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English Adventure 4

Programme

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Area of Foreign Languages

English

1Teaching Programme - English Adventure 4

Hello

I. Objectives

Get to know the dynamics of the English classes. Ask questions and answer them using the verb “have got”. Talk about ages. Spell words. Revise notions of previous years.

II. Content1. Listening, speaking and conversation

Greet and introduce yourself to the rest of the class. Practise in pairs the dialogues of the lessons and the alphabet. Spell names and colours and write the letters pronounced by classmates. Ask questions and answer them about age, colours and numbers. Add up numbers (ages) in English and write the results in words, forming a

complete sentence. Use “brainstorming” to revise known vocabulary and to present new

vocabulary. Say the food you like and dislike and match it to a happy or sad face. Make sentences using the verb “have got” playing tombola in class. Play in teams, asking questions and answering them about the drawing of the

unit. The one with the most right answers wins.

2. Reading and writing Understand simple dialogues with images. Write questions and answers about people.

3. Language learning through use3.1. Linguistic knowledge

Lexis and structures Hello; I’m (...); please; right; this is (...); What’s your name?; colours; numbers, types of food; how do you spell (...)?; the alphabet; how old are you?; I’m (nine); how old is (...)?; he’s/she’s (nine); I like/I don’t like (...); what do you like?; (Harry)’s got (...); he/she’s got (...); I’ve got (...); toys; you’ve got (...).Receptive languageI’m sorry.No drivers under twelve.And.But.Menu.What about (...)?Who’s got (...)?What number has (...) got?

3.2. Reflection on language learning Greet and introduce oneself politely.


Participate actively in games and activities in class. Show a positive attitude and curiosity towards English. Collaborate with the team in order to be successful.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for Peace:- Encourage the pupils to participate in all the classroom activities.- Work on socialising through group activities.

III. Basic competences

Linguistic competence: introductions. Mathematical competence: revise numbers 1-20 Competence in knowledge and interaction with the physical world: games Interpersonal, social and civic competence: tastes Cultural and artistic competence: chant (song) Learning to learn competence: revise what has been learnt up to now.

IV. Assessment

Greet and introduce oneself correctly. Remember the notions revised from the previous year. Learn the alphabet in English by heart. Spell words and understand those spelt by the teacher and classmates.


Unit 1 – TWO WORLDS

I. Objectives Follow a story in English. Practise describing people and places. Personalise the language learnt. Practise reading, listening and speaking skills.

II. Content

1. Listening, speaking and conversation Comment on the story of the unit and afterwards practise the dialogues in

groups of three, each one representing a character. Describe physically your classmates and famous characters. Guess which people

or characters are being described by the others. Make true or false sentences about the drawings of the song which classmates

will have to indicate as “right” or “wrong”. Make true or false sentences about the drawings of the song so that classmates

can guess who it is about. Sing the song of the unit and mime the parts one can. Complete a series of sentences with the right word. Decide if we use “his” or “her” in a series of sentences about the drawing of

the lesson. Circle “yes” or “no”, depending on whether the sentences you hear in the

recording are true or false. Describe a drawing in pairs using “there’s” or “there’re” with singulars or

plurals. Decide if a series of sentences you heard about the drawing are true or false. Colour in the drawings and describe them afterwards. Form groups to describe famous characters and then read the sentences to all the

class. Match parts of a drawing to the main drawing and afterwards write sentences

which describe what each part is. Play cards, giving clues about characters. Express your opinion about the unit.

2. Reading and writing Listen to a dialogue while reading it. Indicate in writing if something is long or short, small or big.


Lexis and structures · He/she’s got (long, black hair); that’s; friend; pet; eyes; hair; black;

blonde; brown; long; short; beautiful; lovely; my; racoon; what’s the matter?; elephants; giraffes; snakes; tigers; big; scary; tall; he/she’s got/hasn’t got (...); granny’s got no (...); family; colours; beard; earrings; glasses; moustache; (...) are (...); plurals; his; her; there is/there are; canoe; castle; house; ship; tepee; tree; In his/her world


(...); clothes; curly; straight; my favourite singers; arm; ear; face; hand; feathers; person

Receptive language · Don’t worry.· Help!· Smile.· Wanted.· Scary Sue.· Two-Teeth Keith.· Band.· Look at.· Topsy-turvy.· He/she’s a singer.· What’s his/her name?

· Who’s your favourite singer?

· They are (...).· Are they (...)?· These are.· They.· Man.· Native American people.· Paint· Woman

3.2. Reflection on language learning Participate actively in games and activities in class. Enjoy English through chants and songs. Show initiative and interest when participating in different situations which

involve oral communication. Show interest in others’ explanations and curiosity towards the information

received.

