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LITTLE FRIENDS AREA OF FOREIGN LANGUAGES

ENGLISH

PRE-PRIMARY

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TABLE OF CONTENTS

THEORETICAL JUSTIFICATION FOR THE PROJECT.....................................3

OBJETIVES.........................................................................................................3

CONTENTS.........................................................................................................4

KEY COMPETENCES......................................................................................13

ASSESMENT CRITERIA..................................................................................15

PROGRAMME OF UNITS.................................................................................17

TIMING OF THE UNITS....................................................................................95

Annex I. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH

DEPARTMENT................................................................................................175

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THEORETICAL JUSTIFICATION FOR THE PROJECT

Learning a foreign language is considered an enriching component of Pre-Primary education, both because of the cultural needs of our times and the high degree of compatibility of the procedures involved in learning English with the aims proposed by the Organic Law 2/2006 of 3rd May.

The ability of small children for learning languages is well-known and acknowledged by most experts, as well as the possibility of incorporating the teaching of English into the general Pre-Primary Education methodology. Learning a foreign language from such a young age requires language acquisition to take place in a recreational and stimulating environment in order to train children for a continued process which will span from Primary to Secondary Education. Children who maintain this kind of contact with a foreign language during Pre-Primary will develop, almost effortlessly, attitudes and abilities (especially listening comprehension and pronunciation) which will help them throughout their student years.

OBJETIVES

1. The aim of Pre-Primary education is to contribute to the physical, emotional, social and intellectual development of boys and girls.

2. Both levels will be focused on emotional development, movement and body control habits, on communication and language, on guidelines for coexistence and social relations, as well as on discovering the environment’s physical and social characteristics. Girls and boys will also be encouraged to form a positive and balanced self-image and to acquire personal autonomy.

Pre-Primary education will contribute to the development of abilities in girls and boys which will enable them to:

a) Get to know their own bodies as well as the others’, and their possibilities of action. Learn to respect differences.

b) Observe and explore their family, natural and social environment.c) Acquire progressive autonomy in their daily activities.d) Develop their emotional abilities.

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e) Interact with others and progressively acquire basic coexistence and social relations guidelines, as well as practice solving conflicts peacefully.

f) Develop communicative skills and ways of expressing in different languages.

g) Start acquiring logical-mathematical skills, as well as reading and writing, movement, expression and rhythm skills.

CONTENTS

The three pre-primary fields of experience are: Self-knowledge and personal autonomy Knowledge of the environment Languages: Communication and representation

It is worth noting that the aim of this project’s materials is for the teaching method not to be limited to learning English. On the contrary, due to the fact that they cover knowledge which is close to the children’s experiences, they will also be in touch with concepts, procedures and attitudes related to identity and personal autonomy, physical and social environment and communication and representation. Teaching English will provide the opportunity to include these areas as a whole, as well as to prove their interdependence. Therefore, the activities suggested by our method will not only enable children to learn English but will also be used as a communication tool which will allow them to discover and get to know their bodies and to acquire a positive image of themselves and their classmates, in order to adopt an autonomous behaviour with basic health and well-being habits and to start and develop their social relations with other children and with adults.

Methodological Principles of Pre-Primary English TeachingAdequate Linguistic Input

For Pre-Primary children, learning a foreign language is very similar to the process of learning their mother tongue. The child should get in touch with a simple but natural language that is not limited to a few words from a

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particular vocabulary group, but which constitutes the tool to access the world around them. In other words, the sentences in the Class Materials unit are as important as those which describe the daily routine in English class.

Coordination with TutorsIn this stage, English is taught as a communication and representation

tool, and therefore becomes part of the general curriculum, which makes it possible to cover a series of concepts, procedures and attitudes that fit Pre-Primary perfectly. This is why coordination with the children’s tutors is essential for English learning to be approached together and as a whole with other curriculum areas. It is also very important that, at the beginning of the school year, English teachers and tutors reach an agreement so that the topics dealt with in Class Materials match up with those in other areas. The order of the method’s units is not unalterable; because they are punched worksheets, these units can be arranged so that they match up with the topics dealt with by the tutors.

Class RoutinesOne of the foundations of the Class Materials are the routines integrated

into the course in order to develop both socio-cultural competence (children learn what they should expect from their class and what is expected from them) and communicative competence (children acquire a new communication tool and a series of strategies to understand and be understood). Every lesson presents an identical structure which is completed with the different versions of the same type of games and activities.Short Activities

The ability to pay attention and to concentrate is very limited in Pre-Primary children. This fact has been taken into account when creating the sequence of activities suggested in Class Materials. The teacher should not spend too long on a particular activity, on the other hand, classes should be taught so that activities follow one another dynamically. This is the reason why it is not advised to devote more than ten minutes to each of them.

The Silent Period

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New English language learners experience what linguists call the “silent period”. In this stage, they refuse to speak English; nevertheless, they are able to hear everything and to use what they hear to organize their notions about how this new language works. It is more important to offer them plenty of opportunities to understand how the language works than to insist on them uttering certain words or sentences. In order for them to do that, they will be provided with different answer possibilities according to each type of learner. This way, if we ask a question, they will have the opportunity of showing that they have understood it by means of a physical answer. For instance, we can ask children to stand up, to raise the flashcard which has the requested picture or to go to the corresponding wagon in the poster. By imitating the way the first language is acquired, we will provide them with positive answers which will allow them to communicate.

Parent-Teacher Collaboration Teachers should also maintain close contact with parents by explaining

them what they can expect from their children and the teaching method that is going to be developed, as well as providing them with clues which can help them support their children during their learning process. It is usually a good idea to do an end-of-the-year play where students can sing their favourite songs and share their achievements with their parents.

Integrating Class Materials with the Aims of Second-Level Pre-PrimaryClass materials have been designed so that their Objectives match those

of the Pre-Primary stage set by the 1630/2006 Spanish Royal Decree of 29th

December, which established minimum teaching standards for Second-Level Pre-Primary (see a list of Objectives below). In short, we use class materials to help children, by means of English, to get to know their body in order to develop a positive image of themselves; to observe and explore their immediate surroundings; to get to know other cultural expressions; to represent and evoke the different aspects of reality that they have experienced, learnt or imagined; to achieve more and more affective and emotional security; to use language in a way that suits different situations in

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order to understand and be understood; to express ideas, feelings, experiences and desires; and to acquire good eating and hygiene habits.

Next, the Objectives of each of the three Pre-Primary fields will be described:

1. Self-Awareness and Personal AutonomyThis field of knowledge and experience is concerned, at the same time, with

the gradual building of personal identity, the establishment of affective relationships with others and personal autonomy as inseparable processes which are necessarily complementary. This field’s contents are grouped and make sense because they are complementary to the rest of the fields and should be interpreted within the educational proposals, from the perspective of global action and learning processes.

In order to contribute to self-knowledge and personal autonomy, teachers should encourage playing as a privileged activity integrating action with emotions and thought and favouring social development.

School, especially at this age, is a particularly suitable sphere to enrich self-knowledge and personal autonomy building processes, as long as it offers an educational intervention adapted to the different individual needs within a context of well-being, security and affection.

Contents are divided into four parts; body and self-image, playing and movement, activity and daily life and personal care and health.

Focusing on these topics is inherent in any Pre-Primary class. Furthermore, the stories and topics dealt with in the class materials are meant to develop each pupil’s personal autonomy as well as their self-knowledge. In English class, games and movement are a key factor.

ObjectivesIn this field, the aim of educational intervention will be to develop the

following abilities:1. To create an accurate and positive self-image through the interaction

with others and the gradual identification of one’s traits, possibilities and limitations, by developing self-esteem feelings as well as personal autonomy.

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2. To get to know and represent one’s body, their elements and some of its functions, thus discovering possibilities of action and expression and coordinating and evincing expressions and movements.

3. To identify one’s feelings, emotions, needs or preferences, and to be able to name them, express them and communicate them to others, also identifying and respecting those of other people.

4. To carry out, more and more autonomously, regular activities and simple tasks to solve everyday problems, thus enhancing self-confidence and the ability to take the initiative, as well as developing strategies to satisfy their basic needs.

5. To adapt their behaviour to the needs and requirements of the others by developing respectful, helpful and collaborative habits and avoiding submissive or dominant behaviours.

6. To make progress in acquiring habits and attitudes related to security, hygiene and improving one’s health by appreciating and enjoying daily situations of balance and emotional well-being.

2. Physical, Natural, Social and Cultural RealmsThis field of knowledge and experience is intended to help children in their

process of discovering and representing the different contexts which form the childhood realm, as well as to make it easier for them to become a part of it in a reflective and participatory manner. The field’s contents make sense because they are complementary to the rest of the fields and should be interpreted within the educational proposals, from the perspective of global action and learning processes. Therefore, the realm cannot be understood without using the different languages, the same that oriented movements must be carried out from the knowledge of one’s body and its spatial location.

Throughout this stage, boys and girls discover that they belong to the social realm. School life implies establishing broader experiences which will bring them closer to knowing people and interpersonal relationships, thus generating ties and developing attitudes such as trust, empathy and attachment, which constitute the solid foundation of socialization. When developing these emotional relationships, expressing and communicating one’s own

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experiences, emotions and feelings will be taken into account in order to build their own identity and favour coexistence.

Gradually, pupils will approach some of their own cultural features. Cultural diversity makes it advisable to teach children social customs and traditions from an open and integrating perspective which allows them to learn the different cultural traditions and expressions that are present in the society and thus create respectful and appreciatory attitudes towards them.

The importance of new technologies and their current incorporation to our society makes it advisable for children to identify the role these technologies have got in their lives, by becoming interested in learning about them and beginning to make use of them.

Contents are divided into three parts; Physical realm, objects, relationships and dimensions, getting closer to nature, culture and life in our society. Foreign Language materials can bring these topics closer to students by means of stories, videos and other materials and teaching activities.


following abilities:1. To observe and explore the environment actively, thus interpreting

significant situations and facts and showing interest in learning about them.

2. To interact with the others, in a way that gets more balanced and satisfactory each time, gradually internalizing social behaviour rules and adapting their behaviour to them.

3. To get to know different social groups who share similar experiences as well as some of their traits, cultural productions, values and lifestyles, thus generating trust, respect and appreciation.

4. To get started with Maths skills by handling objects and collections in a functional way, identifying their attributes and qualities and establishing group, classification, order and quantification relationships.

5. To learn and value the basic components of the natural realm and some of its relationships, changes and transformations, thus developing careful, respectful and responsible attitudes regarding its conservation.

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3. Languages: Communication and RepresentationEven though it can be useful within other fields, the most important field for

Foreign Languages is that of communication and representation. This field of knowledge and experience is also aimed at improving the relationship between the child and the environment. The different forms of communication and representation are a link between the outer and the inner world, as they are instruments which make it possible to represent reality, express thoughts, feelings and experiences and interact with others.

When using different languages, children will discover the most suitable way to adapt each of them to the different realities or dimensions of the same reality. This way, it will be easier for them to adapt each language’s codes to their communicative intentions, thus getting closer to using those languages in a more personal and creative way.

The different forms of communication and representation integrated in this field are: verbal language, plastic language, musical language, body language, audio-visual language and the language of information and communication technologies, which, in a certain way, incorporates the former ones.

On the other hand, oral language is especially important at this stage, it is the main learning tool, it controls behaviour and articulates experiences, feelings, ideas, emotions and so on. Verbalization, that is, expressing with words what they are learning, thinking and feeling, is an essential tool to build their personal identity, to learn, to learn to do and to learn to be. Oral language will encourage, by means of different interactions, the access to ways that get more and more conventional and complex.

In the second level of Pre-Primary the aim is for children to discover and explore reading and writing by stirring up their interest and consolidating it. The functional and meaningful use of reading and writing in the classroom will lead them, with the appropriate educational intervention, to start learning some of the properties of written texts and its conventional characteristics, whose acquisition must be accomplished in the first level of Primary Education.

Likewise, it is also necessary for them to develop positive attitudes towards their own language as well as the others’ by awakening their sensitivity and curiosity towards learning other languages. When introducing a foreign

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language, such curiosity will be valued as well as the gradual approach to the meanings of messages within known communication contexts, mainly in daily class routines.

Audiovisual language and information and communication technologies which are present in children’s lives, require an educational approach that gets boys and girls started in the comprehension of audio-visual messages and their correct use.


following abilities:1. To use language as a communication, representation, learning and

enjoyment tool, as well as to express ideas and feelings and value oral language as a way to relate to others and regulate coexistence.

2. To express emotions, feelings, desires or ideas by means of oral language and through other languages, by selecting the one that suits the intention and the situation better.

3. To understand intentions and messages of other children and adults by adopting a positive attitude towards their own language as well as the foreign one.

4. To understand, reproduce and recreate some literary texts by displaying attitudes of appreciation, enjoyment and interest towards them.

5. To get started in the social use of reading and writing by exploring how they work and appreciating them as communication, information and enjoyment tools.

6. To approach the knowledge of works of art expressed in different languages and to make artistic representation and expression activities by means of various techniques.

7. To get started using a foreign language orally in order to communicate during class activities as well as to show interest and enjoy participating in these communication exchanges.

METHODOLOGY

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Methodology for the series has been developed with the following aims:

o To motivate pupils: Topics which are very close to their experiences and activities that have been designed to be an interesting challenge for them.

o To encourage active participation: Both oral and physical participation. (TPR).

o To get them started with reading and writing in English using phonics. The series introduces and works on tracing the shapes and sounds of letters in English from the very beginning, making the child familiar with the English alphabet and phonetics.

o To develop communication skills: In this stage, we introduce children to spoken English, making them familiar with the sounds, rhythm and intonation of the language and above all, developing their receptive skills.

o To develop human and social values: The activities in the method include different models of social behaviour and relationships, getting children to learn values involving respect within the family, friends, caring for the environment, etc.

o To introduce comprehensive contents in the Pre-Primary classroom: All units include subjects of the general Pre-Primary curriculum.

o To make teaching easy: The Teaching Guide and Teacher’s resources provide teachers with all the support they need for preparing and developing their lessons.

Songs (both songs and chants) – ENTERTAINING ENVIRONMENT THAT IS FUN FOR THE PUPILS The story is introduced at the end of each unit and it reviews the acquired vocabulary and structures. Children can, in this way, put into practice the vocabulary and pronunciation they have learnt and reinforce their self-esteem in face of their fellow-students, teachers and parents.

Read and Write - Phonics Little Friends, the course for 3-year-olds who don’t yet know how to read in their mother tongue, introduces the English vocabulary and sounds using phonics and proposes the early tracing of small alphabet letters.

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First Friends 1 introduces the sounds and letters of the whole alphabet. All letters appear both as a small and capital letter. 2 to 3 letters/sounds are worked on in each unit

The first 2 units in First Friends 2 review the alphabet and sounds and the following units introduce digraphs (Sh, Ch, etc).

In First Friends digraphs are taught before the pupils learn to read simple words. The reason for this is that if the child knows that ‘s’ and ‘h’ together make the ‘sh’ sound, he/she won’t feel frustrated when having to pronounce words that include ‘sh’.

Getting started with mathematics - NumeracyThe Little/First Friends series contributes to an early initiation to mathematics in the Pre-Primary stage, since numbers are worked on throughout the series, learning not only the name and shape of the number, but also the concept. Each unit in all three levels includes a worksheet about a number in the Class Book

Little Friends introduces 3-year-old pupils to numbers from 1 to 10, and First Friends 1 works on them more in-depth. Numbers 11 to 20 are introduced in First Friends 2, the level intended for 5-year-olds, together with the written name of the numbers to read and write.

Phonics – The Whole-Child ApproachThe series introduces and works in explicit and in-depth manner the comprehensive development of the child in the scope of family and social values.

Characters in the series are a brother and sister: Baz, who is the same age as the pupils and Tess his older sister; both are introduced to the pupils in real-life situations with their parents and grand-parents, always in a family environment. The main characters Baz and Tess grow with the series at the pace marked by the pupils. Tess cares for and helps Baz transmitting good behaviour habits and social values.

The dialogues, stories and pictures have been carefully selected to reinforce values such as cooperation, respect for others, team work, health, a healthy diet, respect for the environment, etc.

Vocabulary

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Each unit works on two vocabulary batches: - The vocabulary related with the topic in the unit: between 7 and 9 words per

unit; - The words worked on using letters/phonics (e.g. with‘d’ – dog, duck) that add on

4 to 6 words per unit. KEY COMPETENCES

The Spanish Organic Law of Education (LOE) defines the curriculum as consisting of both traditional components (objectives, contents, teaching methodology and assessment criteria) and key competences. Even though it is not until the 4th year of Primary Education that students take part in the so-called diagnostic evaluation, in which they will have to show the acquisition of certain competences, during the second level of Pre-Primary basic competences of education can be taught reasonably. This evaluation in Primary Education does not affect students academically speaking, but the fact that the results are used to help schools make decisions regarding the way students should learn, gives us an idea of how educational processes are affected by this, and thus become more functional.

An educational process based on the key competences differs from a knowledge centred model where the theoretical information often seems to be disconnected, in that it is based on the acquisition of integrated competences and basic practical skills. These skills can be proved by the students. In short, a competence is knowledge put into practice, integrating skills and attitudes in problem-solving within a variety of contexts. “Competence” has been graphically and concisely defined as knowledge in action, that is, using knowledge and abilities in specific situations (real contexts, different from the ones in which the competence has been acquired), activation of resources or knowledge the student has (although they may think they do not have it because they have forgotten it).

There is an aspect that must be emphasized, what is called the combined nature of competence: students use what they know in order to show that they can put it into practice and that they know how to proceed. This way, it is proved to us that a competence integrates the different contents worked on in the classroom (concepts, procedures and attitudes), which is an

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example of the pupil’s comprehensive education. To sum up, we are acknowledging that school not only provides the student with technical and scientific knowledge, but also with citizenship skills, which is why they have to show certain civic and intellectual attitudes which entail respect for others, responsibility and teamwork.

There is also another important feature of competences: they allow students to cope with the constant updating which takes place in any field of knowledge. Academic education takes place in school during a limited period of time, but the need for personal and/or professional training never ends. Competence based training in, for example, the use of information and communication technologies will allow students to use this tool in order to gather the information needed in a particular time (obviously, after an analysis of the quality of the material has been performed). If, in addition, we take into account the fact that it is often impossible to cover the whole content of the curriculum in sufficient depth, the importance of training students in the competence of learning to learn is clear.

In our education system, the key competences that should be acquired by students during their compulsory education, in order to deal with the demands of their personal and professional life, are the following: Linguistic competence. 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 competence. Autonomy and personal initiative.

Contribution of the Foreign Languages Field to the Acquisition of Key Competences

Learning a foreign language contributes directly to the acquisition of linguistic competence by completing, enriching and adding new aspects of comprehension and expression to the general communicative competence of

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the student. A communicative approach to language learning contributes to the development of this competence in the same way as the first language does.

Foreign languages are essential to the development of this competence with regard to oral discourse because listening and speaking are given special importance at this stage. Likewise, because the ability of expression is developed, learning a foreign language improves the general communicative competence.

When language is acquired, it is used as a vehicle for the process of human thought and as an instrument for the interpretation and representation of reality. This subject contributes to the development of competence in learning to learn because general linguistic ability increases and offers potential resources for comprehension and expression.

This subject is also a vehicle for the development of social and civic competence. Languages are used by speakers as a means of social communication and to become part of the common culture of different communities and nations. They are also, to a great extent, a vehicle for cultural communication and transmission, encouraging respect, interest in and communication with speakers of other languages, and recognition and acceptance of cultural and behavioural differences.

All the above-mentioned competences are currently directly related to data processing and digital competence. Using digital resources as learning tools is inherent in the subject and its everyday use directly contributes to the development of this competence.

This subject area specifically includes an approximation to cultural statements which are common in the countries where the target language is spoken, thereby contributing to the acquisition of artistic and cultural competence by introducing students to artistic works or authors who have contributed to their creation, as well as to children’s literature.

Knowledge of a foreign language also contributes in different ways to the acquisition of competence in autonomy and personal initiative. The teaching programme encourages cooperation and the management of personal skills and resources and social and negotiating skills within the “self-knowledge and personal autonomy” field. This means setting up activities which lead to the

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development of initiatives and decision making in the planning and organization of work, thereby developing autonomy and personal initiative.

Finally, although competence in knowledge of and interaction with the physical world and mathematical competence are not specifically mentioned in Foreign Languages Objectives, given the nature of the course materials, many opportunities to develop these competences as well can be found during in class.

ASSESMENT CRITERIA

Even though Playschool focuses on motivating children more than on pointing out their achievements, a control of their progress is important in order to be able to carry out an individualized progress monitoring. Because children are just starting to learn, the first year of Second-Level Pre-Primary’s assessment can be based on a direct observation of their development. It is more important to encourage them to participate by congratulating them for their progress and giving them small rewards. To spend time, in short, establishing the foundations of their future language learning and making them self-confident.

Progress monitoring is a constant work from the second year of Second-Level Pre-Primary on. It can be carried out in any given moment by asking several questions at story-time, paying attention to the children while they work on their tables and observing how they manage during class activities.

Assessment criteria can be divided in two sections:

Class Activities Follows class instructions Tries to communicate with the teacher/Monkey Puppet Listens and understands songs/rhymes Tries to take part in songs/rhymes (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them

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Answers instructions nonverbally Answers instructions verbally Recognizes key vocabulary of the unit and starts saying it in English

Attitude and General Remarks Shows interest in learning Makes an effort Participates Is self-confident in class Respects class routines and rules Develops gross motor skills Develops fine motor skills Cooperates with classmates Listens to classmates Respects speaking turns

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PROGRAMME OF UNITS

This programming and scheduling constitutes a model of timed learning for 2nd cicle of Pre-Primary Education 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 Teacher’s Resource Pack. 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.

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UNIT 1: HELLO!

TOPICGreetings

OBJECTIVES To identify the four main characters of the course To introduce the language used in greetings and how to say your name To recognize and pronounce the /ᴂ/ and /b/ sounds To recognize and trace letters a and b To identify individual objects as one To recognize and trace number 1 To develop listening skills in English following a story To revise and consolidate the language introduced in the unit To understand the language introduced in the unit in a context

ACTIVE LANGUAGE New: Baz, Jig, Pat, Tess, apple, one, boy.

PASSIVE LANGUAGEIt’s sticker time, Hello song, toys, stand up, goodbye song.

COMMUNICATION STRUCTURESWhat’s your name? Hello, I’m + name.

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson. Talk to the children about their toys. Ask them if they have a favourite

toy that they sleep or play with very often. Put the flashcards of Baz, Jig, Pat and Tess on the board. Point to each

flashcard and say the name of each character. Repeat (Listen and say CB p. 2).

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Play the CD and say listen. The children are to point to the flashcards as they hear the names of the characters.

Listen again to the CD, stopping after each name for the children to repeat in group or individually (Listen and say CB p. 2).

Hand each child their CB open on p. 2 and ask questions about the picture (Who can they see? What are they doing? Who do Pat and Jig belong to?) (Listen and find CB p. 2).

Explain to the children that they are to point to each character when they hear their names. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 2).

Give children the stickers of the characters and say It’s sticker time! (Stick and say CB p. 2).

Showing one of the children’s stickers point to Jig and say Jig for the children to repeat. Find the sticker and stick it on the picture. Repeat with the other characters (Stick and say CB p. 2).

Listen to the Goodbye song to end the lesson.

Lesson 2 Listen to the Hello song to begin the lesson. Cover one of the flashcards of the characters with a piece of paper and

disclose it little by little until children guess who it is. Distribute the flashcards around the class and say their name as you

place them (Listen and sing CB p. 3). Play the CD and say listen to the song. Point to the flashcards as the

characters introduce themselves. In the question what’s your name? mime as if asking yourself something and in the last question, look at the whole class.

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen and sing CB p. 3).

Say stand up and show what it means using gestures (Sing and do CB p. 3).

Sing the song gesturing with your hands as you ask the questions and pointing to the flashcards as you hear the names of the characters. Repeat (Sing and do CB p. 3).

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Give each child their CB open on p. 3. Pointing to Jig, say Jig for the children to repeat. Ask them if they can see where Jig has a striped line and show them how to trace this striped line (Trace CB p. 3).

Trace over Jig with a finger and repeat with Pat (Trace CB p. 3) Sing the Goodbye song to finish the lesson.

Lesson 3 Sing the Hello song. Greet the children and introduce yourself saying Hello, I’m + name.

Encourage each child to do the same. Put the apple flashcard on the board and say apple for the children to

repeat it (Listen and chant CB p. 4). Ask if they can hear the initial sound of the word. Pronounce /ᴂ/ for the

children to repeat. Play the audition on the CD and say listen. Listen and repeat (Listen and

chant CB p. 4). Pretend to be holding an apple in your hand and open your mouth as if

you were going to bite the apple at the same time as you pronounce /ᴂ/ apple. Have children repeat the action and the word (Act CB p. 4).

With your back to the class, write an a in the air with a finger as shown in the book while you pronounce /ᴂ/ apple (Trace the letter CB p. 4).

Write the a with dots on the board as seen in the book and show them how to trace the letter.

Hand each child their CB open on p. 4 to practise tracing the letter with a finger (Trace the letter CB p. 4).

Ask if they see the striped line in the picture. Trace the contour of the apple with a finger (Trace the picture CB p. 4).

Sing the Goodbye song.

Lesson 4 Sing the Hello song. Call 4 children to the front of the class and hand them the flashcards of

the characters to introduce themselves saying Hello, I’m Baz, etc. Repeat with other children.

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Show a finger and say one. Call a child out to the front of the class, point to him/her and say one (Listen and chant CB p. 5).

Sing a song to practise number 1. Play the CD and say listen. Listen and repeat (Listen and chant CB p. 5).

Show a selection of individual objects (one finger, one pencil, one book, etc) and say one for the children to repeat (Count CB p. 5).

Ask a child to show you one classroom object. Hand each child his/her CB open on p. 5 and ask how many bugs they

can see (Count CB p. 5). With your back to the class, write a 1 in the air with a finger as it

appears in the book while pronouncing one (Trace the number CB p. 5). Write 1 on the board with dots, as it appears in the book and show them

how to trace the number. Practise tracing the number with a finger in the CB (Trace the number CB

p. 5). Ask them what they think they should trace in the picture. Trace with

your finger over the line of the spider web. (Trace the picture CB p. 5). Sing the Goodbye song.

Lesson 5 Sing the Hello song. Show the apple flashcard and say the sound and the word for children to

repeat them. Check if they remember the action related with this word. Put the boy flashcard on the board and say boy for the children to

repeat. Point to different boys in the class repeating boy to reinforce the meaning (Listen and chant CB p. 6).

Ask if they can hear the initial sound of the word. Pronounce /b/ for the children to repeat.

Play the audition on the CD and say listen. Listen and repeat (Listen and chant CB p. 6).

Standing up, with your hands on your hips, repeat the word /b/ boy. The children will repeat the action, the sound and the word (Act CB p. 6).

With your back to the class, write a b in the air with a finger as seen in the book pronouncing at the same time /b/ boy (Trace the letter CB p. 6).

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Write the b on the board with dots, as it appears in the book and show them how to trace the letter.

Hand each child his/her CB open on p. 6 to practise tracing the letter with a finger (Trace the letter CB p. 6).

Ask them which line they think they should trace in the picture. Trace with a finger the outline of the boy’s arm. (Trace the picture CB p. 6).


Lesson 6 Sing the Hello song. Put the flashcards of the characters on the board and point to them as

you say their names. Repeat until they name them with rhythm. Keep on pointing without pronouncing the names for the children to say them on their own. Show the dad flashcard and explain that it is the children’s dad.

Hand each child their CB open on p. 7. Point to the frames of the story in order. Talk about what they see in the pictures. Guess who the lady who appears with Baz and his dad can be (Look and listen CB p. 7).

Play the audition of the CD and say listen. Let the children follow the story in their books. Stop halfway and ask them to look at the second frame (Look and listen CB p. 7).

