cheeky-monkey-1.pdf

Bugs World 1 SYLLABUS Area: Foreign Languages (English)

Stage: Primary Education 1st Cycle

1

INTRODUCTION WELCOME TO BUGS WORLD! OBJECTIVES         

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

CONTENTS Listening -

- Listen to some instructions and act in a rhythmic way, doing the actions at the same time Listen to the song What’s the weather like today and do the actions Listen to the Bugs World song

Speaking -

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

Reading -

Read the instructions to do the exercises.

Writing -

Write names in the space provided in the Pupil’s book Circle and count Colin’s shoes Draw a self-portrait of themselves in Bugs World

2

Language knowledge and use Linguistic knowledge: -

 Grammar Fine. I’m … 

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Vocabulary

Main language children use: Colin the caterpillar Hello Goodbye sunny, cloudy, windy, raining, snowing, hot, cold teddy bear, ball monkey sandwich, apple red, orange, yellow, green, blue Numbers 1–5 Recycled language: (For children who have already started learning English, some language in the section Main language children use may be recycled.)

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Receptive language: How are you today? What’s your name? Stand up! Sit down! Turn around! Clap your hands! What’s the weather like today? bedroom friends Can you find …? animal toy eat colour shoe Welcome Here come the bugs. Let’s begin Draw  Pronunciation Students pay attention to the pronunciation while singing the Bugs World song

3

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

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 2 e competence.

C2 C3

C4

C5

C6

Mathematical competence. Knowledge of and interaction with the physical world. Competence in information and communicati on technologies Social and civil competence.

Cultural and artistic competence.

PB page 2 PB page 2

PB page 2

PB page 2

Activity All the activities of the unit use the language as an instrument of communication: e.g. Bugs World song, Hello song, Goodbye song Numbers 1-5 Colours and food

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

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

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

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

Moral and civic education: The importance of being polite when meeting someone, saying Hello and Good Bye

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

Health education: The importance of food for being healthy. Learning to say Hello and Good Bye. Drawing a selfportrait

Pleasure in greeting people and saying goodbye

4

C7

The competence of learning to learn.

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

C8

The competence of personal autonomy and initiative.

PB page 2

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

C9

The emotional competence. (Castilla la Mancha)

PB page 2

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

Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions Interest in learning English Positive attitude towards own ability to participate in class activities Interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

Socio cultural aspects and intercultural awareness     

Interest in learning English Willingness to follow routines Pleasure in greeting people and saying goodbye Positive attitude towards own ability to participate in class activities Willingness to follow simple instructions

LITERARY EDUCATION Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts).  Introduction to the use of the school library  Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Text genre: Bugs World song, Hello song, Goodbye song 

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CROSS-CURRICULAR ITEMS  

Knowledge of the physical world: colours, food, etc Mathematics: Numbers 1-5.

5

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

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

EVALUATION 1. EVALUATION RESOURCES -

 Informal evaluation Teacher’s evaluation of the unit

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 Formal evaluation Diagnostic Test

2. EVALUATION CRITERIA  

   

Take part in very controlled oral interactions in communicative situations such as greeting people. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while singing the Bugs World song. Write words with the help of models and with a specific aim such as writing their names in the Pupil’s book Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they sing the Hello song. Use basic strategies in order to learn to learn, such as accompanying communication with gestures when singing the Goodbye song. Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

6

UNIT 1 HIDE AND SEEK OBJECTIVES              

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

CONTENTS Listening -

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

Speaking -

Say the Bug word rap. L1 Sing the song and point to the pictures. L1 Play What’s my word? L1 Act out the song Hello, Colin. L2 Play Where’s Colin? L2 Play a guessing game. L3 Sing the story song Where’s Colin? L3 Sing and hold up the bug cards. L3 Play with the bug cards. L3 Sing and act out the story song Where’s Colin? L4 7

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

Reading -

Meet Colin the caterpillar’s friends. L1 - Have children read the words around the picture of Colin before putting on the stickers. L8 Read the instructions to do the exercises of all the lessons.

Writing -

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

Language knowledge and use Linguistic knowledge: -

 Grammar Let’s play! Are you ready? I can see you. Where’s …? I don’t know.

8

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Vocabulary

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Main language children use: yes, no ant, snail, bee, ladybird, butterfly sunny, cloudy, windy, snowing, raining, hot, cold little, boy, girl Numbers 1–5 Hurray! Here!

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Recycled language: hello, goodbye, caterpillar, fine

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Receptive language: What’s your name? / How are you? Stand up! Sit down! Turn around! Clap your hands! What’s the weather like today? Hide and seek friends, bugs Close your eyes.

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 Pronunciation Annie’s rap: /æ/ Annie the ant eats apples Students pay attention to the pronunciation while singing the Where’s Colin song Learning reflexion: Memorising a song. Repeating words. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

9

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 6 e competence.

C2 C3

C4

C5

Activity

All the activities of the unit use the language as an instrument of communication: e.g. PB pages Where’s Colin song. 4-5 Listening to a story. PB page Counting boys and 8 girls from 1 to 5 PB page The life of a 9 caterpillar

Mathematical competence. Knowledge of and interaction with the physical world. Competence in information and communicati on technologies Social and PB page civil 9 competence.

C6

Cultural and artistic competence.

C7

The competence of learning to learn.

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

Environmental education: The importance of respecting the environment including insects and animals. PB page Health education: 8 The importance of practising sports, such as football and basketball, in order to be healthy. PB pages Making the bug 65-67 cards Making the minibook PB page Drawing their 6 favourite bug. PB page Students complete 62 the Picture Dictionary with the stickers from Unit 1. PB page Self-evaluate their 10 work by putting on

Evaluation Criteria Interest in learning English Pleasure in the story about a familiar game Interest in learning numbers in English. Curiosity in learning about the life of a caterpillar

Pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Curiosity in learning and respecting animal facts

Willingness to follow healthy habits Willingness to follow routines Pleasure in doing artistic works.

Interest in learning English Willingness to follow routines Positive attitude towards own ability to 10

C8

The competence of personal autonomy and initiative.