4. Socio-cultural aspects and intercultural awareness- Moral and civic education for Peace:- Work on socialising, especially through pair work and group activities, teaching

them to value others.- Teach them to show respect for the norms governing linguistic exchanges,

listening to others, waiting their turn when speaking.


Linguistic competence: possessive adjectives Competence in knowledge and interaction with the physical world: descriptions

of people Interpersonal, social and civic competence: expressing tastes Cultural and artistic competence: native Americans Learning to learn competence: revising descriptions

IV. Assessment Use both “his/her” and “there’s/there’re” correctly. Form correctly the plurals of adjectives seen. Pronounce the sound /h/ correctly. Identify the vocabulary learnt, the revision vocabulary and the adjectives seen in

the unit. Understand the texts both by listening to them and reading them, carrying out

the exercises involved correctly.


Unit 2 – I’M DANCING

I. Objectives

Follow a story in English. Present the Present Continuous tense in context. Listen with attention in order to find details in the text. Use the language learnt in the unit in a new context.

II. Content

1. Listening, speaking and conversation Comment on the film and the drawing in order to present the characters and the

vocabulary and to understand the story of the unit. Read the text of the story while they listen to it in the recording. Play “Simon says...” in order to carry out actions by following instructions in

English. Form groups and explain what there is in each one’s kitchen. Sing the song in groups, half the class sings and mimes a verse and afterwards,

the other half does the same thing with the next one. Revise the vocabulary through “brainstorming” and spell the words so that the

teacher can write them on the board. Guess which object is mentioned in each verse of the song and carry out the

actions while they say what they are doing. Draw themselves carrying out activities and writing the corresponding sentence

below. Ask questions and answer them using the nouns in the vocabulary and the action

verbs. Practise the text of the lesson in groups, singing and reading it. Match each sentence they hear to the right drawing. Put a series of drawings in order to form an action and then make a sentence

about it. In small groups, do a series of drawings in small groups in which a small part

varies, line them up and pass them quickly in order to observe the movement. Express opinion about the unit.

2. Reading and writing Follow a song in the book while it is being sung. Write questions about what someone is doing.


Lexis and structures · I/you can (dance); jump; listen; look; sing; please; yes/no; cup; teapot;

yes, please; no, thank you; chair; cupboard; kitchen; there’s/there’re; in; my; bin; fridge; plate; sink; door; plate; sofa; big; small; I’ve got (...); parts of the body; wardrobe; juggling; singing; talking; dancing; flying; juggling; singing; talking; furniture; what’s (...) doing?; (it) is

(...); is (she) (...)?; falling; jumping; walking; what are you doing?; are you (...)?; dog; favourite; move; artist; cartoon; is drawing; it’s jumping.

Receptive language · Do you want a cup of tea?· A cup of tea, please.· I’m dancing.· Be careful.· Oh no!· What am I?· Move.· Help!· See?· Stop!· Joe’s out (of the game).· Quickly

3.2. Reflection on language learning Enjoy using own body to express oneself. Participate with initiative in the games and activities proposed. Show initiative and interest when participating in different types of oral

communication such as group discussions, dialogues, story telling, explanations, games...

Show interest and make an effort to improve own linguistic production.

4. Socio-cultural aspects and intercultural awareness Moral And Civic Education For Peace:- Encourage the pupils to participate in the classroom games and activities,

showing respect for and collaborating with the others. - Reinforce them positively when they do things web in order to raise their self

esteem. Health Education:- Teach them to appreciate movement and exercise as a source of health and

enjoyment.


Linguistic competence: furniture Competence in knowledge and interaction with the physical world: the kitchen Interpersonal, social and civic competence: talking about skills Cultural and artistic competence: miming with actions Learning to learn competence: the tricks of cartoons.

IV. Assessment

Identify the words of the unit from the vocabulary about cooking. Use correctly the Present Continuous tense of the verbs in affirmative, negative

and interrogative sentences. Pronounce the /w/. Sound correctly. Remember the action verbs, using them and expressing them correctly.

Unit 3 – IT’ SNOWING!

I. Objectives Follow a story in English. Learn the vocabulary for weather. Practise listening and reading skills. Personalise the language in the unit.