Ask the children what they think will happen in the story (it is Baz’s first day of school and he is meeting his teacher). Listen to the story again (Look and listen CB p. 7).

Call 3 children to the front of the class to act out the story. Listen to the story on the CD and act using gestures. Repeat with several groups of children (Listen and act CB p. 7).

As they grow familiar with the story, they can repeat some words, but they can remain silent if they prefer to do so (Listen and act CB p. 7).


ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)Lesson 1

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Hand them a copy of p. 76 of the TB. Name the characters for the children to point to them and repeat. Colour them and take the pictures home to show their parents.

Lesson 2 Call 4 children to the front of the class and hand them the flashcards of the

characters. Have them show their flashcard when they hear the name of the character they are holding. The rest of the class will sing the song.

Lesson 3 Put the flashcards of the characters in different parts of the class. Say the

name of a character for children to find it and stand next to the right flashcard. Repeat with the other characters.

Lesson 4 Show one or several objects at a time. The children are to say one when

only one object is shown and remain silent if there are several objects.

Lesson 5 Showing the apple and boy flashcard, help the children say the sounds and

words and perform the related actions.

Lesson 6 Greet every child in the class saying Hello, I’m (+name). What’s your name?

Help them to answer using the same structure.

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS Self-knowledge and personal autonomy

They shape a precise and positive image of themselves through the interaction with others and gradually identify their own features, possibilities and limitations, developing feelings of self-confidence and personal autonomy.

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They identify their feelings, emotions, needs or preferences and are able to name them, express them and communicate them to others, identifying and respecting, as well, those of others.

The physical, natural, social and cultural environment They relate with others in harmonic and satisfactory manner, progressively

internalizing social behaviour guidelines and adapting their behaviour to them.

They get to know different social groups close to their experience, some of their features, cultural productions, values and ways of life generating attitudes of trust, respect and care.

Languages: communication and representation They use the language as a tool to communicate, represent, learn and

enjoy, that allows them to express ideas and feelings and to value oral language as a means of relating and coexisting with others

They express emotions, feelings, wishes and ideas by means of oral language and other languages, choosing the one that best suits their intention and the situation.

They are introduced to the oral use of a foreign language to communicate in classroom activities and show interest and enjoyment when participating in these communicative exchanges.

ASSESSMENT CRITERIA During the first year of the 2nd cycle of Pre-Primary Education, as children are just starting to learn, assessment can be based on direct observation of their development.

UNIT 2: FAMILY

TOPICFamily

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OBJECTIVES To identify four members of the family To introduce the language used to ask and answer about who you are To develop fine psychomotricity by means of tracing To sing a song To recognize and pronounce the /k/ y /d/ sounds To recognize and trace letters c and d To count to 2 and identify sets of 2 objects To recognize and trace number 2 To develop listening skills in English following a story To revise and consolidate the language introduced in the unit To understand the language introduced in the unit in a context

ACTIVE LANGUAGE New: mum, dad, grandma, grandpa, cat, two, duck.Review: Baz, Jig, Pat, Tess, apple, one, boy

PASSIVE LANGUAGEIt’s sticker time, Hello song, family, stand up, goodbye song.

COMMUNICATION STRUCTURESWho’s that? It’s my mum.

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson. Show the flashcards of the characters and get the children to say their

names Show the dad flashcard and ask who’s that? Introduce all the members

of Baz’s family in the following order: mum, dad, grandma, grandpa. Point and pronounce. Repeat (Listen and say CB p. 8).

Play the audition on the CD and say listen. The children are to point to the flashcards as they hear the names of Baz’s relatives.

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Listen to the CD again, stopping after each name for the children to repeat in group and individually (Listen and say CB p. 8).

Hand each child their CB open on p. 8 and ask questions about the picture (who can they see? What are they doing? Who are the people in the picture?) (Listen and find CB p. 8).

Explain to the children that they are to point to each character when they hear their names. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 8).

Give the children the stickers of the family and say it’s sticker time! (Stick and say CB p. 8).

Showing the stickers to one of the children point to dad and say dad for the children to repeat. Find the sticker and paste it on the picture. Repeat with other members of the family. (Stick and say CB p. 8).


Lesson 2 Sing the Hello song. Cover one of the flashcards of the relatives with a sheet of paper and

uncover it little by little until children guess who it is. Put the flashcards around the class and say their name as you place

them (Listen and sing CB p. 9). Play the audition on the CD and say listen to the song. Point to the

flashcards as you introduce the characters. Listen to the CD again, stopping after each phrase to sing after the

teacher (Listen and sing CB p. 9). Say stand up and show the meaning with gestures (Sing and do CB p. 9). Sing the song making gestures with your hands when you ask the

questions and pointing to the flashcards when hearing the names of the characters. Repeat (Sing and do CB p. 9).

Hand each child their CB open on p. 9. Pointing to mum, say mum and have the children repeat. Ask if they see another picture of mum at the bottom of the page. Say mum…mum! (Trace and join CB p. 9).

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Show them how to trace the line to join the two pictures. Trace it with a finger. Repeat with the remaining matching pictures (Trace and join CB p. 9).

Sing the Goodbye song to finish the lesson.

Lesson 3 Sing the Hello song. Show the apple and boy flashcards and pronounce the sounds and words

for the children to repeat. Check if they remember the actions related with the words.

Put the flashcard of the cat on the board and say cat for the children to repeat it. Talk about cats, if any of them have one as a pet, what sound they make, etc. (Listen and chant CB p. 10).

Ask them if they can hear the initial sound of the word. Pronounce /k/ for the children to repeat it.


Make the shape of the whiskers on the cat’s face while your pronounce /k/ cat. Children repeat the action, the sound and the word (Act CB p. 10).

With your back to the class, write a c in the air with a finger as described in the book while pronouncing /k/ cat (Trace the letter CB p. 10).

Write the c on the board using dots as it appears in the book and show them how to trace the letter.

Give each child their CB open on p. 10 to practise the trace of the letter with a finger (Trace the letter CB p. 10).

Ask them what they think they should trace in the picture. Trace with a finger over the end of the cat’s tail (Trace the picture CB p. 10).


Lesson 4 Sing the Hello song. Ask them if they remember the shape of number 1 and ask them to

trace the number with their finger in the air.

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Call 2 children to the front of the class, point to them and say two. Next, point to them one by one and count one, two (Listen and chant CB p. 11).

Sing a song to practise number 2. Play the audition on the CD and say listen. Listen and repeat (Listen and chant CB p. 11).

Show a selection of pairs of classroom objects (pencils, chairs, books, etc) and say two for the children to repeat (Count CB p. 11).

Hand every child their CB, open on p. 11 and ask how many insects they can see (Count CB p. 11).

With your back to the class, write a 2 in the air with a finger as seen in the book at the same time as you pronounce two (Trace the number CB p. 11).

Write a 2 with dots on the board as it appears in the book and show them how to trace the number.

Practise tracing the number with a finger in the air (Trace the number CB p. 11).

Ask them what part of the picture they think they are to trace. Trace over the lines on the dragonfly’s wings with a finger (Trace the picture CB p. 11).


Lesson 5 Sing the Hello song. Show the flashcard of cat and say the sound and the word for the

children to repeat. Check if they remember the action related with this word.

Put up the duck flashcard on the board and say duck for children to repeat. Talk about ducks: where they live, what sound they make, etc. (Listen and chant CB p. 12).

Ask them if they hear the initial sound of the word. Pronounce /d/ for the children to repeat.


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Imitate the beak of a duck opening and closing and repeat the word /d/ duck. Children will repeat the action, the sound and the word (Act CB p. 12).

With your back to the class, write a d in the air with a finger as described in the book while you pronounce /d/ duck (Trace the letter CB p. 12).

Write the d with dots on the board as it appears in the book and show them how to trace the letter.


Ask them what line they think they are to trace in the picture. Trace with a finger the line under the duck (Trace the picture CB p. 12).


Lesson 6 Sing the Hello song. Put the flashcards of the 4 main characters on the board and point to them

randomly asking who’s that? for them to answer It’s Jig, etc. Hand each child their CB open on p. 13. Point to the frames of the story in

order. Talk about what they see in the pictures. Guess who the other cat that appears with Jig and Pat can be (Look and listen CB p. 13).

Play the audition on the CD and say listen. Allow the children to follow the story in their book. Stop halfway and tell them to look at the second frame (Look and listen CB p. 13).

Ask the children what they think happens in the story (explain, if necessary, that the other cat belongs to Pat’s grandma). Listen to the story again (Look and listen CB p. 13).


As they grow familiar with the story they can repeat some words, but they can remain silent if they prefer to do so. (Listen and act CB p. 13).


Review Lesson 1

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Sing the Hello song. Perform the actions related with each letter (a-d) for the children to

identify the sounds and the words and join in to perform the actions. Hand each child their CB open on p. 14. Ask them to say the word for

each picture. Show the corresponding flashcard as they say the words (Look and say CB p. 14).

Show the flashcards again, but this time do so randomly for them to say the words again (Look and say CB p. 14).

Write letters a-d on the board. Point to them for the children to say the sounds (Stick and say CB p. 14).

Show the flashcard of the apple and pronounce the word. Ask what the initial sound of the word is. Put the flashcard next to letter a. Repeat with boy, cat, duck (Stick and say CB p. 14).

Give the children the stickers of letters a-d and say it’s sticker time! Say apple … /ᴂ/ and point to the letter and picture on the board. Ask the children to identify the sticker with /ᴂ/ and to stick it next to the picture of the apple in their books. Repeat with the rest of the sounds (Stick and say CB p. 14).

Sing a song to help them remember the sounds. Play the audition on the CD and say listen. Listen and repeat. Encourage them to perform the actions for each word (Listen and chant CB p. 14).


Review Lesson 2 Sing the Hello song. Sing the numbers song from Lesson 4. Show a pencil and ask one or two?

For the children to say one. Repeat showing 1 or 2 different objects chosen at random.

Hand each child their CB open on p. 15. Pointing to the numbers in order, say one, two, one, two for the children to repeat (Look and say CB p. 15).

Say the numbers again and this time the children are to point to them in their books (Look and say CB p. 15).

This time point to the pictures. Say Jig. One or two? for the children to say one. Repeat with the rest (Look and say CB p. 15).

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Holding the book show how to trace a line joining 1 and Jig. Trace the line joining the numbers with the images starting from the top (Join CB p. 15).

Ask children to colour the pictures and while they are doing so, point to the pictures for them to say the number individually (Count and colour CB p. 15).

Review all the words learnt in lessons 1 and 2 showing the flashcards and asking them to say each word or sound accordingly and performing the actions (Round-up CB p. 15).

Tell the children that they already know all the words and numbers they have just reviewed and that they can stick a smiley face on the page for having learnt so much English. Hand them the stickers for them to find the smiley face and stick it in the corner of the page (Round-up CB p. 15).



Hand them a copy of p. 77 of the TB. Name the characters for the children to point to them and repeat. Trace the lines of the photo frames with a finger.

Lesson 2 Sing the song again pointing to the pictures in the CB. Act out the song in groups of 4 with the help of the flashcards.

Lesson 3 Put the flashcards of the 8 characters in different parts of the classroom.

Say the name of a character for the children to find and remain standing next to the right flashcard. Repeat with the other characters.

Lesson 4 Ask the children to identify in their mother tongue the parts of their body

that come in twos (eyes, ears, arms, legs, etc.).

Lesson 5

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Write letters a-d on the board and help the children say the sounds and the words and perform the related actions.

Ask the children’s parents, if possible, to send a photo of their mother, father, grandfather and grandmother for next lesson.

Lesson 6 If the children have brought the photos of their family, sit down in a circle

and show the photos in turns. Ask who’s that? for them to answer It’s my mum, etc.

Review Lesson 1 Hand out photocopies of p. 78 of the TB. Say /d/ and ask if they can find in

the picture something beginning with this sound (duck). When they find the duck they are to repeat the sound, say the word and perform the action. Repeat randomly with the other sounds. Colour the pictures.

Review Lesson 2 Sing the song or songs from Lesson 2, Units 1 and 2.


They identify their own feelings, emotions, needs or preferences and are able to name, express and communicate them to others, identifying and respecting, as well, those of others.

They progress in the acquisition of habits and attitudes related with safety, hygiene and healthiness, appreciating and enjoying everyday situations in harmony and emotional well-being.

The physical, natural, social and cultural environment They get to know different social groups close to their own experience,

some of their features, cultural productions, values and way of life, generating attitudes of trust, respect and appreciation.

They know and value the basic elements of the natural environment and how it relates with them, its changes and transformations, developing caring attitudes of respect and accountability for its preservation.

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Languages: communication and representation They understand the intentions and messages of other children and adults,

adopting a positive attitude towards both their native language and the foreign language.

They start being aware of the social uses of reading and writing by exploring the way literacy works and valuing it as a tool that enables communication, information and enjoyment.

ASSESSMENT CRITERIA In the first year of the 2nd cycle of Pre-Primary Education, as children are just starting to learn, assessment can be based on direct observation of their development.

UNIT 3: SCHOOL

TOPICSchool

OBJECTIVES To identify four classroom objects To introduce the language used to ask what something is To introduce language for classroom instructions To understand and follow classroom instructions To develop fine psychomotricity through tracing To sing a song To recognize and pronounce /e/ and /f/ sounds To recognize and trace letters e and f To count to 3 and identify sets of 3 objects To recognize and trace number 3 To develop listening skills in English by following a story To revise and consolidate the language introduced in the unit To understand the language introduced in the unit in a context

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ACTIVE LANGUAGE New: Bag, book, chair, pencil, egg, three, fish.Review: Baz, Jig, Pat, Tess, 1, 2

PASSIVE LANGUAGEIt’s sticker time, Hello song, school, classroom, goodbye song, count the bugs.

COMMUNICATION STRUCTURESWhat’s this? It’s a pencil; quiet, please; stand up, please; sit down, please; thank you.

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson. Show the flashcards of the characters and let the children say their names. Put the flashcards on the board in the following order: bag, book, chair,

pencil. Point and pronounce. Repeat (Listen and say CB p. 16). Play the audition on the CD and say listen. Children are to point to the

flashcards as they hear the names of the classroom objects. Listen to the CD again, stopping after each object for the children to repeat

in group and individually (Listen and say CB p. 16). Hand each child their CB open on p. 16 and ask questions about the picture

(Who can they see? Where are they? What are they doing?) (Listen and find CB p. 16).

Explain to the children that they are to point to each object when they hear its name. Say listen and play the audition stopping whenever necessary. (Listen and find CB p. 16).

Give the children the stickers of the class objects and say it’s sticker time! (Stick and say CB p. 16).

Showing one of the children’s stickers, point to the pencil and say what’s this? It’s a pencil for the children to repeat. Find the sticker and stick it on the picture. Repeat with the other objects (Stick and say CB p. 16).


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Lesson 2 Sing the Hello song. Say Stand up and make gestures so they understand the meaning.

Repeat with sit down and quiet, please. Repeat the instructions in a different order for them to follow them.

Play the audition on the CD and say listen to the song. Use mime while listening to the song to reinforce the meaning of the expressions (Listen and sing CB p. 17).


Sing the song using the CD if you wish, following the instructions (asking for silence and standing up) when they hear them (Sing and do CB p. 17).

Sing the song again and encourage the children to sing along (Sing and do CB p. 17).

Hand each child their CB open on p. 17. Pointing to the first picture of the teacher, ask them what she is saying (quiet, please). Say the instruction for children to repeat (Trace and join CB p. 17).

Show how to trace the line between two pictures. Trace it with a finger. Repeat with the other pictures (Trace and join CB p. 17).

Sing the Goodbye song to end the lesson.

Lesson 3 Sing the Hello song. Show a book and ask what’s this? Help them answer It’s a book. Repeat

with chair, pencil and bag. Put the flashcard of egg on the board and say egg for the children to repeat.

Talk about eggs, if they know where they come from, if they like eating them, etc. (Listen and chant CB p. 18).

Ask if they can hear the initial sound of the word. Pronounce /e/ for the children to repeat.


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Pretend to be holding an egg very carefully in both hands while you pronounce /e/ egg. Children are to repeat the action, the sound and the word (Act CB p. 18).

With your back to the class, write an e in the air with a finger as seen in the book, while pronouncing /e/ egg (Trace the letter CB p. 18).

Write the e with dots on the board as it appears in the book and show how to trace the letter.

Hand each child their CB open on p.18 to practise tracing the letter with a finger (Trace the letter CB p. 18).

Ask them what they think they should trace in the picture. Trace the egg outline with a finger (Trace the picture CB p. 18).


Lesson 4 Sing the Hello song. Put the flashcards of numbers 1 and 2 on the wall, separated from one

another. Show 2 objects (2 books) for the children to say two and point to the flashcard of number 2. Repeat with other objects alternating between 1 and 2.

Call 3 children to the front of the class, point to them and say three. Next, point to them one by one and say one, two, three (Listen and chant CB p. 19).


Show a selection of sets of 3 classroom objects (pencils, chairs, books, etc) and say three for the children to repeat (Count CB p. 19).

Hand each child their CB open on p. 19 and ask how many insects they can see. Point to them and count them (Count CB p. 19).

With your back to the class, write a 3 in the air with a finger as described in the book, while you pronounce three (Trace the number CB p. 19).


Practise tracing the number with a finger in the CB (Trace the number CB p. 19).

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Ask what they think they should trace in the picture. Trace the striped lines on the butterflies’ wings (Trace the picture CB p. 19).


Lesson 5 Sing the Hello song. Show the egg flashcard and say the sound and the word for children to

repeat. Check if they remember the action related with this word. Put the fish flashcard on the board and say fish for the children to

repeat. Talk about fish: where they live, if children like eating fish, etc. (Listen and chant CB p. 20).

Ask if they hear the initial sound of the word. Pronounce /f/ for the children to repeat.


Imitate the movement of a fish swimming and repeat the word /f/ fish. Children are to repeat the action, sound and word. (Act CB p. 20).

With your back to the class, write an f in the air with a finger as seen in the book, while you pronounce /f/ fish (Trace the letter CB p. 20).

Write the f with dots on the board as it appears in the book and show how to trace the letter.


Ask what line they think they should trace in the picture. Trace the line the swimming fish leaves behind with a finger (Trace the picture CB p. 20).


Lesson 6 Sing the Hello song. Sing the song in lesson 2 again practising the structures for class

instructions.

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Hand each child their CB open on p. 21. Point to the frames of the story in order. Talk about what they see in the images. Guess where they think they are and point to Baz (Look and listen CB p. 21).

Play the audition on the CD and say listen. Allow the children to follow the story in their books. Stop halfway and tell them to look at the second frame (Look and listen CB p. 21).

Ask the children what they think happens in the story. Listen again to the story (Look and listen CB p. 21).

The whole class acts out the story. Listen to the opening line of the story and sing and clap. Listen to the second line, ask for silence and have the children sit down and remain silent. Listen to the third line and smile at the children. Repeat, asking for a volunteer to play the role of the teacher. (Listen and act CB p. 21).

As they grow familiar with the story, they can repeat some words but if they prefer to remain silent, they may do so (Listen and act CB p. 21).



Hand them a copy of p. 79 of the TB. Ask them to colour the objects in the picture. While they perform the activity, ask the children one by one what’s this? Pointing to each object for them to answer it’s a pencil, etc.

Lesson 2 Sing the song again pointing to the pictures in the CB. Add another stanza to the song with the instruction sit down, please. Sing

the 3 lines randomly and have the children follow the instructions given.

Lesson 3 Show the flashcards corresponding to letters a-e in random order for the

children to say the sound, the letter and perform the action related with each one.

Lesson 4

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Hand them copies of p.80 of the TB. Say one for the children to find it, repeat and trace the number.

Say count the bugs and count them pointing to each bug. Repeat with numbers 2 and 3.

Colour the bugs and take the picture home to show that they can count in English.

Lesson 5 Write letters a-f on the board and help the children to say the sounds and

words and perform the actions related with them.

Lesson 6 Showing the chair flashcard ask what’s this? For children to answer it’s a

chair. Ask them to touch a chair. Repeat with pencil, bag and book.


As they grow more autonomous in the performance of everyday activities and simple tasks to cope with daily problems, they enhance their self-confidence and initiative capacity, developing strategies to address their most basic needs.

They adapt their behaviour to the needs and requirements of others, developing habits and attitudes of respect, solidarity and cooperation, avoiding submissive or dominant behaviour

The physical, natural, social and cultural environment They actively observe and explore their surroundings, generating

interpretations on situations and significant developments and showing interest in learning about them.

They relate with others in an increasingly harmonic and satisfactory manner, internalizing social behaviour guidelines and adapting their behaviour to them.

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They get to know different social groups that are close to their own experience, some of their characteristics, cultural productions, values and way of life, generating attitudes of trust, respect and appreciation.

Languages: communication and representation They approach the knowledge of works of art expressed in different

languages and perform in representation and artistic expression activities using several techniques.


ASSESSMENT CRITERIA In the first year of the 2nd cycle of Pre-Primary Education, as children are just beginning to learn, assessment can be based on direct observation of their development.

UNIT 4: COLOURS

TOPICColours

OBJECTIVES To identify four colours and say what colour something is To introduce the language used to ask what colour something is To develop fine psychomotricity by tracing and colouring To sing a song To recognize and pronounce the /g/ and /h/ sounds To recognize and trace letters g and h To count to 4 and identify sets of 4 objects To recognize and trace number 4 To develop listening skills in English following a story To review and consolidate the language introduced in the unit

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To understand the language introduced in the unit in a context

ACTIVE LANGUAGE New: Blue, green, red, yellow, girl, four, hatReview: Bag, book, chair, pencil, 1, 2, 3

PASSIVE LANGUAGEIt’s sticker time, hello song, school, classroom, goodbye song, count the bugs, rainbow.

COMMUNICATION STRUCTURESWhat colour is it? It’s + colour.

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson. Point to different classroom objects and ask what’s this? for children to say

it’s a chair, etc. Put the flashcards on the board in the following order: blue, green, red,

yellow. Point and pronounce. Repeat (Listen and say CB p. 22). Play the audition on the CD and say listen. The children are to point to the

flashcards as they hear the colours. Listen to the CD again, stopping after each colour for children to repeat in

group and individually (Listen and say CB p. 22). Hand each child their CB open on p. 22 and ask questions about the picture


Explain to the children they are to point to the bag when they hear its colour. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 22).

Give children the stickers of the bags and say it’s sticker time! (Stick and say CB p. 22).

Explain to the children that they are to listen closely to the colour of the schoolbag and then paste the sticker on the bag in the book. Show an

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example with red. Find the sticker and paste it on the picture. Repeat with the other colours (Stick and say CB p. 22).


Lesson 2 Sing the Hello song. Pretend to write and ask children to guess the object (pencil). Show the

flashcard of the pencil. Repeat with other objects using mime. Play the audition on the CD and say listen to the song. Use mime while

listening to the song to reinforce the meaning of the classroom objects (Listen and sing CB p. 23).


Distribute the flashcards of the colours around the class. Sing the song using the CD if you wish, using mime together with the children for each object (Sing and do CB p. 23).

At the end of each line, point to the flashcard of the corresponding colour (Sing and do CB p. 23).

Hand each child their CB open on p.23. Pointing to the red bag ask the children what’s this? For the children to answer (it’s) a bag. Ask what colour is it? For them to answer (it’s) red (Trace and colour CB p. 23).

Trace the first dotted line between the two bags with your finger. Repeat with the other pictures. Colour the pictures on the right in the same colour as those on the left (Trace and colour CB p. 23).


Lesson 3 Sing the Hello song. Put the flashcards of the colours on the wall. Ask the children to shut their

eyes and take one down. Ask them to open their eyes and say the missing colour.

Put the girl flashcard on the board and say girl for the children to repeat (Listen and chant CB p. 24).

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Ask if they hear the initial sound of the word. Pronounce /g/ for the children to repeat.


Pretend to describe a pony tail on your head as you pronounce /g/ girl. The children repeat the action, the sound and the word. (Act CB p. 24).

With your back to the class, write a g in the air with a finger as seen in the book, while you pronounce /g/ girl (Trace the letter CB p. 24).

Write the g with dots on the board as it appears in the book and show then how to trace the letter.


Ask what they think they should trace in the picture. Trace the outline of the girl’s pony tail with a finger (Trace the picture CB p. 24).


Lesson 4 Sing the Hello song. Sit the children in a circle and count to 3, saying a number each: one,

two, three, one, two, three, etc. Have them whisper the numbers first and then say them louder.

Ask 4 children to go to the front of the class, point to them and say four. Next, point to them one by one and say one, two, three, four (Listen and chant CB p. 25).


Show a selection of sets of 4 classroom objects (pencils, chairs, books, etc) and say four getting the children to repeat (Count CB p. 25).

Hand each child their CB open on p. 25 and say count the bugs. Point to them and count them (Count CB p. 25).

With your back to the class, write a 4 in the air with a finger as it appears in the book while you pronounce four (Trace the number CB p. 25).

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Write a 4 with dots on the board as it appears in the book and show how to trace the number.


Ask them to find the lines on the insect stripes. Trace over the striped lines of the grasshoppers with a finger, without lifting it from the paper (Trace the picture CB p. 25).


Lesson 5 Sing the Hello song. Perform the action related with girl. The children are to say /g/ girl. Put the flashcard of hat on the board and say hat for the children to repeat.

Talk about hats: Do children wear them? When do they wear them? Etc (Listen and chant CB p. 26).

Ask them if they can hear the beginning sound of the word. Pronounce /h/ for the children to repeat.

Play the listening on the CD and say listen. Listen and repeat (Listen and chant CB p. 26).

Pretend to be putting on a hat and repeat the word /h/ hat. Children will repeat the action, the sound and the word (Act CB p. 26).

With your back to the class, write an h in the air with a finger as seen in the book while you pronounce /h/ hat (Trace the letter CB p. 26).

Write the h with dots on the board, as it appears in the book and show them how to trace the letter.


Ask them to find the striped line in the picture and show them how to trace on the contour of the hat. Trace over the line with your finger starting at the dot. (Trace the picture CB p. 26).


Lesson 6 Sing the Hello song.

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Put the flashcards of the colours on the board in a vertical line, following the colours of Jig’s hat on p. 27 of the CB. Ask what colour is it? As you put the flashcards for children to answer (it’s) blue, etc.

Hand each child their CB open on p. 27. Point to the frames of the story in order. Talk about what they see in the pictures and what Jig wears on his head (Look and listen CB p. 27).

Play the audition on the CD and say listen. Allow the children to follow the story in their books. Stop halfway and tell them to look at the second frame (Look and listen CB p. 27).

Ask the children what they think happens in the story. Listen to the story again (Look and listen CB p. 27).

Act out the story in pairs. Listen to the first line of the story. Pat points to Jig’s hat. Listen to the rest, Pat and Jig greet each other and smile. Repeat with other pairs of children. (Listen and act CB p. 27).

As they grow familiar with the story, they can repeat some words, but if they prefer to remain silent, they can do so (Listen and act CB p.27).


Review Lesson 1 Sing the Hello song. Perform the actions related with the letters (e-h) for the children to identify

the sounds and the words and to join in performing the actions. Hand each child their CB open on p. 28. Ask them to say the word for each

picture. Show the corresponding flashcard at the same time as they say the words (Look and say CB p. 28).

Show the flashcards again, doing so randomly for them to say the words again (Look and say CB p. 28).

Write letters e-h on the board. Point to them for the children to say the sounds (Stick and say CB p. 28).

Show the egg flashcard and pronounce the word. Ask for the initial sound of the word. Put the flashcard next to letter e. Repeat with fish, girl and hat (Stick and say CB p. 28).

Give the children the stickers of letters e-h and say it’s sticker time! Say egg, /e/ and point to the letter and picture on the board. Ask the children to

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identify the sticker for /e/ and to stick it next to the picture of the egg in their book. Repeat with the rest of the sounds (Stick and say CB p. 28).

Sing a song to help them remember the sounds. Play the audition on the CD and say listen. Listen and repeat. Encourage them to perform the actions related with each word (Listen and chant CB p. 28).


