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Teaching Programme

Ricky the Robot B

Pre-Primary EducationB

__________________Modern Foreign Languages

English

Ricky the Robot B -Teaching Programme

UNIT 1: PAINTING TIME

THEMES

Colours

The class

1. OBJECTIVES OF COMUNICATION

Show and review level A; characters, colours, and food Say and understand colour words to describe class objects. Describe the colour os some class objects using: It’s (blue). Listen and understand the story of the unit: Painting time. Sing and represent the song Colours using mimes: I like pink, Colour song. Represent a small story. Name, trace and understand teh value of numbers 1 and 2. Establish basic English class routines. Make an interdisciplinary activity, practicing language through a cracft activity: a colour cube. Enjoy playing a variety of action games.

2. CONTENTS

Language1. New Language

Vocabulary: brow, pink, black, white, door, window

Numbers 1 and 2

Language structures: It’s (blue)

2. Review language

Ricky, Toby, Kim, hello/goodbye.

red, green, blue, yellow, book, table, chair, pencil, crayon, apple, biscuit, sandwich, yogurt.

3. Receptive language

Who’s this?, It’s Ricky. Is it (kim)?, Point to (Ricky). What’s this?, What colour is it?, Is it (brow), What number is it? How many (cakes)?

4. Activity Book additional language

orange, purple, grey.


StoryPainting time. Big Book 1.

Songs and Chants

Routines: Hello, Ricky; Happy birthday, Tidy up time; Goodbye time.

Chant: Black, brown and white.

Vocabulary song: Toby, Kim, Ricky too, I like pink.

Numbers chant: 1,2

Unit's song: Colour Song.

Interdisciplinary contentsArts and crafts: hacer a colour cube.Pre-reading and writing: tracing descending straight lines from left to right, fine motor skills.

Maths:

- recognize and form numbers 1 and 2. - count to 2- review words and concepts: square, rectangle, triangle, circle.

Music and Theater:

- physical representation of the story using music and mime.- understand the rhythm and expression of singing.

Strategies to reflect on learning Use previous knowledge. Listen, understand and follow instructions. Repeat words and phrases. Use mimes and gestures as a skill for communication. Use songs, games and chants to learn new vocabulary and language structures. Learn to use visual cues . Practice motor skills.

3. AREAS DEL CURRÍCULO DE EDUCACIÓN INFANTIL

3.1 Knowledge of their own and personal autonomy

- Value a positive self-image.- Understand class routines.- Cooperate and colaborate.- Play in a group.- Use the five sentences.- Enjoy physical activity


3.2 Knowledge of the surroundings

- Observe specific situations; classroom and surroundings- Understand the characteristics of different geometric shapes.- Understand a sequence.

3.3 Languages: communication and representation

- Enjoy language as a tool for comminication- Understand communication through illustrations and story sequence.- Develop use of a foreign oral language in daily situations.- Develop a positive attitude towards the learning of other languages.- Develop musical communication through songs and nusical instruments (rythm and intonation)- Understand stories and rhymes.- Communicate through arts, crafts and exploring new materials.- Communicate through gestures and body movements.- Make a representation through theater and physical expression.

4. BASIC COMPETENCES

Linguistic communication

All the sections and activities of the unit help develop linguistic competence using language as a tool for communication.

Data processing and digital competence

All the sections and activities Pupil's Book Multi-Rom activities.

Social and civic competence

This competence is develop through exercising essential communications skills encouraging good manners and respect: group activities.

Cultural and artistic competence

This competence is develop in the Unit through the following activities:

Listen and sing the song of the unit. Listen and interpret the story, unit's Big book. Artistic expression through drawing, painting and crafts:

- A colour cube.- Draw a self portrait (Photocopiable 8, TRB).

Learning to learn competence


Reflect on what they have learned and how they learn it. Familiarized with Pre-reading and Pre-writing activities. Develop learning strategies, like the stickers activity.


Autonomy and personal initiative This competence is develop in the Unit through the following activities:

Take responsibility in routines and tasks proposed by the unit. Socialize, cooperate and work as a team. Work on crafts fostering autonomy, self-esteem and personal identity.

Competence in interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: el aula y sus objetos.