II. Content

1. Listening, speaking and conversation Comment on the film and the drawing in order to present the characters and the

vocabulary, and to understand the story of the unit. Match each sentence to its corresponding flashcard and practise the dialogue of

the lesson in pairs. Using mime, act out a sentence about weather that their classmates, divided into

teams, have to guess and in this way beat the opposing team. Make sentences to describe the characters in the lesson using “He/she has

got ...” and “He/she‘s wearing ...”. Play the pair game with cards, when a pair chooses a card, they have to say the

corresponding sentence. Match in pairs the weather to each part of the castle, based on the drawing and

the recording of the lesson. Match each animal to the corresponding part of the house, following what is

heard in a recording and afterwards make the appropriate sentence. Form two groups, one for asking the questions of the recording and the other for

answering them. Afterwards, change over. Describe the weather on a real day and draw it. Make a weather map, following instructions in English. Explain which is your favourite season and why, and draw it in the square of the

exercise. Match each word from a given series to the corresponding season, and each

sentence that is heard and read to the corresponding drawing. Express opinion about the unit.

2. Reading and writing Identify the odd word on a list. Refer to favourite season of the year.


Lexis and structures · No, it isn’t; it’s (hot, raining, snowing, stormy, sunny, windy); is it (...)?

cold; sweater; he/she’s wearing a (...); he/she’s got (and umbrella, a raincoat, a sun hat, sunglasses); cloudy; dry; wet; raincoat; sun hat; sunglasses; umbrella; in; he; she; it; what’s the weather like today?; animals; rooms; owl; tower; wizard; where’s the (...)?; it’s in the (...); here; flowers; hot; weather; what’s your favourite (season)?; autumn;

spring; summer; winter; leaves; season; snow; cars; fish; houses; water; (They) can; It’s raining.

Receptive language · Again.· Now.· Wake up!· Where’s my (...)?· Help!· It’s sneezing.

· Code.· Amazing.· Lift (v).· Photo.· Take up.· Tornado (es)

3.2. Reflection on language learning Act in an organised and ordered manner when carrying out activities. Respect classmates in dialogues and conversations as well as in turn taking

conventions. Participate in the games and activities proposed. Show interest in reading and writing in English.

4. Socio-cultural aspects and intercultural awareness Moral and Civic Education for Peace:- Encourage pupils to participate in classroom, games and activities, respecting

and collaborating with others.- Reinforce them positively when they do something well, raising their self

esteem.


Linguistic competence: talking about the weather. Competence in knowledge and interaction with the physical world: the seasons. Interpersonal, social and civic competence: asking about tastes. Cultural and artistic competence: making a poster about the weather. Learning to learn competence: matching objects to seasons.

IV. Assessment Identify the revision and new vocabulary. Pronounce certain sounds correctly. Make the plurals of nouns correctly. Use the structure “plural noun + are + adjective” correctly. Hold appropriate conversations with the teacher and classmates.

OUR WORLD: THE WEATHER

I. Objectives Learn about the weather in Great Britain. Talk about the weather in own country. Write a postcard as if one were in Great Britain, imagining and describing the

weather there.

II. Content

1. Listening, speaking and conversation Choose a drawing and describe it in pairs, so that afterwards classmates can

guess which one it is. Complete the months in each season. Spell the months of the year. Make a sentence above the symbol on the weather map pointed to by a

classmate. Ask questions and answer them in pairs, according to the map of Great Britain. Represent different types of weather on a map and then talk about the weather in

Spain.

2. Reading and writing Write a postcard, as if you were on holiday in Great Britain, explaining what the

weather is like.


Lexis and structures · Cold; dry; hot; seasons; snow; today; weather; wet; windy; there is;

there are; what’s the weather like?; seasons, months; England; Scotland; Wales.

Receptive language · British.· Different.· Every day.· It can be (...).· Some days.· Tomorrow.· Types

3.2. Reflection on language learning Show interest in others’ explanations and curiosity about information received. Participate actively in activities and games in class. Listen to and respect classmates in dialogues and conversations. Show interest and make an effort to improve own linguistic productions. Show interest in getting to know more about other countries.

4. Socio-cultural aspects and intercultural awareness- Moral and Civic Education for Peace:

- Teach pupils to work in an organised manner, listening to the teacher and classmates and following turn taking conventions when speaking.

- Help them to be curious about getting to know things about other countries.


Linguistic competence: talking about the climate in Great Britain. Interpersonal, social and civic competence: showing interest in things from other

countries (Great Britain)

IV. Assessment

Identify the revision and new vocabulary. Hold conversations with classmates and teacher. Know how to represent and interpret the weather on a map.

Unit 4 – I’M SCARED

I. Objectives Follow a story in English. Express own feelings and describe those of the characters. Practise listening and reading skills. Count to 100.

