TREE Series
Cookie’s Treehouse – Three in a Tree A & B
AREA OF FOREIGN LANGUAGES
ENGLISH
PRE-PRIMARY
TABLE OF CONTENTS
DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT .................... 3
THEORETICAL JUSTIFICATION FOR THE PROJECT .................................................................... 5
OBJECTIVES .......................................................................................................................................... 5
CONTENTS ............................................................................................................................................. 5
KEY COMPETENCES ......................................................................................................................... 11
ASSESMENT CRITERIA ..................................................................................................................... 13
PROGRAMME OF UNITS: Cookie’s Treehouse ................................................................................. 15
PROGRAMME OF UNITS: Three in a Tree A .................................................................................... 33
PROGRAMME OF UNITS: Three in a Tree B..................................................................................... 51
CLASSROOM PROGRAMME –COOKIE’S TREEHOUSE: YEAR 2010/2011* ............................. 71
CLASSROOM PROGRAMME – THREE IN A TREE A: YEAR 2010/2011* ................................ 116
CLASSROOM PROGRAMME –THREE IN A TREE B: YEAR 2010/2011*.................................. 182
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DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
Pre-Primary, 2nd 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
 Computer room
 Playground
 Gym
 Theatre
 Library
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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
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Remarks
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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 PrePrimary 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.
OBJECTIVES
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.
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
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
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
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.
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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 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.
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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.
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.
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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 wellbeing.
2. Physical, Natural, Social and Cultural Realms
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.
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.
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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.
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.
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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.
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.
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
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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 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,
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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 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 PrePrimary’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 Pre-Primary
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
COURSE MATERIALS
1st year
Cookie’s Treehouse– Oxford University Press
Pre-Primary, 2nd level
2nd year
Three in a Tree A – Oxford University Press
Pre-Primary, 2nd level
3rd year
Three in a Tree B – Oxford University Press
Pre-Primary, 2nd level
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PROGRAMME OF UNITS: Cookie’s Treehouse
UNIT 1. FRIENDS
TOPIC
Friends .
OBJECTIVES.
 Present the characters Cookie the cat and Lulu the kangaroo.
 Introduce the concept of learning a new language..
 Recognise and use the simple greeting forms : hello, bye-bye.
 Learn the first numbersand their graphic representation.
 Present ,recognise and use the colour ; blue.
 Be able to learn,sing and perform the actions to songs in English.
 Be able to carry out simple actions.
 Recognise and understand short phrases in English .
 Play guessing games.
 Establish a routine for lessons.
 Work on oral comprensión.
 Coordinate and control fine motor skills..
 Encourage confidence.
ACTIVE LANGUAGE.
Hello, Goodbye Cookie the cat
Lulu the kangaroo, blue
No, yes
boys, girls
PASSIVE LANGUAGE.
Stand up, stretch,
sit down, wave, skip
close your eyes.
Skip to Cookie/the treehouse.
Jump.
I’m a…
Lulu, what have you got in your pouch?
Clap hands.
Dance.
Point and circle.
Sing.
Find…
Point to…
Draw the path.
Language from TPR.
COMMUNICATIVE STRUCTURES.
Where’s Cookie?
What colour Is…?, Show me….
PROCEDURES
 Learn and imitate certain actions that are going to be carried out throughout the course.
 Sing and imitate the actons to the Hello song .
 Repeat Where’s Cookie? while moving the sticker on the poster so that the children can find
and point to the character.
 Colour the sky blue on worksheet 1 from the CB and stick on the stickers of Cookie.
 Imitate the sounds and actions that the characters Cookie y Lulu make.
 Learn to name and recognise the colour blue .
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




Colour the character Lulu, blue on worksheet 2 from the CB.
Repeat and imitate the actions TPR.
Learn , sing and perform the actions to the : Clap hands song.
Repeat the question Where’s …so that the children find and point to the characters on
worksheet 3 from the CB.
Draw a line following the character´s path towards the tree house on worksheet 4 from the
CB.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES .
Lesson 1
Hello Cookie (GD p 13)
Go towards Cookie.Go towards the tree house (GD p. 13).
Lesson 2
You are an animal (GD p.15).
Cat or Kangaroo ? (GD p. 15).
Lesson 3
Girl or boy ?(GD p. 17).
Clap hands. (GD p. 17).
Lesson 4
Walk to the tree house (GD p 19).
Revision from TPR. (GD p. 19).
Revision Lesson
My favourite (GD p. 21).
Game with flashcards (GD p. 21).
REVISION LESSON.
 Play a game( TPR) in order to go over the actions in unit 1.
 Go over the song Clap hands (TPR) and do the actions.
 Go over the vocabulary from the unit with poster 1.
 Go over the language in lesson 1, repeating words and finding objects using the poster of
Lulu.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
 Development of fine motor skills.
 Help and participate with others in classroom activities and in daily life.
 Recognise social groups : the family and school.
 Learn to respect the rules of conduct used in social groups that the child belongs to.
 Understand verbal instructions.
 Express feelings through chants and songs .
 Learn and recognise the first numbers .
 Recognise the characteristics of objects: i.e. colour.
 Listen to and take part in childrens songs, dances and movements.
 Use the body to express feelings.
1. Self-awareness and Personal Autonomy.
 The children learn to perform everyday activities with increasing independence ; they learn
to move around the classroom autonomously, developing self- confidence , initiative and
also develop strategies to satisfy their basic needs.
 This provides an environment in which the child feels comfortable and is able to
communicate his/ her opinions and interests with a stronger sense of security, respect the
rules of adequate behaviour for greetings and farewells, and appreciate and accept the
differences between sexes .
2. The physical,natural, social and cultural environment .
 The subject matter in unit 1 is related to the children´s environment , the observation
of the characters´ home and the comparison with the child´s own.
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3. Languages: Communication and Representation .
 Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of aesthetics
and personal taste, thus achieving positive all - round development .
 Through physical representation and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication .
ASSESSMENT.
Assessment tools.
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the first year of the 2º cycle of pre-primary,as the children are starting out on their learning
experience,the assessment can be based on the direct observation of the child´s development .
Unit 2: SUN AND RAIN
TOPIC.
The Weather.
OBJECTIVES.
 Learn and use the concepts up/down.
 Learn and use the concepts big/little.
 Introduce vocabulary about the weather: rain, sun, cloud.
 Present, recognise and use the colour, yellow and compare it with blue.
 Be able to learn, sing and perform the actions to songs in English.
 Be able to perform simple actions.
 Recognise and understand short instructions in English.
 Present new instructions( TPR ) and go over the previous ones.
 Establish a routine for lessons.
 Work on oral comprehension.
 Practice folding and matching activities.
 Encourage self - confidence.
ACTIVE LANGUAGE.
rain, sun, cloud.
spider, bird,
yellow.
Big, little.
PASSIVE LANGUAGE.
Up, down
What have you got in your pouch?.
Point to the…
Hide
What is it?
Language from TPR.
COMMUNICATIVE STRUCTURES
What colour is it?
Show me something blue/yellow.
Do you like…?
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PROCEDURES
 Sing, imitate and perform the actions to the Hello song .
 Introduce the concepts rain, sun and spider using the poster of Lulu.
 Learn the song Little spider, recognising and imitating the actions up/down.
 Colour the spider blue, on worksheet 5 from the CB. Fold the card and work on the concepts
sun/rain and up/down.
 Present and make the children repeat the the word bird: Imitate the onomatopoeic sound of
birds.
 Present and repeat the colour yellow and point to objects in the class that are this colour.
 Play a game of guess the colour: with the colours yellow/blue.
 Colour worksheet 6 from the CB, stick on the sticker of the spider.
 Sing and perform the actions to the : Sit down song. Introduce the word hide.
 Revise the concepts big or little, show the meaning by using your arms.
 Match the big spiders with the little spiders and colour those of the same size ,the same colour on
worksheet 7 from the CB.
 Vocabulary revision . Listen to a recording of the sounds that correspond to these concepts and
point to the words that are being mentioned. .
 Complete the picture of the spider on worksheet 8 from the CB and stick the eyes on the spider.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES.
Lesson 1
Sun or rain? (GD p 23)
Mímic the animals (GD p. 23).
Lesson 2
Animal sounds. (GD p.25).
Animal movements. (GD p. 25).
Lesson 3
Decorate and match the spiders (GD p. 27).
Up and down. (GD p. 27).
Lesson 4
Decorate the spiders (GD p. 29).
Clap hands song (GD p. 29).
Revision lesson.
Paint faces (GD p. 31)
What is the weather like ? (GD p. 31).
Revision lesson
 Revise the language from unit 1 to 2,by repeating the words and finding the objects using the
poster of Lulu.
 Play a game (TPR) to go over the actions and vocabulary in units 1 a 2.
 Play the game “Toc Toc”, to act out the different animals.
 Go over the Little spider song and Sit down song, performing the actions. ( TPR )
 Go over the vocabulary in the unit with poster 2.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
 Development of fine motor skills.
 Help and participate with others in classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups that the child belongs to.
 Understand oral instructions and a story .
 Express , individually or in groups, likes, feelings ,needs and wishes through a story, chant or
song.
 Show interest in oral communication and respect the rules of social interaction.
 Recognise the properties of objects: .i.e. colour and size.
 Listen to and participate in childrens songs, dances and movements.
 Show interest in acting and role play.
1. Self-awareness and Personal Autonomy.
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The children learn to perform every day activities with increasing independence ; they learn to
move around the classroom autonomously , developing self- confidence , initiative and strategies
to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate his/
her opinions and interests with a stronger sense of security, respecting the rules of adequate
behaviour for greetings .
2. Physical, Natural, Social and Cultural Realms.
 In this unit the TOPIC relates to the children´s surroundings and in particular to the
observation of how the weather changes.The children are encouraged to pay attention
to these weather changes by learning and singing the song in the unit.
3. Languages: Communication and Representation.
 Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of aesthetics
and personal taste, thus achieving positive all - round development .
 Through physical representation and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication .

ASSESSMENT.
Assessment tools.
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the first year of the 2º cycle of pre-primary,as the children are starting out on their learning
experience,the assessment can be based on the direct observation of the child´s development .
STORY 1: LOOK AT COOKIE!
Revision vocabulary
Hello,
Cookie the cat,
Lulu the kangaroo
Boy, girl
Spider, bird, tree
Blue, yellow
Big, little
Rain, sun
Language from TPR
Classroom language
Look at me.
Watch out.
Choose…
Objectives.
Revise the structures and the vocabulary in the previous units 1 and 2.
Procedures.
 Sing imitate and perform the actions to the Hello song .
 Revise the TPR Clap hands song and perform the actions.
 Say the rhyme Storytime rhyme.
 Look at the different pictures on worksheet 9 and point to them as they are being named..
 Draw a circle around the action that does not appear in the story.
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Match the flashcards with the same objects shown on posters 1 and 2 .
Go over the song Little spider and perform the actions.
Say the rhyme Storytime rhyme and perform the actions.
Classifiy objects into big and little ,asking and answering the question, Big or Little?.
UNIT 3: TOYS
TOPIC.
Toys.
OBJECTIVES
 Learn and use vocabulary about toys.
 Introduce the colour red and compare it with the colours blue and yellow.
 Present the numbers one and two and count in English.
 Play simple games to identify objects and guess things.
 Be able to learn ,sing and perform the actions to songs in English .
 Be able to carry out simple actions.
 Recognise and understand simple actions in English..
 Present new instructions and go over the previous ones. (TPR)
 Establish a routine for the lessons .
 Work on oral comprehension.
 Practice the folding and matching activities .
 Encourage self-confidence.
ACTIVE LANGUAGE.
Ball, dolly, plane, train.
Red
One, two
PASSIVE LANGUAGE.
I’ve got a…
Show me something red
What have you got in your pouch?.
Language from TPR
Where´s the…?
COMMUNICATIVE STRUCTURES.
What colour is it?
How many…?
PROCEDURES
 Sing the Hello song and perform the actions.
 Introduce the concepts of ball, dolly, plane, using the poster of Lulu.
 Learn the song I’ve got a plane, recognising and imitating the actions that correspond to the
toys.
 Colour the ball blue, on worksheet 10 from the CB,.
 Present and make the children repeat the words plane, dolly, ball and train using the poster
of Lulu and the flashcards.
 Present the colour, red; repeat and point to objects that are this colour in the classroom
asking What colour is it?
 Play a game to guess the colours: yellow/blue./red.
 Colour the train red on worksheet 11 from the CB and stick on the sticker of Cookie.
 Go over the vocabulary on toys using poster 3 and count one or two, depending on the
objects that appear.
 Sing and do the actions to the: Big red train song. Pretend that the children get into the train,
then make the sound of a train engine and wave (wave).
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Go over the concepts of big or little, using objects of different sizes ,get the children to say
which is big and which is little.
Match the toys that are similar, big and little and count the number of objects that are the
same.; afterwards colour the toys on worksheet 12 from the CB.
Revise the vocabulary learning through the flashcards and the actions .( TPR.)
Find the hidden toys on worksheet 13 from the CB and draw a line from Lulu to the ball.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES.
Lesson 1
Pretend you are playing (GD p. 37)
Musical Flashcards (GD p. 37).
Lesson 2
What´s in the bag? (GD p.39).
Game with flashcards and the colours (GD p. 39).
Lesson 3
Throw the ball (GD p. 41).
Where is the doll? (GD p. 41).
Lesson 4
Game with flashcards (GD p. 43).
The game of Kim (GD p. 43).
Revision lesson.
How many crayons? (GD p. 45)
Discoteque (GD p. 45).
Revision Lesson.
 Revise the language from units 1 to 3, repeating and finding the objects using the poster of
Lulu.
 Play a game from TPR in order to go over the actions and the vocabulary from units 1 to 3.
 Play a guessing game by performing the actions and sounds.
 Go over the songs from TPR, performing the actions.
 Revise the vocabulary in the unit with poster 3.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups that the child belongs to.
 Understand oral instructions. .
 Understand the concept of number and quantity ..
 Understand the concept of number, colour and size .
 Show interest in oral communication and respect the rules of social interaction and
conversation..
 Listen to and participate in the childrens songs, dances and movements..
1. Self-awareness and Personal Autonomy.
 The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously, developing self- confidence , initiative and strategies to
satisfy their basic needs.
 This provides an environment in which the child feels comfortable and is able to communicate his/
her opinions and interests with a stronger sense of security.
 .
2. Physical, Natural, Social and Cultural Realms.

In this unit the TOPIC is related to the chidren´s surroundings, the observation of
different toys and talking about their preferences. They learn to share common objects
and learn the importance of non- sexist games and toys.
3. Languages: Communication and Representation.
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Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of aesthetics
and personal taste, thus achieving positive all - round development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.
ASSESSMENT.
Assessment tools
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p 23)
Assessment criteria.
In the first year of the 2º cycle of pre-primary,as the children are starting out on their learning
experience,the assessment can be based on the direct observation of their development .
UNIT 4: CLOTHES
TOPIC
Clothes.
OBJECTIVES
 Present and learn Please and Thank you. .
 Present and learn vocabulary on clothes.
 Be able to exchange greetings (How are you?. Fine, Thank you).
 Be able to express feelings (happy and sad).
 Recognise colour combinations and size.
 Know how to express preferences.
 Be able to learn , sing and perform the actions to songs in English.
 Be able to perform and carry out activities from ( TPR ).
 Recognise and understand short instructions in English.
 Present new instructions and go over all the previous ones.( TPR)
 Establish a routine for the lessons.
 Work on oral comprehension.
 Encourage self-confidence.
ACTIVE LANGUAGE .
Hat, shoes, trousers,
Happy, sad.
I like…
PASSIVE LANGUAGE.
Put on/Take off
What have you got in your pouch?.
Circle the…
Touch your…
What’s this?
It’s big, It’s little.
COMMUNICATIVE STRUCTURES.
Where are you?
Who are you?
How are you…?, Find, please. Thank you.
PROCEDURES
 Sing the Hello song and perform the actions.
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Introduce the expressions put on/take off and the vocabulary on clothes playing with the
silhouette of Cookie on pages 94 and 95 in the Didactic Guide.
Present the vocabulary on clothes with the flashcards or with real clothes.
Learn the song Cookie put your trousers on, and perform the actions put on/take off to it.
Find , point to and repeat the words on clothes on worksheet 14 from the CB and stick on the
sticker of the bird.
Present and make the children say the words hat, shoes and trousers using the poster of Lulu.
Guess and say the expressions It’s big, It’s little according to the clothes items that are shown.
Present the concepts sad/happy and use them to express these feelings about different items of
clothing.
Match items of clothing to the corresponding part of Cookie´s body on worksheet 15 from the CB.
Go over the vocabulary on clothes and the appropriate instructions with poster 4.
Go over colours and clothes on the reverse side of worksheet 15 from CB , and express likes on
them.
Sing and perform the actions to the song : Where are you?. Pretend that the children have look
for Cookie and Lulu.
Colour Lulu´s clothes blue , yellow and red on worksheet 16 from the CB.
Go over the the vocabulary learnt with the flashcards and the actions from( TPR ).
Give out clothes in the classroom and organise a fancy dress parade .
Put the stickers on the hat and place the figure of Cookie on worksheet 17 from the CB. The
children decide if Cookie is happy or sad by using the faces that are on the worksheet and they
colour in the appropriate one.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES.
Lesson 1
Dress Cookie (GD p. 47)
Cookie, put your trousers on (GD p. 47).
Lesson 2
Cookie says (GD p.49).
Shoes? Big ? Red? (GD p 49).
Lesson 3
Big or little ? (GD p. 51).
Big red cap (GD p. 51).
Lesson 4
Where´s the spider? (GD p. 53).
Happy or sad? (GD p. 53).
Revision lesson
Where are you? (GD p. 55)
Game with flashcards (GD p. 55).
Revision Lesson
 Revise the language from units 1 to 4, repeating and finding objects. Use the poster of Lulu .
 Play a game from TPR to go over the vocabulary and actions in units 1 to 4 .
 Play a game , guess objects by using the appropriate sounds and actions.
 Go over the song Where are you? Play hide and seek with the children.
 Go over the vocabulary in the unit with poster 4 .
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
 Development fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups that the child belongs to.
 Understand vebal instructions and stories.
 Express and understand individually or in groups feelings,needs and wishes through stories,
chants, songs and guessing games.
 Show interest in oral communication and respect the rules of social interaction and
conversation..
 Listen to and participate in the nursery songs ,dances and movements..
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Use the body to express feelings.
Show interest in acting and role play .
1. Self-awareness and Personal Autonomy.
 The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing self- confidence , initiative and strategies to
satisfy their basic needs.
 This provides an environment in which the child feels comfortable and is able to communicate his/
her opinions and interests with a stronger sense of security.
Physical, Natural, Social and Cultural Realms.

In this unit the TOPIC is related to the children´s surroundings ,in particular the
observation of different items of clothing , learning how to respect others , their
exterior aspect and the way they dress.
3. Languages: Communication and Representation.
 Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of aesthetics
and personal taste, thus achieving all - round development .
 Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.
ASSESSMENT.
Assessment tools.
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the first year of the 2º cycle of pre-primary,as the children are starting out on their learning
experience,the assessment can be based on the direct observation of their development .
STORY 2: COOKIE’S TOYS
Revision vocabulary.
Cookie the cat,
Lulu the kangaroo
Big, little
Blue, red, yellow
Ball, dolly, plane, train.
Hat, shoes, trousers
Classroom language.
Do you like that ball?
Where’s the yellow…?
OBJECTIVES
Revise the structures and vocabulary from the previous units 3 and 4.
PROCEDURES
 Sing the Hello perform the actions.
 Revise with the flashcards the vocabulary on toys and colours and sing the song I’ve got a
plane.
 Say the rhyme Storytime rhyme.
 Look at the flashcards of the toys and clothes and relate the objects mentioned with the ones in
the Story cards.
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Say out loud the the names of the objects that appear on worksheet 18 from the CB and get the
children to colour in the toy that they like the most.
Match the objects on the flashcards with the same objects on posters 3 and 4.
Go over the song Cookie put your trousers on by pulling real clothes out from a bag every time
the music stops.
Say the Storytime rhyme and perform the actions.
Classify objects into big and little asking and answering the question How many?, one?, two?.
UNIT 5: ANIMALS
TOPIC
Animals.
OBJECTIVES.
 Present and use the name of animals and concepts related to them.
 Be able to recognize instructions to make understanding the sounds and movements of animals
easy. (TPR)
 Introduce the colour, green and compare it with blue, yellow and red.
 Learn a new number, three , in English.
 Be able to find and count animals.
 Be able to learn, sing and perform the actions to songs in English.
 Do craft work by making a paper duck.
 Be able to perform simple actions and games.
 Recognise and understand short instructions in English.
 Establish a routine for the lessons.
 Work on oral comprehension..
 Encourage self- confidence.
ACTIVE LANGUAGE
Duck, rabbit, turtle. Hop, splash, quack.
Green.
Three.
PASSIVE LANGUAGE
Do you like the sun or the rain?
What have you got in your pouch?.
Show me something…
Point to…
COMMUNICATIVE STRUCTURES.
What colour is it?
PROCEDURES
 Sing the Hello song and perform the actions.
 Introduce the vocabulary ; rabbit, duck and tortoise, using the poster of Lulu.
 Learn the song Little rabbit, imitating the sounds of the animals and performing the actions.
 Colour the duck red, on worksheet19 from the CB. Stick the stickers of the spider and the bird
onto the card.
 Present and make the children repeat the new animal vocabulary using the poster of Lulu and the
flashcards.
 Present the colour green and point to objects in the classroom that are green asking What colour
is it?
 Play a guessing game with the colours: yellow, blue, red, and green.
 Colour the turtle green on worksheet 20 from the CB. Go over the vocabulary sun and rain and
then let the children draw and colour the sun or rain on the worksheet, letting them decide which
..
 Go over the names of the animals with poster 5. Ask the question How many ducks? And count
one, two, three with the children.
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Divide the children into three groups, each one near a flashcard of an animal . Give and carry out
simple instructions from TPR.
Go over the concepts of clap, and jump. Sing and perform the actions to the song One, two three.
Stick the coloured stickers on the right duck and then draw a line from the ducks to the pond .
Go over the vocabulary from previous lessons using the poster of Lulu and poster 5.
Go over the grammatical structure Do you like…?, I like… in pairs with the corresponding
flashcards.
Go over the actions learnt up until now playing the game Cookie says ( TPR) .
Match the front and back parts of the animals and colour the pictures on worksheet 22 from the
CB. To finish with count the animals on worksheet 21 from the CB.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES.
Lesson 1
Rabbit ears (GD p. 61)
Musical statues (GD p. 61).
Lesson 2
Which one is missing? (GD p.63).
Instructions with colours (GD p. 63).
Lesson 3
Animal groups (GD p. 65).
Ducks (GD p. 65).
Lesson 4
Musical cards (GD p. 67).
Clapping games (GD p. 67).
Revision Lesson.
The flashcard game (GD p. 69).
Follow the leader. (GD p. 69)
Revision lesson
 Revise the language from units 1 to 5 repeating and finding objects Use the poster of Lulu.
 Play a game to go over the actions and vocabulary in units 1 to 5. (TPR)
 Play a guessing game to guess the actions and sounds performed.
 Go over the songs from , performing the actions. (TPR)
 Go over the vocabulary in the unit with poster 5..
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups that the child belongs to.
 Recognise animals and their characteristics.
 Understand oral instructions.
 Express likes and feelings through chants and songs, individually or in groups.
 Show interest in oral communication and respect the rules of social interaction and
conversation..
 Listen to and participate in the nursery songs ,dances and movements..
 Learn basic art and craft skills to stimulate creativity
 Use movement to develop a sense of space ..
.
1. Self-awareness and Personal Autonomy.
 The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously, developing more self- confidence , initiative and strategies
to satisfy their basic needs.
 This provides an environment in which the child feels comfortable and is able to communicate his/
her opinions and interests with a stronger sense of security, respecting the appropriate rules of
behaviour and coexistence
2. Physical, Natural, Social and Cultural Realms.
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In this unit the TOPIC is related to the children´s surroundings , the observation of
different animals and learning how to respect and look after the natural environment in
general.
3. Languages: Communication and Representation.
 Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of aesthetics
and personal taste, thus achieving positive all - round development .
 Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.
ASSESSMENT.
Assessment tools.
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the first year of the 2º cycle of pre-primary,as the children are starting out on their learning
experience,the assessment can be based on the direct observation of their development .
UNIT 6: BODY
TOPIC
The Body.
OBJECTIVES
 Present and use vocabulary on parts of the body.
 Present the temperature and other words related to the weather.
 Introduce new instructions and go over the previous ones.( TPR)
 Know how to express likes.
 Be able to find and colour objects.
 Be able to identify objects by their size and colour.
 Play simple games to identify objects and guess things.
 Be able to learn, sing and perform the actions to songs in English.
 Be able to perform simple actions.
 EstablIsh a routine for lessons.
 Work on oral comprehension.
 Recognise and understand short instructions in English.
 Encourage self- confidence.
ACTIVE LANGUAGE .
Foot/feet, hands, head.
Cold, hot.
PASSIVE LANGUAGE.
What’s on your feet?
What have you got in your pouch?.
Tap your foot.
Fall down.
Nod your head.
COMMUNICATIVE STRUCTURES.
What do you wear when it’s hot?
PROCEDURES.
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Sing the Hello song and perform the actions.
Introduce the concepts foot/feet, hands and head using the poster of Lulu.
Learn the Round the tree song and perform the actions.
Colour the hands and feet of the characters on worksheet 23 from the CB in the appropriate
colour.
Go over the vocabulary on the body using the flashcards and play a game guessing what part of
the body it is by making the corresponding noise .
Present the concepts of hot and cold , link the words to clothes or the weather . Use the
expression It’s cold/It’s hot.
Let the children observe the weather through the window and then colour worksheet 24 from the
CB according to what they see. Stick the stickers from the unit in the appropriate places.
Go over the vocabulary with posters 6 and 7 and the corresponding flashcards.
Sing the song and perform the actions to the :Put your hand up song.
Go over the parts of the body with worksheet 25 from the CB.Cut the card into three parts as
indicated and then piece it together again on another piece of paper..
Go over the vocabulary on parts of the body and clothes using the appropriate flashcards .
Go over the grammatical structure Do you like…?, I like… in pairs with the corresponding
flashcards.
Go over the vocabulary from all the units using the flashcards and posters 2 and 6 . Express the
words by miming them .
Go over the songs(TPR) giving and carrying out the corresponding instructions.
Match the things from the same catergory on worksheet 26 from the CB and draw a line between
them .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES.
Lesson 1
Big or little ? Red or blue? (GD p. 71)
Cookie says (GD p. 71).
Lesson2
Hot or cold ? (GD p.73).
Is it hot or cold? (GD p. 73).
Lesson 3
Who is it? (GD p. 75).
Revisión of the song (GD p 75).
Lesson 4
Make pairs (GD pág. 77).
What do you like ? (GD pág. 77).
Revision lesson
Find the flashcard (GD pág. 79)
Drawings of hands and feet. (GD pág. 79).
Revision lesson
 Revise the language from units 1 to 6 repeating and finding objects Use the poster of Lulu.
 Play a game to go over the actions and vocabulary in units 1 to 6. (TPR)
 Play a guessing game to guess the actions and sounds performed.
 Go over the songs, performing the actions. (TPR)
 Go over the vocabulary in the unit with poster 6..
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups that the child belongs to.
 Learn about the parts of the body.
 Understand oral instructions and a story.
 Express and understand feelings,needs,and wishes ,individually or in groups, through stories
,chants, songs and guessing games.
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Show interest in oral communication and respect the rules of social interaction and
conversation..
Listen to and participate in the childrens songs ,dances and movements..
Learn basic art and craft skills to stimulate creativity
Use movement to develop a sense of space.
Self-awareness and Personal Autonomy.
 The children perform every day activities with increasing independence ; they are aware of
their own bodies they learn to move around the classroom autonomously , developing more
self- confidence , initiative and strategies to satisfy their basic needs.
 This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security,
Physical, Natural, Social and Cultural Realms.
 In this unit the TOPIC is related to the parts of the body.
Languages: Communication and Representation.
 Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus achieving positive all - round development .
 Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.
ASSESSMENT.
Assessment tools
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the first year of the 2º cycle of pre-primary,as the children are starting out on their learning
experience,the assessment can be based on the direct observation of their development .
STORY 3: COOKIE GOES SWIMMING
Revision vocabulary.
Hello,
Cookie the cat,
Lulu the kangaroo
Happy, sad.
Duck, bird, spider, rabbit, turtle.
One, two, three.
Cold, hot.
Feet, hands, head.
Blue, green, red, yellow.
Tree,
Ball, dolly, train
Hat, shoes, trousers.
Classroom vocabulary.
Let’s swim,
Lovely,
Let’s go.
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OBJECTIVES.
 Go over the structures and vocabulary in the previous units 5 y 6.
Procedures.
 Sing the Hello Song and perform the actions.
 Go over the Little rabbit song and perform the actions(TPR) .
 Say the rhyme Storytime rhyme.
 Look at the flashcards showing happy and sad and start to relate this concept when seeing the
Story cards.
 Identify the characters on the left on worksheet 27 from the CB and link them with the characters
in the main drawing.
 Go over the vocabulary with the flashcards and posters 5 and 6, identifying on which poster the
flashcard image is .
 Go over the song Round the tree playing the game Cookie says.
 Say the Storytime rhyme and perform the actions.
 Play the game of hiding objects, one, two, three .and guess the number..
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Animal flashcards (GD p. 81)
Count to three (GD p 81).
Lesson 2
Favourite game(GD p. 83)
Spectacle. (GD p 83).
CHRISTMAS
Key vocabulary
Christmas tree, red.
Mummy, daddy
Classroom language.
Play.
What colour is it?
What is it?
Who’s this?
Father Christmas.
What do you want for Christmas.
Christmas card.
Thank you.
OBJECTIVES.
 Present vocabulary and concepts related to Christmas.
 Sing Christmas carols in English.
 Play simple games guessing and identifying objects
 Be able to make a Christmas card.
 Be able to perform simple actions.
 Establish a routine for lessons.
 Work on oral comprehension.
 Encourage self- confidence.
 Show respect for the traditions in other countries and sensitivity towards other cultures and
festivities.
Procedures
 Sing the Hello song and perform the actions.
 Explain in class what Christmas is and what this means, go over the concepts that are related to
this celebration.
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Go over the vocabulary on toys , play a game by imitating the sound that the toy makes and
guessing what toy it is .
Play “pass the parcel “ listening to music. When the music stops the child has to remove one
layer of wrapping paper and say what colour it is. The last piece removed means the child has
found the toy and must say what toy it is .
Sing the song Merry Christmas, performing the actions.
Colour the figure of Father Christmas on worksheet 28 from the CB.
Revise the language giving instructions for the children to carry out. (TPR)
Go over the colours blue, red ,and yellow with the flashcards and poster 7.
Make a Christmas card for the family with worksheet 29 from the CB. Stick the stickers on
Father Christmas´ sack and mention the colour of each of the presents .
Area syllabus.
 Learn and appreciate the social value of the festivities .
 Learn basic art and crafts to stimulate creativity.
 Communicate opinions and interests with greater self - confidence.
Physical, Natural, Social and Cultural Realms.
The importance of Christmas in Great Britain: The celebrations at this time of the year are very
important ; in schools (performing theatre plays and organising fairs etc ) at home ( sending lots of
Christmas cards to family and friends , and buying special food , drinks and presents ). Talk about
Father Christmas who arrives on Christmas Eve 24th December with toys for the children .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Complete Father Christmas (GD p. 85)
What do you want for Christmas? (GD p. 85).
Lesson 2
Christmas decorations .(GD p. 87)
Merry Christmas Dance . (GD p. 87).
CARNIVAL
Classroom language
Parade.
It’s a carnival mask
Do you like the…?
OBJECTIVES
 Learn and use vocabulary related to carnival.
 Be able to participate in a carnival parade.
 Be able to do craft work by making a carnival mask
 Be able to perform simple actions .
 Establish a routine for lessons.
 Work on oral comprehension.
 Encourage self- confidence..
Procedures
 Sing the Hello song and perform the actions.
 Go over the vocabulary on colours and clothes using the flashcards and the poster of Lulu .
 Organise a carnival parade., introducing the word parade and explaining its meaning.Sing and
perform the actions to a song.
 Colour and decorate the carnival mask with stickers, on worksheet 30 of the CB.
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Attitude
Disposition to be helpful and co-operate with classmates in games and in every day life .
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Appreciation and respect for the rules that control coexistence in the social groups to which the
child belongs
Being able to deliver messages expressing needs, feelings and wishes both individually and in
groups..
Initiative and interest in participating in oral communication, respecting the established social
rules that regulate linguistic exchange.
Put into action basic art and craft techniques to favour creativity.
Area syllabus.
Learn to be aware of and acknowledge the social value of festivities.
Learn basic art and craft skills to stimulate creativity.
Respect the rules of correct behaviour in class asking for things politely .
Physical, Natural, Social and Cultural Realms
Talk about the most famous carnival in Great Britain, The Notting Hill Carnival in London ,introduced
by people from the Caribbean ..
ADDITIONAL ACTIVITY TO REINFORCE
Carnival masks. (GD p. 89)
EASTER
Key vocabulary.
Cakes, chocolates, Easter Bunny, eggs, three, basket, chick
Classroom language.
Can you see…?
Put the…in…
Point to the ..
How many eggs?
OBJECTIVES
 Present and use vocabulary and concepts linked to food and to Easter.
 Play simple games in English.
 Be able to learn and sing songs in English performing the actions to them.
 Be able to do craft work by making an Easter Egg.
 Establish a routine for lessons.
 Work on oral comprehension..
 Practice folding and matching activities..
 Encourage self- confidence..
PROCEDURES
 Sing the Hello song and perform the actions.
 Introduce the concept of the Easter Bunny, and other things to do with Easter using the poster of
Lulu and poster 8.
 Using worksheet 31 from the CB find the Easter Eggs that the Easter Bunny has hidden , count
them and classify them into big and little .Stick the stickers from the unit.
 Go over the colours and the concept of big and little by using the Easter Eggs.
 Ask and answer questions about the Easter Eggs like Where’s the big blue egg? It’s in the tree ,
with the help of worksheet 31 from the CB.
 Play at hiding and looking for the paper eggs so as to practice the structure: In the tree .
Colour the eggs on worksheet 32 from the CB , and decorate them with stickers. Fold the eggs
in order to make an Easter decoration with them.
 Respect the correct rules of behaviour for greetings and farewells.
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Area syllabus.
 Learn to be aware of and acknowledge the social value of festivities.
 Learn basic art and craft skills to stimulate creativity. .
Physical, Natural, Social and Cultural Realms
Talk about how the British children celebrate Easter, decorating chocolate Easter Eggs that the
Easter Bunny hides and the children have to look for .. .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Look for the eggs (GD p. 91)
Look for the red egg (GD p. 91).
Lesson 2
In search of the paper egg. (GD p. 93)
Musical Easter Eggs (GD p. 93).
PROGRAMME OF UNITS: Three in a Tree A
STARTER UNIT: HELLO
TOPIC
Greetings and Farewells
OBJECTIVES
 Present Cookie, Lulu and Densel.
 Teach Hello and Bye-Bye.
 Teach numbers from 1 to 6.
 Encourage the children to participate singing a song.
 Establish a routine for the English lesson.
 Offer the children opportunities to communicate with the characters and the teacher.
ACTIVE LANGUAGE
Cookie, Densel, Lulu, hello, bye-bye, cat, one, two, three, four, five, six.
PASSIVE LANGUAGE
Duck, kangaroo, Come here!, Sit down!, very good, In a circle, everyone, Listen to me, You need
colours, colour... Worksheets in your folders, Thank you, Who’s missing?, What have you got in
your pouch?,
Do you know your numbers?, Can you count from one to six?, What is it,
everyone?
PROCEDURES
 Learn to use the expressions to say hello and say good bye in English.
 Familiarise themselves with the poster of Lulu and the activities with Flashcards.
 Listen to and learn a chant.
 Learn to recognise the written form of the children´s names using labels in the shape of leaves.
 Sing songs learning and going over the vocabulary in the unit.
 Practice the language in the unit using a worksheet in :Table Time.
 Practice the numbers by tracing the shape and recognising them through games and
worksheets..
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES .
Lesson 1
Guess who is saying Hello (GD p. 15)
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Who´s missing? (GD p. 15).
Lesson 2
Guess who has Cookie (GD p.17).
Fishing (GD p. 17).
Lesson 3
Puppets of the characters (GD p 19).
Game with the puppets. (GD p. 19).
Games with numbers on the blackboard. (GD p. 19).
Lesson 4
Book of numbers in zig-zag (GD p. 21).
Activity with numbers in zig-zag (GD p. 21).
How many fingers?. (GD p. 19).
UNIT 1: COLOURS
TOPIC
Colours.
OBJECTIVES.
 Get the children used to the routine of the English class.
 Recognise the six colours in the unit and begin to say them in English.
 Encourage the children to participate singing the song; Colours song.
 Listen to obtain specific information.
 Develop fine motor skills and acquire pencil control with activities such as tracing , colouring ,
matching and drawing.
 Develop the skills for pre-writing, identifying a sequence in a series of objects and colours..
 Develop creative skills : numbers in the zig-zag.book.
ACTIVE LANGUAGE .
Red, pink, yellow, purple, green, blue, the numbers 1 to 6.
PASSIVE LANGUAGE.
Hello, bye-bye, pencils, cut out, happy, zig-zag, book, What have you got in your pouch?, Turn
around, What’s missing?, Let’s see..., Trace the balloons. Storytime for you and me, Bring me
the (blue)..
Point to something (red), What’s your favourite colour?, What’s Cookie’s favourite colour?, Still
asleep,
Jigsaw, pencils, good, What a good idea!, cloud, tree, seven, Sorry!, Stand up, stretch,
PROCEDURES
 Sing a song to get used to the vocabulary and expressions in the unit using the puppet Cookie.
 Identify and name the colours using flashcards.
 Sing and learn the Colours song.
 Table Time : Find how many balloons are missing . Draw them in and colour them.
 Go over the vocabulary in the unit using the poster of Lulu and the song : Colours Song.
 Look at the cards and listen to the story in the unit..
 Do a puzzle and go over vocabulary.
 Complete the balloons on the worksheet by drawing in the lines, colour them and go over the
vocabulary.
 Act out the story in the unit to consolidate the vocabulary and expressions.
 Go over all the songs and vocabulary that have been learnt up to now.
 Complete the sequence of a drawing by colouring the images.
 Put into order and classify the vocabulary to consolidate what has been learnt by using the
flashcards.
 Complete a worksheet to consolidate and personalise what has been learnt.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES .
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Lesson 1
Guess who is saying hello (GD p. 23)
Collages of favourite colours (GD p. 23).
Lesson 2
Book in zig-zag of colours (GD p.25).
Teach me What am I thinking of? activity with the book in zig-zag (GD p. 25).
Pretend you are blowing up a balloon. (GD pá 25).
Lesson 3
What number is ?(GD p. 27).
Bag of colours. (GD p. 27).
Lesson 4
Game on the blackboard of Yes/No GD p. 29).
Numbers with textures. (GD p. 29).
Lesson 5
Number clappingGD p. 31).
Game of sweets /balloons of sweets / balloons. (GD p 31).
Lesson 6
Get up 1 Sit down! (GD p 33).
GAT is your favourite number? (GD p. 33).
Lesson 7
Survey on favourite colours .(GD p. 35).
Another representation of the story. (GD p. 35).
Lesson 8
Chain of friendship (GD p. 37).
Classification of blocks /game pieces. (GD p. 37).
Lesson to reinforce
Act out instructions (GD p. 38).
Drawing the characters (GD p. 38).
Lesson to expand
Activity from the zig-zag book of Three in a Tree (GD p. 39).
Flowers made from circles for the exhibition of Three in a Tree (GD p. 39).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
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Development of fine motor skills.
Help and participate with others in the classroom activities and daily life.
Recognise social groups: the family and school.
Learn to respect the rules of conduct used in social groups that the child belongs to
Understand vebal instructions.
Express feelings through songs and chants.
Learn to recognise the first numbers.
Learn to recognise the properties of objects:colour.
Listen to and participate in the childrens songs ,dances and movements..
Learn basic art and craft skills to stimulate creativity
Use the body to express feelings..
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Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence ,
initiative and strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security,

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Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to the children´s surroundings ,encouraging them to
respect the rules of correct behaviour in class, appreciating and accepting the
differences between sexes.
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Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus achieving positive all - round development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.

