour are?,

Stand up!, I like you and you like me, Have you got?, What’s the weather like?.


PROCEDURES




Relate English to their own reality by learning the parts of the face, thus learning the




UNIT









Students draw themselves in the space, in the suggested box (My world, CB,

page 30). An approach to British culture. Students compare the picture’s


Education for CoexistenceWe are all different on the outside, that is normal.

You can change your appearance by combing our hair or using make up.

Peace EducationStudents learn the importance of respecting others and being tolerant, regardless

of the race or the appearance of the other people.


the parts of the face.

Lesson 6, CB, page 30. Draw yourself.



Students learn the parts of the face and what they are used for (CB, page 24).


Review ActivitiesTPR Flashcards: face, numbers, family

My World Poster

Magic Lamp Poster


Board activity


Photocopy Master 8 (colour eyes and glasses and put them on during the song).

Class Book: page 71


Teacher’s Book: page 67 (The same - Permanism)


page 77 (Face Bingo)


Teacher’s Book: page 65 (Draw a face)

page 67 (Word game)

page 69 (I’ve got...)


page 75 (Families)

5.- ASSESSMENT







Self-assessment



notebook).

UNIT 4 - PLAYGROUND1 – TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to playground activities.

Use expressions to describe abilities and knowledge: I can...

Identify and carry out certain movements: hop, jump, run, dance, skip, etc.



TPR games (Point to the board – Point to the window).







2 – CONTENTS


Listen and identify the different actions in the school playground. Say them out

loud as they are mentioned.



Relate some silhouettes to their corresponding action.


the playground actions.


be followed, showing the mentioned actions and placing them on the


Observe the pictures of the children carrying out playground actions. Follow the

indicated labyrinths and write the name of the action on its corresponding line.




the numbers.



rhythm.


the Genie.





Observe the comic strip and match the hidden pets with their corresponding

frame. Write the names of the animals on the correct line.

Read and complete the ending of the sentences. Use the pictures as clues.

Decide which of the two options is the real one, according to the previous comic

strip.

Read and complete the sentences with the actions of a girl. Sing the previous

song again, but replace the actions mentioned with the ones on the exercise.

Read the numbers and names of the actions. Number the pictures according to

the action they represent (AB, page 18).

Read the actions and decide which picture corresponds each action. Complete

the sentences with I can... (AB, page 19).

Find the words which correspond to the pictures on the word search (AB, page

20).

Observe the action pictures and match them with the characters according to the

activities they can carry out. Guess the name of the characters and complete the

sentences (AB, page 21).


VocabularyHop, jump, run, sing, dance, skip.

.

Review: Hello!, Bye!, Yes, Thank you, rabbit, dog, bird, cat, weather, days of the week,

colours.

Communicative StructuresI can (skip)

Let’s…, What’s this?, What day is it today?, What’s the weather like?, Show

me…, What can you do?, Can you (skip)?, Who’s this?, Hop to the (tree), Then I

stop, This row hop to the door, Zipadee says… , Can you…?


PROCEDURES




Relate English to their own reality through actions and movements in the school

playground, thus learning the habits, ways of relating socially, features and characteristics

of the countries where the foreign language is spoken.


UNIT









Students draw themselves carrying out an activity from the vocabulary box (My

world). An approach to British culture. Students compare the picture’s


Peace EducationNot everyone can do the same things. It is important not to mock or look down on

others because of their limitations.

Health EducationPhysical outdoor activity is important to be on top form, both physically and

mentally.


the school playground actions.

Lesson 6, CB, page 30. Draw yourself carrying out one of the actions.


Physical Education

Use games to practice the different school playground actionss (CB, page 35).


Review ActivitiesTPR Flashcards: playground, rooms, weather

My World Poster

Magic Lamp Poster


Board activity


Photocopy Master 11 (make a disk with an arrow pointing each activity, according to

a song).

Class Book: page 69


Teacher’s Book: page 79 (Reverse Bingo)

page 81 (Word game)



Teacher’s Book: page 79 (Playground)

page 81 (Word game)


5.- ASSESSMENT







Self-assessment



notebook).



structures learnt.

2 – CONTENTS






and write the number of parts of the face and activities in the corresponding box.

Class Book, page 40.


Vocabulary

Review: physical activities, parts of the face, Hello!, Bye!, fish, octopus, crab.


Zipadee says…, What’s this?, What are these?, How many


Relate English to its own reality through the vocabulary of parts of the face and school

playground actions, thus contributing to the learning of habits, social relations ways,

features and peculiarities of the countries where the foreign language is spoken.






40.


Review ActivitiesTPR Flashcards: face, activities

Board activity

Vocabulary poster

UNIT 5 - FOOD1 – TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to food.

Talk about the food they like and dislike: I like / I don’t like...

Express actions related to personal hygiene: wash, brush, etc.



TPR games (Wash your hands – Brush your teeth).







2 – CONTENTS


Listen and identify the different kinds of food. Say them out loud as they are

mentioned.




with food vocabulary.







the numbers.

Observe the comic strip and relate the pictures of the hidden parts of the body to

their corresponding frame.



rhythm.


the Genie.


corresponding name under each sticker. Listen and repeat the names of the food

on the stickers.


Use lines to match the food in two different columns, as well as their written

names.

Observe the food and guess the missing food on each of the pictures. Write down

the name on the line provided.

Read and complete the ending of the sentences. Use the pictures as clues.

Decide which of the two options is the real one, according to the previous comic

strip.

Observe the pictures and write down the missing food. Sing the previous song

again, replacing the group of food items for the ones mentioned in the exercise.

Observe the characters. They each have a different menu. Read the list of food

and identify which of the two previous menus is the right one (AB, page 22).

Complete the crossword with the name of the food drawn. Review the spelling of

the words (AB, page 23).

Read the vocabulary related to food and school playground actions. Classify them

and write them down according to their corresponding group (AB, page 24).

Observe the pictures and write down the name of the food each of the characters

is thinking about (AB, page 25).


VocabularyOrange juice, chicken, tomatoes, milk, rice, bananas, carrots, peas.

Review: Hello!, Bye!, Thank you, pizza, salad, ice cream, cheese, apples, sándwiches,

face, days of the week, the weather, numbers.

Communicative StructuresI like (pizza), I don´t like (bananas).

Let’s…, What’s number one?, What day is it today?, What’s the weather like?, Show

me…, Let’s (play), What’s missing?, What’s this?,

I don’t like (bananas), I like (pizza), Do you like (bananas)?, I´m hungry, Where’s

the…? Where are the…?, Who’s that?, Zipadee says…


PROCEDURES








UNIT









Students draw their favourite food and drink from the vocabulary box (My world.

CB, page 48). An approach to British culture. Students compare the picture’s


Health Education

Students learn the importance of a balanced and varied diet to have a good

health.

Daily habits regarding food are important.

v. Artistic and Cultural Competence CB, page 67, make a simple crafts activity such as cutting out the food flashcards.

Lesson 6, CB, page 48. Draw your favourite food.



Students learn the properties of food in order to have a balanced diet.


Review ActivitiesTPR Flashcards: food

My World Poster

Magic Lamp Poster


Board activity


Photocopy Master 14 (cut out the faces to make a puppet. Perform with it, according

to the song).

Class Book: page 67



page 97 (My granny - Pelmanism)




Teacher’s Book: page 95 (Food)

page 97 (Word game)

page 99 (I don’t like...)


5.- ASSESSMENT







Self-assessment



notebook).

UNIT 6 – FAVOURITE THINGS1 – TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to each student’s

favourite things.

Make small communicative exchanges expressing preferences and tastes

regarding their favourite things: What’s your favourite? My favourite is...



TPR games (Stand behind your chair – Pick up your bag).







2 – CONTENTS


Listen and identify the characters’ favourite objects. Say them out loud as they are

mentioned.




with the characters’ favourite things.







the numbers.

Observe the comic strip and relate the pictures of the hidden food to their




rhythm.


the Genie.



favourite objects on the stickers.


Finish the drawings of objects. Identify them and decide what object it is by

marking the correct option. Read the words out loud, practicing the vocabulary

and the structure What’s this?

Observe the parts of pictures related to favourite things from the vocabulary box.

Guess and write the part that is not related to the rest with the help of the

vocabulary box.

Read the questions and answer them with the help of the pictures. Guess the

correct option according to the previous comic strip.

Read the names of the favourite things from the vocabulary box and write them

down on the correct object. Sing the previous song again, replacing the favourite

objects with the ones mentioned in the exercise.

Read about the characters’ favourite things and draw them where corresponds

(AB, page 26).

Read the beginning of the sentences and follow the labyrinth to the corresponding

picture (AB, page 27).

Observe the pictures and complete the sentences with the words from the

vocabulary box. Ask and answer questions about the structure of the previous

sentences (AB, page 28).

Read the content of the speech bubbles and observe the pictures to guess the

name of the characters. Complete the speech bubbles with the help of the clues

provided (AB, page 29).


VocabularyBike, match, camera, skateboard, computer game, paints,

Goodbye.

.

Review: Hello!, Bye!, Thank you, my, kite, food, the face, days of the week, the weather,

colours.

Communicative StructuresMy (bike)

My favourite toy’s a (skateboard).

My favourite colour’s (blue)

Let’s…, What’s this? , What day is it today?, What’s the weather like?, Show me…

What’s your favourite (thing)?, Children, if your favourite colour’s (blue) put your hand up,

What are these? I like…, I’ve got…, I can… I´m seven, Do you like …? Can you …?,

How old are you?, Zipadee says… Is a car your favourite thing?


PROCEDURES








UNIT









Students draw their favourite things from the vocabulary box on the space

provided (My world. CB, page 56). An approach to British culture. Students

compare the picture’s environment with their own.

Peace EducationStudents learn the importance of sharing things with other people, respecting the

preferences and hobbies of the others and valuing their favourite things.

Education for Equality between the SexesDo not use gender clichés when talking about games and hobbies.


favourite objects.

Lesson 6, CB, page 56. Draw your favourite food.


Crafts

Students complete the pictures with their favourite things by looking at the model

on the previous page.


Review ActivitiesTPR Flashcards: favourite things

My World Poster

Magic Lamp Poster


Board activity


Photocopy Master 17 (Make and place favourite hearts, according to the song).

Class Book: page 65



page 111 (Favourite things bingo – Match the minicards)

page 113 (Remembering the story – Match the flashcard)

(Actions)



Teacher’s Book: page 109 (Favourite things)

page 111 (Word game)


5.- ASSESSMENT







Self-assessment



notebook).



structures learnt.

2 – CONTENTS






and write the number of kinds of food and favourite games in the corresponding

box. Class Book, page 58.


Vocabulary

Review: Food, favourite things, numbers 1 - 10. Hello! Goodbye!.

fish, octopus, crab.


Zipadee says…, What’s this?, What are these?, How many…? Count


Relate English to its own reality through the vocabulary of food and favourite things, thus

contributing to the learning of habits, social relations ways, features and peculiarities of

the countries where the foreign language is spoken.






58.


Review ActivitiesTPR Flashcards: favourite things, food

Board activity

Vocabulary poster

FESTIVALS - HALLOWEEN1.- TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to Halloween.


Observe a picture and find the differences.


questions.



2 – CONTENTS


Observe a Halloween party picture. Ask and answer questions about it, thus

generating working hypotheses. Repeat the unit’s vocabulary and structures.

Observe and talk about a picture of animals and a witch. Sing and use puppets to

perform the actions.

Observe the cauldron pictures and find the differences between them.


Colour the line of objects according to the text (AB, page 30).


VocabularyOwl, witch, ghost, bat, pumpkin, spider.

Review: numbers, Hello!, children, hat.

Communicative StructuresIt’s Halloween, tonight!

What’s this?, What colour’s this?, How many…?

BLOCK 4 – Social and Cultural Aspects and Intercultural AwarenessLearn aspects of Anglo-Saxon culture, for instance, how Halloween is celebrated.





competences.








from ours.


Music

Students sing a song related to Halloween (CB, page 61).


Review ActivitiesTPR Flashcards: witch, ghost, spider, pumpkin.

Bats; numbers.

Photocopy Master 28 (Colour, cut out and make a witch)

Photocopy Master 27 (Colour the edges of the pictures)


Extension ActivitiesTeacher’s Book: page 125 (The witches game)

page 127 (My Halloween)

FESTIVALS - CHRISTMAS1.- TEACHING OBJECTIVES


Recognize and use the unit’s vocabulary, which is related to Christmas.



questions.



2 – CONTENTS


Observe a picture of Christmas in England. Ask and answer questions about it,

thus generating working hypotheses. Repeat the unit’s vocabulary and structures.

Observe and talk about a picture of presents and Santa Claus. Ask and answer

questions about it. Sing a song.

Find the way of a labyrinth so that Santa Claus finds his stocking.


Read the characters’ sentences and match their content with the presents picture

by means of a line (page 31).


VocabularySanta Claus, Christmas tree, presents, stocking, bell, star, Christmas decorations, sleigh,

Christmas card, snowflake, reindeer, riding, gifts..

Review: boy, girl, I’ve got a…, ball, kite, car, pen, book, toys, favourite things.

Communicative StructuresLook! It’s Santa Claus.

BLOCK 4 – Social and Cultural Aspects and Intercultural AwarenessLearn aspects of Anglo-Saxon culture, for instance, how Christmas is celebrated.





competences.








from ours.


Music

Sing a Christmas carol (CB, page 63).


Review ActivitiesTPR Flashcards: Santa Claus, stockings, presents, bell, Christmas tree, numbers.

Photocopy Master 27 (Paint and cut a snowflake.)

Photocopy Masyer 28 (paint the edges of the pictures)


Extension ActivitiesTeacher’s Book: page 129 (My Christmas)

page 131 (What do you want for Christmas?)

CLASSROOM PROGRAMME –COOL KIDS! 1: YEAR 2010/2011*

*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

Introduction Rosie and Jack / ZipadeeObjectives Activities Skills Interaction Time Material

Session 1

Introduce Cool Kids to the students and motivate them.

TB p. 26 / Class Book Getting started.-T: “Hello!”Encourage Ss to answer.-T introduces the new English book to the students and explains the activities they will be doing throughout the course. Show them different pages of the book.

L /S T /Ss 5-10’ -CB-AB-CD 1-Flashcards of numbers 1 to 10.-Colour pencils.-Cd with music the students may like

Introduce numbers 1 to 10 and learn a chant with numbers 1 to 10.

CB, p. 2-3 L1 L2 Listen and point -T puts the flashcards in visible parts of the classroom. T says numbers 1 to 12; Ss repeat them. -T plays the chant; Ss listen.-Ss listen to the chant once again, and point to the flashcards. -T: “Open your books at page two”. T presents the Rosie and Jack characters to the Ss. -Ss listen to the chant again and point to the numbers of the houses as they hear them.

2. L /S 2. T /Ss 10-15’

Count groups of 1 to 10 objects. CB pág. 3. Count and say. Match-Ss look closely at the picture that appears at the bottom. Conversation with Ss about the subject of the picture. -Ss count the boxes and say the number of boxes there are in each pile. -Ss join the piles with the numbers. While they do so, T. asks them: “What number’s this?”

L /S 3 T /Ss 3. 10-15’

Practise numbers 1 to 10. TB p. 3.Finishing-Play with the Ss at “What number is it?”.-T shows a flashcard with a number. T says the numbers aloud. Ss remain in silence until they hear the number on the flashcard. When they hear it, they repeat it.

4. L / S 4. T /Ss 4. 5-10’

- Practise numbers 1 to 10.* Reinforcement activities -AB p. 2 Trace. Count and colour. - R /W -IW -5-10’

- Practise numbers 1 to 10.

- Practise numbers 1 to 10.

Ss count and colour the number of flowers indicated. -TB p. 27 Pass the flashcard. Ss sit in a circle. T hands out three or four flashcards and plays music. Ss pass them on until the music stops. When the music stops, the Ss holding the flashcards have to call out the number they have. * Extension activities -TB p. 27 Missing numbers Ss? hangs the flashcards on the board placing them in order and in two rows. T takes 2; Ss have to guess which are missing.

-L /S

- L /S

-T/Ss

-T/Ss

-5-10’

-5-10'

Introduction. Rosie and Jack / ZipadeeObjectives Activities Skills Interaction Time Material

Session 2

Revise the chant of numbers 1 to 10 from the previous session.

TB pág. 28 L1 Getting started-Ss listen to the song and point to the flashcards with the numbers. -T: “Point and say”. Ss sing the song and point to the flashcards.

5. L /S 5. T /Ss 5. 5-10’ -CB-AB-CD 1-Flashcards of numbers 1 to 10.-Scissors for each student. -Students' folders.

Make some cards to practise the numbers from 1 to 10.

CB, pág. 79 Para jugar -T: “Open your books at page seventy-nine”. Ss cut out the cards and write their name on the back.. -Play “Match the flashcards”. T shows Ss the flashcards with the numbers in no particular order. Ss show them and say the numbers.

6. L /S

6. T /Ss 6. 15’

Introduce and practise “What’s your name?” , “I’m (Juan)”.

7. CB pages 2-3 L2. Rosie and Jack introductions-T: “I’m (name) What’s your name?” Practise with the Ss.-T: “Look at page two. This is Rosie. This is Jack. Let’s listen to Rosie and Jack”.-T asks Ss what they think Rosie and Jack say to each other. Ss listen to the register again. -Make two groups. Rosie's group says phrases 1,3,5 and 7; Jack's group: phrases 2,4 and 6. Exchange roles. -T writes numbers 6 and 7 on the board. T: “Who’s six? (Rosie) Who’s seven? (Jack)”

7. L /S 7. T /Ss 7. 10-15’

Practise “What’s your name? I’m (Rosie) How old are you? I’m (six)”.

8. TB p. 29.Para practicar-Sacar dos Ss a la pizarra: “You’re Jack. You’re Rosie” Ss answer the questions regarding name and age as if they were one of the characters of the book.

8. L / S 8. T /Ss 8. 5-10’

Practise “What’s your name? I’m (Rosie) How old are you? I’m (six)”.

TB p. 29 Finishing-T asks each student: “What’s your name? How old are you?”.

9. L /S 9. T /Ss 9. 5-10’

Introduction. Rosie and Jack / ZipadeeObjectives Activities Skills Interaction Time Material

Session 2 (Continued)

- Practise numbers from1 to 10.

- Practise numbers from 1 to 10.

- Practise numbers from 1 to 10.

* Reinforcement activities -AB p. 3 Find and write. Ss siguen los caminos y escriben los números en las puertas correspondientes. -TB p. 29 Circle the numbers. Ss escriben 4 números del 1 al 10. T va diciendo números; Ss rodean los que tienen. El primer Ss que los ha rodeado todos levanta la mano y los dice.* Extension activities -TB p. 29 What number’s this? Hacer parejas. Ss mezclan sus tarjetas y las ponen en un montón boca abajo. S1 levanta una tarjeta sin que S2 la vea. S2 ha de intentar adivinar quién es en menos de 3 intentos. Si acierta se la queda. Después es el turno de S2.

- R /W

-L /S

- L /S

-IW

-T/Ss

-T/Ss

-5-10’

-5-10’

-5-10'

Introducction. Rosie and Jack / Zipadee

Objectives Activities Skills Interaction Time MaterialSession 3

Revise greetings and the questions: “What’s your name?” and “How old are you?”

TB p. 30 Getting started-T: “Hello!” Ss answer.-T walks around the class pretending not to know the Ss: “What’s your name? How old are you?”.

10. L /S 10. T /Ss 10. 5-10’ -CB-AB-CD 1-Flashcards with numbers 1 to 10.-Flashcards with the colours .-Poster: “Magic Lamp”-Zipadee.hand puppet.-Colour pencils.

Additional material:-Glue-A photocopy of page 30 of the PMB for each student. -Mini-cards with the colours.

Practise identification of numbers 1 to 10. TB, p. 30 Para practicar -T hangs the flashcards of numbers 1 to 10 on the board. T points at numbers 1 to 10. Ss repeat them.

11. L /S

11. T /Ss 11. 10’

Introduce colours' vocabulary: “Blue, white, green, purple, pink, red, orange, brown, yellow, black”.

12. CB pages 4-5 L3. Listen and point. Chant-Explain to the Ss that they will be learning the colours. Ask them what colours they know already. -Hang the flashcards on the board in the same order as they come in the book. T says the names of the colours. Ss repeat them. .-L3. T: “Let’s say the colour chant!”. Ss listen to the colours and point at the corresponding flashcards.-T: “Open your books at page four”. Comment the picture with the Ss. Introduce the Zipadee character. I: “Magic lamp”. T puts on the Zipadee hand puppet.: “What’s this?” Puppet: “It’s a lamp!”.-Play L3 again; Ss follow it.

12. L /S 12. T /Ss 12. 10-15’

Practise identifying the colours. 13. CB p. 5.Para practicar-T: “Open your books at page 5”. Ask Ss to look at the numbers: “What number’s this? (one) What colour’s number one? (Red)”. Ss point at the parts of the picture marked with a 1. -While they are doing the activity, T asks Ss: “What colour’s this?”.

13. L /S 13. T /Ss – IW 13. 10-15’

Practise oral comprehension of the colours. .

TB pág. 31 Finishing-Each S takes a colour pencil and stands up. T asks a S to say a colour; all Ss holding that colour sit down and put their things away, preparing to go home. Continue until they are all seated.

14. L /S 14. T /Ss 14. 5-10’

Introduction. Rosie and Jack / Zipadee

Objetcives Activities Skills Interaction Time MaterialSession 3 (Continued)

- Practise the colours.


- Practise oral comprehension of the colours.

* Reinforcement activities -AB p. 4 Colour. Say the colour. Look closely at the pictures of fruits with the Ss. T: “What colour’s this?”. -TB p. 31 Kim’s game. T puts the flashcards with the colours on the board. Ask the Ss to look at them and try to remember the names of the colours in English. T takes down the flashcards from the board and asks Ss which they remember.

* Extension activities -TB p. 31 Matching game. Ss put the colour pencils on the desks. T shows them a flashcard and the Ss have to pick up the pencil with the right colour and say the name of the colour. .

- R /W

-L /S

- L /S

-T / Ss - IW

-T/Ss

-T/Ss

-10-15’

-5-10’

-5-10'

Introduction. Rosie and Jack / ZipadeeObjectives Actividades Skills Interaction Time Material

Session 4

Revise the colours' song from session 3. 15. TB p. 32 L3 Getting started-T puts the colour flashcards in the same order as they appear in the book. T plays the chant again. T:“Listen and point”.-T: “Point and say”.

15. L /S 15. T /Ss 15. 5-10’ -CB-AB-CD 1-Flashcards with numbers from 1 to 10.-Flashcards with the colours .-Scissors for each student. - Zipadee puppet.-Colour pencils. -Students' folders.

Elaborar unas tarjetas para practicar los colores.

16. CB, p. 77 Para jugar -T: “Open your books at page seventy-seven”. Ss cut out the cards and write their name behind. -Play “Match the flashcards”. T shows the Ss the colour flashcards in no particular order. Ss show them and say.

16. L /S

16. T /Ss – IW 16. 10-15’

Introduce Zipadee. CB p. 4-5 L4. Listen.-Discuss the picture with the Ss and introduce the character of Zipadee.-Ss listen to L4 and point at the character as each one speaks.señalan el personaje que habla en cada momento. -Make three groups: Jack, Rosie and Zipadee. Play the el registro; each group says its part.

17. L /S 17. T /Ss 17. 10-15’

Change roles. Practise greeting: “Hello” and introduction: “I’m (Juan)”.

18. TB p. 33.Para practicar-T puts on the Zipadee. Hand puppet. T: “Hello. I’m Zipadee!” Ss answer: “Hello; Zipadee! I’m (Juan)”.

18. L /S 18. T /Ss 18. 10’

Practise oral comprehension of the colours. 19. TB p. 33 Finishing-Each S takes a colour pencil and stands up. A S says a colour, whoever has that colour, sits down. Continue until they are all seated. -Farewell from the puppet to the Ss: “Bye!”.

19. L /S 19. T /Ss 14. 5-10’

- Practise the colours and numbers from 1 to 10.


- Practise oral comprehension of the colours.

* Reinforcement activities -AB p. 5 Colour. Say the colour. Practicse the numbers with the Ss. Ss paint each number in a different colour and paint the drawing following the code they chose. While they are colouring, T asks : “What number’s this? What colour’s this?” -PMB p. 30 L4 Finger Puppets Make the Jack, Rosie and Zipadee finger puppets. Use the puppets to act out the dialogue in L4, making three groups. * Extension activities -TB p. 33 Snap Play Snap in pairs, with the colours' cards.

- R /W

-L /S

- L /S

-T / Ss - IW

-T/Ss

-T/Ss – PW

-10-15’

-10-15’

-10'

Unit 1. ToysObjetivos Activities Skills Interaction Time Material

Session 1

Introduce the context in Unit 1 (toys). 1. TB p. 34 / Class Book Getting started.-T puts up the “Magic Lamp” poster in a visible part of the classroom and puts away the toys' flashcards. en un lugar visible del aula y guarda las flashcards de los juguetes en ella. T puts on the Zipadee finger puppet and hides it behind her/his back. -T points at the poster : “Hello! Look! It’s a magic lamp”. Show the Zipadee puppet: “Hello, I’m Zipadee” Ss answer: “Hello, I’m (Jose)”.-Tell the Ss they will be starting a new unit today. T: “Look! It’s Zipadee’s lamp!” Get a flashcard to come out of the lamp: “Look, it’s a (teddy)” Ss have to guess the topic of the unit. When they have done so, ask them what words they think they will be learning.

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 1-Flashcards with toys. -Colour pencils. - Zipadee puppet.- “Magic Lamp” poster

Additional material:-Flashcards with toys.

2. Introduce the toys' vocabulary: “Car, teddy, kite, ball, doll, robot”.

2. CB, p 6 L5 L6 Listen and point. Listen and Chant -T pulls out from the lamp the flashcards with the new words using the Zipadee puppet, T says them aloud and puts them on the board in the same order as they appear in the book. -Look at and discuss the picture with the Ss- -L5 “Listen and point”. Ss listen to the words and point at them. -L6 “Listen and chant”. Ss listen to the song and repeat it.

2. L /S 2. T /Ss 2. 10-15’

3. Practise identification of toys' vocabulary.

3. AB p. 7. Find and Draw. Say.-Ask Ss what they think they're supposed to do. -While the Ss carry out the activity, T asks: “What’s this? What colour’s this?”.

3. L /S 3. T /Ss 3. 10-15’

4. Practise oral comprehension and expression of toys.

TB p. 35.Finishing-Ask a S to take a flashcard from the board and give it to Zipadee in order to put it back into the lamp. Zipadee asks: “What’s this?” Ss answer.

4. L / S 4. T /Ss 4. 5-10’

- Practise the toys. * Reinforcement activities -AB p. 6 Draw and colour. Say. Ss completae the drawings, colour them and

- L /S -IW -10-15’

- Practise the toys' vocabulary.

- Separate the syllables in toys'vocabulary.orally.

say the names of the toys. While Ss work, T asks:: “What’s this? What colour’s this?”. -TB p. 35 What’s missing? T puts the 6 flashcards with toys on the board. “Close your eyes”. T takes down one of the flashcards. T: “Open your eyes”. Ss have to say what's missing. * Extension activities -TB p. 33 Syllables Help Ss say the words counting the syllables.

-L /S

- L /S

-T/Ss

-T/Ss

-5-10’

-5-10'

Unit 1 Toys.Objectives Activities Skills Interaction Time Material

Session 2

Revise the toys' vocabulary. 5. TB p. 6 Getting started.-T puts up the “Magic Lamp” poster in a visible place of the classroom and puts away the flashcards with the toys. T puts on the Zipadee finger puppet and hides it behind her/his back. -T points at the poster: “Look! It’s Zipadee’s lamp!” Use the puppet to pull out a flashcard: “Look, it’s a (doll)”. Repeat with all the flashcards, getting the Ss to name the toys.

5. L /S 5. T /Ss 5. 5-10’ -CB-AB-CD 1-“Magic Lamp” poster.-Flashcards with the toys. -Flashcards with the numbers from 1 to 10.-Colour pencils. - Zipadee puppet.-Scissors for each student. -Students' folders. -Toys' mini-cards.

Make some cards to practise the toys' vocabulary.

6. TB pá36 / CB, p 75 Para preparar el juego. -Ss prepare the cards with the toys to create a game. .

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of toys' vocabulary.

CB p.8/ CB p. 64 L7. Listen. Play the Magic Lamps game.-T: “Show me the (ball)”. Ss show the corresponding card. Repeat with all the cards. -Revise with the Ss the numbers from 1 to 6. Put the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” Play L7. Ss listen and follow the instructions. First they show the corresponding object and then they listen and place the card in the right box. -Correct on the board. T: “One. It’s a robot”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise the toys' vocabulary. CB p 8.Match and say.-Ss say what they think they are supposed to do. -While the Ss carry out the activity, T asks: “What’s this?”.

8. L /S 8. T /Ss 8. 5-10’

Practise oral expression of toys' 9. TB pág. 37 Finishing 9. L /S 9. T /Ss 9. 5’

vocabulary. -Ss write their names on the back of the cards and put them away in their folders. Ss say goodby to the toys: “Bye, (teddy)”.

- Practise the toys.

- Practse toys' vocabulary.

- Oral practice of toys' vocabulary and numbers from 1 to 6.

* Reinforcement activities -TB p. 37 Match the flashcards. Each S takes a toy and stands up. T says the name of a toy, the Ss who have it have to raise the card and say “same!”. -TB p. 37 Pelmanism Ss play in pairs using two sets of cards with toys, shuffling them and putting them face down on the table. S1 picks two and names them, if they coincide, S keeps them. If they don't, they are left in their place again. They play in turns. * Extension activities -TB p. 37 Matching boards Form pairs. Each S puts 3 toys' cards in the chart on page 64. S1 gives her/his position to S2, and the other way around. Then they compare their charts.

- L /S

-L /S

- L /S

-T /Ss

-PW

-PW

-10’

-10’

-10'

Unit 1. ToysObjectives Activities Skills Interaction Time Material

Session 3

Prepare and motivate students to listen to a story.

10. TB p. 38 L8 Getting started.-T puts on the Zipadee finger puppet and greets the Ss. Explain they will be listening to a story about Jack, Rosie and Zipadee. -Introduce the magic song to the Ss with the following actions: *One, two, three. Raise one, two and three fingers. *For you and me. Point at the students and at yourself. -Ss try to say the song and repeat the gestures.

10. L /S 10. T /Ss 10. 5-10’ -CB-AB-CD 1- Zipadee puppet.-Finger puppets of Jack, Rosie and Zipadee

Additional material:-Flashcards with the toys.

Listen to a story in English. Overall comprehension of the story. Answer questions about the story.

11. TB p 38 / CB, p. 9 L8 Listen to the story. -Look at the story in the book with the Ss. Ss explain in LL1 what they think this story is about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in the book pointing at

11. L /S 11. T /Ss 11. 15’

the frames. -T plays the story again and stops in each frame. Ask comprehension questions:1 and 6 “Are Rosie and Jack big or small?” (Small/ Big)2, 3, 4 and 5 “What’s this?” “A (car)”-T: Listen and repeat”. Play the story and pause for Ss to repeat the phrases.

Practise comprehension of the story in the unit.

TB p.39/ CB p. 9. Para trabajar la historia.-T: “Listen and answer”. T says phrases from the story. Ss have to say the number of the corresponding frame.

12. L /S 12. T /Ss 12. 5-10’

Oral practise of the phrases in the unit story.

TB p. 39 /CB p. 9.Act it out.-Make three groups: Jack, Rosie and Zipadee.-Ss act out the story using the finger puppets. -Change roles. .

13. L /S 13. T /Ss 13. 10’

Reinforce Zipadee.'s magic song. 14. TB p. 39 L8 Finishing -Play the Zipadee song. Ss try to say it following the recording.. -Zipadee says goodbye “Bye!” Ss: “Bye, Zipadee!”.

14. L /S 14. T /Ss 14. 5’



- Practise the toys' vocabulary.

- Identify the beginning, middle and end of the story in the unit. el nodo

- Practise written comprehension of the toys' vocabulary.

* Reinforcement activities -TB p. 39 What’s missing? Play “What’s missing?” with the flashcards with toys' vocabulary.

* Extension activities -TB p.39 Story Structure Identify with the Ss the beginning, middle and ending of the story in the unit. -AB pág. 7 Trace and match Ss trace the words with a pencil and match them with the pictures.

- L /S

-L /S

-R/W

-T /Ss

-T /Ss

-IW

-10’

-10’

-10'


Session 4

Recall the names of the toys. 15. TB p. 40 Getting started. -Play with the Ss “Name the flashcards”. T puts the toys' flashcards on the board; Ss say the names. Ss close their eyes and T turns a flashcard round. Ss say all the toys again. T turns the flashcards round one by one until all of them are out of sight and Ss say them by heart.

15. L /S 15. T /Ss 15. 5-10’ -CB-AB-CD 1-Flashcards with the toys.

Additional material:-1 photocopy of page 1 of the Photocopy Master Book 1 for each student. -Scissors for each student. -Colour pencils. -Glue for each student.

Identify the toys in the story of the unit. 16. CB, pág. 9-10 L8 Find. -Play the story in L8 for Ss to recall it. -T: Open your books at page ten”. Explain the Ss what the activity is about. -Look for the first one with the Ss: “What’s this? Look at the story. Where’s the (teddy)?”-While the Ss do it, T asks around the classroom. va preguntando por el aula.

16. L /S 16. T /Ss – IW 16. 10-15’

Distinguish which toys appear or not in the unit story.

17. CB p. 9-10 Circle.-Do number 1 with the Ss. T: “Look at the pictures. What’s this? Is this car in the story?”.-Ss carry out the activity.

17. L /S 17. T /Ss – IW 17. 10-15’

Oral practise of the phrases of the unit story.

CB p. 9 L8 Finishing.-Divide the group-class in 6 groups and assign a number to each group. Play L8. Pause after each

18. L /S 18. T /Ss 18. 10-15’

frame for the corresponding group to repeat the phrase and act out the actions in the assigned frame.

- Reinforce the comprehension of the story in the unit.

-Practise written expression of toys' vocabulary.

* Reinforcement activities -PMB p 1 L8 Listen and put in order Ss cut out the frames in the story . Ss try to order them by heart. Listen to the story and check if it's in the right order. * Extension activities -AB p. 8 Colour and say. Write. Talk over with the Ss how the activity should be done. Ss colour the dotted area and write the words in the corresponding place.

- L /S

-R/W

-T /Ss

-IW

-10’

-10-15'


Session 5

Reinforce oral comprehension of toys' vocabulary.

TB p 42 Getting started.-Hand out one of the 6 toys' flashcards to each of the 6 Ss. -T names the toys one by one and the S that has it stands up. -The same procedure with other Ss.

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 1- Zipadee puppet-Toys' flashcards -Colour pencils

Additional material:-A photocopy of page 2 of the PMB for each student.-A photocopy of page 3 of the PMB for each cada alumno.-Scissors for each student.-Students' folders.

Prepare the students to listen to a song in English.

20. CB, p. 11 Para preparar la canción. -T: “Open your books at page 11” Point at one of the three toys in the main picture.l: “What’s this? What colour is it? Is it big or small?”. Do the same with the other toys.

20. L /S 20. T /Ss 20. 5-10’

Sing a song in English. 21. CB p. 11 L9 Sing.-Comment the picture of the girl with the Ss. -Play L9. T acts out the lyrics for Ss to understand the song. *I’ve got a car. T points at him/herself and pretends to drive a car. *It’s small. T uses hands to indicate small. *I’ve got a kite. T points at her/himself and draws a rhombus in the air. *It’s big. T uses hands to indicate big. *I’ve got a ball. T points and draws a circle in the air. -Play L9. Again. Encourage Ss to act out the actions. -Volver a poner L9. Animar a los Ss a cantar.

21. L /S 21. T /Ss 21. 10-15’

Practise the language of the song.

CB pág. 11L 10 Colour. Sing.-Look at the toys with the Ss. Ask what they think they are supposed to do and what colour they think they have to colour the toys. -Ss colour the toys. -T: “What colour’s the (ball)?”-L10. Ss use the pictures to change the stanzas of the song.

22. L /S 22. T /Ss – IW 22. 10’

Practise farewells and toys' vocabulary. 23. TB pág. 43 Finishing - Ss say goodby to the toys. Zipadee shows one of the flashcards and Ss say: “Bye, (teddy)!”

23. L /S 23. T /Ss 23. 5’



- Practise distinguishing objects, colours and sizes.

-Oral practice of structures: “I’ve got a (car). It’s (brown). It’s (small)”.

- Practise written comprehension of the lyrics of the unit song.

* Reinforcement activities -PMB p. 2 Colour and cut. Ss colour the toys and cut out the cards. . -L9. Ss listen to the song and raise the corresponding cards as they hear them.