Review Lesson 2 Sing the Hello song. Show the red flashcard and ask what colour is it? For the children to

answer (it’s) red. Repeat with the rest of the colours. Say a colour and have the children touch something that is that colour in

silence. Hand each child their CB open on p. 29. Explain that they will be doing

something special. Show the finished handcraft and say It’s a rainbow (Make CB p. 29).

Describe the steps they are to follow looking at the pictures (Make CB p. 29).

Hand them the material and ask them to stick the red strip in the upper part of the page. Repeat with the remaining strips (Make CB p. 29).

Play the song on the CD and ask them to listen at the same time as you point to the colours of the rainbow they have created, then to yourself and to the children (Listen and sing CB p. 29).

Listen to the song again stopping after each phrase for the children to sing after the teacher (Listen and sing CB p. 29).

Sing the song again while the children sing along and point to the colours in their rainbows (Sing and point CB p. 29).


Tell the children that they already know all the words and numbers they have just reviewed and they can now stick a smiley face on the page for having learnt so much English. Hand them the stickers for them to find the smiley face and stick it in the corner of the page (Round-up CB p. 29).

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Give them a copy of p. 81 of the TB. Ask them to colour the bag in the picture in red, blue, yellow or green. While they are doing so, ask them one by one what colour is it? for them to answer correctly.

Lesson 2 Sing the song again pointing to the pictures in the CB. Add another line to the song with red, blue, yellow and green classroom

objects.

Lesson 3 Perform the actions related with letters a-g randomly for the children to say

the sound, the letter and also perform the action related with each one.

Lesson 4 Place the flashcards of numbers 1-4 around the class, point to them and say

the numbers. Say the numbers randomly for the children to point to the flashcards. Point to the flashcards randomly for the children to say the numbers.

Lesson 5 Write letters a-h on the board and say the sounds at the same time. Point to

the letters one by one for the children to say the sound and the word and perform the action related with each one.

Lesson 6 Draw the shape of a hat around the flashcards on the board. Call out a

volunteer and listen again to the song. The volunteer is to point to the colours of the hat as they are mentioned.

Repeat with other children.

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Review Lesson 1 Hand photocopies of p. 82 of the TB. Say /f/ and ask if they can find in the

picture something beginning with that sound (fish). When they find the fish have them repeat the sound, say the word and perform the action. Repeat with the other sounds randomly. Colour the pictures.

Review Lesson 2 Sing the song or songs from Lesson 2 in Units 3 and 4.


As they grow more autonomous in the performance of everyday activities and simple tasks to cope with daily problems, they enhance their self-confidence and initiative capacity, developing strategies to address their basic needs.

They adapt their behaviour to the needs and requirements of others developing attitudes and habits of respect, solidarity and collaboration, avoiding submissive or dominant behaviour.

The physical, natural, social and cultural environment Getting started with maths, they functionally manipulate elements and

collections, identifying their attributes and qualities and establishing grouping, classifying, ordering and quantifying relations.


Languages: communication and representation They use language as a communication tool to act out, learn and enjoy that

enables them to express feelings and ideas and they value oral language as a means of relating and coexisting with others.

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They are introduced to the oral use of a foreign language to communicate in the classroom and show interest and enjoyment when participating in these communicative exchanges.

ASSESSMENT CRITERIA In the first year of the 2nd cycle of Pre-Primary Education, as children are beginning to learn, assessment can be based on the direct observation of their development.

UNIT 5: TOYS

TOPICToys

OBJECTIVES To identify four toys To consolidate the language used to talk about toys and their colours To develop fine psychomotricity by tracing and colouring To sing a song To recognize and pronounce the /ɪ/, /dʒ/, /k/ sounds To recognize and trace letters i, j and k To count to 5 and identify sets of 5 objects To recognize and trace number 5 To develop listening skills in English by following a story To revise and consolidate the language introduced in the unit To understand the language introduced in the unit in a context

ACTIVE LANGUAGE New: ball, car, doll, teddy, iguana, five, jam, kiteReview: Blue, green, red, yellow, girl, hat, 1, 2, 3, 4

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PASSIVE LANGUAGEIt’s sticker time, Hello song, school, classroom, goodbye song, count the bugs.

COMMUNICATION STRUCTURESIt’s a red doll; What’s this? It’s a red car.

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson. Point to different classroom objects and ask what colour is it? for the

children to say it’s green, etc. Put the flashcards on the board in the following order: ball, car, doll, teddy.

Point and pronounce. Repeat (Listen and say CB p. 30). Play the audition on the CD and say listen. Children are to point to the

flashcards as they hear the name of the toys. Listen to the CD again, stopping after each toy for the children to repeat in

group and individually (Listen and say CB p. 30). Hand each child their CB open on p.30 and ask questions about the picture


Explain to the children that they are to point to each toy when they hear the word. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 30).

Give the children the stickers of the toys and say it’s sticker time! (Stick and say CB p. 30).

Showing the stickers of one of the children, point to the teddy bear and ask what’s this? For the children to answer (it’s) a teddy. Find the sticker and stick it on the picture. Repeat with the other toys (Stick and say CB p. 30).



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Pretend to be rocking a doll and ask the children to guess what toy it is (doll). Show the flashcard of the doll. Repeat the other toys using mime.

Put the flashcards of the colours around the classroom and say the colour as you place them. Play the audition on the CD and say listen to the song. Point to the flashcards while listening to the song to reinforce the meaning (Listen and sing CB p. 31).


Say Stand up! Sing the song using the CD if you wish, pointing to the flashcards of the colours as they hear them (Sing and do CB p. 31).

Hand each child their CB open on p. 31. Pointing to the red doll ask the children what’s this? For the children to answer (it’s) a red doll. (Trace and colour CB p. 31).

Trace the first dotted line between the doll and the ball with a finger. When you get to the ball, colour it the same colour as the doll (red). Repeat with other dolls and balls (Trace and colour CB p. 31).

Sing the Goodbye song to end lesson.

Lesson 3 Sing the Hello song. Hide the flashcard of a toy with a sheet of paper and disclose it little by little

until they guess what it is. Repeat with other toys. Put the flashcard of the iguana on the board and say iguana for the children

to repeat (Listen and chant CB p. 32). Ask if they can hear the initial sound of the word. Pronounce /ɪ/ for the

children to repeat. Play the CD audition and say listen. Listen and repeat (Listen and chant CB

p. 32). Pretend to climb like a lizard as you pronounce /ɪ/ iguana. The children

repeat the action, the sound and the word (Act CB p. 32). With your back to the class, write an i in the air with a finger as it appears in

the book, pronouncing at the same time /ɪ/ iguana (Trace the letter CB p. 32).

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Write the i with dots on the board as it appears in the book and show how to trace the letter.


Ask what they think they should trace in the picture. Trace with your finger over the outline of the iguana (Trace the picture CB p. 32).


Lesson 4 Sing the Hello song. Put the flashcard of number 3 on the board, say three and clap 3 times

as you count one, two, three. Ask children to do the same. Repeat with other numbers.

Call 5 children to the front of the class, pointing to them and saying five. Next, pointing to them one by one and say one, two, three, four, five (Listen and chant CB p. 33).

Sing a song to practise number 5. Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 33).

Show a selection of groups of 5 classroom objects (pencils, chairs, books, etc) and say five for the children to repeat. Count them (Count CB p. 33).


With your back to the class, write a 5 in the air with a finger as it appears in the book and while you pronounce five (Trace the number CB p. 33).

Write a 5 with dots on the board as it appears in the book and show how to trace the number in two stages.


Ask them to find the striped lines in the insects. Trace with your finger on the striped line of the caterpillar tunnel. Repeat with a pencil (Trace the picture CB p. 33).


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Lesson 5 Sing the Hello song. Perform the action related with the iguana. The children are to say /ɪ/

iguana. Put the flashcard of jam on the board and say jam for the children to repeat.

Ask the children if they like jam and when they eat it (Listen and chant CB p. 34).

Ask if they hear the initial sound of the word. Pronounce /dʒ/ for the children to repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 34).

Pretend to be spreading the jam in shape of a j on a toast and repeat the word /dʒ/ jam. The children repeat the action, the sound and the word (Act CB p. 34).

With your back to the class, write a j in the air with a finger as it appears in the book pronouncing /dʒ/ jam at the same time (Trace the letter CB p. 34).

Write the j with dots on the board as it appears in the book and show how to trace the letter.

Hand each child their CB open on p. 34 to practise tracing with a finger (Trace the letter CB p. 34).

Ask them what they think they have to trace in the picture. Trace with your finger on the j of the toast (Trace the picture CB p. 34).

Perform the action related with jam. The children are to say /dʒ/ jam. Put the kite flashcard on the board and say kite for the children to repeat.

Ask the children if they like kites (Listen and chant CB p. 34). Ask if they can hear the initial sound of the word. Pronounce /k/ for the


p. 34). Pretend to be flying a kite and repeat the word /k/ kite. The children will

repeat the action, the sound and the word (Act CB p. 34). With your back to the class, write a k in the air with a finger as it appears in

the book while you pronounce /k/ kite (Trace the letter CB p. 34).

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Write the k with dots on the board as it appears in the book and show how to trace the letter in two steps.


Ask what they think they have to trace in the picture. Trace over the kite with a finger (Trace the picture CB p. 34).


Lesson 6 Sing the Hello song. Put the flashcards of the toys around the class. Say stand up! Name a toy

for the children to find it and stay next to the corresponding flashcard. Repeat with other toys.

Hand each child their CB open on p. 35. Point to the frames of the story in order. Talk about what they see in the pictures and guess who the present is for (Look and listen CB p. 35).

Play the CD audition and say listen. Allow children to follow the story in their books. Stop halfway and tell them to look at the second frame (Look and listen CB p. 35).


Act out the story in pairs. Children are to imagine that there is a present between Pat and Jig. Listen to the first line of the story, Pat points to the present and opens it (using mime). Listen to the rest, Pat points to the present and looks very happy and Jig looks happy. Repeat with other pairs of children (Listen and act CB p. 35).

As they grow familiar with the story, they can repeat some words, but if they prefer to remain silent they can do so (Listen and act CB p. 35).



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Hand them a copy of p. 83 of the TB. Ask them to identify the toys. Name the toy for them to point to them and repeat. Colour the pictures. While they carry out the activity ask the children one by one What’s this? What colour is it? For them to answer correctly.

Lesson 2 Sing the song again pointing to the pictures in the CB. Say the phrases of the song randomly for them to point in their books.

Lesson 3 Perform the actions related with letters a-i in random order for children to

say the sound, the letter and perform also the action related with each one.

Lesson 4 Hand them a copy of p. 84 of the TB and say four for the children to find the

number and repeat. Trace the number. Say count the bugs for them to count the bugs, pointing to them. Repeat

with number 5.

Lesson 6 Wrap up some classroom objects / toys of different colours (the ones they

know) before the class. Call out different volunteers for them to choose a present and open it. Ask what’s this? for them to answer It’s a green bag; etc.



They adapt their behaviour to the needs and requirements of others developing attitudes and habits of respect, solidarity and collaboration, avoiding submissive or dominant behaviour.

The physical, natural, social and cultural

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They actively observe and explore their surroundings, generating interpretations on situations and significant developments and showing interest in learning about them.


Languages: communication and representation They express emotions, feelings, wishes and ideas by means of oral

language and other languages, choosing the one that best suits their intention and the situation.

They start being aware of the social uses of reading and writing by exploring the way literacy works and valuing it as a tool that enables communication, information and enjoyment.

ASSESSMENT CRITERIA In the first year of the 2nd cycle of Pre-Primary Education, as children are just beginning to learn, assessment can be based on the direct observation of their development.

UNIT 6: BODY

TOPICThe body

OBJECTIVES To identify four parts of the body To understand and follow simple instructions with Touch your … To develop fine psychomotricity through tracing To sing a song To recognize and pronounce /l/, /m/ and /n/ sounds To recognize and trace letters l, m and n

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To count up to 6 and identify sets of 6 objects To recognize and trace number 6 To develop listening skills in English by following a story To revise and consolidate the language introduced in the unit To understand the language introduced in the unit in a context

ACTIVE LANGUAGE New: arm, hand, head, leg, lion, moon, six, net Review: toys, numbers

PASSIVE LANGUAGEIt’s sticker time, Hello song, goodbye song, count the bugs.

COMMUNICATION STRUCTURESTouch your (head), clap your hands

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson Show the flashcards of the toys and ask what’s this? for children to say it’s a

teddy, etc. Put the flashcards on the board in the following order: arm, hand, head, leg.

Point and pronounce. Repeat (Listen and say CB p. 36). Play the CD audition and say listen. Children are to point to the flashcards

as they hear the parts of the body. Listen to the CD again, stopping after each part of the body for the children

to repeat in group and individually (Listen and say CB p. 36). Hand each child their CB open on p. 36 and ask questions about the picture

(Who can they see? Where are they? What are they doing? What can they see?) (Listen and find CB p. 36).

Explain to the children that they are to point to the parts of the body that are shaded when they hear them mentioned. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 36).

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Give the children the stickers of the parts of the body and say it’s sticker time! (Stick and say CB p. 36).

Showing the stickers of a child point to the arm and say arm for children to repeat. Find the sticker and stick it on the picture. Repeat with the other stickers. (Stick and say CB p. 36).


Lesson 2 Sing the Hello song. Show the flashcards one by one and say the name of the parts of the

body. Point to your head, arm, hand and leg randomly and in silence for the

children to say the words. Play the CD audition and say listen to the song. Point to the part of the

body that is mentioned in the song to reinforce the meaning (Listen and sing CB p. 37).


Say Stand up! And sing the song using the CD if you wish, pointing to the part of the body mentioned or clapping (Sing and do CB p. 37).

Repeat encouraging the children to sing along (Sing and do CB p. 37). Give the instructions in the song randomly for children to point to the

parts of the body or clap. Hand each child their book open on p.37. They are to listen to what Pat says. Say Touch your head for the children to find the right picture. Show them the picture in the book (Trace and join CB p. 37).

Point to the first picture of Jig and ask what they are saying (Touch your head). Trace the first line joining the two pictures with a finger. Repeat with other pictures. (Trace and join CB p. 37).



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Draw a person on the board and ask the children to say the parts of the body as they are added to the picture.

Put the flashcard of lion on the board and say lion for the children to repeat. Talk about lions, have you ever seen one? Where do they live? Etc (Listen and chant CB p. 38).

Ask if they can hear the initial sound of the word. Pronounce /l/ for the children to repeat.


Make the shape of the lion’s mane around its head as you pronounce /l/ lion. Children repeat the action, the sound and the word (Act CB p. 38).

With your back to the class, write a l in the air with a finger as it appears in the book pronouncing at the same time /l/ lion (Trace the letter CB p. 38).

Write the l on the board with a finger as it appears in the book and show how to trace the letter.


Ask what they think they should trace in the picture. Trace over the outline of the lion’s mane with a finger (Trace the picture CB p. 38).

Put the flashcard of moon on the board and say moon for the children to repeat. Talk about the moon, etc. (Listen and chant CB p. 38).

Ask them if they can hear the initial sound of the word. Pronounce /m/ for children to repeat.


Shape a crescent moon with your hand as you pronounce /m/ moon. The children repeat the action, the sound and the word (Act CB p. 38).

With your back to the class, write an m in the air with a finger as it appears in the book while you pronounce /m/ moon (Trace the letter CB p. 38).

Write the m with dots on the board as it appears in the book and show how to trace the letter in one step.


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Ask what they think they should trace in the picture. Trace with a finger over the contour of the moon (Trace the picture CB p. 38).


Lesson 4 Sing the Hello song. Put the flashcards of the numbers on the board in order. Point to them

and name them several times. Encourage the children to repeat. Ask the children to close their eyes and turn round one of the flashcards. When they open their eyes, they are to say which number has been turned around.

Call 6 children to the front of the class, point to them and say six. After pointing to them one by one say one, two, three, four, five, six (Listen and chant CB p. 39).


Show a selection of sets of 6 classroom objects (pencils, chairs, books, etc) and say six for the children to repeat (Count CB p. 39).

Hand each child their CB open on p.39 and say count the bugs. Point to them and count them (Count CB p. 39).

With your back to the class, write a 6 in the air with a finger as it appears in the book while you pronounce six (Trace the number CB p. 39).



Ask them to find the striped lines on the insects. Trace the striped lines of the snail. (Trace the picture CB p. 39).



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Perform the actions related with lion and moon. Children are to say the sounds and the letters.

Put the flashcard of net on the board and say net for the children to repeat. Talk about football and how to score a goal (Listen and chant CB p. 40).

Ask if they can hear the initial sound of the word. Pronounce /n/ for the children to repeat.


Pretend you are kicking a ball and repeat the word /n/ net. Children are to repeat the action, the sound and the word (Act CB p. 40).

With your back to the class, write an n in the air with a finger as it appears in the book while pronouncing /n/ net (Trace the letter CB p. 40).

Write the n with dots on the board as it appears in the book and show how to trace the letter.


Ask them to find the striped lines of the picture and show how to trace the lines of the net. Trace the line with a finger, starting at the dot (Trace the picture CB p. 40).


Lesson 6 Sing the Hello song. Put the flashcards of the parts of the body around the class. Say Stand up!,

name a part for the children to find it and stay next to the corresponding flashcard. Repeat several times.

Hand each child their CB open on p.41. Point to the frames of the story in order. Talk about what you see in the pictures and about what Jig and Pat have. (Look and listen CB p. 41).

Play the CD audition and say listen. Allow the children to follow the story in their book. Stop halfway and tell them to look at the second frame (Look and listen CB p. 41).

Ask children what they think happens in the story. Listen to the story again (Look and listen CB p. 41).

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Act out the story in groups of 3 playing Pat, Jig and the doll. Listen to the first line of the story; Pat and Jig touch their head. Listen to the rest, Pat, Jig and the doll clap their hands. Repeat with other groups of children (Listen and act CB p. 41).

As they grow familiar with the story, they can repeat some words, but if they prefer, they can remain silent (Listen and act CB p.41).


Review Lesson 1 Sing the Hello song. Perform the actions related with letters (i-n) for the children to identify the

sounds and words and join up to perform the actions. Hand each child their CB open on p.42. Ask them to say the word for each

picture. Show the corresponding flashcard while they say the words (Look and say CB p. 42).

Show the flashcards again, but this time randomly for children to say the words again (Look and say CB p. 42).

Write letters i-n on the board. Pint to them for children to say the sounds (Stick and say CB p. 42).

Show the flashcard of iguana and pronounce the word. Ask which the initial sound of the word is. Put the flashcard next to letter i. Repeat with jam, kite, lion, moon and net (Stick and say CB p. 42).

Give the children the stickers of letters i-n and say it’s sticker time! Say iguana … /ɪ/ and point to the letter and picture on the board. Ask the children to identify the sticker for /ɪ/ and stick it next to the picture of the iguana in their books. Repeat with the rest of the sounds (Stick and say CB p. 42).

Sing a song to help them remember the sounds. Play the CD audition and say listen. Listen and repeat. Encourage them to perform the actions related with each word (Listen and chant CB p. 42).


Review Lesson 2 Sing the Hello song.

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Sing the numbers song from Lesson 4. Hand each child their CB open on p.43. Ask them to say numbers 2-6 in

order and to point to them in their book (Look and say CB p. 43). Showing the book point to the picture of the bags and say bags for the

children to point to them. Repeat with other objects (Look and say CB p. 43).

Holding the book show how to trace a line between the 2 and the bags with a finger for children to trace (Join CB p. 43).

Point again to number 2 and say two, trace the line to the bags and point to them and say bags. Point to the 2 bags and count one, two. Repeat. Children are to repeat in their book counting (Join CB p. 43).

Quickly colour 2 of the bags and show the book. Count again one, two. Ask the children to colour 2 of the bags in their books (Count and colour CB p. 43).

Repeat the process with the rest of the numbers. Count the coloured objects with the children (Count and colour CB p. 43).


Tell the children that they already know all the words and numbers they have reviewed and that they can now stick a smiley face on the page for having learnt so much English Give them the stickers for them to find the smiley face and stick it in the corner of the page (Round-up CB p. 43).



Hand them a copy of p. 85 of the TB. Point to the head and say head. Trace around the head with a finger. Repeat with the other parts of the body.

Lesson 2 Sing the song again pointing to the pictures in the CB. Point to Pat in the

first verse and to Jig in the second. Give the instructions randomly for children to follow them.

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Lesson 4 Say a number randomly from 1 to 6 for children to show the right number of

fingers. Repeat with different numbers.

Lesson 5 Perform the actions related with letters a-n randomly for children to say the

sound and the word and to join in performing the action.

Lesson 6 Perform an action game to practise the instructions. Say Stand up and sit

down from Unit 3. Give instructions randomly for children to follow them. Start performing the

actions together with the children until they feel more confident.

Review Lesson 1 Hand them photocopies of p.86 of the TB. Say /k/ and ask if they can find in

the picture something beginning with this sound (kite). When they find the kite, they are to repeat the sound, say the word and perform the action. Repeat with the other sounds randomly. Colour the picture.

Review Lesson 2 Sing the song or songs from Lesson 2 in Units 5 and 6.

DEVELOPMENT OF THE PRE-PRIMARY CURRICULUM AREAS Self-knowledge and personal autonomy

They shape a precise and positive image of themselves through the interaction with others and gradually identify their own features, possibilities and limitations, developing feelings of self-confidence and personal autonomy.

They know and represent their body, its parts and some of its functions, discovering possibilities of action and expression and increasingly coordinating and controlling with more precision their gestures and movements.

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The physical, natural, social and cultural environment They actively observe and explore their surroundings, their class,

generating interpretations of some significant situations and experiences and showing interest in learning about them.

They relate with others in an increasingly harmonic and satisfactory manner, progressively internalizing social behaviour guidelines and adapting their behaviour to them.


Languages: communication and representation They use the language as a tool for communication,

representation, knowledge and enjoyment, one with which to express ideas and feelings, valuing the oral language as a means of relating and coexisting with others.



ASSESSMENT CRITERIA In the first year of the 2nd cycle of Primary Education, as children are just beginning to learn, assessment can be based on direct observation of their development

67

UNIT 7: CLOTHES

TOPICClothes

OBJECTIVES To identify four clothing items To introduce the expressions This is … y These are … To develop fine psychomotricity through tracing and colouring To sing a song To recognize and pronounce /ɒ/, /p/ y /kw/ sounds To recognize and trace letters o, p and q To count to 7 and identify sets of 7 objects To recognize and trace number 7 To develop listening skills in English following a story To revise and consolidate the language introduced in the unit To understand the language introduced in the unit in a context

ACTIVE LANGUAGE New: shirt, shoes, skirt, trousers, octopus, pizza, seven, queenReview: the parts of the body, the numbers

PASSIVE LANGUAGEIt’s sticker time, hello song, goodbye song, count the bugs, look, it’s a …

COMMUNICATION STRUCTURESThese are trousers. This is a skirt. This is my/your skirt. These are my/your trousers.

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson Say arm for children to point to their arm. Repeat with head, hand and leg.

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Put the flashcards on the board in the following order: shirt, shoes, skirt, trousers. Point and pronounce. Repeat (Listen and say CB p. 44).

Play the CD audition and say listen. Children are to point to the flashcards as they hear the names of the different clothes.

Listen to the CD again, stopping after each clothing item for children to repeat in group and individually (Listen and say CB p. 44).

Hand each child their CB open on p.44 and ask questions about the picture (Who can they see? Where are they? What are they doing? What can they see?) (Listen and find CB p. 44).

Explain to the children that they are to point to the clothing items that are shaded when they hear them named. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 44).

Give the children the stickers of the clothing items and say it’s sticker time! (Stick and say CB p. 44).

Showing one of the children’s stickers, point to his shoes and say shoes for the children to repeat. Find the sticker and stick it on the picture. Repeat with the remaining stickers (Stick and say CB p. 44).


Lesson 2 Sing the Hello song. Show the flashcards one by one and say the name of the clothing items. Point randomly to something you or a child is wearing in silence for the

children to say the word. Put the flashcards around the class. Play the CD audition and say listen

to the song. Point to the flashcards as they are mentioned in the song to reinforce the meaning (Listen and sing CB p. 45).

Listen to the CD again, stopping after each phrase for the children to sing after the teacher (Listen and sing CB p. 45).

Show the doll in the book and say Look! It’s a doll. Explain that it is the doll who sings the song and that they will pretend to be the doll.

Say Stand up! And sign the song using the CD if you wish, pointing to the clothing items and to themselves when they hear and this is me! (Sing and do CB p. 45).

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Repeat encouraging the children to sing along (Sing and do CB p. 45). Hand each child their CB open on p.45. Point to the skirt and say this is

a skirt for children to repeat. Show them how to trace a line between the two identical items with a finger (Trace and colour CB p. 45).

Point to the doll’s shirt and say this is a yellow shirt for the children to repeat. Quickly colour the picture of the shirt yellow and show them and this is a yellow shirt. The children are to draw the lines joining the clothes that are the same and colour them in the same colours as the doll’s clothes (Trace and colour CB p. 45).


Lesson 3 Sing the Hello song. Show the flashcard of a clothing item and say this is a … or these are …for

the children to complete the phrase. Put the flashcard of octopus on the board and say octopus for the children

to repeat. Talk about octopuses. Where do they live? (Listen and chant CB p. 46).

Ask them if they hear the initial sound of the word. Pronounce /ɒ/ for the children to repeat.


Move your arms as if they were the octopus’s arms and pronounce /ɒ/ octopus at the same time. The children repeat the action, the sound and the word (Act CB p. 46).

With your back to the class, write an o in the air with a finger as it appears in the book, while you pronounce /ɒ/ octopus (Trace the letter CB p. 46).

Write letter o with dots on the board as seen in the book and show them how to trace the letter.


Ask what they think they should trace in the picture. Trace with a finger the contour of the octopus’s body (Trace the picture CB p. 46).

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Put the flashcard of pizza on the board and say pizza for the children to repeat. Talk about pizzas, Do children like pizza? (Listen and chant CB p. 46).

Ask if they can hear the initial sound of the word. Pronounce /p/ for the children to repeat.


Pretend to cut a pizza 3 times while pronouncing /p/ pizza. The children will repeat the action, the sound and the word (Act CB p. 46).

With your back to the class, write a p in the air with a finger as seen in the book, while you pronounce /p/ pizza (Trace the letter CB p. 46).

Write the p with dots on the board as it appears in the book and show them how to trace the letter in one step.


Ask them what they think they should trace in the picture. Trace with your finger over the outline of the pizza slice (Trace the picture CB p. 46).


Lesson 4 Sing the Hello song. Put the flashcards of the numbers on the board in order. Point to them

for children to name them. Repeat pointing to the flashcards, this time in random order.

Point to a flashcard for children to show the corresponding number of fingers. Repeat with other numbers

Call 7 children to the front of the class, point to them and say seven. Next, point to them one by one and count one, two, three, four, five, six, seven (Listen and chant CB p. 47).


Show a selection of sets of 7 classroom objects (pencils, chairs, books, etc) and say seven for children to repeat (Count CB p. 47).

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With your back to the class, write a 7 in the air with a finger as described in the book while your pronounce seven (Trace the number CB p. 47).

Write a 7 with dots on the board as seen in the book and show them how to trace the number.


Ask them to find the insects’ striped lines. Trace with a finger over the striped lines of the caterpillars (Trace the picture CB p. 47).


Lesson 5 Sing the Hello song. Perform the actions related with octopus and pizza. Children are to say the

sounds and letters. Put the flashcard of queen on the board and say queen for children to

repeat. Explain what it means and ask what do queens wear? And where do they live? (Listen and chant CB p. 48).

Ask if they can hear the initial sound of the word. Pronounce /kw/ for the children to repeat.


Put your forearms as if you were seated on a throne looking elegant and repeat the word /kw/ queen. The children are to repeat the action, the sound and the word (Act CB p. 48).

