UNIDAD DIDÁCTICA 0 HELLO GF4 LOEpearsonespana.blob.core.windows.net/books/Great Fun 4 … · Web...

Great Fun4

Programme

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Foreign Language Section

English

1Teaching Programme – Great Fun 4

UNIT: HELLO

I. General Objectives Get to know the main characters of a book. Familiarise yourselves with the structure and rhythm of the lessons. Revise the key vocabulary from the previous levels.

II. ContentsBlock 1. Read, speak and converse

Understand and use different greetings. Introduce yourself. Revise colours and numbers. Revise the objects in the classroom. Revise the days of the week. Say what you can do using the work: can. Complete the self evaluation and evaluation activities. Recite and present the chant from the presentation. Listen to a dialogue and repeat it in pairs. Perform a chant to learn the names of characters. Listen to and perform a dialogue. Perform actions in order to be able to identify other students.

Block 2: Read and Write

Use segmented phrase cards to practise the structures of a dialogue. Complete a musical activity to revise numbers and colours. Revise the classroom vocabulary with the help of the poster and flashcards. Play a memory game to revise classroom objects. Invent anagrams in small groups. Play a guessing game to revise the days of the week. Complete the initial evaluation exercises in the Workbook.

Block 3. Knowledge about language through use

3.1. Linguistic knowledgeVocabulary and structures:· Chameleon, Rob, Leo, swim, climb, change. Active language· Good morning. How are you? I’m fine.· It’s (Milly).· Look at me!· I can swim.Receptive language:· Good morning. · I’m fine.· It’s (Milly).· Look at me!· I can swim.

3.2. Reflection on learningUse the appropriate greetings on arriving and departing. Actively participate in games and activities n the classroom.


Show a positive attitude towards English.

Block 4. Socio-culturales and intercultural consciousness

Encourage students to participate in games and activities in the classroom (Lesson 1: Beginning the lesson; Revision Activity; Lesson 2: Starting the lesson; Extension Activity; Lesson 3: Revision Activity).

III. Basic competentes: Competence in linguistic communication: Listen to a dialogue and repeat it in

pairs. Play a memory game to revise the objects from the classroom. Mathematical competence: Play a musical game to revise numbers and colours. Knowledge and interaction with the physical world: Revise objects from the

classroom. Digital competence and treatment of information: Language acquisition and

learning activities in the TIC classroom. Social and citizenship competence: Show a positive attitude towards English.

Use appropriate greetings for arriving and departing. Introduce yourself. Cultural and artistic competence: Invent anagrams in small groups. Competence in learning to learn: Complete the self-evaluation Quiz. Independence personal initiative: Understand and use different greetings.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the initial evaluation exercises

in the Workbook. (Workbook, pages 4 - 6).


UNIT 1 AFTER SCHOOL

I. General Objectives Present the theme of after school activities. Recognise a variety of free time activities. Enjoy listening to a story in English.


Use the following demonstrative adjectives correctly: this, these, that and those.

Practice and consolidate the verbs for action.Answer the question: What’s he / she doing?Describe actions in the present continuous. Correctly use the expressions: I like / I don’t like.Use the short answers: Yes, I do; No, I don’t; Yes, he/she does; No, he/she doesn’t.Recognise and produce the /ð/ sound. Recite a tongue twister to practise the /ð/ sound.Repeat the chant from the previous unit in groups of three.Listen to a chant to identify some after school activities.Listen to dialogues to identify the classrooms in the school.Ask and answer questions in pairs. Sing and perform a song from the unit.


Use an illustrated dictionary.Complete the self-evaluation and evaluation activities.Perform a chant in groups.Identify objects with the help of a tape.Create flashcards to identify the objects in the classroom.Perform actions in order to identify various students in the class.Do warm-up activities with various actions.Make a graph to show the favorite sports of the whole class.Play a whole class action game. Listen to a story from the unit and complete the corresponding quiz.Play a table game to consolidate vocabulary. Use an illustrated dictionary to consolidate vocabulary and structures. Complete the exercises from the unit in the Workbook. Complete the self-evaluation quiz.Complete the evaluation activity at the end of the unit.


3.1. Linguistic knowledgeVocabulary and structures:· Art class, sports club, trainers, paints, computer, dance, music, player,

present, birthday, mouse, tomorrow, painting, dancing, playing, warming up, singing, tango, pop, painter, favourite

Active language


· This / that is my (football).· These / those are my paints. · They are (painting).· I like (swimming).· I don’t like (jazz).· Do you like (sports)? Yes, I do / No, I don’t.· Does (Milly) like Julio Iglesias? No, she doesn’t. Receptive language:· This / that is my (football).· These / those are my paints. · They are (painting).· I like (swimming).· I don’t like (jazz).· Yes, I do / No, I don’t.· No, she doesn’t.

3.2. Reflection on learningRecognise the importance of after school activities. Enjoy the rhythm of English through chants, dialogues and songs.Show interest in listening to stories in English. Understand the importance of evaluation and self evaluation.


Encourage students to participate in sports and after school activties. (Lesson 2: Activities 1 and 2; Lesson 3: Activity 1).