Matematical CompetenceThis competence is develop is develop in the Unit through:

- recognize and form numbers 1 and 2. - Count to 2.- Review words and concepts: square, rectangle, triangle, circle.

Emotional competence

Emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales:

- Express feeling and emotions: in all exchages of communication, games, etc- Use art and visual language to express emotions.- Practice movements and corporal expressions without inhibitions.- Overcome inhibitions through songs and music from the unit.

5.- ATTENTION TO DIVERSITY

Extra-practice and extension activities

Lesson starter

Photocopiable 2, TRB. Photocopiable 50.

Lesson 1

Listen and run TG, p. 19. Photocopiable 3, TRB.

Lesson 2

Photocopiable 4, TRB. Game: Memory snap, TG p. 21.

Lesson 3

Story: Painting time. Big Book 1, p.8. Listen and say the missing word, TG p. 23.

Lesson 4

Game: Pass the cards TG, p. 25. Puppet theatre, TG p. 25.


Lesson 5

Photocopiable 6 (TRB). Game: Count and say TG p. 27.

Lesson 6

Game: Colour game TG p. 29. Song with musical accompaniment, TG p. 29.

Lesson 7

Game: Colour cube snap, TG p. 31. Game: Pass the ball, TG p. 31.

Lesson 8

Photocopiable 8, (TRB). Classroom frieze, TG p. 33. Activity Book activities(Activity Book sheets).

6. EVALUATION

In the second cicle of Pre-Primary Education, evaluation is global, continious and formative. Direct and sistematic observation is the primary technique of the evaluation process.

6.1 Evaluation criteria.

Objectives

Start distinguishing colours and geometric shapes. Say and trace numbers 1 and 2 Show interest to what happens in the story.. Recognize the characters in a story. Respond properly to the instructions.. Complete the worksheets. Participates in games, songs and activities from the TRB. Start developing spatial awareness, physical coordination and fine motor skills.

Work in Pre-Primary Education AreasArea 1. Knowledge of their own and personal autonomy

Block 1 Body and self image.

Block 2 Games and movement.

Block 3 Activities and daily live.

Block 4 Personal higiene and health.

Area 2. Knowledge of the surroundings

Block 1 Physical mean: elements, relationships and measurements.


Block 2 Approach to nature.

Block 3 Culture and social life.

Area 3 Languages: communication and representation

Block 1 Verbal language

Block 2 Audiovisual and technologies of information language.

Block 3 Artistic language.

Block 4 Body language.

6.2 Instruments for evaluation

Photocopiables del TRB, Unit1. PB Worksheets, Unit1. AB Sheets, Unit1. Poster 1 and stickers. PB stickers.

6.3 Attitude and general comments

Show interest in learning. Puts efforts in work. Participates. Feels confident in class. Respects routines and class rules. Cooperates with peers. Listens to his peers. Respects rules and regulations and his/her turn.


UNIT 2: AT THE FARM

THEMES

Farm animals


Say and understand vocabulary about farm animals. Reviewand describe animals from Level A. Enjoy a chant and a song to practice new vocabulary. Talk about animals using the language structure It’s a (cow). Listen and understand the story of the unit: At the farm. Represent a small story. Learn from where eggs, milk and wool come from. Say, draw and understand the value of number 3. Sing and represent a song about farm animals using mimes with musical accompaniment; drums. maracas

and triangles. Stablish basic English class routines. Make an interdisciplinary activity, practicing language through a cracft activity: a farm animals mobile Comprender de forma progresiva más Language del aula.

2. CONTENTS


Vocabulary: cow, sheep, horse, chicken, duck, goat

Number 3

Language sturctures: It’s a (cow).

2. Review language

dog, cat, mouse, bird, black, white, brown, pink, yellow, green, blue.

Number 1-2

It’s (colour)


What’s this?, Who’s this?, Is it a (cow)?, What does a (cow) say?, What colour is it?, What number is it? Eggs come from chickens, Milk comes from cows, Wool comes from sheep, How many (duck)?, Stamp your feet.



pig, donkey, rabbit.

StoryAt the farm. Big Book 1.

Songs and Chants

Routines: Hello, Ricky; Happy birthday, Tidy up time; Goodbye time

Chant: The farm – 1,2,3.

Songs: Listen to the goat – Come to the farm.