ASSESSMENT.
Assessment tools
Class record sheet (PMB B, Cookies Play Pack, pá 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the second year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise six colours in the unit and they begin to say the colours in English.
 They actively take part singing the Colours song.
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,ability to control a pencil and the skills for pre-writing,
identifying a sequence in a series of objects and colours.
 They complete art and craft activities
UNIT 2: TOYS
TOPIC.
Toys
OBJECTIVES
 Recognise and name toys in English .
 Encourage the children to participate singing the Toys song.
 Listen to a song and a story to understand the meaning and accumulate specific information.
 Develop the gross motor skills performing the actions to the songs and the story .
 Acquire pencil control and fine motor skills, tracing drawing and colouring.
 Develop observation skills looking for toys in the picture..
ACTIVE LANGUAGE
Ball, car, teddy, dolly, train, scooter, colours, numbers 1 to 6
PASSIVE LANGUAGE
Hello, bye-bye, triangle, circle, square, rectangle, My name’s... Colour the toys, What is (red),
You need colours, What’s your favourite colour? Can you see?, I can see... Point with me,
Trace the...,
Go and touch the..., Where’s the dolly/teddy/scooter?, Listen to me, Sit down!, Hold hands,
everyone.
Not a ball, Not a teddy.
PROCEDURES
 Sing a song to get used to the vocabulary and expessions in the unit using the puppet Cookie.
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Identify and name the toys using flashcards and the poster of Lulu.
Sing and learn the song :Toys song.
Complete a worksheet,colouring the objects with the right colours.
Go over the vocabulary in the unit using the poster of Lulu and the Toys Song.
Participate in a game standing in a circle in which the children can perform actions and go over
vocabulay.
Look at the story cards and listen to the story in the unit .
Point to and colour the objects that appear in the story on the corresponding worksheet.
Complete the geometrical outline of the pictures on a worksheet working on the vocabulary in the
unit.
Act out the story in the unit to consolidate vocabulary and expressions.
Go over the songs and vocabulary that have already been learnt.
Fill in the lines with the right colour and identify the toy when finished .
Put into order and classify vocabulary to consolidate using the flashcards.
Look for pictures on a worksheet and draw a circle around them .
Listen to the chant : Toys chant.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES .
Lesson 1
Odd one out (GD pá 41)
Go over the story A1 (GD p. 41).
Lesson 2
Count the toys (GD p.43).
Book in zig-zag of the toys (GD p 43
Show me activity with the book in zig-zag (GD p. 43).
Lesson 3
How many taps?(GD p. 45).
Feeling bag. (GD p. 45).
Lesson 4
Standing up (GD p. 47).
Point with me. (GD p. 47).
Lesson 5
Draw Cookie (GD p 49).
Memory game on the blackboard (GD p. 49).
Lesson 6
Kim¨s blackboard game (GD p. 51).
Guess who has it (GD p. 51).
Lesson 7
Pull the finger (GD p. 53).
Another representation of the story. (GD p. 53).
Lesson 8
Where is the little bear? (GD pág. 55).
Which is your favourite colour / toy?. (GD p. 55).
Lesson to reinforce.
Correct Cookie (GD p. 56).
Spin the toy wheel. (GD p. 56).
Lesson to expand
Little ball go quickly (GD p. 57).
The toy dance. (GD p. 57).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
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Development of fine motor skills.
Help and participate with others in the classroom activities and daily life.

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Learn to respect the rules of conduct used in social groups in which the child belongs .
Understand vebal instructions and a story.
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Express likes, feelings,needs,and wishes ,individually or in groups, through a story ,chant or a
song
Show interest in oral communication and respect for social interaction.
Learn to recognise the properties of objects:colour.
Listen to and participate in the childrens songs ,dances and movements..
Show interest in acting and interpreting different roles.
1. Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence ,
initiative and strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security,


2 .Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to toys , observing the differences in the
preferences of each child towards play and the characteristics of the different toys .

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3.Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus achieving positive all - round development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.

ASSESSMENT.
Assessment tools
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the second year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise toys in the unit and they begin to name them in English.
 They actively take part singing the Toys song.
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
UNIT 3: BODY
TOPIC.
The Body
OBJECTIVES
 Develop pencil control and fine motor skills through matching , tracing, circling and drawing..
 Recognise the parts of the body and name them in English.
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Mantain classroom routine .
Listen to the song: Body song and a story to understand them and obtain sepcific information.
Develop gross motor skills by miming a song or a story.
ACTIVE LANGUAGE
Head, arms, tummy, fingers, legs, feet, numbers 1 to 6, the colours and toys.
PASSIVE LANGUAGE
 Shake, wave, pat, stamp, hand, sick, robot, thumbs, Cookie is sad/happy, Shake
your...
 Can I have...?, What number is it?, Cookie is at the doctor’s, What’s the matter Cookie?
 My (head) hurts!, What’s wrong?, No tummy/arms, Finish the teddy/dolly.
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PROCEDURES.
Sing a song to get used to the vocabulary and expessions in the unit using the puppet
Cookie.
Identify and name the parts of the body using flashcards and the poster of Lulu.
Sing and learn the song :Body song.
Sort out the illustrationson a worksheet to learn the body actions in Table Time .
Go over the vocabulary in the unit using the poster of Lulu and the Body Song.
Play the game yes/ no in which the children actively practice the vocabulary in the unit.
Look at the story cards and listen to the story in the unit .
Find the differences between two drawings on the same worksheet , going over the
vocabulary in the story .
Act out the the story in the unit to consolidate vocabulary and expressions.
Do the jigsaw puzzle to identify the characters on the worksheet, working on vocabulary and
basic skills.
Go over the songs and vocabulary that have already been learnt.
Play a game in which the children are robots,conduct their actions, going over and
consolidating what has been learnt in the unit.
Go over the parts of the body on the worksheet where the drawings are incomplete , ask the
chiildren
what´s missing .
Put into order and classify vocabulary to consolidate the language learnt by using the
flashcards.
Complete a drawing on a worksheet to consolidate and personalise what has been learnt.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Cookie in plasticine (GD p. 59)
Go over the story A2 (GD p. 59).
Lesson 2
Cookie says... (GD p.61).
Book in zig-zag of the body (GD p. 61).
Pat you tummy – activity with the book in zig-zag (GD p. 61).
Lesson 3
Shake you head (GD p. 63).
How many fingers?. (GD p. 63).
Lesson 4
Clap / applause / click / stamp (GD p. 65).
Save Cookie! (GD p. 65).
Lesson 5
Wave your arms (GD p. 67).
Classification of objects by colours. (GD p. 67).
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Lesson 6
Cinese whispers (GD p. 69).
Writing on backs (GD p. 69).
Lesson 7
Next to Cookie (GD p. 71).
Another representation of the story. (GD p. 71).
Lesson 8
Memory game on the blackboard (GD p. 73).
Classification of blocks/ game pieces. (GD p. 73).
Lesson to reinforce
Which is your favourite colour (GD p. 74).
Fishing (GD p. 74).
Lesson to expand
Burst the bubbles (GD p. 75).
Feed Cookie (GD p. 75).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
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
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


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
Development of fine motor skills.
Help and participate with others in the classroom activities and daily life.
Learn to respect the rules of conduct used in social groups in which the child belongs .
Understand oral instructions.
Understand the concept of number and quantity.
Understand the combination of number , colour and size.
Show interest in oral communication and respect for the rules of social interaction and
conversation.
Listen to and participate in the nursery songs ,dances and movements..
1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence ,
initiative and strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security, The children learn to respect
others and the rules of coexistence in the social groups to which they belong.


Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to parts of the body . the children learn to
recognise the importance of corporal expression , and the norms when visiting the
doctor ( through the story in the unit )


Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.

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ASSESSMENT.
Assessment tools
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the second year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the parts of the body in the unit and they begin to name them in English.
 They actively take part singing the Body song.
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
UNIT 4: CLOTHES
TOPIC
Clothes.
OBJECTIVES
 Recognise the coloursand name them in English.
 Go over the parts of the body.
 Go over the colours and numbers from 1 to 6 in unit 1.
 Develop fine motor skills , tracing, matching, colouring and drawing . .
 Develop gross motor skills performing the actions to the Clothes song and the story .
 Develop the ability of observation by doing matching activities.
ACTIVE LANGUAGE .
T-shirt, trousers, socks, shoes, jacket, hat, the numbers, the colours, toys, the body.
PASSIVE LANGUAGE
What colour is/are the ...?, some, Pass the bag, everyone, Take off/Put on you shoes/jacket,
What have you got in your pouch?, green spots, What is it?
PROCEDURES
 Sing a song to get used to the vocabulary and expessions in the unit using the puppet Cookie.
 Identify and name the clothes using flashcards and the poster of Lulu.
 Sing and act out the song Clothes Song .
 Trace the outlines and colour the clothes that appear hanging in the picture on the worksheet ,in
order to learn the new vocabulary and go over the old vocabulary in Table Time .
 Go over the vocabulary in the unit using the poster of Lulu and the . Clothes Song.
 Look at the story cards and listen to the story in the unit .
 Connect the pieces of a picture with the central picture on the worksheet .
 Act out the the story in the unit to consolidate vocabulary and expressions.
 Go over the songs and the vocabulary .
 Identify the article of clothing which is the same as the first on the worksheet, working on
vocabulary and basic abilities.
 Match articles of clothing with the parts of the body they are worn on , going over and
consolidating what has been learnt.
 Connect clothing with the parts of the body on the worksheet
 Put into order and classify vocabulary to consolidate the language learnt by using the flashcards.
 Complete a picture on a worksheet to consolidate and personalise what has been learnt.
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
Decorate a tee shirt in the picture on the worksheet ,freely, to consolidate and personalise what
has been learnt.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
What is red ? (GD p. 77)
Go over a story A3 (GD p. 77).
Lesson 2
Book in zig-zag on clothes (GD p. 79).
You... on your head / Listen and colour – activities with the book in zig-zag (GD p. 79).
Which is your favourite colour? (GD p.79).
Lesson 3
Put on the hat (GD p. 81).
Put on the shoes, put on the jacket(GD p. 81).
Lesson 4
How many socks ? (GD p. 83).
Musical movements (GD p. 83).
Lesson 5
Hat day (GD p. 85).
Matching socks. (GD p. 85).
Lesson 6
Silhouettes of articles of clothing (GD p. 87).
Dress Cookie – game on the blackboard (GD p. 87).
Lesson 7
Another representation of a story. (GD p. 89).
What have I got ? / Who has it ? / What has Ana got? (GD p. 89).
Lesson 8
Clothes made from plasticine (GD p. 91).
Dress Lulu. (GD p. 91).
Lesson to reinforce
Collages of clothing(GD p. 92).
Games with flashcards (GD p. 92).
Lesson to expand
It´s hot , It´s cold (GD p. 93).
Fashion parade (GD p. 93).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.











Development of fine motor skills.
Help and participate with others in the classroom activities and daily life.
Learn to respect the rules of conduct used in social groups in which the child belongs .
Understand oral instructions and stories.
Express and understand feelings , needs, and wishes through stories, chants ,songs and
guessing games , individually or in groups.
Show interest in oral communication and respect for the rules of social interaction and
conversation.
Listen to and participate in the childrens songs ,dances and movements.
Use the body to express feelings.
Show interest in acting and interpreting roles.
1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence ,
initiative and strategies to satisfy their basic needs.
 This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security.
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

2.Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to clothes. The children learn to dress well and to
respect the exterior aspect and apparel of others .


3.Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.

ASSESSMENT.
Assessment tools
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the second year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the articles of clothing in the unit and they begin to name them in English.
 They actively take part singing the Clothes song
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
UNIT 5: PETS
TOPIC
Animals.
OBJECTIVES
 Recognise domestic animals and name them in English. .
 Go over the numbers 1 to 6 and the colours in the unit..
 Improve fine motor skills by tracing, colouring and matching. .
 Improve gross motor skills performing the actions to the Pets song and the story.
ACTIVE LANGUAGE
Bird, spider, fish, turtle, rabbit, elephant, numbers 1 to 6, the colours , the body.
PASSIVE LANGUAGE.
Move your arms, What am I? Do you like...?, Yes, I do/No, I don’t, Can I have a pet?, Let’s
see!
How about a spider?, Wait a minute, What has Lulu got?, Good!, Do you know you numbers?,
Sorry!
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PROCEDURES
 Sing a song to get used to the vocabulary and expessions in the unit using the puppet Cookie.
 Identify and name the animals using flashcards and the poster of Lulu.
 Sing and act out the song Pets song. .
 Colour the animals on the worksheet as they appear on the flashcards in Table Time.
 Play a game in a circle in which the children do the actions they are asked to .
 Go over the vocabulary in the unit using the poster of Lulu and the Pets song.
 Guess what animal is being drawn on the blackboard , line by line .
 Look at the story cards and listen to the story in the unit .
 Draw the animals that are missing in the illustration on a worksheet .
 Go over the the story doing activities to express vocabulary.
 Count the number of animals that appear on a worksheet and circle the right answer.
 Dance and express themselves to the rhythm of the music with actions , using the songs learnt in
class.
 Act out the story in the unit to consolidate vocabulary and expressions.
 Go over the songs and vocabulary.
 Complete the animals by tracing in the missing lines on a worksheet..
 Put into order and classify vocabulary to consolidate the language learnt by using the flashcards.
 Join the the pictures on a worksheet with the corresponding number by tracing a line between
them.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Gameof Yes / No with flashcards (GD p. 95)
Go over the story A4 (GD p. 95).
Lesson 2
Which is your favourie animal? Please tell me (GD p.97).
In the mirror (GD p. 97).
Lesson 3
Animal chant (GD p. 99).
Peter and Paul. (GD p. 99).
Lesson 4
Book in zig.zag on animals (GD p. 101).
I like . / Guess the action – activities with the book in zig-zag (GD p. 101).
Activity with flashcards (GD p. 101).
Lesson 5
Clapping game. (GD p. 103).
Lesson 6
Animal silhouettes (GD p. 105).
A (GD p. 105).
Lesson 7
Another representationof the story. (GD p. 107).
Jump, jump. (GD p. 107).
Lesson 8
Feeling bag.(GD p. 109).
Face masks made from paper plates (GD p. 109).
Lesson to reinforce
Actions in a circle. (GD p 110).
Lesson to expand
How many legs (GD p. 111).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.



Development of fine motor skills.
Help and participate with others in the classroom activities and daily life.
Learn to respect the rules of conduct used in social groups in which the child belongs .
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





.



Recognise animals and their characteristics .
Understand oral instructions.
Express likes and feelings through chants and songs individually or in groups.
Show interest in oral communication and respect for the rules of social interaction and
conversation.
Listen to and participate in the childrens songs ,dances and movements.
Learn basic arts and crafts to stimulate creativity.
Use movement to develop the sense of space .
1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence ,
initiative and strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security.respecting the norms of
behaviour and coexistence.


2.Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to domestic animals. The children learn the
characteristics of the different animals and the importance in respecting and looking
after animals and nature in general .


3.Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.

ASSESSMENT.
Assessment tools
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the second year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the domestic animals in the unit and they begin to name them in English.
 They actively take part singing the Pets song
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
UNIT 6: FOOD
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TOPIC.
Food.
OBJECTIVES
 Recognise and name six different types of food in English.
 Listen to the rhyme Food chant to obtain specific information and discover the element that is
missing.
 Improve fine motor skills through matching, circling colouring and drawing.
 Improve gross motor skills performing the actions of the song and story.
 Improve the ability of observation by finding the missing element and matching identical
objects of the same category.
ACTIVE LANGUAGE.
Chocolate, ice-cream, cake, apples, fish, bananas , the numbers 1 to 6,
clothes, animals.
colours, toys,
PASSIVE LANGUAGE.
Pass the bag, everyone, I like... I don’t like..., Chocolate in the fridge, Eat it/them up, What’s
missing?, What do they like? Some, an, Yum!Yum!, find and circle, Can I have...?, What’s
your favourite cake?
PROCEDURES.
 Sing a song to get used to the vocabulary and expessions in the unit using the puppet
Cookie.
 Identify and name the food using flashcards and the poster of Lulu.
 Sing and act out the song Food chant.. .
 Draw the food that is missing from the fridge in a picture on a worksheet using the flashcards
in Table Time .
 Go over the vocabulary in the unit using the poster of Lulu and the chant:. Food Chant.
 Guess what each character´s favourite food is using the flashcards. .
 Look at the story cards and listen to the story in the unit .
 Draw the the food that they would like to see on the top of a cake , on a worksheet.
 Add new foods to the verses of the chant and perform the corresponding actions.
 Go over the the story doing activities to express vocabulary.
 Join the two parts of some pictures of food on a worksheet , colouring them afterwards..
 Act out the story in the unit to consolidate vocabulary and expressions.
 Go over the songs and vocabulary.
 On a worksheet, put some pictures into order according to categories and mark the one that
doesn´t belong with a circle
 Put into order and classify vocabulary to consolidate the language learnt by using the
flashcards.
 Draw your favourite food on the plates on the worksheet .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
What´s missing? (GD p. 113)
Go over the story A5 (GD p. 113).
Lesson 2
Where is the colour red? (GD p115).
Initial sounds (GD pá 115).
Lesson 3
Do you like chocolate?. (GD p. 117).
Smell and taste (GD p. 117).
Lesson 4
Do you like apples ?. (GD p. 119).
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Book in zig-zag on food (GD p. 119).
Let¨s Make a cake / Guess the action – activties with the book in zig-zag (GD p. 119).
Lesson 5
Silhouettes of food(GD p. 121).
Circular actions. (GD p. 121).
Lesson 6
Clapping game (GD p. 123).
Plasticine cakes (GD p. 123).
Lesson 7
Another representation of the story (GD p. 125).
Chinese whispers (GD p. 125).
Lesson 8
Game with flashcards (GD p. 127).
Food mobile. (GD p. 127).
Lesson to reinforce
Feeling bag (GD p. 128).
Miraculous fishing (GD p. 128).
Lesson to expand.
Bring me . (GD p. 129).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups in which the child belongs .
 Learn the parts of the body .
 Understand oral instructions and a story..
 Express and understand feelings ,needs and wishes through stories, chants, songs and
guessing games , individually or in groups.
 Show interest in oral communication and respect for the rules of social interaction and
conversation
 Use the body as a way of expressing feelings ..
 Listen to and participate in the childrens songs ,dances and movements.
 Learn basic arts and crafts to stimulate creativity.
 Use movement to develop the sense of space .
.



. 1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence ,
initiative and strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security.


2.Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to food. The children learn about the typical food
combinations and to respect the likes and preferences of others .


3.Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication. .

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ASSESSMENT.
Assessment tools.
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the second year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the food in the unit and they begin to name it in English.
 They actively take part singing the Food Chant.
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
FESTIVALS
BIRTHDAY
TOPIC
Birthdays .
Active language.
Happy birthday, numbers from 1 to 6, colours.
Passive language.
Hat, socks, shoes, T-shirt, ball, teddy, candles, cake, How many candles on the cake?,
How many candles does that make?
OBJECTIVES.
 Learn a song to celebrate other people´s birthdays .
 Establish each child´s age .
 Listen to obtain information.
 Show sensitivity towards other cultures and festivities .
Procedures.
 Sing and act Happy Birthday to get used to the vocabulary and expressions in the unit ,using the
puppet Cookie. Include in the song the name of the child who is being paid tribute to.
 Identify and name vocabulary that has been learnt before and which could be of use in this
TOPIC , like numbers , food and colours using the flashcards and the poster of Lulu.
 Colour in the candles for a birthday cake on the worksheet, taking heed of the instructions
indicating which colour to use for each number .
 Go over the vocabulary and songs learnt.
 Make and colour a birthday hat .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
No-lose Musical chairs (GD p. 131)
Pass the parcel (GD p. 131).
Lección 2
How many candles on the cake? (GD p. 133)
Dance party (GD p. 133).
CHRISTMAS
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TOPIC
Christmas.
Active language
Christmas tree, present, numbers from 1 to 6, the colours.
Passive language.
Pass the Christmas card, Here we go round the Christmas tree, On Christmas day in the morning,
This is the way we open our presents, baubles.
OBJECTIVES
 Learn about Christmas in another culture.
 Learn a Christmas song.
 Make a Christmas card.
 Show sesitivity for other cultures and festivities . .
Procedures
 Sing and perform the song Christmas Tree using the puppet Cookie.
 Identify and name vocabulary in this unit using flashcards and the poster of Lulu.
 Colour the Christmas tree on the worksheet.
 Go over the vocabulary and songs learnt.
 Make a Christmas tree.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Christmas tree with hands (GD p. 135)
Lesson 2
Songs (GD p. 137)
Guess the songs (GD p.137).
Christmas Tree mobile . (GD p. 137)
EASTER
TOPIC
Easter.
Active language
Easter Bunny, Easter eggs, the colours
Passive language.
Fat, pat, flop, hop, paws, ears, run.
OBJECTIVES
 Meet the Easter rabbit and sing an Easter song.
 Develop the ability to observe by finding and counting the hidden Easter.
 Make some rabbit ears .
 Show sensitivity towards other cultures and festivities .
Procedures
 Sing and perform the song Easter song using the puppet Cookie.
 Identify and name vocabulary in this unit using flashcards and the poster of Lulu.
 On a worksheet circle the Easter eggs and colour them the colour that is indicated,.
 Go over the vocabulary and songs learnt
 Make a hat with rabbit ears.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
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Lesson 1
Pass the egg. (GD p. 139)
Finger puppet of the Easter bunny. (GD p. 139).
Lesson 2
Jump ... (GD p. 141)
Find the egg. (GD p. 141).
Easter egg baskets .. (GD p. 141).
MOTHER´S DAY
TOPIC
Mother´s day .
Active language
Happy Mother’s Day, numbers from1 to 6
OBJECTIVES
 Learn a song to sing to Mummy.
 Make a present for Mummy
 Improve fine motor skills through colouring and cutting .
 Show sensitivity towards other cultures and festivities.
Procedures
 Sing and perform the song Mother’s Day Song using the puppet Cookie.
 Identify and name vocabulary in this unit using flashcards and the poster of Lul.
 Go over the vocabulary and songs learnt
 Make a book marker to give to Mummy .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
How many children (GD p 143)
Perform a song (GD p. 143).
.
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HOLIDAYS
TOPIC
Holidays
Active language .
Shorts, swimsuit, bag, fat, pat, flop, hop, paws, ears, run
Passive language.
What do you put in your bag?
OBJECTIVES
 Go over the vocabulary and learn new words to do with the summer holidays .
 Learn a chant on how to include all the things you need in a holiday bag .
 Listen to a chant to obtain specific information about summer clothes and toys .
Procedures.
 Sing and perform the song holiday chant using the puppet Cookie.
 Identify and name vocabulary in this unit using flashcards and the poster of Lulu.,.
 Go over the vocabulary and songs learnt
 Cut out a series of clothes from a worksheet , put them in order and then place them according to
the instructions .
.
ADDITIONAL ACTIVITY TO REINFORCE AND EXPAND
Holiday suitcase. (GD p 144)
PROGRAMME OF UNITS: Three in a Tree B
STARTER UNIT: HELLO AGAIN
TOPIC.
Greetings and Farewells.
OBJECTIVES.







Recognise Cookie, Lulu and Densel.
Use the greetings Hello and Bye-Bye.
Present Where?, in, on, under, behind
Go over numbers 1 to 6 and the colours.
Encourage the children to participate singing Densel´s song.
Establish a routine for the English lesson.
Offer the children opportunities to communicate with the characters and the teacher.
ACTIVE LANGUAGE.
In, on, under, behind, hello, bye-bye, cat, duck, kangaroo, the numbers from 1 to 6, the colours,
PASSIVE LANGUAGE.
What have you got in your pouch?, Where’s...? Let’s all look for Densel, Is he in the tree?,
Is he on the pond?, Is under the tree?, Is he behind the door?, Come here, tree, pond,
door,
Here I am, Fold the puppet, glue, scissor, spinner, Sit down!, Listen to me, worksheets in
your folders, You need colours, colour the pictures, Thank you, Do you know your numbers?,
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Can you count from one to six?, What is it?, table, chair,
bag, Fold here.
PROCEDURES
 Learn to use the expressions to say hello and good- bye in English.
 Familiarise themselves with the poster of Lulu and the activities with Flashcards.
 Listen to and learn the chant. Characters Chant and Densel’s Song.
 Circle all the Densels on the worksheet.
 Go over the songs learnt , practicing vocabulary
 Make a glove puppet from the worksheet in Table Time.
 Practice the language in the unit using a worksheet in Table Time.
 Prepare a game of Spin the Wheel, doing the actions that the needle points to .
 Respect the correct norms of behaviour for greetings and good-byes.
 Guess where the characters who are playing spin the Wheel are.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Guess who is saying Hello (GD p. 15)
Go over the story A1 (GD p. 15).
Lesson
Everyone look for Densel (GD p.17).
Puppet game (GD p. 17).
Lesson 3
Where are Densel, Cookie and Lulu? (GD p. 19).
Draw a circle around the vocabulary. (GD p. 19).
Lesson 4
What number? (GD p. 21).
Play with flashcards Yes / No (GD p. 21).
UNIT 1: FAMILY
TOPIC .
Family.
OBJECTIVES.
 Recognise the different members of the family and start to name them in English.
 Go over the numbers and colours .
 Encourage the children to participate singing the Family song.
 Listen in order to obtain specific information.
 Develop fine motor skills and pencil control through activities such as writing numbers,
cutting,drawing,matching and colouring .
 Develop creative skills making some playing cards ..
 Count the members of the family.
 Realise what is missing in a picture and draw it in .
.
ACTIVE LANGUAGE.
Baby, mummy, daddy, sister, brother, family, hello, bye-bye,the numbers from 1 to 6, the colours ,
animals,
PASSIVE LANGUAGE.
Stand up..., Sit down!, In a circle..., Stop!, Can you see?, Point to..., Go and touch..., Listen
to me,
Count and write the numbers, Worksheets in your folders, Cut up..., Draw..., fold, glue, Cut up
the cards, You need... Shake, wave, pat, stamp, What’s my/your favourite colour?, Happy,
sad, angry, surprised, frightened. How many can you see?, Can you see the number...?. One
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little owl sitting in a tree, Here comes..., owl. Let’s look for daddy, Where, oh, where is he?, Is
he under the...?, In, on, under, behind.
Storytime for you and me, Are you my mummy?, No, I’m not your mummy, Who’s this?, Bring
me...
PROCEDURES
 Sing a song to get used to the vocabulary and expressions in the unit using the puppet
Cookie.
 Identify and name the members of the family using flashcards and the poster of Lulu.
 Sing and act out the song : Family Song. .
 Write the correct numbers in the corresponding box according to the the drawing on the
worksheet.
 Go over the vocabulary in the unit using the poster of Lulu and the chant:. Family Song .
 Look at the story cards and listen to the story in the unit .
 Draw the family that is missing on the worksheet
 Go over the the story in the unit
 Show the children photographs of the family and invite them to show photos of their families.
 Join the mother with her baby by drawing a line , do this on the animal worksheet.
 Act out the story in the unit to consolidate vocabulary and expressions.
 Go over the songs and the vocabulary that have been learnt.
 Write on a worksheet how many animals there are of each size.
 Put into order and classify vocabulary to consolidate the language learnt by using the
flashcards.
 Each child draws their family ,inside the frame on the worksheet.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Number song (GD pá 23)
Cottonwool owls (GD p. 23).
Lesson 2
Hello! (GD pá25).
Make cards from the PMB (GD p. 25).
In order (GD p. 25).
Lesson 3
Musical hugs (GD p. 27).
Plasticine owls (GD p. 27).
Lesson 4
Number games with flashcards (GD p. 29).
Musical bangs. (GD p. 29).
Lesson 5
Are you my mother? (GD p. 31).
Jump , jump. (GD p. 31).
Lesson 6
Daddy , baby (GD p. 33)
Mummy , go to .... (GD p. 33)
Lesson 7
Game on the blackboard Yes / No (GD p. 35).
Another representation of the story. (GD p. 35).
Lesson 8
No-lose Musical chairs (GD p 37).
Collage of the family (GD p. 37).
Lesson to reinforce
Guess what flashcard Cookie is thinking about (GD p. 38).
Flashcard game (GD p. 38).
Lesson to expand
Animal families (GD p. 39).
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Owl mobile . (GD p. 39).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS.
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Recognise social groupe : the family and school .
 Learn to respect the rules of conduct used in social groups in which the child belongs ..
 Understand oral instructions..
 Express feelings through chants and songs.
 Learn to recognise the first numbers.
 Recognise the properties of objects : colour
 Listen to and participate in the childrens songs ,dances and movements.
 Use the body to express feelings.



1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence respecting the norms
of correct behaviour in class ; they learn to move around the classroom autonomously ,
developing a greater sense of self- confidence and initiative, they develop strategies to satisfy
their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security.


2.Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to the children´s families . The children observe
how different families are composed and they learn to respect the differences. They
appreciate the differences between adult and young animals .


3.Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication. .

.
ASSESSMENT.
Assessment tools..
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p 23)
Assessment criteria.
In the third year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the members of the family in the unit and they begin to name them in
English.
 They actively take part singing the Family song.
 They listen in order to obtain specific information.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
UNIT 2: NOISY TOYS
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TOPIC
Noisy toys
OBJECTIVES.
 Recogise noisy toys and name them in English.
 Go over the toys from level A .
 Encourage the children to participate singing the Noisy Toys song.
 Listen to a song and a story in order to understand the meaning and obtain specific
information.
 Develop gross motor skills performing the actions to the song and the story.
 Develop fine motor skills and pencil control through activities such as writing numbers,
cutting,drawing,matching , tracing and colouring .
 Develop creative skills making some playing cards ..
 Count the members of the family.
 Develop observation skills by spotting the differences between two pictures , pointing out
what is missing in a picture and classifying objects of the same category .
ACTIVE LANGUAGE
Drum, boat, robot, plane, phone, trumpet, in, on, under, behind, numbers 1 to 6, the colours, the
family,toys.
PASSIVE LANGUAGE.
Circle the toys, Match the toys, Where’s...?, Can you see?, Stop that noise!, Give me...,please,
Circle what is different, Walk like a...., Play...., Be a..., Pick up..., It’s for you!, What’s this?
Trace...., Cut up the cards, Draw and colour, Cut out..., Happy, sad, angry, surprised,
frightened,
Brm! Brm! Goes the noisy boat, Beep! Beep! Goes the noisy robot, Whirr! Whirr! Goes the noisy
plane, Toot! Toot! Goes the noisy trumpet, Rat-a-tat! Goes the noisy drum, Ring! Ring! Goes the
noisy phone,
Hold hands, everyone, Big smile, everyone, Turn to the right/left, everyone, Turn around,
everyone,
Stand up/sit down, everyone, Again?,
PROCEDURES.
 Sing a song to get used to the vocabulary and expressions in the unit using the puppet
Cookie.
 Identify and name the noisy toys using flashcards and the poster of Lulu.
 Sing and act out the song :. Noisy Toys song .
 Circle the toys and link them to their corresponding box on the worksheet in Table Time.
 Go over the vocabulary in the unit using the poster of Lulu and the chant:. Noisy Toys Song..
 Look at the story cards and listen to the story in the unit
 Take part in a game standing in a ring .The children perform actions and go over vocabulary.
 Look at the story cards and listen to the story in the unit.
Circle the the noisy toys on the worksheet.
 Go over the the story and the vocabulary learnt by playing a game of actions with flashcards .
 Look for the differences between two boxes of toys in the worksheet .
 Act out the story in the unit to consolidate vocabulary and expressions.
 Go over the songs and the vocabulary that have been learnt.
 Finish drawing the lines to some noisy toys on a worksheet.
 Put into order and classify vocabulary to consolidate using flashcards.
 Play a game guessing the name of a toy by lip reading.
 Draw the chidren´s favourite toy on a worksheet.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
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What has Cookie got ? (GD p. 41)
Go over the story A2 (GD p. 41).
Lesson 2
Noisy toys cards - (PMB p. 6/GD pág.43).
Show and say (GD p. 43)
GO over the song (GD p. 43).
Lesson 3
Rhythmes with sounds (GD p 45).
Tapping with noisy toys (GD pág. 45).
Lesson 4
Noisy bag (GD p. 47).
Story of the noisy toys (GD p. 47).
Lesson 5
Silhouettes of the noisy toys (GD p. 49).
Memory game on the blackboard. . (GD p. 49).
Lesson 6
Drawing activity (GD p. 51).
Listen and point to . (GD p. 51).
Lección 7
Which is your favourite toy? (GD p. 53).
Another representation of the story. (GD p. 53).
Lesson 8
Noises in chain (GD p. 55).
Favourite toys. (GD p. 55).
Lesson to reinforce.
Robot game with dice (GD p. 56).
Chant of the noisy toys (GD p. 56).
Lesson to expand
How do you feel ? (GD p. 57).
Paper aeroplane. (GD p. 57).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups in which the child belongs
 Understand oral instructions and a story.
 Express likes , feelings, needs ,and wishes through a story chant or song, individually or in a
group.
 Show interest for oral communication and respect for the rules of social interaction.
 Recognise the properties of objects : colour and size.
 Listen to and participate in the childrens songs ,dances and movements.
 Show interest in acting and interpreting different roles ..





1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence and
initiative, they develop strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security.
2.Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to noisy toys. The children learn the characteristics
of different toys and they respect what others like . They learn to value the need for
rest time and quiet time while playing and in the classroom, and the importance in
sharing toys and treating them properly .
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


3.Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication. .
ASSESSMENT.
Assessment tools.
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the third year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the noisy toys in the unit and they begin to name them in English.
 They actively take part singing the Noisy Toys song
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
UNIT 3: FACE
TOPIC
The face.
OBJECTIVES.
 Recognise the parts of the face and name them in English.
 Go over the parts of the face
 Keep to class routines.
 Encourage the children to participate singing the Face song .
 Listen to a song and a story in order to understand the meaning and obtain specific
information.
 Develop gross motor skills performing the actions to the song and the story.
 Develop fine motor skills and pencil control through activities such as cutting,
colouring,matching , circling and drawing .
 Listening to obtain specific information , put cards into order and colour a picture .
 Develop observation skills by spotting the differences between pictures,following instructions
by means of numbers and pictures and classifying objects of the same category.
ACTIVE LANGUAGE
Hair, ears, eyes, nose, mouth, face, numbers 1 to 6, the colour ,toys the body .
PASSIVE LANGUAGE .
Touch your... eyes... nose, Comb you hair and wash your face, Open your mouth and close your
eyes,
Cut up the cards, What colour is/are...?, A + colour + part of face, What can you see through
Cookie’s window?, Point to..., Circle ..., Draw you face, Shake you head, Wave you
arms/fingers,
Pat your tummy/legs, Stamp your feet, Sit down, Happy, sad, angry, surprised, frightened
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Early in the morning, Cut up the picture, What’s that noise?, Window.
Two little eyes to look around, two little ears to hear each sound, one little nose to smell what’s
sweet, one little mouth that likes to eat.
PROCEDURES.
 Sing a song to get used to the vocabulary and expressions in the unit using the puppet
Cookie.
 Identify and name the parts of the face using flashcards and the poster of Lulu.
 Sing and learn the song : Face song .
 Cut out the cards on the worksheet and afterwards put them into order following the
instructions in the song .
 Go over the vocabulary in the unit using the poster of Lulu and the song: Face song.
 Take part in a game in which the children stand up when the key word is mentioned .
 Look at the story cards and listen to the story in the unit
 On the worksheet, colour in the parts of the picture following instructions.
 Go over the story in the unit and the vocabulary .
 Look at the story cards and listen to the story in the unit.
 Circle the face that is the same as the the one given as an example on the worksheet .
 Act out the story in the unit to consolidate vocabulary and expressions.
 Play a game on the blackboard linking numbers and faces.
 Go over songs and vocabulary that have already been learnt
 On a worksheet ,colour the parts of a robot following the colour for each number .
 Put into order and classify vocabulary to consolidate using flashcard
Draw each child´s face on a worksheet.
.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Open your mouth (GD p. 59
Go over the story A3 (GD p. 59).
Lesson 2
The funny face game (GD p.61).
Face cards (PMB p. 8/GD p.61).
Card game (GD p. 61).
Lesson 3
Cookie says... (GD p. 63).
Number game (GD p. 63).
Lesson 4
Cookie´s window . (GD p. 65).
Look . Big red eyes (GD p. 65).
Lesson 5
Chain movements (GD p. 67).
Musical monster faces . (GD p. 67).
Lesson 6
Plasticine faces . (GD p. 69).
Find the face.(GD p. 69).
Lesson 7
Colour viewfinder. (GD p. 71).
Another representation of the story . (GD p. 71).
Lesson 8
Save Cookie! (GD p. 73).
Mirror masks. (GD p. 73).
Lesson to reinforce.
Pouches for flashcards (GD p. 74).
The senses game (GD p. 74).
Lesson to expand.
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Noises we can make (GD p. 75).
Burst the soap bubble.(GD p. 75).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups in which the child belongs
 Understand oral instructions
 Understand the concept of number and quantity.
 Understand the combination of number ,colour,and size .
 Show interest for oral communication and respect for the rules of social interaction and
conversation..
 Listen to and participate in the childrens songs ,dances and movements..



1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence and
initiative, they develop strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security.


2.Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to parts of the face. The children learn the
importance of personal hygiene and looking after the body.


3.Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.

.
ASSESSMENT.
Assessment tools.
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the third year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the parts of the face in the unit and they begin to name them in English.
 They actively take part singing the Face song
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
UNIT 4: WEATHER
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TOPIC
The Weather.
OBJECTIVES.
 Recognise the weather in English.
 Go over the parts of the body and clothes.
 Go over the colours and numbers from 1 to 6 from unit 1.
 Encourage the children to participate singing the Weather song .
 Develop fine motor skills through activities such as colouring, tracing ,matching ,drawing and
writing the numbers from 1 to 5.
 Develop gross motor skills performing the actions to the Weather song and the story.
 Develop observation skills through matching activities, identifying clothes that appear in the
story,spotting the different object playing Kim’s game and classifying objects of the same
category.
ACTIVE LANGUAGE
Hot, cold, windy, sunny, rainy, umbrella, clothes , the body , the colours.
PASSIVE LANGUAGE
What do we do when the weather’s...?, Today it’s sunny...etc, Put on..., It’s hot!, It’s
cold! Finish your worksheet, Count and write, Match the clothes, You need
glue/pencils, Happy, sad, angry, surprised, frightened.
PROCEDURES.
 Sing a song to get used to the vocabulary and expressions in the unit using the puppet
Cookie.
 Identify and name the parts of the face using flashcards and the poster of Lulu.
 Sing and learn the song : Weather song .
 Trace the outline of the objects that are white on the worksheet and colour them following the
instructions .
 Go over the vocabulary in the unit using the poster of Lulu and the song: Weather Song.
 Take part in a memory game on the blackboard matching pairs appropriately.
 Look at the story cards and listen to the story in the unit
 On the worksheet, circle only the objects that appear in the story .
 Go over the story in the unit and the vocabulary .
 Count the number of objects of the same category that appear on the worksheet and write the
number in the corresponding box .
 Act out the story in the unit to consolidate vocabulary and expressions.
 Play a memory game on the blackboard , guessing the missing cards.
 Go over songs and vocabulary that have already been learnt.
 On a worksheet ,link the right clothes to hot or cold by looking at the picture.
 Put into order and classify vocabulary to consolidate using flashcards.
 Look out of the window and on a worksheet draw the weather you can see ..
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Story A4 (GD p. 77).
Cold weather (GD pá 77)
Lesson 2
Sunny / hot (GD p. 79).
Noisy toys cards - (PMB p. 10/GD p.79).
Card game (GD p.79).
Lesson 3
Sun with handprints. (GD p. 81).
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Shadows (GD p. 81).
Lesson 4
Rainy weather.(GD p. 83).
Raining people (GD p. 83).
Lesson 5
Windy weather (GD p. 85).
Pictures od wind . (GD p. 85).
Lesson 6
Weather chant with clapping (GD p. 87).
What is the weather like ? (GD p. 87).
Lesson 7
Musical movements (GD p. 89).
Another representation of the story (GD p. 89).
Lesson 8
What can you see ? (GD p. 91).
Flashcard game . (GD p. 91).
Lesson to reinforce
Weather game (GD p. 92).
Hot/ cold (GD p. 92).
Lesson to expand
A day.. (GD p 93).
Sun game with flashcards. (GD p. 93).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups to which the child belongs
 Understand oral instructions and stories.
 Express and understand feelings , needs ,and wishes through stories ,chants ,songs ,and
guessing games , individually or in groups . .
 Show interest for oral communication and respect for the rules of social interaction and
conversation..
 Listen to and participate in the childrens songs ,dances and movements.
 Use the body to express feelings.
.
 Show interest in acting and interpreting different roles



1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence and
initiative, they develop strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security.