III. Basic competences Competence in linguistic communication: Use an illustrated dictionary to

consolidate the vocabulary and structures. Recite a tongue twister to practice the /ð/sound. Ask and answer questions in pairs.

Mathematical competence: Enjoy the rhythms (the mathematics of music) of English through chants, dialogues and songs. Make a table of “favourite sports”.

Knowledge and interaction with the physical world: Play warm up exercises with various actions.

Digital competence and treatment of information: Language acquisition and learning activities in the TIC classroom.

Social and citizenship competence: Encourage students to participate in sports and after school activities.

Cultural and artistic competence: Create flashcardsto identify the objects from the classroom.

Competente in learning to learn: Complete the self evaluation Quiz. Independence and personal initiative: Recognise the importante of after school

activities.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Complete the self evaluation quiz (Workbook, page 12). Complete the Thinking Caps section. (Pupil’s Book, page 12). Complete the Revision Sheet for Unit 1.


UNIT 2 LUCKY YOU LUCKY ME

I. General Objectives Recognise and name the five senses. Learn the alphabet. Enjoy listening to a story in English.


Identify the possessive with ‘s. Signal out possession with the words have got.Recognise the verbs associated with the five senses.Answer the question Can you...?Use the short answers: Yes, I can / No, I can’t. Recite the alphabet.Recognise and produce the /s/ sound.Develop skills in written comprehension.Use the illustrated dictionary. Complete the self evaluation and evaluation activities.Listen to a chant to recognise the five senses. Listen to a tape to identify the possessions of a group.Perform a chant in groups.Listen to a story from he unit.Listen to phrases and say if they are true or false. Sing and perform a song from the unit.


Play an action game to revise the parts of the face. Study an illustration to associate different objects with the five senses.Make guesses in pairs or in small groups.Compare a story with its traditional version.Write out phrases to describe one of the characters from the story.Do a drawing dictation.Play a guessing game to identify the possessions of classmates.Read a short text about chameleons.Write out and illustrate the questions that appear in the song.Recite a tongue twister to practise the /s/ sound.Revise the vocabulary with the help of the Alphabet Fun poster.Trace letters in the air to identify other students.Listen to lists of words and describe the secret message.Play Bingo and hangman to practise the alphabet.Use an illustrated dictionary to consolidate vocabulary and structures. Complete exercises from he unit in the Workbook. Complete the self-evaluation quiz.Complete the final evaluation activity from the unit.


3.1. Linguistic knowledgeVocabulary and structures:


· Tongue, grandad, cake, pizza, tail, shadow, rain, letter, baby, elephant, island, kite, queen, sweater, vampire bat, xylophone, zebra, lucky, long, windy, hear, see, smell, taste, feel, spell.

Active language:· Lucky you, lucky me.· We are lucky!· It’s Rob’s (radio).· You’ve got very big (ears).· He can taste the pizza.· Can you say the alphabet?Receptive language:· We are lucky!· It’s Rob’s (radio).· He can taste the pizza.

3.2. Reflection on learningShow interest in learning something about the five senses. Respect the belongings of your friends.Show interest in listening to a story in English. Participate in games and activities in the classroom.


Encourage students to learn something about the different characteristics of animals (Lesson 3: Activity 2; Study activity).

III. Basic competences Competence in linguistic communication: Write out phrases to describe one of

the characters from a store. Identify the possessive with ‘s. Identify and pronounce the /s/ sounds. Signal possession with the verb: have got.

Mathematical competence: Play Bingo and Hangman to practise the alphabet. Knowledge and interaction with the physical world: Read a short texto on

chameleons. Digital competence and treatment of information: Language acquisition and

learning activities in the TIC classroom. Social and citizenship competence: Play a guessing game to identify the

possessions of classmates. Cultural and artistic competence: Complete a drawing dictation. Compare a

story with its original version. Trace letters in the air so other students can identify them.

Competente in learning to learn: Complete the self-evaluation Quiz. Independence and personal initiative: Complete the evaluation activity at the end

of the unit. Complete the self-evaluation quiz.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Do the self evaluation quiz (Workbook, page 18). Complete the Thinking Caps section. (Pupil’s Book, page 18). Complete the Revision Sheet at the end of Unit 2.


UNIT 3 HAPPY DAYS

I. General Objectives Learn the names of some professions. Tell the time. Enjoy listening to a story in English.


Revise greetings in English.Answer the question: What does he / she do? Tell the correct time using the expression: o’clock.Use the expression: half past in order to tell the time.Name the activities regarding daily routines.Learn the names of other members of the family.Use short answers.Recognise and produce the sounds: /r/ and //.Understand a story in English. Use an illustrated dictionary. Complete the evaluation and self-evaluation activities.Play a game in pairs to revise the five senses.Listen to a dialogue to revise greetings in English.Study an illustration to identify different professions. Relate people to their jobs.Play a whole class game to revise numbers.Sing and perform a song from the unit.Listen to a store from the unit and complete the corresponding quiz.Recite a tongue twister to practice the /r/ and // sounds.