Interdisciplinary contentsArts and crafts: make a farm animals mobile.Pre-reading and writing:

- left to right progressions with short and long vertical lines.- Spatial abilities with silhouettes and fragments of a figure.- motor skills.Maths:

- Recognize and form number 3. - Count to 3.- Review words and concepts: square, rectangle, triangle, circle.Music and Theater:

- physical representation of the story using music and mime.- understand the rhythm and expression of singing.Knowledge of the surroundings: understand the relationship between farm animals and the products that come from them.

Strategies to reflect on learning Use prior knowledge. Listen, understand and follow instructions. Repeat words and phrases. Use mimes and gestures as a skill for communication. Use songs, games and chants to learn new vocabulary and language structures. Learning to use visual cues. Practice motor skills.

3. PRE-PRIMARY EDUCATION CURRICULUM


- Value a positive self-image.- Understand class routines.- Cooperate and colaborate.- Play in a group.- Use the five sentences.


- Enjoy physical activity


- Observe specific situations; a farm and its surroundings.- Understand the characteristics of different geometric shapes.













- An animal mobile- Draw a self portrait in a farm (Photocopiable 14, TRB)








Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: farm and animals


- Recognize and form number 3. - Count to 3.- review words and concepts: square, rectangle, triangle, circle.



- Express feeling and emotions: in all exchages of communication, games, etc- Use art and visual language to express emotions.- Practice movements and corporal expressions without inhibitions.- Overcome inhibitions through songs and music from the unit..



Lesson 1

Listen and run TG, p. 41 Photocopiable 9, TRB

Lesson 2

Photocopiable 10,TRB Game: Memory snap, TG p. 43

Lesson 3

Story: At the farm. Big Book 1, p.8 Listen and say the missing word, TG p. 23 and 45

Lesson 4

Game: Pass the cards TG, p. 47 Puppet theatre, TG p. 47

Lesson 5

Photocopiable 12 (TRB) Game: Count and say TG p. 27 and 49


Lesson 6

Game: slow reveal TG p. 51 Song with musical accompaniment, TG p. 51

Lesson 7

Game: Find something that is white, TG p. 53 Game: Musical mime, TG p.53

Lesson 8

Photocopiable 14 (TRB) Classroom frieze, TG p. 55

6. EVALUATION



Objectives

Recognice and say vocabulary related to farm animals. Name and trace number 3. Show interest to what happens in the story. Recognize the characters in a story. Respond properly to the instructions. Complete the worksheets. Participates in games, songs and activities from the TRB. Start developing spatial awareness, physical coordination and fine motor skills.

















Photocopiables del TRB, Unit 2. PB Worksheets, Unit 2. AB Sheets, Unit 2. Poster 2 and stickers. PB stickers.




UNIT 3: UP AND DOWN

THEMES

The park.The concepts (up/down).


Decir y comprender los nombres de los elementos de un parque. Learn the concpts up and down. Understand and mention the colour of things in a park. Enjoy a chant and a song to practice new words. Ask and answer questions using What’s this? It’s a (swing) Understand and enjoy a story: Up and down. Represent a small story. Say, draw and understand the value of number 4. Sing and represent a song about a park using mimes with musical accompaniment; drums. maracas and

triangles. Complete a puzzle, learning to put the pieces in the right place. Enjoy playing a variety of action games. Understand the language of the class progressively.

2. CONTENTS


Vocabulary: Slide, swing, sandpit, seasaw, up, down, number 4

Number 4.

Language structures: What’s this? It’s a (slide).


Run to the (slide), Is it up or down? Be a (seasaw), How many (swings), What colour is number 3? Colour the (swing) (blue), Sandcastle, What's missing? Is this right?

3. Review language

Cow, sheep, chicken, duck, goat, It’s a… Numbers 1 – 3.


Climbing frame, bucket, spade.


StoryUp and down. Big Book 1.

Songs and Chants


Chant: Playground chant – 1,2,3,4.

Songs: Seesaw – Park song.

Interdisciplinary contentsArts and crafts: - Complete a puzzle with a park scene.Pre-reading and writing:

- up and down progressions from left to right with vertical and curve lines.- Spatial abilities with silhouettes and fragments of a figure.- fine motor skills.Maths:

- Recognize and form number 4. - Count to 4Music and Theater:

- Represent the concepts of a story using music and mime.- understand rhythm- Express through singing.