2.Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to the children´s surroundings and observing the
weather. The children are encouraged to take notice of the weather in the song in
the unit. The children learn the importance of dressing appropriately depending on
the weather.


3.Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
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
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.
.
ASSESSMENT.
Assessment tools.
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the third year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the parts of the face in the unit and they begin to name them in English.
 They actively take part singing the Weather song.
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
.
ASSESSMENT
Assessment tools
Class record sheet (PMB B, Cookies Play Pack, pág. 22
Report Sheet (PMB B, Cookies Play Pack, pág. 23)
UNIDAD 5: JUNGLE ANIMALS
TOPIC
Jungle animals..
OBJECTIVES.
 Recognise jungle animals and name them in English .
 Go over the vocabulary for domestic animals and the prepositions.
 Develop gross motor skills performing the actions to the song : Jungle animals song and the
story.
 Improve fine motor skills , matching ,tracing,colouring and drawing .
 Improve gross motor skills performing the actions to the song and the story .
 Develop the ability of observation through activities such as matching a picture with it´s silhouette,
recognising an object by seeing only a small part of it , recognise an animal by it´s skin and
classifying objects in the same category.
ACTIVE LANGUAGE
Snake, parrot, monkey, tiger, crocodile, lion, the numbers from 1 to 6, the colours, the body , the
animals from level A .
PASSIVE LANGUAGE
Move your arms, open your moth, Go like this..., Do you like this... Yes, I do/I don’t.
Match..., I can see a..., Point with me, Can you see a/an...?,
Bring me,
Draw your favourite animal, Colour your animals, Happy, sad, angry, surprised, frightened,
A crocodile goes like this..
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PROCEDURES.
 Sing a song to get used to the vocabulary and expressions in the unit using the puppet
Cookie.
 Identify and name the jungle animals using flashcards and the poster of Lulu.
 Sing and learn the song : Jungle animals song .
 Figure out which animals the silhouettes belong to .
 Go over the vocabulary in the unit using the poster of Lulu and the song:. Jungle animals
song
 Take part in a game guessing “which animal ?” .
 Look at the story cards and listen to the story in the unit
 On a worksheet., link the animal with it´s corresponding number, following the instructions.
 Go over the story in the unit and the vocabulary .
 Guess which animal it is and match it to the corresponding one on the worksheet
 Dance and do the actions instructed when the music stops .
 Act out the story in the unit to consolidate vocabulary and expressions.
 Play a game looking for things in the classroom as they are mentioned.
 Go over songs and vocabulary that have already been learnt
 On a worksheet ,finish the faces of the animals.
 Put into order and classify vocabulary to consolidate using flashcards
 Each child draws and colours their favourite animal on a worksheet . .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Animal silhouettes(GD p. 95)
Go over the story A5 (GD p. 95).
Lesson 2
Monkeys (GD p.97).
I make a monkey (GD p 97).
Jungle animals (PMB p. 12/GD p.97).
I like..(GD p. 97)
Lesson 3
Throw the dice (GD p. 99).
What can you see through Cookie´s window?. (GD p. 99).
Lesson 4
Crocodiles (GD p. 101).
Crocodiles painted with hands (GD p. 101).
Who am I ? (GD p. 101).
Lesson 5
Lions (GD p. 103).
Chinese whispers (GD p. 103).
Lesson 6
Snake (GD p. 105).
I make a snake (GD p. 105).
Flashcard snake (GD p. 105).
Lesson 7
Tigers (GD p. 107).
I make a tiger(GD p. 107).
Otra representación del cuento. (GD p. 107).
Lesson 8
Animal families (GD p. 109).
You are a parrot (GD p. 109).
Lesson to reinforce
The animal fair (GD p. 110).
The jungle animal dance (GD p. 110).
Lesson to expand
Odd one out (GD p. 111).
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Like lighteneing (GD p. 111).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups to which the child belongs
 Understand oral instructions.
 Express likes and feelings through chants and songs , individually or in groups . .
 Show interest for oral communication and respect for the rules of social interaction and
conversation..
 Listen to and participate in the childrens songs ,dances and movements.
 Learn basic arts and crafts to stimulate creativity .
.
 Use movement to develop sense of space.



1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence and
initiative, they develop strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security.


2.Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to jungle animals. The children learn the
characteristics of different animals and the importance in showing respect and care
for animals and nature in general .


3.Languages: Communication and Representation.
Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.

.
ASSESSMENT.
Assessment tools.
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the third year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the jungle animals in the unit and they begin to name them in English.
 They actively take part singing the Jungle animals song
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
.
UNIT 6: PICNIC
TOPIC
Picnics.
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OBJECTIVES.







Recognise and name six foods in English
Go over the six foods from Level A.
Listen to the Picnic song to obtain specific information.
Improve fine motor skills , matching , circling ,colouring and drawing.
Develop gross motor skills performing the actions to the song and the story.
Improve gross motor skills performing the actions to the song and the story .
Improve the ability of observation identifying the food that is mentioned in the song and the story ,
finding a sequence and classifying objects in the same category.
ACTIVE LANGUAGE.
Melon, cherries, chicken, sandwiches, yoghurt, milkshake, Yum! Yum!, the numbers from 1 to 6 ,
the colours toys , clothes animals fro level A ,food from level A .
PASSIVE LANGUAGE
What have you got in your pouch?, Come and circle the ..., Listen and circle, I like ..., I don’t
like...,
Match the food, What’s + (colour)?, Can you see?, I can see a...´ Colour the food, You need...
colours/pencils, Find and number, Draw a picnic, Bring me/Give me... Happy, sad, angry,
surprised, frightened, Look what Cookie’s got!, Densel, Lulu and Cookie are having a picnic,
What have we got for our picnic?, We’ve got sandwiches.
PROCEDURES.
 Sing a song to get used to the vocabulary and expressions in the unit using the puppet
Cookie.
 Identify and name the jungle animals using flashcards and the poster of Lulu.
 Sing and learn the song : Picnic song .
 On a worksheet , mark first and then circle the food that the children hear mentioned.
 Go over the vocabulary in the unit using the poster of Lulu and the song:. Picnic song.
 Take part in a game guessing where the food is , using the blackboard and the flascards. .
 Look at the story cards and listen to the story in the unit
 On a worksheet., link the food in the story with Cookie´s tummy .
 Play a game with the vocabulary from the story, clapping for each syllable the children hear.
 On a worksheet figure out which colour will be the next in a series of objects that appear in a
line.
 Act out the story in the unit to consolidate vocabulary and expressions
 Play a game in which the children have to find the food Cookie has lost
 Go over songs and vocabulary that have already been learnt
 Organise a series of objects in groups that appear on a worksheet and number them
accordingly
 Organise and classify the vocabulary using the flashcards inorder to consolidate
 Using the picnic basket on a worksheet each child draws the food they choose. .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Jump,jump (GD p. 113)
Go over the story A6(GD p. 113).
Lesson 2
Picnic cards (PMB p. 14/GD p.115).
In order (GD p.115).
Show me (GD p. 115).
(GD p. 115).
Lesson 3
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Game with the story cards (PMB p. 14/GD p. 117).
Guess (GD p. 117).
Our picnic (GD p. 117).
Lesson 4
Silhouettes with picnic food. . (GD p. 119).
Picnic plates (GD p. 119).
Lesson 5
Actions in a cicle. (GD p. 121).
Read my lips (GD p. 121).
Lesson 6
Food tasting (GD p. 123).
Fruit- salad - activity TPR (GD p. 123).
Lesson 7
Throw the dice (GD p. 125).
Numbers song (GD p. 125).
Another representation of the story. (GD p. 125).
Lesson 8
Feeling bag.(GD p. 127).
Number game. (GD p. 127).
Lesson to reinforce
Revisión spin the wheel . (PMB B /GD p. 128).
Prepare a sandwich (GD p. 128).
Lesson to expand
Class picnic (GD p. 129).
Fruit tree poster. (GD p. 129).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
 Development of fine motor skills.
 Help and participate with others in the classroom activities and daily life.
 Learn to respect the rules of conduct used in social groups to which the child belongs.
 Learn the parts of the body .
 Understand oral instructions and a story..
 Express and understand feelings , needs and wishes l through stories , chants and songs
and guessing games , individually or in groups . .
 Show interest for oral communication and respect for the rules of social interaction and
conversation..
 Listen to and participate in the nursery songs ,dances and movements.
 Use the body to express feelings .
 Learn basic arts and crafts to stimulate creativity .
.



1.Self-awareness and Personal Autonomy.
The children perform every day activities with increasing independence ; they learn to move
around the classroom autonomously , developing a greater sense of self- confidence and
initiative, they develop strategies to satisfy their basic needs.
This provides an environment in which the child feels comfortable and is able to communicate
his/ her opinions and interests with a stronger sense of security, respect turns and ask for
things politely .


2.Physical, Natural, Social and Cultural Realms.
In this unit the TOPIC is related to meals . The children learn the most appropriate
food for open air picnics and the impotance of eating in moderation.

3.Languages: Communication and Representation.
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