Read a short text about a child’s daily routine.Perform actions and times of the day to allow students to identify them.Create a table to describe the activities that are performed at various times of the day. Play a traditional game to tell the time. Invent anagrams in small groups.Use an illustrated dictionary to consolidate the vocabulary and structures. Complete the exercises from the unit in the Workbook. Complete the self-evaluation quiz.Complete the final evaluation activity from the unit.


3.1. Linguistic knowledgeVocabulary and structures:· Bus driver, cleaner, cook, secretary, baker, auntie, uncle, garden, plant,

country, morning, afternoon, evening, night, midnight, midday, get up, go, have lunch.

Active language· Hi, Mr Brown! Hello, Mr Grey.


· See you tomorrow.· He / she’s a (bus driver).· It’s (ten) o’clock.· It’s half past (eight).· I get up at seven o’clock.· I go to bed at ten o’clock.Receptive language:· See you tomorrow.· It’s (ten) o’clock.· It’s half past (eight).

3.2. Reflection on learning

Understand that all jobs are important in a community. Recognise the importance of daily routines.Enjoy the rhythms of English through chants, dialogues and songs.Show interest in listening to stories in English. Actively participate in manual tasks in the classroom.


Help students understand the importance of daily routines (Lesson 2: Activity 1; Lesson 5: Study exercises).Encourage students to value work done by the workers in their community (Lesson 1: Activities 1 and 2).

III. Basic competences Competence in linguistic communication: Recite a tongue twister to practise

the /r/ and // sounds. Answer the question What does he / she do? Mathematical competence: Play a whole class game to revise numbers. Enjoy

the rhythms of English through chants, dialogues and songs. Knowledge and interaction with the physical world: Perform actions and hours

of the day to help students identify them. Digital competence and treatment of information: Language acquisition and

learning activities in the TIC classroom. Social and citizenship competence: Understand that all work is important in a

community. Perform actions and times of the day to help students identify them. Learn the names of other members of the family.

Cultural and artistic competence: Actively participate in manual tasks in the classroom.

Competente in learning to learn: Complete the self-evaluation Quiz. Independence and personal initiative: Recognise the importance of a daily

routine. Complete self-evaluation and evaluation activities.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Play the self evaluation quiz in the book. (Workbook, page 24). Complete the Thinking Caps section. (Pupil’s Book, page 24). Complete the Revision Sheet for Unit 3.


UNIT CONSOLIDACIÓN 1 2 3 GREETINGS

I. General Objectives Revise key vocabulary from Units 1, 2 and 3. Widen knowledge on other cultures.


Revise the alphabet. Revise greetings.Talk about what you like and don’t like.Be able to say how old you are.Develop written expression.Play a team game with the poster to revise the vocabulary from the term. Listen to a telephone conversation between two people.Perform a dialogue in pairs.Invent similar dialogues in pairs.


Study drawings and recognise the greetings used in various countries. Look for these countries on a world map. Play a whole class game to practise various greetings.Read and complete short texts about children in three different countries.Create and use segmented phrases to practise the structures from the unit. Play a question and answer game in teams to revise the facts learned in the lesson. Complete the exercises in the Workbook.


3.1. Linguistic knowledgeVocabulary and structures:· Birthday, flag, London, Tokyo, Madrid, England, Japan, Spain.Active language· Hi there! Who is it?· What music does (Rob) like?Receptive language:· He likes Came, Came, Came Chameleon!· How old are you? I’m (ten).

3.2. Reflection on learning Show curiosity in learning something about the greetings used in different countries. Understand that errors form a part in the process of learning. Show interest in evaluating the progress made.


Encourage students to participate and cooperate in all the classroom activities.


III. Basic competences Competence in linguistic communication: Talk about what you like and dont

like. Play a question and answer game in teams to revise the facts learned in the lesson. Listen to a telephone conversation between two people.

Mathematical competence: Say how old you are. Knowledge and interaction with the physical world: Look for these countries in

a world map. Digital competence and treatment of information: Language acquisition and

learning activities in the TIC classroom. Social and citizenship competence: Study illustrations to recognise the greetings

used in various countries. Cultural and artistic competence: Create and use segmented phrases to practise

the structures from the lesson. Competente in learning to learn: Complete the self-evaluation Quiz. Show

interest in evaluating progress made. Independence and personal initiative: Show curiosity in learning something

about greetings used in various countries.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Complete the Revision Sheet A at the end of Units 1 to 3.


UNIT 4 EAT DRINK GROW

I. General Objectives Recognise and name foods. Understand the importance of a balanced diet. Enjoy listening to a store in English and widen knowledge on other cultures.


Use the adjectives: hungry / thirsty.Ask and answer questions using: Do you / does he like (grapes)?Count up to one hundred. Identify British money. Use the adverb very to give emphasis. Recognise and produce the /i/ sounds.Understand a story in English. Use an illustrated dictionary. Complete the self-evaluation and evaluation activities. Recite a tongue twister to practise the /i/ sound.Listen to a story from the unit and complete the corresponding quizPerform the story in groups of six.


