bugs world 1 syllabus

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Bugs World 1 !

SYLLABUS !

Area: Foreign Languages (English) ! Stage: Primary Education !

1st Cycle !!

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INTRODUCTION WELCOME TO BUGS WORLD!

!!OBJECTIVES !⇨ Greeting people and saying goodbye ⇨ Introducing Colin the caterpillar ⇨ Identifying toys ⇨ Identifying colours ⇨ Identifying foods ⇨ Numbers 1–5 ⇨ Associating pictures with meaning ⇨ Singing the Bugs World song ⇨ Inclusion into the bugs’ world by drawing a self portrait !

CONTENTS !Listening

-Listen to some instructions and act in a rhythmic way, doing the actions at the same time

-Listen to the song What’s the weather like today and do the actions -Listen to the Bugs World song !

Speaking !-Greet the class and sing the Hello song together -Repeat weather words. -Say hello to Colin -Find animals in a picture and say the names in English -Find toys in a picture and say the names in English -Find colours in a picture and say the names in English -Sing the Goodbye song !

Reading -Read the instructions to do the exercises. !

Writing !-Write names in the space provided in the Pupil’s book -Circle and count Colin’s shoes

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-Draw a self-portrait of themselves in Bugs World !Language knowledge and use !

Linguistic knowledge: !▪ Grammar -Fine. -I’m … !

▪ Vocabulary !Main language children use: -Colin the caterpillar -Hello -Goodbye -sunny, cloudy, windy, raining, snowing, hot, cold -teddy bear, ball -monkey -sandwich, apple -red, orange, yellow, green, blue -Numbers 1–5 !Recycled language: (For children who have already started learning English, some language in the section Main language children use may be recycled.) !Receptive language: -How are you today? -What’s your name? -Stand up! Sit down! Turn around! Clap your hands! -What’s the weather like today? -bedroom -friends -Can you find …? -animal -toy -eat -colour -shoe -Welcome -Here come the bugs. Let’s begin -Draw

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!▪ Pronunciation -Students pay attention to the pronunciation while singing the Bugs World

song !

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Learning reflexion: -Memorising a song. -Repeating words. -Reviewing and reflecting on learning. -Appreciating working in groups as a means of personal enrichment. !

!BASIC COMPETENCES

!Basic Competence Page Activity Evaluation Criteria

C1 Linguistic communicative competence.

PB page 2

All the activities of the unit use the language as an instrument of communication: e.g. Bugs World song, Hello song, Goodbye song

Interest in learning English. Pleasure in greeting people and saying goodbye

C2 Mathematical competence.

PB page 2

Numbers 1-5 Interest in learning numbers in English.

C3 Knowledge of and interaction with the physical world.

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Colours and food Interest in learning numbers and being able to say names of food in English.

C4 Competence in information and communication technologies

CD Rom activities Pupil’s website: www.bugsworld.mac-english.com

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

C5 Social and civil competence.

PB page 2

Moral and civic education: The importance of being polite when meeting someone, saying Hello and Good Bye !Health education: The importance of food for being healthy.

Willingness to follow routines Pleasure in greeting people and saying goodbye Willingness to follow simple instructions

C6 Cultural and artistic competence.

PB page 2 Learning to say Hello and Good Bye. Drawing a self-portrait

Pleasure in greeting people and saying goodbye

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http://www.bugsworld.mac-english.com

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Socio cultural aspects and intercultural awareness !⇨ Interest in learning English ⇨ Willingness to follow routines ⇨ Pleasure in greeting people and saying goodbye ⇨ Positive attitude towards own ability to participate in class activities ⇨ Willingness to follow simple instructions

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

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

telling stories, etc: -Text genre: Bugs World song, Hello song, Goodbye song

!CROSS-CURRICULAR ITEMS !▪ Knowledge of the physical world: colours, food, etc

C7 The competence of learning to learn.

Students can do the CD-Rom and the website activities by themselves in order to learn to learn.

Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

C8 The competence of personal autonomy and initiative.

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Initiative to do the routines by themselves and to participate in group activities. E.g. Songs

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

C9 The emotional competence. (Castilla la Mancha)

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Students learn to work in groups respecting each other and admitting both their own success and their classmates’.

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

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▪ Mathematics: Numbers 1-5. !ATTITUDES AND VALUES ⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES ⇨ Creation of a weather poster on which the weather picture for the day can be stuck. Have a weather rota for children to take it in turns to select and place the weather picture. ⇨ Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199) ⇨ Ideas for extra picture card games. T.Notes (pages 200-201)

!EVALUATION !1. EVALUATION RESOURCES ▪ Informal evaluation -Teacher’s evaluation of the unit !

▪ Formal evaluation -Diagnostic Test

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

as greeting people. ▪ Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while singing the Bugs World song.

▪ Write words with the help of models and with a specific aim such as writing their names in the Pupil’s book

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

▪ Use basic strategies in order to learn to learn, such as accompanying communication with gestures when singing the Goodbye song.

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

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UNIT 1 HIDE AND SEEK

!!OBJECTIVES !⇨ Greeting people and saying goodbye ⇨ Identifying Colin the caterpillar and his friends ⇨ Listening to and understanding the story ⇨ Re-telling the story ⇨ Singing and acting out the story song ⇨ Numbers 1–5 ⇨ Saying and acting out a counting rhyme ⇨ Asking and saying where people are ⇨ Identifying who you can see ⇨ Ordering the life of a caterpillar ⇨ Following instructions ⇨ Associating pictures with meaning ⇨ Reviewing and reflecting on learning ⇨ Recognising and writing over key words !!

CONTENTS !Listening

-Listen to the song Hello, Colin. L1 -Listen and follow the story. L2 -Listen, mime and say key parts of the story. L2 -Listen and say Annie’s rap. L4 -Listen to the rhyme One little boy / One little girl. L5 -Listen and mime the life of a caterpillar. L6 -Listen and tell the story. L7 -Listen and put on the illustrated stickers. L8 -Listen and write the numbers. L8 !

Speaking !-Say the Bug word rap. L1 -Sing the song and point to the pictures. L1 -Play What’s my word? L1 -Act out the song Hello, Colin. L2 -Play Where’s Colin? L2

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-Play a guessing game. L3 -Sing the story song Where’s Colin? L3 -Sing and hold up the bug cards. L3 -Play with the bug cards. L3 -Sing and act out the story song Where’s Colin? L4 -Play I can see you! L4 -Play Boys do this! / Girls do this! L5 -Say and act out the rhyme. L5 -Say and act out the rhyme One little boy / One little girl. L6 -Recall the story. L7 -Sing the story song Where’s Colin? L7 -Play Bugs team game. L8 -Play Bugs hide and seek. L8 -Say Well done! and put on the sticker of Colin. L8 !

Reading -Meet Colin the caterpillar’s friends. L1 -Have children read the words around the picture of Colin before putting on

the stickers. L8 -Read the instructions to do the exercises of all the lessons. !

Writing !-Find and colour the bugs. L2 -Draw their favourite bug in the story. L2 -Match the words and pictures. L3 -Find and match the children. L4 -Count boys and girls. L5 -Match and colour the numbers. L5 -Draw and make a group of five boys and five Girls. L5 -Draw the missing pictures. L6 -Number the photos in order. L6 -Colour the pictures in the minibook. L7 -Trace the words when putting on the stickers. L8 !

Language knowledge and use !Linguistic knowledge: !▪ Grammar -Let’s play! -Are you ready? -I can see you.

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-Where’s …? -I don’t know. !!

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▪ Vocabulary !Main language children use: -yes, no -ant, snail, bee, ladybird, butterfly -sunny, cloudy, windy, snowing, raining, hot, cold -little, boy, girl -Numbers 1–5 -Hurray! -Here! !Recycled language: -hello, -goodbye, -caterpillar, -fine !Receptive language: -What’s your name? / How are you? -Stand up! Sit down! Turn around! Clap your hands! -What’s the weather like today? -Hide and seek -friends, bugs -Close your eyes. !

▪ Pronunciation -Annie’s rap: /æ/ Annie the ant eats apples -Students pay attention to the pronunciation while singing the Where’s Colin

song !Learning reflexion: -Memorising a song. -Repeating words. -Reviewing and reflecting on learning. -Appreciating working in groups as a means of personal enrichment. !

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BASIC COMPETENCES !

Basic Competence Page Activity Evaluation Criteria


PB page 6 !!!PB pages 4-5

All the activities of the unit use the language as an instrument of communication: e.g. Where’s Colin song. Listening to a story.

Interest in learning English !!Pleasure in the story about a familiar game


PB page 8

Counting boys and girls from 1 to 5

Interest in learning numbers in English.


PB page 9

The life of a caterpillar Curiosity in learning about the life of a caterpillar





PB page 9 !!!!!PB page 8

Environmental education: The importance of respecting the environment including insects and animals. Health education: The importance of practising sports, such as football and basketball, in order to be healthy.

