COOL KIDS 1-2
AREA OF FOREIGN LANGUAGES
ENGLISH
FIRST CYCLE
COMPULSORY PRIMARY EDUCATION
TABLE OF CONTENTS
DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT .......................... 3
OBJECTIVES.............................................................................................................................................10
CONTENTS ...............................................................................................................................................14
ASSESSMENT CRITERIA........................................................................................................................18
KEY COMPETENCES ..............................................................................................................................19
ATTENTION TO DIVERSITY ..................................................................................................................33
PROGRAMME OF UNITS: 1ST YEAR - COMPULSORY PRIMARY EDUCATION ...........................35
PROGRAMME OF UNITS: 2ND YEAR - COMPULSORY PRIMARY EDUCATION ..........................69
CLASSROOM PROGRAMME –COOL KIDS! 1: YEAR 2010/2011* ...................................................106
CLASSROOM PROGRAMME –COOL KIDS! 2: YEAR 2010/2011* ...................................................189
DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
1st cycle primary
School
Address
Town
Province
Post Code
I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
1
2
3
4
5
II. DISTRIBUTION OF PUPILS
Level
Number of pupils
Number of groups
III. STUDENT CHARACTERISICS
(The department should describe the profile of the students using ther following areas as
a guide:)
– General characteristics
– Characteristics of different groups
– Characteristics of one particular group
(Give details of basic objectives for dealing with these groups, prioritising the groups’
needs and outlining strategies to be used and their timing.)
IV. PROFILE OF SCHOOL
(OMIT THOSE WHICH ARE NOT RELEVANT)
Social level
High
Medium
Low
Mixed
Geographicalarea
City Centre
Suburb
Small town
Rural
Nº of students with
Special needs:
Observations:
V. Learning characteristics of the different groups
(omit those which are not relevant)
General
Group A

Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their
own language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.
Group B

Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their
own language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.
Group C

Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their
own language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.
Group D

Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their
own language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.
VI. PRIORITISATION OF NEEDS
(To be completed by teachers)
General needs
Specific needs of different groups
Group A
Group B
Group C
Group D
Specific individual needs
Group A Pupil
Group B Pupil
Group C Pupil
Group D Pupil
VII. STRATEGIES
(To be completed by teachers)
a) With pupils
b) With teachers
c) With parents and tutors
VIII. CRITERIA FOR GROUPING PUPILS
(omit those which are not relevant)
Human resources
Support teachers
Psychologist
Criteria
Alphabetical order
Flexible grouping (specify what type and give reasons)
Small support groups within/outside the mainstream class
Pupils with special sensory needs in different groups/classes
IX. ORGANISATION OF SPACE AND TIME
Material resources available in the school
(omit those which are not relevant)

Video - DVD

TV

Radio cassette/ CD player

Video camera

Computers

Pizarra Digital Interactiva

Internet connection(WiFi, others…)
(Note here any observations about how, when and why these resources are used for
English classes.)
Spaces available in the school
(omit those which are not relevant)

Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Teatro

Library
Criteria for use of common spaces
(Note here anyobsdervations about when, how and why these spaces are used for
English classes.)
Distribution of classroom space
(omit those which are not relevant)

Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

Specific corners: Class library, transversal topics, games, crafts, etc.

Others
X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER
GROUPS
(Note here any educational or other outings planned.)
Group/s
Profesores
Term/Dates
Outing and activity
descriptions
Observations
XI. CLASS TIMETABLES
Teacher’s name and position:
TIME
Monday
Tuesday
Wed.
Thursday
Friday
Wed.
Thursday
Friday
Wed.
Thursday
Friday
Teacher’s name and position:
TIME
Monday
Tuesday
Teacher’s name and position::
TIME
Monday
Tuesday
THEORETICAL JUSTIFICATION FOR THE PROJECT
The demands and needs of 21st-century society have brought changes to the school
environment, preparing pupils to live in an ever more international, multicultural,
multilingual and technologically more advanced world. As a member of the European
Union, our country is committed to the promotion of the knowledge of other community
languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the
Council of Europe in the European Common Reference Framework for the learning of
foreign languages establishes directives for both the learning of languages as well as for
the assessment of competence in different languages. These guidelines have been a
key reference in the elaboration of the curriculum.
The Royal Decree of Minimum Education states
that Primary Education
will help
develop in children the skills that will enable them to:
a). Know and appreciate the values and norms of coexistence and prepare for active
citizenship and respect for the human rights and pluralism inherent in a democratic
society.
b). Develop habits of individual and team work, effort and responsibility as well as
attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and
interest in learning
c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to
function independently in the family and household, as well as in the social groups with
which they will relate.
d) Know, understand and respect different cultures and differences between people,
equal rights and opportunities for men and women and the non-discrimination of disabled
people.
e) Know and make appropriate use of the Spanish language and, in its case, the coofficial language of the Autonomous Community and develop reading habits
f) Acquire, in at least one foreign language, skills to enable them to express and
understand simple messages and function in everyday situations.
g) Develop basic Maths skills and initiative in solving problems that require elementary
operations of calculation, geometry and estimates, as well as in being able to apply them
to situations in everyday life.
h) Get to know and appreciate their natural environment both social and cultural, as well
as the possibilities for action and care of it.
i) Get started in the use of information and communication technology to develop a critical
mind to the messages they receive and produce.
j) Use representation and artistic expression and start to build visual proposals.
k) Value the importance of hygiene and the acceptance of one’s own body as well as that
of others, respecting differences and using physical education and sport to encourage
both personal and social development.
l) Know and appreciate those animals closest to us and adopt forms of behaviour that
contribute to their preservation and care.
m) Develop emotional skills in all areas of personality in their relations with others and an
attitude opposed to violence, prejudice and gender stereotype.
n) Promote road safety education and respectful attitudes for the prevention of traffic
accidents.
OBJECTIVES
Objectives of the area of foreign language
The area of foreign language is designed to train students to understand, speak and talk,
read and write. Most of the learning opportunities are in the school environment. This
circumstance demands the inclusion of diverse contents removed from the academic
world such as those of social relations, mass media and the literary world (properly
adapted)
The axis of the area of foreign language, in the curriculum and in our project, is the
achievement of an effective oral and written communicative competence in meaningful
social contexts which will enable students to express themselves more and more
efficiently and correctly encompassing all possible uses and registers as well as the use
of communication strategies both verbal and non verbal.
The Royal Decree of Minimum Education establishes that the objective of the teaching of
a foreign language during this stage will be the development of the following abilities:
1. Listening to and understanding verbal messages in various kinds of interactions,
using the information provided for the execution of diverse specific tasks related to
students’ experience.
2. Expressing themselves orally and interacting in simple and routine within a given
content and development, using procedures and verbal and non verbal language
and adopting a rspectful and co-operative attitude.
3. Producing short simple texts with various purposes on topics covered in class with
the aid of patterns.
4. Reading and understanding various texts, related to their experience and hobbies,
texts to extract general and specific information in accordance with a specific
purpose.
5. Learning to use with increasing autonomy
all the means at their disposal,
including new technology, to obtain information and to communicate in the foreign
language.
6. Valuing the foreign language, and languages in general, as a means of
communication and understanding
between people of diverse origins and
cultures and as a tool for learning different contents.
7. Expressing a receptive and confident attitude vis-à-vis their own ability to learn
and use the foreign language.
8. Using knowledge and prior experience of other languages for a faster, more
efficient and independent acquisition of the target language.
9. Identifying the phonetic aspects of rhythm, intonation and pronunciation, as well
as linguistic structures and lexical aspects of the target language, using them as
basic elements of communication.
Objectives of the area of foreign language and its integration within our profect
The aim of the area of foreign language
is to prepare people who can use it to
understand, speak, converse, read and write, so its use should be the starting point from
the moment teaching begins. The introduction of English in the first year of Primary
Education is an experience which is currently being adopted in numerous schools, and
stems from the premise that learning a second language at an early age contributes to
the development of basic abilities. Primary education begins with a very elementary
competence in the target language, so, throughout this stage, the knowledge, ability and
experience in the languages the children know will be extremely important in order to
understand and construct meanings, structures and strategies when participating in acts
of communication.
The elaboration of our project, which affects the organisation and contents of the
programme, is closely linked to the psycho pedagogic principles which serve as a
foundation for the curricular design of Primary Education. It is our aim that our pupils
acquire communicative competence in English via games and motivating activities, which
at the same time promote effective learning. Whilst engaged in these activities they use
the language to obtain information, express their own opinions and relate with others in a
natural way. It is a question of reinforcing the students’ ability to perceive the knowledge
of a foreign language not just as one more subject, but as the reflection of an outside
world of which we all form a part. The objective, insofar as is possible, is to globalise
experiences whilst not forgetting the specific stage of learning in which students find
themselves.
Methodological bases that inspire our work are as follows
The starting point in the students’ learning is their previous knowledge; focusing on
this may seem close and familiar to the students but with an aspect of fantasy to strike a
balance between safety/well-being and interest/imagination. The student can transfer
learned concepts and strategies to build meaning and attribute meaning to what he/she
learns (Starting with what he knows and making hypotheses to make rules to help
interiorize the new system) thus, enhancing their personal growth, development and
socialization.
Communicative situations that include humour and play capture the motivation of
students and facilitate learning; It is therefore important to take into account the
importance of songs and stories, the features of the characters, illustrations and even
sound effects
Children learn in different ways and at different speeds; for this reason our project is
devised to be used with flexibility so that all group members can take part and find
activities to which they can apply know-how and aptitude, facilitating the development of
one's own daily awareness of achievement and progress. Our project provides extra
support for those who need it, taking into account those cases in which progress does not
respond to expectancy as well as those who may excel in their goal achievement and,
due to lack in programmed activities, lose interest and become unmotivated. To remedy
these situations the programme includes extension activities for the more advanced and
reinforcement for those who may get bogged down at any time. These activities are in the
Activity Book (at the end of the book: ’Extra Writing’ for each unit), in the photocopiable
materials and the Resources Pack and notes in the Teacher’s Book.
Children’s learning is more intense and effective when they are active; they need to
exercise their action skills. Each of the units in our project provides a wide range of
activities and teaching resources for participation. The student is the keystone in the
learning/teaching process but his/her constructive attitude depends on the teacher’s
intervention. This intervention must be both active and reflective and adapt to the
student’s level using input to help the student interaction and feedback to contextualise
activities and render meaningful answers with a view to promoting communication
strategies, consolidating those already acquired and the admission of errors.
Consider both progress and the error as something natural in the learning process.
Errors occur as a result of the underlying dynamism in comprehension and progressive
mastering of the new language. We understand that errors occur when the child tries to
anticipate the functioning of the language or when he transfers rules from his mother
tongue in a natural process of acquisition. It is important to note the difference between
error and mistake. Errors are believed to be systematic failings due to lack of knowledge.
These errors will be dealt with when finishing oral interactions, in groups, taking into
account that they take time to correct. A mistake is an occasional failure due to lack of
attention which may even befall native speakers. Mistakes are not worthwhile correcting
since they are not relevant to the teaching/learning process.
The evaluation of individual and collective progress is an important factor in
ensuring quality; We have provided an English language portfolio with photocopiable
Self Evaluation sheets (Teacher’s Book) which will enable teachers to monitor their
students’ progress. It is devised so that it can be adapted by teachers to their own
specific needs
Globalised learning will generate an apprehension of reality as a whole. Our project
takes this into account offering activities related with other areas in the curriculum
beginning with learning about the child, then moving on to the world around him; house,
school, environment and society in general. In each unit, this development is reflected in
those topics related to other areas in the curriculum; Environmental Education, Artistic
Education, Mathematics, Physical Education, etc.
CONTENTS
The contents have been grouped in blocks to sort the elements of analysis of a complex
reality, in relation to four key competences with specific characteristics and needs in
terms of the teaching and learning process: oral language; written language; the
constituents of the linguistic system, their functioning and relationships, and the social
and cultural dimension of the foreign language.
Although oral and written language are two different manifestations of the same capacity,
each requires different skills and knowledge and is therefore dealt with separately.

