cheeky-monkey-1.pdf

Bugs World 1

SYLLABUS

Area: Foreign Languages (English)

Stage: Primary Education

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

Language knowledge and use

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.)

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

Learning reflexion: - Memorising a song. - Repeating words.

- Reviewing and reflecting on learning.

- Appreciating working in groups as a means of personal enrichment.

BASIC COMPETENC

ES

Basic

Competence Page Activity Evaluation Criteria

C1 Linguistic communicativ e

competence.

PB page

2 All the activities of the unit use the language as an instrument of

communication: e.g.

Bugs World song, Hello song, Goodbye song

Interest in learning English.

Pleasure in greeting people and saying goodbye

C2 Mathematical

competence. PB page 2 Numbers 1-5 Interest in learning numbers in English. C3 Knowledge of and interaction with the physical world. PB page

2 Colours and food Interest in learning numbers and being able to say names of food in English. 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 revise and extend what the have learnt in the unit.

C5 Social and civil

competence.

PB page

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

Health education: The importance of food for being healthy.

Willingness to follow routines

Pleasure in greeting people and saying goodbye

Willingness to follow simple instructions

C6 Cultural and

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. Interest in learning English Willingness to follow routines Positive attitude

towards own ability to participate in class activities Willingness to follow simple instructions 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

Interest in learning English

Positive attitude

towards own ability to participate in class activities 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 and curiosity to learn the foreign language and

recognise the

linguistic diversity as an enriching element.

Socio cultural aspects and intercultural awareness

 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

CROSS-CURRICULAR ITEMS

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

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

- Teacher’s evaluation of the unit  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.

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

- 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 …?

 Vocabulary

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! Recycled language: - hello, - goodbye, - caterpillar, - fine 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.

 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.

BASIC COMPETENCES

Basic

Competence Page Activity Evaluation Criteria

C1 Linguistic communicativ e competence. PB page 6 PB pages 4-5

All the activities of the unit use the language as an instrument of

communication: e.g.

Where’s Colin song.

Listening to a story.

Interest in learning English

Pleasure in the story about a familiar game C2 Mathematical

competence. PB page 8 Counting boys and girls from 1 to 5 Interest in learning numbers in English. C3 Knowledge of and interaction with the physical world. PB page

9 The life of a caterpillar Curiosity in learning about the life of a caterpillar 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 revise and extend what the have learnt in the unit. C5 Social and civil competence. PB page 9 PB page 8 Environmental education: The importance of respecting the environment including insects and animals. Health education: The importance of practising sports, such as football and basketball, in order to be healthy. Curiosity in learning and respecting animal facts Willingness to follow healthy habits Willingness to follow routines C6 Cultural and artistic competence. PB pages 65-67 PB page 6

Making the bug cards Making the minibook Drawing their favourite bug. Pleasure in doing artistic works. C7 The competence of learning to learn. PB page

62 Students complete the Picture Dictionary with the stickers from Unit 1.

Interest in learning English

Willingness to follow routines

the sticker of Collin and saying Well

done! once they’ve

finished.

participate

in class activities Pleasure in the story about a familiar game C8 The competence of personal autonomy and initiative. PB page

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

Acting out the song

Hello, Colin

Interest in learning English

Positive attitude

towards own ability to participate in class activities C9 The emotional competence. (Castilla la Mancha) PB page

3 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

 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

 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)

 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.

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

- 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)

 Vocabulary

Main language children use: - ball, bike, car, robot, doll, scooter

- green, yellow, red, brown, purple, blue, orange - favourite - Surprise! - thank you Recycled language: - hello / goodbye - yes / no - Let’s play. - Numbers 1–3 - Hurray!

- Sunny, cloudy, windy, snowing, raining, hot, cold 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?  Pronunciation

- Annie’s rap: /b/ Bee’s ball and Butterfly’s bike

- Students pay attention to the pronunciation while singing The Toy song Learning reflexion:

- Memorising a song. - Repeating words.

- Reviewing and reflecting on learning.