II. Content

1. Listening, speaking and conversation Comment on the film and the drawing, in order to get to know the characters,

present new vocabulary and understand the story of the unit. Practise in pairs the dialogue of the story and mime certain words. Pronounce the words using the recording whilst miming their meaning. Divide the class into two halves so that one of them sings and acts outs their part

in the song. Change over roles. Write the appropriate sentence for each drawing and afterwards play at “Simon

says...” practising with the adjectives for describing feelings. Guess to whom each verse of a recording is referring, with the help of a

drawing. Ask questions for a series of given answers. Count from 1 to 100 and afterwards make simple sums in pairs, so that one

writes them and their partner indicates the result in letters. Complete a crossword doing additions, subtractions and multiplications. Compose a chant with numbers amongst the whole class and recite it afterwards

all together. Make a questionnaire amongst all the class, either in groups or asking

classmates one by one. Discuss in groups what they think each animal in the text should feel. Express opinion about the unit.

2. Reading and writing Read and follow a story while listening. Do simple sums. Complete a text in the way they like and afterwards do the corresponding

drawing.


Lexis and structures · Can’t; hungry; lamp; there’s; I’m (tired); look!; dirty; free; scared;

tired; we can’t get out; hungry; angry; sad; thirsty; worried; yes; I am/no, I’m not (...); in the dark; bird ; king; monkey; princess; snake; tiger; numbers from 1 to 100; I’m scared; snakes; dark(adj); ghost; sharks; win; are you scared of (...)?; elephant; jungle; shark; beautiful; free; this; can’t; I got (...); they are + adjective

Receptive language · I ‘m not (tired), now. · I ‘m so (happy).

· In the dark· Genies in the lamp.· Help.· What’s that?· It’s OK.· Dangerous.· Sharp.

· Strong. · Crocodile.· Parrot.· Rhino.· Cage.· Lots of.· In danger.

3.2. Reflection on language learning Participate actively in activities and games in class. Enjoy the songs, chants and dialogues in English. Enjoy the dramatisation and show interest in expressing oneself with own body. Show interest in others’ explanations and curiosity towards information

received. Show a positive attitude towards English.

4. Socio-cultural aspects and intercultural awareness- Moral and Civic Education for Peace:- Work on socialising, especially through pair work and group activities.- Teach them to respect the norms governing linguistic exchange, listening to

others and waiting their turn when speaking. Environmental Education:- Help them to be conscious of the care and respect that must be show towards

wild animals, even more so towards those in danger of extinction.


Linguistic competence: feelings and fears Mathematical competence: numbers in tens- 10-100, 1-10 Competence in knowledge and interaction with the physical world: dangerous

animals Interpersonal, social and civic competence: talking about fears Cultural and artistic competence: miming actions. Learning to learn competence: rhyme to learn pronunciation.

IV. Assessment Express feelings using the appropriate adjectives. Pronounce the /t/ and /d/ sounds correctly. Learn the numbers from 20 to 100 and revise the ones already learnt. Use the structure “they are + adjective” correctly.

Unit 5 – LIONS EAT MEAT

I. Objectives Follow a story in English. Use the language learnt in the unit in a different context. Listen to the small details in a recording. Practise listening, reading skills and pronunciation of words.

II. Content

1. Listening, speaking and conversation Comment on the film and the drawings in order to present the characters and the

vocabulary and to understand the story of the unit. Practise in pairs the dialogue of the unit emphasising in particular words which

are more difficult to pronounce. (crocodile). Play the traditional British game “Please, Mr. Crocodile” in order to revise

notions of previous units and years. Point to the animals named in the song and name them afterwards when they

appear on the flashcards. Sing the song of the unit. Try and guess which animal, asking questions and answering them, in pairs. Guess which animal is mentioned in each part of the recording and practise it

afterwards in pairs. Make a chain of questions and answers in order to discuss what each animal

eats. Afterwards, match each food to the corresponding animal. Listen to a series of questions in a recording and discuss the answers in pairs.

Afterwards, write the questions and answers. Discuss in groups what each animal eats, asking questions and answering them.

Note that all the animals in the exercise eat vegetables and the plant eats meat. Express opinion about the unit.

2. Reading and writing

Describe an animal on a piece of paper, using the plurals, so that the classmates can guess which animal it is.

Draw your favourite animal, complete the sentence about it and afterwards, read it out loud.

Understand the description of an animal. Write about a jungle animal.