Art and craft activities are a good medium for personal expression and sharing with
others. The child starts to show interest in colours and develop a sense of
aesthetics and personal taste, thus contributing to the child´s all - round
development .
Through physical representations and activities the children are encouraged to use
mime techniques and corporal expression to support oral communication.
.
ASSESSMENT.
Assessment tools. .
Class record sheet (PMB B, Cookies Play Pack, p. 22
Report Sheet (PMB B, Cookies Play Pack, p. 23)
Assessment criteria.
In the third year of the 2º Cycle of pre-primary the assessment is continuous:
 The children get used to the routines in the English lessons.
 They recognise the jungle animals in the unit and they begin to name them in English.
 They actively take part singing the Picnic song.
 They listen in order to obtain specific information.
 They listen to their classmates.
 They answer verbally and non-verbally to instructions.
 They develop fine motor skills ,pencil control and the skills for pre-writing.
 They complete the art and craft activities
FESTIVALS
HALLOWEEN
TOPIC .
Halloween.
Active language
Pumpkin, happy, sad, big, small, Happy Halloween, the colours.
Passive Language
Match the pumpkins, Colour the pumpkin orange, Cut out the pumpkin mask.
OBJECTIVES.
 Learn a song to celebrate Halloween.
 Learn about a cultural event celebrated by English children .
 Use their óbice to express happy, sad, big, small.
 Examine a pumpkin .
 Improve fine motor skills cutting, matching and colouring .
 Show respect for traditions in other countries and sensitivity towards other cultures and festivities
.
PROCEDURES.
 Sing and learn the chant Halloween Chant using the poster Lulu and the flashcards.
 Draw a line that joins the pumpkins that are the same size on the worksheet .
 Go over the song in the unit to practice expressions and new vocabulary.
 Make a mask in the shape of a pumpkin , colour it and cut it out .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Inside a pumpkin (GD p. 131)
Pass the pumpkin game. (GD p. 131).
Lesson 2
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How do you make the colour orange ? (GD p. 133)
Perform the chant .(GD p. 133).
CHRISTMAS
TOPIC
Christmas
Active language
Father Christmas, card, Happy Christmas, Christmas tree, clothes.
Passive Language.
On Christmas day in the morning, Open our presents, sleigh, sack, morning.
Write your name, Decorate the card, Listen and point/colour.
OBJECTIVES.
 Learn about Christmas in another culture.
 Learn a Christmas song.
 Make a Christmas card.
 Improve fine motor skills , folding,drawing , writing their name and colouring .
 Show respect for the traditions of other cultures and sensitivity towards other cultures and
festivities .
PROCEDURES.
 Sing and learn the Father Christmas song using the poster of Lulu and the flashcards.
 Decorate a Christmas card drawing a christmas tree, presents and christmas decorations .
 Play a guessing game in which the children try to guess where the toys are hidden .
 Go over the song in the unit to practice expressions and new vocabulary.
 Colour the objects that are white on the worksheet , following the instructions ..
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Father Christmas face (GD p. 135)
Perform the song (GD p. 135).
Lesson 2
Pass the present? (GD pág. 137)
Father Christmas finger puppets. (GD pág. 137).
CARNIVAL
TOPIC.
Carnival
Active language.
Carnival, mask, the colours, clothes.
Passive Language
Costume, Circle the differences, Decorate the mask.
OBJECTIVES.
 Celebrate a cultural event that is near to the children because of its importance in Spain.
 Make a mask for canival.
 Learn how they celebrate carnival in other countries.
 Improve fine motor skills circling , drawing and cutting.
 Show respect for the traditions of other cultures and sensitivity towards other cultures and
festivities .
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Procedures.
 Sing and learn the Carnival song using the poster of Lulu and the flashcards.
 Look for and circle the differences between two pictures that are similar .
 Decorate a carnival mask and wearing them perform the Carnival song .
 Go over the song in the unit to practice expressions and new vocabulary.
 Colour the objects that are white on the worksheet , following the instructions ..
.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Carnival chairs (GD p. 139)
Design a fancy dress for carnival. (GD p. 139).
EASTER
TOPIC.
Easter.
Active langage
Easter Bunny, Easter eggs, the colours.,
Passive language.
fat, pat, flop, hop, hands, ears, run, Colour the Easter eggs, Finish the Easter egg.
Objetivos
 Meet the Easter rabbit and sing the Easter song .
 Know how English children celebrate Eaaster .
 Improve fine motor skills colouring ,tracing and cutting.
 Show respect for the traditions of other cultures and sensitivity towards other cultures and
festivities .
Procedures.
 Sing and go over the Easter song using the poster of Lulu and the flashcards.
 Colour the Easter eggs on a worksheet , following the instructions Easter egg chant.
 Finish the Easter egg on a worksheet using the same lines and colour.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Chicks (GD p. 141)
Pass the egg. (GD p. 141).
Lesson 2
Easter card. (GD p. 143)
Easter performance. (GD p. 143).
FATHER’S DAY
TOPIC
Father´s day
Active language
Happy Father’s Day, the family,
Passive language
It’s Father´s Day, Where’s Daddy?
OBJECTIVES
 Make a card for Daddy..
 Improve fine motor skills colouring and cutting.
 Learn a song to sing to Daddy
Improve fine motor skills colouring matching and folding..
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
Show respect for the traditions of other cultures and sensitivity towards other cultures and
festivities..
Procedures.
 Sing the song in the unit Father’s Day song.
 On a worksheet match the Daddys that are missing to their corresponding family .
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Father´s Day card (GD p. 144)
Portraits. (GD p. 144).
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CLASSROOM PROGRAMME –COOKIE’S TREEHOUSE: YEAR 2010/2011*
The Classroom Programme presented is included in the Curriculum Project Area designed by the Publisher Oxford for the teach-and-learn method of the English language
in the pre-primary programme : Cookie’s Treehouse .
Designing a programme is a very special task as each centre, in relation to its type and its curriculum project ,each class group ,in relation to its diversity and each teacher
in relation to their experience and pedagogical approach, carries out a programme which is different in particular aspects ,but very much the same in general features.
It is within this general context and based on an open ,flexible option and efficient tool for specialist English pre- primary teachers, where the publisher project Cookie’s
Treehouse has elaborated this programme, which is aimed for 3 year old pre-school students .
Cookie’s Treehouse is divided into six units , each one of which is centred on a general TOPIC,and also includes three stories and three units aimed towards learning
about different festivals .The six units are : Friends, Sun and Rain , Toys ,Clothes ,Animals and Body . Three of these units also contain a story : Look at Cookie!, Cookie’s
Toys and Cookie Goes Swimming. The festivals presented are: Christmas, Carnival y Easter.
The six thematic units are characterised by presenting a common structural organisation: each unit is made up of five lessons linked to the TOPIC of the unit, the last of
which is a lesson to reinforce. The first lesson provides a general introduction to the concept ,a story and a worksheet.The second lesson presents more aspects on the
new concept, games and a worksheet. The third lesson presents another new song for games and a worksheet .In the fourth lesson,it is suggested that the songs learnt
should be revised and knowledge expanded through games and new worksheets . The lesson to reinforce is optional and is directed towards those teachers who have
more English teaching hours on their timetables or if they have a classroom of students who need the extra aid . This lesson provides revision material on everything that
has been taught up to that point , with games / a party , the songs from the unit and more activities .
Apart from being closely linked to the content of the previous TOPIC, the stories are structured in two lessons. In the first lesson the students listen to a story and in the
second they are asked to actively participate in its development.
The units dedicated to festivals are made up of one or more lessons and show the students how these are celebrated in British culture. Twenty –four thematic sessions
have been designed plus six sessions to reinforce , they can be used to assess the level of knowledge that the students acquire during the school year .Six sessions to
work on a story closely linked to the content of the thematic units, have also been included . Lastly , five sessions which enable work to be carried out on the most
important celebrations in the British culture, should also be taken into consideration.
Each session lays out the objectives to be worked upon or revised, the teach-and- learn activities that can be accomplished, the approxímate time each activity will take,
the communicative skills, interaction and the resources that are needed.
It is important to point out that the teach- and - learn activities are varied, they are relevant to the didactic objectives and are designed as strategies to achieve the desired
knowledge and not as an aim in themselves.Therefore, these would not have the most favourable impact on our students if it were not for the “ ambience “ that the
publisher project Cookie’s Treehouse suggests the English teachers at pre-primary level ,create. A few recommendations to help create this ambience in the classroom in
order to motivate the students would be to allocate an area in the classroom where the activity Cookie’s circle time takes place , make a treehouse with different materials
such as cardboard ,different textured paper, glue and paint to represent where all the action from the different units take place, play background music of the unit songs
while the students are doing table activities in the endeavour to help the children learn them, puzzles for those students who finish quickly and recommendations for
assessing the students level of knowledge through the direct observation of their development etc.
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In the activity section the following abbreviations have been used:
CB: Class book
p.: page
AV.Evaluation notebook.
TB: Teacher´s book
PM: Photocopy masters book
In the section on skills :
CO: Oral comprhension
CE: Written comprehension
EO: Oral expression
EE: Written expession
In the section on interaction:
AI: Individual activity.
AP: Activity in pairs
Ag: Activity in small groups
AG: Activity in a class group
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UNIT 1: FRIENDS
OBJECTIVES
1. Present Cookie the cat to the children.
Interaction.
AG
Time
2’
CO
AG
2’
CO
AG
5’
2. Present simple greetings.
3. Introduce simple actions/instructions in
English.
-Carry out interactive imitation activities, in this way the
students are introduced to the concepts Stand up, Stretch,
Sit down, Wave and Skip (TB p.12)
4. Introduce the concept of learning
another language.
-Explain the existence of other languages and the possibility
of being able to comunícate in them . (TB p12)
CO
AG
1’
5. Present an introduction to English.
-Through the presentation of a new carácter in the English
class explain to the children that Cookie speaks a different
language to ours called English (TB p.12)
CO
AG
1’
6. Introduce the songs and routines Hello -Listen to the Hello Song while doing the presentation
CO
and Bye-bye.
assignments that are suggested in the teacher´s book (TB
P.12)
7. Sing and / or perform the simple
-Invite the students to participate in the farewell activity in the EO
actions to the songs in English .
class. (TB P.13)
AG
2’
AG
3’
8. Recognise and follow simple
instructions.
AG
5’
2’
9. Establish a routine for the English
class.
SESSION 1
Skill
CO
Activities
-Carry out the first activity Cookie’s circle time and present
Cookie the cat with the puppet (TB p.12)
- After presenting Cookie the cat,Do activitiy TPR through
imitation. (TB p.12)
10.Work on oral comprehension..
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-Presentation of all the elements that form part of the English CO
sessions (Treehouse and Cookie puppet) and the aim of the
interactive exercises from these elements .(TB p.12)
-Carry out one of the table activities by imitating the model
that the teacher shows . (CB p.1)
CO
AI
-Use the songs Hello and Bye-bye to start and finish the
sessions.
CO
AG
Do all the oral activities in the session making sure the
students participate actively .
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Material
Cookie Puppet,
Treehouse, glue,
cardboard,
sissors, audio CD
and CB.
UNIT1: FRIENDS
OBJECTIVES
1. Introduce the songs and routines for
Hello yand Bye-bye.
2. Sing and / or do the actions to simple
songs in English.
Activities
-Start and end each session with the songs Hello and Byebye motivating the students to participate actively.
-Use of the Transition marker to pass from the Cookie’s
circle time activity to the table activity (TB p.15)
-Present the song Tidy up song to indicate the end of the
activity to the students (TB p.15)
3. Establish a routine for the English class.
4. Present Lulu the kangaroo to the
children.
SESSION 2
5. Introduce simple actions/instructions in
English.
Skill
EO
Interaction.
AG
Time
5’
EO
AG
1’
CO
AG
5’-10’
CO
-Presentation of a new character using the flashcards and
the interactive poster(TB p.14)
-Learn the concept of the colour blue by using the pictures
of Lulu the kangarroo and the interactive poster ,
identification of objects of this colour in the classroom and
establish communicative actions between the teacher and
students . (TB p.14)
6. Recognise and follow simple
instructions .
-Carry out a table activity that consists in pointing to the
picture of the characters that the teacher mentions. (CB
p.2)
7. Colour a picture with the colour blue.
-Finish the picture of Lulu colouring it blue (CB p.2)
EE
AI
5’-10’
8. Guessing game and games with cards .
-Identification and reproduction of the different sounds that
cats and kangaroos make using the flashcards of Cookie
and Lulu that the teacher shows . (TB p.14)
CO, EE
AG
5’
9. Work on oral comprehension..
-Carry out all the oral activities in the session , making sure
the students take an active part .
10. Encourage trust.
-Reward the students with stickers when they have finished
the table activity to encourage security and trust .
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Material
CB, audio CD,
illustrated cards,
Cookie puppet
and interactive
poster of Lulu .
UNIT1: FRIENDS
OBJECTIVES
Activities
1. Establish a routine for the English class. Start and end each session with the songs Hello and Byebye motivating the students to participate actively.
-
Skill
EO
Interaction
AG
Time.
5’
CO
AG
5’
AG
5’-10’
AG
5’
AI
5’-10’
-Use the Transition marker and Tidy up song whenever
appropriate.
2. . Introduce simple actions/instructions in
English.
-Presentation of new vocabulary using the audio CD and
motivating the students to recognise , reproduce and to do
the actions to the vocabulary as it is being mentioned . (TB
p.16)
3. Sing and / or do the actions to simple
songs in English.
-Listen to the song Clap hands and imitate the actions. (TB CO, EO
p.16)
Optional activities.
-Reproduction of the song learnt in the lesson with some
changes . (TB p.17)
4. . Guessing game and games with cards
.
SESSION 3
.
5. Work on oral comprehansion
6. Encourage trust.
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EO
-Select the cards according to what the teacher requires.
EE
With this activity the students show their knowledge and grip
on the vocabulary learnt during the unit . (CB p.3)
--Carry out all the oral activities in the session , making sure
the students take an active part .
-Reward the students with stickers when they have finished
the table activity to encourage security and trust .
.
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Material
Cookie puppet,
interactive poster
of Lulu, audio
CD and CB..
UNIT1: FRIENDS
OBJECTIVES
1. Establish a routine for
the English class.
Interaction
AG
Time
5’
AG
5’
CO
AG
5’
EO
AG
5’
-Revision of the vocabulary worked on throughout the unit using the
interactive poster of Lulu, the puppet Cookie and the flashcards for
vocabulary. (TB p.18)
EO
AG
5’-10’
-Carry out a table activity imitating what the teacher says and trace first with
a finger and then with a blue crayon the path that takes Cookie and Lulu to
the treehouse. (CB p.4)
CO, EE
AI
5’
CO, EO
AG
5’
Activities
- Start and end each session with the songs Hello and Bye-bye motivating
the students to participate actively.
.
Skill
EO
--Use the Transition marker and Tidy up song whenever appropriate.
2. . Introduce simple
actions/instructions in
English.
-Introduction of a new routine by means of a song that allows the students to
calm down and start an activity that is slower. (TB p.18)
CO
-Do an activity that allows revisión of the actions learnt in previous sessions.
(TB p.18)
Optional activities.
3. Sing and / or do the
actions to simple songs in
English.
4. . Guessing game and
games with cards .
-Repetition of all the activities TPR learnt and practiced up until now . (TB
p.19)
.
SESSION 4
Optional activities.
-Imitation of the previous activity.Draw a path on the ground with a piece of
chalk and ask the children to imitate Lulu and Cookie when they go to the
treehouse . (TB p.19)
5. Work on oral
comprehension
---Carry out all the oral activities in the session , making sure the students
take an active part .
6. Encourage trust.
-Reward the students with stickers when they have finished the table activity
to encourage security and trust .
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Material
Audio CD,
Cookie puppet,
interactive poster
of Lulu ,
flashcards, CB
blue crayon..
UNIT 1: FRIENDS
OBJECTIVES
Activities
1. Establish a routine for the English class. -I Start and end each session with the songs Hello and
Bye-bye motivating the students to participate actively.
.
Skills
EO
Interaction
AG
Tiempo
5’
CO, EE
AG
5’
CO, EO
AG
5’-10’
EO
AG
5’
EO
AG
5’-10’
--Use the Transition marker and Tidy up song and a calm
routine whenever possible.
SESSION TO REINFORCE.
2. . Introduce simple actions/instructions in
English.
3. Sing and / or do the actions to simple
songs in English.
-Play a game that involves the students in recognition and
repetition of the vocabulary that has been learnt throughout
the unit (TB p.20)
4. . Guessing game and games with cards
.
-Perform the actions learnt in the unit by playing a game
like Simon Says (TB p.20)
.
-Find the vocabulary learnt in the unit in the illustration
poster 1. (TB p.20)
-Go over the Clap your hands song but with changes . In
order to make it slightly more difficult, encourage the
students to sing the song changing the words with the
actions that have been revised previously. (TB p.20)
5. Work on oral comprehension
----Carry out all the oral activities in the session , making
sure the students take an active part .
.
6. Encourage trust.
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Material
Audio CD, poster
1 and
flashcards.
UNIT 2: SUN AND RAIN
OBJECTIVES
1.Work on passive
comprehension and produce
language .
Activities
- I Start and end each session with the songs Hello and Bye-bye
motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
2’
---Use the Transition marker and Tidy up song, and a calm routine
whenever possible.
EO
AG
2’
CO, EO
AG
5’-10’
-Carry out a table activity so that the students can go over the concept
of the colour blue which they have learnt in the previous unit . (CB
p.5)
EE
AI
5’-10’
2 Introduce and talk about the : Using the puppet Cookie , the poster of Lulu and the flashcards of the
Weather .
sun, rain and the spider, the students learn new vocabulary
connected to the weather. (TB p.22)
CO
Ag
10’
CO
AG
2’
. It is very important that the students play a progressive role in
carrying out these activities . .
-Perform the song Little spider . The adult will be the model to imitate.
(TB p.22)
Optional activities.
-Carry out a group activity showing the part of the worksheet
completed during the session , that shows a sunny day or rainy day
depending on whether the teacher says rain or sun (TB p.23)
SESSION1
4. Work on oral comprehension
.
-Carry out all the oral activities in the session , making sure the
students take an active part.
5. Encourage trust.
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----Reward the students with stickers when they have finished the table
activity to encourage security and trust .
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Material
Audio CD,
Cookie puppet,
interactive poster
of Lulu ,
flashcards, CB
blue crayon
UNIT 2: SUN AND RAIN
OBJECTIVES
1. 1.Work on passive comprehension and
produce language .
Skills
EO
Interaction.
AG
Time
5’
-Repetition of the weather vocabulary presentation activity
from the previous session , go over vocabulary learning and
expanding with new vocabulary . (TB p.24)
-Present the colour yellow and by using poster 2 and the
flashcard of the sun differentiate from the colour blue (TB
p.24)
CO, EO
AG
5’
CO
AG
2’
-Differentiation of objects depending on whether they are
yellow or blue . (TB p.24)
CO, EO
AG
2’
-Carry out a table activity pointing to the things in the picture
that the teacher mentions , Draw a yellow sun and a bird
then stick on a spider to decorate the picture (CB p.6)
Optional activities.
-Go over the sounds that animals make , make the sounds
when the teacher calls out the animal . (TB p.25)
EE
AI
5’
CO, EO
AG
5’
EO
AG
2’
CO, EO
AG
5’
Activities
- I Start and end each session with the songs Hello and
Bye-bye motivating the students to participate actively.
- Use the Transition marker and Tidy up song, and a calm
routine whenever possible.
2. Introduce and talk about the : Weather .
3. Present the colour yellow and compare
it to blue.
4. Present vocabulary on animals
5. Present new TPR instructions , and go
over the old ones..
-Perform the movements and actions animals make . TPR
(TB p.25)
SESSION 2
Optional activities.
-Assign an animal to each student and ask them to
reproduce the actions TPR following the adults orders . (TB
p.25)
6. Work on oral comprehension
- Carry out all the oral activities in the session , making sure
the students take an active part.
6. Encourage trust ..
----Reward the students with stickers when they have
finished the table activity to encourage security and trust .
Oxford University Press – Tree Series
79
Material
Audio CD, CB,
poster 2 and
flashcards.
UNIT 2: SUN AND RAIN
OBJECTIVES
1. Work on passive comprehension and
produce language.
Activities
- Start and end each session with the songs Hello and Byebye motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
5’
CO
AG
5’
CO, EO
AG
5’
EE
AI
5’-10’
EE
AI
10’
CO
AG
5’-10’
- Use the Transition marker and Tidy up song, and a calm
routine whenever possibe.
2. Present the concept of Big / Little.
-Go over the vocabulary and expressions learnt in the
previous sessions. To do this use the puppet Cookie and
the interactive poster of Lulu. The activity is used to
introduce the concepts of big/little (TB p.26)
- Differenciate the big and little pumpkins by looking at the
picture on poster 2 . (TB p.27)
3. Practice matching and folding activities.
-Carry out a table activity in which the students have to link
a big spider with a little spider and afterwards colour them
blue and yellow respectively. (CB p.7)
Optional activities.
-When they have finished the previous activity , give the
students pieces of coloured wool so they can stick them
onto the spiderweb and link the big spiders with the little
ones.This piece of work together with the picture
composition for Halloween can be used to decorate the
class. (TB p.27)
SESSION 3
4. Present new TPR instructions , and go
over the old ones..
.
-Listen to and perform the actions to the Sit down song.
The words to the song will allow the students to go over
some of the actions learnt in previous sessions and also
learn some new ones. (TB p.26)
5. . Work on oral comprehension
-- Carry out all the oral activities in the session , making sure
the students take an active part.
6. Encourage trust .
----Reward the students with stickers when they have
finished the table activity to encourage security and trust .
Oxford University Press – Tree Series
80
Material
Audio CD,
flashcards,
poster 2, CB,
pieces of
different coloured
wool and glue ..
UNIT 2: SUN AND RAIN
Objectives
1. Work on passive comprehension and
produce language.
.
Activities
Skill
Interaction.
Tiempo
Material
-Start and end each session with the songs Hello and Byebye motivating the students to participate actively.
EO
AG
5’
Audio CD,
flashcards,
poster 2, CB,
glue glitter,
feathers and
pieces of wool .
CO, EO
AG
5’-10’
EO
AG
5’
EE
AI
10’
EE
AI
10’
- Use the Transition marker and Tidy up song, and a calm
routine whenever possible.
2. . Present new TPR instructions , and go - Go over the vocabulary and expressions learnt in the
over the old ones..
previous sessions linking images with the sounds they
produce. (TB p.28)
3. Practice sticking activities and revise .
Optional activities
Go over the Clap hands song from session 3 of the
previous unit . (TB p-29)
-Carry out a table activity showing the different parts of the
spider´s body in the picture , complete the spider by sticking
on the stickers for its eyes, go over the legs first with a
finger and then with a crayon . (CB p.8)
SESSION 4
Optional activities.
-Decorate the spiders made by the students with glitter ,
feathers pieces of wool etc. these spiders can be used to
decorate the class . (TB p.29)
4. Work on oral comprehension
- Carry out all the oral activities in the session , making sure
the students take an active part.
5. Encourage trust .
----Reward the students with stickers when they have
finished the table activity to encourage security and trust .
Oxford University Press – Tree Series
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UNIT 2: SUN AND RAIN
Objectives
1. Work on passive comprehension and
produce language .
Skills
Activities
--Start and end each session with the songs Hello and Bye- EO
bye motivating the students to participate actively.
Interaction.
AG
Time
5’
- Use the Transition marker and Tidy up song, and a calm
routine whenever possible.
.
2. . Present new TPR instructions , and go -Go over vocabulary and the TPR actions learnt in units 1
over the old ones.
and 2 (TB p.30)
EO, CO
AG
5’
3. Present vocabulary on animals .
-Perform a game that is highly recreational or focused on
going over the vocabulary on animals learnt in previous
sessiones. (TB p.30)
EO, CO
AG
5’
-Go over the Little spider song and Sit down song Learnt in
previous sessions. Make this revision more recreational and
enjoyable than what they have been previously. (TB p.31)
EO, CO
AG
10’
AG
10’
AG
5’
SESSION TO REINFORCE
Optional activitiy
- Pretend to be the animals that have been learnt throughout
the unit in a game asking the students to paint their faces.
EO
4. Introduce and talk about the
.
5. Work on oral comprehension
Weather
Optional activities.
-Make someone say what the weather is like in English. (TB
p.31)
CO, EO
- Carry out all the oral activities in the session , making sure
the students take an active part.
6. Encourage trust .
Oxford University Press – Tree Series
82
Material
Audio CD,
flashcards and
poster 2
STORY 1: LOOK AT COOKIE
Objectives
1. . Work on passive comprehension and
produce language .
Skill
EO
Interaction.
AG
Time
5’
2. . Present new TPR instructions , and go -Go over the vocabulary and the TPR actions learnt in units
over the old ones.
1 and 2 (TB p.32)
EO, CO
AG
5’
-Carry out a table activity in which the students have to do
the actions that correspond to the pictures in the
illustration,differenciate the actions carried out by Cookie in
the story in the unit and on the worksheet circle them . (CB
p.9)
CO, EE
AG, AI
5’-10’
-Learning and portrayal of the rhyme Storytime rhyme (TB
p.32)
EO, CO
AG
2’
-Listen to the CD with the unit story (TB p.32)
CO
AG
5’
4 Go over the vocabulary on animals.
-Go over the vocabulary on animals using the
corresponding flashcards and the story of the unit. (TB
p.33)
CO, EO
AG
5’
5. Work on oral comprehension
-- Carry out all the oral activities in the session , making sure
the students take an active part.
6. Encourage trust .
----Reward the students with stickers when they have
finished the table activity to encourage security and trust .
Activities
- Start and end each session with the songs Hello and Byebye motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
SESSION 1
3. Enjoy the way the story develops in the
unit and take part in it ..
Oxford University Press – Tree Series
83
Material
Audio CD,
flashcards
storycards, CB
and crayons.
STORY 1: LOOK AT COOKIE
Objectives
1. Work on passive comprehension and
produce language .
Activities
-- Start and end each session with the songs Hello and
Bye-bye motivating the students to participate actively.
.
- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
2. Go over the vocabulary worked on in
previous sessions.
-Play a game that combines the flashcards, the pictures on
the posters 1 and 2 and the actions that the teacher asks
the students to do. (TB p.34)
-Go over the song Little spider learnt in previous sessions
by playing a game in which the actions are performed . TPR
(TB p.34)
Optional activities
-Go over the vocabulary learnt with the flashcards by
playing a guessing game in which the teacher has to try and
stimulate the students with jokes (TB p.35)
- Learning and portrayal of the rhyme Storytime rhyme (TB
p.34)
Skill
EO
Interaction.
AG
Time
5’
EO, CO
AG
5’
EO, CO
AG
5’
EO
AG
2’-5’
EO, CO
AG
2’
CO, EO
AG
10’
CO, EO
AG
5’
3. Enjoy the way the story develops in the
unit and take part in it.
-Listen to the CD with the story of the unit and participate in
doing the actions the teacher has asked for . (TB p.34)
SESSION 2
4. Go over the concept of big / little .
-Carry out a table activity classifying big and little objects
and putting them into their group according to size. (TB
p.35)
5. Work on oral comprehension
- Carry out all the oral activities in the session , making sure
the students take an active part.
6. Encourage trust .
.
Oxford University Press – Tree Series
84
Material
Audio CD,
flashcards and
poster 2.
UNIT3: TOYS
Objectives
1. Work on passive comprehension and
produce language.
Skill
EO
Interaction.
AG
Time
5’
-Present the vocabulary on toys using flashcards from the
unit and the poster of Lulu (TB p.36)
EO, CO
AG
5’
-Carry out a table activity, students colour in the toys that
appear in the picture in the colours that the teacher
indicates . (CB p.10)
CO, EE
AG, AI
10’
AG
2’-5’
CO
AG
5’
CO, EO
AG
10’
Activities
- Start and end each session with the songs Hello and Byebye ,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
.
2. Present the vocabulary on toys.
Optional activities
-Play a game: the teacher calls out the names of the toys
CO
that have been worked on and the students pretend they are
playing with them . (TB p.37)
-Play a game : place the flashcards of the toys in different
parts of the classroom and ask the students to put them
beside the flashcards of the toy mentioned and pretend they
are playing while the music plays . (TB p.37)
SESSION 1
3. Learn the song in the unit.
4. Work on oral comprehension
-Go over the vocabulary on toys by playing a game with the
flashcards , to end with listen to the song I’ve got a plane
(TB p.36)
- Carry out all the oral activities in the session , making sure
the students take an active part.
5. Encourage trust .
Oxford University Press – Tree Series
85
Material
Audio CD,
flashcards,
poster of Lulu,
CB, crayons.
UNIT 3: TOYS
Objectivos
1. Work on passive comprehension and
produce language.
Habilidad
EO
Interacc.
AG
Tiempo
5’
EO, CO
AG
5’
EO, CO
AG
5’
EO, CO
AG
5’
- Play a game which goes over the colours learnt, by using
objects of these colours and the puppet Cookie. (TB p. 38)
EO, CO
AG
5’
- Carry out a table activity . Colour the train on the
worksheet red.The students must first find the colour and
then colour the train .(CB p. 11)
CO, EE
AG, AI
10’
Actividades
- Start and end each session with the songs Hello and Byebye ,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime
rhyme and always, a calm routine when possible.
2. Go over the vocabulary on toys.
-Go over the vocabulary in the unit using the poster of Lulu
and the flashcards from the unit. (TB p.38)
Optional activities
- Play a guessing game. Guess what toy is hidden in the
bag by feeling it . (TB p.39)
SESSION 2
- Go over the the vocabulary on colours learnt in previous
3.Go over the vocabulary on toys and and units (blue and yellow) and learn the colour red using
present the vocabulary on colours..
poster 3 Find objects of these different colours . (TB p.38)
4. Work on oral comprehension
- Carry out all the oral activities in the session , making sure
the students take an active part.
5. Encourage trust .
..
Oxford University Press – Tree Series
86
Material
Audio CD,
flashcards,
poster 3, poster
of Lulu, CB, blue
, red and yellow
objects and toys
blue , red and
yellow crayons.
UNIT 3: TOYS
Objectives
1. Work on passive comprehension and
produce language.
Interaction.
AG
Time
5’
- Go over the vocabulary in the unit using poster 3 and
EO, CO
count how many toys there are in each category . (TB p.40)
AG
5’
- Go over the concepts big/little with real life objects to do so EO, CO
. (TB p.41)
AG
2’
- Carry out a table activity: go over the vocabulary on the
toys that appear in the illustration , classify the toys into
(big/litte) and then colour them as suggested by the teacher .
(CB p.12).
AG, AI
10’
AG
5’-10’
CO, EO
AG
5’
CO, EO
AG
5’
Activities
- Start and end each session with the songs Hello and Byebye ,motivating the students to participate actively.
Skill
EO
- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
2. Work on numbers One /two.
3. Go over the concepts big/little.
4. Go over the vocabulary on toys.
CO, EE
Optional activities
-Play a game : point out the flashcard of the toys the teacher CO
mentions using a ball . (TB p.41)
- Play the game hot / cold , hide a flashcard and ask the
students to give clues to the classmate who has to find it
saying yes / no and hot / cold where appropriate (TB
p.41)
-Act out and sing the song: Big red train (TB p.40)
5. Learn the song in the unit.
6. Work on oral comprehension
--- Carry out the oral activities in the session making sure
the students take and active part.
SESSION 3
7. Encourage trust .
Oxford University Press – Tree Series
----Reward the students with stickers when they have
finished the table activity to encourage security and trust .
-
87
Material
Audio CD, Poster
of Lulu ,
flashcards,
poster 3, CB,
yellow , blue and
red crayons.
UNIT 3: TOYS
Objectives
1. Work on passive comprehension and
produce language.
Skill
EO
Interaction.
AG
Time
5’
-Go over the vocabulary worked on until now by using the
flashcards and the pictures drawn on the blackboard by the
teacher . (TB p.42)
EO, CO
AG
5’
- Go over theTPR activities learnt so far taking advantage of
the song learnt in the previous session. (TB p.42)
CO
AG
5’
CO
AG
5’
AG, AI
5’-10’
AG
5’
Activities
- Start and end each session with the songs Hello and Byebye ,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
2. Go over the vocabulary and the songs
learnt up till now .
Optional activities
- Play a game in which the teacher gives out the flashcards
that have been worked on to the students , the teacher then
calls out the different flashcard vocabulary and the student
or group of students who have that flashcard have to stand
up .(TB p.43)
3. Go over the vocabulary on toys..
-Carry out a table activity : Look at the worksheet for the unit CO, EE
, find where the toys are hidden, name them and then with a
crayon join the dotted path of the ball being thrown from
Lulu to Cookie . (CB p.13)
SESIÓN 4
Optional activity
-Carry out a game , hide the components of a group of toys
(or flashcards of the toys) see if the students are capable
of remembering the group that has been hidden . (TB p.43)
4. Work on oral comprehension.
-- Carry out all the oral activities in the session , making sure
the students take an active part
5. Encourage trust.
Oxford University Press – Tree Series
88
CO, EO
Material
Audio CD,
Cookie puppet,
flashcards of the
toys , blackboard
,chalk CB.
crayons .
UNIT3: TOYS
Objectives
1. Work on passive comprehension
and produce language.
Activities
- Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
5’
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine when possible.
2. Go over the vocabulary and the
songs learnt up till now.
-Go over the flashcard vocabulary learnt in the different sessions
using the interactive poster of Lulu and the posters of the three
units that have been worked on. (TB p.44)
CO, EO
AG
5’
3. Present new TPR instructions and
go over the old ones.
-Go over the TPR actions that have been worked on since the
beginning of the year. To do this the puppet Cookie has to state
an action or the name of an animal or object and the students
have to do the action or imitate the animal or object mentioned.
(TB p.44)
CO
AG
5’
-Go over the songs learnt in the different units. The
corresponding worksheets for the songs should serve as a guide.
(TB p.44)
Optional activities
-Play a game , pretend that the classroom is a dance floor and
dance to the songs that have been learnt in the different units
.(TB p.45)
CO, EO
AG
5’-10’
CO, EO
AG
5’-10’
EO
AG
5’
SESIÓN DE REFUERZO
4. Play simple games in English.
-Play a sound game. One group of students makes the sound of
an animal or object corresponding to the flashcards that the
teacher has put up on the blackboard. One of the students has to
guess just by listening, without looking,what it is .. (TB p.44)
5. Work on oral comprhension .
--- Carry out all the oral activities in the session , making sure the
students take an active part
6 Encourage trust .
Oxford University Press – Tree Series
89
Material
Audio CD,
flashcards,
Poster of Lulu,
Cookie puppet
and posters for
the three units
worked on .
UNIT 4: CLOTHES
Objectives
1. Go over the vocabulary and the
songs learnt up until now.
2. Present the vocabulary on clothes
Skill
CO
Interaction.
AG
Time
5’
CO
AG
10’
-Go over the vocabulary of the clothes items presented in the
previous activity but this time pull the real items out of a bag . (TB CO
p.46)
AG
10’
AG
5’
AG
10’
Ag, AI
5’
AI
10’-15’
Activities
-- Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
-Carry out an activity which consists of dressing the silhouette of
Cookie with items of paper clothing and afterwards teach the
students the vocabulary of these items. (TB p.46).
-Learn the clothes items by presenting the corresponding
flashcards that have previously been put in Lulu´s bag . (TB p.46) CO, EO
3. Sing songs in English.
-Listen to and then learn the song Cookie put your trousers on
(TB p.47)
4. Present the words and concepts
linked to items of clothing .
CO, EO
-Carry out a table activity . complete the picture with stickers . (CB
p.14)
Optional activities.
CO, EE
-Do a table activity : Dress the silhouette of Cookie with cutouts
(TB p.47)
EE
SESSION 1
5. Encourage trust..
Oxford University Press – Tree Series
- Carry out the oral activities in the session making sure the
students take and active part.
-Reward the students with stickers when they have finished the
table activity to encourage security and trust .
90
Material
Audio CD,
silhouette of
Cookie and items
of paper clothing
, real items of
clothing,
flashcards, ,
Lulu´s bag,
Cookie the
puppet, CB, glue
,sissors and
crayons.
UNIT 4: CLOTHES
Objectives
1. Go over the vocabulary and the
songs learnt up until now.
Skill
EO
Interaction.
AG
Time
5’
EO
AG
5’
CO, EO
AG
5’-10’
CO, EO
AG
5’
CO, EO
-Explain a table activity which is to understand why Cookie is sad
and ask the students to help you by telling them that they have to
match the items that are in the picture with the corresponding part
of Cookie´s body. Once finished, explain to the students that
CO, EE
Cookie is now happy .(CB p. 14)
AG
5’
AG, AI
5’-10’
Activities
-- Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
2. Sing songs in English .
3. Compare big and little.
4. Present new TPR instructions and
go over the old ones.
5. Talk about feelings: happy/sad.
6. Practice matching activities.
SESIÓN 2
7. Encourage trust .
Oxford University Press – Tree Series
-Go over the song learnt in the previous session . Previously ,
show the students poster 4 and go over the items of clothing with
them and the puppet Cookie (TB p.48)
-Go over the concepts of big/little using realia that has been put
in a bag . Make sure there are items that are exaggerated , really
big and really little . Each student can pull an item out and try and
put it on . In cases of difficulty the students can go over the
concepts big/little. The images on poster 4 once again show
these concepts .(TB p.48)
Optional activities
-Presentation of new TPR actions inspired on the items of
clothing and revisión of the one learnt in previous sessions. In
order to do so , play a game that is similar to Simon says (TB
p.49)
Carry out an activity . Dress the silhouette of Cookie while asking
the students if Cookie is happy or sad depending on the item of
clothing that Cookie is dressed in . (TB p.48)
Carry out the oral activities in the session making sure the
students take and active part.
-Reward the students with stickers when they have finished the
table activity to encourage security and trust.
91
Material
Audio CD, bag,
real life items,
poster 4,
flashcards, paper
figure of Cookie,
paper clothing to
dress the
silhouette of
Cookie.and CB.
UNIT 4: CLOTHES
Objectives
1. Go over the vocabulary and the
songs learnt up until now.
Skill
EO
Interaction.
AG
Time
5’
-Go over the vocabulary learnt in session 2 of this unit asking the
students to once again play the game Please, using as an
example the game: Simon Says (TB p.50)
CO, EO
AG
10’
-Go over the colours and the items of clothing matching the
picture of Cookie in fancy dress , encouraging the students to
dress themselves up in the realia in the classroom . (TB p.50)
CO, EO
AG
10’
CO, EO
AG
5’
EE
AI
5’-10’
CO, EO
AG
5’-10’
Activities
-- Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
2. Play simple games in English.
3. Compare big and little .
4. Present the words and concepts
linked to items of clothing . .
Optional activities
-Go over the vocabulary on clothes and the concepts of big/little
showing the items of clothing to the students and asking them to
answer Yes/No depending on whether the items are big or little.
Designate the responsibility of showing the items of clothing to
the students when the teacher considers that they will enjoy
playing these games on their own.(TB p.51)
-Carry out a table activity composed of going over the vocabulary
on colours and the clothes, and then colouring the clothes that
Lulu is wearing in the picture on worksheet 16 ,with different
coloured crayons. (CB p.16)
-Learn the song Where are you?. Previously we have spoken to
the students about the forms and polite ways to greet someone,
and presented the song with the help of the puppet Cookie, the
6. Exchange polite greetings sa How poster of Lulu and some of the flashcards to define the words in
are you?...
the song . (TB p.46)
SESSION 3
5. . Sing songs in English.
7. Encourage trust.
Oxford University Press – Tree Series
Carry out the oral activities in the session making sure the
students take and active part.
92
Material
Audio CD,
flashcards, CB,
colours , realia,
bag , Cookie
puppet and
poster of Lulu.
UNIT 4: CLOTHES
Objectives
1. Go over the vocabulary and the
songs learnt up until now
Activities
- Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
5’
CO, EO
AG
5’
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
Go over the vocabulary learnt throughout the year putting all the
flashcards of the clothes , colours , toys and the spider into
Lulu´s pouch on the poster of Lulu. As we take them out again
ask the puppet Cookie : Do you like red trousers? Yes/No, etc.
Expand the activity with the help of poster 4 and ask the students
similar questions. (TB p.52)
2. Act out a carnival.
-Use the (realia ) clothes used in previous sessions so that the
students can dress up and enjoy a carnival parade in class. (TB
p.52)
EO
AG
5’-10’
3. Talk about feelings : happy/sad.
-Carry out a table activity : Stick the sticker of Cookies hat on
Cookies head and ask the students to say whether Cookie is
happy or sad They can draw Cookies face according to what
they think . (CB p.17)
CO, EE
AG, AI
5’-10’
EE
AI
10’
Optional activities.
-Make a mask with paper plates, crayons , glue and bits and
pieces to decorate it with.(TB p.53)
SESSION 4
4. Encourage trust.
Oxford University Press – Tree Series
-Carry out the oral activities in the session making sure the
students take and active part.
-Reward the students with stickers when they have finished the
table activity to encourage security and trust.
93
Material
Audio CD,
Cookie puppet,
poster of Lulu,
flashcards, realia,
bag, CB, paper
plates glue,
crayons,
adhesive...
UNIT 4: CLOTHES
Objectives
1. Go over the vocabulary and
the songs learnt up until now .
Skill
EO
Interaction.
AG
Time
5’
EO
AG
5’
Optional activities
CO, EO
-Play a game in which the puppet Cookie gives out six flashcards that
have been worked on, to six students and then the rest of the class are
asked who has the flashcard that Cookie names . (TB p.55)
AG
5’
-Play a memory game in which the teacher shows some of the
flashcards worked on up until now , then they are placed on the
blackboard the wrong way around and the students are asked if they
can remember where each object on a flashcard is, when it is named .
(TB p.55)
CO, EO
AG
5’-10’
2 Present new TPR instructions -Carry out TPR activities learnt in the previous sessions and new ones
and go over the old ones.
so that the students can perform the actions that the puppet Cookie
..
aske them to . (TB p.54)
CO, EO
AG
5’
-Repetition of the sound game played in previous sessions: place a
series of flashcards that correspond to a sound on the blackboard
.One of the students turns his / her back to the black board so they
cannot see the flashcard pointed out by the teacher and the rest of the
class have to try and help him / her guess which flashcard it is by
making the sound. (TB p.54)
-Go over the song Where are you?. The puppet Cookie now covers its
eyes and tries to guess where each person is . To do this everyone
sings the song Where are you? And change Lulu´s name for a
students name . (TB p.54)
CO, EO
AG
5’-10’
EO
AG
5’-10’
Activities
-- Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme and a
calm routine whenever possible.
SESSION TO REINFORCE
-Go over the vocabulary using the poster of Lulu and the puppet
Cookie. Put the flashcards into the pouch on the poster and then invite
the students to say what they are as the flashcards are shown to them .
End the vocabulary revision with the help of poster 4 and ask the
students questions about big or little and the colours . (TB p.54)
3. Play simple games in
English.
4. Sing songs in English.
Oxford University Press – Tree Series
94
Material
Audio CD,
flashcards,
Poster of Lulu,
Cookie puppet,
realia y poster 4.
5. Encourage trust.
--Carry out the oral activities in the session making sure the students
take and active part.
STORY 2: COOKIE’S TOYS
Objectives
Skill
Activities
- Start and end each session with the songs Hello and Bye-bye ,motivating CO
1. Go over the vocabulary
and the songs learnt up
the students to participate actively.
until now
- Use the Transition marker and Tidy up song, Storytime rhyme and a
calm routine whenever possible.
Interaction.
AG
Time
5’
CO, EO
AG
5’
CO, EO
AG
5’
EE
AI
5’-10’
AG
2’