PB page 4

C9

The emotional competence. (Castilla la Mancha)

PB page 3

the sticker of Collin and saying Well done! once they’ve finished. Initiative to do the routines by themselves and to participate in group activities. E.g. Acting out the song Hello, Colin Students learn to work in groups respecting each other and admitting both their own success and their classmates’. E.g. playing the What’s my word? game.

participate in class activities Pleasure in the story about a familiar game Interest in learning English Positive attitude towards own ability to participate in class activities Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others

Socio cultural aspects and intercultural awareness       

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

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - Hello, Colin - Annie’s rap - One little boy / One little girl - Bug word rap Story: - Where’s Colin

CROSS-CURRICULAR ITEMS

11

Natural Science: The life of a caterpillar. Identify the different stages in its life. L6.  Arts and Crafts: Make the bug cards L3. Make the minibook L7.  Mathematics: Counting boys and girls from 1 to 5. L5 

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

MIXED-ABILITY ACTIVITIES  Game – Hello, Bugs! L1  Song: A version of the song Hello, Colin using the children’s names. L2  Card game – Bug row. L3  Optional Busy Book activity: Unit 1 activity 1. L3  Vocabulary extension: spider, scorpion, beetle, fly, worm, grasshopper. L3  Card game – Hurray! L4  Optional Busy Book activity: Unit 1 activity 2. L4  Optional DVD activity: watch Where’s Emma? (Unit 1) L4  Musical game. L5  Optional Busy Book activity: Unit 1 activity 3. L5  Art and craft: Do a butterfly. L6  Optional Busy Book activity: Unit 1 activities 4 and 6. L6  Optional DVD activity: watch The life of a caterpillar (Unit 1) L6  Minibook cover. L7  Optional Busy Book activity: Unit 1 activity 5. L7  Drama: Children act out a version of the story, using their real names rather than the names of the bugs in the story. L8  Optional Busy Book activity: Unit 1 activity 7. L8  Optional DVD activity  Children watch Fun with Colin and I can see …(Unit 1). L8  Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199).  Ideas for extra picture card games. T.Notes (pages 200-201)

EVALUATION 1. EVALUATION RESOURCES 12

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

2. EVALUATION CRITERIA   



  

Take part in very controlled oral interactions in communicative situations such as singing the Hello Colin song. Read and identify simple words previously introduced in an oral way, about the world of insects. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story and retelling it. Write words with the help of models and with a specific aim such as writing insect names before putting on the stickers on the caterpillar at the end of the unit. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Annie the ant eats apples! Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 1. Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

13

UNIT 2 THE MAGIC ELF OBJECTIVES             

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

CONTENTS Listening -

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

Speaking -

Mime and name the toys. L1 Say the Bug word rap. L1 Sing the song and point to the toys. L1 Play What’s my word? L1 Sing The toy song. L2 Play Tripilee! . L2 Sing the story song Can I have a robot, please? . L3 Sing and hold up the toy cards. L3 Guess the toy. L3 14

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

Reading -

Read the instructions to do the exercises of all the lessons. - Have children read the words around the picture of Colin before putting on the stickers. L8

Writing -

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

Language knowledge and use Linguistic knowledge: -

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

15



Vocabulary

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Main language children use: ball, bike, car, robot, doll, scooter green, yellow, red, brown, purple, blue, orange favourite Surprise! thank you

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Recycled language: hello / goodbye yes / no Let’s play. Numbers 1–3 Hurray! Sunny, cloudy, windy, snowing, raining, hot, cold

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Receptive language: Point to … window, door, board, floor magic elf, toy old / new No problem. / Oh, dear. / Oh, great! What about you? Happy Mix What’s the weather like today?

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

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

16

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 11 e competence. PB pages 12-13 C3

C4

C5

Knowledge of and interaction with the physical world. Competence in information and communicati on technologies Social and civil competence.

C6

Cultural and artistic competence.

C7

The competence of learning to learn.

PB page 16-17

PB page 15

Activity

Evaluation Criteria

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

Interest in learning English

Identifying colours and toys in the classroom

Interest in experimenting with colour

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

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

Health education: The importance of doing exercise, such as jumping or riding a bike, in order to be healthy. PB pages Making the toy 69-71 cards. Making the pencil PB page puppets 17 Mixing colours to make new colours. PB page Students complete 62 the Picture Dictionary with the stickers from Unit 2. PB page Self-evaluate their 18 work by putting on the sticker of Collin and saying Well done! once they’ve finished.

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

Willingness to follow healthy habits Recognition of the personal value of things you own Pleasure in doing artistic works.

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

17

C8

The competence of personal autonomy and initiative.

PB page 11

C9

The emotional competence. (Castilla la Mancha)

PB page 11

Initiative to do the routines by themselves and to participate in group activities. E.g. Playing the game What’s my word? Students learn to work in groups respecting each other and admitting both their own success and their classmates’. E.g. playing the What’s my word? game.

Interest in learning English Positive attitude towards own ability to participate in class activities Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others

Socio cultural aspects and intercultural awareness        

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

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - Annie’s rap: Bee’s ball and Butterfly’s bike - Bug word rap - The toy song - Can I have a robot, please? Story: - The magic elf

CROSS-CURRICULAR ITEMS -

 Arts and Crafts: Draw their favourite toy. L3 18

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Make the toy cards. L3 Mixing colours to make new colours. L6 Make the pencil puppets. L7

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

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

EVALUATION 1. EVALUATION RESOURCES 19

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

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

2. EVALUATION CRITERIA   



  

Take part in very controlled oral interactions in communicative situations such as singing The Toy Song. Read and identify simple words previously introduced in an oral way, about the world of toys. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story of the Elf and retelling it. Write words with the help of models and with a specific aim such as writing toys names before putting on the stickers on the caterpillar at the end of the unit. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Bee’s ball and Butterfly’s bike Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 2 Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

20

REVIEW UNITS 1-2 Annie’s surprise My world, your world: Birthdays

OBJECTIVES          

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

CONTENTS Listening -

Listen to the Bugs World song Listen and follow the story

Speaking -

Children may talk about their own birthdays.

Reading -

Read the instructions to do the exercises of all the lessons.

Writing -

Match and write Make a birthday card

Language knowledge and use Linguistic knowledge: -

 Grammar • Here! • Happy birthday!

21

 -

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-

Vocabulary

Main language children use: caterpillar, snail, ladybird, bee, ant, butterfly birthday, cake, presents, cards ball, bike, car, robot, doll, scooter Recycled language: caterpillar, snail, ladybird, bee, ant, butterfly ball, bike, car, robot, doll, scooter purple happy girl Oh, dear Surprise! Where’s …? I don’t know Here you are. Thank you. Sunny, cloudy, windy, snowing, raining, hot, cold Receptive language: party, candles the UK game What is it? Colin looks for … Look! … opens the present What can you see? What’s the weather like today?  Pronunciation Students pay attention to the pronunciation while singing the Bugs World song. Learning reflexion: Memorising a song. Repeating words. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

22

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 19 e competence. PB page 19 C2 C3

C4

C5

Mathematical competence. Knowledge of and interaction with the physical world.

PB page 20 PB page 20

Competence in information and communicati on technologies Social and PB page civil 20 competence.

C6

Cultural and artistic competence.

PB pages 20 TN page 80

C7

The competence of learning to learn.

PB page 62

Activity All the activities of the unit use the language as an instrument of communication: e.g. The Bugs World song. Listening to a story. Numbers 1-5 Children talk about birthdays in the UK in the My World, your World section. Use a map to map show the children where the UK is in relation to their country. CD Rom activities Pupil’s website: www.bugsworld.mac -english.com

Evaluation Criteria Interest in singing English songs.

Interest in learning numbers in English. Awareness of the world around them and cultural differences

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

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

Willingness to enjoy celebrations so as to feel happy.

Drawing a birthday cake. Doing a birthday card (photocopiable). Students revise the Picture Dictionary with the stickers from Units 1 and 2.

Pleasure in doing a birthday card for Collin.

Interest in learning about birthdays in another country.

Willingness to review and reflect on own learning

23

C8

The competence of personal autonomy and initiative.