Lexis and structures · Birds; fish; hippos; grass; water; they; jump!; parts of body; what do

(...)eat?; they eat (...); meat; crocodiles; giraffe; lion; rhino; snake; tiger; zebra; leaves; (lions) eat (meat); where (...)?; food; antelope; bug; frog; I think/ I don’t think (snakes eat); big/small; long/short; feathers; fruit; grass; it ‘s got(...); colours; baboon; lion(cub); meerkat; horn; bugs; I don’t know; coats; what do my animals eat?; It can (jump); goats; (goats) eat (coats); animals; numbers; carrots ; animals; cats; elephant; monkeys; camel; gorilla; insects; plant(s); Venus Fly Trap

Receptive language · But not today!· Please, Mr Crocodile.· Can we cross your

golden river?· Yes, they do!· What is it?· Hippos and rhinos don’t

go in boats.

· I’m feeding the monkeys.· Every living thing.· Part of.· Food chain.· At the start/end.· Most.

3.2. Reflection on language learningParticipate with initiative and interest in the activities proposed in class.Enjoy using own body to express oneself.Look after the materials used in art work.Listen to others in dialogues and group conversations, showing respect for the norms and social conventions governing linguistic exchanges.

4. Socio-cultural aspects and intercultural awarenessMoral and Civic Education for Peace:

- Teach them to socialise with their classmates and to accept certain social norms which are necessary for this.

- Teach them to be tolerant with their classmates’ errors.Environmental Education:

- Help them to be conscious of the care and respect that must be shown towards wild animals, even more so towards those in danger of extinction.


Linguistic competence: feelings and fears Competence in knowledge and interaction with the physical world: animal food Interpersonal, social and civic competence: appreciation of animals Cultural and artistic competence: song, animal food Learning to learn competence: expressing opinions

IV. Assessment

Identify the new vocabulary learnt. Form the plural of the words of vocabulary correctly. Pronounce the /@U/ sound correctly. Ask questions and answer them correctly, using the Present Simple in third

person.

Unit 6 - BUGS

I. Objectives Follow a story in English. Practise listening and reading skills and pronunciation of texts in English. Make sentences using the prepositions of place. Read a text for gist. Guess words and expressions in context.

II. Content

1. Listening, speaking and conversation Comment on the film and the drawings in order to present the character s and

the vocabulary and to understand the story of the unit. Practise the dialogue of the text in pairs and draw a monster which includes the

parts of the vocabulary of this unit in order to describe it afterwards. Make sentences in pairs in order to describe a series of drawings represented in

the flashcards. Play cards trying to collect the maximum number of groups of insects of the

same species in order to practise the vocabulary of the unit. Form word groups which have common sounds. Play “Simon says ...” in order to practise prepositions. Draw insects and parts of them on squared paper and give each other co-

ordinates, explaining in pairs what there is in each square in order to practise the vocabulary of the unit.

Learn and sing the song of the unit. Express opinion about the unit.

2. Reading and writing Do sums and write the corresponding numbers in letters. Look for the animals on the drawing as indicated in the exercise and explain in

writing where they are, using the prepositions learnt. Match each paragraph of the text to the drawing of the corresponding animal. Understand an article about curious insects. Describe small animals and insects.


Lexis and structures · Bugs; insects; monster; there’s a/an (...); it’s got (...); parts of the body;

wings; butterfly; in; on; food; ant/s; bee/s; beetle/s; flea; fly; grasshopper; stick insect/s; big; green; numbers; box; where’s (...)?; under; behind; in front of; next to; cake; beautiful; they; honey; make; strong; useful; they’ve got (...); leaves; legs; meat; trees; water; run; they can/can’t (...).

Receptive language · Circus.· Look!· Lots of.

· Outside.· They’re having a picnic.· Find.

· Dangerous.· Poisonous.· Bite.

· Kill.· Their bodies.· Silk

3.2. Reflection on language learning Enjoy English through the chants and the songs. Show interest and make an effort to improve own linguistic production. Learn to compete and to accept failure and success sportingly. Understand that errors are part of the learning process.


- Work on their self esteem helping them to feel proud of themselves when they have completed an activity.

- Work on socialising through group activities, teaching them to show respect and to listen.

Environmental Education: Help them to be conscious of the care and respect that must be shown towards

wild animals, even more so towards those in danger of extinction.


Linguistic competence: insects Mathematical competence: numbers 95-100 Competence in knowledge and interaction with the physical world: dangers of

animals Interpersonal, social and civic competence: pair work Cultural and artistic competence: facts about spiders Learning to learn competence: learning a game

IV. Assessment

Identify the new vocabulary. Use the prepositions learnt correctly. Remember and identify the numbers from 1 to 100. Pronounce the sounds /I/ and /i:/ correctly. Be able to get the gist of a text without understanding all the words.