Curiosity in learning and respecting animal facts !!!!Willingness to follow healthy habits !Willingness to follow routines


PB pages 65-67 !PB page 6

Making the bug cards Making the minibook Drawing their favourite bug.

Pleasure in doing artistic works.

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!!Socio cultural aspects and intercultural awareness !⇨ Interest in learning English ⇨ Willingness to follow routines ⇨ Pleasure in the story about a familiar game ⇨ Positive attitude towards own ability to participate in class activities ⇨ Curiosity in learning about the life of a caterpillar ⇨ Willingness to review and reflect on own learning ⇨ Enjoyment in completing activities in the book !

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


telling stories, etc: Songs and rhymes: -Hello, Colin -Annie’s rap -One little boy / One little girl


PB page 62 !!PB page 10

Students complete the Picture Dictionary with the stickers from Unit 1. Self-evaluate their work by putting on the sticker of Collin and saying Well done! once they’ve finished.

Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Pleasure in the story about a familiar game


PB page 4

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the song Hello, Colin



PB page 3

Students learn to work in groups respecting each other and admitting both their own success and their classmates’. E.g. playing the What’s my word? game.

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

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-Bug word rap Story: -Where’s Colin !

CROSS-CURRICULAR ITEMS !▪ Natural Science: The life of a caterpillar. Identify the different stages in its life. L6. ▪ Arts and Crafts: Make the bug cards L3. Make the minibook L7. ▪ Mathematics: Counting boys and girls from 1 to 5. L5 !!ATTITUDES AND VALUES ⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES ⇨ Game – Hello, Bugs! L1 ⇨ Song: A version of the song Hello, Colin using the children’s names. L2 ⇨ Card game – Bug row. L3 ⇨ Optional Busy Book activity: Unit 1 activity 1. L3 ⇨ Vocabulary extension: spider, scorpion, beetle, fly, worm, grasshopper. L3 ⇨ Card game – Hurray! L4 ⇨ Optional Busy Book activity: Unit 1 activity 2. L4 ⇨ Optional DVD activity: watch Where’s Emma? (Unit 1) L4 ⇨ Musical game. L5 ⇨ Optional Busy Book activity: Unit 1 activity 3. L5 ⇨ Art and craft: Do a butterfly. L6 ⇨ Optional Busy Book activity: Unit 1 activities 4 and 6. L6 ⇨ Optional DVD activity: watch The life of a caterpillar (Unit 1) L6 ⇨ Minibook cover. L7 ⇨ Optional Busy Book activity: Unit 1 activity 5. L7 ⇨ Drama: Children act out a version of the story, using their real names rather than the names of the bugs in the story. L8 ⇨ Optional Busy Book activity: Unit 1 activity 7. L8 ⇨ Optional DVD activity ⇨ Children watch Fun with Colin and I can see …(Unit 1). L8

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⇨ Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199). ⇨ Ideas for extra picture card games. T.Notes (pages 200-201) !

!EVALUATION !1. EVALUATION RESOURCES ▪ Informal evaluation -Teacher’s evaluation of the unit -Class assessment sheets -Individual child assessment sheet -Self-evaluation Worksheets -Portfolio Worksheets -Say Well done! and put on the sticker of Colin. L8 -Put on the photographic stickers in the Picture Dictionary page 62. Test

yourself. !▪ Formal evaluation -Unit 1 Test -Term Test -End-of-year Test


as singing the Hello Colin song. ▪ Read and identify simple words previously introduced in an oral way, about

the world of insects. ▪ Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while listening to the story and retelling it.

▪ Write words with the help of models and with a specific aim such as writing insect names before putting on the stickers on the caterpillar at the end of the unit.

▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Annie the ant eats apples!

▪ Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 1.


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UNIT 2 THE MAGIC ELF

!!OBJECTIVES !⇨ Identifying toys ⇨ Asking for and giving toys ⇨ Listening to and understanding the story ⇨ Re-telling the story ⇨ Singing and acting out the songs ⇨ Saying the colour rap ⇨ Identifying colours in the classroom ⇨ Saying your favourite colour ⇨ Mixing and making new colours ⇨ Following instructions ⇨ Associating pictures with meaning ⇨ Reviewing and reflecting on learning ⇨ Recognising and writing over key words !!

CONTENTS !Listening !

-Listen to The toy song. L1 -Listen to the story. L2 -Listen and follow the story. L2 -Find and count the caterpillars. L2 -Listen, mime and say key parts of the story. L4 -Listen and number the Tripilee spell. L4 -Listen and say Annie’s rap. L4 -Listen and colour the toys. L5 -Listen and tell the story. L7 -Listen and put on the illustrated stickers. L8 -Listen and colour. L8 !

Speaking -Mime and name the toys. L1 -Say the Bug word rap. L1 -Sing the song and point to the toys. L1 -Play What’s my word? L1

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-Sing The toy song. L2 -Play Tripilee! . L2 -Sing the story song Can I have a robot, please? . L3 -Sing and hold up the toy cards. L3 -Guess the toy. L3 -Play with the toy cards. L3 -Sing and act out the story song Can I have a robot, please? L4 -Play a circle game. L4 -Identify colours in the classroom. L5 -Play Tripilee! with colours. L5 -Say the Colour rap. L5 -Say your favourite colour. L5 -Act out the Colour rap. L6 -Play a memory game in teams. L6 -Guess the colours. L6 -Recall the story. L7 -Sing the story song Can I have a robot, please? . L7 -Play Magic elf. L7 -Play the Bugs team game. L8 -Say Well done! and put on the sticker of Colin. L8 !!

Reading -Read the instructions to do the exercises of all the lessons. -Have children read the words around the picture of Colin before putting on

the stickers. L8 !Writing !

-Number the toys in the order of the story. L2 -Draw the toy you want. L2 -Match the words and pictures. L3 -Match the words and pictures. L4 -Draw lines to find the bugs’ favourite colours. L5 -Colour. L6 -Look and colour. L6 -Trace the words when putting on the stickers. L8 !

Language knowledge and use !Linguistic knowledge: !▪ Grammar

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-Can I have a … , please? -Here you are. -Jump! / Turn around! / Close your eyes! -It’s (sunny) -This is … !

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▪ Vocabulary !Main language children use: -ball, bike, car, robot, doll, scooter -green, yellow, red, brown, purple, blue, orange -favourite -Surprise! -thank you !Recycled language: -hello / goodbye -yes / no -Let’s play. -Numbers 1–3 -Hurray! -Sunny, cloudy, windy, snowing, raining, hot, cold !Receptive language: -Point to … -window, door, board, floor -magic elf, toy -old / new -No problem. / Oh, dear. / Oh, great! -What about you? -Happy -Mix -What’s the weather like today? !

▪ Pronunciation -Annie’s rap: /b/ Bee’s ball and Butterfly’s bike -Students pay attention to the pronunciation while singing The Toy song !


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BASIC COMPETENCES !



PB page 11 !!PB pages 12-13

All the activities of the unit use the language as an instrument of communication: e.g. The Toy song. Listening to a story.

Interest in learning English !Pleasure in using ‘please’ and ‘thank you’ to be polite


PB page 16-17

Identifying colours and toys in the classroom

Interest in experimenting with colour





PB page 15 !!!

Health education: The importance of doing exercise, such as jumping or riding a bike, in order to be healthy.

Willingness to follow healthy habits !Recognition of the personal value of things you own



Making the toy cards. Making the pencil puppets Mixing colours to make new colours.





Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Care in completing activities in the book

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!!Socio cultural aspects and intercultural awareness !⇨ Empathy with the child in the story ⇨ Pleasure in using ‘please’ and ‘thank you’ to be polite ⇨ Recognition of the personal value of things you own ⇨ Interest in experimenting with colour ⇨ Pleasure in expressing personal opinions ⇨ Enjoyment in group participation ⇨ Care in completing activities in the book ⇨ Willingness to review and reflect on own learning



telling stories, etc: Songs and rhymes: -Annie’s rap: Bee’s ball and Butterfly’s bike -Bug word rap -The toy song -Can I have a robot, please? !Story: -The magic elf !

CROSS-CURRICULAR ITEMS !


PB page 11

Initiative to do the routines by themselves and to participate in group activities. E.g. Playing the game What’s my word?