PB page 19

C9

The emotional competence. (Castilla la Mancha)

PB page 19

Initiative to do the routines by themselves and to participate in group activities. E.g. singing Happy Birthday to Colin at the end of the story. Students learn to work in groups respecting each other and admitting both their own success and their classmates’.

Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others Interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

Socio cultural aspects and intercultural awareness  Pleasure in a story about birthdays  Interest in learning about birthdays in another country  Confidence and pleasure in own ability to use English in context        

Awareness of the world around you and cultural differences Willingness to review and reflect on own learning Positive attitude towards own ability to participate in class activities Enjoyment in completing activities in the book Respect for others in the group Enjoyment in group participation Willingness to listen to and interact with others Awareness of the value of friends

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - The Bugs World song. - Happy Birthday song. Story: - Annie’s surprise

24

CROSS-CURRICULAR ITEMS -

 Arts and Crafts: Drawing a birthday cake. Making a birthday card.

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

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

EVALUATION 1. EVALUATION RESOURCES - The whole revision unit is devoted to evaluate the progress done by the pupils in the last two units.

2. EVALUATION CRITERIA   

Take part in very controlled oral interactions in communicative situations such as singing The Happy Birthday song. Read and identify simple words previously introduced in an oral way, about the world of insects and toys. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story of Annie’s surprise and retelling it.

25

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  

Write words with the help of models and with a specific aim such as writing toys and insect names in the Match and write photocopiable sheet. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when singing the Bugs World song. Use basic strategies in order to learn to learn, such as revising the Picture Dictionary with the stickers for Units 1 and 2 Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

26

UNIT 3 TOUCH YOUR TOES! OBJECTIVES             

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

CONTENTS Listening -

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

Speaking -

Say the Bug word rap. L1 Play Colin says …. L1 Say and act out the rhyme Touch your ears. L2 Play What’s my word?. L1 Play First one to … !. L2 27

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Play Nose! Nose! Nose!. L3 Sing the story song Are you ready?. L3 Sing and hold up the body cards. L3 Play with the body cards. L3 Sing and act out the story song Are you ready?. L4 Play Pass the cake. L4 Sing Ten little monsters. L5 Sing and act out the song Ten little monsters. L6 Talk about parts of the body. L6 Recall the story. L7 Sing the story song Are you ready?. L7 Play the Bugs team game. L8 Say Well done! and put on the sticker of Colin. L8

Reading -

Match the words and pictures. L3 Match the words and pictures. L4 Identify numbers 6–10. L5 Count the monsters. L5 Read the instructions to do the exercises of all the lessons. Put on the photographic stickers in the Picture Dictionary page 63. Test yourself.. L8

Writing -

Find and count the caterpillars. L2 Look and colour. L2 Draw. L2 Make the body cards. L3 Complete, count and sing. L5 Draw pictures to show the senses. L6 Make the minibook. L7 Colour the pictures in the minibook. L7 Trace the words related to the parts of the body when putting on the stickers. L8 Write the numbers. L8

Language knowledge and use Linguistic knowledge: -

 Grammar Touch your … . Me! Do you want the … ?



Vocabulary

28

-

Main language children use: chocolate cake monster Numbers 6–10 nose, eyes, ears, mouth, fingers, toes

-

Recycled language: yes / no Jump! / Turn around! / Close your eyes! please, thank you hello, goodbye Let’s play. Are you ready? Numbers 1–5 little What’s the weather like today? sunny, cloudy, windy, snowing, raining, hot, cold

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Receptive language: Pick up … / Show … pencil, rubber There’s … on the plate. Not you. First one to … And they all … together! Alfie, the dog, eats the cake. see, smell, eat, listen How many … has … got?

-

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 Pronunciation Annie’s rap: /r/ Robot, robot touch your nose. Robot, robot touch your toes! Students pay attention to the pronunciation while saying the Touch your eyes rhyme Learning reflexion: Memorising a song. Repeating words. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

29

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 26 e competence.

All the activities of the unit use the language as an instrument of communication: e.g. PB pages Ten little monsters 22-23 song. Listening to a story. PB page Counting monsters 26 from 1 to 10 PB page Listen and write the 28 relevant numbers. PB page The parts of the 27 body and the five senses.

C2

Mathematical competence.

C3

Knowledge of and interaction with the physical world. Competence in information and communicati on technologies Social and PB pages civil 22-23 competence.

C4

C5

C6

Cultural and artistic competence.

C7

The competence of learning to learn.

Activity

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

Moral and civic education: The importance of sharing things and being respectful with the others. PB pages Making the body 73-75 cards Making the PB page minibook 24 Drawing the missing elements in some faces PB page Students complete 63 the Picture Dictionary with the stickers from Unit 3. PB page Self-evaluate their 28 work by putting on the sticker of Collin and saying Well done! once they’ve

Evaluation Criteria Interest in learning English Pleasure in listening to the story about a chocolate cake Interest in learning numbers in English. Curiosity in learning about senses and parts of the body.

Pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Pleasure in using ‘please’ and ‘thank you’ to be polite Pleasure in doing artistic works.

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

30

C8

The competence of personal autonomy and initiative.

C9

The emotional competence. (Castilla la Mancha)

finished. PB pages Initiative to do the 22-23 routines by themselves and to participate in group activities. E.g. Acting out the story of the cake PB page Students learn to 21 work in groups respecting each other and admitting both their own success and their classmates’. E.g. playing the What’s my word? game.

Interest in learning English Positive attitude towards own ability to participate in class activities Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others

Socio cultural aspects and intercultural awareness       

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

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - Touch your eyes - Annie’s rap - Bug word rap - Hello song - Goodbye song - Ten little monsters Story: - The chocolate cake

CROSS-CURRICULAR ITEMS

31

  

Natural Science: The five senses and the parts of the body. L6. Arts and Crafts: Make the body cards L3. Make the minibook L7. Mathematics: Counting monsters from 1 to 10. L5

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

MIXED-ABILITY ACTIVITIES  Game – Colin says: Play Colin says … using other language the children know, e.g. Touch something red / blue / yellow, etc. or Stand up. / Turn around. / Jump., etc. L1.  Optional DVD activity: Children watch Touch your ears! (Unit 3)  Game – First one to … ! L2.  Play the karaoke version of the song (CD 1 track 37). L3.  Optional Busy Book activity: Do Unit 3 activity 2. L4.  Ask children about the colours of their monster, e.g. What colour are your monster’s eyes? (Purple). L5.  Musical game. L5  Optional Busy Book activity: Do Unit 3 activity 3. L5  Optional DVD activity  Children watch Monsters (Unit 3). L5.  Art and craft: Prepare and give children the outline shape of a face. Children make a collage picture of a funny face by using a mixture of different facial features which they cut out of old magazines. L6  Optional Busy Book activity: Do Unit 3 activities 4 and 6. L6  Minibook cover. L7  Optional Busy Book activity: Do Unit 3 activity 5, L7  Drama: Children act out a version of the story, using their real names and a prop (or the flashcard) for the cake. L8  Optional Busy Book activity: Do Unit 3 activity 7, L8  Optional DVD activity  Children watch Fun with Colin and Can you say the numbers? (Unit 3). L8.  Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199). 32