OUR WORLD: PLACES IN LONDON

I. Objectives Learn about places in London. Practise listening and reading skills. Make a post card from London.

II. Content

1. Listening, speaking and conversation Read and understand the text of the unit. Match each paragraph of the text to its corresponding drawing. Listen to a dialogue of tourists in London and deduce where each person is. Choose a place in London and draw it in order to make a post card which they

will write imagining t hey are there. Imagine that they spend a day in London and decide in groups the places to visit

in order of preference.

2. Reading and writing Write a post card from London.


Lexis and structures · Animals; birds; fish; people; room; sharks; great; live (v); here; there

are (...); lots of; has got.Receptive language · Bridge.· Cafes.· Jugglers· Musicians.· Queen of England.· Shops.· 135 metres high.

· Close (v).· Open (v).· Amazing.· Fantastic.· Old.· Always.· Names of places.

3.2. Reflection on language learning Participate in games and activities proposed. Act with respect in conversations and dialogues held with others. Enjoy and respect own art work and that produced by others. Show interest in getting to know places in London. Look after the materials used in art work.

4. Socio-cultural aspects and intercultural awareness

Moral and Civic Education for Peace:- Respect classmates in group and pair work activities.- Teach them to respect classmates’ belongings.- Motivate them in order to increase their interest in other countries and other

cultures.

-III. Basic competences

Cultural and artistic competence: London

IV. Assessment

Hold appropriate conversations with the teacher and classmates. Identify the vocabulary learnt and the revision vocabulary. Know a bit more about London.

Unit 7 – MY DAY

I. Objectives Follow a story in English. Introduce the concept of routine. Ask questions and answer them about the time. Understand the gist of a text.

II. Content

1. Listening, speaking and conversation Comment on the film and the drawings in order to present the character s and

the vocabulary and to understand the story of the unit. Practise the dialogue in pairs and in turns so that they can all read all of it. Match each sentence to the character that says it and write the numbers in the

corresponding space. Play a memory game with the flashcards in order to learn new vocabulary. Match each verse of the chant to the corresponding drawing and recite it all

together. Play “Simon says...” in order to mime the actions of the lesson. Reply to the questions in a recording based on the drawings and sentences of the

previous exercise. Choose the appropriate action verbs for each hour as heard in a recording. Ask questions about the hours and answer them in pairs. Get into small groups in order to arrange some pencils as if they were the hands

of a clock, following a classmate’s instructions. Talk about the characters of the lesson based on the texts read. Express opinion about the unit.

2. Reading and writing Find in a word search the names of the days of the week and afterwards, write

them in order. Understand an article about children of the world. Write about daily routine.


Lexis and structures · Hot/cold; here; it’s (...) o’clock; what time is it?; it’s half past (...); get

up; go home; go to bed; go to school; have a shower; have breakfast; have lunch; have supper; play; work; dances; gets; goes; has; go to town; at (...); a quarter to/past (...); we; early; late; dark; England; live (v); people; world; your; when (...)?; routines

Receptive language · You’re not (...)· It’s late.· At the place.· What time does he get

up?

· It’s cool to go school.· The sun.· Daytime.· Night time.· Round (adv.)

· Once.· Every day.· When your half of the

world is facing the sun.

· It’s daytime.· Japan.

3.2. Reflection on language learning Show initiative and willingness to participate in different types of oral

communication such as group discussions, dialogues, stories, explanations, games.

Show interest and make an effort to improve own linguistic production. Participate actively in the games and activities in class. Show a positive attitude towards English.


- Work on socialising through group activities, showing them how to respect and to listen. Teach them to ask for and to provide help when others need it.


Linguistic competence: daily routines Competence in knowledge and interaction with the physical world: time Interpersonal, social and civic competence: pair work Cultural and artistic competence: vocabulary about fashion Learning to learn competence: learning the third person of the present simple

IV. Assessment Revise the time and learn concepts such as the half hours and the quarter hours. Use the verbs which express daily routines correctly. Make sentences using the Present Simple correctly. Pronounce the /U/ sound correctly. Use “have” or “go” as corresponds in each expression.

UNIT 8 – I LIKE SURFING

I. Objectives Follow a story in English. Ask about tastes in sports. Use the language of the unit in a different context. Listen in order to get the details of a text. Practise listening, reading and speaking skills in English.

II. Content

1. Listening, speaking and conversation Comment on the film of the unit and the short story told, in order to present the

characters and the new vocabulary. Mark each sport with a happy or sad face, depending on whether they like it or

not and afterwards make sentences about it. Carry out a small survey in class in order to see which sports each pupil likes or

dislikes, asking and answering questions. Afterwards, comment on the results. Learn and sing the song of the unit. Play bingo with a series of drawings of different sports. Play the pair game with the cards of the unit in order to revise the vocabulary

learnt in the lesson. Make questions for short answers and afterwards reply taking into account the

maximum number of options possible. In groups, mime different sports so that classmates can try to guess them. Form two teams in class to make questions and short answers about the tastes of

each one. Try to understand the text they listen to, first, without reading it and then

reading it later. Write the corresponding number in each space taking into account what is heard

in a recording. Express opinion about the unit.