-Go over the song in the unit using the flashcards of the toys and the
colours and encourage the students to participate actively. (TB p56)
-Carry out a table activity : recognise the flashcards that correspond to
vocabulary that has been worked on in the story and colour the toy in the
picture that they like the most .(CB p.18)
Optional activities
-Carry out a table activity in which each student draws and colours the the
toy they like the most . (TB p.57)
2. Enjoy the way the story
develops in the unit and
take part in it.
SESSION 1
3. Play simple games in
English.
4. Encourage trust..
Oxford University Press – Tree Series
-Carry out an activity similar to the previous one in which the students have
to decorate a ball with the materials given to them by the teacher. (TB
p.57)
-Revision and act out the rhyme: Storytime rhyme (TB p.56)
CO, EO
-Listen to the CD with the story of the unit counting on the students to take
part (TB p.56)
CO
AG
5’-10’
-Preparation for a table activity by means of a game that encourages the
students to remember vocabulary on toys by using the corresponding
flashcards. (TB p.57)
CO, EO
AG
5’
- Optional activities. Play a game in which the teacher through mime,
helps the students to guess the invisible object that has been taken out of
the magic bag . (TB p.57)
-Carry out the oral activities in the session making sure the students take
and active part
CO, EO
AG
5’
95
Material
Audio CD, CB,
flashcards,
Cookie puppet ,
white paper,bits
and pieces with
which to to
decorate the ball
the students
have drawn
,crayons , glue
and magic bag .
STORY 2: COOKIE’S TOYS
Objectives
1. Go over the vocabulary and
the songs learnt up until now
Interaction.
AG
Time
5’
-Go over the flashcards learnt up until now by carrying out an activity
CO, EO
that consists in recognising the flashcards que that the teachers shows
and linking them to posters 3 y 4 (TB p.58)
AG
5’
- Carry out a game in which a bag that has clothes in it is passed
around while the song Cookie put your trousers on. Is playing . When
the music stops the student who has the bag takes out an item of
clothing and says what it is in English . (TB p.58)
EO
AG
5’-10’
EO, EE
AI
10’-15’
CO, EO
AG
2’
- Listen to the CD with the story of the unit counting on the students to
take part
(TB p.58)
CO, EO
AG
5’-10’
-Play a game that helps go over the numbers one and two. The
teacher shows toys that everybody has to count . (TB p.59)
CO, EO
AG
5’
CO, EO
AG
5’
Activities
- Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
CO
- Use the Transition marker and Tidy up song, Storytime rhyme and
always, a calm routine when possible.
2. Enjoy the way the story
develops in the unit and take
part in it.
3. Play simple games in
English.
Optional activities.
-Make a collage with cuttings of clothing from magazines.Every one
names the different items of clothing in the collages that the students
have made . (TB p.59)
-Revision and act out the rhyme: Storytime rhyme (TB p.58)
SESSION 2
Optional activities.
-Play a game in which the teacher says a colour , the students who are
wearing any clothes that are this colour stand up and say good –bye in
English . (TB p.59)
4. Encourage trust..
Oxford University Press – Tree Series
--Carry out the oral activities in the session making sure the students
take and active part
96
Material
Audio CD,
flashcards
Cookie puppet,
posters 3 and 4,
white paper, glue
, sissors, clothes
catalogues , bag
and clothes items
..
UNIT 5: ANIMALS
Objectives
1.. Go over the vocabulary and the
songs learnt up until now
Skill
EO
Interaction.
AG
Time
5’
-Presentation of the vocabulary in the unit using the puppet
Cookie and the poster of Lulu. (TB p.60)
CO, EO
AG
5’
-Carry out a table activity : colour the duck in the picture red. (CB
p.19)
CO, EE
AG, AI
10’
Optional activities
-Play a game of musical statues ,imitate animals while the music
plays and when it stops turn into statues .(TB p.61)
CO
AG
5’
-Learn and perform the song Little rabbit (TB p.60)
CO, EO
AG
5’
AG
5’
Activities
- Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
2. Present the vocabulary in the
unit.
SESSION 1
3. Sing songs the new songs in
English.
4. Encourage trust
Oxford University Press – Tree Series
Optional activities.
Dance to the song in the unit , the students have to imitate being EO
a rabbit using their fingers to make rabbit ears. (TB p.61)
-Carry out the oral activities in the session making sure the
students take and active part
97
Material
Audio CD, CB,
crayons,
flashcards,
Cookie puppet
and poster of
Lulu.
UNIT 5: ANIMALS
Objectives
1.. Go over the vocabulary and the
songs learnt up until now
Skill
EO
Interaction.
AG
Time
5’
EO
AG
5’-10’
-Go over the vocabulary on colours with the help of poster 5 and
the flashcards (TB p.62)
CO, EO
AG
5’
-Carry out a table activity to go over the colours. To do it the
students have to colour the turtle the colour the teacher says.
When finished ,they also have to draw in some other details to
finish the picture . (CB p.20)
Optional activities
-Carry out an activity similar to a memory game to go over the
vocabulary on animals. (TB p.63)
CO, EE
AG, AI
10’
CO, EO
AG
Activities
- Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
-Go over the vocabulary on animals using the puppet Cookie and
the poster of Lulu. To do so , Cookie will show everyone the
flashcards with the vocabulary, which Lulu will then hide inside a
bag and then ask the students to say what it was . (TB p.62)
SESSION 2
5’
2. Play simple games in English .
-Carry out a game to go over the colours. Students have to pick
out an object the colour the teacher says from a pile of objects .
(TB p.62)
3. Present new TPR instructions
and go over the old ones .
Optional activities
-Carry out a game to go over the colours and TPR actions . (TB
p.63)
4. Encourage trust.
Oxford University Press – Tree Series
-Carry out the oral activities in the session making sure the
students take and active part
98
CO
AG
5’
CO
AG
5’-10’
Material
Audio CD, CB,
flashcards,
poster 5,
Cookie
puppet,
objects of
different
colours and
de diferentes
colores and
crayons .
UNIT 5: ANIMALS
Objectives
1. .. Go over the vocabulary and the
songs learnt up until now.
Activities
-Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
5’
AG
5’-10’
CO, EE
AG, AI
5’-10’
CO, EO
AG
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible
Go over the vocabulary on animals .To do it ,hang up poster 5
CO, EO
and encourage the students to count the ducks that are in the unit
up to three (TB p.64)
-Carry out a table activity . The students point to the objects the
teacher says on the worksheet , afterwards they stick on the
corresponding stickers. Lastly they must follow the path the
teacher indicates with their fingers , and then colour it in with a
crayon .(CB p.21)
Actividad opcional
-Go over the vocabulary in the unit by playing a game in which a
group of students imitate the animal that the teacher performs the
actions to , the rest of the classmates count the students who
imitate the teacher. (TB p.65)
Optional activities.
-Make a duck using the photocopy from page 19 in the CB and
stick little balls of tissue paper on it .Once made , group the
ducks in threes and ask the students to count them . (TB p.65)
5’
EE, EO
AI, AG
SESSION 3
10’-15’
2. Present new TPR instructions
and go over the old ones . .
-Carry out the TPR actions that the teacher says , in groups . (TB CO
p.64)
AG
5’
3. Sing new songs in English.
-Listen to the song in the unit called One, two, three imitating the
actions. (TB p.64)
AG
5’
4. Encourage trust.
Carry out the oral activities in the session making sure the
students take and active part.
Oxford University Press – Tree Series
99
CO, EO
Material
Audio CD, CB,
flashcards,
Cookie puppet,
poster of Lulu ,
poster 5, crayons
, photocopies of
page 19 in the
CB , glue and
tissue paper balls
.
UNIT 5: ANIMALS
Objectives
1 Go over the vocabulary and the
songs learnt up until now.
Skill
EO
Interaction.
AG
Time
5’
.
CO
AG
5’-10’
-Go over the vocabulary worked on during the year using the
puppet Cookie , poster 5 and the poster of Lulu. (TB p.66)
CO, EE
AG
5’
-Play a game of pairs in which the teacher places some of the
flashcards worked on up until now in pairs and asks the students
which of the two they like the most .The teacher uses the
expression I like and asks the students to repeat the phrase. (TB
p.66)
CO, EE
AG
Activities
-Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
5’-10’
SESSION 4
-Carry out a table activity : the students are asked to join the
animals on the left of the worksheet with the animals on the right
by using arrows ,afterwards they have to count them and colour
them in . (CB p.22)
Optional activity
-Play the game of musical cards . (TB p.67)
Optional activities.
-Go over the numbers playing a clapping game : clap hands and
count the times you clap . (TB p.67)
EO
5’-10’
EO
2. Present new TPR instructions
and go over the old ones .
-Carry out the TPR actions worked on up until now by playing the CO
game Cookie says (TB p.66)
3. Encourage trust.
-Carry out the oral activities in the session making sure the
students take and active part.
Oxford University Press – Tree Series
100
AG
AG
5’
AG
5’
Material
Audio CD, CB,
flashcards,
Cookie puppet ,
poster of Lulu,
poster 5 and
crayons.
UNIT 5: ANIMALS
Objectives
1. Go over the vocabulary and the
songs learnt up until Now.
Activities
-Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
5’
CO, EO
AG
5’
CO
AG
5’
CO
AG
5’-10’
CO, EO
AG
5’-10’
CO, EO
AG
5’-10’
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possibl
-Go over all the vocabulary worked on up until now using the
flashcards, the poster of Lulu and poster 5 . (TB p.68)
SESSION TO REINFORCE
Optional activities.
-Go over the vocabulary worked on up until now using the
flashcards and the posters from unit 1 to 5 (TB p.69)
2. Present new TPR instructions
and go over the old ones.
-Carry out the actions and the songs TPR worked on so far
individually, in groups or the whole class. (TB p.68)
3. . Play simple games in English .
.
-Play a game : Put the flashcards in a row on the blackboard,
point to one that everybody can see except one of the students
who has to try and guess which flashcard it is from clues that the
rest of the class give him /her . (TB p.68)
Optional activities.
-Play a game chanting out all the vocabulary worked on while
following the teacher around the classroom .(TB p.69)
4. . Encourage trust..
Oxford University Press – Tree Series
-Carry out the oral activities in the session making sure the
students take and active part.
101
Material
Audio CD,
flashcards,
poster of Lulu
and posters 1-5.
UNIT 6: BODY
Objectives
1. Go over the vocabulary and the
songs learnt up until now.
Skill
EO
Interaction.
AG
Time
5’
EE
AI
10’
CO, EO
AG
5’
2. Present vocabulary to do with the -Establish a conversation about the weather and clothing. . This
CO, EO
temperature and other words related introduction will help the teacher to do a little sketch for the
to the weather.
students with the puppet Cookie and a hat, which the mascot
starts wearing on its feet and finishes wearing on its head
3. Present vocabulary on the parts
.Afterwards ,using the interactive poster of Lulu,present the
vocabulary on the parts of the body with the flashcards (TB p.70)
of the body .
-Learning and acting the song Round the tree song (TB p.70)
4. Sing new songs in English
Optional activities.
CO, EO
-Revision of the game Cookie says please, adding new TPR
5. Present new TPR instructions
actions that appear in the words of the song in this unit . (TB p.71)
and go over the old ones
CO, EO
6. . Encourage trust.
-Carry out the oral activities in the session making sure the
students take and active part.
AG
10’
AG
10’
AG
5’
Activities
-.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible
-Do the table activity by colouring in the parts of Cookie and
Lulu´s bodies that are not coloured in . (CB p.23
SESSION 1
Optional activities.
-Carry out the activity of naming the different parts of Cookie´s
body and then ask the students to help you guess if they are :
big, little, red... (TB p. 71)
Oxford University Press – Tree Series
102
Material
Audio CD, CB,
flashcards,
poster of Lulu,
Cookie puppet,
the puppet¨s hat
and colours.
UNIT 6: BODY
Objectives
1. Go over the vocabulary and the
songs learnt up until now .
Activities
-.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
5’
CO, EO
AG
5’-10’
CO
AG
5’
EE
AI
5’-10’
CO
AG
3’
EO
AG
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
2. Play simple games in English .
3. Present concepts relative to the
seasons and the body .
-Play a game with the help of the puppet Cookie. The game
consists in first of all ,closing the puppets eyes and showing the
students a flashcard of the parts of the body . Then the students
have to represent that part of the body by using actions and
movements and the puppet has to guess which part of the body
it is (TB p.72)
-Establish a conversation to present the concepts of hot/cold to
the students using clothing (realia) and the pictures on the
posters 3 and 6 (TB p.72)
-Carry out a table activity : point to some of the objects that
appear on worksheet 22 Afterwards the students have to stick
the stickers of Cookie and Lulu in the appropriate places . (CB
p.24)
SESSION 2
Optional activities.
-Go over the concepts hot/cold by asking the students to fold the
previous worksheet in such a way that when the teacher says
hot,/cold the students can show the corresponding picture . (TB
p.73)
-Go over the concepts hot/cold playing a game in which the
teacher pulls out clothes from a bag and the students say yes/no
each time the teacher asks if it is something to wear when it is
cold or when it is hot .(TB p.73)
4. . Encourage trust.
Oxford University Press – Tree Series
-Carry out the oral activities in the session making sure the
students take and active part.
103
5’
Material
Audio CD, CB,
Cookie puppet,
posters 3 and 6,
flashcards, realia
and bag.
UNIT 6: BODY
Objectives
1. . Go over the vocabulary and the
songs learnt up until now.
Skill
EO
Interaction.
AG
Time
5’
CO, EO
AG
5’-10’
-Go over the vocabulary using posters 3 and 6 and ask the
students to point to the pictures that correspond to the words the
teacher says . (TB p.74)
EO
AG
10’
Optional activities.
-Go over the songs Round the tree song and Put your hands up
song (TB p.75)
CO, EO
AG
5’
-Learn and perform the actions to the Put your hand up song
(TB p.75)
CO, EO
AG
5’-10’
-Carry out a table activity: Go over the parts of the body using a
silhouette of Cookie cut into three parts. Give each student a
sheet of DINA –4 paper so that they can stick the three pieces
together again like a jigsaw puzzle . (CB p.25)
EE
AI
5’-10’
Activities
--.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
-Go over the vocabulary on the parts of the body and the
concepts of big/little by playing a game: the teacher shows the
flashcards of Cookie and Lulu to the students, so that they can
associate the parts of the body the teacher mentions with one of
the two characters. (TB p.75)
2. Sing new songs in English
.
3. Practice folding activities and art
and crafts such as glueing and also
do puzzles etc.
SESSIÓN 3
4. . Encourage trust.
Oxford University Press – Tree Series
--Carry out the oral activities in the session making sure the
students take and active part.
-Reward the students with stickers when they have finished the
table activity to encourage security and trust.
104
Material
Audio CD, CB,
flashcards,
poster 3 and 6,
glue and white
paper DINA-4.
UNIT 6: BODY
Objectives
1. . Go over the vocabulary and the
songs learnt up until now
Skill
EO
Interaction.
AG
Time
5’
EO
AG
5’
EO
AG
5’-10’
CO, EO
AG
5’
CO, EO
AG
5’
-Go over the TPR actions learnt and practiced in class and some
of the songs that the students now know well. (TB p.76)
EO
AG
10’
-Carry out a table activity: Go over the vocabulary learnt
remembering the names of all the pictures that appear on
worksheet 26. Afterwards ask the students to match the pictures
and to colour the three that are in the right column. (CB p.26)
EE
AI
10’
Activities
-.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
-Go over the vocabulary on the parts of the body and clothes
using the flashcards (TB p.76)
-Go over the vocabulary learnt from all the units . To do this,put
the flashcards into Lulu´s pouch, ask one of the students to take
a flashcard out and then without showing it to try and get the rest
of the class to guess what it is by making the sounds , actions or
pointing to an object in the classroom or pointing to an object on
poster 6 . (TB p.76)
- Optional activities.
Play a game matching flashcards that have been worked on in
class. (TB p.77)
-Carry out an activity in which the students say yes/no when the
teacher asks them Do you like? while referring to the pictures on
poster 6. (TB p.77)
2. Present new TPR instructions
and go over the old ones.
SESSIÓN 4
3. Compare.
4. . Encourage trust. .
Oxford University Press – Tree Series
--Carry out the oral activities in the session making sure the
students take and active part.
-Reward the students with stickers when they have finished the
table activity to encourage security and trust.
105
Material
Audio CD, CB,
flashcards,
Cookie puppet,
poster of Lulu,
poster 6 and
crayons.
UNIT 6: BODY
Objectives
1. . Go over the vocabulary and the
songs learnt up until now
Activities
--.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
5’
EO
AG
5’-10’
EO
AG
10’-15’
CO, EO
AG
5’
CO, EO
AI
10’-15’
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
-Go over the vocabulary learnt throughout the school year . The
puppet Cookie shows the flashcards that Lulu has in his / her
pouch . Once finished the students can find the things on the
flashcards they got right , on poster 6 . (TB p.78)
-Go over the songs learnt during the year with the idea of
organising a small concert to perform in front of another class at
the end of the year . (TB p.78)
Optional activities.
-Play a game : the teacher hides flashcards around the classroom
which the students have to find and give back to her/him.The
teacher then puts the flashcards up on the blackboard next to a
drawing that she / he has done previously . (TB p.79)
SESSION TO REINFORCE.
-Carry out an art and craft activity in which the students cover
the palms of their hands and soles of their feet in paint and then
print them out on a piece of paper . (TB p.79)
2. Present new TPR instructions
and go over the old ones.
-The students do the TPR actions listening to the orders given by
Cookie the puppet . (TB p.78)
CO
AG
10’
EO, CO
AG
10’
3.. Play simple games in English .
-Play a game making sounds . This time the students have to
make the sound of any one of the flashcards that have been
worked on during the school year. (TB p.78)
4. . Encourage trust.
Oxford University Press – Tree Series
-.Carry out the oral activities in the session making sure the
students take and active part.
106
Material
Audio CD,
flashcards,
Cookie puppet,
poster of Lulu,
poster 6, paint
and sheets of
white paper..
STORY 3: COOKIE GOES SWIMMING
Objectives
Activities
1. . Go over the vocabulary --.Start and end each session with the songs Hello and Bye-bye
and the songs learnt up
,motivating the students to participate actively.
until now
- Use the Transition marker and Tidy up song, Storytime rhyme and a
calm routine whenever possible.
Skill
CO
Interaction.
AG
Time
5’
CO, EO
AG
5’
-Go over the vocabulary sad/happy using theStorycards so that the
students become familiar with the vocabulary at the same time as they get CO, EO
ready for a table activity. (TB p.81)
AG
2’
-Carry out a table activity : Name the characters that appear on the left of
the worksheet and ask the students to link them to the ones that appear on CO, EO-EE
the right . (CB p.27)
AG, AI
5’-10’
Optional activities.
-Carry out an activity that consists in adding movements to a rhythmical
creation , using the rhythm one, two, three and encouraging the students to
imitate the teacher. (TB p.81)
CO, EO
AG
2’
-Go over and perform the rhyme Storytime rhyme (TB p.80)
CO, EO
AG
2’
-Listen to the CD of the story in the unit counting on the students to
participate . (TB p.80)
CO
AG
5’-10’
CO, EO
AG
5’
-Go over the song Little rabbit using the animal flashcards and Cookie
and Lulu to encourage the students to participate actively (TB p80)
2 Enjoy the way the story
develops in the unit and
take part in it.
.
Optional activities.
-Play a game to practice the vocabulary on animals using the flashcards
and music to help. (TB p.81)
SESSIÓN 1
3. Play simple games in
English .
4. . Encourage trust.
Oxford University Press – Tree Series
-Carry out the oral activities in the session making sure the students take
and active part.
-Reward the students with stickers when they have finished the table
activity to encourage security and trust.-
107
Material
Audio CD, CB,
flashcards,
Cookie puppet
and crayons.
Oxford University Press – Tree Series
108
STORY 3: COOKIE GOES SWIMMING
Objectives
Activities
--.Start and end each session with the songs Hello and Bye-bye ,motivating
1. Go over the
vocabulary and the songs the students to participate actively.
learnt up until now
- Use the Transition marker and Tidy up song, Storytime rhyme and a calm
routine whenever possible.
Skill
CO
Interaction.
AG
Time
5’
CO, EO
AG
5’
EO
AG
5’-10’
EO-EE
AI
10’-15’
CO, EO
AG
2’
CO, EO
AG
5’-10’
-Play a game to go over the numbers two and three by showing the
students and getting them to count some small toys. (TB p.83)
CO, EO
AG
5’
Optional activity
-Let the students choose their favourite game so it can be played again , all
together . (TB p.83)
CO, EO
AG
5’
-Go over the flashcards learnt up until now by recognising the flashcards
that the teacher shows and linking them to posters 5 and 6 (TB p.82)
-Go over the vocabulary on the parts of the body using the song Round the
tree. To do this the students have to get into groups , each group has to be
associated with a flashcard of a part of the body. They then have to sing and
act out the verse of the song that corresponds to them and finish by singing
the whole song together.(TB p.82)
2.
Enjoy the way the story
develops in the unit and
take part in it.
SESSIÓN 2
3 Play simple games in
English .
.
4. Encourage trust.
Optional activities.
-Preparation of a spectacle that includes singing the songs and acting out
the stories that have been learnt so that the students can perform them
infront of their parents or other students in the school. (TB p.83)
- Go over and perform the rhyme Storytime rhyme (TB p.82)
-Listen to the CD with the unit story , get the students to participate and do
the actions the teacher asks them to. (TB p.82)
--Carry out the oral activities in the session making sure the students take
and active part.
-Reward the students with stickers when they have finished the table activity
to encourage security and trust.
Oxford University Press – Tree Series
109
Material
Audio CD,
flashcards,
Cookie puppet ,
posters 5 and 6,
little toys ,things
needed to play
the game the
students choose.
.
FESTIVALS: CHRISTMAS
Objectives
1. . Go over the vocabulary and
the songs learnt up until now
Activities
--.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
5’
CO, EO
AG
5’-10’
CO, EO
AG
5’
AG
10’
CO, EO
AG
5’-10’
EE
AI
5’-10’
EE
AI
10’-15’
- Use the Transition marker and Tidy up song, Storytime rhyme and a
calm routine whenever possible.
- Play a revisión game remembering the vocabulary learnt with the
flashcards on toys and the colours and also some objects in the
classroom . (TB p.84)
Optional activities.
-Establish a dialogue between the teacher and the students in which
the teacher shows the students the flashcards of the toys and at the
same time the students can ask and say which present they want for
Christmas. (TB p.85)
2. Play simple games in English -Play a game : Place the students in a circle and ask them to pass the
EO
.
present at the same time as the music is playing, when the music stops
the student who has the present has to remove one layer of paper and
say what colour it is. Continue until the last piece is removed and the
student who has the present has to say what toy it is. (TB p.84)
3. Sing new songs in English
Learn the song Merry Christmas and learn the actions taking special
note of the polite forms used in the words. Perform the dance .. (TB
p.85)
.
Carry out a table activity colouring Father Christmas red. (CB p.28)
SESSIÓN 1
4. Present the polite forms in
English.
Optional activities.
-Decorate the previous piece of work on the worksheet using cottonwool to decorate Father Christmas. (TB p.85)
5. Present the colour red and
compare it with the other
colours.
Oxford University Press – Tree Series
110
Material
Audio CD,
flashcards,
different coloured
wrapping paper,
toys and different
objects that are
blue , yellow and
red , red crayons
, cotton –wool .
glue andCB.
6. . Encourage trust..
--Carry out the oral activities in the session making sure the students
take and active part.
-Reward the students with stickers when they have finished the table
activity to encourage security and trust..
FESTIVALS: CHRISTMAS
Objectives
1. . Go over the vocabulary and the
songs learnt up until now
Skill
EO
Interaction.
AG
Time
5’
CO, EO
AG
5’
-Go over some of the TPR actions and vocabulary learnt in
previous sessions (TB p.86)
EO
AG
5’-10’
-Perform the songs Jingle bells and Merry Christmas song learnt
in this unit. (TB p.86)
CO, EO
AG
5’-10’
CO
AG
2’
AI
10’
EE
AG, AI
15’-30’
EO
AG
10’-15’
Activities
--.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
-Go over the vocabulary on colours learnt up until now making the
students take out flashcards from the interactive poster of Lulu
and getting them to repeat the colours when the puppet Cookie
mentions them . Afterwards find objects that are the same colour
on poster 3. (TB p.86)
2. Present the polite forms in English
.
-Presentation to the students of a Christmas card that the puppet
Cookie gives to the teacher who thanks the puppet profusely .
(TB p.86)
SESSIÓN 2
-Make a Christmas card using a worksheet from the book to make EE
3. Make a Christmas card in English.. it with. The students use the stickers given to them to decorate
the card . Mention the size of the stickers motivating the students
to remember the concepts big/little (CB p.29)
4. Decorate the class and give it a
Christmas feeling ..
Oxford University Press – Tree Series
Optional activities.
-Decorate the classroom for Christmas or a space especially
provided for this. (TB p.86)
-Celebrate a small concert around the Christmas tree . (TB p.86)
111
Material
Cookie puppet,
interactive poster
of Lulu , poster 3,
audio CD, CB,
various
Christmas
decorations to
decorate the
class.
5. . Encourage trust.
--Carry out the oral activities in the session making sure the
students take and active part.
-Reward the students with stickers when they have finished the
table activity to encourage security and trust.
Oxford University Press – Tree Series
112
FESTIVALS: CARNIVAL
Objectives
1. Go over the vocabulary and the
songs learnt up until now
Activities
--.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
EO
Interaction.
AG
Time
5’
CO, EO
AG
5’
- Use the Transition marker and Tidy up song, Storytime rhyme
and always, a calm routine when possible.
-Go over the vocabulary learnt throughout the year .Put the
flashcards of the clothes toys and colours in the pouch on the
poster of Lulu. As we take them out , we ask the puppet Cookie:
Do you like red trousers? Yes/No, etc. Expand the activity with
the help of poster 4 and asking the students similar questions.
(TB p.88)
2. Carnival parade.
-Use the realia from activities in previous sessions so that the
students can dress up and have a Carnival parade in class . (TB
p.88)
EO
AG
5’-10’
3. Practice folding activities and arts
and crafts by making a mask.
-Decoration of a Carnival mask using crayons and stickers (CB
p.30).
Optional activities.
-Make a mask from paper plates, crayons ,and bits and pieces to
to decorate and stick .Finish the session dancing the conga to
the Bye-bye song and show off the masks that have been made.
(TB p.89)
EE
AI
5’-10’
EE, EO
AI, AG
15’-30’
SESSIÓN 1
4. . Encourage trust.
Oxford University Press – Tree Series
--Carry out the oral activities in the session making sure the
students take and active part.
-Reward the students with stickers when they have finished the
table activity to encourage security and trust.
113
Material
Audio CD,
Cookie puppet,
poster of Lulu,
flashcards, realia,
bag, CB, paper
plates, glue,
crayons ,
stickers...
FESTIVALS: EASTER
Objectives
1. . Go over the vocabulary
and the songs learnt up until
now
Activities
--.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively.
Skill
CO
Interaction.
AG
Time
5’
CO
AI
10’
CO
AG
5’-10’
CO
AG
5’
CO, EO
AG
5’-10’
EE
AI
5’-10’
- Use the Transition marker and Tidy up song, Storytime rhyme and a
calm routine whenever possible.
Optional activities.
-Carry out an activity in which the students are asked to find an object by
the teacher in the illustration of poster 8. the teacher will have to give
clues about the colour and the size, in this way the students will have an
opportunity to demonstrate how much of the vocabulary worked on up
until now , they know . (TB p.91)
-Play a game : Scatter the eggs on the classroom floor and ask the
students to walk around the classroom to the rhythm of the music , when
the teacher says the colour and size of one of the eggs and stops the
music the students have to go towards the egg mentioned . (TB p.91)
2. Present words to do with
Easter and food.
3. Present the vocabulary on
food.
-Presentation of the Easter Bunny with a conversation started with the
puppet Cookie who talks about Easter and Easter Bunny who hides
Easter eggs .Take advantage of the opportunity and present the
vocabulary on food . (TB p.90)
SESSIÓN 1
Learn the song Easter eggs. Previously explain to the students what the
4. Sing new songs in English words mean and what actions they have to learn to do with the song .,
(TB p.90)
.
-Carry out a table activity : Count the Easter eggs in the illustration and
put them into groups according to their size and colour. Finish by
5.Look for and count..
decorating the illustration with two Easter egg stickers . (CB p.30)
6. . Encourage trust.
Oxford University Press – Tree Series
--Carry out the oral activities in the session making sure the students
take and active part.
-Reward the students with stickers when they have finished the table
activity to encourage security and trust.
114
Material
Audio CD, CB,
flashcards,
Cookie puppet ,
poster 8, paper
eggs of different
sizes and colours
..
FESTIVALS: EASTER
Objectives
1. Go over the vocabulary and
the songs learnt up until now
Activities
--.Start and end each session with the songs Hello and Bye-bye
,motivating the students to participate actively. .
Skill
CO
Interaction.
AG
Time
5’
AG
5’-10’
CO, EO
AG
5’
EO
AG
5’
EO
AG
5’-10’
CO, EO
AG
5’
EE
AI
10’
-- Use the Transition marker and Tidy up song, Storytime rhyme and
a calm routine whenever possible.
CO, EO
Go over the vocabulary that has been learnt on colours and size by
playing a game in which cutouts of eggs are placed in Lulu´s pouch,
the teacher will say which ones while the student shows them to the
rest of his/ her classmates class . These games can be expanded
and be made more complicated when variations are added . (TB
p.92)
-Go over the vocabulary and the colours in the unit with the help of
worksheet 31 and poster 8 and by asking questions like Where are
the cakes? Where are the chocolates? So as to converse with the
students .Once finished the activity go over the Easter eggs song
and make a point of stressing the expression In the tree (TB p.92)
SESSIÓN 2
2. Play simple games in English
.
3. Practice folding and arts and
crafts activities by decorating an
Easter egg.
4. . Encourage trust.
Oxford University Press – Tree Series
Optional activities.
-Play a game in which the teacher hides the cutout eggs around the
classroom and asks the students to look for them . Each time one is
found the student must hold it up in the air and show it to everyone
and say what colour it is in English . (TB p.93)
-Play a similar game to musical chairs , but without any
competitiveness, the only reason for the game is for the students to
be able to say the colour of the paper egg . (TB p.93)
Give the cutout eggs to nine students who have to hide them in the
class while Cookie the puppet has its eyes closed. When the eggs
are hidden , Cookie opens His / her eyes and starts to look for them
following the instructions given by the students . (TB p.92)
-Carry out a table activity in which the students colour some Easter
eggs yellow , blue and red and then they stick the sticker of a chick
inside each egg to decorate it. (CB p.32)
---Carry out the oral activities in the session making sure the
students take and active part.
-Reward the students with stickers when they have finished the table
activity to encourage security and trust.
115
Material
Audio CD, CB,
flashcards,
Cookie puppet,
poster 5, poster
of Lulu, crayons
and cutout eggs.
CLASSROOM PROGRAMME – THREE IN A TREE A: YEAR 2010/2011*
The Classroom Programme presented is included in the Currículum Project Area designed by the Publisher Oxford for the teach-and-learn method of the English language
in the pre-primary programme : Three in a Tree A. .
Designing a programme is a very special task as each centre, in relation to its type and its curriculum project ,each class group ,in relation to its diversity and each teacher
in relation to their experience and pedagogical approach, carries out a programme which is possibly different in particular aspects ,but very much the same in general
features.
It is within this general context and based on an open,flexible option in order to serve as an efficient tool for specialist English pre- primary teachers, where the publisher
project Three in a Tree has elaborated this class programme for level A, which is aimed for the 2º year of pre-primary (4 year olds) .
At this level Three in a Tree A is divided into six units , as well as the Starter unit. Each unit at the same time, is divided into ten sessions of which eight are focused on the
unit , one to reinforce what has been learnt and another to expand .The Starter Unit is made up of four sessions. Apart from this there are two sessions dedicated to
Birthday Parties,Christmas and Easter and a session dedicated to Mother´s Day and the Summer holidays , which can all be programmed according to the school
calendar .
Thus ,seventy–two sessions have been designed. Each session lays out the objectives to be worked upon or revised , the teach -and – learn activities that can be
accomplished ,the approximate time that each activity takes , the communicative skills , interaction and the material that is needed..
It is important to point out that the teach- and - learn activities are varied, they are relevant to the didactic objectives and are designed as strategies to achieve the desired
knowledge and not as an aim in themselves.Therefore, these would not have the most favourable impact on our students if it were not for the “ ambience “ that the
publisher project Three in a Tree A suggests the English teachers at pre-primary level ,create.A few recommendations to help create this ambience in the classroom in
order to motivate the students would be to allocate an area in the classroom where the activity Cookie’s circle time can take place , make a treehouse with different
materials such as cardboard ,different textured paper, glue and paint to represent where all the action from the different units take place, play background music of the unit
songs while the students are doing table activities in the endeavour to help the children learn them ,puzzles for those students who finish quickly and recommendations for
assessing the students level of knowledge through the direct observation of their development using the Report Sheet for each student which is presented on page 23 of
the PBM B etc.
In the activity section the following abbreviations have been used:
CB: Class book
TB: Teacher´s book
p.: page
PM: Photocopy masters book
AV.Evaluation notebook.
In the section on skills :
CO: Oral comprhension
CE: Written comprehension
EO: Oral expression
EE: Written expession
In the section on interaction:
AI: Individual activity.
Ag: Activity in small groups
Oxford University Press – Tree Series
116
AP: Activity in pairs
AG: Activity in a class group
UNIT STARTER: HELLO
Objectives
1. Learn to say hello and goodbye in
English.
Activities
.Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and
Bye-bye song as needed. .
Skill
CO-EO
Interaction.
AG
Time
5’
CO
AG
5’-10’
CO-EO
AG
5’
CO-EO
AG
5’
CO-CE
AI
10’-15’
2. Understand , memorise and repeat the
songs: Hello song and Bye-bye song.
-- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
3.Become familiar with the characters:
Cookie, Lulu and Densel.
-Presentation of the new carácter Densel the duck using the
Cookie puppet and the interactive poster of Lulu . (TB p.14)
-Learn the Characters chant con so that the students
become familiar with the new characters and also make an
effort to memorise the forms of hello and goodbye .(TB p.14)
SESSION 1
Optional activities.
-Recognition of the three characters using the corresponding
flashcards and asking the students to name the character
the teacher hides . (TB p.15)
4. Recognise the written form their
name.
Oxford University Press – Tree Series
-Give each student a leaf taken from the PMB A with their
name written on it .The students have to recognise their
name written on the leaf and then colour it how they wish
.Once the names have been decorated, Cookie the puppet
will ask the students to stick them on the tree. (TB p.14)
117
Material
Cookie puppet,
Densel puppet,
interactive poster of
Lulu, flashcards of
the three
characters,
photocopies of the
pages from PMB A,
colours, audio CD.
UNIT STARTER: HELLO
Objectives
1. Learn how to say hello and goodbye in
English
Activities
- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and
Bye-bye song as needed. .
Skill
CO-EO
Interaction.
AG
Time
5’
EE
AG
5’-10’
-- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
SESSION 2
-Carry out a table activity colouring the pictures of Cookie,
Lulu y Densel (CB p.1)
2. Recognise the written form of their
name..
-Go over the activity of the tree leaves from the previous
session. On this ocasión the teacher will let the leaves fall
on the floor and will get Cookie, the puppet, to pick them up
and say the name that is on the leaf . The students named
will have to stand up and then put the leaves back onto the
tree while their classmates take the opportunity to greet
them in English . (TB p.16)
CO-EO
AG
5’-10’
3. Recognise the numbers 1 to 6.
-Presentation of the numbers using the flashcards and the
interactive poster of Lulu. Cookie the puppet will remove
the flashcards from Lulu´s pouch and put them on the
blackboard so that everyone can see them. The students
count the numbers with the teacher. (TB p.16)
CO-EO
AG
5’
Optional activities.
CO
-Play a game, divide the class into groups of six students
and give out a straw and six cards with numbers to each
group . The teacher asks each member of the group to take
a number and starts the game by saying two numbers.The
first number will be the number of the student in each group
who starts the game , the second will be the number that the
students have to” fish “using the straw. (TB p.17)
Ag
5’-10’
-Learn the numbers by singing the Numbers song. While the CO-EO
song is playing the teacher holds up the flashcards of the
numbers and asks the students to listen to the song again
and count using their fingers. (TB p.16)
AG
5’
4. Understand , memorise and repeat the
songs : Hello song, Bye-bye song y
Numbers song.
Oxford University Press – Tree Series
118
Material
CB, crayons
Cookie puppet ,
audio CD,
flashcards,
Poster of Lulu,
cards with the
numbers 1 to 6 ,
drinking straws.
UNIT STARTER: HELLO
Objectives
1. Learn how to say hello and
goodbye in English
2. Recognise the written form of
their name..
3. Understand , memorise and
repeat the song: Numbers song
4. Recognise the numbers 1 to 6
.
SESSION 3
5. Become familiar with the
characters: Cookie, Lulu and
Densel.
.
Skill
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet and the CO-EO
rest of the classmates singing the Hello song and Bye-bye song as
needed. .
-- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine when possible.
.
-Repetition of the activity of the leaves carried out in the previous
session . On this occasion the teacher will let six leaves fall on the
floor , this time with different names to those in session 2. Cookie ,
the puppet then picks up the leaves and says hello to the children
whose names are on them .These children go up to the blackboard
to help Cookie (TB p.18)
-Go over the song Numbers song. On this occasion , the teacher
divides the class into six groups and gives the “captain” of each
group a flashcard with a number. When the “captains” hear their
number called out , they hold it up and the rest of the group imitate
their”captain “by doing the same. . (TB p.18)
-Recognition of the numbers 1 to 6 .The same students chosen in
the previous activity are asked to take the flashcards numbers 1 to
6 from Lulu´s pouch and arrange them in order on the blackboard .
(TB p.18)
Go over the numbers playing a game in which you ask the students
to write the numbers in the air or on their classmates backs . (TB
p.18)
-Carry out a table activity counting the leaves with numbers on them
, follow the outline with a finger and then go over the outline with a
crayon and then colour the leaves . (CB p.2)
Optional activities.
Make a finger puppet of Densel, Lulu and Cookie by using the
photocopy of page 6 of the PMB. Each student chooses the
character they like the most and colour it and make a finger puppet .
(TB p.19)
-Repetition of the rhyme Cookie the cat, Densel the duck or Lulu the
Kangaroo , encouraging the students to join in using their finger
puppets . (TB p.19)
Oxford University Press – Tree Series
119
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
CO
AI
5’
CO
Ag
3’
CE-EO
AG-AP
5’
EE
AI
5’-10’
EE
AI
10’-15’
EO
AG
5’-10’
Material
Cookie puppet,
poster of Lulu,
flashcards of the
numbers lo, CB
p.2, crayons,
glue, sissors,
photocopies of
PMB A p. 6,
audio CD
<
UNIT STARTER: HELLO
Objectives
1 Learn how to say hello and goodbye in
English
Activities
- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and
Bye-bye song as needed. .
Skill
CO-EO
Interaction.
AG
Time
5’
AG
5’
EO
AG
5’
CO
AG
5’
CO
AG
5’
EE
AI
10’-15’
CO
AG
3’
.
-- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
2 Recognise the written form of their
name..
.
- Activity with the tree leaves .The teacher puts six leaves
CO-EO
into Lulu´s pouch and asks six students to recognise which
ones they are.Then Cookie ,the puppet puts them back on
the tree. Lastly the six students selected remove the
flashcards from Lulu´s pouch and show them to the class . .
(TB p.20)
-Go over the Numbers song asking the six students from
3. Understand , memorise and repeat the the previous activity to get into order while the number song
song: Numbers song
is playing .If one of them is wrongly placed , the rest of the
class point it out to the student . (TB p.20)
-Recognising numbers :play a clapping game . Clap, count
the claps and show the correspondig flashcard (TB p.20)
4. Recognise the numbers 1 to 6
-Association of a number with a student who has the
corresponding flashcard (TB p.20)
SESSION 4
Optional activities.
-Carry out a table activity which consists in making a zigzag number book from page 7 PMB (TB p.21)
Oxford University Press – Tree Series
-Go over the numbers by playing a game in which the
students have to point to the numbers Cookie calls out , in
their zig.zag number book . (TB p-21)
120
Material
Cookie puppet,
poster of Lulu,
flashcards, audio
CD, photocopies
of PMB p-7.
UNIT 1: COLOURS
Objectives
1.Learn the routines in the English class.
Skill
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet CO-EO
and the rest of the classmates singing the Hello song and
Bye-bye song as needed. .
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
2. Acquire a basic vocabulary on colours
in order to communicate .
SESSION 1
3. Understand , memorise and repeat the
song: Colours song
-Presentation of the colours using the corresponding
flashcards and the poster Lulu (TB p.22)
CO-EO
AG
5’-10’
-Carry out a table activity in which the students colour the
balloons in the picture as these are mentioned in the
Colours song (CB p.3)
CO-EE
AI
10’
AG
5’-10’
AI
10’-15’
-Learn the Colours song using the flashcards of the colours CO-EO
which have been put up on the blackboard so that they can
be pointed out as they are mentioned in the song . (TB p.22)
4. Initiate activities to develop
perception,fine motor skills and to be able Optional activities.
to recognise figures , colour, match and
-Make a collage by sticking : magazine and catalogue
draw .
cuttings , sweet papers and pieces of tissue paper the same
colour as the cardboard on the sheets of cardboard
provided.
The collages made by the students can be hung up on the
classroom walls as decoration. (TB p.23)
Oxford University Press – Tree Series
121
EE
Material
Audio CD, CB,
poster of Lulu,
Cookie puppet,
flashcards of the
colours, crayons,
coloured
cardboard,
magazine and
catalogue
cuttings, sweet
papers , tissue
paper, glue and
sissors.
UNIT 1: COLOURS
Objectives
1. Learn the routines in the English class.
Skill
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet CO-EO
and the rest of the classmates singing the Hello song and
Bye-bye song as needed. .
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
CO
AG
3’
EE
AI
10’-15’
AG
5’-10’
AG
5’-10’
-- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on colours in -Carry out the activity with the tree leaves , but on this
order to communicate.
ocasión the chosen students are invited to take the
flashcards of the colours from Lulu´s pouch . (TB p.24)
-Play a game of marking syllables with the different colours.
The teacher starts marking the syllables and the students
follow . (TB p.24)
SESSION 2
3. Initiate activities to develop
perception,fine motor skills and to be able Optional activities.
to recognise figures , colour, match and
draw .
-Make a zig –zag book of colours from PMB p.8 following
the same Proceduresused in making the zig –zag book of
numbers in the inroduction unit (TB p.25)
4. Understand , memorise and repeat the -Play a game asking the students chosen in the tree leaves
song: Colours song
activity to stand according to what the words in the Colours CO
song say and show the flashcards to the rest of the class .
.
(TB p.24)
5. Understand , memorise and repeat the
rhyme: Train chant.
Oxford University Press – Tree Series
-Repetition of the activity in session 2 in the inroduction
unit.(TB p.24)
122
CO-EO
Material
Audio CD,
flashcards on
colours, poster of
Lulu, Cookie
puppet,
photocopies of
PMB p.8,
crayons.
UNIT 1: COLOURS
Objectives
1. Learn the routines in the English class.
Activities
- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and
Bye-bye song as needed.
Skill
CO-EO
Interaction.
AG
Time
5’
AG
5’-10’
CO-EO
AG
10’
EO
AG
5’-10’
EE
AI
5’
- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
2. . Understand , memorise and repeat
the song: Colours song
-Go over the colours by putting the flashcards on colours on CO-EO
the blackboard making sure they arenot in order . Then ask
the students to help Cookie put them into exactly the same
order as the words in the Colours song. The teacher can
take the opportunity to ask the question What’s your
favourite colour to different students . (TB p.26)
-Explanation of the interactive story using the story cards
3.Acquire a basic vocabulary on colours in and the audio CD. (TB p.26)
order to communicate .
Optional activities.
SESSION 3
-Go over the colours by playing a game. The students pass
around a bag that has different coloured objects in it while
the Colours song is playing. Once the music stops, the
student the students holding the bag will have to take an
object out of the bag and say what colour it is. (TB p.27)
4. . Initiate activities to develop
perception,fine motor skills and to be able
to recognise figures, colour , match and