 Ideas for extra picture card games. T.Notes (pages 200-201)

33

EVALUATION 1. EVALUATION RESOURCES -

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 Informal evaluation Teacher’s evaluation of the unit Class assessment sheets Individual child assessment sheet Self-evaluation Worksheets Portfolio Worksheets Say Well done! and put on the sticker of Colin. L8 Put on the photographic stickers in the Picture Dictionary page 63. Test yourself.  Formal evaluation Unit 3 Test Term Test End-of-year Test

2. EVALUATION CRITERIA   





 

Take part in very controlled oral interactions in communicative situations such as singing the Touch your eyes rhyme. Read and identify simple words previously introduced in an oral way, about parts of the body. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story and retelling it. Write words with the help of models and with a specific aim such as writing parts of the body names before putting on the stickers on the caterpillar at the end of the unit. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Robot, robot touch your nose. Robot, robot touch your toes!. Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 3. Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

34

UNIT 4 RUN, RUN, RUN! OBJECTIVES             

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

CONTENTS Listening -

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

Speaking -

Mime and name the animals. L1 Say the Bug word rap. L1 Guess the animal. L1 Play What’s my word?. L1 Say and act out the chant Here’s the giraffe. L2 Whisper the words. L2 Play The lion is coming. L3 Sing the story song The lion is coming. L3 Sing and hold up the animal cards. L3 35

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

Reading -

Find and count the caterpillars. L2 Match the words and pictures. L3 Match the words and pictures. L4 Read the instructions to do the exercises of all the lessons. Put on the photographic stickers in the Picture Dictionary page 63. Test yourself. L8

Writing -

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

Language knowledge and use Linguistic knowledge: -

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



Vocabulary Main language children use: 36

-

giraffe, elephant, mouse, zebra, parrot, lion stop fly, run, swim, sing, jump

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Recycled language: hello, goodbye, yes, no, thank you Touch my toes red, yellow, green, purple, brown, orange, blue What’s the weather like today? sunny, cloudy, windy, snowing, raining, hot, cold

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Receptive language: … is eating leaves from a tall tree. Maybe he can help. That’s easy! … flies to the top of the tree. Just in time penguin, ostrich, kiwi, duck

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-

 Pronunciation Annie’s rap: /ʤ/ Gerry the jumping giraffe! Students pay attention to the pronunciation while singing the Here’s the giraffe chant Learning reflexion: Memorising a song. Repeating words. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

37

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 34 e competence. PB pages 30-31

Interest in learning English

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

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

PB pages Environmental 29-36 education: The importance of showing respect towards animals and nature in general. PB page Health Education: 34 The importance of doing physical exercise, such as running, jumping, swimming, etc, in order to be healthy. PB pages Making the animal 77-79 cards Making the finger puppets. PB page Drawing series of 32 animals. PB page Students complete 63 the Picture Dictionary with the stickers from Unit 4.

Interest in taking care of the environment.

Mathematical competence.

PB page 34

C3

Knowledge of and interaction with the physical world. Competence in information and communicati on technologies Social and civil competence.

PB page 35

C5

C6

Cultural and artistic competence.

C7

The competence of learning to learn.

Evaluation Criteria

All the activities of the unit use the language as an instrument of communication: e.g. The parrot song. Listening to a story. Use a numbercoloured code to complete a picture, Animals and their actions.

C2

C4

Activity

Pleasure in listening to the story about a giraffe. Interest in practising numbers in English. Curiosity in learning facts about animals and nature.

Willingness to follow healthy habits

Pleasure in doing artistic works.

Interest in learning English Willingness to follow routines

38

PB page 36

C8

The competence of personal autonomy and initiative.

C9

The emotional competence. (Castilla la Mancha)

Self-evaluate their work by putting on the sticker of Collin and saying Well done! once they’ve finished. PB pages Initiative to do the 30-31 routines by themselves and to participate in group activities. E.g. Acting out the story of the giraffe PB page Students learn to 29 work in groups respecting each other and admitting both their own success and their classmates’. E.g. playing the What’s my word? game.

Positive attitude towards own ability to participate in class activities Interest in learning English Positive attitude towards own ability to participate in class activities Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others

Socio cultural aspects and intercultural awareness       

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

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - Here’s the giraffe - Annie’s rap: Gerry the jumping giraffe! - Bug word rap - Hello song - Goodbye song - The parrot song

39

Story: - The giraffe

CROSS-CURRICULAR ITEMS  

Natural Science: Animal actions. L6. Arts and Crafts: Make the animal cards L3. Make the finger puppets L7. Draw pictures of animals to complete some sequences. L 3.

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

MIXED-ABILITY ACTIVITIES  Circle game – Mystery animal. L1  Drama game – Abracadabra!. L2  Card game – Find your partner. L3  Optional Busy Book activity: Do Unit 4 activity 1. L3  Vocabulary extension: penguin, hippo, crocodile, kangaroo, camel, tiger. L3  Busy Book. Optional DVD activity: Children watch Run, run, run! (Unit 4). L3  Song: Use the karaoke version (CD 2 track 6) L4  Optional Busy Book activity: Do Unit 4 activity 2, L4.  Art and craft: the parrot. L5  Optional Busy Book activity: Do Unit 4 activity 3, L5  Action posters. L6  Optional Busy Book activity: Do Unit 4 activities 4 and 6, L6.  Optional DVD activity: Children watch A duck can fly! (Unit 4) L6.  Drama: act the story using real names. L7  Optional Busy Book activity: Do Unit 4 activity 5, L7  Picture Dictionary Quiz. L8  Optional Busy Book activity: Do Unit 4 activity 7, L8.

40

 Optional DVD activity: Children watch Fun with Colin and Say what you can do (Unit 4). L8  Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199).  Ideas for extra picture card games. T.Notes (pages 200-201)

EVALUATION 1. EVALUATION RESOURCES -

-

 Informal evaluation Teacher’s evaluation of the unit Class assessment sheets Individual child assessment sheet Self-evaluation Worksheets Portfolio Worksheets Say Well done! and put on the sticker of Colin. L8 Put on the photographic stickers in the Picture Dictionary page 63. Test yourself.  Formal evaluation Unit 4 Test Term Test End-of-year Test

2. EVALUATION CRITERIA   



  

Take part in very controlled oral interactions in communicative situations such as singing the Here’s the giraffe chant. Read and identify simple words previously introduced in an oral way, related to animals. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story and retelling it. Write words with the help of models and with a specific aim such as writing animals names before putting on the stickers on the caterpillar at the end of the unit. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Gerry the jumping giraffe! Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 4. Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element. 41

42

REVIEW UNITS 3-4 Snail comes first My world, your world: Sports day

OBJECTIVES          

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

CONTENTS Listening -

Listen to the Bugs World song Listen and follow the story

Speaking -

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

Reading -

Read the instructions to do the exercises of all the lessons.