Block 1. Listening, speaking and conversing, acquires, in this stage, particular
relevance. The limited presence of foreign languages in the social context means
that the language model provided by the school is the first source of knowledge
and learning of the language,. This model should reflect the variety of speech,
habitual expressions, phonetic and prosodic nuances typical of different real
communicative situations, and will be reinforced by the use of conventional
audiovisual media and information technology. Discourse employed in the
classroom is at the same time both vehicle for and object of learning, so the
curriculum focuses on both the knowledge of linguistic elements and and the
ability to use them to perform communicative tasks..

Block 2. Reading and writing, in coherence with the previous block, aims at
knowledge of written language. The progressive use of wriiten language will
depend on the degree of knowledge of written forms and increasing security in the
graphic representation of the sounds of the language, usually different from the
students’ own.
To overcome lack of security, the curriculum and our project
include strategies and resources such as the use of dictionaries and other
consulting facilities, conventional and digital, for the understanding and
composition of all kinds of texts.

Block 3. Knowledge of the language, iincludes both linguistic knowledge and
contents of reflection upon learning. The starting point will be practical situations
which encourage the acquisition of rules regarding the workings of the language,
in order that students may establish which elements of the foreign language
function in a similar way to their own tongue, gaining confidence in their ability to
use the second language..

Block 4. Socio-cultural features and intercultural awareness. The contents of
this block help the students learn customs, forms of social relationships, and
specific features of countries that speak the target language; in other words,
lifestyles different from their own. This knowledge will promote respect and
interest in the knowledge of different social and cultural realities
Block 1. Listening, speaking and conversing
The language model provided by the school is the first source of knowledge and learning
of language. Classroom discourse is both a vehicle and an object of learning. Therefore
both the curriculum and our project have provided for the learning elements as well as the
capacity to use them in communicative tasks.
On the other hand, the language model must come from a large enough number of
speakers to reflect changes and nuances both in phonetic and prosodic aspects as in the
election of idiomatic expressions in well-defined communicative situations. Hence the use
of conventional media and ITC is present both in the curriculum and in our project.
The contents of this block for the first cycle in the area of foreign language according to
the Royal Decree of Minimum Education are as follows::

Comprehension of simple oral messages for classroom tasks.

Understanding of simple messages from different audiovisual and IT sources.

Oral interaction in real or fake situations through verbal and non-verbal responses
in communicating routines.

Production of previously studied oral texts through active participation in shared
performances, songs, recitations and dramatization.

Development of basic strategies to support comprehension and oral expression;
transfer of visual and non-verbal context and of previous knowledge of the subject
or situation from the languages the student is already familiar with.

Appreciation of the target language as an instrument of communication.
Block 2. Reading and writing
The aim is competence in discursive writing. Foreign-language texts are also textual
composition patterns and practice for the acquisition of linguistic elements.. The
progressive use of written language will depend on the degree of knowledge of the code,
which is directly related to the degree of security that the code provides in the graphic
representation of the sounds of the language. To overcome lack of security, the
curriculum and our project include strategies and resources such as the use of
dictionaries and other consulting facilities, conventional and digital, for the understanding
and composition of all kinds of texts.
The contents of this block for the first cycle in the area of foreign language according to
the Royal Decree of Minimum Education are as follows::

Reading of previously studied simple words and sentences through active
participation in real or fake situations.

Initiation in reading strategies; transfer of visual and non-verbal context and of
previous knowledge of the subject or situation from the languages the student is
already familiar with.

Writing of previously studied words and sentences through active participation in
oral interactions to be used in sharing or transmitting information or in play
activities.

Initiation in the use of educational computer programmes to read and write simple
messages.

Interest in the careful presentation of written texts.
Block 3. Knowledge of the language
Contact with the foreign language and its use enables those who are learning it work out
a basic conceptual system on its functioning. The starting point will be situations that
encourage the inference of language rules so as to gain confidence in their own abilities.
This content block is divided into knowledge and reflection on learning.
The contents of this block for the first cycle in the area of foreign language according to
the Royal Decree of Minimum Education are as follows::

Linguistic knowledge:
o
Introduction to phonetic aspects, rhythm and stress of the foreign language
and use for comprehension and oral production.
o
Identification and use of previously used vocabulary and basic structures
of the target language.
o
Global association in spelling, pronunciation and meaning from written
forms representing well-known oral expressions.
o
Familiarisation with the use of basic strategies in text production from
different patterns; selection of target, purpose and content.
o

Interest in using the target language in different situations
Reflection upon learning.
o
Use of skills and procedures such as repetition, memorization, word
association, words and expressions containing gestural and visual
elements, pattern observation etc. for the acquisition of vocabulary, form
and structure.
o
Progressive use of graphic means for information and consultation
regarding new possibilities opened up by new technology.
o
Confidence in student’s own ability to learn a foreign language
and
enjoyment of teamwork.
Block 4. Socio-cultural features and intercultural awareness
This block helps the students learn customs, forms of social relationships, and specific
features of countries that speak the target language, in other words, lifestyles different
from their own. This knowledge will promote tolerance and acceptance, increase interest
in the knowledge of different social and cultural realities and facilitate intercultural
communication
The contents of this block for the first cycle in the area of foreign language according to
the Royal Decree of Minimum Education are as follows:

Acknowledgement and learning of basic forms of social relations in the target
language.

Positive attitude towards people who speak another language and have a different
culture to the student’s own.
ASSESSMENT CRITERIA
The Royal Decree of Minimun Education establishes the following assessment criteria for
the first cycle of primary education in the area of foreign language:
1. Participate in controlled oral interactions on familiar topics in easily predictable
communicative situations.
This is a means of assessing the ability to respond in a simple way to requests
and instructions, or to give information. The interactions will involve familiar topics,
previously studied
or related to immediate communicative needs, such as
greetings or farewells , introductions, talking about likes, within communicative
situations recognised as routine, habits, classroom language, dramatisations,
recitations or songs. The capacity to participate actively in classroom activities will
also be valued positively.
2. Grasp the overall meaning and identify some specific elements in oral texts, using
linguistic and non-linguistic context elements
This criterion evaluates whether or not students are able gradually to grasp the
overall meaning of an oral message, in situations of face-to-face communication,
using gestures and mime and the necessary repetition, and to recognise and
understand key words and basic expressions, related to classroom activities or the
school context.
3. Read and identify simple words and phrases previously introduced in oral form
concerning family and hobbies.
This criterion evaluates the ability to read, aloud too, words and phrases first
encountered in oral form via all kinds of activities. Reading will be supported by
visual and verbal elements related to the context in which these expressions
appear and will form a part of games and communicative activities
4. Write words, familiar expressions and phrases employing models and with a
specific purpose.
This criterion evaluates the ability to write words and simple sentences repeatedly
and frequently used in oral fashion in diverse activities.
Writing should begin with the observation of a model and form part of the
execution of a specific task such as writing a note, making a poster, composing a
birthday card or completing a song or poem.
5. Recognise and reproduce the sound, rhythm, stress and intonation of expressions
which appear in everyday communicative contexts.
This criterion seeks to evaluate whether or not students
recognise and are
capable of reproducing sounds, rhythm, stress and intonation when actively
participating by listening to, repeating and anticipating expressions and when
reading aloud, always employing models.
6. Use basic strategies for learning-to-learn, such as asking for help, communication
with accompanying gestures, using visual dictionaries and identifying personal
features which will help them to learn better.
This criterion aims to evaluate the use of basic strategies which enhance the
learning process, such as the use of visual resources and gestures, asking for
help and clarification, the use of visual dictionaries
and assessment, albeit
elementary, of their own progress.
7. Show interest and curiosity regarding learning a foreign language and recognise
linguistic diversity as as an enriching characteristic.
This criterion assesses participation, effort and interest
in learning the target
language.
It also evaluates awareness of the importance of knowing languages in order to
communícate with people from different countries and the appreciation of linguistic
diversity as an enriching quality for one and all..
The section
Programme of Units of this document lists the criteria
and means of
assessment specific to each teaching unit.
KEY COMPETENCES
In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the
traditional components (objectives, contents, teaching methods and assessment criteria)
as well as key competences. This is one of the guiding elements of the curriculum as a
whole and, consequently, a guide in the processes of teaching and learning. In fourth
grade of primary school pupils have to participate in the so-called diagnostic assessment,
in which they have to demonstrate the acquirement of certain skills. This assessment
does not have academic consequences for students, but the fact that the results help
guide centres to take decisions regarding students’ learning gives us some idea as to
how educational processes are conditioned by this element in the sense of being much
more functional. In sixth grade of primary school the decision as to whether pupils are
promoted to the subsequent level is partly based on whether or not they have acquired
the key competences, as a result of which they become a reference
for student
assessment.
As opposed to an educational model focused upon the the acquirement of more or less
theoretical knowledge, often unrelated, an educational process based upon the
acquirement of skills emphasises, above all, the acquirement of some vital know-how,
practical and integrated, know-how which students will have to demonstrate (this is rather
more than functional training). In brief, a skill is the putting into practice and
demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve
problems and situations in different contexts. In a very graphic and succinct manner,
there is a definition of the putting into practice of acquired knnowledge, knowledge in
action, in other words, mobilising knowledge and skills in a specific situation (real and
different from the one in which these were learned), activating existing resources or
knowledge (although one thinks they are absent because they have been forgotten).
There is one aspect which should be highlighted, regarding what might be called the
combined character of the skill: the pupil, via what he knows, must demonstrate what he
can apply, but also what he can be. In this way we see how a skill integrates the different
contents which are worked on in the classroom (concepts, procedures and attitudes), an
example of integral training of the pupil. To summarise, we are acknowledging that the
academic instiitution wil not only prepare students in the knowledge of technical and
scientific know-how, but also as citizens, so they should evince a series of civic and
intellectual attitudes which imply respect towards others, being responsible, team-work...
Another aspect is also important: acquiring competences allows one to tackle the
constant renewal of knowledge which occurs in any area of learning. The student’s
academic training takes place in school over a limited number of years, but the need for
personal and/or professional preparation never ends, so that a competence in the use,
for example, of information and communication technology, will enable access to this tool
to obtain the information necessary at any given moment (obviously, after analysing its
quality). If we also bear in mind that it is often impossible to consider in depth all the
contents of the curriculum, it is clear that the student must acquire this competence, that
of learning to learn.
In our educational system, the
key competences regarded as those which students
should possess when they finish their obligatory education in order to deal with the
demands of their personal and working lives are as follows:

