BLOQUE TEMÁTICO: AROUND ANDALUCIA IN 55 DAYS. 3RD TERM
OBJECTIVES
ENVIROMENTAL STUDIES
MUSIC
ART AND CRAFT
PHYSICAL EDUCATION
.Understanding oral and written
instructions.
.Understanding the passive
vocabulary of the different units.
.Understanding easy and simple
affirmative, negative and
interrogative sentences related to
different units.
.Producing the active vocabulary
of the different units.
.Producing easy and simple
written sentences.
.Recognizing the written form of
basic vocabulary.
.Understanding oral instructions.
.Starting with the flute.
.Discovering the expressive
possibilities of the environment.
.Showing interest and paying
attention in class.
.Exploring and experimenting the
possibilities of the body as a
musical instrument.
.Differentiating wind instruments
from string and percussion
instruments.
.Singing songs using gestures.
. Identifying the different
materials and colours used in arts
and crafts activities related to
places, objects, plants and wind.
. Reproducing plants, places,
objects and wind with different
techniques.
.Characterizing the different
plants with their own features
such as leaves, stalk …
.Exploring and using crafted
materials.
.Using the technique of drawing,
collage, and other ones in the
plants, places and objects.
. Showing confidence in his/her
own creative skills.
. Reinforcing the objectives
worked in the previous terms.
. Meeting actions that imply the
comprehension of.:
- verbs
of
movement
(worked yet)): go, walk,
run, crawl, jump, trot,
skipping…
- directions: (at the top, on
the left, on the right, at the
bottom, in the middle).
. Participating in easy games in
which the students will work on
spacial notions.
. Participating in easy games in
which the students will read,
understand and meet simple
instructions to work on spatial
aspects.
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. Meeting games in which the
students will move in different
ways, according to a chosen mean
of transport.
. Participation in games in which
the
students
will
identify,
understand and name the different
means of transport.
. Making use of expressions that
express the organization of time
throughout the development of the
class.
. Making use of the ordinal
numbers to organize the games.
. Meeting games in which the
students have to identify and make
use of the name of the different
farm animals.
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CONTENTS
ENVIROMENTAL STUDIES
MUSIC
CONCEPTS
CONCEPTS
Vocabulary
.Mountain, river, valley, sea, ocean, beach, deep,
coast, old, new, big, high, small, countryside, the
top, at the bottom, flat valley.
.Street, hospital, convent, town, town hall,,
Square, city, new, narrow, park; means of
transport: air transport: airport, land transport:
underground train, railway station, train, bus,
water transport: boats, tickets, from … to, quite,
busy,
.Monuments, castle, tower,
.Animal farming: cattle, sheep, pigs, horses,
poultry, farmer.
.Fish, boat, tree, wood.
Verbs
.Die, fish, get, be used for
.Cost, take, go, get, raise animals.
.Rain, snow, fall.
Structures
.Comparative and superlative
.Different pitch of voice.
.High-low
.Spontaneous and organized
sounds from ways of
transports.
.Sounds of transports: car,
train, airplane, bus ,
donkey…
.The corporal instrument.
ART AND CRAFT
CONCEPTS
Vocabulary
.Picture, paper, scissors, glue,
pencil, paint brush, felt tip
pens, card, colours,
plasticine, wax crayons, cork,
wool, dots, circles, mobile,
pieces, vertical lines, coloured
pencils, toothpicks, small
balls, walnut shells, tissue
paper, cellophane paper,
PROCEDURES
recycled objects, newspaper,
.Imitating and improvising brush, plastic fork, stiff
sounds with the voice and cardboard, pond, dried
instruments.
flowers, direction of lines,
.Following the instructions sunflower, beans, lentils,
of the flute exercise.
inside, out, at the top, above.
. Listening to the beginning
Verbs
and ending song of ‘Willie
.Cut, draw, paint, stick, look
Fog’ in the Internet:
at, start, tear off, make, put
www.youtube.com/?v=syxGGx on, glue, decorate, use, finish,
T7_2Y and
PHYSICAL EDUCATION
CONCEPTS
. Transports: by bus, by car,
by train, by motorbike, on
foot.
. Farm animals: horse, cow,
sheep, pig, rabbit, hen,
chicken, turkey, donkey.
. Ordinal numbers: first,
second, third, fourth, fifth.
. Time expressions: first,
after this, later, finally, and
the last, today, yesterday,
tomorrow.
. Space instructions: walk on
the left, run on the right, go
at the bottom, run around,
stand up on the circle.
PROCEDURES
. Meeting games that imply
the knowledge of objects and
space.
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.Present, plural (We, you, they).
.It is used for …….
.By car, by train, on foot
.From ... we get...
http://www.youtube.com/wa
tch?v=LNkpmoYztA0.
.Singing the song ‘Come to
Guadalhorce school’.
.Singing child songs with
gestures.
.Performance listening with
the movements and gestures.
.Following non-conventional
writing which use the noise
as a creative way.
.Reading and performing
songs
with
a
simple
conventional reading.
fill in, use, complete, copy,
experiment, colour,, invent,
follow.
PROCEDURES
. Comprehension of spatial
instructions.
. Meeting actions implying
the knowledge on different
means of transport (by bus,
by car, by train, on foot).
. Comprehension of different
expressions that help us to
organize time (first, after
this, later, finally).
. Making use of ordinal
numbers to organize time.
. Participation in different
games to reinforce the
objectives of previous terms
(body, colours, numbers,
social expressions…)
. Meeting games implying
the knowledge of names of
farm animals.