PB page 11



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▪ Arts and Crafts: -Draw their favourite toy. L3 -Make the toy cards. L3 -Mixing colours to make new colours. L6 -Make the pencil puppets. L7

!!!ATTITUDES AND VALUES ⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES ⇨ Game – Guess the toy: L1 ⇨ Toy song. L2 ⇨ Optional DVD activity: Children watch Tripilee (Unit 2). L2 ⇨ Card game – Happy Families. L3 ⇨ Optional Busy Book activity: Do Unit 2 activity 1. L3 ⇨ Vocabulary extension: train, kite, board game, skateboard, jigsaw, yo-yo. L3 ⇨ Optional DVD activity: Children watch The toy shop (Unit 2). L3 ⇨ Art and craft: Use a square piece of paper to create a toy box display for the classroom wall. L4 ⇨ Optional Busy Book activity: Do Unit 2 activity 2. L4 ⇨ Musical game. L5 ⇨ Optional Busy Book activity. Do Unit 2 activity 3. L5 ⇨ Art and craft: children make a large poster of the colour wheel to display on the class noticeboard. L6 ⇨ Optional Busy Book activity: Do Unit 2 activities 4 and 6. L6 ⇨ Drama: Children act out the story in pairs. L7 ⇨ Optional Busy Book activity: Do Unit 2 activity 5. L7 ⇨ Picture Dictionary Quiz. L8 ⇨ Optional Busy Book activity: Do Unit 2 activity 7 ⇨ Optional DVD activity ⇨ Children watch Fun with Colin and Can you say the colours? (Unit 2). L8 ⇨ Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199). ⇨ Ideas for extra picture card games. T.Notes (pages 200-201)

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!EVALUATION !1. EVALUATION RESOURCES ▪ Informal evaluation -Teacher’s evaluation of the unit -Class assessment sheets -Individual child assessment sheet -Self-evaluation Worksheets -Portfolio Worksheets -Say Well done! and put on the sticker of Colin. L8 -Put on the photographic stickers in the Picture. L8 -Dictionary page 62. Test yourself. . L8 !

▪ Formal evaluation -Unit 2 Test -Term Test -End-of-year Test


as singing The Toy Song. ▪ Read and identify simple words previously introduced in an oral way, about

the world of toys. ▪ Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while listening to the story of the Elf and retelling it.

▪ Write words with the help of models and with a specific aim such as writing toys names before putting on the stickers on the caterpillar at the end of the unit.

▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Bee’s ball and Butterfly’s bike

▪ Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 2


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REVIEW UNITS 1-2 Annie’s surprise

My world, your world: Birthdays !!!

OBJECTIVES !⇨ Identifying the bugs in the story ⇨ Identifying toys ⇨ Identifying colours ⇨ Numbers 1–5 (initiating counting further) ⇨ Learning about birthdays ⇨ Listening to and understanding the story ⇨ Associating pictures with meaning ⇨ Following instructions ⇨ Reviewing and reflecting on learning ⇨ Recognising and writing key words !


-Listen to the Bugs World song -Listen and follow the story !

Speaking -Children may talk about their own birthdays. !

Reading -Read the instructions to do the exercises of all the lessons. !

Writing !-Match and write -Make a birthday card !

Language knowledge and use !Linguistic knowledge: !

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▪ Grammar -• Here! -• Happy birthday! !!

▪ Vocabulary !Main language children use: -caterpillar, snail, ladybird, bee, ant, butterfly -birthday, cake, presents, cards -ball, bike, car, robot, doll, scooter Recycled language: -caterpillar, snail, ladybird, bee, ant, butterfly -ball, bike, car, robot, doll, scooter -purple -happy -girl -Oh, dear -Surprise! -Where’s …? -I don’t know -Here you are. -Thank you. -Sunny, cloudy, windy, snowing, raining, hot, cold Receptive language: -party, candles -the UK -game -What is it? -Colin looks for … -Look! -… opens the present -What can you see? -What’s the weather like today? !

▪ Pronunciation -Students pay attention to the pronunciation while singing the Bugs World

song. !Learning reflexion: -Memorising a song. -Repeating words. -Reviewing and reflecting on learning.

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-Appreciating working in groups as a means of personal enrichment. !!

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BASIC COMPETENCES !

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All the activities of the unit use the language as an instrument of communication: e.g. The Bugs World song. Listening to a story.

Interest in singing English songs.


PB page 20

Numbers 1-5 Interest in learning numbers in English.


PB page 20

Children talk about birthdays in the UK in the My World, your World section. Use a map to map show the children where the UK is in relation to their country.

Awareness of the world around them and cultural differences





PB page 20 !!!

Leisure education: The importance of enjoying parties and celebrations. Education for Peace: The importance of respecting celebrations in other cultures, such as birthdays in the UK.

Willingness to enjoy celebrations so as to feel happy. !Interest in learning about birthdays in another country.


PB pages 20 TN page 80

Drawing a birthday cake. Doing a birthday card (photocopiable).

Pleasure in doing a birthday card for Collin.


PB page 62 !

Students revise the Picture Dictionary with the stickers from Units 1 and 2.

Willingness to review and reflect on own learning

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!!Socio cultural aspects and intercultural awareness !⇨ Pleasure in a story about birthdays ⇨ Interest in learning about birthdays in another country ⇨ Confidence and pleasure in own ability to use English in context ⇨ Awareness of the world around you and cultural differences ⇨ Willingness to review and reflect on own learning ⇨ Positive attitude towards own ability to participate in class activities ⇨ Enjoyment in completing activities in the book ⇨ Respect for others in the group ⇨ Enjoyment in group participation ⇨ Willingness to listen to and interact with others ⇨ Awareness of the value of friends



telling stories, etc: !Songs and rhymes: -The Bugs World song. -Happy Birthday song. Story: -Annie’s surprise !


PB page 19

Initiative to do the routines by themselves and to participate in group activities. E.g. singing Happy Birthday to Colin at the end of the story.



PB page 19



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!!!CROSS-CURRICULAR ITEMS !▪ Arts and Crafts: -Drawing a birthday cake. -Making a birthday card.

!ATTITUDES AND VALUES ⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES ⇨ Encourage the children to sing Happy Birthday to Colin at the end of the story. ⇨ Work through the My world, your world material as part of an ongoing project. ⇨ Using a map, show the children where the UK is in relation to their country. ⇨ Children can design a card for a friend or a family member if they prefer. ⇨ Do the photocopiable sheet of the TN: Match and write, page 79 ⇨ Do the photocopiable sheet of the TN: Make a birthday card, page 80

!EVALUATION !1. EVALUATION RESOURCES

-The whole revision unit is devoted to evaluate the progress done by the pupils in the last two units. !

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

as singing The Happy Birthday song. ▪ Read and identify simple words previously introduced in an oral way, about

the world of insects and toys. ▪ Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while listening to the story of Annie’s surprise and retelling it.

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▪ Write words with the help of models and with a specific aim such as writing toys and insect names in the Match and write photocopiable sheet.

▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when singing the Bugs World song.

▪ Use basic strategies in order to learn to learn, such as revising the Picture Dictionary with the stickers for Units 1 and 2


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!UNIT 3

TOUCH YOUR TOES! !

OBJECTIVES !⇨ Identifying parts of the body ⇨ Saying and acting out a rhyme ⇨ Listening to and understanding the story ⇨ Re-telling the story ⇨ Singing and acting out the story song ⇨ Making and responding to a request ⇨ Numbers 1–10 ⇨ Singing and acting out a counting song ⇨ Relating your senses to parts of the body ⇨ Following instructions ⇨ Associating pictures with meaning ⇨ Reviewing and reflecting on learning ⇨ Recognising and writing over key words !


-Listen and do. L1 -Listen to the rhyme Touch your ears. L1 -Listen, say the rhyme and point to the pictures. L1 -Listen to the story. L2 -Listen and follow the story. L2 -Do you want the …?. L2 -Listen, mime and say key parts of the story. L4 -Listen and tick. L4 -Listen and say Annie’s rap. L4 -Listen, draw and colour. L5 -Listen, mime and say. L6 -Listen and number. L6 -Listen and tell the story. L7 -Listen and put on the illustrated stickers. L8 -Listen and write the numbers. L8 !

Speaking

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!-Say the Bug word rap. L1 -Play Colin says …. L1 -Say and act out the rhyme Touch your ears. L2 -Play What’s my word?. L1 -Play First one to … !. L2 -Play Nose! Nose! Nose!. L3 -Sing the story song Are you ready?. L3 -Sing and hold up the body cards. L3 -Play with the body cards. L3 -Sing and act out the story song Are you ready?. L4 -Play Pass the cake. L4 -Sing Ten little monsters. L5 -Sing and act out the song Ten little monsters. L6 -Talk about parts of the body. L6 -Recall the story. L7 -Sing the story song Are you ready?. L7 -Play the Bugs team game. L8 -Say Well done! and put on the sticker of Colin. L8 !