-TB p.43 Chinese Whispers Make two teams of about five Ss standing in a row. T whispers a different line of the song to the first S of each team. The first S whispers what he hears to the second one and so on. If the last S of the row repeats the line correctly, a point is awarded to his/her team. Then the first S in each row moves to the end of the row, and the game begins again.

* Extension activities

-PMB p. 3 L9 Write. Sing. Complete the lyrics of the song with the Ss using the words provided in a list. Sing the song again with the Ss.

- L /S

-L /S

-L/S/R/W

-T /Ss – IW

-T /Ss

-T /Ss

-10-15’

-10’

-10'


Session 6

Recall the song in the unit. 24. TB p. 44 L9 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics. -Divide the group-class in three groups and assign a stanza per group. Each group sings its stanza. .

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 1-Flashcards with the toys - Colour pencils .-“My World” posterIntroduce and practise the actions: “Turn 25. CB pág. 12 L11 Listen and play. 25. L /S 25. T /Ss 25. 10-

around” and “jump”. -I: “Turn around” and “Jump”. T acts them out and asks Ss to imitate him/her. -T: “Open your books at page 12”. Look at the pictures with the Ss. Explain that Zipadee does magic for the children to do the actions but only when they hear the words “Zipadee says” before the order. -Use the puppet to play “Zipadee says”. Choose the orders: “Point to...” and “Look at...”.

15’ -Photos and drawings of toys brought by the students. -Blue tack Masa adhesiva-Water-soluble felt tip pen -1 photocopy of p. 4 of the PMB for each student. -A big sheet of paper for each student. -Scissors for each student -Glue

Get to know information about the toys of a British child.Draw their favourite toy.

26. CB pág. 12 Draw.-T shows the CB pointing at the “My World”section. T: “Look at your books”. -Ss say what they see in the photograph. Discuss the photograph with the Ss. -Talk about the differences between this bedroom and their own. -Talk about the British boys and girls' different hair colour. -Put the 6 toys' flashcards on the board..T: “What’s your favourite toy?” Explain that they have to draw it in the blank space. -While the Ss draw, T asks around the class : “What’s your favourite toy?”-When they finish, they show their drawings and say : “I’ve got a (ball)”.

26. L /S 26. T /Ss – IW 26. 20-25’

Reinforce the orders introduced in this session.

TB p. 45 L11 Finishing.-T puts on the Zipadee puppet and plays L11. Ss carry out the actions as they listen.

27. L /S 27. T /Ss 27. 5-10’



-Make a poster about toys with personal photographs and drawings.

* Reinforcement activities -TB p. 45 My World Poster T puts up the “My World” poster where Ss can see it properly. Comment that they'll be putting the photos and drawings of their favourite toys in the centre. They can label them with a water-soluble felt tip pen, that can later be erased when

- L/S/R/W -T /Ss – IW -10-15’

-Practise the written expression of toys' vocabulary.

-Practise written comprehension of the names of the toys.

they make another poster. * Extension activities -AB p. 9 Write. Ss fill in the crossword. -PMB p. 4 Pupil’s posters. Cut. T puts the toys' flashcards on the board and writes the names above. T turns the flashcards around and Ss say what toys they are reading the names. -Ss make a poster of the toys using a big sheet of paper with the cards on page 4 of the PMB and their drawings.

-R /W

-R/W

-IW

-IW

-5-10’

-10-15’


Session 7

Prepare the Ss for a revision of the work done throughout the unit. Revise the toys' vocabulary.

28. TB p. 46 Getting started. -T puts up the “Magic Lamp” poster in a visible part of the classroom and puts away the flashcards in the lamp. T: “Hello! It’s the Magic Lamp!” T shows the puppet: “Look! It’s Zipadee!”. -Explain to the Ss that today they will review what they have done throughout the unit. -Zipadee pulls out the toys' flashcards one by one; Ss identify them.

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 1-“Magic Lamp” poster-Flashcards with the toys - Zipadee puppet-Colgantes de los juguetes-Rubber stamps -Colour pencils - Portfolio binders-Vocabulary poster

Revise the questions: “What’s your name?” and “How old are you?”.Revise the structure “I’ve got a (car)”.

29. TB p. 46 Para revisar A -T calls six Ss to the board and numbers them with the rest of the group-class. -Using the Zipadee puppet, ask each of the Ss: “What’s your name?” and “ How old are you?”.-T hands out a toys' flashcard to each student.. In turns, they show their flashcard and say “I’ve got a (car)”.-Repeat with other Ss.

29. L /S 29. T /Ss 29. 10-15’

Revise the adjectives: “big” and “small”. 30. TB pág. 46 Para revisar B.-T draws on the board: two circles, two squares and two triangles, a small one and a big one of

30. L /S 30. T /Ss 30. 5-10’

each, and the numbers from 1 to 6.-T calls a S to the board: “Point to number (five). Is it big or small?”. Same procedure with the other Ss.

Make a picture dictionary with the toys' vocabulary.

31. CB p. 13 Stick.-T: “Find the stickers”.-While Ss engage in the activity, T can ask around: “What’s this?” Ss: “(It’s a) (Doll)”.-Optional: Ss can trace the words with a pencil. -T can stamp the work of the Ss with the rubber stamps (bottom right of page 13)

31. L/S/R/W

31. T /Ss - IW 31. 10’

Practise the pronunciation of the toys' vocabulary.

CB p. 13 L 12 Listen and repeat.-Ss listen to the six words at different speed in groups of three and then repeat them.

32. L /S 32. T /Ss 32. 10’

Students self-evaluate their work throughout the unit.

CB p. 13 Circle and colour.-T introduce face expressions : “Look! Sad. Look! OK. Look! Happy!”.-Before the Ss self-evaluate,the activities done throughout the unit can be recalled.

33. L /S /R 33. T /Ss – IW 33. 5-10’



* Make the Portfolio. Portfolio (Optional)Ss make their personal Portfolio. In this unit they could draw their favourite toys, or look for pictures and photographs of these to make a poster. If you want them to practise writing, they can label the pictures.

* R /W * IW * 10-20’

-Reinforce toys' vocabulary.

-Recall the lyrics of the song in the unit.

* Reinforcement activities -TB p. 47 Vocabulary Poster Race T puts the “Vocabulary” poster in a visible place in the classroom. Two Ss compete to see who finds the toy first. : “Find the (doll)”. Repeat with other Ss. Revision can also include finding hidden colours and numbers.

* Extension activities -TB p. 47 L9 Extension.

- L /S

-L /S /R

-T /Ss

-T /Ss

-10’

-10’

T asks Ss to say what the song was about. T asks them to say words they remember from the song. T writes them on the board. Play the song, Ss sing it and perform the actions.

Unit 2. SCHOOLObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the context of Unit 2 (the school).

1. TB p. 48 / Class Book Getting started.-T puts the “Magic Lamp” poster in a visible place of the classroom and puts away the flashcards with school objects. T puts on the Zipadee finger puppet and hides it behind her/his back. -T points at the poster: “Hello! Look! It’s a magic lamp”. Show the Zipadee puppet: “Hello, I’m Zipadee” Ss answer: “Hello, I’m (Jose)”.-Tell the Ss they will be starting a new unit today. T: “Look! It’s Zipadee’s lamp!” Pull out a flashcard from the lamp: “Look, it’s a (ruler)” Ss have to guess what the unit topic is. When they have guessed, ask them what words they think they will be learning.

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 1-Flashcards with school objects -Colour pencils - Zipadee puppet.-“Magic Lamp” poster

2. Introduce the school objects' vocabulary: “book, ruler, pen, bag, pencil, rubber”.

2. CB, p 14 L13 L14 Listen and point. Listen and Chant -T pulls out the flashcards with the new words from the lamp using the Zipadee puppet and saying them out loud as she hangs them on the board in the same order as the book. -Look at and discuss the picture with the Ss. -L13 “Listen and point”. Ss listen to the words and point at them. -L14 “Listen and chant”. Ss listen to the song and say it.

2. L /S 2. T /Ss 2. 10-15’

3. Practise identifying the school objects' vocabulary.

3. AB p. 15. Draw and match. Say.-Ask the Ss what they think they are supposed to do. -While Ss carry out the activity, T asks them: “What’s this? What colour’s this?”.

3. L /S 3. T /Ss 3. 10-15’

4. Practise oral comprehension and expression of school objects.

TB pág. 49.Finishing-Ask a S to pick a flashcard from the board and give it to Zipadee to put it back into the lamp. Zipadee asks: “What’s this?” Ss answer..

4. L / S 4. T /Ss 4. 5-10’

- Practise identifying school objects. * Reinforcement activities -AB p 10 Join the dots and say. Ss join the dots and say the names of the school objects. While Ss work, T asks them :

- L /S -IW -10’

- Practise shool objects' vocabulary.

- Practise the starting sound of the words of school objects' vocabulary. ar.

“What’s this?” Ss: “It’s a (bag)”. -TB p. 49 Guess the flashcard Ss place the school objects that were introduced, on the table. T holds up a flashcard without allowing Ss to see it. Ss raise one of the objects on their table. Ask a S to say the name of the object. Repeat with all the objects. . * Extension activities -TB p. 49 Sounds and words Practise the initial sounds of the words in the school objects' vocabulary with the Ss. .

-L /S

- L /S

-T/Ss

-T/Ss

-5-10’

-5-10'


Session 2

Revise colours' vocabulary. 5. TB p. 50 Getting started.-T lifts one of the colours' flashcards over her head without looking at it. T says the colours. Ss repeat it when it is the same colour that's on the flashcard, if it is not, they keep silent.

5. L /S 5. T /Ss 5. 5-10’ -CB-AB-CD 1- “Magic Lamp” poster.-Flashcards of the toys .-Flashcards of the colours .-Colour pencils - Zipadee puppet.-Scissors for each student. -Students' folders. -Glue.-A big sheet of paper for each student. -Mini-cards with school objects. -One photocopy of page 25 of the PMB for each student

Make cards to practise the school objects' vocabulary.

6. TB pá 50 / CB, pág. 73 Para preparar el juego. -Ss prepare the cards with school objects to make a game.

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of the school objects' vocabulary.

7. CB p16/ CB pág. 64 L15. Listen. Play the Magic Lamps game.-T: “Show me the (book)”. Ss show the corresponding card. Same procedure with all the cards. -Revise the colours with the Ss. Place the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” Play L7. Ss listen and follow the instructions. First, they show the corresponding object and then they listen and put the card in the box with the corresponding colour. -Correct on the board. T: “Blue. It’s a pen”.

7. L /S 7. T /Ss 7. 10-15’

8. Practicse the school objects' and colours' vocabulary .

CB p. 16. Match and colour. Say.-T points at the colours: “What colour’s this?”. -T points at the objects : “What’s this?”.-Ss draw the lines and paint the objects. -While Ss do the activity, T asks: “What’s this?”

8. L /S 8. T /Ss 8. 5-10’

Ss: “It’s a (purple) (pen)”. Practise oral expression of school objects' vocabulary.

9. TB p. 51 Finishing -Ss write their names on the back of the cards and put them away in their folders. Ss say goodbye to the school objects: “Bye, (book)”.

9. L /S 9. T /Ss 9. 5’

- Practise oral comprehension of school objects' vocabulary.

- Create a poster with the school objects' vocabulary.

- Oral practice of school objects' and colours' vocabulary.

* Reinforcement activities -TB p. 51 Match the flashcards. Each S takes a mini-card and stands up. T names a school object and the S that has it has to raise the card and say “same!”. * Extension activity -PMB p. 25 Pupil’s posters. Cut Ss make a poster with a big sheet of paper with the words on page 25 of the PMB and the pictures. -TB p. 51 Matching boards Make pairs. Each S puts 3 toys' cards on the chart on page 64. S1 tells S2 his/her positions and the other way round. They later compare their charts.

- L /S

-L /S /R

- L /S

-T /Ss

-IW

-PW

-10’

-15-20’

-10'


Session 3


10. TB p. 52 L16 Getting started.-T puts on the Zipatee puppet and greets the Ss. Explain they will be listening to a story about Jack, Rosie and Zipadee. -Play the magic song; Ss chant the formula and act it out.

10. L /S 10. T /Ss 10. 5-10’ -CB-AB-CD 1- Zipadee puppet-Finger puppets of Jack, Rosie and Zipadee


11. TB p. 52 / CB, p. 17 L16 Listen to the story. -Look closely at the story in the book with the Ss. Ss explain in LL1 what they think the story is about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in the book pointing out the frames. -T plays the story again and stops in each frame. Ask comprehension questions : 1. “Who’s this?” (Jack and Rosie) 2. “How many pencils?” (Six pencils) 3. “Who’s this?” (Jack and Rosie) 4. “How many pens?” (Eight pens) 5. “Who’s this?” (Jack and Rosie) 6. “How many rubbers?” (Five rubbers)-T: Listen and repeat”. Play the story and pause for Ss to repeat the phrases.

11. L /S 11. T /Ss 11. 15’


12. TB p.52/ CB p. 17. Para trabajar la historia.-T: “Listen and answer”. T says phrases from the story. Ss have to say the corresponding frame number

12. L /S 12. T /Ss 12. 5-10’

Oral practice of the phrases of the story in the unit.

13. TB p. 53 /CB p. 16.Act it out.-Make three groups: Jack, Rosie y Zipadee.-Ss act out the story using the finger puppets. -Change roles.

13. L /S 13. T /Ss 13. 10’

Practise oral comprehension of the language in the unit.

14. TB p. 53 Finishing -With the Zipadee puppet, T asks the Ss: “Have you got (three books) / (two red pencils)?”. Ss answer. -Zipadee says goodbye to the Ss: “Bye!” Ss: “Bye, Zipadee!”.

14. L /S 14. T /Ss 14. 5’

Unit 2. SCHOOLObjectivoes Activities Skills Interaction Time Material


- Practise school objects and colours' vocabulary.

- Oral discrimination of words in the story.

- Practise written comprehension and expression of the school objects' vocabulary.

* Reinforcement activities -CB p. 17 Story categories T explains to the Ss that they will be looking for different things in the story. T asks Ss to look for the characters. T asks them to look for the school objects. Ss name them and T writes them on the board. T asks them to look for the following objects and say what colour they are: “Pencil-blue”, “pen-green”, “Rubber-blue and white”. * Extension activities -TB p.53 L16 Remembering the story Ask the Ss tp sau wjat wprds they remember from the story. T writes them on the board. Play L16. Ss listen and raise their hand each time they hear one of the words they said. -AB p. 11 Read and draw. Write. Ss read the words in the snakes. They draw what it says and say what they have drawn.

- L /S

-L /S /R

-R/W

-T /Ss

-T /Ss

-IW

-10’

-10’

-10-15'


Sesión 4

Recall the school objects' vocabulary. 15. TB p. 54 Getting started. -Play “Name the flashcards” with the Ss. T puts the school objects' flashcards on the board. Ss say the names. Ss shut their eyes and T turns round a flashcard. Ss say all the objects again. T turns round the flashcards one by one, until they are all out of sight and Ss say them by heart.

15. L /S 15. T /Ss 15. 5-10’ -CB-AB-CD 1-Toys flashcards

Additional material:-1 photocopy of page 5 of the Photocopy Master Book 1 for each student. -Scissors for each student -Colour pencils -Glue for each student -Two sheets of paper for each student .-Toys flashcards

Identify school ojects in the unit story. 16. CB, p. 17-18 L16 Find. -Play the story in L8 for Ss to remember it. -T: Open your books at page ten”. Explain to the Ss what the activity is about. -Look for the first one with the Ss: “What’s this? Look at the story. Where’s the (pencil)?”-While the Ss are doing so, T asks around the class.

16. L /S 16. T /Ss – IW 16. 10-15’

Count the number of objects. 17. CB p. 17-18 Circle.-Look at the pictures. T asks: “How many (pencils)? What colour?”.-Ss have to circle the number of objects that appeared in the story. -Correct the activity with the Ss.

17. L /S 17. T /Ss – IW 17. 10-15’


TB p. 54 Finishing.-Divide the group-class in 4 groups and assign an answer to activity 17 for each group. T says: “Six blue pencils”. The Ss of each group stand up when they hear the name of their object, ready to leave the class.

18. L /S 18. T /Ss 18. 10-15’

- Reinforce comprehension of the unit story.

-Oral practice of the structures : “What’s this? (Three) pencils”.

* Reinforcement activities -PMB p. 5 L16 Listen and put in order Ss cut out the frames in the story. Ss try to order the frames by heart. Listen to the story and check if they put it in the right order.

-TB p. 55 Board game T draws 3 pencils on the board : “What’s this?”. T hands out a sheet of paper to each S and

- L /S

- L /S

-T /Ss

- T /Ss

-10’

-10’

-Classificy vocabulary from semantic fields of toys and school objects. .

asks them to draw between 1 and 4 pencils. T draws 1 pencil on the board. : “What’s this?”: The S that draws the same number wins a point. Same procedure with other school objects. * Extension activities -AB p. 12 Read and draw. Ask Ss to say the name of the toys they learned. T shows the corresponding flashcards. Do the same thing with school objects. T shows a flashcard: “Toys or School?” -Ss draw the words individually. T asks around the class : “What’s this? Toys or School?”

- L /S -T /Ss - IW -10-15'


Session 5

Reinforce the oral comprehension of the school objects vocabulary.

TB p. 56 Getting started.-Each S takes a school object and stands up. -T shows a flashcard and says the object . Ss who have the object repeat the name and sit down. Continue until they are all seated.

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 1-Zipadee puppet-School objects flashcards -Colour pencils

Additional material :-A photocopy of page 6 of the PMB for each student. -One photocopy of page 7 from the PMB for each student. -Scissors for each student. -Students' binders.

Prepare the students for listening to a song in English.

20. CB, p. 11 Para preparar la canción. -Give Zipadee a ballpoint pen and a ruler. T: “Have you got a ruler?” Zipadee: “Yes, I’ve got a ruler”. T: “Have you got a rubber?” Zipadee: “No”.-The puppet asks some Ss: “Have you got a (book)?”

20. L /S 20. T /Ss 20. 5-10’

Sing a song in English. 21. CB p. 19 L17 Sing.-T points at his/her desk: “This is my desk”. Ss imitate T. -T shows a ruler, a ballpoint pen and a schoolbag. T: “What’s this?” Ss: “It’s a ruler” T: Where’s the ruler? It’s on my desk”. Do the same with the ballpoint pen. The schoolbag.will be “under the desk”.-Look at the picture and talk about the school objects they see. .-Ss listen to L17. T acts out the actions in the song. -Play L17 again. Encourage Ss to perform the actions.

21. L /S 21. T /Ss 21. 10-15’

-Play L17 again. Encourage Ss to sing. Practise the language of the song.

22. CB p. 19 L 17 Draw. Sing.-Point at the objects : “What’s this?” Ss: “(It’s a pen)”.-Ss trace the drawings with a pencil. -L18. Ss use the pictures to change the stanzas of the song.

22. L /S 22. T /Ss – IW 22. 10’

Practise farewells and the school objects vocabulary.

23. TB p. 57 Finishing -T: “Show me a (red pencil)/ (a book)”. Ask them to put them on or under their desk. -T: “If you’ve got a (red pencil) on / under your desk, sit down”. Repeat with other combinations until they are all seated. -Ss say goodbye to Zipadee.

23. L /S 23. T /Ss 23. 5-10’



- Practise oral comprehension of phrases with the structure: “Put the (book) on / under the (desk)”

-Oral practice of the structures: “What’s this? It’s a (red pencil) I’ve got a (red pencil)”.

- Practise written comprehension of the lyrics of the song in the unit.

* Reinforcement activities -PMB p 6 Song craft. Cut. Fold and cut. Ss colour the objects and cut out the cards. T gives orders and Ss put the objects on or under the desk. L9. Ss listen to the song and place the objects in the corresponding place according to what they hear in the song.

-TB p.57 Board Activity Put up the school objects flashcards on the board. Call a S to the board: “What’s this?” Ss. “It’s a (red pencil)” All the Ss who have a red pencil, raise their hand. Get two or three Ss to say: “I’ve got a (red pencil)”. Repeat with other Ss and flashcards.


-PMB p. 7 L17 Write. Sing. Complete the lyrics of the song with the Ss, using the words provided in the list. Sing the song again with the Ss.

- L /S

-L /S

-L/S/R/W

-T /Ss – IW

-T /Ss

-T /Ss

-10-15’

-10’

-10'


Sesión 6

Remember the song of the unit. 24. TB p. 44 L9 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics. -Divide the group-class into three groups and assign a stanza to each group. Each group sings its stanza.

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 1-School objects flashcards -Colour pencils. -“My World” poster.-Photos and

Introduce and practise the actions: “Open your book” and “close your book”.

25. CB p. 12 L11 Listen and play. -I: “Open your book” and “Close your book”. T

25. L /S 25. T /Ss 25. 10-15’

acts them out and asks Ss to imitate him/her..-T: “Open your books at page 20”. Look at the pictures with the Ss. -Use the puppet to play “Zipadee says”. Add the orders: “Point to... , Look at... , turn around, jump”.

drawings of toys brought by the students -blue tack -Water-soluble felt tip pen -1 photocopy of page 8 of the PMB for each student. -A big sheet of paper for each student. -Scissors for each student -Glue

Get to know information about the schools of British boys and girls Draw their school objects.

26. CB p. 20 Draw.-T shows his/her CB pointing at the “My World” section. T: “Look at your books”. -Ss say what they see in the photograph. Talk with the Ss about the photograph. -Comment whether British boys and girls use the same school objects as they do. -Comment that many boys and girls in primary British schools wear a uniform. -Put up the 6 school objects flashcards on the board. T: “What’s this?” Explain that they are to draw one in the blank space. -While Ss draw, T asks around the class : “What’s this?”-When they finish, they show their drawings and say: “I’ve got a (book)”.

26. L /S 26. T /Ss – IW 26. 20-25’

Reinforce the orders introduced in the session.

27. TB p. 59 Finishing.-T puts on the Zipadee puppet and says : “Close your book, (name)” to each S. -Ss say goodbye to Zipadee.

27. L /S 27. T /Ss 27. 5-10’



-Make a poster about school objects with the personal drawings and photos.

* Reinforcement activities -TB p. 59 My World Poster T puts the “My World” poster where Ss can see it properly. Comment that they will put the photographs and drawings of school objects in the center. They can label them with a water-soluble felt pen that can be erased when they make a new poster. .

- L/S/R/W -T /Ss – IW -10-15’

-Practise written expression of school objects vocabulary.

-Practise written comprehension of the names of the toys.

* Extension activities -AB p. 13 Write. Ss order the letters and write under each picture.

-PMB p. 8 Pupil’s posters. Cut. T puts the school objects flashcards up on the board and writes the names. T turns round the flashcards and Ss say what objects are, reading the names. -Ss make a poster with the school objects in a big sheet of paper with the cards from page 8 of the PMB and their drawings.

-R /W

-R/W

-IW

-IW

-5-10’

-10-15’

Unit 2. SCHOOLObjectives Actividades Skills Interaction Time Material

Session 7

Prepare the Ss to revise the work done throughout the unit. Revise the school objects vocabulary. .

28. TB p. 60 Getting started. -Play with the Ss “Numbered flashcards”. T puts up on the board the school objects flashcards; Ss say the words. T numbers the flashcards from 1 to 6: ·”What’s number one?” T takes them down from the board and checks if the Ss remember what word each number was.

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 1-School objects flashcards - Zipadee puppet-Colgantes del material escolar-Rubber stamps -Lcolour pencils -Portfolio folders -Vocabulary poster

Revise the school objects vocabulary. 29. TB p. 60 L14 Para revisar A -T call six Ss to the board and hands out to them the school objects flashcards. -L14. Ss called have to listen to the song, raise their flashcard when they hear the word and put themselves in order with the help of the rest of the class. -L14: Ss point at the objects, clap and chant the song.

29. L /S 29. T /Ss 29. 10-15’

Revise prepositions: “on” and “under”. 30. TB p. 60 Para revisar B. 30. L /S 30. T /Ss 30. 5-10’

-T draws on the board: a desk, on it, a book and a schoolbag and under it, a pencil and a ruler. T: “This is your desk”. -Call a S to the board: : “Point to the ruler. Where’s the ruler?” S: “On / under my desk”. -Same procedure with other objects and students.

Make a picture dictionary with the school objects vocabulary. .

31. CB p. 21 Stick.-T: “Find the stickers”.-While the Ss carry out the activity, T can ask around: “What’s this?” Ss: “(It’s a) (book)”.-Optional: Ss can trace the words with a pencil. -T can stamp the Ss work with the rubber stamps (bottom right part of page 21)

31. L/S/R/W

31. T /Ss - IW 31. 10’

Practicse the pronunciation of school objects vocabulary.

32. CB p. 21 L 20 Listen and repeat.-In groups of three, Ss listen to the six words at different speeds and repeat them.

32. L /S 32. T /Ss 32. 10’

Realizar una auto evaluación de su trabajo a lo largo de la unidad.

33. CB p. 21 Circle and colour.-Before Ss self-evaluate, they can recall the activities done throughout the unit.

33. L /S /R 33. T /Ss – IW 33. 5-10’

Prepare the students for working on a new unit.

TB p. 61 Finishing.-Ask the Ss what they like most in unit 2. -Expliain that next session they will revise what they have done so far and that in the following one, they will start a new unit.

34. L /S 34. T /Ss 34. 5`’


Session 7 (Continued

* Work on the Portfolio. * Portfolio (Optional)Ss make their personal Portfolio. In this unit they could draw their school objects on or under the table. If you want writing practice, they can label the drawings.

* R /W * IW * 10-20’

)-Reinforce the school objects vocabulary.

* Reinforcement activities -TB p. 61 Vocabulary Poster Race T puts the “Vocabulary” poster in a visible part of the classroom. Pick two Ss to compete to see who finds a toy first: “Find a (pencil)”. Same with other Ss. Hidden toys, colours and numbers can also be used to revise.

- L /S -T /Ss -10’

Revision. Units 1 and 2Objectives Activities Skills Interaction Time Material

Only session

1. Reinforce the orders worked on in units 1 and 2: “Open / Close your book, jump, turn around”.

1. TB p. 62 Getting started. -T puts on the Zipadee puppet: “Hello!” Ss: “Hello, Zipadee!” -Play “Zipadee says” with the orders introduced in units 1 and 2: Open/ Close your book, jump, turn around.

1. L /S 1. T /Ss 1. 5-10’ -CB-CD 1- Zipadee puppet.-Toys flashcards -School objects flashcards -1 photocopy of page 4 of the PMB for each student.-1 photocopy of page 8 of the PMB for each student. -Vocabulary Poster

Revise the toys and school objects vocabulary. .

2. TB p. 62 First game. -Play “Name the flashcards” with the toys and school objects flashcards.

2. L /S 2. T /Ss 2. 5-10’

Identify and number objects. Answer the question : “How many (pens)?”

3. CB p. 22 Second game. -Look at the elements on the page margins. T: “Point to the (ball)”, etc.-Give the example with the Ss: “Count the cars. How many cars?”.-Ss perform the activity individually. While Ss work, T asks around the classroom: “What’s this? How many?”-Check the answers with the Ss.

3. L /S 3. T /Ss 3. 10-15’

Overall understanding of the episode in a comic.

4. CB p. 23 L21 Listen.-T: Look at page twenty-three. Look at the Story”. Introduce the characters to the Ss. -Ask the Ss to look closely at the frames and say

4. L/S/R/W

4. T /Ss - IW 4. 15’

in LL1 if they think Snapper is pleasant or not. es simpático o no.-I: “Come on!”, “Time for school” and “Well done!”.-L21 Ss follow the frames with their finger. -L21 Ss listen again. Tpauses after each phrase. Ask the Ss to repeat them. Explain the words they don't understand. -T: “One”. Ask the Ss to remember the frame. Do the same with the rest of the frames. -Divide the class in three groups. Bob, Olly and the professor. Each group says its part. -Get Ss with self-confidence to act out one or several frames.

Practise farewells. 5. TB p. 63 Finishing.-T puts on the Zipadee puppet and says goodbye to each of the Ss.

5. L /S 5. T /Ss 5. 5’

-Reinforce school objects vocabulary.

-Reinforce toys and school objects vocabulary. .

* Reinforcement activities -TB p. 63 Vocabulary Poster Race T puts the “Vocabulary” poster in a visible part of the class and calls a S.. T asks the S to look for one of the school objects in the poster. S has to find it, say the word, but not point at it. Another S comes up to the board to point at it. The latter names another object that another S has to point at. * Extension activities -TB p. 63 Magic lamps game Play the game of the magic lamp with the toys and school objects vocabulary cards.

- L /S

- L /S

-T /Ss

- T /Ss

-10’

-10’

Evaluation. Units 1 and 2Objectives Activities Skills Interaction Time Material

Evaluation session

* Evaluate the main aspects worked on in units 1 and 2.

-Ss take test 1.

Note: Ss that finish early can finish pending activities from the CB or the AB.

* L/S/R/W * IW * 30-40’ -One photocopy of TEST 1, p.12 of the Evalation notebook for each student.

Unit 3. FamilyObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the context of unit 3 (the family ).

1. TB p. 64 / Class Book Getting started.-T puts up the “Magic Lamp” poster in a visible part of the class and puts away the family flashcards excepting the one with the grandmother.. -Tell the Ss that today they are starting a new unit. T shows the Ss the “Granny” flashcard. Ss have to guess what the unit topic is. Once they've guessed, ask them what words they think they will be learning.

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 1-Family flashcards -Colour pencils.- Zipadee poster.-“Magic Lamp” poster.

2. Introduce the family vocabulary: “Grandad, Granny, Dad, Mum, Sister, Brother”.

2. CB, p. 24 L23 L24 Listen and point. Listen and Chant -T takes the flashcards with the new words out of the lamp using the Zipadee puppet and says them out loud as she puts them up on the board following the order in the book. -Look at and talk about the picture with the Ss -L23 “Listen and point”. Ss listen to the words and point to them as they hear them. -L24 “Listen and chant”. Ss listen to the song and chant. Remind Ss that when they hear “Listen and tap” they are to tap to every syllable in the word. -Make two groups and play L24. Each group has

2. L /S 2. T /Ss 2. 10-15’

to perform an action. Play again, the groups exchange actions. Show one of the flashcards: "Who’s this?” Ss answer: “It’s (Granny)”.

3. Practise identifying the family vocabulary.

3. CB p.25. Match and say.-Ask the Ss what they think they are supposed to do. -T: “Who’s number one?”.-Ss carry out the activity and while they do so, T asks around the classroom: “Who’s number (two)?”

3. L /S 3. T /Ss 3. 10-15’

4. Practise oral comprehension and expression of family vocabulary.

TB p. 49.Finishing-T puts up the family flashcards on the board in no particular order. Ask Ss to say what it's about. -Call a S to the board : “Put (Mum) on my desk”. Do the same with the rest of the flashcards.-At the end of the session, T puts a family flashcard in front of her face. T says goodbye: “Bye, (Mum)!”

4. L / S 4. T /Ss 4. 5-10’



Practise identifying the members of the family.

Practise the members of the family vocabulary.

Practise the initial sound of the words in the members of the family vocabulary.

* Reinforcement activities -AB p. 14 Circle the odd one out. Say. Ss identify the picture that is the odd one out. While Ss do this, T can ask around: “Who’s this?”. -TB p. 65 Who’s missing? Play “Who’s missing?” with the members of the family flashcards. * Extension activities -TB p. 65 First letters Practise with Ss the initial sounds of the words from the family members vocabulary.

- L /S

-L /S

- L /S

-IW

-T/Ss

-T/Ss

-5-10’

-5-10’

-5-10'


Session 2

Revise oral comprehension of members of the family vocabulary.

5. TB p. 66 Getting started.-Play with the Ss “Who’s repeated?” using the members of the family flashcards. -T puts up the flashcards on the board and asks: “Who’s this?”.-T points at them and repeats one of them; Ss have to discover which one is repeated.

5. L /S 5. T /Ss 5. 5-10’ -CB-AB-CD 1-“Magic Lamp” poster.-Members of the family flashcards .-Toys flashcards -Numbers 1 to 10 flashcards .-Zipadee puppet.-Scissors for each student. -Students' binders. -Mini-cards of the members of the family.

Make some cards to practise the members of the family vocabulary.

6. TB p. 66 / CB, p. 71 Para preparar el juego. -Ss prepare the cards of members of the family to make a game. .

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of the members of the family vocabulary.

7. CB p.26/ CB p. 64 L25. Listen. Play the Magic Lamps game.-T: “Show me (sister)”. Ss show the corresponding cards. Do it with all the cards. -Revise with Ss numbers 1 to 6. Put the corresponding flashcards on the board. . -T: “Let’s play the Magic Lamp game!” Play L25. Ss listen and follow the instructions. First they show the corresponding person and then they are to listen and place the card in the box with the corresponding number. -Correct on the board. T: “One. Mum”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise members of the family vocabulary.

CB p. 26. Draw and say.-T points at one of the members of the family: “Who’s this?” Look closely at each picture: “Who’s missing?”. -Ss draw the missing member in each picture. -While Ss carry out the activity, T asks : “Who’s this?” and “Who’s missing?”.

8. L /S 8. T /Ss 8. 5-10’

Practise oral expression of members of the family vocabulary.

9. TB p. 67 Finishing -Ss write their names on the back of the cards and put them away in their folders. . Ss say goodbye to the members of the family: “Bye, (Mum)”.

9. L /S 9. T /Ss 9. 5’



- Practise oral comprehension and expression of the members of the family vocabulary.

- Practicse oral comprehension and expression of the members of the family vocabulary.

- Oral practice of the members of the family vocabulary and numbers 1 to 6.

* Reinforcement activities -TB p. 67 What’s missing?” Play with Ss: “What’s missing” using the members of the family flashcards. -TB p. 67 Pelmanism Ss play Pelmanism in pairs, with the mini-cards of the members of the family.

* Extension activities -TB p. 67 Matching boards In pairs. Each S puts 3 members of the family cards in the chart on p.64. S1 tells his/her positions to S2 and the other way around. Then they compare the charts.

- L /S

-L /S

- L /S

-T /Ss

-PW

-PW

-10’

-10’

-10'


Session 3


10. TB p. 68 L26 Getting started.-T puts on the Zipadee puppet and greets Ss. Explain that they will be listening to another story about Jack, Rosie and Zipadee. -Play the magic song; Ss chant the formula and act it out.

10. L /S 10. T /Ss 10. 5-10’ -CB-AB-CD 1- Zipadee puppet.-Finger puppets of Jack, Rosie and Zipadee-A sheet of paper for each student. -Colour pencils.

Listen to a story in English. Overall comprehension of a story. Answer questions about a story.

11. TB p. 68 / CB p. 27 L26 Listen to the story. -Look at the story in the book with the Ss. Ss explain in LL1 what they think the story will be about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in the book, pointing at the frames. -T plays the story again and pauses after each phrase for Ss to repeat it.

11. L /S 11. T /Ss 11. 15’


12. TB p.68/ CB p. 27. Para trabajar la historia.-Ask the Ss to talk about the people that appear in the photographs of the story. Indicate some frames without following any order. e.g.: “Look at picture three. Who’s

12. L /S 12. T /Ss 12. 10’

that? (sister) Look at picture one. Who’s that? (Mum, brother, sister) Where’s the magic photo? (six)”.

Oral practice of the phrases in the unit story.

13. TB p. 68 /CB p. 27.Act it out.-Make two groups : Rosie and Zipadee.-Ss act out the story using the finger puppets. -Switch roles.

13. L /S 13. T /Ss 13. 10’


14. TB p. 68 Finishing -T explains to the Ss that Zipadee wants to know things about their families : “Have you got a brother / sister? Ss: “No / Yes, I’ve got (two brothers / sisters)”. -Zipadee says goodbye to the Ss.

14. L /S 14. T /Ss 14. 5’

- Practise the members of the family vocabulary.

- Identify the beginning, the middle and the end of a story. .

- Practise written comprehension and expression of the members of the family vocabulary.

* Reinforcement activities -CB p. 27 Photos T asks Ss to say what persons appear in the photos that Rosie shows in the story. Ask what other people could have been in the photos. Ask whose photographs they have at home. Ask them to draw and colour on a sheet of paper, a photo frame with someone in it: “Who’s that in the photo? It’s (my mum)”. * Extension activitites -TB p.69 L26 Story Structure. Silent Story L26 Ss listen to the story and follow it in the book. T turns down the volume completely when it reaches frame 2. Stop the audio and ask Ss which frame of the story they got to. Is it at the beginning, in the middle or at the end of the story? -AB p. 15 Write. Ss use the code on the upper part of the page to write the words of the members of the family.

- L /S

-L /S /R

-R/W

-T /Ss

-T /Ss

-IW

-10’

-10’

-10-15'


Session 4

Recall the members of the family vocabulary.