Writing -

Sequence the animals in the race Label the parts of the body

43

Language knowledge and use Linguistic knowledge: -

 Grammar Touch your … 

Vocabulary

-

Main language children use: caterpillar, snail, ladybird, bee, ant, butterfly nose, eyes, ears, mouth, fingers, toes lion, parrot, giraffe, elephant, mouse, zebra race first

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Recycled language: caterpillar, snail, ladybird, bee, ant, butterfly nose, eyes, ears, mouth, fingers, toes lion, parrot, giraffe, elephant, mouse, zebra fly, run scooter sunny Numbers 1–10 happy, sad I can … please, thank you the UK What’s the weather like today? sunny, cloudy, windy, snowing, raining, hot, cold

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Receptive language: Stand up, please. First one to touch your … The bugs are playing games. Let’s have a race! Good idea! Make a line Are you ready? Go! Come on! I can help you Sports day (obstacle race, sack race, running race) medal

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 Pronunciation Students pay attention to the pronunciation while singing the Bugs World song.

44

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

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 37 e competence.

C2 C3

C4

C5

C6

Mathematical competence. Knowledge of and interaction with the physical world.

PB page 37 PB page 38

Competence in information and communicati on technologies Social and PB page civil 38 competence.

Cultural and artistic competence.

Activity All the activities of the unit use the language as an instrument of communication: e.g. The Bugs World song. Listening to a story. Numbers 1-10 Children talk about school sports days in the UK in the My World, your World section. They can compare it with their own experience. CD Rom activities Pupil’s website: www.bugsworld.mac -english.com

Health education: The importance of practicing sports so as to keep fit. Education for Peace: The importance of understanding that winning is not the most important thing when doing competitions and that loosing is a way to learn more. PB pages Drawing themselves 38 in a race TN page Make a medal

Evaluation Criteria Interest in singing English songs.

Interest in revising numbers in English. Awareness of the world around them and cultural differences.

Pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Willingness to follow healthy habits. Interest in respecting everybody and playing sportingly.

Pleasure in using their imagination to do a sports medal. 45

129

(photocopiable).

46

C7

C8

C9

The competence of learning to learn. The competence of personal autonomy and initiative.

PB page 63

The emotional competence. (Castilla la Mancha)

PB page 38

PB page 38

Students revise the Picture Dictionary with the stickers from Units 3 and 4. Initiative to do the routines by themselves and to participate in group activities. E.g. comparing school sports days in the UK with the own ones. Students learn to work in groups respecting each other and admitting both their own success and their classmates’.

Willingness to review and reflect on own learning Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others Interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

Socio cultural aspects and intercultural awareness  Pleasure in a story about sport  Interest in learning about sports day in another country  Confidence and pleasure in own ability to use English in context         

Awareness of the world around you and cultural differences Willingness to review and reflect on own learning Positive attitude towards own ability to participate in class activities Enjoyment in completing activities in the book Respect for others in the group Enjoyment in group participation Willingness to listen to and interact with others Appreciation of humour in the story Appreciation of co-operation shown in the story

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - The Bugs World song. 47

Story: - Snail comes first

CROSS-CURRICULAR ITEMS -

 Arts and Crafts: Drawing themselves in a race. Making a medal.

-

 Physical Education: School sports days.

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

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

EVALUATION 1. EVALUATION RESOURCES - The whole revision unit is devoted to evaluate the progress done by the pupils in the last two units.

2. EVALUATION CRITERIA   





Take part in very controlled oral interactions in communicative situations such as talking about sports and competitions at school. Read and identify simple words previously introduced in an oral way, about the world of animals and parts of the body. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story of Snail comes first and retelling it. Write words with the help of models and with a specific aim such as writing vocabulary related to animals and parts of the body in the Match and write photocopiable sheet. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when singing the Bugs World song.

48

 

Use basic strategies in order to learn to learn, such as revising the Picture Dictionary with the stickers for Units 3 and 4. Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

49

UNIT 5 THE ENORMOUS SANDWICH OBJECTIVES           

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

CONTENTS Listening -

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

Speaking -

Play I’m hungry. L1 Say the Bug word rap. L1 Play What’s missing?. L1 Play What’s my word?. L1 Sing and dance to The food song. L2 Guess the food. L2 Play I like cheese. L3 Sing and hold up the food cards. L3 Play with the food cards. L3 Sing and act out the story song The sandwich spell. L4 50

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

Reading -

Read the instructions to do the exercises of all the lessons. Find and count the caterpillars. L2 Match the words and pictures. L3 Match the words and pictures. L4 Put on the photographic stickers in the Picture Dictionary page 64. Test yourself. L8

Writing -

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

Language knowledge and use Linguistic knowledge: -

 Grammar I like … as well Do you like …? I’m hungry 

Vocabulary

-

Main language children use: ham, cheese, tomatoes, eggs, chicken, lettuce apples, bananas, oranges, pears enormous, delicious, sandwich, spell Abracadabra

-

Recycled language: please, thank you

51

-

I can … Let’s … eat Numbers 1–10 yes, no What’s the weather like today? sunny, cloudy, windy, snowing, raining, hot, cold

-

Receptive language: I’m hungry, tired, sad, happy … go to the Wonder School for Witches brilliant, incredible

-

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

-

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

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 39 e competence. PB pages 40-41 C2

Mathematical competence.

C3

Knowledge of PB page and 45 interaction with the physical world. Competence in information and communicati on

C4

PB page 44

Activity

Evaluation Criteria

All the activities of the unit use the language as an instrument of communication: e.g. I like ham song. Listening to a story. Students count different types of food. Food from trees and plants.

Interest in learning English

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

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

Pleasure in listening to the story about a magic sandwich. Interest in learning to count in English. Curiosity in learning facts about plants and trees.

52

technologies

53

C5

Social and civil competence.

C6

Cultural and artistic competence.

C7

The competence of learning to learn.

C8

The competence of personal autonomy and initiative.

C9

The emotional competence. (Castilla la Mancha)

PB pages Environmental 29-36 education: The importance of taking care of plants and trees and of nature in general. PB page Health Education: 34 The importance of having a varied diet in order to be healthy. PB pages Making the food 81-83 cards Making the PB page minibook. 45 Drawing series of food. Drawing an imaginary garden. PB page Students complete 64 the Picture Dictionary with the stickers from Unit 5. PB page Self-evaluate their 46 work by putting on the sticker of Collin and saying Well done! once they’ve finished. PB pages Initiative to do the 40-41 routines by themselves and to participate in group activities. E.g. Acting out the story of the sandwich spell. PB page Students learn to 39 work in groups respecting each other and admitting both their own success and their classmates’. E.g. playing the What’s my word? game.

Interest in respecting of the environment.

Willingness to follow healthy eating habits.

Pleasure in doing artistic works.

Interest in learning English Willingness to follow routines Positive attitude towards own ability to participate in class activities Interest in learning English Positive attitude towards own ability to participate in class activities Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others

54

Socio cultural aspects and intercultural awareness      

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

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - I like ham - Annie’s rap: A chicken and cheese sandwich, please! - Bug word rap - Hello song - Goodbye song Story: - The sandwich spell.