Play a game with music to revise the numbers.Learn a chant to count in tens.Calculate prices in British money.Draw your favorite sandwich and identify its ingredients. Play a whole class game to revise foodstuffs. Create a poster of foods that each student likes. Complete a number dictation.Classify foods according to if they contain meat or not.Play a team game with the poster to revise the alphabet.Complete a Venn diagram with foods.Learn and perform traditional chants about food.Play a table game to consolidate the vocabulary from the unit.Read a short text about sunflowers.Invent a menu for a picnic.Use an illustrated dictionary to consolidate the vocabulary and structures. Complete the exercises from the unit in the Workbook. Complete the self-evaluation quiz.Complete the evaluation activity at the end of the unit. Develop written expression.


3.1. Linguistic knowledgeVocabulary and structures:· Lemonade, lemon tea, grapes, lettuce, ham, mayonnaise, vegetarian,

vegetable, soup, burger, hot dog, bread, butter, salt, pepper, coffee, tea,


jelly, seed, sunflower, oil, coin, money, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred, hot, cold.

Acrive language· I’m very, very hungry. Have a sandwich.· I’m very thirsty. Have some water. · Do you like (chicken sandwiches)? Yes, I do; No, I don’t.· Does he eat (cheese)? Yes, he does; No, he doesn’t. · I’ve got £1.50. What can I have?· Sunflowers are big yellow flowers. · They have got very small seeds.· Birds like the seeds.Receptive language:· I’m very, very hungry. · I’m very thirsty. · Yes, I do; No, I don’t.· Yes, he does; No, he doesn’t. · I’ve got £1.50. · Sunflowers are big yellow flowers. · They have got very small seeds.· Birds like the seeds.

3.2. Reflection on learning Understand the importance of a balanced diet. Respect the preferences of others in terms of food. Show interest in listening to stories in English. Actively participate in paired or group activities.

Block 4. Socio-culturales intercultural consciousness

Encourage students to understand the importance of a balanced diet (Lesson 3: Activity 2; Lesson 5: Study Activity).

III. Basic competences Competence in linguistic communication: Pracise the /i / sound. Develop

written expression. Use an illustrated dictionary. Ask and answer the question: Do you / does he like (grapes)?

Mathematical competence: Complete a Venn diagram with foods. Complete a number dictation. Learn a chant to count in tens.

Knowledge and interraction with the physical world: Read a short text about sunflowers. Classify foods according to if they contain meat or not.


Social and citizenship competence: Understand the importance of a balanced diet. Respect the preferences of others with regards to food.

Cultural and artistic comptence: Invent a menu for a picnic. Create a poster of foods that the students like or don’t like. Draw your favorite sandwich and identify its ingredients.

Competente in learning to learn: Complete the self-evaluation Quiz. Complete the evaluation activity at the end of the unit.

Independence and personal initiative: Understand the importance of a balanced diet.


IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Complete the self-evaluation quiz (Workbook, page 32). Complete the Thinking Caps section. (Pupil’s Book, page 32). Play the quiz on the book. (Teaching Guide). Complete the Revision Sheet for Unit 4.


UNIT 5 I LOVE MY TOWN

I. General Objectives Talk about the city. Describe pets. Identify the main geometric shapes. Enjoy listening to a story in English.


Use the expressions: There is / are...Identify buildings with the expression: It’s a (school).Describe the physical characteristics of various animals.Use the question: Who / what is it? To identify people and objects and people.Ask about quantities using: How many...?Recognise a produce the /n/ sound.Use the antonyms: hard / soft; fat / thin; big / small.Develop written expression.Understand a story in English. Use an illustrated dictionary. Complete evaluation and self-evaluation activities.Sing and perform a song from the unit. Listen to a chant on characters cities.Listen to a story from the unit and answer questions. Recite a tongue twister using the sound /n/.


Look at an illustration to find various buildings.Trace street plans in pairs.Play a guessing game to revise vocabulary and spelling.Predict the ending of a story from the unit. Perform a story in groups.Complete a quiz for the story. Read a description of a pet.Write out and illustrate a short text about a real or imagined pet.Complete a dictation of shapes and colours.Classify objects according to if they are soft or hard.Play a memory game in teams.Create a dessert in class.Perform adjectives to others can identify them.Play a table game to consolidate the vocabulary from the unit. Use an illustrated dictionary to consolidate vocabulary and structures. Complete the exercises from the unit in the Workbook. Complete the self evaluation quiz.Complete the final evaluation activity from the unit.


3.1. Linguistic knowledge


Vocabulary and structures:· Town, café, street, shop, church, station, swimming pool, cinema,

factory, chocolate, pet, tail, shape, triangle, rectangle, circle, square, brand new, big, small, clean, dirty, fat, thin, beautiful, hard, soft, want.

Lenguaje activo· There’s a church. There are shops.· Is there a swimming pool? Yes, there is; No, there isn’t.· It’s a (station).· Is he a fat dog? · The dog in the picture is big and thin. · My pet is beautiful.· He’s got (long) (legs).· How many words can you make?Lenguaje receptivo:· There’s a church. There are shops.· Yes, there is; No, there isn’t.· It’s a (station).· The dog in the picture is big and thin. · My pet is beautiful.· He’s got (long) (legs).

3.2. Reflection on learning Show interest in discovering some aspects of villages and cities. Understand that it is important to look after pets correctly. Show interest in reading and writing in English. Show that you are willing to help others and that they are willing to let you help them.