15. TB p. 70 Getting started. -T draws on the board a photo frame the size of a flashcard. T calls a S and gives him/her the flashcards: “Put Granny in the photo”. S has to put “Granny” inside the frame. Ask the rest of the Ss: “Who’s that?” Ss: “It’s (dad)”.

15. L /S 15. T /Ss 15. 5-10’ -CB-AB-CD 1-Members of the family flashcards

- Zipadee puppet.

Additional material:-1 photocopy of p. 9 of the Photocopy Master Book 1 for each student -Scissors for each student -Colour pencils. -Glue for each student -A big sheet of paper for each student .

Identify the members of the family in the unit story.

16. CB, p. 27-28 L26 Find. -Play the story in L26 for Ss to remember it. -T: Open your books at page 28”. Explain to the Ss what the activity is about. -Look for the first one with the Ss: “Who’s this? Look at the story. Where’s Granny? (In picture two)”.-While Ss are doing it, T asks around the class: “Where’s...?”

16. L /S 16. T /Ss – IW 16. 10-15’

Identify members of the family in the unit story.

17. CB p. 27-28 Circle.-Look closely at the pictures. T asks: “Who’s this? Is it Rosie’s sister?” Ss: “Yes / No” Do it with the second photo in section 1: “Is it Rosie’s Mum?” Ss answer . T: “Is this the photo in the story?”.-Ss have to circle the photographs that appear in the story. -Correct the activity with the Ss.

17. L /S 17. T /Ss – IW 17. 10-15’


18. TB p. 70 Finishing.-Divide the group-class in 6 groups and assign a member of the family to each group. T points at one of the pictures in the book and asks Zipadee: “Who’s that?” Pretend it's Zipadee who answers: “It’s (Mum)”. Ss can get ready to leave when they hear the name of the member of the family they were assigned.

18. L /S 18. T /Ss 18. 10-15’

- Reinforce comprehension of the unit story.

-Oral practice of the structures: “Who’s that? It’s (Sofia’s) sister”.

-Practise written comprehension and expression of the members of the family vocabulary.

* Reinforcement activities -PMB p. 9 L26 Listen and put in order Ss cut out the frames of the story. Ss try to order them by heart. They listen to the story and check if they have put them in the right order. .

-TB p. 71 Sofia’s sister Ask the Ss to draw on a sheet of paper a member of the family of one of their fellow students. Then they have to show it to the rest of the class. T asks : “Who’s that?” Ss: “It’s (Sofia’s) Sister”. * Extension activities -AB p. 16 Circle and find. Write. Ss identifiy the members of the family vocabulary and write it under the corresponding picture.

- L /S

- L /S

- R /W

-T /Ss

- T /Ss

-IW

-10’

-10’

-10-15'


Session 5

Reinforce the oral expression of members of the family vocabulary.

19. TB p. 72 Getting started.-Zipadee shows Ss a flashcard and says (Dad). If the flashcard is the right one, Ss say : “Yes, (Dad)” If it is not correct, they say: “No, (Brother)”.

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 1- Zipadee puppet-Fmembers of the family flashcards

Additional material:-Colour pencils -A photocopy of p. 10 of the PMB for each student. -One photocopy of p. 11 of the PMB for each student. -Scissors for each student-Students' folders. -Flashcards from the previous units.

Prepare the students for listening to a song in English.

20. TB p. 72 Para preparar la canción. -I: “Shoe” T: “Show me your shoe”. Ask some Ss what colour their shoes are. -I: “Pull”. Ask the Ss to repeat the word and imitate the action.

20. L /S 20. T /Ss 20. 5-10’

Sing a song in English. 21. CB p. 29 L27 Sing.-Look at the picture with the Ss and ask who sits in the armchair: “Who’s that?” Ss: “It’s Grandad”. Ask what they think the characters in the picture are doing. Explain that the fourth girl in the picture is the one who sings the song about herself and her family. I: “Me”. Identify the rest of the characters “Who’s that?” -Ss listen to L27. T acts out the words “pull” and “me”.-Play L17 again. Encourage Ss to perform the action: “Pull Grandad’s shoe”.-Play L17 again. Encourage Ss to sing and act out the song.

21. L /S 21. T /Ss 21. 10-15’


22. CB p. 29 L 28 Draw. Sing.-Ss complete the drawings with a pencil. -L28. Ss use the pictures to change the stanzas of the song.

22. L /S 22. T /Ss – IW 22. 10’

Practise the oral expression of the words in the lyrics of the unit song.

23. TB p. 73 Finishing -Zipadee sings two lines of the song. Ss have to repeat the last word in each verse.

23. L /S 23. T /Ss 23. 5-10’

- Practise oral comprehension of the phrases with the structure: : “Put the (book) on / under the (desk)”

-Oral practise of the structure “(Dad)’s (shoe)”

* Reinforcement activities -PMB p. 10 L27 Song craft. Cut. Fold and cut. Ss colour, cut out and fold the picture. Ss show the characters as they hear their names in the song. -TB p. 73 Grandad’s shoe Practise with students' real objects the structure: “Grandad’s Shoe”.

- L /S

-L /S

-T /Ss – IW

-T /Ss

-10-15’

-5-10’

- Practise written comprehension of the lyrics of the unit song.

* Extension activities -PMB p. 11 L27 Write. Sing. Complete with the Ss the lyrics of the song with the words provided in a list. Sing the song again with the Ss.

-L/S/R/W -T /Ss -10'


Session 6

Recall the unit song. 24. TB p. 74 L27 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics.

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 1-Zipadee puppet

Additional material:- “My World” poster-Photographs and drawings of the students and their family -Blue tack -Water-soluble felt tip pen-1 photocopy of page 12 of the PMB for each student. -A big sheet of paper for each student. -Scissors for each student. -Glue

Introduce and practise the following actions: “Stand up” y “Sit down”.

25. CB p. 30 L29 Listen and play. -I: “Stand up” and “Sit down”. T acts them out and asks Ss to imitate him/her..-T: “Open your books at page 30”. Look at the pictures with the Ss. -Use the puppet to play “Zipadee says”. Ad orders: “Open / close your book, Point to... , Look at... , turn around, jump”.

25. L /S 25. T /Ss 25. 10-15’

Get to know information about the families of British boys and girls. Draw one of their relatives.

26. CB p. 30 Draw.-T shows his/her CB pointing at the “My World” section. T: “Look at your books”. -Ss say what they see in the photograph. Comment the photo with the Ss. -Expliain that they have to draw a member of their family in the blank space. -While Ss draw, T asks around the class : “Who’s that?” Ss: “It’s my (Granny)”.

26. L /S 26. T /Ss – IW 26. 20-25’


27. TB p. 75 Finishing.-T puts on the Zipadee puppet and says : “Stand up, (name)” to each S and when they do so, they can get ready to go home. -Ss say goodbye to Zipadee.

27. L /S 27. T /Ss 27. 5-10’

-Make a poster about the families of students using personal drawings and photographs.

* Reinforcement activities -TB p. 75 My World Poster T puts the “My World” poster where Ss can see it properly. Comment that in the center they will put the photos and drawings of their families. Se can label using a water-soluble felt pen that can

- L/S/R/W -T /Ss – IW -10-15’

-Practise written expression of the members of the family vocabulary.

-Practise written expression of the members of the family vocabulary.

be erased when they make a new poster. * Extension activities -AB p. 17 Write. Ss look for the words in the letter soup and write the word under the corresponding picture.

-PMB p. 12 Pupil’s posters. Cut. T puts on the board the members of the family flashcards and writes their names on top. T turns round the flashcards and Ss say who the people are by reading their names. -Ss make a poster with the members of the family using a big sheet of paper with the cards in p.12 of the PMB and their drawings.

-R /W

-R/W

-IW

-IW

-10’

-10-15’


Session 7

Prepare the Ss for revision of the work done throughout the unit. Revise the school objects, toys and family vocabulary.

28. TB p. 76 Getting started. -Play with Ss a “Sort the out”. T mixes two or three sets of flashcards and puts them up on the board. T calls out Ss and asks them to classify them with the help of the rest of the group-class, taking into account the topic and saying the name of the persons and objects.

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 1-School objects flashcards -Toys flashcards -Members of the family flashcards - Zipadee puppet-Hangers with members of the family vocabulary -Rubber stamps -Lcolour pencils - Portafolio folders.-Vocabulary Poster

Revise the family vocabulary and the “Sit down” order.

29. TB p. 76 Para revisar A -T assigns a member of the family to each S. Zipadee gives them orders but they only have to obey when they hear the person they stand for. Zipadee: “Sit down, (sister)”. Do this until they are all seated.

29. L /S 29. T /Ss 29. 10-15’

Revise the “I’ve got a (sister)” structure orally..

30. TB p. 76 Para revisar B.-T puts the members of the family flashcards on the board : “Who’s that?”. -T picks a member of the family. If Ss have it in their family, they have to say : “I’ve got a (sister)”.

30. L /S 30. T /Ss 30. 5-10’

Make a picture dictionary with the members of the family vocabulary.

31. CB p. 21 Stick.-T: “Find the stickers”.-While Ss do the activity, T can ask around :

31. L/S/R/W

31. T /Ss - IW 31. 10’

“Whot’s this?” Ss: “It’s (dad)”.-Optional: Ss can trace the words with a pencil. -T can stamp the work of the Ss with the rubber stamps (Bottom right part of page 31)

Practicse pronunciation of members of the family vocabulary.

32. CB p. 31 L 30 Listen and repeat.-Ss listen to six words at different speeds in groups of three and then repeat them.

32. L /S 32. T /Ss 32. 10’

Students self-evaluate their work throughout the unit.

33. CB p. 31 Circle and colour.-Before Ss self-evaluate, they can go over the activities done throughout the unit.

33. L /S /R 33. T /Ss – IW 33. 5-10’

Prepare the students for working on a new unit.

TB p. 61 Finishing.-Ask Ss what they liked most in unit 3. -Expliain that they will start a new unit in the next session.

34. L /S 34. T /Ss 34. 5`’



* Make the Portfolio. * Portfolio (Optional)Ss make their personal Portfolio. In this unit they could carry out a project related with their family.

* R /W * IW * 10-20’

-Reinforce members ot the family vocabulary.

* Reinforcement activities -TB p. 77 Vocabulary Poster Race T puts the “Vocabulary” poster in a visible part of the class. T calls up two Ss who compete in trying to be the first to find a toy: “Find a (pencil)”. Do with other Ss. Toys, school objects, colours and numbers can also be revised.

- L /S -T /Ss -10’

Unit 4. PETSObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce context of unit 4 (Pets). 1. TB p. 78 / Class Book Getting started.-T puts the “Magic Lamp” poster in a visible part of the class and puts away the pets flashcards in the bag, excepting the one of the cat. -Tell the Ss that they will be starting a new unit today. . T: “Look! It’s Zipadee’s lamp!” Take out the cat flashcard from the lamp : “Look, it’s a (cat)” Ss have to guess the unit topic. When they do, ask them what words they think they will learn.

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 2-Pets flashcards -Colour pencils .- Zipadee puppet.-“Magic Lamp” poster-Flashcards from previous units.

2. Introduce the pets vocabulary: “Cat, bird, dog, rabbit, mouse, fish”.

2. CB, p. 32 L1 L2 Listen and point. Listen and Chant -T takes out the flashcards with the new words using the Zipadee puppet and says them aloud while he/she puts them on the board in the same order as they appear in the book. -Look at and talk about the picture with the Ss.

2. L /S 2. T /Ss 2. 10-15’

-L1 “Listen and point”. Ss listen to the words and point at them. .-L2 “Listen and chant”. Ss listen to the song and chant. When the instructions are “Listen and tap” Ss have to tap to each syllable of the word -Make two groups. Each group performs an action: : *Cat: licks milk from a plate *Dog: Lifts two front legs as if asking for something *Rabbit: Put fingers on top of your head as if they were ears. *Fish: Open and shut your mouth *Bird: Move your arms as if you were flying *Mouse: Chew a piece of cheese.

3. Practise the identification of pets vocabulary.

3. AB p. 33. Hasta and draw. Say.-Ask Ss what they think they are supposed to do. -While the Ss carry out the activity, T asks around: “What’s this? What colour’s the dog?”.

3. L /S 3. T /Ss 3. 10-15’

4. Practise oral comprehension and expression of pets.

TB p. 79.Finishing-Ask a S to take a flashcard from the board and hand it to Zipadee to put it back into the lamp. Zipadee asks: “What’s this?” Ss answer.

4. L / S 4. T /Ss 4. 5-10’



-Practise the identification of pets vocabulary.

-Practise oral comprehension of pets vocabulary.

* Reinforcement activities -AB p. 18 Colour and say. Ss paint the dotted areas to discover the outline of an animal. While Ss work, T asks around: : “What’s this?” Ss: “It’s a (rabbit)”.

-TB p. 79 Order the pets. Bring six Ss to the front and give a pets flashcard to each one. Play L2 Ss are to put the flashcards on the board in the same order as they hear them in the song.

- L /S

-L /S

-IW

-T/Ss

-10-15’

-5-10’

-Practise the initial sound of the words from the pets vocabulary.

* Extension activities -TB p. 79 Sounds and words Practise with Ss the initial sounds of words of the pets vocabulary.

- L /S -T/Ss -5-10'


Session 2

Revise the pets vocabulary. 5. TB p. 80 L2 Getting started.-T puts the pets flashcards on the board in no specific order. Ask the Ss if they remember what animal appears first in the song of the previous session and which came after. With the Ss, put the flashcards in order at the bottom of the board, -Play L2 to check.

5. L /S 5. T /Ss 5. 5-10’ -CB-AB-CD 2-Pets flashcards.-Colours flashcards -Colour pencils - Zipadee puppet.-Scissors for each student -Students folders. -Glue.-Pets mini-cards .

Make some cards to practise the pets vocabulary.

6. TB p. 80 / CB, p. 69 Preparing the game . -Ss preparan las tarjetas de los animales de compañía para hacer un juego.

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of the pets vocabulary.

7. CB p.34/ CB p. 64 L3. Listen. Play the Magic Lamps game.-T: “Show me the (fish)”. Ss show the corresponding card. Repeat with all the cards. -Revise the colours with the Ss. Put the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” Play L3. Ss listen and follow the instructions. First, they show the corresponding pet and then they listen and put the card in the box with the right colour. -Correct on the board. T: “Blue. It’s a rabbit”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise the pets vocabulary. CB p. 34. Match and colour. Say.-T points at the pets: “What’s this?”. -Ss join the pictures and colour the animals. -While Ss carry out the activity, T asks around: “What’s this/ that?” Ss: “It’s a (dog)”.

8. L /S 8. T /Ss 8. 5-10’

Practise the oral expression of the pets vocabulary.

9. TB p. 81 Finishing -Ss write their names on the back of the cards and put them away in their folders. Ss say goodbye to the pets. “Bye, (mouse)”.

9. L /S 9. T /Ss 9. 5’



- Practise the oral expression of pets.

- Practise the oral expression of pets.

- Oral practice of pets vocabulary.

* Reinforcement activities -TB p. 81 Find a pair. Each S chooses a mini-card. Ss walk around the classroom. When T claps and says: “Stop!” Ss stop and say their pet to the closest student. If the pets are the same, they sit down. Continue until they are all seated. -TB p. 81 Animal mimes. T imitates some animals with gestures: ; Ss have to guess. Ask Ss to mime the animals themselves.

* Extension activities -TB p. 81 Matching boards In pairs. Each S puts 3 toys cards in the chart on p. 64. S1 says his positions to S2, and the other way around. Later they compare the charts.

- L /S

-L /S

- L /S

-T /Ss

-T /Ss

-PW

-5-10’

-5-10’

-10'


Session 3


10. TB p. 82 L4 Getting started .-T puts the Zipadee puppet on and greets the Ss. Explain they will be listening to a story about Jack, Rosie and Zipadee. -Play the magic song. Ss chant and act it out.

10. L /S 10. T /Ss 10. 5-10’ CB-AB-CD 2- Zipadee puppet-Finger puppets of Jack, Rosie and Zipadee-Vocabulary Poster -Colour pencils

Listen to a story in English. Overall comprehension of a story.

11. TB p. 82 / CB, p. 35 L4 Listen to the story. -Look at the story in the book with the Ss. Ss explain in LL1 what they think the story is about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in the book pointing at the frames.

11. L /S 11. T /Ss 11. 15’

-T plays the story again and stops after each verse for Ss to repeat it


12. TB p.82-83/ CB p. 35. Working on the story -T: “Look at picture 1. What colour’s the cat?” Ss: “(It’s) black”.-T: “Look at picture 2: Now what colour’s the cat? ((it’s) pink)”-T: “Look at picture 3. What colour’s the dog?” Ss: “(It’s) white”.-T: “Look at picture 4: Now what colour’s the dog? ((it’s) green)”-T: Look at picture 6: What colour’s Zipadee? Pink and green”.

12. L /S 12. T /Ss 12. 5-10’

Oral practice of the phrases of the unit story.

13. TB p. 83 /CB p. 35.Act it out.-Make three groups: Jack, Rosie and Zipadee.-Ss act out the story using the finger puppets. -Switch roles.

13. L /S 13. T /Ss 13. 10’


14. TB p. 53 Finishing -With the Zipadee puppet, T asks Ss: “Have you got a (dog)?”. Ss answer: “No / Yes, I’ve got a (dog)”. -Zipadee says goodbye to the Ss: “Bye!” Ss: “Bye, Zipadee!”.

14. L /S 14. T /Ss 14. 5’

- Practise the identification and oral expression of the pets vocabulary.

- Oral discrimination of the words in the story. .

- Practise written comprehension and expression of the pets vocabulary.

* Reinforcement activities -TB p. 83 Vocabulary Poster Put the poster in a visible place and bring 2 Ss to the front. Each S points at an animal and names it. * Extension activities -TB p.83 L4 Remembering the story Ask Ss to say what words they remember from the story. T writes them on the board. Play L4. Ss listen and put up their hand every time they hear one of the words they have said. -AB p. 19 Trace and draw. Ss read the words and identify the corresponding animal. Ss can trace the names of the animals with a pencil. T can ask: : “What pet’s this?”.

- L /S

-L /S /R

-R/W

-T /Ss

-T /Ss

-IW

-10’

-10’

-10'


Session 4

Remember the pets vocabulary. 15. TB p. 84 Getting started. -Play with the Ss “Name the flashcards”. T puts the pets flashcards on the board. Ss say the names.. Ss shut their eyes and T turns a flashcard around. Ss say all the animals again. T turns the flashcards one by one until they are all turned and Ss say the pets by heart.

15. L /S 15. T /Ss 15. 5-10’ -CB-AB-CD 2-Pets flashcards - Zipadee puppet

Additional material:-1 photocopy of p. 13 of the Photocopy Master Book 1 for each student -Scissors for each student.- Colour pencils. -Glue for each student -One sheet of paper for each student .

Identify pets in the unit story. 16. CB, p. 35-36 L4 Find. -Play the story in L4 for Ss to remember it. -T: Open your books at page 36”. Explain to the Ss what the activity is about. -Look for the first one with the Ss: “What’s this? Look at the story. Where’s the (mouse)? (In picture 6)”-While the Ss are working, T asks around the class.

16. L /S 16. T /Ss – IW 16. 10-15’

Oral practice of the structure: “A (black) (dog)”.

17. CB p. 35-36 Circle.-Look at the pictures. T asks: “What’s this? (It’s a cat) What colour’s the cat? (It’s white)”. Get the Ss to say: “It’s a white cat”. Do the same withthe rest of the cats in section 1. .-T: “What colour’s the cat in the story? (It’s a black cat)”.-Ss circle the animals that appear in the story. -Correct the activity with the Ss.

17. L /S 17. T /Ss – IW 17. 15’

Practise oral comprehension and expression of the language in the unit.

18. TB p. 84 Finishing.-Ask Ss if they remember what colour Zipadee was at the end of the story: “What colour’s Zipadee? (pink and green)” Zipadee: “Yes! Pink and green!”

18. L /S 18. T /Ss 18. 5-10’

- Reinforce the comprehension of the story in the unit.

- Practise written comprehension of the structure: “Three brown dogs”.

* Reinforcement activities -PMB p. 13 L4 Listen and put in order Ss cut out the frames of the story. Ss try to order them by heart. Listen to the story and check if they put them in the right order. .* Extension activities -AB p. 20 Read and colour.

- L /S

- R

-T /Ss

- IW

-10’

-10-15’

Ss read the phrases and colour the pictures. T asks around the class: “What’s this?” Ss: Three brown dogs”.

Unit 4. PetsObjectives Activities Skills Interaction Time Material

Session 5

Reinforce oral comprehension of pets vocabulary.

19. TB p. 86 Getting started.-T hands out the flashcards to 6 Ss. T: “Show me the bird”. Do the same with the rest of the animals. Ss show them. The rest of the group names them.

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 2-Zipadee puppet-Pets flashcards -Colour pencils-Mini-cards: the bird and the mouse

Additional material:-One photocopy of p.14 of the PMB for each student. -One photocopy of p. 15 of the PMB for each student. -Scissors for each student. -Students' folders.

Prepare students to listen to a song in English.

20. CB, p. 37 Preparing the song. -Ask the Ss to stand up . I: “Run/ Fly”. -Ask the Ss to choose the mouse or the bird without telling anyone. When T says “Bird” those who chose it pretend to fly and if T says “mouse” , they run. If T says another word : “cat” they are to remain still. -Do the same with “Fly / Run” If T says “Jump” nobody moves.

20. L /S 20. T /Ss 20. 5-10’

Sing a song in English. 21. CB p. 37 L5 Sing.-T: “Open your books at page 37”. -Look at the picture : “What colour’s the bird/ mouse?”.-Ss listen to L37. T acts out the flying and running actions in the song.-Play L37 again. Encourage Ss to perform the actions. -Play L37 again. Encourage Ss to sing.

21. L /S 21. T /Ss 21. 10-15’

Practise the language in the song. 22. CB p. 37 L6 Draw. Sing.-Get Ss to look at the code: “What colour’s number 1? (Blue)”. Ss colour the animals. -L6. Ss use the pictures to modify the stanzas of the song.

22. L /S 22. T /Ss – IW 22. 10’

Practise saying goodbye and the “Fly away” order..

23. TB p. 87 Finishing -Ss put their things together and say goodbye to Zipadee. -T: “Fly away” and the name of 5 Ss that leave the classroom flying. Do the same until they have all left.

23. L /S 23. T /Ss 23. 5-10’

- Practise oral comprehension of the song in the unit.

- Oral discrimination of a word in the song. .


* Reinforcement activities -PMB p. 14 Song craft. Colour and cut. Fold and cut. Ss do the cutouts and use the animals to act out the song. -TB p.87 L5 Count Choose a word from the song and count the times it appears.

* Extension activities -PMB p. 15 L5 Write. Sing. Complete the lyrics of the song with the Ss using the words provided in the list. . Sing the song again with the Ss.

- L /S

-L /S

-L/S/R/W

-T /Ss – IW

-T /Ss

-T /Ss

-10-15’

-10’

-10'


Session 6

Remember the song in the unit. 24. TB p. 88 L5 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics.

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 2-Pets flashcards -Colour pencils.-“My World” poster-Photographs and drawings of pets brought by the students.-Blu tack -Water-soluble felt tip pen -1 photocopy of p. 16 of the PMB for each student -One big sheet of paper for each student .-Scissors for each student. -Glue

Introduce and practise actions: “Put your hand up” and “Put your hand down”.

25. CB p. 38 L7 Listen and play. -I: “Put your hand up / down”. T acts out and asks Ss to imitate. -T: “Open your books at page 38”. Look at the pictures with the Ss. -Use the puppet to play “Zipadee says”. Add the orders: “Open / Close your book, stand up, sit down, point to... , look at... , turn around, jump”.

25. L /S 25. T /Ss 25. 10-15’

Get to know information about the pets of British boys and girls. Draw and introduce their pet orally.

26. CB p. 38 Draw.-T names an animal: “Cat”. Ss who have a cat, put up their hand. Do the same with other animals. Put the flashcards on the board. Each S picks a pet (the one they have at home or the one they'd like to have). Ss: “I’ve got a (cat)”.-T shows his/her CB pointing to the “My World” section. T: “Look at your books”. -Ss say what they see in the photograph. Discuss the photo with the Ss. -Talk about the pets British children have. -Ss draw their pet. -While Ss are drawing, T asks around the class: “What’s this? What colour’s your (cat)? It’s a (black) (cat)”-When they finish, they show their drawings and say : “I’ve got a (cat). It’s (small/big). It’s (black)”.

26. L /S 26. T /Ss – IW 26. 20-25’

Reinforce oral comprehension of the language in the unit.

27. TB p. 89 Finishing.-T puts the Zipadee puppet on and says : “If you’ve got a (dog), put up your hand!” -Ss say goodbye to Zipadee.

27. L /S 27. T /Ss 27. 5-10’



-Make a poster about pets with students' personal drawings and photos.

-Practise the written expression of pets vocabulary.

-Practise written comprehension of the names of pets.

* Reinforcement activities -TB p. 89 My World Poster T puts the “My World” poster where Ss can see it properly. Tell them that they will put the photographs and drawings of their pets in the center. They can label with a water-soluble felt pen that can later be erased when they make another poster. * Extension activities -AB p. 21 Write. Ss write the name of the animal on top of the corresponding picture.

-PMB p. 16 Pupil’s posters. Cut. T puts the pets flashcards on the board and writes the names on top. T turns the flashcards and the Ss say what animals they are by reading their names. -Ss make a poster about pets with a big sheet of paper, the cards on p.16 of the PMB and their drawings.

- L/S/R/W

-R /W

-R/W

-T /Ss – IW

-IW

-IW

-10-15’

-5-10’

-10-15’


Session 7

Prepare the Ss for a revision of the work done throughout the unit. Revise the pets vocabulary.

28. TB p. 90 Getting started. -T takes a flashcard and says the name of the pet moving the lips but without uttering a sound. Ss read the lips and say what animal it is. Repeat with all the animals.

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 2-Pets flashcards -Colours flashcards -Zipadee puppet-Colgantes de los animales de

Revise the song in the unit and the oral comprehension of the pets vocabulary.

29. TB p. 90 L2 Revising A -Call 6 Ss to the front and hand out one flashcard each. Play L2 Ss have to pick them up

29. L /S 29. T /Ss 29. 10-15’

and place them in the right order. -Play L2 again: Ss chant and act it out.

compañía-Rubber stamps -Colour pencils-Portfolio folders -Vocabulary Poster

Revise the oral expression of the structure: “It’s a (brown) bird”.

30. TB p. 90 Revising B.-T: “I’ve got a bird. What colour’s my bird?” Show a colour flashcard: “Brown”. Ss say: “It’s a (brown) bird”. Do the same thing with other animals and colours.

30. L /S 30. T /Ss 30. 5-10’

Make a picture dictionary with the pets vocabulary.

31. CB p. 39 Stick.-T: “Find the stickers”.-While Ss carry out the activity T can ask: “What’s this/ that?” Ss: “It’s a (rabbit)”.-Optional: Ss can trace the words with a pencil. -T can stamp the Ss work with the rubber stamps (Bottom right, p.39)

31. L/S/R/W

31. T /Ss - IW 31. 10’

Practise pronunciation of pets vocabulary. 32. CB p. 39 L 8 Listen and repeat.-Ss listen to six words at different speeds in groups of three and then repeat them.

32. L /S 32. T /Ss 32. 10’

Self-evaluation of the work throughout the unit.

33. CB p. 39 Circle and colour.-Before Ss self-evaluate, they can remember the activities done throughout the unit.

33. L /S /R 33. T /Ss – IW 33. 5-10’

Prepare the students to work on a new unit.

TB p. 91 Finishing.-Ask Ss what they liked the most in unit 4. -Explain that in the next session they will revise what they have done so far and that in the session after, they will start a new unit.

34. L /S 34. T /Ss 34. 5`’


Session 7 (Co

* Make the Portfolio. * Portfolio (Optional)Ss make their personal Portfolio. In this unit they could carry out a project related with their pets.

* R /W * IW * 10-20’

ntinued)

-Reinforce the pets vocabulary. * Reinforcement activities -TB p. 91 Vocabulary Poster Race T puts the “Vocabulary” poster in a visible place of the class. Two Ss up front will compete to be the first to find an animal: “Find a (dog)”. Repeat with other Ss. Members of the family, school objects, toys, colours and numbers can also be revised.

- L /S -T /Ss -10’


Only Session

. Reinforce the orders worked on in units 3 and 4: “Stand up, sit down, put your hand up /down”.

1. TB p. 92 Getting started. -T puts the Zipadee puppet on: “Hello!” Ss: “Hello, Zipadee!” -Play “Zipadee says” with the orders introduced in units 3 and 4: “Stand up, sit down, put your hand up/ down”. Orders from units 1 and 2 can also be used.

1. L /S 1. T /Ss 1. 5-10’ -CB-CD 1-Zipadee puppet-Family members flashcards -Pets flashcards -1 photocopy of page 12 of the PMB for each student. -1 photocopy of page 16 of the PMB for each student -Vocabulary Poster

Revise the members of the family and pets vocabulary. el vocabulario de los miembros de la familia y de los animales de compañía.

2. TB p. 92 First game . -Play “Name the flashcards” with the members of the family and pets flashcards .

2. L /S 2. T /Ss 2. 5-10’

Identify and number pets and people. Answer the question: “How many (cats)?”

3. CB p. 40 Second game.-Look at the elements on the page margins. T: “Point to the (dog)”, etc.-Give the example with the Ss: “Count the dogs. How many dogs?”.-Ss carry out the activity individually. While Ss work, T asks around the class: “What’s this? Who’s this? How many?”-Check the answers with the Ss.

3. L /S 3. T /Ss 3. 10-15’

Overall comprehension of the episode of a 4. CB p. 41 L9 Listen. 4. 4. T /Ss - IW 4. 15’

comic. c. -T: Look at page twenty-three. Look at the Story”. Remember the characters. . -Ask the Ss to look at the frames and say in LL1 if they think Snapper is nice or not. .-L21 Ss follow the frames with a finger. -L21 Ss listen again. T pauses after each phrase. Ask Ss to repeat them. Explain the words they don't understand. -T: “One”. Ask Ss to remember the frame. Do the same with all the frames. -Divide the class in five groups: Bob, Olly, Octavia, Snapper and Otto. Each group says its part. -Call to the front self-confident Ss to act out one or several frames. .

L/S/R/W

5. Practise saying goodbye. 5. TB p. 93 Finishing.-T puts the Zipadee puppet on and says goodbye to each S.

5. L /S 5. T /Ss 5. 5’

-Reinforce the members of the family vocabulary.

-Reinforce the members of the family and pets vocabulary.

* Reinforcement activities -TB p. 93 Vocabulary Poster T puts the “Vocabulary” poster in a visible part of the class and calls a S to the board. T asks him/her to look for one of the members of the family in the poster. S finds it, names it but does not point. Another S comes to the board to point to it. This last S says another element that another S will point to. * Extension activities -TB p. 93 Magic lamps game Play the game of the magic lamp with the members of the family and pets vocabulary cards.

- L /S

- L /S

-T /Ss

- T /Ss

-10’

-10’


Evaluation Session

* Evaluate the basic aspects worked on in units 3 and 4.

-Ss take Test 2.

Note: the Ss that finish earlier can complete pending activities from the CB or the AB.

* L/S/R/W * IW * 30-40’ -One photocopy of l TEST 2 p. 13 of the Evaluation notebook for each student .

Unit 5. BodyObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the context of unit 5 (the body ).

1. TB p. 94 / Class Book Getting started.-T puts the “Magic Lamp” poster in a visible part of the class and puts away the parts of the body flashcards except for the one of the hands. -Tell the Ss that today they are starting a new unit. T shows the Ss the “Hands” flashcard. Ss have to guess the topic of the unit. When they do so, ask them what words they think they will be learning.

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 2-Parts of the body flashcards -Colour pencils.-Zipadee puppet.- “Magic Lamp” poster-CD with music the students like -Flashcards from previous units.

2. Introduce the body family vocabulary: “Head, arms, hands, body, legs, feet”.

2. CB p. 43 L11 L12 Listen and point. Listen and Chant -T brings the flashcards with the new words from the lamp, using the Zipadee puppet and saying them aloud as she/he puts them on the board in the same order as they appear in the book. -Look at and comment the picture with the Ss. -L11 “Listen and point”. Ss listen to the words and point at them. -L12 “Listen and chant”. Ss listen to the song and chant. Remind Ss that when they hear “Listen and stamp” they are to stamp their foot on the floor the same number of times as syllables there are in the word. -Make two groups and play L12. Each group has to perform an action. Play again, the groups switch actions. -T points to parts of his/her body. Ss name them. T asks some Ss to point to parts of their body; the rest of the class names them.

2. L /S 2. T /Ss 2. 10-15’

3. Practise the identification of parts of the body vocabulary.

3. CB p.43. Draw and match. Say.-Ask the Ss what they think they are supposed to do. -T: “What’s number one?”.-Ss carry out the activity and while they are doing

3. L /S 3. T /Ss 3. 10-15’

so, T asks around the class: “What’s number (two)?”

4. Practise oral comprehension and expression of the parts of the body vocabulary.

4. TB p. 95.Finishing-T pone en la pizarra las flashcards de las partes del cuerpo sin orden. T dice el nombre de una de las partes del cuerpo y pide a uno de los Ss que traiga aquella parte de la pizarra y la de a Zipadee. Zipadee: “Thank you”.

4. L / S 4. T /Ss 4. 5-10’



Practise the identification of the parts of the body.

Practise the parts of the body vocabulary.

Practise the initial sound of the words in the parts of the body vocabulary.

* Reinforcement activities -AB p. 22 Draw. Match and say. Ss look at the pictures. T asks in each picture: : “What’s missing?” Ss draw the missing parts and join them to the main picture: : “What’s number one? (Legs) Draw the line. Match the legs”. While Ss are carrying out the activity, T can ask around : “What’s this?”.

-TB p. 95 Pass the flashcards Play “Pass the flashcards” with the parts of the body flashcards. * Extension activities -TB p. 95 First letters Practise with the Ss the initial sounds of the words in the members of the family vocabulary.

- L /S

-L /S

- L /S

-IW

-T/Ss

-T/Ss

-5-10’

-5-10’

-5-10'


Session 2

Revise the oral comprehension of the parts of the body vocabulary.

5. TB p. 96 Getting started.-Play “Who’s repeated?”with Ss, using the parts of the body flashcards.-T puts the flashcards on the board and asks: “What’s this?”.-T points and repeats one of them; Ss have to discover which he/she repeated.

5. L /S 5. T /Ss 5. 5-10’ -CB-AB-CD 2- “Magic Lamp” poster-Parts of the body flashcards .-Numbers flashcards -Zipadee puppet.-Scissors for each student Make some cards to practise the parts of 6. TB p. 96 / CB, p. 67 Preparing the game . 6. L /S 6. T /Ss – IW 6. 10-15’

the body vocabulary. -Ss prepare the cards of the parts of the body to make a game. .

-Students' folders. -Min-cards of the parts of the body. -Pets flashcards .

Practise oral comprehension of the parts of the body vocabulary.

7. CB p. 44/ CB p. 64 L13. Listen. Play the Magic Lamps game.-T: “Show me the (arms)”. Ss show the corresponding card. Do it with all the cards. -Revise with Ss the numbers from 1 to 6. Put the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” Play L13. Ss listen and follow the instructions. First they show the correponding part and then they listen and put the card in the box with the corresponding number. -Correct on the board. T: “One. Head”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise the parts of the body vocabulary.

CB p. 44. Draw and say.-Give the example with the Ss. : “look at the doll. What’s missing? (Legs)”. -Ss draw the missing part in each picture. -While the Ss carry out the activity, T asks around: : “What’s this?” y “What’s missing?”.

8. L /S 8. T /Ss 8. 5-10’

Practicse the oral expression of parts of the body vocabulary.

9. TB p. 97 Finishing -T asks a S to touch a part of his/her body. Another S names it and they all put away the corresponding mini-card in their folder. Continue until they put away all their mini-cards.

9. L /S 9. T /Ss 9. 5’



- Practise oral comprehension and expression of the parts of the body vocabulary.

* Reinforcement activities -TB p. 97 Sit down. Each S takes a mini-card of the parts of the body and stands up. T calls a S to the board and shows him/her a parts of the body flashcard. S says it and all the Ss who have the same card show it and sit down. Continue unitl none of them remain standing.

- L /S

-L /S

-T /Ss

-T /Ss

-10’

-10’

- Practise oral comprehension and expression of the parts of the body and pets vocabulary. .

- Oral practice of the parts of the body and numbers 2 to 6 vocabulary.