BASIC COMPETENCES

Basic

Competence Page Activity Evaluation Criteria

C1 Linguistic communicativ e competence. PB page 11 PB pages 12-13

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

Pleasure in using ‘please’ and ‘thank you’ to be polite C3 Knowledge of and interaction with the physical world. PB page

16-17 Identifying colours and toys in the classroom Interest in experimenting with colour 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 revise and extend what the have learnt in the unit.

C5 Social and civil

competence.

PB page

15 Health education: The importance of doing exercise, such as jumping or riding a bike, in order to be healthy. Willingness to follow healthy habits Recognition of the personal value of things you own C6 Cultural and artistic competence. PB pages 69-71 PB page 17

Making the toy cards.

Making the pencil puppets

Mixing colours to make new colours.

Pleasure in doing artistic works. C7 The competence of learning to learn. PB page 62 PB page 18 Students complete the Picture

Dictionary with the stickers from Unit 2. 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 Care in completing activities in the book

C8 The competence of personal autonomy and initiative. 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?

Interest in learning English

Positive attitude

towards own ability to participate in class activities C9 The emotional competence. (Castilla la Mancha) PB page

11 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 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

- 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, yo-yo. 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

 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

 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.

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

 Grammar

- • Here!

 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.

BASIC COMPETENCES

Basic

Competence Page Activity Evaluation Criteria

C1 Linguistic communicativ e competence. PB page 19 PB page 19

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.

C2 Mathematical

competence. PB page 20 Numbers 1-5 Interest in learning numbers in English. C3 Knowledge of and interaction with the physical world. PB page

20 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.

Awareness of the world around them and cultural differences 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 revise and extend what the have learnt in the unit.

C5 Social and civil

competence.

PB page

20 LeisureThe importance of education : 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. Interest in learning about birthdays in another country. C6 Cultural and artistic competence. PB pages 20 TN page 80 Drawing a birthday cake. Doing a birthday card (photocopiable). Pleasure in doing a birthday card for Collin. C7 The competence of learning to learn. PB page

62 Students revise the Picture Dictionary with the stickers from Units 1 and 2.

Willingness to review and reflect on own learning

C8 The competence of personal autonomy and initiative. 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.

Respect for others in the group.

Enjoyment in group participation

Willingness to listen to and interact with others C9 The emotional competence. (Castilla la Mancha) PB page

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

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 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:

CROSS-CURRICULAR ITEMS

- 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.

 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.

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 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 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

 Grammar - Touch your … .

- Me!

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 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?  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.

BASIC COMPETENCES

Basic

Competence Page Activity Evaluation Criteria

C1 Linguistic communicativ e competence. PB page 26 PB pages 22-23

All the activities of the unit use the language as an instrument of

communication: e.g.

Ten little monsters

song.

Listening to a story.

Interest in learning English

Pleasure in listening to the story about a chocolate cake C2 Mathematical competence. PB page 26 PB page 28 Counting monsters from 1 to 10

Listen and write the relevant numbers. Interest in learning numbers in English. C3 Knowledge of and interaction with the physical world. PB page

27 The parts of the body and the five senses.

Curiosity in learning about senses and parts of the body.

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 revise and extend what the have learnt in the unit.

C5 Social and civil

competence.

PB pages

22-23 Moral and civic education: The importance of sharing things and being respectful with the others.

Pleasure in using ‘please’ and ‘thank you’ to be polite C6 Cultural and artistic competence. PB pages 73-75 PB page 24

Making the body cards Making the minibook

Drawing the missing elements in some faces Pleasure in doing artistic works. C7 The competence of learning to learn. PB page 63 PB page 28 Students complete the Picture

Dictionary with the stickers from Unit 3. Self-evaluate their work by putting on the sticker of Collin

Interest in learning English

Willingness to follow routines

Positive attitude

towards own ability to participate

finished. C8 The competence of personal autonomy and initiative. PB pages

22-23 Initiative to do the routines by themselves and to participate in group activities. E.g.