Competence in linguistic communication

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.

Autonomy and personal initiative.
But, what do we understand by each of these competences? In essence, and
concentrating on the most important aspect of the school curriculum, each of them
contributes the following to the student’s personal and intellectual preparation:

COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written
communication tool, and as a means of learning and self regulation of thought,
emotions and behaviour. It contributes to the creation of a positive self-image and
encourages constructive relationships with others and with the environment. Learning
to communicate meaning establishing links with other people and cultures. It is
fundamental in resolving conflict and for peaceful coexistence. Acquiring this
competence involves a command of oral and written language in a variety of contexts
and the functional use of at least one foreign language.

MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and
express information. Students learn about quantitative and spatial features and
resolve everyday problems. The acquisition of this competence means applying skills
and attitudes which allow for mathematical reasoning, understanding of mathematical
arguments, and the ability to express oneself and communicate in mathematical
language integrating mathematical concepts with other types of knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE
PHYSICAL WORLD
This involves the ability to interact with the physical world in it’s natural state and see
how it has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for
life, of other people, and other living things. This competence implies the acquisition
of scientific rational thought which enables the student to interpret information and
make decisions with autonomy and personal initiative, and to use ethical values in
personal and social decisions.

DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are the
communication of information and its transformation into knowledge. Aspects such as
the access to, and selection of information are included, and the transmission of this
information in different formats. Students learn to use ITC as an essential media for
information and communication. The acquisition of this competence involves use of
technology to solve problems efficiently and having a critical attitude towards the
information available.

SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we
live and being a democratic citizen in the today’s plural society. It incorporates
individual behaviour patterns that allow us to function and coexist in society, have
contact with others, cooperate, assume commitments and deal with conflict.
Acquiring this competence means knowing how put oneself in the place of others,
accept differences, be tolerant and respect their values, beliefs, cultures and the
culture and personal history. To summarise, it implies an understanding of the social
reality we live in, the ability to deal with conflict applying ethical values and
understanding of the rights and obligations we have as citizens, showing solidarity
and responsibility.

CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating
a variety of cultural and artistic statements, and treating them as a source of pleasure
and personal enrichment and as part of the cultural patrimony of different societies.
Appreciation and enjoyment of art and other cultural statements and an open and
receptive attitude to the variety of art forms lead to the conservation of a common
cultural legacy and encourages the student’s own creative capacity.

LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the
other hand being capable of continuing the process in an autonomous fashion. It
implies the acceptance of a variety of possible answers to the same problem, and
motivation to search for these answers using different means. To sum up, it implies an
organisation of the student’s own capacity to efficiently manage resources and
intellectual processes.

AUTONOMY AND PERSONAL INITIATIVE
This competence refers to the ability to decide using one’s own criteria and to
successfully take the necessary initiatives to develop and take responsibility for the
chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a
critical approach to the development of individual or group projects.
How is each key competence attained by using this material?
We are going to explain in brief the most relevant aspects of our project, subject to the
denands of daily teaching practice at any given time.:
In essence and reflecting the most significant elements of the school currículum, each
competence contributes the following to the student’s personal and intellectual
preparation:
A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE
FOREIGN LANGUAGE

COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written communication
tool, and as a means of learning and self regulation of thought, emotions and behaviour.
It contributes to the creation of a positive self-image and encourages constructive
relationships with others and with the environment. Learning to communicate meaning
establishing links with other people and cultures. It is fundamental in resolving conflict
and for peaceful coexistence. Acquiring this competence involves a command of oral and
written language in a variety of contexts and the functional use of at least one foreign
language.
Foreign language learning contributes directly to the development of this competence,
completing, enriching and adding new aspects of comprehension and expression to the
general communicative competence of the student. All textbooks published by Oxford
University Press offer a wide range of activities which encourage authentic
communication in the classroom, with a systematic development of written and oral skills
and opportunities for personalisation
Lessons 2 in CK 1& 2 consists of a game with the Class Book cut-out cards (Magic
Lamps Game) which is very useful to test the students’ oral comprehension of the CD. In
lessons 3, children will stage the comic strip and communicate orally. For example: Cool
Kids 1, pages 16, 17.

DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are the
communication of information and it’s transformation into knowledge. Aspects such as the
access to, and selection of information are included, and the transmission of this
information in different formats. Students learn to use ITC as an essential medium for
information and communication. The acquisition of this competence involves use of
technology to solve problems efficiently and having a critical attitude towards the
information available.
Information and communication technology offers the possibility to comunícate in
real time with any part of the world, as well as simple and immediate access to a
constant flow of information which increases every day. Knowledge of a foreign
language offers the possibility to communicate using new technology real,
functional contexts for communication.. This competence consists of having the
ability to obtain, process and communícate information and turn it into knowledge.
The Cool Kids series has its own website, where students will be able to get in touch with
other children throughout the world by means of e-cards. Interactive games are an
opportunity to process information and consolidate knowledge. The teacher’s website
provides links to different websites which are useful to carry out activities in real time.
For example: www.oup.com/elt/coolkids
The Multirom offers interactive games in order to practice the language.

SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we live
and being a democratic citizen in
today’s plural society. It incorporates individual
behaviour patterns that allow us to function and coexist in society, have contact with
others, cooperate, assume commitments and deal with conflict.
Acquiring this
competence means knowing how put oneself in the place of others, accept differences,
be tolerant and respect their values, beliefs, culture and personal history. To summarise,
it implies an understanding of the social reality we live in, the ability to deal with conflict
applying ethical values and understanding of the rights and obligations we have as
citizens, showing solidarity and responsibility.
Languages are used for social communication, but also as a vehicle for cultural
communication and transmission. Learning a foreign language involves an understanding
of cultural features and information related to the communities which speak the language.
This favours an understanding of the society we live in through respect and acceptance of
different cultures. Tolerance and integration are developed and an appreciation of
features of, and differences in, cultural identity.
My World’s section in lessons 6, encourages children to think about different cultures and
compare them to their own. SEE: Cool Kids 1 CB p. 38.
In the final pages of the CB, a cultural section deals with holidays in English speaking
countries. For example: Cool Kids 1 1 CB p. 60-64.
The DVD contains traditional rhymes and dialogues/scenes performed by British children.

CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating a
variety of cultural and artistic statements, and treating them as a source of pleasure and
personal enrichment and as part of the cultural patrimony of different societies.
Appreciation and enjoyment of art and other cultural statements and an open and
receptive attitude to the variety of art forms lead to the conservation of a common cultural
legacy and encourages the student’s own creative capacity.
Learning a foreign language helps to develop this competence if the linguistic models
contain, even in the limited way possible at this level, cultural information. This
competence, then, encourages expression and communication in order to perceive and
understand different realities and products of the artistic and cultural world.
Artistic competence involves a basic understanding of techniques, resources and
conventions related to the different artistic idioms, music, literature, visual and stage arts
or different aspects of so-called popular culture.
Throughout the course, children use musical language (songs in lessons 5 and chants,
lessons 1), pictures, etc. In lesson 2, they make a craft activity with cut-out cards. In
lesson 3, they perform the story. For example: Cool Kids 1 CB p. 14 (chant), 15 (picture),
16, 17 and 19.

LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the other
hand being capable of continuing the process in an autonomous fashion. It implies the
acceptance of a variety of possible answers to the same problem, and motivation to
search for these answers using different means. To sum up, it implies an organisation of
the student’s own capacity to efficiently manage resources and intellectual processes.
Learning a foreign language is far more effective if it includes contents directly related to
reflection upon one’s own learning, so that each child identifies how to learn better and
which strategies to use to improve.
This involves the awareness of those capacities which form a part of learning, such as
attention, concentration, memory, comprehension, linguistic expression and motivation,
for example.
At the end of each unit (lessons 7), students will complete a vocabulary
dictionary/summary with stickers to use as reference. Afterward, they will think about their
progress in the unit and colour the corresponding face. For example: Cool Kids 1 CB p.
13.
Each level’s Assessment Notebook has Portfolio photocopiable resources (selfevaluation) as in the European Language Portfolio.
B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE
LEARNING

MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and express
information. Students learn about quantitative and spatial features and resolve everyday
problems. The acquisition of this competence means applying skills and attitudes which
allow for mathematical reasoning, understanding of mathematical arguments, and the
ability to express oneself and communicate in mathematical language integrating
mathematical concepts with other types of knowledge.
Using numbers and basic operations,symbols and forms of expression and mathematical
reasoning to produce and interpret information, to know more about quantitative and
spatial aspects of reality and to resolve problems related to daily life. Part of mathematical
competence is the ability to interpret and express with clarity and precision information,
data and arguments.
Many activities throughout the course, offer the opportunity of developing mathematical
competences by means of sequence exercises (cartoon stories in the Photocopy Master),
counting and ordering (Magic Lamps card game). SEE: Cool Kids 1 CB p. 3, 18, 64-65
and PMB (story) in the TPR.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE
PHYSICAL WORLD
This involves the ability to interact with the physical world in it’s natural state and see how
it has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for life,
of other people, and other living things. This competence implies the acquisition of
scientific rational thought which enables the student to interpret information and make
decisions with autonomy and personal initiative, and to use ethical values in personal and
social decisions.
Interacting with the physical world, both in its natural aspects and those generated by
human action, in such a way that facilitates the understanding of events, the prediction of
consequences and activity directed towards the improvement and preservation of the
conditions of one’s own life, that of other people and of all other living creatures.
Taking as a starting point knowledge of the human body, nature, and the interaction of
mankind with nature, this competence allows students to discuss rationally the
consequences of different lifestyles and take decisions about a healthy physical and
mental way of life in a healthy and safe environment. The responsible use of natural
resources, environmental conservation, and preservation of individual and collective
health are recognised as key to quality of life.
Cool Kids 1 & 2 tackle a series of issues which include, for instance, a better knowledge
of the body, food, nature, animals, social relations among friends and family, and so on.
For example: Cool Kids 1 CB p. 24, 29, 30, 32, 37, 38.

AUTONOMY AND PERSONAL INITIATIVE
This competence refers to the ability to decide using ones own criteria and to successfully
take the necessary initiatives to develop and take responsibility for the chosen option,
both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a
critical approach to the development of individual or group projects.
Decisions which result from reflection on the learning process favour autonomy. As
autonomy and personal initiative often involve others, this competence necessitates
social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points
of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and
personal initiative involve being able to imagine, begin, develop and evaluate one’s
actions or individual or group projects with creativity, confidence, responsibility and a
critical attitude. In this sense it requires the ability to revise previous ideas or create new
ones, finding solutions and putting them into practice.
For example: Cool Kids 1, Teacher’s Book p. 136-139 (cross-curricular subjects) and p.
21-22.
Continuous learning
In a competence there iis no knowledge which is only acquired in and valid for a
particular subject (especially in and for this one). Everything students learn in different
subjects (and not only at school) forms a background of culture and information which
should serve them throughout their lives, which they should be able to use at specific
moments and in differerent situations (language is, in this sense, paradigmatic) . For this
reason, any of these competences may be achieved if not in all, certainly in most
curriculum subjects and for that reason too these competences can be used and applied
in all these subjects, regardless of in which one they have been acquired (transversality).
Being competent should guarantee the completion of determined learnings, but also
permit the attainment of others, both at school itself and beyond, a guarantee of
continuous learning
(or, in this case, the capacity to communicate in very diverse
situations, some of which pupils themselves may not yet even perceive as likely in the
future).
Nevertheless, clearly there is an obvious interrelation between the different elements of
the curriculum, one which we must highlight in order to make suitable use of all the
curriculum subjects
employed in the teaching-learning process. When in a didactic
programme like this one the objectives of a unit are indicated formulated ( like the
assessment criteria, in terms of abilities), we know that these determine the choice of
contents, in the same way that we should employ assessment criteria which demonstrate
whether or not pupils attain them. Thus,
assessment criteria allow for a double
interpretation: on the one hand, those related to the pupils’ learning as a whole, in other
words, there will be some assessment criteria specifically linked to concepts, others to
procedures
and others to attitudes, as all of these contents need
to be assessed
because they were worked on in class and are those which are assesssed at different
stages during application of continuous assessment; and on the other, there will be
assessment criteria which have been formulated more with regard to their relationship
with key competences.
The assessment of key competences is an assessment model which differs from that of
assessment criteria, both because it is applied at different stages of other assessments,
and because its purpose, though complementary, is different. If we assume that key
competences involve a real and practical application of
knowledge, abilities and
attitudes, the way of checking or assessing whether the pupil has acquired them is to
reproduce application situations which are as real as possible, and in these situations it is
customary for the pupil to use this accumulated background (all kinds of contents) but to
respond, above all, to practical situations. In this way, when we assess competences we
are essentially, though not exclusively, assessing procedures and attitudes, which is why
we relate them to assessment criteria that are more procedural and attitudinal.
SUBCOMPETENCES
The competences by their very nature are generic. To use them as a reference for
pedagogical actions and to really demonstrate the competences acquired by the
students, they need to be broken down into more specific objectives related to other
elements of the curriculum. We have called these objective subcompetences, and without
covering all the possibilities, they do include those most closely related to the subject
curriculum and most prominent in all subjects on account of their interdisciplinary nature.
In foreign language learning, these subcompetences are as follows (there are other
competences/subcompetences which are also acquired in the area of Foreign Language–
English, though not in this grade):
Competence in linguistic communication

Express thoughts, emotions, experiences and opinions orally and simply.

Adapt spoken style to a variety of communicative contexts, taking into account nonverbal features and respecting norms of communicative exchanges.

Understand social and cultural conventions when producing texts

Understand a variety of texts types typical of the academic setting and understanding
the communicative intention and formal features.

Take pleasure in reading and use reading to discover other places, languages and
cultures.

Be conscious of the need to respect spelling rules in the production of written texts

Understand principles of word formation as a means of extending vocabulary

Use a sufficient range of vocabulary to be able to express oneself orally and in writing
in specific situations.

Compose
texts
typical
of
the
academic
environment,
appropriate
to
the
communicative objective.

Write texts to express ideas, feelings and experiences
Data processing and digital competence

Search for, obtain, process and communicate information in the foreign language,
transforming it into knowledge, using the computer or the internet.

Analyse critically the information obtained
Social and civic competence

Use dialogue as a basic tool for interpersonal communication and in the resolution of
conflict.

Understand the values which characterise a democratic society: freedom, solidarity,
participation, citizenship, tolerance.

Value linguistic diversity as a cultural advantage.
Cultural and artistic competence

Appreciate cultural diversity as seen though artistic statements.
Learning-to-learn

Understand and habitually use the main techniques and strategies which favour the
intellectual process (summary, note taking, concept maps...).

Use a variety of sources for finding and processing information
Autonomy and personal initiative

Show initiative and personal creativity

Develop social skills.
Mathematical competence

Apply logical reasoning to chains of argument, identifying the fundamental ideas.
Competence in knowledge of and interaction with the physical world

Recognise geographical spaces and conditions where other cultures are located or
come from
and which may determine and influence the development of these
cultures.