-TB p. 97 What’s missing? Put 4 parts of the body and 2 pets flashcards on the board. Play “What’s missing?” with these flashcards.

* Extension activities -TB p. 67 Matching boards In pairs. Each S puts 3 parts of the body cards in the chart on p. 64. S1 gives the positions to S2 and the other way around. Later they compare the charts.

- L /S -PW -10'


Session 3

Prepare and motivate the students to listen to a story.

10. TB p. 98 L14 Getting started.-T puts the Zipadee puppet on and greets the Ss. Explain that they will listen to another story about Jack, Rosie and Zipadee. -Play the magic son; Ss chant and act out the formula.

10. L /S 10. T /Ss 10. 5-10’ -CB-AB-CD 2-Zipadee puppet-Finger puppets of Jack, Rosie and Zipadee-Vocabulary Poster


11. TB p. 98 / CB p. 45 L14 Listen to the story. -Look at the story in the book with the Ss. Ss explain in LL1 what they think the story is about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in their book pointing to the frames. -T plays the story again, pausing after each phrase for Ss to repeat them..

11. L /S 11. T /Ss 11. 15’

Practicse the comprehension of the story in the unit.

12. TB p.98/ CB p. 45. Working on the story .-T: “Listen and answer”. T says some phrases from the story. Ss are to look at the frames and say who appears in the phrase.

12. L /S 12. T /Ss 12. 10’


13. TB p. 98-99 /CB p. 45.Act it out.-Make two groups: one acts as Rosie and Jack and the

13. L /S 13. T /Ss 13. 10’

rest as Zipadee.-Ss act out the story using the finger puppets. -Switch roles.

Practise oral comprehension of the parts of the body.

14. TB p. 99 Finishing -T says one of the parts of the body. Ss have to touch that part and say how many of each. T: “Legs! (Two)”.

14. L /S 14. T /Ss 14. 5’

- Practise parts of the body vocabulary.

- Identifiy the beginning, middle and ending of the story.

- Practise written comprehension and expression of the members of the family vocabulary.

* Reinforcement activities -TB p. 99 Vocabulary Poster Put the “Vocabulary” poster in the classroom. Bring 2 Ss.forward. Each S has to point to a part of the body and name it. Same procedure with other Ss. * Extension activities -TB p.99 L14 Story Structure. L14 Ss listen to the story and follow it in the book. T turns down the volume completely when they reach frame 2. Stop the recording and ask the Ss which frame they have reached. Is it at the beginning, in the middle or at the end of the story? -AB p. 23 Write. Ss use the code at the top of the page to write the words of the parts of the body.

- L /S

-L /S /R

-R/W

-T /Ss

-T /Ss

-IW

-10’

-10’

-10-15'


Session 4

Oral comprehension and carrying out of simple orders.

15. TB p. 100 Getting started. -Greet the Ss and I: “Touch your (head)”. Use the Zipadee puppet and the body parts flashcards to play “Zipadee says...”.

15. L /S 15. T /Ss 15. 5-10’ -CB-AB-CD 1-Parts of the body flashcards .-Zipadee puppet

Additional material:-1 photocopy of p. 17 of the Photocopy Master Book 1 for each student -Scissors for each student.

Identify parts of the body in the unit story. 16. CB, p. 45-46 L14 Find. -Play the story in L14 for Ss to remember it. -T: Open your books at page 45”. Explain to the Ss what the activity is about. -Look for the first part with the Ss: “What’s this? (Hands) Look at the story. What picture? (Picture 4)”.

16. L /S 16. T /Ss – IW 16. 10-15’

Identify parts of the body in the unit story. 17. CB p. 45-46 Circle.-Look at the pictures. T asks: “What’s this? (It’s a body) What colour’s the body? (It’s white)” Do the same with the second picture in section 1. Next,: “Look at the dog in the

17. L /S 17. T /Ss – IW 17. 10-15’

story. (It’s got a white body)”.-Ss have to circle the right pictures in relation with what appears in the story. -Correct the activity with the Ss.

-Colour pencils-Glue for each student. -Two sheets of paper for each student. .-Cd with music the students like.

Practise oral comprehension of the parts of the body.

18. TB p. 100 Finishing.-Assign a part of the body to each S. T says them and Ss stand up as they hear theirs.

18. L /S 18. T /Ss 18. 10-15’

- Reinforce comprehension ot the story in the unit.

-Oral practice of the structure: “It’s got (a head)”:

-Practise written comprehension and expression of parts of the body and pets vocabulary.

* Reinforcement activities -PMB p. 17 L14 Listen and put in order Ss cut out the frames of the story. Ss try to order them by heart. Listen to the story and check if they ordered it properly.

-TB p. 101 Who’s got the same? Ss draw an animal on a sheet of paper and colour a part of the body. Each S walks around the class with the drawing and listening to music. When the music stops, they tell the student who is closest:: “It’s got a (head)” refering to the part of the animal they coloured. If both have coloured the same part, they sit down. * Extension activities -AB p. 24 Read and Draw. Ss classify words in two semantic fields: Pets and parts of the body. .

- L /S

- L /S

- R /W

-T /Ss

- T /Ss

-IW

-10’

-10’

-10-15'


Session 5

Reinforce oral comprehension of simple orders.

19. TB p. 102 Getting started.-Play “Zipadee says” with the Ss using the following orders: “Jump, turn around, clap, put your hand up/ down, fly, run”.

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 1-Zipadee puppet-Members of the family flashcards

Additional material:-Colour pencils-One photocopy of p. 10 of the PMB for each student. -One photocopy of p. 11 of the PMB for each student. -Scissors for each student. -Students' folders. -Flashcards from the previous units.


20. TB p. 102 Preparing the song . -I: “Draw a square in the air/ on the ground” Do the same thing with a circle and a triangle. -Revise with the Ss: “Touch your legs/ head / hair” y “hop” y “dance”.

20. L /S 20. T /Ss 20. 5-10’

Sing a song in English. 21. CB p. 47 L15 Sing.-Look at the picture with the Ss and ask what actions they are performing. -Ss listen to L27 with no pauses. T performs the actions. -Play L27 again. Encourage the Ss to perform the actions. .-Play L27 again. Encourage the Ss to sing and act out the song. .

21. L /S 21. T /Ss 21. 10-15’

Practise the language in the song.

22. CB p. 47 L 16 Draw. Sing.-Ss complete the pictures with a pencil. -L16. Ss use the pictures to change the stanzas of the song.

22. L /S 22. T /Ss – IW 22. 10’

Practicse oral comprehension and expression of orders.

23. TB p. 103 Finishing -Ask the Ss one by one to perform an action from the song and to name it at the same time. When they have all done so, they say goodbye.

23. L /S 23. T /Ss 23. 5-10’

- Reinforce oral comprehension of the language in the unit.

-Practise oral comprehension of orders.


* Reinforcement activities -PMB p. 103 L15 Song craft. Colour and cut. Ss make the pencil craft to use it to draw geometrical figures of the song in the unit. -TB p. 103 In the air, on the ground Play Zipadee says with the Ss .“Draw a (two) in the air / on the ground”.

* Extension activities -PMB p. 19 L15 Write. Sing. With the Ss, complete the lyrics of the song

- L /S

-L /S

-L/S/R/W

-T /Ss – IW

-T /Ss

-T /Ss

-10-15’

-5-10’

-10'

using the words provided in the list. Sing the song again with the Ss


Session 6

Remember the song in the unit. 24. TB p. 104 L15 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics.

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 2-Zipadee puppet-Parts of the body flashcards -Colour pencils

Additional material:-“My World” poster.-Photographs and drawings of people practising sports brought by the students -Blu tack -Water-soluble felt pen -1 photocopy of p. 20 of the PMB for each student -One big sheet of paper for each student. -Scissors for each student. -Glue

Introduce and practise the actions : “Clap your hands” and “Stamp your feet”.

25. CB p. 48 L17 Listen and play. -I: “Clap your hands” and “Stamp your feet”. T acts them out and asks Ss to imitate. -T: “Open your books at page 48”. Look at the pictures with the Ss. -Use the puppet to play “Zipadee says”. Add the following orders: “Put your hand up /down, stand up, sit down, open / close your book, Point to... , Look at... , turn around, jump”.

25. L /S 25. T /Ss 25. 10-15’

Get to know information about the sport activities of British boys and girls. Draw themselves practising sport.

26. CB p. 48 Draw.-T shows his/her CB pointing to the “My World”section. T: “Look at your books”. -Ss say what they see in the photograph. Discuss the photograph with the Ss. Explain that many primary schools don't have a gym and that PE lessons are held in the assembly hall. In summer the “School Sports Day” is celebrated, a day devoted to school sports. -Expliain that they are to draw themselves practising a sport. .

26. L /S 26. T /Ss – IW 26. 20-25’

Reinforce the parts of the body. 27. TB p. 105 Finishing.-T puts the parts of the body flashcards on the board, says them one by one out loud. Ss point at them. .-Ss say goodby to Zipadee.

27. L /S 27. T /Ss 27. 5-10’

-Make a poster about sports with personal drawings and photographs.

* Reinforcement activities -TB p. 105 My World Poster T puts the “My World” poster where Ss can see it properly. Tell them that in the center,they will

- L/S/R/W -T /Ss – IW -10-15’

-Practise written comprehension and expression of the parts of the body vocabulary.

-Practise written comprehension of the parts of the body vocabulary.

put the photos and drawings of people practising sports to indicate the parts of the body. They can label with a water-soluble felt tip pen that can later be erased when they make another poster. * Extension activities -AB p. 25 Write. Ss look for the words in a letter soup and write the word under the corresponding picture.

-PMB p. 20 Pupil’s posters. Cut. T puts the parts of the body flashcards and writes the names on top. T turns them round, and Ss say what parts they are reading the names. -Ss make a poster of the parts of the body on a big sheet of paper with the cards of the PMB p. 20 and their drawings. .

-R /W

-R/W

-IW

-IW

-10’

-10-15’


Session 7

Revise comprehension of simple orders. 28. TB p. 106 Getting started. -Play “Copy Me!” with the Ss. -Ss imitate the T if what T does corresponds to what T says. If it doesn't, they keep still.

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 2-Parts of the body flashcards -Zipadee puppet-Colgantes del vocabulario de las partes del cuerpo-Rubber stamps -Colour pencils- Portfolio folders-Vocabulary Poster

Revise parts of the body vocabulary. 29. TB p. 106 Revising A -T writes on the board the numbers from 1 to 6 and puts a flashcard with a part of the body under each number. T: “Number one. What’s this?”, ask a S to say the word.

29. L /S 29. T /Ss 29. 10-15’

Revise orally the parts of the body and the song in the unit.

30. TB p. 106 L12 Revising B.-Hand out the parts of the body flashcards to 6 Ss. Play the first part of the song. Ss pick up the flashcards and order them on the board. -Ss listen to the song while they chant and perform the actions.

30. L /S 30. T /Ss 30. 5-10’

Make a picture dictionary of the vocabulary of the parts of the body.

31. CB p. 49 Stick.-T: “Find the stickers”.-While the Ss carry out the activity, T can ask around : “What’s this?” Ss: “(Legs)”.-Optional: Ss can trace the words with a pencil. -T can stamp the Ss work with the rubber stamps (Bottom-right of p. 49)

31. L/S/R/W

31. T /Ss - IW 31. 10’

Practise the pronunciation of the parts of the body vocabulary.

32. CB p. 49 L18 Listen and repeat.-Ss listen to the six words at different speds in groups of three and later repeat them.

32. L /S 32. T /Ss 32. 10’

Self-evaluation of the work done throughout the unit.

33. CB p. 49 Circle and colour.-Before Ss self-evaluate, they can remember the activities carried out throughout the unit.

33. L /S /R 33. T /Ss – IW 33. 5-10’

Prepare students for working on a new unit.

TB p. 106-107 Finishing.-Ask the Ss what they liked the most in unit 5. -Expliain that next session they will be starting a new unit. .

34. L /S 34. T /Ss 34. 5`’



* Make the Portfolio. * Portfolio (Optional)Ss make their personal Portfolio. In this unit they could carry out a project related with the body.

* R /W * IW * 10-20’

-Reinforce the parts of the body vocabulary.

* Reinforcement activities -TB p. 107 Vocabulary Poster Race T puts the “Vocabulary” poster in a visible place in the class. Two Ss compete at the board to see who is the first to find a part of the body : “Find a (head)”. Repeat with other Ss. Pets, members of the family, toys, school objects, colours and numbers can also be revised. .

- L /S -T /Ss -10’

Unit 6. PicnicObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the context of unit 1 (Picnic). 1. TB p. 108 / Class Book Getting started.-T puts the “Magic Lamp” poster in a visible part of the class and puts away the picnic flashcards in the bag, except for the “sandwiches” flashcard. -Tell the Ss that today they are starting a new unit. T: “Look! It’s Zipadee’s lamp!” Take the “Sandwiches” flashcard out of the lamp. Ss are to guess the unit topic. When they've done so, ask them what words they think they will learn.

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 2-Flashcards de los alimentos-Colour pencils.-Zipadee puppet.-Póster “Magic Lamp”

2. Introduce the food vocabulary: “Ice cream, sandwiches, apples, cheese, salad, pizza”.

2. CB, p. 50 L19 L20 Listen and point. Listen and Chant -T takes the flashcards with the new words out of the lamp using the Zipadee puppet and says

2. L /S 2. T /Ss 2. 10-15’

them aloud while she/he puts them on the board in the same order as they appear in the book. -Look at and discuss the picture with the Ss. -L1 “Listen and point”. Ss lsiten to the words and point to them. .-L2 “Listen and chant”. I: “Stamp” y “Say”. Ss listen to the song and chant it. When the instructions are: “Listen and stamp” Ss have to stamp their foot on the ground to each of the syllables in the word. -Make two groups. Each group has to perform an action, some “Listen” and the others “Say”.

3. Practise the identification of food vocabulary.

3. CB p. 51. Match and say.-Ask the Ss what they think they are supposed to do. -While the Ss carry out the activity, T asks around : “What’s this? What’s number one?”.

3. L /S 3. T /Ss 3. 10-15’

4. Practicar la comprensión y expresión oral de los alimentos.

TB p. 79.Finishing-Put the food flashcards on the board. T gives the name of a food. Ask a S to take a flashcard and give it to Zipadee who will put it back into the lamp. .

4. L / S 4. T /Ss 4. 5-10’



-Practise the identification of food vocabulary.

-Practise oral comprehension of the food vocabulary.

-Practise the initial sound of the words in

* Reinforcement activities -AB p. 26 Draw and colour. Say. Ss have to complete the pictures of food and colour them. T asks around the class: : “What’s this?”.

-TB p. 109 Move around. T puts the food flashcards around the class. T says the name of one or more Ss and next, the name of a food item. The Ss are to find the flashcard, touch it and go back to their place. Repeat until all Ss have taken part. * Extension activities -TB p. 109 Sounds and words

- L /S

-L /S

- L /S

-IW

-T/Ss

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-5-10’

-5-10'

the food vocabulary. Practise with the Ss the initial sounds of the words in the pets vocabulary.


Session 2

Revise the food vocabulary. 5. TB p. 110 Getting started.-Play “What’s missing?” with the food flashcards.

5. L /S 5. T /Ss 5. 5-10’ -CB-AB-CD 2-Food flashcards -Colour flashcards -Colour pencils.-Zipadee puppet.-Scissors for each student -Students folders. -Glue.-Food mini-cards

Make some cards to practise the food vocabulary.

6. TB p. 110 / CB, p. 65 Preparing the game . -Ss prepare the food cards.

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of food vocabulary.

7. CB p. 52/ CB p. 64 L21. Listen. Play the Magic Lamps game.-T: “Show me the (ice cream)”. Ss show the corresponding card. Do it with all the cards. -Revise the colours with the Ss. Put the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” Play L21. Ss listen and follow the instructions. First, they show the corresponding food and next, they listen and put the card in the box with the right colour. -Correct on the board. T: “Blue. Sandwiches”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise food vocabulary. CB p. 52. Circle the odd one out. Say.-T points to the pictures in section 1 : “What’s this?”. -Explain that they have to circle the odd one out.

8. L /S 8. T /Ss 8. 5-10’

Practicse oral expression of food vocabulary.

9. TB p. 111 Finishing -Ss write their names on the back of the cards and put them away in their folders. Ss say goodbye to the food. : “Bye, (apples)”.

9. L /S 9. T /Ss 9. 5’

Unit 6. Picnic

Objectives Activities Skills Interaction Time MaterialSession 2 (Continued)

- Practise comprehension and oral expression of food.

- Practise the identification of food. .

- Oral practice of food vocabulary.

* Reinforcement activities -TB p. 111 Match the flashcard. Play “Match the flashcard” with the Ss using the food flashcards and mini-cards. -TB p. 111 Survey. Ss put their food mini-cards on their desks following an order of preference, starting with the food they like the most. Revise with the Ss to see what they like the most and what the least. T: “What’s number one? Pizza? What’s number two?”.

* Extension activities -TB p. 111 Matching boards In pairs. Each S puts 3 food cards in the chart on p. 64. S1 tells S2 his positions and the other way around. Next, they compare their charts.

- L /S

-L /S

- L /S

-T /Ss

-T /Ss

-PW

-5-10’

-10’

-10'


Session 3


10. TB p. 112 L22 Getting started.-T puts the Zipadee puppet on and greets the Ss. Expliain that they will listen to a story about Jack, Rosie and Zipadee. -Play the magic song ; Ss chant the formula and act it out.

10. L /S 10. T /Ss 10. 5-10’ CB-AB-CD 2-Zipadee puppet-Finger puppets of Jack, Rosie and Zipadee-Vocabulary Poster -Colour pencils


11. TB p. 112 / CB p. 53 L22 Listen to the story. -Look at the story in the book with the Ss Ss explain in LL1 what they think the story will be about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in the book, pointing to the frames. -I: “Thirsty” and “Hungry”.-T plays the story again and stops after each verse for Ss to repeat.

11. L /S 11. T /Ss 11. 15’


12. TB p.112/ CB p. 53. Working on the story .-T says several phrases from the story. Ss point to the frames and say the correspondin numbers.

12. L /S 12. T /Ss 12. 5-10’

Oral practice of the phrases of the story of the unit.

13. TB p. 112-113 /CB p. 53.Act it out.-Make three groups: Jack, Rosie and Zipadee.-Ss act out the story using the finger puppets. -Switch roles.

13. L /S 13. T /Ss 13. 10’


14. TB p. 53 Finishing -The Zipadee puppet acts as a waiter. Ss order as if they were in a restaurant: “Pizza, please”. Zipadee pretends to take what they ordered.

14. L /S 14. T /Ss 14. 5’

- Practise the identification and oral expession of the food vocabulary.

- Oral discrimination of words in a story.

- Practise comprehension written expression of food vocabulary.

* Reinforcement activities -TB p. 113 Vocabulary Poster Put the poster in a visible place and call 2 Ss to the front. Each S has to point to a food item and name it. * Extension activities -TB p.113 L22 Remembering the story Ask the Ss to say what words they remember from the story. T writes them on the board. Play L4. Ss listen and put up their hand every time they hear one of the words they said. -AB p. 27 Read and draw. Write. Ss read the food words, draws them in the corresponding boxes and writes them under the drawings

- L /S

-L /S /R

-R/W

-T /Ss

-T /Ss

-IW

-10’

-10’

-10'


Session 4

Remember food vocabulary. 15. TB p. 114 L22 Getting started. -T puts the food flashcards on the board. Play L22. Call a S to point at the food items as he hears them in the story.

15. L /S 15. T /Ss 15. 5-10’ -CB-AB-CD 2-Food flashcards -Zipadee puppet

Additional material:-1 photocopy of p. 21 of the Photocopy Master Book 1 for each student -Scissors for each student -Colour pencils-Glue for each student. -One sheet of paper for each student.

Identify food in the unit story. 16. CB, p. 53-54 L22 Find. -Play the story in L4 for Ss to remember it. -T: Open your books at page 53”. Expliain to the Ss what the activity is about. -Look for the first one with the Ss: “What’s this? (sandwiches) Look at the story. Where are they? (In picture 6)”-While the Ss do so, T asks around the class. .

16. L /S 16. T /Ss – IW 16. 10-15’

Practise oral comprehension and expression of food vocabulary.

17. CB p. 53-54 Circle.-Look at the pictues. T asks : “Who’s this? (Rosie) What’s this? (pizza, cheese)”. They have to circle what Rosie wants to eat in the story. .-Correct the activity with the Ss.

17. L /S 17. T /Ss – IW 17. 15’

Practise oral comprehension and expression of the language in the unit.

18. TB p. 114 Finishing.-Play “True!”with the Ss. If T says something that they like, Ss say “Yes” if they don't like it, they say “No”. T: “I like (apples)”.

18. L /S 18. T /Ss 18. 5-10’

- Reinforce comprehension of the story in the unit.

- Practise written comprehension and experssion of food vocabulary.

* Reinforcement activities -PMB p. 21 L22 Listen and put in order Ss cut out the frames in the story. Ss try to order them by heart. Listen to the story and check if they ordered it correctly.

* Extension activities -AB p. 28 Circle and find. Write. Ss look for the words in the “Word snake” and write them under the corresponding pictures.

- L /S

- R/W

-T /Ss

- IW

-10’

-10-15’


Session 5

Recall the members of the family vocabulary.

19. TB p. 116 Getting started.-T shows the Ss a flashcard of a member of the family without seeing which card it is. T says names of members of the family, if she doesn't guess, Ss say “No” and if she does, they say “Yes”. -Ask, with the flashcards on the board : “Who’s this/ that?”.

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 2-Zipadee puppet-Members of the family flashcards -Food flashcards -Colour pencils-Food Mini-cards

Additional material:-One photocopy of p. 22 of the PMB for each student. -One photocopy of p. 23 of the PMB for each student. -Scissors for each student.-Students' folders. .

Prepare students to listen to a song in English. Introduce the structure : “Can I have (some ice cream), please?

20. CB, p. 55 Preparing the song -Call 6 Ss to the board and give them one food flashcard each. T: “I’m hungry! Can I have (some ice cream), please?”. The S that has the ice cream, gives the card. T: “Thank you”. Do it with the rest of the food.

20. L /S 20. T /Ss 20. 5-10’

Sing a song in English. 21. CB p. 55 L23 Sing.-T: “Open your books at page 55”. -Look at the picture and discuss it with the Ss. -Ss listen to L23. T performs the actions in the song. -Play L23 again. Encourage the Ss to perform the actions. .-Play L23 again. Encourage the Ss to sing.

21. L /S 21. T /Ss 21. 10-15’


22. CB p. 55 L23 Draw. Sing.-Look at the pictures : “What’s this?”. -L55. Ss use the pictures to change the stanzas of the song.

22. L /S 22. T /Ss – IW 22. 10’

Oral practice of the structure “I like (apples).

23. TB p. 117 Finishing -The Zipadee puppet says what it likes : “I like (apples)”. Ss say what they like : “I like (salad)”.

23. L /S 23. T /Ss 23. 5-10’


- Oral practice of the food vocabulary. .

* Reinforcement activities -PMB p. 22 L23 Song craft. Colour and cut. Fold and cut. Ss make a cutout to use when acting out the song. -TB p.117 Find a pair Each S takes a food mini-card and walks around the class until T says “Stop!”. They tell

- L /S

-L /S

-T /Ss – IW

-T /Ss

-10-15’

-10’


the student closest which food item they have. If it is the same one, they sit down. Repeat until most Ss are seated.

* Extension activities -PMB p. 23 L23 Write. Sing. Complete the lyrics of the song with the Ss using the words provided in the list. . Sing the song again with the Ss.

-L/S/R/W -T /Ss -10'


Session 6

Remember the song in the unit. 24. TB p. 118 L24 Getting started. -T greets the Ss : “Let’s sing a song”. Ss sing and act out the lyrics.

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 2-Food flashcards -Colour pencils.- “My World” poster-Photographs and drawings brought by the students. -Blu tack -Water- soluble felt pen -One photocopy of p. 24 of the PMB for each student. .-One big sheet of paper for each student. -Scissors for each student-Glue

Introduce and practise the actions: : “Point to the door” and “Point to the floor”.

25. CB p. 56 L25 Listen and play. -I: “Point to the door / floor”. T acts out and asks Ss tp imitate. -T: “Open your books at page 56”. Look at the pictures with the Ss. -Use the puppet to play “Zipadee says”. Add the following orders: “Clap your hands, stamp your feet, put your hand up / down, Open / Close your book, stand up, sit down, point to... , look at... , turn around, jump”.

25. L /S 25. T /Ss 25. 10-15’

Getting to know about food and British families. Draw and present orally one ot their favourite foods.

26. CB p. 56 Draw.-Show the foods flashcards. Ss put up their hand when they like something. Ask the Ss to build phrases. : “I like (apples)”.-T: “Look at page 56”. Look and comment thei illustration with the Ss. -Tell them that British families have a light lunch at midday and a fuller meal in the evening. Ask Ss what they eat and at what time. -Ss draw themselves eating their favourite food. -When they finish they show their drawings and say “I like (apples)”.

26. L /S 26. T /Ss – IW 26. 20-25’

Practise farewells. 27. TB p. 119 Finishing.-Ss say goodbye to Zipadee.

27. L /S 27. T /Ss 27. 5’

* Reinforcement activities

-Make a food poster with the students' personal drawings and photographs.

-Practise written expression of food vocabulary. .

-Practicse written comprehension of foods.

-TB p. 119 My World Poster T puts the “My World” poster where Ss see it properly. Tell them that in the center they will put the drawings and photos of their favourite foods They can label them with a water-soluble felt pen that can be erased when they make another poster. * Extension activities -AB p. 21 Write. Ss do the crossword. .

-PMB p. 24 Pupil’s posters. Cut. T puts the food flashcards on the board and writes the names on top. T turns the flashcards round and Ss say the foods by reading the names. . -Ss make a food poster on a big sheet of paper with the cards from p.24 of the PMB and their drawings.

- L/S/R/W

-R /W

-R/W

-T /Ss – IW

-IW

-IW

-10-15’

-5-10’

-10-15’


Session 7

Prepare the Ss to revise the work done throughout the unit. Revise the food vocabulary.

28. TB p. 120 Getting started. -Play “Numbered flashcards” with Ss with the food flashcards.

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 2-Food flashcards -Zipadee puppet-Colgantes de los alimentos de animales de compañía-Rubber stamps -Colour pencils- Portfolio folders-Vocabulary Poster

Oral practice of the phrases: “Pizza, please” and “Thank you” to order food. .

29. TB p. 120 Revising A -Have 4 Ss go to the front of the class. T is the waiter. Ss have to order what they want to eat. : “Pizza, please”. T raises the corresponding flashcard and gives it to the S who ordered it, who then says “Thank you”. Repeat the procedure with other groups of Ss.

29. L /S 29. T /Ss 29. 10-15’

Revise the song in the unit. 30. TB p. 120 L20 Revising B.-Call 6 Ss yto the board and give them one food flashcard each. Play L20 Ss have to raise them and put them in the right order. -Play L20 again: Ss chant it and acti it out.

30. L /S 30. T /Ss 30. 5-10’

Make a picture dictionary with the food vocabulary.

31. CB p. 57 Stick.-T: “Find the stickers”.-While Ss carry out the activity, “What’s this/

31. L/S/R/W

31. T /Ss - IW 31. 10’

that?” Ss: “(Pizza)”.-Optional: Ss can trace the words with a pencil. -T can stamp the Ss' work with the rubber stamps (Bottom right of p.57)

Practise pronunciation of food vocabulary. 32. CB p. 57 L 26 Listen and repeat.-Ss listen to the six words at different speeds in groups of three and then repeat them.

32. L /S 32. T /Ss 32. 10’


33. CB p. 57 Circle and colour.-Before Ss self-evaluate, they can recall the activities carried out throughout the unit. .

33. L /S /R 33. T /Ss – IW 33. 5-10’

Practise farewells. TB p. 121 Finishing.-One by one, Ss say goodbye to Zipadee .

34. L /S 34. T /Ss 34. 5`’

* Make the Portfolio. * Portfolio (Optional)Ss make their personal Portfolio. In this unit they could carry out a project related with foods.

* R /W * IW * 10-20’

-Reinforce food vocabulary. * Reinforcement activities -TB p. 121 Vocabulary Poster Race T puts the “Vocabulary” poster in a visible place of the classroom. Two Ss compete at the board to see who finds a food item first “Find an (ice cream)”. Repeat with other Ss. Parts of the body, members of the family, shcool objects, toys, colours and numbers can also be revised.

- L /S -T /Ss -10’


Only Session

1. Reinforce the orders worked on in units 5 and 6: “Clap your hands, stamp your feet, point to the door, point to the floor”.

1. TB p. 122 Getting started. -T puts the Zipadee puppet on: “Hello!” Ss: “Hello, Zipadee!” -Play “Zipadee says” with the orders introduced in units 5 and 6: “Clap your hands, stamp your feet, point to the door, point to the floor”. Orders from other units can also be used.

1. L /S 1. T /Ss 1. 5-10’ -CB-CD 2-Zipadee puppet-Parts of the body flashcards -Food flashcards -1 photocopy of page

20 of the PMB for each student. -1 photocopy of page 24 of the PMB for each student. -Vocabulary Poster

Revise food and parts of the body vocabulary.

2. TB p. 122 First game. -Plau “Name the flashcards” with the parts of the body and foods flashcards

2. L /S 2. T /Ss 2. 5-10’

Identify and number foods and parts of the body. Answer the questions : “How many (hands)?”

3. CB p. 58 Second game.-Look at the elements on the page margins. T : “Point to the (sandwich)”, etc.-Give the example with the Ss: “Count the hands. How many hands?”.-Ss carry out the activity individually. While Ss work, T asks around the class: : “What’s this? How many?”-Cehck the answers with the Ss

3. L /S 3. T /Ss 3. 10-15’

Overall comprehension of the episode of a comic. .

4. CB p. 59 L27 Listen.-T: Look at page twenty-three. Look at the Story”. Remembering the characters . -Ask Ss to look at the frames and say in LL1 if they think Snapper is nice or not. . I: “Seeweed”.-L27 Ss follow the frames with their finger. -L27 Ss listen again. T pauses after each phrase. Ask Ss to repeat them. Explain the words they don't understand. -T: “One”. Ask Ss to remember the frame. Do the same thing with the other frames. -Divide the class in four groups: Bob, Olly, Snapper and the bull. Each group speaks its part. -Get self confident Ss to act out one or several frames.

4. L/S/R/W

4. T /Ss - IW 4. 15’

5. Practise farewells. 5. TB p. 123 Finishing.-T puts the Zipadee puppet on and says goodbye to each S.

5. L /S 5. T /Ss 5. 5’

-Reinforce parts of the body vocabulary.

-Reinforce food and parts of the body vocabulary.

* Reinforcement activities -TB p. 123 Vocabulary Poster T puts the “Vocabulary” poster in a visible place and calls a S to the board. T asks him/her to look for one of the parts of the body in the poster. S will find it, say the word but not point to it. Another S comes up to the board to point and says another part of the body that another S in turn, will point to. .


- L /S

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-10’

-TB p. 123 Magic lamps game Play the magic lamp game with the food and parts of the body vocabulary cards.


Evaluation Session


-Ss take Test 3.

Note: the Ss who finish earlier can complete pending activities from the CB or the AB.

* L/S/R/W * IW * 30-40’ -One photocopy of TEST 3 p. 14 of the Evaluation notebook for each student.

Evaluation. Units 1 to 6Objectives Activities Skills Interaction Time Material

Evaluation Session

* Evaluate the basic aspects worked on in units 1 to 6.

-Ss take Test 4.



ChristmasObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce students to the context of the unit (Christmas) Introducie the vocabulary: “Snowman, Christmas tree, star, present”

1. TB p. 124 Getting started. -Ask in LL1 what Ss do for Christmas, what they eat, where they go, if they visit their families... -T draws on the board : “Snowman, Christmas tree, star, present”. Point to each object and say the names. -Call a S to the board T. says a name and Ss point to it.

1. L /S 1. T /Ss 1. 10-15’ -CB-CD 2-Zipadee puppet-Colour pencils-One big sheet of paper per student

Learn aspects of Christmas celebration in Great Britain.

2. TB p. 124 / CB p. 60 Look at the picture. -Look at the picture with the Ss. Look in the picture for the following elements: “Snowman, Christmas tree, star, present”. -I: “Bell”.-Explain the way Christmas is celebrated in Great Britain comparing it with their own celebrations.

2. L /S 2. T /Ss 2. 15’

Sing a Christmas carol. 3. CB p. 61 L29 Sing. -Look at and discuss the pictures with the Ss -L29 Teach Ss the Christmas carol.

3. L /S 3. T /Ss 3. 10-15’

Oral practice of Christmas greetings. 4. TB p. 125 Finishing. -Have a S go up to the board and with Zipadee a “Merry Christmas”

4. L/S/R/W

4. T /Ss - IW 4. 5’

-Practise written comprehension and expression of: “Bell, Christmas tree, star, present”.

-Revise vocabulary from previous units. .

* Reinforcement activities -AB p. 30 Trace. Draw and colour. Ss draw the missing parts in the pictures, match them with the corresponding words and trace them with a pencil.

* Extension activities -TB p. 125 Presents game In pairs Ss have to think of 4 objects that would make a good present. S1 says them and S2 draws them. Finally, they compare the drawings to see if they have drawn the same things. Next, it's S2 turn to decide. .

- R /W

- L /S

-IW

- PW

-10’

-10-15’


Session 2

5. Recall Christmas related vocabulary.

5. TB p. 126 Getting started. -T: “Open your books at page 60”. T points to objects but says words that do not correspond to the object. Ss correct. T.

5. L /S 5. T /Ss 5. 5-10’ -CB-CD 2-Zipadee puppet-Colours flashcards -Colour pencils-One photocopy for each student of page 26 of the PMB-One photocopy of page 27 of the PMB for each student.

6. Sing a Christmas carol. 6. TB p. 126 / CB p. 61 L29 Sing. -L29. Sing the carol again.-Make three groups: each group stands up and sings one of the verses: “We wish you a Merry Christmas”. The whole group stands up to sing the last verse: “And a Happy New year”.

6. L /S 6. T /Ss 6. 10-15’

7. Practise Christmas related vocabulary. 7. CB p. 61 Colour. 7. L /S 7. T /Ss 7. 15’

-Revise the colours using the colour flashcards. -Look at the picture. Ss say what they think they are supposed to do. Ss carry out the activity.

-Scissors for each S -Glue-One big sheet of paper per student.

Oral practice of Christmas and New Year greetings.

8. TB p. 125 Finishing. -Get the Ss to come up and wish Zipadee a “Merry Christmas” and “Happy New Year”

8. L/S/R/W

8. T /Ss - IW 8. 5’

-Make the cutout of a snowman.

-Reinforce the carol in the unit.

-Practise written expression of the song in the unit.

* Reinforcement activities -PMB p. 21 Colour and cut. Fold and Stick. Ss follow instructions to make a cutout of a snowman.

-PMB p. 27 L29 Sing Ss colour the pictures on the margins and the picture of “Father Chritsmas”. While they do so, T asks : “What’s this? (a Star) What colour this? (Yellow)” L29 Ss sing the Christmas carol again.

* Extension activities -TB p. 127 Ss copy the lyrics on another page and decorate it to take it home.

L /S

- L /S

- R /W

-IW

-IW

-IW

-10’

-10-15’

-10-15’

EasterObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce students to the context of the unit (Easter) Introduce the vocabulary : “Easter eggs, flowers, tree, chick”

1. TB p. 128 Getting started. -Ask in LL1 how they celebrate Easter. Do they break chocolate eggs? -T draws on the board : “Easter egg, flower, tree, chick”. Points to each object and says the names. -T calls a S. to the board. T says a name and the Ss point to it.

1. L /S 1. T /Ss 1. 10-15’ -CB-CD 2-Zipadee puppet-Colour pencils-One sheet of paper per student

Learn aspects of Easter celebrations in Great Britain.

2. TB p. 128 / CB p. 62 Look at the picture. -Look at the picture with the Ss. Look in the picture for these elements: “egg, flower, chick, basket”. -Explain how Easter is celebrated in Great Britain, comparing it with how they celebrate it: I: “Easter Buny”.

2. L /S 2. T /Ss 2. 15’

Sing an Easter song. . 3. CB p. 63 L30 Sing. 3. L /S 3. T /Ss 3. 10-15’

-Look at and discuss the pictures with the Ss. -L30 Point out the song to the Ss .

Oral practice of an Easter greetings formula

4. TB p. 1219 Finishing. -Have Ss wish Zipadee a “Happy Easter” .

4. L /S 4. T /Ss 4. 5’

-Practicse written comprehension and expession of the structure : “3 blue eggs”.

-Practise written comprehension and expession of the structure: “3 blue eggs”.