Reading -Match the words and pictures. L3 -Match the words and pictures. L4 -Identify numbers 6–10. L5 -Count the monsters. L5 -Read the instructions to do the exercises of all the lessons. -Put on the photographic stickers in the Picture Dictionary page 63. Test

yourself.. L8 !Writing

-Find and count the caterpillars. L2 -Look and colour. L2 -Draw. L2 -Make the body cards. L3 -Complete, count and sing. L5 -Draw pictures to show the senses. L6 -Make the minibook. L7 -Colour the pictures in the minibook. L7 -Trace the words related to the parts of the body when putting on the stickers.

L8 -Write the numbers. L8 !

Language knowledge and use

! 33

!Linguistic knowledge: !▪ Grammar -Touch your … . -Me! -Do you want the … ? !!!

▪ Vocabulary !Main language children use: -chocolate cake -monster -Numbers 6–10 -nose, eyes, ears, mouth, fingers, toes !Recycled language: -yes / no -Jump! / Turn around! / Close your eyes! -please, thank you -hello, goodbye -Let’s play. -Are you ready? -Numbers 1–5 -little -What’s the weather like today? -sunny, cloudy, windy, snowing, raining, hot, cold !Receptive language: -Pick up … / Show … -pencil, rubber -There’s … on the plate. -Not you. -First one to … -And they all … together! -Alfie, the dog, eats the cake. -see, smell, eat, listen -How many … has … got? !

▪ Pronunciation -Annie’s rap: /r/ Robot, robot touch your nose. Robot, robot touch your toes!

! 34

-Students pay attention to the pronunciation while saying the Touch your eyes rhyme !


!!

! 35

BASIC COMPETENCES !Basic Competence Page Activity Evaluation Criteria


PB page 26 !!!PB pages 22-23

All the activities of the unit use the language as an instrument of communication: e.g. Ten little monsters song. Listening to a story.

Interest in learning English !!Pleasure in listening to the story about a chocolate cake


PB page 26 PB page 28

Counting monsters from 1 to 10 Listen and write the relevant numbers.

Interest in learning numbers in English.


PB page 27

The parts of the body and the five senses.

Curiosity in learning about senses and parts of the body.





PB pages 22-23

Moral and civic education: The importance of sharing things and being respectful with the others.

Pleasure in using ‘please’ and ‘thank you’ to be polite


PB pages 73-75 PB page 24

Making the body cards Making the minibook Drawing the missing elements in some faces





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

! 36


!!Socio cultural aspects and intercultural awareness ⇨ Appreciation of humour in the story ⇨ Enjoyment in playing the action games in the story ⇨ Pleasure in using ‘please’ and ‘thank you’ to be polite ⇨ Willingness to take turns ⇨ Interest in our five senses ⇨ Confidence in own ability to use English in context ⇨ Willingness to review and reflect on own learning !



telling stories, etc: !Songs and rhymes: -Touch your eyes -Annie’s rap -Bug word rap -Hello song -Goodbye song -Ten little monsters !Story: -The chocolate cake !

CROSS-CURRICULAR ITEMS


PB pages 22-23

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the story of the cake



PB page 21



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!▪ Natural Science: The five senses and the parts of the body. L6. ▪ Arts and Crafts: Make the body cards L3. Make the minibook L7. ▪ Mathematics: Counting monsters from 1 to 10. L5 !!!!!ATTITUDES AND VALUES ⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES ⇨ Game – Colin says: Play Colin says … using other language the children know,

e.g. Touch something red / blue / yellow, etc. or Stand up. / Turn around. / Jump., etc. L1.

⇨ Optional DVD activity: Children watch Touch your ears! (Unit 3) ⇨ Game – First one to … ! L2. ⇨ Play the karaoke version of the song (CD 1 track 37). L3. ⇨ Optional Busy Book activity: Do Unit 3 activity 2. L4. ⇨ Ask children about the colours of their monster, e.g. What colour are your

monster’s eyes? (Purple). L5. ⇨ Musical game. L5 ⇨ Optional Busy Book activity: Do Unit 3 activity 3. L5 ⇨ Optional DVD activity ⇨ Children watch Monsters (Unit 3). L5. ⇨ Art and craft: Prepare and give children the outline shape of a face. Children

make a collage picture of a funny face by using a mixture of different facial features which they cut out of old magazines. L6

⇨ Optional Busy Book activity: Do Unit 3 activities 4 and 6. L6 ⇨ Minibook cover. L7 ⇨ Optional Busy Book activity: Do Unit 3 activity 5, L7 ⇨ Drama: Children act out a version of the story, using their real names and a

prop (or the flashcard) for the cake. L8 ⇨ Optional Busy Book activity: Do Unit 3 activity 7, L8 ⇨ Optional DVD activity

! 38

⇨ Children watch Fun with Colin and Can you say the numbers? (Unit 3). L8. ⇨ Do one or two other activities from the Learning Routines Resource Bank.

T.Notes (pages 198-199). ⇨ Ideas for extra picture card games. T.Notes (pages 200-201) !

!

! 39

EVALUATION !1. EVALUATION RESOURCES ▪ Informal evaluation -Teacher’s evaluation of the unit -Class assessment sheets -Individual child assessment sheet -Self-evaluation Worksheets -Portfolio Worksheets -Say Well done! and put on the sticker of Colin. L8 -Put on the photographic stickers in the Picture Dictionary page 63. Test



as singing the Touch your eyes rhyme. ▪ Read and identify simple words previously introduced in an oral way, about

parts of the body. ▪ Catch the main idea and identify some specific elements in oral texts, with the


▪ Write words with the help of models and with a specific aim such as writing parts of the body names before putting on the stickers on the caterpillar at the end of the unit.

▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Robot, robot touch your nose. Robot, robot touch your toes!.



!!

! 40

!UNIT 4

RUN, RUN, RUN! !

OBJECTIVES !

• Identifying the animals in the story • Saying and acting out a chant • Listening to and understanding the story • Re-telling the story • Singing and acting out the story song • Making and responding to a request • Following instructions • Associating pictures with meaning • Listening to and identifying colours • Saying what animals can do • Saying what you can do • Reviewing and reflecting on learning • Recognising and writing over key words !


• Listen to the chant Here’s the giraffe. L1 • Listen, say the chant and point to the pictures. L1 • Listen to the story. L2 • Listen and follow the story. L2 • Listen, mime and say key parts of the story. L4 • Listen and say Annie’s rap. L4 • Listen and colour the parrot. L5 • Listen and colour. L6 • Listen and tell the story. L7 • Listen and put on the illustrated stickers. L8 • Listen and number. L8 !

Speaking !• Mime and name the animals. L1 • Say the Bug word rap. L1 • Guess the animal. L1

! 41

• Play What’s my word?. L1 • Say and act out the chant Here’s the giraffe. L2 • Whisper the words. L2

-Play The lion is coming. L3 -Sing the story song The lion is coming. L3 -Sing and hold up the animal cards. L3 -Play with the animal cards. L3 -Sing and act out the story song The lion is coming. L4 -Play Please tell Giraffe. L4 -Play Magic eyes. L5 -Sing The parrot song. L5 -Repeat if it’s true. L5 -Sing The Parrot song and point to the colours. L5 -Sing and act out The parrot song. L6 -Play an action game. L6 -Play An elephant can fly!. L6 -Recall the story. L7 -Sing the story song The lion is coming.. L7 -Play with the finger puppets. L7 -Play the Bugs team game. L8 -Say Well done! and put on the sticker of Colin. L8 !

Reading -Find and count the caterpillars. L2 -Match the words and pictures. L3 -Match the words and pictures. L4 -Read the instructions to do the exercises of all the lessons. -Put on the photographic stickers in the Picture Dictionary page 63. Test

yourself. L8 !Writing

-Number the pictures and colour the animals. L2 -Look and draw. L2 -Draw the lion’s path to the animals. L4 -Tick (✔) what students can do. L5 -Circle the animals that can fly / swim / jump. L6 -Trace the words related to animals when putting on the stickers. L8 -Number some pictures. L8 !

Language knowledge and use !Linguistic knowledge: !

! 42

▪ Grammar -Here’s the … -The … is coming. -Please tell … -Of course. -Oh, dear, … can’t hear. -I can … !!

▪ Vocabulary !Main language children use: -giraffe, elephant, mouse, zebra, parrot, lion -stop -fly, run, swim, sing, jump !Recycled language: -hello, goodbye, yes, no, thank you -Touch my toes -red, yellow, green, purple, brown, orange, blue -What’s the weather like today? -sunny, cloudy, windy, snowing, raining, hot, cold !Receptive language: -… is eating leaves from a tall tree. -Maybe he can help. -That’s easy! -… flies to the top of the tree. -Just in time -penguin, ostrich, kiwi, duck !

▪ Pronunciation -Annie’s rap: /ʤ/ Gerry the jumping giraffe! -Students pay attention to the pronunciation while singing the Here’s the giraffe

chant !Learning reflexion: -Memorising a song. -Repeating words. -Reviewing and reflecting on learning. -Appreciating working in groups as a means of personal enrichment. !