. Making the main characters
.Watching the cartoons “Around the world in 80
from Round the world in 55
days”, in English and Spanish.
days in a big card.
. Listening the tale “Around Andalusia in 55
.Making
the
different
days” supported with flash-cards.
character from the tale as a
.Making an animal shape book, explaining the
handed puppet.
features of that animal inside.
.Making flash-cards about the
.Writing simple sentences about animal farming
tale.
(pigs, sheep, cattle, horses, poultry).
.Making objects: boat, castle,
.Making an Andalusia shape book, in every page
airplane….
one province will be marked with a different
.Making a big puzzle of
ATTITUDES
material (wood, lentils ...).
.Developing an attitude of
Andalusia made of cork.
. Making a map of Andalusia
enjoyment in class and
.Making a poster asking
made of plasticine with mountains, rivers,
attention during listening.
people not to buy baby fish.
valleys, seas and oceans.
.Taking care and cleaning .Making a fan (abanico) with
.Writing simple sentences about every province
the instruments.
different Andalusia
ATTITUDES
of Andalusia.
.Enjoying with the musical monuments.
. Participation in games.
.Making a time line, to see the situation of the
activities.
. Confidence in their
characters of the tale in their journey around
.Promoting
the
active ATTITUDES
.
Showing
interest
in
develop
possibilities.
Andalusia.
participation in group-work.
the aptitude of performance . Relating with other people
. Making different activities from Internet, related
toward the shape and the through the games.
to the tale ‘Around the world in 80 days’:
image.
. Cooperation.
www.youtube.com/?v=syxGGxT7_2Y: Willie Fog intro
opening ‘La vuelta al mundo en 80 días’, the Spanish
.Following the rules and . Acquisition of cooperative
cartoons.
instructions of taking care of and friendly values.
http://www.youtube.com/watch?v=LNkpmoYztA
art and crafted objects and . Valuing the importance of
PROCEDURES
4
0: Willie Fog ending song.
. Making different activities from Internet, related
to Andalusia (animal farming, baby fish,
geography and traditions):
http://farmissues.com/issues/interactive/pdf/Chatt
erbox.pdf: a farming chatterbox.
http://farmissues.com/photos/
http://www.farmissues.com/virtualTour/
http://www.pezquenines.com: interactive game in
which the students have to match the big fish.
www.terra.es/personal2/pfigares/: Andalusia for
children (in spanish).
www.andalucia.com: you can find information in
English about Andalusia, Malaga and all its
towns. Bus timetable, to work distances and
travel hours out.
www.juntadeandalucia.es/averroes/recursos_infor
maticos/andared02/descubre_andalucia/index.htm
l: they can listen the Andalusia anthem.
http://www.maps.data-spain.com/: interactive
maps.
spaces.
.Making an effort for creating
new own ways of expressive
possibilities.
.Respect
the
people’s
opinions.
.Trust on the own skills and
on the learning process from a
discovering and a progressive
learning.
. Enjoying with the all kind of
art and craft works and
appreciate them.
. Respect all elements of the
nature, valuing the necessity
and
dependence
which
living beings have each
other.
well done work as a way to
enjoy physical activity.
. Increasing confidence and
autonomy.
. Responsible use and care of
the material
ATTITUDES
.Valuing the importance of taking care of
animals.
.Showing interest in knowing and protecting our
environment.
.Being aware of the richness of our region,
developing a desire to know it.
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ASSESSMENT:
LISTENING:
. I can understand greetings.
. I can understand oral instructions about daily routines to move in the classroom.
. I can understand ten words about the geography and traditions of Andalusia.
. I can recognize ten words related to animal farming.
. I can understand five words about the means of transport.
. I can recognize the beginning and the end of the story.
. I can understand the meaning of a song about Andalusia.
. I can understand the meaning of simple descriptions of every region of Andalusia.
. I can understand the different directions (at the bottom, at the top, on the left, on the right, in
the middle).
. I can understand different expressions related to time organization: first, then, after this,
later, finally.
. I can identify the sound of the first four ordinal numbers.
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READING:
. I can associate words with images related to the geography and traditions of Andalusia.
. I can read and understand five words about the means of transport.
. I can associate words with images related to animal farming.
. I can read and understand ten words about animal farming.
. I can read the lyrics of a song about my school and Andalusia.
. I can read the text of the theatre about Andalusia.
. I can meet actions implying the understanding of the names of means of transport.
. I can identify different written directions.
SPEAKING:
. I can repeat the sound and words that I listen to.
. I can reproduce short sentences.
. I can sing a song about my school and Andalusia.
. I can greet and say good bye.
. I can ask permission to go to the toilet.
. I can name different elements of the geography looking at flashcards.
. I can name different means of transport, identifying them in flashcards.
. I can perform a theatre about Andalusia, using simple and easy sentences.
. I can name at least 5 farm animals.
. I can repeat aloud different oral instructions given by the teacher, related to space
organization.
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WRITING:
. I can write ten words about the geography and traditions of Andalusia.
. I can write five words about the means of transport.
. I can write ten words about animal farming.
. I can complete and incomplete lyrics of a song about my school and Andalusia that has been
worked previously.
. I can write short sentences related to Andalusia.
ASSESSMENT OF ATTITUDES
- I’m capable of involve myself in the proposed activities.
- I can relate with the others when I’m doing communicative activities.
- I show interest in improving my English.
- I can relate with the others through my body.
- I show interest in improving my own movement, solving problems related to time and space organization.
- I show a respectful attitude towards the class rules.
- I cooperate and help, favouring a good development of the class.
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