With your back to the class, write a q in the air with a finger as it appears in the book, while you pronounce /kw/ queen (Trace the letter CB p. 48).

Write the q with dots on the board as described in the book and show them how to trace the letter.


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Ask them to find the striped line in the picture and show them how to trace over the points of the crown. Trace with a finger over the line starting at the dot. (Trace the picture CB p. 48).


Lesson 6 Sing the Hello song. Show the flashcards of two clothing items and say one of them for children

to point at the right flashcard. Hand each child their CB open on p.49. Point to the scenes of the story in

order. Talk about what they see in the pictures (Look and listen CB p. 49). Play the CD audition and say listen. Allow children to follow the story in their

books. Stop halfway and tell them to look at the second frame (Look and listen CB p. 49).


Act out the story in pairs. Listen to the opening line of the story, Baz points at Tess. Listen to the second line, Tess points at Baz and they seem annoyed. Listen to the rest, Baz and Tess point to their clothes, now they are happy. Repeat with other pairs of children (Listen and act CB p. 49).

As they grow familiar with the story, they can repeat some words, but if they prefer to remain silent, they can do so (Listen and act CB p.49).



Hand them a copy of p.87 of the TB. Point to the trousers and say trousers for the children to point and repeat. Say red trousers for them to colour the trousers red. Repeat with other items.

While they perform the activity, ask them one by one to say the name of the clothes and the colour.

Lesson 4

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Hand them photocopies of p. 88 in the TB and say six for the children to find the number and repeat. Trace the number. Say Count the bugs for them to point and count. Repeat with the 7.

Lesson 5 Perform the actions related with letters a-q randomly for children to say the

sound and the word and to join in to perform the action.

Lesson 6 Say shirt for the children who are wearing a shirt to stand up. Check if any

of them doesn’t stand up or if he/she stood up but is not wearing a shirt. Repeat with other clothing items and hat and bag.


They shape a realistic and positive image of themselves through the interaction with others and gradually identifying their own features, possibilities and limitations, they develop a sense of self-esteem and personal autonomy.

They know and represent their body, its elements and some of its functions, discovering their action and expression possibilities and coordinating and controlling with more precision their gestures and movements.


They progress in the acquisition of habits and attitudes related with safety hygiene and healthiness, appreciating and enjoying everyday situations with harmony and emotional well-being.



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They relate with others in an increasingly harmonic and satisfactory manner, internalizing behaviour guidelines progressively and adapting their behaviour to them.

They get to know different social groups close to their own experience, some of their features, cultural productions, values and way of life, generating attitudes of trust, respect and appreciation.


representation, learning and enjoyment that enables them to express ideas and feelings and they value the oral language as a means of relating with others and regulating coexistence.

They express emotions, feelings, wishes and ideas by means of oral language and other languages, choosing that which best suits their intention and the situation

ASSESSMENT CRITERIA In the first year of the 2nd cycle of Pre-Primary Education, as the children are just beginning to learn, assessment can be based on direct observation of their development

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UNIT 8: FOOD

TOPICFood

OBJECTIVES To identify four different foods To use numbers with plural nouns To introduce the language to ask How many? To develop fine psychomotricity through tracing To sing a song To recognize and pronounce the /r/, /s/ y /t/ sounds To recognize and trace letters r, s and t To count until 8 and identify sets of 8 objects To recognize and trace number 8 To develop listening skills in English by following a story To revise and consolidate the language introduced in the unit To understand the language introduced in the unit in a context

ACTIVE LANGUAGE New: banana, biscuit, orange, sandwich, rabbit, sun, eight, tableReview: clothes, numbers


COMMUNICATION STRUCTURESTwo (sandwiches). Four biscuits. One biscuit.

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson.

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Say the name of a clothing item for the children to point to it if they are wearing it.

Talk about food, what’s there favourite food? Put the flashcards on the board in the following order: banana, biscuit, orange, sandwich. Point and pronounce. Repeat (Listen and say CB p. 50).

Play the CD audition and say listen. The children are to point to the flashcards as they hear the name of different foods.

Listen to the CD again, stopping after each food item for children to repeat in group and individually (Listen and say CB p. 50).

Hand each child their CB open on p. 50 and ask questions about the picture (Who can they see? Where are they? What are they doing? What can they see?) (Listen and find CB p. 50).

Explain to the children that they have to point to the shaded pictures of the food items when they hear them. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 50).

Give the children the stickers of the different foods and say it’s sticker time! (Stick and say CB p. 50).

Showing one of the children’s stickers, point to the banana and say banana for the children to repeat. Find the sticker and stick it on the picture. Repeat with other stickers (Stick and say CB p. 50).


Lesson 2 Sing the Hello song. Put the flashcards of the different food items on the board and point to

them in order saying the name for the children to repeat. Draw a sandwich on the board. Ask How many? And answer One! One

sandwich. Draw 2 biscuits and ask How many? Answer Two! Two biscuits. Repeat with 1 banana and 2 oranges (Listen and sing CB p. 51).

Play the CD audition and say listen to the song. Point to the drawings as they are mentioned in the song, next point to the class and then to yourself. When they sing Mmm-mmm, rub your belly and smile (Listen and sing CB p. 51).

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Sing the song using the CD if you wish, pointing to the foods and rubbing your belly and smiling (Sing and do CB p. 51).

Repeat encouraging the children to sing the song (Sing and do CB p. 51). Hand each child their CB open on p. 51 and ask them to describe what

they see on the plate. Say A sandwich for the children to point and repeat. Repeat A sandwich and show the trace between the sandwiches on both plates. When you reach the second plate, say again A sandwich (Trace and colour CB p. 51).

Repeat with the remaining food items asking How many? The children are to trace the lines joining the identical foods between the two plates and colouring the second plate (Trace and colour CB p. 51).


Lesson 3 Sing the Hello song. Put the flashcards of the foods around the classroom. Name one for the

children to find it and stay next to it. Put the flashcard of rabbit on the board and say rabbit for the children to

repeat. Talk about rabbits, Where do they live? What do they eat? Etc. (Listen and chant CB p. 52).

Ask them if they hear the initial sound of the word. Pronounce /r/ for the children to repeat.


Put your arms and legs like a rabbit and hop as you pronounce /r/ rabbit. The children are to repeat the action, the sound and the word (Act CB p. 52).

With your back to the class, write an r in the air with a finger as it appears in the book while you pronounce /r/ rabbit (Trace the letter CB p. 52).

Write the r with dots on the board as is seen in the book and show them how to trace the letter.

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Ask what they think should be traced in the picture. Trace over the rabbit’s trail with a finger (Trace the picture CB p. 52).

Put the flashcard of sun on the board and say sun for the children to repeat. Talk about the sun (Listen and chant CB p. 52).

Ask whether they can hear the initial sound of the word. Pronounce /s/ for children to repeat.


Draw a great circle with your arms closing them over your head and then opening them and letting them fall till your hands touch the sides of our body while you pronounce /s/ sun. The children repeat the action, the sound and the word (Act CB p. 52).

With your back to the class, write an s in the air with a finger as it appears in the book while your pronounce /s/ sun (Trace the letter CB p. 52).

Write the s with dots on the board as described in the book and show how to trace the letter.

Hand each child their CB open on p.52 to practise the trace of the letter with a finger (Trace the letter CB p. 52).

Ask them what they think they are to trace in the picture. Trace with a finger over the sun rays (Trace the picture CB p. 52).


Lesson 4 Sing the Hello song. Put the flashcards of the numbers in order on the board. Point to them

and name them several times. Encourage the children to repeat them. Ask the children to shut their eyes and turn a flashcard round. When they open their eyes, get them to say what number has been turned around.

Call 8 children to the front of the class, point to them and say eight. Next, point to them one by one and count one, two, three, four, five, six, seven, eight (Listen and chant CB p. 53).

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Show a selection of sets of 8 classroom objects (pencils, chairs, books, etc) and say eight for the children to repeat (Count CB p. 53).


With your back to the class, write an 8 in the air with a finger as described in the book while you pronounce eight (Trace the number CB p. 53).

Write an 8 with dots on the board as it appears in the book and show them how to trace the number.


Ask them to find the striped lines on the insects. Trace with a finger over the bees’ flight (Trace the picture CB p. 53).


Lesson 5 Sing the Hello song. Perform the actions related with rabbit and sun. The children are to say the

sounds and the letters. Put the flashcard of table on the board and say table for children to repeat.

(Listen and chant CB p. 54). Ask if they can hear the initial sound of the word. Pronounce /t/ for the


p. 54). Move your hands downwards as if setting them on the table and repeat the

word /t/ table. The children repeat the action, the sound and the word (Act CB p. 54).

With your back to the class, write a t in the air with a finger as it appears in the book, while you pronounce /t/ table (Trace the letter CB p. 54).

Write the t with dots on the board as it appears in the book and show them how to trace the letter in two steps.

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Ask the children what they think they are to trace in the picture. Trace the legs of the table with a finger, starting at the dot (Trace the picture CB p. 54).


Lesson 6 Sing the Hello song. Use real food if possible. Show 3 bananas and ask How many? For the

children to answer three. Say Yes, three. Three bananas. Repeat with biscuits and different numbers.

Hand each child their CB open on p. 55. Point to the frames of the story in order. Talk about what they see in the pictures (Look and listen CB p. 55).

Play the CD audition and say listen. Allow the children to follow the story in their books. Stop halfway and tell them to look at the second frame (Look and listen CB p. 55).


Act out the story in pairs. Listen to the first line of the story, Baz looks at mum and shows 4 fingers. Listen to the second line; mum pretends to be holding a biscuit in one hand and an orange in the other Repeat with other pairs of children (Listen and act CB p. 55).

As they grow familiar with the story they can repeat some words, but if they prefer to remain silent, they can do so (Listen and act CB p.55).


Review Lesson 1 Sing the Hello song. Perform the actions related with the letters (o-t) for the children to

identify the sounds and the words and join in to perform the actions. Hand each child their CB open on p.56. Ask them to say the word for

each picture. Show the corresponding flashcard as they say the words (Look and say CB p. 56).

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Show the flashcards again, but this time doing so randomly for them to repeat the words (Look and say CB p. 56).

Write letters o-t on the board. Point to them for children to say the sounds (Stick and say CB p. 56).

Show the flashcard of octopus and pronounce the word. Ask what the initial sound of the word is. Put the flashcard next to letter o. Repeat with pizza, queen, rabbit, sun, table (Stick and say CB p. 56).

Hand the children the stickers of letters o-t and say it’s sticker time! Say octopus … /ɒ/ and point to the letter and picture on the board. Ask the children to identify the sticker for /ɒ/ and to stick it next to the picture of the octopus in their book. Repeat with the remaining sounds (Stick and say CB p. 56).

Sing a song to help them remember the sounds. Play the CD audition and say listen. Listen and repeat. Encourage them to perform the actions of each word (Listen and chant CB p. 56).


Review Lesson 2 Sing the Hello song. The whole class will count from 1 to 8, whispering from one to 7 and

saying number 8 out loud. Repeat. Hand each child their CB open on p. 57. Explain to them that they will

be doing something very special (Make CB p. 57). Show them the finished handcraft and ask What‘s this? (An octopus). Say

Count and count the arms of the octopus with the children (Make CB p. 57).

Describe the steps to follow looking at the pictures (Make CB p. 57). Hand them the material and ask them to stick on the eyes and mouth in

the circle to make the octopus’s face. Next, they will stick on the arms (Make CB p. 57).

Play the CD audition and listen to a song about the octopus. Point to the arms as they are counted in the song (Listen and sing CB p. 57).

Listen again to the song stopping for the children to sing after the teacher (Listen and sing CB p. 57).

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Sing the song again using the CD if you wish, this time pointing to the arms of the octopus they just made (Sing and point CB p. 57).


Tell the children that they already know all the words and numbers they have just revised and that they can now stick a smiley face on the page for having learnt so much English. Give them the stickers for them to find the smiley face and stick it in a corner of the page (Round-up CB p. 57).



Hand them a copy of p. 89 of the TB. Say two sandwiches for the children to point to the right plate and repeat. Repeat with the remaining plates.

Trace the outline of the plates with a finger. While performing the activity ask them one by one what there is on each plate.

Lesson 2 Sing the song again pointing to the pictures in the CB. Say the phrases of

the song randomly for the children to point to the right food in their books.

Lesson 4 Show the flashcard of a number from 1-8 for the children to say the number

and show the right number of fingers. Repeat with other numbers showed at random.

Lesson 5 Perform the actions related with letters a-t randomly for children to say the

sound and the word and to join in to perform the action.

Lesson 6

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Put the flashcards of the food items together with apple, egg, fish, jam around the classroom. Ask children to stay next to the food they like the most.

Name food items randomly for them to remain next to the right flashcard.

Review Lesson 1 Hand photocopies of p. 90 of the TB. Say /s/ and ask if they can find

something in the picture beginning with this sound (sun). When they find the sun they are to repeat the sound, say the word and perform the action. Repeat with the other sounds randomly. Colour the 6 pictures.

Review Lesson 2 Sing the song or songs in Lesson 2 of Units 7 and 8.

DEVELOPMENT OF THE PRE-PRIMARY CURRICULUM AREAS Self-knowledge and personal autonomy

They know and represent their body, its parts and some of its functions, discovering their action and expression possibilities and gaining more and more precision in the coordination and control of their gestures and movements.


As they grow more autonomous in the performance of everyday activities and simple tasks to cope with daily problems, they enhance their self-confidence and initiative capacity, developing strategies to address their most important needs.

They progress in the acquisition of habits and attitudes related with security, hygiene and healthiness, appreciating and enjoying daily routines with emotional harmony and well-being

The physical, natural, social and cultural environment

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They actively observe and explore their surroundings, generating interpretations on situations and significant developments and showing interest in learning about them.


They know and value the most important components of the natural environment and how it relates to their life, its changes and transformations, developing attitudes of care, respect and accountability for its preservation.

Languages: communication and representation They use the language as a tool for communication, representation,

learning and enjoyment that enables them to express ideas and feelings and they value the oral language as a means of relating with others and regulating coexistence.

They express emotions, feelings, wishes and ideas by means of oral language and other languages, choosing that which best suits their intention and the situation.

They understand the intentions and messages from their friends and their teacher, adopting a positive attitude towards both their native and target language.

ASSESSMENT CRITERIA In the first year of the 2nd cycle of Pre-Primary Education, as the children are just beginning to learn, assessment can be base don direct observation of their development.

UNIT 9: FACE

TOPICThe face

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OBJECTIVES To identify four parts of the face To introduce the language to ask and answer Who’s this? To develop fine psychomotricity through tracing To sing a song To recognize and pronounce /ʌ/, /v/ y /w/ sounds To recognize and trace letters u, v and w To count up to 9 and identify sets of 9 objects To recognize and trace number 9 To develop listening skills in English by following a story To revise and consolidate the language introduced in the unit To understand the language introduced in the unit in a context

ACTIVE LANGUAGE New: ears, eyes, mouth, nose, umbrella, van, nine, windowReview: food, numbers, Baz, Tess, Jig, Pat

PASSIVE LANGUAGEIt’s sticker time, Hello song, goodbye song, count the bugs, look! big.

COMMUNICATION STRUCTURESWho’s this? It’s (Baz)

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson Say a part of the body for the children to point to it in their body. Put the flashcards on the board in the following order: ears, eyes, mouth,

nose. Point and pronounce. Repeat pointing to their own face (Listen and say CB p. 58).

Put the CD audition and say listen. The children are to point to the flashcards as they hear the parts of the face.

Listen to the CD again, stopping after each part for the children to repeat in group and individually (Listen and say CB p. 58).

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Hand each child their CB open on p.58 and ask questions about the picture (What can they see? Where is he? What is he doing? What things can they see?) (Listen and find CB p. 58).

Explain to the children that they are to point to the parts of the face that are shaded when they hear them. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 58).

Give the children the stickers of the parts of the face and say it’s sticker time! (Stick and say CB p. 58).

Showing one of the children’s stickers point to the nose and say nose for the children to repeat. Find the sticker and stick it on the picture. Repeat with other stickers (Stick and say CB p. 58).


Lesson 2 Sing the Hello song. Review the names of the characters with the flashcards. Review the

parts of the face with the flashcards asking what’s this? For children to answer It’s a nose, etc.

Hide the upper and bottom part of the flashcard of Pat showing only the eyes and say Look! Eyes. Who’s this? for them to answer It’s Pat! Repeat with other characters and other parts of the face.

Put the flashcards of the characters around the class covering their faces with paper. Play the CD audition and say listen to the song. Point to the characters and uncover their face in the 3rd line (Listen and sing CB p. 59).


Sing the song using the CD if you wish, pointing to the characters when they hear their names (Sing and do CB p. 59).

Repeat encouraging the children to sing along (Sing and do CB p. 59). Hand each child their CB open on p. 59 and point to Pat’s silhouette. Say

Look! Big ears. Who’s this? for them to answer It’s Pat! (Trace and join CB p. 59).

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Point to the colour picture of Pat and show how to trace a line between the two pictures of Pat. Ask the children to do the rest of the tracing between matching characters. While they perform the activity, ask them individually Who’s this? And encourage the children to answer (Trace and colour CB p. 59).


Lesson 3 Sing the Hello song. Point to parts of your face and have the children say the words. Now say the words for the children to point to in their face. Put the flashcard of umbrella on the board and say umbrella for children to

repeat. Talk about umbrellas What are they for? (Listen and chant CB p. 60). Ask them if they hear the initial sound of the word. Pronounce /ʌ/ for the


p. 60). Pretend you are opening an umbrella and hold it over your head while you

pronounce /ʌ/ umbrella. Children repeat the action, the sound and the word (Act CB p. 60).

With your back to the class, write a u in the air with a finger as described in the book, while you pronounce /ʌ/ umbrella (Trace the letter CB p. 60).

Write the u with dots on the board as seen in the book and show them how to trace the letter.


Ask what they think they are to trace in the picture. Trace with a finger over the outline of the umbrella handle (Trace the picture CB p. 60).

Put the van flashcard on the board and say van for the children to repeat. Talk about vans (Listen and chant CB p. 60).

Ask if they can hear the initial sound of the word. Pronounce /v/ for the children to repeat.


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Pretend to be driving a van holding and turning the steering wheel as you pronounce /v/ van. Children repeat the action, the sound and the word (Act CB p. 60).

With your back to the class, write a v in the air with a finger as it appears in the book while you pronounce /v/ van (Trace the letter CB p. 60).

Write the v with dots on the board as it appears in the book and show how to trace the letter.


Ask them what they think they are to trace in the picture. Trace with a finger over the outline of the van’s road (Trace the picture CB p. 60).


Lesson 4 Sing the Hello song. Put the flashcards of the numbers in order on the board. Point to them

and name them several times. Encourage the children to repeat them. Ask the children to shut their eyes while you turn around one flashcard. When they open them, have them say what number is turned around.

Call 9 children to the front of the class, point to them and say nine. Next, point to them one by one and count one, two, three, four, five, six, seven, eight, nine (Listen and chant CB p. 61).


Show a selection of sets of 9 classroom objects (pencils, chairs, books, etc) and say nine for the children to repeat (Count CB p. 61).


With your back to the class, write a 9 in the air with your finger as seen in the book, while you pronounce nine (Trace the number CB p. 61).



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Ask them to find striped lines around the insects. Trace with a finger (Trace the picture CB p. 61).


Lesson 5 Sing the Hello song. Perform the actions related with umbrella and van. The children are to say

the sounds and the letters. Put the flashcard of window on the board and say window for the children to

repeat. (Listen and chant CB p. 62). Ask if they hear the initial sound of the word. Pronounce /w/ for the children

to repeat. Play the CD audition and say listen. Listen and repeat (Listen and chant CB

p. 62). Pretend you’re opening a window and holding the edges of the window

panes while you repeat the word /w/ window. The children repeat the action, the sound and the word (Act CB p. 62).

With your back to the class, write a w in the air with a finger as it appears in the book, while you pronounce /w/ window (Trace the letter CB p. 62).

Write the w with dots on the board as it appears in the book and show them how to trace the letter.


Ask the children what they think they are to trace in the picture. Trace with a finger over the upper part of the window starting at the dot (Trace the picture CB p. 62).


Lesson 6 Sing the Hello song. Sing the song in Lesson 2 again showing the flashcards of the characters. Hand each child their CB open on p. 63. Point to the frames of the story in

order. Talk about what they see in the pictures (Look and listen CB p. 63).

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Play the CD audition and say listen. Allow the children to follow the story in their books. Stop half way and tell them to look at the second frame (Look and listen CB p. 63).

Ask the children what they think happens in the story. Listen to the story again. Explain that Baz and his grandfather are very happy because it is the first time they talk on the phone (Look and listen CB p. 63).

Act out the story in groups of three. Listen to the first line of the story; the grandfather pretends to talk on the phone. Listen to the second line, Baz pretends to answer and points to himself when he hears It’s Baz on the CD. Repeat with other groups of children (Listen and act CB p. 63).

As they grow familiar with the story, they can repeat some words but if they prefer, they can remain silent (Listen and act CB p. 63).



Hand them a copy of p.91 of the TB. Say ears for the children to point to the right part and repeat. Repeat with the remaining parts of the face.

Trace the different parts of the face with a finger. While they perform the activity ask them one by one What’s this?

Lesson 2 Sing the song again pointing to the silhouette of the pictures when you ask

Who’s this? And to the colour picture when you answer It’s…

Lesson 4 Hand the photocopies of p.92 of the TB and say eight for the children to find

the number and repeat. Trace the number. Say Count the bugs for them to point and count. Repeat with number 9.

Lesson 5 Perform the actions related with letters a-w randomly for the children to say

the sound and the word and to join in to perform the action.

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Lesson 6 Revise the parts of the body and the face with the flashcards. Show the

flashcards and say the words for the children to repeat. Give instructions with Touch your… for the children to touch the part of the

body that is mentioned.

DEVELOPMENT OF THE PRIMARY EDUCATION CURRICULUM AREAS Self-knowledge and personal autonomy

They shape a realistic and positive image of themselves through the interaction with others and gradually identifying their own features, possibilities and limitations, they develop a sense of self-esteem and personal autonomy

They know and represent their body, its elements and some of its functions, discovering their action and expression possibilities and coordinating and controlling with more precision their gestures and movements.


The physical, natural, social and cultural environment They actively observe and explore their surroundings, their class,

generating interpretations of some significant situations and experiences and showing interest in learning about them.




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representation, knowledge and enjoyment, one with which to express ideas and feelings, valuing the oral language as a means of relating and coexisting with others.


They understand intentions and messages from other children and adults, adopting a positive attitude towards their native and target language.

ASSESSMENT CRITERIA In the first year of the 2nd cycle of Pre-Primary Education, as children are just starting to learn, assessment can be based on direct observation of their development.

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UNIT 10: ANIMALS

TOPICAnimals

OBJECTIVES To identify four animals To introduce the language and ask and answer Is it a…? To develop fine psychomotricity through tracing To sing a song To recognize and pronounce sounds /ks/, /j/ y /z/ To recognize and trace letters x, y and z To count to 10 and identify sets of 10 objects To recognize and trace number 10 To develop listening skills in English following a story To revise and consolidate the language introduced in the unit To understand the language introduced in the unit within a context

ACTIVE LANGUAGE New: bird, butterfly, dog, goat, box, yogurt, ten, zebra.Review: the parts of the body, parts of the face, numbers


COMMUNICATION STRUCTURESIs it a (goat)? No, it’s a (duck). Is it a girl? It’s a boy.

PROCEDURES Lesson 1

Listen to the Hello song to begin the lesson. Give instructions with Touch your… for the children to touch the part of

their face or their body that is mentioned.

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Talk about animals. Which are their favourite animals? Put the flashcards on the board in the following order: bird, butterfly, dog, goat. Point and pronounce (Listen and say CB p. 64).

Play the CD audition and say listen. The children are to point to the flashcards as they hear the animals.

Listen to the CD again, stopping after each part for children to repeat in group or individually (Listen and say CB p. 64).

Hand each child their CB open on p.64 and ask questions about the picture (Who can they see? Where are they? What are they looking at? (Listen and find CB p. 64).

Explain to the children that they are to point to the animals that are shaded when they hear them named. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 64).

Hand the children the stickers of the animals and say it’s sticker time! (Stick and say CB p. 64).

Showing one of the children’s stickers point to the goat and say goat for the children to repeat. Find the sticker and stick it on the picture. Repeat with the other stickers (Stick and say CB p. 64).


Lesson 2 Sing the Hello song. Review the names of the animals with the flashcards, including cat and

duck from Unit 2. Show the flashcards and say the words. Next, show them to the children to say the words.

Put the flashcards of the animals on the board. Teach the children the animal sounds in English (dog: woof; cat: meow; duck: quack; goat: meh; bird: tweet) using mime. Practise the sounds and actions with the children (Listen and sing CB p. 65).

Play the CD audition and say listen. Perform the actions in the first two lines of each stanza. In the third line, point to the right flashcard and in the fourth line deny with your head and show to the right flashcard (Listen and sing CB p. 65).

95


Sing the song using the CD if you wish, pointing to the animals and performing the actions. Repeat encouraging the children to sing the song (Sing and do CB p. 65).

Hand each child their CB open on p.65 and explain that the cubs need to find their mum. Show the book and how to trace the line from the cub to its mum (Trace and join CB p. 65).

Trace the line between the animals. While they perform the activity ask the names of the animals and sounds. Sing the song again pointing to the right animal when they hear its sound. (Trace and join CB p. 65).


Lesson 3 Sing the Hello song. Put the flashcards of all the animals around the class. Perform an action or

make the sound of the animal for the children to stay next to the right flashcard.

Put the flashcard of box on the board and say box for the children to repeat (Listen and chant CB p. 66).

Ask them if they can hear the ending sound of the word. Pronounce /ks/ for the children to repeat.


Pretend to be opening a box and looking into while you pronounce /ks/ box. The children repeat the action, the sound and the word (Act CB p. 66).

With your back to the class, write an x in the air with a finger as seen in the book while you pronounce /ks/ box (Trace the letter CB p. 66).

Write the x with dots on the board as seen in the book and show how to trace the letter.


Ask what they think they are to trace in the picture. Trace over the lines of the box with a finger (Trace the picture CB p. 66).

96

Put the flashcard of yogurt on the board and say yogurt for the children to repeat (Listen and chant CB p. 66).

Ask if they can hear the initial sound of the word. Pronounce /j/ for the children to repeat.


Pretend to be eating a yogurt while you pronounce /j/ yogurt. The children are to repeat the action, the sound and the word (Act CB p. 66).

With your back to the class, write a y in the air with a finger as is seen in the book while you pronounce /j/ yogurt (Trace the letter CB p. 66).

Write the y with dots on the board as seen in the book and show how to trace the letter.


Ask what they think they are to trace in the picture. Trace over the outline of the yogurt spoon with a finger (Trace the picture CB p. 66).


Lesson 4 Sing the Hello song. Sit the children in a circle and count to 9 saying a number each. Ask

them to whisper first and then say it out loud. Call 10 children to the front of the class, point to them and say ten. Next,

point to them one by one and say one, two, three, four, five, six, seven, eight, nine, ten (Listen and chant CB p. 67).


Show a selection of sets of 10 classroom objects (pencils, chairs, books, etc) and say ten for the children to repeat (Count CB p. 67).


With your back to the class, write a 10 in the air with a finger as described in the book while you pronounce ten (Trace the number CB p. 67).

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Write a 10 with dots on the board as is seen in the book and show how to trace the number.

Practise tracing the number in the CB with a finger (Trace the number CB p. 67).

Ask them to find striped lines around the bugs. Trace them with a finger (Trace the picture CB p. 67).