Explain to students why they should look after pets and other animals correctly (Lesson 2: Activity 1 and 2; Lesson 3: Activity 2; Study Activity).Help students to understand why too many sweets can harm you. (Lesson 4: Activities 1 and 2).

III. Basic competences Competence in linguistic communication: Recite a tongue twister to practise the

/n/ sound. Identify buildings with the expresión: It’s a (school). Use the question: Who / what is it? To identify people and objects…

Mathematical competence: Complete a dictation of shapes and colours. Trace street maps in pairs.

Knowledge and interaction with the physical world: Show interest in discovering some aspects of villages and cities. Understand that it is important to look after pets correctly. Classify objects according to whether they are hard or soft. Create a dessert in class.


Social and citizenship competence: Show that you are willing to help others and they are willing to let you help them. Understand that it is important to look after pets correctly.

Cultural and artistic competence: Write out and illustrate a short text about a real or imaginary pet.


Competente in leaning to learn: Complete the self-evaluation Quiz. Independence and personal initiative: Complete the self-evaluation quiz. Show

interest in reading and writing in English.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Complete the self evaluation quiz(Workbook, page 38). Complete the Thinking Caps section. Pupil’s Book, page 38). Complete the Revision Sheet for the unit.


UNIT 6 COUNTRY LIFE

I. General Objectives Talk about the countryside. Describe animals and their habitats. Learn to use reference materials. Enjoy listening to a story in English.


Describe the position of objects with the prepositions: on, in, under, behind, in front of.Identify animals and their habitats.Describe what you can or can’t do using: can / can’t.Revise the plural of nouns. Revise the days of the week. Sing and perform a song from the unit.Recognise and produce the /z/ y /s/ sounds.Recite a tongue-twister to practise the /z/ and /s/ sounds.Look for information in various reference materials. Understand a story in English. Use an illustrated dictionary. Complete evaluation and self-evaluation activities. Listen to a story from the unit and answer the questions. Listen to a text to identify what these animals eat.


Develop written expression.Perform actions to revise vocabulary of the city. Play a guessing game to practise prepositions.Study an illustration to look for various animals and their habitats.Resolve word searches to practise new vocabulary. Write out true and false phrases about animals from the unit. Play a paired game to identify various types of waste. Classify waste according to the materials with which it is composed. Listen to a story from the unit and answer questions.Perform the story in groups.Complete the quiz from the story. Write out and decorate invitations for a fiesta. Play Snap to consolidate the vocabulary from the unit.Use the illustrated dictionary to consolidate the vocabulary and structures from the unit. Complete the exercises from the unit in the Workbook. Complete the self-evaluation quiz.Complete the evaluation activity at the end of the unit.




· Country, garden, bird, insect, honey bee, mouse, mice, leaf, frog, spider, snail, stork, fox, beehive, flower, river, nest, hole, shell, web, pond, planet, rubbish, countryside, bottle bank, bin, lunch, dinner, beak, soup, lemonade, hotdog, delicious, silly, look after.

Active language· Where is the bee? In front of the beehive. · Where do frogs live? They live in holes. · Put it in the bin.· I can’t eat this soup.Receptive language:· In front of the beehive. · They live in holes. · Spiders and frogs eat insects.· Put it in the bin.· I can’t eat this soup.

3.2. Reflection on learning Show interest in discovering some aspects of the countryside. Understand that it is important to look after your surroundings. Show interest in reading and writing in English. Show interest in learning to use reference materials.


Encourage the students to understand why it is important to collect and recycle waste (Lesson 4: Activities 1 and 2; Study activities; Extension Activity).Help pupils to understand the value of friendship (Lesson 5: Activities 1 and 2).


consolidate the vocabulary and structures. Develop written comprehension. Recognise and produce the /z/ and /s/ sounds.

Mathematical competence: Revise the plurals of nouns. Knowledge and interaction with the physical world: Show interest in

discovering some aspects about the countryside. Classify waste according to the materials of which they are composed.


Social and citizenship competence: Play a paired game to identify various types of waste. Recognise te importance of being a good friend.

Cultural and artistic competence: Perform a story in groups. Competente in learning to learn: Complete the self-evaluation Quiz Independence and personal initiative: Understand that it is important to look

after your surroundings.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Play the self evaluation quiz on the book. (Workbook, page 44). Complete the Thinking Caps section. (Pupil’s Book, page 44). Complete the Revision Sheet for Unit 6.


CONSOLIDATION UNIT 4 5 6 PRODUCTS

I. General Objectives Revise the key language from Units 4, 5 and 6. Revise the songs, the chants and the stories from the six first. Widen knowledge on other cultures.


Revise the vocabulary of the city and countryside. Revise foodstuffs. Talk about the children’s favourite songs, stories and chants.Listen to a quiz to identify the songs and chants from the previous units. Perform scenes from the stories of the previous units. Play a guessing game to revise the songs and chants.Talk about the importance of foods and where they come from.


Solve a word search to consolidate the vocabulary from the term. Classify foods into various categories. Study illustrations to identify three basic food types.Look for the countries which cultivate foods on a world map. Play Hangman to consolidate the vocabulary for foods. Read and follow a recipe to make sandwiches. Complete the exercises in the Workbook.