CROSS-CURRICULAR ITEMS  

Natural Science: Food from trees and plants. L6. Arts and Crafts: Make the food cards L3. Make the minibook L7. Draw pictures of food to complete some sequences. L3. Draw and colour and imaginary garden. L6.

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

MIXED-ABILITY ACTIVITIES 

Mime game. L1

55

 Pointing game – Mmm, delicious. L2  Card game – Snap! L3  Optional Busy Book activity: Do Unit 5 activity 1. L3.  Vocabulary extension: bread, sausages, fish, chips, spaghetti, pizza. L3  Optional Busy Book activity: Do Unit 5 activity 2, L4.  Optional DVD activity: Children watch Making a sandwich (Unit 5). L4  Tasting game. L5  Optional Busy Book activity: Do Unit 5 activity 3. L5  Art and craft: wall-size poster of a fruit tree. L6  Optional Busy Book activity: Do Unit 5 activities 4 and 6. L6  Optional DVD activity: Children watch Tom loves apples! (Unit 5). L6  Minibook cover. L7.  Optional Busy Book activity: Do Unit 5 activity 5, L7.  Drama: L8.  Optional Busy Book activity: Do Unit 5 activity 7, L8.  Optional DVD activity: Children watch Fun with Colin and Ask me! (Unit 5). L8  Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199).  Ideas for extra picture card games. T.Notes (pages 200-201)

EVALUATION 1. EVALUATION RESOURCES -

-

 Informal evaluation Teacher’s evaluation of the unit Class assessment sheets Individual child assessment sheet Self-evaluation Worksheets Portfolio Worksheets Say Well done! and put on the sticker of Colin. L8 Put on the photographic stickers in the Picture Dictionary page 64. Test yourself.  Formal evaluation Unit 5 Test Term Test End-of-year Test

2. EVALUATION CRITERIA   

Take part in very controlled oral interactions in communicative situations such as singing the I like ham song. Read and identify simple words previously introduced in an oral way, related to food. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story and retelling it. 56





 

Write words with the help of models and with a specific aim such as writing food names before putting on the stickers on the caterpillar at the end of the unit. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: A chicken and cheese sandwich, please! Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 5. Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

57

UNIT 6 THE THREE BEARS OBJECTIVES             

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

CONTENTS Listening -

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

Speaking -

Say hello to the bears. L1 Say the Bug word rap. L1 Play What’s my word?. L1 Say and act out the chant The three bears. L2 Play Great! or Horrible!. L2 Sing and act the story song Goldilocks. L3 Sing and hold up the cards. L3 Play Memory. L3 58

-

Sing and act out the story song Goldilocks. L4 Play Goldilocks says …. L4 Play Who’s missing?. L5 Sing A happy family. L5 Sing and act out A happy family. L6 Play Yes! or No!. L6 Play Go to sleep, bears!. L6 Recall the story. L7 Sing the story song Goldilocks. L7 Do a role play. L7 Play the Bugs team game. L8 Say Well done! and put on the sticker of Colin. L8

Reading -

Read the instructions to do the exercises of all the lessons. Look and mime. L1 Find and count the caterpillars. L2 Mime Goldilocks. L3 Match the words and pictures. L3 Match the words and pictures. L4 Identify members of Baby bear’s family. L5 Put on the photographic stickers in the Picture Dictionary page 64. Test yourself.. L8

Writing -

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

Language knowledge and use Linguistic knowledge: -

 Grammar This / My … is … 

-

Vocabulary

Main language children use: Daddy / Mummy / Baby bear bowl, chair, bed, soup, house big, small, tiny great, horrible Goldilocks, brother, sister, family Recycled language:

59

-

hello, goodbye, yes, no, please, thank you Hurray! I’m … / It’s … hungry, happy Let’s … look / see / count Numbers 1–3 What’s the weather like today? sunny, cloudy, windy, snowing, raining, hot, cold

-

Receptive language: Everybody listen / look / touch … … go for a walk … go to sleep Wake up! / Wait! stay, play, runs away in winter colours Parts of the body

-

-

 Pronunciation Annie’s rap: /h/ Happy hands go clap, clap, clap. Happy hands do Annie’s rap! Students pay attention to the pronunciation while singing The three bears chant. Learning reflexion: Memorising a song. Repeating words. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 47 e competence. PB pages 48-49 C2

Mathematical competence.

PB page 51

C3

Knowledge of and interaction

PB page 53

Activity All the activities of the unit use the language as an instrument of communication: e.g. Sing The three bears song. Listen to a story. Students match some numbers so as to form a picture. The world of bears: habits, types of bears, etc

Evaluation Criteria Interest in learning English Pleasure in listening to a traditional story about the Three bears. Interest in recognising numbers in English. Curiosity in learning facts about bears.

60

C4

C5

with the physical world. Competence in information and communicati on technologies Social and PB page civil 53 competence.

C6

Cultural and artistic competence.

C7

The competence of learning to learn.

C8

The competence of personal autonomy and initiative.

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

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

Environmental education: The importance of taking care of animals and of nature in general. Moral and civic PB page Education: 48-49 The importance of respecting PB page everybody. The 52 importance of family. PB pages Making the bowl, 85-87 chair, and bed cards. PB page Making the story 50 characters. Drawing Goldilocks’ mouth in some PB page pictures. 52 Drawing the student’s family. PB page Students complete 64 the Picture Dictionary with the stickers from Unit 6. PB page Self-evaluate their 54 work by putting on the sticker of Collin and saying Well done! once they’ve finished. PB pages Initiative to do the 48-49 routines by themselves and to participate in group activities. E.g. Acting out the story of The three bears.

Interest in respecting the environment.

Willingness to behave in a correct way. Awareness of the value of family, and respect for all sorts of family. Pleasure in doing artistic works.

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

61

C9

The emotional competence. (Castilla la Mancha)

PB page 47

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

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

Socio cultural aspects and intercultural awareness       

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

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - The three bears song - Annie’s rap: Happy hands go clap, clap, clap. Happy hands do Annie’s rap! - Bug word rap - Hello song - Goodbye song - A happy family song. Story: - The three bears.

CROSS-CURRICULAR ITEMS  

Natural Science: Bears that go to sleep in winter. L6. Arts and Crafts: Make the bowl, chair, and bed cards L3. Make the story characters L7. Draw Goldilocks’ mouth in some pictures. L3. Draw the student’s family. L6.

