LITTLE FRIENDS
AREA OF FOREIGN LANGUAGES
ENGLISH
PRE-PRIMARY
1
TABLE OF CONTENTS
THEORETICAL JUSTIFICATION FOR THE PROJECT .................................... 3
OBJETIVES........................................................................................................ 3
CONTENTS........................................................................................................ 4
KEY COMPETENCES ..................................................................................... 13
ASSESMENT CRITERIA.................................................................................. 15
PROGRAMME OF UNITS ................................................................................ 17
TIMING OF THE UNITS ................................................................................... 95
Annex I. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH
DEPARTMENT............................................................................................... 175
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THEORETICAL JUSTIFICATION FOR THE PROJECT
Learning a foreign language is considered an enriching component of Pre-Primary
education, both because of the cultural needs of our times and the high degree of
compatibility of the procedures involved in learning English with the aims proposed by the
Organic Law 2/2006 of 3rd May.
The ability of small children for learning languages is well-known and
acknowledged by most experts, as well as the possibility of incorporating the teaching of
English into the general Pre-Primary Education methodology. Learning a foreign language
from such a young age requires language acquisition to take place in a recreational and
stimulating environment in order to train children for a continued process which will span
from Primary to Secondary Education. Children who maintain this kind of contact with a
foreign language during Pre-Primary will develop, almost effortlessly, attitudes and abilities
(especially listening comprehension and pronunciation) which will help them throughout
their student years.
OBJETIVES
1. The aim of Pre-Primary education is to contribute to the physical, emotional, social
and intellectual development of boys and girls.
2. Both levels will be focused on emotional development, movement and body control
habits, on communication and language, on guidelines for coexistence and social
relations, as well as on discovering the environment’s physical and social
characteristics. Girls and boys will also be encouraged to form a positive and
balanced self-image and to acquire personal autonomy.
Pre-Primary education will contribute to the development of abilities in girls and boys
which will enable them to:
a) Get to know their own bodies as well as the others’, and their possibilities of action.
Learn to respect differences.
b) Observe and explore their family, natural and social environment.
c) Acquire progressive autonomy in their daily activities.
d) Develop their emotional abilities.
e) Interact with others and progressively acquire basic coexistence and social
relations guidelines, as well as practice solving conflicts peacefully.
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f)
Develop communicative skills and ways of expressing in different languages.
g) Start acquiring logical-mathematical skills, as well as reading and writing,
movement, expression and rhythm skills.
CONTENTS
The three pre-primary fields of experience are:

Self-knowledge and personal autonomy

Knowledge of the environment

Languages: Communication and representation
It is worth noting that the aim of this project’s materials is for the teaching method
not to be limited to learning English. On the contrary, due to the fact that they cover
knowledge which is close to the children’s experiences, they will also be in touch with
concepts, procedures and attitudes related to identity and personal autonomy, physical
and social environment and communication and representation. Teaching English will
provide the opportunity to include these areas as a whole, as well as to prove their
interdependence. Therefore, the activities suggested by our method will not only enable
children to learn English but will also be used as a communication tool which will allow
them to discover and get to know their bodies and to acquire a positive image of
themselves and their classmates, in order to adopt an autonomous behaviour with basic
health and well-being habits and to start and develop their social relations with other
children and with adults.
Methodological Principles of Pre-Primary English Teaching
Adequate Linguistic Input
For Pre-Primary children, learning a foreign language is very similar to the process
of learning their mother tongue. The child should get in touch with a simple but natural
language that is not limited to a few words from a particular vocabulary group, but which
constitutes the tool to access the world around them. In other words, the sentences in the
Class Materials unit are as important as those which describe the daily routine in English
class.
Coordination with Tutors
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In this stage, English is taught as a communication and representation tool, and
therefore becomes part of the general curriculum, which makes it possible to cover a
series of concepts, procedures and attitudes that fit Pre-Primary perfectly. This is why
coordination with the children’s tutors is essential for English learning to be approached
together and as a whole with other curriculum areas. It is also very important that, at the
beginning of the school year, English teachers and tutors reach an agreement so that the
topics dealt with in Class Materials match up with those in other areas. The order of the
method’s units is not unalterable; because they are punched worksheets, these units can
be arranged so that they match up with the topics dealt with by the tutors.
Class Routines
One of the foundations of the Class Materials are the routines integrated into the
course in order to develop both socio-cultural competence (children learn what they should
expect from their class and what is expected from them) and communicative competence
(children acquire a new communication tool and a series of strategies to understand and
be understood). Every lesson presents an identical structure which is completed with the
different versions of the same type of games and activities.
Short Activities
The ability to pay attention and to concentrate is very limited in Pre-Primary
children. This fact has been taken into account when creating the sequence of activities
suggested in Class Materials. The teacher should not spend too long on a particular
activity, on the other hand, classes should be taught so that activities follow one another
dynamically. This is the reason why it is not advised to devote more than ten minutes to
each of them.
The Silent Period
New English language learners experience what linguists call the “silent period”. In
this stage, they refuse to speak English; nevertheless, they are able to hear everything
and to use what they hear to organize their notions about how this new language works. It
is more important to offer them plenty of opportunities to understand how the language
works than to insist on them uttering certain words or sentences. In order for them to do
that, they will be provided with different answer possibilities according to each type of
learner. This way, if we ask a question, they will have the opportunity of showing that they
have understood it by means of a physical answer. For instance, we can ask children to
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stand up, to raise the flashcard which has the requested picture or to go to the
corresponding wagon in the poster. By imitating the way the first language is acquired, we
will provide them with positive answers which will allow them to communicate.
Parent-Teacher Collaboration
Teachers should also maintain close contact with parents by explaining them what
they can expect from their children and the teaching method that is going to be developed,
as well as providing them with clues which can help them support their children during
their learning process. It is usually a good idea to do an end-of-the-year play where
students can sing their favourite songs and share their achievements with their parents.
Integrating Class Materials with the Aims of Second-Level Pre-Primary
Class materials have been designed so that their Objectives match those of the
Pre-Primary stage set by the 1630/2006 Spanish Royal Decree of 29th December, which
established minimum teaching standards for Second-Level Pre-Primary (see a list of
Objectives below). In short, we use class materials to help children, by means of English,
to get to know their body in order to develop a positive image of themselves; to observe
and explore their immediate surroundings; to get to know other cultural expressions; to
represent and evoke the different aspects of reality that they have experienced, learnt or
imagined; to achieve more and more affective and emotional security; to use language in a
way that suits different situations in order to understand and be understood; to express
ideas, feelings, experiences and desires; and to acquire good eating and hygiene habits.
Next, the Objectives of each of the three Pre-Primary fields will be described:
1. Self-Awareness and Personal Autonomy
This field of knowledge and experience is concerned, at the same time, with the
gradual building of personal identity, the establishment of affective relationships with
others and personal autonomy as inseparable processes which are necessarily
complementary. This field’s contents are grouped and make sense because they are
complementary to the rest of the fields and should be interpreted within the educational
proposals, from the perspective of global action and learning processes.
In order to contribute to self-knowledge and personal autonomy, teachers should
encourage playing as a privileged activity integrating action with emotions and thought and
favouring social development.
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School, especially at this age, is a particularly suitable sphere to enrich self-knowledge
and personal autonomy building processes, as long as it offers an educational intervention
adapted to the different individual needs within a context of well-being, security and
affection.
Contents are divided into four parts; body and self-image, playing and movement,
activity and daily life and personal care and health.
Focusing on these topics is inherent in any Pre-Primary class. Furthermore, the stories
and topics dealt with in the class materials are meant to develop each pupil’s personal
autonomy as well as their self-knowledge. In English class, games and movement are a
key factor.
Objectives
In this field, the aim of educational intervention will be to develop the following
abilities:
1. To create an accurate and positive self-image through the interaction with others
and the gradual identification of one’s traits, possibilities and limitations, by
developing self-esteem feelings as well as personal autonomy.
2. To get to know and represent one’s body, their elements and some of its functions,
thus discovering possibilities of action and expression and coordinating and
evincing expressions and movements.
3. To identify one’s feelings, emotions, needs or preferences, and to be able to name
them, express them and communicate them to others, also identifying and
respecting those of other people.
4. To carry out, more and more autonomously, regular activities and simple tasks to
solve everyday problems, thus enhancing self-confidence and the ability to take the
initiative, as well as developing strategies to satisfy their basic needs.
5. To adapt their behaviour to the needs and requirements of the others by
developing respectful, helpful and collaborative habits and avoiding submissive or
dominant behaviours.
6. To make progress in acquiring habits and attitudes related to security, hygiene and
improving one’s health by appreciating and enjoying daily situations of balance and
emotional well-being.
2. Physical, Natural, Social and Cultural Realms
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This field of knowledge and experience is intended to help children in their process of
discovering and representing the different contexts which form the childhood realm, as well
as to make it easier for them to become a part of it in a reflective and participatory manner.
The field’s contents make sense because they are complementary to the rest of the fields
and should be interpreted within the educational proposals, from the perspective of global
action and learning processes. Therefore, the realm cannot be understood without using
the different languages, the same that oriented movements must be carried out from the
knowledge of one’s body and its spatial location.
Throughout this stage, boys and girls discover that they belong to the social realm.
School life implies establishing broader experiences which will bring them closer to
knowing people and interpersonal relationships, thus generating ties and developing
attitudes such as trust, empathy and attachment, which constitute the solid foundation of
socialization.
When
developing
these
emotional
relationships,
expressing
and
communicating one’s own experiences, emotions and feelings will be taken into account in
order to build their own identity and favour coexistence.
Gradually, pupils will approach some of their own cultural features. Cultural diversity
makes it advisable to teach children social customs and traditions from an open and
integrating perspective which allows them to learn the different cultural traditions and
expressions that are present in the society and thus create respectful and appreciatory
attitudes towards them.
The importance of new technologies and their current incorporation to our society
makes it advisable for children to identify the role these technologies have got in their
lives, by becoming interested in learning about them and beginning to make use of them.
Contents are divided into three parts; Physical realm, objects, relationships and
dimensions, getting closer to nature, culture and life in our society. Foreign Language
materials can bring these topics closer to students by means of stories, videos and other
materials and teaching activities.
Objectives
In this field, the aim of educational intervention will be to develop the following
abilities:
1. To observe and explore the environment actively, thus interpreting significant
situations and facts and showing interest in learning about them.
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2. To interact with the others, in a way that gets more balanced and satisfactory each
time, gradually internalizing social behaviour rules and adapting their behaviour to
them.
3. To get to know different social groups who share similar experiences as well as
some of their traits, cultural productions, values and lifestyles, thus generating
trust, respect and appreciation.
4. To get started with Maths skills by handling objects and collections in a functional
way, identifying their attributes and qualities and establishing group, classification,
order and quantification relationships.
5. To learn and value the basic components of the natural realm and some of its
relationships, changes and transformations, thus developing careful, respectful and
responsible attitudes regarding its conservation.
3. Languages: Communication and Representation
Even though it can be useful within other fields, the most important field for Foreign
Languages is that of communication and representation. This field of knowledge and
experience is also aimed at improving the relationship between the child and the
environment. The different forms of communication and representation are a link between
the outer and the inner world, as they are instruments which make it possible to represent
reality, express thoughts, feelings and experiences and interact with others.
When using different languages, children will discover the most suitable way to adapt
each of them to the different realities or dimensions of the same reality. This way, it will be
easier for them to adapt each language’s codes to their communicative intentions, thus
getting closer to using those languages in a more personal and creative way.
The different forms of communication and representation integrated in this field are:
verbal language, plastic language, musical language, body language, audio-visual
language and the language of information and communication technologies, which, in a
certain way, incorporates the former ones.
On the other hand, oral language is especially important at this stage, it is the main
learning tool, it controls behaviour and articulates experiences, feelings, ideas, emotions
and so on. Verbalization, that is, expressing with words what they are learning, thinking
and feeling, is an essential tool to build their personal identity, to learn, to learn to do and
to learn to be. Oral language will encourage, by means of different interactions, the access
to ways that get more and more conventional and complex.
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In the second level of Pre-Primary the aim is for children to discover and explore
reading and writing by stirring up their interest and consolidating it. The functional and
meaningful use of reading and writing in the classroom will lead them, with the appropriate
educational intervention, to start learning some of the properties of written texts and its
conventional characteristics, whose acquisition must be accomplished in the first level of
Primary Education.
Likewise, it is also necessary for them to develop positive attitudes towards their own
language as well as the others’ by awakening their sensitivity and curiosity towards
learning other languages. When introducing a foreign language, such curiosity will be
valued as well as the gradual approach to the meanings of messages within known
communication contexts, mainly in daily class routines.
Audiovisual language and information and communication technologies which are
present in children’s lives, require an educational approach that gets boys and girls started
in the comprehension of audio-visual messages and their correct use.
Objectives
In this field, the aim of educational intervention will be to develop the following
abilities:
1. To use language as a communication, representation, learning and enjoyment tool,
as well as to express ideas and feelings and value oral language as a way to relate
to others and regulate coexistence.
2. To express emotions, feelings, desires or ideas by means of oral language and
through other languages, by selecting the one that suits the intention and the
situation better.
3. To understand intentions and messages of other children and adults by adopting a
positive attitude towards their own language as well as the foreign one.
4. To understand, reproduce and recreate some literary texts by displaying attitudes
of appreciation, enjoyment and interest towards them.
5. To get started in the social use of reading and writing by exploring how they work
and appreciating them as communication, information and enjoyment tools.
6. To approach the knowledge of works of art expressed in different languages and to
make artistic representation and expression activities by means of various
techniques.
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7. To get started using a foreign language orally in order to communicate during class
activities as well as to show interest and enjoy participating in these communication
exchanges.
METHODOLOGY
Methodology for the series has been developed with the following aims:
o
To motivate pupils: Topics which are very close to their experiences and activities that
have been designed to be an interesting challenge for them.
o
To encourage active participation: Both oral and physical participation. (TPR).
o
To get them started with reading and writing in English using phonics. The series
introduces and works on tracing the shapes and sounds of letters in English from the very
beginning, making the child familiar with the English alphabet and phonetics.
o
To develop communication skills: In this stage, we introduce children to spoken English,
making them familiar with the sounds, rhythm and intonation of the language and above all,
developing their receptive skills.
o
To develop human and social values: The activities in the method include different
models of social behaviour and relationships, getting children to learn values involving
respect within the family, friends, caring for the environment, etc.
o
To introduce comprehensive contents in the Pre-Primary classroom: All units include
subjects of the general Pre-Primary curriculum.
o
To make teaching easy: The Teaching Guide and Teacher’s resources provide teachers
with all the support they need for preparing and developing their lessons.
Songs (both songs and chants) – ENTERTAINING ENVIRONMENT THAT IS FUN FOR THE
PUPILS
The story is introduced at the end of each unit and it reviews the acquired vocabulary and
structures. Children can, in this way, put into practice the vocabulary and pronunciation they have
learnt and reinforce their self-esteem in face of their fellow-students, teachers and parents.
Read and Write - Phonics
Little Friends, the course for 3-year-olds who don’t yet know how to read in their mother tongue,
introduces the English vocabulary and sounds using phonics and proposes the early tracing of
small alphabet letters.
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First Friends 1 introduces the sounds and letters of the whole alphabet. All letters appear both as a
small and capital letter. 2 to 3 letters/sounds are worked on in each unit
The first 2 units in First Friends 2 review the alphabet and sounds and the following units introduce
digraphs (Sh, Ch, etc).
In First Friends digraphs are taught before the pupils learn to read simple words. The reason for
this is that if the child knows that ‘s’ and ‘h’ together make the ‘sh’ sound, he/she won’t feel
frustrated when having to pronounce words that include ‘sh’.
Getting started with mathematics - Numeracy
The Little/First Friends series contributes to an early initiation to mathematics in the Pre-Primary
stage, since numbers are worked on throughout the series, learning not only the name and shape
of the number, but also the concept. Each unit in all three levels includes a worksheet about a
number in the Class Book
Little Friends introduces 3-year-old pupils to numbers from 1 to 10, and First Friends 1 works on
them more in-depth. Numbers 11 to 20 are introduced in First Friends 2, the level intended for 5year-olds, together with the written name of the numbers to read and write.
Phonics – The Whole-Child Approach
The series introduces and works in explicit and in-depth manner the comprehensive development of
the child in the scope of family and social values.
Characters in the series are a brother and sister: Baz, who is the same age as the pupils and Tess
his older sister; both are introduced to the pupils in real-life situations with their parents and grandparents, always in a family environment. The main characters Baz and Tess grow with the series at
the pace marked by the pupils. Tess cares for and helps Baz transmitting good behaviour habits
and social values.
The dialogues, stories and pictures have been carefully selected to reinforce values such as
cooperation, respect for others, team work, health, a healthy diet, respect for the environment, etc.
Vocabulary
Each unit works on two vocabulary batches:
-
The vocabulary related with the topic in the unit: between 7 and 9 words per unit;
-
The words worked on using letters/phonics (e.g. with‘d’ – dog, duck) that add on 4 to 6
words per unit.
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KEY COMPETENCES
The Spanish Organic Law of Education (LOE) defines the curriculum as consisting
of both traditional components (objectives, contents, teaching methodology and
assessment criteria) and key competences. Even though it is not until the 4th year of
Primary Education that students take part in the so-called diagnostic evaluation, in which
they will have to show the acquisition of certain competences, during the second level of
Pre-Primary basic competences of education can be taught reasonably. This evaluation in
Primary Education does not affect students academically speaking, but the fact that the
results are used to help schools make decisions regarding the way students should learn,
gives us an idea of how educational processes are affected by this, and thus become
more functional.
An educational process based on the key competences differs from a knowledge
centred model where the theoretical information often seems to be disconnected, in that it
is based on the acquisition of integrated competences and basic practical skills. These
skills can be proved by the students. In short, a competence is knowledge put into
practice, integrating skills and attitudes in problem-solving within a variety of contexts.
“Competence” has been graphically and concisely defined as knowledge in action, that is,
using knowledge and abilities in specific situations (real contexts, different from the ones in
which the competence has been acquired), activation of resources or knowledge the
student has (although they may think they do not have it because they have forgotten it).
There is an aspect that must be emphasized, what is called the combined nature of
competence: students use what they know in order to show that they can put it into
practice and that they know how to proceed. This way, it is proved to us that a competence
integrates the different contents worked on in the classroom (concepts, procedures and
attitudes), which is an example of the pupil’s comprehensive education. To sum up, we are
acknowledging that school not only provides the student with technical and scientific
knowledge, but also with citizenship skills, which is why they have to show certain civic
and intellectual attitudes which entail respect for others, responsibility and teamwork.
There is also another important feature of competences: they allow students to
cope with the constant updating which takes place in any field of knowledge. Academic
education takes place in school during a limited period of time, but the need for personal
and/or professional training never ends. Competence based training in, for example, the
use of information and communication technologies will allow students to use this tool in
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order to gather the information needed in a particular time (obviously, after an analysis of
the quality of the material has been performed). If, in addition, we take into account the
fact that it is often impossible to cover the whole content of the curriculum in sufficient
depth, the importance of training students in the competence of learning to learn is clear.
In our education system, the key competences that should be acquired by students
during their compulsory education, in order to deal with the demands of their personal and
professional life, are the following:
 Linguistic competence.
 Mathematical competence.
 Competence in knowledge of and interaction with the physical world.
 Data processing and digital competence.
 Social and civic competence.
 Cultural and artistic competence.
 Learning-to-learn competence.
 Autonomy and personal initiative.
Contribution of the Foreign Languages Field to the Acquisition of Key Competences
Learning a foreign language contributes directly to the acquisition of linguistic
competence by completing, enriching and adding new aspects of comprehension and
expression to the general communicative competence of the student. A communicative
approach to language learning contributes to the development of this competence in the
same way as the first language does.
Foreign languages are essential to the development of this competence with regard
to oral discourse because listening and speaking are given special importance at this
stage. Likewise, because the ability of expression is developed, learning a foreign
language improves the general communicative competence.
When language is acquired, it is used as a vehicle for the process of human
thought and as an instrument for the interpretation and representation of reality. This
subject contributes to the development of competence in learning to learn because general
linguistic ability increases and offers potential resources for comprehension and
expression.
This subject is also a vehicle for the development of social and civic competence.
Languages are used by speakers as a means of social communication and to become part
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of the common culture of different communities and nations. They are also, to a great
extent, a vehicle for cultural communication and transmission, encouraging respect,
interest in and communication with speakers of other languages, and recognition and
acceptance of cultural and behavioural differences.
All the above-mentioned competences are currently directly related to data
processing and digital competence. Using digital resources as learning tools is inherent in
the subject and its everyday use directly contributes to the development of this
competence.
This subject area specifically includes an approximation to cultural statements
which are common in the countries where the target language is spoken, thereby
contributing to the acquisition of artistic and cultural competence by introducing students to
artistic works or authors who have contributed to their creation, as well as to children’s
literature.
Knowledge of a foreign language also contributes in different ways to the
acquisition of competence in autonomy and personal initiative. The teaching programme
encourages cooperation and the management of personal skills and resources and social
and negotiating skills within the “self-knowledge and personal autonomy” field. This means
setting up activities which lead to the development of initiatives and decision making in the
planning and organization of work, thereby developing autonomy and personal initiative.
Finally, although competence in knowledge of and interaction with the physical
world and mathematical competence are not specifically mentioned in Foreign Languages
Objectives, given the nature of the course materials, many opportunities to develop these
competences as well can be found during in class.
ASSESMENT CRITERIA
Even though Playschool focuses on motivating children more than on pointing out their
achievements, a control of their progress is important in order to be able to carry out an
individualized progress monitoring. Because children are just starting to learn, the first year
of Second-Level Pre-Primary’s assessment can be based on a direct observation of their
development. It is more important to encourage them to participate by congratulating them
for their progress and giving them small rewards. To spend time, in short, establishing the
foundations of their future language learning and making them self-confident.
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Progress monitoring is a constant work from the second year of Second-Level PrePrimary on. It can be carried out in any given moment by asking several questions at
story-time, paying attention to the children while they work on their tables and observing
how they manage during class activities.
Assessment criteria can be divided in two sections:
Class Activities

Follows class instructions

Tries to communicate with the teacher/Monkey Puppet

Listens and understands songs/rhymes

Tries to take part in songs/rhymes (lyrics, actions or both)

Is able to follow the story

Takes part in games

Completes worksheets

Completes crafts and is careful with them

Answers instructions nonverbally

Answers instructions verbally

Recognizes key vocabulary of the unit and starts saying it in English
Attitude and General Remarks

Shows interest in learning

Makes an effort

Participates

Is self-confident in class

Respects class routines and rules

Develops gross motor skills

Develops fine motor skills

Cooperates with classmates

Listens to classmates

Respects speaking turns
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PROGRAMME OF UNITS
This programming and scheduling constitutes a model of timed learning for 2nd cicle of
Pre-Primary Education taking into account the specific objectives of English as a subject.
This is an adaptable timetable which may be adjusted to the group-class profile as it may
be used simultaneously with students who struggle to learn languages as well as with
those who have slightly superior knowledge. It may also be adapted to the teacher’s and
students’ own tastes and initiatives and the evolution of the course.
This is a guiding and extendable programme, with numerous optional possibilities
suggested in the Teacher’s Guide and the Teacher’s Resource Pack. The teacher may
introduce these activities at the appropriate moment, according to students’ needs and
attitudes, bearing in mind learning speed – individual and collective – and teaching hours
available.
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UNIT 1: HELLO!
TOPIC
Greetings
OBJECTIVES

To identify the four main characters of the course

To introduce the language used in greetings and how to say your name

To recognize and pronounce the /ᴂ/ and /b/ sounds

To recognize and trace letters a and b

To identify individual objects as one

To recognize and trace number 1

To develop listening skills in English following a story

To revise and consolidate the language introduced in the unit

To understand the language introduced in the unit in a context
ACTIVE LANGUAGE
New:
Baz, Jig, Pat, Tess, apple, one, boy.
PASSIVE LANGUAGE
It’s sticker time, Hello song, toys, stand up, goodbye song.
COMMUNICATION STRUCTURES
What’s your name? Hello, I’m + name.
PROCEDURES
Lesson 1

Listen to the Hello song to begin the lesson.

Talk to the children about their toys. Ask them if they have a favourite toy that they
sleep or play with very often.

Put the flashcards of Baz, Jig, Pat and Tess on the board. Point to each flashcard
and say the name of each character. Repeat (Listen and say CB p. 2).

Play the CD and say listen. The children are to point to the flashcards as they hear
the names of the characters.
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
Listen again to the CD, stopping after each name for the children to repeat in group
or individually (Listen and say CB p. 2).

Hand each child their CB open on p. 2 and ask questions about the picture (Who
can they see? What are they doing? Who do Pat and Jig belong to?) (Listen and
find CB p. 2).

Explain to the children that they are to point to each character when they hear their
names. Say listen and play the audition stopping whenever necessary (Listen and
find CB p. 2).

Give children the stickers of the characters and say It’s sticker time! (Stick and say
CB p. 2).

Showing one of the children’s stickers point to Jig and say Jig for the children to
repeat. Find the sticker and stick it on the picture. Repeat with the other characters
(Stick and say CB p. 2).

Listen to the Goodbye song to end the lesson.
Lesson 2

Listen to the Hello song to begin the lesson.

Cover one of the flashcards of the characters with a piece of paper and disclose it
little by little until children guess who it is.

Distribute the flashcards around the class and say their name as you place them
(Listen and sing CB p. 3).

Play the CD and say listen to the song. Point to the flashcards as the characters
introduce themselves. In the question what’s your name? mime as if asking
yourself something and in the last question, look at the whole class.

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen
and sing CB p. 3).

Say stand up and show what it means using gestures (Sing and do CB p. 3).

Sing the song gesturing with your hands as you ask the questions and pointing to
the flashcards as you hear the names of the characters. Repeat (Sing and do CB
p. 3).

Give each child their CB open on p. 3. Pointing to Jig, say Jig for the children to
repeat. Ask them if they can see where Jig has a striped line and show them how
to trace this striped line (Trace CB p. 3).

Trace over Jig with a finger and repeat with Pat (Trace CB p. 3)
19

Sing the Goodbye song to finish the lesson.
Lesson 3

Sing the Hello song.

Greet the children and introduce yourself saying Hello, I’m + name. Encourage
each child to do the same.

Put the apple flashcard on the board and say apple for the children to repeat it
(Listen and chant CB p. 4).

Ask if they can hear the initial sound of the word. Pronounce /ᴂ/ for the children to
repeat.

Play the audition on the CD and say listen. Listen and repeat (Listen and chant CB
p. 4).

Pretend to be holding an apple in your hand and open your mouth as if you were
going to bite the apple at the same time as you pronounce /ᴂ/ apple. Have children
repeat the action and the word (Act CB p. 4).

With your back to the class, write an a in the air with a finger as shown in the book
while you pronounce /ᴂ/ apple (Trace the letter CB p. 4).

Write the a with dots on the board as seen in the book and show them how to trace
the letter.

Hand each child their CB open on p. 4 to practise tracing the letter with a finger
(Trace the letter CB p. 4).

Ask if they see the striped line in the picture. Trace the contour of the apple with a
finger (Trace the picture CB p. 4).

Sing the Goodbye song.
Lesson 4

Sing the Hello song.

Call 4 children to the front of the class and hand them the flashcards of the
characters to introduce themselves saying Hello, I’m Baz, etc. Repeat with other
children.

Show a finger and say one. Call a child out to the front of the class, point to him/her
and say one (Listen and chant CB p. 5).

Sing a song to practise number 1. Play the CD and say listen. Listen and repeat
(Listen and chant CB p. 5).
20

Show a selection of individual objects (one finger, one pencil, one book, etc) and
say one for the children to repeat (Count CB p. 5).

Ask a child to show you one classroom object.

Hand each child his/her CB open on p. 5 and ask how many bugs they can see
(Count CB p. 5).

With your back to the class, write a 1 in the air with a finger as it appears in the
book while pronouncing one (Trace the number CB p. 5).

Write 1 on the board with dots, as it appears in the book and show them how to
trace the number.

Practise tracing the number with a finger in the CB (Trace the number CB p. 5).

Ask them what they think they should trace in the picture. Trace with your finger
over the line of the spider web. (Trace the picture CB p. 5).

Sing the Goodbye song.
Lesson 5

Sing the Hello song.

Show the apple flashcard and say the sound and the word for children to repeat
them. Check if they remember the action related with this word.

Put the boy flashcard on the board and say boy for the children to repeat. Point to
different boys in the class repeating boy to reinforce the meaning (Listen and chant
CB p. 6).

Ask if they can hear the initial sound of the word. Pronounce /b/ for the children to
repeat.

Play the audition on the CD and say listen. Listen and repeat (Listen and chant CB
p. 6).

Standing up, with your hands on your hips, repeat the word /b/ boy. The children
will repeat the action, the sound and the word (Act CB p. 6).

With your back to the class, write a b in the air with a finger as seen in the book
pronouncing at the same time /b/ boy (Trace the letter CB p. 6).

Write the b on the board with dots, as it appears in the book and show them how to
trace the letter.

Hand each child his/her CB open on p. 6 to practise tracing the letter with a finger
(Trace the letter CB p. 6).
21

Ask them which line they think they should trace in the picture. Trace with a finger
the outline of the boy’s arm. (Trace the picture CB p. 6).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.

Put the flashcards of the characters on the board and point to them as you say
their names. Repeat until they name them with rhythm. Keep on pointing without
pronouncing the names for the children to say them on their own. Show the dad
flashcard and explain that it is the children’s dad.

Hand each child their CB open on p. 7. Point to the frames of the story in order.
Talk about what they see in the pictures. Guess who the lady who appears with
Baz and his dad can be (Look and listen CB p. 7).

Play the audition of the CD and say listen. Let the children follow the story in their
books. Stop halfway and ask them to look at the second frame (Look and listen CB
p. 7).

Ask the children what they think will happen in the story (it is Baz’s first day of
school and he is meeting his teacher). Listen to the story again (Look and listen CB
p. 7).

Call 3 children to the front of the class to act out the story. Listen to the story on the
CD and act using gestures. Repeat with several groups of children (Listen and act
CB p. 7).

As they grow familiar with the story, they can repeat some words, but they can
remain silent if they prefer to do so (Listen and act CB p. 7).

Sing the Goodbye song.
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1

Hand them a copy of p. 76 of the TB. Name the characters for the children to point to
them and repeat. Colour them and take the pictures home to show their parents.
Lesson 2
22

Call 4 children to the front of the class and hand them the flashcards of the characters.
Have them show their flashcard when they hear the name of the character they are
holding. The rest of the class will sing the song.
Lesson 3

Put the flashcards of the characters in different parts of the class. Say the name of a
character for children to find it and stand next to the right flashcard. Repeat with the
other characters.
Lesson 4

Show one or several objects at a time. The children are to say one when only one
object is shown and remain silent if there are several objects.
Lesson 5

Showing the apple and boy flashcard, help the children say the sounds and words and
perform the related actions.
Lesson 6

Greet every child in the class saying Hello, I’m (+name). What’s your name? Help them
to answer using the same structure.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and personal autonomy

They shape a precise and positive image of themselves through the interaction with
others and gradually identify their own features, possibilities and limitations, developing
feelings of self-confidence and personal autonomy.

They identify their feelings, emotions, needs or preferences and are able to name
them, express them and communicate them to others, identifying and respecting, as
well, those of others.
The physical, natural, social and cultural environment

They relate with others in harmonic and satisfactory manner, progressively
internalizing social behaviour guidelines and adapting their behaviour to them.
23

They get to know different social groups close to their experience, some of their
features, cultural productions, values and ways of life generating attitudes of trust,
respect and care.
Languages: communication and representation

They use the language as a tool to communicate, represent, learn and enjoy, that
allows them to express ideas and feelings and to value oral language as a means of
relating and coexisting with others

They express emotions, feelings, wishes and ideas by means of oral language and
other languages, choosing the one that best suits their intention and the situation.

They are introduced to the oral use of a foreign language to communicate in classroom
activities and show interest and enjoyment when participating in these communicative
exchanges.
ASSESSMENT CRITERIA
During the first year of the 2nd cycle of Pre-Primary Education, as children are just starting to
learn, assessment can be based on direct observation of their development.
UNIT 2: FAMILY
TOPIC
Family
OBJECTIVES

To identify four members of the family

To introduce the language used to ask and answer about who you are

To develop fine psychomotricity by means of tracing

To sing a song

To recognize and pronounce the /k/ y /d/ sounds

To recognize and trace letters c and d

To count to 2 and identify sets of 2 objects

To recognize and trace number 2

To develop listening skills in English following a story
24

To revise and consolidate the language introduced in the unit

To understand the language introduced in the unit in a context
ACTIVE LANGUAGE
New:
mum, dad, grandma, grandpa, cat, two, duck.
Review: Baz, Jig, Pat, Tess, apple, one, boy
PASSIVE LANGUAGE
It’s sticker time, Hello song, family, stand up, goodbye song.
COMMUNICATION STRUCTURES
Who’s that? It’s my mum.
PROCEDURES
Lesson 1

Listen to the Hello song to begin the lesson.

Show the flashcards of the characters and get the children to say their names

Show the dad flashcard and ask who’s that? Introduce all the members of Baz’s
family in the following order: mum, dad, grandma, grandpa. Point and pronounce.
Repeat (Listen and say CB p. 8).

Play the audition on the CD and say listen. The children are to point to the
flashcards as they hear the names of Baz’s relatives.

Listen to the CD again, stopping after each name for the children to repeat in group
and individually (Listen and say CB p. 8).

Hand each child their CB open on p. 8 and ask questions about the picture (who
can they see? What are they doing? Who are the people in the picture?) (Listen
and find CB p. 8).

Explain to the children that they are to point to each character when they hear their
names. Say listen and play the audition stopping whenever necessary (Listen and
find CB p. 8).

Give the children the stickers of the family and say it’s sticker time! (Stick and say
CB p. 8).
25

Showing the stickers to one of the children point to dad and say dad for the
children to repeat. Find the sticker and paste it on the picture. Repeat with other
members of the family. (Stick and say CB p. 8).

Listen to the Goodbye song to end the lesson.
Lesson 2

Sing the Hello song.

Cover one of the flashcards of the relatives with a sheet of paper and uncover it
little by little until children guess who it is.

Put the flashcards around the class and say their name as you place them (Listen
and sing CB p. 9).