Identify questions or problems and obtain conclusions based on evidence.
All these competentes and subcompetences bring into play different strategies and
different linguistic and discursive skills are employed
in a contextualised manner.
Therefore, the activities in which the foreign language is used are set within fields which
may be public (everything related to daily social interaction), personal family relationships
and
individual
social
habits),
professional
or
educational.
Students
will
use
communication strategies in a natural and systematic manner in order to make effective
the communication activities performed by means of communicative skills. The skills
developed will be: productive (speaking and writing), receptive (listening and reading) and
based on interraction or mediation.
Learning tasks or activities will constitute the core of didactic planning, and will integrate
objectives, contents and assessment, making up units of programming. Amongst other
criteria, the design of activities and tasks has taken into account the stages to be followed
in their development, prior knowledge, integrated treatment of linguistic components,
skills and strategies, proposed final objectives and the classroom’s potential for
adaptation and diversity.
Learning English will
not only provide students with competences in order to
communicate, but also with cultural and social knowledge of the culture whose language
they are studying, which will help them develop a personality which is open and tolerant
towards what is different.. In this way one achieves the integral prepararation of the
individual
As we have noted, one of the characteristics of the key competences is that they allow
for and encourage transversality in the learning with which they are associated, in other
words, that which can and should be achieved, though from a different but
complementary perspective, via the development of the curriculum of the various areas of
the same educational stage. In this grade, these areas are Conocimiento del Medio, Art,
P:E.,
Spanish Language, Foreign Language, Mathematics, Music
and, optionally,
Religion.
For the overall work required of teachers in this grade, we indicate in the table below the
key competences which, as a minimum, should also be attained in other areas, in some
with more interrelation and in others with less:
KEY COMPETENCES*
ÁREA
1
2
3
4
5
6
7
8
Science
X
X
X
X
X
X
X
X
Art
X
X
X
X
X
X
P.E.
X
X
X
X
X
X
Spanish Language
X
X
X
X
X
X
Foreign Language
X
X
X
X
X
X
Mathematics
X
X
X
X
X
X
X
X
*n.b.:
1. Linguistic communication.
2. Mathematics.
3. Knowledge of and interaction with the physical world.
4. Data processing and digital competence.
5. Social and civic..
6. Cultural and artistic.
7. Learning-to-learn.
8. Autonomy and personal initiative.
As can be seen, the transversality of the key competences is evident, so within the
framework of the centre’s educational standard criteria should be formulated for their
collective treatment.
ATTENTION TO DIVERSITY
One of the elements upon which the LOE places most emphasis is attention to diversity.
It is clear that the same educational method employed with a single group of students
has differing results depending on each pupil’s knowledge and previous experience, their
intellectual capacity and their interests and motivation with regard to teaching.
This si why, on many occasions, we have to modify. or adapt contents or methodology in
order that all pupils may attain the objectives established. Similarly, we should offer
extension activities for more able or receptive students. attention to diversity should
always be practised in both directions. Therefore, these differences should always be
catered for, by presenting the same activities in different ways by means of the activities
included in the students’ book and the workbook.. Teachers need to evaluate towards
whom they should direct one type of activity or the other, and need to be constantly
aware of these differences, not only when assessing, but also when teaching
planning the process of teaching-learning.
and
Surprise! includes reinforcement and extension activities which allow for individualised
attention to pupils, depending on their needs and learning rhythm. Every lesson in our
project includes ideas to help teachers respond to the different situations which arise in
the classroom
The Teacher’s Book suggests reinforcement and consolidation activities for students as
well as notes for the teacher, teaching advice, better to deal with different types of
student.
In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters
Book, the teacher will find photocopiable consolidation and extension pages for each
unit.
Criteria and procedures adopted for the development of special curricular
adaptation for students with special educational needs
(The department can describe and detail these criteria and procedures here if necessary.
If this is not the case then this section can be omitted)
Adaptations will focus on:
1- The time and rhythm of learning
2- A more personalised methodology
3- A reinforcement of study skills
4- The improvement of procedures, habits and attitudes
5- Ways of increasing amount of counselling
a) For the more gifted students, extension materials will be provided
b) For pupils with serious learning problems, as sufficient progress in the conceptual
contents of the course is more difficult to attain, procedures and attitudes will be the
priority, with social integration being the overall aim. Core instrumental skills need to be
the key content of the adapted curriculum. Modifications to the curriculum may be quite
significant (they will probably entail the elimination of contents, objectives and
consequently of the assessment criteria which might otherwise be considered essential).
When such adaptations are not enough, the alternative is to have the pupil study part of
the core curriculum in special groups, with different contents and educational activities.
This learning can take place in the mainstream classroom with special support, or in a
separate physical space. This pupil will have the general objectives of this stage of
primary education as a reference, but will work towards those aims through different
contents and activities.
PROGRAMME OF UNITS: 1st YEAR - COMPULSORY PRIMARY EDUCATION
This programming and scheduling constitutes a model of timed learning for 1st year of
Primary Education and taking into account the specific objectives of English as a
subject.
This is an adaptable timetable which may be adjusted to the group-class profile as it may
be used simultaneously with students who struggle to learn languages as well as with
those who have slightly superior knowledge. It may also be adapted to the teacher’s and
students’ own tastes and initiatives and the evolution of the course.
This is a guiding and extendable programme, with numerous optional possibilities
suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may
introduce these activities at the appropriate moment, according to students’ needs and
attitudes, bearing in mind learning speed – individual and collective – and teaching hours
available.
STARTER UNIT
1 – TEACHING OBJECTIVES
Students will be able to:

Recognize the characters: Rosie, Jack and Zipadee the Genie.

Identify and use greetings and goodbyes.

Recognize and use numbers 1 to 10.

Recognize and name the colours of the unit.

Sing a song, performing the actions mentioned in it.

Understand and carry out simple orders which allow students to make the required
classroom tasks.

Generate hypotheses to guess the different unit aspects, which is essential for
English learning building.

Strengthen and use the unit’s basic vocabulary by taking part in TPR games.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Observe a picture and try to describe what they see.

Listen and identify numbers as they listen to them on a recording.

Understand globally and repeat the text of a chant.

Listen and identify colours as they listen to them on a recording.

Understand globally and repeat the text of a chant.

Listen and understand a conversation with the unit’s characters; perform
dialogues in groups in order to practice the language and its structures.

Identify an object and deduce the right colour for it. Say colours out loud (AB.
page 4).
BLOCK 2 – Reading and Writing
PROCEDURES

Count the number of boxes in a drawing and match them with the corresponding
number.

Colour a picture by following the suggested colour pattern and discover an object
as a result of the activity.

Join the dots of several numbers; count and colour those numbers in a series of
flowers (AB. Page 2).

Match each number with its corresponding door by following the visual clues.
Write the number on them (AB. Page 3).

Colour the number with the student’s favourite colour. Use the coloured numbers
as a code to paint each part of a picture (AB. Page 5).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Numbers 1-10
Hello!, Bye!
Colours (blue, white, green, purple, pink, red, orange, brown, yellow, black)
Lamp.
Communicative Structures
I´m …(Rosie)
I´m … (six)
Open your books at page…; Look at page…; Point and count …
What number’s this? What’s your name? This is (Rosie); Let’s (listen),
You’re (Rosie);
How old are you?
Let’s say the colour chant;
Who’s (six)?;
What´s this?;
What
colour’s this?
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Listen and sing a song (CB, pages 4 and 6).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English with its own reality by identifying colours and toys.
3.- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS
UNIT
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.
Peace Education
Students develop positive attitudes regarding personal relations, thus valuing
friendship and cooperation in our development as human beings.
Moral and Civic Education
Students learn the importance of greeting and introducing themselves properly.
v. Artistic and Cultural Competence

Students carry out a simple craft activity such as cutting out colour and number
flashcards.
4.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: numbers, colours
Photocopy Master: 30 (making finger puppets)
Class Book: pages 77 and 79
Activity Book: pages 2 to 5
Teacher’s Book: page 27 (Pass the flashcard)
page 29 (Circle the numbers)
page 31 (Kim’s game)
page 33 (performance with finger puppets)
Extension Activities
Teacher’s Book: page 27 (What number is this?)
page 29 (Circle the numbers)
page 31 (Matching game)
page 33 (Snap)
5.- ASSESSMENT
Assessment for Learning
Creation of a Portfolio to assess the student’s continuous progress.
UNIT 1 – TOYS
1 – TEACHING OBJECTIVES
Students will be able to:

Recognize the unit’s vocabulary, which is related to toys.

Listen and understand a story, as well as perform it in groups.

Reinforce and use basic vocabulary and the unit’s structures by taking part in TPR
games (Turn around – Jump).

Understand and carry out simple orders which allow students to execute the work
required within the classroom.

Generate hypotheses to guess the different unit aspects, which is essential for
English learning building.


Sing a song, performing the actions mentioned in it.
Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify toys as they are named.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Relate toys to their corresponding box by following several visual clues and
drawing the same toy. Name an object out loud.

Play a game (Magic Lamp) in which students listen to a recording and follow its
instructions, showing the mentioned toy and placing it on its corresponding box
(Class Book, page 64).

Observe some shapes and guess the toy. Relate each toy to the real one. Name it
out loud.

Listen to a comic strip and repeat it out loud, performing the actions. Ask and
answer listening comprehension questions.

Observe the comic strip and relate the hidden mini toys with their corresponding
frame.

Choose the correct toy belonging to the previous comic strip among all the options
by means of the suggested question and answer formula.

Listen to a song and perform the actions. Ask and answer listening
comprehension questions in order to review vocabulary and structures.

Colour the toys as instructed and sing the previous song by replacing the colours.

Listen to some actions and perform them by following the instructions of Zipadee
the Genie.

Use the unit’s stickers by putting them on their corresponding place (Picture
Dictionary). Listen and repeat the name of the toys on the stickers out loud.
BLOCK 2 – Reading and Writing
PROCEDURES

Complete some pictures, colour them and name the toys out loud (page 6).

Use a pencil to go over the words and match them with their corresponding
pictures (page 7).

Find the hidden pictures and colour the dotted parts. Name the pictures out loud
and write the words down as well (page 8).

Observe the toy pictures and solve a crossword with the toys names (page 9).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Car, teddy, kite, ball, doll, robot.
Big / small Sad/happy
Review: Hello! I’m, Bye! Numbers 1-6.
Communicative Structures
It’s a (car).
I’ve got a (kit).
I´m scared!.
It’s (small). (You’re) big/small.
Look It’s a …, Let’s…, Listen and clap I say, What’s this?, What colour’s this? Show me
the…, Count to six, Help!, Look at number…, Are Rosie and Jack big or small? Look
at the story/picture. Where’s the (teddy)? Is this (car) in the story?
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 9).

Listen, sing and perform a song (CB, page 11).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English with its own reality by identifying toys, thus contributing to the learning of
habits, social relations ways, features and peculiarities of the countries where the foreign
language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 13

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 1 and 2, page 22.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw their favourite toy in the box (My world, page 12). Approaching
British culture and comparing the picture’s environment with their own.
Non-Sexist Education
Not making a distinction between girl and boy toys.
Multicultural Education
Students understand that toys are different depending on each culture.
Moral and Civic Education
Students learn the importance of sharing their toys and showing respect to others
while playing.
v. Artistic and Cultural Competence

Creation of a Portfolio (Evaluation notebook, Unit 1).

CB, page 75. Students carry out a simple craft activity such as making toy
flashcards.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Physical Education
Physical actions are part of a game (CB, page 12).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: toys
Photocopy Master 1 (Cut out and put comic frames in order)
Photocopy Master 2 (Colour and cut out the toys)
Class Book: page 75
Activity Book: pages 6 to 9
Teacher’s Book: pages 35 and 39 (What’s missing)
page 37 (Pelmanism)
page 43 (Chinese whispers)
Extension Activities
TPR: Photocopy Master 3 (Complete the lyrics of a song)
Photocopy Master 4 (Make a poster)
Teacher’s Book: page 35 (Syllables)
page 37 (Matching boards)
page 39 (Story structure)
6.- ASSESSMENT
Assessment for Learning
Use pages 6-9 of the Activity Book.
Evaluation notebook, pages 8 and 9: photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 12, test 1 (units 1 and 2)
Self-assessment
Use page 13 in the CB
Use photocopiable sheets in the Portfolio Time (unit 1, page 19 of the evaluation
notebook).
UNIT 2 - SCHOOL
1.- TEACHING OBJECTIVES
Students will be able to:

Recognize the unit’s vocabulary, which is related to school and school materials.

Learn and use prepositions of place: on / under.

Listen and understand a story, as well as perform it in groups.

Reinforce and use basic vocabulary and the unit’s structures by taking part in TPR
games (Open your book – Close your book).