Lesson 5 Sing the Hello song. Perform the actions related with box and yogurt. The children are to say the

sounds and the letters. Put the flashcard of zebra on the board and say zebra for the children to

repeat (Listen and chant CB p. 68). Ask if they hear the initial sound of the word. Pronounce /z/ for the children

to repeat. Play the CD audition and say listen. Listen and repeat (Listen and chant CB

p. 68). Make zigzag lines on your breast with a finger while you repeat the word /z/

zebra. Children repeat the action, the sound and the word (Act CB p. 68). With your back to the class, write a z in the air with a finger as seen in the

book while you pronounce /z/ zebra (Trace the letter CB p. 68). Write the z with dots on the board as seen in the book and show how to

trace the letter. Hand each child their CB open on p.68 to practise tracing the letter with a

finger (Trace the letter CB p. 68). Ask the children what they think they are to trace in the picture. Trace with

a finger over the zigzag starting at the dot (Trace the picture CB p. 68). Sing the Goodbye song.


98

Review the classroom objects in Unit 3 with the flashcards. Show bag and ask Is it a bag? For them to say yes. Show pencil and ask Is it a chair? For them to say No. Encourage them to say It’s a pencil.

Hand each child their CB open on p.69. Point to the frames of the story in order. Talk about what they see in the pictures and what mum is holding in her arms (Look and listen CB p. 69).

Play the CD audition and say listen. Allow the children to follow the story in their book. Stop half way and tell them to look at the second scene (Look and listen CB p. 69).

Ask the children what they think happens in the story. Listen to the story again. Explain that mum has had a baby and is bringing it home to meet the family (Look and listen CB p. 63).

Listen again to the story. Talk with the children about newly born babies. Do any of them have a baby brother or baby sister? Or are they expecting one? (Look and listen CB p. 69).

Act out the story in groups of four. Listen to the first line of the story, Tess and Baz point to the baby. Listen to the second line, dad points to the baby and mum rocks the baby in her arms. Repeat with other groups of children (Listen and act CB p. 69).

As they grow familiar with the story they can repeat some words but if they prefer to remain silent, they may do so (Listen and act CB p. 69).


Review Lesson 1 Sing the Hello song. Perform the actions related with letters (u-z) for the children to identify

the sounds and the words and to join in to perform the actions. Hand each child their CB open on p.70. Ask them to give a word for each

picture. Show the corresponding flashcard as they say the words (Look and say CB p. 70).

Show the flashcards again, but this time randomly for them to say the words again (Look and say CB p. 70).

Write letters u-z on the board. Point to them for the children to say the sounds (Stick and say CB p. 70).

99

Show the flashcard of umbrella and pronounce the word. Ask what the initial sound of the word is. Put the flashcard next to letter u. Repeat with van, window, box, yogurt, zebra (Stick and say CB p. 70).

Hand the children the stickers of letters u-z and say it’s sticker time! Say umbrella… /ʌ/ and point to the letter and picture on the board. Ask the children to identify the sticker of /ʌ/ and stick it next to the picture of the umbrella in their book. Repeat with the rest of the sounds (Stick and say CB p. 70).

Sing a song to help them remember the sounds. Play the CD audition and say listen. Listen and repeat. Encourage them to perform the actions related with each word (Listen and chant CB p. 70).


Review Lesson 2 Sing the Hello song. Sing the numbers song from Lesson 4. Hand each child their CB open on p.71. Ask them to say numbers 6-10

in order and to point to them in their book (Look and say CB p. 71). Showing the book point to the picture of the shoes and say shoes for the

children to point to them. Repeat with other objects (Look and say CB p. 71).

Holding the book, show how to trace the line between the 6 and the shoes with a finger for the children to trace (Join CB p. 71).

Point again to number 6 and say six, trace the line to the shoes and pointing to them, say shoes. Point to 6 of the shoes and count to 6. Repeat. The children repeat counting in their books (Join CB p. 71).

Quickly colour 6 shoes and show the book. Count from 1-6 again. Ask the children to colour 6 shoes in their book (Count and colour CB p. 71).

Repeat the process with the remaining numbers. Count the coloured objects with the children (Count and colour CB p. 71).

Review all the words learnt in lessons 9 and 10 showing the flashcards asking them to say each word or sound accordingly and performing the actions (Round-up CB p. 71).

100

Tell the children that they already know all the words and numbers they have just reviewed and that they can stick a smiley face on the page for having learnt so much English. Hand them the stickers for them to find the smiley face and stick it in the corner of the page (Round-up CB p. 71).


ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (TIME EXTRA)Lesson 1

Hand them a copy of p. 93 of the TB. Say butterfly for the children to point to the right animal and repeat. Repeat with the rest of the animals.

Colour the animals.

Lesson 2 Show the flashcard of the cat and ask Is it a cat? For the children to answer

yes. Show the flashcard of dog and ask Is it a bird? For the children to answer No, it’s a dog. Repeat with other animals.

Lesson 4 Put the flashcards around the class. Say a number from 1 to 10 for the

children to stay next to the right flashcard. Repeat naming numbers randomly.

Lesson 5 Perform the actions related with letters a-z randomly for the children to say

the sound and the word and join in to perform the action.

Lesson 6 Review the animals. Cover the flashcard of an animal with a sheet of paper.

Uncover it little by little until a child guesses the animal and gives its name. Repeat with other animals.

Review Lesson 1

101

Hand them photocopies of p. 94 of the TB. Say /z/ and ask if they can find in the picture something starting with this sound (zebra). When they find the zebra they are to repeat the sound, say the word and perform the action. Repeat with other sounds randomly. Colour the 6 pictures.

Review Lesson 2 Sing the song or songs of Lesson 2 from Units 9 and 10.

DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS Self-knowledge and personal autonomy

They shape a realistic and positive image of themselves through the interaction with others and gradually identifying their own features, possibilities and limitations, they develop a sense of self-esteem and personal autonomy.

They know and represent their body, its parts and some of its functions, discovering their action and expression possibilities and coordinating and controlling with greater precision their gestures and movements




They relate with others in an increasingly harmonic and satisfactory manner, internalizing behaviour guidelines progressively and adapting their conduct to them.

They know different social groups close to their experience, some of their features, cultural productions, values and way of life, generating attitudes of confidence, respect and appreciation.

They know and value the basic elements of the natural world and how it relates with them, its changes and transformations, developing caring attitudes of respect and accountability for its preservation.

102

Languages: communication and representation They use the language as a tool for communication, representation,

learning and enjoyment that enables them to express ideas and feelings and they value the oral language as a means of relating with others and regulating coexistence.

They express emotions, feelings, wishes and ideas by means of oral language and other languages, choosing that which best suits their intention and the situation.

They understand the intentions and messages from their friends and their teacher, adopting a positive attitude towards both their native and the target language.

They are introduced to the oral use of a foreign language to communicate in

classroom activities and show interest and enjoyment when participating in these communicative exchanges.

ASSESSMENT CRITERIA In the first year of the 2nd cycle of Pre-Primary Education, as the children are just starting to learn, assessment can be based on the direct observation of their development.

103

TIMING OF THE UNITS

The Classroom Programme presented here is included in the Curricular Project Area designed by Oxford publishers for the English language teaching and learning method in Pre-Primary Education: Little Friends.

Designing a programme is a very specific task, since each school, in keeping with its typology and curricular project; each class group, in keeping with its diversity; and each teacher, in keeping with her/his experience and pedagogical practice; develops a classroom programme that differs in specific traits, but follows the same general lines.

It is within this general context and backed by an open and flexible option that makes it a useful and efficient tool for English teaching professionals working in Pre-Primary Education that the publishing project Little Friends designed this programme aimed at P-3 classroom students. It consists of: Class book, Teacher’s book, Class Audio CD, Vocabulary flashcards, Letters flashcards, Numbers flashcards, website and games.Little Friends is divided in ten units, each one of which focuses on a general topic. The topics chosen are closely related with children’s life at this age, and as result, they manage to put them at ease, interest them and motivate them in class. This level includes topics such as: colours, toys, clothes, food, family, animals, etc.

The ten topic-based units share a common organizational structure: the two first pages in each unit describe a scene in which the characters of the course introduce the vocabulary and key structures in a context. Lesson 1 focuses on vocabulary, introducing four new words in each unit with a sticker for each word that helps children remember vocabulary effectively and motivates them a lot. Lesson 2 presents the communicative structure in each unit, with a song to keep the children busy while exposing them to the new vocabulary. Lessons 3 and 5 of each unit focus on learning the letters and provide material for the basis of literacy development. Little Friends has been carefully thought out to avoid over saturating the children with too many new letters at a time; never presenting more than three new letters per unit. Lesson 4 is devoted to numbers, presenting them jointly with a song. They will learn numbers from 1 to 10. They learn to recognize the written form of numbers and the meaning of the number by counting. Finally, Lesson 6 in each unit is the story. Each story is made up of two simple scenes starring the characters of the course in entertaining, creative or thought-provoking situations. Aside from the 10 main units, there are 5 revision pages to consolidate what they have learnt in the 2 previous lessons since, at this age, children need a high level of recycling the language before they learn it, making these revision pages critical for the success of the course.

The ten units in the book are: Hello, Family, School, Colours, Toys, Body, Clothes, Food, Face and Animals.Each session includes the objectives to work on or revise, the teaching-learning activities that can be carried out, the approximate time for each activity, the communication skills, interaction and the necessary material.

It is worth remarking that the teaching-learning activities that are varied and focused on teaching objectives, are conceived as strategies to ensure learning and not as an end in themselves. They would not, therefore, achieve the optimal results expected were it not for the “atmosphere” proposed by the publishing project to the Pre-Primary English teaching staff. Some of the recommendations for creating a motivating classroom environment for pupils would be: to assign an area of the classroom for Little Friends activities, the use of materials such as cards, papers of different textures, glue, colours for the different units, background music to favour song learning while the children engage in table activities, jigsaws for early finishers, recommendations to assess the knowledge level of pupils through direct observation of their development, etc.

104

These are the abbreviations used in the Activity section:

CB: Class book TB: Teacher’s book p.: page

In the Skills section:

OC: Oral Comprehension OE: Oral Expression DE: Drawing Expression WC: Written Comprehension WE: Written Expression

In the Interaction section:

IA: Individual Activity gA: Small group Activity PA: Pairs Activity GA: Class group Activity

105

TIMING LITTLE FRIENDS

UNIT Approx.Nº Sessions

Approx. Minimum Timing (30 minutes per session) Notes and observations

1 Hello 6 3h y 30m2 Family 8 4h y 45m 2 review sessions included

3 School 6 3h y 35m4 Colours 8 4h y 50m 2 review sessions included

5 Toys 7 4h6 Body 9 5h y 15m 2 review sessions included

7 Clothes 7 4h y 5m8 Food 9 5h y 15m 2 review sessions included

9 Face 7 4h10 Animals 9 5h y 20m 2 review sessions included

Total 76 44h y 35m

Extra activities programmed by the school

* Each school will have to adapt this programme to its own timetable and situation.

106

UNIT 1: HELLO!SE

SIÓN

1OBJECTIVES Activities Skills Interact. Time Material1. Warm up! Learn the song to begin the

lesson 2. Introduction of the topic of the lesson

3. Introduce the characters of the course

4. Identify the four characters

5. Develop fine psychomotricity

6. Learn the song ending the lesson

7. Consolidate the vocabulary and perform a colouring activity to relax


Talk to the children about their toys. Ask them if they have a favourite toy that they sleep or play with very often.

Put the flashcards of Baz, Jig, Pat and Tess on the board. Point to each flashcard and say the name of each character. Repeat (Listen and say CB p. 2).

Play the CD audition and say listen. The children are to point to the flashcards as they hear the names of the characters.

Listen to the CD again, stopping after each name for the children to repeat in group and individually. (Listen and say CB p. 2).

Hand each child their CB open on p.2 and ask questions about the picture (Who can they see? What are they doing? Who do Pat and Jig belong to?) (Listen and find CB p. 2).

Explain to the children that they are to point to each character when they hear their name. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 2).

Hand the children the stickers of the characters and say it’s sticker time! (Stick and say CB p. 2).

Showing one of the children’s stickers point to Jig and say Jig for the children to repeat. Find the sticker and stick it in the picture. Repeat with other characters. (Stick and say CB p. 2).

Listen to the Goodbye song to end the Lesson.

EXTRA TIME Hand them a copy of p.76 of the TB. Name the

characters for the children to name them and repeat. Colour them and take the picture home to show their parents.

OC

OC/OE

WC/OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC

OC/OE/DE

GA

GA

GA

GA

GA/IA

GA

GA

GA

GA/IA

GA

GA/IA

5’

10’

5’

10’

5’

CD: tracks, 2, 3, 4Flashcards: 1-4Photocopies: p. 76 TB

107

UNIT 1: HELLO!SE

SSIO

N 2

OBJECTIVES Activities Skills Interact. Time Material1. Warm up! Establish a routine to

begin the Lesson2. Review the name of the characters

3. Introduction of the vocabulary for greeting and giving your name

4. Sing a song

5. Develop fine psychomotricity through tracing

6. Establish a routine to end the Lesson

7. Review and consolidate the vocabulary in the unit

Sing the Hello song.

Cover one of the flashcards of the characters with a sheet of paper and uncover it little by little until the children guess what it is.

Put the flashcards distributed around the class and say their name as you place them (Listen and sing CB p. 3).

Play the CD audition and say listen to the song. Point to the flashcards as the characters introduce themselves. In the question what’s your name? Use mime as if you were asking yourself something and in the last question look at all the class.


Say stand up and show the meaning with gestures (Sing and do CB p. 3).

Sing the song gesturing with your hands when you ask the questions and pointing to the flashcards on hearing the names of the characters. Repeat (Sing and do CB p. 3).

Hand each child their CB open on p. 3. Point to Jig, say Jig for the children to repeat. Ask if they see where Jig has a striped line and show them how to trace this striped line (Trace CB p. 3).

Trace over Jig with a finger and repeat with Pat (Trace CB p. 3).

Sing the Goodbye song to end the Lesson.

EXTRA TIME Call 4 children to the front of the class and hand them

the flashcards of the characters. Show their flashcard when they hear the name of their character. The rest of the class will sing the song.

OC

WC/OE

OC

OC/DE

OC/OE

OC

OC/OE/DE

OC/OE

DE

OC/OE

OC/OE/DE

GA

GA

GA

GA

GA

GA

GA

GA

IA

GA

GA

5’

10’

5’

10’

5’

CD: tracks 1,2, 5Flashcards: 1-4

108

UNIT 1: HELLO!SE

SSIO

N 3

OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the

Lesson2. Warm up! Review the structure for

greeting and introducing yourself

3. Learn letter a and the /ᴂ/ sound

4. Match vocabulary with an action

5. Learn to trace the a


7. Establish a routine to end the lesson

8. Review the names of the characters playing a game


Greet the children and introduce yourself saying Hello, I’m + name. Encourage each child to do the same.

Put the flashcard of apple on the board and say apple for the children to repeat (Listen and chant CB p. 4).

Ask if they can hear the initial sound of the word. Pronounce /ᴂ/ for the children to repeat.


Pretend as if you were holding an apple in your hand and open your mouth as if you were going to bite the apple at the same time as you pronounce /ᴂ/ apple. The children will repeat the action, the sound and the word (Act CB p. 4).

With your back to the class, write an a in the air with a finger as described in the book, while you pronounce /ᴂ/ apple (Trace the letter CB p. 4).

Write a dotted a on the board as it appears in the book and show how to trace the letter.


Ask them if they see the striped line in the picture. Trace with a finger over the outline of the apple (Trace the picture CB p. 4).


EXTRA TIME Put the flashcards of the characters in different parts of

the class. Say the name of a character for the children to find the flashcard and remain standing next to the right one. Repeat with the other characters.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OC/DE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’

CD: tracks 1, 2, 6Flashcards: 41, 1-4

UNIT 1: HELLO!OBJECTIVES Activities Skills Interact. Time Material

109

SESS

ION

41. Establish a routine to begin the

Lesson2. Warm up! Review the structure to

greet and introduce themselves

3. Identify individual objects as one

4. Recognize and trace number 1



7. Review number 1 playing a game


Call 4 children to the front of the class and hand them the flashcards of the characters to introduce them saying Hello, I’m Baz, etc. Repeat with other children.

Show a finger and say one. Call a child to the front of the class, pointing to it and say one (Listen and chant CB p. 5).


Show a selection of individual objects (one finger, one pencil, one book, etc) and say one for the children to repeat (Count CB p. 5).

Ask a child to show you one classroom object. Hand each child their CB open on p.5 and ask how

many bugs they see (Count CB p. 5).

With your back to the class, write a number 1 in the air with a finger as it appears in the book, while you pronounce one (Trace the number CB p. 5).

Write a 1with dots on the board as it is seen in the book and show them how to trace the number.


Ask what they think they should trace in the picture. Trace over with a finger the spider web (Trace the picture CB p. 5).


EXTRA TIME Show one or several objects at a time. Children will say

one when an individual object is shown and will remain in silence when they are several objects.

OC/OE

OC/OE

OC

OC/OE

OC/OE

OC

WC/OE

OC/WC

WC

WE

OC/WE

OC/OE

OE

GA

gA

GA

GA

GA

gA

GA

GA

GA

IA

GA/IA

GA

GA

5’

5’

5’

5’

5’

5’

5’

CD: tracks 1, 2, 7Flashcards: 1-4

110

UNIT 1: HELLO!SE

SSIO

N 5


Lesson2. Warm up! Review apple

3. Learn letter b and the sound /b/

4. Relate the vocabulary with an action

5. Learn to trace the b



8. Consolidate the vocabulary


Show the flashcard of apple and say the sound and the word for the children to repeat. Check if they remember the action related with this word.

Put the flashcard of boy on the board and say boy for the children to repeat. Point to different children in the class repeating boy to reinforce the meaning (Listen and chant CB p. 6).

Ask if they can hear the initial sound of the word. Pronounce /b/ for the children to repeat


Standing with your hands on your hips repeat the word /b/ boy. Children will repeat the action, the sound and the word (Act CB p. 6).

With your back to the class, write a b in the air with a finger as it appears in the book at the same time as you pronounce /b/ boy (Trace the letter CB p. 6).

Write the b with dots on the board as it appears in the book and show how to trace the letter.

Hand each child their CB open on p. 6 to practise tracing the letter with a letter (Trace the letter CB p. 6).

Ask the line they think they should trace in the picture. Trace with a finger the line of the boy’s arm (Trace the picture CB p. 6).


EXTRA TIME Showing the flashcards of apple and boy, help the

children to say sounds and words and perform the actions related with them.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’

CD: tracks 1, 2, 8Flashcards: 41, 42

111

UNIT 1: HELLO!SE

SSIO

N 6

OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Warm up! Review the characters

3. Develop listening skills following a story

4. Understand vocabulary within a context


6. Consolidate the vocabulary in the unit


Put the flashcards of the characters on the board and point to them at the same time as you say their names. Repeat them until they name them with a rhythm. Continue pointing to the names and let the children name them on their own. Show the flashcard of dad and explain that he is the father of the children.

Hand each child their CB open on p. 7. Point to the frames in the story in order. Talk about what they see in the frames. Guess who the lady appearing with Baz and dad can be (Look and listen CB p. 7).

Play the CD audition and say listen. Allow the children to follow the story in their book. Stop half way and tell them to look at the second frame (Look and listen CB p. 7).

Ask the children what they think happens in the story (it is Baz’s first day of school and he’s meeting his teacher). Listen to the story again (Look and listen CB p. 7).


As they grow familiar with the story, they can repeat some words but if they prefer, they can remain silent (Listen and act CB p. 7).


EXTRA TIME Greet each child in the class saying Hello, I’m

(+name). What’s your name? Help them to answer using the same structure.

OC/OE

OC/OE

OC/OE

OC

OC/OE

OC

OE

OC/OE

OC/OE

GA

GA

GA

GA

GA

gA

gA

GA

IA

5’

10’

10’

5’

5’

CD: tracks 1, 2, 9Flashcards: 1-4, 6

112

UNIT 2: FAMILYSE

SSIO

N 1


Lesson2. Warm up! Review of the 4 main

characters

3. Introduce 4 members of the family

4. Identify the four characters


6. Learn the final song of the lesson

7. Consolidate vocabulary and perform a tracing activity

Listen to the Hello song to begin the lesson

Show the flashcards of the characters and allow the children to say their names.

Show the flashcard of dad and ask who’s that? Use the flashcards to introduce all Baz’s family in the following order: mum, dad, grandma, grandpa. Point and pronounce. Repeat (Listen and say CB p. 8).

Play the CD audition and say listen. The children are to point to the flashcards as they hear the names of Baz’s family members.

Listen to the CD again, stopping after each name for the children to repeat in group or individually (Listen and say CB p. 8).

Hand each child their CB open on p.8 and ask questions about the picture (who can they see? What are they doing? Who’s in the picture? ) (Listen and find CB p. 8).

Explain to the children that they are to point to each character as they hear their names. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 8).

Hand children the stickers of the family and say it’s sticker time! (Stick and say CB p. 8).

Showing the stickers of one of the children point to dad and say dad for children to repeat. Find the sticker and stick it in the picture. Repeat with the other family members. (Stick and say CB p. 8).


EXTRA TIME Hand them a copy of p.77 of the TB. Name the

characters for the children to name them and repeat. Trace the lines of the photo frames with a finger.

OC

OC/OE

OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC

OC/OE/DE

GA

GA

GA

GA

GA/IA

GA

GA

GA

GA/IA

GA

GA/IA

5’

10’

5’

10’

5’

CD: tracks, 2, 10, 11Flashcards: 1-8Photocopies: p. 77 TB

113

UNIT 2: FAMILYSE

SSIO

N 2

OBJECTIVES Activities Skills Interact. Time Material1. Warm up! Establish a routine to

begin the Lesson2. Review the name of the family

members

3. Introduction of vocabulary to ask and answer who each one is

4. Sing a song





Cover one of the flashcards of the family members with a sheet of paper and uncover it little by little until the children to guess who it is.

Put the flashcards around the class and say their name as you place them (Listen and sing CB p. 9).

Play the CD audition and say listen to the song. Point to the flashcards as the characters are introduced.


Say stand up and show the meaning with gestures (Sing and do CB p. 9).

Sing a song gesturing with your hands to ask questions and point to the flashcards on hearing the name of the characters. Repeat (Sing and do CB p. 9).

Hand each child their CB open on p. 9. Pointing to mum, say mum for the children to repeat. Ask if they see the other picture of mum in the bottom part of the page. Say mum…mum! (Trace and join CB p. 9).

Show how to trace the line between the two pictures. Trace with a finger. Repeat with the other pairs of pictures (Trace and join CB p. 9).


EXTRA TIME Sing the song again pointing to the pictures in the CB. Act out the song in groups of 4 with the help of the

flashcards.

OC

WC/OE

OC

OC/DE

OC/OE

OC

OC/OE/DE

OC/OE

DE

OC/OE

OC/OE/DE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

GA

GA

gA

5’

10’

5’

10’

5’

5’


114

UNIT 2: FAMILYSE

SSIO

N 3

OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Warm up! Review letters a, b

3. Learn letter c and the /k/ sound

4. Relate vocabulary with an action

5. Learn to trace the c



8. Review the names of the characters playing a game


Show the flashcards of apple and boy and pronounce the sounds and words for the children to repeat. Check if they remember the actions related with the words.

Put the flashcard of cat on the board and say cat for the children to repeat. Talk about cats, if anyone has a pet cat, what sound they make, etc. (Listen and chant CB p. 10).

Ask if they can hear the initial sound of the word. Pronounce /k/ for the children to repeat.


Make the shape of the cat’s whiskers on your face as you pronounce /k/ cat. Children repeat the action, the sound and the word (Act CB p. 10).

With your back to the class, write a c in the air with a finger as it appears in the book as you pronounce /k/ cat (Trace the letter CB p. 10).

Write the c with dots on the board as described in the book and show how to trace the letter.

Hand each child their CB open on p. 10 to practise tracing with a finger (Trace the letter CB p. 10).

Ask what they think they should trace in the picture. Trace with a finger the outline of the end of the cat’s tail. (Trace the picture CB p. 10).


EXTRA TIME Put the flashcards of the 8 characters around different

parts of the class. Say the name of a character for the children to find it and remain standing next to the right flashcard. Repeat with other characters.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OC/DE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’

CD: tracks 1, 2, 13Flashcards: 41, 43, 1-8

115

UNIT 2: FAMILYSE

SSIO

N 4


Lesson2. Warm up! Review number 1

3. Count to 2

4. Identify pairs of objects as 2



7. Review number 2


Ask if they remember the shape of number 1 and ask them to trace the number in the air with a finger.

Call 2 children to the front, point to them and say two. After pointing to them one by one, say one, two (Listen and chant CB p. 11).


Show a selection of pairs of classroom objects (pencils, chairs, books, etc) and say two for the children to repeat (Count CB p. 11).

Hand each child their CB open on p. 11 and ask how many insects they see (Count CB p. 11).

With your back to the class, write a 2 in the air with a finger as it appears in the book, at the same time as you pronounce two (Trace the number CB p. 11).

Write a 2 with dots on the board as seen in the book and show how to trace the number.


Ask what they think they should trace in the book. Trace with a finger over the striped lines on the firefly’s wings (Trace the picture CB p. 11).


EXTRA TIME Ask children to identify in their mother tongue the

parts of their body that comes in twos (eyes, ears, arms, legs, etc).

OC/OE

OC/OE

OC

OC/OE

OC/OE

WC/OE

OC/WC

WC

WE

OC/WE

OC/OE

OE

GA

GA

GA

GA

GA

IA

GA

GA

IA

GA

GA

GA

5’

5’

5’

5’

5’

5’

5’

CD: tracks 1, 2, 14

116

UNIT 2: FAMILYSE

SSIO

N 5


Lesson2. Warm up! Review cat

3. Learn letter d and the /d/sound

4. Match vocabulary with an action

5. Learn to trace the d



8. Review the letters learnt so far


Show the flashcard of cat and say the sound and the Word for the children to repeat. Check if they remember the action related with this word.

Put the flashcard of duck on the board and say duck for the children to repeat. Talk about the ducks: where they live, the sound they make, etc. (Listen and chant CB p. 12).

Ask them if they hear the initial sound of the Word. Pronounce /d/ for the children to repeat.


Imitate a duck’s beak opening and closing and repeat the word /d/ duck. The children repeat the action, the sound and the word (Act CB p. 12).

With your back to the class, write a d in the air with a finger as it appears in the book, while you pronounce /d/ duck (Trace the letter CB p. 12).

Write the d with dots on the board as it appears in the book and show them how to trace the letter.


Ask them what line they think they are to trace in the picture. Trace with a finger the line under the duck (Trace the picture CB p. 12).


EXTRA TIME Write letters a-d on the board and help the children say

the sounds and the words and to perform the related actions.

Ask the parents of the children if it is possible to send a photo of their dad, mum, grandma and grandpa for the next lesson.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’


117

UNIT 2: FAMILYSE

SSIO

N 6


Lesson2. Warm up! Review the structure of the

lesson




6. Consolidate vocabulary in the unit


Put the flashcards of the 4 main characters on the board and point to them randomly asking who’s that? for them to answer It’s Jig, etc.

Hand each child their CB open on p. 13. Point to the frames of the story in order. Talk about what they see in the pictures. Guess who the other cat that appears with Jig and Pat can be (Look and listen CB p. 13).


Ask the children what they think happens in the story (explain, if necessary, that the other cat belongs to Pat’s grandma). Listen again to the story (Look and listen CB p. 13).

Call out 3 children to the front of the class to act out the story. Listen to the story on the CD and act using gestures. Repeat with several groups of children (Listen and act CB p. 13).

As they grow familiar with the story, they can repeat some words but if they prefer, they can remain in silence (Listen and act CB p. 13).


EXTRA TIME If the children have brought to class the family photos,

sit in a circle and show the photos in turns. Ask Who’s that? For them to answer It’s my mum, etc.