* Reinforcement activities -AB p. 31 Trace. Draw and colour. Ss draw and colour the indicated Easter eggs in the baskets.

* Extension activities -TB p. 129 Easter Eggs game Ss play in pairs. S1 thinks of a colour and a number and says to S2 “Three orange eggs”. Both Ss draw them without showing their friend. Now S2 says the colour and number to S1. When they have repeated it several times, they compare their drawings to see if they are the same.

- R

- L /S

-IW

- PW

-10’

-10’

EasterObjectives Activities Skills Interaction Time Material

Session 2

5. Remember Easter related vocabulary. .

5. TB p. 130 Getting started. -T: “Open your books at `page 62”. T points to objects but says words that are not the names of the objects. Ss correct.

5. L /S 5. T /Ss 5. 5-10’ -CB-CD 2-Zipadee puppet-Numbers flashcards -Colour pencils-One photocopy of page 28 of the PMB for each student.-One photocopy of page 29 of the PMB

Sing an Easter song. . 6. TB p. 130 / CB p. 63 L30 Sing. -L30. Sing the song again. .-Perform actions: when they say “egg” they draw an oval in the air, when they say “Run” the pretend to run, when they say “play” they shake the hand of another student.

6. L /S 6. T /Ss 6. 10-15’

for each student-Scissors for each student

7. Practise Easter related vocabulary. 7. CB p. 63 Find and count. -Ss have to look for the different types of Easter eggs and count them. . -Check the answers with the group-class.

7. L /S 7. T /Ss 7. 15’

Revise the numbers 1 to 10 vocabulary. Oral practice of Easter greetings.

8. TB p. 130 Finishing. -Put the flashcards with the numbers on the board. Make two teams. Have one S from each team go up to the board. T says a number from 1 to 10, e.g.: “Seven”. Ss have to run to number 7 and write under it any combination that adds up to 7: 4+3, 2+5... The first S to write a correct combination gets a point for his/her team. -Ss say goodbye to Zipadee: “Happy Easter, Zipadee!”

8. L /S 8. T /Ss 8. 5-10’

-Make a card with Easter greetings.

-Reinforce the song in the unit.

-Practise the written experessionof the song in the unit. .

* Reinforcement activities -PMB p. 28 Colour. Cut and fold. Ss follow the instructions to make an Easter card.

-PMB p. 29 L30 Sing Ss colour the pictures on the margins. While they are doing so, T asks around : “What’s this? (a rabbit) What colour this? (Green)”- L30 Ss sing the song again.

* Extension activities -TB p. 131 Ss copy the lyrics of the song on another sheet of paper and decorate it to take it home.

-L /S

- L /S

- R /W

-IW

-IW

-IW

-10’

-10-15’

-10-15’

CLASSROOM PROGRAMME –COOL KIDS! 2: YEAR 2010/2011*

*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

Introduction. Numbers / WeatherObjectives Activities Skills Interaction Time Material

Session 1

Introduce Cool Kids 2 to the students and motivate them. Recall the characters of Rosie, Jack and Zipadee from the previous level.

TB p. 26 / Class Book Getting started.-Put the “Magic Lamp” poster in the classroom. Put away the numbers 1 to 20 flashcards in the lamp. -T introduces his/her self : “Hello! I’m (name)”. Get the Ss to introduce themselves. Ask if they remember the characters from the previous level. -T puts the Zipadee puppet on “Hello!” Ss: “Hello, Zipadee!”.

L /S T /Ss 5-10’ -CB-AB-CD 1- “Magic Lamp” poster-Numbers 1 to 20 flashcards -Cd with music the students may like

Introduce numbers from 11 to 20 and learn a “Chant” with numbers 1 to 20. Remember numbers 1 to 10.

CB, p. 2-3 L1 Listen and point. Chant. -T puts the numbers 1 to 10 flashcards on the board. Zipadee points to them and says them. Ss repeat them. -Zipadee doing magic, takes the numbers 11 to 20 flashcards from the lamp and introduces them to the Ss as T puts them on the board. -L1: “Listen and point”.-L2. T: “Let’s say the numbers chant”.Ss listen to the Chant.-L2. Ss listen to the Chant and point to the numbers in their book. -Ss listen to the “chant” again and say it following the recording.

2. L /S 2. T /Ss 10-15’

Numbers from 1 to 20. CB p. 3. Draw and say. -Ss look at the picture in the bottom part. Ss figure out what they have to do. -Ss join the dots in order. While they are doing so, T asks around : “What number’s this?” and when they finish “Who’s that?”.

L /S 3 T /Ss 3. 10-15’

Count orally from 1 to 20. TB p. 27.Finishing-Explain to the Ss that they will all count from 1 to 20, with each S saying a number successively

4. L / S 4. T /Ss 4. 5-10’

when they are pointed at. Correct pronunciation. -Ss say goodbye to Zipadee.

Introduction . Numbers / WeatherObjectives Activities Skills Interaction Time Material


- Count amounts of school objects upto 20 elements. - Remember school objects vocabulary.

- Oral practice of numbers 1 to 20

- Solve simple sums.

* Reinforcement activities -AB p. 2 Count. T shows the school objects from the previous level : “What’s this?”. Ss open their books and look at the picture. Get Ss to read the words at the end of the page. T: “Count the (pencils) in the picture”. Ss count them . T: “How many (pencils)?”. Ss carry out the activity individually while T asks around the class : “What’s this? How many?”.

-TB p. 27 Pass the flashcard. Ss sit in a circle. T hands out three or four numbers 1 to 20 flashcards and plays music. Ss pass them on until the music stops. When the music stops, Ss that have a flashcard have to say the number out loud.

* Extension activities -TB p. 27 What’s the answer? T writes some simple sums on the board : “13+4”. T: “What’s the answer?”. Ss answer..

- L /S /R

-L /S

- L /S

-T /Ss - IW

-T/Ss

-T/Ss

-10’

-5-10’

-5-10'


Session 2

Revise the oral identification of numbers 11 to 20.

TB p. 28 Getting started-Play What’s missing?” using numbers 1 to 20 flashcards .

5. L /S 5. T /Ss 5. 5-10’ -CB-AB-CD 1-Numbers 1 to 20 flashcards -Scissors for each student -Students folders -Colour pencils-Mini-cards of numbers 11 to 20

Make some cards to practise numbers 11 to 20.

CB, p. 79 Para jugar -T: “Open your books at page seventy-nine”. Ss cut out the cards and write their name on the back. -Play “Match the flashcards”. T shows the Ss the number flashcards in no specific order. Ss show them and say them.

6. L /S

6. T /Ss 6. 10-15’

Introduce once again, the characters of Jack, Rosie and Zipadee.Introduce : “How are you” and “I’m fine”.

7. CB p. 2 L2. Listen-T: “Open your book at page 2”. Look and discuss the picture with the Ss. -Point, one by one at all the characters: “Who’s this?”. Point at the magic lamp: “What’s this?”.-L2. T: “Let’s listen to Rosie, Jack and Zipadee”.Ask the Ss what they think the characters are saying. -L2. Ss point to the character who is speaking at all times. -L2. Make three groups, one for each character. Each group says the phrases of its character.

7. L /S 7. T /Ss 7. 10-15’

Practise orally: “How are you?” and “I’m fine, thank you”.

8. TB p. 29. Practising -Call two Ss to the board : “You’re Jack. You’re Rosie” Ss practise the dialogue lines as if they were the characters in the book.

8. L / S 8. T /Ss 8. 10’

Practise orally the identification of numbers from 1 to 20.

TB p. 29 Finishing-T says numbers 1 to 20. When they hear them, Ss put away the corresponding mini-cards in their folders. _Ss say goodbye to Zipadee.

9. L /S 9. T /Ss 9. 5-10’


Session - Identify numbers 11 to 20.

* Reinforcement activities -AB p. 3 Colour and say. - R /W -IW -5-10’

2 (Continued)

- Practise oral comprehension of numbers 11 to 20.

- Practise oral comprehension and expression of numbers 11 to 20.

Ss colour the dotted areas and identify the numbers. T can ask meanwhile, : “What number’s this?”

-TB p. 29 Circle the numbers. Ss write 4 numbers between 1 and 30. T says the numbers: Ss circle the numbers they have. The first S to circle all the numbers puts up his/her hand and says them.

* Extension activities -TB p. 29 What number’s this? In pairs. Ss shuffle their cards and put a pile facing downwards. S1 takes a card without letting S2 see it. S2 has to try to guess what card it is in less than three attempts. If he/she guesses, S gets to keep it. Next, it is the turn of S2. .

-L /S

- L /S

-T/Ss

-PW

-5-10’

-5-10'

Introducción. Numbers / WeatherObjectives Activities Skills Interaction Time Material

Session 3

Introduce students to the topic in the session: “Weather”.

10. TB p. 30 Getting started.-Put the “Magic Lamp” poster in the class. Put away the weather flashcards in the lamp. -T:“Hello!” and explain that today they will work on another subject. Show the “Windy” flashcard. Ask Ss to guess what subject it is about. Ask

10. L /S 10. T /Ss 10. 5-10’ -CB-AB-CD 1-Weather flashcards -Numbers flashcards - “Magic Lamp”

what words they think they will learn. poster-Zipadee puppet

Additional material:-Colour pencils-One sheet of paper per student

Introduce the weather related vocabulary: : “Cloudy, sunny, wet, windy, hot, cold”.Learn a song with the weather vocabulary. .

11. TB, p. 30 L3 L4 Listen and point -T pulls out of the lamp the weather flashcards one by one, showing the Ss. -L3. Zipadee points to them as they are heard in the recording. -T: “Open your books at page 4”. L3. Ss listen and point to the pictures of the weather in their book. -L3. Pause after each word for Ss to repeat. -L4. T: “Let’s say the weather chant”. Teach Ss the weather song.

11. L /S

11. T /Ss 11. 15’

Practise oral comprehension of weather vocabulary.

12. CB p. 5 L5 Practising -T: “Open your books at page 5”. Ask Ss to look at the pictures. -Do the first one with the group-class: “Look at number 1. What’s the weather like?”.-L5 Ss listen and circle the right pictures. -Correct with the Ss.

12. L /S 12. T /Ss – IW 12. 10-15’

Practise oral comprehension of weather vocabulary.

13. TB p. 31 Finishing-Each S chooses a different type of weather and marks it in the book. T shows the weather flashcards one by one. When Ss see the one they chose, they can close their books and get ready to leave.

13. L /S 13. T /Ss 13. 5-10’


Session 3 (Continued

-Practicse written comprehension of weather vocabulary.

* Reinforcement activities -AB p. 4 Read and draw. Previo: T: “Open your AB at page 4. Look at the pictures. What’s the weaher like (in one)?”. While the Ss carry out the activity, T can ask : : “What’s the weather like?” Ss. “It’s (wet)”

- L /S /R -T / Ss - IW -10-15’

)- Practise oral identification of the weather. .

- Oral and written expression of their favourite type of weather.

-TB p. 31 Numbered flashcards T puts the weather flashcards on the board and numbers them from 1 to 6. T asks one by one: : “What’s number (one)?”. Turn round the flashcards and check if the Ss remember the order. : “What’s number (six)?”

* Extension activities -TB p. 31 Draw. Ask some Ss what weather they prefer. Ss draw themselves somewhere with their favourite weather, using a sheet of paper. Ss write what the weather is like under the picture. These pictures can be used later to make a poster.

-L /S

- R /W

-T/Ss

-T /Ss – IW

-5-10’

-10'


Session 4

Revise the weather song from session 3. . 14. TB p. 32 L4 Getting started-T puts the weather flashcards in the same order as they appear in the book. T plays the “Chant again. T:“Listen and point”.-T: “Point and say”.

14. L /S 14. T /Ss 14. 5-10’ -CB-AB-CD 1-Weather flashcards -Numbers flashcards -Scissors for each student.-Students folders - “Days, weather

Make some cards to practise the weather. 15. CB, p. 77 Playing -T: “Open your books at page seventy-seven”. Ss cut out the cards and write their name on the back. .

15. L /S

15. T /Ss – IW 15. 10-15’

-Play “Match the flashcards”. T shows Ss the colours flashcards in no specific order. Ss show them and say them.

and seasons” poster-A water-soluble felt tip pen -Zipadee puppet-Mini-cards of the weather.

Practise oral identification of numbers 1 to 6 and the weather.

16. TB p. 32.Practising -T raises a number 1 to 6 flashcard and another weather flashcard: : “Five, windy”. Divide the class in two groups. One group says what number it is and the other what the weather is like. Repeat switching roles. .

16. L /S 16. T /Ss 16. 10’

Present the “Days, weather and seasons” poster and its uses Introduce the question : “What’s the weather like today?”.

17. TB p. 32 Finishing-Put the “Days, Weather and Seasons” poster in the class. Explain that from now on, they will be writing the weather at the begining of each session. -T: “What’s the weather like?”. Write on the poster .

17. L /S /R 17. T /Ss 17. 5-10’

- Practise written comprehension and expression of weather vocabulary.

- Describe the weather.

- Practise oral expression of the weather vocabulary.

* Reinforcement activities -AB p. 5 Write. Ss look at the pictures. Do the first on with the Ss. : “Number 1. What’s the weather like? (It’s hot)”. Ss carry out the activity individually. Correct with the group-class . * Extension activities -TB p. 33 Guess the word T writes on the board the weather words. T mimes one of these words. Ss try to guess what the weather is like.

-TB p. 33 Matching boards In pairs. Each S puts 3 weather cards in the chart on p 64. S1 gives his positions to S2 and the other way around. Later they compare their charts.

- R /W

-L /S /R

- L /S

- IW

-T/Ss

-PW

-10-15’

-5-10’

-10'

Unit 1. HomeObjectives Activities Skills Interaction Time Material

Session 1

Introduce the context of unit 1 (Toys). 1. TB p. 34 / Class Book Getting started.-T puts the “Magic Lamp” poster where it is perfectly visible and puts away the rooms flashcards in it. T puts the Zipadee puppet on and hides it in the corner. -T points to the poster : “Hello! Look! It’s the magic lamp”. Show the Zipadee puppet: “Hello, I’m Zipadee” Ss answer: “Hello, I’m (Susana)”.-Talk over with the Ss that today they will be strarting a new unit. T: “Look! It’s Zipadee’s lamp!”Have a flashcard come out of the lamp : “Look, it’s a (living room)” Ss have to guess the topic of the unit. When they guess, ask what words they think they will be learning.

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 1-Rooms flashcards -Zipadee puppet.-Magic Lamp”poster.

Additional material:-Colour pencils-Pieces of paper for each student -A sheet of paper per student -Colour pencils

2. Introduce the rooms vocabulary: “Bedroom, dining room, bathroom, kitchen, living room, garden”.

2. CB, p. 6 L6 L7 Listen and point. Listen and Chant -T brings the flashcards withthe new words from the lamp using the Zipadee puppet, and saying them aloud as he hangs them on the board following the order in the book. -Look at and comment the picture with the Ss. -L5 y : “Listen and clap”. “Listen and point”. Ss listen to the words and point to them. -L6 “Listen and chant”. Ss listen to the song and say it.

2. L /S 2. T /Ss 2. 10-15’

3. Practise written comprehension of the rooms vocabulary.

3. CB p. 7. Read and cirlce. Say.-Ask the Ss what they think they are supposed to do. -While Ss carry out the activity, T asks : “What’s this?.

3. L /S /R 3. IW 3. 10’

4. Practise oral comprehension and expression of the rooms vocabulary. .

TB p. 35.Finishing-Ask a S to take a flashcard from the board and give it to Zipadee who will put it back into the lamp. Zipadee asks : “What’s this?” Ss answers..

4. L / S 4. T /Ss 4. 5-10’

Unit 1. Home


Practise written comprehension of the rooms vocabulary.

- Practise oral comprehension of rooms vocabulary

- Identify the rooms in the drawing of a house. .

* Reinforcement activities -AB p. 6 Number. Ss read the words and write the numbers in the corresponding pictures.

-TB p. 35 Reverse Bingo Each S takes pieces of paper and puts them on three of the pictures on p 7 of the CB to play reverse Bingo. Ss bring the papers as they hear the name of the rooms. Whoever brings all the papers is eliminated. Ss that still have a piece of paper when T says the sixth room, are the winners. * Extension activities -TB p. 35 Home T draws the sketch of a house on the board. Identify the rooms with the Ss. Ss can draw the sketch of a house on a sheet of paper and label the rooms. .

- L /S

-L /S

- L /S/R/W

-IW

-T /Ss

-T /Ss –IW

-5-10’

-5-10’

-10-15'


Session 2

Identfy the day of the week and the day's weather.

5. TB p. 36 Getting started.-Put the “Days, Weather and Seasons” poster in a visible place of the classroom.

5. L/S/R/W 5. T /Ss 5. 5-10’ -CB-AB-CD 1

-Point at the days of the week in the poster and say them in English. -T: “What day is it today?”. T answers and Ss repeat. . “It’s (Monday)”. Call a S to the board to point at the word in the poster and write it in the corresponding place. -Do the same with the weather.

- “Days, Weather and Seasons” poster.-A water-soluble felt pen -Rooms flashcards -Numbers flashcards -Zipadee puppet.-Scissors for each student.-Students folders -Mini-cards of the rooms -One sheet of paper per student. -Colour pencils

Make some cards to practise the rooms vocabulary.

6. TB p. 36 / CB, p. 75 Preparing the game. -Ss prepare the cards with the rooms to make a game.

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of the rooms vocabulary.

CB p.8/ CB p. 64 L8. Listen. Play the Magic Lamps game.-T: “Show me the (dining room)”. Ss show the corresponding card. Repeat it with all the cards. -Revise with the Ss the numbers from 1 to 6. Put the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” play L8. Ss listen and follow the instructions. First, they show the corresponding object and then they listen and put the card in the corresponding box. -Correct on the board. T: “One?” Ss: “Bedroom” T: “Yes, It’s a bedroom”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise the written comprehension and expression of the rooms vocabulary. .

CB p. 8.Find and write.-Ss say what they think they are supposed to do. -While the Ss carry out the activity, T asks: “What’s this?”.

8. R /W 8. IW 8. 5-10’


9. TB p. 37 Finishing -Ss write their names on the back of the cards and put them away in their folders when T gives the order: “Put away the (kitchen)”.

9. L /S 9. T /Ss 9. 5’

- Oral practice of the rooms vocabulary.

- Practise the rooms vocabulary.

- Practise spelling of rooms vocabulary. .

* Reinforcement activities -TB p. 37 What’s missing? Play “What’s missing?”with Ss, using the rooms flashcards. .

-TB p. 37 Find a pair. Play “Find the pair” with the mini-cards of the rooms.

* Extension activities -TB p. 37 Word game

- L /S

-L /S

-T /Ss

-T /Ss

-5-10’

-5-10’

In pairs S1 takes the rooms and dictates them to S2. Next, they all correct the spelling.together. Switch roles.

- R /W -PW -10'


Session 3


10. TB p. 38 L9 Getting started.-T puts the Zipadee puppet on and greets the Ss. Explain that they will listen to a story about Jack, Rosie and Zipadee. -Introduce the magic song “It’s story time” to the Ss performing the actions. *One, two, three. Raise one, two and three fingers. *For you and me. Point to the students and to yourself. -Ss try to chant the song and mime the gestures.

10. L /S 10. T /Ss 10. 5-10’ -CB-AB-CD 1-Zipadee puppet-Finger puppets of Jack, Rosie and Zipadee

Additional material:-Rooms flashcards -1 photocopy of p 30 of the PMB for each student Listen to a story in English

Overall comprehension of a story Answer questions about a story

11. TB p. 38 / CB, p. 9 L9 Listen to the story. -Look at the story in the book with the Ss Ss explain in LL1 what they think the story is about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in the book pointing at the frames. -T plays the story again and stops in each frame. T asks comprehension questions: V1: “Who is it? V2: “Where’s Mum?”V3: Who is it? V4: “Where’s Dad?”V5: “Who is it?” V6: “Where’s Zipadee?” -T: Listen and repeat”. Play the story and pause for Ss to repeat the phrases.

11. L /S 11. T /Ss 11. 15’


12. TB p.39/ CB p. 9. Working on the story -T: “Listen and answer”. T says phrases from the story. Ss have to say the corresponding number of frame.

12. L /S 12. T /Ss 12. 5-10’

Oral practice of the phrases from the story in the unit.

TB p. 39 /CB p. 9.Act it out.-Make two groups : Jack and Rosie to act out the story.-Ss act out the story using the finger puppets. Switch roles. .

13. L /S 13. T /Ss 13. 10’

Introduce the phrase “You may go!” 14. TB p. 39 Finishing 14. L /S 14. T /Ss 14. 5’

-Number the Ss with the numbers from 1 to 5. T: “Number two, you may go!”. Continue until the whole group is ready to leave.



- Practise the rooms vocabulary.

- Remember the words and phrases of the story in the unit. Oral discriminationo of words.

- Practise written comprehension and expression of the rooms vocabulary.

* Reinforcement activities -TB p. 39 What’s missing? Play “What’s missing?” with the rooms vocabulary flashcards.

-TB p.39 Remembering the story T asks the Ss what words and phrase they remember fromt he story and writes them on the board. Play L9. Ss put up their hand when they hear one of the words written on the board.

* Extension activities -AB p. 7 Match and write Ss match the characters with the rooms they're in, read the words and complete the phrases. Give the example with the Ss. Remember “I’m..:” T: “Where’s the boy?” Ss: “In the livng room”.

- L /S

-L /S /R

-R/W

-T /Ss

-T /Ss

-IW

-10’

-10’

-10'


Session 4

Identiy the day of the week and the what the weather is like..

15. TB p. 40 Getting started.-Put the “Days, Weather and Seasons” poster in a visible part of the class. -Point to the days of the week in the poster and say them in English. .-T: “What days is it today?”. T answers and Ss repeat. “It’s (Monday)”. Call a S to the front to

15. L/S/R/W

15. T /Ss 15. 5-10’ -CB-AB-CD 1- “Days, Weather and Seasons” poster-A water-soluble felt tip pen

poin to the word in the poster and write it in the corresponding place. -Do the same with the weather.

-Zipadee puppet

Additional material:-1 photocopy of p. 1of th Photocopy Master Book for each student -Scissors for each student-Colour pencils-Pegamento para cada alumno-Una hoja de papel para cada alumno

Identiy toys in the story in the unit. Practise spelling of toys vocabulary. Practise comprehension of the story in the unit.

16. CB, p. 9-10 L8 Find and write. -T says phraes of the story but changing the information so Ss can correct it e.g.:. “Mum’s in the living room” Ss: “No, in the garden”. Before each phrase, T says : “look at number (one)”-Look at the toys on page 10.Look for the first one with the Ss. “What’s this? Look at the story. Where’s the (ball)?” Ss: “One”.-Correct the actitvity with the Ss.

16. L/S/R/W

16. T /Ss – IW 16. 10-15’

Practise comprehension of specific information in a story.

17. CB p. 9-10 Choose and say.-T: “Look at the pictures”. Point to the characters: “Who’s this?”Dp sectopm 1 with the group. -Ss carry out the activity individually.

17. L /S 17. T /Ss – IW 17. 10-15’

Oral practice of the phrases in the unit story.

CB p. 9 L9 Finishing.-Divide the group-class in 2 groups: Rosie and Jack. Play L9. Each group says and acts out its phrases.

18. L /S /R 18. T /Ss 18. 10-15’

- Reinforce comprehension of the story in the unit.

-Practise written expression of the toys vocabulary. .

- Reinforce written comprehension of the story in the unit.

* Reinforcement activities -PMB p. 1 L9 Listen and put in order Ss cut out the frames in the story. Ss try to order them by heart. Listen to the story and check if they've done it correctly. * Extension activities -AB p. 8 Find and circle. Pre: Look at the pictures . T: “What’s this?” Ss: “It’s a (living room)”. Ss do the letter soup. -TB p. 41 make a mini book Hand out 2 sheets of paper to make a small book with 8 pages. They use the first page for the cover and then draw the 6 frames with the characters' dialogues in the rest. Ss take the book home.

- L /S

-R/W

-R/W

-T /Ss

-IW

-IW

-10’

-10-15'

-15-20’ (H)

Unit 1. Home

Objectives Activities Skills Interaction Time Material

Session 5

Reinforce oral comprehension of the rooms vocabulary

TB p. 42 Getting started.-Ss take the rooms mini-cards. -T: “Show me the (garden)”. Ss raise the corresponding mini-card. T shows the corresponding flashcard so Ss can see if they did it right. .

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 1-Zipadee puppet-Rooms flashcards -mini-cards of the rooms -Students' folders

Additional material:-One photocopy of p. 2 of the PMB for each student -One photocopy of p 3 of the PMB for each student -Scissors for each student-Glue-Colour pencils


20. CB, p. 11 Preparing the song . -T: “Open your books at page 11” Point to one of the pieces of furniture in the first picture. : “What’s this?” Point to one of the animals and ask : “What’s this?”. Do the same with other furniture and pets.

20. L /S 20. T /Ss 20. 5-10’

Sing a song in English 21. CB p. 11 L10 Sing.-L9. Play without stopping the recording. -Play L10. T acts out the lyrics so the Ss understand the song. *”Where’s my mouse?”. T imitates a running movement with the fingers. .*”Where’s my fish?”l. Pretend you are a fish opening and closing your mouth *”Where’s my cat?”. Pretend to stroke a cat. -Play L10 again. Encourage Ss to perform the actions. -Play L10 again. Encourage Ss to sing

21. L /S 21. T /Ss 21. 10-15’

Practise the language in the song. Practise writing of: “Bird, rabbit, dog”.

CB p. 11 L 11 Write. Sing.-Look at the animal pictures with the Ss.Look at the words in the box, read them and write them under the corresponding picture. -L11. Ss use the pictures to invent new stanzas of the song. .

22. L/S/R/W

22. T /Ss – IW 22. 10’


23. TB p. 43 Finishing -As T says the rooms, Ss put away the corresponding mini-cards in their folder.

23. L /S 23. T /Ss 23. 5’



- Practise oral comprehension of instructions to put objects on certain pieces of furniture.

-Oral practice of structures : “Where’s my mouse? It’s in the bedroom?”.


* Reinforcement activities -PMB p. 2 Colour. Cut and Stick. Ss colour the animals and furniture and cut out the cards. Practise giving instructions to place animals on different furniture: “Cat. On the table”. L10. Ss listen to the song and put the animals on their respective furniture, clasping them. .

-TB p. 43 Chinese Whispers Make two teams of about 5 Ss that stand in a row. T whispers a different verse to the first S in each team. The first student then whispers to the second one and so on. If the last S of the row says the verse correctly, the team gets a point. The first one in every row then occupies the last place in the row and the game starts all over again.


-PMB p. 3 L10 Write. Sing. Complete the lyrics of the song with the Ss using the words provided in the list. . Sing the song again with the Ss.

- L /S

-L /S

-L/S/R/W

-T /Ss – IW

-T /Ss

-T /Ss

-10-15’

-10’

-10'


Session 6

Remember the song in the unit. 24. TB p. 44 L10 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics. . -Divide the group-class in three groups and assign a stanza to each group. Each group sings its stanza.

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 1-Rooms flashcards -Colour pencils.“My World”poster-Blu tack -Water-soluble felt tip pen -Zipadee puppet-Cd with music the students like

Introduce and practise the actions: “Wave” y “Walk”.

25. CB p. 12 L12 Listen and play. -I: “Wave” and “Walk”. T acts them out and asks Ss to imitate. -T: “Open your books at page 12”. Look at the pictures with the Ss. Explain that Zipadee does magic for children to perform actions but only

25. L /S 25. T /Ss 25. 10-15’

when they hear “Zipadee says” before the order. -Use the puppet to play “Zipadee says”. All the orders from previous levels can also be used.

Get to know about kitchens in British homes. Draw your favourite room.

26. CB p. 12 Draw.-T shows his/her CB pointing to the “My World” section. T: “Look at your books”. -Ss say what they see in the photo. Discuss the photograph with the Ss. -I: “Kettle” the English families use to boil the water. -Put the 6 rooms flashcards on the board. T: “What’s your favourite room?” Explain that they are to draw it in the blank space. -When they finish the drawing, complete the phrase: “I’m in the...”.

26. L/S/R/W

26. T /Ss – IW 20-25’ (H)


TB p. 45 L12 Finishing.-T puts the Zipadee puppet on and plays L12. Ss carry out the actions while they listen.

27. L /S 27. T /Ss 27. 5-10’



-Make a poster of the rooms in students' homes using their personal drawings and photos..

-Practise oral expression of the rooms vocabulary.

-Practise written comprehension and expression of the rooms vocabulary and the written expression of the phrase: “I’m in the...”.

* Reinforcement activities -TB p. 45 My World Póster T puts the “My World” poster where Ss see it properly. Tell them that they will put the photos and drawings fo the rooms of their homes in the center part of the poster. They can be labelled with a water-soluble felt pen that can be erased whtn they make another poster.

TB p. 45 Pass the flashcard Ss sit in a circle. T hands out the rooms flashcards and plays music. Ss pass them on until the music stops. The Ss with the flashcard has to say what room he has. * Extension activities -AB p. 9 Circle and write Ss circle the room in which there is a boy or a girl and complete the phrases. .

- L/S/R/W

-L/S

-R/W

-T /Ss – IW

-T /Ss

-IW

-10-15’

-5-10’

-5-10’


Session 7

Prepare the Ss for a revision of the work done throughout the unit. Revise the rooms vocabulary.

28. TB p. 46 Getting started. -T puts the “Magic Lamp” poster where it is perfectly visible and puts away the rooms flashcards in the lamp. T: “Hello! It’s the Magic Lamp!” T shows the puppet : “Look! It’s Zipadee!”. -Expliain to the Ss that today they will revise what they've done throughout the unit. -Zipadee brings the rooms flashcards one by one. Ss identify them.

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 1- “Magic Lamp” poster-Rooms flashcards -Zipadee puppet-Colgantes de las habitaciones-Rubber stamps -Colour pencils- Portfolio folders- Vocabulary poster

Oral practice of questions : “What’s your name?” and “How old are you?” and “What’s the weather like?”Revise the members of the family vocabulary and the structures: “Where’s (dad)? In the (living room)”.

29. TB p. 46 Revising -T calls six Ss to the board and numbers them with the rest of the group-class. Ask each S : “What’s your name?”, “ How old are you?” and “What’s the weather like?”.-T shows the Ss two flashcards: one of a member of the family and the other of a room. Ask a S : “Who’s this? (Dad) Where’s Dad? (in the living room)” Repeat with other flashcards and Ss.

29. L /S 29. T /Ss 29. 15-20’

Make a picture dictionary with the rooms vocabulary.

30. CB p. 13 Stick.-T: “Find the stickers”.-While Ss carry out the activity, T can ask: “What’s this?” Ss: “It’s the (garden)”.-Ss write the words under each picture. -T can stamp the work of the Ss with the rubber stamps (Bottom right of p.13)

30. L/S/R/W

30. T /Ss - IW 30. 10’

Practise the pronunciatio of the rooms vocabulary.

31. CB p. 13 L 13 Listen and repeat.-Ss listen to six words at different speeds in groups of three and repeat them.

31. L /S 31. T /Ss 31. 10’

Self-evaluate the work done throughout the unit.

CB p. 13 Circle and colour.-T introduces face expressions : “Look! Sad. Look! OK. Look! Happy!”.-Before Ss self-evaluate, they can remember the activities carried out throughout the unit. -Ss complete the “My favourite word / page” sections.

32. L /S/R/W

32. T /Ss – IW 32. 5-10’

Oral practice of numbers 1 to 20. TB, p. 47 Finishing 33. L /S 33. T /Ss 33. 5’

Ss are numbered orally from 1 to 20.Explain that the next session they wil be starting a new unit.



* Make the Portfolio. * Portfolio (Optional)Ss make their personal Portfolio. In this unit they could draw their house. They are to look for a photo or a drawing of a member of their famil inside a room of their house. Write the name of the person and thre room he/she is in.

* R /W * IW * 10-20’

-Reinforce the toys vocabulary.

-Remember words from the song in the unit.

* Reinforcement activities -TB p. 47 Vocabulary Poster Race T puts the “Vocabulary” poster in a visible place of the class. Call two Ss who will compete, trying to be the first one to find a toy d the (doll)”. Repeat with other Ss. Hidden colours and numbers can also be revised. * Extension activities -TB p. 47 L10 Ampliación. T asks Ss to say what the song was about. T asks them to say words they remember from the song. T writes them on the board. Play the song. Ss sing it and perform the actions.

- L /S

-L /S /R

-T /Ss

-T /Ss

-10’

-10’

Unit 2. ClothesObjectives Activities Skills Interaction Time Material

Session 1

Introduce the context of unit 2 (clothing). 1. TB p. 48 / Class Book Getting started.-T puts the “Magic Lamp” poster where it is perfectly visible and puts away the clothes flashcards in the lamp. T points to the poster: “Hello! Look! It’s the magic lamp”. Tell the Ss they are starting a new unit today. T: “Look! It’s

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 1-Clothes flashcards -Rooms flashcards -Numbers flashcards

Zipadee’s lamp!” Have a flashcard come out of the lamp : “Look, it’s a (skirt)” Ss have to guess the topic of the unit. When they do so, ask what words they think they will larn.

-Zipadee puppet. Magic Lamp poster

Additional material:-Colour pencils-One sheet of paper per student -Colour pencils

2. Introduce the clothes vocabulary: : “skirt, trousers, T-shirt, jacket, hat, dress”.

2. CB, p. 14 L14 L15 Listen and point. Listen and Chant -T brings the flashcards with the new words to the lamp using the Zipadee puppet and saying them aloud as they are placed on the board in the same order as they appear in the book. -Look at and discuss the picture with the Ss. -L14 “Listen and clap”. “Listen and point”. Ss listen to the words and point to them. -L15 “Listen and chant”. Ss listen to the song and say it. .

2. L /S 2. T /Ss 2. 10-15’

3. Practise written comprehension of the clothes voabulary.

3. CB p. 15. Find and match. Say.-Ask the Ss what they think they are supposed to do. -While Ss carry out the activity, T asks “What’s this?.

3. L /S /R 3. IW 3. 10’

4. Practise oral comprehension of the clothes vocabulary.

TB p. 35.Finishing-T says a clothing item. Ask a S to take the corresponding flashcard from the board and give it to Zipadee who will put it back into the lamp. Zipadee says: “Thank you”.

4. L 4. T /Ss 4. 5-10’

- Practise written comprehension of the clothes vocabulary. .- Identify the clothes in the pictures.

-Oral practice of identification of clothing items.

- Expand the clothes vocabulary. - Practse written comprehension and expression of the clothing items. .

* Reinforcement activities -AB p. 10 Circle. Look at the pictures with the Ss: “Who’s this?”. Ss carry out the actvity. . Correct with the group-class. -TB p. 49 Bit by bit T takes a clothes flashcard and shows it covered by a sheet of paper. Little by little, T lowers the sheet of paper showing the clothes item bit by bit. Ss put up their hand when they recognize the clothing. * Extension activities -TB p. 49 Clothes T draws a clothesline on the board. Ss say what clothes they could hang from it. T draws their suggestions, even clothing that hasn't bee

- L /S

-L /S

- L /S/R/W

-IW

-T /Ss

-T /Ss –IW

-5-10’

-5-10’

-10-15'

introduced yet, writing the name on the board. . Ss can draw their own clothesline on a sheet of paper and label the clothes.


Session 2

Identify the day of the week and the weather.

5. TB p. 50 Getting started.-Put the “Days, Weather and Seasons” poster in a visible part of the class. -T: “What day is it today?”. T answers and Ss repeat. “It’s (Monday)”. Call a S to point to the word in the poster and write it in the corresponding place. -Repeat with the weather.

5. L/S/R/W 5. T /Ss 5. 5-10’ -CB-AB-CD 1- “Days, Weather and Seasons” poster.-A water-soluble felt tip pen -Clothing items flashcards -Zipadee puppet.-Scissors for each student.-Students' folders. -mini-cards of clothing items. -mini-cards of the colours -A sheet of paper per student -Colour pencils

Make some cards to practice clothes vocabulary.

6. TB p. 50 / CB, p. 73 Para preparar el juego. -Ss prepare the cards with clothing items to make a game.

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of the clothing vocabulary.

7. CB p. 16/ CB p. 64 L16. Listen. Play the Magic Lamps game.-T: “Show me the (hat)”. Ss show the card with the hat. Repeat with all the cards. .-Revise the colours with the Ss. Put the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” Play L16. Ss listen and follow the instructions. First, they show the corresponding object and then they listen and put the card in the corresponding box. -Correct on the board. T: “Blue?” Ss: “Hat” T: “Yes, It’s a hat”.

