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 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:
- 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
Competence Page Activity Evaluation Criteria
C1 Linguistic communicativ e competence. PB page 47 PB pages 48-49
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. Interest in learning English Pleasure in listening to a traditional story about the Three bears.
C2 Mathematical
competence. PB page 51 Students match some numbers so as to form a picture.
Interest in
recognising numbers in English.
with the physical world. C4 Competence in information and communicati on technologies 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. C5 Social and civil competence. PB page 53 PB page 48-49 PB page 52 Environmental education: The importance of taking care of animals and of nature in general. Moral and civic Education: The importance of respecting everybody. The importance of family. 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. C6 Cultural and artistic competence. PB pages 85-87 PB page 50 PB page 52
Making the bowl, chair, and bed cards.
Making the story characters. Drawing Goldilocks’ mouth in some pictures. Drawing the student’s family. Pleasure in doing artistic works. C7 The competence of learning to learn. PB page 64 PB page 54 Students complete the Picture
Dictionary with the stickers from Unit 6. Self-evaluate their work by putting on the sticker of Collin and saying Well
done! once they’ve
finished. Interest in learning English Willingness to follow routines Positive attitude
towards own ability to participate in class activities C8 The competence of personal autonomy and initiative. PB pages
48-49 Initiative to do the routines by themselves and to participate in group activities. E.g.
Acting out the story of The three bears.
Interest in learning English
Positive attitude
towards own ability to participate
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