Play the audition on the CD and say listen to the song. Point to the flashcards as
you introduce the characters.

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen
and sing CB p. 9).

Say stand up and show the meaning with gestures (Sing and do CB p. 9).

Sing the song making gestures with your hands when you ask the questions and
pointing to the flashcards when hearing the names of the characters. Repeat (Sing
and do CB p. 9).

Hand each child their CB open on p. 9. Pointing to mum, say mum and have the
children repeat. Ask if they see another picture of mum at the bottom of the page.
Say mum…mum! (Trace and join CB p. 9).

Show them how to trace the line to join the two pictures. Trace it with a finger.
Repeat with the remaining matching pictures (Trace and join CB p. 9).

Sing the Goodbye song to finish the lesson.
Lesson 3

Sing the Hello song.

Show the apple and boy flashcards and pronounce the sounds and words for the
children to repeat. Check if they remember the actions related with the words.

Put the flashcard of the cat on the board and say cat for the children to repeat it.
Talk about cats, if any of them have one as a pet, what sound they make, etc.
(Listen and chant CB p. 10).
26

Ask them if they can hear the initial sound of the word. Pronounce /k/ for the
children to repeat it.

Play the audition on the CD and say listen. Listen and repeat (Listen and chant CB
p. 10).

Make the shape of the whiskers on the cat’s face while your pronounce /k/ cat.
Children repeat the action, the sound and the word (Act CB p. 10).

With your back to the class, write a c in the air with a finger as described in the
book while pronouncing /k/ cat (Trace the letter CB p. 10).

Write the c on the board using dots as it appears in the book and show them how
to trace the letter.

Give each child their CB open on p. 10 to practise the trace of the letter with a
finger (Trace the letter CB p. 10).

Ask them what they think they should trace in the picture. Trace with a finger over
the end of the cat’s tail (Trace the picture CB p. 10).

Sing the Goodbye song.
Lesson 4

Sing the Hello song.

Ask them if they remember the shape of number 1 and ask them to trace the
number with their finger in the air.

Call 2 children to the front of the class, point to them and say two. Next, point to
them one by one and count one, two (Listen and chant CB p. 11).

Sing a song to practise number 2. Play the audition on the CD and say listen.
Listen and repeat (Listen and chant CB p. 11).

Show a selection of pairs of classroom objects (pencils, chairs, books, etc) and say
two for the children to repeat (Count CB p. 11).

Hand every child their CB, open on p. 11 and ask how many insects they can see
(Count CB p. 11).

With your back to the class, write a 2 in the air with a finger as seen in the book at
the same time as you pronounce two (Trace the number CB p. 11).

Write a 2 with dots on the board as it appears in the book and show them how to
trace the number.

Practise tracing the number with a finger in the air (Trace the number CB p. 11).
27

Ask them what part of the picture they think they are to trace. Trace over the lines
on the dragonfly’s wings with a finger (Trace the picture CB p. 11).

Sing the Goodbye song.
Lesson 5

Sing the Hello song.

Show the flashcard of cat and say the sound and the word for the children to
repeat. Check if they remember the action related with this word.

Put up the duck flashcard on the board and say duck for children to repeat. Talk
about ducks: where they live, what sound they make, etc. (Listen and chant CB p.
12).

Ask them if they hear the initial sound of the word. Pronounce /d/ for the children to
repeat.

Play the audition on the CD and say listen. Listen and repeat (Listen and chant CB
p. 12).

Imitate the beak of a duck opening and closing and repeat the word /d/ duck.
Children will repeat the action, the sound and the word (Act CB p. 12).

With your back to the class, write a d in the air with a finger as described in the
book while you pronounce /d/ duck (Trace the letter CB p. 12).

Write the d with dots on the board as it appears in the book and show them how to
trace the letter.

Hand each child their CB open on p. 12 to practise tracing the letter with a finger
(Trace the letter CB p. 12).

Ask them what line they think they are to trace in the picture. Trace with a finger
the line under the duck (Trace the picture CB p. 12).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.

Put the flashcards of the 4 main characters on the board and point to them randomly
asking who’s that? for them to answer It’s Jig, etc.

Hand each child their CB open on p. 13. Point to the frames of the story in order. Talk
about what they see in the pictures. Guess who the other cat that appears with Jig and
Pat can be (Look and listen CB p. 13).
28

Play the audition on the CD and say listen. Allow the children to follow the story in their
book. Stop halfway and tell them to look at the second frame (Look and listen CB p.
13).

Ask the children what they think happens in the story (explain, if necessary, that the
other cat belongs to Pat’s grandma). Listen to the story again (Look and listen CB p.
13).

Call 3 children to the front of the class to act out the story. Listen to the story on the CD
and act using gestures. Repeat with several groups of children (Listen and act CB p.
13).

As they grow familiar with the story they can repeat some words, but they can remain
silent if they prefer to do so. (Listen and act CB p. 13).

Sing the Goodbye song.
Review Lesson 1

Sing the Hello song.

Perform the actions related with each letter (a-d) for the children to identify the
sounds and the words and join in to perform the actions.

Hand each child their CB open on p. 14. Ask them to say the word for each picture.
Show the corresponding flashcard as they say the words (Look and say CB p. 14).

Show the flashcards again, but this time do so randomly for them to say the words
again (Look and say CB p. 14).

Write letters a-d on the board. Point to them for the children to say the sounds
(Stick and say CB p. 14).

Show the flashcard of the apple and pronounce the word. Ask what the initial
sound of the word is. Put the flashcard next to letter a. Repeat with boy, cat, duck
(Stick and say CB p. 14).

Give the children the stickers of letters a-d and say it’s sticker time! Say apple …
/ᴂ/ and point to the letter and picture on the board. Ask the children to identify the
sticker with /ᴂ/ and to stick it next to the picture of the apple in their books. Repeat
with the rest of the sounds (Stick and say CB p. 14).

Sing a song to help them remember the sounds. Play the audition on the CD and
say listen. Listen and repeat. Encourage them to perform the actions for each word
(Listen and chant CB p. 14).

Sing the Goodbye song.
29
Review Lesson 2

Sing the Hello song.

Sing the numbers song from Lesson 4. Show a pencil and ask one or two? For the
children to say one. Repeat showing 1 or 2 different objects chosen at random.

Hand each child their CB open on p. 15. Pointing to the numbers in order, say one,
two, one, two for the children to repeat (Look and say CB p. 15).

Say the numbers again and this time the children are to point to them in their books
(Look and say CB p. 15).

This time point to the pictures. Say Jig. One or two? for the children to say one. Repeat
with the rest (Look and say CB p. 15).

Holding the book show how to trace a line joining 1 and Jig. Trace the line joining the
numbers with the images starting from the top (Join CB p. 15).

Ask children to colour the pictures and while they are doing so, point to the pictures for
them to say the number individually (Count and colour CB p. 15).

Review all the words learnt in lessons 1 and 2 showing the flashcards and asking them
to say each word or sound accordingly and performing the actions (Round-up CB p.
15).

Tell the children that they already know all the words and numbers they have just
reviewed and that they can stick a smiley face on the page for having learnt so much
English. Hand them the stickers for them to find the smiley face and stick it in the
corner of the page (Round-up CB p. 15).

Sing the Goodbye song.
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1

Hand them a copy of p. 77 of the TB. Name the characters for the children to point to
them and repeat. Trace the lines of the photo frames with a finger.
Lesson 2

Sing the song again pointing to the pictures in the CB.

Act out the song in groups of 4 with the help of the flashcards.
Lesson 3
30

Put the flashcards of the 8 characters in different parts of the classroom. Say the name
of a character for the children to find and remain standing next to the right flashcard.
Repeat with the other characters.
Lesson 4

Ask the children to identify in their mother tongue the parts of their body that come in
twos (eyes, ears, arms, legs, etc.).
Lesson 5

Write letters a-d on the board and help the children say the sounds and the words and
perform the related actions.

Ask the children’s parents, if possible, to send a photo of their mother, father,
grandfather and grandmother for next lesson.
Lesson 6

If the children have brought the photos of their family, sit down in a circle and show the
photos in turns. Ask who’s that? for them to answer It’s my mum, etc.
Review Lesson 1

Hand out photocopies of p. 78 of the TB. Say /d/ and ask if they can find in the picture
something beginning with this sound (duck). When they find the duck they are to
repeat the sound, say the word and perform the action. Repeat randomly with the other
sounds. Colour the pictures.
Review Lesson 2

Sing the song or songs from Lesson 2, Units 1 and 2.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and personal autonomy

They identify their own feelings, emotions, needs or preferences and are able to name,
express and communicate them to others, identifying and respecting, as well, those of
others.

They progress in the acquisition of habits and attitudes related with safety, hygiene and
healthiness, appreciating and enjoying everyday situations in harmony and emotional
well-being.
31
The physical, natural, social and cultural environment

They get to know different social groups close to their own experience, some of their
features, cultural productions, values and way of life, generating attitudes of trust,
respect and appreciation.

They know and value the basic elements of the natural environment and how it relates
with them, its changes and transformations, developing caring attitudes of respect and
accountability for its preservation.
Languages: communication and representation

They understand the intentions and messages of other children and adults, adopting a
positive attitude towards both their native language and the foreign language.

They start being aware of the social uses of reading and writing by exploring the way
literacy works and valuing it as a tool that enables communication, information and
enjoyment.
ASSESSMENT CRITERIA
In the first year of the 2nd cycle of Pre-Primary Education, as children are just starting to learn,
assessment can be based on direct observation of their development.
UNIT 3: SCHOOL
TOPIC
School
OBJECTIVES

To identify four classroom objects

To introduce the language used to ask what something is

To introduce language for classroom instructions

To understand and follow classroom instructions

To develop fine psychomotricity through tracing

To sing a song

To recognize and pronounce /e/ and /f/ sounds
32

To recognize and trace letters e and f

To count to 3 and identify sets of 3 objects

To recognize and trace number 3

To develop listening skills in English by following a story

To revise and consolidate the language introduced in the unit

To understand the language introduced in the unit in a context
ACTIVE LANGUAGE
New:
Bag, book, chair, pencil, egg, three, fish.
Review: Baz, Jig, Pat, Tess, 1, 2
PASSIVE LANGUAGE
It’s sticker time, Hello song, school, classroom, goodbye song, count the bugs.
COMMUNICATION STRUCTURES
What’s this? It’s a pencil; quiet, please; stand up, please; sit down, please; thank you.
PROCEDURES
Lesson 1

Listen to the Hello song to begin the lesson.

Show the flashcards of the characters and let the children say their names.

Put the flashcards on the board in the following order: bag, book, chair, pencil. Point
and pronounce. Repeat (Listen and say CB p. 16).

Play the audition on the CD and say listen. Children are to point to the flashcards as
they hear the names of the classroom objects.

Listen to the CD again, stopping after each object for the children to repeat in group
and individually (Listen and say CB p. 16).

Hand each child their CB open on p. 16 and ask questions about the picture (Who can
they see? Where are they? What are they doing?) (Listen and find CB p. 16).

Explain to the children that they are to point to each object when they hear its name.
Say listen and play the audition stopping whenever necessary. (Listen and find CB p.
16).

Give the children the stickers of the class objects and say it’s sticker time! (Stick and
say CB p. 16).
33

Showing one of the children’s stickers, point to the pencil and say what’s this? It’s a
pencil for the children to repeat. Find the sticker and stick it on the picture. Repeat with
the other objects (Stick and say CB p. 16).

Listen to the Goodbye song to end the lesson.
Lesson 2

Sing the Hello song.

Say Stand up and make gestures so they understand the meaning. Repeat with sit
down and quiet, please. Repeat the instructions in a different order for them to
follow them.

Play the audition on the CD and say listen to the song. Use mime while listening to
the song to reinforce the meaning of the expressions (Listen and sing CB p. 17).

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen
and sing CB p. 17).

Sing the song using the CD if you wish, following the instructions (asking for
silence and standing up) when they hear them (Sing and do CB p. 17).

Sing the song again and encourage the children to sing along (Sing and do CB p.
17).

Hand each child their CB open on p. 17. Pointing to the first picture of the teacher,
ask them what she is saying (quiet, please). Say the instruction for children to
repeat (Trace and join CB p. 17).

Show how to trace the line between two pictures. Trace it with a finger. Repeat with
the other pictures (Trace and join CB p. 17).

Sing the Goodbye song to end the lesson.
Lesson 3

Sing the Hello song.

Show a book and ask what’s this? Help them answer It’s a book. Repeat with chair,
pencil and bag.

Put the flashcard of egg on the board and say egg for the children to repeat. Talk about
eggs, if they know where they come from, if they like eating them, etc. (Listen and
chant CB p. 18).

Ask if they can hear the initial sound of the word. Pronounce /e/ for the children to
repeat.
34

Play the audition on the CD and say listen. Listen and repeat (Listen and chant CB p.
18).

Pretend to be holding an egg very carefully in both hands while you pronounce /e/ egg.
Children are to repeat the action, the sound and the word (Act CB p. 18).

With your back to the class, write an e in the air with a finger as seen in the book, while
pronouncing /e/ egg (Trace the letter CB p. 18).

Write the e with dots on the board as it appears in the book and show how to trace the
letter.

Hand each child their CB open on p.18 to practise tracing the letter with a finger (Trace
the letter CB p. 18).

Ask them what they think they should trace in the picture. Trace the egg outline with a
finger (Trace the picture CB p. 18).

Sing the Goodbye song.
Lesson 4

Sing the Hello song.

Put the flashcards of numbers 1 and 2 on the wall, separated from one another.
Show 2 objects (2 books) for the children to say two and point to the flashcard of
number 2. Repeat with other objects alternating between 1 and 2.

Call 3 children to the front of the class, point to them and say three. Next, point to
them one by one and say one, two, three (Listen and chant CB p. 19).

Sing a song to practise number 3. Play the audition on the CD and say listen.
Listen and repeat (Listen and chant CB p. 19).

Show a selection of sets of 3 classroom objects (pencils, chairs, books, etc) and
say three for the children to repeat (Count CB p. 19).

Hand each child their CB open on p. 19 and ask how many insects they can see.
Point to them and count them (Count CB p. 19).

With your back to the class, write a 3 in the air with a finger as described in the
book, while you pronounce three (Trace the number CB p. 19).

Write a 3 with dots on the board as it appears in the book and show them how to
trace the number.

Practise tracing the number with a finger in the CB (Trace the number CB p. 19).

Ask what they think they should trace in the picture. Trace the striped lines on the
butterflies’ wings (Trace the picture CB p. 19).
35

Sing the Goodbye song.
Lesson 5

Sing the Hello song.

Show the egg flashcard and say the sound and the word for children to repeat.
Check if they remember the action related with this word.

Put the fish flashcard on the board and say fish for the children to repeat. Talk
about fish: where they live, if children like eating fish, etc. (Listen and chant CB p.
20).

Ask if they hear the initial sound of the word. Pronounce /f/ for the children to
repeat.

Play the audition on the CD and say listen. Listen and repeat (Listen and chant CB
p. 20).

Imitate the movement of a fish swimming and repeat the word /f/ fish. Children are
to repeat the action, sound and word. (Act CB p. 20).

With your back to the class, write an f in the air with a finger as seen in the book,
while you pronounce /f/ fish (Trace the letter CB p. 20).

Write the f with dots on the board as it appears in the book and show how to trace
the letter.

Hand each child their CB open on p.20 to practise tracing the letter with a finger
(Trace the letter CB p. 20).

Ask what line they think they should trace in the picture. Trace the line the
swimming fish leaves behind with a finger (Trace the picture CB p. 20).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.

Sing the song in lesson 2 again practising the structures for class instructions.

Hand each child their CB open on p. 21. Point to the frames of the story in order. Talk
about what they see in the images. Guess where they think they are and point to Baz
(Look and listen CB p. 21).

Play the audition on the CD and say listen. Allow the children to follow the story in their
books. Stop halfway and tell them to look at the second frame (Look and listen CB p.
21).
36

Ask the children what they think happens in the story. Listen again to the story (Look
and listen CB p. 21).

The whole class acts out the story. Listen to the opening line of the story and sing and
clap. Listen to the second line, ask for silence and have the children sit down and
remain silent. Listen to the third line and smile at the children. Repeat, asking for a
volunteer to play the role of the teacher. (Listen and act CB p. 21).

As they grow familiar with the story, they can repeat some words but if they prefer to
remain silent, they may do so (Listen and act CB p. 21).

Sing the Goodbye song.
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1

Hand them a copy of p. 79 of the TB. Ask them to colour the objects in the picture.
While they perform the activity, ask the children one by one what’s this? Pointing to
each object for them to answer it’s a pencil, etc.
Lesson 2

Sing the song again pointing to the pictures in the CB.

Add another stanza to the song with the instruction sit down, please. Sing the 3 lines
randomly and have the children follow the instructions given.
Lesson 3

Show the flashcards corresponding to letters a-e in random order for the children to
say the sound, the letter and perform the action related with each one.
Lesson 4

Hand them copies of p.80 of the TB. Say one for the children to find it, repeat and trace
the number.

Say count the bugs and count them pointing to each bug. Repeat with numbers 2 and
3.

Colour the bugs and take the picture home to show that they can count in English.
Lesson 5
37

Write letters a-f on the board and help the children to say the sounds and words and
perform the actions related with them.
Lesson 6

Showing the chair flashcard ask what’s this? For children to answer it’s a chair. Ask
them to touch a chair.

Repeat with pencil, bag and book.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and personal autonomy

As they grow more autonomous in the performance of everyday activities and simple
tasks to cope with daily problems, they enhance their self-confidence and initiative
capacity, developing strategies to address their most basic needs.

They adapt their behaviour to the needs and requirements of others, developing habits
and attitudes of respect, solidarity and cooperation, avoiding submissive or dominant
behaviour
The physical, natural, social and cultural environment

They actively observe and explore their surroundings, generating interpretations on
situations and significant developments and showing interest in learning about them.

They relate with others in an increasingly harmonic and satisfactory manner,
internalizing social behaviour guidelines and adapting their behaviour to them.

They get to know different social groups that are close to their own experience, some
of their characteristics, cultural productions, values and way of life, generating attitudes
of trust, respect and appreciation.
Languages: communication and representation

They approach the knowledge of works of art expressed in different languages and
perform in representation and artistic expression activities using several techniques.

They are introduced to the oral use of a foreign language to communicate in classroom
activities and show interest and enjoyment when participating in these communicative
exchanges.
38
ASSESSMENT CRITERIA
In the first year of the 2nd cycle of Pre-Primary Education, as children are just beginning to
learn, assessment can be based on direct observation of their development.
UNIT 4: COLOURS
TOPIC
Colours
OBJECTIVES

To identify four colours and say what colour something is

To introduce the language used to ask what colour something is

To develop fine psychomotricity by tracing and colouring

To sing a song

To recognize and pronounce the /g/ and /h/ sounds

To recognize and trace letters g and h

To count to 4 and identify sets of 4 objects

To recognize and trace number 4

To develop listening skills in English following a story

To review and consolidate the language introduced in the unit

To understand the language introduced in the unit in a context
ACTIVE LANGUAGE
New:
Blue, green, red, yellow, girl, four, hat
Review: Bag, book, chair, pencil, 1, 2, 3
PASSIVE LANGUAGE
It’s sticker time, hello song, school, classroom, goodbye song, count the bugs, rainbow.
COMMUNICATION STRUCTURES
What colour is it? It’s + colour.
PROCEDURES
39
Lesson 1

Listen to the Hello song to begin the lesson.

Point to different classroom objects and ask what’s this? for children to say it’s a chair,
etc.

Put the flashcards on the board in the following order: blue, green, red, yellow. Point
and pronounce. Repeat (Listen and say CB p. 22).

Play the audition on the CD and say listen. The children are to point to the flashcards
as they hear the colours.

Listen to the CD again, stopping after each colour for children to repeat in group and
individually (Listen and say CB p. 22).

Hand each child their CB open on p. 22 and ask questions about the picture (Who can
they see? Where are they? What are they doing?) (Listen and find CB p. 22).

Explain to the children they are to point to the bag when they hear its colour. Say listen
and play the audition stopping whenever necessary (Listen and find CB p. 22).

Give children the stickers of the bags and say it’s sticker time! (Stick and say CB p.
22).

Explain to the children that they are to listen closely to the colour of the schoolbag and
then paste the sticker on the bag in the book. Show an example with red. Find the
sticker and paste it on the picture. Repeat with the other colours (Stick and say CB p.
22).

Listen to the Goodbye song to end the lesson.
Lesson 2

Sing the Hello song.

Pretend to write and ask children to guess the object (pencil). Show the flashcard
of the pencil. Repeat with other objects using mime.

Play the audition on the CD and say listen to the song. Use mime while listening to
the song to reinforce the meaning of the classroom objects (Listen and sing CB p.
23).

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen
and sing CB p. 23).

Distribute the flashcards of the colours around the class. Sing the song using the
CD if you wish, using mime together with the children for each object (Sing and do
CB p. 23).
40

At the end of each line, point to the flashcard of the corresponding colour (Sing and
do CB p. 23).

Hand each child their CB open on p.23. Pointing to the red bag ask the children
what’s this? For the children to answer (it’s) a bag. Ask what colour is it? For them
to answer (it’s) red (Trace and colour CB p. 23).

Trace the first dotted line between the two bags with your finger. Repeat with the
other pictures. Colour the pictures on the right in the same colour as those on the
left (Trace and colour CB p. 23).

Sing the Goodbye song to end the lesson.
Lesson 3

Sing the Hello song.

Put the flashcards of the colours on the wall. Ask the children to shut their eyes and
take one down. Ask them to open their eyes and say the missing colour.

Put the girl flashcard on the board and say girl for the children to repeat (Listen and
chant CB p. 24).

Ask if they hear the initial sound of the word. Pronounce /g/ for the children to repeat.

Play the audition on the CD and say listen. Listen and repeat (Listen and chant CB p.
24).

Pretend to describe a pony tail on your head as you pronounce /g/ girl. The children
repeat the action, the sound and the word. (Act CB p. 24).

With your back to the class, write a g in the air with a finger as seen in the book, while
you pronounce /g/ girl (Trace the letter CB p. 24).

Write the g with dots on the board as it appears in the book and show then how to
trace the letter.

Hand each child their CB open on p.24 to practise tracing the letter with a finger (Trace
the letter CB p. 24).

Ask what they think they should trace in the picture. Trace the outline of the girl’s pony
tail with a finger (Trace the picture CB p. 24).

Sing the Goodbye song.
Lesson 4

Sing the Hello song.
41

Sit the children in a circle and count to 3, saying a number each: one, two, three,
one, two, three, etc. Have them whisper the numbers first and then say them
louder.

Ask 4 children to go to the front of the class, point to them and say four. Next, point
to them one by one and say one, two, three, four (Listen and chant CB p. 25).

Sing a song to practise number 4. Play the audition on the CD and say listen.
Listen and repeat (Listen and chant CB p. 25).

Show a selection of sets of 4 classroom objects (pencils, chairs, books, etc) and
say four getting the children to repeat (Count CB p. 25).

Hand each child their CB open on p. 25 and say count the bugs. Point to them and
count them (Count CB p. 25).

With your back to the class, write a 4 in the air with a finger as it appears in the
book while you pronounce four (Trace the number CB p. 25).

Write a 4 with dots on the board as it appears in the book and show how to trace
the number.

Practise tracing the number with a finger in the CB (Trace the number CB p. 25).

Ask them to find the lines on the insect stripes. Trace over the striped lines of the
grasshoppers with a finger, without lifting it from the paper (Trace the picture CB p.
25).

Sing the Goodbye song.
Lesson 5

Sing the Hello song.

Perform the action related with girl. The children are to say /g/ girl.

Put the flashcard of hat on the board and say hat for the children to repeat. Talk about
hats: Do children wear them? When do they wear them? Etc (Listen and chant CB p.
26).

Ask them if they can hear the beginning sound of the word. Pronounce /h/ for the
children to repeat.

Play the listening on the CD and say listen. Listen and repeat (Listen and chant CB p.
26).

Pretend to be putting on a hat and repeat the word /h/ hat. Children will repeat the
action, the sound and the word (Act CB p. 26).
42

With your back to the class, write an h in the air with a finger as seen in the book while
you pronounce /h/ hat (Trace the letter CB p. 26).

Write the h with dots on the board, as it appears in the book and show them how to
trace the letter.

Hand each child their CB open on p. 26 to practise tracing the letter with a finger
(Trace the letter CB p. 26).

Ask them to find the striped line in the picture and show them how to trace on the
contour of the hat. Trace over the line with your finger starting at the dot. (Trace the
picture CB p. 26).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.

Put the flashcards of the colours on the board in a vertical line, following the colours of
Jig’s hat on p. 27 of the CB. Ask what colour is it? As you put the flashcards for
children to answer (it’s) blue, etc.

Hand each child their CB open on p. 27. Point to the frames of the story in order. Talk
about what they see in the pictures and what Jig wears on his head (Look and listen
CB p. 27).

Play the audition on the CD and say listen. Allow the children to follow the story in their
books. Stop halfway and tell them to look at the second frame (Look and listen CB p.
27).

Ask the children what they think happens in the story. Listen to the story again (Look
and listen CB p. 27).

Act out the story in pairs. Listen to the first line of the story. Pat points to Jig’s hat.
Listen to the rest, Pat and Jig greet each other and smile. Repeat with other pairs of
children. (Listen and act CB p. 27).

As they grow familiar with the story, they can repeat some words, but if they prefer to
remain silent, they can do so (Listen and act CB p.27).

Sing the Goodbye song.
Review Lesson 1

Sing the Hello song.
43

Perform the actions related with the letters (e-h) for the children to identify the sounds
and the words and to join in performing the actions.

Hand each child their CB open on p. 28. Ask them to say the word for each picture.
Show the corresponding flashcard at the same time as they say the words (Look and
say CB p. 28).

Show the flashcards again, doing so randomly for them to say the words again (Look
and say CB p. 28).

Write letters e-h on the board. Point to them for the children to say the sounds (Stick
and say CB p. 28).

Show the egg flashcard and pronounce the word. Ask for the initial sound of the word.
Put the flashcard next to letter e. Repeat with fish, girl and hat (Stick and say CB p.
28).

Give the children the stickers of letters e-h and say it’s sticker time! Say egg, /e/ and
point to the letter and picture on the board. Ask the children to identify the sticker for /e/
and to stick it next to the picture of the egg in their book. Repeat with the rest of the
sounds (Stick and say CB p. 28).

Sing a song to help them remember the sounds. Play the audition on the CD and say
listen. Listen and repeat. Encourage them to perform the actions related with each
word (Listen and chant CB p. 28).

Sing the Goodbye song.
Review Lesson 2

Sing the Hello song.

Show the red flashcard and ask what colour is it? For the children to answer (it’s) red.
Repeat with the rest of the colours.

Say a colour and have the children touch something that is that colour in silence.

Hand each child their CB open on p. 29. Explain that they will be doing something
special. Show the finished handcraft and say It’s a rainbow (Make CB p. 29).

Describe the steps they are to follow looking at the pictures (Make CB p. 29).

Hand them the material and ask them to stick the red strip in the upper part of the
page. Repeat with the remaining strips (Make CB p. 29).

Play the song on the CD and ask them to listen at the same time as you point to the
colours of the rainbow they have created, then to yourself and to the children (Listen
and sing CB p. 29).
44

Listen to the song again stopping after each phrase for the children to sing after the
teacher (Listen and sing CB p. 29).

Sing the song again while the children sing along and point to the colours in their
rainbows (Sing and point CB p. 29).

Review all the words learnt in lessons 3 and 4 showing the flashcards and asking them
to say each word or sound accordingly and performing the actions (Round-up CB p.
29).

Tell the children that they already know all the words and numbers they have just
reviewed and they can now stick a smiley face on the page for having learnt so much
English. Hand them the stickers for them to find the smiley face and stick it in the
corner of the page (Round-up CB p. 29).

Sing the Goodbye song.
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1

Give them a copy of p. 81 of the TB. Ask them to colour the bag in the picture in red,
blue, yellow or green. While they are doing so, ask them one by one what colour is it?
for them to answer correctly.
Lesson 2

Sing the song again pointing to the pictures in the CB.

Add another line to the song with red, blue, yellow and green classroom objects.
Lesson 3

Perform the actions related with letters a-g randomly for the children to say the sound,
the letter and also perform the action related with each one.
Lesson 4

Place the flashcards of numbers 1-4 around the class, point to them and say the
numbers.

Say the numbers randomly for the children to point to the flashcards.

Point to the flashcards randomly for the children to say the numbers.
Lesson 5
45

Write letters a-h on the board and say the sounds at the same time. Point to the letters
one by one for the children to say the sound and the word and perform the action
related with each one.
Lesson 6

Draw the shape of a hat around the flashcards on the board. Call out a volunteer and
listen again to the song. The volunteer is to point to the colours of the hat as they are
mentioned.

Repeat with other children.
Review Lesson 1

Hand photocopies of p. 82 of the TB. Say /f/ and ask if they can find in the picture
something beginning with that sound (fish). When they find the fish have them repeat
the sound, say the word and perform the action. Repeat with the other sounds
randomly. Colour the pictures.
Review Lesson 2

Sing the song or songs from Lesson 2 in Units 3 and 4.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and personal autonomy

As they grow more autonomous in the performance of everyday activities and simple
tasks to cope with daily problems, they enhance their self-confidence and initiative
capacity, developing strategies to address their basic needs.

They adapt their behaviour to the needs and requirements of others developing
attitudes and habits of respect, solidarity and collaboration, avoiding submissive or
dominant behaviour.
The physical, natural, social and cultural environment

Getting started with maths, they functionally manipulate elements and collections,
identifying their attributes and qualities and establishing grouping, classifying, ordering
and quantifying relations.
46

They know and value the basic elements of the natural environment and how it relates
with them, its changes and transformations, developing caring attitudes of respect and
accountability for its preservation.
Languages: communication and representation

They use language as a communication tool to act out, learn and enjoy that enables
them to express feelings and ideas and they value oral language as a means of
relating and coexisting with others.

They express emotions, feelings, wishes and ideas by means of oral language and
other languages, choosing the one that best suits their intention and the situation.

They are introduced to the oral use of a foreign language to communicate in the
classroom
and
show
interest
and
enjoyment
when
participating
in
these
communicative exchanges.
ASSESSMENT CRITERIA
In the first year of the 2nd cycle of Pre-Primary Education, as children are beginning to learn,
assessment can be based on the direct observation of their development.
UNIT 5: TOYS
TOPIC
Toys
OBJECTIVES

To identify four toys

To consolidate the language used to talk about toys and their colours

To develop fine psychomotricity by tracing and colouring

To sing a song

To recognize and pronounce the /ɪ/, /dʒ/, /k/ sounds

To recognize and trace letters i, j and k

To count to 5 and identify sets of 5 objects

To recognize and trace number 5
47

To develop listening skills in English by following a story

To revise and consolidate the language introduced in the unit

To understand the language introduced in the unit in a context
ACTIVE LANGUAGE
New:
ball, car, doll, teddy, iguana, five, jam, kite
Review: Blue, green, red, yellow, girl, hat, 1, 2, 3, 4
PASSIVE LANGUAGE
It’s sticker time, Hello song, school, classroom, goodbye song, count the bugs.
COMMUNICATION STRUCTURES
It’s a red doll; What’s this? It’s a red car.
PROCEDURES
Lesson 1

Listen to the Hello song to begin the lesson.

Point to different classroom objects and ask what colour is it? for the children to say it’s
green, etc.

Put the flashcards on the board in the following order: ball, car, doll, teddy. Point and
pronounce. Repeat (Listen and say CB p. 30).

Play the audition on the CD and say listen. Children are to point to the flashcards as
they hear the name of the toys.

Listen to the CD again, stopping after each toy for the children to repeat in group and
individually (Listen and say CB p. 30).

Hand each child their CB open on p.30 and ask questions about the picture (Who can
they see? Where are they? What are they doing?) (Listen and find CB p. 30).

Explain to the children that they are to point to each toy when they hear the word. Say
listen and play the audition stopping whenever necessary (Listen and find CB p. 30).

Give the children the stickers of the toys and say it’s sticker time! (Stick and say CB p.
30).

Showing the stickers of one of the children, point to the teddy bear and ask what’s
this? For the children to answer (it’s) a teddy. Find the sticker and stick it on the
picture. Repeat with the other toys (Stick and say CB p. 30).
48

Listen to the Goodbye song to end the lesson.
Lesson 2

Sing the Hello song.

Pretend to be rocking a doll and ask the children to guess what toy it is (doll). Show
the flashcard of the doll. Repeat the other toys using mime.

Put the flashcards of the colours around the classroom and say the colour as you
place them. Play the audition on the CD and say listen to the song. Point to the
flashcards while listening to the song to reinforce the meaning (Listen and sing CB
p. 31).

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen
and sing CB p. 31).

Say Stand up! Sing the song using the CD if you wish, pointing to the flashcards of
the colours as they hear them (Sing and do CB p. 31).

Hand each child their CB open on p. 31. Pointing to the red doll ask the children
what’s this? For the children to answer (it’s) a red doll. (Trace and colour CB p. 31).

Trace the first dotted line between the doll and the ball with a finger. When you get
to the ball, colour it the same colour as the doll (red). Repeat with other dolls and
balls (Trace and colour CB p. 31).

Sing the Goodbye song to end lesson.
Lesson 3

Sing the Hello song.

Hide the flashcard of a toy with a sheet of paper and disclose it little by little until they
guess what it is. Repeat with other toys.

Put the flashcard of the iguana on the board and say iguana for the children to repeat
(Listen and chant CB p. 32).

Ask if they can hear the initial sound of the word. Pronounce /ɪ/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 32).

Pretend to climb like a lizard as you pronounce /ɪ/ iguana. The children repeat the
action, the sound and the word (Act CB p. 32).

With your back to the class, write an i in the air with a finger as it appears in the book,
pronouncing at the same time /ɪ/ iguana (Trace the letter CB p. 32).
49

Write the i with dots on the board as it appears in the book and show how to trace the
letter.

Hand each child their CB open on p. 32 to practise tracing the letter with a finger
(Trace the letter CB p. 32).

Ask what they think they should trace in the picture. Trace with your finger over the
outline of the iguana (Trace the picture CB p. 32).

Sing the Goodbye song.
Lesson 4

Sing the Hello song.

Put the flashcard of number 3 on the board, say three and clap 3 times as you
count one, two, three. Ask children to do the same. Repeat with other numbers.