!! 43

!

! 44

BASIC COMPETENCES !Basic Competence Page Activity Evaluation Criteria



All the activities of the unit use the language as an instrument of communication: e.g. The parrot song. Listening to a story.

Interest in learning English !Pleasure in listening to the story about a giraffe.


PB page 34

Use a number-coloured code to complete a picture,

Interest in practising numbers in English.


PB page 35

Animals and their actions.

Curiosity in learning facts about animals and nature.



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


PB pages 29-36 !!!!PB page 34

Environmental education: The importance of showing respect towards animals and nature in general. Health Education: The importance of doing physical exercise, such as running, jumping, swimming, etc, in order to be healthy.

Interest in taking care of the environment. !!!!Willingness to follow healthy habits !


PB pages 77-79 !!PB page 32

Making the animal cards Making the finger puppets. Drawing series of animals.


! 45


!!Socio cultural aspects and intercultural awareness ⇨ Pleasure in the story ⇨ Confidence and enjoyment in mime and drama ⇨ Interest in wild animals ⇨ Willingness to take turns ⇨ Respect for others in the group ⇨ Enjoyment in completing activities in the book ⇨ Willingness to review and reflect on own learning !

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


telling stories, etc: !Songs and rhymes: -Here’s the giraffe -Annie’s rap: Gerry the jumping giraffe! -Bug word rap






PB pages 30-31

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the story of the giraffe



PB page 29



! 46

-Hello song -Goodbye song -The parrot song !Story: -The giraffe !

!!!!CROSS-CURRICULAR ITEMS !▪ Natural Science: Animal actions. L6. ▪ Arts and Crafts: Make the animal cards L3. Make the finger puppets L7. Draw

pictures of animals to complete some sequences. L 3. !ATTITUDES AND VALUES ⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES !⇨ Circle game – Mystery animal. L1 ⇨ Drama game – Abracadabra!. L2 ⇨ Card game – Find your partner. L3 ⇨ Optional Busy Book activity: Do Unit 4 activity 1. L3 ⇨ Vocabulary extension: penguin, hippo, crocodile, kangaroo, camel, tiger. L3 ⇨ Busy Book. Optional DVD activity: Children watch Run, run, run! (Unit 4). L3 ⇨ Song: Use the karaoke version (CD 2 track 6) L4 ⇨ Optional Busy Book activity: Do Unit 4 activity 2, L4. ⇨ Art and craft: the parrot. L5 ⇨ Optional Busy Book activity: Do Unit 4 activity 3, L5 ⇨ Action posters. L6 ⇨ Optional Busy Book activity: Do Unit 4 activities 4 and 6, L6. ⇨ Optional DVD activity: Children watch A duck can fly! (Unit 4) L6.

! 47

⇨ Drama: act the story using real names. L7 ⇨ Optional Busy Book activity: Do Unit 4 activity 5, L7 ⇨ Picture Dictionary Quiz. L8 ⇨ Optional Busy Book activity: Do Unit 4 activity 7, L8. ⇨ Optional DVD activity: Children watch Fun with Colin and Say what you can do

(Unit 4). L8 ⇨ Do one or two other activities from the Learning Routines Resource Bank.

T.Notes (pages 198-199). ⇨ Ideas for extra picture card games. T.Notes (pages 200-201) !

!!!!!!EVALUATION !1. EVALUATION RESOURCES ▪ Informal evaluation -Teacher’s evaluation of the unit -Class assessment sheets -Individual child assessment sheet -Self-evaluation Worksheets -Portfolio Worksheets -Say Well done! and put on the sticker of Colin. L8 -Put on the photographic stickers in the Picture Dictionary page 63. Test



as singing the Here’s the giraffe chant. ▪ Read and identify simple words previously introduced in an oral way, related to

animals.

! 48

▪ Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story and retelling it.

▪ Write words with the help of models and with a specific aim such as writing animals names before putting on the stickers on the caterpillar at the end of the unit.

▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Gerry the jumping giraffe!


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

! 49

REVIEW UNITS 3-4 Snail comes first

My world, your world: Sports day !!!

OBJECTIVES !⇨ Identifying the bugs in the story ⇨ Identifying parts of the body ⇨ Saying what animals can do ⇨ Numbers 1–10 ⇨ Learning about sporting activities ⇨ Listening to and understanding the story ⇨ Associating pictures with meaning ⇨ Following instructions ⇨ Reviewing and reflecting on learning ⇨ Recognising and writing key words !



Speaking !-Children may talk about races or competitions they’ve taken part in. !

Reading !-Read the instructions to do the exercises of all the lessons. !

Writing !-Sequence the animals in the race -Label the parts of the body !

! 50

!Language knowledge and use !

Linguistic knowledge: !▪ Grammar -Touch your … !

▪ Vocabulary !Main language children use: -caterpillar, snail, ladybird, bee, ant, butterfly -nose, eyes, ears, mouth, fingers, toes -lion, parrot, giraffe, elephant, mouse, zebra -race -first !Recycled language: -caterpillar, snail, ladybird, bee, ant, butterfly -nose, eyes, ears, mouth, fingers, toes -lion, parrot, giraffe, elephant, mouse, zebra -fly, run -scooter -sunny -Numbers 1–10 -happy, sad -I can … -please, thank you -the UK -What’s the weather like today? -sunny, cloudy, windy, snowing, raining, hot, cold !Receptive language: -Stand up, please. -First one to touch your … -The bugs are playing games. -Let’s have a race! -Good idea! -Make a line -Are you ready? -Go! -Come on! -I can help you -Sports day (obstacle race, sack race, running race)

! 51

-medal !▪ Pronunciation -Students pay attention to the pronunciation while singing the Bugs World

song. !Learning reflexion: -Memorising a song. -Repeating words. -Reviewing and reflecting on learning. -Appreciating working in groups as a means of personal enrichment.

!BASIC COMPETENCES



PB page 37




PB page 37

Numbers 1-10 Interest in revising numbers in English.


PB page 38

Children talk about school sports days in the UK in the My World, your World section. They can compare it with their own experience.

Awareness of the world around them and cultural differences.




! 52


!


PB page 38 !!!

Health education: The importance of practicing sports so as to keep fit. Education for Peace: The importance of understanding that winning is not the most important thing when doing competitions and that loosing is a way to learn more.

Willingness to follow healthy habits. !!Interest in respecting everybody and playing sportingly.



Drawing themselves in a race Make a medal (photocopiable).

Pleasure in using their imagination to do a sports medal.

! 53

!

!!Socio cultural aspects and intercultural awareness !⇨ Pleasure in a story about sport ⇨ Interest in learning about sports day in another country ⇨ Confidence and pleasure in own ability to use English in context ⇨ Awareness of the world around you and cultural differences ⇨ Willingness to review and reflect on own learning ⇨ Positive attitude towards own ability to participate in class activities ⇨ Enjoyment in completing activities in the book ⇨ Respect for others in the group ⇨ Enjoyment in group participation ⇨ Willingness to listen to and interact with others ⇨ Appreciation of humour in the story ⇨ Appreciation of co-operation shown in the story !



telling stories, etc: !Songs and rhymes:


PB page 63 !




PB page 38

Initiative to do the routines by themselves and to participate in group activities. E.g. comparing school sports days in the UK with the own ones.



PB page 38



! 54

-The Bugs World song. Story: -Snail comes first

CROSS-CURRICULAR ITEMS !▪ Arts and Crafts: -Drawing themselves in a race. -Making a medal. !

▪ Physical Education: -School sports days. !

ATTITUDES AND VALUES ⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES ⇨ Sports day: Work through the My world, your world material as part of an ongoing project. ⇨ Point to the flag to remind the children of the UK. Using a map, ask the children if they remember where the UK is. ⇨ Do the photocopiable sheet of the TN: Match and write, page 128 ⇨ Do the photocopiable sheet of the TN: Make a medal, page 129


-The whole revision unit is devoted to evaluate the progress done by the pupils in the last two units. !


as talking about sports and competitions at school. ▪ Read and identify simple words previously introduced in an oral way, about

the world of animals and parts of the body. ▪ Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while listening to the story of Snail comes first and retelling it.

! 55

▪ Write words with the help of models and with a specific aim such as writing vocabulary related to animals and parts of the body in the Match and write photocopiable sheet.


▪ Use basic strategies in order to learn to learn, such as revising the Picture Dictionary with the stickers for Units 3 and 4.

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

! 56

!UNIT 5

THE ENORMOUS SANDWICH !

OBJECTIVES !⇨ Identifying food ⇨ Asking and saying what food you like ⇨ Listening to and understanding the story ⇨ Re-telling the story ⇨ Singing and acting out the story song ⇨ Counting one to ten ⇨ Identifying food that grows ⇨ Following instructions ⇨ Associating pictures with meaning ⇨ Reviewing and reflecting on learning ⇨ Recognising and writing over key words !