draw.
Oxford University Press – Tree Series
-Carry out a table activity : assemble a picture in the same
way as a jigsaw puzzle . (TB p.27)
123
Material
Audio CD, CB,
crayons,bag,
different coloured
objects,
flashcards,
Cookie puppet,
storycards
UNIT 1: COLOURS
Objectives
Skill
Activities
1. Learn the routines in the English class. . -- Say hello and goodbye to the teacher , Cookie the puppet CO-EO
and the rest of the classmates singing the Hello song and
Bye-bye song as needed. .
Interaction.
AG
Time
5’
CO-EO
AG
10’
CO-EO
AG
5’-10’
AI
10’
AI
15’-30’
-- Use the Transition marker and Tidy up song, Storytime
rhyme and always, a calm routine when possible.
SESSION 4
2. Acquire a basic vocabulary on colours
in order to communicate .
3. . Initiate activities to develop
perception,fine motor skills and to be able
to recognise figures , colour, match and
draw.
Oxford University Press – Tree Series
-Repetition of the story explained in the previous session
but this time inciting the students to take a much more
active part.To do this,the teacher will put the students
knowledge and memory to the test by changing the story
slightly to capture their attention. (TB p.28)
-Repetition of the Numbers song learnt during the previous
unit With the flashcards on numbers up on the blackboard ,
invite the students to clap the numbers while the music is
playing. Afterwards put the flashcards on colours
underneath the numbers and encourage the students to say
what colour there is under each number . The constant
practice of this activity will help the students learn the
vocabulary. (TB p.29)
Optional activities.
-Go over the vocabulary for the numbers and colours .
Divide the blackboard in two, one half will correspond to
CO-EO
Yes and the other to No . Ask the students to get into line in
front of the blackboard . The teacher says a word and
shows a flashcard to the first in the line , if the image and
the word correspond and the student answers affirmatively
they will stand on the Yes side of the blackboard , if not they
stand on the No side . The students win the game if the Yes
group is bigger than the No group (TB p.29)
-Make posters of the numbers with textures . To do this
AE
divide the class into six groups , each group is given a piece
of cardboard DinA2 with the silhouette of one of the six
numbers that has been worked on , glue and different
materials like : chickpeas , lentils ,beans, sand ,rice etc .and
each group has to make their own poster. (TB p.29)
124
Material
Audio CD,
flashcards, story
cards from the
unit , Cookie
puppet , White
cardboard Din A
–2 , chickpeas ,
lentils , rice ,
beans, glue . .
UNIT1: COLOURS
Objectives
1. Learn the routines in the English class.
Skill
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet CO-EO
and the rest of the classmates singing the Hello song and
Bye-bye song as needed. .
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
CO-EO
AG
5’
CO-EO
AG
3’
EE
AI
5’-10’
-- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
2. . Understand , memorise and repeat
the song: Colours song
- Go over the Colours song trying to get the students to
participate actively interacting in English asking questions
such as : What’s your favourite colour? (TB p.30)
-Listen to the Colours song contrasting the words of the
song with the table activity in the session . (TB p.31)
SESSION 5
3.Acquire a basic vocabulary on colours in -Presentation of a table activity which the students do
order to communicate .
afterwards going over the vocabulary on colours and
numbers. (TB p.30)
Oxford University Press – Tree Series
- Carry out a table activity in which the students go over the
outline of the six balloons in pencil and then colour them
with crayons the colour each balloon indicates. (CB p.5)
125
Material
Audio CD,
flashcards, CB.
UNIT 1: COLOURS
Objectives
1. Learn the routines in the English class.
Skill
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet CO-EO
and the rest of the classmates singing the Hello song and
Bye-bye song as needed. .
Interaction.
AG
Time
5’
CO-EO
AG
5’
CO-EO
AG
10’-15’
CO-EO
AG
5’
AG
5’
AG
5’-10’
-- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
.
2.Aquire a basic vocabulary on colours in
order to communicate .
-Go over the vocabulary of the colours with the flashcards,
Cookie the puppet and the poster of Lulu. (TB p.32)
-Repetition of the unit story . On this ocasión,previous to
hearing the story , ask the students to try and tell you the
story , reconstruct it remembering the names of the
characters , the main body of the story , and the ending ,
commenting on the vocabulary etc. (TB p.32)
SESSION 6
-Play a game :Give out the three masks of the characters
and three flashcards of the colours to three students.The
rest of the students must not see the flashcards. They then
try to guess each character´s colour. (TB .33)
Optional activities.
-Play a game : Divide the class up into six groups give each CO
group a colour. Each time the teacher says a colour and a
certain TPR action, the members of the group that have that
colour will have to do the action . (TB p.33)
3. . Understand , memorise and repeat
the song: Colours song
Oxford University Press – Tree Series
-Go over the colours with the Colours song. (TB p.32)
126
CO-EO
Material
Audio CD,
Cookie puppet,
poster of Lulu,
story cards ,
character masks
, flashcards.
UNIT 1: COLOURS
Objectives
1. Learn the routines in the English class.
Skill
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet CO-EO
and the rest of the classmates singing the Hello song and
Bye-bye song as needed. .
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Storytime
rhyme and a calm routine whenever possible.
Go over the songs learnt up until now encouraging the
CO-EO
students to participate actively singing and doing the actions
to the songs. (TB p.34)
AG
5’-10’
3. Acquire a basic vocabulary on colours
in order to communicate .
-Go over the vocabulary learnt up until now by playing a
game in which the teacher puts flashcards around the
classroom and asks the students to point to the
corresponding flashcard each time he / she says Point to...
(TB p.34)
CO
AG
5’
-Carry out a table game : number the three series that
appear on the worksheet , say the colour of the different
elements in each series and complete the exercise by
colouring the pictures. (CB p.6)
CO-EE
AI
5’-10’
Optional activities.
CO-EO
AG
10’-15’
CO-EO
AG
10’-15’
SESSION 7
2. . Understand , memorise and repeat
the song: Colours song and numbers
song..
Oxford University Press – Tree Series
-Carry out a survey in the class :ask the students what their
favourite colour is , register the results and count them
afterwards. (TB p.35)
-Act out the story in the unit . (TB p.35)
127
Material
Audio CD, CB,
flashcards.
UNIT 1: COLOURS
Objectives
1. Learn the routines in the English
class..
Skill
CO-EO
Interaction.
AG
Time
5’
-Carry out a game in which Cookie the puppet asks one of the
students to give him one of the flashcards that the teacher has
put previously in two piles : one for numbers and one for colours.
(TB p.36)
CO-EO
AG
5’-10’
-Repetition of the previous game but this time the students use
them to say what their favourite colour is. (TB p.36)
CO-EO
AG
5’
EE
AI
10’
EO
Ag
10’
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. .
-- Use the Transition marker and Tidy up song, Storytime rhyme
and a calm routine whenever possible.
2. Acquire a basic vocabulary on
colours in order to communicate. ..
-Carry out a table game : count the balloons that are missing in
the picture, draw them and colour them. (CB p.7)
SESSION 8
Optional activity
Oxford University Press – Tree Series
-Go over the colours by playing a game : Divide the class up into
groups of six students and give each group a game with different
coloured building bricks . The students should be able to pile
them according to colour and count how many in English. (TB
p.37)
128
Material
Audio CD, CB,
Cookie puppet,
colour pencils,
flashcards,
games with
different coloured
building bricks .
UNIT 2: TOYS
Objetives
1. Learn and carry out the English
lesson routines in the classroom.
Activities
skills
- Say hello and goodbye to the teacher , Cookie the puppet and
CO-EO
the rest of the classmates by singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible .
Interaction
AG
Time
5’
CO-EO
AG
5’
-Go over the song Hello song, invite a selected group of students
to choose a character form the English lesson and get them to
greet the rest of their classmates the way Cookie, Lulu or Densel
would.(TB p.40)
-Present the flashcards on toys using the poster of Lulu . Cookie
the puppet will be in charge of showing the flashcards to the
students and the teacher will associate an action with each word
and perform it . (TB p.40)
CO
AG
5’
3. Understand , memorise and
reproduce : Toys song.
-Learn the Toys song ,once the vocabulary on toys and the
corresponding actions have been revised(TB p.41)
CO-EO
AG
5’-10’
-Carry out a table activity : Colour the toys that appear in black
and white in the illustration following the indications of the
flashcards for the unit.(CB p.8)
EE
AI
10’
Optional activities .
CO-EO
AG
5’-10’
SESSION 1
2. Perform the following words : car,
ball, train, dolly y scooter.
Oxford University Press – Tree Series
-Play a game in which the students are asked to spot the
flashcard that doesn´t belong in a series of flashcards of the same
family , which have been put on the blackboard by the teacher .
(TB p.41)
129
Material
Audio CD,
flashcards, CB,
Cookie puppet ,
poster of Lulu,
crayons.
UNIT 2: TOYS
Objetives
1. Learn and carry out the English
lesson routines in the classroom.
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
skills
CO-EO
Interaction
AG
Time
5’
CO-EO
AG
5’
CO-EO
AG
5’-10’
CO-EE
AI
10’-15’
CO-EO
AG
5’
CO
AG-AP
5’-10’
CO-EO
AG
5’-10’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible .
2. Act out the words: car, ball, train,
teddy y scooter.
-Go over the vocabulary on toys using the poster of Lulu and the
flashcards for the unit. It is recommended that the association
exercise flashcard/toy – corresponding action, be repeated. (TB
p.42)
-Play a game in a circle in which the children pass the flashcard
of a selected toy and reproduce the corresponding action . (TB
p.42)
3.Acquire a basic vocabulary on toys
in order to produce communication .
-Go over the vocabulary on toys and numbers establishing
associations between the flashcards of the two themes and
encouraging the students to remember this vocabulary . (TB
p.42)
Optional activities .
-Make a book in zig-zag of the toys on page 10 del PMB A (TB
p.43)
SESSION 2
-Go over the vocabulary on toys using the zig-zag book on toys .
(TB p.43)
4 Understand , memorise and
reproduce :: Toys song..
Oxford University Press – Tree Series
-Learn the song :Toys song making it an exercise on the
association between the words in the song and the
corresponding flashcards. (TB p.42)
130
Material
Audio CD,
flashcards,
photocopies of
p.10 PMB,
crayons, Cookie
puppet, poster of
Lulu.
UNIDAD 2: TOYS
Objetives
1. Learn and carry out the English
lesson routines in the classroom.
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
skills
CO-EO
Interaction
AG
Time
5’
AG
5’-10’
3. Understand , memorise and
reproduce the rhyme: storytime and
Toys chant.
-Go over the song in the unit and the vocabulary on toys by
CO-EO
playing a game in which the teacher encourages the students to
guess the picture on the flashcards which he / she has put on the
blackboard face down . Every right guess is a reason to sing the
unit song and point to the flashcard that has been guessed . (TB
p.44)
EO
-Repetition of the rhyme Storytime learnt in previous sessions
when the teacher is ready to explain the story . (TB p.44)
AG
3’
4. Understand a short story with
visual aid.
-Explain the interactive story from the unit with the aid of the
audio CD and the corresponding story cards. (TB p.44)
CO-EO
AG
5’-10’
-Using the story cards and flashcards from the unit go over the
vocabulary and prepere the students for the table activity. (TB
p.45)
CO-EO
AG
5’
-Carry out a table activity in which the students listen to the story
from the unit, circle the toys in the illustration that are mentioned
in the story and then colour them . (CB p.9)
CO-EE
AI
5’-10’
CO-EO
AG
5’
EO
AG
10’-15’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible .
2. Understand , memorise and
reproduce :: Toys song.
5. Obtain a basic vocabulary on toys
in order to produce communication .
SESSION 3
-Go over the vocabulary on numbers and toys by playing a game
of association in which the numbers are marked and the figure
associated with the corresponding flashcard on toys (TB p.45)
Oxford University Press – Tree Series
-Play the game feeling bag so as to practice the vocabulary on
toys. (TB p.45)
131
Material
Audio CD, poster
of Lulu, Cookie
puppet,
storycards for the
unit ,pencil,
crayons ,
flashcards,
feeling bag, toys
..
UNIT 2: TOYS
Objetives
1 Learn and carry out the English
lesson routines in the classroom.
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
skills
CO-EO
Interaction
AG
Time
5’
-Play a game in which the students have to guess what the
teacher , following orders given by Cookie the puppet , is drawing
on the blackboard. If a student guesses correctly , they should be
heartily congratulated ,asked to do the action associated with the
toy ,and given the possibility to go up to the blackboard and
colour in the drawing . (TB p.46)
EO
AG
5’
-Go over the vocabulary in the unit by showing the flashcards
and using different techniques such as showing the flashcards
really quickly or very slowly.etc. (TB p.45)
EO
AG
5’
CO
AG
10’
-Play a game in which flashcards are given to six children who
then stand in different parts of the classroom . When the students
sing the song in the unit , they have to point to the student who is
holding the image of the toy that has been mentioned . (TB p.46)
CO
AG
5’-10’
-Performance of the story in the unit that has been explained in
the previous session. (TB p.46)
CO-EO
AG
5’-10’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible .
2 .Acquire a basic vocabulary on toy
in order to produce communication .
Optional activities.
SESSION 4
3. Understand , memorise and
reproduce: Toys song. .
4.Understand a short story with
visual aid.
Oxford University Press – Tree Series
- Play a game : Divide the class into two groups and assign each
group one side of the blackboard . Once this has been done the
teacher will put the same number of flashcards on the colours ,
numbers and toys , on each side of the blackboard , and will then
call out words randomly . Every time the students hear a word
that is on their side of the blackboard they will have to stand up.
(TB p.47)
132
Material
Audio CD,
Cookie puppet,
flashcards, story
cards for the unit
.
UNIT 2: TOYS
Objetivos
1. Learn and carry out the English
lesson routines in the classroom . .
Actividades
-- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Destrezas
CO-EO
Interacción
AG
Tiempo
5’
-Go over the vocabulary in the unit using the interactive poster of
Lulu, Cookie the puppet, the flashcards for the unit and
encourage the active participation of the students . (TB p.48)
CO-EO
AG
5’-10’
-Present geometric figures in English to prepare the students for
the table activity. (TB p.48)
CO
AG
5’
-Carry out the table activity . Go over the outline of the toys with a
pencil and colour the illustration . (CB p.10)
EE
AI
10’
CO-EO
AG
10’-15’
CO-EO
AG
5’-10’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible .
2.Acquire a basic vocabulary on toys
in order to produce communication .
.
Optional activities.
SESSION 5
-Go over the vocabulary by playing a game similar to “hangman “
(TB p.49)
3. Understand , memorise and
reproduce :: Toys song.
Oxford University Press – Tree Series
-Sing the song in the unit again , encouraging the chidren to
actively take part by singing and doing the actions that the
teacher requests. . (TB p.48)
133
Material
Audio CD,
Cookie puppet,
flashcards,
poster of Lulu,
CB, pencils,
crayons ..
UNIT2: TOYS
Objetives
1. Learn and carry out the
English lesson routines in
the classroom .
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet and the rest of the
classmates singing the Hello song and Bye-bye song as needed. This ritual
can take on a more interactive and personal shape if the teacher thinks it is
convenient and the circumstances are appropriate..
skills
CO-EO
Interaction
AG
Time
5’
CO
AG
5’-10’
CO-EO
AG
5’-10’
-Reproduce the rhyme Storytime just before explaining the story in unit.
EO
AG
2’
-Representation of the story in the unit with the students giving a small
performance . (TB p.50)
CO-EO
AG
10’-15’
AG
3’
AG
10’-15’
-- Use the Transition marker and Tidy up song, Table time chant and Storytime
rhyme and a calm routine whenever possible.
2. 2. Act out the words: car,
ball, dolly, train, teddy y
scooter.
-Play a game in which the students have to perform the action to the image of a
toy, on the flashcard shown to them by the teacher while the music is playing .
When the music stops , they stop and perform an new action when a new
flashcard is shown to them . (TB p.50)
-Go over the songs Toys song and Colours song using the corresponding
3. Understand , memorise
and reproduce :: Toys song. flashcards and asking the students to make comparisons between the two and
also find links between the words in the songs and the pictures . (TB p.50)
4. Understand , memorise
and reproduce the rhyme:
Storytime.
5.Understand a short story
with visual aid.
6. Acquire a basic
vocabulary on toys in order
to produce communication .
-Review of the vocabulary on toys by playing a game in which flashcards are
presented to the students with a Hello and then put away in Lulu´s pouch with a CO-EO
Bye-bye. In this way vocabulary is revised while putting classroom aids away.
(TB p.51)
Optional activities.
SESSION 6
CO-EO
-Carry out a game in order to go over vocabulary .Make the students form a
circle with one student standing in the middle, bindfolded..The teacher gives one
of the students in the circle a flashcard and all the students put their hands
behind their backs and wait for the student in the middle to ask questions until
he / she discovers the name of the student with the flashcard. (TB p.51)
Oxford University Press – Tree Series
134
Material
Audio CD,
Cookie puppet,
flashcards, t story
cards for the unit
., masks of the
characters in the
story , poster of
Lulu.
UNIT 2: TOYS
Objetives
1. Learn and carry out the English
lesson routines in the classroom . .
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
skills
CO-EO
Interaction
AG
Time
5’
-Go over all the songs learnt up until now and the vocabulary
worked on using the flashcards . (TB p.52)
EO
AG
10’-15’
-Go over the vocabulary by playing a game in which the students
read the teachers´ lips and point to the corresponding flashcard.
(TB p.52)
CO
AG
5’
EO-EE
AG-AI
5’-10’
EO
AG
10’-15’
CO-EO
AG
10’-15’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible .
2. Understand,, memorise and
reproduce the songs seen up until
now and all the vocabulary worked
on in class .
-Carry out a table activity : Trace over the outline of the drawings
and then colour them in as indicated in the illustration.It is
recommended that this activity be carried out while listening to
music that is suited to the kind of exercise proposed. .(CB p.11)
Optional activities.
SESSION 7
-Go over the vocabulary on toys ,and numbers by playing a game
: Throw the dice and when a number appears , count the
flashcards on toys that are on the blackboard and guess what the
picture is . (TB p.53)
3. Understand a short story with a
visual aid..
Oxford University Press – Tree Series
Optional activities.
-Representation of the story in the unit recreating the story . (TB
p.53)
135
Material
Audio CD,
Cookie puppet,
flashcards,
storycards for the
unit dice, CB,
crayons ..
UNIT 2: TOYS
Objetives
1 Learn and carry out the English
lesson routines in the classroom .
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
skills
CO-EO
Interaction
AG
Time
5’
AG
10’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible
SESSION 8
2. Acquire a basic vocabulary on toys -Go over the vocabulary on toys , colours and numbers by playing CO
in order to produce communication . a game in which flashcards are givenout to the whole class . The
.
students who have been chosen collect the flashcards prompted
by the teacher and they classify them by putting them in their
corresponding boxes . (TB p.54)
3. Initiate activities to develop
perception and fine motor skills :
differentiate figures and model
plasticine.
4. Understand , memorise and
reproduce the rhyme:Toys chant..
Oxford University Press – Tree Series
-Preparation for a table activity : Place the flashcards face down
and ask the students selected to pick one up and show it to the
rest of their classmates who then name it saying Hello… (TB
p.54)
CO-EO
AG
5’
-Carry out a table activity : Point to the toys that appear in the
illustration and circle them with a pencil. (CB p.12)
EE
AI
5’
Optional activities.
CO-EO
AG
10’-15'
-Play a game similar to “blindman´s bluff” in which the object to
be found is a teddy bear and the clues will given using the
colours as indicated. (TB p.55)
Optional activities.
EO-EE
AI
10’
CO-EO
AG
5’
-Modelling with plasticine and exhibition of the toys modelled by
the students .. (TB p.55)
-Learn the rhyme Toys chant with the visual aid of the
flashcards.(TB p.55)
136
Material
Audio CD,
Cookie puppet,
flashcards, CB,
pencils, coloured
plasticine ,teddy
bear ..
UNIDAD 3: BODY
Objetivos
1. Aprender y reproducir las rutinas
de la clase de inglés en el aula.
Actividades
-Saludo de bienvenida y despedida al profesor/a, al muñeco de
Cookie y al resto de compañeros cantando las canciones Hello
song y Bye-bye song según convenga. Este ritual puede adquirir
un cariz más personal e interactivo siempre que el adulto lo
considere conveniente y las circunstancias acompañen.
Destrezas
CO-EO
Interacción
AG
Tiempo
5’
EO
AG
5’-10’
CO-EO
AG
10’
-Aprendizaje de la canción Body song utilizando los flashcards de CO-EO
la unidad a modo de soporte visual y procurando que los alumnos
reproduzcan correctamente las acciones correspondientes (TB
p.58)
CO-EO
-Presentación del vocabulario de las partes del cuerpo utilizando
los flashcards de la unidad, el póster interactivo de Lulu y el
muñeco de Cookie (TB p.58)
CO-EE
-Realización de una actividad de mesa consistente en escuchar
la letra de la canción Body song y confirmar que las imágenes de
la ilustración no siguen el orden de la canción. Será necesario,
por tanto, recortar las imágenes tal como se indica, ordenarlas y
pegarlas en un folio Din A4 (CB p.13)
AG
5’-10’
AG
5’-10’
AI
10’-15’
Actividades opcionales
AI
5’-10’
-Utilización del Transition marker, Tidy up song, Table time chant,
Story time chant y rutina tranquila siempre que sea posible.
2. Distinguir y reproducir sonidos
-Repaso de las canciones aprendidas hasta el momento
vocálicos y consonánticos propios de ofreciendo un pequeño concierto al muñeco de Cookie (TB p.58)
la lengua inglesa.
Actividades opcionales
-Representación del cuento de la unidad anterior mediante una
nueva representación de la historia con la participación de los
alumnos (TB p.59)
3. Comprender, memorizar,
reproducir y escenificar la letra de la
canción: Body song.
SESIÓN 1
4. Adquirir el vocabulario básico del
campo semántico de las partes del
cuerpo.
5. Iniciar actividades de desarrollo
perceptivo y de psicomotricidad fina:
discriminar figuras y modelar.
Oxford University Press – Tree Series
CO-EE
-Modelaje de la figura de Cookie con plastilina siguiendo las
indicaciones dadas por el adulto (TB p.59)
137
Material
Audio CD,
muñeco de
Cookie,
flashcards,
tarjetas del
cuento de la
unidad, póster de
Lulu, CB, tijeras,
pegamento,
folios Din A4,
plastilina.
UNIDAD 2: BODY
Objetivos
1. Aprender y reproducir las
rutinas de la clase de inglés en el
aula.
2. Adquirir vocabulario básico del
campo semántico de las partes
del cuerpo.
3. Comprender, memorizar,
reproducir y escenificar la letra
de la canción: Body song.
SESIÓN 2
4. Participar y adaptarse a las
normas de los juegos lingüísticos
propuestos.
Oxford University Press – Tree Series
Actividades
-Saludo de bienvenida y despedida al profesor/a, al muñeco de
Cookie y al resto de compañeros cantando las canciones Hello song
y Bye-bye song según convenga. Este ritual puede adquirir un cariz
más personal e interactivo siempre que el adulto lo considere
conveniente y las circunstancias acompañen.
Destrezas
CO-EO
Interacción
AG
Tiempo
5’
CO-EO
AG
5’
Actividades opcionales
-Elaboración del Libro en zig-zag del cuerpo procediendo de forma
similar a como se ha hecho en otras ocasiones (TB p.61)
-Repaso del vocabulario de las partes del cuerpo mediante un juego
consistente en que los alumnos imiten la acción reproducida por el
muñeco de Cookie cada vez que señala una de las flashcards de las
partes del cuerpo. La dramatización de las acciones puede ir
acompañada de la reproducción de la canción Body song (TB p.60)
EE
AI
10’-15’
EO
AG
5’
-Aprendizaje de las partes del cuerpo jugando a responder Yes/No
cada vez que el adulto dice una parte del cuerpo a la vez que va
señalando los flashcards de la unidad (TB p.60)
CO-EO
AG
3’
-Realización de un juego cuya dinámica consiste en dividir la pizarra CO-EO
en dos partes y colocar tres flashcards de las partes del cuerpo a
cada lado. La clase también se dividirá en dos grupos y se asignará
una mitad de la pizarra a cada grupo. Se pedirá a los alumnos que se
levanten y reproduzcan las acciones de la canción Body song cada
vez que escuchen una estrofa en la cual se nombre alguna de las
flashcards colocadas por el adulto en su mitad de la pizarra (TB p.60)
AG
5’-10’
AG
5’-10’
-Utilización del Transition marker, Tidy up song, Table time chant,
Story time chant y rutina tranquila siempre que sea posible.
-Repaso del vocabulario de la unidad a través del póster interactivo
de Lulu, los flashcards de la unidad y la participación dinamizadora
del muñeco de Cookie (TB p.60)
Actividades opcionales
-Repaso del vocabulario de la unidad mediante un juego de dinámica
similar al anterior pero con unas normas similares al de Simon says
(TB p.61)
138
CO
Material
Audio CD,
muñeco de
Cookie,
flashcards,
póster interactivo
de Lulu,
fotocopias del
PMB p.12,
colores, tijeras.
UNIDAD 2: BODY
Objetivos
1. Aprender y reproducir las rutinas
de la clase de inglés en el aula.
Actividades
-Saludo de bienvenida y despedida al profesor/a, al muñeco de
Cookie y al resto de compañeros cantando las canciones Hello
song y Bye-bye song según convenga. Este ritual puede adquirir
un cariz más personal e interactivo siempre que el adulto lo
considere conveniente y las circunstancias acompañen.
Destrezas
CO-EO
Interacción
AG
Tiempo
5’
-Utilización del Transition marker, Tidy up song, Table time chant,
Story time chant y rutina tranquila siempre que sea posible.
-Repaso de la canción y vocabulario de la unidad dinamizando la
actividad con la utilización de un espejo que utilizará el adulto
para preguntar a los alumnos el nombre de las partes del cuerpo
de los alumnos que se reflejen en el espejo (TB p.62)
CO-EO
AG
5’-10’
3. Comprender un pequeño cuento
con soporte visual.
-Reproducción de la rima Storytime y representación del cuento
de la unidad con la ayuda de un soporte visual y auditivo (TB
p.62)
CO-EO
AG
10’-15’
4. Adquirir vocabulario básico del
campo semántico de las partes del
cuerpo.
-Realización de una actividad de mesa consistente en descubrir
EE-EO
las diferencias entre dos ilustraciones, rodearlas con un círculo y
compartir los resultados conseguidos con el resto de compañeros
(CB p.14)
CO-EO
Actividades opcionales
AI-AG
5’10’
AG
5’
SESIÓN 3
2. Comprender, memorizar,
reproducir y escenificar la letra de la
canción: Body song.
Oxford University Press – Tree Series
-Aprendizaje de una rima de las partes del cuerpo para repasar el
vocabulario de la unidad (TB p.63)
139
Material
Audio CD,
muñeco de
Cookie,
flashcards,
tarjetas del
cuento de la
unidad, espejo,
CB, lápices.
UNIDAD 2: BODY
Objetivos
1. Aprender y reproducir las rutinas
de la clase de inglés en el aula.
Actividades
Destrezas
Interacción
Tiempo
Material
-Saludo de bienvenida y despedida al profesor/a, al muñeco de
Cookie y al resto de compañeros cantando las canciones Hello
song y Bye-bye song según convenga. Este ritual puede adquirir
un cariz más personal e interactivo siempre que el adulto lo
considere conveniente y las circunstancias acompañen.
CO-EO
AG
5’
Audio CD,
muñeco de
Cookie,
flashcards,
tarjetas del
cuento de la
unidad, caretas
de los personajes
del cuento.
-Utilización del Transition marker, Tidy up song, Table time chant,
Story time chant y rutina tranquila siempre que sea posible.
2. Comprender, memorizar,
reproducir y escenificar la letra de la
canción: Body song.
-Repaso de la canción Body song con el soporte visual de los
flashcards de la unidad (TB p.64)
CO-EO
AG
5’
3. Adquirir vocabulario básico del
campo semántico de las partes del
cuerpo.
-Repaso del vocabulario de las partes del cuerpo mediante un
juego de imitación consistente en que los alumnos tomen el
muñeco de Cookie como modelo y reproduzcan los mismos
gestos y expresiones (TB p.64)
EO
AG
5’
-Reproducción de la rima Storytime y explicación del cuento de la CO-EO
unidad (TB p.64)
AG
5’-10’
-Representación compartida “adulto-alumnos” del cuento de la
unidad (TB p.65)
CO-EO
AG
5’-10’
CO-EO
AG
5’
-Realización de un juego consistente en que los alumnos jueguen CO-EO
contra Cookie a la hora de adivinar los flashcards de las partes
del cuerpo que se esconden debajo de seis números (TB p.65)
AG
5’-10’
SESIÓN 4
Actividades opcionales
4. Distinguir y reproducir sonidos
vocálicos y consonánticos propios de -Repaso del vocabulario de la unidad mediante un juego de
la lengua inglesa.
habilidad motriz donde se puede acompañar la repetición de
cada parte del cuerpo con una acción determinada (TB p.65)
Oxford University Press – Tree Series
140
UNIT 3: BODY
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
Activities
--- Say hello and goodbye to the teacher , Cookie the puppet and CO-EO
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
-Go over the songs learnt up until now , performing a small
concert for Cookie. (TB p.58)
EO
AG
5’-10’
Optional activity
CO-EO
AG
10’
3. Understand , memorise , repeat
and perform to the words of the :
Body song.
-Learn the song Body song using the flashcards from the unit as a CO-EO
visual aid and making sure the students do the corresponding
actions correctly. (TB p.58)
AG
5’-10’
4.Acquire a basic vocabulary on the
parts of the body in order to produce
communication .
-Presentation of the vocabulary on the parts of the body using the
flashcards from the unit and the interactive poster of Lulu and
Cookie the puppet . (TB p.58)
CO-EO
AG
5’-10’
-Carry out a table activity : Listen to the words of the Body song
and confirm that the pictures in the illustration do not follow the
same order as the song . It is therefore necessary to cut the
pictures out as indicated and stick them onto a sheet of Din A4
paper , putting them into the correct order. Din A4 (CB p.13)
CO-EE
AI
10’-15’
Optional activity
CO-EE
AI
5’-10’
2. Distinguísh and copy vowel and
consonant sounds in the English
language .
SESSION 1
-Performance of the story from the previous unit using a new
representation of the story and the participation of the students.
(TB p.59)
5. Initiate activities to develop
perception and fine motor skills:
identify figures and model-making .
Oxford University Press – Tree Series
-Make a plasticine figure of Cookie following the teachers
instructions. (TB p.59)
141
Material
Audio CD,
Cookie puppet,
flashcards,
storycards for the
story in the unit ,
poster of Lulu,
CB, sissors, glue,
Din A4 paper ,
plasticine.
UNIT 3: BODY
Objectives
1. Learn and carry out the
English class routines in the
classroom .
Skill
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet and
CO-EO
the rest of the classmates singing the Hello song and Bye-bye song
as needed. This ritual can take on a more interactive and personal
shape if the teacher thinks it is convenient and the circumstances are
appropriate..
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Table time chant and
Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
the parts of the body. .
3. . Understand , memorise ,
repeat and perform to the words
of the : Body song
SESSION 2
4. Participate in and adapt to the
rules of the language games
suggested.
Oxford University Press – Tree Series
-Go over the vocabulary in the unit using the interactive poster of
Lulu, the flashcards for the unit and the dynamic participation of
Cookie. (TB p.60)
CO-EO
AG
5’
Optional activities.
-Make a zig-zag book on the body using the same Proceduresas in
previous units. (TB p.61)
-Go over the vocabulary on the body by playing a game in which the
students have to imitate the actions that Cookie makes each time
Cookie points to one of the flashcards on the body .These actions
can be carried out to the song Body song (TB p.60)
EE
AI
10’-15’
EO
AG
5’
- Learn the parts of the body by answering Yes/No each time the
teacher says a part of the body at the same time as they point to the
unit flashcards . (TB p.60)
CO-EO
AG
3’
-Play a game : Divide the blackboard in two and put three flashcards
on parts of the body on each side . The class is also divided into two
groups and each group is given one side of the blackboard. The
students are asked to get up and do the actions to the Body song
each time they hear a verse that mentions any of the flashcards that
are on their side of the blackboard . (TB p.60)
CO-EO
AG
5’-10’
CO
AG
5’-10’
Optional activity
-Go over the vocabulary in the unit using the same action as before
but with similar rules to Simon says (TB p.61)
142
Material
Audio CD,
Cookie puppet,
flashcards,
interactive poster
of Lulu,
photocopies PMB
p.12, crayons
and sissors..
UNIT 3: BODY
Objectives
1. Learn and carry out the English
class routines in the classroom .
Interaction.
AG
Time
5’
-Go over the song and the vocabulary in the unit. To make the
CO-EO
activity more exciting the teacher uses a mirror to ask the
students the name of the part of the body they see reflected in it .
(TB p.62)
AG
5’-10’
-Reproduction of the rhyme Storytime and representation of the
story from the unit with the audiovisual aids . (TB p.62)
CO-EO
AG
10’-15’
-Carry out a table activity in which the students have to spot the
differences between two pictures , circle them and then share
their results with other classmates.(CB p.14)
EE-EO
AI-AG
5’10’
Optional activity
CO-EO
AG
5’
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and Byebye song as needed. This ritual can take on a more interactive
and personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Skill
CO-EO
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. . Understand , memorise , repeat
and perform to the words of the :
Body song.
3. Understand a short story with
visual aid .
SESSION 3
4 .Acquire a basic vocabulary on the
parts of the body.
Oxford University Press – Tree Series
-Learn a rhyme on the parts of the body in order to go over the
vocabulary in the unit . (TB p.63)
143
Material
Audio CD,
Cookie puppet,
flashcards,
storycards for the
unit, mirror, CB,
pencils.
UNIT 3: BODY
Objectives
1. Learn and carry out the English
class routines in the classroom .
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and Byebye song as needed. This ritual can take on a more interactive
and personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. . Understand , memorise , repeat
and perform to the words of the :
Body song.
Go over the song Body song with the visual aid of the flashcards
for the unit . (TB p.64)
CO-EO
AG
5’
3.Acquire a basic vocabulary on the
parts of the body .
-Go over the vocabulary on the parts of the body by playing a
game in which the students imitate all the actions and
expressions Cookie the puppet makes . (TB p.64)
EO
AG
5’
-Reproduce the rhyme Storytime and give an explanation of the
story in the unit . (TB p.64)
CO-EO
AG
5’-10’
-Shared performance “teacher - students” of the story in the unit
. (TB p.65)
CO-EO
AG
5’-10’
CO-EO
AG
5’
CO-EO
AG
5’-10’
Optional activities.
SESSION 4
4. Distinguísh and copy vowel and
consonant sounds in the English
language .
Oxford University Press – Tree Series
-Go over the vocabulary in the unit using a movement game in
which each repetiton of a part of the body can be associated with
a certain action .a (TB p.65)
-Carry out a game in which the students play against Cookie .
They have to guess the flashcards on parts of the body that are
hidden under six numbers . (TB p.65)
144
Material
Audio CD,
Cookie puppet,
flashcards, story
cards for the
unit,masks of the
characters in the
story.
UNIT 3: BODY
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
CO-EO
Interaction.
AG
Time
5’
-Revision on the vocabulary on the parts of the body in which the
students have to point to the parts of the body while the teacher
names them .(TB p.66)
CO
AG
5’
-Go over the rhyme Characters chant before doing a table
activity. (TB p.66)
EO
AG
3’
-Carry out a table activity in which students have to recognise
the characters that appear in a picture in the form of a puzzle ,
name the parts of the body that are mixed up and then put the
puzzle together correctly with a pencil . (TB p.67)
EO-EE
AG-AI
5’
CO-EO
AG
5’-10’
CO-EO
AG
5’
-Go over the vocabulary on toys and colours by playing a game
in which a toy is taken out of a bag , say the name and colour and CO-EO
put it on a piece of cardboard that is the same colour. (TB p.67)
AG
5’-10’
AG
5’
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and Byebye song as needed. This ritual can take on a more interactive
and personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on the
parts of the body.
3. Participate in and adapt to the
rules of the language games
suggested.
-Carry out a chain game : The teacher starts by giving an order
and an action to the student next to them , they in turn have to
pass it on until someone breaks the chain by changing the order
and action . (TB p.66)
Optional activities.
SESSION 5
-Play a game of imitating movements and association between
parts of the body and numbers . (TB p.67)
4. . Understand , memorise , repeat
and perform to the words of the :
Body song.
.
Oxford University Press – Tree Series
-Repetition of the song in the unit but allowing the students to
choose how they want to change the order of the verses. (TB
p.66)
145
CO-EO
Material
Audio CD,
Cookie puppet,
poster of Lulu,
flashcards, CB,
pencils, bag,
different coloured
toys, coloured
cardboard..
UNIT 3: BODY
Objectives
1. Learn and carry out the English
class routines in the classroom .
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and Byebye song as needed. This ritual can take on a more interactive
and personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. . Understand , memorise , repeat
and perform to the words of the :
Body song.
- Go over the song Body song worked on throughout this unit
,with the visual aid of the flashcards of the parts of the body. (TB
p.68)
CO-EO
AG
5’
3. Participate in and adapt to the
rules of the language games
suggested..
-Go over the vocabulary on the parts of the body asking the
students to act like robots and to move the parts of the body they
are asked to move by the teacher. (TB p.68)
CO
AG
3’
AG
5’
CO-EO
AG
10’
-Go over the vocabulary on numbers by playing the game in
which students draw the numbers on their classmates backs so
that they can try and guess what number it is . (TB p.69)
EO
AP
5’-10’
-Reproduce the rhyme Storytime (TB p.68)
EO
AG
1’
-Performance of the story in the unit with the active participation
of the students . (TB p.68)
CO-EO
AG
10’-15’
-Play a game : The students have to remember and say the name
of a flashcard in a series that have been placed face down. To
CO-EO
help remember the flashcards , the teacher will have practiced a
rhyme with the students . (TB p.68)
Optional activities.
-Carry out a game similar to that of “ telephone “ in order to
practice vocabulary on the parts of the body . (TB p.69)
SESSION 6
4.Acquire a basic vocabulary on the
parts of the body .
Oxford University Press – Tree Series
146
Material
Audio CD,
Cookie puppet,
story cards for
the unit , masks
of the characters,
flashcards.
UNIT 3: BODY
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
Activities
--- Say hello and goodbye to the teacher , Cookie the puppet and CO-EO
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. Acquire a basic vocabulary on the
parts of the body .
-Go over the vocabulary on the parts of the body by playing a
game: The students are asked to watch six of their classmates
act out different parts of the body and they will have to guess
which parts they are .(TB p.70)
EO
AG
5’
-Go over the vocabulary on toys and parts of the body by using a
teddy bear and a girl (realia) or the corresponding flashcards
and singing the song Toys song (TB p.71)
CO-EO
AG
5’
-Carry out a table activity : Name the parts of the body that are
missing from some of the children and teddy bears in the picture
and draw them and colour them. (CB p.16)
EO-EE
AI
10’-15’
Optional activities.
CO-EO
AG
5’-10’
Reproduce the rhyme Storytime(TB p.71)
EO
AG
1’
- Performance of the story in the unit with the active participation
of the students. (TB p.71)
CO-EO
AG
10’-15’
Organise a small concert so that the students can sing all the
songs learnt in the English class.This revision exercise will
enable the students to demonstrate their knowledge of the
language. (TB p.70)
EO
AG
10’
SESSION 7
Everyone does a puzzle of Cookie so as to go over the
vocabulary on the parts of the body . (TB p.71
3. . Understand , memorise , repeat
and perform to the words of the :
Body song.
Oxford University Press – Tree Series
147
Material
Audio CD, story
cards for the unit
, masks of the
characters , CB,
pencils, crayons,
girl, teddy bear,
flashcards,
puzzle of
Cookie, Cookie
puppet.
UNIT 3: BODY
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
CO-EO
Interaction.
AG
Time
5’
-Learn the rhyme of the parts of the body Toys chant with the
visual aid of the flashcards for the unit. (TB p.72)
CO-EO
AG
5’-10’
-Revision on all the vocabulary seen up until now. Play a game in
which the students have to classify the flashcards. Give all the
flashcards worked on out to the students and ask them to name
the one they have been given and then put it in its corresponding
box according to its category . (TB p.72)
EO
AG
10’
EO-EE
AI
10’-15’
EO-EE
Ag
10’-15’
CO
AG
5’
EO
AG
5’-10’
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and Byebye song as needed. This ritual can take on a more interactive
and personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on the
parts of the body.
-Carry out a table activity : the students have to draw the
characters Three in a Tree ,holding hands using the silhouette of
the of the human body on the worksheet. (CB p.17)
Optional activities.
- Collectively make and decorate posters of the students¨
silhouettes . (TB p.73)
SESSION 8
3. . Participate in and adapt to the
rules of the language games
suggested.
Oxford University Press – Tree Series
-Play a game similar to Simon says in which the students have
to touch the part of their body the teacher names (TB p.73)
Optional activity
-Game played together matching flashcards of the parts of the
body. (TB p.73)
148
Material
Audio CD,
flashcards,roll of
paper., pencils,
crayons, felt tip
pens, CB, boxes
for classifying.
UNIT 4: CLOTHES
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
CO-EO
Interaction.
AG
Time
5’
CO-EO
AG
5’
-Repetition of the vocabulary on clothes using a “clothes line” as a CO-EO
visual aid where the teacher can hang the flashcards for the unit.
(TB p.76)
AG
5’-10’
-Carry out a table activity in which the students name the items of
clothing in the picture and then outline them with a pencil and
colour them in . (CB p.18)
EO-EE
AI
10’
CO-EO
AG
5’-10’
EO
AG
1’
CO-EO
AG
10’-15’
-Go over the song Body song to prepare the way for learning the EO
Clothes song (TB p.76)
AG
5’
-Learn the Clothes song c with the visual aid of the flashcards
for the unit (TB p.77)
AG
5’-10’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
clothes.
-Presentation of the vocabulary on clothes using the
corresponding flashcards and the poster of Lulu. (TB p.76)
Optional activities.
-Go over the vocabulary on clothes recuperating the words of the
Toys song and adapting it so as to work on the new vocabulary.
(TB p.77)
Reproduce the rhyme Storytime(TB p.77)
- Performance of the story in unit 3 with the active participation of
the students. (TB p.77)
SESSION 1
3. Understand , memorise , repeat
and perform to the words of the :
Clothes song .
Oxford University Press – Tree Series
149
CO-EO
Material
Audio CD, CB,
pencil, crayons,
poster of Lulu,
Cookie puppet,
masks of the
characters, story
cards for the
story in unit 3 ,
flashcards.
UNIT 4: CLOTHES
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
CO-EO
Interaction.
AG
Time
5’
-Go over the vocabulary in the unit and present the flashcards
using the interactive poster of Lulu and carry out the actions that
correspond to each picture . (TB p.78)
CO-EO
AG
5’-10’
Optional activities
EE
AI
10’-15’
CO-EO
AG
5’-10’
CO
AG
5’
EO
AG
5’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. Acquire a basic vocabulary on
clothes .
-Make the zig-zag book of clothes (TB p.79)
3. Participate in and adapt to the
rules of the language games
suggested.
-Play a game all togerher : Number the flashcards of the parts of
the body and clothes and try and match them up . (TB p.78)
SESSION 2
Optional activities
Go over the vocabulary on clothes. The students show the picture
in their zig-zag book of the clothes that correspond to the item of
clothing the teacher names . (TB p.79)
4. Understand , memorise , repeat
and perform to the words of the :
Clothes song .
Oxford University Press – Tree Series
Learn the Clothes song and perform the corresponding actions.
(TB p.78)
150
Material
Audio CD,
flashcards,
photocopies of
PMB p.14.
UNIDAD 4: CLOTHES
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
CO-EO
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and always, a calm routine when possible.
2. Understand , memorise , repeat
and perform to the words of the :
Clothes song ..
-Play a game of pass the bag around in a circle while the music EO
is playing . Inside the bag there are clothes or flashcards from the
unit . The student who has the bag when the music stopshas to
take an item of clothing out of the bag and sing the corresponding
verse Clothes song . Lastly the student is asked to hang the item
on the” clothes line “,which has been put up by the teacher for
the activity. (TB p.80)
AG
10’
3.Acquire a basic vocabulary on
clothes.
- Reproduce the rhyme Storytime(TB p.80)
EO
AG
1’
- Performance of the story in unit with the active participation of
the students. (TB p.80)
CO-EO
AG
10’-15’
CO-EE
AI
5’-10’
CO
AG
5’
CO
AG
5’-10’
SESIÓN 3
4. Participate in and adapt to the
rules of the language games
suggested.
-Carry out a table activity : mark the items of clothing that appear
in the fragments of the picture and trace an arrow with a pencil
joining the items of clothing with the parts of Cookie´s body . (CB
p.19)
Optional activities
-Go over the vocabulary in the unit by playing a game similar to
Simon says (TB p.81)
-Repetiition of the previous game but this time using realia when
carrying out the game . (TB p.81)
Oxford University Press – Tree Series
151
Material
lllustrated story
cards for the unit,
CB, pencils,
flashcards, audio
CD, items of
clothing, bag,
clothes line and
clothes pegs.
UNIDAD 4: CLOTHES
Objectives
1. Learn and carry out the
English class routines in the
classroom ..
Skill
CO-EO
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
-Reproduce the rhyme Storytime(TB p.82)
EO
AG
1’
- Performance of the story in unit with the active participation of the
students. (TB p.82)
CO-EO
AG
10’-15’
CO-EO
AG
5’-10’
EO
AG
5’-10’
AG
5’-10’
AG
5’-10’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and the rest
of the classmates singing the Hello song and Bye-bye song as needed.
This ritual can take on a more interactive and personal shape if the
teacher thinks it is convenient and the circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant and
Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary -Go over the vocabulary on clothes using the flashcards and the
on clothes.
interactive poster of Lulu. (TB p.82)
Optional activities
3 Participate in and adapt to
the rules of the language
games suggested.
-Go over the vocabulary on clothes and the numbers by carrying out a
activity which consists in counting the number of flashcards of the same
item of clothing that have been previously hung on the blackboard by the
teacher. (TB p.83)
SESSION 4
-Carry out a game in which the students pass around the flashcards on
clothes while the music is playing. When the music stops the students
chosen by the teacher have to say the name of their flashcard. (TB p.83)
4. Understand , memorise ,
-Repetition of the song in the unit with some variations. Cookie the
CO-EO
repeat and perform to the
puppet has given out the flashcards on clothes to everyone in the class
words of the : Clothes song .. previously and will ask a student to bring him / her the flashcard that
corresponds to the item of clothing mentioned in the first verse of the
song . While everyone is singing,the students chosen will have to take
the flashcards that Cookie has given out and put them in order on the
blackboard . (TB p.82)
Oxford University Press – Tree Series
Optional activities
-Go over the songs that have been learnt during the school year.The
teacher will play the audio CD and stop it at the same time as giving the
students an order to carry out an action. (TB p.83)
152
CO-EO
Material
Audio CD,
flashcards,
illustrated story
cards for the unit
, Cookie puppet ,
interactive poster
of Lulu.
Oxford University Press – Tree Series
153
UNIDAD 4: CLOTHES
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
CO-EO
Interaction.
AG
Time
5’
-Preparation for a table activity : Adapt the words from the Toys
song, worked on in unit 4, using the vocabulary on clothes. (TB
p.84)
CO-EO
AG
5’
-Carry out a table activity, name the colour of the different items
of clothing, mark the item that is the same colour as the model
and draw a circle around it . (CB p.20)
EO-EE
AI
5’
Optional activities
CO
AG
5’-10’
-Go over the parts of the body with the Body song (TB p.84)
EO
AG
3’
-Repetition of the TPR versión of the story in session 4, counting
on all the students taking part . (TB p.84)
CO-EO
AG
10’-15’
Optional activities
CO-EO
AG
5’-10’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
clothes .
-Make some paper socks from coloured cardboard. The teacher
wil hang them on the blackboard and ask the students to find the
matching sock somewhere in the classroom .(TB p.85)
SESSION 5
3. Go over all the vocabulary learnt
during the school year.
4. Understand , memorise , repeat
and perform to the words of the :
Clothes song ..
Oxford University Press – Tree Series
-Performance of the verse referring to the hat in the Clothes
song, using real hats that the students bring from home .(TB p.85)
154
Material
Audio CD, CB,
flashcards,
pencils,
Cookie puppet
six different
colours of
cardboard ,
sissors,a clothes
line, photocopies
PMB p.13,
clothes pegs,
poster of Lulu.
UNIDAD 4: CLOTHES
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
CO-EO
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
3. Understand , memorise and ,
repeat the rhyme: Clothes chant .
-Learn the rhyme Clothes chant using the flashcards from the unit CO-EO
as a visual aid .(TB p.86)
AG
5’-10’
4.Acquire a basic vocabulary on
clothes.
-Carry out a memory activity : The students have to remember
the flashacard that the teacher puts facedown in a series of
flashcards that are up on the blackboard. (TB p.86)
CO-EO
AG
5’
EO
AG
1’
CO-EO
AG
10’-15’
CO-EO
AG
5’-10’
CO-EO
AG
5’-10’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. Understand , memorise
-Match the flashcards of the items of clothing with the parts of the
,reproduce and perform the words to body according to the words in the Clothes song. Act out the
the: Clothes song.
song in the unit emphasising the reproduction of the
corresponding actions . (TB p.86)
- Reproduce the rhyme Storytime (TB p.86)
- Performance of the story in unit with the active participation of
the students. (TB p.86)
SESSION 6
Optional activities
-Make puppets from the different silhouettes of items of clothing
and a theatre of chinese shadows where the items of clothing can
be shown and the students can guess what they are. (TB p.87)
5. Participate in and adapt to the
rules of the language games
suggested.
Oxford University Press – Tree Series
-Play a game similar to “Hangman” but dressing Cookie´s
silhouette instead .This should be done on the blackboard by the
teacher . (TB p.87)
155
Material
Audio CD, PMB
A p.14,
flashcards,
theatre to do
chinese shadows
, sticks to make
puppets, Cookie
puppet, masks of
the characters,
illustrated
storycards for the
unit .
UNIDAD 4: CLOTHES
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
CO-EO
Interaction.
AG
Time
5’
-Perform a “concert” with all the songs that have been learnt in
the English class up until now . (TB p.88)
CO-EO
AG
5’-10’
-Play a game that consists of matching the flashcards of the parts
of the body with those of the clothes so as to be able to make up
and produce verses of the Clothes song (TB p.88)
CO-EO
AG
5’-10’
-Carry out a table activity in which the students name the items of EO-EE
clothing that appear in the ilustration and join them to the drawing
of Cookie suitably (CB p.21)
AI
5’
Optional activities
EO
AG
1’
CO-EO
AG
10’-15’
EO
AG
5’
CO-EO
AG
5’
CO-EO
AG
5’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. Understand, memorise reproduce
and perform the words to the songs
learnt in the English class. .
3.Acquire a basic vocabulary on
clothes .
- Reproduce the rhyme Storytime(TB p.89)
- Performance of the story in unit with the active participation of
the students. (TB p.89)
SESSION 7
4. Participate in and adapt to the
rules of the language games
suggested.
Oxford University Press – Tree Series
-Play a guessing game . The teacher asks the students which
flashcard he /she is hiding . The first student to get the answer
right is given the flashcard . (TB p.89)
-Continuation of the previous game asking the students if they
remember and can guess the flashcards that their classmates
have hidden. (TB p.89)
-Variationon the previous activity ,the students have to guess
which flashcard the student who the teacher names, has. (TB
p.89)
156
Material
Audio CD, CB,
flashcards,
pencils,
illustrated
storycards for the
unit story, masks
of the characters,
Cookie puppet.
UNIDAD 4: CLOTHES
Objectives
1. Learn and carry out the English
class routines in the classroom ..
Interaction.
AG
Time
5’
AG
5’-10’
-Go over the vocabulary worked on in the English class with the
CO-EO
visual aids of the flashcards seen in the different units . (TB p.90)
AG
5’-10’
-Carry out a table activity : Ask the students to decorate the Tee
shirt in the illustration with some of the images from the
flashcards that have been worked on up until now or design one
that has something to do with the English class. (TB p.90)
EE
AG
5’-10’
-A variation of the story in the unit acted by two of the students
.One of them will be Cookie and will dress up untidily and the
other will be Lulu who dresses properly , meanwhile the whole
class will sing the song from the unit . (TB p.91)
CO-EO
AG
5’-10’
Optional activities
-Make items of clothing with coloured plasticine with the visual
aid of the flashcards from the unit . (TB p.91)
EE
AI
10’
CO-EO
Ag-AG
10’-15’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Skill
CO-EO
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and always, a calm routine when possible.
2.Go over the vocabulary worked on -Classification of the flashcards worked on in the different units by CO
in the English class.
putting them in their corresponding category boxes. (TB p.90)
SESISION 8
3.Acquire a basic vocabulary on
clothes.
Oxford University Press – Tree Series
-Go over the vocabulary on clothes by taking part in a group
activity making and decorating paper clothes and using them to
dress the poster of Lulu with. (TB p.91)
157
Material
Audio CD, CB,
pencils, crayons,
flashcards,
Cookie puppet,
poster of Lulu,
paper clothes ,
clothes for
dressing up .
UNIT5: PETS
Objectives
1. Learn and carry out the English
class routines in the classroom .
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
AI
10’
EO
AG
1’
CO-EO
AG
10’-15’
EO
AG
5’-10’
CO-EO
AG
5’-10’
CO-EO
AG
5’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
domestic animals.
-Presentation of the vocabulary in the unit using the interactive
poster of Lulu and the flashcards on animals.The teacher will
imitate the animal actions and the students copy. (TB p.94)
-Carry out a table activity : Name the animals in the illustration
and colour them the same as they appear on the flashcards in the EE
unit. (CB p.23)
Optional activities
-- Reproduce the rhyme Storytime(TB p.95)
- Performance of the story in unit 4 with the active participation of
the students. (TB p.95)
SESSION 1
3. Participate in and adapt to the
rules of the language games
suggested.
4. . Understand, memorise
reproduce the song: Pets song.
Oxford University Press – Tree Series
Play a game guess the animal the teacher does the actions for.
The student who guesses correctly represents another animal
doing the actions to see if the rest of the class can guess which
one it is . (TB p.95)
Optional activities
-Go over the vocabulary on animals by playing a game . The
teacher shows a flashcard to the class and gets them to guess
what it is by asking questions to which the students have to
answer with Yes/No (TB p.95)
Listen to the song Pets song and perform the actions carried out
by the teacher . (TB p.94)
158
Material
Audio CD, CB,
flashcards,
crayons, Cookie
puppet,
interactive poster
of Lulu, masks of
the characters.,
illustrated
storycards for
unit 4.
UNIT 5: PETS
Objectives
1. Learn and carry out the English
class routines in the classroom .
Activities
-- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
AG
5’-10’
CO-EO
AG
5’
CE-EO
AG
5’-10’
AG
5’-10’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
domestic animals.
-Go over the vocabulary on animals by asking a group of students CO-EO
to show the flashcards that have been put in Lulu´s pouch by the
teacher, so that the whole class can name them . (TB p.96)
-Memorise new vocabulary by holding a recital – parade , the
teacher calls out the vocabulary and does the corresponding
actions and the students copy . (TB p.96)
-Go over the vocabulary on animals by guessing the animal the
teacher draws on the blackboard line by line . (TB p.96)
Optional activities
Group recreation of the actions animals make , in front of a mirror.
(TB p.97)
EO
SESSION 2
3. . Understand, memorise
reproduce the song: Pets song.
Oxford University Press – Tree Series
-Learn the song from the unit using the visual aid of the
flashcards on pets. (TB p.96)
EO
AG
5’
Optional activities
-Adapt the words of the Colours song to the Pets song in order
to motivate the students to go over the vocabulary on colours and
aniamals . (TB p.97)
CO-EO
AG
5’-10’
159
Material
Audio CD,
flashcards,
Cookie puppet,
poster of Lulu,
wall mirror..
UNIT 5: PETS
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
Activities
--- Say hello and goodbye to the teacher , Cookie the puppet and CO-EO
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
domestic animals.
Go over the vocabulary in the unit using the poster of Lulu and
the active participation of the students.(TB p.98)
CO-EO
AG
5’
- Reproduce the rhyme Storytime(TB p.98)
EO
AG
1’
CO-EO
AG
10’-15’
CO-EE
AI
5’-10’
CO-EO
AG
3’
CO-EO
AG-Ag
5’-10’
CO-EO
AG
10’
-Explanation of the story in the unit and active participation of the
students. (TB p.98)
-Carry out a table activity in which the students draw and colour
the animal that is missing in the blank space on the right of the
illustration.. The information given on the story previously will help
the students discover which animal it is .(CB p.24)
3. Participate in and adapt to the
rules of the language games
suggested.
-Carry out a guessing game in which the students have to guess
the names of the pets to see if they can make a correct guess at
which pet Cookie the puppet wants .This activity prepares the
students for the story in the story in the unit .(TB p.98)
SESSION 3
Optional activities
Learn the rhyme on animals and perform it in groups. (TB p.99)
-Learn the rhyme Peter and Paul ie Two little dickie birds and
perform it with the actions .(TB p.99)
4. . Understand, memorise
reproduce the rhyme: Peter and
Paul chant.
Oxford University Press – Tree Series
160
Material
Audio CD,
flashcards,
Cookie puppet ,
poster of Lulu,
CB pencils
,crayons,story
cards for the unit
.
UNIT 5: PETS
Objectives
1. Learn and carry out the
English class routines in
the classroom .
Activities
--- Say hello and goodbye to the teacher , Cookie the puppet and the rest of
the classmates singing the Hello song and Bye-bye song as needed. This
ritual can take on a more interactive and personal shape if the teacher thinks
it is convenient and the circumstances are appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
CO-EO
AG
5’
EE
AI
10’-15’
EO
AG
1’
CO-EO
AG
10’-15’
CO-EO
AG
5’-10’
CO
AG
3’
CO-EO
AG
3’-5’
CO
AG
5’
-- Use the Transition marker and Tidy up song, Table time chant and
Storytime rhyme and a calm routine whenever possible.
2. Acquire a basic
vocabulary on domestic
animals .
-Go over the vocabulary on the animals using the interactive poster of Lulu
and the visual aid of the flashcards from the unit . (TB p.100)
-Make a zig-zag book on animals. (TB p.100)
-Reproduce the rhyme Storytime(TB p100)
-Explanation of the story in the unit and active participation of the students.
(TB p.100)
SESSION 4
3. Understand, memorise
reproduce the song: Pets
song.
4. Participate in and adapt
to the rules of the
language games
suggested.
-Reproduction of Cookie´s version of Pets song using the visual aid of the
flashcards from the unit and the indications given by the teacher as a
reference. (TB p.100)
Optional activities
Go over the vocabulary in the unit by playing a game in which the students
show an animal from the zigzag book that corresponds to the animal the
teacher names . (TB p.101)
-Carry out a game in which the teacher performs the action of one of the
animals and the students have to name it and show the corresponding animal
in their zig-zag book on animals. (TB p.101)
-Go over the vocabulary in the unit by finding the flashcards the teacher
names, somewhere in the classroom. (TB p.101)
Oxford University Press – Tree Series
161
Material
Audio CD,
flashcards,
Cookie puppet,
poster of Lulu,
photocopies PMB
A p.16, crayons,
sissors,
storycards for the
unit.
UNIDAD 5: PETS
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
Activities
--- Say hello and goodbye to the teacher , Cookie the puppet and CO-EO
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
EE
AI
10’-15’
-Preparation for the table activity in groups that allows the
students to go over vocabulary on domestic animals and
numbers. (TB p.102)
CO-EO
AG
5’
-Carry out a table activity in which the students have to point out
the animals that appear in the picture , name them , count them
and then circle the corresponding name with a pencil. (CB p.25)
EO-EE
AG-AI
5’
Optional activities
EO
AG
5’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. . Understand, memorise
reproduce the song: Pets song.
3. Initiate activities to develop
perception and fine motor skills
:differentiate figures , colour, match
and draw etc.
SESSION 5
4.Acquire a basic vocabulary on
domestic animals .
5 Participate in and adapt to the
rules of the language games
suggested.
Oxford University Press – Tree Series
-Sing the song in the unit with some variations that help the
students to recognise the names of the animals and to participate
on their own when it is their turn. (TB p.102)
Optional activities
Make spiders with plastic cups and various things to decorate
them with . (TB p.103)
-Play a game in which the students have to mark the words learnt
in the unit and go over the words learnt in previous units . (CB
p.103)
162
Material
Audio CD,
flashcards,,
Cookie
puppet,plastic
cups , sissors, bit
and pieces for
decorating with ,
CB , pencils .
UNIT 5: PETS
Objectives
1. Learn and carry out the English
class routines in the classroom .
Skill
Activities
--- Say hello and goodbye to the teacher , Cookie the puppet and CO-EO
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
Go over the vocabulary on domestic animals by playing a game in CO-EO
which the teacher numbers and places the flashcards face down
on the blackboard and asks the students to guess which animals
they are . (TB p.105)
AG
5’
-Reproduce the rhyme Storytime(TB p.104)
EO
AG
1’
- Performance of the story in unit with the active participation of
the students. (TB p.104)
CO-EO
AG
10’15’
Optional activities
-Go over the vocabulary in the unit by making and exhibiting the
silhouettes of domestic animals so that the students can try and
guess which ones they are and get them right . (TB p.105)
EO
AG
10’
CO-EO
AG
10’-15’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. Participate in and adapt to the
rules of the language games
suggested.
SESSION 6
3.Acquire a basic vocabulary on
domestic animals.
Oxford University Press – Tree Series
-Play a game in which the teacher stops the music and asks the
students to perform and action inorder to go over the vocabularu
worked on in the English class . (TB p.104)
-Carry out a survey to find out the students favourite animals and
show the results on the blackboard .(TB p.105)
163
Material
Audio CD,
flashcards,
Cookie puppet ,
storycards for the
unit, masks of the
characters,
photocopies of
the PMB p.16,
drinking straws
UNIT 5: PETS
Objectives
1. Learn and carry out the
English class routines in the
classroom.
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and the
rest of the classmates singing the Hello song and Bye-bye song as
needed. This ritual can take on a more interactive and personal shape
if the teacher thinks it is convenient and the circumstances are
appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
EO
AG
10’-15’
CO-EO
AG
5’-10’
CO-EO
AG
5’-10’
EO-EE
AI
10’
EO
AG
1’
CO-EO
AG
10’-15’
- Use the Transition marker and Tidy up song, Table time chant and
Storytime rhyme and a calm routine whenever possible.
2. Participate in and adapt to
the rules of the language
games suggested.
-Go over all the songs learnt up until now .It is suggested that this
activity is carried out by the students in the form of a concert . Take
advantage of the opportunity to go over all the vocabulary learnt up
until now . de todas las canciones aprendidas hasta el momento. (TB
p.106)
-Play a chain game similar to the game “telephone” . With the students
in a circle show a flashacard of a domestic animal to one of the
students who will have to do the corresponding action so that his / her
classmate can guess which one it might be . (TB p.106)
Optional activities
-Go over the vocabulary worked on in the English class by playing a
game in which the students will be asked to jump each time they hear
Jumpity jump and to sit when they hear Sit down. Until they hear
these expressions from the teacher they will name the flashcards that
the teacher is showing them. (TB p.107)
3.Acquire a basic vocabulary
on domestic animals.
-Carry out a table activity : Name the animals that appear in the
illustration, join the dots with a pencil and colour the drawings. (CB
p.26)
SESSION 7
Optional activities
Oxford University Press – Tree Series
-Reproduce the rhyme Storytime(TB p.107)
- Performance of the story in unit with the active participation of the
students. (TB p.107)
164
Material
Audio CD,
flashcards,
Cookie puppet,
illustrated
storycards for the
unit , masks of
the characters,
CB, pencil,
crayons.
UNIT 5: PETS
Objectives
1. Learn and carry out the
English class routines in the
classroom .
Skill
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and the
CO-EO
rest of the classmates singing the Hello song and Bye-bye song as
needed. This ritual can take on a more interactive and personal
shape if the teacher thinks it is convenient and the circumstances are
appropriate..
Interaction.
AG
Time
5’
CO
AG
5’-10’
-Play a game in which the class is divided into groups and each
group is assigned the name of a domestic animal. Every time the
teacher gives an order to be carried out by an animal , the
corresponding group will have to do the action. (TB p.108)
CO-EO
AG-Ag
5’-10’
Optional activities
-Carry out a game with the feeling bag in which the teacher has put
some soft toys and other toys so that the students can try and guess
what they are by feeling them . (TB p.109)
EO
AG
10’
CO-EO
AG
2’
EO-EE
AG-AI
5’-10’
EE
AI
15’-20’
- Use the Transition marker and Tidy up song, Table time chant and
Storytime rhyme and a calm routine whenever possible.
2. Participate in and adapt to the -Go over the vocabulary worked on in the English class with an
rules of the language games
activity that involves naming and classifying the flashcards that the
suggested.
teacher has put in a pile, by putting them in their right category
boxes. (TB p.108)
3. Acquire a basic vocabulary on -Carry out a preparation exercise for a table activity . The teacher
domestic animals.
draws a certain number of animals on the blackboard , counts them
with the students and then writes the name next to each . (TB p.108)
SESSION 8
-Carry out a table activity which consists of naming the animals that
appear in the illustration, count them and join the group of animals
with the corresponding number .(CB p.27)
4. Initiate activities to develop
perception and fine motor skills
,differentiate figures , colour,
match and draw etc .
Oxford University Press – Tree Series
Optional activities
Make masks of the domestic animals ( or others )with paper plates
and bits and pieces to decorate . (TB p.109)
165
Material
Audio CD,
flashcards, boxes
for classifying ,
Cookie puppet,
CB, pencils, soft
toys , bag, platos
de plástico, bits
and pieces to
decorate the
masks, crayons.
UNIT6: FOOD
Objectives
1. . Understand, memorise
and reproduce the song: Hello
song y Bye-bye song.
.
Skill
CO-EO
Interaction.
AG
Time
5’
-Presentation of the vocabulary in the unit using the interactive poster
of Lulu, the flashcards and the actions that correspond to the
vocabulary in the unit .(TB p.112)
CO-EO
AG
5’-10’
- Carry out a table activity : Look at the illustration and identify and
name the food that is missing, draw and colour it. (CB p.28)
EO-EE
AG-AI
5’-10’
CO-EO
AG
5’
CO-EO
AG
5’-10’
EO
AG
5’
EO
AG
1’
CO-EO
AG
10’-15’
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet and the
rest of the classmates singing the Hello song and Bye-bye song as
needed. This ritual can take on a more interactive and personal shape
if the teacher thinks it is convenient and the circumstances are
appropriate..
-- Use the Transition marker and Tidy up song, Table time chant and
Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary
on food .
3. Understand, memorise and
reproduce the rhyme: Food
chant.
-Representation of the rhyme Food chant using the visual aid of the
flashcards and the actions presented in the the previous activity. (TB
p.112)
-Sing the rhyme Food chant with the audio CD (TB p.113)
Optional activities
-Go over the vocabulary on food playing a game in which the students
have to remember the flashcards the teacher has placed face down
on the blackboard with the help of the words from the Food chant (TB
p.113)
- Reproduce the rhyme Storytime(TB p.113)
SESSION 1
- Performance of the story in unit 5 with the active participation of the
students. (TB p.113)
4. Use the English language in -Carry out all the oral activities in the session making the students
a spontaneous manner ,
participate actively..
without inhibitions when
communicating .
Oxford University Press – Tree Series
166
Material
Audio CD,
flashcards,
Cookie puppet,
illustrated
storycards for
unit 5 , masks of
the characters,
CB, pencils,
crayons.
UNIT 6: FOOD
Objectives
1. . Understand, memorise and
reproduce the song: Hello song y
Bye-bye song.
Skill
CO-EO
Interaction.
AG
Time
5’
-Go over the vocabulary in the unit using theflashcards on food
and the interactive poster of Lulu. (TB p.114)
CO-EO
AG
5’-10’
-Carry out a game in which the teacher draws one of the food
items on the blackboard , line by line and the students have to try
and guess what it is. (TB p.114)
EO
AG
5’-10’
-Go over the vocabulary by playing a game which involves
association of images and memory . (TB p.114)
CO-EO
AG
5’
CO-EO
AG
5’
CO
AG
3’-5’
EO
AG-Ag
5’-10’
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and Byebye song as needed. This ritual can take on a more interactive
and personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2Acquire a basic vocabulary on
food.
Optional activities
-Revise the vocabulary on colours , clothes , food and toys , by
going over the words to the Colours song and using the
corresponding flashcards. (TB p.115)
-Go over the vocabulary on food by asking the students to point
to the flashcard of the food that the teacher names . (TB p.115)
SESSION 2
3. Understand, memorise and
reproduce the rhyme: Food chant.
4. . Use the English language in a
spontaneous manner, without
inhibitions when communicating. .
Oxford University Press – Tree Series
-Go over the rhyme learnt in the previous session: Divide the
class into groups and give a flashcard to each group . While the
rhyme is played , the students in each group do the
corresponding actions depending on the food they have been
assigned . (TB p.114)
- Carry out all the oral activities in the session making the
students participate actively..
167
Material
Audio CD,
flashcards,
Cookie puppet,
poster of Lulu.
UNIT 6: FOOD
Objectives
1. . Understand, memorise and
reproduce the song: Hello song
y Bye-bye song.
2.Acquire a basic vocabulary on
food.
Skill
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet and
CO-EO
the rest of the classmates singing the Hello song and Bye-bye song
as needed. This ritual can take on a more interactive and personal
shape if the teacher thinks it is convenient and the circumstances are
appropriate..
-- Use the Transition marker and Tidy up song, Table time chant and
Storytime rhyme and a calm routine whenever possible.
-Go over the vocabulary on food by means of a creative activity in
which the teacher will make a cake on the blackboard with the help
of the students and the flashcards on food . (TB p.116)
Interaction.
AG
Time
5’
CO-EO
AG
5’
EO
AG
1’
CO-EO
AG
10’-15’
CO-EO-EE
AG-AI
10’
AG
5’-10’
AG
10’
Reproduce the rhyme Storytime(TB p.116)
- Performance of the story in unit with the active participation of the
students. (TB p.116)
-Carry out a table activity: Ask the students to name the food that
appears in the illustration,think about what kind of food they can draw
on top of the sandwich, draw and colour it. (TB p.29)
Optional activities
CO-EO
-Go over the song Pets song changing the words to include
vocabulary on food . Cookie the puppet, the poster of Lulu and the
flashcards on food will all help the teacher to represent the song (TB
p.117)
SESSION 3
Carry out a food tasting activity on all the food worked on in the unit (
except for fish ) in order to revise the vocabulary (TB p.117)
EO
3. . Use the English language in - Carry out all the oral activities in the session making the students
a spontaneous manner , without participate actively.
inhibitions when communicating.
Oxford University Press – Tree Series
168
Material
Audio CD,
flashcards,
Cookie puppet,
poster of Lulu,
illustrated
storycards for
unit 6 , CB,
pencils ,
crayons,food to
taste , plastic
cups and
containers.
UNIT 6: FOOD
Objectives
1. . Understand, memorise and
reproduce the song: Hello song y
Bye-bye song.
Skill
CO-EO
Interaction.
AG
Time
5’
- Reproduce the rhyme Storytime(TB p.118)
EO
AG
1’
- Performance of the story in unit with the active participation of the
students. (TB p.118)
CO-EO
AG
10’-15’
EE
AI
10’-15’
CO-EO
AG
5’
CO-EO
AG-Ag
5’-10’
-Go over the vocabulary using the zig-zag book on food that was
made previously. (TB p.119)
CO-EO
AG
5’-10’
-Reproduction of a new versión of the Food chant that allows the
teacher to represent it on the blackboard with the visual aid of the
flashcards from the unit and the help of Cookie the puppet. (TB
p.118)
- Carry out all the oral activities in the session making the students
participate actively..
CO-EO
AG
5’-10’
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
food.
-Make a zig-zag book on food (TB p.118)
-Play a guessing game with the flashcards on food and going over
expressions such I like y I don’t like (TB p.119)
Optional activities
-Go over the vocabulary worked on in the English class. Divide the
class up into three groups and give each group flashcards. Each
time the teacher asks Do you like, the students in the group that
have been given the flashcard of the food the teacher mentions ,will
have to answer. (TB p.119)
SESSION 4
3. Understand, memorise and
reproduce the rhyme: Food chant.
4. . Use the English language in a
spontaneous manner , without
inhibitions when communicating.
Oxford University Press – Tree Series
169
Material
Audio CD,
flashcards,
Cookie puppet,
poster of Lulu,
illustrated
storycards for
unit 6,masks of
the characters
Photocopies of
p. 18 del PMB A,
crayons .
UNIT 6: FOOD
Objectives
1. . Understand, memorise and
reproduce the song: Hello song y
Bye-bye song.
Skill
CO-EO
Interaction.
AG
Time
5’
- Reproduce the rhyme Storytime(TB p.120)
EO
AG
1’
- Performance of the story in unit with the active participation of
the students. (TB p.120)
CO-EO
AG
10’-15’
-Carry out a table activity in which the students have to point out
the food , associate the halves that appear at the top of the
illustration with those that appear at the bottom and colour the
halves in black and white. (CB p.30)
EO-EE
AG-AI
10’
EE
AG-Ag
10’-15’
-Carry out a game in which the students associate an eating
CO-EO
action with each of the food items shown on the flashcards for the
unit . (TB p.121)
AG
3’-5’
-Reproduction of the rhyme from the unit in order to revise the
EO
vocabulary that the students will have to use for the table activity .
(TB p.121)
AG
3’-5’
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and Byebye song as needed. This ritual can take on a more interactive
and personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. Acquire a basic vocabulary on
food .
Optional activities
-Make puppets with the silhouettes of the food in order to recreate
a theatre of chinese shadows. (TB p.121)
SESSION 5
3. Understand, memorise reproduce
the rhyme: Food chant.
4. . Use the English language in a
spontaneous manner, without
inhibitions when communicating. .
Oxford University Press – Tree Series
- Carry out all the oral activities in the session making the
students participate actively..
170
Material
Audio CD,
flashcards,
Cookie puppet,
illustrated
storycards for
unit 6,masks of
the characters
Photocopies of
p. 18 del PMB A,
CB,pencils
,crayons.. .
UNIT 6: FOOD
Objectives
1. . Understand, memorise and
reproduce the song: Hello song y
Bye-bye song..
Activities
---- Say hello and goodbye to the teacher , Cookie the puppet
and the rest of the classmates singing the Hello song and Byebye song as needed. This ritual can take on a more interactive
and personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
EO
AG
5’
EO
AG
1’
CO-EO
AG
10’-15’
CO-EE
AG-AI
10’-15’
CO-EO
AG
5’
EE
AI
10’-15’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
food .
-Carry out a game to go over all the the vocabulary on food
worked on in the English class by drawing the silhouettes of all
the food in the air with a finger (TB p.122)
- Reproduce the rhyme Storytime(TB p.122)
- Performance of the story in unit with the active participation of
the students. (TB p.122)
-Make a vocabulary book out of a sheet of Din A 4 paper, folded
into four parts, on which the students will have to draw pictures of
the the food that has been worked on in class and colour it
following the instructions given by the teacher . (TB p.123)
Optional activities
-Play a game marking out words The teacher will mark out the
syllables by clapping and the students will copy.This will be done
with the visual aid of the flashcards on food placed on the
blackboard. (TB p.123)
SESSION 6
-Make cakes with pieces of coloured plasticine .The cakes can
then be displayed in a corner of the classroom. (TB p.123)
3. . Use the English language in a
spontaneous manner, without
inhibitions when communicating. .
Oxford University Press – Tree Series
- Carry out all the oral activities in the session making the
students participate actively..
171
Material
Audio CD,
flashcards,
Cookie puppet,
illustrated
storycards for
unit 6,masks of
the characters
,crayons.. .
muñeco de
Cookie, Din A 4
paper ,pencils ,
plasticine and
crayons .
UNIT 6: FOOD
Objectives
1. . Understand, memorise and
reproduce the song: Hello song y
Bye-bye song.
2. Go over the songs and the
vocabulary learnt in the English
class.
Skill
Activities
--- Say hello and goodbye to the teacher , Cookie the puppet and CO-EO
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
.
-Give a concert in which the students have the opportunity to sing
songs they know in English and remember the vocabulary learnt
throughout the school year , with the visual aid of Cookie´s song
poster. (TB p.124)
-Go over the vocabulary worked on in the English class over the
course of the school year by matching the flashcards that are
mixed up on the blackboard and putting them into families . (TB
p.124)
Interaction.
AG
Time
5’
EO
AG
10’-15’
CO
AG
5’-10’
CO-EE
AG-AI
5’-10’
-Carry out a table activity : Name the vocabulary that appears in
the illustration, recognise the category that the group of objects
drawn on the left of the worsheet represents, mark and circle the
object on the right of the worksheet that belongs to the same
category. (CB p.31)
SESSION 7
3.Acquire a basic vocabulary on
food.
.
4. . Use the English language in a
spontaneous manner , without
inhibitionswhen communicating.
Oxford University Press – Tree Series
EE-CE
AP
5’
-Go over the vocabulary in the unit by playing a game in which
the students draw the food that they have learnt the vocabulary
for on the backs of their classmates using their finger as a pencil
(TB p.124)
EO
AG
1’
Optional activities
-Reproduce the rhyme Storytime(TB p.125)
CO-EO
AG
10’-15’
CO
AG
5’-10’
- Performance of the story in unit with the active participation of
the students. (TB p.125)
-Go over the vocabulary on food playing the “ telephone “ game .
(TB p.125)
- Carry out all the oral activities in the session making the
students participate actively.
172
Material
Audio CD,
flashcards,
Cookie puppet,
illustrated
storycards for
unit 6,masks of
the characters
,CB, pencils.
UNIT 6: FOOD
Objectives
1. . Understand, memorise and
reproduce the song: Hello song and
Bye-bye song.
.
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
CO
AG
5’-10’
CO-EO
AG
5’-10’
CO-EO
AG
5’-10’
CO-EE
AG-AI
10’-15’
CO-EE
AG-Ag
15’-20’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. . Go over the songs and the
vocabulary learnt in the English
class.
-Play a game.Scatter the flashcards that have been worked on in
the English lesson around the classroom .The teacher will say
what object he / she needs and the student selected will have to
get up, find the flashcard and then hand it to the teacher . (TB
p.126)
-Classify and put into the category boxes all of the flashcards
that have been worked on throughout the school year. (TB p.126)
Optional activities
Go over the vocabulary learnt during the year by using the
flashcards from the different units and grouping them in the
flashcard Bank (TB p.127)
3.Acquire a basic vocabulary on
food.
Carry out a table activity in which the students explain which is
their favourite dish , they then draw it on the worksheet provided
and colour it (CB p.32)
SESSION 8
Optional activities
-Make a food mobile. (TB p.127)
4. Use the English language in a
spontaneous manner, without
inhibitions when communicating .
Oxford University Press – Tree Series
- Carry out all the oral activities in the session making the
students participate actively.
173
Material
Audio CD,
flashcards,
Cookie puppet,
CB, crayons, an
enlarged
photocopy of p.
19 in the PMB A,
pieces of string
,red , brawn ,
yellow and pink
tissue paper .
FESTIVALS: BIRTHDAYS
Objectives
1. Understand, memorise
and reproduce the song:
Hello song and Bye-bye
song..
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and the rest
of the classmates singing the Hello song and Bye-bye song as needed.
This ritual can take on a more interactive and personal shape if the
teacher thinks it is convenient and the circumstances are appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
EO
AG
5’
CO-EO
AG
5’-10’
CO-EO
AG
3’
CO-EO
AG
5’-10’
AG-AI
5’-10’
AG
10’-15’
AG
10’-15’
-- Use the Transition marker and Tidy up song, Table time chant and
Storytime rhyme and a calm routine whenever possible.
2. Understand, memorise
and reproduce the song:
Birthday song.
Make a birthday crown using a cardboard photocopy of page 20 of the
PMB A. The crown will worn by the student celebrating their birthday
while the rest of the classmates sing Birthday song (TB p.130)
-Representation of the song in the unit with the visual aid of the
worksheet for the unit ,the flashcards of the numbers and Cookie the
puppet. (TB p.131)
-Go over the second verse of the song in the unit with the visual aid of
the worksheet which the students will then do. (TB p.131)
-Presentation of the vocabulary of the unit using Cookie the puppet , the
poster of Lulu and the flashcards of the numbers. (TB p.130)
3. Acquire a basic
vocabulary on Birthday
celebrations.
-Carry out a table activity in which the students count and colour the
candles on the cake in the colours that the teacher says. (TB p.131)
ESSION 1
CO-EE
Optional activities
-Play a game similar to musical chairs, in which each participant has a
chair to sit on and the obligation to name the flashcard that is on the chair
. (TB p.131)
EO
4. Participate in and adapt to
the rules of the language
games suggested.
Oxford University Press – Tree Series
-Play a game in which the students pass a black envelope around to the
rhythm of the music. When the music stops, the student who has the
envelope at that moment will have to open the envelope and say what it
has inside. (TB p.131)
EO
174
Material
Audio CD,
flashcards,
Cookie puppet,
poster of Lulu
CB, coloured
pencils, back
envelope,
photocopy on
carboard of p 5
PMB A .
FESTIVALS: BIRTHDAYS
Objectives
1. Understand, memorise and
reproduce the song: Hello song and
Bye-bye song.
.
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
Skill
CO-EO
Interaction.
AG
Time
5’
AG
5’
CO-EO
AG
5’-10’
EE-EO
AI-AG
10’-15’
CO-EO
AG
5’-10’
EO
AG
10’-15’
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. Understand, memorise and
reproduce the song: Birthday song
3. Go over the songs and the
vocabulary learnt inthe previous
units.
SESSION 2
4.Acquire a basic vocabulary on
Birthday celebrations in the
semantic field.
Oxford University Press – Tree Series
-Repeat the song from the unit making special mention of the
CO-EO
student whose birthday it is. Dedicate this song also to Cookie the
puppet and to the flashcard of Densel . (TB p.132)
-Go over the vocabulary of the colours and the song Colours
song with the visual aid of the corresponding flashcards (TB
p.132)
-Make a birthday hat from strips of paper, fastened together with
staples, taken from page 21 of the PMB A .and celebrate a
birthday party. (TB p.152)
Optional activities
Revision of the vocabulary on numbers and birthday parties, by
playing a game to work on the vocabulary seen up until now , in
which the teacher makes up for an adults memory by drawing the
cake candles (TB p.133)
-Go over the siongs learnt in the English lesson , celebrating a
dance party . (TB p.133)
175
Material
Audio CD,
flashcards,
Cookie puppet,
Photocopies of
p. 21 of the PMB
A, coloured
pencils and
staples, grapas.
FESTIVALS: CHRISTMAS
Objectives
1. Understand, memorise and
reproduce the song: Hello song
and Bye-bye song.
Skill
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and the
CO-EO
rest of the classmates singing the Hello song and Bye-bye song as
needed. This ritual can take on a more interactive and personal
shape if the teacher thinks it is convenient and the circumstances are
appropriate..
Interaction.
AG
Time
5’
-- Use the Transition marker and Tidy up song, Table time chant and
Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
Christmas activities in the
semantic field.
-Presentation of vocabulary using the interactive poster of Lulu,
Cookie the puppet and the flashcards for the unit. The teacher can
explain to the students in their own language some of the
characteristics of the Christmas celebrations in Great Britain. (TB
p.134)
CO
AG
5’-10’
-Carry out a table activity colouring and decorating the illustration of
the Christmas tree. (TB p.135)
Optional activities
-Make a big Christmas tree where the leaves are the students hands
drawn on paper , coloured and cut out .If there are hands left over
Christmas wreaths can also be made.(TB p.135)
EE
AI
5’-10’
EE
AI-AG
30’-60’
EE
AI-AG
30’-60’
EO
AG
5’-10’
CO-EO
AG
10’
CO-EO
AG
5’-10’
-Make the decorations for the tree using all kinds of materials: egg
boxes , coloured tissue paper, r ibbon or wool to decorate etc. (TB
p.135)
- Learn and perform the Christmas song encouraging the students to
hold hands and dance in a circle. (TB p.134)
3 Understand, memorise and
reproduce the song: Christmas
song y Christmas Tree.
SESSION 1
4. Go over the songs and
vocabulary learnt in previous
units .
-Carry out a game in which the teacher draws a Christmas tree on
the black board and places numbered flashcards of the colours and
toys underneath , face down .The students will have to guess what is
under each flashcard. (TB p.135)
-Learn and repeat and perform the rhyme in the unit.(TB p.135)
5. Understand, memorise and
reproduce the rhyme: Christmas
chant.
Oxford University Press – Tree Series
176
Material
Audio CD,
flashcards,
Cookie puppet,
CB, coloured
pencils, materials
with which to
make a christmas
tree , a
Christmas wreath
and christmas
decorations for
the tree.
SESSION 2
FESTIVALS: CHRISTMAS
Objectives
1. Understand, memorise and
reproduce the song: Hello song and
Bye-bye song.
Oxford University Press – Tree Series
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
177
Skill
CO-EO
Interaction.
AG
Time
5’
Material
Audio CD,
flashcards,
Cookie the
puppet, CB,
crayons, sissors,
e decorative
items to make a
Christmas mobile
..
FESTIVALS: EASTER
Objectives
1. Understand, memorise and
reproduce the song: Hello song and
Bye-bye song.
2.Acquire a basic vocabulary on
Easter activities .
3. Participate in and adapt to the
rules of the language games
suggested.
Skill
CO-EO
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
-Carry out a table activity by singing a new versión of What is
red? with the aim of finding the Easter eggs in the
illustration,circling them and counting them. (TB p.139)
EO-EE
AG-AI
10’
Optional activities
-Make Easter rabbits out of the cardboard tubes from kitchen
paper rolls and use bits and pieces to decorate them. (TB p.139)
EE
AI
15’-30’
EO
AG
5’
-Play a game passing the flashcard of an egg around in a circle to EO
the music of the Easter song pr making sure that the student who
is holding the egg when the music stops says Happy Easter! (TB
p.139)
AG
5’-10’
AG
5’-10’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and always, a calm routine when possible.
- Presentation of vocabulary using the interactive poster of Lulu,
Cookie the puppet and the flashcards for the unit (TB p.138)
-Play a game in which the students pretend they are rabbits ,
imitating the teacher and look for the eggs in the worksheet they
have just done. (TB p.139)
SESSION 1
Optional activities
-Learn and perform the Easter song with the visual aid of the
flashcards from the unit. (TB p.138)
4. Understand , memorise,
reproduce and perform the lyrics to
the : Easter song.
Oxford University Press – Tree Series
EO
178
Material
Audio CD,
flashcards,
Cookie puppet,
poster of Lulu,
CB, pencils,
cardboard tubes
from Kitchen
paper rolls, bits
and pieces to
decorate the
Easter Rabbit .
FESTIVALS: EASTER
Objectives
1. Understand, memorise and
reproduce the song: Hello song and
Bye-bye song.
Skill
CO-EO
Interaction.
AG
Time
5’
-Act out the song in the unit with the active partcipation of the
students. (TB p.140)
EO
AG
5’-10’
-Representation of the Easter song wearing the rabbit ears. (TB
p.140)
EO
AG
5’-10’
-Carry out a table activity : Cut out the rabbit eras on the
worksheet and staple them to a cardboard band , so that the
students can wear them on their heads (CB p.37)
EE
AI
10’
Optional activities
-Play a game in which the students put the rabbit eras on their
heads and jump towards the flashcard named by the teacher ,
which has been placed somewhere in the classroom . (TB p.141)
CO
AG
5’-10’
CO
AG
5’
EE
AI
10’-15’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. Understand, memorise and
reproduce the song: Easter song.
3.Acquire a basic vocabulary on
Easter activities.
4 Participate in and adapt to the
rules of the language games
suggested.
.
SESSION 2
-Look for the flashcard of the Easter egg in the classroom wiith
the active participation of the students (TB p.141)
Oxford University Press – Tree Series
The students make ears and baskets from recycled material and
the teacher gives them special Easter sweets as a reward. (TB
p.141)
179
Material
Audio CD,
flashcards,
Cookie puppet,
CB, sissors,
bands of
cardboard,
staples, plastic
and cardboard
ears , bits and
pieces to
decorate in the
making of the
ears and the
Easter baskets.
FESTIVALS: MOTHER’S DAY
Objectives
1. Understand, memorise and
reproduce the song: Hello song and
Bye-bye song.
Skill
CO-EO
Interaction.
AG
Time
5’
CO-EO
AG
5’-10’
-Make of the bookmarker, gift that the students will make for
Mother´s Day. (CB p.38)
EE
AI
10’-15’
- Dramatization the song in the unit with the active partcipation of
the students. (TB p.142)
EO
AG
5’
-Repetition of the greeting Happy Mother’s Day by interpreting
the song in the unit . (TB p.143)
EO
AG
5’
EO
AG
5’
AG-AI
10’-15’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2. Acquire a basic vocabulary on
Mother´s Day activities.
3. Understand, memorise and
reproduce the song: Hello, happy
Mother’s Day song.
-Show the students the bookmarker for Mother´s Day using
Cookie the puppet and the interactive poster of Lulu. (TB p.142)
SESSION 1
Optional activities
-Representation of the song in the unit in front of the mothers
when they come to pick the children up from school . (TB p.143)
4. Go over the songs and
vocabulary learnt in previous units .
.
Oxford University Press – Tree Series
Optional activities
Carry out a table activity in which the students go over the
numbers and the Numbers song using the flashcards and the
EO-EE
photocopy of page 22 of the PMB A. Afterwards, the students will
have to count and write the number of children each of the
mothers that appear in the picture , have (TB p.143)
180
Material
Audio CD,
flashcards
Cookie puppet,
poster of Lulu,
CB, Photocopies
of page. 22 of the
PMB A, pencils,
crayons, sissors,
glue, decorative
pieces with which
to make the
bookmarker.
FESTIVALS: HOLIDAYS
Objectives
1. Understand, memorise and
reproduce the song: Hello song and
Bye-bye song.
Skill
CO-EO
Interaction.
AG
Time
5’
-Present the vocabulary for the unit using Cookie the puppet and
the interactive poster of Lulu.(TB p.144)
CO-EO
AG
5’-10’
Carry out a table activity :Cut out the images in the picture
following the dotted line and show the teacher the cards acquired
at the same time as naming them. (TB p.144)
Optional activities
Carry out a table activity in which the students have draw the
objects from the flashcards that they have worked on that they
most like, inside the suitcase which appears on page 23 of the
PMB A (TB p.144)
EE-CO
AI-AG
10’-15’
EE
AG
5’-10’
EE
AI
5’-10’
EO
AG
5’
Activities
- Say hello and goodbye to the teacher , Cookie the puppet and
the rest of the classmates singing the Hello song and Bye-bye