62

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

MIXED-ABILITY ACTIVITIES  Drama game. L1  Game – Big, small or tiny. L2  Card game – Noughts and crosses. L3  Optional Busy Book activity: Do Unit 6 activity 1. L3  Vocabulary extension: grandma, grandpa, aunty, uncle, cousin. L3  Optional DVD activity: Children watch the song Goldilocks (Unit 6). L3  Optional Busy Book activity: Do Unit 6 activities 2 and 3. L4  Family photos. L5  Optional Busy Book activity: Do Unit 6 activity 6, L5  Game – Play Yes! or No! L6  Optional Busy Book activity: Do Unit 6 activity 4, L6.  Optional DVD activity: Children watch Bears! (Unit 6). L6  Drama. L7  Optional Busy Book activity: Do Unit 6 activity 5, L7  Picture Dictionary Quiz. L8  Optional Busy Book activity: Do Unit 6 activity 7, L8  Optional DVD activity: Children watch Fun with Colin and This bed is … (Unit 6). L8  Do one or two other activities from the Learning Routines Resource Bank. T.Notes (pages 198-199).  Ideas for extra picture card games. T.Notes (pages 200-201)

EVALUATION 1. EVALUATION RESOURCES -

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

63

-

-

Put on the photographic stickers in the Picture Dictionary page 64. Test yourself.  Formal evaluation Unit 6 Test Term Test End-of-year Test

2. EVALUATION CRITERIA   





 

Take part in very controlled oral interactions in communicative situations such as singing The three bears song. Read and identify simple words previously introduced in an oral way, related to furniture. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story and retelling it. Write words with the help of models and with a specific aim such as writing vocabulary related to family members and furniture before putting on the stickers on the caterpillar at the end of the unit. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they say Annie’s rap: Happy hands go clap, clap, clap. Happy hands do Annie’s rap! Use basic strategies in order to learn to learn, such as completing the Picture Dictionary with the stickers for Unit 6. Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

64

REVIEW UNITS 5-6 A family picnic My world, your world: Family and food OBJECTIVES           

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

CONTENTS Listening -

Listen to the Bugs World song Listen and follow the story

Speaking -

Children may talk about their favourite food.

Reading -

Read the instructions to do the exercises of all the lessons.

Writing -

Write the names of family members in the Match and write photocopiable sheet. Draw a picture of their favourite food.

Language knowledge and use Linguistic knowledge: -

 Grammar Do you like …? I like …

65

-

This is … 

Vocabulary

-

Main language children use: caterpillar, snail, ladybird, bee, ant, butterfly ham, cheese, tomatoes, eggs, chicken, lettuce apples, oranges, pears, bananas mummy, daddy, brother, sister Numbers 1–10 picnic sandwiches

-

Recycled language: caterpillar, snail, ladybird, bee, ant, butterfly ham, cheese, tomatoes, eggs, chicken, lettuce apples, oranges, pears, bananas mummy, daddy, brother, sister Numbers 1–10 sandwiches, enormous, eat, happy Hello Delicious! I’m hungry. Do you like …? I like … Here you are. please, thank you the UK What’s the weather like today? sunny, cloudy, windy, snowing, raining, hot, cold

-

Receptive language: food family basket together It’s time for a picnic. This basket is big. I can help you! Let’s have a picnic.

-

-

 Pronunciation Students pay attention to the pronunciation while singing the Bugs World song. Learning reflexion: Memorising a song. Repeating words. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

66

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 55 e competence.

C2 C3

C4

C5

Mathematical competence. Knowledge of and interaction with the physical world.

PB page 56

Competence in information and communicati on technologies Social and PB page civil 56 competence.

C6

Cultural and artistic competence.

C7

The competence of learning to learn.

Activity

Evaluation Criteria

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

Interest in singing English songs.

Children learn about family and food in the UK in the My World, your World section. They can compare it with their own experience. CD Rom activities Pupil’s website: www.bugsworld.mac -english.com

Awareness of the world around them and cultural differences.

Health education: The importance of having a varied diet in order to be PB page healthy. 55 Moral and Civic Education: The importance of family. PB pages Drawing their 56 favourite food TN page Make a picnic 181 (photocopiable). PB page Students revise the 64 Picture Dictionary with the stickers from Units 5 and 6.

Pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Willingness to follow healthy habits regarding food. Awareness of the value of family, and respect for all sorts of family. Pleasure in using their imagination to do artistic works. Willingness to review and reflect on own learning

67

C8

The competence of personal autonomy and initiative.

PB page 56

C9

The emotional competence. (Castilla la Mancha)

PB page 56

Initiative to do the routines by themselves and to participate in group activities. E.g. comparing British food with the own one. Students learn to work in groups respecting each other and admitting both their own success and their classmates’.

Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others Interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

Socio cultural aspects and intercultural awareness  Pleasure in a story about a picnic  Interest in learning about families and food in another country  Confidence and pleasure in own ability to use English in context         

Awareness of the world around you and cultural differences Willingness to review and reflect on own learning Positive attitude towards own ability to participate in class activities Enjoyment in completing activities in the book Respect for others in the group Enjoyment in group participation Willingness to listen to and interact with others Awareness of the value of family Appreciation of co-operation shown in the story

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - The Bugs World song. Story: - A family picnic

CROSS-CURRICULAR ITEMS 

Arts and Crafts: 68

-

Drawing their favourite food. Making a picnic.

-

 Social Science: Different types of food in Britain.

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

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

EVALUATION 1. EVALUATION RESOURCES - The whole revision unit is devoted to evaluate the progress done by the pupils in the last two units.

2. EVALUATION CRITERIA   





Take part in very controlled oral interactions in communicative situations such as talking about their favourite food. Read and identify simple words previously introduced in an oral way, about the world of food and family members. Catch the main idea and identify some specific elements in oral texts, with the help of both linguistic and non-linguistic elements in the context while listening to the story of A family picnic and retelling it. Write words with the help of models and with a specific aim such as writing vocabulary related to family members and food in the Match and write photocopiable sheet. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when singing the Bugs World song.

69

 

Use basic strategies in order to learn to learn, such as revising the Picture Dictionary with the stickers for Units 5 and 6. Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

70

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

CONTENTS Listening -

Listen and follow the Halloween chant

Speaking -

Play Halloween noises

Reading -

Read the instructions to do the exercises of all the lessons.

Writing -

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

Language knowledge and use Linguistic knowledge: -

 Grammar Happy Halloween! 

Vocabulary

-

Main language children use: witch, ghost, cat, bat, pumpkin

-

Recycled language: Hello one, two, three please, thank you happy Receptive language:

71

-

-

push big Can you help me, please?  Pronunciation Students pay attention to the pronunciation while singing the Bugs World song. Learning reflexion: Memorising a song. Repeating words. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 57 e competence.

C2

C3

C4

C5

C6

Activity

All the activities of the unit use the language as an instrument of communication: e.g. The Halloween chant. Mathematical PB page Students need to competence. 58 count and write the numbers of Halloween characters Knowledge of PB pages Children learn about and 57-58 British celebrations interaction such as Halloween with the and they can physical compare them with world. their own ones. Competence CD Rom activities in information Pupil’s website: and www.bugsworld.mac communicati -english.com on technologies Social and PB pages Leisure education: civil 57-58 The importance of competence. doing celebrations in order to feel happy. Cultural and PB pages Colour the artistic 58 Halloween competence. TN page characters.

Evaluation Criteria Interest in singing English songs.

Interest in revising the numbers in English. Awareness of the world around them and cultural differences. Pleasure in using new technologies in order to revise and extend what the have learnt in the unit. Willingness to enjoy social celebrations. Pleasure in using their imagination to do artistic works.

72

186 C7

C8

C9

The competence of learning to learn. The competence of personal autonomy and initiative.