3.1. Linguistic knowledgeVocabulary and structures:· Olive oil, rice, tomato, Spain, America, China, Japan. Active language· Do you know this (chant)?Receptive language:· Olive oil comes from (Spain).

3.2. Reflection on learning Show curiosity in learning something about basic foods and their importance in the daily diet. Understand that errors form a part of the process of learning. Show interest in evaluating the progress that has been made.


Show curiosity in learning something about basic foods and their importance in the daily diet.Encourage students to participate and cooperate in all the classroom activities.


III. Basic competences Competence in linguistic communication: Revise the vocabulary of the city and

countryside. Solve word searches to consolidate the vocabulary from the term. Listen to a quiz to identify the songs and chants from the previous units.

Mathematical competence: Classify food into various categories. Knowledge and interaction with the physical world: Talk about the importance

of foods and where they come from. Look for the countries where these foods are cultivated on a world map.


Social and citizenship competence: Encourage students to participate and cooperate in all the activities in the classroom. Read and follow a recipe to create sandwiches.

Cultural and artistic competence: Talk about the origins and importance of these foods.

Competente in learning to learn: Complete the self-evaluation Quiz. Understand that errors form a part of the process of learning.

Independence and personal initiative: Show curiosity in learning something about basic foods and their importance in a daily diet.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Complete the Revision Sheet B for Units 4 to 6.


UNIT 7 I LOVE SPORT

I. General Objectives Talk about sports and famous sports people. Describe the necessary material needed in order to practice various sports. Enjoy listening to a story in English.


Learn the months of the year. Identify sports. Identify sports equipment.Describe what is needed using: need. Revise the present continuous. Revise the present participles. Revise the alphabet.Recognise and produce the dipthong /a/.Develop written understand.Understand a store in English. Use an illustrated dictionary. Complete the self evaluation and evaluation activities. Sing and perform a song from the unit.Listen to sound effects to identify the sports they refer to. Practise and present short dialogues in pairs. Listen to a song from the unit and answer questions. Perform a story in groups.Recite a tongue twister to practise the dipthong /a/.


Classify foods according to their nutritious value. Play a musical game to practise the months of the year. Create a graph with the months of the year and students’ birthdays. Study a drawing to identify sports and sports equipment. Play Noughts and Crosses to revise nouns and present participles. Perform sports for the group to allow them to identify them. Read short texts about three sports people. Prepare an interview with these people. Play a guessing game to identify other sports people. Create a booklet and use it to re-tell the story. Carry out a survey on sports to fill in a table. Use an illustrated dictionary to consolidate vocabulary and structures. Complete the exercises from the unit in the Workbook. Complete the self-evaluation quiz.Complete the evaluation activity at the end of the unit.




· Week, year, snorkelling, diving, rowing, bowling, surfing, water skiing, golf, basketball, goggles, ball, racket, surfboard, skis, golf club, interview, champion, January, February, March, April, May, June, July, August, September, October, November, December, stretch, jump, clap, hop.

Lenguaje activo· When is your birthday?· Wow! Fantastic! Well done! Lenguaje receptivo:· My birthday / It’s in (April). · They’re (bowling). · He goes snorkelling in (July). · I need (goggles). · You need a ball to play football.

3.2. Reflection on learning Understand that it is important to have a healthy lifestyle.Show interest in reading short texts about famous sports personalities. Show interest in listening to a story in English. Actively participate in manual tasks in the classroom.


Encourage students to participate in sports and have a healthy diet. (Lesson 1: Starting the lesson; Activity 2).


consolidate the vocabulary and structures. Pronounce the dipthong: /a/. Practice and persent dialogues in pairs.

Mathematical competence: Complete a graph with the months of the year and students’ birthdays.

Knowledge and interaction with the physical world: Classify foods according to their nutritious value.


Social and citizenship competence: Read short texts about your three sports personalities. Prepare an interview with these people.

Cultural and artistic competence: Show interest in reading short texts about famous sports personalities. Play a musical game to practice the months of the year.

Competence in learning to learn: Complete the self-evaluation Quiz. Independence and personal initiative: Understand that it is important to have a

healthy life style.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Complete the Thinking Caps section. (Pupil’s Book, page 52). Complete the Revision Sheet for Unit 7.


UNIT 8 IT S WINDY TODAY

I. General Objectives Talk about geographical orientation. Describe the weather. Enjoy listening to a store in English.


Identify atmospheric conditions.Recognise the four cardinal points.Buy two objects.Use some phrasal verbs.Revise the present continuous.Recognise and produce the /ŋ/ sound. Develop written comprehension.Understand a story in English. Use an illustrated dictionary. Complete the evaluation and self-evaluation activities. Talk about various sources of information.Listen to a chant to learn the cardinal points.Listen to a weather forecast to identify atmospheric conditions.Re-tell a story with the help of simple masks.Recite a tongue twister to practise the /ŋ/ sound.