- Value a positive self-image.- Understand class routines.- Cooperate and colaborate.- Play in a group.- Use the five sentences.- Enjoy physical activity


- Observe specific situations; The park.


- Understand the characteristics of different geometric shapes.- Understand a sequence.












Listen and sing the song of the unit. Listen and interpret the story, unit's Big book. Artistic expression through drawing, painting and the Arts and crafts:

- a puzzle about a park scene.- draw a self portrait in the park (Photocopiable20 TRB).

Learning to learn competenceThis competence is develop in the Unit through the following activities:

Reflect on what they have learned and how they learn it. Familiarized with Pre-reading and Pre-writing activities. Develop learning strategies, like the stickers activity.Autonomy and personal initiative This competence is develop in the Unit through the following activities:




Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: The park.


- Recognize and form number 4. - Count to 4.- Objects sequences.






Lesson 1

Listen and run TG, p. 63. Photocopiable 15,TRB.

Lesson 2

Photocopiable 16,TRB. Game: Memory snap, TG p. 65.

Lesson 3

Story: Up and down. Big Book 2, p.8. Listen and say the missing word, TG p. 67.

Lesson 4

Game: Musical mime TG, p. 69. Puppet theatre, TG p. 69.

Lesson 5


Lesson 6

Game: Mime and say, TG p. 73. Song with musical accompaniment, TG p. 73.

Lesson 7

Game: Listen and mime, TG p. 75. Game: Run and play, TG p. 75.


Lesson 8

Photocopiable 20 (TRB). Park frieze, TG p. 77.

6. EVALUATION



Objectives

Say and recognize vocabulary related to a park Name and trace number 4. Show interest to what happens in the story.. Recognize the characters in a story. Respond properly to the instructions. Complete the worksheets. Participates in games, songs and activities from the TRB. Start developing spatial awareness, physical coordination and fine motor skills.










Area 3 Languages: comunicación y representación







TRB photocopiables, Unit3. PB Worksheets, Unit3. AB Sheets, Unit3. Poster 3 and stickers. PB stickers.

6.3 Attitude and general comments Show interest in learning. Puts efforts in work. Participates. Feels confident in class. Respects routines and class rules. Cooperates with peers. Listens to his peers. Respects rules and regulations and his/her turn.


UNIT 4: THE VERY BIG POTATO

THEMES

Family


Decir, comprender y describir a los miembros de Family Enjoy a chant and a song to practive new vocabulary. Talk about their families using: This is my mum. Understand and enjoy a story: The very big potato. Represent a small play. Say, draw and understand the value of number 5. Sing and represent a song about family members using mimes with musical accompaniment; drums.

maracas and triangles. Make a simple picture frame for a family picture. Understand the language of the class progressively. Enjoy playing a variety of action games.

2. CONTENTS


Vocabulary: mum, dad, brother, sister, grandma, granddad,

number 5

Language structures: This is my...

2. Review language

What’s this It’s a (swing),Slide, swing, sandpit, seesaw, Up, Down. Cow, sheep, horse, chicken, dick, goat. Numbers 1 – 5.


Who is this?, Is it Ricky's (mum)?,What colour is Ricky's (mum)?, Show me (5) fingers?

Count your fingers.


Uncle, aunt, baby.


StoryThe very big potato. Big Book 2.

Songs and Chants


Chant: The farm – 1,2,3,4,5.

Songs: Grandma and granddad – This is my mum.

Interdisciplinary contentsArts and crafts: - Make a simple picture frame for a family picture.Pre-reading and writing:

- fine motor skills development, identify what is missing.- match related concepts.Maths:

- Recognize and form number 5.- Count to 5.- visual discrimination of the numbers. Music and Theater:

- physical representation of the story using music and mime.- understand the rhythm and expression of singing.Knowledge of the surroundings:

- get to know the family members




- Socialize to develop a healthy self image.- Understand the needs and life style of others.- Understand changes through time.- Understand class routines- Cooperate and colaborate


- Play in a group.- Use the five sentences.- Enjoy physical activity


- Value the role of the family members- Identify the behaviour of living things.- Share and help at home.- Understand soving problems in a team


- Enjoy language as a tool for comminication- Understand communication through illustrations and story sequence.- Develop use of a foreign oral language in daily situations.- Develop a positive attitude towards the learning of other languages.- Develop musical communication through songs and nusical instruments (rythm and intonation)- Understand stories and rhymes.- Communicate through arts, crafts and exploring new materials.- Communicate through gestures and body movements.- Make a representation through theater and body expressions.