7. L /S 7. T /Ss 7. 10-15’

8. Practice written comprehension and expression of the clothing items and the structure : “a (red) (T-shirt)”.

CB p. 16.Colour and write.-Ss say what they think they have to do. -Give the example with the Ss . T: “What’s this?” Ss: “It’s a T-Shirt” T: “What colour is it?” Ss: “(It’s) (red)” T: “So it’s a (red T-shirt)”. -While Ss carry out the activity, T asks : “What’s this?”.

8. R /W 8. IW 8. 5-10’

Practise oral expression of the clothes vocabulary.

9. TB p. 37 Finishing -Ss write their names on the back of the cards and put them away in their folders when Zipadee gives the order : “Put away the (kitchen)”.

9. L /S 9. T /Ss 9. 5’

- Practise oral comprehension of clothing items vocabulary. .

* Reinforcement activities -TB p. 51 Match the flashcard Play “Match the flashcard” with Ss, using the

- L /S -T /Ss -5-10’

- Practise oral comprehension of the structure: la “A (green) (Skirt)”.

- Practise spelling of clothing items vocabulary.

flashcards and the mini-cards of clothing items. -TB p. 51 A green skirt Make two groups. One group takes the colours mini-cards and the other group takes the clothing items. T says the name of a clothing item and its colour. A group raises the mini-card with the corresponding colour and another group does the same with the corresponding clothing item. * Extension activities -TB p. 51 Word game In pairs: S1 takes three clothing items and dictates them to S2. Later they all correct the spelling together. Switch roles.

-L /S

- R /W

-T /Ss

-PW

-5-10’

-10'


Session 3


10. TB p. 52 L17 Getting started.-Tell the Ss that they will listen to another story about Rosie, Jack and Zipadee.-Introduce the magic song: “It’s story time” to the Ss performing the actions. -Ss try to say the song and mime the gestures.


Additional material:-mini-cards of the clothing items. -Colour pencils

Listen to a story in English Overall comprehension of the story. Answer questions about the story.

11. TB p. 52 / CB p. 17 L17 Listen to the story. -Look at the story in the book with the Ss. Ss explain in LL1 what they think the story is about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in the book, pointing to the frames. -T plays the story and stops in each frame. Ask comprehension questions: : “Who’s this? What’s this?” -T: Listen and repeat”. Play the story and pause for Ss to repeat the phrases. .

11. L /S 11. T /Ss 11. 15’


12. TB p.52/ CB p. 17. Working on the story -T: “Listen and answer”. T says objects and people in the story. Ss have to say the number of frame where they appear. E.g.: “A black hat”.

12. L /S 12. T /Ss 12. 5-10’


13. TB p. 52-53 /CB p. 17.Act it out.-Make three groups: Jack, Rosie and Zipadee to act out the story .-Ss act out the story using the finger puppets. Switch roles.

13. L /S 13. T /Ss 13. 10’

Practise oral comprehension of the structure : “A (blue) (T-shirt)”.Introduce the structure : “I’m wearing a (skirt)”.

14. TB p. 52 Finishing -Ss stand up. Zipadee says : “I’m wearing...· Los Ss that are wearing the item Zipadee says, can sit down and get ready to leave. Ask some ss to say : “I’m wearing (a skirt)”.

14. L /S 14. T /Ss 14. 5’



- Oral practice of the structure: : “I’m wearing (a blue skirt)”.

- Remember words and phrases from the story in the unit. Oral discrimination of words.

-Practise written comprehension and expression of the clothing items vocabulary. -Complete phrases with the structure : “I’m wearing a (pink dress)”.

* Reinforcement activities -TB p. 53 I’m wearing... Ask Ss questions about what their fellow students are wearing and what colour their clothes are. A S goes up front and gives his back to the class. A S says something he's wearing: : “I’m wearing (blue trousers)”. The S at the board has to guess who it is.

-TB p. 39 L17 Remembering the story T ask Ss what words and phrases they remember from the story and writes them on the board. Play L17. Ss raise their hand when they hear one of the words that's on the board.

* Extension activities -AB p. 11 Read and write. Colour Ask the Ss what they think they have to do. Do the example with the Ss. Ss carry out the activity individually. Correct the exercise with the group-class

- L /S

-L /S /R

-R/W

-T /Ss

-T /Ss

-IW

-10’

-10’

-10'


Session 4

Remember the clothing items vocabulary. . 15. TB p. 40 Getting started.-Play “Match the flashcard” with the clothes flashcards and mini-cards

15. L/S 15. T /Ss 15. 5-10’ -CB-AB-CD 1-Zipadee puppet-Clothes flashcards -clothes mini-cards

Additional material:-1 photocopy of p. 4 of the Photocopy Master Book for each student -Scissors for each student-Colour pencils-Glue for each student -A sheet of paper for each student -Colours flashcards -Rooms flashcards

Identify school objects in the unit story. Practise spelling the school objects vocabulary. Practise comprehension of the story in the unit.

16. CB, p. 17-18 L17 Find and write. -Play L17 for Ss to remember the story. -T asks: “What’s this?” in relation with the school bojects in the picture on p . 18. -Look for the first one with the Ss: “What’s this? Look at the story. Where’s the (ruler)?” Ss: “In picture two”. Ss do the rest of the objects. -Correct the activity with the Ss.

16. L/S/R/W

T /Ss – IW 10-15’

Practicse comprehension of specific information in a story.

17. CB p. 9-10 Choose and say.-T: “Look at the pictures”. Point to the characters : “Who’s that?” Do section 1 with the group. -Ss carry out the activity individually. -Correct with the Ss.

17. L /S 17. T /Ss – IW 17. 10-15’

Practise oral comprehension of the structure : “A (yellow) (hat)”.

18. TB p. 54 Finishing.-Divide the group-class in 4 groups: one for each answer in activity 17. When T gives the answer Ss that have that were assigned that answer, can get ready to leave. T: “A pink hat, a black hat, black trousers, a yellow jacket”.

L 18. T /Ss 18. 10-15’

-Reinforce written expression of the colours and clothes. .

-Rinforce comprehension of the story in the unit.

-Practise written expression of the clothing items and rooms vocabulary. Discriminate clothing items and rooms vocabulary

* Reinforcement activities -TB p. 55 Write Call 2 Ss to the board. One puts up colour flashcards on the board and the other one puts clothing items. Ss have to write a combination of the flashcards: : “Yellow / T-shirt”.

-PMB p. 4 L17 Listen and put in order Ss cut out the frames of the story. Ss try to order them by heart. Listen to the story and check if they ordered it correctly. * Extension activities -AB p. 12 Write. Show Ss the rooms flashcards one by one. Ss say them. Same procedure with clothing items. T shows a lashcard: “What’s this? Room or clothes?”

-R /W

-L

-L/S/R/W

-T /Ss

-T /Ss- IW

-T /Ss – IW

-10’

-10’

-10-15’

- Reinforce written comprehension of the story in the unit. .

T: “Open your AB at page 12”. Give some words as an example. -Ss carry out the activity orally. Correct with the group-cas. -TB p. 55 Make a mini book Hand out 2 sheets of paper to make a small book with 8 pages. Ss use the first page as a cover and in the rest they draw 6 frames with the characters' dialogues. They take the book home.

-L/R/W -IW -15-20’ (H)


Session 5

Practise oral comprehension of brief descriptions about what some fellow students are wearing.

TB p. 56 Getting started.-Call a S to the board. S says what he/she's wearing, but gives the wrong colours. The rest of the class corrects: : “I’m wearing a blue T-shirt”. Ss: “No, a red T-shirt”.

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 1-Zipadee puppet

Additional material:-One photocopy of p. 5 of the PMB for each student -One photocopy of p. 6 of the PMB for each student. -Scissors for each student.-Colour pencils


20. CB, p. 19 Preparing the song . -T says some clothing items with their colour. Ss stand up if they are wearing it. “Black shoes”. Get some Ss to say clothing items. -T: “Open your books at page 11” Look at the picture : “Who’s this?” (A clown) What’s he wearing?” Ss answer.

20. L /S 20. T /Ss 20. 10’

Sing a song in English. 21. CB p. 19 L18 Sing.-L18 play the recording without stopping -Play L18. T acts out the lyrics for Ss to understand the song. T pretends to put on the clothes that appear in the verses. . “Look, I’m a clown” T points to her/him self “Who are you?” T points to a S .-Play L18 again. Encourage Ss to perform the actions. -Play L18 again. Encourage Ss to sing.

21. L /S 21. T /Ss 21. 10-15’

Practise the language in the song. Practise written comprehension of clothing items and colours.

22. CB p. 19 L 19 Read and colour. Sing.-Look at the pictues of clothes with the Ss. Look at the words in the box, read them and colour the clothes. . -L19. Ss use the pictures to invent new stanzas of the song.

22. L/S/R 22. T /Ss – IW 22. 10’

Practise oral comprehension of brief descriptions about what someone is wearing.

23. TB p. 57 Finishing -T: “If you’re wearing (blue trousers), stand up”. Repeat with other items and colours unitl all Ss are standing up.

23. L /S 23. T /Ss 23. 5’



- Practise oral comprehension of brief descriptions about what someone is wearing.

-Practise oral comprehension of the structure: “I’m wearing a (skirt)”.


* Reinforcement activities -PMB p. 5 L18 Colour. Cut and fold. T: “Cut out the (jacket /hat / trousers)”. Ss colour the clown's clothes as they appear on p. 19 of the CB. L18. Ss listen to the song and put the clothing items when they hear them in the song.

* Extension activities -TB p. 57 Clothes Bingo. Ss take three of their clothes mini-cards to play Reverse Bingo. T says the clothing items. If Ss have them, they turn the cards. The one who turns the first three cards and says “Bingo!”is the winner..

-PMB p. 6 L18 Write. Sing. Complete the lyrics of the song with the Ss using the words provided in the list. Sing the song again with the Ss

- L /S

-L /S

-L/S/R/W

-T /Ss – IW

-T /Ss

-T /Ss

-10-15’

-10’

-10'

Unit. 2 ClothesObjectives Activities Skills Interaction Time Material

Session 6

Remember the song in the unit. 24. TB p. 58 L18 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics. -If there is time, they can listen to the song from unit 1.

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 1-Clothing items flashcards -Colour pencils.-“My World”poster-Blu tack -Water soluble felt tip pen -Zipadee puppet-Cd with music the students like.

Introduce and practise the actions : “Pick up your pencil” and “Put down your pencil”.

25. CB p. 20 L20 Listen and play. -I: “Pick up / put down your pencil”. T acts out and asks Ss to imitate. -T: “Open your books at page 20”. Look at the picutres with the Ss . -Use the puppet to play “Zipadee says”. You can also use all the orders from the preivious level and unti 1 .

25. L /S 25. T /Ss 25. 10-15’

Obtain information about the clothes British boys and girls wear to school. .Draw and describe their favourite clothes. .

26. CB p. 20 Write. Draw.-T: “Jacket” Ss put up their hand if they are wearing this item. Do the same with other clothing items. -Put the clothes on the board. Ss build phrases about what they are wearing: “I’m wearing (a T-Shirt)”. Each time a S builds a phrase, T repeats in the third person: : “He’s / She’s wearing a T-shirt”.-T shows his/her CB pointing to the “My World section”. T: “Look at your books”. -Ss say what they see in the photo. Discuss the photograph with the Ss. T: “What’s he wearing?”. -Explain to the ss they are to draw themselves in the blank space with their favourite clothes,and complete the phrase “I’m wearing...”.

26. L/S/R/W

26. T /Ss – IW 20-25’ (H)

27. Reinforce comprehension of clothing items. .

TB p. 59 Finishing.-Ss stand up. T looks at the way they are dressed and says clothing items: “Blue jeans”. The Ss who are wearing this item, sit down. .

27. L /S 27. T /Ss 27. 5-10’



-Make a poster of the clothing items worn by students with personal drawings and pictures.

-Describe orally what they are wearing.

-Understand brief descripions about what other people wear. Write a brief description about how someone is dressed.

* Reinforcement activities -TB p. 59 My World Póster T puts the “My World” poster where Ss see it properly. Look and talk about the girl in the picture from Great Britain. Tell them that they will put their photos and drawings of their clothes in the center. They can label with a water-solvent felt tip pen Se that can later be erased when they make another poster.

-TB p. 59 Same clothes Put the clothes flashcards on the board. Call a S to the front : “What’s this?” Ss: “A T-Shirt”. All the Ss wearing one stand up. Get one or two of them to sy: “I’m wearing a T-Shirt”.Do the same with other flashcards. * Extension activities -AB p. 13 Read and match. Write Ss read the descriptions and look at the pictures to decide who is dressed that wy. Ss write a brief description about how the gilr in the picture es dressed.

- L/S/R/W

-L/S

-R/W

-T /Ss – IW

-T /Ss

-IW

-10-15’

-10’

-10-15’


Session 7

28. Revise the clothes vocabulary. 28. TB p. 60 Getting started. -Play “Numbered flashcards” with the clothes flashcards .

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 1-Flashcards de las piezas de ropa -Zipadee puppet-Colgantes de las piezas de ropa-Sellos de caucho-Colour pencils-Las carpetas del Portafolio-Un papel pequeño por alumno-Póster Vocabulary

29. Identify the weather.. Revise the clothes vocabulary.

Oral practice of the structure: “I’m wearing a (blue hat)”.Remember the song in the unit.

29. TB p. 60 L15 Para a revisar -Call 6 Ss to the board. T: “How many children?”. Look out the window : “What’s the weather like?” Ss answer..-Hand out the 6 clothing items to the 6 S. T: “What’s this? (It’s a hat) Are you wearing a (hat)? (Yes/ No) What are you wearing?” Ss: “I’m wearing a (skirt)”.-L15 plays the song. Ss at the board raise their flashcards when they hear their clothing and put them in order. .

29. L /S 29. T /Ss 29. 10-15’

Make a picture dictionary with clothes vocabulary.

30. CB p. 19 Stick.-T: “Find the stickers”.-While the Ss carry out the activity, T can ask: “What’s this?/ What are these” Ss: “It’s a (dress)”.-Ss write the words under each picture. -T can stamp the Ss work with the rubber stam. (Bottom right of p.19)

30. L/S/R/W

30. T /Ss - IW 30. 10’

Practicse pronunciation of clothes vocabulary.

31. CB p. 21 L21 Listen and repeat.-Ss listen to the six words at different speeds in groups of three and then repeat them.

31. L /S 31. T /Ss 31. 10’

Self-evaluation of their work throughout the unit.

32. CB p. 21 Circle and colour.-T recalls the face expressions : “Look! Sad. Look! OK. Look! Happy!”.-Before Ss self-evaluate, they can remember the activities carried out throughout the unit. .-Ss complet the sections “My favourite word / page”.

32. L /S/R/W

32. T /Ss – IW 32. 5-10’

Oral practice of numbering from 10 to 1. 33. TB, p. 47 FinishingSs number themselves orally from 10 to 1. Explain that next session they will be revising units 1 and 2 and after that they will start a new unit.

33. L /S 33. T /Ss 33. 5’



* Make the Portfolio. * Portfolio (Optional)Ss make their personal Portfolio. In this unit they can carry out an activity related with clothes. They draw or look for a photograph or a drawing of a child wearing clothes they like, making a list of the clothing items before they say them in English.

* R /W * IW * 15-20’

-Revise clothing items vocabulary and vocabulary from previous units.

-Revise oral comprehension and written expression of brief descriptions about what other people are wearing.


* Reinforcement activities -TB p. 61 Vocabulary Poster Race T puts the “Vocabulary” poster where it can be perfectly seen in the class. Pick two Ss that will compete in trying to be the first to find a clothing item. : “Find the (skirt)”. Do it with other Ss. Rooms, numbers, weather or members of the family can also be revised.

-TB p. 61 Guess who’s wearing... Hand out a sheet of paper to each S. Ss will write a true phrase about what they are wearing : “I’m wearing blue socks”. T collects the papers and reads one of them. Ss have to discover who the phrase refers to.

* Extension activities -TB p. 61 L18 Ampliación. T asks Ss to say what the song was about. T asks them to say words they remember from the song. T writes them on the board. Play the song. Ss sing it and act out the actions.

- L /S

- L /W

-L /S /R

-T /Ss

- T /Ss

-T /Ss

-10’

-10-15’

-10’


Onl 1. Reinforce the orders worked on in units 1. TB p. 62 Getting started. 1. L /S 1. T /Ss 1. 5-10’ -CB

y Session

1 and 2: “Wave”, “Walk”, “Pick up your pencil” and “Put down your pencil”.

-T puts the Zipadee puppet on: “Hello!” Ss: “Hello, Zipadee!” -Play “Zipadee says” with the orders introduced in units 1 and 2 : “Wave”, “Walk”, “Pick up your pencil” y “Put down your pencil” and orders from the first level of Cool Kids.

-CD 1-Zipadee puppet-Vocabulary Poster

Revise the rooms of a house vocabulary and the clothes vocabulary.

2. TB p. 62 First game . -PLay “Name the flashcards” with the rooms of a house and clothing items flashcards.

2. L /S 2. T /Ss 2. 5-10’

Identify and count clothing items and rooms in a house. Answer the question: “How many (bathrooms)?”

3. CB p. 22 Second game.-Look at the elements on the page. Margins. T: “Point to the (dress)”, etc.-Do the example with the Ss Ss: “Count the bathrooms. How many bathrooms?”.-Ss carry out the activity individually. While Ss work, T asks around the class: “What’s this? How many?”-Check the answers with the Ss

3. L /S 3. T /Ss 3. 10-15’

Overall comprehension of the episode of a comic. c.

4. CB p. 23 L22 Listen.-T: Look at page twenty-three. Look at the Story”. Remembering the characters -Ask Ss to look at the frames -L22 Ss follow the frames with the finger -L22 Ss listen again. T pauses after each phrae. Ask Ss to repeat them. Explain the words they don't understand. -T: “One”. Ask Ss to remember the frame. Do the same with the rest of the frames. -Divide the class in two groups: Bob, Olly. Each group says its part. -Get self confident Ss to act out one or several frames. .

4. L/S/R/W

4. T /Ss - IW 4. 15’

5. Practise farewells. 5. TB p. 63 Finishing.-T puts the Zipadee puppet on and says goodbye to each Ss

5. L /S 5. T /Ss 5. 5’


Only Session (Continued)

-Reinforce the rooms of the house vocabulary.

-Reinforce written expression of the rooms of a house and clothing items vocabulary.

* Reinforcement activities -TB p. 63 Vocabulary Póster Race T puts the “Vocabulary” poster in a visible place in the class and calls a S to the board. T asks the S to look for one of the rooms of a house in the poster. S will find it, say the word but not point at ti. Another S goes up to the board to point to it and say another element that, in turn, another S will point to.

* Extension activities -TB p. 63 Dividie the group-class in four groups. Jremember the topic of the first unit. Ask each group to write as many words as they remember. They can also write names of furniture. Jrepeat with the words in unit 2. Award a point for every correct answer. The group with more points is the winner. .

- L /S

- R /W

-T /Ss

- GW

-10’

-10-15’


Evaluation Session

* Evaluate basic aspects worked on in units 1 and 2.

-Ss take Test 1.



Unit 3. FaceObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the context of unit 3 (Parts of the face ).

1. TB p. 64 / Class Book Getting started.-T puts the “Magic Lamp” poster in a visible part of the class and puts away the parts of the face flashcards in the lamp. -Show the Zipadee puppet: “Hello, I’m Zipadee”. Tell the Ss today they are starting a new unit. T: “Look! It’s Zipadee’s lamp!” Have a flashcard

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 1-Parts of the face flashcards -Zipadee puppet.-”Magic Lamp”poster.

come out of the lamp “(Eyes)” Ss have to guess the unit topic. Once they guess, ask what words they think they will learn.

Additional material:-Colour pencils-A sheet of paper per student

2. Introduce the parts of the face vocabulary: “hair, ears, eyes, nose, mouth, teeth”.

2. CB, p. 24 L24 L25 Listen and point. Listen and Chant -T takes the flashcards with the new words out of the lamp using the Zipadee puppet and says them aloud as she puts them on the board in the same order as they appear in the book. -Look at and discuss the picture with the Ss. -L24 I: “Listen and tap”. “Listen and point”. Ss listen to the words and point at them. -L25 “Listen and chant”. Ss listen to the song and say it.

2. L /S 2. T /Ss 2. 10-15’

3. Practise written comprehension of the parts of the face vocabulary.

3. CB p. 25. Read and circle. Say.-Ask Ss what they think they have to do. Do section 1 with the Ss: “Look at the boy’s face. What's missing?”.-While Ss carry out the activity, T asks: “What’s this?.

3. L /S /R 3. IW 3. 10’

4. Practise oral comprehension of parts of the face vocabulary.

4. TB p. 65.Finishing-T says one of the parts of the face and asks a S to bring it from the board and give it to Zipadee who says : “Thank you”.

4. L 4. T /Ss 4. 5-10’



- Practise written comprehension and expression of the parts of the face vocabulary.

- Expand the parts of the face vocabulary.

* Reinforcement activities -AB p. 14 Write and draw. Ss use the code to write the words of parts of the face. Once written, they draw them.

* Extension activities -TB p. 65 Draw a face T va draws on the board a face that resembles Zipadee on page 24 of the CB. As T draws a part

- R /W

- L /S/R/W

-IW

-T /Ss –IW

-10-15’

-10-15'

of it, she/he asks : “What’s this?”. Ask the Ss if they want to add more elements to the face. If they suggest parts not yet introduced, T writes them on the board. Ss draw the face on a sheet of paper and label the parts. .


Session 2

5. Identify the day of the week and the weather.

5. TB p. 36 Getting started.-Put the “Days, Weather and Seasons” poster in a visible part of the class. -T: “What day is it today?”. T answers and Ss repeat . “It’s (Monday)”. Call a S to point to the word in the poster and write it in the corresponding place. -Do the same with the weather.

5. L/S/R/W 5. T /Ss 5. 5-10’ -CB-AB-CD 1- “Days, Weather and Seasons” poster.-A water-soluble felt tip pen -Parts of the face flashcards -Numbers flashcards -Zipadee puppet.-Scissors for each student.-Students folders -mini-cards of the parts of the face. -One sheet of paper per student -Colour pencils

6. Make some cards to practise the parts of the face vocabulary.

6. TB p. 66/ CB p. 71 Preparing the game -Ss prepare the parts of the face cards to make the game.

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehensiono of the parts of the face vocabulary.

CB p. 26/ CB p. 64 L26. Listen. Play the Magic Lamps game.-T: “Show me the (hair)”. Ss show the corresponding card. Do it with all the cards. -Revise with Ss the numbers from 1 to 6. Put the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” PLay L26. Ss listen and follow the instructions. First, they show the corresponding object and then they listen and put the card in the corresponding box. -Correct on the board. T: “One?” Ss: “Hair” T: “Yes, It’s (hair)”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise written comprehension and expression of the parts of the face vocabulary. .

CB p. 26. Write.-Look at the pictures with the Ss: “Look at number one. What’s this? (Nose) Write ‘nose’ here”. -While the Ss carry out the activity, T asks : “What’s this?”.

8. R /W 8. IW 8. 5-10’

Practise oral comprehension of the parts of the face vocabulary.

9. TB p. 67 Finishing -Ss write their names on the back of the cards and put them away in their folders when T orders: “Put away (mouth)”.

9. L /S 9. T /Ss 9. 5’

Unit 3. Face


- Practise oral comprehension and expression of the parts of the face vocabulary.

- Practise parts of the face vocabulary.

- Practise spelling of the parts of the face vocabulary.

* Reinforcement activities -TB p. 67 The same Ss take out the mini-cards of the parts of the face. A S picks one and walks to the board. All the Ss count to three and show and say their mini-card. If it is the same as the one of the S at the board, they get a point.

-TB p. 67 Pelmanism Ss play in pairs using two sets of parts of the face cards that they shuffle and place facing downwards. S1 picks two and names them , if they are the same, S keeps them. If not, they put them back in the pile. They play in turns. .

* Extension activities -TB p. 67 Word game In pairs. S1 takes three parts of the faces and dictates them to S2. Later the whole class corrects the spelling. Switch roles. .

- L /S

-L /S

- R /W

-T /Ss

-T /Ss

-PW

-5-10’

-5-10’

-10'


Session 3

Prepare and motivate students to hear a story.

10. TB p. 68 L27 Getting started.-Briefly revise the colours with the Ss. -Ask the Ss to think of their colour of eyes and

10. L /S 10. T /Ss 10. 10’ -CB-AB-CD 1

hair T: “Who’s got black / brown / red hair?” I: “Blond”. T: “Who’s got green / blue / black / brown eyes?”. Ss look at their fellow students. -T puts the Zipadee puppet on and greets the Ss. Explain that they will hear a story about Jack, Rosie and Zipadee. -L27 Ss say the song and mime.

-Zipadee puppet-Finger puppets of Jack, Rosie and Zipadee

Additional material:-One sheet of paper for each student -Colour pencils

Listen to a story in English. Overall understanding of a story. Answer questions about a story.

11. TB p. 68 / CB p. 27 L27 Listen to the story. -Look at the story in the book with the Ss. Ss explain in LL1 what they think the story is about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in the book pointing to the frames. -T plays the story again and stops in each frame. Ask comprehension questions such as : “Who’s this? What colour are Jack’s eyes?”. -T: Listen and repeat”. Play the story and pause for Ss to repeat the phrases.

11. L /S 11. T /Ss 11. 15’


12. TB p. 69/ CB p. 27. Working on the story -T: “Listen and answer”. T says phrases from the story. Ss have to point and say the corresponding number of frame.

12. L /S 12. T /Ss 12. 5-10’


13. TB p. 69 /CB p. 27 Act it out.-Make two groups: Jack and Zipadee to act out the story. .-Ss act out the story using finger puppets. Switch roles. .

13. L /S 13. T /Ss 13. 10’

Oral comprehension of brief descriptions about the colour of hair and eyes.

14. TB p. 69 Finishing -Ss stand up . Zipadee says phrases : “I’ve got black hair”. The Ss who hear something that they have as well, sit down.

14. L /S 14. T /Ss 14. 5’

Unit 3. Face

Objectives Activities Skills Interaction Time MaterialSession 3 (Continued

- Recall words and phrases from the story in the unit. Oral discrimination o words.

* Reinforcement activities -TB p. 69 L27 Remembering the story T asks the Ss what words and phraes they remember from the story and write them on the board. Play L27 Ss put up their hand when they hear

-L /S /R -T /Ss -10’

)

-Practise oral comprehension and written expression of brief descriptive phrases with the structure: “I’ve got (black hair)”.

-Complete brief descriptions about the colour of hair and eyes of other boys and girls.

one of the words on the board.

* Extension activities -TB p. 69 I’ve got... Hand out a sheet of paper each. They are to write a descriptive phrase about themselves: “I’ve got (black hair)”. T collects all the phrases and reads them. The rest of the Ss have to guess who has written each phrase. .

-AB p. 15 Colour. Write. Ss colour the eyes and hair. Ss complete the phrases . Correct the activity on the board.

-L /W

-R /W

- T /Ss

-IW

-10-15’

-10-15'


Session 4

Identify parts of the face. 15. TB p. 70 Getting started.-Play “Bit by bit” with the parts of the face flashcards.

15. L /S 15. T /Ss 15. 5-10’ -CB-AB-CD 1-Zipadee puppet-Flashcards de las partes de la cara

Additional material:-1 fotocopia de la p. 7 del Photocopy Master Book para cada alumno-Scissors for each student-Colour pencils-Pegamento para cada alumno-Dos hojas de papel para cada alumno

Identify members of the family in the unit story. Practise spelling of family members vocabulary. Practise comprehension of the story in the unit. .

16. CB, p. 27-28 L27 Find and write. -L27 Ss remember the story .-Look at the pictures of the members of the family “Who’s this?”. Point at the word box. Ask 4 Ss to read each one. Look for the first one with the Ss: “Who’s this? Look at the story. Where’s (Granny)?” Ss: “Five”.-Correct the activity with the Ss

16. L/S/R/W

16. T /Ss – IW 16. 10-15’

Oral practice of the structure: “I’ve got (blue eyes)”.

17. CB p. 27-28 Choose and say.-Do the first section with the Ss. -Ss carry out the acivity. -Correct with the whole group-class

17. L /S 17. T /Ss – IW 17. 15’

Practise the parts of the face vocabulary. TB p. 70-71 Finishing.-Put the parts of the face flashcards on the board. Divide the class in 6 groups and assign a part of the face per group. Point at one of the flashcards and ask Zipadee “What’s that?”. Zipadee

18. L 18. T /Ss 18. 5-10’

answers and the Ss that has that part assigned can get ready to leave.

- Reinforce comprehension of the story in the unit. .

-Completae written phrases about a picture.


* Reinforcement activities -PMB p. 7 L27 Listen and put in order Ss cut out the frames of the story. Ss try to order them by heart. Listen to the story and check if they have ordered it properly. * Extension activities -AB p. 16 Look abd write. Ss look at the picture and complete the phrases. Correct with the group-class. -TB p. 71 Make a mini book Hand out 2 sheets of paper to make a small book 8 pages long. The first page is for the cover and the rest of the pages S draw 6 frames with the characters' dialogues. They take the book home.

- L /S

-R/W

-R/W

-T /Ss

-IW

-IW

-10’

-10'

-15-20’ (H)


Session 5

Revise the structure: “I like...”. TB p. 72 Getting started.-T: “I like (pizza)”. Ss have to say something they like. IT can be food, a colour, a song or a place. They cannot repeat something another student has already said.


Additional material:-Una fotocopia de la p. 8 del PMB para cada alumno.-Una fotocopia de la p. 9 del PMB para cada alumno.-Scissors for each student.-Colour pencils


20. CB, p. 29 Preparing for the song -T: “Open your books at page 29. Look at the pictures”. Ask the Ss to describe the hair and eyes of the boy and girl in the picture. I: “Have you got (brown hair/ green eyes)?” Ss stand up and answer : “Yes/ No, I’ve got...”.

20. L /S 20. T /Ss 20. 5-10’

Sing a song in English 21. CB p. 29 L28 Sing.-L28. Play the recording without stopping -Play L28. T acts out the lyrics so the Ss understand the song. *”I like you”. Point to a friend. .*”I’ve got black hair”. Point to the hair .*”And blue eyes”. Point to the eyes .*”And you like me”. Point to yourself .-Play L28 again. Encourage Ss to perform the actions. -Play L28 again. Encourage Ss to sing

21. L /S 21. T /Ss 21. 10-15’


22. CB p. 29 L 28 Read and colour. Sing.-Look at the illustrations with the Ss. Ss read the phrases and colour the pictures. -L29. Ss use the pictures to invent new stanzas for the song.

22. L/S/R/W

22. T /Ss – IW 22. 10’

Oral description of the colour of their eyes and hair.

23. TB p. 73 Finishing -Each S says a phrase referred to the colour of his/her eyes or hair. “I’ve got brown eyes / hair”. Afterwards, they can put their things together.

23. L /S 23. T /Ss 23. 5-10’


* Reinforcement activities -PMB p. 8 L28 Colour. Cut and Stick. Fold. Ss colour the eyes and ears. L28. Ss listen and put on the ears when they hear phrases that talk of the colour of eyes: “I’ve got (blue/ brown) eyes”.

- L /S -T /Ss – IW -10-15’



-PMB p. 9 L28 Write. Sing. Complete the lyrics of the song with the words provided in the list. Sing the song again with the Ss.

-L/S/R/W -T /Ss -10'


Session 6

Practise the parts of the face vocabulary. 24. TB p. 74 Getting started. -Play “Freeze!” T says a word and shows the parts of the face flashcards one by one. When ss see the picture that matches the word, they say “Freeze!”

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 1-Parts of the face flashcards -Colour pencils.-“My World” poster-Blu tack -Water-soluble felt tip pen -Zipadee puppet

Introduce and practise actions: “Touch your arms” and “Touch your feet”.

25. CB p. 30 L30 Listen and play. -I: “Touch your arms/ feet”. T acts them out and asks Ss to imitate. -T: “Open your books at page 30”. Look at the pictures with the Ss. -Use the puppet to play “Zipadee says”. All the orders from the previous level and previous units can be used as well.

25. L /S 25. T /Ss 25. 10-15’

Get to know about the colour of eyes and hair of British boys and girls. Draw a self-portrait and a written description of their colour of eyes and hair. .

26. CB p. 30 Draw.-T shows his/her CB pointing to the “My World” section. T: “Look at your books”. -Ss say what they see in the photograph. Talk about the photo with the Ss. -Explain that in Great Britain there is a great variety of eye and hair colour. -Ask different Ss to read the phrases. T asks a question per phrase: : “Have you got long hair?” The Ss that do, put up their hand. -Look at the words in the box. Ss have to draw themselves in the blank space. -When they finish the drawing, complete the phrases: : “I’’ve got...”.

26. L/S/R/W

26. T /Ss – IW 26. 20-25’ (H)

27. Reinforce the actions introduced in the session.

TB p. 75 L30 Finishing.-L30. Ss listen and perform the actions

27. L /S 27. T /Ss 27. 5-10’



-Make a poster with the parts of the face using personal drawings and photographs.

-Practise written comprehension and expression of short texts.

-Simple oral description of their eyes and hair. .

* Reinforcement activities -TB p. 75 My World Póster T puts the “My World” poster where Ss can see it properly. Tell them they will put the photos and drawings of the rooms and parts of the face in the center. They can label with a water-soluble felt pen that can be erased when they make the next one. * Extension activities -AB p. 17 Circle and write Ss circle the right word for each boy or girl and complete the phrases.

-TB p. 75 Families Put the “Eyes” and “Hair” flashcards on the board. T writes words that are useful to describe these parts of the face: “Hair: short, long, red, brown, black/ Eyes: Blue, green, black, brown”. T poiints to one of the two flashcards. Ss have to describe the part of the body giving their own specific features : “I’ve got (blond hair)”.

- L/S/R/W

-R/W

-L /S /R

-T /Ss – IW

-IW

- T /Ss

-10-15’

-5-10’

-10’


Session 7

28. Revise the parts of the face vocabulary. 28. TB p. 76 Getting started. -Play “What’s repeated?” with the Ss using the parts of the face flashcards.

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 1-Parts of the face flashcards -Zipadee puppet-Colgantes de las partes de la cara-Rubber stamps -Colour pencils-Portfolio folders - Vocabulary poster

29. Practise oral questions : “What’s the weather like?” and “What are you wearing?”.Revise the parts of the face and clothing items vocabulary. Remember the song in the unit about the parts of the face.

29. TB p. 76 L25 Para revisar -T picks six Ss to go up to the board and numbers them with the rest of the group-class. Ask the Ss: “What’s the weather like? What are you wearing?”.-T hands out the flashcards with the parts of the face to the Ss. T: “What’s this? (Hair) Have you got (long hair)?” (Yes/No) What colour’s your hair? (I’ve got brown hair)”.-L25 Ss listen to the song, they sing it and perform the actions. Ss that have the flashcards raise them and put them in order when they hear them in the recording.

29. L /S 29. T /Ss 29. 15-20’

Make a picture dictionary with the parts of the face vocabulary.

30. CB p. 31 Stick.-T: “Find the stickers”.-While the Ss carry out the activity, T can ask. : “What’s this?/ What are these?” Ss: “(mouth)”.-Ss write the words under each picture. -T can stamp the work of the Ss with rubber stamps. (Bottom right part of page 31

30. L/S/R/W

30. T /Ss - IW 30. 10’

Practise pronunciation of the parts of the face vocabulary.

31. CB p. 31 L 31 Listen and repeat.-Ss listen to the six words at different speeds in groups of three and then repeat.

31. L /S 31. T /Ss 31. 10’

Self-evaluate their work throughout the unit.

32. CB p. 31 Circle and colour.-T remembers the face expressions : “Look! Sad. Look! OK. Look! Happy!”.-Before Ss self-evaluate, they can go over the activities done throughout the unit. -Ss complete the sections “My favourite word / page”.

32. L /S/R/W

32. T /Ss – IW 32. 5-10’

Oral practice of the days of the week . 33. TB, p. 77 Finishing-T says the days of the week in order. Ss repeat them. .T writes them in order on the board. T points at them randomly. Ss repeat them. -T: “What day is it today?” Ss answer..-Tell them that in the next session they will be starting a new unit.

33. L /S /R 33. T /Ss 33. 5-10’



* Make the Portfolio. * Portfolio (Optional)Ss make their personal Portfolio. In this unit they could carry out an activity related with the parts of the face. They look for a photograph or a drawing of a relative, they draw him/her and describe him/her. They also write the name of the person and label the different parts of the face.

* R /W * IW * 15-20’

-Reinforce the parts of the face vocabulary.

-Reinforce oral comprehension of the parts

* Reinforcement activities -TB p. 77 Vocabulary Póster Race T puts the “Vocabulary” poster in a visible part of the classroom. T picks two Ss that will compete to see who is the first one to find a part of the face: “Find the (mouth)”. Repeat with other Ss . Clothing items, rooms, numbers from 1 to 20, the weather or the members of the family can also be revised.