Understand and carry out simple orders which allow students to execute the work
required within the classroom.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify school materials. Name objects as they are heard.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Go over the dotted lines to complete the objects and relate them to their
equivalent. Name an object out loud.

Play a game (Magic Lamp) in which students listen to a recording and follow its
instructions, showing the mentioned school materials and placing them on their
corresponding box (Class Book, page 64).

Follow the lines that match a colour and an object. Colour the object as
suggested. Identify and say its name.

Listen to a comic strip and repeat it out loud, performing the actions. Ask and
answer listening comprehension questions.

Observe the comic strip and relate the hidden school materials with their
corresponding frame.

Ask and answer questions related to amounts of objects. Choose the correct
amount of objects, according to the comic strip.

Listen to a song and perform the actions. Ask and answer listening
comprehension questions in order to review vocabulary and structures.

Go over the pictures. Listen to a song about them and create three more stanzas
similar to the others.

Listen to some actions and perform them by following the instructions of Zipadee
the Genie.

Use the unit’s stickers by putting them on their corresponding place (Picture
Dictionary). Listen and repeat the name of the school materials on the stickers out
loud.
BLOCK 2 – Reading and Writing
PROCEDURES

Go over the dots to discover the hidden picture. Name the objects out loud (page
10).

Read the content of the snakes. Draw the mentioned objects and write the number
and the word of each object in its corresponding box (page 11).

Read and say the name of the objects out loud. Classify these objects and draw
them in their corresponding place, school materials or toys (page 12).

Put the letters inside the objects in order to create the name of the object. Write
down the words (page 13).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Book, ruler, pen, bag, pencil, rubber
Yes/No
On/Under
Review: It’s a (ruler), numbers 1-6, colours, Hello I´m (Zipadee), Bye!
Communicative Structures
I’ve got (6 pens)
Thank you
Let’s (say the school chant), Listen and clap/say, What’s this? What colour’s this? Show
me the (ruler), Look at (pink), Have you got (a blue pencil)?, How many (pencils)?
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 17).

Listen, sing and perform a song (CB, page 19).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality by identifying school materials, thus contributing to the
learning of habits, social relations ways, features and peculiarities of the countries where
the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 21

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 1 and 2, page 22.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw school materials in the box (My world, page 20). Approaching
British culture and comparing the picture’s environment with their own.
Education for Coexistence
Students are taught that a school is a place where boys and girls coexist with their
teachers. It is a community where mutual understanding is vital for learning.
Moral and Civic Education
Students learn the importance of taking care of school materials, the school and
its facilities.
Health Education
Developing reflective attitudes towards the use of specific school supplies:
scissors.
v. Artistic and Cultural Competence

CB, page 73. Students carry out a simple craft activity such as cutting out school
material flashcards.

Lesson 6. CB, page 20. Draw school material.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Maths
Count school supplies and circle them (CB, page 18).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: school materials
Photocopy Master 5 (Cut out and put comic frames in order)
Photocopy Master 6 (Colour and cut out the toys)
Board activity
My World poster
Vocabulary poster (Race)
Class Book: page 73
Activity Book: pages 10 to 13
Teacher’s Book: pages 49 and 51 (Guess the flashcards – Match the flashcards)
page 55 (Board game)
Extension Activities
TPR: Photocopy Master 25 (Make a poster)
Photocopy Master 7 (Complete the lyrics of a song)
Photocopy Master 8 (Cut out and stick vocabulary flashcards. Draw and colour)
Teacher’s Book: page 49 (Sounds and words)
page 51 (Matching boards)
page 53 (Remembering the story)
6.- ASSESSMENT
Assessment for Learning
Use pages 10-13 of the Activity Book.
Evaluation notebook, pages 8 and 9: photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 12, test 1 (units 1 and 2)
Self-assessment
Use page 21 in the CB
Use photocopiable sheets in the Portfolio Time (unit 2, page 19 of the evaluation
notebook).
REVIEW UNITS 1-2
1.- TEACHING OBJECTIVES
Review of units 1 and 2 in order to consolidate your vocabulary as well as the
structures learnt.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and follow the comic strip frames visually (Bob and Olly). Repeat the comic
strip text out loud. Class Book, page 23.
BLOCK 2 – Reading and Writing
PROCEDURES

Look closely at a picture showing the objects dealt with in the units. Find, count
and write the number of objects in the corresponding box. Class Book, page 22.
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Review: toys, school materials, colours, numbers 1-10.
Communicative Structures
I’ve got (my bag),
Hello, Bye,
Yes/No
How many?.
Time for school!, It’s (Snapper), Well done, Oh no!
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality by identifying toys and school materials, thus contributing
to the learning of habits, social relations ways, features and peculiarities of the countries
where the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

(Review) Students will learn to classify the learnt vocabulary. Units 1 and 2, page
22.
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: toys, school materials
Board activity
Vocabulary poster
Extension Activities
TPR: Photocopy Master 4 and 8
UNIT 3 - FAMILY
1.- TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to family.

Learn and distinguish pronouns and possessives: me / my.

Listen and understand a story, as well as perform it in groups.

Reinforce and use basic vocabulary and the unit’s structures by taking part in TPR
games (Stand up – Sit down).

Carry out small communication exchanges in order to speak English.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify members of the family. Name members as they are heard.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Relate silhouettes to their corresponding member of the family.

Ask and answer about the silhouettes.

Play a game (Magic Lamps) in which students listen to a recording and follow its
instructions, showing the mentioned members of the family and placing them on
their corresponding box (Class Book, page 64).

Look closely at the pictures of family members. Guess which member is missing in
each of them and draw him or her on its corresponding place.

Listen to a comic strip and repeat it out loud, performing the actions. Ask and
answer listening comprehension questions.

Observe the comic strip and relate the hidden family members to their
corresponding frame.

Ask and answer questions related to family members. Choose the correct picture
from each section, according to the comic strip.

Listen to a song and perform the actions. Ask and answer listening
comprehension questions in order to review vocabulary and structures.

Complete the pictures by drawing on the blank spaces.

Listen to a song and perform it.

Listen to some actions and perform them by following the instructions of Zipadee
the Genie.

Use the unit’s stickers by putting them on their corresponding place (Picture
Dictionary). Listen and repeat the name of the different members of the family on
the stickers out loud.

Observe the rows of pictures with members of a family. Guess and point the
member who does not belong to the family in each row (page 14).
BLOCK 2 – Reading and Writing
PROCEDURES

Guess the secret words by means of the code. Write the resulting word (page 15).

Identify the name of different objects and family members from the group of
letters. Write the words found (page 16).

Identify the name of several members of the family in a word search. Write the
words found under each picture (page 17).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Grandad, Granny, Dad, Mum, sister, brother, me, Pull Grandad’s shoe.
Review: Numbers 1 - 6, No/Yes, I have got (two brothers),
Colours.
Communicative Structures
It’s my (mum)
Let’s (say the family chant), Listen and clap/say, Who’s this? Show me (sister
Who’s
missing)?, It’s Rosie’s (Grandad), Put (Granny) in the photo, Where’s (Granny), Is this
the photo in the story? Zipadee says…,
around, Jump, Point to…, Look at…
Phonetics (Rhythm, Stress, Intonation)
Open your book,
Close your book,
Turn
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 27).

Listen, sing and perform a song (CB, page 29).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality by identifying school materials, thus contributing to the
learning of habits, social relations ways, features and peculiarities of the countries where
the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 31

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 3 and 4, page 40.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw each member of their own family in the suggested box (My world,
page 30). Approaching British culture and comparing the picture’s environment
with their own.
Education for Coexistence
Students learn to respect others, not only within their family but also at school and
when spending time with their friends. It should be taken into account that their are
different kinds of families and all of them should be respected.
Peace Education
Students learn the importance of respecting others and being tolerant.
v. Artistic and Cultural Competence

CB, page 71. Students carry out a simple craft activity such as cutting out family
member flashcards.

Lesson 6. CB, page 30. Draw your family.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Physical Education
Perform different physical actions by following the listening instructions (CB, page 30).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: family
Photocopy Master 9 (Cut out and put comic frames in order)
Photocopy Master 10 (Colour and cut out the song)
Board activity
My World poster
Vocabulary poster (Race)
Class Book: page 71
Activity Book: pages 14 to 17
Teacher’s Book: pages 65 and 67 (Who’s missing? – What’s missing?)
page 67 (Pelmanism)
page 71 (Sofia’s sister)
page 73 (Grandad’s shoe)
Extension Activities
TPR: Photocopy Master 11 (Complete the lyrics of a song)
Photocopy Master 12 (Cut out and stick vocabulary flashcards. Draw and colour)
Teacher’s Book: page 65 (First letters)
page 67 (Matching boards)
page 69 (Story structure)
6.- ASSESSMENT
Assessment for Learning
Use pages 14-17 of the Activity Book.
Evaluation notebook, pages 8 and 9: photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 13, test 2 (units 3 and 4)
Self-assessment
Use page 31 in the CB
Use photocopiable sheets in the Portfolio Time (unit 3, page 20 of the evaluation
notebook).
UNIT 4 - PETS
1.- TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to animals.

Ask and answer simple questions to describe pets.

Listen and understand a story, as well as perform it in groups.

Reinforce and use basic vocabulary and the unit’s structures by taking part in TPR
games (Put your hand up – Put your hand down).

Understand and carry out simple orders which allow them to do the work required
within the classroom.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify pets. Name animals as they are heard.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Follow the path which connects each pet with a box and draw the corresponding
animal in it. Colour the pets and ask questions about the activity. Say the name of
the animals out loud.

Play a game (Magic Lamps) in which students listen to a recording and follow its
instructions, showing the pets and placing them on their corresponding box (Class
Book, page 64).

Follow the lines which connect a part of a pet with the whole pet. Ask the name of
the animals and say it out loud. Colour the pictures.

Listen to a comic strip and repeat it out loud, performing the actions. Ask and
answer listening comprehension questions.

Observe the comic strip and relate the hidden pets to their corresponding frame.

Ask and answer questions to guess the real colour of the pets, according to the
comic strip. Circle the right one.