OC/OE

OC/OE

OC/OE

OC

OC/OE

OC

OE

OC/OE

OC/OE

GA

GA

GA

GA

GA

gA

gA

GA

IA

5’

10’

10’

5’

5’

CD: tracks 1, 2, 16Flashcards: 1-4, photos of the children’s family

118

UNITES 1 Y 2: REVIEW 1RE

INFO

RCEM

ENT

SESS

ION

1OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Warm up! Review the actions related

with the letters

3. Review vocabulary from lessons 1 and 2

4. Sing a song to review the letters


6. Review the sounds with an entertaining activity


Perform the actions related with each letter (a-d) for children to identify the sounds and the words and join in to perform the actions.

Hand each child their CB open on p. 14. Ask them to say the word for each picture. Show the corresponding flashcard as they say the words (Look and say CB p. 14).

Show the flashcards again, but this time at random for them to say the words again (Look and say CB p. 14).

Write letters a-d on the board. Point to them for the children to say the sounds (Stick and say CB p. 14).

Show the flashcard of apple and pronounce the word. Ask what the initial sound of the word is. Put the flashcard next to letter a. Repeat with boy, cat, duck (Stick and say CB p. 14).

Give the children the stickers of letters a-d and say it’s sticker time! Say apple … /ᴂ/ and point to the letter and picture on the board. Ask children to identify the sticker for /ᴂ/ and stick it next to the picture of the apple in their book. Repeat with the remaining sounds. (Stick and say CB p. 14).

Sing a song to help them remember the sounds. Play the CD audition and say listen. Listen and repeat. Encourage them to perform the actions for each word (Listen and chant CB p. 14).


EXTRA TIME Hand them photocopies of p. 78 of the TB. Say /d/ and

ask if they can find something in the picture starting with this sound (duck). When they find the duck they are to repeat the sound, say the word and perform the action. Repeat with other sounds at random. Colour the pictures.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE/DE

OC/OE

OC/OE

OC/OE/DE

GA

GA

GA

GA

GA

GA

GA/IA

GA

GA

GA/IA

5’

5’

5’

10’

5’

5’

CD: tracks 1, 2, 17Flashcards: 41-44Photocopies: p. 78 TB

UNITES 1 Y 2: REVIEW 2OBJECTIVES Activities Skills Interact. Time Material

119

SESS

ION

DE R

EFUE

RZO


Lesson2. Warm up! Review numbers 1 and 2


4. Colouring activity

5. Consolidation of all the vocabulary


7. Sing a review song


Sing the numbers song from lesson 4. Show a pencil and ask one or two? For the children to say one. Repeat showing 1 or 2 different objects at random.

Hand each child their CB open on p. 15. Pointing to numbers in order say one, two, one, two for the children to repeat (Look and say CB p. 15).

Say the numbers again and this time the children are to point to them in their books (Look and say CB p. 15).

This time point to the pictures. Say Jig. One or two? for the children to say one. Repeat with the rest (Look and say CB p. 15).

Holding the book show them how to trace the line between number 1 and Jig. Trace the line joining the numbers and the pictures starting from the top (Join CB p. 15).

Ask children to colour the pictures and while they are performing the activity point to the picture and have them say individually what number it is (Count and colour CB p. 15).


Tell children that they already know all the words and numbers they have just reviewed and they can now stick a smiley face on the page for having learnt so much English. Hand them the stickers for them to find the smiley face and stick it in the corner of the page (Round-up CB p. 15).


EXTRA TIME Sing the song or songs from Lessons 2 in units 1 and 2.

OC/OE

OC/OE

OC/OE

OC/DE

CE/OE

CE/WE

OE/DE

OC/OE

OC

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA/IA

GA/IA

GA

IA

GA

GA

5’

10’

5’

5’

5’

5’

CD: tracks 1, 2, 14Flashcards: 1-6, 41-44, 67-68

UNIT 3: SCHOOLOBJECTIVES Activities Skills Interact. Time Material

120

SESS

ION


Lesson2. Warm up! Review the 4 main

characters

3. Identify 4 classroom objects

4. Introduce the expression What’s this? It’s a …

5. Sing the song to end the lesson

6. Consolidate the structure and perform a colouring activity


Show the flashcards of the characters and allow the children to say the names.

Put the flashcards on the board in the following order: bag, book, chair, pencil. Point to and pronounce. Repeat (Listen and say CB p. 16).

Play the CD audition and say listen. The children are to point to the flashcards as they hear the names of the classroom objects.

Listen to the CD again, stopping after each object for the children to repeat in group or individually (Listen and say CB p. 16).

Hand each child their CB open on p. 16 and ask questions about the picture (who can they see? Where are they? What are they doing?) (Listen and find CB p. 16).

Explain to the children that they are to point to each object when they hear the name. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 16).

Hand the children the stickers of the classroom objects and say it’s sticker time! (Stick and say CB p. 16).

Showing the stickers of one of the children point to the pencil and say what’s this? It’s a pencil for the children to repeat. Find the sticker and stick it on the picture. Repeat with other objects (Stick and say CB p. 16).


EXTRA TIME Hand them a copy of p. 79 of the TB. Ask them to

colour the objects in the picture. While they perform the activity ask children one by one what’s this? Pointing to each object for them to answer It’s a pencil, etc.

OC

OC/OE

OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC/OE

OC/OE

GA

GA

GA

GA

GA/IA

GA

GA/IA

GA

GA/IA

GA

IA

5’

10’

5’

10’

5’

CD: tracks1, 2, 18, 19Flashcards: 1-8Photocopies: p. 79 TB

121

UNIT 3: SCHOOLSE

SSIO

N 2

OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Warm up! Introduce classroom

instructions

3. Learn a song to help them understand instructions

4. Sing a song





Say Stand up and make gestures for them to understand the meaning. Repeat with sit down and quiet, please. Repeat the instructions in a different order for them to follow them.

Play the CD audition and say listen to the song. Use mime while listening to the song to reinforce the meaning of the expressions (Listen and sing CB p. 17).


Sing the song using the CD if you wish, following the instructions (asking for silence and standing up) when they hear them (Sing and do CB p. 17).

Sing the song again and encourage the children to sing (Sing and do CB p. 17).

Hand each child their CB open on p. 17. Pointing to the first picture of the teacher, ask the children what she is saying (quiet, please). Give the instruction for the children to repeat it (Trace and join CB p. 17).

Show how to trace the line between the two pictures. Trace with a finger. Repeat with the other pictures (Trace and join CB p. 17).


EXTRA TIME Sing the song again pointing to the pictures in the CB. Add another line to the song with the instruction sit

down, please. Sing the three verses randomly and get children to follow the instructions.

OC

OC

OC

OC/OE

OC

OC/OE

OC/OE

OC/WE

OC/OE

OC/DE

OC

GA

GA

GA

GA

GA

GA

GA

IA

GA

GA

GA

5’

10’

5’

10’

5’

CD: tracks 1,2, 20

122

UNIT 3: SCHOOLSE

SSIO

N 3

OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Warm up! Review the vocabulary

3. Learn letter e and the /e/ sound


5. Learn to trace the e



8. Review letters a-e


Show a book and ask what’s this? Help them to answer It’s a book. Repeat with chair, pencil and bag.

Put the flashcard of egg on the board and say egg for children to repeat. Talk about eggs, if they know where they come from, if they like eating them, etc (Listen and chant CB p. 18).

Ask them if they can hear the initial sound of the word. Pronounce /e/ for children to repeat.


Pretend to be holding an egg very carefully with both hands while you pronounce /e/ egg. The children repeat the action, the sound and the word (Act CB p. 18).

With your back to the class, write e in the air with a finger as it appears in the book, as you pronounce /e/ egg (Trace the letter CB p. 18).

Write the e with dots on the board as it appears in the book and show how to trace the letter.


Ask them what they think they are to trace in the picture. Trace with a finger over the outline of the egg (Trace the picture CB p. 18).


EXTRA TIME Show the flashcards corresponding to letters a-e

randomly for children to say the sound, the letter and perform the related action.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

WC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’


123

UNIT 3: SCHOOLSE

SSIO

N 4


Lesson2. Warm up! Review numbers 1 and 2

3. Count to 3

4. Identify sets of 3 objects



7. Review the numbers


Put the flashcards of 1and 2 on the board, placing them well apart. Show 2 objects (2 books) for the children to say two and point to the flashcard of number 2. Repeat with other objects alternating between 1 and 2

Call 3 children to the front of the class, point to them and say three. Then point to them one by one and say one, two, three (Listen and chant CB p. 19).


Show a selection of sets of 3 classroom objects (pencils, chairs, books, etc) and say three for the children to repeat (Count CB p. 19).

Hand each child their CB open on p. 19 and ask how many insects they see. Point to them and count them (Count CB p. 19).

With your back to the class, write a 3 in the air with a finger as seen in the book while you pronounce three (Trace the number CB p. 19).



Ask what they think they should trace in the picture. Trace with a finger the lines on the butterfly’s wings. (Trace the picture CB p. 19).


EXTRA TIME Hand them copies of p.80 of the TB. Say one for the

children to find, repeat and trace the number. Say count the bugs and count them pointing to each

bug. Repeat with numbers 2 and 3. Colour the bugs and take it home to show they know

how to count in English.

OC/OE

OC/OE

OC

OC/OE

OC/OE

CE/OE

OC/CE

CE

WE

OC/WE

OC/OE

OC/OE/WE

OC/OE

DE

GA

GA

GA

GA

GA

IA

GA

GA

IA

GA/IA

GA

GA/IA

GA/IA

IA

5’

5’

5’

5’

5’

5’

10’


124

UNIT 3: SCHOOLSE

SSIO

N 5


Lesson2. Warm up! Review egg

3. Learn letter f and the /f/ sound


5. Learn to trace the f





Show the egg flashcard and say the sound and the word for the children to repeat. Check if they remember the action related with this word.

Put the flashcard of fish on the board and say fish for the children to repeat. Talk about fish: where they live, if children like eating fish, etc (Listen and chant CB p. 20).

Ask if they can hear the initial sound of the word. Pronounce /f/ for the children to repeat.


Imitate the movement of fish swimming and repeat the word /f/ fish. The children repeat the action, the sound and the word (Act CB p. 20).

With your back to the class, write an f in the air with a finger as it appears in the book while you pronounce /f/ fish (Trace the letter CB p. 20).

Write the f with dots on the board as it appears in the book and show how to trace the letter.


Ask what line they think they should trace in the picture. Trace over with a finger the line left by the swimming fish. (Trace the picture CB p. 20).


EXTRA TIME Write letters a-f on the board and help the children to

say the words and perform the actions related with them.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/ED

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’


125

UNIT 3: SCHOOLSE

SSIO

N 6



lesson

3. Develop listening skills following the story

4. Understand the vocabulary within a context


6. Consolidate vocabulary in the unit


Sing again the song from lesson 2 in which the structures of class instructions are practised.

Hand each child their CB open on p. 21. Point to the frames of the story in order. Talk about what they see in the pictures. Guess the frames of the story in order. Talk about what they see in the pictures. Guess where they think they are and point to Baz (Look and listen CB p. 21).

Play the CD audition and say listen. Allow the children to follow the story in their books. Stop half way and tell them to look at the second scene (Look and listen CB p. 21).

Ask children what they think happens in the story. Listen to the story again (Look and listen CB p. 21).

The whole class will act out the story. Listen to the first line of the story and dance and clap. Listen to the second line, ask for silence and have the children sit down and remain silent. Listen to the third line and smile at the children. Repeat asking for a volunteer to act as a teacher (Listen and act CB p. 21).

As they grow familiar with the story, they can repeat some words, but the can remain silent if they prefer doing so. (Listen and act CB p. 21).


EXTRA TIME Show the flashcard of chair and ask what’s this? for

the children to answer it’s a chair. Ask them to touch a chair.

Repeat with pencil, bag and book.

OC/OE

OC/OE

OC/OE

OC

OC/OE

OC

OC/OE

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

GA

5’

10’

10’

5’

5’

CD: tracks 1, 2, 20, 24Flashcards: 9-12

126

UNIT 4: COLOURSSE

SSIO

N 1


Lesson2. Warm up! Review the classroom

objects

3. Identify 4 colours


5. Consolidate the structure and perform a colouring activity.


Point to different classroom objects and ask what’s this? For the children to say it’s a chair, etc.

Put the flashcards on the board in the following order: blue, green, red, yellow. Point and pronounce. Repeat (Listen and say CB p. 22).

Play the CD audition and say listen. The children are to point to the flashcards as the colours are heard.

Listen to the CD again, stopping after each colour for the children to repeat in group or individually (Listen and say CB p. 22).

Hand each child their CB open on p. 22 and ask questions about the picture (who can they see? Where are they? What are they doing? ) (Listen and find CB p. 22).

Explain to the children that they are to point to each bag when they hear the colour of each one. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 22).

Hand the children the stickers of the bags and say it’s sticker time! (Stick and say CB p. 22).

Explain to the children that they are to listen closely to the colour of the bag and then stick the bag sticker in their book. Show an example with red. Find the sticker and stick it on the picture. Repeat with other colours (Stick and say CB p. 22).


EXTRA TIME Hand them a copy of p. 81 of the TB. Ask them to

colour the bag in the picture in red, blue, yellow or green. While they are performing the activity ask the children one by one what colour is it? For them to answer correctly.

OC

OC/OE

OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC/OE

OC/OE

GA

GA

GA

GA

GA/IA

GA

GA/IA

GA

GA/IA

GA

IA

5’

10’

5’

10’

5’

CD: tracks1, 2, 25-26Flashcards: 13-16Photocopies: p. 81 TB

127

UNIT 4: COLOURSSE

SSIO

N 2


Lesson2. Warm up! Review the classroom

objects

3. Learn a song to help them understand the colours

4. Sing a song

5. Develop fine psychomotricity a through tracing and colouring


7. Revise and consolidate the vocabulary in the unit


Pretend to be writing and ask the children to guess the object (pencil). Show the flashcard of pencil. Repeat using mime with other objects.

Play the CD audition and say listen to the song. Mime while listening to the song to reinforce the meaning of the classroom objects (Listen and sing CB p. 23).


Distribute the flashcards of the colours around the class. Sing the song using the CD if you wish, using mime for each object together with the children (Sing and do CB p. 23).

At the end of each line, point to the flashcard with the right colour (Sing and do CB p. 23).

Hand each child their CB open on p. 23. Pointing to the red bag ask the children what’s this? For the children to answer (it’s) a bag. Ask what colour is it? For them to answer (it’s) red (Trace and colour CB p. 23).

Trace the first dotted line between the two bags with a finger. Repeat with the other pictures. Colour the pictures on the right the same colour as the ones on the left (Trace and colour CB p. 23).


EXTRA TIME Sing the song again pointing to the pictures in the CB. Add another verse to the song with red, blue, yellow

and green classroom objects.

OC

OE

OC

OC/OE

OC/OE

OC/DE

OC/OE

OC/WE/DE

OC/OE

OC/DE

OC

GA

GA

GA

GA

GA

GA

GA

IA

GA

GA

GA

5’

10’

5’

10’

5’


128

UNIT 4: COLOURSSE

SSIO

N 3


Lesson2. Warm up! Review the colours

3. Learn letter g and the sound /g/


5. Learn the trace of the g



8. Review letters a-g


Put the flashcards of the colours on the wall. Ask the children to close their eyes and take it off the wall. Ask them to open their eyes and say which colour is missing.

Put the flashcard of girl on the wall and say girl for children to repeat (Listen and chant CB p. 24).

Ask them if they can hear the initial sound of the word. Pronounce /g/ for the children to repeat.


Pretend you are describing a pony tail on your head as you pronounce /g/ girl. The children repeat the action, the sound and the word (Act CB p. 24).

With your back to the class, write a g in the air with a finger as it appears in the book, at the same time as you pronounce /g/ girl (Trace the letter CB p. 24).

Write the g with the dots on the board as it appears in the book and show how to trace the letter.

Hand each child their CB open on p. 24 to practise the tracing of the letter with a finger (Trace the letter CB p. 24).

Ask what they think they should trace in the picture. Trace with a finger over the outline of the girl’s pony tail (Trace the picture CB p. 24).


EXTRA TIME Perform the actions related with letters a-g in random

order for children to say the sound, the letter and perform the action related with each one.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’

CD: tracks 1, 2, 28Flashcards: 13-16, 47

129

UNIT 4: COLOURSSE

SSIO

N 4


Lesson2. Warm up! Review numbers 1-3

3. Count to 4






Sit the children in a circle and count to 3 saying a number each: one, two, three, one, two, three, etc. Ask them to whisper first and then say it out loud.

Ask 4 children to the front of the class, point to them and say four. Next, point to them one by one and say one, two, three, four (Listen and chant CB p. 25).

Sing the song to practise 4. Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 25).

Show a selection of sets of 4 classroom objects (pencils, chairs, books, etc) and say four for the children to repeat (Count CB p. 25).


With your back to the class, write a 4 in the air with a finger as it appears in the book, while you pronounce four (Trace the number CB p. 25).



Ask them to find the striped lines in the insects. Trace with a finger over the striped lines of the grasshoppers without lifting the finger. (Trace the picture CB p. 25).


EXTRA TIME Put the flashcards of numbers 1-4 around the class,

point to them and say the numbers. Say the numbers randomly for the children to point to

the flashcards. Point to the flashcards randomly for the children to say

the numbers.

OC/OE

OC/OE

OC

OC/OE

OC/OE

WC/OE

OC/WC

WC

WE

OC/WE

OC/OE

WC/OE

OC/ED

WC/OE

AG

AG

AG

AG

AG

IA

AG

AG

IA

AG/IA

AG

AG

AG

AG

5’

5’

5’

5’

5’

5’

10’


130

UNIT 4: COLOURSSE

SSIO

N 5


Lesson2. Warm up! Review girl

3. Learn letter h and the /h/ sound


5. Learn to trace the h





Perform the action related with girl. The children are to say /g/ girl.

Put the flashcard of hat on the board and say hat for the children to repeat. Talk about hats: Do children wear them? When do they wear them? Etc (Listen and chant CB p. 26).

Ask them if they hear the initial sound of the word. Pronounce /h/ for the children to repeat.


Pretend you are putting a hat on and repeat the word /h/ hat. The children repeat the action, the sound and the word (Act CB p. 26).

With your back to the class, write an h in the air with a finger as seen in the book at the same time as you pronounce /h/ hat (Trace the letter CB p. 26).

Write the h with dots on the board as seen in the book and show how to trace the letter.


Ask them to find the striped line in the picture and show them how to trace the outline of the hat. Trace with a finger on the line starting at the dot (Trace the picture CB p. 26).


EXTRA TIME Write letters a-h on the board and say the sounds at the

same time. Point to the letters one by one for children to say the sound and the word and perform the action related with each one.

OC/OE

OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OC/WC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’

CD: tracks 1, 2, 30Flashcards: 48

131

UNIT 4: COLOURSSE

SSIO

N 6



lesson






Put the flashcards of the colours vertically on the board following the order of the colours in Jig’s hat in 27 of the CB. Ask what colour is it? While you put up the flashcards, for the children to answer (it’s) blue, etc.

Hand each child their CB open on p. 27. Point to the frames of the story in order. Talk about what they see in the pictures and what Jig is wearing on its head. (Look and listen CB p. 27).



Act out the story in pairs. Listen to the first line of the story. Pat points to Jig’s hat. Listen to the rest, Pat and Jig say hello and smile. Repeat with other pairs of children (Listen and act CB p. 27).

As they grow familiar with the story, they can repeat some words, but if they prefer to remain silent, they may do so (Listen and act CB p.27).


EXTRA TIME Draw the shape of a hat around the flashcards on the

board. Call out a volunteer and listen to the story again. The volunteer is to point to the colours in the hat as they are named.

Repeat with other children.

OC/OE

OC/OE

OC/OE

OC

OC/OE

OC

OC/OE

OC/OE

OC/DE

AG

AG

AG

AG

AG

AG

AG

AG

gA

5’

10’

10’

5’

5’


132


INFO

RCEM

ENT

SESS

ION

1OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the

Lesson2. Warm up! Review the actions related

with letters e-h

3. Review the vocabulary in lessons 3 and 4



6. Review the sounds with an entertaining activity


Perform the actions related with letters (e-h) for the children to identify the sounds and the words and to join in performing the actions.

Hand each child their CB open on p.28. Ask them to say the word for each picture. Show the corresponding flashcard as you say the words (Look and say CB p. 28).


Write the letters e-h on the board. Point to them for the children to say the sounds (Stick and say CB p. 28).

Show the flashcard of egg and pronounce the word. Ask them for the initial sound of the word. Put the flashcard next to letter e. Repeat with fish, girl and hat (Stick and say CB p. 28).

Hand the children the stickers of letters e-h and say it’s sticker time! Say egg … /e/ and point to the letter and picture on the board. Ask the children to identify the sticker for /e/ and stick it next to the picture of the egg in their books. Repeat with the remaining sounds (Stick and say CB p. 28).



EXTRA TIME Hand them photocopies of p. 82 of the TB. Say /f/ and

ask if they can find in the picture something starting with this sound (fish). When they find the fish, they are to repeat the sound, say the word and perform the action. Repeat with the other sounds randomly. Colour the pictures.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE/DE

OC/OE

OC/OE

OC/OE/DE

GA

GA

GA

GA

GA

GA

GA/AI

GA

GA

GA/AI

5’

5’

5’

10’

5’

10’


UNITS 3 AND 4: REVIEW 2OBJECTIVES Activities Skills Interact. Time Material

133

SESS

ION

DE R

EFUE

RZO



3. Make a handcraft

4. Sing a song about the rainbow

5. Consolidation of all the vocabulary


7. Sing the review song


Show the red flashcard and ask what colour is it? For them to answer (it’s) red. Repeat with the remaining colours

Say a colour and have the children touch something in that colour.

Hand each child their CB open on p. 29. Explain that they will be doing something special. Show the completed handcraft and say it’s a rainbow (Make CB p. 29).

Describe the steps to follow looking at the pictures (Make CB p. 29).

Hand them the material and ask them to stick the red strip at the top of the page. Repeat with other strips (Make CB p. 29).

Play the song on the CD and ask them to listen as you point to the colours of the rainbow, to yourself and to the children (Listen and sing CB p. 29).

Listen again o the song stopping after each phrase for the children to sing after the teacher (Listen and sing CB p. 29).

Sing the song again at the same time as the children sing and point to the colours in their rainbows (Sing and point CB p. 29).


Tell the children that they already know all the words and numbers they have just revised and that they can stick a smiley face on the page for having learnt so much English. Give them the stickers for them to find the smiley face and stick them in the corner of the page (Round-up CB p. 29).


EXTRA TIME Sing the song or songs in Lesson 2 of units 3 and 4.

OC/OE

OC/OE

OC

OC/OE

OC/DE

OC

OC/OE

OC/OE

OC/OE

OC/DE

OC/OE

OC/OE

GA

GA

GA

GA

IA

GA

GA

GA

GA

IA

GA

GA

5’

10’

5’

5’

5’

5’

CD: tracks 1, 2, 20, 27, 33Flashcards: 9-16, 45-48, 69-70Colour strips, glue and white sheets of paper for the handcraft

UNIT 5: TOYSOBJECTIVES Activities Skills Interact. Time Material

134

SESS

ION



3. Identify 4 toys




Point to different classroom objects and ask what colour is it? For the children to say it’s green, etc.

Put the flashcards on the board in the following order: ball, car, doll, teddy. Point and pronounce. Repeat (Listen and say CB p. 30).

Play the CD audition and say listen. The children are to point to the flashcards as they hear the names of the toys.

Listen to the CD again, stopping after each toy for the children to repeat in group and individually (Listen and say CB p. 30).

Hand each child their CB open on p. 30 and ask questions about the picture (who can they see? Where are they? What are they doing?) (Listen and find CB p. 30).

Explain to the children that they are to point to each toy when they hear the word. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 30).

Hand the children the stickers of the toys and say it’s sticker time! (Stick and say CB p. 30).

Showing the stickers of one of the children, point to the teddy bear and ask what’s this? For the children to answer (it’s) a teddy. Find the sticker and stick i ton the picture. Repeat with the remaining toys (Stick and say CB p. 30).


EXTRA TIME Hand them a copy of p.83 of the TB. Ask them to

identify the toys. Name a toy for them to point to it and repeat it. Colour the pictures. While they are performing the activity, ask the children individually What’s this? What colour is it? For them to reply correctly.

OC

OC/OE

OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC/OE

OC/OE/DE

GA

GA

GA

GA

GA/IA

GA

GA/IA

GA

GA/IA

GA

IA

5’

10’

5’

10’

5’


135

UNIT 5: TOYSSE

SSIO

N 2


Lesson2. Warm up! Review the toys

3. Learn a song to help them learn the colours and toys

4. Sing a song

5. Develop fine psychomotricity through tracing and colouring




Pretend to rock a doll and ask the children to guess the toy (doll). Show the flashcard of doll. Repeat with other toys using mime.

Put the flashcards of the colours around the class and say the colour as you place them. Play the CD audition and say listen to the song. Point to the flashcards while listening to the song to reinforce the meaning (Listen and sing CB p. 31).


Say Stand up! Sing the song using the CD if you wish pointing to the flashcards of the colours as they hear them (Sing and do CB p. 31).

Hand each child their CB open on p. 31. Pointing to the red doll ask the children what’s this? For them to answer (it’s) a red doll. (Trace and colour CB p. 31).

Trace the first dotted line between the doll and the ball with a finger. When you get to the ball, colour it in the same colour as the doll (red). Repeat with the other dolls and balls (Trace and colour CB p. 31).


EXTRA TIME Sing the song again pointing to the pictures in the CB. Say the phrases of the song randomly for them to point

in their books.

OC

OE

OC

OC/OE

OC/OE

OC/OE

OC/WE/DE

OC/OE

OC/DE

OC/DE

GA

GA

GA

GA

GA

GA

IA

GA

GA

GA

5’

10’

5’

10’

5’


136

UNIT 5: TOYSSE

SSIO

N 3



3. Learn letter i and the sound /ɪ/


5. Learn to trace the i



8. Review letters a-i


Hide the flashcard of a toy with a sheet of paper and discover it little by little until the children guess what it is. Repeat with other toys.

Put the flashcard of iguana on the board and say iguana for the children to repeat (Listen and chant CB p. 32).

Ask them if they can hear the initial sound of the word. Pronounce /ɪ/ for the children to repeat.


Pretend to climb like a lizard as you pronounce /ɪ/ iguana. Children repeat the action, the sound and the word (Act CB p. 32).

With your back to the class, write an i in the air with a finger as it appears in the book, pronouncing /ɪ/ iguana at the same time (Trace the letter CB p. 32).

Write the i with dots on the board as seen in the book and show how to trace the letter.


Ask what they think they should trace in the picture. Trace with a finger on the line of the iguana (Trace the picture CB p. 32).


EXTRA TIME Perform the actions corresponding to the letters a-i in

random order for the children to say the sound, the letter and perform as well the action related with each one.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’


137

UNIT 5: TOYSSE

SSIO

N 4



3. Count to 5






Put the flashcard of 3 on the board, say three and give 3 claps as you count one, two, three. Ask the children to do the same. Repeat with other numbers.

Call 5 children to the front of the class, point to them and say five. Next, point to them one by one and say one, two, three, four, five (Listen and chant CB p. 33).


Show a selection of groups of 5 classroom objects (pencils, chairs, books, etc) and say five for them to repeat. Count them (Count CB p. 33).


With your back to the class, write a 5 in the air with a finger as seen in the book while you pronounce five (Trace the number CB p. 33).

Write a 5 with dots on the board as seen in the book and show how to trace the number in two steps.


Ask them to find striped lines in the bugs. Trace with a finger over the striped lines of the caterpillar tunnel. Repeat with a pencil. (Trace the picture CB p. 33).


EXTRA TIME Hand the copies of p.84 of the TB and say four and

have children find the number and repeat it. Trace the number.

Say count the bugs for them to count pointing to them. Repeat with the 5.