Acting out the story of the cake

Interest in learning English

Positive attitude

towards own ability to participate in class activities C9 The emotional competence. (Castilla la Mancha) PB page

21 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

 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

 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.

EVALUATION

1. EVALUATION RESOURCES

- 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.

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

- 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

- Oh, dear, … can’t hear.

- I can …

- giraffe, elephant, mouse, zebra, parrot, lion

- stop

- fly, run, swim, sing, jump 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 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  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.

BASIC COMPETENCES

Basic

Competence Page Activity Evaluation Criteria

C1 Linguistic communicativ e competence. PB page 34 PB pages 30-31

All the activities of the unit use the language as an instrument of

communication: e.g.

The parrot song.

Listening to a story.

Interest in learning English

Pleasure in listening to the story about a giraffe.

C2 Mathematical

competence. PB page 34 Use a number-coloured code to complete a picture, Interest in practising numbers in English. C3 Knowledge of and interaction with the physical world. PB page

35 Animals and their actions. Curiosity in learning facts about animals and nature. 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 pages 29-36 PB page 34 Environmental education: The importance of showing respect towards animals and nature in general. Health Education: The importance of doing physical exercise, such as running, jumping, swimming, etc, in order to be healthy.

Interest in taking care of the environment. Willingness to follow healthy habits C6 Cultural and artistic competence. PB pages 77-79 PB page 32

Making the animal cards

Making the finger puppets. Drawing series of animals. Pleasure in doing artistic works. C7 The

PB page

36 Self-evaluate their work by putting on the sticker of Collin and saying Well

done! once they’ve

finished.

Positive attitude

towards own ability to participate in class activities C8 The competence of personal autonomy and initiative. PB pages

30-31 Initiative to do the routines by themselves and to participate in group activities. E.g.

Acting out the story of the giraffe

Interest in learning English

Positive attitude

towards own ability to participate in class activities C9 The emotional competence. (Castilla la Mancha) PB page

29 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

 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

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

 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 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

- 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.

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

Language knowledge and use

 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

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 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

 Pronunciation

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

37 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.

C2 Mathematical

competence. PB page 37 Numbers 1-10 Interest in revising numbers in English. C3 Knowledge of and interaction with the physical world. PB page

38 Children talk about school sports days in the UK in the My

World, your World

section. They can compare it with their own experience.

Awareness of the world around them and cultural differences. 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 revise and extend what the have learnt in the unit.

C5 Social and civil

competence.

PB page

38 HealthThe importance of education : 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. Willingness to follow healthy habits. Interest in respecting everybody and playing sportingly. C6 Cultural and artistic competence. PB pages 38 TN page Drawing themselves in a race Make a medal Pleasure in using their imagination to do a sports medal.

C7 The

competence of learning to learn.

PB page

63 Students revise the Picture Dictionary with the stickers from Units 3 and 4.

Willingness to review and reflect on own learning C8 The competence of personal autonomy and initiative. PB page

38 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.

Respect for others in the group.

Enjoyment in group participation

Willingness to listen to and interact with others C9 The emotional competence. (Castilla la Mancha) PB page

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

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 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.

Story:

- Snail comes first

CROSS-CURRICULAR ITEMS

- 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.

 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.

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

- 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

- I can …

- Let’s …

- eat

- Numbers 1–10

- yes, no

- What’s the weather like today?

- sunny, cloudy, windy, snowing, raining, hot, cold Receptive la nguage:

- 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

Competence Page Activity Evaluation Criteria

C1 Linguistic communicativ e competence. PB page 39 PB pages 40-41

All the activities of the unit use the language as an instrument of

communication: e.g.

I like ham song.

Listening to a story.

Interest in learning English

Pleasure in listening to the story about a magic sandwich. C2 Mathematical

competence. PB page 44 Students count different types of food. Interest in learning to count in English. C3 Knowledge of and interaction with the physical world. PB page

45 Food from trees and plants. Curiosity in learning facts about plants and trees. C4 Competence in information and CD Rom activities Pupil’s website: www.bugsworld.mac

Pleasure in using new technologies in order to extend what the