Listen to a song and perform the actions. Ask and answer listening
comprehension questions in order to review vocabulary and structures.

Colour the pictures according to the suggested colour codes. Make up new
stanzas with the colours and sing them, according to the song.

Listen to some actions and perform them by following the instructions of Zipadee
the Genie.

Use the unit’s stickers by putting them on their corresponding place (Picture
Dictionary). Listen and repeat the name of the different members of the family on
the stickers out loud.

Colour the parts of the dotted pictures in order to find the hidden animals. Say the
names of those animals (AB, page 18).
BLOCK 2 – Reading and Writing
PROCEDURES

Review the name of the pets and draw the missing animal in each box. Colour the
pictures. Ask and answer questions in order to identify the animals (AB, page 18).

Colour the number of pets according to the instructions provided. Ask questions in
order to identify the pets (AB, page 20).

Look closely at the pictures with letters. Put the letters in order so that they form
the name of each animal. Ask and answer questions to identify the animals (AB,
page 21).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Cat, bird, dog, rabbit, mouse, fish.
Fly, run.
Review: It’s a (rabbit), colours, numbers, No, Yes, I’ve got a (pet)?
Communicative Structures
It´s (black)
Let’s (say the pets chant), Listen and clap/say, What’s this/that?, What colour’s the dog?
Show me the (fish)
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 35).

Listen, sing and perform a song (CB, page 37).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality by identifying school materials, thus contributing to the
learning of habits, social relations ways, features and peculiarities of the countries where
the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 39

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 3 and 4, page 40.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw their favourite pet in the suggested box (My world, page 38).
Approaching British culture and comparing the picture’s environment with their
own.
Environmental Education
Students learn to respect animals and be responsible for their care, as children
are also responsible for the animals living in their homes.
Health Education
Students learn the importance of our pets being healthy.
v. Artistic and Cultural Competence

CB, page 69. Students carry out a simple craft activity such as cutting out animal
flashcards.

Lesson 6. CB, page 38. Draw your favourite pet.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Natural and Social Science
Knowledge of the different animals who live with us (CB, page 32).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: pets
Photocopy Master 13 (Cut out and put comic frames in order)
Photocopy Master 14 (Colour and cut out the pets)
Board activity
My World poster
Vocabulary poster (Race)
Class Book: page 69
Activity Book: pages 18 to 21
Teacher’s Book: page 79 (Order the pets)
page 81 (Find a pair – Animal mimes)
page 87 (Count)
Extension Activities
TPR: Photocopy Master 15 (Complete the lyrics of a song)
Photocopy Master 16 (Make a poster)
Teacher’s Book: page 79 (Sounds and words)
page 81 (Matching boards)
page 83 (Story structure)
6.- ASSESSMENT
Assessment for Learning
Use pages 18-21 of the Activity Book.
Evaluation notebook, pages 8 and 9: photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 13, test 2 (units 3 and 4)
Self-assessment
Use page 39 in the CB
Use photocopiable sheets in the Portfolio Time (unit 4, page 20 of the evaluation
notebook).
REVIEW UNITS 3-4
1.- TEACHING OBJECTIVES
Review of units 3 and 4 in order to consolidate your vocabulary as well as the
structures learnt.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and follow the comic strip frames visually (Bob and Olly). Repeat the comic
strip text out loud. Class Book, page 41.
BLOCK 2 – Reading and Writing
PROCEDURES

Look closely at a picture showing the objects dealt with in the units. Find, count
and write the number of living organisms in the corresponding box. Class Book,
page 40.
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Review: family, pets, numbers 1-10.
Communicative Structures
How many?
Help!,
My big brother
What’s this, Who’s this/that?
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality by identifying toys and school materials, thus contributing
to the learning of habits, social relations ways, features and peculiarities of the countries
where the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

(Review) Students will learn to classify the learnt vocabulary. Units 3 and 4, page
40.
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: family, pets
Board activity
Vocabulary poster
Extension Activities
TPR: Photocopy Master 12 and 16
UNIT 5 - BODY
1.- TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to the body.

Learn and use certain geometric shapes: square, circle, triangle.

Identify and perform certain movements: stop, dance, hop, clap, turn, jump, touch,
stamp, run, etc.

Listen and understand a story, as well as perform it in groups.

Reinforce and use basic vocabulary and the unit’s structures by taking part in TPR
games (Clap your hands – Stamp your feet).

Understand and carry out simple orders which allow them to do the work required
within the classroom.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify parts of the body. Name the parts as they are heard.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Complete the drawings and relate them to their equivalent from the second group.
Say the names of the parts of the body out loud.

Play a game (Magic Lamps) in which students listen to a recording and follow its
instructions, showing the parts of the body that are mentioned and placing them
on their corresponding box (Class Book, page 64).

Complete the drawings. Say the name of the missing parts of the body and
identify them.

Listen to a comic strip and repeat it out loud, performing the actions. Ask and
answer listening comprehension questions.

Observe the comic strip and relate the hidden parts of the body to their
corresponding frame.

Guess which parts of the dog’s body belong to the comic strip.

Listen to a song and perform the actions. Ask and answer listening
comprehension questions in order to review vocabulary and structures.

Go over some pictures. Listen to a song about them. Name the actions and
perform them.

Listen to some actions and perform them by following the instructions of Zipadee
the Genie.

Use the unit’s stickers by putting them on their corresponding place (Picture
Dictionary). Listen and repeat the name of the different parts of the body on the
stickers out loud.
BLOCK 2 – Reading and Writing
PROCEDURES

Draw the missing parts of the robots’ bodies. Match each part of the body with the
corresponding part from the robot on the centre of the page (page 22).

Guess the words according to the suggested codes and write them down where
indicated. Say these words out loud (page 23).

Classify the suggested words into two categories, say them out loud and draw
them inside the correct silhouette (page 24).

Identify different parts of the body in a word search, making use of the visual
clues. Write down the resulting words (page 25).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Head, arms, hands, legs, feet
Square, circle, triangle
Stop, dance, clap, hop, run
Review: Numbers, colours, toys, school supplies, members of the family, pets.
Communicative Structures
It’s got (a white body), a white (body), a big (head), four big (legs)
It’s my dog!
It’s OK,
Let’s (say the body chant), Listen and stamp/say,
What’s number? (one)
What’s this?,
Show me (arms),
Let’s (play),
Look at (the doll),
What’s missing?
Where’s Zipadee?. Help! Touch your (head), Draw a square in the air/on the ground,
Jump!,
Turn around!
Zipadee says. Put your hand up/down.
Stand up/Sit down,
Open/Close your book
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 45).

Listen, sing and perform a song (CB, page 47).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality by identifying school materials, thus contributing to the
learning of habits, social relations ways, features and peculiarities of the countries where
the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 49

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 5 and 6, page 58.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw themselves practicing a sport in the suggested box (My world, CB,
page 48). Approaching British culture and comparing the picture’s environment
with their own.
Peace Education
Students learn to respect themselves as well as the others.
Health Education
Students talk about their body and its features, accepting differences.
v. Artistic and Cultural Competence

CB, page 67. Students carry out a simple craft activity such as cutting out
flashcards of the parts of the body.

Lesson 6. CB, page 48. Draw yourself.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Natural and Social Science
Learning the parts of the body and the way these work (CB, page 42).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: parts of the body
Photocopy Master 17 (Cut out and put comic frames in order)
Photocopy Master 18 (Colour, cut out, glue. Sing)
Board activity
My World poster
Vocabulary poster (Race)
Class Book: page 67
Activity Book: pages 22 to 25
Teacher’s Book: page 97 (Sit down – What’s missing?)
page 101 (Who’s got the same?)
page 103 (In the air, on the ground)
Extension Activities
TPR: Photocopy Master 19 (Complete the lyrics of a song)
Photocopy Master 20 (Make a poster of the parts of the body)
Teacher’s Book: page 97 (Matching boards)
page 99 (Story structure)
6.- ASSESSMENT
Assessment for Learning
Use pages 22-25 of the Activity Book.
Evaluation notebook, pages 8 and 9: photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 14, test 3 (units 5 and 6)
Self-assessment
Use page 49 in the CB
Use photocopiable sheets in the Portfolio Time (unit 5, page 21 of the evaluation
notebook).
UNIT 6 - PICNIC
1.- TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to food.

Say what food they like and dislike: I like / I don’t like.

Listen and understand a story, as well as perform it in groups.

Reinforce and use basic vocabulary and the unit’s structures by taking part in TPR
games (Point to the door – Point to the floor).

Understand and carry out simple orders which allow them to do the work required
within the classroom.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify food. Name the different kinds of food as they are heard.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Relate the picnic food silhouettes with their corresponding pictures. Use a pencil
to go over the silhouette. Say the name of the food out loud.

Play a game (Magic Lamps) in which students listen to a recording and follow its
instructions, showing the parts of the body that are mentioned and placing them
on their corresponding box (Class Book, page 64).

Look closely at the sequence pictures and identify which one corresponds to each
food strip.

Listen to a comic strip and repeat it out loud, performing the actions. Ask and
answer listening comprehension questions.

Observe the comic strip and relate the hidden food to its corresponding frame.

Identify and draw a circle over the food picture that the characters are eating in the
comic strip.

Ask and answer questions about the food students like and dislike. Answer Yes /
No.

Listen to a song and perform the actions. Ask and answer listening
comprehension questions in order to review vocabulary and structures.

Go over some pictures and colour them. Ask and answer questions about them.
Listen to a song about them and create two more stanzas according to the model.

Listen to some actions and perform them by following the instructions of Zipadee
the Genie.

Use the unit’s stickers by putting them on their corresponding place (Picture
Dictionary). Listen and repeat the name of the different parts of the body on the
stickers out loud.

Complete the food pictures and colour them. Say the name of the food out loud
and ask the proper question (AB, page 26).
BLOCK 2 – Reading and Writing
PROCEDURES

Read the letters that form words. Follow the lines and draw the corresponding
food in the boxes. Write the name of the animals on the provided lines (AB, page
27).

Look closely at the words on the snake picture. Identify them and match them with
their corresponding picture. Underneath the picture, write the words found (AB,
page 28).