-Listen to The food song. L1 -Listen, sing and point to the pictures. L1 -Listen to the story. L2 -Listen and follow the story. L2 -Listen to the story song The sandwich spell. L3 -Listen, mime and say key parts of the story. L4 -Listen and circle. L4 -Listen and say Annie’s rap. L4 -Listen and number the photos. L6 -Listen and tell the story. L7 -Listen and put on the illustrated stickers. L8 -Listen and match. L8 !

Speaking !-Play I’m hungry. L1 -Say the Bug word rap. L1 -Play What’s missing?. L1 -Play What’s my word?. L1

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-Sing and dance to The food song. L2 -Guess the food. L2 -Play I like cheese. L3 -Sing and hold up the food cards. L3 -Play with the food cards. L3 -Sing and act out the story song The sandwich spell. L4 -Play a guessing game. L4 -Play Apples, do this!. L5 -Play Yes / No. L5 -Say the chant Do you like apples?. L5 -Say and act out the chant Do you like apples?. L6 -Play an action game. L6 -Guess the difference. L6 -Recall the story. L7 -Sing the story song The sandwich spell. L7 -Play the Bugs team game. L8 -Say Well done! and put on the sticker of Colin. L8 !

Reading -Read the instructions to do the exercises of all the lessons. -Find and count the caterpillars. L2 -Match the words and pictures. L3 -Match the words and pictures. L4 -Put on the photographic stickers in the Picture Dictionary page 64. Test

yourself. L8 !Writing

-Colour the plate of the sandwich in the story. L2 -Look and draw. L2 -Colour the fruit you like. L5 -Count the food and write the numbers. L5 -Draw and colour your imaginary garden. L6 -Colour the pictures in the minibook. L7 -Trace the words related to food when putting on the stickers. L8 !

Language knowledge and use !Linguistic knowledge: !▪ Grammar -I like … as well -Do you like …? -I’m hungry

! 58

!▪ Vocabulary !

Main language children use: -ham, cheese, tomatoes, eggs, chicken, lettuce -apples, bananas, oranges, pears -enormous, delicious, sandwich, spell -Abracadabra !!Recycled language: -please, thank you -I can … -Let’s … -eat -Numbers 1–10 -yes, no -What’s the weather like today? -sunny, cloudy, windy, snowing, raining, hot, cold !Receptive language: -I’m hungry, tired, sad, happy -… go to the Wonder School for Witches -brilliant, incredible !

▪ Pronunciation -Annie’s rap: /ʧ/ A chicken and cheese sandwich, please! -Students pay attention to the pronunciation while singing the I like ham song !


!BASIC COMPETENCES !!!

! 59

!C5 Social and civil

competence. PB pages 29-36 !!!!PB page 34

Environmental education: The importance of taking care of plants and trees and of nature in general. Health Education: The importance of having a varied diet in order to be healthy.

Interest in respecting of the environment. !!!!Willingness to follow healthy eating habits. !



Making the food cards Making the minibook. Drawing series of food. Drawing an imaginary garden.







PB pages 40-41

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the story of the sandwich spell.


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All the activities of the unit use the language as an instrument of communication: e.g. I like ham song. Listening to a story.

Interest in learning English !Pleasure in listening to the story about a magic sandwich.


PB page 44 Students count different types of food.

Interest in learning to count in English.


PB page 45 Food from trees and plants. Curiosity in learning facts about plants and trees.





!!Socio cultural aspects and intercultural awareness ⇨ Pleasure in the story ⇨ Enjoyment in expressing personal opinions ⇨ Interest in identifying where food comes from ⇨ Willingness to listen to and interact with others ⇨ Willingness to review and reflect on own learning ⇨ Willingness to take turns !

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


telling stories, etc: !Songs and rhymes: -I like ham -Annie’s rap: A chicken and cheese sandwich, please! -Bug word rap -Hello song -Goodbye song !Story: -The sandwich spell. !

CROSS-CURRICULAR ITEMS !▪ Natural Science: Food from trees and plants. L6. ▪ Arts and Crafts: Make the food cards L3. Make the minibook L7. Draw pictures of

food to complete some sequences. L3. Draw and colour and imaginary garden. L6.

!ATTITUDES AND VALUES


PB page 39



! 61

⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES !⇨ Mime game. L1 ⇨ Pointing game – Mmm, delicious. L2 ⇨ Card game – Snap! L3 ⇨ Optional Busy Book activity: Do Unit 5 activity 1. L3. ⇨ Vocabulary extension: bread, sausages, fish, chips, spaghetti, pizza. L3 ⇨ Optional Busy Book activity: Do Unit 5 activity 2, L4. ⇨ Optional DVD activity: Children watch Making a sandwich (Unit 5). L4 ⇨ Tasting game. L5 ⇨ Optional Busy Book activity: Do Unit 5 activity 3. L5 ⇨ Art and craft: wall-size poster of a fruit tree. L6 ⇨ Optional Busy Book activity: Do Unit 5 activities 4 and 6. L6 ⇨ Optional DVD activity: Children watch Tom loves apples! (Unit 5). L6 ⇨ Minibook cover. L7. ⇨ Optional Busy Book activity: Do Unit 5 activity 5, L7. ⇨ Drama: L8. ⇨ Optional Busy Book activity: Do Unit 5 activity 7, L8. ⇨ Optional DVD activity: Children watch Fun with Colin and Ask me! (Unit 5). L8 ⇨ Do one or two other activities from the Learning Routines Resource Bank.

T.Notes (pages 198-199). ⇨ Ideas for extra picture card games. T.Notes (pages 200-201)

!EVALUATION !1. EVALUATION RESOURCES ▪ Informal evaluation -Teacher’s evaluation of the unit -Class assessment sheets -Individual child assessment sheet -Self-evaluation Worksheets -Portfolio Worksheets -Say Well done! and put on the sticker of Colin. L8

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-Put on the photographic stickers in the Picture Dictionary page 64. Test yourself. !

▪ Formal evaluation -Unit 5 Test -Term Test -End-of-year Test


as singing the I like ham song. ▪ Read and identify simple words previously introduced in an oral way, related to

food. ▪ Catch the main idea and identify some specific elements in oral texts, with the


▪ Write words with the help of models and with a specific aim such as writing food names before putting on the stickers on the caterpillar at the end of the unit.

▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: A chicken and cheese sandwich, please!


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

! 63

!UNIT 6

THE THREE BEARS !

OBJECTIVES !⇨ Identifying the three bears ⇨ Recognising the difference between big, small and tiny ⇨ Saying and acting out a chant ⇨ Listening to and understanding the story ⇨ Re-telling the story ⇨ Singing and acting out the story song ⇨ Responding to things that are great or horrible ⇨ Identifying members of your family ⇨ Listening and identifying bears that go to sleep in Winter ⇨ Following instructions ⇨ Associating pictures with meaning ⇨ Reviewing and reflecting on learning ⇨ Recognising and writing over key words !

CONTENTS !!Listening !

-Listen and act the chant The three bears. L1 -Listen, say the song and point to the pictures. L1 -Listen to the story. L2 -Listen and follow the story. L2 -Listen, mime and say key parts of the story. L4 -Listen and draw. L4 -Listen and say Annie’s rap. L4 -Listen and tick the bears that go to sleep in winter. L6 -Listen and tell the story. L7 -Listen and put on the illustrated stickers. L8 -Listen and number. L8 !

Speaking !-Say hello to the bears. L1 -Say the Bug word rap. L1

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-Play What’s my word?. L1 -Say and act out the chant The three bears. L2 -Play Great! or Horrible!. L2 -Sing and act the story song Goldilocks. L3 -Sing and hold up the cards. L3 -Play Memory. L3 -Sing and act out the story song Goldilocks. L4 -Play Goldilocks says …. L4 -Play Who’s missing?. L5 -Sing A happy family. L5 -Sing and act out A happy family. L6 -Play Yes! or No!. L6 -Play Go to sleep, bears!. L6 -Recall the story. L7 -Sing the story song Goldilocks. L7 -Do a role play. L7 -Play the Bugs team game. L8 -Say Well done! and put on the sticker of Colin. L8 !

Reading -Read the instructions to do the exercises of all the lessons. -Look and mime. L1 -Find and count the caterpillars. L2 -Mime Goldilocks. L3 -Match the words and pictures. L3 -Match the words and pictures. L4 -Identify members of Baby bear’s family. L5 -Put on the photographic stickers in the Picture Dictionary page 64. Test

yourself.. L8 !Writing

-Look and number. L2 -Draw Goldilocks’ mouth. L2 -Draw and sing. L5 -Draw your family. L5 -Draw the bears’ eyes. L6 -Trace the words related to the family when putting on the stickers. L8 !