Call 5 children to the front of the class, pointing to them and saying five. Next,
pointing to them one by one and say one, two, three, four, five (Listen and chant
CB p. 33).

Sing a song to practise number 5. Play the CD audition and say listen. Listen and
repeat (Listen and chant CB p. 33).

Show a selection of groups of 5 classroom objects (pencils, chairs, books, etc) and
say five for the children to repeat. Count them (Count CB p. 33).

Hand each child their CB open on p. 33 and say count the bugs. Point to them and
count them (Count CB p. 33).

With your back to the class, write a 5 in the air with a finger as it appears in the
book and while you pronounce five (Trace the number CB p. 33).

Write a 5 with dots on the board as it appears in the book and show how to trace
the number in two stages.

Practise tracing the number with a finger in the CB (Trace the number CB p. 33).

Ask them to find the striped lines in the insects. Trace with your finger on the
striped line of the caterpillar tunnel. Repeat with a pencil (Trace the picture CB p.
33).

Sing the Goodbye song.
Lesson 5

Sing the Hello song.

Perform the action related with the iguana. The children are to say /ɪ/ iguana.
50

Put the flashcard of jam on the board and say jam for the children to repeat. Ask the
children if they like jam and when they eat it (Listen and chant CB p. 34).

Ask if they hear the initial sound of the word. Pronounce /dʒ/ for the children to repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 34).

Pretend to be spreading the jam in shape of a j on a toast and repeat the word /dʒ/
jam. The children repeat the action, the sound and the word (Act CB p. 34).

With your back to the class, write a j in the air with a finger as it appears in the book
pronouncing /dʒ/ jam at the same time (Trace the letter CB p. 34).

Write the j with dots on the board as it appears in the book and show how to trace the
letter.

Hand each child their CB open on p. 34 to practise tracing with a finger (Trace the
letter CB p. 34).

Ask them what they think they have to trace in the picture. Trace with your finger on
the j of the toast (Trace the picture CB p. 34).

Perform the action related with jam. The children are to say /dʒ/ jam.

Put the kite flashcard on the board and say kite for the children to repeat. Ask the
children if they like kites (Listen and chant CB p. 34).

Ask if they can hear the initial sound of the word. Pronounce /k/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 34).

Pretend to be flying a kite and repeat the word /k/ kite. The children will repeat the
action, the sound and the word (Act CB p. 34).

With your back to the class, write a k in the air with a finger as it appears in the book
while you pronounce /k/ kite (Trace the letter CB p. 34).

Write the k with dots on the board as it appears in the book and show how to trace the
letter in two steps.

Hand each child their CB open on p.34 to practise tracing the letter with a finger (Trace
the letter CB p. 34).

Ask what they think they have to trace in the picture. Trace over the kite with a finger
(Trace the picture CB p. 34).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.
51

Put the flashcards of the toys around the class. Say stand up! Name a toy for the
children to find it and stay next to the corresponding flashcard. Repeat with other toys.

Hand each child their CB open on p. 35. Point to the frames of the story in order. Talk
about what they see in the pictures and guess who the present is for (Look and listen
CB p. 35).

Play the CD audition and say listen. Allow children to follow the story in their books.
Stop halfway and tell them to look at the second frame (Look and listen CB p. 35).

Ask the children what they think happens in the story. Listen to the story again (Look
and listen CB p. 35).

Act out the story in pairs. Children are to imagine that there is a present between Pat
and Jig. Listen to the first line of the story, Pat points to the present and opens it (using
mime). Listen to the rest, Pat points to the present and looks very happy and Jig looks
happy. Repeat with other pairs of children (Listen and act CB p. 35).

As they grow familiar with the story, they can repeat some words, but if they prefer to
remain silent they can do so (Listen and act CB p. 35).

Sing the Goodbye song.
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1

Hand them a copy of p. 83 of the TB. Ask them to identify the toys. Name the toy for
them to point to them and repeat. Colour the pictures. While they carry out the activity
ask the children one by one What’s this? What colour is it? For them to answer
correctly.
Lesson 2

Sing the song again pointing to the pictures in the CB.

Say the phrases of the song randomly for them to point in their books.
Lesson 3

Perform the actions related with letters a-i in random order for children to say the
sound, the letter and perform also the action related with each one.
Lesson 4
52

Hand them a copy of p. 84 of the TB and say four for the children to find the number
and repeat. Trace the number.

Say count the bugs for them to count the bugs, pointing to them. Repeat with number
5.
Lesson 6

Wrap up some classroom objects / toys of different colours (the ones they know)
before the class.

Call out different volunteers for them to choose a present and open it.

Ask what’s this? for them to answer It’s a green bag; etc.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and personal autonomy

They identify their own feelings, emotions, needs or preferences and are able to name,
express and communicate them to others, identifying and respecting, as well, those of
others.

They adapt their behaviour to the needs and requirements of others developing
attitudes and habits of respect, solidarity and collaboration, avoiding submissive or
dominant behaviour.
The physical, natural, social and cultural

They actively observe and explore their surroundings, generating interpretations on
situations and significant developments and showing interest in learning about them.

They know and value the basic elements of the natural environment and how it relates
with them, its changes and transformations, developing caring attitudes of respect and
accountability for its preservation.
Languages: communication and representation

They express emotions, feelings, wishes and ideas by means of oral language and
other languages, choosing the one that best suits their intention and the situation.

They start being aware of the social uses of reading and writing by exploring the way
literacy works and valuing it as a tool that enables communication, information and
enjoyment.
53
ASSESSMENT CRITERIA
In the first year of the 2nd cycle of Pre-Primary Education, as children are just beginning to
learn, assessment can be based on the direct observation of their development.
UNIT 6: BODY
TOPIC
The body
OBJECTIVES

To identify four parts of the body

To understand and follow simple instructions with Touch your …

To develop fine psychomotricity through tracing

To sing a song

To recognize and pronounce /l/, /m/ and /n/ sounds

To recognize and trace letters l, m and n

To count up to 6 and identify sets of 6 objects

To recognize and trace number 6

To develop listening skills in English by following a story

To revise and consolidate the language introduced in the unit

To understand the language introduced in the unit in a context
ACTIVE LANGUAGE
New:
arm, hand, head, leg, lion, moon, six, net
Review: toys, numbers
PASSIVE LANGUAGE
It’s sticker time, Hello song, goodbye song, count the bugs.
COMMUNICATION STRUCTURES
Touch your (head), clap your hands
PROCEDURES
54
Lesson 1

Listen to the Hello song to begin the lesson

Show the flashcards of the toys and ask what’s this? for children to say it’s a teddy,
etc.

Put the flashcards on the board in the following order: arm, hand, head, leg. Point and
pronounce. Repeat (Listen and say CB p. 36).

Play the CD audition and say listen. Children are to point to the flashcards as they hear
the parts of the body.

Listen to the CD again, stopping after each part of the body for the children to repeat in
group and individually (Listen and say CB p. 36).

Hand each child their CB open on p. 36 and ask questions about the picture (Who can
they see? Where are they? What are they doing? What can they see?) (Listen and find
CB p. 36).

Explain to the children that they are to point to the parts of the body that are shaded
when they hear them mentioned. Say listen and play the audition stopping whenever
necessary (Listen and find CB p. 36).

Give the children the stickers of the parts of the body and say it’s sticker time! (Stick
and say CB p. 36).

Showing the stickers of a child point to the arm and say arm for children to repeat. Find
the sticker and stick it on the picture. Repeat with the other stickers. (Stick and say CB
p. 36).

Listen to the Goodbye song to end the lesson.
Lesson 2

Sing the Hello song.

Show the flashcards one by one and say the name of the parts of the body.

Point to your head, arm, hand and leg randomly and in silence for the children to
say the words.

Play the CD audition and say listen to the song. Point to the part of the body that is
mentioned in the song to reinforce the meaning (Listen and sing CB p. 37).

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen
and sing CB p. 37).

Say Stand up! And sing the song using the CD if you wish, pointing to the part of
the body mentioned or clapping (Sing and do CB p. 37).
55

Repeat encouraging the children to sing along (Sing and do CB p. 37).

Give the instructions in the song randomly for children to point to the parts of the
body or clap. Hand each child their book open on p.37. They are to listen to what
Pat says. Say Touch your head for the children to find the right picture. Show them
the picture in the book (Trace and join CB p. 37).

Point to the first picture of Jig and ask what they are saying (Touch your head).
Trace the first line joining the two pictures with a finger. Repeat with other pictures.
(Trace and join CB p. 37).

Sing the Goodbye song to end the lesson.
Lesson 3

Sing the Hello song.

Draw a person on the board and ask the children to say the parts of the body as they
are added to the picture.

Put the flashcard of lion on the board and say lion for the children to repeat. Talk about
lions, have you ever seen one? Where do they live? Etc (Listen and chant CB p. 38).

Ask if they can hear the initial sound of the word. Pronounce /l/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 38).

Make the shape of the lion’s mane around its head as you pronounce /l/ lion. Children
repeat the action, the sound and the word (Act CB p. 38).

With your back to the class, write a l in the air with a finger as it appears in the book
pronouncing at the same time /l/ lion (Trace the letter CB p. 38).

Write the l on the board with a finger as it appears in the book and show how to trace
the letter.

Hand each child their CB open on p.38 to practise tracing the letter with a finger (Trace
the letter CB p. 38).

Ask what they think they should trace in the picture. Trace over the outline of the lion’s
mane with a finger (Trace the picture CB p. 38).

Put the flashcard of moon on the board and say moon for the children to repeat. Talk
about the moon, etc. (Listen and chant CB p. 38).

Ask them if they can hear the initial sound of the word. Pronounce /m/ for children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 38).
56

Shape a crescent moon with your hand as you pronounce /m/ moon. The children
repeat the action, the sound and the word (Act CB p. 38).

With your back to the class, write an m in the air with a finger as it appears in the book
while you pronounce /m/ moon (Trace the letter CB p. 38).

Write the m with dots on the board as it appears in the book and show how to trace the
letter in one step.

Hand each child their CB open on p.38 to practise tracing the letter with a finger (Trace
the letter CB p. 38).

Ask what they think they should trace in the picture. Trace with a finger over the
contour of the moon (Trace the picture CB p. 38).

Sing the Goodbye song.
Lesson 4

Sing the Hello song.

Put the flashcards of the numbers on the board in order. Point to them and name
them several times. Encourage the children to repeat. Ask the children to close
their eyes and turn round one of the flashcards. When they open their eyes, they
are to say which number has been turned around.

Call 6 children to the front of the class, point to them and say six. After pointing to
them one by one say one, two, three, four, five, six (Listen and chant CB p. 39).

Sing a song to practise number 6. Play the CD audition and say listen. Listen and
repeat (Listen and chant CB p. 39).

Show a selection of sets of 6 classroom objects (pencils, chairs, books, etc) and
say six for the children to repeat (Count CB p. 39).

Hand each child their CB open on p.39 and say count the bugs. Point to them and
count them (Count CB p. 39).

With your back to the class, write a 6 in the air with a finger as it appears in the
book while you pronounce six (Trace the number CB p. 39).

Write a 6 with dots on the board as it appears in the book and show how to trace
the number.

Practise tracing the number with a finger in the CB (Trace the number CB p. 39).

Ask them to find the striped lines on the insects. Trace the striped lines of the snail.
(Trace the picture CB p. 39).

Sing the Goodbye song.
57
Lesson 5

Sing the Hello song.

Perform the actions related with lion and moon. Children are to say the sounds and the
letters.

Put the flashcard of net on the board and say net for the children to repeat. Talk about
football and how to score a goal (Listen and chant CB p. 40).

Ask if they can hear the initial sound of the word. Pronounce /n/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 40).

Pretend you are kicking a ball and repeat the word /n/ net. Children are to repeat the
action, the sound and the word (Act CB p. 40).

With your back to the class, write an n in the air with a finger as it appears in the book
while pronouncing /n/ net (Trace the letter CB p. 40).

Write the n with dots on the board as it appears in the book and show how to trace the
letter.

Hand each child their CB open on p.40 to practise tracing the letter with a finger (Trace
the letter CB p. 40).

Ask them to find the striped lines of the picture and show how to trace the lines of the
net. Trace the line with a finger, starting at the dot (Trace the picture CB p. 40).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.

Put the flashcards of the parts of the body around the class. Say Stand up!, name a
part for the children to find it and stay next to the corresponding flashcard. Repeat
several times.

Hand each child their CB open on p.41. Point to the frames of the story in order. Talk
about what you see in the pictures and about what Jig and Pat have. (Look and listen
CB p. 41).

Play the CD audition and say listen. Allow the children to follow the story in their book.
Stop halfway and tell them to look at the second frame (Look and listen CB p. 41).

Ask children what they think happens in the story. Listen to the story again (Look and
listen CB p. 41).
58

Act out the story in groups of 3 playing Pat, Jig and the doll. Listen to the first line of
the story; Pat and Jig touch their head. Listen to the rest, Pat, Jig and the doll clap their
hands. Repeat with other groups of children (Listen and act CB p. 41).

As they grow familiar with the story, they can repeat some words, but if they prefer,
they can remain silent (Listen and act CB p.41).

Sing the Goodbye song.
Review Lesson 1

Sing the Hello song.

Perform the actions related with letters (i-n) for the children to identify the sounds and
words and join up to perform the actions.

Hand each child their CB open on p.42. Ask them to say the word for each picture.
Show the corresponding flashcard while they say the words (Look and say CB p. 42).

Show the flashcards again, but this time randomly for children to say the words again
(Look and say CB p. 42).

Write letters i-n on the board. Pint to them for children to say the sounds (Stick and say
CB p. 42).

Show the flashcard of iguana and pronounce the word. Ask which the initial sound of
the word is. Put the flashcard next to letter i. Repeat with jam, kite, lion, moon and net
(Stick and say CB p. 42).

Give the children the stickers of letters i-n and say it’s sticker time! Say iguana … /ɪ/
and point to the letter and picture on the board. Ask the children to identify the sticker
for /ɪ/ and stick it next to the picture of the iguana in their books. Repeat with the rest of
the sounds (Stick and say CB p. 42).

Sing a song to help them remember the sounds. Play the CD audition and say listen.
Listen and repeat. Encourage them to perform the actions related with each word
(Listen and chant CB p. 42).

Sing the Goodbye song.
Review Lesson 2

Sing the Hello song.

Sing the numbers song from Lesson 4.

Hand each child their CB open on p.43. Ask them to say numbers 2-6 in order and to
point to them in their book (Look and say CB p. 43).
59

Showing the book point to the picture of the bags and say bags for the children to point
to them. Repeat with other objects (Look and say CB p. 43).

Holding the book show how to trace a line between the 2 and the bags with a finger for
children to trace (Join CB p. 43).

Point again to number 2 and say two, trace the line to the bags and point to them and
say bags. Point to the 2 bags and count one, two. Repeat. Children are to repeat in
their book counting (Join CB p. 43).

Quickly colour 2 of the bags and show the book. Count again one, two. Ask the
children to colour 2 of the bags in their books (Count and colour CB p. 43).

Repeat the process with the rest of the numbers. Count the coloured objects with the
children (Count and colour CB p. 43).

Review all the words learnt in lessons 5 and 6 showing the flashcards and asking them
to say each word or sound accordingly and performing the actions (Round-up CB p.
43).

Tell the children that they already know all the words and numbers they have reviewed
and that they can now stick a smiley face on the page for having learnt so much
English Give them the stickers for them to find the smiley face and stick it in the corner
of the page (Round-up CB p. 43).

Sing the Goodbye song.
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1

Hand them a copy of p. 85 of the TB. Point to the head and say head. Trace around
the head with a finger. Repeat with the other parts of the body.
Lesson 2

Sing the song again pointing to the pictures in the CB. Point to Pat in the first verse
and to Jig in the second.

Give the instructions randomly for children to follow them.
Lesson 4

Say a number randomly from 1 to 6 for children to show the right number of fingers.
Repeat with different numbers.
60
Lesson 5

Perform the actions related with letters a-n randomly for children to say the sound and
the word and to join in performing the action.
Lesson 6

Perform an action game to practise the instructions. Say Stand up and sit down from
Unit 3.

Give instructions randomly for children to follow them. Start performing the actions
together with the children until they feel more confident.
Review Lesson 1

Hand them photocopies of p.86 of the TB. Say /k/ and ask if they can find in the picture
something beginning with this sound (kite). When they find the kite, they are to repeat
the sound, say the word and perform the action. Repeat with the other sounds
randomly. Colour the picture.
Review Lesson 2

Sing the song or songs from Lesson 2 in Units 5 and 6.
DEVELOPMENT OF THE PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and personal autonomy

They shape a precise and positive image of themselves through the interaction with
others and gradually identify their own features, possibilities and limitations, developing
feelings of self-confidence and personal autonomy.

They know and represent their body, its parts and some of its functions, discovering
possibilities of action and expression and increasingly coordinating and controlling with
more precision their gestures and movements.

They identify their own feelings, emotions, needs or preferences and are able to name,
express and communicate them to others, identifying and respecting, as well, those of
others.
The physical, natural, social and cultural environment
61

They actively observe and explore their surroundings, their class, generating
interpretations of some significant situations and experiences and showing interest in
learning about them.

They relate with others in an increasingly harmonic and satisfactory manner,
progressively internalizing social behaviour guidelines and adapting their behaviour to
them.

They get to know different social groups that are close to their own experience, some
of their characteristics, cultural productions, values and way of life, generating attitudes
of trust, respect and appreciation.
Languages: communication and representation

They use the language as a tool for communication, representation,
knowledge and enjoyment, one with which to express ideas and feelings,
valuing the oral language as a means of relating and coexisting with others.

They express emotions, feelings, wishes and ideas by means of oral language and
other languages, choosing the one that best suits their intention and the situation.

They are introduced to the oral use of a foreign language to communicate in classroom
activities and show interest and enjoyment when participating in these communicative
exchanges.
ASSESSMENT CRITERIA
In the first year of the 2nd cycle of Primary Education, as children are just beginning to learn,
assessment can be based on direct observation of their development
UNIT 7: CLOTHES
TOPIC
Clothes
OBJECTIVES

To identify four clothing items

To introduce the expressions This is … y These are …
62

To develop fine psychomotricity through tracing and colouring

To sing a song

To recognize and pronounce /ɒ/, /p/ y /kw/ sounds

To recognize and trace letters o, p and q

To count to 7 and identify sets of 7 objects

To recognize and trace number 7

To develop listening skills in English following a story

To revise and consolidate the language introduced in the unit

To understand the language introduced in the unit in a context
ACTIVE LANGUAGE
New:
shirt, shoes, skirt, trousers, octopus, pizza, seven, queen
Review: the parts of the body, the numbers
PASSIVE LANGUAGE
It’s sticker time, hello song, goodbye song, count the bugs, look, it’s a …
COMMUNICATION STRUCTURES
These are trousers. This is a skirt. This is my/your skirt. These are my/your trousers.
PROCEDURES
Lesson 1

Listen to the Hello song to begin the lesson

Say arm for children to point to their arm. Repeat with head, hand and leg.

Put the flashcards on the board in the following order: shirt, shoes, skirt, trousers. Point
and pronounce. Repeat (Listen and say CB p. 44).

Play the CD audition and say listen. Children are to point to the flashcards as they hear
the names of the different clothes.

Listen to the CD again, stopping after each clothing item for children to repeat in group
and individually (Listen and say CB p. 44).

Hand each child their CB open on p.44 and ask questions about the picture (Who can
they see? Where are they? What are they doing? What can they see?) (Listen and find
CB p. 44).
63

Explain to the children that they are to point to the clothing items that are shaded when
they hear them named. Say listen and play the audition stopping whenever necessary
(Listen and find CB p. 44).

Give the children the stickers of the clothing items and say it’s sticker time! (Stick and
say CB p. 44).

Showing one of the children’s stickers, point to his shoes and say shoes for the
children to repeat. Find the sticker and stick it on the picture. Repeat with the
remaining stickers (Stick and say CB p. 44).

Listen to the Goodbye song to end the lesson.
Lesson 2

Sing the Hello song.

Show the flashcards one by one and say the name of the clothing items.

Point randomly to something you or a child is wearing in silence for the children to
say the word.

Put the flashcards around the class. Play the CD audition and say listen to the
song. Point to the flashcards as they are mentioned in the song to reinforce the
meaning (Listen and sing CB p. 45).

Listen to the CD again, stopping after each phrase for the children to sing after the
teacher (Listen and sing CB p. 45).

Show the doll in the book and say Look! It’s a doll. Explain that it is the doll who
sings the song and that they will pretend to be the doll.

Say Stand up! And sign the song using the CD if you wish, pointing to the clothing
items and to themselves when they hear and this is me! (Sing and do CB p. 45).

Repeat encouraging the children to sing along (Sing and do CB p. 45).

Hand each child their CB open on p.45. Point to the skirt and say this is a skirt for
children to repeat. Show them how to trace a line between the two identical items
with a finger (Trace and colour CB p. 45).

Point to the doll’s shirt and say this is a yellow shirt for the children to repeat.
Quickly colour the picture of the shirt yellow and show them and this is a yellow
shirt. The children are to draw the lines joining the clothes that are the same and
colour them in the same colours as the doll’s clothes (Trace and colour CB p. 45).

Sing the Goodbye song to end the lesson.
64
Lesson 3

Sing the Hello song.

Show the flashcard of a clothing item and say this is a … or these are …for the
children to complete the phrase.

Put the flashcard of octopus on the board and say octopus for the children to repeat.
Talk about octopuses. Where do they live? (Listen and chant CB p. 46).

Ask them if they hear the initial sound of the word. Pronounce /ɒ/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 46).

Move your arms as if they were the octopus’s arms and pronounce /ɒ/ octopus at the
same time. The children repeat the action, the sound and the word (Act CB p. 46).

With your back to the class, write an o in the air with a finger as it appears in the book,
while you pronounce /ɒ/ octopus (Trace the letter CB p. 46).

Write letter o with dots on the board as seen in the book and show them how to trace
the letter.

Hand each child their CB open on p.46 to practise tracing the letter with a finger (Trace
the letter CB p. 46).

Ask what they think they should trace in the picture. Trace with a finger the contour of
the octopus’s body (Trace the picture CB p. 46).

Put the flashcard of pizza on the board and say pizza for the children to repeat. Talk
about pizzas, Do children like pizza? (Listen and chant CB p. 46).

Ask if they can hear the initial sound of the word. Pronounce /p/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 46).

Pretend to cut a pizza 3 times while pronouncing /p/ pizza. The children will repeat the
action, the sound and the word (Act CB p. 46).

With your back to the class, write a p in the air with a finger as seen in the book, while
you pronounce /p/ pizza (Trace the letter CB p. 46).

Write the p with dots on the board as it appears in the book and show them how to
trace the letter in one step.

Hand each child their CB open on p. 46 to practise tracing the letter with a finger
(Trace the letter CB p. 46).

Ask them what they think they should trace in the picture. Trace with your finger over
the outline of the pizza slice (Trace the picture CB p. 46).
65

Sing the Goodbye song.
Lesson 4

Sing the Hello song.

Put the flashcards of the numbers on the board in order. Point to them for children
to name them. Repeat pointing to the flashcards, this time in random order.

Point to a flashcard for children to show the corresponding number of fingers.
Repeat with other numbers

Call 7 children to the front of the class, point to them and say seven. Next, point to
them one by one and count one, two, three, four, five, six, seven (Listen and chant
CB p. 47).

Sing a song to practise number 7. Play the CD audition and say listen. Listen and
repeat (Listen and chant CB p. 47).

Show a selection of sets of 7 classroom objects (pencils, chairs, books, etc) and
say seven for children to repeat (Count CB p. 47).

Hand each child their CB open on p. 47 and say count the bugs. Point to them and
count them (Count CB p. 47).

With your back to the class, write a 7 in the air with a finger as described in the
book while your pronounce seven (Trace the number CB p. 47).

Write a 7 with dots on the board as seen in the book and show them how to trace
the number.

Practise tracing the number with a finger in the CB (Trace the number CB p. 47).

Ask them to find the insects’ striped lines. Trace with a finger over the striped lines
of the caterpillars (Trace the picture CB p. 47).

Sing the Goodbye song.
Lesson 5

Sing the Hello song.

Perform the actions related with octopus and pizza. Children are to say the sounds and
letters.

Put the flashcard of queen on the board and say queen for children to repeat. Explain
what it means and ask what do queens wear? And where do they live? (Listen and
chant CB p. 48).
66

Ask if they can hear the initial sound of the word. Pronounce /kw/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 48).

Put your forearms as if you were seated on a throne looking elegant and repeat the
word /kw/ queen. The children are to repeat the action, the sound and the word (Act
CB p. 48).

With your back to the class, write a q in the air with a finger as it appears in the book,
while you pronounce /kw/ queen (Trace the letter CB p. 48).

Write the q with dots on the board as described in the book and show them how to
trace the letter.

Hand each child their CB open on p.48 to practise tracing the letter with a finger (Trace
the letter CB p. 48).

Ask them to find the striped line in the picture and show them how to trace over the
points of the crown. Trace with a finger over the line starting at the dot. (Trace the
picture CB p. 48).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.

Show the flashcards of two clothing items and say one of them for children to point at
the right flashcard.

Hand each child their CB open on p.49. Point to the scenes of the story in order. Talk
about what they see in the pictures (Look and listen CB p. 49).

Play the CD audition and say listen. Allow children to follow the story in their books.
Stop halfway and tell them to look at the second frame (Look and listen CB p. 49).

Ask the children what they think happens in the story. Listen to the story again (Look
and listen CB p. 49).

Act out the story in pairs. Listen to the opening line of the story, Baz points at Tess.
Listen to the second line, Tess points at Baz and they seem annoyed. Listen to the
rest, Baz and Tess point to their clothes, now they are happy. Repeat with other pairs
of children (Listen and act CB p. 49).

As they grow familiar with the story, they can repeat some words, but if they prefer to
remain silent, they can do so (Listen and act CB p.49).

Sing the Goodbye song.
67
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1

Hand them a copy of p.87 of the TB. Point to the trousers and say trousers for the
children to point and repeat. Say red trousers for them to colour the trousers red.
Repeat with other items.

While they perform the activity, ask them one by one to say the name of the clothes
and the colour.
Lesson 4

Hand them photocopies of p. 88 in the TB and say six for the children to find the
number and repeat. Trace the number. Say Count the bugs for them to point and
count. Repeat with the 7.
Lesson 5

Perform the actions related with letters a-q randomly for children to say the sound and
the word and to join in to perform the action.
Lesson 6

Say shirt for the children who are wearing a shirt to stand up. Check if any of them
doesn’t stand up or if he/she stood up but is not wearing a shirt.

Repeat with other clothing items and hat and bag.

DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and personal autonomy

They shape a realistic and positive image of themselves through the interaction with
others and gradually identifying their own features, possibilities and limitations, they
develop a sense of self-esteem and personal autonomy.

They know and represent their body, its elements and some of its functions,
discovering their action and expression possibilities and coordinating and controlling
with more precision their gestures and movements.

They identify their feelings, emotions, needs or preferences and are able to name
them, express them and communicate them to others, identifying and respecting, as
well, those of others.
68

They progress in the acquisition of habits and attitudes related with safety hygiene and
healthiness, appreciating and enjoying everyday situations with harmony and
emotional well-being.
The physical, natural, social and cultural environment

They actively observe and explore their surroundings, generating interpretations on
situations and significant developments and showing interest in learning about them.

They relate with others in an increasingly harmonic and satisfactory manner,
internalizing behaviour guidelines progressively and adapting their behaviour to them.

They get to know different social groups close to their own experience, some of their
features, cultural productions, values and way of life, generating attitudes of trust,
respect and appreciation.
Languages: communication and representation

They use the language as a tool for communication, representation, learning
and enjoyment that enables them to express ideas and feelings and they
value the oral language as a means of relating with others and regulating
coexistence.

They express emotions, feelings, wishes and ideas by means of oral language and
other languages, choosing that which best suits their intention and the situation
ASSESSMENT CRITERIA
In the first year of the 2nd cycle of Pre-Primary Education, as the children are just beginning to
learn, assessment can be based on direct observation of their development
69
UNIT 8: FOOD
TOPIC
Food
OBJECTIVES

To identify four different foods

To use numbers with plural nouns

To introduce the language to ask How many?

To develop fine psychomotricity through tracing

To sing a song

To recognize and pronounce the /r/, /s/ y /t/ sounds

To recognize and trace letters r, s and t

To count until 8 and identify sets of 8 objects

To recognize and trace number 8

To develop listening skills in English by following a story

To revise and consolidate the language introduced in the unit

To understand the language introduced in the unit in a context
ACTIVE LANGUAGE
New:
banana, biscuit, orange, sandwich, rabbit, sun, eight, table
Review: clothes, numbers
PASSIVE LANGUAGE
It’s sticker time, Hello song, goodbye song, count the bugs.
COMMUNICATION STRUCTURES
Two (sandwiches). Four biscuits. One biscuit.
PROCEDURES
Lesson 1

Listen to the Hello song to begin the lesson.

Say the name of a clothing item for the children to point to it if they are wearing it.
70

Talk about food, what’s there favourite food? Put the flashcards on the board in the
following order: banana, biscuit, orange, sandwich. Point and pronounce. Repeat
(Listen and say CB p. 50).

Play the CD audition and say listen. The children are to point to the flashcards as they
hear the name of different foods.

Listen to the CD again, stopping after each food item for children to repeat in group
and individually (Listen and say CB p. 50).

Hand each child their CB open on p. 50 and ask questions about the picture (Who can
they see? Where are they? What are they doing? What can they see?) (Listen and
find CB p. 50).

Explain to the children that they have to point to the shaded pictures of the food items
when they hear them. Say listen and play the audition stopping whenever necessary
(Listen and find CB p. 50).

Give the children the stickers of the different foods and say it’s sticker time! (Stick and
say CB p. 50).

Showing one of the children’s stickers, point to the banana and say banana for the
children to repeat. Find the sticker and stick it on the picture. Repeat with other stickers
(Stick and say CB p. 50).

Listen to the Goodbye song to end the lesson.
Lesson 2

Sing the Hello song.

Put the flashcards of the different food items on the board and point to them in
order saying the name for the children to repeat.

Draw a sandwich on the board. Ask How many? And answer One! One sandwich.
Draw 2 biscuits and ask How many? Answer Two! Two biscuits. Repeat with 1
banana and 2 oranges (Listen and sing CB p. 51).

Play the CD audition and say listen to the song. Point to the drawings as they are
mentioned in the song, next point to the class and then to yourself. When they sing
Mmm-mmm, rub your belly and smile (Listen and sing CB p. 51).

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen
and sing CB p. 51).

Sing the song using the CD if you wish, pointing to the foods and rubbing your belly
and smiling (Sing and do CB p. 51).
71

Repeat encouraging the children to sing the song (Sing and do CB p. 51).

Hand each child their CB open on p. 51 and ask them to describe what they see on
the plate. Say A sandwich for the children to point and repeat. Repeat A sandwich
and show the trace between the sandwiches on both plates. When you reach the
second plate, say again A sandwich (Trace and colour CB p. 51).

Repeat with the remaining food items asking How many? The children are to trace
the lines joining the identical foods between the two plates and colouring the
second plate (Trace and colour CB p. 51).

Sing the Goodbye song to end the lesson.
Lesson 3

Sing the Hello song.

Put the flashcards of the foods around the classroom. Name one for the children to find
it and stay next to it.

Put the flashcard of rabbit on the board and say rabbit for the children to repeat. Talk
about rabbits, Where do they live? What do they eat? Etc. (Listen and chant CB p. 52).

Ask them if they hear the initial sound of the word. Pronounce /r/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 52).

Put your arms and legs like a rabbit and hop as you pronounce /r/ rabbit. The children
are to repeat the action, the sound and the word (Act CB p. 52).

With your back to the class, write an r in the air with a finger as it appears in the book
while you pronounce /r/ rabbit (Trace the letter CB p. 52).

Write the r with dots on the board as is seen in the book and show them how to trace
the letter.

Hand each child their CB open on p. 52 to practise tracing the letter with a finger
(Trace the letter CB p. 52).

Ask what they think should be traced in the picture. Trace over the rabbit’s trail with a
finger (Trace the picture CB p. 52).

Put the flashcard of sun on the board and say sun for the children to repeat. Talk about
the sun (Listen and chant CB p. 52).

Ask whether they can hear the initial sound of the word. Pronounce /s/ for children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 52).
72

Draw a great circle with your arms closing them over your head and then opening them
and letting them fall till your hands touch the sides of our body while you pronounce /s/
sun. The children repeat the action, the sound and the word (Act CB p. 52).

With your back to the class, write an s in the air with a finger as it appears in the book
while your pronounce /s/ sun (Trace the letter CB p. 52).

Write the s with dots on the board as described in the book and show how to trace the
letter.

Hand each child their CB open on p.52 to practise the trace of the letter with a finger
(Trace the letter CB p. 52).

Ask them what they think they are to trace in the picture. Trace with a finger over the
sun rays (Trace the picture CB p. 52).

Sing the Goodbye song.
Lesson 4

Sing the Hello song.

Put the flashcards of the numbers in order on the board. Point to them and name
them several times. Encourage the children to repeat them. Ask the children to
shut their eyes and turn a flashcard round. When they open their eyes, get them to
say what number has been turned around.

Call 8 children to the front of the class, point to them and say eight. Next, point to
them one by one and count one, two, three, four, five, six, seven, eight (Listen and
chant CB p. 53).

Sing a song to practise number 8. Play the CD audition and say listen. Listen and
repeat (Listen and chant CB p. 53).

Show a selection of sets of 8 classroom objects (pencils, chairs, books, etc) and
say eight for the children to repeat (Count CB p. 53).

Hand each child their CB open on p.53 and say count the bugs. Point to them and
count them (Count CB p. 53).

With your back to the class, write an 8 in the air with a finger as described in the
book while you pronounce eight (Trace the number CB p. 53).

Write an 8 with dots on the board as it appears in the book and show them how to
trace the number.

Practise tracing the number with a finger in the CB (Trace the number CB p. 53).
73

Ask them to find the striped lines on the insects. Trace with a finger over the bees’
flight (Trace the picture CB p. 53).

Sing the Goodbye song.
Lesson 5

Sing the Hello song.

Perform the actions related with rabbit and sun. The children are to say the sounds and
the letters.

Put the flashcard of table on the board and say table for children to repeat. (Listen and
chant CB p. 54).