Use a map or an atlas to and countries. Create cards to present various atmospheric conditions.Listen to a story from the unit and answer questions. Perform a story in groups.Perform actions to practice the phrasal verbs.Use a Venn diagram to revise clothing.Create a weather wheel.Play a vocabulary game to consolidate vocabulary for clothing. Play a table game to practice the vocabulary for weather.Reorganise words to form phrases and practise them in pairs.Study and describe a ‘crazy illustration’. Ask and answer questions on an illustration.Create a collage with ‘crazy illustrations’.Play a team game to consolidate the vocabulary for weather.Create dominoes to show items of clothing.Use an illustrated dictionary to consolidate the vocabulary and structures. Complete exercises fro the unit in the Workbook. Complete the self-evaluation quiz.Complete the evaluation activities at the end of the unit.




· North, south, east, west, news, weather, country, sun, sun cream, T-shirt, blouse, skirt, socks, tray, gloves, puddle, waiter, wind, sprinkler, coat, windy, sunny, raining, cloudy, snowing, foggy, strong, stronger.

Active language· What’s the weather like? · I’m strong. But I’m stronger!· Wear a hat. Keep cool. Receptive language:· I can take off his hat.· He’s wearing (a scarf).· It’s (windy). · It’s raining in the south.

3.2. Reflection on learning Understand that it is important to Project yourself from the sun.Show interest in learning something about the various climates of the world. Enjoy the rhythms of English through chants, dialogues and stories.Participate actively in activities in pairs and in groups in the classroom.


Create a collage with ‘crazy illustrations’.Organise a fashion show.

III. Basic competences Competence in linguistic communication: Ask and answer questions on an

illustration. Reorganise words to form phrases and practise them in pairs. Perform actions to practice phrasal verbs.

Mathematical competence: Use a Venn diagram to revise clothing. Knowledge and interaction with the physical world: Use a map or an atlas to

locate cities and countries. Identify atmospheric conditions. Digital competence and treatment of information: Language acquisition and

learning activities in the TIC classroom. Social and citizenship competence: Play a team game to consolidate the

vocabulary for weather. Actively participate in activities in pairs and groups in the classroom.

Cultural and artistic competence: Organise a fashion show. Create a weather wheel.

Competente in learning to learn: Complete the self-evaluation Quiz. Independence and personal initiative: Listen to a chant to learn the cardinal

points. Identify atmospheric conditions.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Play the self-evaluation quiz. (Workbook, page 58). Complete the Thinking Caps section. (Pupil’s Book, page 58). Complete the Revision Sheet for Unit 8.


UNIT 9 A HAPPY ENDING

I. General Objectives Revise the language and key structures from the book. Learn something about wild animals. Enjoy listening to a store in English. Use language in a creative way.


Revise prepositions and adjectives.Revise vocabulary for the city and the countryside.Describe what you like and don’t like.Revise the five senses and the parts of the body which relate to them. Revise the use of can / can’t. Revise the present continuous.Revise interrogative structures.Develop written comprehension.Understand a story in English. Complete evaluation and self-evaluation activities.Complete a game in teams to revise the prepositions. Listen to a tale from the unit and answer questions. Listen to a recording to describe imaginary subjects.Perform a story in groups.


Solve anagrams to revise various related vocabulary.Create sculptures in 3D to show prepositions.Play I Spy to revise vocabulary from the countryside and city.Reorganise cartoons and re-tell them orally. Associate paintings with the five senses.Participate in a survey with the whole class.Design an advert for a ice-cream.Create question cards. Complete a quiz in teams to revise interrogative structures. Play a table game with question cards. Perform and record the tongue twisters seen over the course.Create posters to revise the vocabulary and structures for the course. Complete the exercises from the unit in the Workbook. Complete the quiz on the book.


3.1. Linguistic knowledgeVocabulary and structures:· Homework, painting.Active language· I like (picnics).· He doesn’t like (disco music).· I hear with my ears.


· I can’t swim but I can run fast.Receptive language:· He doesn’t like (disco music).

3.2. Reflection on learningUnderstand that errors form a part of the process of learning. Show interest in evaluating progress made.


Participate in a survey with the whole class.Design an advert for an ice cream.

III. Basic competences Competence in linguistic communication: Complete a quiz in teams to revise the

interrogative structures. Revise the use of : can / can’t. Solve anagrams to revise various related vocabulary.

Mathematical competence: Complete sculptures in 3D to show prepositions. Knowledge and interaction with the physical world: Associate paintings with the

five senses. Revise the five senses and the parts of the body which they relate to. Digital competence and treatment of information: Language acquisition and

learning activities in the TIC classroom. Social and citizenship competence: Participate in a survey with the whole class. Cultural and artistic competence: Design an advert for an ice cream. Create

sculptures in 3D to show prepositions. Associate paintings with the five senses. Competente inlearning to learn: Complete the self-evaluation Quiz. Create

sculptures in 3D to show prepositions. Show interest in evaluating the progress made.

Independence and personal initiative: Show interest in evaluating progress made.

IV. Evaluation criteria Answer the teacher’s questions whilst completing the exercises in the Workbook. Complete the Thinking Caps section. Play the quiz on the book. (Teaching Guide). Complete the Revision Sheet C at the end of the course.


CONSOLIDATION UNIT 7 8 9 ANIMALS

I. General Objectives Revise the key language and structures from the book. Learn something about wild animals. Use language in a creative way.