- Make a simple picture frame for a family picture - Draw their families(Photocopiable26 TRB)








Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: Family


- Recognize and form number 5. - Count to 5- sequencing.Emotional competence





Lesson 1

Listen and run TG, p. 85. Photocopiable 21,TRB.

Lesson 2


Lesson 3

Story: The very big potato. Big Book 2, p.8. Listen and say the missing word, TG p. 23 and 89.

Lesson 4

Game: Pass the cards TG, p. 91. Puppet theatre, TG p. 91.

Lesson 5

Photocopiable 24 (TRB)


Game: Count and say TG p. 93.Lesson 6

Game: slow reveal TG p. 95. Song with musical accompaniment, TG p.95.

Lesson 7

Game: Whose family?, TG p. 97. Game: My family, TG p.97.

Lesson 8

Photocopiable 26 (TRB). Classroom frieze, TG p. 99. AB activities(Activity Book sheet 13 to 16).

6. EVALUATION



Objectives

Recognize and express vocabulary related to family members Name and trace number 5. Show interest to what happens in the story.. Recognize the characters in a story. Respond properly to the instructions.. Complete the worksheets. Participates in games, songs and activities from the TRB. Start developing spatial awareness, physical coordination and fine motor skills.










UNIT 5: IT’S A MONSTER

THEMES

The body


Identify, name and count the parts of the body. Understand and say plurals with ‘s’: One head, two legs Enjoy a chant and a song to practice new vocabulary. Understand and enjoy a story: It’s a monster. Represent a small story. Say, draw and understand the value of number 6. Sing and represent a song about teh body using mimes with musical accompaniment; drums. maracas and

triangles. Make a puppet with the different parts of the body. Understand the vocabulary learned in a progressive manner. Enjoy playing a variety of action games.

2. CONTENTS


Vocabulary: One leg. Two legs..

Legs, arms, hands, mouth, nose, eyes.

Ears, head.

Language structures: Plural ‘s’.

2. Review language

Mum, dad, brother, sister, grandma, granddad.

What’s this? It’s a…

Red, yellow, green, blue, brown, white, black, pink.

Numbers 1 – 4.


What are this?, Is it a (mouth), Are they legs?, How many (legs)?, What colour are they?, What’s different?, Point to your (legs), What do you do with your (hands)?, Clap! Jump! Stretch.



Fingers, toes, tummy.

StoryIt’s a monster. Big Book 3.

Songs and Chants


Chant: Body – 1,2,3,4,5,6.

Songs: One hand, two hands – Arms, legs and hands.

Interdisciplinary contentsArts and crafts: - Make a puppet with the different parts of the body

Pre-reading and writing:

- Fine motor skills.- visual discrimination skills.- recognize alikes and differents.- match related concepts.Maths:

- Recognize and form number 6. - Count to 6.- visual discrimination of the numbers.

Music and Theater:

- physical representation of the story using music and mime.- understand the rhythm and expression of singing.





- Learn the needs and characteristic of the human body.- Control the body and its movements.- Show initiative to learn new skills.- Learn class routines.- Cooperate and colaborate- Play in a group.- Use the five sentences.- Enjoy physical activity


- Value the size and characteristics of an object.- Value their relationship with their peers- Entender y aceptar la diversidad.










Cultural and artistic competenceThis competence is develop in the Unit through the following activities:

Listen and sing the song of the unit.. Listen and interpret the story, unit's Big book. Artistic expression through drawing, painting and the Arts and crafts:

- Make a puppet with the different parts of the body- Draw a self portrait (Photocopiable 32, TRB).








Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: The body humano.


- Recognize and form number 6. - Count to 6.- Sequencing and grouping






Lesson 1

Musical bodies TG, p. 107. Photocopiable 27,TRB.

Lesson 2

Photocopiable 28,TRB.. Game: Memory snap, TG p. 109

Lesson 3

Story: It’s a monster. Big Book 3, p.8. Listen and say the missing word, TG p. 111.