BB page 44

The emotional competence. (Castilla la Mancha)

PB page 57

PB page 58

Make a pumpkin face (photocopiable). Students revise the vocabulary learnt by doing the Busy Book activity. Initiative to do the routines by themselves and to participate in group activities. E.g. comparing British festivals with the own ones. Students learn to work in groups respecting each other and admitting both their own success and their classmates’.

Willingness to review and reflect on own learning Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others Interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

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

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - The Halloween chant.

CROSS-CURRICULAR ITEMS -

 Arts and Crafts: Colour the Halloween characters. Make a pumpkin face.

-

 Social Science: Know and understand different types of celebrations in Britain.

73

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

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

EVALUATION 1. EVALUATION RESOURCES - Teacher’s evaluation of the unit. - Evaluation of the photocopiable activities. - Busy Book activities.

2. EVALUATION CRITERIA     

Take part in very controlled oral interactions in communicative situations such as singing the Halloween chant. Read and identify simple words previously introduced in an oral way, about Halloween characters. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when singing the Halloween chant. Use basic strategies in order to learn to learn, such as revising the vocabulary learnt till this moment. Show interest and curiosity towards British celebrations such as Halloween and recognise the linguistic diversity as an enriching element.

74

CHRISTMAS OBJECTIVES    

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

CONTENTS Listening -

Listen and follow the story Listen, colour and sing

Speaking -

Play Christmas change! Sing Reggie the Christmas reindeer

Reading -

Read the instructions to do the exercises of all the lessons.

Writing -

Draw Santa’s path to the children

Language knowledge and use Linguistic knowledge: -

 Grammar Happy Christmas! 

Vocabulary

-

Main language children use: Santa, present, sleigh, reindeer

-

Recycled language: Hello Where’s … ? Here! please, thank you red Oh, dear 75

-

nose happy, sad blue, purple, red, brown

-

Receptive language: old, new antlers

-

-

 Pronunciation Students pay attention to the pronunciation while singing the Reggie the Christmas reindeer song. Learning reflexion: Memorising a song. Repeating words. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 60 e competence.

C2 C3

C4

C5

Mathematical competence. Knowledge of and interaction with the physical world. Competence in information and communicati on technologies Social and civil competence.

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

PB pages Children learn about 59-60 British celebrations such as Christmas and they can compare them with their own ones. CD Rom activities Pupil’s website: www.bugsworld.mac -english.com

Evaluation Criteria Interest in singing English songs.

Awareness of the world around them and cultural differences. Pleasure in using new technologies in order to revise and extend what the have learnt in the unit.

PB pages Leisure education: Willingness to enjoy 57-58 The importance of social celebrations. doing celebrations in order to feel happy.

76

C6

Cultural and artistic competence.

PB page 60 TN page 192

C7

The competence of learning to learn. The competence of personal autonomy and initiative.

BB page 45

The emotional competence. (Castilla la Mancha)

PB page 59

C8

C9

PB page 59-60

Colour the Christmas reindeer. Make Reggie’s antlers (photocopiable). Students revise the vocabulary learnt by doing the Busy Book activity. Initiative to do the routines by themselves and to participate in group activities. E.g. comparing British festivals with the own ones. Students learn to work in groups respecting each other and admitting both their own success and their classmates’.

Pleasure in using their imagination to do artistic works. Willingness to review and reflect on own learning Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others Interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

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

LITERARY EDUCATION   

Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc: Songs and rhymes: - The Reggie the Christmas reindeer song. - A Christmas story.

CROSS-CURRICULAR ITEMS -

 Arts and Crafts: Colour the Christmas reindeer. Make Reggie’s antlers.  Social Science:

77

-

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

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

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

EVALUATION 1. EVALUATION RESOURCES - Teacher’s evaluation of the unit. - Evaluation of the photocopiable activities. - Busy Book activities.

2. EVALUATION CRITERIA     

Take part in very controlled oral interactions in communicative situations such as listening and retelling the Christmas story. Read and identify simple words previously introduced in an oral way, about Christmas characters. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when singing The Reggie the Christmas reindeer song. Use basic strategies in order to learn to learn, such as revising the vocabulary learnt till this moment. Show interest and curiosity towards celebrations such as Christmas and recognise the linguistic diversity as an enriching element.

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

CONTENTS Listening -

Listen to The Easter bunny rock

Speaking -

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

Reading -

Read the instructions to do the exercises.

Writing -

Find, colour and count the Easter eggs

Language knowledge and use Linguistic knowledge: -

 Grammar Happy Easter! 

Vocabulary

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

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

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Pronunciation 79

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Students pay attention to the pronunciation while singing The Easter bunny rock song. Learning reflexion: Memorising a song. Repeating words. Reviewing and reflecting on learning. Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENCES Basic Page Competence C1 Linguistic PB page communicativ 61 e competence.

C2 C3

C4

C5

Mathematical competence. Knowledge of and interaction with the physical world. Competence in information and communicati on technologies Social and civil competence.

C6

Cultural and artistic competence.

C7

The competence of learning to learn.

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

Evaluation Criteria Interest in singing English songs.

PB pages Children learn about 61 British celebrations such as Easter and they can compare them with their own ones. CD Rom activities Pupil’s website: www.bugsworld.mac -english.com

Awareness of the world around them and cultural differences.

PB pages Leisure education: 61 The importance of doing celebrations in order to feel happy. TN page Make a pop-up 196 Easter card (photocopiable).

Willingness to enjoy social celebrations.

BB page 46

Willingness to review and reflect on own learning

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

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

Pleasure in using their imagination to do artistic works.

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C8

The competence of personal autonomy and initiative.

PB page 61

C9

The emotional competence. (Castilla la Mancha)

PB page 61

Initiative to do the routines by themselves and to participate in group activities. E.g. comparing British festivals with the own ones. Students learn to work in groups respecting each other and admitting both their own success and their classmates’.

Respect for others in the group. Enjoyment in group participation Willingness to listen to and interact with others Interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.

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

LITERARY EDUCATION   

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Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts). Introduction to the use of the school library Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc:

Songs and rhymes: The Easter bunny rock song

CROSS-CURRICULAR ITEMS -

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 Arts and Crafts: Make a pop-up Easter card.  Social Science: Appreciate different types of celebrations in Britain comparing them with the local ones.

ATTITUDES AND VALUES  Politeness in the other language.  Effort with new vocabulary and structures.  Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.  Overcome mental blocking when meeting new people in the target language  Attentive-assertive listening  Use of target language in class 81

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

EVALUATION 1. EVALUATION RESOURCES - Teacher’s evaluation of the unit. - Evaluation of the photocopiable activities. - Busy Book activities.

2. EVALUATION CRITERIA     

Take part in very controlled oral interactions in communicative situations such as listening to The Easter bunny rock. Read and identify simple words previously introduced in an oral way, about Easter elements. Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when singing The Easter bunny rock. Use basic strategies in order to learn to learn, such as revising the vocabulary learnt till this moment. Show interest and curiosity towards celebrations such as Easter and recognise the linguistic diversity as an enriching element.

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