OC/OE

OC/OE

OC

OC/OE

OC/OE

WE/OE

OC/WE

WE

WE

OC/WE

OC/OE

OC/OE/WE

OC/OE

GA

GA

GA

GA

GA

IA

GA

GA

IA

GA/IA

GA

GA/IA

GA/IA

5’

5’

5’

5’

5’

5’

10’


138

UNIT 5: TOYSSE

SSIO

N 5


Lesson2. Warm up! Review iguana

3. Learn the letter j and the /dʒ/ sound


5. Learn to trace the j




Perform the action related with iguana. The children are to say /ɪ/ iguana.

Put the flashcard of jam on the board and say jam for the children to repeat. Ask them if they like jam and when they eat it (Listen and chant CB p. 34).

Ask them if they can hear the initial sound of the word. Pronounce /dʒ/ for the children to repeat.


Pretend to be spreading jam with the shape of letter j on a toast and repeat the word /dʒ/ jam. The children repeat the action, the sound and the word (Act CB p. 34).

With your back to the class, write a j in the air with a finger as seen in the book while you pronounce /dʒ/ jam (Trace the letter CB p. 34).

Write the j with dots on the board as described in the book and show how to trace the letter.


Ask them what they think they should trace in the picture. Trace with a finger over the j on the toast (Trace the picture CB p. 34).


OC/OE

OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

5’

10’

10’

5’

CD: tracks 1, 2, 39-40Flashcards: 50-51

139

UNIT 5: TOYSSE

SSIO

N 6


Lesson2. Warm up! Review jam

3. Learn letter k and the /k/ sound


5. Learn to trace the k




Perform the action related with jam. The children are to say /dʒ/ jam.

Put the flashcard of kite on the board and say kite for the children to repeat. Ask the children if they like kites (Listen and chant CB p. 34).

Ask if they can hear the initial sound of the word. Pronounce /k/ for the children to repeat.


Pretend to be flying a kite and repeat the word /k/ kite. Children are to repeat the action, the sound and the word (Act CB p. 34).

With your back to the class, write a k in the air with a finger as seen in the book, at the same time as you pronounce /k/ kite (Trace the letter CB p. 34).

Write the k with dots on the board as it appears in the book and show how to trace the letter in two steps.


Ask what they think they should trace in the picture. Trace with a finger over the kite (Trace the picture CB p. 34).


OC/OE

OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

GAGA

GA

GA

GA

GA

GA

GA

IA

IA

GA

5’

10’

10’

5’


140

UNIT 5: TOYSSE

SSIO

N 7






6. Consolidate vocabulary of the unit


Put the flashcards of the toys around the class. Say stand up! Name a toy for the children to find it and stay next to the corresponding flashcard. Repeat with other toys.

Hand each child their CB open on p. 35. Point to the frames of the story in order. Talk about what they see in the pictures and guess who the present is for (Look and listen CB p. 35).



Act out the story in pairs. The children are to imagine that there is a great present between Pat and Jig. Listen to the first line of the story, Pat points to the present and opens it (using mime). Listen to the rest, Pat points to the present looking very happy and Jig also looks happy Repeat with other pairs of children (Listen and act CB p. 35).

As they grow familiar with the story, they can repeat some words, but if they prefer to remain in silence, they can do so. (Listen and act CB p. 35).


EXTRA TIME Wrap up some classroom objects/toys in different

colours (those they know already) before the class. Call out different volunteers for them to choose a

present and open it. Ask what’s this? For them to answer It’s a green bag;

etc.

OC/OE

OC

OC/OE

OC

OC/OE

OC

OC/OE

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

gA

5’

10’

10’

5’

5’


141

UNIT 6: BODYSE

SSIO

N 1



3. Identify 4 parts of the body




Show the flashcards of the toys and ask what’s this? for the children to say it’s a teddy, etc.

Put the flashcards on the board in the following order: arm, hand, head, leg. Point and pronounce. Repeat (Listen and say CB p. 36).

Play the CD audition and say listen. The children are to point to the flashcards as they hear the parts of the body.

Listen to the CD again, stopping after each part of the body for children to repeat in group and individually (Listen and say CB p. 36).

Hand each child their CB open on p.36 and ask questions about the picture (who can they see? Where are they? What are they doing? What can they see?) (Listen and find CB p. 36).

Explain to the children that they are to point to the shaded parts of the body when they hear them. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 36).

Hand the children the stickers of the parts of the body and say it’s sticker time! (Stick and say CB p. 36).

Showing the stickers of a child point to his/her arm and say arm for the children to repeat. Find the sticker and stick it on the picture. Repeat with the other stickers (Stick and say CB p. 36).


EXTRA TIME Hand them a copy of p.85 of the TB. Point to the head

and say head. Trace the outline of the head with a finger. Repeat with other parts of the body.

OC

OC/OE

OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC/OE

OC/OE

GA

GA

GA

GA

GA/IA

GA

GA/IA

GA

GA/IA

GA

IA

5’

10’

5’

10’

5’


142

UNIT 6: BODYSE

SSIO

N 2


Lesson2. Warm up! Review parts of the body

3. Learn a song to help them learn the parts of the body and follow instructions with Touch your…

4. Sing a song



7. Revise and consolidate the vocabulary in the unit


Show the flashcards one by one and say the name of the parts of the body.

Point to the head, arm, hand and leg randomly and in silence for children to say the words.

Play the CD audition and say listen to the song. Point to the part of the body mentioned in the song to reinforce the meaning (Listen and sing CB p. 37).


Say Stand up! And sing the song using the CD if you wish, pointing to the part of the body mentioned or clapping (Sing and do CB p. 37).

Repeat encouraging the children to sing the song (Sing and do CB p. 37).

Give the instructions of the song randomly for children to point to the parts of their body or clap. Hand each child their CB open on p. 37. They are to listen to what Pat says. Say Touch your head for the children to find the right picture. Show them the pictures in the book (Trace and join CB p. 37).

Point to the first picture of Jig and ask what he is saying (Touch your head). Trace the first line joining the two pictures with a finger. Repeat with other pictures (Trace and join CB p. 37).


EXTRA TIME Sing the song again pointing to the pictures in the CB.

Point to Pat in the first verse and to Jig in the second one.

Give the instructions randomly for the children to follow them.

OC

OE

OC

OC/OE

OC/OE

OC/OE

OC/DE

OC/WE

OC/OE

OC/DE

OC

GA

GA

GA

GA

GA

GA

GA

IA

GA

GA

GA

5’

10’

5’

10’

5’


143

UNIT 6: BODYSE

SSIO

N 3

OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Warm up! Review the parts of the

body

3. Learn letter l and the /l/ sound


5. Learn to trace the l




Draw a person on the board and ask the children to say the parts of the body as they are added to the drawing. .

Put the flashcard of lion on the board and say lion for the children to repeat. Talk about the lions Have you seen one? Where do they live? Etc (Listen and chant CB p. 38).

Ask if they can hear the initial sound of the word. Pronounce /l/ for the children to repeat.


Shape the mane of the lion around its head at the same time as you pronounce /l/ lion. The children repeat the action, the sound and the word (Act CB p. 38).

With your back to the class, write a l in the air with a finger as it appears in the book while you pronounce /l/ lion (Trace the letter CB p. 38).

Write the l with dots on the board as is seen in the book and show how to trace the letter.


Ask what they think they should trace in the picture. Trace with a finger on the lines of the lion’s mane (Trace the picture CB p. 38).


OC/OE

OE

OC/OE

OC/OE

OC/OE

OC/OE

EC/OC

EC

WE

OC/DE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

5’

10’

10’

5’


144

UNIT 6: BODYSE

SSIO

N 4

OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Learn letter m and the /m/ sound.


4. Learn to trace the m




Put the flashcard of moon on the board and say moon for the children to repeat. Talk about the moon, etc. (Listen and chant CB p. 38).

Ask if they can hear the initial sound of the word. Pronounce /m/ for the children to repeat.


Make the shape of the crescent moon with a hand as you pronounce /m/ moon. The children repeat the action, the sound and the word (Act CB p. 38).

With your back to the class, write an m in the air with a finger as it appears in the book, while your pronounce /m/ moon (Trace the letter CB p. 38).

Write the m with dots on the board as it appears in the book and show how to trace the letter in one step.

Hand each child their CB open on p.38 to practise tracing with a finger (Trace the letter CB p. 38).

Ask what they think they should trace in the book. Trace with a finger over the moon outline (Trace the picture CB p. 38).


OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC /OC

WC

WE

OC/DE

OC/OE

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

5’

10’

10’

5’


145

UNIT 6: BODYSE

SSIO

N 5



3. Count to 6






Put the flashcards of the numbers on the board in order. Point to them and name them several times. Encourage the children to repeat them. Ask the children to close their eyes and turn round a flashcard. When they open them, they are to say which number is turned around.

Call the 6 children to the front, point to them and say six. After pointing to them one by one, say one, two, three, four, five, six (Listen and chant CB p. 39).Sing a song to practise number 6. Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 39).

Show a selection of sets of 6 classroom objects (pencils, chairs, books, etc) and say six for the children to repeat (Count CB p. 39).


With your back to the class, write a 6 in the air with a finger as it is seen in the book, while you pronounce six (Trace the number CB p. 39).

Write a 6 with dots on the board as described in the book and show how to trace the number.


Ask them to find the striped lines in the bugs. Trace with a finger over the striped lines of the snails (Trace the picture CB p. 39).


EXTRA TIME Say a number randomly from 1 to 6 for the children to

show the right number of fingers. Repeat with different numbers.

OC/OE

WC/OC/OE

OC

OC/OE

OC/OE

WC/OE

OC/WC

WC

WE

OC/WE

OC/OE

OC

GA

GA

GA

GA

GA

IA

GA

GA

IA

GAIA

GA

GA

5’

5’

5’

5’

5’

5’

10’


146

UNIT 6: BODYSE

SSIO

N 6


Lesson2. Warm up! Review lion, moon

3. Learn letter n and the /n/ sound


5. Learn to trace the n





Perform actions related with lion and moon. Children are to say sounds and letters.

Put the flashcard of net on the board and say net for the children to repeat. Talk about football and how to score a goal (Listen and chant CB p. 40).

Ask them if they hear the initial sound of the word. Pronounce /n/ for the children to repeat.


Pretend to kick a ball and repeat the word /n/ net. The children repeat the action, the sound and the word (Act CB p. 40).

With your back to the class, write an n in the air with a finger as it appears in the book, while your pronounce /n/ net (Trace the letter CB p. 40).

Write the n with dots on the board as it appears in the book and show them how to trace the letter.


Ask them to find the striped lines of the picture and show them how to trace over the net in the goal. Trace over the line with a finger starting at the dot. (Trace the picture CB p. 40).


EXTRA TIME Perform the actions related with letters a-n randomly

for children to say the word and join in to perform the action.

OC/OE

OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

5’

10’

10’

5’

5’


147

UNIT 6: BODYSE

SSIO

N 7


Lesson2. Warm up! Review the parts of the

body






Put the flashcards of the parts of the body around the class. Say Stand up!, name a part for children to find it and stay next to the corresponding flashcard. Repeat several times.

Hand each child their CB open on p. 41. Point to the frames of the story in order. Talk about what they see in the pictures and what Jig and Pat have (Look and listen CB p. 41).

Play the CD audition and say listen. Allow the children to follow the story in their books. Stop half way and tell them to look at the second scene (Look and listen CB p. 41).

Ask the children what they think happens in the story. Listen to the story once more (Look and listen CB p. 41).

Act out the story in groups of 3 pretending to be Pat, Jig and the doll. Listen to the first line of the story; Pat and Jig touch their head. Listen to the rest, Pat, Jig and the doll clan their hands. Repeat with other groups of children (Listen and act CB p. 41).

As they grow familiar with the story, they can repeat some words, but if they prefer to remain silent, they may do so (Listen and act CB p.41).


EXTRA TIME Perform an action game to practise instructions. Say

Stand up and sit down from unit 3. Give instructions randomly for children to follow them.

Perform the actions with them at the beginning, until they grow more confident

OC/OE

OC

OC/OE

OC

OC/OE

OC

OC/OE

OC/OE

OC

GA

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gA

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148


INFO

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ENT

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ION



with letters i-n

3. Review the vocabulary in lessons 5 and 6



6. Review sounds with a fun activity


Perform the actions related with letters (i-n) for the children to identify the sounds and the words and join in performing the actions.

Hand each child their CB open on p. 42. Ask them to say the word for each picture. Show the corresponding flashcard while they say the words (Look and say CB p. 42).

Show the flashcards again, but this time, do so randomly for them to say the words again (Look and say CB p. 42).

Write letters i-n on the board. Point to them for the children to say the sounds (Stick and say CB p. 42).

Show the flashcard of iguana and pronounce the word. Ask which the initial sound of the word is. Put the flashcard next to letter i. Repeat with jam, kite, lion, moon and net (Stick and say CB p. 42).

Hand the children the stickers of letters i-n and say it’s sticker time! Say iguana … /ɪ/ and point to the letter and picture on the board. Ask the children to identify the sticker for /ɪ/ and stick it next to the picture of the iguana in their book. Repeat with the remaining sounds (Stick and say CB p. 42).



EXTRA TIME Hand them each a photocopy of p. 86 of the TB. Say

/k/ and ask if they can find in the picture something beginning with that sound (kite). When they find the kite, they are to repeat the sound, say the word and perform the action. Repeat with the other sounds at random. Colour the pictures.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE/DE

OC/OE

OC/OE

OC/OE/DE

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GA/IA

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ION

2OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Warm up! Review numbers 3. Review vocabulary


5. Count to 6

6. Review vocabulary




Sing the numbers song in lesson 4. Hand each child their CB open on p. 43. Ask them to

say numbers 2-6 in order and point to them in their book (Look and say CB p. 43).

Showing the book, point to the picture of the bags and say bags for children to point to them. Repeat with other objects (Look and say CB p. 43).

Holding the book show them how to trace the line between the 2 and the bags with a finger for children to trace it (Join CB p. 43).

Point again to number 2 and say two, trace the line to the bags and point to them saying bags. Point to 2 of the bags and count one, two. Repeat. The children repeat counting in their books (Join CB p. 43).

Quickly colour 2 of the bags and show the book. Count again one, two. Ask children to colour 2 of the bags in their books (Count and colour CB p. 43).

Repeat the process with the remaining numbers. Count the coloured objects with the children (Count and colour CB p. 43).


Tell the children that they already know all the words and numbers they just revised and that they can now stick a smiley face on the page for having learnt so much English. Hand them the stickers for them to find the smiley face and stick it in the corner of the page (Round-up CB p. 43).


EXTRA TIME Sing the song or songs in lesson 2 of units 5 and 6.

OC/OE

OC/OEOC/OE

OC/OE

WC

OC/OE

WC/DE

WC/DE/OE

OC/OE

OC/DE

CO/EO

CO/EO

GA

GAGA

GA

IA

GA

GA/IA

GA/IA

GA

IA

GA

GA

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CD: tracks 1, 2, 47, 36, 44Flashcards: 17-24, 49-54, 71-72

150

UNIT 7: CLOTHESSE

SSIO

N 1



body

3. Identify 4 clothing items



Listen to the Hello song to begin the lesson Say arm for the children to point to their arm. Repeat

with head, hand and leg.

Put the flashcards on the board in the following order: shirt, shoes, skirt, trousers. Point and pronounce. Repeat (Listen and say CB p. 44).

Play the CD audition and say listen. The children are to point to their flashcards as they hear the names of the clothes.

Listen to the CD again, stopping after each clothing item for children to repeat in group and individually (Listen and say CB p. 44).

Hand each child their CB open on p. 44 and ask questions about the picture (who can they see? Where are they? What are they doing? What can they see?) (Listen and find CB p. 44).

Explain to the children that they are to point to the clothes that are shaded when they hear them. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 44).

Hand the children the clothes stickers and say it’s sticker time! (Stick and say CB p. 44).

Showing one of the children’s stickers, point to the shoes and say shoes for the children to repeat. Find the sticker and stick it on the picture. Repeat with the other stickers (Stick and say CB p. 44).


EXTRA TIME Hand them a copy of p.87 of the TB. Point to the

trousers and say trousers for the children to point and repeat. Say red trousers for them to colour the trousers red. Repeat with other clothes.

While they perform the activity, ask them one by one to say the name of the clothing item and the colour.

OC

OC

OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC/OE

OC/OE/DE

GA

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GA

GA

GA/IA

GA

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GA

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151

UNIT 7: CLOTHESSE

SSIO

N 2


Lesson2. Warm up! Review clothing items

3. Learn a song to help them learn clothing items and expressions

4. Sing a song




Show the flashcards one by one and say the name of the clothing item.

Point to something you or one of the children is wearing at random and in silence for the children to say the words.

Put the flashcards around the class. Play the CD audition and say listen to the song. Point to the flashcards when they are mentioned in the song to reinforce meaning (Listen and sing CB p. 45).


Show the doll the book and say Look! It’s a doll. Explain that it is the doll that sings the song and that they will pretend to be the doll.

Say Stand up! And sing the song using the CD if you wish, pointing to the clothing items and to themselves when they hear And this is me! (Sing and do CB p. 45).

Repeat encouraging children to sing the song (Sing and do CB p. 45).

Hand each child their CB open on p. 45. Point to the skirt and say This is a skirt for the children to repeat. Show how to trace a line between the two identical clothing items with a finger (Trace and colour CB p. 45).

Point to the doll’s short and say This is a yellow shirt for the children to repeat. Quickly colour the picture of the shirt in yellow and show it And this is a yellow shirt. The children are to trace the lines joining the identical items and colouring them in the same colour as the doll’s (Trace and colour CB p. 45).

Sing the Goodbye song to end the lesson

CO

EO

CO

CO/EO

CO/EO

CO/EO

CO/EO

CO/EO

CO/EO/ED

CO/EO

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UNIT 7: CLOTHESSE

SSIO

N 3



3. Learn letter o and the /ɒ/ sound


5. Learn to trace the o




Show the flashcard of an item and say This is a or These are…for children to complete the phrase.

Put the flashcard of octopus on the board and say octopus for the children to repeat it. Talk about octopuses. Where do they live? (Listen and chant CB p. 46).

Ask them if they can hear the initial sound of the word. Pronounce /ɒ/ for the children to repeat.


Move your arms as if they were the octopus’s tentacles as you pronounce /ɒ/ octopus. The children repeat the action, the sound and the word (Act CB p. 46).

With your back to the class, write an o in the air with a finger as it appears in the book, while pronouncing /ɒ/ octopus (Trace the letter CB p. 46).

Write the o with dots on the board as seen in the book and show how to trace the letter.


Ask what they think they are to trace in the picture. Trace with your finger over the outline of the octopus (Trace the picture CB p. 46).


OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

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CD: tracks 54-55Flashcards: 55-56

153

UNIT 7: CLOTHESSE

SSIO

N 4


Lesson2. Learn letter p and the /p/ sound


4. Learn to trace the p




Put the flashcard of pizza on the board and say pizza for the children to repeat. Talk about pizzas. Do children like pizzas? (Listen and chant CB p. 46).

Ask if they can hear the initial sound of the word. Pronounce /p/ for the children to repeat.


Pretend to be cutting a pizza in 3 slices as you pronounce /p/ pizza. The children repeat the action, the sound and the word (Act CB p. 46).

With your back to the class, write a p in the air with your finger as seen in the book, while you pronounce /p/ pizza (Trace the letter CB p. 46).

Write the p with dots on the board as seen in the book and show how to trace the letter in one step


Ask what they think they are to trace in the picture. Trace over the outline of the pizza slice with a finger (Trace the picture CB p. 46).


OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

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154

UNIT 7: CLOTHESSE

SSIO

N 5



3. Count to 7






Put the flashcards of the numbers on the board in order. Point to them for the children to name them. Repeat pointing to the flashcards this time at random.

Point to a flashcard for the children to show the corresponding number of fingers. Repeat with other numbers for the children to show the corresponding number of fingers. Repeat with other numbers.

Call 7 children to the front of the class, point to them and say seven. Next, point to them one by one and say one, two, three, four, five, six, seven (Listen and chant CB p. 47).


Show a selection of sets of 7 classroom objects (pencils, chairs, books, etc) and say seven for the children to repeat (Count CB p. 47).


With your back to the class, write a 7 in the air with a finger as seen in the book, while you pronounce seven (Trace the number CB p. 47).



Ask them to find striped lines in the bugs. Trace with a finger on the striped lines of the caterpillars (Trace the picture CB p. 47).


EXTRA TIME Hand photocopies of p.88 of the TB and say six for the

children to find the number and repeat. Trace the number. Say Count the bugs for them to point and count. Repeat with number 7.

OC/OE

WC/OE

WC

OC/OE

OC/OE

WC/OE

OC/OE

WC

WC

WE

OC/DE

OC/OE

OC/OE/WE

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GA

IA

GA

GA

GA

IA

IA

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155

UNIT 7: CLOTHESSE

SSIO

N 6

OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Warm up! Review octopus, pizza

3. Learn letter q and the /kw/ sound


5. Learn to trace the q





Perform the actions related with octopus and pizza. The children are to say the sounds and the letters.

Put the flashcard of queen on the board and say queen for the children to repeat. Explain what it means and ask do queens wear one? And where do they live? (Listen and chant CB p. 48).

Ask if they can hear the initial sound of the word. Pronounce /kw/ for children to repeat.


Put your arms as if you were seated on a throne with an elegant expression and repeat the word /kw/ queen. The children repeat the action, the sound and the word (Act CB p. 48).

With your back to the class, write a q in the air with a finger as it appears in the book while you pronounce /kw/ queen (Trace the letter CB p. 48).

Write the q with dots on the board as seen in the book and show how to trace the letter.


Ask them to find the striped lines in the picture and show them how to trace on the peaks of the crown. Trace with a finger on the line starting at the dot (Trace the picture CB p. 48).


EXTRA TIME Perform the actions related with letters a-q randomly

for the children to say the sound and the word and join in performing an action.

OC/OE

OE

OC/OE

OC/OE

OC/OE

OC/OE

CE/OC

CE

WE

OC/DE

OC/OE

OC/OE

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GA

GA

GA

GA

GA

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IA

IA

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156

UNIT 7: CLOTHESSE

SSIO

N 7






6. Consolidate vocabulary of the unit and review units 3 and 4


Show the flashcards of two clothing items and say the name of one of them for the children to point to the right flashcard.




Act out the story in pairs. Listen to the first line of the story, Baz points to Tess. Listen to the rest, Baz and Tess point to their clothes, now they are happy. Repeat with other pairs of children (Listen and act CB p. 49).

As they grow familiar with the story they can repeat some words, but if they prefer, they can remain silent (Listen and act CB p.49).


EXTRA TIME Say shirt for the children who are wearing a shirt to

stand up. Check if someone did not stand up or if someone who stood up isn’t wearing a shirt.

Repeat with other clothes and hat and bag.

OC/OE

OC

OC/OE

OC

OC/OE

OC

OC/OE

OC/OE

OC

GA

GA

GA

GA

GA

GA

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157

UNIT 8: FOODSE

SSIO

N 1


Lesson2. Warm up! Review clothing items 3. Identify 4 food items


5. Consolidate the structure


Name a clothing item for children to point to it if they are wearing it.

Talk about foods, what’s your favourite food? Put the flashcards on the board in the following order: banana, biscuit, orange, sandwich. Point and pronounce. Repeat (Listen and say CB p. 50).

Play the CD audition and say listen. The children are to point to the flashcards as they hear the names of the different foods.

Listen to the CD again, stopping after each food item for the children to repeat in group and individually (Listen and say CB p. 50).

Hand each child their CB open on p. 50 and ask questions about the picture (who can they see? Where are they? What are they doing? What can they see?) (Listen and find CB p. 50).

Explain to the children that they are to point to the foods that are shaded when they hear them. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 50).

Hand the children the stickers of foods and say it’s sticker time! (Stick and say CB p. 50).

Showing one of the children’s stickers, point to the banana and say banana for the children to repeat. Find the sticker and stick it in the picture. Repeat with other stickers. (Stick and say CB p. 50).


EXTRA TIME Hand them a copy of p.89 of the TB. Say two

sandwiches for the children to point to the right dish and repeat. Repeat with the other dishes.

Trace the outline of the dishes with a finger. While they perform the activity, ask them individually what there is in each dish.

OC

OC

OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC/OE

OC/OE/DE

GA

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GA

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CD: tracks, 2, 59-60Flashcards: 29-32Photocopies: p. 89 TB

158

UNIT 8: FOODSE

SSIO

N 2


Lesson2. Warm up! Review foods

3. Learn a song to help them understand the expression How many?

4. Sing a song





Put the flashcards of the different foods on the board in order saying the name for the children to repeat.

Draw a sandwich on the board. Ask How many? And answer One! One sandwich. Draw 2 biscuits and ask How many? Answer Two! Two biscuits. Repeat with 1 banana and 2 oranges (Listen and sing CB p. 51).

Play the CD audition and say listen to the song. Point to the pictures when they are mentioned in the song, next, point to the class and to yourself. When they sing Mmm-mmm, rub your belly and smile (Listen and sing CB p. 51).


Sing the song using the CD if you wish, pointing to the foods and smiling when you rub your belly (Sing and do CB p. 51).


Hand each child their CB open on p. 51 and ask them to describe what they see on the plate. Say A sandwich for the children to point to and repeat. Repeat A sandwich and show the trace between the sandwiches on both plates. When you get to the second plate, say a sandwich again (Trace and colour CB p. 51).

Repeat with the rest of the foods asking How many? The children are to trace the lines joining the identical dishes and colouring the second plate (Trace and colour CB p. 51).


EXTRA TIME Sing the song again pointing to the pictures in the CB.

Say the phrases of the song randomly for children to point to the right food in their book.

OC

OC/OE

OC

OC

OC/OE

OC

OC/OE

OC/OE

OC/OE/DE

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

GA

GA

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159

UNIT 8: FOODSE

SSIO

N 3


Lesson2. Warm up! Review foods

3. Learn letter r and the /r/sound


5. Learn to trace the r




Put the flashcards of foods round the class. Name one for the children to find it and stay next to it.

Put the flashcard of rabbit on the board and say rabbit for the children to repeat. Talk about rabbits. Where do they live? What do they eat? Etc. (Listen and chant CB p. 52).

Ask if they can hear the initial sound of the word. Pronounce /r/for the children to repeat.


Put your arms and legs like a rabbit and hop as you pronounce /r/ rabbit. The children will repeat the action, the sound and the word (Act CB p. 52).

With your back to the class, write an r in the air with a finger as seen in the book, while you pronounce /r/ rabbit (Trace the letter CB p. 52).

Write the r on the board with dots, as described in the book and show how to trace the letter.


Ask what they think they are to trace in the picture. Trace with a finger on the line left behind by the rabbit (Trace the picture CB p. 52).


OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

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160

UNIT 8: FOODSE

SSIO

N 4


Lesson2. Learn letter s and the /s/ sound


4. Learn to trace the s




Put the flashcard of sun on the board and say sun for the children to repeat. Talk about the sun (Listen and chant CB p. 52).

Ask them if they can hear the initial sound of the word. Pronounce /s/ for the children to repeat.


Draw a great circle with your arms, closing it over your head and opening it until your hands touch both sides of your body while you pronounce /s/ sun. Children will repeat the action, the sound and the word (Act CB p. 52).

With your back to the class, write an s in the air with a finger as it appears in the book while you pronounce /s/ sun (Trace the letter CB p. 52).

Write an s with dots on the board as seen in the book and show how to trace the letter.


Ask what they think they should trace in the picture. Trace with a finger over the sun rays (Trace the picture CB p. 52).


OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

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UNIT 8: FOODSE

SSIO

N 5



3. Count to 8






Put the flashcards of the numbers on the board in order. Point to them and name them several times. Encourage children to repeat them. Ask the children to close their eyes and turn round one flashcard. When they open their eyes they are to say which number is turned around.

Call 8 children to the front of the class, point to them and say eight. Next, point to them one by one and say one, two, three, four, five, six, seven, eight (Listen and chant CB p. 53).


Show a selection of groups of 8 classroom objects (pencils, chairs, books, etc) and say eight for the children to repeat. (Count CB p. 53).