Ask if they can hear the initial sound of the word. Pronounce /t/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 54).

Move your hands downwards as if setting them on the table and repeat the word /t/
table. The children repeat the action, the sound and the word (Act CB p. 54).

With your back to the class, write a t in the air with a finger as it appears in the book,
while you pronounce /t/ table (Trace the letter CB p. 54).

Write the t with dots on the board as it appears in the book and show them how to
trace the letter in two steps.

Hand each child their CB open on p. 54 to practise tracing the letter with a finger
(Trace the letter CB p. 54).

Ask the children what they think they are to trace in the picture. Trace the legs of the
table with a finger, starting at the dot (Trace the picture CB p. 54).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.

Use real food if possible. Show 3 bananas and ask How many? For the children to
answer three. Say Yes, three. Three bananas. Repeat with biscuits and different
numbers.

Hand each child their CB open on p. 55. Point to the frames of the story in order. Talk
about what they see in the pictures (Look and listen CB p. 55).

Play the CD audition and say listen. Allow the children to follow the story in their books.
Stop halfway and tell them to look at the second frame (Look and listen CB p. 55).
74

Ask the children what they think happens in the story. Listen to the story again (Look
and listen CB p. 55).

Act out the story in pairs. Listen to the first line of the story, Baz looks at mum and
shows 4 fingers. Listen to the second line; mum pretends to be holding a biscuit in one
hand and an orange in the other Repeat with other pairs of children (Listen and act CB
p. 55).

As they grow familiar with the story they can repeat some words, but if they prefer to
remain silent, they can do so (Listen and act CB p.55).

Sing the Goodbye song.
Review Lesson 1

Sing the Hello song.

Perform the actions related with the letters (o-t) for the children to identify the
sounds and the words and join in to perform the actions.

Hand each child their CB open on p.56. Ask them to say the word for each picture.
Show the corresponding flashcard as they say the words (Look and say CB p. 56).

Show the flashcards again, but this time doing so randomly for them to repeat the
words (Look and say CB p. 56).

Write letters o-t on the board. Point to them for children to say the sounds (Stick
and say CB p. 56).

Show the flashcard of octopus and pronounce the word. Ask what the initial sound
of the word is. Put the flashcard next to letter o. Repeat with pizza, queen, rabbit,
sun, table (Stick and say CB p. 56).

Hand the children the stickers of letters o-t and say it’s sticker time! Say octopus …
/ɒ/ and point to the letter and picture on the board. Ask the children to identify the
sticker for /ɒ/ and to stick it next to the picture of the octopus in their book. Repeat
with the remaining sounds (Stick and say CB p. 56).

Sing a song to help them remember the sounds. Play the CD audition and say
listen. Listen and repeat. Encourage them to perform the actions of each word
(Listen and chant CB p. 56).

Sing the Goodbye song.
Review Lesson 2

Sing the Hello song.
75

The whole class will count from 1 to 8, whispering from one to 7 and saying
number 8 out loud. Repeat.

Hand each child their CB open on p. 57. Explain to them that they will be doing
something very special (Make CB p. 57).

Show them the finished handcraft and ask What‘s this? (An octopus). Say Count
and count the arms of the octopus with the children (Make CB p. 57).

Describe the steps to follow looking at the pictures (Make CB p. 57).

Hand them the material and ask them to stick on the eyes and mouth in the circle
to make the octopus’s face. Next, they will stick on the arms (Make CB p. 57).

Play the CD audition and listen to a song about the octopus. Point to the arms as
they are counted in the song (Listen and sing CB p. 57).

Listen again to the song stopping for the children to sing after the teacher (Listen
and sing CB p. 57).

Sing the song again using the CD if you wish, this time pointing to the arms of the
octopus they just made (Sing and point CB p. 57).

Review all the words learnt in lessons 7 and 8 showing the flashcards and asking
them to say each word or sound accordingly and performing the actions (Round-up
CB p. 57).

Tell the children that they already know all the words and numbers they have just
revised and that they can now stick a smiley face on the page for having learnt so
much English. Give them the stickers for them to find the smiley face and stick it in
a corner of the page (Round-up CB p. 57).

Sing the Goodbye song.
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1

Hand them a copy of p. 89 of the TB. Say two sandwiches for the children to point to
the right plate and repeat. Repeat with the remaining plates.

Trace the outline of the plates with a finger. While performing the activity ask them one
by one what there is on each plate.
Lesson 2
76

Sing the song again pointing to the pictures in the CB. Say the phrases of the song
randomly for the children to point to the right food in their books.
Lesson 4

Show the flashcard of a number from 1-8 for the children to say the number and show
the right number of fingers.

Repeat with other numbers showed at random.
Lesson 5

Perform the actions related with letters a-t randomly for children to say the sound and
the word and to join in to perform the action.
Lesson 6

Put the flashcards of the food items together with apple, egg, fish, jam around the
classroom. Ask children to stay next to the food they like the most.

Name food items randomly for them to remain next to the right flashcard.
Review Lesson 1

Hand photocopies of p. 90 of the TB. Say /s/ and ask if they can find something in the
picture beginning with this sound (sun). When they find the sun they are to repeat the
sound, say the word and perform the action. Repeat with the other sounds randomly.
Colour the 6 pictures.
Review Lesson 2

Sing the song or songs in Lesson 2 of Units 7 and 8.
DEVELOPMENT OF THE PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and personal autonomy

They know and represent their body, its parts and some of its functions, discovering
their action and expression possibilities and gaining more and more precision in the
coordination and control of their gestures and movements.

They identify their feelings, emotions, needs or preferences and are able to name
them, express them and communicate them to others, identifying and respecting, as
well, those of others.
77

As they grow more autonomous in the performance of everyday activities and simple
tasks to cope with daily problems, they enhance their self-confidence and initiative
capacity, developing strategies to address their most important needs.

They progress in the acquisition of habits and attitudes related with security, hygiene
and healthiness, appreciating and enjoying daily routines with emotional harmony and
well-being
The physical, natural, social and cultural environment

They actively observe and explore their surroundings, generating interpretations on
situations and significant developments and showing interest in learning about them.

They relate with others in an increasingly harmonic and satisfactory manner,
progressively internalizing social behaviour guidelines and adapting their behaviour to
them.

They know and value the most important components of the natural environment and
how it relates to their life, its changes and transformations, developing attitudes of
care, respect and accountability for its preservation.
Languages: communication and representation

They use the language as a tool for communication, representation, learning and
enjoyment that enables them to express ideas and feelings and they value the oral
language as a means of relating with others and regulating coexistence.

They express emotions, feelings, wishes and ideas by means of oral language and
other languages, choosing that which best suits their intention and the situation.

They understand the intentions and messages from their friends and their teacher,
adopting a positive attitude towards both their native and target language.
ASSESSMENT CRITERIA
In the first year of the 2nd cycle of Pre-Primary Education, as the children are just beginning to
learn, assessment can be base don direct observation of their development.
UNIT 9: FACE
TOPIC
78
The face
OBJECTIVES

To identify four parts of the face

To introduce the language to ask and answer Who’s this?

To develop fine psychomotricity through tracing

To sing a song

To recognize and pronounce /ʌ/, /v/ y /w/ sounds

To recognize and trace letters u, v and w

To count up to 9 and identify sets of 9 objects

To recognize and trace number 9

To develop listening skills in English by following a story

To revise and consolidate the language introduced in the unit

To understand the language introduced in the unit in a context
ACTIVE LANGUAGE
New:
ears, eyes, mouth, nose, umbrella, van, nine, window
Review: food, numbers, Baz, Tess, Jig, Pat
PASSIVE LANGUAGE
It’s sticker time, Hello song, goodbye song, count the bugs, look! big.
COMMUNICATION STRUCTURES
Who’s this? It’s (Baz)
PROCEDURES
Lesson 1

Listen to the Hello song to begin the lesson

Say a part of the body for the children to point to it in their body.

Put the flashcards on the board in the following order: ears, eyes, mouth, nose. Point
and pronounce. Repeat pointing to their own face (Listen and say CB p. 58).

Put the CD audition and say listen. The children are to point to the flashcards as they
hear the parts of the face.
79

Listen to the CD again, stopping after each part for the children to repeat in group and
individually (Listen and say CB p. 58).

Hand each child their CB open on p.58 and ask questions about the picture (What can
they see? Where is he? What is he doing? What things can they see?) (Listen and find
CB p. 58).

Explain to the children that they are to point to the parts of the face that are shaded
when they hear them. Say listen and play the audition stopping whenever necessary
(Listen and find CB p. 58).

Give the children the stickers of the parts of the face and say it’s sticker time! (Stick
and say CB p. 58).

Showing one of the children’s stickers point to the nose and say nose for the children
to repeat. Find the sticker and stick it on the picture. Repeat with other stickers (Stick
and say CB p. 58).

Listen to the Goodbye song to end the lesson.
Lesson 2

Sing the Hello song.

Review the names of the characters with the flashcards. Review the parts of the
face with the flashcards asking what’s this? For children to answer It’s a nose, etc.

Hide the upper and bottom part of the flashcard of Pat showing only the eyes and
say Look! Eyes. Who’s this? for them to answer It’s Pat! Repeat with other
characters and other parts of the face.

Put the flashcards of the characters around the class covering their faces with
paper. Play the CD audition and say listen to the song. Point to the characters and
uncover their face in the 3rd line (Listen and sing CB p. 59).

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen
and sing CB p. 59).

Sing the song using the CD if you wish, pointing to the characters when they hear
their names (Sing and do CB p. 59).

Repeat encouraging the children to sing along (Sing and do CB p. 59).

Hand each child their CB open on p. 59 and point to Pat’s silhouette. Say Look! Big
ears. Who’s this? for them to answer It’s Pat! (Trace and join CB p. 59).

Point to the colour picture of Pat and show how to trace a line between the two
pictures of Pat. Ask the children to do the rest of the tracing between matching
80
characters. While they perform the activity, ask them individually Who’s this? And
encourage the children to answer (Trace and colour CB p. 59).

Sing the Goodbye song to end the lesson.
Lesson 3

Sing the Hello song.

Point to parts of your face and have the children say the words.

Now say the words for the children to point to in their face.

Put the flashcard of umbrella on the board and say umbrella for children to repeat. Talk
about umbrellas What are they for? (Listen and chant CB p. 60).

Ask them if they hear the initial sound of the word. Pronounce /ʌ/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 60).

Pretend you are opening an umbrella and hold it over your head while you pronounce
/ʌ/ umbrella. Children repeat the action, the sound and the word (Act CB p. 60).

With your back to the class, write a u in the air with a finger as described in the book,
while you pronounce /ʌ/ umbrella (Trace the letter CB p. 60).

Write the u with dots on the board as seen in the book and show them how to trace the
letter.

Hand each child their CB open on p. 60 to practise tracing the letter with a finger
(Trace the letter CB p. 60).

Ask what they think they are to trace in the picture. Trace with a finger over the outline
of the umbrella handle (Trace the picture CB p. 60).

Put the van flashcard on the board and say van for the children to repeat. Talk about
vans (Listen and chant CB p. 60).

Ask if they can hear the initial sound of the word. Pronounce /v/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 60).

Pretend to be driving a van holding and turning the steering wheel as you pronounce
/v/ van. Children repeat the action, the sound and the word (Act CB p. 60).

With your back to the class, write a v in the air with a finger as it appears in the book
while you pronounce /v/ van (Trace the letter CB p. 60).

Write the v with dots on the board as it appears in the book and show how to trace the
letter.
81

Hand each child their CB open on p. 60 to practise tracing the letter with a finger
(Trace the letter CB p. 60).

Ask them what they think they are to trace in the picture. Trace with a finger over the
outline of the van’s road (Trace the picture CB p. 60).

Sing the Goodbye song.
Lesson 4

Sing the Hello song.

Put the flashcards of the numbers in order on the board. Point to them and name
them several times. Encourage the children to repeat them. Ask the children to
shut their eyes while you turn around one flashcard. When they open them, have
them say what number is turned around.

Call 9 children to the front of the class, point to them and say nine. Next, point to
them one by one and count one, two, three, four, five, six, seven, eight, nine (Listen
and chant CB p. 61).

Sing a song to practise number 9. Play the CD audition and say listen. Listen and
repeat (Listen and chant CB p. 61).

Show a selection of sets of 9 classroom objects (pencils, chairs, books, etc) and
say nine for the children to repeat (Count CB p. 61).

Hand each child their CB open on p. 61 and say count the bugs. Point to them and
count them (Count CB p. 61).

With your back to the class, write a 9 in the air with your finger as seen in the book,
while you pronounce nine (Trace the number CB p. 61).

Write a 9 with dots on the board as it appears in the book and show them how to
trace the number.

Practise tracing the number with a finger in the CB (Trace the number CB p. 61).

Ask them to find striped lines around the insects. Trace with a finger (Trace the
picture CB p. 61).

Sing the Goodbye song.
Lesson 5

Sing the Hello song.

Perform the actions related with umbrella and van. The children are to say the sounds
and the letters.
82

Put the flashcard of window on the board and say window for the children to repeat.
(Listen and chant CB p. 62).

Ask if they hear the initial sound of the word. Pronounce /w/ for the children to repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 62).

Pretend you’re opening a window and holding the edges of the window panes while
you repeat the word /w/ window. The children repeat the action, the sound and the
word (Act CB p. 62).

With your back to the class, write a w in the air with a finger as it appears in the book,
while you pronounce /w/ window (Trace the letter CB p. 62).

Write the w with dots on the board as it appears in the book and show them how to
trace the letter.

Hand each child their CB open on p. 62 to practise tracing the letter with a finger
(Trace the letter CB p. 62).

Ask the children what they think they are to trace in the picture. Trace with a finger
over the upper part of the window starting at the dot (Trace the picture CB p. 62).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.

Sing the song in Lesson 2 again showing the flashcards of the characters.

Hand each child their CB open on p. 63. Point to the frames of the story in order. Talk
about what they see in the pictures (Look and listen CB p. 63).

Play the CD audition and say listen. Allow the children to follow the story in their books.
Stop half way and tell them to look at the second frame (Look and listen CB p. 63).

Ask the children what they think happens in the story. Listen to the story again. Explain
that Baz and his grandfather are very happy because it is the first time they talk on the
phone (Look and listen CB p. 63).

Act out the story in groups of three. Listen to the first line of the story; the grandfather
pretends to talk on the phone. Listen to the second line, Baz pretends to answer and
points to himself when he hears It’s Baz on the CD. Repeat with other groups of
children (Listen and act CB p. 63).

As they grow familiar with the story, they can repeat some words but if they prefer, they
can remain silent (Listen and act CB p. 63).

Sing the Goodbye song.
83
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1

Hand them a copy of p.91 of the TB. Say ears for the children to point to the right part
and repeat. Repeat with the remaining parts of the face.

Trace the different parts of the face with a finger. While they perform the activity ask
them one by one What’s this?
Lesson 2

Sing the song again pointing to the silhouette of the pictures when you ask Who’s this?
And to the colour picture when you answer It’s…
Lesson 4

Hand the photocopies of p.92 of the TB and say eight for the children to find the
number and repeat. Trace the number. Say Count the bugs for them to point and
count. Repeat with number 9.
Lesson 5

Perform the actions related with letters a-w randomly for the children to say the sound
and the word and to join in to perform the action.
Lesson 6

Revise the parts of the body and the face with the flashcards. Show the flashcards and
say the words for the children to repeat.

Give instructions with Touch your… for the children to touch the part of the body that is
mentioned.
DEVELOPMENT OF THE PRIMARY EDUCATION CURRICULUM AREAS
Self-knowledge and personal autonomy

They shape a realistic and positive image of themselves through the interaction with
others and gradually
identifying their own features, possibilities and limitations, they
develop a sense of self-esteem and personal autonomy
84

They know and represent their body, its elements and some of its functions,
discovering their action and expression possibilities and coordinating and controlling
with more precision their gestures and movements.

They identify their feelings, emotions, needs or preferences and are able to name
them, express them and communicate them to others, identifying and respecting, as
well, those of others.
The physical, natural, social and cultural environment

They actively observe and explore their surroundings, their class, generating
interpretations of some significant situations and experiences and showing interest in
learning about them.

They relate with others in an increasingly harmonic and satisfactory manner,
progressively internalizing social behaviour guidelines and adapting their behaviour to
them.

They get to know different social groups that are close to their own experience, some
of their characteristics, cultural productions, values and way of life, generating attitudes
of trust, respect and appreciation.
Languages: communication and representation

They use the language as a tool for communication, representation,
knowledge and enjoyment, one with which to express ideas and feelings,
valuing the oral language as a means of relating and coexisting with others.

They express emotions, feelings, wishes and ideas by means of oral
language and other languages, choosing the one that best suits their
intention and the situation.

They understand intentions and messages from other children and adults,
adopting a positive attitude towards their native and target language.
ASSESSMENT CRITERIA
In the first year of the 2nd cycle of Pre-Primary Education, as children are just starting to learn,
assessment can be based on direct observation of their development.
85
UNIT 10: ANIMALS
TOPIC
Animals
OBJECTIVES

To identify four animals

To introduce the language and ask and answer Is it a…?

To develop fine psychomotricity through tracing

To sing a song

To recognize and pronounce sounds /ks/, /j/ y /z/

To recognize and trace letters x, y and z

To count to 10 and identify sets of 10 objects

To recognize and trace number 10

To develop listening skills in English following a story

To revise and consolidate the language introduced in the unit

To understand the language introduced in the unit within a context
ACTIVE LANGUAGE
New:
bird, butterfly, dog, goat, box, yogurt, ten, zebra.
Review: the parts of the body, parts of the face, numbers
PASSIVE LANGUAGE
It’s sticker time, Hello song, goodbye song, count the bugs.
COMMUNICATION STRUCTURES
Is it a (goat)? No, it’s a (duck). Is it a girl? It’s a boy.
PROCEDURES
Lesson 1

Listen to the Hello song to begin the lesson.

Give instructions with Touch your… for the children to touch the part of their face or
their body that is mentioned.
86

Talk about animals. Which are their favourite animals? Put the flashcards on the board
in the following order: bird, butterfly, dog, goat. Point and pronounce (Listen and say
CB p. 64).

Play the CD audition and say listen. The children are to point to the flashcards as they
hear the animals.

Listen to the CD again, stopping after each part for children to repeat in group or
individually (Listen and say CB p. 64).

Hand each child their CB open on p.64 and ask questions about the picture (Who can
they see? Where are they? What are they looking at? (Listen and find CB p. 64).

Explain to the children that they are to point to the animals that are shaded when they
hear them named. Say listen and play the audition stopping whenever necessary
(Listen and find CB p. 64).

Hand the children the stickers of the animals and say it’s sticker time! (Stick and say
CB p. 64).

Showing one of the children’s stickers point to the goat and say goat for the children to
repeat. Find the sticker and stick it on the picture. Repeat with the other stickers (Stick
and say CB p. 64).

Listen to the Goodbye song to end the lesson.
Lesson 2

Sing the Hello song.

Review the names of the animals with the flashcards, including cat and duck from
Unit 2. Show the flashcards and say the words. Next, show them to the children to
say the words.

Put the flashcards of the animals on the board. Teach the children the animal
sounds in English (dog: woof; cat: meow; duck: quack; goat: meh; bird: tweet)
using mime. Practise the sounds and actions with the children (Listen and sing CB
p. 65).

Play the CD audition and say listen. Perform the actions in the first two lines of
each stanza. In the third line, point to the right flashcard and in the fourth line deny
with your head and show to the right flashcard (Listen and sing CB p. 65).

Listen to the CD again, stopping after each phrase to sing after the teacher (Listen
and sing CB p. 65).
87

Sing the song using the CD if you wish, pointing to the animals and performing the
actions. Repeat encouraging the children to sing the song (Sing and do CB p. 65).

Hand each child their CB open on p.65 and explain that the cubs need to find their
mum. Show the book and how to trace the line from the cub to its mum (Trace and
join CB p. 65).

Trace the line between the animals. While they perform the activity ask the names
of the animals and sounds. Sing the song again pointing to the right animal when
they hear its sound. (Trace and join CB p. 65).

Sing the Goodbye song to end the lesson.
Lesson 3

Sing the Hello song.

Put the flashcards of all the animals around the class. Perform an action or make the
sound of the animal for the children to stay next to the right flashcard.

Put the flashcard of box on the board and say box for the children to repeat (Listen and
chant CB p. 66).

Ask them if they can hear the ending sound of the word. Pronounce /ks/ for the
children to repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 66).

Pretend to be opening a box and looking into while you pronounce /ks/ box. The
children repeat the action, the sound and the word (Act CB p. 66).

With your back to the class, write an x in the air with a finger as seen in the book while
you pronounce /ks/ box (Trace the letter CB p. 66).

Write the x with dots on the board as seen in the book and show how to trace the
letter.

Hand each child their CB open on p.66 to practise tracing the letter with a finger (Trace
the letter CB p. 66).

Ask what they think they are to trace in the picture. Trace over the lines of the box with
a finger (Trace the picture CB p. 66).

Put the flashcard of yogurt on the board and say yogurt for the children to repeat
(Listen and chant CB p. 66).

Ask if they can hear the initial sound of the word. Pronounce /j/ for the children to
repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 66).
88

Pretend to be eating a yogurt while you pronounce /j/ yogurt. The children are to repeat
the action, the sound and the word (Act CB p. 66).

With your back to the class, write a y in the air with a finger as is seen in the book while
you pronounce /j/ yogurt (Trace the letter CB p. 66).

Write the y with dots on the board as seen in the book and show how to trace the
letter.

Hand each child their CB open on p.66 to practise tracing the letter with a finger (Trace
the letter CB p. 66).

Ask what they think they are to trace in the picture. Trace over the outline of the yogurt
spoon with a finger (Trace the picture CB p. 66).

Sing the Goodbye song.
Lesson 4

Sing the Hello song.

Sit the children in a circle and count to 9 saying a number each. Ask them to
whisper first and then say it out loud.

Call 10 children to the front of the class, point to them and say ten. Next, point to
them one by one and say one, two, three, four, five, six, seven, eight, nine, ten
(Listen and chant CB p. 67).

Sing a song to practise number 10. Play the CD audition and say listen. Listen and
repeat (Listen and chant CB p. 67).

Show a selection of sets of 10 classroom objects (pencils, chairs, books, etc) and
say ten for the children to repeat (Count CB p. 67).

Hand each child their CB open on p.67 and say count the bugs. Point to them and
count them (Count CB p. 67).

With your back to the class, write a 10 in the air with a finger as described in the
book while you pronounce ten (Trace the number CB p. 67).

Write a 10 with dots on the board as is seen in the book and show how to trace the
number.

Practise tracing the number in the CB with a finger (Trace the number CB p. 67).

Ask them to find striped lines around the bugs. Trace them with a finger (Trace the
picture CB p. 67).

Sing the Goodbye song.
89
Lesson 5

Sing the Hello song.

Perform the actions related with box and yogurt. The children are to say the sounds
and the letters.

Put the flashcard of zebra on the board and say zebra for the children to repeat (Listen
and chant CB p. 68).

Ask if they hear the initial sound of the word. Pronounce /z/ for the children to repeat.

Play the CD audition and say listen. Listen and repeat (Listen and chant CB p. 68).

Make zigzag lines on your breast with a finger while you repeat the word /z/ zebra.
Children repeat the action, the sound and the word (Act CB p. 68).

With your back to the class, write a z in the air with a finger as seen in the book while
you pronounce /z/ zebra (Trace the letter CB p. 68).

Write the z with dots on the board as seen in the book and show how to trace the
letter.

Hand each child their CB open on p.68 to practise tracing the letter with a finger (Trace
the letter CB p. 68).

Ask the children what they think they are to trace in the picture. Trace with a finger
over the zigzag starting at the dot (Trace the picture CB p. 68).

Sing the Goodbye song.
Lesson 6

Sing the Hello song.

Review the classroom objects in Unit 3 with the flashcards. Show bag and ask Is it a
bag? For them to say yes. Show pencil and ask Is it a chair? For them to say No.
Encourage them to say It’s a pencil.

Hand each child their CB open on p.69. Point to the frames of the story in order. Talk
about what they see in the pictures and what mum is holding in her arms (Look and
listen CB p. 69).

Play the CD audition and say listen. Allow the children to follow the story in their book.
Stop half way and tell them to look at the second scene (Look and listen CB p. 69).

Ask the children what they think happens in the story. Listen to the story again. Explain
that mum has had a baby and is bringing it home to meet the family (Look and listen
CB p. 63).
90

Listen again to the story. Talk with the children about newly born babies. Do any of
them have a baby brother or baby sister? Or are they expecting one? (Look and listen
CB p. 69).

Act out the story in groups of four. Listen to the first line of the story, Tess and Baz
point to the baby. Listen to the second line, dad points to the baby and mum rocks the
baby in her arms. Repeat with other groups of children (Listen and act CB p. 69).

As they grow familiar with the story they can repeat some words but if they prefer to
remain silent, they may do so (Listen and act CB p. 69).

Sing the Goodbye song.
Review Lesson 1

Sing the Hello song.

Perform the actions related with letters (u-z) for the children to identify the sounds
and the words and to join in to perform the actions.

Hand each child their CB open on p.70. Ask them to give a word for each picture.
Show the corresponding flashcard as they say the words (Look and say CB p. 70).

Show the flashcards again, but this time randomly for them to say the words again
(Look and say CB p. 70).

Write letters u-z on the board. Point to them for the children to say the sounds
(Stick and say CB p. 70).

Show the flashcard of umbrella and pronounce the word. Ask what the initial sound
of the word is. Put the flashcard next to letter u. Repeat with van, window, box,
yogurt, zebra (Stick and say CB p. 70).

Hand the children the stickers of letters u-z and say it’s sticker time! Say
umbrella… /ʌ/ and point to the letter and picture on the board. Ask the children to
identify the sticker of /ʌ/ and stick it next to the picture of the umbrella in their book.
Repeat with the rest of the sounds (Stick and say CB p. 70).

Sing a song to help them remember the sounds. Play the CD audition and say
listen. Listen and repeat. Encourage them to perform the actions related with each
word (Listen and chant CB p. 70).

Sing the Goodbye song.
Review Lesson 2

Sing the Hello song.
91

Sing the numbers song from Lesson 4.

Hand each child their CB open on p.71. Ask them to say numbers 6-10 in order
and to point to them in their book (Look and say CB p. 71).

Showing the book point to the picture of the shoes and say shoes for the children
to point to them. Repeat with other objects (Look and say CB p. 71).

Holding the book, show how to trace the line between the 6 and the shoes with a
finger for the children to trace (Join CB p. 71).

Point again to number 6 and say six, trace the line to the shoes and pointing to
them, say shoes. Point to 6 of the shoes and count to 6. Repeat. The children
repeat counting in their books (Join CB p. 71).

Quickly colour 6 shoes and show the book. Count from 1-6 again. Ask the children
to colour 6 shoes in their book (Count and colour CB p. 71).

Repeat the process with the remaining numbers. Count the coloured objects with
the children (Count and colour CB p. 71).

Review all the words learnt in lessons 9 and 10 showing the flashcards asking
them to say each word or sound accordingly and performing the actions (Round-up
CB p. 71).

Tell the children that they already know all the words and numbers they have just
reviewed and that they can stick a smiley face on the page for having learnt so
much English. Hand them the stickers for them to find the smiley face and stick it in
the corner of the page (Round-up CB p. 71).

Sing the Goodbye song.
ADDITIONAL REINFORCEMENT AND EXTENSION ACTIVITIES (TIME EXTRA)
Lesson 1

Hand them a copy of p. 93 of the TB. Say butterfly for the children to point to the right
animal and repeat. Repeat with the rest of the animals.

Colour the animals.
Lesson 2

Show the flashcard of the cat and ask Is it a cat? For the children to answer yes. Show
the flashcard of dog and ask Is it a bird? For the children to answer No, it’s a dog.
Repeat with other animals.
92
Lesson 4

Put the flashcards around the class. Say a number from 1 to 10 for the children to stay
next to the right flashcard. Repeat naming numbers randomly.
Lesson 5

Perform the actions related with letters a-z randomly for the children to say the sound
and the word and join in to perform the action.
Lesson 6

Review the animals. Cover the flashcard of an animal with a sheet of paper. Uncover it
little by little until a child guesses the animal and gives its name. Repeat with other
animals.
Review Lesson 1

Hand them photocopies of p. 94 of the TB. Say /z/ and ask if they can find in the
picture something starting with this sound (zebra). When they find the zebra they are to
repeat the sound, say the word and perform the action. Repeat with other sounds
randomly. Colour the 6 pictures.
Review Lesson 2

Sing the song or songs of Lesson 2 from Units 9 and 10.
DEVELOPMENT OF PRE-PRIMARY EDUCATION CURRICULUM AREAS
Self-knowledge and personal autonomy

They shape a realistic and positive image of themselves through the interaction with
others and gradually identifying their own features, possibilities and limitations, they
develop a sense of self-esteem and personal autonomy.

They know and represent their body, its parts and some of its functions, discovering
their action and expression possibilities and coordinating and controlling with greater
precision their gestures and movements

They identify their feelings, emotions, needs or preferences and are able to name
them, express them and communicate them to others, identifying and respecting, as
well, those of others.
93
The physical, natural, social and cultural environment

They actively observe and explore their surroundings, generating interpretations on
situations and significant developments and showing interest in learning about them.

They relate with others in an increasingly harmonic and satisfactory manner,
internalizing behaviour guidelines progressively and adapting their conduct to them.

They know different social groups close to their experience, some of their features,
cultural productions, values and way of life, generating attitudes of confidence, respect
and appreciation.

They know and value the basic elements of the natural world and how it relates with
them, its changes and transformations, developing caring attitudes of respect and
accountability for its preservation.
Languages: communication and representation

They use the language as a tool for communication, representation, learning and
enjoyment that enables them to express ideas and feelings and they value the oral
language as a means of relating with others and regulating coexistence.

They express emotions, feelings, wishes and ideas by means of oral
language and other languages, choosing that which best suits their intention
and the situation.

They understand the intentions and messages from their friends and their teacher,
adopting a positive attitude towards both their native and the target language.

They are introduced to the oral use of a foreign language to communicate in classroom
activities and show interest and enjoyment when participating in these communicative
exchanges.
ASSESSMENT CRITERIA
In the first year of the 2nd cycle of Pre-Primary Education, as the children are just starting to
learn, assessment can be based on the direct observation of their development.
94
TIMING OF THE UNITS
The Classroom Programme presented here is included in the Curricular Project Area designed by Oxford publishers for the English language teaching and
learning method in Pre-Primary Education: Little Friends.
Designing a programme is a very specific task, since each school, in keeping with its typology and curricular project; each class group, in keeping with its
diversity; and each teacher, in keeping with her/his experience and pedagogical practice; develops a classroom programme that differs in specific traits, but
follows the same general lines.
It is within this general context and backed by an open and flexible option that makes it a useful and efficient tool for English teaching professionals working in
Pre-Primary Education that the publishing project Little Friends designed this programme aimed at P-3 classroom students. It consists of: Class book, Teacher’s
book, Class Audio CD, Vocabulary flashcards, Letters flashcards, Numbers flashcards, website and games.
Little Friends is divided in ten units, each one of which focuses on a general topic. The topics chosen are closely related with children’s life at this age, and as
result, they manage to put them at ease, interest them and motivate them in class. This level includes topics such as: colours, toys, clothes, food, family, animals,
etc.
The ten topic-based units share a common organizational structure: the two first pages in each unit describe a scene in which the characters of the course
introduce the vocabulary and key structures in a context. Lesson 1 focuses on vocabulary, introducing four new words in each unit with a sticker for each word
that helps children remember vocabulary effectively and motivates them a lot. Lesson 2 presents the communicative structure in each unit, with a song to keep the
children busy while exposing them to the new vocabulary. Lessons 3 and 5 of each unit focus on learning the letters and provide material for the basis of literacy
development. Little Friends has been carefully thought out to avoid over saturating the children with too many new letters at a time; never presenting more than
three new letters per unit. Lesson 4 is devoted to numbers, presenting them jointly with a song. They will learn numbers from 1 to 10. They learn to recognize the
written form of numbers and the meaning of the number by counting. Finally, Lesson 6 in each unit is the story. Each story is made up of two simple scenes
starring the characters of the course in entertaining, creative or thought-provoking situations.
Aside from the 10 main units, there are 5 revision pages to consolidate what they have learnt in the 2 previous lessons since, at this age, children need a high level
of recycling the language before they learn it, making these revision pages critical for the success of the course.
The ten units in the book are: Hello, Family, School, Colours, Toys, Body, Clothes, Food, Face and Animals.
Each session includes the objectives to work on or revise, the teaching-learning activities that can be carried out, the approximate time for each activity, the
communication skills, interaction and the necessary material.
It is worth remarking that the teaching-learning activities that are varied and focused on teaching objectives, are conceived as strategies to ensure learning and not
as an end in themselves. They would not, therefore, achieve the optimal results expected were it not for the “atmosphere” proposed by the publishing project to
the Pre-Primary English teaching staff. Some of the recommendations for creating a motivating classroom environment for pupils would be: to assign an area of
the classroom for Little Friends activities, the use of materials such as cards, papers of different textures, glue, colours for the different units, background music to
favour song learning while the children engage in table activities, jigsaws for early finishers, recommendations to assess the knowledge level of pupils through
direct observation of their development, etc.
95
These are the abbreviations used in the Activity section:
CB: Class book
p.: page
TB: Teacher’s book
In the Skills section:
OC: Oral Comprehension
WC: Written Comprehension
OE: Oral Expression
WE: Written Expression
DE: Drawing Expression
In the Interaction section:
IA: Individual Activity
PA: Pairs Activity
gA: Small group Activity
GA: Class group Activity
96
TIMING LITTLE FRIENDS
UNIT
1 Hello
2 Family
3 School
4 Colours
5 Toys
6 Body
7 Clothes
8 Food
9 Face
10 Animals
Total
Approx.Nº
Sessions
Approx. Minimum Timing
(30 minutes per session)
6
8
6
8
7
9
7
9
7
9
3h y 30m
4h y 45m
3h y 35m
4h y 50m
4h
5h y 15m
4h y 5m
5h y 15m
4h
5h y 20m
76
44h y 35m
Notes and observations
2 review sessions included
2 review sessions included
2 review sessions included
2 review sessions included
2 review sessions included
Extra activities programmed by the school
* Each school will have to adapt this programme to its own timetable and situation.
97
UNIT 1: HELLO!
OBJECTIVES
Activities
Skills
1. Warm up! Learn the song to begin the 
Listen to the Hello song to begin the lesson.
OC
lesson
2. Introduction of the topic of the lesson 
Talk to the children about their toys. Ask them if they OC/OE
have a favourite toy that they sleep or play with very
often.
3.
Introduce the characters of the course 


Identify the four characters
SESIÓN 1
4.