Language knowledge and use !Linguistic knowledge: !▪ Grammar

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-This / My … is … !▪ Vocabulary !

Main language children use: -Daddy / Mummy / Baby bear -bowl, chair, bed, soup, house -big, small, tiny -great, horrible -Goldilocks, brother, sister, family !Recycled language: -hello, goodbye, yes, no, please, thank you -Hurray! -I’m … / It’s … -hungry, happy -Let’s … look / see / count -Numbers 1–3 -What’s the weather like today? -sunny, cloudy, windy, snowing, raining, hot, cold !Receptive language: -Everybody listen / look / touch … -… go for a walk -… go to sleep -Wake up! / Wait! -stay, play, runs away -in winter -colours -Parts of the body !

▪ Pronunciation -Annie’s rap: /h/ Happy hands go clap, clap, clap. Happy hands do Annie’s rap! -Students pay attention to the pronunciation while singing The three bears

chant. !Learning reflexion: -Memorising a song. -Repeating words. -Reviewing and reflecting on learning. -Appreciating working in groups as a means of personal enrichment. !

BASIC COMPETENCES !! 66




All the activities of the unit use the language as an instrument of communication: e.g. Sing The three bears song. Listen to a story.

Interest in learning English !Pleasure in listening to a traditional story about the Three bears.


PB page 51

Students match some numbers so as to form a picture.

Interest in recognising numbers in English.


PB page 53

The world of bears: habits, types of bears, etc

Curiosity in learning facts about bears.





PB page 53 !!!!PB page 48-49 !PB page 52

Environmental education: The importance of taking care of animals and of nature in general. Moral and civic Education: The importance of respecting everybody. The importance of family.

Interest in respecting the environment. !!!!Willingness to behave in a correct way. Awareness of the value of family, and respect for all sorts of family.


PB pages 85-87 !PB page 50 !!PB page 52

Making the bowl, chair, and bed cards. Making the story characters. Drawing Goldilocks’ mouth in some pictures. Drawing the student’s family.


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!Socio cultural aspects and intercultural awareness ⇨ Pleasure in a traditional story in English ⇨ Enjoyment in mime and drama ⇨ Curiosity and interest in learning about bears ⇨ Awareness of the value of family ⇨ Respect for families which are different from your own ⇨ Pleasure in expressing feelings in English ⇨ Confidence and pleasure in your own ability to participate in English

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


telling stories, etc: !Songs and rhymes: -The three bears song -Annie’s rap: Happy hands go clap, clap, clap. Happy hands do Annie’s rap! -Bug word rap






PB pages 48-49

Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the story of The three bears.



PB page 47



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-Hello song -Goodbye song -A happy family song. !Story: -The three bears. !!

CROSS-CURRICULAR ITEMS !▪ Natural Science: Bears that go to sleep in winter. L6. ▪ Arts and Crafts: Make the bowl, chair, and bed cards L3. Make the story

characters L7. Draw Goldilocks’ mouth in some pictures. L3. Draw the student’s family. L6.

!ATTITUDES AND VALUES !⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES !⇨ Drama game. L1 ⇨ Game – Big, small or tiny. L2 ⇨ Card game – Noughts and crosses. L3 ⇨ Optional Busy Book activity: Do Unit 6 activity 1. L3 ⇨ Vocabulary extension: grandma, grandpa, aunty, uncle, cousin. L3 ⇨ Optional DVD activity: Children watch the song Goldilocks (Unit 6). L3 ⇨ Optional Busy Book activity: Do Unit 6 activities 2 and 3. L4 ⇨ Family photos. L5 ⇨ Optional Busy Book activity: Do Unit 6 activity 6, L5 ⇨ Game – Play Yes! or No! L6 ⇨ Optional Busy Book activity: Do Unit 6 activity 4, L6. ⇨ Optional DVD activity: Children watch Bears! (Unit 6). L6 ⇨ Drama. L7 ⇨ Optional Busy Book activity: Do Unit 6 activity 5, L7 ⇨ Picture Dictionary Quiz. L8

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⇨ Optional Busy Book activity: Do Unit 6 activity 7, L8 ⇨ Optional DVD activity: Children watch Fun with Colin and This bed is …(Unit 6).

L8 ⇨ Do one or two other activities from the Learning Routines Resource Bank.

T.Notes (pages 198-199). ⇨ Ideas for extra picture card games. T.Notes (pages 200-201)

!EVALUATION !1. EVALUATION RESOURCES ▪ Informal evaluation -Teacher’s evaluation of the unit -Class assessment sheets -Individual child assessment sheet -Self-evaluation Worksheets -Portfolio Worksheets -Say Well done! and put on the sticker of Colin. L8 -Put on the photographic stickers in the Picture Dictionary page 64. Test



as singing The three bears song. ▪ Read and identify simple words previously introduced in an oral way, related to

furniture. ▪ Catch the main idea and identify some specific elements in oral texts, with the


▪ Write words with the help of models and with a specific aim such as writing vocabulary related to family members and furniture before putting on the stickers on the caterpillar at the end of the unit.

▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Happy hands go clap, clap, clap. Happy hands do Annie’s rap!


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REVIEW UNITS 5-6 A family picnic

My world, your world: Family and food !OBJECTIVES !⇨ Identifying the bugs in the story ⇨ Identifying food ⇨ Identifying family members ⇨ Numbers 1–10 ⇨ Asking and saying what food you like ⇨ Talking about different ways families eat together ⇨ Listening to and understanding the story ⇨ Associating pictures with meaning ⇨ Following instructions ⇨ Reviewing and reflecting on learning ⇨ Recognising and writing key words !



Speaking !-Children may talk about their favourite food. !


Writing !-Write the names of family members in the Match and write photocopiable

sheet. -Draw a picture of their favourite food. !!!

Language knowledge and use !! 72

Linguistic knowledge: !▪ Grammar -Do you like …? -I like … -This is … !

▪ Vocabulary !Main language children use: -caterpillar, snail, ladybird, bee, ant, butterfly -ham, cheese, tomatoes, eggs, chicken, lettuce -apples, oranges, pears, bananas -mummy, daddy, brother, sister -Numbers 1–10 -picnic -sandwiches !Recycled language: -caterpillar, snail, ladybird, bee, ant, butterfly -ham, cheese, tomatoes, eggs, chicken, lettuce -apples, oranges, pears, bananas -mummy, daddy, brother, sister -Numbers 1–10 -sandwiches, enormous, eat, happy -Hello -Delicious! -I’m hungry. -Do you like …? I like … -Here you are. -please, thank you -the UK -What’s the weather like today? -sunny, cloudy, windy, snowing, raining, hot, cold !Receptive language: -food -family -basket -together -It’s time for a picnic. -This basket is big. -I can help you!

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-Let’s have a picnic. !▪ Pronunciation -Students pay attention to the pronunciation while singing the Bugs World


!BASIC COMPETENCES



PB page 55





PB page 56

Children learn about family and food in the UK in the My World, your World section. They can compare it with their own experience.







Health education: The importance of having a varied diet in order to be healthy. Moral and Civic Education: The importance of family.

Willingness to follow healthy habits regarding food. !Awareness of the value of family, and respect for all sorts of family.

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!!Socio cultural aspects and intercultural awareness !⇨ Pleasure in a story about a picnic ⇨ Interest in learning about families and food in another country ⇨ Confidence and pleasure in own ability to use English in context ⇨ Awareness of the world around you and cultural differences ⇨ Willingness to review and reflect on own learning ⇨ Positive attitude towards own ability to participate in class activities ⇨ Enjoyment in completing activities in the book ⇨ Respect for others in the group ⇨ Enjoyment in group participation ⇨ Willingness to listen to and interact with others ⇨ Awareness of the value of family ⇨ Appreciation of co-operation shown in the story !


(narrative and poetic texts). ▪ Introduction to the use of the school library



Drawing their favourite food Make a picnic (photocopiable).

Pleasure in using their imagination to do artistic works.


PB page 64 !




PB page 56

Initiative to do the routines by themselves and to participate in group activities. E.g. comparing British food with the own one.



PB page 56



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▪ Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: !Songs and rhymes: -The Bugs World song. Story: -A family picnic !

CROSS-CURRICULAR ITEMS !▪ Arts and Crafts: -Drawing their favourite food. -Making a picnic. !

▪ Social Science: -Different types of food in Britain. !

!!ATTITUDES AND VALUES ⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES !⇨ Family and food: Work through the My world, your world material as part of an ongoing project. ⇨ Point to the flag to remind the children of the UK. Using a map, ask the children if they remember where the UK is. ⇨ Do the photocopiable sheet of the TN: Match and write, page 180 ⇨ Do the photocopiable sheet of the TN: Make a picnic, page 181


-The whole revision unit is devoted to evaluate the progress done by the pupils in the last two units.