song as needed. This ritual can take on a more interactive and
personal shape if the teacher thinks it is convenient and the
circumstances are appropriate..
-- Use the Transition marker and Tidy up song, Table time chant
and Storytime rhyme and a calm routine whenever possible.
2.Acquire a basic vocabulary on
Holiday activities.
.
SESSION 1
-Decorate a Tee shirt drawn on a sheet of paper by the teacher .
(TB p.144)
-Presentation of the rhyme Holidays chant with the visual aid of
the flashcards from the unit.
3. Understand, memorise and
reproduce the rhyme: Holidays
chant.
Oxford University Press – Tree Series
181
Material
Audio CD,
flashcards,
Cookie puppet ,
poster of Lulu,
CB, photocopies
of p. 23 of the
PMB A, pencils,
crayons, sissors.
CLASSROOM PROGRAMME –THREE IN A TREE B: YEAR 2010/2011*
The Classroom Programme presented is included in the Currículum Project Area designed by the Publisher Oxford for the teach-and-learn method of the English language
in the pre-primary programme : Three in a Tree B. .
Designing a programme is a very special task as each centre, in relation to its type and its curriculum project ,each class group ,in relation to its diversity and each teacher
in relation to their experience and pedagogical approach, carries out a programme which is possibly different in particular aspects ,but very much the same in general
features.
It is within this general context and based on an open,flexible option in order to serve as an efficient tool for specialist English pre- primary teachers, where the publisher
project Three in a Tree has elaborated this class programme for level B, which is aimed for the 3º year of pre-primary (5 year olds)
Three in a Tree B is divided into six units , one of which is the starter unit .Each unit, at the same time, is divided into seven sessions , except for the starter unit which is
compiled of four sessions . Apart from this there are two sessions dedicated to Christmas , Halloween,and Easter and a session dedicated to Carnival and Father´s Day,
which can all be programmed according to the school calendar .A total of 48 sessions have been designed , plus three for assessment in the Report booklet.
Each session lays out the objectives to be worked upon or revised , the teach -and – learn activities that can be accomplished ,the approximate time that each activity
takes , the communicative skills ,the interaction and the resources that are needed.
It is important to point out that the teach–and–learn activities are varied, they refer to the didactic objectives and are designed as strategies to achieve the desired
knowledge, and not as an aim in themselves.Assessment activities that respond to the established criteria have also been perceived to examine the teach-and-learn
process and best suit the students ,starting from the development level of skills, established in the general stage and area objectives, to progress ,respecting the different
rhythms of learning.These assessment activities are presented in a booklet where examples of assessment sheets can be found , as well as , register grids, selfassessment check sheets, tests, certificates , the English portfolio and additional ideas , all with which to carry out an advantageous, formative and summative primary
evaluation of the students .
In the activity section the following abbreviations have been used:
CB: Class book
TB: Teacher´s book
p.: page
PM: Photocopy masters book
AV.Evaluation notebook.
In the section on skills :
CO: Oral comprhension
CE: Written comprehension
EO: Oral expression
EE: Written expession
In the section on interaction:
AI: Individual activity.
Ag: Activity in small groups
AP: Activity in pairs
AG: Activity in a class group :
Oxford University Press – Tree Series
182
UNIT STARTER: HELLO AGAIN
Objectives
Activities
Skill
Interaction. Time
1.Use greetings and farewells in the
English language.
- Say hello to the teacher , Cookie the puppet and the rest of
the classmates singing the Hello song (TB p.14)
CO
AG/AI
5’
2. Recognise Cookie, Lulu and Densel.
.Present Cookie, Lulu y Densel, CB p.1
(TB p.14) and the interactive poster of Lulu.
.Give out six photocopies of worksheet 2 ( Densel the
puppet.) (TB, p.14)
CO
AG
5’
AI
5’-10’
CO
AI
1’
.Identification of the characters. Rhyme : Characters Chant
(TB p.14).
CO
.Identify and circle the characters that the teacher points out
: Cookie is red, Lulu is blue...
CO
.Game: Where is Densel(TB p.14)
CO
3. Understand, memorise and reproduce
the song: Densel’s song.
Listen to the song: Densel’s song. (TB p.15)
CO
AG
5’-10’
4. . Use the English language in a
spontaneous manner, without inhibitions
when communicating.
Say goodbye to the teacher and Cookie the puppet using
the words: Bye-bye everyone.(CB p.3)
CO
AG
2’
AI
5’-10’
SESSION 1
AG
Oxford University Press – Tree Series
183
Material
Cookie
puppet,illustratedca
rds, interactive
poster of Lulu,
Audio CD,
photocopies of
worksheet 2.
SESSION 2
UNIT STARTER: HELLO AGAIN
Objectives
1.Use greetings and farewells in the
English language.
Activities
.Say hello with the : Hello song,using the words: Hello/Sit
down everyone(TB p.16)
Skill
EO
Interaction.
AG
Time
5’
.Practice the structures : What’s your name? Colours and
numbers with the songs: Numbers song and Densel’s song
(TB p.16)
EO
AG
5’
2. Recognise Cookie, Lulu and Densel.
.Make Densel the puppet : worksheet 2 , CB p.2. (TB p.16)
CO
AI
10’
3. Understand, memorise and reproduce
the song: Densel’s song.
.Listen to and understand Densel’s song . (CB p.1)
CO
AG
2’
.Perform the movements to the song.(CB p.2)
CO
AI
5’-10’
.Interpretationof the song Densel’s song with the puppet.
(TB p.16)
EO
AI
5’-10’
Optional activities
*Reinforce
.Practice the song: Densel’s song (CB p.1)
*Expand
.Practice the song: Hello song (CB p.1)
EO
Ag
3’
AG
5’
4 Use the English language in a
spontaneous manner, without inhibitions
when communicating .
Oxford University Press – Tree Series
Say goodbye to the teacher and Densel the puppet using
the : Bye-bye song.(TB p.17)
184
EO
EO
Material
CB, Densel
puppet, sissors,
Sellotape, Audio
CD.
UNIT STARTER: HELLO AGAIN
Objectives
1.Use greetings and farewells in the
English language.
Activities
.Practice greetings: Hello song (TB p.18)
Skill
EO
Interaction. Time
5’
AG
2. Recognise Cookie, Lulu and Densel.
Take part in the game look for Cookie (TB p.18)
CO
AG
10’
.Explain the concepts in, on ,under, behind (TB p.18)
CO
AG
10’
. Make and play the game Spin the Wheel. PMB B p.3 (TB
p.18)
EE
AG
10’
Listen to and perform the song Densel’s song with .TPR (CB EO
p.3)
AG
2’
CO
AI
5’-10’
EO
AG
3’
3. Understand, memorise and reproduce
the song: Densel’s song.
SESSION 3
Optional activities
*Additional activities: (TB, p.19)
-Where are Densel, Cookie and Lulu?
-Circle the vocabulary.
4. . Use the English language in a
spontaneous manner , without inhibitions
when communicating .
Oxford University Press – Tree Series
.Interpretation of the song : Bye-bye song (TB p.19)
185
Material
Cookie puppet,
photocopies
PMB B
p.3,bookbinders
hole punch.,
Audio CD
UNIT STARTER: HELLO AGAIN
Objectives
1. Use greetings and farewells in the
English language.
Interaction. Time
5’
AI
2. . Understand, memorise and reproduce Practice Densel’s song and look for the hidden coloured
the song: Densel’s song.
puppets. (TB, p.20)
EO
AG
5’-10’
3. Use the English language in a
spontaneous manner, without inhibitions
when communicating.
.Spin the Wheel game . (TB p.20)
CO
AG
15’
.Say the numbers 1-6 using fingers to indicate the numbers
when mentioned in the song. (CB p.3)
EO
AG
5’-10’
Practice the song Bye-bye song
EO
AG
2’
CO
AG
5’-10’
SESSION 4
Skill
EO
Oxford University Press – Tree Series
Activities
.Practice the hello greeting with Densel´s puppets and the
song Hello song (TB p.20)
Optional activities
*Reinforce.
.Practice the numbers 1 - 6 with the aid of the poster.
.Games with flashcards (TB, p. 21)
186
Material
Audio CD, Bobby
puppet
,illustrated cards ,
Numbers and
characters poster
UNIT 1: FAMILY
Objectives
1 Acquire a basic vocabulary on the
family.
.
.
2. Understand, memorise, reproduce and
perform the words to the : Family song.
3.Understand, memorise, reproduce and
perform the words to the rhyme :
Storytime.
Activities
.Go over the characters in Three in a Tree B
.Repetition and practice the greeting: Hello, with the song
Hello song.(TB p.22) .
.Introduction of the concepts related to the family using the
poster of Lulu (TB, p.22)
.Do worksheet 3 . CB, p.3 (TB p.23) and afterwards identify
the members of the owl family in the text book.
Skill
CO
Interaction.
AG
Time
3’
EO
AG
2’
CO
AG
10’
EE
AI
5’
.Listen to the song :Family song CB, p.3 (TB, p.23)
CO
AG
5’
Listen to , distinguish and understand the basic vocabulary
in the semantic field on the family: baby, mummy, daddy,
sister, brother, family (TB p. 23)
CO
AI
5’-10’
.Listen to and reproduce the rhyme : Family song
EO
AG
5’
EO
Ag
10’
EO
AG
5’
SESSION 1
Additional activities.
.Make owls with cottonwool. (TB, p.23)
.Family song. The children can sing and do the actions to
the song using their owls like finger puppets. (Follow TB
p.23)
4. Participate in and adapt to the rules of
the language games suggested.
Oxford University Press – Tree Series
.Sing the goodbye song: Bye.bye song.(TB, p.23)
187
Material
Audio CD, CB,
cottonwool,
paper/
cardboard,
Sellotape, finger
puppets.
UNIT 1: FAMILY
Objectives
1. Use the English language in a
spontaneous manner , without inhibitions
when communicating .
Skill
EO
Interaction.
AG
Time
5’
CO
AI
15’
CE
EE
EO
AI
AI
AP
5’-10’
*Expand
.Free drawing of the family ,to observe the reality of each
case and the possible spontaneous comments.
EE
AI
10’
Perform the song : Family song. (TB p.25)using flashcards.
CO
Ag
10’
Activities
.Identify the characters in the poster of Lulu, answering
questions. (TB p.24)
.Do the additional activities from p.25 . TB, making
photocopies of the cards previously . p. 4 of the PMB B (TB
p. 24/25))
Optional activities
*Reinforce
.Identification of the numbers.
.Identificationof the characters.
SESSION 2
2. Understand, memorise, reproduce and
perform the words to the : Family song.
3. . Participate in and adapt to the rules of .All the activities .
the language games suggested.
Oxford University Press – Tree Series
188
Material
Audio CD,
illustrated cards,
photocopies from
PMB , flashcards
crayons, felt
tipped pens.
UNIT 1: FAMILY
Objectives
1. Understand, memorise, reproduce and
perform the words to the : Family song.
Skill
CO, EO
Interaction.
AG
Time
5’-10’
2. .Understand, memorise, reproduce and
perform the words to the rhyme :
Storytime.
.Remind the students of the rhyme : Storytime (TB, p.26)
CO
AG
1’
3. . Participate in and adapt to the rules of
the language games suggested .
Do worksheet 4.CB, p.4 ( TB, p.27)
SESSION 3
Activities
.Listen to the songs : Hello song and Family song (TB p.26)
Oxford University Press – Tree Series
15’
.Listen to the story ( TB, p.26) and afterwards make time for
questions and spontaneous comments .
EE
. Play with plasticine:make owls (Additional activity, TB,
p.27). This activity can be carried out with background
music(Family song and others )
. Sing the goodbye song : Bye-bye song
CO
189
AG
5’-10’
AI
15’
AG
3’
Material
Audio CD, CB,
crayons,
plasticine..
UNIT 1: FAMILY
Objectives
Activities
1.Acquire a basic vocabulary on the family .Listen to the lyrics to the : Hello song and Family song. .
.
(TB p.28)
.
Interaction.
AG
Time
5’-10’
2. Understand, memorise, reproduce and
perform the words to the : Family song.
.Storytime. Story of the owls with flashcards (TB, p.28)
CO
AG
10’
3. Use the English language in a
spontaneous manner, without inhibitions
when communicating.
. Show photos of the family and comment : Here`s my
mummy, Maria…
EO
AI
5’-10’
EO
AG
10’-15’
EE
AG
10’-15’
Optional activities
*Reinforce
Number game with flashcards
(TB p.29)
*Expand
.Musical moments .(TB, p.29)
SESSION 4
Skill
CO
4. . Participate in and adapt to the rules of
the language games suggested.
Oxford University Press – Tree Series
.Take part in the game “ feeling bag”.
(TB p.29)
190
Material
Audio CD,
flashcards,
Photos of the
family,
family objects :
baby´s bottle ,
cell phone ,
keys..., (for the
feeling bag .)
UNIT 1: FAMILY
Objectives
Activities
1 Acquire a basic vocabulary on the family .Game : Correct Cookie (TB, p.30)
.
Interaction.
AG
Time
10’-15’
2. Understand, memorise, reproduce and
perform the words to the : Family song.
. Listen to, interpret and perform the song: Hello song (TB
p.30)
CO,EO
AG
5’-10’
3. . Use the English language in a
spontaneous manner , without inhibitions
when communicating.
.Game with flashcards: previous activity to the worksheet
(TB, p.30)
CO
Ag
5’-10’
EO
AI
5’-10’
.Do worksheet 5 (TB p.31)
SESSION 5
Skill
EO
4.Respect the rules of the game .
Oxford University Press – Tree Series
.All the games. .
191
Material
Audio CD,
flashcards, CB.
UNIT 1: FAMILY
Objectives
1. Understand, memorise, reproduce and
perform the words to the : Family song.
Activities
.Listen to , interpret and perform the song: Hello this is my
family. (TB p.32)
Skill
EO
Interaction.
AI
Time
5’-10’
2. .Understand, memorise, reproduce and
perform the words to the rhyme :
Storytime.
.Activity previous to the story .
.Listen to and understand the story . (TB p.33)
.Identification of the cartoon being described.
EO,CO
Ag
5’-10’
10’
10’
AG
10’-15’
AG
2’-5’
SESSION 6
Optional activities
Additional activities:
- Drawing af each students´ family on the back of page 5 of CO
the CB.
-Father ,baby. (TB, p.33)
-Mother go to…, (TB, p.33)
3. Use the English language in a
spontaneous manner, without inhibitions
when communicating.
Oxford University Press – Tree Series
.Listen to and say goodbye with Cookie the puppet.: Byebye song
192
CO
Material
Audio CD,
Cookie the
puppet,
storycards,
flashcards.
UNIT 1: FAMILY
Objectives
1 Understand, memorise, reproduce and
perform the words to the : Family song.
Skill
EO
Interaction.
Ag
Time
5’-10’
2. Use the English language in a
spontaneous manner , without inhibitions
when communicating.
.Explain first and then the students to do 6 (CB, p.6) (TB,
p.34)
EO,EE
AI
10’-15’
3. . Use the English language in a
spontaneous manner, without inhibitions
when communicating.
. Explain first and then the students to do 7 (CB, p.7) (TB,
p.37)
EO, EE
AI
10’-15’
CO, EO
AG
5’-10’
SESSION 7
Activities
Take part in and perform the TPR on the blackboard
Hello song with all the students who want to participate.
Oxford University Press – Tree Series
Additional activity
Game on the blackboard Yes/No (TB, p.35)
193
Material
Audio CD, CB,
flashcards.
UNIT 2: NOISY TOYS
Objectives
1. 1 Understand, memorise,
reproduce and perform the words to
the : Noisy toys song.
Skill
EO, CO
Interaction.
AG
Time
10’
CO
AG
10’-15’
CO
Ag
5’
EE
AI
10’
Game with flashcards:Who has Cookie? (TB, p. 41)
CO
AG
10’
The goodbye song : Bye-bye song (TB, p. 41)
EO
AG
3’
Activities
. Listen to, understand and perform the lyrics to the song : Noisy
toys song. (TB p.40)
2.Acquire a basic vocabulary on toys. .Explain first and then students do worksheet 8 of the CB, p.8
(TB, p.41)
.Repetition of the basic vocabulary in the semantic field of the
TOPIC, noisy toys : boat, robot, plane, trumpet, drum, phone.
SESSION 1
.Reading / writing activity: read and write the names of the objects
that make a lot of noise: robot, trumpet in the pictures CB, p.8.
3. Participate in and adapt to the
rules of the language and memory
games suggested.
Oxford University Press – Tree Series
194
Material
Audio CD, CB,
Cookie puppet,
pencils, crayons,
felt tipped pens,
flashcards.
UNIT 2 : NOISY TOYS
Objectives
1. 1 Understand, memorise,
reproduce and perform the words to
the : Noisy toys song.
Activities
Skill
Interaction.
Time
Listen to, understand and perform the lyrics to the song : Noisy
toys song. (TB p.42)
CO, EO
AG
10’
CO
AG
10’
CO
AG
5’-10’
EO
AG
10’
CO,EO
AG
5’-10’
2.Acquire a basic vocabulary on toys. . Photocopy and make the cards from p.6 of the PMB.( TB, p.43)
.Game with the flashcards : (TB, p.42)
SESSION 2
Optional activities
*Game called Bit by bit with the flashcards on noisy toys.
Introduce a variation so that those students who would like to go
up to the blackboard and participate in the game , show the
cards, slowly ,to the rest of the class to incite them to participate
and in so doing motivate their verbal expression and knowledge
of the concept .
3. . Participate in and adapt to the
rules of the language and memory
games suggested.
Oxford University Press – Tree Series
. TPR activity: noisy toys (variation on the second part of number
3 in the TB, p.42 : boat, robot, plane, trumpet, drum, phone.)
195
Material
Audio CD,
illustrated cards ,
flashcards,
sissors,
photocopies of
the PMB p.6,
pencil, crayons.
SESSION 3
UNIT 2 : NOISY TOYS
Objectives
1. 1 Understand, memorise, reproduce and
perform the words to the : Noisy toys song.
Activities
.Listen to, understand and perform the lyrics to the song : Noisy
toys song. (TB p.44)
Skill
CO, EO
Interaction.
AG
Time
5’
.Variation of the activity : in pairs or in small groups , come up to
the front of the class and sing and perform the song.
EO
Ag
10’-15’
2. Understand and perform the story: Noisy
Toys
. Storytime : Story (TB, p.44)
CO
AG
10’
3 . Acquire a basic vocabulary on toys.
Do worksheet 9 in the CB, p.9 (TB, p.45)
EE
AG
10’-15’
Oxford University Press – Tree Series
196
Material
Audio CD,
CB,
illustrated
cards,
pencil,
crayons, felt
tipped pens
UNIT 2 : NOISY TOYS
Objectives
1. 1 Understand, memorise,
reproduce and perform the words to
the : Noisy toys song .
2. . Understand and perform the
story: Noisy Toys
Activities
.Listen to the lyrics : Noisy toys song. (TB p.46)
Skill
CO
Interaction.
AG
Time
2’
.Memorise the lyrics of the: Noisy toys song (TB p.46)
EO
AI
5’-10’
.Sing the lyrics to Noisy toys song : (TB p.46)
EO
AI
3’
.Sing and perform the Noisy toys song : (TB p.46)
EO
AI
3’
.Storytime: Story (TB, p.46)
CO
AG
10’
CO
AG
5’-10’
EE
AI
5’-10’
EO
AI
5’-10’
3.Acquire a basic vocabulary on toys. .Participation in the flashcards game.(TB p.47)
.Free drawing with Noisy toys as the TOPIC, try to encourage the
students to read and write the words linked to the TOPIC.
SESSION 4
Optional activity
Game: Count the noisy toys (TB, p.47)
Oxford University Press – Tree Series
197
Material
Audio CD,
illustrated cards,
crayons, felt
tipped pens,
flashcards, white
paper, cards p.6
PMB
UNIT 2: NOISY TOYS
Objectives
1.Understand, memorise, reproduce
and perform the words to the : Noisy
toys song
Activities
.Listen to the lyrics : Noisy toys song. (TB p.46)
Skill
CO
Interaction.
AG
Time
2’
.Memorise the lyrics of the: Noisy toys song (TB p.46)
EO
AI
5’-10’
.Sing the lyrics to Noisy toys song : (TB p.46)
EO
AI
3’
.Sing and perform the Noisy toys song : (TB p46)
EO
AI
3’
2. Acquire a basic vocabulary on toys . Explain first and then students do worksheet 10 of the CB, p.10 CO
.
(TB, p.48)
.
AG
15’
3. . Participate in and adapt to the
rules of the language and memory
games suggested .
AG
10’
CO
SESSION 5
. Memory game on the blackboard. ( TB, p.49)
Oxford University Press – Tree Series
198
Material
Audio CDpencils,
crayons, felt
tipped pens,
flashcards.
SESSION 6
UNIT 2: NOISY TOYS
Objectives
1. Understand and perform the story:
Noisy Toys
Activities
. Storytime : Story (TB p. 50)
Skill
CO
Interaction.
AG
Time
10’-15’
2 Acquire a basic vocabulary on toys
.
. Explain first and then students do worksheet 11 of the CB, p.11
(TB, p.52)
CO
AI
10’-15’
3. . Participate in and adapt to the
rules of the language and memory
games suggested .
Optional activity
CO
AP
15’
Oxford University Press – Tree Series
Game : which is your favourite toy ? ( TB, p.53)
199
Material
Audio CD, Bobby
puppet, The
Twinkles
puppets, the cut
out spaceship ,
illustrated cards,
crayons, felt
tipped pens.
UNIT 2: NOISY TOYS
Objectives
1.Acquire a basic vocabulary on toys
in the semantic field.
.
SESSION 7
2. Obtain a basic vocabulary on toys
.
Oxford University Press – Tree Series
Activities
. Game with flashcards. (TB, p. 54)
Skill
CO
Interaction.
AG
Time
10’
.Game: Read my lips (TB, p. 54)
CO, EO
AG, AI
10’
.Explain first and then students do worksheet 12 of the CB, p. 12
(TB, p. 54)
EE
AI
10’-15’
EE
Ag
15’-20’
. Create a mural with the students´drawings of the toys . Label
the toys with the names in English.
200
Material
Flashcards, CB,
paper for a
mural, crayons.
UNIT 3: FACE
Objectives
1.Acquire a basic vocabulary on
parts of the face.
SESSION 1
2. Classify the words in their
semantic field.
Oxford University Press – Tree Series
Activities
.Go over the song: Body song (TB, p.58)
Skill
EO, CO
Interaction.
AG
Time
5’
.Game with flashcards:the poster of Lulu (TB, p.58)
EO
AG
10’
.Explain first and then students do worksheet 13 of the CB, p.13
(TB, p.59)
CO
AG
15’
Additional activity
Open your mouth (TB, p.59)
EO
Ag
10’
EO
AG
5’
The goodbye song: Bye-bye song
201
Material
Audio CD, poster
Places, Bobby
puppet,
illustrated cards,
pencil crayons
UNIT 3: FACE
Objectives
1 Understand, memorise, reproduce
and perform the words to the: Face
song.
SESSION 2
2.Acquire a basic vocabulary on
parts of the face.
Oxford University Press – Tree Series
Activities
. Listen to, understand and perform the lyrics to the song : Face
song. (TB p.60)
Skill
CO
Interaction.
AG
Time
5’-10’
. Game with flashcards: columns of flashcards. (TB p.61)
EO
AI
15’
. Game of funny faces (additional activity from TB, p.61)
EO
AI
15’
. TPR activity: Song: Head shoulders knees and toes
EO
AG
5’-10’
5’
.Goodbye song : Bye-bye song
202
Material
Audio CD,
flashcards
UNIT 3 : FACE
Objectives
1.Acquire a basic vocabulary on
parts of the face .
2. Understand, memorise, reproduce
and perform the words to the: Face
song.
Activities
.Storytime: Time for a story (TB, p.62)
Skill
CO
Interaction.
AG
Time
10’
.Listen to and uderstand the lyrics to the song : Face song . (TB
p.62)
CO
AG
5’
EO
AI
5’-10’
EO
AI
5’
EO
AI
5’
EE
AI
15’
.Memorise the lyrics of the song: Face song (TB p.62)
.Sing the lyrics to the Face song : (TB p.62)
SESSION 3
.Sing and perform the lyrics to the Face song: (TB p62)
3. Classify the words in their
semantic field.
.
Oxford University Press – Tree Series
.Explain first and then students do worksheet 14
203
Material
Audio CD,
illustrated cards,
crayons, CB.
UNIT 3: FACE
Objectives
1. Understand, memorise, reproduce
and perform the words to the: Face
song.
Activities
. Listen to, understand and perform the lyrics to the song : Hello
song. with Cookie the puppet (TB p. 64)
Skill
CO, EO
Interaction.
AG/AI
Time
5’-10’
. Listen to, understand and perform the lyrics of the song : Face
song. (TB p. 64)
EO
Ag
5’-10’
2. Classify the words in their
semantic field.
Carry ou the activity on p.19 of the PMB B What can you see?
(TB, p. 64)
CO
AI
15’
3Acquire a basic vocabulary on parts
of the face.
.Storytime: Go over the story (TB, p.64)
CO
AG
10’
SESSION 4
- Understand, memorise and
reproduce the rhyme: Face chant.
Oxford University Press – Tree Series
204
Material
Audio CD,
photocopy of
Cookie´s window
from PMB B,
illustrated cards,
lápiz, crayons,
felt tipped pens.
SESSION 5
UNIT 3 : FACE
Objectives
1.Acquire a basic vocabulary on
parts of the face .
Activities
.Participation in the game with flashcards and the poster of Lulu.
Skill
CO, EO
Interaction.
AG
Time
5’-10’
2. Classify the words in their
semantic field.
.Play the game Bit by bit ( TB, p. 66)
CO
AI
10’
3.Acquire a basic vocabulary on
parts of the face.
.Explain first and then students do worksheet 15
EE
AG
15’
EO
AP
10’
-. Participate in and adapt to the rules Additional activity
of the language and memory games .Chain movements (TB, p.67)
suggested .
Oxford University Press – Tree Series
205
Material
Audio CD,
flashcards, CB,
crayons, felt
tipped pens
UNIT 3 : FACE
Objectives
1.Acquire a basic vocabulary on
parts of the face.
2. . Participate in and adapt to the
rules of the language and memory
games suggested .
Skill
Activities
.Game with the puppet Cookie to consolidate the unit vocabulary . CO
(TB, p.68)
Interaction.
AG
Time
10’
.Storytime: Time for a story ( TB, p. 68)
EO
AI
10’
CO
AG
10’
CO
Ag
5’-10’
CO
AI
10’
3 Classify the words in their semantic . Game on the blackboard with names /faces ( TB, p. 69)
field.
.Memory game . ( TB, p. 69)
SESSION 6
Additional activity
Oxford University Press – Tree Series
Model faces with plasticine. ( TB, p. 69)
206
Material
Audio CD,
Cookie puppet,
illustrated cards ,
plasticine..
UNIT 3 : FACE
Objectives
1. Understand, memorise, reproduce
and perform the words to the: Face
song.
Activities
.Listen to the Body song and Face song (TB, p.70)
Skill
CO, EO
Interaction.
AG
Time
10’
2. . Participate in and adapt to the
rules of the language and memory
games suggested.
.Participate in the robot actions game (TB, p.70)
EO
Ag
10’
3.Acquire a basic vocabulary on
parts of the face.
.
.Explain first and then students do worksheet 16 of the CB p.16
(TB, p.71)
Invite the students to write on the worksheet all the words they
know (robot, red, etc.) and give the necessary help in the book
and /or on the blackboard. .
EE
AI
10’
EE
AI
10’
EO
AG
10’
EO
AG
5’
SESSION 7
.Explain first and then students do worksheet 17 of the CB p.17
(TB, p.72)
Invite the students to write on the worksheet all the words they
know (robot, red, etc.) and give the necessary help in the book
and /or on the blackboard. .
Oxford University Press – Tree Series
Additional activity
-Carry out another representation of the story del , with the story
cards for the story B 3 and the characters´ masks . (TB, p.71)
Farewell to the unit song : Bye-bye song (TB, p.71)
207
Material
Audio CD,
illustrated cards,
characters´
masks, CB,
pencils, crayons,
felt tipped pens ..
UNIT 4 : WEATHER
Objectives
1. Understand, memorise, reproduce
and perform the words to the: :
Weather song.
SESSION 1
2 Acquire a basic vocabulary on the
weather.
Oxford University Press – Tree Series
Interaction.
AG
Time
10’
. Listen to the unit song: Weather Song again with the flashcards CO
of the hat, Tee- shirt swimming costume and flashcards of the
weather conditions.
AG
10’
. Carry out the activity of the poster of Lulu with the flashcards of
the rain, umbrella, cold , wind , sun and hot. (TB p.76)
CO, EO
AG
15’
CO
AG
10’-15’
Activities
.Listen to and then the interpretation of the lyrics to the : Hello
song and followed by the song Weather Song with the aid of the
flashcards on clothes: T-shirt, trousers, socks, shoes, jacket, hat
(TB p.76) .
Additional activity
.Storytime: Story A 4 (TB p.77)
208
Skill
CO
Material
Audio CD, poster
of Lulu,
illustrated cards,
flashcards:
weather, clothes
and swimming
costume.
UNIT 4 : WEATHER
Objectives
1. Understand, memorise, reproduce
and perform the words to the:
Weather song.
2Acquire a basic vocabulary on the
weather .
Activities
.Listen to and then the interpretation of the lyrics to the song :
Clothes song (TB p.78)
Skill
CO
Interaction.
AG
Time
5’
. Listen to and then the interpretation of the lyrics to the :
Weather song (TB p.78)
CO
AG
5’
Game with cards (TB, p.79)
Optional activities
CO
Ag
10’
EE, EO
AI
5’-10’
.Memory game on the blackboard (TB, p.78)
EO
AI
10’
Bye-bye song (TB, p.78)
EO
AG
3’
SESSION 2
*Expand
.Draw and colour a picture of the weather , encourage the
students to read and write the words of the objects drawn in
English ..
3. Use the English language in a
spontaneous manner , without
inhibitions when communicating.
Oxford University Press – Tree Series
209
Material
Audio CD,
illustrated cards,
flashcards, white
paper, pencil,
crayons, felt
tipped pens ..
UNIT 4 : WEATHER
Objectives
1. . Understand, memorise,
reproduce and perform the words to
the: Weather song .
Skill
EO
Interaction.
AG
Time
2’
CO
AG
10’-15’
CO
AG
15’
.Listen to and understand the lyrics to the: Weather song
CO
AG
5’
. Memorise the lyrics of the song: Weather song
CE
AI
5’-10’
.Sing the lyrics to the Weather song
EO
AI
3’
.Sing and perform the lyrics to the Weather song
EO
AI
3’
EO
EO
AP
AP
3’
3’
Activities
Go outside and observe the weather and then comment on it in
English.
.Storytime: Time for a story (TB, p. 80)
- Acquire the habit of observing the
weather.
SESSION 3
2. Understand, memorise, reproduce
and perform the words to the:
Weather song.
Oxford University Press – Tree Series
.Explain and then do worksheet 19
Optional activities
*Reinforce
.Interpretation of the lyrics to the : Hello song and Clothes song
.Performance of the lyrics to the : Hello song y Clothes song
210
Material
Audio CD,
illustrated cards ,
CB.
UNIT 4 : WEATHER
Objectives
1 Acquire a basic vocabulary on the
weather .
2. Acquire the habit of observing the
weather.
3. Participate in and adapt to the
rules of the language and memory
games suggested .
Activities
.Direct observation of the weather and comments afterwards
using the vocabulary from the unit in English.
.
Storytime: Time for a story (TB, p. 82)
Interaction.
AG
Time
2’
CO
AG
10’
EO
AI
10’
EE
Ag
20’-30’
.Identifiction of the words in the basic vocabulary on the weather
in the semantic field.
.Make a mural of the weather in small groups.
SESSION 4
4. Use the English language in a
spontaneous manner, without
inhibitions when communicating.
Oxford University Press – Tree Series
Skill
CO, EO
211
Material
Crayons,
flashcards, paper
for a mural,
illustrated cards.
UNIT 4 : WEATHER
Objectives
Activities
1. Understand, memorise, reproduce Listen to and then interpret the lyrics to the song :
Weather song (TB p.84) in a big group and then also encourage
and perform the words to the:
Weather song
smaller groups to participate in and area in the class where they
can sing and dance .
2 Acquire a basic vocabulary on the
weather .
SESSION 5
3. Use the English language in a
spontaneous manner, without
inhibitions when communicating.
Oxford University Press – Tree Series
.Explain first and then do worksheet 20 of the CB, p. 20 (TB,
p.84)
Optional activities
*Expand
- Windy weather .(TB, p.85)
Listen to and then interpret the lyrics to the song: Bye-bye song
(TB, p.85)
212
Skill
CO, EO
Interaction.
AG/Ag
Time
10’-15
EE
AI
15’
EO
AG
10-15’
CO, EO
AG
5’
Material
Audio CD, CB,
flashcards.
UNIT 4 : WEATHER
Objectives
1 Acquire a basic vocabulary on the
weather.
SESSION 6
2. Use the English language in a
spontaneous manner , without
inhibitions when communicating .
UNIT 4 : WEATHER
Objectives
1. Use the English language in a
spontaneous manner , without
inhibitions when communicating .
SESSION 7
2.Acquire a basic vocabulary on the
weather.
Oxford University Press – Tree Series
Activities
.Storytime: Time for a story (TB, p.86)
Skill
CO
Interaction.
AG
Time
10’
.Participation in Kim´s blackboard game (with flashcards on the
unit vocabulary) (TB, p.87)
CO, EO
AG
10’-15’
.Explain and then do worksheet 21. (TB, p.88)
EE
AI
10’
.Play with plasticine: Let the children play freely with plasticine to
see if they include ideas and objects from the unit in their
creations .Encourage reading and writing by making the English
words in plasticine .
EE
AI
15’
Activities
.Classification activity (TB, p. 90)
Skill
CO
Interaction.
Ag
Time
10’
.Participation in the game TPR (TB, p. 90)
EO
AI
10’-15’
Explain and then do worksheet 22 (TB, p. 90)
EE
AI
10’-15’
Optional activity
*Expand
-Point to and play (TB, p. 92)
EO
AI
5’-10’
EO
AG
3’
Listen to and then interpret the lyrics to the song: Bye-bye song
(TB, p.95)
213
Material
Illustrated cards,
flashcards, CB,
plasticine.
Material
Illustrated cards,
flashcards, CB,
clocks, pencil,
crayons, audio
CD.
UNIT 5 : JUNGLE ANIMALS
Objectives
Activities
1. Understand, memorise, reproduce . Listen to and then interpret the lyrics to the song : Jungle
and perform the words to the: Jungle animals song CB, p. 23 (TB p.94)
animals song.
SESSION 1
2.. Participate in and adapt to the
rules of the language and mime
games suggested ,
Oxford University Press – Tree Series
Skill
CO, EO
Interaction.
AG
Time
5’-10’
. Participation in the game of the poster of Lulu with flashcards
(TB, p.94)
CO, EO
AG
10’
.Explain and then do worksheet 23 ,CB p.23 (TB, p.95)
EE
AI
10’
Optional activity
*Reinforce
-Go over the story A 5 (TB, p.95)
CO
AG
10’-15’
.
214
Material
Audio CD, poster
of Lulu, CB,
crayons,
illustrated cards.
UNIT 5 : JUNGLE ANIMALS
Objectives
1.Reproduce the English Language
accent , rhythm and intonation when
communicating.
Activities
. . Listen to and then interpret the lyrics to the song : Jungle
animals song : (TB p. 96)
Skill
CO, EO
Interaction.
AG
Time
5’
2.Acquire a basic vocabulary on
jungle animals.
. Participation in a game with flashcards: What is Cookie thinking
of ?
CO, EO
AG
10’
CE, EE
AG, AI
15’-20’
-Establish links between sounds spelling .
. Reading / writing activity on the blackboard : establish sounds –
spelling on the blackboard with the concepts of the unit chosen
by the students. Afterwards , individually , choose and draw a
picture on the unit TOPIC of one of the following animals :
crocodile, parrot, monkey, snake, tiger, lion.
CO
AG
10’
CO
AG
5’-10’
SESSION 2
-. Understand, memorise, reproduce
and perform the words to the: Jungle
animals song
- Reproduce the English Language
accent , rhythm and intonation when
communicating.
..
Oxford University Press – Tree Series
.Explain and then do worksheet 24. Write the names of the
animals on the blackboard in English and encourage the
recognition and identification of the writing and the labelling of the
characters on worksheet 24.
.Storytime: Time for a story . (TB, p. 98)
215
Material
Audio CD, CB,
flashcards,
Cookie puppet,
illustrated cards ,
paper , pencils
,crayons, felt
tipped pens .
UNIT 5 : JUNGLE ANIMALS
Objectives
Activities
1. Understand, memorise, reproduce Listen to and then interpret the lyrics to the song : Jungle
and perform the words to the: Jungle animals song : (TB p. 100) in a big group .
animals song.
. Listen to and then interpret the lyrics to the song : Jungle
animals song : (TB p. 100) in small groups.
SESSION 3
2. Acquire a basic vocabulary on
jungle animals
Skill
CO, EO
Interaction.
AG
Time
5’
CO, EO
Ag
10’-15’
. Participation in the game TPR: Follow me ! ( TB, p.100)
CO, EO
AG/Ag
10’-15
.Storytime:Time for a story ( TB, p.100)
CO
AG
10’
Interaction.
AG
Time
5’
Material
Audio CD, Bobby
puppet,
flashcards,
illustrated cards .
- Participate in and adapt to the rules
of the language games and imitation
suggested ,
.
.
UNIT 5 : JUNGLE ANIMALS
Objectives
Skill
Activities
1. Understand, memorise, reproduce Listen to and interpret the lyrics to the song : Jungle animals song EO
and perform the words to the: Jungle (TB p. 102)
animals song
2. Acquire a basic vocabulary on
jungle animals.
SESSION 4
- Reproduce the English Language
accent , rhythm and intonation when
communicating.
Oxford University Press – Tree Series
.Participation in the oral identification of the characters on the
blackboard.
CO, EO
AG
10’
.Explain first and then do worksheet 25 of the CB, p.25 (TB,
p.102)
EE
AI
15’
CO, EO
AI/Ag
10’-15’
Optional activity
*Reinforce
- Oral game with flashcards: Pass the word. (TB, p 103.)
216
Material
Audio CD, CB,
pencilil, crayons
,felt tipped pens,
, flashcards,
Cookie puppet.
UNIT 5 : JUNGLE ANIMALS
Objectives
1 Reproduce the English Language
accent , rhythm and intonation when
communicating.
.
Skill
CO
Interaction.
AG
Time
10’-15’
2. - Participate in and adapt to the
rules of the language and mime
games suggested ,
. Participation in the game: It´s a tiger (TB, p.104)
CO, EO
AI/AG
15’
3. Acquire a basic vocabulary on
jungle animals.
. Storytime: Time for a story ( TB, p.104)
CO
AG
10’-15’
AI
10’-15’
SESSION 5
Activities
Optional activity
*Reinforce and expand:
Snake. (TB, p.105)
Oxford University Press – Tree Series
.Play :Free play with plasticine to see whether the children
EO, EE
include ideas and elements from the unit in their plasticine models
. Encourage reading /writing by also making the letters and
words with plasticine .The children may take the plastic figures of
the animals to play with (either individually or in pairs or small
groups ) when the lesson is over .
217
Material
Audio CD,
flashcards,
illustrated cards ,
plasticine ,plastic
figures of
animals.
UNIT 5 : JUNGLE ANIMALS
Objectives
1.Acquire a basic vocabulary on
jungle animals.
Skill
CO, EO, EE
Interaction.
AG
Time
15’
EO
AG
10’-15’
EE
AI
10’-15’
CO
AG
10’
Activities
. Classification of the flashcards from different units: Family,
Noisy Toys, The Face ,Weather , Jungle Animals (TB, p. 108)
Skill
CO
Interaction.
AI
Time
10’-15’
.Carry out the previous activity on a worksheet . (TB p. 108)
EO
AG
10’-15’
. Explain and then do worksheet 27 (TB p. 108)
EE
AI
10’
. Activity , tracing flashcards : give out a flashcard and a piece of
EE
paper to each student .Trace the flashcard , colour what has been
traced and write the name in English .
AI
10’-15’
Activities
. Game with flashcards (TB, p. 106)
Ask the students to say the words of the animals they know in
English. (The names of the animals can also be written on the
blackboard so that the students can copy them on a piece of
paper )
Material
Flashcards,
paper, CB,
illustrated cards.
Game on the blackboard: Líne by line (TB, p.106)
.Explain and then do worksheet 26 (TB, p. 107)
SESSION 6
Optional activity
*Reinforce
.Another performance of the story. (TB, p. 107)
SESSION 7
UNIT 5 : JUNGLE ANIMALS
Objectives
1. Reproduce the English Language
accent , rhythm and intonation when
communicating.
2. Participate in and adapt to the
rules of the language and mime
games suggested ,
Oxford University Press – Tree Series
218
Material
Flashcards, CB,
paper , pencils
,crayons..
UNIT 6 : PICNIC
Objectives
1. Acquire a basic vocabulary on
picnic food .
- Reproduce the English Language
accent , rhythm and intonation when
communicating.
Activities
. Activity with flashcards and the poster of Lulu .
Skill
CO, EO
Interaction.
AG
Time
10’
.Explain and then do the worksheet 28 of the CB, p. 28 (TB, p.
113)
EE
AI
10’-15’’
EO
AG/Ag/AI
10’
CO
AG
5’-10’
CO, EO
AG
3’
SESSION 1
Optional activity
*Reinforce.
.Practice the basic vocabulary on picnic food with the aid of the
flashcards.
*Expand.
. Jumpity jump with the flashcards on food .
(TB, P.113)
2.- Understand, memorise, reproduce .Listen to and understand the lyrics to the song : Picnic song
and perform the lyrics to the song :
(TB p.112)
Picnic song.
Oxford University Press – Tree Series
219
Material
Audio CD,
flashcards,
poster of Lulu . ,
CB,
UNIT 6 : PICNIC
Objectives
1. .- Understand, memorise,
reproduce and perform the lyrics to
the song : Picnic song.
Activities
Skill
Interaction.
Time
Material
.Listen to and understand the lyrics to the song : Picnic song(TB
p.114)
.
Interpretation of the lyrics to the song : Picnic song
CO
AG
4’
EO
AI
5’
EO
AI
5’-10’
Audio CD,
flashcards,
photocopies from
PMB p.14,
Felt tipped pens ,
sissors.
CO, EO
AG
5’-10’
CO, EO
AG
-Perform the lyrics to the song : Picnic song
2. Acquire a basic vocabulary on
picnic food .
.Take part in a game : Play a game guessing riddles on food
(TB, p.114)
5’-10’
SESSION 2
. Activity on the blackboard with flashcards: Nyam, nyam! (TB,
p.114)
Oxford University Press – Tree Series
Optional activities
*Reinforce
.Cards on the picnic –activity p. 14 in the PMB. (TB, p.115)
220
EE
AI
5’-
UNIT 6 : PICNIC
Objectives
1. Acquire a basic vocabulary on
picnic food .
.
Activities
. Storytime: Time for a story (TB, p.116)
Skill
CO
Interaction.
AG
Time
10’
.Activity before the worksheet (TB, p.117)
EE
AI
10’
. Listen to and understand the lyrics to the song : Picnic song(TB
p.116)
CO
AG
5’
- Memorise the lyrics to the song :Picnic song
.
-Interpretation of the lyrics to the song : Picnic song
EO
AI
5’-10’
EO
AI
3’
-Perform the lyrics to the song : Picnic song, with the aid of the
flashcards
EO
Ag
5’-10’
- Reproduce the English Language
accent , rhythm and intonation when
communicating
2. Participate in and adapt to the
rules of the language and memory
games suggested ,
.Explain and then do worksheet 29 (TB, p.117)
-Put words into order following
different ideas.
SESSION 3
3. .- Understand, memorise,
reproduce and perform the lyrics to
the song : Picnic song
Oxford University Press – Tree Series
221
Material
Illustrated cards,
CB, flashcards,
audio CD.
UNIT 6 : PICNIC
Objectives
1 Reproduce the English Language
accent , rhythm and intonation when
communicating.
Activities
.Representation of the story (TB, p.118)
Skill
CO
Interaction.
AG
Time
10’
. Participation in a game with flashcards : Clapping game . (TB,
p.118)
CO
AG
5’-10’
CO, EO
AG
10’
EE
AI
10’-15’
.
- Acquire a basic vocabulary on
picnic food .
SESSION 4
2 Acquire a basic vocabulary on
picnic food .
Oxford University Press – Tree Series
.Activity before the worksheet. (TB, p.120)
. Explain and then do worksheet 30 (TB, p.120)
222
Material
Illustrated cards .
CB, pencils,
crayons, felt
tipped pens.
UNIT 6 : PICNIC
Objectives
1. Participate in and adapt to the
rules of the language and memory
games suggested ,
Skill
Activities
. Participation in the gamediscover Cookie´s picnic food : The tree CO, EO
leaves.l (TB, p. 122)
Interaction.
AG/EI
Time
10’-15’
Optional activities
2. Understand, memorise,
reproduce and perform the lyrics to
the song : Picnic song
*Reinforce
TPR activity:fruit salad (TB p.123)
CO, EO
AI
5’-10’
. Listen to and understand the lyrics to the song : I like food (TB
p.10
.
-Interpretation of the lyrics to the song : I like food. (TB p.101)
CO
AG
5’
EO
AI
3’
EO
AI
3’
CO
AG
10’
SESSION 5
-Perform the lyrics to the song : I like food. (TB p.101)
Reproduce the English Language
accent , rhythm and intonation when
communicating.
Representation of the story. (TB, p.122)
Oxford University Press – Tree Series
223
Material
Audio CD,
illustrated cards,
flashcards.
SESSION 6
UNIT 6 : PICNIC
Objectives
Activities
1. Reproduce the English Language .Interpretation of the Food chant and the song Picnic song (TB,
accent , rhythm and intonation when p.124)
communicatin
.
Skill
EO
Interaction.
AG/AI
Time
10’
CO
AI
10’
EE
AI
10’-15’
. Participation in the game Correct Cookie (TB, p.125)
EO
Ag
10’
Activities
.Participation in a game to go over the linguistic content of the
year with the aid of the flashcards and the puppet Cookie .
Skill
CO, EO
Interaction.
AG/AI
Time
15’-20’
.Activity before the worksheet.
EO
CO
EO
AG
AG
AI
5’
EO
AG/AI
15’
-. Understand, memorise, reproduce
and perform the lyrics to the song :
Picnic song
2. Acquire a basic vocabulary on
. Activity before the worksheet with flashcards (TB, p.124)
picnic food .
. Explain and then do worksheet 31 (TB, p.124)
UNIT 6 : PICNIC
Objectives
1. Put the words into order following
different ideas.
2. Acquire a basic vocabulary on
picnic food .
SESSION 7
-Explain and then do worksheet 32
3. Reproduce the English Language . Listen to and interpretation of the songs that the children have
accent , rhythm and intonation when enjoyed the most during the school year..
communicating.
Oxford University Press – Tree Series
224
5’-10’
Material
Audio CD,
flashcards, CB.
Material
Audio CD, CB,
flashcards,
illustrated cards.
Cookie the
puppet,pencils ,
crayons, felt
tipped pens.
SESsion 1
FESTIVALS: HALLOWEEN
Objectives
1. Acquire a basic vocabulary on
Halloween .
Activities
.Discover the flashcard of the pumpkin from the poster of Lulu.
Explain the customs of Halloween in Great Britain and the United
States .
Skill
CO, EO
Interaction.
AG
Time
15’-20’
2.Understand, memorise, reproduce
and perform the lyrics to the song:
Halloween chant
.Listen to the Halloween chant
EO
AG
5’-10’
3. Participate in and adapt to the
rules of the linguistic games
suggested..
. Explain and then do worksheet 33
EO; EE
AG/AI
15’
Activities
.Make a mask (worksheet PMB B, p. 16) (TB, p. 132)
Skill
CO, EO
Interaction.
AG
Time
15’-20’
2.Understand, memorise, reproduce
and perform the lyrics to the song:
Halloween chant
.Listen to the rhyme of the Halloween chant (TB, p. 132)
EO
AG
5’-10’
3. Participate in and adapt to the
rules of the linguistic games
suggested..
.Activity with plasticine: How do you make the colour orange ?
(TB, p.133)
CO; EE
AG/AI
10’
Free drawing on the TOPIC of Halloween.
EE
AI
15’
SESSION 2
FESTIVALS: HALLOWEEN
Objectives
1. Acquire a basic vocabulary on
Halloween .
Oxford University Press – Tree Series
225
Material
Audio CD, CB,
flashcards,
pencil, colours,
felt tipped pens.
Material
Audio CD, CB,
worksheet PMB
B p.16,
flashcards,
plasticine,
paper,pencil,
crayons, felt
tipped pens.
FESTIVALS: CHRISTMAS
Objectives
1. . Acquire a basic vocabulary on
Christmas activities .
Skill
CO, EO
Interaction.
AG
Time
15’-20’
2. .Understand, memorise,
reproduce and perform the lyrics to
the song: Christmas song y Father
Christmas song.
.Listen to the : Father Christmas song (TB, p. 134)
EO, CO
AG
5’-10’
3. Participate in and adapt to the
rules of the linguistic games
suggested..
.Do worksheet 34: Father Christmas card (TB, p. 135)
EE
AI
15’-20’
Activities
.Participation in a game with flashcards: Pass the present (TB, p.
137)
Skill
CO, EO
Interaction.
AG
Time
15’-20’
2. .Understand, memorise,
reproduce and perform the lyrics to
the song: Christmas song y Father
Christmas song.
.Listen to the songs : Christmas song and Father Christmas song
(TB, p. 136)
EO
AG
15’
3. Participate in and adapt to the
rules of the linguistic games
suggested..
.Activitybefore the worksheet (TB, p. 136)
.Explain and then do worksheet 35 (TB, p. 136)
CO
EE
AG
AI
10’
10’
Material
Audio CD, CB,
flashcards,
pencil, colours,
felt tipped pens.
..
SESSION 1
Activities
.Participation in an oral game on the blackboard : Father
Christmas´ toy sack . (TB, p.135)
SESSION 2
FESTIVALS: CHRISTMAS
Objectives
1. . Acquire a basic vocabulary on
Christmas activities .
Oxford University Press – Tree Series
226
Material
Audio CD, CB,
flashcards,
pencil, colours,
felt tipped pens. .
SESSION 1
FESTIVALS: CARNIVAL
Objectives
1. Acquire a basic vocabulary on
Carnival activities.
Activities
.Carry out the activity Carnival Mask : PMB B p.17 (TB, p. 139)
Skill
CO, EO
Interaction.
Ag/AI
Time
15’
2. Understand, memorise,
reproduce and perform the lyrics to
the song : Carnival song.
.Listen to the song : Carnival song (TB, p. 138)
EO
AG/AI
10’
3. Participate in and adapt to the
rules of the linguistic games
suggested..
.
.Explain and then do worksheet 36 (TB, p. 138)
EE
AI
10’
EO
CO
AI
Ag
15’-20’
15’-20’
Activities
.Participation in the game : poster of Lulu (TB, p. 140)
Skill
CO, EO
Interaction.
AG
Time
10’
.Explain and then do worksheet 37 (TB, p.140)
EE
.Listen to the song: Easter song (TB, p. 140)
CO, EO
AI
15’
.Listen to the rhymes: Easter chant and Easter egg chant. (TB, p.
136)
CO, EO
AI
15’
- Acquire a basic vocabulary on
Carnival activities.
SESSION 1
FESTIVALS: EASTER
Objectives
1. Acquire a basic vocabulary on
Easter activities.
2. .Understand, memorise,
reproduce and perform the lyrics to
the song : Easter song.
Understand, memorise, reproduce
the rhymes : Easter chant and
Easter egg chant.
Oxford University Press – Tree Series
Optional activities
.Design a fancy dress for Carnival (TB, p.139)
.Visit the web pages on the internet on famous Carnivals: (TB,
p.139)
www.ipanema.com
www.carnavaldecadiz.com
www.carnivalofvenice.com/Gallery/
227
10’-15’
Material
Audio CD, CB,
flashcards,
pencil, colours,
felt tipped pens,
computer.
Material
Audio CD, CB,
flashcards,
pencil, colours,
felt tipped pens,
poster of Lulu.
FESTIVALS: EASTER
Objectives
1. Acquire a basic vocabulary on
Easter activities.
SESSION 2
2. .Understand, memorise,
reproduce and perform the lyrics to
the song : Easter song.
Skill
EE
Interaction.
AI
Time
20’-30’
.Listen to the rhymes Easter chant and Easter egg chant. (TB, p.
140/142)
CO, EO
AI
15’
Activities
.Participation in the game: poster of Lulu (TB, p. 144)
Skill
CO, EO
Interaction.
AG
Time
10’
.Explain and then do worksheet 39 (TB, p.144)
EE
.Listen to the song : Father’s Day song (TB, p. 144)
CO, EO
Material
Audio CD, CB,
flashcards,
pencil, colours,
felt tipped pens.,
poster of Lulu,
Understand, memorise, reproduce
the rhymes : Easter chant and
Easter egg chant.
FESTIVALS: FATHER’S DAY
Objectives
1. Acquire a basic vocabulary on
Father´s Day activities.
.
SESSION 1
Activities
.Explain and then do worksheet 38 (TB, p.142)
2. Understand, memorise,
reproduce and perform the lyrics to
the song : Father’s Day song.
Oxford University Press – Tree Series
Optional activity
.Additional activities : Father´s Day card and portraits (TB, p.144) CO, EO
228
10’-15’
AG
5’-10’
AI
15’
Material
Audio CD, CB,
poster of Lulu,
flashcards,
photocopies PMB
B p. 18, paper,
pencil, crayons,
felt tipped pens.
Oxford University Press – Tree Series
229