5.
Develop fine psychomotricity


6.
Learn the song ending the lesson
7.
Consolidate the vocabulary and
perform a colouring activity to relax

Interact.
GA
GA
Put the flashcards of Baz, Jig, Pat and Tess on the WC/OC/OE
board. Point to each flashcard and say the name of each
character. Repeat (Listen and say CB p. 2).
Play the CD audition and say listen. The children are OC/DE
to point to the flashcards as they hear the names of the
characters.
Listen to the CD again, stopping after each name for OC/OE
the children to repeat in group and individually.
(Listen and say CB p. 2).
GA
Hand each child their CB open on p.2 and ask OC/OE
questions about the picture (Who can they see? What
are they doing? Who do Pat and Jig belong to?) (Listen
and find CB p. 2).
Explain to the children that they are to point to each OC/DE
character when they hear their name. Say listen and
play the audition stopping whenever necessary (Listen
and find CB p. 2).
GA
Hand the children the stickers of the characters and OC
say it’s sticker time! (Stick and say CB p. 2).
Showing one of the children’s stickers point to Jig and OC/OE/DE
say Jig for the children to repeat. Find the sticker and
stick it in the picture. Repeat with other characters.
(Stick and say CB p. 2).
GA
Listen to the Goodbye song to end the Lesson.
OC
EXTRA TIME

Hand them a copy of p.76 of the TB. Name the
characters for the children to name them and repeat. OC/OE/DE
Colour them and take the picture home to show their
parents.
Time
5’
Material
CD: tracks, 2, 3,
4
Flashcards: 1-4
Photocopies: p.
76 TB
10’
GA
GA/IA
5’
GA
10’
GA/IA
GA
GA/IA
5’
98
UNIT 1: HELLO!
OBJECTIVES
1. Warm up! Establish a routine to
begin the Lesson
2. Review the name of the characters
Activities

Sing the Hello song.

Cover one of the flashcards of the characters with a WC/OE
sheet of paper and uncover it little by little until the
children guess what it is.
GA
3.

Put the flashcards distributed around the class and say OC
their name as you place them (Listen and sing CB p.
3).
Play the CD audition and say listen to the song. Point OC/DE
to the flashcards as the characters introduce
themselves. In the question what’s your name? Use
mime as if you were asking yourself something and in
the last question look at all the class.
Listen to the CD again, stopping after each phrase to OC/OE
sing after the teacher (Listen and sing CB p. 3).
GA
Introduction of the vocabulary for
greeting and giving your name

SESSION 2


4.
Sing a song


5.
Develop fine psychomotricity
through tracing


6.
Establish a routine to end the Lesson
7.
Review and consolidate the
vocabulary in the unit
Skills
OC
Say stand up and show the meaning with gestures
(Sing and do CB p. 3).
OC
Sing the song gesturing with your hands when you ask
the questions and pointing to the flashcards on hearing OC/OE/DE
the names of the characters. Repeat (Sing and do CB p.
3).
Hand each child their CB open on p. 3. Point to Jig,
say Jig for the children to repeat. Ask if they see where OC/OE
Jig has a striped line and show them how to trace this
striped line (Trace CB p. 3).
Trace over Jig with a finger and repeat with Pat (Trace
CB p. 3).
DE
Sing the Goodbye song to end the Lesson.
OC/OE
EXTRA TIME

Call 4 children to the front of the class and hand them
the flashcards of the characters. Show their flashcard
when they hear the name of their character. The rest of
the class will sing the song.
OC/OE/DE
Interact.
GA
Time
5’
Material
CD: tracks 1,2, 5
Flashcards: 1-4
10’
GA
GA
GA
5’
GA
GA
10’
IA
GA
GA
5’
99
UNIT 1: HELLO!
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the structure for
greeting and introducing yourself
3.
Activities

Sing the Hello song.

GA

Pretend as if you were holding an apple in your hand OC/OE
and open your mouth as if you were going to bite the
apple at the same time as you pronounce /ᴂ/ apple.
The children will repeat the action, the sound and the
word (Act CB p. 4).
GA

With your back to the class, write an a in the air with a
finger as described in the book, while you pronounce
/ᴂ/ apple (Trace the letter CB p. 4).
Write a dotted a on the board as it appears in the book
and show how to trace the letter.
Hand each child their CB open on p. 4 to practise
tracing the letter with a finger (Trace the letter CB p.
4).
Ask them if they see the striped line in the picture.
Trace with a finger over the outline of the apple (Trace
the picture CB p. 4).
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA


SESSION 3

Match vocabulary with an action
5.
Learn to trace the a
Interact.
GA
Greet the children and introduce yourself saying OC/OE
Hello, I’m + name. Encourage each child to do the
same.
OC/OE
Put the flashcard of apple on the board and say apple
for the children to repeat (Listen and chant CB p. 4).
Ask if they can hear the initial sound of the word. OC/OE
Pronounce /ᴂ/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 4).
Learn letter a and the /ᴂ/ sound
4.
Skills
OC/OE
GA
Time
5’
Material
CD: tracks 1, 2,
6
Flashcards: 41,
1-4
10’
GA
GA
10’


6.
Develop fine psychomotricity

7.
Establish a routine to end the lesson
8.
Review the names of the characters
playing a game

Sing the Goodbye song.
OC/OE
EXTRA TIME

Put the flashcards of the characters in different parts
of the class. Say the name of a character for the OC/DE
children to find the flashcard and remain standing next
to the right one. Repeat with the other characters.
GA
5’
GA
5’
100
UNIT 1: HELLO!
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the structure to
greet and introduce themselves
Activities

Sing the Hello song.
3.

Identify individual objects as one


4.
SESSION 4
Interact.
GA
Call 4 children to the front of the class and hand them OC/OE
the flashcards of the characters to introduce them
saying Hello, I’m Baz, etc. Repeat with other children.
Show a finger and say one. Call a child to the front of OC
the class, pointing to it and say one (Listen and chant
CB p. 5).
Sing a song to practise number 1. Play the CD OC/OE
audition and say listen. Listen and repeat (Listen and
chant CB p. 5).
gA
Show a selection of individual objects (one finger, one OC/OE
pencil, one book, etc) and say one for the children to
repeat (Count CB p. 5).
Ask a child to show you one classroom object.
OC
Hand each child their CB open on p.5 and ask how
many bugs they see (Count CB p. 5).
WC/OE
GA
GA
Time
5’
Material
CD: tracks 1, 2,
7
Flashcards: 1-4
5’
GA
Recognize and trace number 1




5.
Skills
OC/OE
Develop fine psychomotricity




6.
Establish a routine to end the Lesson
7.
Review number 1 playing a game
With your back to the class, write a number 1 in the
air with a finger as it appears in the book, while you
pronounce one (Trace the number CB p. 5).
OC/WC
Write a 1with dots on the board as it is seen in the
book and show them how to trace the number.
Practise tracing the number with a finger in the CB WC
(Trace the number CB p. 5).
Ask what they think they should trace in the picture.
Trace over with a finger the spider web (Trace the WE
picture CB p. 5).
OC/WE
Sing the Goodbye song.
EXTRA TIME

Show one or several objects at a time. Children will OC/OE
say one when an individual object is shown and will
remain in silence when they are several objects.
OE
5’
gA
GA
5’
GA
5’
GA
IA
5’
GA/IA
GA
5’
GA
101
UNIT 1: HELLO!
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review apple
Activities

Sing the Hello song.

Show the flashcard of apple and say the sound and the OC/OE
word for the children to repeat. Check if they
remember the action related with this word.
GA
3.

Put the flashcard of boy on the board and say boy for OC/OE
the children to repeat. Point to different children in the
class repeating boy to reinforce the meaning (Listen
and chant CB p. 6).
Ask if they can hear the initial sound of the word. OC/OE
Pronounce /b/ for the children to repeat
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 6).
GA

Standing with your hands on your hips repeat the word OC/OE
/b/ boy. Children will repeat the action, the sound and
the word (Act CB p. 6).
GA

With your back to the class, write a b in the air with a
finger as it appears in the book at the same time as you
pronounce /b/ boy (Trace the letter CB p. 6).
Write the b with dots on the board as it appears in the
book and show how to trace the letter.
Hand each child their CB open on p. 6 to practise
tracing the letter with a letter (Trace the letter CB p. 6).
Ask the line they think they should trace in the picture.
Trace with a finger the line of the boy’s arm (Trace the
picture CB p. 6).
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
Learn letter b and the sound /b/

SESSION 5

4.
Relate the vocabulary with an action
5.
Learn to trace the b



6.
Develop fine psychomotricity

7.
Establish a routine to end the lesson
8.
Consolidate the vocabulary
Skills
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
8
Flashcards: 41,
42
10’
GA
GA
10’
Sing the Goodbye song.
EXTRA TIME

Showing the flashcards of apple and boy, help the OC/OE
children to say sounds and words and perform the
actions related with them.
OC/OE
GA
5’
GA
5’
102
SESSION 6
UNIT 1: HELLO!
OBJECTIVES
Activities
1. Establish a routine to begin the lesson 
Sing the Hello song.
2. Warm up! Review the characters

Put the flashcards of the characters on the board and
point to them at the same time as you say their names.
Repeat them until they name them with a rhythm.
Continue pointing to the names and let the children
name them on their own. Show the flashcard of dad
and explain that he is the father of the children.
3. Develop listening skills following a
story

Hand each child their CB open on p. 7. Point to the
frames in the story in order. Talk about what they see
in the frames. Guess who the lady appearing with Baz
and dad can be (Look and listen CB p. 7).

Play the CD audition and say listen. Allow the
children to follow the story in their book. Stop half way
and tell them to look at the second frame (Look and
listen CB p. 7).

Ask the children what they think happens in the story
(it is Baz’s first day of school and he’s meeting his
teacher). Listen to the story again (Look and listen CB
p. 7).
4.
Understand vocabulary within a
context


5.
Establish a routine to end the lesson
6.
Consolidate the vocabulary in the
unit

Skills
OC/OE
Interact.
GA
OC/OE
GA
OC/OE
GA
OC
GA
OC/OE
GA
Call 3 children to the front of the class to act out the
story. Listen to the story on the CD and act using OC
gestures. Repeat with several groups of children (Listen
and act CB p. 7).
As they grow familiar with the story, they can repeat
some words but if they prefer, they can remain silent OE
(Listen and act CB p. 7).
gA
Time
5’
Material
CD: tracks 1, 2,
9
Flashcards: 1-4,
6
10’
10’
gA
Sing the Goodbye song.
OC/OE
EXTRA TIME

Greet each child in the class saying Hello, I’m
(+name). What’s your name? Help them to answer OC/OE
using the same structure.
GA
5’
IA
5’
103
UNIT 2: FAMILY
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review of the 4 main
characters
Activities

Listen to the Hello song to begin the lesson

Show the flashcards of the characters and allow the OC/OE
children to say their names.
GA
3.

Show the flashcard of dad and ask who’s that? Use OC/OE
the flashcards to introduce all Baz’s family in the
following order: mum, dad, grandma, grandpa. Point
and pronounce. Repeat (Listen and say CB p. 8).
Play the CD audition and say listen. The children are
to point to the flashcards as they hear the names of OC/DE
Baz’s family members.
Listen to the CD again, stopping after each name for
the children to repeat in group or individually (Listen OC/OE
and say CB p. 8).
GA
Introduce 4 members of the family

SESSION 1


4.
Identify the four characters


5.
Develop fine psychomotricity


6.
Learn the final song of the lesson
7.
Consolidate vocabulary and perform
a tracing activity
Skills
OC
Hand each child their CB open on p.8 and ask
questions about the picture (who can they see? What OC/OE
are they doing? Who’s in the picture? ) (Listen and find
CB p. 8).
Explain to the children that they are to point to each
character as they hear their names. Say listen and play OC/DE
the audition stopping whenever necessary (Listen and
find CB p. 8).
Hand children the stickers of the family and say it’s
sticker time! (Stick and say CB p. 8).
OC
Showing the stickers of one of the children point to
dad and say dad for children to repeat. Find the sticker OC/OE/DE
and stick it in the picture. Repeat with the other family
members. (Stick and say CB p. 8).
Interact.
GA
Time
5’
Material
CD: tracks, 2,
10, 11
Flashcards: 1-8
Photocopies: p.
77 TB
10’
GA
GA/IA
GA
5’
GA
GA
10’
GA/IA
Listen to the Goodbye song to end the lesson.
OC
EXTRA TIME

Hand them a copy of p.77 of the TB. Name the
characters for the children to name them and repeat.
Trace the lines of the photo frames with a finger.
OC/OE/DE
GA
GA/IA
5’
104
UNIT 2: FAMILY
OBJECTIVES
1. Warm up! Establish a routine to
begin the Lesson
2. Review the name of the family
members
3.
Activities

Sing the Hello song.


Introduction of vocabulary to ask and
answer who each one is



SESSION 2

4.
Sing a song

5.
Develop fine psychomotricity
through tracing


6.
Establish a routine to end the lesson
7.
Review and consolidate the
vocabulary in the unit
Skills
OC
Interact.
GA
Cover one of the flashcards of the family members WC/OE
with a sheet of paper and uncover it little by little until
the children to guess who it is.
GA
Put the flashcards around the class and say their name OC
as you place them (Listen and sing CB p. 9).
Play the CD audition and say listen to the song. Point
to the flashcards as the characters are introduced.
OC/DE
Listen to the CD again, stopping after each phrase to
sing after the teacher (Listen and sing CB p. 9).
OC/OE
Say stand up and show the meaning with gestures
(Sing and do CB p. 9).
Sing a song gesturing with your hands to ask
questions and point to the flashcards on hearing the OC
name of the characters. Repeat (Sing and do CB p. 9).
OC/OE/DE
Hand each child their CB open on p. 9. Pointing to
mum, say mum for the children to repeat. Ask if they
see the other picture of mum in the bottom part of the
page. Say mum…mum! (Trace and join CB p. 9).
Show how to trace the line between the two pictures. OC/OE
Trace with a finger. Repeat with the other pairs of
pictures (Trace and join CB p. 9).
GA
Time
5’
Material
CD: tracks 1,2,
12
Flashcards: 5-8
10’
GA
GA
GA
5’
GA
GA
10’
Sing the Goodbye song to end the lesson.
DE
EXTRA TIME

Sing the song again pointing to the pictures in the CB.

Act out the song in groups of 4 with the help of the
flashcards.
OC/OE
IA
GA
OC/OE/DE
GA
5’
OC/OE
gA
5’
105
UNIT 2: FAMILY
OBJECTIVES
Activities
Skills
1. Establish a routine to begin the lesson 
Sing the Hello song.
OC/OE
2. Warm up! Review letters a, b

Show the flashcards of apple and boy and pronounce OC/OE
the sounds and words for the children to repeat. Check
if they remember the actions related with the words.
3.
Learn letter c and the /k/ sound



SESSION 3
4.
5.
Relate vocabulary with an action

Make the shape of the cat’s whiskers on your face as
you pronounce /k/ cat. Children repeat the action, the OC/OE
sound and the word (Act CB p. 10).
Time
5’
GA
GA
Material
CD: tracks 1, 2,
13
Flashcards: 41,
43, 1-8
10’
GA
GA
GA
Learn to trace the c




6.
Put the flashcard of cat on the board and say cat for
the children to repeat. Talk about cats, if anyone has a OC/OE
pet cat, what sound they make, etc. (Listen and chant
CB p. 10).
Ask if they can hear the initial sound of the word.
OC/OE
Pronounce /k/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat
(Listen and chant CB p. 10).
OC/OE
Interact.
GA
Develop fine psychomotricity

7.
Establish a routine to end the lesson
8.
Review the names of the characters
playing a game
With your back to the class, write a c in the air with a
finger as it appears in the book as you pronounce /k/ WC/OC
cat (Trace the letter CB p. 10).
Write the c with dots on the board as described in the
WC
book and show how to trace the letter.
Hand each child their CB open on p. 10 to practise
tracing with a finger (Trace the letter CB p. 10).
Ask what they think they should trace in the picture. WE
Trace with a finger the outline of the end of the cat’s
tail. (Trace the picture CB p. 10).
OC/DE
Sing the Goodbye song.
EXTRA TIME

Put the flashcards of the 8 characters around different OC/OE
parts of the class. Say the name of a character for the
children to find it and remain standing next to the right
OC/DE
flashcard. Repeat with other characters.
GA
10’
GA
IA
IA
GA
5’
GA
5’
106
UNIT 2: FAMILY
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review number 1
Activities

Sing the Hello song.


3.
Count to 2


SESSION 4
4.
Identify pairs of objects as 2


5.
Develop fine psychomotricity




6.
Establish a routine to end the lesson
7.
Review number 2
Skills
OC/OE
Ask if they remember the shape of number 1 and ask OC/OE
them to trace the number in the air with a finger.
Call 2 children to the front, point to them and say two.
After pointing to them one by one, say one, two (Listen OC
and chant CB p. 11).
Sing a song to practise number 2. Play the CD
audition and say listen. Listen and repeat (Listen and OC/OE
chant CB p. 11).
Show a selection of pairs of classroom objects
(pencils, chairs, books, etc) and say two for the OC/OE
children to repeat (Count CB p. 11).
Hand each child their CB open on p. 11 and ask how
many insects they see (Count CB p. 11).
WC/OE
With your back to the class, write a 2 in the air with a
finger as it appears in the book, at the same time as you
pronounce two (Trace the number CB p. 11).
OC/WC
Write a 2 with dots on the board as seen in the book
and show how to trace the number.
Practise tracing the number with a finger in the CB WC
(Trace the number CB p. 11).
Ask what they think they should trace in the book.
Trace with a finger over the striped lines on the WE
firefly’s wings (Trace the picture CB p. 11).
OC/WE
Sing the Goodbye song.
EXTRA TIME

Ask children to identify in their mother tongue the
parts of their body that comes in twos (eyes, ears, arms, OC/OE
legs, etc).
OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
14
GA
GA
5’
GA
GA
5’
IA
GA
5’
GA
5’
IA
GA
GA
5’
GA
5’
107
UNIT 2: FAMILY
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review cat
Activities

Sing the Hello song.

Show the flashcard of cat and say the sound and the OC/OE
Word for the children to repeat. Check if they
remember the action related with this word.
GA
3.

Put the flashcard of duck on the board and say duck OC/OE
for the children to repeat. Talk about the ducks: where
they live, the sound they make, etc. (Listen and chant
CB p. 12).
Ask them if they hear the initial sound of the Word. OC/OE
Pronounce /d/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 12).
GA

Imitate a duck’s beak opening and closing and repeat OC/OE
the word /d/ duck. The children repeat the action, the
sound and the word (Act CB p. 12).
GA

With your back to the class, write a d in the air with a
finger as it appears in the book, while you pronounce
/d/ duck (Trace the letter CB p. 12).
Write the d with dots on the board as it appears in the
book and show them how to trace the letter.
Hand each child their CB open on p. 12 to practise
tracing the letter with a finger (Trace the letter CB p.
12).
Ask them what line they think they are to trace in the
picture. Trace with a finger the line under the duck
(Trace the picture CB p. 12).
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
Learn letter d and the /d/sound

SESSION 5

4.
Match vocabulary with an action
5.
Learn to trace the d


6.
Develop fine psychomotricity
7.
Establish a routine to end the lesson
8.
Review the letters learnt so far


Skills
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
15
Flashcards: 43,
44
10’
GA
GA
10’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Write letters a-d on the board and help the children
say the sounds and the words and to perform the OC/OE
related actions.

Ask the parents of the children if it is possible to send
a photo of their dad, mum, grandma and grandpa for
the next lesson.
GA
5’
GA
5’
108
UNIT 2: FAMILY
OBJECTIVES
Activities
Skills
1. Establish a routine to begin the

Sing the Hello song.
OC/OE
Lesson
2. Warm up! Review the structure of the 
Put the flashcards of the 4 main characters on the OC/OE
lesson
board and point to them randomly asking who’s that?
for them to answer It’s Jig, etc.
3.
Develop listening skills following a
story


SESSION 6


4.
Understand vocabulary within a
context



5.
Establish a routine to end the lesson
6.
Consolidate vocabulary in the unit
Hand each child their CB open on p. 13. Point to the OC/OE
frames of the story in order. Talk about what they see
in the pictures. Guess who the other cat that appears
with Jig and Pat can be (Look and listen CB p. 13).
Play the CD audition and say listen. Allow the
children to follow the story in their books. Stop half OC
way and tell them to look at the second frame (Look
and listen CB p. 13).
Ask the children what they think happens in the story
(explain, if necessary, that the other cat belongs to OC/OE
Pat’s grandma). Listen again to the story (Look and
listen CB p. 13).
Call out 3 children to the front of the class to act out
the story. Listen to the story on the CD and act using OC
gestures. Repeat with several groups of children (Listen
and act CB p. 13).
As they grow familiar with the story, they can repeat
some words but if they prefer, they can remain in OE
silence (Listen and act CB p. 13).
Interact.
GA
Time
5’
GA
GA
Material
CD: tracks 1, 2,
16
Flashcards: 1-4,
photos of the
children’s family
10’
GA
GA
gA
10’
gA
Sing the Goodbye song.
OC/OE
EXTRA TIME

If the children have brought to class the family photos,
sit in a circle and show the photos in turns. Ask Who’s OC/OE
that? For them to answer It’s my mum, etc.
GA
5’
IA
5’
109
OBJECTIVES
Activities
1. Establish a routine to begin the lesson 
Sing the Hello song.
2. Warm up! Review the actions related
with the letters

Perform the actions related with each letter (a-d) for
children to identify the sounds and the words and join
in to perform the actions.
3. Review vocabulary from lessons 1
and 2

Hand each child their CB open on p. 14. Ask them to
say the word for each picture. Show the corresponding
flashcard as they say the words (Look and say CB p.
14).

Show the flashcards again, but this time at random for
them to say the words again (Look and say CB p. 14).

Write letters a-d on the board. Point to them for the
children to say the sounds (Stick and say CB p. 14).

Show the flashcard of apple and pronounce the word.
Ask what the initial sound of the word is. Put the
flashcard next to letter a. Repeat with boy, cat, duck
(Stick and say CB p. 14).

Give the children the stickers of letters a-d and say it’s
sticker time! Say apple … /ᴂ/ and point to the letter
and picture on the board. Ask children to identify the
sticker for /ᴂ/ and stick it next to the picture of the
apple in their book. Repeat with the remaining sounds.
(Stick and say CB p. 14).

4.
Sing a song to review the letters
Skills
OC/OE
Interact.
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE/DE
GA/IA
10’
GA
5’
Sing a song to help them remember the sounds. Play
the CD audition and say listen. Listen and repeat.
Encourage them to perform the actions for each word OC/OE
(Listen and chant CB p. 14).
5.
Establish a routine to end the Lesson

6.
Review the sounds with an
entertaining activity
OC/OE
EXTRA TIME

Hand them photocopies of p. 78 of the TB. Say /d/ and
ask if they can find something in the picture starting
with this sound (duck). When they find the duck they OC/OE/DE
are to repeat the sound, say the word and perform the
action. Repeat with other sounds at random. Colour the
pictures.
UNITES 1 Y 2: REVIEW 2
Activities
Skills
Time
5’
Material
CD: tracks 1, 2,
17
Flashcards: 4144
Photocopies: p.
78 TB
5’
5’
2
Sing the Goodbye song.
R
E
F
U
E
R
Z
O
S
E
S
S
I
O
N
OBJECTIVES
D
E
REINFORCEMENT SESSION 1
UNITES 1 Y 2: REVIEW 1
GA
GA/IA
5’
Interact.
Time
Material
110
1.
2.
Establish a routine to begin the
Lesson
Warm up! Review numbers 1 and 2

OC/OE
GA

Sing the numbers song from lesson 4. Show a pencil OC/OE
and ask one or two? For the children to say one. Repeat
showing 1 or 2 different objects at random.
GA

Hand each child their CB open on p. 15. Pointing to
numbers in order say one, two, one, two for the
children to repeat (Look and say CB p. 15).
Say the numbers again and this time the children are
to point to them in their books (Look and say CB p.
15).
This time point to the pictures. Say Jig. One or two?
for the children to say one. Repeat with the rest (Look
and say CB p. 15).
Holding the book show them how to trace the line
between number 1 and Jig. Trace the line joining the
numbers and the pictures starting from the top (Join
CB p. 15).
Ask children to colour the pictures and while they are
performing the activity point to the picture and have
them say individually what number it is (Count and
colour CB p. 15).
Review all the words learnt in lessons 1 and 2
showing the flashcards asking them to say each word
or sound accordingly and performing the actions
(Round-up CB p. 15).
Tell children that they already know all the words and
numbers they have just reviewed and they can now
stick a smiley face on the page for having learnt so
much English. Hand them the stickers for them to find
the smiley face and stick it in the corner of the page
(Round-up CB p. 15).


3.
4.
5.
Develop fine psychomotricity
Colouring activity
Consolidation of all the vocabulary




6.
Establish a routine to end the lesson
7.
Sing a review song

Sing the Hello song.
5’
OC/OE
GA
OC/DE
GA
CE/OE
GA
CE/WE
GA/IA
5’
OE/DE
GA/IA
5’
OC/OE
GA
5’
OC
IA
CD: tracks 1, 2,
14
Flashcards: 1-6,
41-44, 67-68
10’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Sing the song or songs from Lessons 2 in units 1 and
2.
OC/OE
GA
GA
5’
Interact.
Time
S
E
S
S
I
O
N
OBJECTIVES
1
UNIT 3: SCHOOL
Activities
Skills
Material
111
1.
2.
3.
Establish a routine to begin the
Lesson
Warm up! Review the 4 main
characters


Show the flashcards of the characters and allow the OC/OE
children to say the names.
GA
Identify 4 classroom objects

Put the flashcards on the board in the following order: OC/OE
bag, book, chair, pencil. Point to and pronounce.
Repeat (Listen and say CB p. 16).
Play the CD audition and say listen. The children are OC/DE
to point to the flashcards as they hear the names of the
classroom objects.
Listen to the CD again, stopping after each object for OC/OE
the children to repeat in group or individually (Listen
and say CB p. 16).
GA
Hand each child their CB open on p. 16 and ask OC/OE
questions about the picture (who can they see? Where
are they? What are they doing?) (Listen and find CB p.
16).
Explain to the children that they are to point to each OC/DE
object when they hear the name. Say listen and play the
audition stopping whenever necessary (Listen and find
CB p. 16).
GA
Hand the children the stickers of the classroom objects OC
and say it’s sticker time! (Stick and say CB p. 16).
Showing the stickers of one of the children point to
the pencil and say what’s this? It’s a pencil for the OC/OE/DE
children to repeat. Find the sticker and stick it on the
picture. Repeat with other objects (Stick and say CB p.
16).
GA




4.
Introduce the expression What’s this? 
It’s a …


5.
6.
Sing the song to end the lesson
Listen to the Hello song to begin the lesson
OC
GA
5’
CD: tracks1, 2,
18, 19
Flashcards: 1-8
Photocopies: p.
79 TB
10’
GA
GA/IA
5’
GA/IA
10’
GA/IA
Listen to the Goodbye song to end the lesson.
OC/OE
EXTRA TIME

Hand them a copy of p. 79 of the TB. Ask them to
colour the objects in the picture. While they perform
Consolidate the structure and perform
the activity ask children one by one what’s this? OC/OE
a colouring activity
Pointing to each object for them to answer It’s a pencil,
etc.
GA
IA
5’
112
UNIT 3: SCHOOL
OBJECTIVES
Activities
1. Establish a routine to begin the lesson 
Sing the Hello song.
2. Warm up! Introduce classroom
instructions

Say Stand up and make gestures for them to
understand the meaning. Repeat with sit down and
quiet, please. Repeat the instructions in a different
order for them to follow them.
3. Learn a song to help them understand
instructions

Play the CD audition and say listen to the song. Use
mime while listening to the song to reinforce the
meaning of the expressions (Listen and sing CB p. 17).

Listen to the CD again, stopping after each phrase to
sing after the teacher (Listen and sing CB p. 17).

SESSION 2
4.
Sing a song


5.
Develop fine psychomotricity
through tracing


6.
7.
Establish a routine to end the lesson
Review and consolidate the
vocabulary in the unit
Skills
OC
Interact.
GA
OC
GA
OC
GA
OC/OE
GA
Sing the song using the CD if you wish, following the
instructions (asking for silence and standing up) when
they hear them (Sing and do CB p. 17).
OC
Sing the song again and encourage the children to sing
(Sing and do CB p. 17).
Hand each child their CB open on p. 17. Pointing to OC/OE
the first picture of the teacher, ask the children what
she is saying (quiet, please). Give the instruction for
the children to repeat it (Trace and join CB p. 17).
OC/OE
Show how to trace the line between the two pictures.
Trace with a finger. Repeat with the other pictures
(Trace and join CB p. 17).
Sing the Goodbye song to end the lesson.
OC/WE
GA
Time
5’
Material
CD: tracks 1,2,
20
10’
5’
GA
GA
10’
IA
EXTRA TIME

Sing the song again pointing to the pictures in the CB.

Add another line to the song with the instruction sit OC/OE
down, please. Sing the three verses randomly and get
children to follow the instructions.
GA
OC/DE
GA
OC
GA
5’
113
SESSION 3
UNIT 3: SCHOOL
OBJECTIVES
Activities
1. Establish a routine to begin the lesson 
Sing the Hello song.
2. Warm up! Review the vocabulary

Show a book and ask what’s this? Help them to
answer It’s a book. Repeat with chair, pencil and bag.
3. Learn letter e and the /e/ sound

Put the flashcard of egg on the board and say egg for
children to repeat. Talk about eggs, if they know where
they come from, if they like eating them, etc (Listen
and chant CB p. 18).

Ask them if they can hear the initial sound of the
word. Pronounce /e/ for children to repeat.

Play the CD audition and say listen. Listen and repeat
(Listen and chant CB p. 18).
4. Relate the vocabulary with an action

Pretend to be holding an egg very carefully with both
hands while you pronounce /e/ egg. The children
repeat the action, the sound and the word (Act CB p.
5. Learn to trace the e
18).



6.
Develop fine psychomotricity

7.
Establish a routine to end the lesson
8.
Review letters a-e

With your back to the class, write e in the air with a
finger as it appears in the book, as you pronounce /e/
egg (Trace the letter CB p. 18).
Write the e with dots on the board as it appears in the
book and show how to trace the letter.
Hand each child their CB open on p. 18 to practise
tracing the letter with a finger (Trace the letter CB p.
18).
Ask them what they think they are to trace in the
picture. Trace with a finger over the outline of the egg
(Trace the picture CB p. 18).
Skills
OC/OE
Interact.
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
Time
5’
Material
CD: tracks 1, 2,
21
Flashcards: 4145
10’
10’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Show the flashcards corresponding to letters a-e
randomly for children to say the sound, the letter and WC/OE
perform the related action.
GA
5’
GA
5’
114
UNIT 3: SCHOOL
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review numbers 1 and 2
3.
Activities

Sing the Hello song.
Skills
OC/OE
Interact.
GA

OC/OE
GA
OC
GA
OC/OE
GA
OC/OE
GA
CE/OE
IA
OC/CE
GA
5’
CE
GA
5’
WE
IA
OC/WE
GA/IA
Count to 3


4.
Identify sets of 3 objects
SESSION 4


5.
Develop fine psychomotricity





6.
Establish a routine to end the lesson
7.
Review the numbers
Put the flashcards of 1and 2 on the board, placing
them well apart. Show 2 objects (2 books) for the
children to say two and point to the flashcard of
number 2. Repeat with other objects alternating
between 1 and 2
Call 3 children to the front of the class, point to them
and say three. Then point to them one by one and say
one, two, three (Listen and chant CB p. 19).
Sing a song to practise number 3. Play the CD
audition and say listen. Listen and repeat (Listen and
chant CB p. 19).
Show a selection of sets of 3 classroom objects
(pencils, chairs, books, etc) and say three for the
children to repeat (Count CB p. 19).
Hand each child their CB open on p. 19 and ask how
many insects they see. Point to them and count them
(Count CB p. 19).
With your back to the class, write a 3 in the air with a
finger as seen in the book while you pronounce three
(Trace the number CB p. 19).
Write a 3 with dots on the board as it appears in the
book and show how to trace the number.
Practise tracing the number with a finger in the CB
(Trace the number CB p. 19).
Ask what they think they should trace in the picture.
Trace with a finger the lines on the butterfly’s wings.
(Trace the picture CB p. 19).
Sing the Goodbye song.
OC/OE
EXTRA TIME

Hand them copies of p.80 of the TB. Say one for the
children to find, repeat and trace the number.

Say count the bugs and count them pointing to each OC/OE/WE
bug. Repeat with numbers 2 and 3.

Colour the bugs and take it home to show they know
how to count in English.
OC/OE
DE
Time
5’
Material
CD: tracks 1, 2,
22
Flashcards: 6769
Photocopies: p.
80 TB
5’
5’
GA
5’
GA/IA
10’
GA/IA
IA
115
UNIT 3: SCHOOL
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review egg
Activities

Sing the Hello song.

Show the egg flashcard and say the sound and the OC/OE
word for the children to repeat. Check if they
remember the action related with this word.
GA
3.