2. Reading and writing Find a series of words of vocabulary in the word search and write them

afterwards in the appropriate spaces. Understand an article about different hobbies. Draw favourite sport and afterwards write about it. Complete the dialogues in a short story.


Lexis and structure· Football; swim; that’s (...); yes/no; (he) likes/doesn’t like (...)?; do you

like (...)?; does he/she like (...)?; baseball; surfing; swimming; I like/I don’t like (...)?; basketball; tennis; diving; playing; horse-riding; like + gerund; he/she’s wearing (...); hiding; surfboard; swimsuit; trunks; yes, I do; no, I don’t; I don’t know; dancing; drawing; singing; yes, he does/no, he doesn’t; racket; horses; sharks; riding; favourite sport;

scared; she’s scared when she jumps out of the plane, (time clause); flying; rock; climbing; scuba diving; walking.

Receptive language · Let’s (...).· I like basketball, do you?· Best of all.· Here are (...).· This is fun!

· Filming.· Plane.· Riders.· Rodeo.· Every Saturday.

3.2. Reflection on language learning Participate actively in the games and activities proposed in the unit... Feel proud of own work and value that of classmates. Show interest in understanding what is heard and read in English. Enjoy group games. Enjoy using own body to express one’s tastes and opinions.


- Encourage and congratulate them on their achievements in order to raise self esteem.

- Help them to have confidence in themselves and not to be afraid of speaking English in front of the whole class.

- Teach them to listen and to wait their turn before expressing their opinion.


Linguistic competence: daily routines Competence in knowledge and interaction with the physical world: dangerous

sports Interpersonal, social and civic competence: playing in small groups Cultural and artistic competence: miming actions Learning to learn competence: using the gerund

IV. Assessment Learn and identify the vocabulary about sports. Understand the general meaning of a text only by listening to it. Answer correctly each question with short answers, using the Present Simple. Pronounce the /Iŋ/ sound correctly.

OUR WORLD – SCHOOL SPORTS

I. Objectives Learn about sport in Great Britain. Read to get the gist of a text. Practise listening skills.

II. Content

1. Listening, speaking and conversation Identify the sports on the poster of the unit. Talk about the drawing of the exercise in pairs. Point to the most relevant parts of a drawing after listening to a recording about

it.

2. Reading and writing Read the texts and match each one to the corresponding drawing. Draw a sports idol and write about them.


Lexis and structures · Boys; football; game; girls; school; this is (...); there are (...); they’re

(...); play; seasons; numbers; cricket; netball; rugby; shape; team.Receptive language · All.· Alter.

3.2. Reflection on language learning Show a positive attitude towards sport. Participate in the games and activities proposed. Act with respect in the conversations and dialogues held with others. Enjoy and respect own art work and that of others.


- Motivate them in order to increase their interest in other countries and cultures.- Teach them to respect the norms governing linguistic exchanges, listening to

others, waiting their turn before speaking. Education for Health:- Explain to them the importance of doing sport for health and the benefits it has

for the individual.-


Linguistic competence: vocabulary about sports Interpersonal, social and civic competence: sports in Great Britain

IV. Assessment

Get to know some traditional sports of Great Britain. Hold appropriate conversations with the teacher and classmates. Identify the new vocabulary learnt. Read and listen in detail to the texts of the unit.

Festivals – NEW YEAR’S EVE

I. Objectives Practise English through the New Year’s Eve activities. Get to know customs of other countries. Get to know new drawing techniques.

II. Content

1. Listening, speaking and conversation Comment on the drawing of the unit. Describe the characters in the drawing. Learn and sing the song of the unit. Speak in groups about what they do in the New Year’s party. Point on the photo to the words a classmate says. Do a drawing of fireworks with two layers of paint, and afterwards scratching

the second (black) layer with a coin. Make sentences about New Year’s resolutions.

2. Reading and writing Complete a text with appropriate words. Match each text with the corresponding drawing.


Lexis and structures · Family; feathers; North American Indian; (...)’wearing (...); where’s

(...)?; colours; complements; parts of body; family; she hasn’t got; fancy dress party; fireworks; New Year’s Eve; midnight; December; parties; Scotland.