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as talking about their favourite food. ▪ Read and identify simple words previously introduced in an oral way, about

the world of food and family members. ▪ Catch the main idea and identify some specific elements in oral texts, with the

help of both linguistic and non-linguistic elements in the context while listening to the story of A family picnic and retelling it.

▪ Write words with the help of models and with a specific aim such as writing vocabulary related to family members and food in the Match and write photocopiable sheet.


▪ Use basic strategies in order to learn to learn, such as revising the Picture Dictionary with the stickers for Units 5 and 6.


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HALLOWEEN !OBJECTIVES !⇨ Listening to and understanding the story ⇨ Acting out the story ⇨ Singing and acting out a song !


-Listen and follow the Halloween chant !Speaking !

-Play Halloween noises !Reading !

-Read the instructions to do the exercises of all the lessons. !Writing !

-Count and write the numbers related to Halloween characters. -Find and colour the Halloween characters !!!!

Language knowledge and use !Linguistic knowledge: !▪ Grammar -Happy Halloween! !

▪ Vocabulary !Main language children use: -witch, ghost, cat, bat, pumpkin !Recycled language:

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-Hello -one, two, three -please, thank you -happy !Receptive language: -push -big -Can you help me, please? -!

▪ Pronunciation -Students pay attention to the pronunciation while singing the Bugs World


!BASIC COMPETENCES !



PB page 57

All the activities of the unit use the language as an instrument of communication: e.g. The Halloween chant.



PB page 58

Students need to count and write the numbers of Halloween characters

Interest in revising the numbers in English.


PB pages 57-58

Children learn about British celebrations such as Halloween and they can compare them with their own ones.





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!!Socio cultural aspects and intercultural awareness !⇨ Pleasure in celebrating Halloween in English ⇨ Enjoyment in becoming familiar with different Halloween characters in English ⇨ Valuing the need to help one another !



telling stories, etc: !Songs and rhymes: -The Halloween chant. !


PB pages 57-58

Leisure education: The importance of doing celebrations in order to feel happy.

Willingness to enjoy social celebrations.



Colour the Halloween characters. Make a pumpkin face (photocopiable).



BB page 44 !

Students revise the vocabulary learnt by doing the Busy Book activity.



PB page 58

Initiative to do the routines by themselves and to participate in group activities. E.g. comparing British festivals with the own ones.



PB page 57



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CROSS-CURRICULAR ITEMS !▪ Arts and Crafts: -Colour the Halloween characters. -Make a pumpkin face. !

▪ Social Science: -Know and understand different types of celebrations in Britain. !


!MIXED-ABILITY ACTIVITIES !⇨ Do the photocopiable sheet of the TN: Make a pumpkin face, page 186 ⇨ Children sing the Halloween chant (CD2 track 45) and hold up their scary pumpkin faces. ⇨ Optional Busy Book activity: Do the Halloween activity, page 44


-Teacher’s evaluation of the unit. -Evaluation of the photocopiable activities. -Busy Book activities. !


as singing the Halloween chant. ▪ Read and identify simple words previously introduced in an oral way, about

Halloween characters. ▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation,

when singing the Halloween chant. ▪ Use basic strategies in order to learn to learn, such as revising the vocabulary

learnt till this moment.

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▪ Show interest and curiosity towards British celebrations such as Halloween and recognise the linguistic diversity as an enriching element. !

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CHRISTMAS !OBJECTIVES !⇨ Listening to and understanding the story ⇨ Acting out the story ⇨ Singing and acting out a song ⇨ Saying Happy Christmas! in a game !


-Listen and follow the story -Listen, colour and sing !

Speaking !-Play Christmas change! -Sing Reggie the Christmas reindeer !


Writing !-Draw Santa’s path to the children !!!

Language knowledge and use !Linguistic knowledge: !▪ Grammar -Happy Christmas! !

▪ Vocabulary !Main language children use: -Santa, present, sleigh, reindeer !Recycled language:

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-Hello -Where’s … ? -Here! -please, thank you -red -Oh, dear -nose -happy, sad -blue, purple, red, brown !Receptive language: -old, new -antlers !

▪ Pronunciation -Students pay attention to the pronunciation while singing the Reggie the

Christmas reindeer song. !Learning reflexion: -Memorising a song. -Repeating words. -Reviewing and reflecting on learning. -Appreciating working in groups as a means of personal enrichment.




PB page 60

All the activities of the unit use the language as an instrument of communication: e.g. Singing Reggie the Christmas reindeer song




PB pages 59-60

Children learn about British celebrations such as Christmas and they can compare them with their own ones.


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!





PB pages 57-58



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!

!Socio cultural aspects and intercultural awareness !⇨ Pleasure in celebrating Christmas in English ⇨ Enjoyment in becoming familiar with traditional Christmas characters !



telling stories, etc: !Songs and rhymes: -The Reggie the Christmas reindeer song. -A Christmas story. !

CROSS-CURRICULAR ITEMS !▪ Arts and Crafts: -Colour the Christmas reindeer.


PB page 60 TN page 192

Colour the Christmas reindeer. Make Reggie’s antlers (photocopiable).



BB page 45 !




PB page 59-60




PB page 59



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-Make Reggie’s antlers. ▪ Social Science: -Appreciate different types of celebrations in Britain comparing them with the

local ones. !ATTITUDES AND VALUES ⇨ Politeness in the other language. ⇨ Effort with new vocabulary and structures. ⇨ Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. ⇨ Overcome mental blocking when meeting new people in the target language ⇨ Attentive-assertive listening ⇨ Use of target language in class

!MIXED-ABILITY ACTIVITIES !⇨ Do the photocopiable sheet of the TN: Make Reggie’s antlers, page 192 ⇨ Art and craft – Christmas paper chain. ⇨ Optional Busy Book activity: Do the Christmas activity, page 45 !

EVALUATION !1. EVALUATION RESOURCES



as listening and retelling the Christmas story. ▪ Read and identify simple words previously introduced in an oral way, about

Christmas characters. ▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation,

when singing The Reggie the Christmas reindeer song. ▪ Use basic strategies in order to learn to learn, such as revising the vocabulary

learnt till this moment. ▪ Show interest and curiosity towards celebrations such as Christmas and

recognise the linguistic diversity as an enriching element. ! !

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EASTER !OBJECTIVES !⇨ Singing and acting out a song ⇨ Counting Easter eggs ⇨ Identifying the colours of Easter eggs !


-Listen to The Easter bunny rock !Speaking !

-Play Easter …! -Sing and act out The Easter bunny rock !

Reading !-Read the instructions to do the exercises. !

Writing !-Find, colour and count the Easter eggs !!!

Language knowledge and use !Linguistic knowledge: !▪ Grammar -Happy Easter! !

▪ Vocabulary !Main language children use: -Easter bunny, Easter egg -friend Recycled language: -red, yellow, blue, orange, brown -I like … -Numbers 1–10 !

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Receptive language: -How many … ? -What colour is … ? -This egg is … !

▪ Pronunciation -Students pay attention to the pronunciation while singing The Easter bunny

rock song. !Learning reflexion: -Memorising a song. -Repeating words. -Reviewing and reflecting on learning. -Appreciating working in groups as a means of personal enrichment.




PB page 61

All the activities of the unit use the language as an instrument of communication: e.g. Singing The Easter bunny rock




PB pages 61

Children learn about British celebrations such as Easter and they can compare them with their own ones.






PB pages 61



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!Socio cultural aspects and intercultural awareness !⇨ Pleasure in celebrating Easter in English ⇨ Enjoyment in singing and acting out a song for Easter !



telling stories, etc: !Songs and rhymes:

-The Easter bunny rock song !CROSS-CURRICULAR ITEMS !▪ Arts and Crafts: -Make a pop-up Easter card. !

▪ Social Science:


TN page 196

Make a pop-up Easter card (photocopiable).



BB page 46




PB page 61




PB page 61



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-Appreciate different types of celebrations in Britain comparing them with the local ones. !


!MIXED-ABILITY ACTIVITIES !⇨ Do the photocopiable sheet of the TN: Make a pop-up Easter card, page 196 ⇨ Cookery: Make simple Easter bunny-shaped biscuits with the children. ⇨ Optional Busy Book activity: Do the Easter activity, page 46. !

EVALUATION !1. EVALUATION RESOURCES



as listening to The Easter bunny rock. ▪ Read and identify simple words previously introduced in an oral way, about

Easter elements. ▪ Recognise and reproduce phonetic aspects, rhythm, stress and intonation,

when singing The Easter bunny rock. ▪ Use basic strategies in order to learn to learn, such as revising the vocabulary

learnt till this moment. ▪ Show interest and curiosity towards celebrations such as Easter and recognise

the linguistic diversity as an enriching element. !!

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bugs world 1 syllabus

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