Put the flashcard of fish on the board and say fish for OC/OE
the children to repeat. Talk about fish: where they live,
if children like eating fish, etc (Listen and chant CB p.
20).
Ask if they can hear the initial sound of the word. OC/OE
Pronounce /f/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 20).
GA

Imitate the movement of fish swimming and repeat the OC/OE
word /f/ fish. The children repeat the action, the sound
and the word (Act CB p. 20).
GA

With your back to the class, write an f in the air with a
finger as it appears in the book while you pronounce /f/
fish (Trace the letter CB p. 20).
Write the f with dots on the board as it appears in the
book and show how to trace the letter.
Hand each child their CB open on p. 20 to practise
tracing the letter with a finger (Trace the letter CB p.
20).
Ask what line they think they should trace in the
picture. Trace over with a finger the line left by the
swimming fish. (Trace the picture CB p. 20).
WC/OC
GA
WC
GA
WE
IA
OC/ED
IA
Learn letter f and the /f/ sound

SESSION 5

4.
Relate vocabulary with an action
5.
Learn to trace the f


6.
Develop fine psychomotricity
7.
Establish a routine to end the lesson
8.
Review the letters learnt so far


Skills
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
23
Flashcards: 45,
46
10’
GA
GA
10’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Write letters a-f on the board and help the children to
say the words and perform the actions related with OC/OE
them.
GA
5’
GA
5’
116
UNIT 3: SCHOOL
OBJECTIVES
Activities
Skills
1. Establish a routine to begin the

Sing the Hello song.
OC/OE
Lesson
2. Warm up! Review the structure of the 
Sing again the song from lesson 2 in which the OC/OE
lesson
structures of class instructions are practised.
3.
Develop listening skills following the 
story
SESSION 6


4.
Understand the vocabulary within a
context


Hand each child their CB open on p. 21. Point to the OC/OE
frames of the story in order. Talk about what they see
in the pictures. Guess the frames of the story in order.
Talk about what they see in the pictures. Guess where
they think they are and point to Baz (Look and listen OC
CB p. 21).
Play the CD audition and say listen. Allow the
children to follow the story in their books. Stop half
way and tell them to look at the second scene (Look OC/OE
and listen CB p. 21).
Ask children what they think happens in the story.
Listen to the story again (Look and listen CB p. 21).
OC
The whole class will act out the story. Listen to the
first line of the story and dance and clap. Listen to the
second line, ask for silence and have the children sit
down and remain silent. Listen to the third line and
smile at the children. Repeat asking for a volunteer to
act as a teacher (Listen and act CB p. 21).
As they grow familiar with the story, they can repeat OC/OE
some words, but the can remain silent if they prefer
doing so. (Listen and act CB p. 21).
5.
Establish a routine to end the lesson

6.
Consolidate vocabulary in the unit
EXTRA TIME

Show the flashcard of chair and ask what’s this? for OC/OE
the children to answer it’s a chair. Ask them to touch a
chair.

Repeat with pencil, bag and book.
Sing the Goodbye song.
OC/OE
Interact.
GA
Time
5’
GA
GA
Material
CD: tracks 1, 2,
20, 24
Flashcards: 9-12
10’
GA
GA
GA
10’
GA
GA
5’
GA
5’
117
UNIT 4: COLOURS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the classroom
objects
Activities

Listen to the Hello song to begin the lesson

Point to different classroom objects and ask what’s OC/OE
this? For the children to say it’s a chair, etc.
GA
3.

Put the flashcards on the board in the following order: OC/OE
blue, green, red, yellow. Point and pronounce. Repeat
(Listen and say CB p. 22).
Play the CD audition and say listen. The children are OC/DE
to point to the flashcards as the colours are heard.
Listen to the CD again, stopping after each colour for
the children to repeat in group or individually (Listen OC/OE
and say CB p. 22).
GA
Identify 4 colours


SESSION 1





4.
5.
Sing the song to end the lesson
Skills
OC
Hand each child their CB open on p. 22 and ask
questions about the picture (who can they see? Where OC/OE
are they? What are they doing? ) (Listen and find CB p.
22).
Explain to the children that they are to point to each
bag when they hear the colour of each one. Say listen OC/DE
and play the audition stopping whenever necessary
(Listen and find CB p. 22).
Hand the children the stickers of the bags and say it’s
sticker time! (Stick and say CB p. 22).
OC
Explain to the children that they are to listen closely to
the colour of the bag and then stick the bag sticker in OC/OE/DE
their book. Show an example with red. Find the sticker
and stick it on the picture. Repeat with other colours
(Stick and say CB p. 22).
Interact.
GA
Time
5’
10’
Material
CD: tracks1, 2,
25-26
Flashcards: 1316
Photocopies: p.
81 TB
GA
GA/IA
GA
5’
GA/IA
GA
10’
GA/IA
Listen to the Goodbye song to end the lesson.
OC/OE
EXTRA TIME

Hand them a copy of p. 81 of the TB. Ask them to
colour the bag in the picture in red, blue, yellow or
Consolidate the structure and perform
green. While they are performing the activity ask the OC/OE
a colouring activity.
children one by one what colour is it? For them to
answer correctly.
GA
IA
5’
118
UNIT 4: COLOURS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the classroom
objects
3.
Activities

Sing the Hello song.

Learn a song to help them understand 
the colours


SESSION 2
4.
Sing a song


5.
Develop fine psychomotricity a
through tracing and colouring


6.
Establish a routine to end the lesson
7.
Revise and consolidate the
vocabulary in the unit
Skills
OC
Interact.
GA
Pretend to be writing and ask the children to guess the OE
object (pencil). Show the flashcard of pencil. Repeat
using mime with other objects.
GA
Play the CD audition and say listen to the song. Mime OC
while listening to the song to reinforce the meaning of
the classroom objects (Listen and sing CB p. 23).
Listen to the CD again, stopping after each phrase to
sing after the teacher (Listen and sing CB p. 23).
OC/OE
GA
Distribute the flashcards of the colours around the
class. Sing the song using the CD if you wish, using
mime for each object together with the children (Sing OC/OE
and do CB p. 23).
At the end of each line, point to the flashcard with the
right colour (Sing and do CB p. 23).
OC/DE
Hand each child their CB open on p. 23. Pointing to
the red bag ask the children what’s this? For the
children to answer (it’s) a bag. Ask what colour is it? OC/OE
For them to answer (it’s) red (Trace and colour CB p.
23).
Trace the first dotted line between the two bags with a
finger. Repeat with the other pictures. Colour the
pictures on the right the same colour as the ones on the OC/WE/DE
left (Trace and colour CB p. 23).
Time
5’
Material
CD: tracks 1,2,
27
Flashcards: 9-16
10’
GA
GA
5’
GA
GA
10’
IA
Sing the Goodbye song to end the lesson.
OC/OE
EXTRA TIME

Sing the song again pointing to the pictures in the CB.

Add another verse to the song with red, blue, yellow
and green classroom objects.
OC/DE
OC
GA
GA
5’
GA
119
UNIT 4: COLOURS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the colours
3.
Activities

Sing the Hello song.

Learn letter g and the sound /g/


SESSION 3

Skills
OC/OE
Put the flashcards of the colours on the wall. Ask the OC/OE
children to close their eyes and take it off the wall. Ask
them to open their eyes and say which colour is
missing.
OC/OE
Put the flashcard of girl on the wall and say girl for
children to repeat (Listen and chant CB p. 24).
Ask them if they can hear the initial sound of the OC/OE
word. Pronounce /g/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 24).
GA
GA
4.
Relate the vocabulary with an action

Pretend you are describing a pony tail on your head as OC/OE
you pronounce /g/ girl. The children repeat the action,
the sound and the word (Act CB p. 24).
5.
Learn the trace of the g

With your back to the class, write a g in the air with a
finger as it appears in the book, at the same time as you
pronounce /g/ girl (Trace the letter CB p. 24).
Write the g with the dots on the board as it appears in
the book and show how to trace the letter.
Hand each child their CB open on p. 24 to practise the
tracing of the letter with a finger (Trace the letter CB
p. 24).
Ask what they think they should trace in the picture.
Trace with a finger over the outline of the girl’s pony
tail (Trace the picture CB p. 24).



6.
Develop fine psychomotricity

7.
Establish a routine to end the lesson
8.
Review letters a-g
Interact.
GA
GA
Time
5’
Material
CD: tracks 1, 2,
28
Flashcards: 1316, 47
10’
GA
GA
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
10’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Perform the actions related with letters a-g in random
order for children to say the sound, the letter and
OE
perform the action related with each one.
GA
5’
GA
5’
120
UNIT 4: COLOURS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review numbers 1-3
Activities

Sing the Hello song.
Skills
OC/OE
Interact.
AG

OC/OE
AG
OC
AG
OC/OE
AG
OC/OE
AG
WC/OE
IA
OC/WC
AG
5’
WC
AG
5’
WE
IA
OC/WE
AG/IA

3.
Count to 4


4.
Identify sets of 4 objects
SESSION 4


5.
Develop fine psychomotricity




6.
Establish a routine to end the lesson
7.
Review the numbers
Sit the children in a circle and count to 3 saying a
number each: one, two, three, one, two, three, etc. Ask
them to whisper first and then say it out loud.
Ask 4 children to the front of the class, point to them
and say four. Next, point to them one by one and say
one, two, three, four (Listen and chant CB p. 25).
Sing the song to practise 4. Play the CD audition and
say listen. Listen and repeat (Listen and chant CB p.
25).
Show a selection of sets of 4 classroom objects
(pencils, chairs, books, etc) and say four for the
children to repeat (Count CB p. 25).
Hand each child their CB open on p. 25 and say
count the bugs. Point to them and count them (Count
CB p. 25).
With your back to the class, write a 4 in the air with a
finger as it appears in the book, while you pronounce
four (Trace the number CB p. 25).
Write a 4 with dots on the board as it appears in the
book and show how to trace the number.
Practise tracing the number with a finger in the CB
(Trace the number CB p. 25).
Ask them to find the striped lines in the insects. Trace
with a finger over the striped lines of the grasshoppers
without lifting the finger. (Trace the picture CB p. 25).
Time
5’
Material
CD: tracks 1, 2,
29
Flashcards: 6770
5’
5’
Sing the Goodbye song.
EXTRA TIME

Put the flashcards of numbers 1-4 around the class,
point to them and say the numbers.
OC/OE

Say the numbers randomly for the children to point to
the flashcards.

Point to the flashcards randomly for the children to WC/OE
say the numbers.
OC/ED
WC/OE
AG
5’
AG
10’
AG
AG
121
UNIT 4: COLOURS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review girl
Activities

Sing the Hello song.

Perform the action related with girl. The children are OE
to say /g/ girl.
GA
3.

Put the flashcard of hat on the board and say hat for OC/OE
the children to repeat. Talk about hats: Do children
wear them? When do they wear them? Etc (Listen and
chant CB p. 26).
Ask them if they hear the initial sound of the word. OC/OE
Pronounce /h/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 26).
GA

Pretend you are putting a hat on and repeat the word OC/OE
/h/ hat. The children repeat the action, the sound and
the word (Act CB p. 26).
GA

With your back to the class, write an h in the air with a
finger as seen in the book at the same time as you
pronounce /h/ hat (Trace the letter CB p. 26).
Write the h with dots on the board as seen in the book
and show how to trace the letter.
Hand each child their CB open on p. 26 to practise
tracing the letter with a finger (Trace the letter CB p.
26).
Ask them to find the striped line in the picture and
show them how to trace the outline of the hat. Trace
with a finger on the line starting at the dot (Trace the
picture CB p. 26).
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
Learn letter h and the /h/ sound

SESSION 5

4.
Relate vocabulary with an action
5.
Learn to trace the h


6.
Develop fine psychomotricity


7.
Establish a routine to end the lesson
8.
Review the letters learnt so far
Skills
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
30
Flashcards: 48
10’
GA
GA
10’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Write letters a-h on the board and say the sounds at
the same time. Point to the letters one by one for
children to say the sound and the word and perform the OC/WC/OE
action related with each one.
GA
5’
GA
5’
122
UNIT 4: COLOURS
OBJECTIVES
Activities
Skills
1. Establish a routine to begin the

Sing the Hello song.
OC/OE
Lesson
2. Warm up! Review the structure of the 
Put the flashcards of the colours vertically on the OC/OE
lesson
board following the order of the colours in Jig’s hat in
27 of the CB. Ask what colour is it? While you put up
the flashcards, for the children to answer (it’s) blue,
etc.
3.
Develop listening skills following a
story

SESSION 6



4.
Understand the vocabulary within a
context


5.
Establish a routine to end the lesson
6.
Consolidate the vocabulary in the
unit
Hand each child their CB open on p. 27. Point to the OC/OE
frames of the story in order. Talk about what they see
in the pictures and what Jig is wearing on its head.
(Look and listen CB p. 27).
Play the CD audition and say listen. Allow the OC
children to follow the story in their books. Stop half
way and tell them to look at the second frame (Look
and listen CB p. 27).
Ask the children what they think happens in the story. OC/OE
Listen to the story again (Look and listen CB p. 27).
Act out the story in pairs. Listen to the first line of the
story. Pat points to Jig’s hat. Listen to the rest, Pat and OC
Jig say hello and smile. Repeat with other pairs of
children (Listen and act CB p. 27).
As they grow familiar with the story, they can repeat
some words, but if they prefer to remain silent, they
may do so (Listen and act CB p.27).
OC/OE
Interact.
AG
Time
5’
AG
AG
Material
CD: tracks 1, 2,
31
Flashcards: 1316
10’
AG
AG
AG
10’
AG
Sing the Goodbye song.
OC/OE
EXTRA TIME

Draw the shape of a hat around the flashcards on the
board. Call out a volunteer and listen to the story again.
The volunteer is to point to the colours in the hat as OC/DE
they are named.

Repeat with other children.
AG
5’
gA
5’
123
UNITES 3 Y 4: REVIEW 1
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the actions related
with letters e-h
Activities

Sing the Hello song.

Perform the actions related with letters (e-h) for the OC/OE
children to identify the sounds and the words and to
join in performing the actions.
GA
3.

Hand each child their CB open on p.28. Ask them to
say the word for each picture. Show the corresponding
flashcard as you say the words (Look and say CB p.
28).
Show the flashcards again, but this time randomly for
them to say the words again (Look and say CB p. 28).
Write the letters e-h on the board. Point to them for
the children to say the sounds (Stick and say CB p. 28).
Show the flashcard of egg and pronounce the word.
Ask them for the initial sound of the word. Put the
flashcard next to letter e. Repeat with fish, girl and hat
(Stick and say CB p. 28).
Hand the children the stickers of letters e-h and say
it’s sticker time! Say egg … /e/ and point to the letter
and picture on the board. Ask the children to identify
the sticker for /e/ and stick it next to the picture of the
egg in their books. Repeat with the remaining sounds
(Stick and say CB p. 28).
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE/DE
GA/AI
10’
GA
5’

REINFORCEMENT SESSION 1




5.
Establish a routine to end the lesson
6.
Review the sounds with an
entertaining activity
S
E
S
S
I
O
N
OBJECTIVES

Sing a song to help them remember the sounds. Play
the CD audition and say listen. Listen and repeat. OC/OE
Encourage them to perform the actions of each word
(Listen and chant CB p. 28).
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
32
Flashcards: 4548
Photocopies: p.
82 TB
5’
5’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Hand them photocopies of p. 82 of the TB. Say /f/ and
ask if they can find in the picture something starting OC/OE/DE
with this sound (fish). When they find the fish, they are
to repeat the sound, say the word and perform the
action. Repeat with the other sounds randomly. Colour
the pictures.
UNITS 3 AND 4: REVIEW 2
Activities
Skills
R
E
F
U
E
R
Z
O
Sing a song to review the letters
D
E
4.
2
Review the vocabulary in lessons 3
and 4
Skills
OC/OE
GA
GA/AI
10’
Interact.
Time
Material
124
1.
2.
Establish a routine to begin the
Lesson
Warm up! Review the colours



3.
Make a handcraft



4.
Sing a song about the rainbow



5.
Consolidation of all the vocabulary


Sing the Hello song.
GA
Show the red flashcard and ask what colour is it? For OC/OE
them to answer (it’s) red. Repeat with the remaining
colours
Say a colour and have the children touch something in
that colour.
GA
Hand each child their CB open on p. 29. Explain that
they will be doing something special. Show the
completed handcraft and say it’s a rainbow (Make CB
p. 29).
Describe the steps to follow looking at the pictures
(Make CB p. 29).
Hand them the material and ask them to stick the red
strip at the top of the page. Repeat with other strips
(Make CB p. 29).
Play the song on the CD and ask them to listen as you
point to the colours of the rainbow, to yourself and to
the children (Listen and sing CB p. 29).
Listen again o the song stopping after each phrase for
the children to sing after the teacher (Listen and sing
CB p. 29).
Sing the song again at the same time as the children
sing and point to the colours in their rainbows (Sing
and point CB p. 29).
Review all the words learnt in lessons 3 and 4
showing the flashcards asking them to say each word
or sound accordingly and performing the actions
(Round-up CB p. 29).
Tell the children that they already know all the words
and numbers they have just revised and that they can
stick a smiley face on the page for having learnt so
much English. Give them the stickers for them to find
the smiley face and stick them in the corner of the page
(Round-up CB p. 29).
OC
GA
OC/OE
GA
OC/DE
IA
OC
GA
OC/OE
GA
OC/OE
GA
5’
OC/OE
GA
5’
OC/DE
IA
OC/OE
GA
OC/OE
GA
5’
Skills
Interact.
Time
Establish a routine to end the lesson

7.
Sing the review song
EXTRA TIME

Sing the song or songs in Lesson 2 of units 3 and 4.
UNIT 5: TOYS
Activities
S
E
S
S
I
O
N
1
6.
OBJECTIVES
5’
OC/OE
Sing the Goodbye song.
CD: tracks 1, 2,
20, 27, 33
Flashcards: 916, 45-48, 69-70
Colour strips,
glue and white
sheets of paper
for the handcraft
10’
5’
Material
125

2.
Establish a routine to begin the
Lesson
Warm up! Review the colours

Point to different classroom objects and ask what OC/OE
colour is it? For the children to say it’s green, etc.
GA
3.
Identify 4 toys

Put the flashcards on the board in the following order: OC/OE
ball, car, doll, teddy. Point and pronounce. Repeat
(Listen and say CB p. 30).
Play the CD audition and say listen. The children are OC/DE
to point to the flashcards as they hear the names of the
toys.
Listen to the CD again, stopping after each toy for the OC/OE
children to repeat in group and individually (Listen and
say CB p. 30).
GA
Hand each child their CB open on p. 30 and ask OC/OE
questions about the picture (who can they see? Where
are they? What are they doing?) (Listen and find CB p.
30).
Explain to the children that they are to point to each OC/DE
toy when they hear the word. Say listen and play the
audition stopping whenever necessary (Listen and find
CB p. 30).
GA
Hand the children the stickers of the toys and say it’s OC
sticker time! (Stick and say CB p. 30).
Showing the stickers of one of the children, point to OC/OE/DE
the teddy bear and ask what’s this? For the children to
answer (it’s) a teddy. Find the sticker and stick i ton the
picture. Repeat with the remaining toys (Stick and say
CB p. 30).
GA
1.






4.
5.
Sing the song to end the lesson

Listen to the Hello song to begin the lesson
Listen to the Goodbye song to end the lesson.
OC
OC/OE
EXTRA TIME

Hand them a copy of p.83 of the TB. Ask them to
Consolidate the structure and perform
identify the toys. Name a toy for them to point to it and OC/OE/DE
a colouring activity
repeat it. Colour the pictures. While they are
performing the activity, ask the children individually
What’s this? What colour is it? For them to reply
correctly.
GA
5’
10’
CD: tracks1, 2,
34-35
Flashcards: 1720
Photocopies: p.
83 TB
GA
GA/IA
5’
GA/IA
10’
GA/IA
GA
IA
5’
126
UNIT 5: TOYS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the toys
Activities

Sing the Hello song.

Pretend to rock a doll and ask the children to guess the OE
toy (doll). Show the flashcard of doll. Repeat with
other toys using mime.
GA
3.

Put the flashcards of the colours around the class and OC
say the colour as you place them. Play the CD audition
and say listen to the song. Point to the flashcards while
listening to the song to reinforce the meaning (Listen
and sing CB p. 31).
Listen to the CD again, stopping after each phrase to OC/OE
sing after the teacher (Listen and sing CB p. 31).
GA
Learn a song to help them learn the
colours and toys

SESSION 2

4.
Sing a song
5.
Develop fine psychomotricity
through tracing and colouring



6.
Establish a routine to end the lesson
7.
Review and consolidate the
vocabulary in the unit
Skills
OC
Say Stand up! Sing the song using the CD if you wish
pointing to the flashcards of the colours as they hear OC/OE
them (Sing and do CB p. 31).
Hand each child their CB open on p. 31. Pointing to
the red doll ask the children what’s this? For them to OC/OE
answer (it’s) a red doll. (Trace and colour CB p. 31).
Trace the first dotted line between the doll and the ball
with a finger. When you get to the ball, colour it in the
same colour as the doll (red). Repeat with the other OC/WE/DE
dolls and balls (Trace and colour CB p. 31).
Interact.
GA
Time
5’
Material
CD: tracks 1,2,
36
Flashcards: 1320
10’
GA
GA
5’
GA
IA
10’
Sing the Goodbye song to end the lesson.
OC/OE
EXTRA TIME

Sing the song again pointing to the pictures in the CB.

Say the phrases of the song randomly for them to
point in their books.
OC/DE
GA
OC/DE
GA
GA
5’
127
UNIT 5: TOYS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the toys
Activities

Sing the Hello song.

Hide the flashcard of a toy with a sheet of paper and OC/OE
discover it little by little until the children guess what it
is. Repeat with other toys.
GA
3.

Put the flashcard of iguana on the board and say OC/OE
iguana for the children to repeat (Listen and chant CB
p. 32).
Ask them if they can hear the initial sound of the OC/OE
word. Pronounce /ɪ/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 32).
GA

Pretend to climb like a lizard as you pronounce /ɪ/ OC/OE
iguana. Children repeat the action, the sound and the
word (Act CB p. 32).
GA

With your back to the class, write an i in the air with a WC/OC
finger as it appears in the book, pronouncing /ɪ/ iguana
at the same time (Trace the letter CB p. 32).
Write the i with dots on the board as seen in the book WC
and show how to trace the letter.
Hand each child their CB open on p. 32 to practise
tracing the letter with a finger (Trace the letter CB p. WE
32).
GA
Learn letter i and the sound /ɪ/

SESSION 3

4.
Relate the vocabulary with an action
5.
Learn to trace the i


6.
Develop fine psychomotricity
7.
Establish a routine to end the lesson
8.
Review letters a-i


Skills
OC/OE
Ask what they think they should trace in the picture.
Trace with a finger on the line of the iguana (Trace the OC/DE
picture CB p. 32).
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
37
Flashcards: 49
10’
GA
GA
10’
GA
IA
IA
Sing the Goodbye song.
OC/OE
EXTRA TIME

Perform the actions corresponding to the letters a-i in
random order for the children to say the sound, the OE
letter and perform as well the action related with each
one.
GA
5’
GA
5’
128
UNIT 5: TOYS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review numbers 1-4
Activities

Sing the Hello song.
Skills
OC/OE
Interact.
GA

OC/OE
GA
OC
GA
OC/OE
GA
OC/OE
GA
WE/OE
IA
OC/WE
GA
5’
WE
GA
5’
WE
IA
OC/WE
GA/IA

3.
Count to 5


4.
Identify sets of 5 objects
SESSION 4


5.
Develop fine psychomotricity




6.
Establish a routine to end the lesson
7.
Review the numbers
Put the flashcard of 3 on the board, say three and give
3 claps as you count one, two, three. Ask the children
to do the same. Repeat with other numbers.
Call 5 children to the front of the class, point to them
and say five. Next, point to them one by one and say
one, two, three, four, five (Listen and chant CB p. 33).
Sing a song to practise number 5. Play the CD
audition and say listen. Listen and repeat (Listen and
chant CB p. 33).
Show a selection of groups of 5 classroom objects
(pencils, chairs, books, etc) and say five for them to
repeat. Count them (Count CB p. 33).
Hand each child their CB open on p. 33 and say count
the bugs. Point to them and count them (Count CB p.
33).
With your back to the class, write a 5 in the air with a
finger as seen in the book while you pronounce five
(Trace the number CB p. 33).
Write a 5 with dots on the board as seen in the book
and show how to trace the number in two steps.
Practise tracing the number with a finger in the CB
(Trace the number CB p. 33).
Ask them to find striped lines in the bugs. Trace with
a finger over the striped lines of the caterpillar tunnel.
Repeat with a pencil. (Trace the picture CB p. 33).
Time
5’
Material
CD: tracks 1, 2,
38
Flashcards: 6770
Photocopies: p.
84 TB
5’
5’
Sing the Goodbye song.
EXTRA TIME

Hand the copies of p.84 of the TB and say four and
have children find the number and repeat it. Trace the OC/OE
number.

Say count the bugs for them to count pointing to them.
Repeat with the 5.
OC/OE/WE
OC/OE
GA
5’
GA/IA
10’
GA/IA
129
UNIT 5: TOYS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review iguana
Activities

Sing the Hello song.

Perform the action related with iguana. The children OE
are to say /ɪ/ iguana.
GA
3.

Put the flashcard of jam on the board and say jam for OC/OE
the children to repeat. Ask them if they like jam and
when they eat it (Listen and chant CB p. 34).
Ask them if they can hear the initial sound of the
OC/OE
word. Pronounce /dʒ/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat
OC/OE
(Listen and chant CB p. 34).
GA
Learn the letter j and the /dʒ/ sound


SESSION 5

4.
Relate the vocabulary with an action
5.
Learn to trace the j




6.
Develop fine psychomotricity

7.
Skills
OC/OE
Pretend to be spreading jam with the shape of letter j
on a toast and repeat the word /dʒ/ jam. The children OC/OE
repeat the action, the sound and the word (Act CB p.
34).
With your back to the class, write a j in the air with a
finger as seen in the book while you pronounce /dʒ/
jam (Trace the letter CB p. 34).
Write the j with dots on the board as described in the
book and show how to trace the letter.
Hand each child their CB open on p.34 to practise
tracing the letter with a finger (Trace the letter CB p.
34).
Ask them what they think they should trace in the
picture. Trace with a finger over the j on the toast
(Trace the picture CB p. 34).
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
39-40
Flashcards: 5051
10’
GA
GA
GA
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
OC/OE
GA
10’
Sing the Goodbye song.
Establish a routine to end the lesson
5’
130
UNIT 5: TOYS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review jam
Activities

Sing the Hello song.
Skills
OC/OE

Perform the action related with jam. The children are OE
to say /dʒ/ jam.
3.

Put the flashcard of kite on the board and say kite for OC/OE
the children to repeat. Ask the children if they like kites
(Listen and chant CB p. 34).
Ask if they can hear the initial sound of the word. OC/OE
Pronounce /k/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 34).
Interact.
GA
GA
Time
5’
Material
CD: tracks 1, 2,
39-40
Flashcards: 5051
GA
Learn letter k and the /k/ sound


10’
GA
GA
SESSION 6
GA
4.
Relate the vocabulary with an action
5.
Learn to trace the k

Pretend to be flying a kite and repeat the word /k/ kite. OC/OE
Children are to repeat the action, the sound and the
word (Act CB p. 34).

With your back to the class, write a k in the air with a
finger as seen in the book, at the same time as you
pronounce /k/ kite (Trace the letter CB p. 34).
Write the k with dots on the board as it appears in the
book and show how to trace the letter in two steps.
Hand each child their CB open on p. 34 to practise
tracing the letter with a finger (Trace the letter CB p.
34).
Ask what they think they should trace in the picture.
Trace with a finger over the kite (Trace the picture CB
p. 34).
GA


6.
7.
Develop fine psychomotricity
Establish a routine to end the lesson


10’
WC/OC
GA
WC
IA
WE
IA
OC/DE
GA
Sing the Goodbye song.
OC/OE
5’
131
UNIT 5: TOYS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the toys
Activities

Sing the Hello song.

Put the flashcards of the toys around the class. Say OC
stand up! Name a toy for the children to find it and stay
next to the corresponding flashcard. Repeat with other
toys.
GA
3.

Hand each child their CB open on p. 35. Point to the OC/OE
frames of the story in order. Talk about what they see
in the pictures and guess who the present is for (Look
and listen CB p. 35).
Play the CD audition and say listen. Allow the OC
children to follow the story in their books. Stop half
way and tell them to look at the second frame (Look
and listen CB p. 35).
Ask the children what they think happens in the story. OC/OE
Listen to the story again (Look and listen CB p. 35).
GA
Develop listening skills following a
story
SESSION 7



4.
Understand the vocabulary within a
context


5.
Establish a routine to end the lesson
6.
Consolidate vocabulary of the unit
Skills
OC/OE
Act out the story in pairs. The children are to imagine
that there is a great present between Pat and Jig. Listen OC
to the first line of the story, Pat points to the present
and opens it (using mime). Listen to the rest, Pat points
to the present looking very happy and Jig also looks
happy Repeat with other pairs of children (Listen and
act CB p. 35).
As they grow familiar with the story, they can repeat
some words, but if they prefer to remain in silence, OC/OE
they can do so. (Listen and act CB p. 35).
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
41
Flashcards: 1720
10’
GA
GA
GA
10’
GA
Sing the Goodbye song.
OC/OE
EXTRA TIME

Wrap up some classroom objects/toys in different
colours (those they know already) before the class.
OC/OE

Call out different volunteers for them to choose a
present and open it.

Ask what’s this? For them to answer It’s a green bag;
etc.
GA
5’
gA
5’
132
UNIT 6: BODY
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the toys
Activities

Listen to the Hello song to begin the lesson

Show the flashcards of the toys and ask what’s this? OC/OE
for the children to say it’s a teddy, etc.
GA
3.

Put the flashcards on the board in the following order: OC/OE
arm, hand, head, leg. Point and pronounce. Repeat
(Listen and say CB p. 36).
Play the CD audition and say listen. The children are OC/DE
to point to the flashcards as they hear the parts of the
body.
Listen to the CD again, stopping after each part of the OC/OE
body for children to repeat in group and individually
(Listen and say CB p. 36).
GA
Hand each child their CB open on p.36 and ask OC/OE
questions about the picture (who can they see? Where
are they? What are they doing? What can they see?)
(Listen and find CB p. 36).
Explain to the children that they are to point to the OC/DE
shaded parts of the body when they hear them. Say
listen and play the audition stopping whenever
necessary (Listen and find CB p. 36).
GA
Hand the children the stickers of the parts of the body OC
and say it’s sticker time! (Stick and say CB p. 36).
Showing the stickers of a child point to his/her arm
and say arm for the children to repeat. Find the sticker OC/OE/DE
and stick it on the picture. Repeat with the other
stickers (Stick and say CB p. 36).
GA
Identify 4 parts of the body


SESSION 1





4.
5.
Sing the song to end the lesson
Skills
OC
Interact.
GA
Time
5’
10’
Material
CD: tracks1, 2,
42-43
Flashcards: 2124
Photocopies: p.
85 TB
GA
GA/IA
5’
GA/IA
10’
GA/IA
Listen to the Goodbye song to end the lesson.
OC/OE
EXTRA TIME

Hand them a copy of p.85 of the TB. Point to the head
and say head. Trace the outline of the head with a
Consolidate the structure and perform
finger. Repeat with other parts of the body.
OC/OE
a colouring activity
GA
IA
5’
133
UNIT 6: BODY
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review parts of the body
Activities

Sing the Hello song.


3.
Learn a song to help them learn the
parts of the body and follow
instructions with Touch your…


SESSION 2
4.
Sing a song


5.
Develop fine psychomotricity
through tracing



6.
7.
Skills
OC
Interact.
GA
Show the flashcards one by one and say the name of OE
the parts of the body.
Point to the head, arm, hand and leg randomly and in
silence for children to say the words.
GA
Play the CD audition and say listen to the song. Point OC
to the part of the body mentioned in the song to
reinforce the meaning (Listen and sing CB p. 37).
Listen to the CD again, stopping after each phrase to
sing after the teacher (Listen and sing CB p. 37).
OC/OE
GA
Say Stand up! And sing the song using the CD if you
wish, pointing to the part of the body mentioned or
clapping (Sing and do CB p. 37).
OC/OE
Repeat encouraging the children to sing the song (Sing
and do CB p. 37).
OC/OE
Give the instructions of the song randomly for
children to point to the parts of their body or clap.
Hand each child their CB open on p. 37. They are to OC/DE
listen to what Pat says. Say Touch your head for the
children to find the right picture. Show them the
pictures in the book (Trace and join CB p. 37).
Point to the first picture of Jig and ask what he is
saying (Touch your head). Trace the first line joining
the two pictures with a finger. Repeat with other
pictures (Trace and join CB p. 37).
OC/WE
Sing the Goodbye song to end the lesson.
Time
5’
Material
CD: tracks 1,2,
44
Flashcards: 2124
10’
GA
GA
5’
GA
GA
10’
IA
Establish a routine to end the lesson
Revise and consolidate the
vocabulary in the unit
EXTRA TIME

Sing the song again pointing to the pictures in the CB. OC/OE
Point to Pat in the first verse and to Jig in the second
one.

Give the instructions randomly for the children to
follow them.
OC/DE
GA
GA
5’
OC
GA
134
SESSION 3
UNIT 6: BODY
OBJECTIVES
Activities
1. Establish a routine to begin the lesson 
Sing the Hello song.
2. Warm up! Review the parts of the
body

Draw a person on the board and ask the children to
say the parts of the body as they are added to the
drawing. .
3. Learn letter l and the /l/ sound

Put the flashcard of lion on the board and say lion for
the children to repeat. Talk about the lions Have you
seen one? Where do they live? Etc (Listen and chant
CB p. 38).

Ask if they can hear the initial sound of the word.
Pronounce /l/ for the children to repeat.

Play the CD audition and say listen. Listen and repeat
(Listen and chant CB p. 38).
4. Relate the vocabulary with an action

Shape the mane of the lion around its head at the same
time as you pronounce /l/ lion. The children repeat the
action, the sound and the word (Act CB p. 38).
5. Learn to trace the l

With your back to the class, write a l in the air with a
finger as it appears in the book while you pronounce /l/
lion (Trace the letter CB p. 38).

Write the l with dots on the board as is seen in the
book and show how to trace the letter.

Hand each child their CB open on p. 38 to practise
tracing the letter with a finger (Trace the letter CB p.
38).
6. Develop fine psychomotricity

Ask what they think they should trace in the picture.
Trace with a finger on the lines of the lion’s mane
(Trace the picture CB p. 38).
7.
Establish a routine to end the lesson

Skills
OC/OE
Interact.
GA
OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
EC/OC
GA
EC
GA
WE
IA
OC/DE
IA
OC/OE
GA
Time
5’
Material
CD: tracks 1, 2,
45-46
Flashcards: 5253
10’
10’
Sing the Goodbye song.
5’
135
UNIT 6: BODY
SESSION 4
OBJECTIVES
Activities
1. Establish a routine to begin the lesson 
Sing the Hello song.
2. Learn letter m and the /m/ sound.