Lesson 4

Game: Run TG, p. 113. Puppet theatre, TG p. 113.

Lesson 5


Lesson 6

Game: have a peek, TG p. 117. Song with musical accompaniment. One hand, two hands, TG p.117.

Lesson 7

Game: What’s missing?, TG p. 119. Game: Musical mime, TG p. 119.

Lesson 8

Photocopiable 32 (TRB). Life-size figure, TG p. 121. AB activities (Activity Book sheet 17 to 20).

6. EVALUATION



Objectives

Recognize and express vocabulary related to the parts of the body. Name and trace number 6. Show interest to what happens in the story. Recognize the characters in a story. Respond properly to the instructions. Complete the worksheets. Participates in games, songs and activities from the TRB. Start developing spatial awareness, physical coordination and fine motor skills.


















6.3 Attitude and general comments Show interest in learning. Puts efforts in work. Participates. Feels confident in class. Respects routines and class rules. Cooperates with peers. Listens to his peers. Respects rules and regulations and his/her turn.


UNIT 6: THESE ARE MY SHORTS!

THEMES

Clothes.


Name different types of clothes Talk about clothes using These are my (shoes). Enjoy a chant and a song to practice new vocabulary. Represent a small story. Review the numbers from 1 to 6 and enjoy the song of the Numbers. Sing and represent a song about clothes using mimes with musical accompaniment; drums. maracas and

triangles. Make a dress up puppet. Understand the new language progressively Enjoy a variety of action games.

2. CONTENTS


Vocabulary: T-shirt, trousers, shorts, dress, shoes,

Coat, hat, glasses.

Numbers 1 – 6.

Language structures: These are my (shoes).

2. Review language

Legs, arms, hands, mouth, nose, eyes, Ears, head, mum, ball, cat, big, little, This is my (dress)

What’s this? It’s a (dress).It’s (colour); plural, ‘s’ Numbers 1 – 6.


What are these?, Is this a (dress)?, Are they (shoes)?, What colour is the (dress)?, What colour are the (shoes)?, Is the ball big or little?, What’s missing?


Sandals, skirt, jumper.


Story.These are my shorts! Big Book 3

Songs and Chants


Chant: Clothes.

Songs: This is my hat- I can count to 6 – I get dressed.

Interdisciplinary contentsArts and crafts: - dress up Toby and Kim. Pre-reading and writing:

- Fine motor skills.- Understand sequences.- Visual discrimination.Maths:

- Review the shape and the concept of the numbers to 6 - Count to 6.- Understand numeric sequence.Music and Theater:


- understand the relationship between farm animals and the products that come from them.




- Understand class routines.Understand possibilities and restrictions.Become aware of their bodies and clothings.

- Cooperate and colaborate.


- Play in a group.- Use the five sentences.- Enjoy physical activity


- Understand numeric sequences. - Match similar objects.- Solve problems using logical thinking.












Listen and sing the song of the unit.. Listen and interpretation of the story, Unit's Big Book Artistic expression through drawing, painting and crafts:

- Make a dress up puppet.- Draw a self portrait wearing their favourite clothes (Photocopiable38, TRB)



Reflect on what they have learned and how they learn it. Familiarized with Pre-reading and Pre-writing activities. Develop learning strategies, like the stickers activity.Autonomy and personal initiative This competence is develop in the Unit through the following activities:

Take responsibility in routines and tasks proposed by the unit. Socialize, cooperate and work as a team. Work on crafts fostering autonomy, self-esteem and personal identity.Competence in interaction with the physical world

Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: The body humano.


- Identify numbers from 1 to 6. - Count to 6.- sequencing.Emotional competence





Lesson 1

Listen and run TG, p. 129. Photocopiable 33, TRB.

Lesson 2


Lesson 3

Story: These are my shorts! Big Book 3, p.8. Listen and say the missing word, TG p. 133.

Lesson 4

Game: Pass the ball TG, p. 135. Puppet theatre, TG p. 135.

Lesson 5

Photocopiable 36 (TRB). Numbers in the air, TG p. 137.


Lesson 6

Game: slow reveal TG p. 139. Song with musical accompaniment, TG p. 139.