Revise interrogative structures.Develop las destrezas de comprensión escrita.Understand a text in English. Complete evaluation and self-evaluation activities. Listen to a recording to describe imaginary situations.Participate in a survey with the whole class.


Create question cards. Make a quiz in teams to revise interrogative structures. Read short texts on various wild animals. Relate animals to their country of origin.Invent ‘mad phrases’ with the help of the Alphabet Fun poster. Make and play a game of question and answer to revise facts about animals. Complete exercises from the Unit in the Workbook.


3.1. Linguistic knowledgeVocabulary and structures:· Penguin, elephant, koala bear, panda, buffalo, beaver, the USA, Canada,

Australia, China, Antarctica, Africa. Active language· Elephants live in Africa. They eat leaves. Receptive language:· Elephants live in Africa. They eat leaves.

3.2. Reflection on learningShow interest in learning something about wild animals. Understand that errors form a part of the process of learning. Show interest in evaluating the progress made.


Read short texts about various wild animals. Relate animals to their country of origin. Encourage students to learn something about the characteristics of various wild animals. (Lesson 6: Activity 1; Workbook, pp. 64 - 65; Revision Activity).


III. Basic competences Competence in linguistic communication: Revise the interrogative structures.

Read short texts about various animals. Make a recording to describe imaginary situations. Develop written expression…

Mathematical competence: Participate in a survey with the whole class. Knowledge and interaction with the physical world: Encourage students to learn

something about the characteristics of various wild animals. Digital competence and treatment of information: Language acquisition and

learning activities in the TIC classroom. Social and citizenship competence: Participate in a survey with the whole class. Cultural and artistic competence: Invent ‘crazy phrases’ with the help of the

Alphabet Fun poster. Competente in learning to learn: Complete the self-evaluation Quiz. Understand

that errors form a part of the process of learning. Independence and personal initiative: Understand that errors form a part in the

process of learning.


FESTIVALS: BONFIRE, CHRISTMAS Y ENVIRONMENT

I. General Objectives Revise and consolidate the key language from the course. Talk about these celebrations. Look for solutions to simple problems. Enjoy listening to a store, song, etc. in English.


Revise prepositions and adjectives.Revise the vocabulary of the city and the countryside.Describe what you like and do not like.Revise the five senses and the parts of the body that relate to them. Revise the use of : can / can’t. Revise the present continuious.Revise interrogative structures.Develop written expression.Understand a story in English. Complete the self-evaluation and evaluation activities.


Listen to stories and answer questions. Perform stories in groups.Listen to recordings about festivals.Read short texts.Revise the vocabulary and structures from the course. Complete the exercises from the Unit in the Workbook. Make cards and other handicrafts about festivals.


3.1. Linguistic knowledgeVocabulary and structures:· Celebration, Bonfire Night, fireworks. Toffee apple, jacket potato,

rocket.· Remember, remember, the 5th of November. Penny for the guy. · Christmas, crib, kings, camels, shepherds, angels, donkey, carol,

drummer boy, Mary, Joseph, Jesus, Holly· Beach, Donkey, butterfly, whale, sea, ocean, river, forest, world.Active language:· My guy’s got (two eyes). What are they doing? The children are making

a guy.· Good idea! Burn. Explosions of colours and shapes in the sky. Filling.· I’m feeling tired. Follow the star. We wish you a Merry Christmas, and a

Happy New Year! How many (camels) are there?· Let’s collect paper. Let’s look after animals. Let’s clean the playground.

In picture A / B there is / isn’t (a fish). Please protect (the butterflies). Save (the whales).

Receptive language:


· These / those. Newspaper. Shoes, jacket, hat, trousers, balloon. Partes del cuerpo. Rectangle, square, circle, triangle, fireworks, bonfire, guy, leaves. Vocabulario de alimentos.

· In my house we have (a tree). This / that. Sheep. Christmas, king, camel, shepherd, star, angel, Mary, Joseph, Jesus. Números. There are three kings.

· What can we do? Let’s go to (the park). Oh no!· Animals in danger. Enormous, smile, kill, safety pin. Bonfire night,

Christmas, birthday, park, fish, bird, bike, plane, car, plant, bottle, rubbish, bottle bank, bin, play, swim, beautiful, clean, dirty. Bird, insect, country, special, every, beautiful, old, tired, live, look after.

3.2. Reflexión sobre el aprendizajeShow interest in learning something about various festivals. Understand that errors form a part in the process of learning.Show interest in evaluating progress made.


Show interest in learning something on various festivals.

III. Basic competences Competence in linguistic communication: Read short texts. Develop written

comprehension. Revise interrogative structures. Mathematical competence: Look for solutions to simple problems. Competencia en el conocimiento y la interacción con el mundo físico: Make

cards and other handicrafts on festivities. Digital competence and treatment of information: Language acquisition and

learning activities in the TIC classroom. Social and citizenship competence: Perform stories in groups. Artistic and cultural competence: Make cards and other handicrafts on

festivities. Competence in learning to learn: Complete the self-evaluation quiz. Show

interest in evaluating the progress made. Look for solutions to simple problems. Independence and personal initiative: Show interest in evaluating progress

made.


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