Put the flashcard of moon on the board and say moon
for the children to repeat. Talk about the moon, etc.
(Listen and chant CB p. 38).

Ask if they can hear the initial sound of the word.
Pronounce /m/ for the children to repeat.

Play the CD audition and say listen. Listen and repeat
(Listen and chant CB p. 38).
Skills
OC/OE
Interact.
GA
Time
5’
OC/OE
GA
10’
OC/OE
GA
OC/OE
GA
3.
Relate the vocabulary with an action

Make the shape of the crescent moon with a hand as OC/OE
you pronounce /m/ moon. The children repeat the
action, the sound and the word (Act CB p. 38).
GA
4.
Learn to trace the m

With your back to the class, write an m in the air with WC /OC
a finger as it appears in the book, while your
pronounce /m/ moon (Trace the letter CB p. 38).
Write the m with dots on the board as it appears in the WC
book and show how to trace the letter in one step.
Hand each child their CB open on p.38 to practise
WE
tracing with a finger (Trace the letter CB p. 38).
GA


5.
6.
Develop fine psychomotricity
Establish a routine to end the lesson


Ask what they think they should trace in the book.
Trace with a finger over the moon outline (Trace the
OC/DE
picture CB p. 38).
Material
CD: tracks 1, 2,
45-46
Flashcards: 5253
10’
GA
IA
IA
Sing the Goodbye song.
OC/OE
GA
5’
136
UNIT 6: BODY
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review numbers 1-5
3.
Activities

Sing the Hello song.
Skills
OC/OE
Interact.
GA

WC/OC/OE
GA
OC
GA
OC/OE
GA
OC/OE
GA
WC/OE
IA
OC/WC
GA
5’
WC
GA
5’
WE
IA
OC/WE
GAIA
Count to 6

SESSION 5
4.
Identify sets of 6 objects


5.
Develop fine psychomotricity





6.
Establish a routine to end the lesson
7.
Review the numbers
Put the flashcards of the numbers on the board in
order. Point to them and name them several times.
Encourage the children to repeat them. Ask the
children to close their eyes and turn round a flashcard.
When they open them, they are to say which number is
turned around.
Call the 6 children to the front, point to them and say
six. After pointing to them one by one, say one, two,
three, four, five, six (Listen and chant CB p. 39).
Sing a song to practise number 6. Play the CD audition
and say listen. Listen and repeat (Listen and chant CB
p. 39).
Show a selection of sets of 6 classroom objects
(pencils, chairs, books, etc) and say six for the children
to repeat (Count CB p. 39).
Hand each child their CB open on p. 39 and say count
the bugs. Point to them and count them (Count CB p.
39).
With your back to the class, write a 6 in the air with a
finger as it is seen in the book, while you pronounce six
(Trace the number CB p. 39).
Write a 6 with dots on the board as described in the
book and show how to trace the number.
Practise tracing the number with a finger in the CB
(Trace the number CB p. 39).
Ask them to find the striped lines in the bugs. Trace
with a finger over the striped lines of the snails (Trace
the picture CB p. 39).
Time
5’
Material
CD: tracks 1, 2,
47
Flashcards: 6771
5’
5’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Say a number randomly from 1 to 6 for the children to
show the right number of fingers. Repeat with different OC
numbers.
GA
5’
GA
10’
137
UNIT 6: BODY
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review lion, moon
Activities

Sing the Hello song.

Perform actions related with lion and moon. Children OE
are to say sounds and letters.
GA
3.

Put the flashcard of net on the board and say net for OC/OE
the children to repeat. Talk about football and how to
score a goal (Listen and chant CB p. 40).
Ask them if they hear the initial sound of the word.
OC/OE
Pronounce /n/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat
OC/OE
(Listen and chant CB p. 40).
GA
Learn letter n and the /n/ sound


SESSION 6

4.
Relate the vocabulary with an action
5.
Learn to trace the n




6.
Develop fine psychomotricity

7.
Establish a routine to end the lesson
8.
Review the letters learnt so far
Skills
OC/OE
Pretend to kick a ball and repeat the word /n/ net. The
children repeat the action, the sound and the word (Act OC/OE
CB p. 40).
With your back to the class, write an n in the air with a
finger as it appears in the book, while your pronounce
/n/ net (Trace the letter CB p. 40).
Write the n with dots on the board as it appears in the
book and show them how to trace the letter.
Hand each child their CB open on p. 40 to practise
tracing the letter with a finger (Trace the letter CB p.
40).
Ask them to find the striped lines of the picture and
show them how to trace over the net in the goal. Trace
over the line with a finger starting at the dot. (Trace the
picture CB p. 40).
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
48
Flashcards: 54
10’
GA
GA
GA
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
10’
Sing the Goodbye song.
EXTRA TIME

Perform the actions related with letters a-n randomly OC/OE
for children to say the word and join in to perform the
action.
OC/OE
GA
5’
GA
5’
138
UNIT 6: BODY
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the parts of the
body
Activities

Sing the Hello song.

Put the flashcards of the parts of the body around the OC
class. Say Stand up!, name a part for children to find it
and stay next to the corresponding flashcard. Repeat
several times.
GA
3.

Hand each child their CB open on p. 41. Point to the OC/OE
frames of the story in order. Talk about what they see
in the pictures and what Jig and Pat have (Look and
listen CB p. 41).
Play the CD audition and say listen. Allow the OC
children to follow the story in their books. Stop half
way and tell them to look at the second scene (Look
and listen CB p. 41).
Ask the children what they think happens in the story. OC/OE
Listen to the story once more (Look and listen CB p.
41).
GA
Act out the story in groups of 3 pretending to be Pat, OC
Jig and the doll. Listen to the first line of the story; Pat
and Jig touch their head. Listen to the rest, Pat, Jig and
the doll clan their hands. Repeat with other groups of
children (Listen and act CB p. 41).
As they grow familiar with the story, they can repeat OC/OE
some words, but if they prefer to remain silent, they
may do so (Listen and act CB p.41).
gA
Develop listening skills following a
story
SESSION 7


4.
Understand the vocabulary within a
context


Skills
OC/OE
5.
Establish a routine to end the lesson

6.
Consolidate the vocabulary in the
unit
EXTRA TIME

Perform an action game to practise instructions. Say OC
Stand up and sit down from unit 3.

Give instructions randomly for children to follow
them. Perform the actions with them at the beginning,
until they grow more confident
Sing the Goodbye song.
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
49
Flashcards: 2124
10’
GA
GA
10’
GA
GA
5’
GA
5’
139
UNITES 5 Y 6: REVIEW 1
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the actions related
with letters i-n
Activities

Sing the Hello song.

Perform the actions related with letters (i-n) for the OC/OE
children to identify the sounds and the words and join
in performing the actions.
GA
3.

Hand each child their CB open on p. 42. Ask them to
say the word for each picture. Show the corresponding
flashcard while they say the words (Look and say CB
p. 42).
Show the flashcards again, but this time, do so
randomly for them to say the words again (Look and
say CB p. 42).
Write letters i-n on the board. Point to them for the
children to say the sounds (Stick and say CB p. 42).
Show the flashcard of iguana and pronounce the word.
Ask which the initial sound of the word is. Put the
flashcard next to letter i. Repeat with jam, kite, lion,
moon and net (Stick and say CB p. 42).
Hand the children the stickers of letters i-n and say it’s
sticker time! Say iguana … /ɪ/ and point to the letter
and picture on the board. Ask the children to identify
the sticker for /ɪ/ and stick it next to the picture of the
iguana in their book. Repeat with the remaining
sounds (Stick and say CB p. 42).
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE/DE
GA/IA
10’
GA
5’
Review the vocabulary in lessons 5
and 6
REINFORCEMENT SESSION 1





4.
Sing a song to review the letters
5.
Establish a routine to end the lesson
6.
Review sounds with a fun activity

Skills
OC/OE
Sing a song to help them remember the sounds. Play
the CD audition and say listen. Listen and repeat. OC/OE
Encourage them to perform the actions for each word
(Listen and chant CB p. 42).
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
50
Flashcards: 4954
Photocopies: p.
86 TB
5’
5’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Hand them each a photocopy of p. 86 of the TB. Say
/k/ and ask if they can find in the picture something OC/OE/DE
beginning with that sound (kite). When they find the
kite, they are to repeat the sound, say the word and
perform the action. Repeat with the other sounds at
random. Colour the pictures.
GA
GA/IA
10’
140
REINFORCEMENT SESSION 2
UNITES 5 Y 6: REVIEW 2
OBJECTIVES
Activities
1. Establish a routine to begin the lesson 
Sing the Hello song.
2. Warm up! Review numbers
3. Review vocabulary

Sing the numbers song in lesson 4.

Hand each child their CB open on p. 43. Ask them to
say numbers 2-6 in order and point to them in their
book (Look and say CB p. 43).

Showing the book, point to the picture of the bags and
say bags for children to point to them. Repeat with
other objects (Look and say CB p. 43).
4. Develop fine psychomotricity

Holding the book show them how to trace the line
between the 2 and the bags with a finger for children to
trace it (Join CB p. 43).

Point again to number 2 and say two, trace the line to
the bags and point to them saying bags. Point to 2 of
the bags and count one, two. Repeat. The children
repeat counting in their books (Join CB p. 43).
5. Count to 6

Quickly colour 2 of the bags and show the book.
Count again one, two. Ask children to colour 2 of the
bags in their books (Count and colour CB p. 43).

Repeat the process with the remaining numbers. Count
the coloured objects with the children (Count and
colour CB p. 43).

6.
Review vocabulary


7.
Establish a routine to end the lesson
8.
Sing a review song
Skills
OC/OE
Interact.
GA
Time
5’
OC/OE
OC/OE
GA
GA
5’
OC/OE
GA
WC
IA
OC/OE
GA
WC/DE
GA/IA
WC/DE/OE
GA/IA
Review all the words learnt in lessons 5 and 6
showing the flashcards asking them to say each word
or sound accordingly and performing the actions OC/OE
(Round-up CB p. 43).
Tell the children that they already know all the words
and numbers they just revised and that they can now
stick a smiley face on the page for having learnt so OC/DE
much English. Hand them the stickers for them to find
the smiley face and stick it in the corner of the page
(Round-up CB p. 43).
GA
Material
CD: tracks 1, 2,
47, 36, 44
Flashcards: 1724, 49-54, 71-72
5’
10’
5’
IA
Sing the Goodbye song.
EXTRA TIME

Sing the song or songs in lesson 2 of units 5 and 6.
CO/EO
GA
CO/EO
GA
5’
141
UNIT 7: CLOTHES
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the parts of the
body
Activities
Skills

Listen to the Hello song to begin the lesson
OC

Say arm for the children to point to their arm. Repeat
with head, hand and leg.
OC

3.
Identify 4 clothing items


SESSION 1





4.
5.
Sing the song to end the lesson
Put the flashcards on the board in the following order:
shirt, shoes, skirt, trousers. Point and pronounce. OC/OE
Repeat (Listen and say CB p. 44).
Play the CD audition and say listen. The children are
to point to their flashcards as they hear the names of OC/DE
the clothes.
Listen to the CD again, stopping after each clothing
item for children to repeat in group and individually OC/OE
(Listen and say CB p. 44).
Hand each child their CB open on p. 44 and ask
questions about the picture (who can they see? Where OC/OE
are they? What are they doing? What can they see?)
(Listen and find CB p. 44).
Explain to the children that they are to point to the
clothes that are shaded when they hear them. Say listen OC/DE
and play the audition stopping whenever necessary
(Listen and find CB p. 44).
Hand the children the clothes stickers and say it’s
sticker time! (Stick and say CB p. 44).
OC
Showing one of the children’s stickers, point to the
shoes and say shoes for the children to repeat. Find the
sticker and stick it on the picture. Repeat with the other OC/OE/DE
stickers (Stick and say CB p. 44).
Listen to the Goodbye song to end the lesson.
OC/OE
EXTRA TIME

Hand them a copy of p.87 of the TB. Point to the
trousers and say trousers for the children to point and
repeat. Say red trousers for them to colour the trousers
Consolidate the structure and perform
red. Repeat with other clothes.
OC/OE/DE
a colouring activity

While they perform the activity, ask them one by one
to say the name of the clothing item and the colour.
Interact.
GA
Time
5’
GA
GA
10’
Material
CD: tracks1, 2,
51-52
Flashcards: 2528
Photocopies: p.
87 TB
GA
GA/IA
GA
5’
GA/IA
GA
10’
GA/IA
GA
IA
10’
142
UNIT 7: CLOTHES
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review clothing items
Activities

Sing the Hello song.


3.
Learn a song to help them learn
clothing items and expressions


4.
Sing a song
SESSION 2



5.
Develop fine psychomotricity
through tracing and colouring


6.
Skills
CO
Interact.
GA
Show the flashcards one by one and say the name of EO
the clothing item.
Point to something you or one of the children is
wearing at random and in silence for the children to say
the words.
CO
Put the flashcards around the class. Play the CD
audition and say listen to the song. Point to the
flashcards when they are mentioned in the song to
reinforce meaning (Listen and sing CB p. 45).
CO/EO
Listen to the CD again, stopping after each phrase to
sing after the teacher (Listen and sing CB p. 45).
GA
Show the doll the book and say Look! It’s a doll. CO/EO
Explain that it is the doll that sings the song and that
they will pretend to be the doll.
Say Stand up! And sing the song using the CD if you CO/EO
wish, pointing to the clothing items and to themselves
when they hear And this is me! (Sing and do CB p. 45).
Repeat encouraging children to sing the song (Sing
and do CB p. 45).
CO/EO
GA
Hand each child their CB open on p. 45. Point to the
skirt and say This is a skirt for the children to repeat. CO/EO
Show how to trace a line between the two identical
clothing items with a finger (Trace and colour CB p.
45).
Point to the doll’s short and say This is a yellow shirt
for the children to repeat. Quickly colour the picture of CO/EO/ED
the shirt in yellow and show it And this is a yellow
shirt. The children are to trace the lines joining the
identical items and colouring them in the same colour
as the doll’s (Trace and colour CB p. 45).
GA
Time
5’
Material
CD: tracks 1,2,
53
Flashcards: 2528
10’
GA
5’
GA
GA
GA
10’
IA
Establish a routine to end the lesson

Sing the Goodbye song to end the lesson
CO/EO
GA
143
UNIT 7: CLOTHES
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review clothing items
Activities

Sing the Hello song.

Show the flashcard of an item and say This is a or OC/OE
These are…for children to complete the phrase.
GA
3.

Put the flashcard of octopus on the board and say OC/OE
octopus for the children to repeat it. Talk about
octopuses. Where do they live? (Listen and chant CB
p. 46).
OC/OE
Ask them if they can hear the initial sound of the
OC/OE
word. Pronounce /ɒ/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat
(Listen and chant CB p. 46).
OC/OE
Move your arms as if they were the octopus’s
tentacles as you pronounce /ɒ/ octopus. The children
repeat the action, the sound and the word (Act CB p.
46).
WC/OC
With your back to the class, write an o in the air with a
finger as it appears in the book, while pronouncing /ɒ/
WC
octopus (Trace the letter CB p. 46).
Write the o with dots on the board as seen in the book
and show how to trace the letter.
Hand each child their CB open on p. 46 to practise WE
tracing the letter with a finger (Trace the letter CB p.
46).
Ask what they think they are to trace in the picture. OC/DE
Trace with your finger over the outline of the octopus
(Trace the picture CB p. 46).
GA
Learn letter o and the /ɒ/ sound


SESSION 3
4.
Relate vocabulary with an action

5.
Learn to trace the o



6.
Develop fine psychomotricity

7.
Establish a routine to end the lesson
Skills
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 54-55
Flashcards: 5556
10’
GA
GA
GA
GA
10’
GA
IA
IA
GA

Sing the Goodbye song.
OC/OE
5’
144
UNIT 7: CLOTHES
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Learn letter p and the /p/ sound
Activities

Sing the Hello song.



SESSION 4

3.
Relate the vocabulary with an action
4.
Learn to trace the p




5.
Develop fine psychomotricity

6.
Skills
OC/OE
Put the flashcard of pizza on the board and say pizza OC/OE
for the children to repeat. Talk about pizzas. Do
children like pizzas? (Listen and chant CB p. 46).
Ask if they can hear the initial sound of the word.
OC/OE
Pronounce /p/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat
(Listen and chant CB p. 46).
OC/OE
Pretend to be cutting a pizza in 3 slices as you
pronounce /p/ pizza. The children repeat the action, the OC/OE
sound and the word (Act CB p. 46).
With your back to the class, write a p in the air with
your finger as seen in the book, while you pronounce
/p/ pizza (Trace the letter CB p. 46).
Write the p with dots on the board as seen in the book
and show how to trace the letter in one step
Hand each child their CB open on p. 46 to practise
tracing the letter with a finger (Trace the letter CB p.
46).
Ask what they think they are to trace in the picture.
Trace over the outline of the pizza slice with a finger
(Trace the picture CB p. 46).
Interact.
GA
Time
5’
GA
10’
Material
CD: tracks 1, 2,
54-55
Flashcards: 5556
GA
GA
GA
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
OC/OE
GA
10’
Sing the Goodbye song.
Establish a routine to end the lesson
5’
145
UNIT 7: CLOTHES
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review numbers 1-6
Activities

Sing the Hello song.


3.
Count to 7


SESSION 5
4.
Identify sets of 7 objects


5.
Develop fine psychomotricity




Skills
OC/OE
Put the flashcards of the numbers on the board in WC/OE
order. Point to them for the children to name them.
Repeat pointing to the flashcards this time at random.
Point to a flashcard for the children to show the WC
corresponding number of fingers. Repeat with other
numbers for the children to show the corresponding
number of fingers. Repeat with other numbers.
OC/OE
Call 7 children to the front of the class, point to them
and say seven. Next, point to them one by one and say
one, two, three, four, five, six, seven (Listen and chant
CB p. 47).
OC/OE
Sing a song to practise number 7. Play the CD
audition and say listen. Listen and repeat (Listen and
chant CB p. 47).
WC/OE
Show a selection of sets of 7 classroom objects
(pencils, chairs, books, etc) and say seven for the
children to repeat (Count CB p. 47).
OC/OE
Hand each child their CB open on p. 47 and say count
the bugs. Point to them and count them (Count CB p.
47).
WC
With your back to the class, write a 7 in the air with a
finger as seen in the book, while you pronounce seven
(Trace the number CB p. 47).
WC
Write a 7 with dots on the board as seen in the book
and show how to trace the number.
Practise tracing the number with a finger in the CB WE
(Trace the number CB p. 47).
Ask them to find striped lines in the bugs. Trace with OC/DE
a finger on the striped lines of the caterpillars (Trace
the picture CB p. 47).
6.
Establish a routine to end the lesson

7.
Review the numbers
EXTRA TIME

Hand photocopies of p.88 of the TB and say six for the OC/OE/WE
children to find the number and repeat. Trace the
number. Say Count the bugs for them to point and
count. Repeat with number 7.
Sing the Goodbye song.
OC/OE
Interact.
GA
Time
5’
GA
Material
CD: tracks 1, 2,
56
Flashcards: 6772
GA
GA
5’
GA
IA
5’
GA
GA
5’
GA
5’
IA
IA
GA
5’
GA/IA
10’
146
SESSION 6
UNIT 7: CLOTHES
OBJECTIVES
Activities
1. Establish a routine to begin the lesson 
Sing the Hello song.
2. Warm up! Review octopus, pizza

Perform the actions related with octopus and pizza.
The children are to say the sounds and the letters.
3. Learn letter q and the /kw/ sound

Put the flashcard of queen on the board and say queen
for the children to repeat. Explain what it means and
ask do queens wear one? And where do they live?
(Listen and chant CB p. 48).

Ask if they can hear the initial sound of the word.
Pronounce /kw/ for children to repeat.

Play the CD audition and say listen. Listen and repeat
(Listen and chant CB p. 48).
4. Relate the vocabulary with an action

Put your arms as if you were seated on a throne with
an elegant expression and repeat the word /kw/ queen.
The children repeat the action, the sound and the word
5. Learn to trace the q
(Act CB p. 48).



6.
Develop fine psychomotricity

With your back to the class, write a q in the air with a
finger as it appears in the book while you pronounce
/kw/ queen (Trace the letter CB p. 48).
Write the q with dots on the board as seen in the book
and show how to trace the letter.
Hand each child their CB open on p. 48 to practise
tracing the letter with a finger (Trace the letter CB p.
48).
Ask them to find the striped lines in the picture and
show them how to trace on the peaks of the crown.
Trace with a finger on the line starting at the dot (Trace
the picture CB p. 48).
Skills
OC/OE
Interact.
GA
OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
CE/OC
GA
CE
GA
WE
IA
OC/DE
IA
7.
Establish a routine to end the lesson

8.
Review the letters learnt so far
OC/OE
EXTRA TIME

Perform the actions related with letters a-q randomly
for the children to say the sound and the word and join
OC/OE
in performing an action.
Time
5’
Material
CD: tracks 1, 2,
57
Flashcards: 57
10’
10’
Sing the Goodbye song.
GA
5’
GA
5’
147
UNIT 7: CLOTHES
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review clothing items
3.
Develop listening skills following a
story
Activities

Sing the Hello song.
Show the flashcards of two clothing items and say the OC
name of one of them for the children to point to the
right flashcard.
GA

Hand each child their CB open on p. 49. Point to the OC/OE
frames of the story in order. Talk about what they see
in the pictures (Look and listen CB p. 49).
Play the CD audition and say listen. Allow the
children to follow the story in their book. Stop half way OC
and tell them to look at the second frame (Look and
listen CB p. 49).
Ask the children what they think happens in the story.
Listen to the story again (Look and listen CB p. 49).
OC/OE
GA
SESSION 7


Understand vocabulary within a
context


5.
6.
Establish a routine to end the lesson
Consolidate vocabulary of the unit
and review units 3 and 4
Interact.
GA


4.
Skills
OC/OE
Act out the story in pairs. Listen to the first line of the
story, Baz points to Tess. Listen to the rest, Baz and
Tess point to their clothes, now they are happy. Repeat OC
with other pairs of children (Listen and act CB p. 49).
As they grow familiar with the story they can repeat
some words, but if they prefer, they can remain silent
(Listen and act CB p.49).
Sing the Goodbye song.
OC/OE
EXTRA TIME

Say shirt for the children who are wearing a shirt to
stand up. Check if someone did not stand up or if OC/OE
someone who stood up isn’t wearing a shirt.

Repeat with other clothes and hat and bag.
OC
Time
5’
Material
CD: tracks 1, 2,
58
Flashcards: 2528
10’
GA
GA
GA
10’
GA
5’
GA
5’
GA
148
UNIT 8: FOOD
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review clothing items
3. Identify 4 food items
Activities

Listen to the Hello song to begin the lesson.
Skills
OC
Interact.
GA

OC
GA
OC/OE
GA
OC/DE
GA
OC/OE
GA/IA



SESSION 1

GA/IA

Hand the children the stickers of foods and say it’s OC
sticker time! (Stick and say CB p. 50).
Showing one of the children’s stickers, point to the OC/OE/DE
banana and say banana for the children to repeat. Find
the sticker and stick it in the picture. Repeat with other
stickers. (Stick and say CB p. 50).
Listen to the Goodbye song to end the lesson.
OC/OE
GA
Sing the song to end the lesson
Consolidate the structure
GA
Explain to the children that they are to point to the OC/DE
foods that are shaded when they hear them. Say listen
and play the audition stopping whenever necessary
(Listen and find CB p. 50).

5.
Hand each child their CB open on p. 50 and ask
questions about the picture (who can they see? Where OC/OE
are they? What are they doing? What can they see?)
(Listen and find CB p. 50).


4.
Name a clothing item for children to point to it if they
are wearing it.
Talk about foods, what’s your favourite food? Put the
flashcards on the board in the following order: banana,
biscuit, orange, sandwich. Point and pronounce.
Repeat (Listen and say CB p. 50).
Play the CD audition and say listen. The children are
to point to the flashcards as they hear the names of the
different foods.
Listen to the CD again, stopping after each food item
for the children to repeat in group and individually
(Listen and say CB p. 50).
EXTRA TIME

Hand them a copy of p.89 of the TB. Say two
sandwiches for the children to point to the right dish OC/OE/DE
and repeat. Repeat with the other dishes.

Trace the outline of the dishes with a finger. While
they perform the activity, ask them individually what
there is in each dish.
Time
5’
10’
Material
CD: tracks, 2,
59-60
Flashcards: 2932
Photocopies: p.
89 TB
5’
10’
GA/IA
GA
IA
10’
149
UNIT 8: FOOD
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review foods
Activities

Sing the Hello song.
Skills
OC
Interact.
GA

OC/OE
GA
OC
GA
OC
GA
OC/OE
GA
OC
GA

3.
Learn a song to help them understand
the expression How many?


SESSION 2

4.
Sing a song

Put the flashcards of the different foods on the board
in order saying the name for the children to repeat.
Draw a sandwich on the board. Ask How many? And
answer One! One sandwich. Draw 2 biscuits and ask
How many? Answer Two! Two biscuits. Repeat with 1
banana and 2 oranges (Listen and sing CB p. 51).
Play the CD audition and say listen to the song. Point
to the pictures when they are mentioned in the song,
next, point to the class and to yourself. When they sing
Mmm-mmm, rub your belly and smile (Listen and sing
CB p. 51).
Listen to the CD again, stopping after each phrase to
sing after the teacher (Listen and sing CB p. 51).
Sing the song using the CD if you wish, pointing to
the foods and smiling when you rub your belly (Sing
and do CB p. 51).
Repeat encouraging the children to sing the song (Sing
and do CB p. 51).
Time
5’
Material
CD: tracks 1,2,
61
Flashcards: 2932
10’
5’
GA

5.
Develop fine psychomotricity
through tracing and colouring


6.
Establish a routine to end the lesson
7.
Review vocabulary
Hand each child their CB open on p. 51 and ask them OC/OE
to describe what they see on the plate. Say A sandwich
for the children to point to and repeat. Repeat A
sandwich and show the trace between the sandwiches OC/OE
on both plates. When you get to the second plate, say a
sandwich again (Trace and colour CB p. 51).
Repeat with the rest of the foods asking How many?
The children are to trace the lines joining the identical
dishes and colouring the second plate (Trace and
colour CB p. 51).
OC/OE/DE
Sing the Goodbye song to end the lesson.
EXTRA TIME

Sing the song again pointing to the pictures in the CB. OC/OE
Say the phrases of the song randomly for children to
point to the right food in their book.
OC/OE
GA
10’
IA
GA
GA
5’
150
UNIT 8: FOOD
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review foods
3.
Activities

Sing the Hello song.

Put the flashcards of foods round the class. Name one OC/OE
for the children to find it and stay next to it.

Put the flashcard of rabbit on the board and say rabbit
for the children to repeat. Talk about rabbits. Where do OC/OE
they live? What do they eat? Etc. (Listen and chant CB
p. 52).
Ask if they can hear the initial sound of the word.
OC/OE
Pronounce /r/for the children to repeat.
Play the CD audition and say listen. Listen and repeat
(Listen and chant CB p. 52).
OC/OE
Learn letter r and the /r/sound

SESSION 3


4.
Relate the vocabulary with an action
5.
Learn to trace the r




6.
Develop fine psychomotricity

7.
Skills
OC/OE
Put your arms and legs like a rabbit and hop as you
pronounce /r/ rabbit. The children will repeat the OC/OE
action, the sound and the word (Act CB p. 52).
With your back to the class, write an r in the air with a
finger as seen in the book, while you pronounce /r/
WC/OC
rabbit (Trace the letter CB p. 52).
Write the r on the board with dots, as described in the
book and show how to trace the letter.
Hand each child their CB open on p. 52 to practise WC
tracing the letter with a finger (Trace the letter CB p.
52).
Ask what they think they are to trace in the picture. WE
Trace with a finger on the line left behind by the rabbit
(Trace the picture CB p. 52).
OC/DE
Sing the Goodbye song.
Interact.
GA
Time
5’
GA
GA
Material
CD: tracks 1, 2,
62-63
Flashcards: 5859
10’
GA
GA
GA
10’
GA
GA
IA
IA
5’
Establish a routine to end the lesson
OC/OE
GA
151
UNIT 8: FOOD
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Learn letter s and the /s/ sound
Activities

Sing the Hello song.
Interact.
GA
Time
5’
Put the flashcard of sun on the board and say sun for OC/OE
the children to repeat. Talk about the sun (Listen and
chant CB p. 52).
Ask them if they can hear the initial sound of the OC/OE
word. Pronounce /s/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 52).
GA
10’

Draw a great circle with your arms, closing it over OC/OE
your head and opening it until your hands touch both
sides of your body while you pronounce /s/ sun.
Children will repeat the action, the sound and the word
(Act CB p. 52).
GA

With your back to the class, write an s in the air with a
finger as it appears in the book while you pronounce
/s/ sun (Trace the letter CB p. 52).
Write an s with dots on the board as seen in the book
and show how to trace the letter.
Hand each child their CB open on p.52 to practise
tracing the letter with a finger (Trace the letter CB p.
52).
Ask what they think they should trace in the picture.
Trace with a finger over the sun rays (Trace the picture
CB p. 52).
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
OC/OE
GA


SESSION 4

3.
Relate the vocabulary with an action
4.
Learn to trace the s


5.
6.
Develop fine psychomotricity
Establish a routine to end the lesson


Skills
OC/OE
Material
CD: tracks 1, 2,
62-63
Flashcards: 5859
GA
GA
10’
Sing the Goodbye song.
5’
152
UNIT 8: FOOD
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review numbers 1-7
3.
Activities

Sing the Hello song.

Count to 8


SESSION 5
4.
Identify sets of 8 objects


5.
Develop fine psychomotricity




Skills
OC/OE
Put the flashcards of the numbers on the board in OC/WC/OE
order. Point to them and name them several times.
Encourage children to repeat them. Ask the children to
close their eyes and turn round one flashcard. When
they open their eyes they are to say which number is
turned around.
OC/OE
Call 8 children to the front of the class, point to them
and say eight. Next, point to them one by one and say
one, two, three, four, five, six, seven, eight (Listen and
chant CB p. 53).
OC/OE
Sing a song to practise number 8. Play the CD
audition and say listen. Listen and repeat (Listen and
chant CB p. 53).
WC/EO
Show a selection of groups of 8 classroom objects
(pencils, chairs, books, etc) and say eight for the
children to repeat. (Count CB p. 53).
OC/OE
Hand each child their CB open on p. 53 and say count
the bugs. Point to them and count them (Count CB p.
53).
WC
With your back to the class, write an 8 in the air with a
finger as it appears in the book while you pronounce
eight (Trace the number CB p. 53).
WC
Write an 8 with dots on the board as seen in the book
and show how to trace the number.
Practise tracing the number with a finger in the CB WE
(Trace the number CB p. 53).
Ask them to find striped lines in the bugs. Trace with OC/DE
a finger over the lines left by the flight of the bees
(Trace the picture CB p. 53).
6.
Establish a routine to end the lesson

7.
Review the numbers
EXTRA TIME

Show the flashcard of numbers 1-8 for the children to WC/OE
say the number and show the right number of fingers.

Repeat with other numbers showed randomly.
Sing the Goodbye song.
OC/OE
Interact.
GA
Time
5’
GA
GA
Material
CD: tracks 1, 2,
64
Flashcards: 6774
5’
GA
IA
5’
GA
GA
5’
GA
5’
IA
IA
GA
5’
GA
5’
153
UNIT 8: FOOD
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review rabbit, sun
Activities

Sing the Hello song.

Perform the actions related with rabbit and sun. The OE
children are to say the sounds and the letters.
GA
3.

Put the flashcard of table on the board and say table OC/OE
for the children to repeat. (Listen and chant CB p. 54).
Ask if they can hear the initial sound of the world.
OC/OE
Pronounce /t/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat
OC/OE
(Listen and chant CB p. 54).
GA
Learn letter t and the /t/ sound


SESSION 6

4.
Relate the vocabulary with a song
5.
Learn to trace the t




6.
Develop fine psychomotricity

7.
Establish a routine to end the Lesson
8.
Review the letters learnt so far
Skills
OC/OE
Move the hands downwards as if resting them on the
table and repeat the word /t/ table. The children repeat OC/OE
the action, the sound and the word (Act CB p. 54).
With your back to the class, write a t in the air with a
finger as is seen in the book, while you pronounce /t/
WC/OC
table (Trace the letter CB p. 54).
Write the t with dots on the board as appears in the
book and show how to trace the letter in two steps.
Hand each child their CB open on p.54 to practise WC
tracing the letter with a finger (Trace the letter CB p.
54).
Ask the children what they think they are to trace in WE
the picture. Trace with a finger over the legs of the
table, starting at the dot. (Trace the picture CB p. 54).
OC/DE
Sing the Goodbye song.
EXTRA TIME

Perform the actions related with letters a-t randomly
for children to say the sound and the word and join in OC/OE
for the action.
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
65
Flashcards: 60
10’
GA
GA
GA
GA
10’
GA
IA
IA
GA
5’
GA
5’
154
UNIT 8: FOOD
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the different food
items
3.
Activities

Sing the Hello song.
Use real food if possible. Show 3 bananas and ask OC
How many? For the children to answer three. Say Yes,
three. Three bananas. Repeat with different biscuits
and numbers.
GA

Hand each child their CB open on p. 55. Point to the OC/OE
frames of the story in order. Talk about what they see
in the images (Look and listen CB p. 55).
Play the CD audition and say listen. Allow the
children to follow the story in their books. Stop half OC
way and tell them to look at the second frame (Look
and listen CB p. 55).
Ask the children what they think happens in the story.
Listen to the story again (Look and listen CB p. 55).
OC/OE
GA
Develop listening skills following a
story
SESSION 7


Understand vocabulary within a
context


5.
Establish a routine to end the lesson
6.
Consolidate vocabulary of the unit
and review vocabulary from other
units
Interact.
GA


4.
Skills
OC/OE
Act out the story in pairs. Listen to the first line of the
story, Baz looks at mum and shows 4 fingers. Listen to
the second line; mum pretends to hold a biscuit in one OC
hand and an orange in another. Repeat with other pairs
of children (Listen and act CB p. 55).
As they grow familiar with the story, they can repeat
some words but if they prefer to remain silent they may
do so (Listen and act CB p.55).
OC/OE
Sing the Goodbye song.
EXTRA TIME

Put the flashcards of the foods together with apple, OC/OE
egg, fish, jam around the class. Ask the children to stay
next to the food they like the most.