Lesson 7

Game: Who’s this?, TG p. 141. Game: Number piles, TG p.141.

Lesson 8

Photocopiable 38 (TRB). Friends, TG p. 143. Activity Book activities(Activity Book sheets, 21 to 24).

6. EVALUATION



Objectives

Recognize and express vocabulary related to clothes. Say and trace the numbers up to 6. Show interest to what happens in the story.. Recognize the characters in a story. Respond properly to the instructions.. Complete the worksheets. Participates in games, songs and activities from the TRB. Start developing spatial awareness, physical coordination and fine motor skills.











FESTIVITIES

THEMES

Festivities :

- Halloween.- Christmas.- Easter.- Summer.


Review numbers up to1 al 6. Enjoy practicing the vocabulary singing and representing songs and chants. Make crafts to celebrate different festivities. Play a variety of action games. Understand the language of the class progressively Enjoy a variety of action games.

2. CONTENTS


witch, pumpkin,

chimney, stocking

chocolate, Easter bunny

sun cream, swimsuit

2. Review language

sweets, mask, triangle, circle, rectangle, square.


It’s Halloween. What’s this?, Is it a (witch)?, Put the sticker on the poster, Is Ricky right?, Help Ricky!, Draw a line. Help the witch find the pumpkin, Good work. Get your stamp. Bring me your worksheets, please. Thank you. What shape is it?.

Songs and Chants


Chant: Father Christmas – Pull on your swimsuit.


Songs: Pumpkin, pumpkin – Christmas time.

Poems: Halloween time – Hop Easter bunny.

Interdisciplinary contentsArts and crafts: - A pumpkin- A Father Christmas.- An Easter Bingo Game- A beach scene- A birthday card.- A carnival mask- A Father's Day card.- A Mother's Day card.Pre-reading and writing:

- Fine motor skills.- Understand sequences.- Visual discrimination.Maths:

- Review numbers and count up to 6.- Review geometric shapes.- Understand numeric sequence.

Music and Theater:


- understand festivals from other places and compare them with their own.




- Value a positive self-image.- Understand class routines.- Cooperate and colaborate.- Play in a group.- Use the five sentences..


- Enjoy physical activity


- Match similar objects.- Solve problems using logical thinking.- Understand cultural diversity.












Sing the festivals songs. Artistic expression through drawing, painting and crafts:

- Make a pumpkin (TG p. 149).- Make a Father Christmas (TG p. 153).- A birthday card (Photocopiable 39, TG p. 164).- A Father's Day card (Photocopiable42, TG p. 164).- Make a carnival mask (Photocopiable43, TG p. 165).- A Mother's Day card (Photocopiable45, TG p. 165).







Part of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it: learn about cultural diversity fostering respect to what's different.


- Review numbers del 1 a 6. - Review geometric shapes.






Halloween

Lesson 1:

Photocopiable 40, TRB. Make a Halloween pumpkin, TG p. 149.

Lesson 2:

Activity sheet 25. Trace and colour. Finish the witch, TG p. 151. Game: Halloween mime game, TG p. 151.

Christmas

Lesson 1:

Photocopiable 41, TRB. Game: Big and little Christmas tree, TG p. 153.

Lesson 2:

Activity sheet 26. Draw what is missing, TG p. 155.


Game: Pass and run, TG p. 155.Easter

Lesson 1:

Photocopiable 44, TRB. Game: Bunny hop relay race, TG p. 157.

Lesson 2:

Activity sheet 27. Trace and say, TG p. 159. Game: Class Easter puzzle, TG p. 159.

Summer

Lesson 1:

Photocopiable 46, TRB. Game: Ricky says, TG p. 161.

Lesson 2:

Activity sheet 28. Match the pictures that are the same, TG p. 163. Game: Stick the swimsuit on the poster, TG p. 163.

6. EVALUATION



Objectives

Recognize and express vocabulary related to clothes. Say and trace the numbers up to 6. Show interest to what happens in the story. Recognize the characters in a story. Respond properly to the instructions. Complete the worksheets. Participates in games, songs and activities from the TRB. Start developing spatial awareness, physical coordination and fine motor skills.

















TRB photocopiables, Festivities . PB Activity sheets, Festivities . Poster de Festivities . PB stickers.




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