With your back to the class, write an 8 in the air with a finger as it appears in the book while you pronounce eight (Trace the number CB p. 53).

Write an 8 with dots on the board as seen in the book and show how to trace the number.


Ask them to find striped lines in the bugs. Trace with a finger over the lines left by the flight of the bees (Trace the picture CB p. 53).


EXTRA TIME Show the flashcard of numbers 1-8 for the children to

say the number and show the right number of fingers. Repeat with other numbers showed randomly.

OC/OE

OC/WC/OE

OC/OE

OC/OE

WC/EO

OC/OE

WC

WC

WE

OC/DE

OC/OE

WC/OE

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GA

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IA

IA

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162

UNIT 8: FOODSE

SSIO

N 6


Lesson2. Warm up! Review rabbit, sun

3. Learn letter t and the /t/ sound

4. Relate the vocabulary with a song

5. Learn to trace the t





Perform the actions related with rabbit and sun. The children are to say the sounds and the letters.

Put the flashcard of table on the board and say table for the children to repeat. (Listen and chant CB p. 54).

Ask if they can hear the initial sound of the world. Pronounce /t/ for the children to repeat.


Move the hands downwards as if resting them on the table and repeat the word /t/ table. The children repeat the action, the sound and the word (Act CB p. 54).

With your back to the class, write a t in the air with a finger as is seen in the book, while you pronounce /t/ table (Trace the letter CB p. 54).

Write the t with dots on the board as appears in the book and show how to trace the letter in two steps.


Ask the children what they think they are to trace in the picture. Trace with a finger over the legs of the table, starting at the dot. (Trace the picture CB p. 54).


EXTRA TIME Perform the actions related with letters a-t randomly

for children to say the sound and the word and join in for the action.

OC/OE

OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

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IA

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163

UNIT 8: FOODSE

SSIO

N 7


Lesson2. Warm up! Review the different food

items




6. Consolidate vocabulary of the unit and review vocabulary from other units


Use real food if possible. Show 3 bananas and ask How many? For the children to answer three. Say Yes, three. Three bananas. Repeat with different biscuits and numbers.

Hand each child their CB open on p. 55. Point to the frames of the story in order. Talk about what they see in the images (Look and listen CB p. 55).



Act out the story in pairs. Listen to the first line of the story, Baz looks at mum and shows 4 fingers. Listen to the second line; mum pretends to hold a biscuit in one hand and an orange in another. Repeat with other pairs of children (Listen and act CB p. 55).

As they grow familiar with the story, they can repeat some words but if they prefer to remain silent they may do so (Listen and act CB p.55).


EXTRA TIME Put the flashcards of the foods together with apple,

egg, fish, jam around the class. Ask the children to stay next to the food they like the most.

Name foods randomly for them to stand next to the right flashcard.

OC/OE

OC

OC/OE

OC

OC/OE

OC

OC/OE

OC/OE

OC

GA

GA

GA

GA

GA

gA

GA

GA

GA

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CD: tracks 1, 2, 66Flashcards: 29-32, 41, 45, 46, 50Bananas and biscuits

164

UNITES 7 Y 8: REVIEW 1SE

SSIO

N DE

REF

UERZ

O 1



with letters o-t


4. Sing a song to review letters


6. Review the sounds with a fun activity


Perform the actions related with letters (o-t) for the children to identify sounds and words and for them to join in performing the actions


Show the flashcards again, but this time do it randomly for them to say the words again (Look and say CB p. 56).

Write the letters o-t on the board. Point to them for children to say the sounds (Stick and say CB p. 56).

Show the flashcard of octopus and pronounce the word. Ask for the initial sound of the word. Put the flashcard next to letter o. Repeat with pizza, queen, rabbit, sun, table (Stick and say CB p. 56).

Hand the children the stickers of letters o-t and say it’s sticker time! Say octopus … /ɒ/ and point to the letter and picture on the board. Ask the children to identify the sticker for /ɒ/ and stick it next to the picture of the octopus in their books. Repeat with the rest of the sounds. (Stick and say CB p. 56).



EXTRA TIME Hand photocopies of p. 90 of the TB. Say /s/ and ask if

they can find something in the picture that begins with that sound (sun). When they find the sun they are to repeat the sound, say the word and perform the action. Repeat with other sounds at random. Colour the 6 pictures.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE/DE

OC/OE

OC/OE

OC/OE/DE

GA

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GA

GA

GA

GA

GA/IA

GA

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GA/IA

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165

UNITS 7 AND 8: REVIEW 2RE

INFO

RCEM

ENT

SESS

ION


Lesson2. Warm up! Review the numbers

3. Make a handcraft

4. Sing a song





The whole class will count from 1 to 8 whispering numbers 1 to 7 and saying number 8 in a loud voice. Repeat.

Hand each child their CB open on p. 57. Explain to them that they will be doing something special (Make CB p. 57).

Show the finished handcraft and ask what ‘s this? (an octopus). Say Count and count the octopus’s legs with the children (Make CB p. 57).

Describe the steps to follow looking at the pictures (Make CB p. 57).

Hand them the material and ask them to stick on the eyes and the mouth in the circle to make the octopus’s face. Next, stick on the legs (Make CB p. 57).

Play the CD audition and listen to a song about the octopus. Point to the tentacles as they are counted in the song (Listen and sing CB p. 57).

Listen again to the song stopping for the children to sing after the teacher (Listen and sing CB p. 57).

Sing the song again using the CD if you wish, this time pointing to the octopus’s legs in the handcraft (Sing and point CB p. 57).

Review all the words learnt in lessons 7 and 8 showing the flashcards and asking them to say the word or sound accordingly and performing the actions (Round-up CB p. 57).

Tell the children that they already know all the words and numbers they have just reviewed and that they can now stick a smiley face on the page for having learnt so much English. Give them the stickers for them to find the smiley face and stick it in the corner of the page (Round-up CB p. 57).


EXTRA TIME Sing the song or songs in Lessons 2 of units 7 and 8.

OC/OE

OE

OC

OC/OE

WC/OE

OC

OC

OC/OE

OC/OE

WC/OE

OC

OC/OE

OE

GA

GA

GA

GA

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IA

GA

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GA

GA

IA

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5’

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CD: tracks 1, 2, 68, 53, 61Flashcards: 25-32, 55-60, 73-74Octopus cut-out, glue, finished octopus

166

UNIT 9: FACESE

SSIO

N 1



body 3. Identify 4 parts of the face

4. Sing the end of the lesson song

5. Consolidate vocabulary


Say a part of the body for the children to point to it in their own body.

Put the flashcards on the board in the following order: ears, eyes, mouth, nose. Point and pronounce. Repeat pointing to your own face (Listen and say CB p. 58).

Play the CD audition and say listen. The children are to point to the flashcards as they hear the parts of the face.

Listen to the CD again, stopping after each part for the children to repeat in group and individually (Listen and say CB p. 58).

Hand each child their CB open on p.58 and ask questions about the picture (who can they see? Where is it? What is he doing? What can they see?) (Listen and find CB p. 58).

Explain to the children that they are to point to the parts of the face that are shaded when they hear them. Say listen, play the audition stopping whenever necessary (Listen and find CB p. 58).

Hand the children the stickers of parts of the face and say it’s sticker time! (Stick and say CB p. 58).

Showing one of the children’s stickers, point to the nose and say nose for children to repeat it. Find the sticker and stick it on the picture. Repeat with other stickers (Stick and say CB p. 58).


EXTRA TIME Hand them a copy of p.91 of the TB. Say ears for

children to point to the right part and repeat. Repeat with the remaining parts of the face.

Trace the different parts of the face with a finger. While performing the activity ask them individually what’s this?

OC

OC

OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC/OE

OC/OE/DE

GA

GA

GA

GA

GA/IA

GA

GA/IA

GA

GA/IA

GA

IA

5’

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167

UNIT 9: FACESE

SSIO

N 2


Lesson2. Warm up! Review the characters

3. Learn a song to help them learn the expression who’s this?

4. Sing a song



7. Consolidate the learnt expression


Review the names of the characters with the flashcards. Review the parts of the face with the flashcards asking what’s this? For the children to answer It’s a nose, etc.

Hide the upper or lower part of the flashcard of Pat showing only the eyes and say Look! Eyes. Who’s this? for them to answer It’s Pat! Repeat with other characters and other parts of the face.

Put the flashcards of the characters around the class covering their faces with paper. Play the CD and say listen to the song. Point to the characters and in the 3rd

line; uncover their faces (Listen and sing CB p. 59). Listen to the CD again, stopping after each phrase to

sing after the teacher (Listen and sing CB p. 59). Sing the song using the CD if you wish, pointing to the

characters when they hear their names (Sing and do CB p. 59).


Hand each child their CB open on p. 59 and point to Pat’s silhouette. Say Look! Big ears. Who’s this? for them to answer It’s Pat! (Trace and join CB p. 59).

Point to the colour picture of Pat and show how to trace the line between the two pictures of Pat. Ask the children to trace the rest of the lines between the same characters. While they perform the activity, ask them individually who’s this? And encourage the children to answer (Trace and colour CB p. 59).


EXTRA TIME Sing the song again pointing to the silhouette of the

pictures when you ask Who’s this? And to the colour picture when they answer It’s …

OC

OC/OE

OC/OE

OC

OC/OE

OC

OC/OE

OC/OE

OC/WE/OE

OC/OE

OC/ED

GA

GA

GA

GA

GA

GA

GA

GA

IA

GA

GA

5’

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168

UNIT 9: FACESE

SSIO

N 3



face

3. Learn letter u and the /ʌ/ sound


5. Learn to trace the u




Point to parts of your own face and have the children say the words.

Now say the words for the children to point to in their face.

Put the flashcard of umbrella on the board and say umbrella for the children to repeat. Talk about the umbrellas. What are they used for? (Listen and chant CB p. 60).

Ask if they hear the initial sound of the word. Pronounce /ʌ/ for the children to repeat.


Pretend to be opening an umbrella and holding it over your head while you pronounce /ʌ/ umbrella. The children repeat the action, the sound and the word (Act CB p. 60).

With your back to the class, write a u in the air with a finger as it appears in the book while you pronounce /ʌ/ umbrella (Trace the letter CB p. 60).

Write the u with dots on the board as is seen in the book and show how to trace the letter.


Ask what they think they should trace in the picture. Trace with a finger over the outline of the umbrella handle (Trace the picture CB p. 60).


OC/OE

OE

OC

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

5’

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169

UNIT 9: FACESE

SSIO

N 4


Lesson

2. Learn letter v and the /v/sound


4. Learn to trace the v




Put the flashcard of van on the board and say van for the children to repeat. Talk about vans (Listen and chant CB p. 60).

Ask if they can hear the initial sound of the word. Pronounce /v/ for the children to repeat.


Pretend to be driving a van and turning the wheel while you pronounce /v/ van. The children repeat the action, the sound and the word (Act CB p. 60).

With your back to the class, write a v in the air with a finger as it appears in the book while you pronounce /v/ van (Trace the letter CB p. 60).

Write the v with dots on the board as seen in the book and show them how to trace the letter.


Ask what they think they should trace in the picture. Trace with a finger over the line of the road of the van (Trace the picture CB p. 60).


OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

CE/OC

CE

WE

OC/DE

OC/OE

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

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170

UNIT 9: FACESE

SSIO

N 5



3. Count to 9






Put the flashcards of the numbers on the board in order. Point to them and name them several times. Encourage the children to repeat them. Ask the children to close their eyes and turn round a flashcard. When they open them, have them say what number is face down.

Call 9 children to the front of the class, point to them and say nine. Next, point to them one by one and say one, two, three, four, five, six, seven, eight, nine (Listen and chant CB p. 61).


Show a selection of sets of 9 classroom objects (pencils, chairs, books, etc) and say nine for the children to repeat (Count CB p. 61).


With your back to the class, write a 9 in the air with a finger as it appears in the book while you pronounce nine (Trace the number CB p. 61).



Ask them to find the striped lines around the insects. Trace them with a finger (Trace the picture CB p. 61).


EXTRA TIME Hand photocopies of p. 92 of the TB and say eight for

the children to find the number and repeat it. Trace the number. Say Count the bugs for the children to point to them and count them. Repeat with number 9.

OC/OE

OC/WC/OE

OC/OE

OC/OE

WC/OE

OC/OE

WC

WC

WE

OC/DE

OC/OE

WC/OE

GA

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GA

GA

IA

GA

GA

GA

IA

IA

GA

GA

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171

UNIT 9: FACESE

SSIO

N 6


Lesson2. Warm up! Review umbrella, van

3. Learn letter w and the /w/ sound


5. Learn to trace the w





Perform the actions related with umbrella and van. The children are to say the sounds of the letters.

Put the flashcard of window on the board and say window for the children to repeat them. (Listen and chant CB p. 62).

Ask if they can hear the initial sound of the word. Pronounce /w/ for the children to repeat.


Pretend to be opening a window holding the edge of the window panes while you repeat the word /w/ window. The children are to repeat the action, the sound and the word (Act CB p. 62).

With your back to the class, write a w in the air with a finger as it appears in the book while you pronounce /w/ window (Trace the letter CB p. 62).

Write the w with dots on the board as is seen in the book and show how to trace the letter.


Ask the children what they think they are to trace in the picture. Trace with a finger on the upper part of the window starting at the dot. (Trace the picture CB p. 62).


EXTRA TIME Perform the actions related with letters a-w randomly

for children to say the sound and the word and join in to perform the action.

OC/OE

OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

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172

UNIT 9: FACESE

SSIO

N 7


Lesson2. Warm up! Review the characters and

expression




6. Consolidate vocabulary from the unit and review vocabulary from other units


Sing the song in Lesson 2 again showing the flashcards of the characters.



Ask children what they think happens in the story. Listen to the story again. Explain that Baz and his grandpa are very happy because it is the first time they talk on the phone (Look and listen CB p. 63).

Act out the story in groups of three. Listen to the first line of the story, grandpa pretends to talk on the phone. Listen to the second line, Baz pretends to answer and points to himself when he hears It’s Baz on the CD. Repeat with other groups of children (Listen and act CB p. 63).

As they grow familiar with the story, they can repeat some words but if they prefer to remain silent they may do so (Listen and act CB p. 63).


EXTRA TIME Revise the parts of the body and of the face with the

flashcards. Show the flashcards and say the words for the children to repeat.

Give instructions with Touch your… for the children to touch the part of the body that is mentioned.

OC/OE

OC/OE

OC/OE

OC

OC/OE

OC

OC/OE

OC/OE

OC/OE

OC

GA

GA

GA

GA

GA

gA

GA

GA

GA

GA

5’

10’

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CD: tracks 1, 2, 76Flashcards: 1-4, 21-24, 33-36

173

UNIT 10: ANIMALSSE

SSIO

N 1



body and the face

3. Identify 4 animals




Give instructions with Touch your…for the children to touch the part of the body or the face that is mentioned.

Talk about the animals. Which is their favourite animal? Colour the flashcards on the board in the following order: bird, butterfly, dog, goat. Point and pronounce (Listen and say CB p. 64).

Play the CD audition and say listen. Children are to point to the flashcards as they hear the animals.

Listen to the CD again, stopping after each part for the children to repeat in group or individually (Listen and say CB p. 64).

Hand each child their CB open on p. 64 and ask questions about the picture (who can they see? Where are they? What are they looking at? (Listen and find CB p. 64).

Explain to the children that they are to point at the animals that are shaded when they hear them. Say listen and play the audition stopping whenever necessary (Listen and find CB p. 64).

Hand the children the stickers of the animals and say it’s sticker time! (Stick and say CB p. 64).

Showing one of the children’s stickers, point to the goat and say goat for the children to repeat. Find the sticker and stick it on the book. Repeat with other stickers (Stick and say CB p. 64).

Listen to the Goodbye song to end the lesson

EXTRA TIME Hand them a copy of p. 93 of the TB. Say butterfly for

the children to point to the right animal and repeat. Repeat with the remaining animals.

Colour the animals.

OC

OC

OC/OE

OC/DE

OC/OE

OC/OE

OC/DE

OC

OC/OE/DE

OC/OE

OC/OE

DE

GA

GA

GA

GA

GA/IA

GA

GA/IA

GA

GA/IA

GA

IA

IA

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UNIT 10: ANIMALSOBJECTIVES Activities Skills Interact. Time Material

174

SESS

ION


Lesson2. Warm up! Review the animals

3. Learn a song to help them learn the animals

4. Sing a song





Review the names of the animals with the flashcards, including cat and duck from Unit 2. Show the flashcards and say the words. Next show them for the children to say the words.

Put the flashcards of the animals on the board. Show the children animal sounds in English (dog: woof; cat: meow; duck: quack; goat: meh; bird: tweet) while doing mime. Practise the sounds and actions with the children (Listen and sing CB p. 65).

Play the CD audition and say listen. Perform the actions along the first 2 lines of each stanza. In the third line point to the right flashcard and in the fourth line, deny with your head and point to the right flashcard (Listen and sing CB p. 65).


Sing the song using the CD if you wish, pointing to the animals and performing the actions. Repeat encouraging the children to sing the song (Sing and do CB p. 65).

Hand each child their CB open on p. 65 and explain that the cubs need to find their mums. Show them in the book how to trace the line between the cub and its mum. (Trace and join CB p. 65).

Trace the line between the animals. While they perform the activity, ask the names of the animals and sounds. Sing the song again pointing to the right animal when they hear its sound. (Trace and join CB p. 65).


EXTRA TIME Show the flashcard of the cat and ask Is it a cat? For

the children to answer yes. Show the flashcard of dog and ask Is it a bird? For the children to answer No, it’s a dog. Repeat with other animals.

OC

OC/OE

OC

OC/OE

OC/OE

OC/OE

OC

OC/OE/WE

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

IA/GA

GA

GA

5’

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CD: tracks 1,2, 79Flashcards: 37-40, 43-44

175

UNIT 10: ANIMALSSE

SSIO

N 3


Lesson2. Review the animals

3. Learn letter x and the /ks/ sound


5. Learn to trace the x




Put the flashcards of all the animals they know around the class. Perform an action or make the animal sound for the children to stand next to the right flashcard.

Put the flashcard of box on the board and say box for the children to repeat (Listen and chant CB p. 66).

Ask if they can hear the end sound of the word. Pronounce /ks/ for the children to repeat.


Pretend to be opening a box and looking inside while you pronounce /ks/ box. The children repeat the action, the sound and the word (Act CB p. 66).

With your back to the class, write an x in the air with a finger as it appears in the book while you pronounce /ks/ box (Trace the letter CB p. 66).

Write the x with dots on the board as is seen in the book and show how to trace the letter.


Ask what they think they should trace in the picture. Trace with a finger over the lines of the box (Trace the picture CB p. 66).


OC/OE

OC

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/ED

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

5’

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CD: tracks 1, 2, 80-81Flashcards: 39, 43, 44, 64-65

176

UNIT 10: ANIMALSSE

SSIO

N 4


Lesson2. Learn letter and sound /j/


4. Learn to trace the y




Put the flashcard of yogurt on the board and say yogurt for the children to repeat (Listen and chant CB p. 66).

Ask if they can hear the initial sound of the word. Pronounce /j/ for the children to repeat.

Play the CD with the audition and say listen. Listen and repeat (Listen and chant CB p. 66).

Pretend to be eating yogurt as you pronounce /j/ yogurt. The children repeat the action, the sound and the word (Act CB p. 66).

With your back to the class, write a y in the air with a finger as it appears in the book, while you pronounce /j/ yogurt (Trace the letter CB p. 66).

Write the y with the dots on the board as it appears in the book and show how to trace the letter.


Ask them what they think they should trace in the picture. Trace with a finger over the lines of the yogurt spoon (Trace the picture CB p. 66).


OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/DE

OC/OE

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

5’

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CD: tracks 1, 2, 80-81Flashcards: 39, 43, 44, 64-65

177

UNIT 10: ANIMALSSE

SSIO

N 5



3. Count to 10






Sit the children in a circle and count to 9, each of them saying a number. Ask them to start off whispering and then say it out loud.

Call 10 children to the front of the class, point to them and say ten. Next, point to them one by one and say one, two, three, four, five, six, seven, eight, nine, ten (Listen and chant CB p. 67).

Sing a song to practise number 10. Play the CD and say listen. Listen and repeat (Listen and chant CB p. 67).

Show a selection of sets of 10 classroom objects (pencils, chairs, books, etc) and say ten for the children to repeat (Count CB p. 67).


With your back to the class, write a 10 in the air with a finger as it appears in the book, while you pronounce ten (Trace the number CB p. 67).


Practise tracing the number with a finger in the air in the CB (Trace the number CB p. 67).

Ask them to find striped lines around the insects. Trace with a finger (Trace the picture CB p. 67).


EXTRA TIME Put the flashcards around the class. Say a number from

1 to 10 for the children to stay next to the right flashcard. Repeat naming numbers randomly.

GA

GA

GA

GA

IA

GA

GA

GA

IA

IA

GA

GA

5’

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178

UNIT 10: ANIMALSSE

SSIO

N 6


Lesson2. Warm up! Review box, yogurt

3. Learn letter z and the /z/sound


5. Learn to trace the z





Perform the actions related with box and yogurt. The children are to say the sounds and the letters.

Put the flashcard of zebra on the board and say zebra for the children to repeat. (Listen and chant CB p. 68).

Ask if they can hear the initial sound of the word. Pronounce /z/ for the children to repeat.


Make zigzag line son your breast with a finger as you repeat the word /z/ zebra. The children repeat the action, the sound and the word (Act CB p. 68).

With your back to the class, write a z in the air with a finger as is seen in the book while you pronounce /z/ zebra (Trace the letter CB p. 68).

Write the z with dots on the board as seen in the book and show them how to trace the letter.


Ask the children what they think they should trace in the picture. Trace with a finger over the zigzag line starting at the dot (Trace the picture CB p. 68).


EXTRA TIME Perform the actions related with letters a-z randomly

for the children to say the sound and the word and join in for the action.

OC/OE

OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OC

WC

WE

OC/ED

OC/OE

OC/OE

GA

GA

GA

GA

GA

GA

GA

GA

IA

IA

GA

GA

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179

UNIT 10: ANIMALSSE

SSIO

N 7


Lesson2. Warm up! Review classroom objects



5. Establish a routine to end the lesson 6. Consolidate vocabulary in the unit


Review classroom objects from Unit 3 with the flashcards. Show bag and ask Is it a bag? For them to say yes. Show pencil and ask Is it a chair? For them to say No. Encourage them to say It’s a pencil.

Hand each child their CB open on p. 69. Point to the frames of the story in order. Talk about what they see in the pictures and what mum is holding in her arms (Look and listen CB p. 69).


Ask the children what they think happens in the story. Listen to the story again. Explain that mum has had a baby and is bringing it home to meet the family (Look and listen CB p. 63).

Listen again to the story. Talk about newly born babies with the children. Do any of them have a baby sister or brother? Is mum expecting a little brother? (Look and listen CB p. 69).

Act out the story in groups of four. Listen to the first line of the story, Tess and Baz point to the baby. Listen to the second line, dad points to the baby and mum rocks the baby in her arms. Repeat with other groups of children (Listen and act CB p. 69).

As they grow familiar with the story they can repeat some words, but if they prefer to remain silent, they can do so (Listen and act CB p. 69).


EXTRA TIME Revise the animals. Cover the flashcard of an animal

with a sheet of paper and disclose it little by little until a child guesses the animal and says its name. Repeat with other animals.

OC/OE

OC/OE

OC/OE

OC

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

WC/OE

GA

GA

GA

GA

GA

GA

gA

GA

GA

GA

5’

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CD: tracks 1, 2, 84Flashcards: 9-12, 37-40

180

UNITS 9 AND 10: REVIEW 1OBJECTIVES Activities Skills Interact. Time Material

181

REIN

FORC

EMEN

T SE

SSIO

N 1

1. Establish a routine to begin the Lesson

2. Warm up! Review the actions related with letters u-z


4. Sing a song to review letters


6. Review the sounds with a fun activity


Perform the actions related with the letters (u-z) for children to identify the sounds and the words and join in to perform the actions.



Write letters u-z on the board. Point to them for the children to say the sounds (Stick and say CB p. 70).

Show the flashcard of umbrella and pronounce the word. Ask them for the initial sound of the word. Put the flashcard next to letter u. Repeat with van, window, box, yogurt, zebra (Stick and say CB p. 70).

Hand the children the stickers of letters u-z and say it’s sticker time! Say umbrella… /ʌ/ and point to the letter and picture on the board. Ask the children to identify the sticker for /ʌ/ and stick it next to the picture of the umbrella in the book. Repeat with the remaining sounds (Stick and say CB p. 70).



EXTRA TIME Hand photocopies of p. 94 of the TB. Say /z/ and ask if

they can find in the picture something beginning with this sound (zebra). When they find the zebra, they are to repeat the sound, say the word and perform the action. Repeat randomly with other sounds. Colour the 6 pictures.

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE

OC/OE/ED

OC/OE

OC/OE

OC/OE/ED

GA

GA

GA

GA

GA

GA

GA/IA

GA

GA

GA/IA

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182

UNITS 9 AND 10: REVIEW 2

REIN

FORC

EMEN

T SE

SSIO

N 2

OBJECTIVES Activities Skills Interact. Time Material1. Establish a routine to begin the lesson2. Warm up! Review the numbers






Sing the numbers song from Lesson 4.

Hand each child their CB open on p. 71. Ask them to say numbers 6-10 in order and point to them in their book (Look and say CB p. 71).

Showing the book point to shoes and say shoes for the children to point to them. Repeat with other objects (Look and say CB p. 71).

Holding the book show how to trace a line between number 6 and the shoes with a finger for children to trace it (Join CB p. 71).

Point again to number 6 and say six, trace the line to the shoes and point to them saying shoes. Point to 6 of the shoes and count to 6. Repeat. The children repeat counting in their books. (Join CB p. 71).

Quickly colour 6 shoes and show the book. Count again from 1-6. Ask the children to colour 6 of the shoes in their book (Count and Colour CB p. 71).

Repeat the process with the rest of the numbers. Count the coloured objects with the children (Count and Colour CB p. 71).

Review all the words learnt in lessons 9 and 10 showing the flashcards, asking them to say each word or sound accordingly and performing the actions (Round-up CB p. 71).

Tell the children that they know all the words and numbers they have just revised and that they can stick a smiley face on the page for having learnt so much English. Hand them the stickers for them to find the smiley face and stick it in the corner of the page (Round-up CB p. 71).


EXTRA TIME Sing the song or songs in Lesson 2 of Units 9 and 10.

OC/OE

OE

OC/OE

OC/OE

WC/WE

OC/OE

OC/ED

OC/ED/OE

WC/OE

OC

OC/OE

OE

AG

AG

AG

AG

IA

AG

IA

AG/IA

AG

IA

AG

AG

5’

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CD: tracks 1, 2, 79, 82Flashcards: 33-40, 61-66, 75-76

183

Annex I. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

School

Street

Town Province Postcode

TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1234

DISTRIBUTION OF PUPILS

Pre-Primary, 2nd evelYear:

Number of pupils Number of groups

1st year 2nd year3rd year

ORGANISATION OF SPACE AND TIME

Material Resources Available in the School (omit those which are not relevant)

Video recorder TV Radio cassette player / CD player Video camera Computers Interactive whiteboard

(Write here any remarks concerning when, how and why these resources are used.)

Special Resources Available in the School (omit those which are not relevant)

Language classroom

Pre-Primary, 1st Level

184

Language lab Computer room Playground Gym Theatre Library

Criteria for Using Common Spaces(Write here any remarks concerning when, how and why these resources are used for English classes.)

Distribution of Classroom Space(omit those which are not relevant)

Distribution of desks in rows U-shaped distribution of desks Specific corners: class library, cross-curricular subjects, games, crafts, etc. Others.

OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER GROUPS

(Write here any educational or educational-recreational activities planned)Participant group/s

Participant teachers

Term/Dates Outing and activity descriptions

Remarks

185

programación little friends english€¦ · web viewpretend to describe a pony tail on your head...

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