Name foods randomly for them to stand next to the OC
right flashcard.
Time
5’
Material
CD: tracks 1, 2,
66
Flashcards: 2932, 41, 45, 46, 50
Bananas and
biscuits
10’
GA
GA
gA
10’
GA
GA
5’
GA
5’
155
UNITES 7 Y 8: REVIEW 1
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the actions related
with letters o-t
Activities

Sing the Hello song.

Perform the actions related with letters (o-t) for the OC/OE
children to identify sounds and words and for them to
join in performing the actions
GA
3.

Hand each child their CB open on p. 56. Ask them to
say the word for each picture. Show the corresponding
flashcard while they say the words (Look and say CB
p. 56).
Show the flashcards again, but this time do it
randomly for them to say the words again (Look and
say CB p. 56).
Write the letters o-t on the board. Point to them for
children to say the sounds (Stick and say CB p. 56).
Show the flashcard of octopus and pronounce the
word. Ask for the initial sound of the word. Put the
flashcard next to letter o. Repeat with pizza, queen,
rabbit, sun, table (Stick and say CB p. 56).
Hand the children the stickers of letters o-t and say it’s
sticker time! Say octopus … /ɒ/ and point to the letter
and picture on the board. Ask the children to identify
the sticker for /ɒ/ and stick it next to the picture of the
octopus in their books. Repeat with the rest of the
sounds. (Stick and say CB p. 56).
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE/DE
GA/IA
10’
GA
5’
Review vocabulary from lessons 7
and 8

SESSION DE REFUERZO 1




4.
Sing a song to review letters
5.
Establish a routine to end the lesson

6.
Skills
OC/OE
Sing a song to help them remember the sounds. Play
the CD audition and say listen. Listen and repeat. OC/OE
Encourage them to perform the actions of each word
(Listen and chant CB p. 56).
Sing the Goodbye song.
OC/OE
EXTRA TIME
Review the sounds with a fun activity 
Hand photocopies of p. 90 of the TB. Say /s/ and ask
if they can find something in the picture that begins
with that sound (sun). When they find the sun they are OC/OE/DE
to repeat the sound, say the word and perform the
action. Repeat with other sounds at random. Colour the
6 pictures.

Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
67
Flashcards: 5560
Photocopies: p.
90 TB
5’
5’
GA
GA/IA
10’
156
UNITS 7 AND 8: REVIEW 2
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the numbers
Activities

Sing the Hello song.
Skills
OC/OE
Interact.
GA
Time
5’

OE
GA
5’
3.

OC
GA
OC/OE
GA
WC/OE
GA
OC
IA
OC
GA
OC/OE
GA
OC/OE
GA
WC/OE
GA
OC
IA
OC/OE
GA
OE
GA
Make a handcraft

REINFORCEMENT SESSION 2


4.
Sing a song




5.
Review vocabulary


6.
7.
The whole class will count from 1 to 8 whispering
numbers 1 to 7 and saying number 8 in a loud voice.
Repeat.
Hand each child their CB open on p. 57. Explain to
them that they will be doing something special (Make
CB p. 57).
Show the finished handcraft and ask what ‘s this? (an
octopus). Say Count and count the octopus’s legs with
the children (Make CB p. 57).
Describe the steps to follow looking at the pictures
(Make CB p. 57).
Hand them the material and ask them to stick on the
eyes and the mouth in the circle to make the octopus’s
face. Next, stick on the legs (Make CB p. 57).
Play the CD audition and listen to a song about the
octopus. Point to the tentacles as they are counted in
the song (Listen and sing CB p. 57).
Listen again to the song stopping for the children to
sing after the teacher (Listen and sing CB p. 57).
Sing the song again using the CD if you wish, this
time pointing to the octopus’s legs in the handcraft
(Sing and point CB p. 57).
Review all the words learnt in lessons 7 and 8
showing the flashcards and asking them to say the
word or sound accordingly and performing the actions
(Round-up CB p. 57).
Tell the children that they already know all the words
and numbers they have just reviewed and that they can
now stick a smiley face on the page for having learnt so
much English. Give them the stickers for them to find
the smiley face and stick it in the corner of the page
(Round-up CB p. 57).
5’
10’
5’
Sing the Goodbye song.
Establish a routine to end the lesson
Sing a review song
Material
CD: tracks 1, 2,
68, 53, 61
Flashcards: 2532, 55-60, 73-74
Octopus cut-out,
glue, finished
octopus
EXTRA TIME

Sing the song or songs in Lessons 2 of units 7 and 8.
5’
157
UNIT 9: FACE
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the parts of the
body
3. Identify 4 parts of the face
Activities

Listen to the Hello song to begin the lesson
Skills
OC
Interact.
GA

OC
GA
OC/OE
GA
OC/DE
GA
OC/OE
GA/IA



SESSION 1





4.
Sing the end of the lesson song
5.
Consolidate vocabulary
Say a part of the body for the children to point to it in
their own body.
Put the flashcards on the board in the following order:
ears, eyes, mouth, nose. Point and pronounce. Repeat
pointing to your own face (Listen and say CB p. 58).
Play the CD audition and say listen. The children are
to point to the flashcards as they hear the parts of the
face.
Listen to the CD again, stopping after each part for the
children to repeat in group and individually (Listen and
say CB p. 58).
Hand each child their CB open on p.58 and ask
questions about the picture (who can they see? Where OC/OE
is it? What is he doing? What can they see?) (Listen
and find CB p. 58).
Explain to the children that they are to point to the
parts of the face that are shaded when they hear them. OC/DE
Say listen, play the audition stopping whenever
necessary (Listen and find CB p. 58).
Hand the children the stickers of parts of the face and
say it’s sticker time! (Stick and say CB p. 58).
OC
Showing one of the children’s stickers, point to the
nose and say nose for children to repeat it. Find the
sticker and stick it on the picture. Repeat with other OC/OE/DE
stickers (Stick and say CB p. 58).
Listen to the Goodbye song to end the lesson.
OC/OE
EXTRA TIME

Hand them a copy of p.91 of the TB. Say ears for
children to point to the right part and repeat. Repeat
with the remaining parts of the face.

Trace the different parts of the face with a finger. OC/OE/DE
While performing the activity ask them individually
what’s this?
GA
Time
5’
10’
Material
CD: tracks1, 2,
69-70
Flashcards: 3336
Photocopies: p.
91 TB
5’
GA/IA
GA
10’
GA/IA
GA
IA
10’
158
UNIT 9: FACE
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the characters
Activities

Sing the Hello song.
Skills
OC
Interact.
GA

OC/OE
GA
OC/OE
GA
OC
GA
OC/OE
GA
OC
GA

3.
Learn a song to help them learn the
expression who’s this?

SESSION 2


4.
Sing a song


5.
Develop fine psychomotricity
through tracing


6.
Establish a routine to end the lesson
7.
Consolidate the learnt expression
Review the names of the characters with the
flashcards. Review the parts of the face with the
flashcards asking what’s this? For the children to
answer It’s a nose, etc.
Hide the upper or lower part of the flashcard of Pat
showing only the eyes and say Look! Eyes. Who’s this?
for them to answer It’s Pat! Repeat with other
characters and other parts of the face.
Put the flashcards of the characters around the class
covering their faces with paper. Play the CD and say
listen to the song. Point to the characters and in the 3rd
line; uncover their faces (Listen and sing CB p. 59).
Listen to the CD again, stopping after each phrase to
sing after the teacher (Listen and sing CB p. 59).
Sing the song using the CD if you wish, pointing to
the characters when they hear their names (Sing and do
CB p. 59).
Repeat encouraging the children to sing the song (Sing
and do CB p. 59).
OC/OE
Hand each child their CB open on p. 59 and point to
Pat’s silhouette. Say Look! Big ears. Who’s this? for
them to answer It’s Pat! (Trace and join CB p. 59).
OC/OE
Point to the colour picture of Pat and show how to
trace the line between the two pictures of Pat. Ask the
children to trace the rest of the lines between the same
characters. While they perform the activity, ask them OC/WE/OE
individually who’s this? And encourage the children to
answer (Trace and colour CB p. 59).
Sing the Goodbye song to end the lesson.
EXTRA TIME

Sing the song again pointing to the silhouette of the OC/OE
pictures when you ask Who’s this? And to the colour
picture when they answer It’s …
OC/ED
Time
5’
Material
CD: tracks 1,2,
71
Flashcards: 1-4
10’
5’
GA
GA
10’
IA
GA
GA
5’
159
UNIT 9: FACE
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the parts of the
face
Activities

Sing the Hello song.

Learn letter u and the /ʌ/ sound
GA
Put the flashcard of umbrella on the board and say OC/OE
umbrella for the children to repeat. Talk about the
umbrellas. What are they used for? (Listen and chant
CB p. 60).
Ask if they hear the initial sound of the word. OC/OE
Pronounce /ʌ/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 60).
GA

Pretend to be opening an umbrella and holding it over OC/OE
your head while you pronounce /ʌ/ umbrella. The
children repeat the action, the sound and the word (Act
CB p. 60).
GA

With your back to the class, write a u in the air with a
finger as it appears in the book while you pronounce
/ʌ/ umbrella (Trace the letter CB p. 60).
Write the u with dots on the board as is seen in the
book and show how to trace the letter.
Hand each child their CB open on p. 60 to practise
tracing the letter with a finger (Trace the letter CB p.
60).
Ask what they think they should trace in the picture.
Trace with a finger over the outline of the umbrella
handle (Trace the picture CB p. 60).
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
OC/OE
GA


SESSION 3

4.
Relate the vocabulary with an action
5.
Learn to trace the u


6.
7.
Develop fine psychomotricity
Establish a routine to end the lesson
Interact.
GA
Point to parts of your own face and have the children OE
say the words.
Now say the words for the children to point to in their OC
face.

3.
Skills
OC/OE


Time
5’
Material
CD: tracks 1, 2,
72-73
Flashcards: 6162
GA
10’
GA
GA
10’
Sing the Goodbye song.
5’
160
UNIT 9: FACE
OBJECTIVES
1. Establish a routine to begin the
Lesson
Activities

Sing the Hello song.
2.

Learn letter v and the /v/sound
Interact.
GA
Time
5’
Put the flashcard of van on the board and say van for OC/OE
the children to repeat. Talk about vans (Listen and
chant CB p. 60).
Ask if they can hear the initial sound of the word. OC/OE
Pronounce /v/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 60).
GA
10’

Pretend to be driving a van and turning the wheel OC/OE
while you pronounce /v/ van. The children repeat the
action, the sound and the word (Act CB p. 60).
GA

With your back to the class, write a v in the air with a
finger as it appears in the book while you pronounce CE/OC
/v/ van (Trace the letter CB p. 60).
Write the v with dots on the board as seen in the book
CE
and show them how to trace the letter.
Hand each child their CB open on p. 60 to practise
tracing the letter with a finger (Trace the letter CB p.
WE
60).


SESSION 4
3.
4.
GA
GA
Learn to trace the v

6.
Material
CD: tracks 1, 2,
72-73
Flashcards: 6162
Relate the vocabulary with an action

5.
Skills
OC/OE
Develop fine psychomotricity
Establish a routine to end the lesson


Ask what they think they should trace in the picture.
Trace with a finger over the line of the road of the van
OC/DE
(Trace the picture CB p. 60).
GA
10’
GA
IA
IA
Sing the Goodbye song.
OC/OE
GA
5’
161
UNIT 9: FACE
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review numbers 1-8
3.
Activities

Sing the Hello song.

Count to 9


SESSION 5
4.
Identify sets of 9 objects


5.
Develop fine psychomotricity





6.
Establish a routine to end the lesson
7.
Review the numbers
Skills
OC/OE
Put the flashcards of the numbers on the board in OC/WC/OE
order. Point to them and name them several times.
Encourage the children to repeat them. Ask the
children to close their eyes and turn round a flashcard.
When they open them, have them say what number is
face down.
OC/OE
Call 9 children to the front of the class, point to them
and say nine. Next, point to them one by one and say
one, two, three, four, five, six, seven, eight, nine (Listen
and chant CB p. 61).
OC/OE
Sing a song to practise number 9. Play the CD
audition and say listen. Listen and repeat (Listen and
chant CB p. 61).
WC/OE
Show a selection of sets of 9 classroom objects
(pencils, chairs, books, etc) and say nine for the
children to repeat (Count CB p. 61).
OC/OE
Hand each child their CB open on p. 61 and say count
the bugs. Point to them and count them (Count CB p.
61).
WC
With your back to the class, write a 9 in the air with a
finger as it appears in the book while you pronounce
nine (Trace the number CB p. 61).
WC
Write a 9 with dots on the board as seen in the book
and show how to trace the number.
Practise tracing the number with a finger in the CB WE
(Trace the number CB p. 61).
Ask them to find the striped lines around the insects. OC/DE
Trace them with a finger (Trace the picture CB p. 61).
Interact.
GA
Time
5’
GA
GA
Material
CD: tracks 1, 2,
74
Flashcards: 6775
Photocopies: p.
92 TB
5’
GA
IA
5’
GA
GA
5’
GA
5’
IA
IA
Sing the Goodbye song.
OC/OE
EXTRA TIME

Hand photocopies of p. 92 of the TB and say eight for
the children to find the number and repeat it. Trace the WC/OE
number. Say Count the bugs for the children to point to
them and count them. Repeat with number 9.
GA
5’
GA
5’
162
UNIT 9: FACE
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review umbrella, van
Activities

Sing the Hello song.

Perform the actions related with umbrella and van. OE
The children are to say the sounds of the letters.
GA
3.

Put the flashcard of window on the board and say OC/OE
window for the children to repeat them. (Listen and
chant CB p. 62).
Ask if they can hear the initial sound of the word. OC/OE
Pronounce /w/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 62).
GA

Pretend to be opening a window holding the edge of OC/OE
the window panes while you repeat the word /w/
window. The children are to repeat the action, the
sound and the word (Act CB p. 62).
GA

With your back to the class, write a w in the air with a
finger as it appears in the book while you pronounce
/w/ window (Trace the letter CB p. 62).
Write the w with dots on the board as is seen in the
book and show how to trace the letter.
Hand each child their CB open on p. 62 to practise
tracing the letter with a finger (Trace the letter CB p.
62).
Ask the children what they think they are to trace in
the picture. Trace with a finger on the upper part of the
window starting at the dot. (Trace the picture CB p.
62).
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
Learn letter w and the /w/ sound

SESSION 6

4.
Relate vocabulary with an action
5.
Learn to trace the w


6.
Develop fine psychomotricity
7.
Establish a routine to end the lesson
8.
Review the letters learnt so far


Skills
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
75
Flashcards: 63
10’
GA
GA
10’
Sing the Goodbye song.
OC/OE
EXTRA TIME

Perform the actions related with letters a-w randomly
for children to say the sound and the word and join in OC/OE
to perform the action.

GA
5’
GA
5’
163
UNIT 9: FACE
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the characters and
expression
Activities

Sing the Hello song.

Sing the song in Lesson 2 again showing the OC/OE
flashcards of the characters.
GA
3.

Hand each child their CB open on p. 63. Point to the
frames of the story in order. Talk about what they see
in the pictures (Look and listen CB p. 63).
Play the CD audition and say listen. Allow the
children to follow the story in their books. Stop half
way and tell them to look at the second frame (Look
and listen CB p. 63).
Ask children what they think happens in the story.
Listen to the story again. Explain that Baz and his
grandpa are very happy because it is the first time they
talk on the phone (Look and listen CB p. 63).
Act out the story in groups of three. Listen to the first
line of the story, grandpa pretends to talk on the phone.
Listen to the second line, Baz pretends to answer and
points to himself when he hears It’s Baz on the CD.
Repeat with other groups of children (Listen and act
CB p. 63).
As they grow familiar with the story, they can repeat
some words but if they prefer to remain silent they may
do so (Listen and act CB p. 63).
OC/OE
GA
OC
GA
OC/OE
GA
OC
gA
OC/OE
GA
OC/OE
EXTRA TIME

Revise the parts of the body and of the face with the
flashcards. Show the flashcards and say the words for
the children to repeat.
OC/OE

Give instructions with Touch your… for the children
to touch the part of the body that is mentioned.
OC
GA
5’
GA
5’
Develop listening skills following a
story

SESSION 7


4.
Understand vocabulary within a
context


5.
Establish a routine to end the lesson
6.
Consolidate vocabulary from the unit
and review vocabulary from other
units
Skills
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
76
Flashcards: 1-4,
21-24, 33-36
10’
10’
Sing the Goodbye song.
GA
164
UNIT 10: ANIMALS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the parts of the
body and the face
Activities

Listen to the Hello song to begin the lesson
Skills
OC
Interact.
GA

OC
GA
OC/OE
GA
OC/DE
GA
OC/OE
GA/IA

3.
Identify 4 animals


SESSION 1





4.
Sing the song to end the lesson
5.
Consolidate vocabulary
Give instructions with Touch your…for the children to
touch the part of the body or the face that is mentioned.
Talk about the animals. Which is their favourite
animal? Colour the flashcards on the board in the
following order: bird, butterfly, dog, goat. Point and
pronounce (Listen and say CB p. 64).
Play the CD audition and say listen. Children are to
point to the flashcards as they hear the animals.
Listen to the CD again, stopping after each part for the
children to repeat in group or individually (Listen and
say CB p. 64).
Hand each child their CB open on p. 64 and ask
questions about the picture (who can they see? Where
are they? What are they looking at? (Listen and find OC/OE
CB p. 64).
Explain to the children that they are to point at the
animals that are shaded when they hear them. Say
listen and play the audition stopping whenever OC/DE
necessary (Listen and find CB p. 64).
Hand the children the stickers of the animals and say
it’s sticker time! (Stick and say CB p. 64).
Showing one of the children’s stickers, point to the OC
goat and say goat for the children to repeat. Find the
sticker and stick it on the book. Repeat with other OC/OE/DE
stickers (Stick and say CB p. 64).
Listen to the Goodbye song to end the lesson
OC/OE
EXTRA TIME

Hand them a copy of p. 93 of the TB. Say butterfly for
the children to point to the right animal and repeat.
Repeat with the remaining animals.

Colour the animals.
OC/OE
DE
GA
Time
5’
10’
Material
CD: tracks1, 2,
77-78
Flashcards: 3740
Photocopies: p.
93 TB
5’
GA/IA
GA
10’
GA/IA
GA
IA
10’
IA
165
UNIT 10: ANIMALS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review the animals
Activities

Sing the Hello song.
Skills
OC
Interact.
GA

OC/OE
GA
3.
Learn a song to help them learn the
animals

OC
GA
10’
4.
Sing a song
OC/OE
GA
5’
OC/OE
GA
10’
OC/OE
GA
OC
GA
OC/OE/WE
IA/GA

SESSION 2



5.
Develop fine psychomotricity
through tracing


6.
Establish a routine to end the Lesson
7.
Consolidate vocabulary
Review the names of the animals with the flashcards,
including cat and duck from Unit 2. Show the
flashcards and say the words. Next show them for the
children to say the words.
Put the flashcards of the animals on the board. Show
the children animal sounds in English (dog: woof; cat:
meow; duck: quack; goat: meh; bird: tweet) while
doing mime. Practise the sounds and actions with the
children (Listen and sing CB p. 65).
Play the CD audition and say listen. Perform the
actions along the first 2 lines of each stanza. In the
third line point to the right flashcard and in the fourth
line, deny with your head and point to the right
flashcard (Listen and sing CB p. 65).
Listen to the CD again, stopping after each phrase to
sing after the teacher (Listen and sing CB p. 65).
Sing the song using the CD if you wish, pointing to
the animals and performing the actions. Repeat
encouraging the children to sing the song (Sing and do
CB p. 65).
Hand each child their CB open on p. 65 and explain
that the cubs need to find their mums. Show them in
the book how to trace the line between the cub and its
mum. (Trace and join CB p. 65).
Trace the line between the animals. While they
perform the activity, ask the names of the animals and
sounds. Sing the song again pointing to the right
animal when they hear its sound. (Trace and join CB p.
65).
Sing the Goodbye song to end the lesson.
EXTRA TIME

Show the flashcard of the cat and ask Is it a cat? For OC/OE
the children to answer yes. Show the flashcard of dog
and ask Is it a bird? For the children to answer No, it’s
a dog. Repeat with other animals.
OC/OE
Time
5’
GA
5’
GA
5’
Material
CD: tracks 1,2,
79
Flashcards: 3740, 43-44
166
UNIT 10: ANIMALS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Review the animals
3.
Activities

Sing the Hello song.

Put the flashcards of all the animals they know around OC
the class. Perform an action or make the animal sound
for the children to stand next to the right flashcard.

Put the flashcard of box on the board and say box for
the children to repeat (Listen and chant CB p. 66).
OC/OE
Ask if they can hear the end sound of the word.
Pronounce /ks/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat OC/OE
(Listen and chant CB p. 66).
OC/OE
Pretend to be opening a box and looking inside while
you pronounce /ks/ box. The children repeat the action,
the sound and the word (Act CB p. 66).
OC/OE
Learn letter x and the /ks/ sound


SESSION 3

4.
Relate vocabulary with an action
5.
Learn to trace the x




6.
Develop fine psychomotricity

7.
Skills
OC/OE
With your back to the class, write an x in the air with a
finger as it appears in the book while you pronounce
WC/OC
/ks/ box (Trace the letter CB p. 66).
Write the x with dots on the board as is seen in the
book and show how to trace the letter.
Hand each child their CB open on p. 66 to practise WC
tracing the letter with a finger (Trace the letter CB p.
66).
Ask what they think they should trace in the picture. WE
Trace with a finger over the lines of the box (Trace the
picture CB p. 66).
OC/ED
Sing the Goodbye song.
Interact.
GA
Time
5’
GA
GA
Material
CD: tracks 1, 2,
80-81
Flashcards: 39,
43, 44, 64-65
10’
GA
GA
GA
GA
10’
GA
IA
IA
Establish a routine to end the lesson
OC/OE
GA
5’
167
UNIT 10: ANIMALS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Learn letter and sound /j/
Activities

Sing the Hello song.
Interact.
GA
Time
5’
Put the flashcard of yogurt on the board and say OC/OE
yogurt for the children to repeat (Listen and chant CB
p. 66).
Ask if they can hear the initial sound of the word. OC/OE
Pronounce /j/ for the children to repeat.
Play the CD with the audition and say listen. Listen OC/OE
and repeat (Listen and chant CB p. 66).
GA
10’

Pretend to be eating yogurt as you pronounce /j/ OC/OE
yogurt. The children repeat the action, the sound and
the word (Act CB p. 66).
GA

With your back to the class, write a y in the air with a
finger as it appears in the book, while you pronounce
/j/ yogurt (Trace the letter CB p. 66).
Write the y with the dots on the board as it appears in
the book and show how to trace the letter.
Hand each child their CB open on p. 66 to practise
tracing the letter with a finger (Trace the letter CB p.
66).
Ask them what they think they should trace in the
picture. Trace with a finger over the lines of the yogurt
spoon (Trace the picture CB p. 66).
WC/OC
GA
WC
GA
WE
IA
OC/DE
IA
OC/OE
GA


SESSION 4

3.
Relate the vocabulary with an action
4.
Learn to trace the y


5.
6.
Develop fine psychomotricity
Establish a routine to end the lesson


Skills
OC/OE
Material
CD: tracks 1, 2,
80-81
Flashcards: 39,
43, 44, 64-65
GA
GA
10’
Sing the Goodbye song.
5’
168
UNIT 10: ANIMALS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review numbers 1-9
Activities

Sing the Hello song.

Sit the children in a circle and count to 9, each of them
saying a number. Ask them to start off whispering and
then say it out loud.
GA
3.

Call 10 children to the front of the class, point to them
and say ten. Next, point to them one by one and say
one, two, three, four, five, six, seven, eight, nine, ten
(Listen and chant CB p. 67).
Sing a song to practise number 10. Play the CD and
say listen. Listen and repeat (Listen and chant CB p.
67).
Show a selection of sets of 10 classroom objects
(pencils, chairs, books, etc) and say ten for the children
to repeat (Count CB p. 67).
Hand each child their CB open on p. 67 and say count
the bugs. Point to them and count them (Count CB p.
67).
With your back to the class, write a 10 in the air with a
finger as it appears in the book, while you pronounce
ten (Trace the number CB p. 67).
Write a 10 with dots on the board as seen in the book
and show how to trace the number.
Practise tracing the number with a finger in the air in
the CB (Trace the number CB p. 67).
Ask them to find striped lines around the insects.
Trace with a finger (Trace the picture CB p. 67).
GA
Count to 10

SESSION 5
4.
Identify sets of 10 objects


5.
Develop fine psychomotricity





6.
Establish a routine to end the lesson
7.
Review the numbers
Skills
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
82
Flashcards: 6776
5’
GA
IA
5’
GA
GA
5’
GA
5’
IA
IA
Sing the Goodbye song.
EXTRA TIME

Put the flashcards around the class. Say a number
from 1 to 10 for the children to stay next to the right
flashcard. Repeat naming numbers randomly.
GA
5’
GA
5’
169
UNIT 10: ANIMALS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review box, yogurt
Activities

Sing the Hello song.

Perform the actions related with box and yogurt. The OE
children are to say the sounds and the letters.
GA
3.

Put the flashcard of zebra on the board and say zebra OC/OE
for the children to repeat. (Listen and chant CB p. 68).
Ask if they can hear the initial sound of the word.
OC/OE
Pronounce /z/ for the children to repeat.
Play the CD audition and say listen. Listen and repeat
OC/OE
(Listen and chant CB p. 68).
GA
Learn letter z and the /z/sound


SESSION 6

4.
Relate vocabulary with an action
5.
Learn to trace the z




6.
Develop fine psychomotricity

7.
Establish a routine to end the lesson
8.
Review the letters learnt so far
Skills
OC/OE
Make zigzag line son your breast with a finger as you
repeat the word /z/ zebra. The children repeat the OC/OE
action, the sound and the word (Act CB p. 68).
With your back to the class, write a z in the air with a
finger as is seen in the book while you pronounce /z/
WC/OC
zebra (Trace the letter CB p. 68).
Write the z with dots on the board as seen in the book
and show them how to trace the letter.
Hand each child their CB open on p. 68 to practise WC
tracing the letter with a finger (Trace the letter CB p.
68).
Ask the children what they think they should trace in WE
the picture. Trace with a finger over the zigzag line
starting at the dot (Trace the picture CB p. 68).
OC/ED
Sing the Goodbye song.
EXTRA TIME

Perform the actions related with letters a-z randomly
for the children to say the sound and the word and join OC/OE
in for the action.
OC/OE
Interact.
GA
Time
5’
Material
CD: tracks 1, 2,
83
Flashcards: 66
10’
GA
GA
GA
GA
10’
GA
IA
IA
GA
5’
GA
5’
170
UNIT 10: ANIMALS
OBJECTIVES
1. Establish a routine to begin the
Lesson
2. Warm up! Review classroom objects
3.
Develop listening skills following a
story
Activities

Sing the Hello song.
GA

Hand each child their CB open on p. 69. Point to the
frames of the story in order. Talk about what they see
in the pictures and what mum is holding in her arms
(Look and listen CB p. 69).
Play the CD audition and say listen. Allow the
children to follow the story in their book. Stop half way
and tell them to look at the second frame (Look and
listen CB p. 69).
Ask the children what they think happens in the story.
Listen to the story again. Explain that mum has had a
baby and is bringing it home to meet the family (Look
and listen CB p. 63).
Listen again to the story. Talk about newly born
babies with the children. Do any of them have a baby
sister or brother? Is mum expecting a little brother?
(Look and listen CB p. 69).
Act out the story in groups of four. Listen to the first
line of the story, Tess and Baz point to the baby. Listen
to the second line, dad points to the baby and mum
rocks the baby in her arms. Repeat with other groups of
children (Listen and act CB p. 69).
As they grow familiar with the story they can repeat
some words, but if they prefer to remain silent, they
can do so (Listen and act CB p. 69).
OC/OE
GA
OC
GA
OC/OE
GA
OC/OE
GA
OC/OE
gA
OC/OE
GA
OC/OE
GA
5’
GA
5’
SESSION 7



5.
6.
Establish a routine to end the lesson
Consolidate vocabulary in the unit
Time
5’
Review classroom objects from Unit 3 with the OC/OE
flashcards. Show bag and ask Is it a bag? For them to
say yes. Show pencil and ask Is it a chair? For them to
say No. Encourage them to say It’s a pencil.

Understand vocabulary within a
context
Interact.
GA


4.
Skills
OC/OE

Sing the Goodbye song.
EXTRA TIME

Revise the animals. Cover the flashcard of an animal WC/OE
with a sheet of paper and disclose it little by little until
a child guesses the animal and says its name. Repeat
with other animals.
Material
CD: tracks 1, 2,
84
Flashcards: 912, 37-40
10’
10’
171
Activities
1
OBJECTIVES
S
E
S
S
I
O
N
R
E
I
N
F
O
R
C
E
M
E
N
T
UNITS 9 AND 10: REVIEW 1
Skills
Interact.
Time
Material
172
1.
2.
3.
Establish a routine to begin the
Lesson
Warm up! Review the actions related
with letters u-z

Review vocabulary from lessons 9
and 10
GA

Perform the actions related with the letters (u-z) for OC/OE
children to identify the sounds and the words and join
in to perform the actions.
GA

Hand each child their CB open on p. 70. Ask them to
say the word for each picture. Show the corresponding
flashcard while they say the words (Look and say CB
p. 70).
Show the flashcards again, but this time randomly for
them to say the words again (Look and say CB p. 70).
Write letters u-z on the board. Point to them for the
children to say the sounds (Stick and say CB p. 70).
Show the flashcard of umbrella and pronounce the
word. Ask them for the initial sound of the word. Put
the flashcard next to letter u. Repeat with van, window,
box, yogurt, zebra (Stick and say CB p. 70).
Hand the children the stickers of letters u-z and say
it’s sticker time! Say umbrella… /ʌ/ and point to the
letter and picture on the board. Ask the children to
identify the sticker for /ʌ/ and stick it next to the
picture of the umbrella in the book. Repeat with the
remaining sounds (Stick and say CB p. 70).
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE
GA
OC/OE/ED
GA/IA
10’
GA
5’




4.
Sing a song to review letters
5.
Establish a routine to end the lesson

6.
5’
OC/OE

Sing the Hello song.
Sing a song to help them remember the sounds. Play
the CD audition and say listen. Listen and repeat.
Encourage them to perform the actions for each word OC/OE
(Listen and chant CB p. 70).
CD: tracks 1, 2,
85
Flashcards: 6166
Photocopies: p.
94 TB
5’
5’
Sing the Goodbye song.
OC/OE
EXTRA TIME
Review the sounds with a fun activity 
Hand photocopies of p. 94 of the TB. Say /z/ and ask
if they can find in the picture something beginning
with this sound (zebra). When they find the zebra, they OC/OE/ED
are to repeat the sound, say the word and perform the
action. Repeat randomly with other sounds. Colour the
6 pictures.
GA
GA/IA
10’
173
UNITS 9 AND 1
0: REVIEW 2
OBJECTIVES
Activities
1. Establish a routine to begin the lesson 
Sing the Hello song.
2. Warm up! Review the numbers

Sing the numbers song from Lesson 4.


3.
REINFORCEMENT SESSION 2
Interact.
AG
OE
AG
Hand each child their CB open on p. 71. Ask them to OC/OE
say numbers 6-10 in order and point to them in their
book (Look and say CB p. 71).
Showing the book point to shoes and say shoes for the OC/OE
children to point to them. Repeat with other objects
(Look and say CB p. 71).
AG
Holding the book show how to trace a line between
number 6 and the shoes with a finger for children to
trace it (Join CB p. 71).
Point again to number 6 and say six, trace the line to
the shoes and point to them saying shoes. Point to 6 of
the shoes and count to 6. Repeat. The children repeat
counting in their books. (Join CB p. 71).
Quickly colour 6 shoes and show the book. Count
again from 1-6. Ask the children to colour 6 of the
shoes in their book (Count and Colour CB p. 71).
Repeat the process with the rest of the numbers. Count
the coloured objects with the children (Count and
Colour CB p. 71).
WC/WE
IA
OC/OE
AG
OC/ED
IA
OC/ED/OE
AG/IA
Time
5’
Material
CD: tracks 1, 2,
79, 82
Flashcards: 3340, 61-66, 75-76
5’
AG
Develop fine psychomotricity




4.
Skills
OC/OE
5’
5’
Review vocabulary


5.
Establish a routine to end the lesson
6.
Sing a review song

Review all the words learnt in lessons 9 and 10 WC/OE
showing the flashcards, asking them to say each word
or sound accordingly and performing the actions
(Round-up CB p. 71).
Tell the children that they know all the words and OC
numbers they have just revised and that they can stick a
smiley face on the page for having learnt so much
English. Hand them the stickers for them to find the
smiley face and stick it in the corner of the page
(Round-up CB p. 71).
Sing the Goodbye song.
EXTRA TIME

Sing the song or songs in Lesson 2 of Units 9 and 10.
AG
10’
IA
OC/OE
AG
OE
AG
5’
174
Annex I. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
Pre-Primary, 1st Level
School
Street
Town
Province
Postcode
TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
1
2
3
4
DISTRIBUTION OF PUPILS
Pre-Primary, 2nd evel
Year:
1st year
2nd year
3rd year
Number of pupils
Number of groups
ORGANISATION OF SPACE AND TIME
Material Resources Available in the School
(omit those which are not relevant)
 Video recorder
 TV
 Radio cassette player / CD player
 Video camera
 Computers
 Interactive whiteboard
(Write here any remarks concerning when, how and why these resources are used.)
Special Resources Available in the School
(omit those which are not relevant)
 Language classroom
 Language lab
175





Computer room
Playground
Gym
Theatre
Library
Criteria for Using Common Spaces
(Write here any remarks concerning when, how and why these resources are used for English classes.)
Distribution of Classroom Space
(omit those which are not relevant)
 Distribution of desks in rows
 U-shaped distribution of desks
 Specific corners: class library, cross-curricular subjects, games, crafts, etc.
 Others.
OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER GROUPS
(Write here any educational or educational-recreational activities planned)
Participant
Participant
Term/Dates
Outing and activity
group/s
teachers
descriptions
Remarks
176
177