- L /S -T /Ss -10’

of the face voabulary and of the structure: : “I’ve got (blond hair)”.

-Recall the words of the song in the unit.

-TB p. 77 Bingo Play Reverse Bingo with the parts of the face mini-cards. Each S takes 3 and puts them on the desk. T says the phrases: “I’ve got (blond hair)”. Ss that have a card with this feature, turn it round. The first one to turn round three cards and say “Bingo!” is the winner.

* Extension activities -TB p. 77 L28 Unit song. T asks Ss to say what the song was about. T asks them to say words that they remember from the song. T writes them on the board. Play the song. Ss sing it and perform the actions.

-L /S

-L /S /R

-T /Ss

-T /Ss

-10’

-10’

Unit 4. PlaygroundObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the context for unit 4 (Playground).

1. TB p. 32 / Class Book Getting started.-T puts the “Magic Lamp” poster in a visible part of the clas and puts away the actions flashcards in it. -Tell the Ss that today the will be starting a new unit. T T: “Look! It’s Zipadee’s lamp!” Have a flashcard come out of the lamp : “Look, it’s (dance)” Ss have to guess the topic of the unit. When they do, ask them what words they think they will learn. .

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 2-Actions flashcards -Rooms flahscards -Weather flashcards - Zipadee puppet.-“Magic Lamp” poster

Additional material:-Colour pencils-One sheet of paper per student -Three pieces of paper per student

2. Introduce the actions vocabulary : “hop, jump, run, sing, dance, skip”.

2. CB, p. 32 L1 L2 Listen and point. Listen and Chant -T takes the flashcards with the new words from the lamp using the Zipadee .puppry. T says them aloud and puts them on the board in the same order as they appear in the book. -Look at the picture and discuss it with the Ss. -L1 “Listen and tap / say”. Ss listen to the words

2. L /S 2. T /Ss 2. 10-15’

and do what the order indicates. -L2 “Listen and chant”. Ss listen to the song and chant it.

3. Practise written comprehension of actions vocabulary.

3. CB p. 33. Match and say.-Ask the Ss what they think they have to do. -While the Ss carry out the activity, T asks “What’s this?.

3. L /S /R 3. IW 3. 10’

4. Practise oral comprehension and expession of actions vocabulary.

4. TB p. 79.Finishing-T says an action. Ask a S to take the correspondin flashcard from the board, say it and give it to Zipadee to return to the lamp Zipadee says: “Thank you”.

4. L /S 4. T /Ss 4. 5-10’

- Practise written comprehension of the clothing items vocabulary.

- Practise oral comprehension of the actions vocabulary.

- Practise written and oral comprehension and expression of actions.

* Reinforcement activities -AB p. 18 Number. Look at the pictures with the Ss : “What’s this?”. Ss carry out the activity. Correct with the group-class . -TB p. 79 Reverse Bingo Each S takes three pieces of paper and puts them on top of the three pictures on pa.32 of the CB to play Reverse bingo. Ss have to take the papers as they hear the actions. Whoever takes them all loses. The Ss that keep a piece of paper when T says the sixth action, are the winner.s

* Extension activities -TB p. 79 Playground T draws six human figures with sticks, performing six actions. Assign a letter to each drawing. T points to them one by one. “What’s this?”. Ss perform the actions. : “Zipadee says (hop)”. Ss can draw the actions in a sheet of paper and label them.

-R

-L /S

- L /S/R/W

-IW

-T /Ss

-T /Ss –IW

-5-10’

-5-10’

-10-15’


Session 2

5. Identify the day of the week and the weather.

5. TB p. 80 Getting started.-Put the “Days, Weather and Seasons” poster in a visible part of the classroom. -T: “What day is it today?”. T answers and Ss

5. L/S/R/W 5. T /Ss 5. 5-10’ -CB-AB-CD 2- “Days, Weather

repeat . “It’s (Monday)”. Call a S to the board to point to the word in the poster and write it in the corresponding place. -Do the same thing with the weather.

and Seasons” poster.-A water-soluble felt tip pen -Actions flashcards -Colours flashcards -mini-cards of the actions -Zipadee puppet.-Scissors for each student.-Students' folders -One big sheet of paper per student. -Colour pencils

6. Make the cards to practise the actions vocabulary.

6. TB p. 80 / CB p. 69 Preparing the game -Ss prepare the actions cards to make the game.

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of actions vocabulary.

7. CB p. 34/ CB p. 64 L3. Listen. Play the Magic Lamps game.-T: “Show me (run)”. Ss show the corresponding card. Do it with all the cards. -Revise the colours with the Ss. . Put the corresponding flashcards on the board . -T: “Let’s play the Magic Lamp game!” play L3. Ss listen and follow the instructions. They first show the corresponding action and then listen and put the card in the corresponding box. -Correct on the board T: “Blue?” Ss: “dance” T: “Yes, It’s dance”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise written comprehension and expression of actions vocabulary.

CB p. 34. Find and write.-Ss say what they think they have to do. -While Ss carry out the activity, T asks around: “What’s this?”.

8. R /W 8. IW 8. 5-10’

Practicse oral expression of the actions vocabulary.

9. TB p. 81 Finishing -Ss write their names on the back of the cards and put them away in their folders when Zipadee gives them the order : “Put away (jump)”.

9. L /S 9. T /Ss 9. 5’

- Practise oral comprehension and expression of the actions vocabulary.

- Practise oral comprehension of the actions and the colours. .

- Practise spelling of actions vocabulary.

* Reinforcement activities -TB p. 81 Find a pair Play “Find a pair” with the Ss using the min-cards with the actions. -TB p. 81 Where is it? Ss take the mini-cards of the actions and open their CB in the chart on p.64. T puts three cards in the chart of her/his book and dictates the corresponding actions and colours. “Yellow – run”. Ss put the dictated cards with the corresponding colours of their charts. Correct with he Ss. . * Extension activities -TB p. 81 Word game

- L /S

-L /S

- R /W

-T /Ss

-T /Ss

-PW

-5-10’

-5-10’

-10'

In pairs. S1 takes three actions and dictates them to S2. Later they all correct the spelling. Switch roles.


Session 3

Prepare and motivate the students to listen to the story. Introduce “Can”.

10. TB p. 82 L4 Getting started.-Tell the Ss they will listen to another story about Rosie, Jack and Zipadee that is about what they can do..-T asks some Ss : “What can you do? Can you skip?” T can ask in LL1 if they know how to do certain activities. -L4. Play the magic song. Ss sing it and perform the actions.



11. TB p. 82 / CB p. 35 L4 Listen to the story. -Look at the story in the book with the Ss. Ss explain in LL1 what they think the story is about. -T: “Let’s listen to the story!” Ss listen till the end and follow it in the book pointing to the frames. -T plays the story again and stops in each frame. Ask comprehension questions : “Who’s this? Can Rosie skip?” -T: Listen and repeat”. Play the story and pause for Ss to repeat the phrases.

11. L /S 11. T /Ss 11. 15’

Practise comprehension of the unit story. 12. TB p.82/ CB p. 35. Working on the story -T: “Listen and answer”. T says phrases from the story. Ss point and say the corresponding of frame number .

12. L /S 12. T /Ss 12. 5-10’

Oral practise of phrases from the story in the unit.

13. TB p. 82-83 /CB p. 35.Act it out.-Make three groups : Jack, Rosie and Zipadee to act out the story. -Ss act out the story using the finger puppets. Switch roles.

13. L /S 13. T /Ss 13. 10’

14. Practise oral comprehension of the structures : “Can you (skip)? Yes, I can (hop) / No”.

14. TB p. 83 Finishing -T asks each S a question : “Can you (skip)?” Ss responden: “Yes, I can (skip) / No”.

14. L /S 14. T /Ss 14. 5’


Ses * Reinforcement activities

sion 3 (Continued)

- Oral practice of the structure: “I’m wearing (a blue skirt)”.

- Recall words and phrases of the story in the unit. Oral discrimination of words.

-Practise written comprehension and expression of the clothing items vocabulary. -Complete phrases with the structure : “I’m wearing a (pink dress)”.

-TB p. 53 I’m wearing... Ask the Ss questions about how the other students are dressed and what colour their clothes are. A S goes to the board and gives his back to the class. A S names a clothes item he/she is wearing. : “I’m wearing (blue trousers)”. the S at the board has to guess who it is.

-TB p. 39 L17 Remembering the story T asks Ss what words and phrases they remember from the story and writes them on the board. Play L17 Ss put up their hand when they hear one of the words on the board.

* Extension activities -AB p. 11 Read and write. Colour Ask the Ss what they think they are supposed to do. Do the example with the Ss. Ss carry out the activity individually. Correct the exercise with the group-class.

- L /S

-L /S /R

-R/W

-T /Ss

-T /Ss

-IW

-10’

-10’

-10'


Session 4

15. Associate the written form of the actions vocabulary with its iconic representation.

15. TB p. 84 Getting started.-Call 6 Ss to the board and give them an action flashcard each. Ss say the word they have. T

15. L/S/R 15. T /Ss 15. 5-10’ -CB-AB-CD 2

gives the six actions vocabulary to 6 different Ss. these Ss are to stand by their pair.

-Zipadee puppet-Actions flashcards -Actions vocabulary cards Additional material:-1 photocopy of p. 10 of the Photocopy Master Book for each student -Scissors for each student-Colour pencils-Glue for each student -Three sheets of paper for each student

Identify pets in the unit story. Practicase spelling of school objects vocabulary. Practise comprehension of the story in the unit.

16. CB, p. 35-36 L4 Find and write. -Play L4 for Ss to remember the story. -T asks: “What’s this?” in relation with the pets in the pictures on p.36. -Look for the first one with the Ss : “What’s this? Look at the story. Where’s the (bird)?” Ss: “In picture five”. Ss do the rest of the objects. -Correct the activity with the Ss.

16. L/S/R/W

T /Ss – IW 10-15’

Practise comprehension of specific information in a story.

17. CB p. 35-36 Circle and say.-T: “Look at the pictures”. Point to the characters: : “Who’s that?” Do section 1 with the group. -Ss carry out the activity individually. -Correct with the Ss .

17. L /S 17. T /Ss – IW 17. 10-15’

Practise oral comprehension of the structures : “Can you (skip)? Yes, I can (skip)/ No”.

18. TB p. 84 Finishing.-Ask some Ss: “Can you (skip)?” Ss: “Yes, I can (Skip) / No”. Ask them to say the action and perform it.

18. L /S 18. T /Ss 18. 10-15’

-Reinforce comprehension of the story in the unit.

-Practise written comprehension of parts of the body and actions vocabulary. Discriminate parts of the body and actions vocabulary.

- Reinforce wirtten comprehension of the story in the unit.

* Reinforcement activities -PMB p. 10 L4 Listen and put in order Ss cut out the frames of the story. Ss try to order them by heart. Listen to the story and check if they ordered them correctly. * Extension activities -AB p. 20 Find and circle. Ss carry out the activity individually

-TB p. 85 Make a mini book Divide 2 sheets of paper to make a mini book with 8 pages. The cover goes on the first page and on the rest, Ss draw the 6 frames with the characters' dialogues. They take the book home.

-R /W

-R

-L/S/R/W

-T /Ss- IW

- IW

-IW

-10’

-10-15’

-15-20’ (H)


Session 5

Identify and perform actions. 19. TB p. 86 Getting started.-Call a S to the board. T shows S an actions flashcard. S mimes the action and the rest of the class says the word. Next, the S says the word and the class performs the action.


Additional material:-One photocopy of p 11 of the PMB for each student .-One photoocpy of p 12 of the PMB for each student .-Scissors for each student.-Colour pencils-A bookbinder per student -Colour pencils


20. CB, p. 36 Preparing the song . -T draws a tree on the board. : “What’s this?” I: “Tree”. Ask a S to stand up. T: “Can you hop? (Yes) Hop to the tree”. When the S gets to the tree, say “Stop!”. Repeat with other Ss and other acitons. -T: “Open your books at page 37” Look at the picture. Ask what the girl is doing. Ss answer. .

20. L /S 20. T /Ss 20. 10’

Sing a song in English 21. CB p. 37 L5 Sing.-L5 play without stopping .-Play L5. T acts out the lyrics for Ss to understand the song “I can dance”. Dance without moving from your spot “I can sing” Point to your mouth “I can hop” Perform the action “And then y stop”. Stay sill with your hands on your hips. -Play L5. Again. Encourage Ss to perform the actions .-Play L5 again. Encourage Ss to sing.

21. L /S 21. T /Ss 21. 10-15’


22. CB p. 37 L 6 Match. Sing.-Look at the pictures with the Ss and match with the words. -L6. Ss use the pictures to invent new stanzas for the song.

22. L/S/R 22. T /Ss – IW 22. 10’

Practise oral comprehension of the actions 23. TB p. 87 Finishing -Get Ss to stand in four or five row. : “Door”. T: “This row, hop/ walk / dance to the door and then stop”. Give a different order to each row.

23. L /S 23. T /Ss 23. 5’

- Oral discrimination of the actions vocabulary in the ong of the unit.

* Reinforcement activities -PMB p. 11 L5 Colour. Cut. Ss make the disc. L5. Ss listen to the song and colour the actions they hear in the song.

- L /S -T /Ss – IW -15-20’


* Extension activities -PMB p. 12 L5 Write. Sing. Complete the lyrics of the song with the words provided in the list. Sing the song again with the Ss.

-L/S/R/W -T /Ss -10'


Session 6

Recall the song in the unit . 24. TB p. 88 L5 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics.

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 2-Actions flashcards -Colour pencils.“My World”poster-Blu tack-Water-soluble felt pen -Zipadee puppet

Introduce and practise the actions: : “Point to the board” and “Point to the window”.

25. CB p. 38 L7 Listen and play. -I: “Point to the board/ the window”. T acts them out and asks Ss to imitate. -T: “Open your books at page 38”. Look at the pictures with the Ss. -Use the puppet to play “Zipadee says”. All the orders from the previous level and units can also be used.

25. L /S 25. T /Ss 25. 10-15’

Get to know about the schoolyard in British schools. Draw yourself doing something.

26. CB p. 20 Write. Draw.-T shows his/her CB pointing to the “My World” section. T: “Look at your books”. -Ss say what they see in the photo. Discuss the photograph with the Ss. . -Explain that many primary schools in Great Britain have grass fields aside from an asphalt yard for Ss to play. -Ss read the phrase T: “Can you run?”. Ask about the other actions . -Explain to the Ss that they should draw themselves in the blank space performing an action and complete the phrase “I can...”.

26. L/S/R/W 26. T /Ss – IW 26. 20-25’ (H)

27. Reinforce oral comprehension of phrases with the structure: : “I can (hop)”.

TB p. 89 Finishing.-Zipadee says phrases with actions it can do. If Ss know them, they perform them. Zipadee: “I can count to ten/ turn around / open my book / close my book/ wave my arms / put my hand up / put my hand down / touch my head / draw a square / sing / dance ..:”.

27. L /S 27. T /Ss 27. 5-10’



-Make a poster about the actions with drawings and photographs brought by the students.

-Oral practice of structures:: “Can you (junp)? Yes, I can (jump) / No!”.

-Comprehension of brief texts about the activities others can carry out. Write a brief text about actions another person can perform.

* Reinforcement activities -TB p. 89 My World Póster T puts the “My World” poster where Ss can see it properly. Tell them that they will put in the center the photographs and drawings of boys and girls playing, They can label them with a water-soluble felt tip pen that can be erased whtn they make a new poster. .

-TB p. 59 Same clothes Put the actions flashcards on the board. “What’s this? (jump) Can you jump?” Ss answer.. * Extension activities -AB p. 21 Read and match. Write Ss read the texts and look at the pictures to decide if they can do specific actions. Ss write a brief text about the activities that the boy in the picture can carry out.

- L/S/R/W

-L/S

-R/W

-T /Ss – IW

-T /Ss

-IW

-10-15’

-10’

-10-15’


Session 7

Revise the actions vocabulary . 28. TB p. 90 Getting started. -Play “Copy me!”. T says and does an action. If the action matches the word, Ss imitate. If the action does not match the word, Ss stay

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 2-Zipadee puppet

still. -Colgantes de las acciones-Rubber stamps -Colour pencils-Portfolio folders. - Vocabulary poster

29. Identify the weather. Revise the clothing items vocabulary. Oral practice of questions: “”What’s your name? How old are you? What are you wearing? Have you got blue eyes? Can you run?” and the answersRemember the song in the unit.

29. TB p. 90 L2 Para revisar -Call 6 Ss to the board. T: “How many children?” Number with the clas Ask : “What’s your name? How old are you?” Look out the window : “What’s the weather like?” Ss answer.. Ask: “What are you wearing? What colour’s your hair? Have you got blue eyes?”.-Hand out the 6 actions flashcards to the 6 Ss at the board. T: “What’s this? (run) Can you run? (Yes, i can run/ No).-L2 play the song. The Ss at the board raise their flashcards when they hear their action. They put them in order.

29. L /S 29. T /Ss 29. 10-15’

30. Make a picture dictionary with the actions vocabulary.

30. CB p. 39 Stick.-T: “Find the stickers”.-While the Ss carry out the activity, T can ask around : “What’s this? “(run)”.-Ss write the words under each picture -T can stamp the work of the Ss with rubber stamps (bottom right of p.39)

30. L/S/R/W

30. T /Ss - IW 30. 10’

Practise pronunciation of the actions vocabulary.

31. CB p. 39 L8 Listen and repeat.-Ss listen to the six words at different speeds in groups of three and then repeat them.

31. L /S 31. T /Ss 31. 10’


32. CB p. 39 Circle and colour.-T remembers face expressions : “Look! Sad. Look! OK. Look! Happy!”.-Before Ss self-evaluate, they can go over the activities done throughout the unit. .-Ss complete the sections “My favourite word / page”.

32. L/S/R/W

32. T /Ss – IW 32. 5-10’

Oral practice of numbering from 1 to 20. 33. TB, p. 91 FinishingSs number themselves orally form 1 to 20. Explain tha next session they will revise units 3 and 4 and after that, they will start a new unit.

33. L /S 33. T /Ss 33. 5’


Ses * Make the Portfolio. * Portfolio (Optional) * R /W * IW * 15-20’

sion 7 (Continued)

Ss make their personal Portfolio. In this unit they can carry out an activity about what the Ss can do. They draw or look for photographs or drawings of boys and girls doing all types of activities and write under : “He / she can...”.

-Revise vocabulary of actions and from prevoius units.

-Revise oral comprehension of the phrase “Can you (jump)?” and the oral expression of the phrase “Yes, I can (jump)”.

-Practise spelling of the actions vocabulary. .


* Reinforcement activities -TB p. 91 Vocabulary Póster Race T puts the “Vocabulary” poster in a visible part of the class. Call out 2 Ss that will compete to see who finds and action first: : “Find (jump)”. Do with other Ss. Parts of the face, clothing items, rooms, numbers, the weather or the members of the family can all be revised.

-TB p. 91 Playground Bingo Ss take out their mini-cards with the actions and take three that they put on their desk. T says the actions one by one in the context of a phrase : “Can you jump?” Ss turn the mini-cards with the actions they hear: : “Yes, I can jump”. The first one to turn round the three cards and call “Bingo!” wins..

-TB p. 91 Minicards revision Ss take out the picture and the actions vocabulary mini-cards. Ss place the picture mini-cards on their desk. They write in their notebooks the expression “I can” followed by the name of the corresponding action. When they finish, they correct the spelling using the vocabulary mini-cards. .

* Extension activities -TB p. 91 L5 Extension. T asks Ss to say what the song was about. T asks them to say words that the remember from the song. T writes them on the board. Play the song. Ss sing it and act out the actions.

- L /S

- L / S

-R /W

-L /S /R

-T /Ss

- T /Ss

-IW

-T /Ss

-10’

-10’

-10’

-10’


Only Session

1. Reinforce the orders worked on in units 3 and 4. “Touch your arms”, “touch your feet”, “Point to the board” and “Point to the window”.

1. TB p. 92 Getting started. -T puts the Zipadee: puppet on “Hello!” Ss: “Hello, Zipadee!” -Play “Zipadee says” with the orders introduced in units 3 and 4: “Touch your arms”, “touch your feet”, “Point to the board” and “Point to the window” and orders from the first level of Cool Kids and units 1 and 2 of Cool Kids 2.

1. L /S 1. T /Ss 1. 5-10’ -CB-CD 2-Zipadee puppet-Vocabulary Poster

2. Revise the vocabulary of the parts of the face and the actions.

2. TB p. 92 Primer juego. -Play “Name the flashcards” with the parts of the face and actions flashcards

2. L /S 2. T /Ss 2. 5-10’

3. Identify and count parts of the house and actions. Answer the question: “How many (pairs of eyes)?”

3. CB p. 22 Second game.-Look at the elements on the margins of the page. T: “Point to the (mouth)”, etc.-Do the example with the Ss: “Count the pairs of eyes. How many pairs of eyes?”.-Ss carry out the activity individually. While Ss work, T asks around the class : “What’s this? How many?”-Check the answers with the Ss.

3. L /S 3. T /Ss 3. 10-15’

4. Overall comprehension of the episode of a comic.

4. CB p. 41 L9 Listen.-T: Look at page forty-one. Look at the Story”. Remember the characters. . -Ask Ss to look at the frames. -L9 Ss follow the frames with their finger. -L9 Ss listen again. T pauses after each phrase. Ask Ss to repeat. Explain the words they don't understand. -T: “One”. Ask the Ss what thery remember of the frame. Do the same with the rest of the frames. -Divide the class in groups of three.Ss to act out the comic.

4. L/S/R 4. T /Ss – GW 4. 15’

5. Practise farewells. 5. TB p. 93 Finishing.-T se pone la marioneta de Zipadee y se despide de cada Ss.

5. L /S 5. T /Ss 5. 5’



-Reinforce the vocabulary of the parts of the face.

-Reinforce the written expression of the vocabulary of the parts of the face and the actions.

* Reinforcement activities -TB p. 93 Vocabulary Poster T puts the “Vocabulary” poster in a visible part of the class and calls a S to the board. T asks him/her to look for the parts of the face in the poster. S finds it, says the word but does not point at it. Another S comes up to the board to point and say another part of the face that another S, in turn, points at. * Extension activities -TB p. 93 Dividire the group-class in four groups. Remember the topic of the third unit. Ask each group to write as many words as they remember. They can also write the names of the parts of the body they remember. Repeat with the words of unit 4. Give a point for each correct answer. The group with more points is the winner.

- L /S

- R /W

-T /Ss

- GW

-10’

-10-15’


Session Evaluation


-Ss take Test 2.

Note: the Ss that finish earlier can complete pending activities of the CB or the AB


Unit 5. FoodObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the context of unit 4 (food ). 1. TB p. 94 / Class Book Getting started.-T puts the “Magic Lamp” poster in a visible part of the class and puts away the food flashcards in it. -Show the Zipadee puppet: “Hello”. Tell the Ss that today they are starting a new unit. . T: “Look! It’s Zipadee’s lamp!” Have a flashcard come out of the lamp. : “(Chicken)” Ss have to guess the topic of the unit. When they've guessed, ask them what words they think they will learn.

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 2-Food flashcards -Zipadee puppet.-“Magic Lamp” poster.

Additional material:-Colour pencils-One sheet of paper per student -Cd with music the students like

2. Introduce the food vocabulary: : “orange juice, chicken, tomatoes, milk, rice, bananas”. Learn a song with food vocabulary. .

2. CB, p. 42 L11 L12 Listen and point. Listen and Chant -T takes the flashcards with the new words out of the lamp, using the Zipadee puppet and saying them aloud while he/she puts them up on the board in the same order as they appear in the book. -Look at and comment the picture with the Ss. -L11 T: “Listen and point”. Ss listen to the words and point to them. -L11 “Listen and say”. Ss listen to the words and say them -L12 “Listen and chant”. Ss listen to the song and chant .

2. L /S 2. T /Ss 2. 10-15’

3. Practise written comprehension of food vocabulary.

3. CB p. 43. Match and say.-Ask the Ss what they think they have to do. Do section 1 with the Ss. : “What’s this? (tomatoes)”.-While the Ss carry out the activity, T asks “What’s this?

3. L /S /R 3. IW 3. 10’

4. Practise oral comprehension of food vocabulary.

4. TB p. 95.Finishing-T says one of the foods and asks a S to take it from the board and give it to Zipadee hwo says : “Thank you”.

4. L 4. T /Ss 4. 5-10’



- Practise written comprehension of the food vocabulary.

-Practise identification of food.

- Expand the food vocabulary.

* Reinforcement activities -AB p. 22 Circle. Look at the pictures : “Look at the food. What’s this? (Chicken)”. Ask what he would like to eat (Jack). Ss carry out the activity. T can ask around : “Does Rosie / Jack like this?”. Correct with the group-class.

-TB p. 95 Pass the flashcard. Play “Pass the flashcard” with the food flashcards .

* Extension activities -TB p. 95 Food T draws a chart on the upper part of the board and over several foods and drinks. Tell the Ss what each thing is in LL2. Revise the food they learned in Cool Kids 1. T: “What’s this?”. T can draw other foods the Ss order. Ss draw on a sheet of paper their own chart witht the foods they want and they label them.

- R /W

-L /S

- L /S/R/W

-IW

-T /Ss

-T /Ss –IW

-10-15’

-5-10’

-10-15'


Session

5. Identiy the day of the week and what the weather is like .

5. TB p. 96 Getting started.-Put the “Days, Weather and Seasons” poster in

5. L/S/R/W 5. T /Ss 5. 5-10’ -CB-AB

2 a visible part of the class . -T: “What day is it today?”. T answers and Ss repeat. “It’s (Monday)”. Call out a S to point to the word in the poster and write it in the corresponding place. .-Do the same with the weather.

-CD 2- “Days, Weather and Seasons” poster.-A water-soluble felt tip pen -Food flashcards -Zipadee puppet.-Scissors for each student.-Students folders --mini-cards of the foods -A sheet of paper per student. -Colour pencils

6. Make some cards to practise the food vocabulary.

6. TB p. 96/ CB p. 67 Preparing a game. -Ss prepare the cards of the foods to make a game.

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of the food vocabulary.

CB p. 44/ CB p. 64 L13. Listen. Play the Magic Lamps game.-T: “Show me the (milk)”. Ss show the corresponding card. Do it with all the cards. -Revise with Ss the numbers, 1 to 6. Put the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” PLay L13. Ss listen and follow instructions. First, they show the corresponding object and then they listen and put the card in the corresponding box. When the picture cards are in their place, the vocabulary cards must go under each picture. Correct on the board. T: “One?” Ss: “Bananas” T: “Yes, (Bananas)”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise written comprehension and expession of the food vocabulary.

CB p. 44. Draw and write.-Look with the Ss at the picture at the beginning of the activity. Next, look at picture 1 and do, as an example: : ”Look at picture one. What’s missing? (tomatoes)”. -While Ss carry out the activity, T asks : “What’s this? What’s missing?”.

8. L/S/R/W

8. IW 8. 5-10’

Practise oral comprehension and expression of the food vocabulary. Introduce the “I like...” structure..

9. TB p. 97 Finishing -T shows the food flashcards one by one. Ss say the vocabulary. -T raises a flashcard. The Ss who like the food in the flashcard, raise their hand. . T: “Do you like milk?” Ss: “Yes, I like milk”. Repeat with all the foods on the flashcards.

9. L /S 9. T /Ss 9. 5-10’



- Practise oral comprehension and expression of food vocabulary.

- Practise the food vocabulary.

- Practise spelling of food vocabulary. .

* Reinforcement activities -TB p. 97 My Granny Ss take the mini-cards with the foods and choose one. Call out a S. T tells him/her that there's one food his/her granmother loves and he /whe will have to tel the rest of the class what iit is. T shows the S a food flashcard. The S tells the other students. The S who took the mini-card with that type of food sits down. Continue until they are all seated.

-TB p. 97 Pelmanism Ss play in pairs using two sets of cards of the parts of the face that they shuffle and put on the table, facing downwards. S1 raises two of them and names them, if they are the same, he/she keeps them, if not, they are put back in place. Play in turns.

* Extension activities -TB p. 97 Word game In pairs . S1 takes three foods and dictates them to S S2. Later they all correct the spelling. Switch roles. .

- L /S

-L /S

- R /W

-T /Ss

-T /Ss

-PW

-5-10’

-5-10’

-10'


Session 3

Preparar y motivar a los alumnos para escuchar una historia.Repasar el verbo “like” y la pregunta: “Do you like (bananas)?”

10. TB p. 98 L14 Getting started.-Explicar que escucharán una historia sobre Jack, Rosie y Zipadee que trata sobre los alimentos y las bebidas. Pedir que piensen alimentos y bebidas que les agraden y que no les agraden. R: “Like”. T hace preguntas a los Ss: “Do you like (bananas)? /Yes/ No)”. -L14 Ss dicen la canción y hacen los gestos.

10. L /S 10. T /Ss 10. 10’ -CB-AB-CD 2-Zipadee puppet-Finger puppets of Jack, Rosie Zipadee

Listen to a story in English. 11. TB p. 98 / CB p. 45 L14 Listen to the story. 11. L /S 11. T /Ss 11. 15’

Overall comprehension of a story. Answer questions about a story.

-Observar con los Ss la historia en el libro. Ss explican en LL1 de qué creen que trata la historia. -T: “Let’s listen to the story!” Ss escuchan la historia hasta al final y la siguen en el libro señalando las viñetas. -T vuelve a poner la historia y la para en cada viñeta. Hacer preguntas de comprensión como: “Who’s this? What’s this?”. -T: Listen and repeat”. Poner la historia y hacer pausas para que los Ss repitan las frases.


12. TB p. 98/ CB p. 45. Para trabajar la historia.-T: “Listen and answer”. T dice frases de la historia. Ss han de señalar y decir el número de la viñeta correspondiente.

12. L /S 12. T /Ss 12. 5-10’


13. TB p. 99 /CB p. 45 Act it out.-Hacer tres grupos: Jack, Rosie y Zipadee para interpretar la historia.-Ss interpretan la historia utilizando las marionetas de dedo. Cambiar papeles.

13. L /S 13. T /Ss 13. 10’

Practise oral comprehension and expression of the food vocabulary and oral comprehension of the structure: : “I like (tomatoes)”.

14. TB p. 99 Finishing -A Ss takes one of the food flashcards, says it and hands it to Zipadee who says “I like (tomatoes)”. Do with other flashcards and Ss.

14. L /S 14. T /Ss 14. 5’



- Remember words and phrases of the story in the unit. . Oral discrimination of words.

-Introduce the : “I don’t like structure...”.

* Reinforcement activities -TB p. 99 L14 Remembering the story T asks the Ss what words and phrases they remember from the story and writes them on the board. . Play L14 Ss raise the hand when they hear one of the words that are written on the board.

* Extension activities -TB p. 99 I don’t like... T I: “I don’t like...” Ss repeat and write it in their

-L /S /R

-L/S/R/W

-T /Ss

- T /Ss

-10’

-10-15’

-Practicse written comprehension and expression of the food vocabulary. -Complete the written phrases: “I like...” and “I don’t like...” with foods .

notebooks completing it with the drawing of a food or drink they do not like. Ss walk around the class with their notebooks. When T says “Stop!” Ss stop and say their phrase to the student they have closest. If the food is the same, they get a point. -AB p. 23 Write. Write about you. Look at the pictures with the Ss: “What’s this?” Ss do the crossword . Ss complete the phrases. Correct the activity on the board.

-R /W -IW -10-15'


Session 4

Remember the food vocabulary. 15. TB p. 100 Getting started.-Play “What’s repeted?” with the food flashcards .

15. L /S 15. T /Ss 15. 5-10’ -CB-AB-CD 2-Zipadee puppet-Food flashcards

Additional material:-1 photocopy of p. 13 of the Photocopy Master Book for each student -Scissors for each student-Colour pencils-Glue for each student

Identify parts of the body in the unit story. .Practise the spelling of the vocabulary of parts of the body. Practise comprehension of the story in the unit.

16. CB, p. 45-46 L14 Find and write. -L14 Ss remember the story.-Look at the pictures of the parts of the body : “Who’s this?” Point to the words in the box. Ask 4 Ss to read one each. Look for the first one with the Ss: “What are these? Look at the story. Where are the(feet)?” Ss: “Four”.-Correct the activity with the Ss

16. L/S/R/W

16. T /Ss – IW 16. 10-15’

Practise the oral expression and written comprehensionar of the : “I like...” and “I don’t like” structures.

17. CB p. 45-46 Choose and say.-Do the first section with the Ss. -Ss do the activity. .-Correct with the whole group-class.

17. L /S 17. T /Ss – IW 17. 15’

Understand phrases with the “I like...” and 18. TB p. 100 Finishing. 18. L 18. T /Ss 18. 5-10’

“I don’t like...” structures.. -Ss stand up. T shows them the food flashcards T builds phrases with “I like” and “I don’t like”. If the Ss hear a phrase that describes their tastes, they sit down.

-Two sheets of paper for each student. -Actions flashcards

- Reinforce the comprehension of the story of the unit.

-Classify vocabulary of the semantic fields of food and actions.

- Reinforce the written comprehension of the story in the unit.

* Reinforcement activities -PMB p. 13 L14 Listen and put in order Ss cut out the frames of the story. Ss try to order them by heart. Listen to the story and check if they have ordered them correctly. * Extension activities -AB p. 24 Write Ask the Ss to remember what actions they have learned. Ss say them and T shows the corresponding flashcards. Do the same with the food. T: “What’s this? PlaygrounAd or food?”. Ss classify the vocabulary. Correct with the group-class -TB p. 101 Make a mini book Hand out 2 sheets of paper to make a small, 8-pages book. The first page is for the cover and on the other pages they draw the 6 frames with the characters' dialogues. They take the book home.

- L /S

-T/S/R/W

-R/W

-T /Ss

-IW

-IW

-10’

-10-15'

-15-20’ (H)


Session 5

Identifiy vocabulary that doesn't belong to a specific semantic field.

19. TB p. 102 Getting started.-Play “Add one out”. T shows three flashcards from one semantic field and another from a different semantic field. Ss have to say : “Which is the add one out?”.

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 1-Zipadee puppet-Flashcards from units 1 to 5-Real objects: carrots and peas


20. CB, p. 47 Preparing the song . -I: “Carrots” Draw on the board or show real carrots. Same procedure with “Peas”.-T: “Do you like carrots / peas?” Ss: “Yes, I like

20. L /S 20. T /Ss 20. 10’

(carrots) / No, I don’t like (peas)”.-T: “Open your books at page 47. Look at the pictures”. Ss look at the boys' expressions.

Additional material:-One photocopy of p. 14 of the PMB for each student. -One photocopy of p. 15 of the PMB for each student. .-Scissors for each student.-Colour pencils-Glue

Sing a song in English. 21. CB p. 47 L15 Sing.-L15 play the recording without stopping. -Play L15 T acts out the lyrics for Ss to understand the song. *”I like (bananas) and (milk)”. Touch your stomach to indicate you like these. *”But I don’t like cheese”. Indicate you push the plate away. .*”No, no, I don’t like cheese”. Move your head saying no -Play L15 again. Encourage the Ss to perform the actions. .-Play L15 again. Encourage Ss to sing.

21. L /S 21. T /Ss 21. 10-15’


22. CB p. 47 L16 Write. Sing.-Look at the piictures and the words with the Ss. Ss complete the phrases. -L16. Ss use the pictures to invent new stanzas for the song.

22. L/S/R/W

22. T /Ss – IW 22. 10’

Practise oral comprehension of the colours. 23. TB p. 103 Finishing -Ss Stand up. T says a colour.: “Red”. If the Ss are wearing a clothing item in this colour, they sit down. Continue until all the Ss are seated.

23. L /S 23. T /Ss 23. 5-10’

- Practise oral comrehension of the song in the unit. .


* Reinforcement activities -PMB p. 14 L15 Cut and fold. Stick. Ss make the pencil puppet to use it during the song. L15. Ss listen to the song and show the face of the corresponding puppet according to what the lyrics of the song say. * Extension activities -PMB p. 15 L15 Write. Sing. With the Ss, complet the lyrics of the song with the words provided in the list. Sing the song again with the Ss.

- L /S

-L/S/R/W

-T /Ss – IW

-T /Ss

-10-15’

-10'


Session 6

Remember the song in the unit. 24. TB p. 104 L15 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics. .

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 2-Colour pencils.- “My World” poster-Blu tack -Water-soluble felt tip pen -Zipadee puppet

Introduce and practise the actions: : “Wash your hands” y “Brush your teeth”.

25. CB p. 48 L17 Listen and play. -I: “Wash your hands” and “Brush your teeth”. T acts them out and asks Ss to imitate. -T: “Open your books at page 48”. Look at the pictures with the Ss. . -Use the puppet to play “Zipadee says”. You can use all the orders from the previous level and from the previous units. .