Receptive language · Beth’s family· A magician’s hat.· Colour (v).· Again.· He’s playing the bagpipes.· Lots of.· The last day.· (...) start the New Year.· Special

3.2. Reflection on language learning Participate actively in the games and activities proposed in the unit. Feel proud of own work and value that of classmates. Enjoy the games in groups. Show respect and curiosity towards the customs of other countries.


- Work on the self esteem of the boys and girls, congratulating them on their achievements and encouraging them when working in class.

- Work also on socialising through the group activities.- Help them to get to know other cultures.


Linguistic competence: typical vocabulary about this festivity. Interpersonal, social and civic competence: customs of this festivity.

IV. Assessment Identify the vocabulary of the unit. Hold appropriate conversations with classmates. Use the Saxon genitive for possessives correctly. Compare New Year’s Eve in Great Britain to that of your country.

Festivals – VALENTINE’S DAY

I. Objectives Practise English through Saint Valentine activities. Write a poem in English. Make a Saint Valentine’s card. Get to know new drawing techniques. (Printing). Read high numbers in English.

II. Content

1. Listening, speaking and conversation Talk about what they know about Saint Valentine’s Day and explain to them a

little about how it is celebrated in Great Britain. Work in pairs finding in the drawing what is described in the sentences. Count on the drawing the objects dictated by the exercise and read aloud the

sentences to the whole class. Point to the words related to the drawings and write them in the corresponding

place. Make sentences about the drawing of the unit. Talk about leap years and say the figures in English.

2. Reading and writing Complete a poem trying to make rhymes in English. Make a Saint Valentine’s card using half potatoes cut into heart shapes and

painted for printing the card. Add your poem to it. Answer a series of questions on paper and afterwards, practise the dialogue with

a classmate.


Lexis and structures · Cake; card; cups; flowers; leaves; pens; plates; rabbit; big/small; very;

numbers; colours; get; from; card; crosses; there are (twenty-eight days); leap year; month; different; special; years; two thousand

Receptive language · Roses are red.· Violets are blue.· Sugar is sweet.· And so are you.· I love (...).· Trees are green.· The sky is blue.· And I love you.· Most years

3.2. Reflection on language learning Show curiosity in getting to know Saint Valentine’s Day. Participate actively in the activities proposed in class.

Show respect and curiosity towards the customs of other countries. Have initiative and show interest in participating in different types of oral

communication.


- Value friendship as something that should be looked for and looked after for ever.

- Help them to realise that the least important thing about a gift is its material value.

- Work on socialising through the group activities and real life of the c lass.


Linguistic competence: typical features of the celebration Interpersonal, social and civic competence: Saint Valentine’s greetings Cultural and artistic competence: Saint Valentine’s poems

IV. Assessment Know the English Saint Valentine’s Day. Remember and identify the numbers and c colours. Learn the new vocabulary which appears in the unit. Learn what the leap years are, how many days they have, how often we find

one. Read high figures in English correctly.

Festivals – MOTHER’S DAY

I. Objectives

Practise English through Mother’s Day activities. Act out a scene of the unit. Practise the prepositions of place. Describe people. Make a card for someone special.

II. Content

1. Listening, speaking and conversation Talk about the family and Mother’s Day in Great Britain and Spain. Comment on the drawing of the unit and then act out a scene in small groups... Listen to the dialogue and guess which character says each sentence. Choose a character from the drawing and describe it so that the rest of the class

says who it is. Draw a person who is special for them and afterwards, describe them. Make a card for a person who they consider special. Think about a gift for a special person and talk about it. Show the cards they have made to the rest of the class.

2. Reading and writing Match each text to the drawing it refers to and colour it in appropriately. Write a card for Mother’s Day.


Lexis and structures · Thank you; family; complements; colours; descriptions of people;

present; behind; in front of; next to; book; chocolates; code; earrings; flowers; friend; pen; scarf; teddy bear; photo

Receptive language · Here’s (a card for you).

3.2. Reflection on language learning Show a positive attitude towards Mother’s Day. Participate in the games and activities proposed in class. Value own art work and that of classmates. Look after the materials used in class. Show a positive attitude towards the family.


- Encourage them and congratulate them on their achievements in order to raise their self esteem.

- Help them to be confident and not to be afraid to speak English in front of the class.

- Teach them to listen and to wait their turn when expressing their opinion.- Teach them to appreciate their mother or the person they are most fond of.- Teach them that the value of a gift is not material.


Interpersonal, social and civic competence: appreciating the figure of the mother Cultural and artistic competence: cards for a special person

IV. Assessment Identify and use prepositions of place correctly. Hold appropriate dialogues with the teacher and classmates. Remember and identify the vocabulary about the members of a family. Describe people correctly.

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