25. L /S 25. T /Ss 25. 10-15’

Get to know about food in British schools. Complete a brief text about food they like and don't like and illustrate it.

26. CB p. 48 Write. Draw.-T shows his/her CB pointing to the “My World” section. T: “Look at your books”. -Ss say what they see in the photograph. Talk about the photograph with the Ss. . -Explain tha tin Great Britain the boys and girls can buy warm food in the canteen or take their lunch from home. -Ask a S to read the phrase T: “Do you like chicken/ tomatoes?” Ss: “Yes, I like (chicken) / No, I don’t like (tomatoes)”.-Look at the words in the box. . T: “Do you like (bananas)?”. Ss have to draw themselves in the blank space and complete the phrases.

26. L/S/R/W

26. T /Ss – IW 26. 20-25’ (H)

27. Practise the oral expression of phrases to express likes and dislikes of foods.

TB p. 105 Finishing.-Zipadee says an affirmative or negative phrase using “I like / I don’t like” and asks a S to say another similar phrase. If Zipadee's phrase is affirmative, S will have to say an affirmative phrase as well.

27. L /S 27. T /Ss 27. 5-10’



-Make a poster about the food that students like.

-Practse oral comprehension and expression of food vocabulary.

-Complete written phrases to express the food other people like.

* Reinforcement activities -TB p. 105 My World Poster T puts the “My World” poster where Ss can see it perfectly. Tell them they will put photos and drawings of food in the center. They can label with a water-soluble felt pen that can later be erased when they make another poster.

* Extension activities -TB p. 105 Pass the flashcard Jugar a “Pass the flashcard” with the food flashcards .

-AB p. 25 Look and write Ss complete the phrases with the words in the box of the bottom part of the page.

- L/S/R/W

-L /S

-R /W

-T /Ss – IW

-T /Ss

-IW

-10-15’

-5-10’

-10’


Session 7

28. Revise the food vocabulary. 28. TB p. 106 Getting started. -T chooses a food flashcard without showing it to the Ss and says the word moving the keys without pronouncing it. Ss have to guess what food it is. When they guess, T shows them the flashcard.

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 2-Food flashcards -Zipadee puppet-Colgantes de los alimentos-Rubber stamps -Colour pencils-Portfolio folders - Vocabulary poster

29. Oral practice of questions: : “What’s the weather like? What are you wearing? What colour are your eyes? Have you got brown hair? Can you sing?”Revise the food vocabulary and the following structures: “Do you like (milk)? Yes, I like (milk) No, I don’t like (milk)”.Remember the song in the unit about food.

29. TB p. 106 L12 Para revisar -T takes six Ss out to the board and numbers them with the rest of the group-class. Ask the Ss “What’s the weather like? What are you wearing? What colour are your eyes? Have you got brown eyes? Can you sing?”.-T hands out the food flashcards to the Ss. T: “What’s this? (Milk) Do you like (milk)? (Yes, I like milk /No, I don’t like milk)”.-L12 Ss listen to the song, sing it and perform the actions. Ss that have the flashcards raise them

29. L /S 29. T /Ss 29. 15-20’

and put them in order when they hear them on the recording.

30. Make a picture dictionary with the food vocabulary.

30. CB p. 49 Stick.-T: “Find the stickers”.-While Ss carry out the activity, T asks: “What’s this?/ What are these?” Ss: “(tomatoes)”.-Ss write the words under each picture. -T can stamp the works of the Ss with the rubber stamps. (Bottom right part, p 49)

30. L/S/R/W

30. T /Ss - IW 30. 10’

Practicse pronunciation of food vocabulary. 31. CB p. 49 L 18 Listen and repeat.-Ss listen to six words at different speeds in groups of three and then repeat them.

31. L /S 31. T /Ss 31. 10’


32. CB p. 49 Circle and colour. Write.-T remembers face expessions : “Look! Sad. Look! OK. Look! Happy!”.-Before the Ss self-evaluate, they can go over the activities carried out throughout the unit. -Ss complete the sections “My favourite word / page”.

32. L/S/R/W

32. T /Ss – IW 32. 5-10’



Express orally the foods they like and the foods they dislike .

33. TB, p. 107 Finishing-Ss separate the mini-cards in two piles depending on what they like and what they don't like. Zipadee starts naming foods and Ss have to say r: “I like / I don’t like ...” depending on whether they like or dislike the food they heard. -Tell them that in the next session they will start a new unit.

33. L /S /R 33. T /Ss 33. 5-10’

* Make the Portfolio. * Portafolio (Opcional)Ss make their personal Portfolio. In this unit they could carry out an activity about the foods that boys and girls generally like. Look for drawings or

* R /W * IW * 15-20’

photos of boys and girls eating their favourite foods and label them. They can also add food that they like and don't like and write: “I like...” I “I don’t like”.

-Reinforce the food vocabulary.

-Use the language in the unit to make a game.

-Remember the words of the song in the unit.

* Reinforcement activities -TB p. 107 Vocabulary Poster Race T puts the “Vocabulary” poster in a visible part of the class. T calls out two Ss that will compet to see who finds the food first: : “Find the (tomatoes)”. Repeat with other Ss. Actions, clothing items, rooms, numbers 1 to 20, weather or the members of the family can also be revised.

-TB p. 107 Chinese whispers Play Chinese Whispers” with the Ss using the verses of the song in the unit.

* Extension activities -TB p. 107 L15 Unit song. T asks the Ss to say what the song was about. T asks them to say words they remember from the song. T writes them on the board. Play the song. Ss sing and perform the actions. .

- L /S

-L /S

-L /S /R

-T /Ss

-T /Ss

-T /Ss

-10’

-10’

-10’

Unit 6. Favourite thingsObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the context of unit 6 (Favourite things).

1. TB p. 108 / Class Book Getting started.-T puts the “Magic Lamp” poster in a visible part of the class and puts away the favourite things flashcards in the lamp. -Tell the Ss that they are starting a new unit today. T: “Look! It’s Zipadee’s lamp!” Get a flashcard to come out of the lamp : “Look, it’s a (bike)” Ss have to guess the topic of the unit. When they guess,ask them what words they think they will learn.

1. L /S 1. T /Ss 1. 5-10’ -CB-AB-CD 2-Favourite things flashcards -Zipadee puppet.-Magic Lamp” poster

Additional material:-Colour pencils-One sheet of paper per student

2. Introduce the favourite things vocabulary: “Bike, watch, camera, skateboard, computer game, paints”.

2. CB, p. 50 L19 L20 Listen and point. Listen and Chant -T brings the flashcards with the new words from the lamp, using the Zipadee puppet and says them aloud while she/he puts them on the board in the same order as they appear in the book. .-Look at the picture and discuss it with the Ss. -L19 “Listen and point”.-L20 “Listen and chant”. Ss listen to the song and chant.

2. L /S 2. T /Ss 2. 10-15’

3. Practise written comprehension and identification of favourite things vocabulary.

3. CB p. 51. Draw and circle. Say.-Ask the Ss what they think they have to do. -While the Ss carry out the activity, T asks : “What’s this?.

3. L /S /R 3. IW 3. 10’

4. Practise oral comprehension and experssion of the favourite things voabulary. .

4. TB p. 109.Finishing-T pretends to play with one of the favourite things. Ask a S to take the corresponding flashcard from the board and say it and then give it to Zipadee so it puts it back into the lamp. Zipadee says: “Thank you”.

4. L /S 4. T /Ss 4. 5-10’

- Practise written comprehension of the favourite things vocabulary. .

- Practise oral comprehension of the

* Reinforcement activities -AB p. 26 Read and draw. Look at the pictures with the Ss: “Whos’s that? What are Jack’s favourite things?”. Ss carry out the activity. Correct with the group-class.

-TB p. 109 Pass the flahscard

-R

-L /S

-IW

-T /Ss

-5-10’

-5-10’

vocabulary of favourite things.

-Expand the vocabulary of favourite thing.

Play “Pass the flashcard” with the favourite things flashcards.

* Extension activities -TB p. 109 Favourite things T draws the favourite things on the board. T: “What’s this?”.Ss can ask the T to draw other favourite things on the board. T draws them and writes the words. Ss can draw their collection of favourite things in a sheet of paper and label it.

- L /S/R/W -T /Ss –IW -10-15’


Session 2

5. Identify the day of the week and the kind of weather there is.

5. TB p. 110 Getting started.-Put the “Days, Weather and Seasons” poster in a visible part of the classroom. -T: “What day is it today?”. T answers and Ss repeat. “It’s (Monday)”. Call a S to the board to point at the word in the poster and write it in its corresponding place. -Do the same thing with the weather.

5. L/S/R/W 5. T /Ss 5. 5-10’ -CB-AB-CD 2- “Days, Weather and Seasons” poster..-A water-soluble felt tip pen -Favourite things fashcards -mini-cards of favourite things -Zipadee puppet.-Scissors for each student.Students' folders-One sheet of paper per student. -Colour pencils

6. Make the cards to practise the vocabulary of the favourite things.

6. TB p. 110 / CB p. 65 Preparing the game -Ss prepare the cards of the favourite things to make a game.

6. L /S 6. T /Ss – IW 6. 10-15’

Practise oral comprehension of the vocabulary of favourite things.

7. CB p. 52/ CB p. 64 L21. Listen. Play the Magic Lamps game.-T: “Show me the (camera)”. Ss show the corresponding card. Do with all the cards. -Revise the colours with the Ss. . Put the corresponding flashcards on the board. -T: “Let’s play the Magic Lamp game!” Play L21. Ss listen and follow the instructions. First they show the corresponding action and then they listen and put the card in the corresponding box. -Correct on the board. T: “Blue?” Ss: “bike” T: “Yes, It’s bike”.

7. L /S 7. T /Ss 7. 10-15’

8. Practise written comprehension and expression of the vocabulary of the favourite things.

CB p. 52. Find the add one out. Write.-Ss say what they think they have to do. -While the Ss carry out the activity, T asks : “What’s this?”.

8. R /W 8. IW 8. 5-10’

Practise the vocabulary of the favourite things. .

9. TB p. 111 Finishing -Ask a S to use mime to represent one of the favourite things. Another S says what it is and all put away their mini-card in their folder. Repeat until they have put all of them away.

9. L /S 9. T /Ss 9. 5’

- Practise comprehension of the vocabulary of the favourite things.

- Practise the association of the words of favourite things with their iconic representation.

- Practise spelling the vocabulary of the actions. s.

* Reinforcement activities -TB p. 111 Bingo Play Bingo with the mini-cards of the favourite things.

-TB p. 111 Match the minicards Ss separate the picture mini-cards from the vocabulary mini-cards. When T says “Go!” Ss take them and when they finish, they put up their hand.

* Extension activities -TB p. 111 Word game In pairs. S1 chooses three favourite things and dictates them to S2. Later they all correct the spelling. Switch roles. l.

-L /S

-R

- R /W

-T /Ss

-IW

-PW

-5-10’

-5-10’

-10'


Session 3

Prepare and motivate the students to listen to a story. Remember the vocabulary of favourite things.

10. TB p. 112 L22 Getting started.-Play “What’s missing?” with the favourite things flashcards .-Tell the Ss that they will hear another story about Rosie, Jack and Zipadee.-L22. Play the magic song. Ss sing and perform the actions.

10. L /S 10. T /Ss 10. 5-10’ -CB-AB-CD 2-Zipadee puppet-Finger puppets of Jack, Rosie and Zipadee -Favourite things flashcards -mini-cards of favourite things.


11. TB p. 112 / CB p. 53 L22 Listen to the story. -Look at the story in the book with the Ss: Ss explain in LL1 what they think the story is about. -T: “Let’s listen to the story!” Ss listen to the story until the end and follow it in the book pointing at the frames. -T plays the story again and stops in each frame. Ask comprehension questions: : “Who’s this? What’s that?” -T: Listen and repeat”. Play the story and pause for Ss to repeat the phrases.

11. L /S 11. T /Ss 11. 15’

Practise the comprehension of the story in the unit.

12. TB p. 112/ CB p. 53 Working on the story -T: “Listen and answer”. T says phrases from the story. Ss have to point and say the corresponding frame number. .

12. L /S 12. T /Ss 12. 5-10’


13. TB p. 113 /CB p. 53 Act it out.-Make three groups: Jack, Rosie and Zipadee to act out the story. .-Ss act out the story using the finger puppets. Switch roles.

13. L /S 13. T /Ss 13. 10’

14. Practise oral comprehension of the structure: : “If your favourite colour’s (blue), put your hand up”.

14. TB p. 113 Finishing -T: “If your favourite colour’s (blue), put your hand up”. T writes on the board the colours as she /he says them and the number of boys and girls that have raised their hand. .

14. L /S 14. T /Ss 14. 5’

Unit 6. Favourite things


- Remember words and phrases of the story in the unit. Oral discrimination of words.

-Identify the vocabulary of favourite things.

-Practise written comprehensoion and expression of the vocabulary of favourite things. . Complete phrases with the structure: “I’ve got a...”.

* Reinforcement activities -TB p. 113 L22 Remembering the story T aks the Ss what words and phrases they remember from the story and writes them on the board. Play L22 Ss put up their hand when they hear one of the words that is written on the board.

-TB p. 113 Match the flashcard Play “Match the flashcard” with the flashcards and mni-cards of favourite things.

* Extension activities -AB p. 27 Find and write Ask Ss what they think they are going to do. Do the example wth the Ss. Ss do the activity individually. Correct the exercise with the group-class

-L /S /R

-L /S

-R /W

-T /Ss

-T /Ss

-IW

-10’

-10'

-10-15’


Session 4

15. Practise the vocabulary of the favourite things.

15. TB p. 114 Getting started.-Play “Name the flashcards” with the flashcards of the favourite things.

15. L/S/R 15. T /Ss 15. 5-10’ -CB-AB-CD 2-Zipadee puppet

Identify foods in the unit story. 16. CB, p. 53-54 L22 Find and write. 16. T /Ss – IW 10-15’

Practise spelling of the food vocabulary. Practise comprehension of the story in the unit.

-Play L22 for Ss to remember the story. -T asks: “What’s this? What are these?” in relation with the food in pictures on p.54 . -Look for the first one with the Ss: “What’s this? Look at the story. Where’s the (cheese)?” Ss: “In picture five”. Ss do the rest of the foods. -Correct the activity with the Ss

L/S/R/W -Favourite things fllashcards

Additional material:-1 photocopy of p. 16 of the l Photocopy Master Book for each student -Scissors for each student-Colour pencils-Glue for each student -Two sheets of paper for each student

Practise comprehension of specific information of the story.

17. CB p. 53-54 Choose and say.-T: “Look at the pictures”. Point to the characters : “Who’s that?” Do section 1 with the group. -Ss carry out the activity individually. -Correct with the Ss.

17. L /S 17. T /Ss – IW 17. 10-15’

Practse oral comprehension of “You may go!”

18. TB p. 114 Finishing.-Assign to each S a number. T: “Numbers threes, you may go!”. The Ss that were assigned this number put their things away and get ready to leave. .

18. L /S 18. T /Ss 18. 10-15’

-Reinforce the comprehension of the story in the unit.

-Completae written phrases about a picture.


* Reinforcement activities -PMB p. 18 L22 Listen and put in order Ss cut out the frames of the story. Ss try to order them by heart. Listen to the story and check thay it is in the right order. . * Extension activities -AB p. 28 Write Look at and comment the picture with the Ss Do the first phrase as an example. Ss carry out the activity. Correct with the whole group-class.

-TB p. 115 Make a mini book Divide 2 sheets of paper to make a small 8-pages book. The first page is used for the cover and on the rest, Ss draw the 6 frames with the characters' dialogues. They take the book home.

-R /W

-R /W

-L/S/R/W

-T /Ss- IW

- IW

-IW

-10’

-10-15’

-15-20’ (H)


Session 5

Identify foods.Practise oral questions: : “What’s this? Do you like? What’s your favourite food/ colour/ thing?” and their answers .

19. TB p. 116 Getting started.-T raises and shows the Ss a foods flashcard without looking at i. T says the names of the different foods. Ss say “No” until T says the food that's onthe flashcard and Ss then say “Yes”-Put the food flashcards : “What’s this? Do you like...? What’s your favourite food/ colour/ thing?”

19. L /S 19. T /Ss 19. 5’ -CB-AB-CD 2-Zipadee puppet-Flashcards de los alimentos

Additional material:-One photocopy of p. 17 of the PMB for each student .-One photocopy of p. 18 of the PMB for each student .-Scissors for each student.-Colour pencils

Prepare students to listen to a song in English.

20. CB, p. 55 Preparing the song -I: “What about you?” Ask a S: “What’s your favourite food?” S answers and T asks another one : “What about you?”. Do the same thing with other questions : “Do you like appples? Have you got a sister? Can you dance? What’s your favourite colour?” -T: “Open your books at page 55. ” Look at the picture . Ask what the boy and girl are doing. Say what objects and foods appear in the picture. Ss answer.

20. L /S 20. T /Ss 20. 10’

Sing a song in English 21. CB p. 55 L23 Sing.-L23 play without stopping the recording -Play L23. T acts out the lyrics for Ss to understand the song. When a toy is named, T pretends to play with that toy. When a colour is said, T points to something in that colour. . “What about you?” Point to a student.-Play L23 again. Encourage Ss to carry out the actions. -Play L23 again. Encourage Ss to sng

21. L /S 21. T /Ss 21. 10-15’

Practise the language in the song

22. CB p. 55 L23 Sing.-Look at the pictures with the Ss. and rmatch the words with the pictures. -L23. Ss use the pictures to invent new stanzas for the song.

22. L/S/R 22. T /Ss – IW 22. 10’

Practise oral comprehension of phrases with the structure : “My favourite (food) is...”.

23. TB p. 117 Finishing -Play “True!” with Ss. T says phrases about her/his favourite things. Ss repeat everyting they hear that is true. T: “My favourite colour’s (blue)”.

23. L /S 23. T /Ss 23. 5’



- Oral discrimination of the vocabulary of the favourite things.


* Reinforcement activities -PMB p. 17 L22 Song craft. Read and draw. Cut and fold. Ss make a cutout to use during the audition of the song in the unit. L22. Ss listen to the song and show the heart with the favourite things.

* Extension activities -PMB p. 18 L23 Write. Sing. With the Ss, complete the lyrics of the song with the words provided in the list. Sing the song again with the Ss.

- L /S

-L/S/R/W

-T /Ss – IW

-T /Ss

-15-20’

-10'


Session 6

Remember the song in the unit 24. TB p. 118 L23 Getting started. -T greets the Ss: “Let’s sing a song”. Ss sing and act out the lyrics

24. L /S 24. T /Ss 24. 5-10’ -CB-AB-CD 2-Favourite things flashcards Introduce and practise the actions : “Stand 25. CB p. 56 L25 Listen and play. 25. L /S 25. T /Ss 25. 10-

behind your chair” and “Pick up your bag”. -I: “Stand behind your chair” and “Pick up your bag”. T acts them out and asks Ss to imitate. -T: “Open your books at page 56”. Look at the pictues with the Ss. -Use the puppet to play “Zipadee says”. All the orders from the previous level and the previous units can also be used.

15’ -mini-cards of the favourite things -Colour pencils.“My World” poster-Blu tack -Water-soluble felt tip pen -Zipadee puppetGet to know about the bedroom of British

boys and girls and their favourite things. Draw their favourite things.

26. CB p. 56 Write. Draw.-T shows his/her CB pointing to the “My World” section. T: “Look at your books”. -Ss say what they see in the photo. Comment the photo with the Ss and read the list of the girl's favourite things. T: “Is a (bike) your favourite thing?” Ss: “(Yes / no)”.-Explain to the Ss that they are to draw their favourite things.

26. L /S /R 26. T /Ss – IW 26. 20-25’ (H)

27. Match the written form of favourite things with their iconic representations.

TB p. 119 Finishing.-Ss put their vocabulary mini-cards of the favourite things on the desk and stand up. T shows a favourite thing flashcard . Ss with the correponding card put up their hand . T asks the first 6 that raised the mini-card to sit down.

27. R 27. T /Ss 27. 5-10’


Session 6 (Contnued)

-Make a poster with the students' favourite things.

* Reinforcement activities -TB p. 119 My World Póster T puts the “My World” poster where all the Ss can see it properly. Tell them that they will put photographs and drawings of their favourite things in the center. They can label with water-solvent felt pen that can be erased whent they

- L/S/R/W -T /Ss – IW -10-15’

-Practise oral comprehension of the actions.

-Understand brief texts about other boy's and girl's favourite things. Write a brief text about other people's favourite things.

make another poster.

-TB p. 119 Actions Ask the Ss to stand up and perform an action of the TPR. T says an action: Ss that are perfoming the action the T said are elilminated and sit down. * Extension activities -AB p. 29 Read and match. Write Ss read the texts and look at the pictures to decide who each text refers to. Ss write a brief text about the favourite things of the boy in the picture.

-L/S

-R/W

-T /Ss

-IW

-10’

-10-15’


Session 7

Revise the vocabulary of favourite things. . 28. TB p. 120 Getting started. -Play “What’s missing?” with the favourite things flashcards .

28. L /S 28. T /Ss 28. 5-10’ -CB-AB-CD 2-Zipadee puppet-Food flashcards -Colgantes de los aliment0s-Rubber stamps -Colour pencils-Portfolio folders - Vocabulary poster

29. Identify the weather. Revise the vocabulary of the favourite things. Practise oral questions : “What’s are you wearing? What colour are your eyes? Have you got brown hair? Can you sing? Do you like pizza? What’s your favourite food/ toy?” and the answers.Rememeber the song in the unit.

29. TB p. 90 L20 Para revisar -Call 6 Ss to the board. . T: “How many children?” Number with the class. Look out the window. : “What’s the weather like?” Ss answer.. -Ask the Ss: “What’s are you wearing? What colour are your eyes? Have you got brown hair? Can you sing? Do you like pizza? What’s your favourite food/ toy?”.-Hand out the 6 flashcards of favourite things to the 6 Ss that are at the front. T: “What’s this? (skateboard) Do you like skateboards? What’s your favourite toy?”.-L20 play the song. The Ss at the board raise their flashcards when they hear their favourite things and put them in order.

29. L /S 29. T /Ss 29. 10-15’

30. Make a picture dictionary with the vocabulary of favourite things

30. CB p. 57 Stick.-T: “Find the stickers”.-While the Ss carry out the activity, T asks : “What’s this? What are these? (paints)”.

30. L/S/R/W

30. T /Ss - IW 30. 10’

-Ss write the words under each picure. -T can stamp the work of the Ss with the rubber stamps. (bottom right of p.57)

Practicse pronunciation of the vocabulary of the favourite things.

31. CB p. 57 L26 Listen and repeat.-Ss listen to six words at different speeds, in groups of three, and then repeat htem.

31. L /S 31. T /Ss 31. 10’


32. CB p. 57 Circle and colour.-T remembers the face expressions “Look! Sad. Look! OK. Look! Happy!”.-Before Ss self-evaluate, they can go over the activities done throughout the unit. -Ss complete the sections of “My favourite word / page”.

32. L/S/R/W

32. T /Ss – IW 32. 5-10’

Oral practice of the question: “What’s your favourite (food/ thing / colour)?” and their answer.

33. TB, p. 121 Finishing-T asks the Ss: “What’s your favourite (food/ thing / colour)?” Ss answer..

33. L /S 33. T /Ss 33. 5’



* Make the Portfolio. * Portfolio (Optional)Ss make their personal Portfolio . In this unit they can carry out an activity about their favourite things.

* R /W * IW * 15-20’

-Revise the vocabulary of favourite things.

-Reinforce comprehension of vocabulary of favourite things. .

* Reinforcement activities -TB p. 91 Vocabulary Póster Race T puts the “Vocabulary” poster in a visible part of the class. Choose two Ss that will compete trying to be the first one to find a favourite thing.. : “Find (jump)”. Do with other Ss. Food, actions, parts of the face, clothes, rooms, numbers, weather or members of the family can also be revised.

-TB p. 121 CB p. 64 Matching boards Play “Matching boards” with the Ss.

- L /S

- L / S

-T /Ss

- T /Ss

-10’

-10’


* Extension activities -TB p. 121 L23 Ampliación. T asks Ss to say what the song was about. T asks them to say the words they remember from the song. T writes them on the board. Play the song. Ss sing and act out the actions.

-L /S /R -T /Ss -10’


Only Session

1. Reinforce the orders worked on in units 5 and 6: “Wash your hands”, “Brush your teeth”, “Stand behind your chair” and “Pick up your bag”.

1. TB p. 122 Getting started. -T puts the Zipadee:puppet on. “Hello!” Ss: “Hello, Zipadee!” -Play “Zipadee says” with the orders introduced in units 5 and 6. “Wash your hands”, “Brush your teeth”, “Stand behind your chair” and “Pick up your bag” and orders from the first level of Cool Kids and the units 3 and 4 of Cool Kids 2.

1. L /S 1. T /Ss 1. 5-10’ -CB-CD 2-Zipadee puppet-Vocabulary Póster

2. Revise the food and the favourite things vocabulary.

2. TB p. 92 First game . -Play “Name the flashcards” with the food flashcards and the favourite things.

2. L /S 2. T /Ss 2. 5-10’

3. Identify and count food and favourite things. .Answer the question : “How many (skateboards)?”

3. CB p. 58 Second game .-Look at the elements on the page margins. T: “Point to the (Milk)”, etc.-Do the example with the Ss Ss: “Count the (skateboards). How many (Skateboards)?”.-Ss do the activity individually. While the Ss work, T asks around the class: : “What’s this? How many?”

3. L /S 3. T /Ss 3. 10-15’

-Check the answers with the Ss 4. Overall comprehension of the episode of a comic.

4. CB p. 59 L27 Listen.-T: Look at page forty-one. Look at the Story”. Remembering the characters . -Ask the Ss to look at the frames. -L27 Ss follow the frames wth a finger. -L27 Ss listen again. T pauses after each prase. Ask the Ss to repeat them. Explain the wors they don't understand. .-T: “One”. Ask Ss to remember the frame. Do the same with the rest of the frames. -Divide the class in groups of four Ss to act out the comic. .

4. L/S/R 4. T /Ss – GW 4. 15’

5. Practise farewells. 5. TB p. 123 Finishing.-T puts the Zipadee puppet on and says goodbye to each S. .

5. L /S 5. T /Ss 5. 5’

Revisión. Units 5 and 6Objectives Activities Skills Interaction Time Material


-Reinforce the food and favourite things vocabulary.

-Reinforce the written expression of food and favourite things vocabulary.

* Reinforcement activities -TB p. 123 Vocabulary Póster T puts the “Vocabulary” poster in a vsible part of the class and picks a S. T asks him/her to look for one of the foods or favourtite things in the poster. S finds it, says the word but does not point to it. Another S comes to point at it and in turn, says another word that another S will point at.

* Extension activities -TB p. 123 Dividire the group-class into four groups. Remember the topic in the fifth unit. Ask each group to write as many words as they remember. They can also write the names of food from the last course. Repeat with the words from unit 6. Give a point for every right answer. The group with more points wins.

- L /S

- R /W

-T /Ss

- GW

-10’

-10-15’


Evaluation Session


-Ss take Test 3.


* L/S/R/W * IW * 30-40’ -One photocopy for each student of TEST 3 p. 14 of the Evaluation notebook .

Evaluation. Units 1 to 6Objectives Activities Skills Interaction Time Material

Evaluation Session

* Evaluate the basic aspects worked on in the units 1 to 6.

-Ss take Test 4.


* L/S/R/W * IW * 30-40’ -One photocopy for each student of TEST 4 p. 15 of the Evaluation notebook.

HalloweenObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the students to the context of the unit (Halloween)

1. TB p. 124 Getting started. -T puts the “Magic Lamp” poster in a visible place and puts the “Halloween” flashcards in the lamp. . -T takes a flashcard from the lamp: : “Look! It’s a (ghost)”. Ask the Ss to guess the topic of the unit and to say what words they think they will learn.

1. L /S 1. T /Ss 1. 10-15’ -CB-CD 2-Zipadee puppet-Numbers flashcards -Halloween” flashcards-Scissors for each student-Glue-Colour pencils-One photocopy of p.26 of the PMB for each student

Introduce the vocabulary: “Owl, witch, ghost, bat, pumpkin, spider”.

2. TB p. 124 / CB p. 60 Look at the picture. -Look at and comment the picture with the Ss -T takes the “Halloween” flashcards from the lamp and presents the words to the Ss . -T puts the flashcards on the board. T says them one by one and asks Ss to repeat them

2. L /S 2. T /Ss 2. 15’

Learn aspects about Halloween celebrations in Great Britain.

3. TB p. 125/ CB p. 60 Para practicar. -Comment with the Ss how Halloween is celebrated in Great Britain. Explain that it is a children's celebrations that is held the night before Todos los Santos and that originally, it was called “All Hallow’s Eve”. Explain that tradition has it that this night the spirits, ghosts and witches wander freely. Explain that families put up pumpkins in the windows. Explain that people celebrate fancy dress parties where everyone dresses up. Explain “Trick or Treat”. Ss look at the pictue and say elements related with “Halloween” look. I: “Bobbing for apples”.

3. L /S 3. T /Ss 3. 10-15’

Practise the vocabulary related with “Halloween”.

4. TB p. 125 / Cb p. 60 Finishing. -T puts the number flashcards on the board and writes the words of the Halloween

4. L /S 4. T /Ss 4. 5’

vocabulary. -Ask Ss to count how many elements there are in each picture onnp.60 of the CB.

-Preactuse written comprehension and expressionof the structure: “2 black bats”.

-Make the cutout of a witch.

-Oral discrimination of the word “Witch”.

* Reinforcement activities -AB p. 30 Read and colour. Write. Ss carry out the activity individually. -PMB p. 26 Colour and cut. Fold and stick. Ss make the cutour .

* Extension activities -TB p. 125 The witches game T says the Halloween words.. Ss are to raise their witch when they hear the word “Witch”. T says the words faster and faster.

-R

-L /S

- L

-IW

-IW

-T/Ss

-10’

-10’

-5-10’

HalloweenObjectives Activities Skills Interaction Time Material

Session 2

5. Remember the vocabulary related with “Halloween”.

5. TB p. 126 Getting started. -T: “Open your books at page 60”. T points to objects but say words that do not match with the object. Ss correct it.

5. L /S 5. T /Ss 5. 5-10’ -CB-CD 2-Zipadee puppet-“Halloween” Flashcards-Colour pencils-One photocopy of page 27 of the PMB for each student -One sheet of paper for each student. -Colour pencils-Pencil puppet made by the students in the previous session

Prepare the Ss to sing a song. Expand the voabulary related with “Halloween”.

6. TB p. 126 / CB p. 61 Singing a song . -Look at and comment the pictures with the Ss. I: “Mice, cat”. -Ss can ask for other words they may want to learn in English. . T says them and writes them on the board. -I: “Toad” andd “Owl”.

6. L /S 6. T /Ss 6. 10’

7. Learn a song related with “Halloween”. 7. CB p. 61 L29 Sing -Ss chooses the pencil puppet of the witch. -L29 Ss listen to the song . -L29 T stops the song after each verse for Ss to repeat. -Explain to Ss that when they hear “It’s a witch” they should make their puppet flay. -L29 Ss listen,, sing and move their puppet. .

7. L /S 7. T /Ss 7. 15’

Practise vocabulary related with “Halloween”.

8. CB p. 61 Cross 5 differences. -Ss look for 5 diferencias.

8. L /S 8. T /Ss 8. 5-10’

Identificy the words of the semantic fields of clothing and Halloween. .

TB p. 127 Finishing-T puts the Halloween and the clothing flashcards on his/her desk. T says words randomly. Ss have to raise and move their witch puppet if they hear a word related with Halloween but not if they hear clothing if they don't want to be eliminated.

9. L 9. T /Ss 9. 5-10’


-Practise the vocabulary of “Halloween”.

* Reinforcement activities -PMB p. 27 L29 Sing Ss colour the pictures in the margins. While they do so, T asks: “What’s this? (a frog) What colour this? (Green)”- L29 Ss sing the song again. .

* Extension activities -TB p. 127 Ss draw and colour “Halloween” elements typical in their country and different to British ones.

- L /S

-L /S

-IW

-IW

-10-15’

-10-15’


Session 1

1. Introduce the students to the context of the unit (Christmas) Remember numbers from 1 to 20

1. TB p. 128 Getting started. -T puts the “Magic Lamp” poster in a visible place and puts the “Christmas” flashcards in the lamp. -T takes a lashcard from the lamp “Look! It’s a (stocking)”. Ask the Ss to guess the topic of the unit and to say words they think they will learn. -L2. Ss sing the song of the numbers from 1 to 20 to remember them. .

1. L /S 1. T /Ss 1. 10-15’ -CB-CD 1-CD 2-Zipadee puppet-Numbers flashcards “Christmas”flashcards”-Scissors for each student-Glue-Colour pencils-One photocopy of p.27 of the PMB for each student. -Scissors for each student-One sheet of paper

Introduce the vocabulary:“Santa Claus, Christmas tree, presents, stocking”.

2. TB p. 128 / CB p. 62 Look at the picture. -Look and comment the picture with the Ss. -T takes the “Christmas” flashcards from the lamp and presents the words to the Ss. -T puts the flashcards on the board. T says them one by one in English and asks Ss to repeat them.

2. L /S 2. T /Ss 2. 15’

Learn aspects about Christmas celebration 3. TB p. 129/ CB p. 62 Para practicar. 3. L /S 3. T /Ss 3. 10-15’

in Great Britain. -Comment with Ss how Halloween is celebrated in Great Britain. -Explain the “Christmas Eve” celebration.. - Ss look at the picture and say what is happening and what elements related with Christmas they see. .

per student. -One “Christmas card” made by the teacher

Practise the vocabulary related with “Christmas”.

4. TB p. 129 / CB p. 62 Finishing. -T puts the numbers flashcards on the board and writes the words of the Christmas vocabulary. -Ask SS to tell how many elements of each there are in the picture p. 62.CB

4. L /S 4. T /Ss 4. 5’

-Practise written comprehension of the structure: “I’ve got a (ball)”.

-Make the cutout of a snowman.

-Expand the Christmas-related vocabulary. el vocabulario relacionado con la Navidad.

* Reinforcement activities -AB p. 31 Match and write. Ss do the actiivty individually. -PMB p. 28 Cut and fold. Cut again. Ss make the snowman cutout

* Extension activities -TB p. 129 My Christmas Ss draw a wrapped-up present they want for Christmas. In pairs, Ss show their drawings and have to guess what present it is. : “What’s this? It’s a (kite)”.

-R

-L /S

-L /S

-IW

-T /Ss – IW

-IW – PW

-10’

-10’

-5-10’


Session 2

5. Remember the vocabulary related with Christmas.

5. TB p. 130 Getting started. -T: “Open your books at page 62”. T points to objects but says words that don't match the objects. Ss correct. T.

5. L /S 5. T /Ss 5. 5-10’ -CB-CD 2-Zipadee puppet-Christmas Flashcards -Colour pencils-One photocopy of page 28 of the PMB for each student.-Mini-cards of the colours and the toys.

Prepare the students to sing a song. . 6. TB p. 130 / CB p. 62 Singing a song -Look and comment the pictures with the Ss. Comment where Santa Claus comes from and what he does.

6. L /S 6. T /Ss 6. 10’

7. Learn a Christmas carol. 7. CB p. 63 L30 Sing -L30 Ss listen to the song. . -L30 T stops the song after each verse so Ss repeat it. -L30 Ss listen and sing .

7. L /S 7. T /Ss 7. 15’

Practise Christmas vocabulary. 8. CB p. 63 Find. -Look at the maze and identify the elements related with Chrismas: “What’s this?”. -Ss do the maze and raise their hand when they have finished.

8. L /S 8. T /Ss 8. 5-10’

Identifiy and quantify elements related with Christmas.

TB p. 130 / p. 62 Finishing-Make two teams. Each team counts the number of elements the T says: : “How many (Christmas trees)?”. The first team in giving an answer wins a point.

9. L /S 9. T /Ss 9. 5-10’


-Practise and extend vocabulary related with Christmas.

* Reinforcement activities -PMB p. 29 L30 Sing Ss paint the drawings of the margins. Meanwhile, T coninues asking funny things. los dibujos de los márgenes. Mientras lo hacen T va preguntando: “What’s this? (a present) What colour this? (Red)”. L30 Ss sing the song again. .

* Extension activities -TB p. 130 What do you want for Christmas? Conduct a survey to know which is the present that most boys and girsl would love for

- L /S

-L/S/R/W

-IW

-T /Ss

-10-15’

-10-15’

Christmas. Each S writes down the present he would like for Christmas on a piece of paper.

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