Look closely at the pictures, identify them and write their names in the crossword
with the help of the vocabulary box (AB, page 29).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Ice cream, sandwiches, apples, cheese, salad, pizza.
Review: colours, numbers, Thank you, Yes/No, family.
Communicative Structures
I like (ice cream)
Please, Thank you
I´m hungry/I´m thirsty
Look at (number one),
chant), Let’s (play),
What’s this?
What’s number (one)?, Let’s (say the picnic
Show me (ice cream), Here you are!, Please,
Oh no!,
Where is it?, Who’s that?, Clap your hands, Stamp your feet, Put your hand up, Put
your hand down, Stand up, Sit down, Open your book. Close your book, Turn around,
Jump.
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 53).

Listen, sing and perform a song (CB, page 55).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality by identifying school materials, thus contributing to the
learning of habits, social relations ways, features and peculiarities of the countries where
the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 57

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 5 and 6, page 58.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw themselves eating their favourite food in the suggested box (My
world, CB, page 56). Approaching British culture and comparing the picture’s
environment with their own.
Health Education
Students learn to keep a healthy diet, thus developing a reflective and positive
attitude towards our food.
Moral and Civic Education
Students learn the importance of asking for things politely: please, thanks, sorry.
v. Artistic and Cultural Competence

CB, page 65. Students carry out a simple craft activity such as cutting out food
flashcards.

Lesson 6. CB, page 56. Draw yourself eating your favourite food.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Natural and Social Science
Learning the different kinds of food and their properties (CB, page 50).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: picnic food
Photocopy Master 21 (Cut out and put comic frames in order)
Photocopy Master 22 (Colour, cut out and make a cone)
Board activity
My World poster
Vocabulary poster (Race)
Class Book: page 65
Activity Book: pages 26 to 29
Teacher’s Book: page 109 (Move around)
page 111 (Match the flashcard) (Survey)
page 117 (Find a pair)
Extension Activities
TPR: Photocopy Master 23 (Complete the lyrics of a song)
Photocopy Master 24 (Make a poster)
Teacher’s Book: page 109 (Sounds and words)
page 111 (Matching boards)
page 113 (Story Building)
6.- ASSESSMENT
Assessment for Learning
Use pages 26-29 of the Activity Book.
Evaluation notebook, pages 8 and 9: photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 14, test 3 (units 5 and 6); page 15, End of year test.
Self-assessment
Use page 57 in the CB
Use photocopiable sheets in the Portfolio Time (unit 5, page 21 of the evaluation
notebook).
REVIEW UNITS 5-6
1.- TEACHING OBJECTIVES
Review of units 5 and 6 in order to consolidate your vocabulary as well as the
structures learnt.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and follow the comic strip frames visually (Bob and Olly). Repeat the comic
strip text out loud. Class Book, page 59.
BLOCK 2 – Reading and Writing
PROCEDURES

Look closely at a picture showing the objects dealt with in the units. Find, count
and write the number of parts of the body and kinds of food in the corresponding
box. Class Book, page 58.
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Review: parts of the body, picnic food, numbers 1-10.
Communicative Structures
I´m hungry,
Do you like…?
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality by identifying toys and school materials, thus contributing
to the learning of habits, social relations ways, features and peculiarities of the countries
where the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

(Review) Students will learn to classify the learnt vocabulary. Units 5 and 6, page
58.
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: parts of the body, food
Board activity
Vocabulary poster
Extension Activities
TPR: Photocopy Master 20 and 24
FESTIVALS - CHRISTMAS
1.- TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to Christmas.

Generate hypotheses to guess the different aspects of the unit.

Carry out small communicative exchanges, asking and answering simple
questions.

Sing a song, performing the actions mentioned in it.

Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Observe a Christmas picture. Ask and answer questions about it, thus generating
working hypotheses. Repeat the unit’s vocabulary and structures.

Observe and talk about a picture of children singing Christmas carols. Sing and
learn an English Christmas carol.

Observe the sequences of Christmas objects and guess the colour of the following
object. Colour.
BLOCK 2 – Reading and Writing
PROCEDURES

Identify and complete the Christmas objects. Go over the names of these objects.
Colour the pictures and ask questions about them (AB, page 30).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Christmas tree, present, star, showman, bell, boy, girl, children, Christmas decoration,
Christmas lights, Father Christmas.
Communicative Structures
We wish you a Merry Christmas and a Happy New Year!
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
Learn aspects of Anglo-Saxon culture, for instance, how Christmas is celebrated.
Compare the celebration to that in their own country.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.
Peace Education
Development of positive attitudes towards personal relationships.
Moral and Civic Education
Students learn the importance of cooperation to organize activities in which people
around us take part.
Multicultural Education
Development of positive attitudes towards habits and traditions which are different
from ours.
v. Artistic and Cultural Competence

CB, page 61, sing an English Christmas carol.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Maths
Complete a series of Christmas pictures by following the logical colour order (CB, page
61).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: colours
Photocopy Master 21 (Colour, cut out and make a doll)
Photocopy Master 27 (Colour the objects. Sing.)
Activity Book: page 30.
Extension Activities
Teacher’s Book: page 125 (Presents game)
page 127 (Copy and decorate the song’s lyrics)
FESTIVALS - EASTER
1.- TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to Easter.

Generate hypotheses to guess the different aspects of the unit.

Carry out small communicative exchanges, asking and answering simple
questions.

Sing a song, performing the actions mentioned in it.

Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Observe a picture related to Easter in England. Ask and answer questions about
it, thus generating working hypotheses. Repeat the unit’s vocabulary and
structures.

Observe and talk about a picture of chicks and an Easter bunny. Ask and answer
questions about it. Sing a song.
BLOCK 2 – Reading and Writing
PROCEDURES

Observe a picture with different Easter eggs. Classify them according to their
design, count them and write down the correct number.

Draw and colour the correct number of eggs in each basket. Go over the
sentences. Say the colour and the number of eggs in each basket out loud and
answer the questions (AB, page 31).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Easter, egg, flower, basket, chick, bunny, Happy Easter! Tree.
Communicative Structures
What´s this?,
What colour´s this?
How many…?
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
Learn aspects of Anglo-Saxon culture, for instance, how Easter is celebrated. Compare
the celebration to that in their own country.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.
Peace Education
Development of positive attitudes towards personal relationships.
Moral and Civic Education
Students learn the importance of cooperation to organize activities in which people
around us take part.
Multicultural Education
Development of positive attitudes towards habits and traditions which are different
from ours.
v. Artistic and Cultural Competence

CB, page 63, sing a song about Easter in English.
4.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: numbers
Photocopy Master 28 (Colour and cut out an Easter card)
Photocopy Master 29 (Colour the objects. Sing.)
Activity Book: page 31.
Extension Activities
Teacher’s Book: page 129 (Easter eggs game)
page 131 (Copy and decorate the song’s lyrics)
PROGRAMME OF UNITS: 2nd YEAR - COMPULSORY PRIMARY EDUCATION
This programming and scheduling constitutes a model of timed learning for 2nd year of
Primary Education and taking into account the specific objectives of English as a
subject.
This is an adaptable timetable which may be adjusted to the group-class profile as it may
be used simultaneously with students who struggle to learn languages as well as with
those who have slightly superior knowledge. It may also be adapted to the teacher’s and
students’ own tastes and initiatives and the evolution of the course.
This is a guiding and extendable programme, with numerous optional possibilities
suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may
introduce these activities at the appropriate moment, according to students’ needs and
attitudes, bearing in mind learning speed – individual and collective – and teaching hours
available.
STARTER UNIT
1 – TEACHING OBJECTIVES
Students will be able to:

Recognize the characters: Rosie, Jack and Zipadee the Genie.

Identify and use greetings and goodbyes.

Recognize and use numbers 11 to 20.

Recognize and talk about the weather.

Sing a song, performing the actions mentioned in it.

Understand and carry out simple orders which allow students to make the required
classroom tasks.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Strengthen and use the unit’s basic vocabulary by taking part in TPR games.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Observe a picture and try to describe what they see, thus reviewing vocabulary
and structures that they already know.

Listen and identify numbers as they listen to them on a recording. Repeat the
numbers out loud.

Understand globally and repeat the text of a chant.

Join the dots to create a picture. Ask and answer simple questions in order to
practice the numbers and guess the character in the exercise.

Cut out the Class Book miniflashcards in page 79 and play (Match the flashcards)
a game to practice the numbers.

Listen to a simple dialogue between the book characters in order to learn and
practice the unit’s structures (How are you? I’m fine, thank you).

Listen and identify the weather on a recording. Repeat and practice.

Understand globally and repeat the text of a chant.

Listen to weather sentences and draw a circle around the picture corresponding to
what is being heard.

Cut out the Class Book miniflashcards in page 77 and play (Match the flashcards)
a game to practice the weather.
BLOCK 2 – Reading and Writing
PROCEDURES

Write the weather vocabulary on a poster, according to the corresponding picture.

Count and classify the objects in the box and write the number corresponding to
each group of objects (page 2).

Colour the dotted sections from the pictures and find the hidden number. Say the
numbers out loud (page 3).

Read the sentences in the boxes. Match and draw the corresponding weather
symbol according to the text (page 4).

Observe the pictures, identify them and write their names in a crossword with the
help of the vocabulary box (page 5).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Numbers 11-20
Cloudy, sunny, wet, windy, hot, cold.
Review: numbers 1 - 10, I´m…, Hello!, Bye! , colours.
Communicative Structures
I´m fine,
Thank you
It’s (hot)
Let’s…, What’s this/that?, What number’s this?, Who’s this/that? Close your eyes, Look
now!, What’s the weather like today?, What’s your favourite (weather)?. Point and say.
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality by learning the numbers as well as how to talk about the
weather.
3.- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS
UNIT
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.
Peace Education
Students develop positive attitudes regarding personal relations, thus valuing
friendship and cooperation in our development as human beings.
Moral and Civic Education
Students learn the importance of greeting and introducing themselves properly.
Health Education
Students learn the importance of dressing up properly and according to the
weather, depending on where they are.
v. Artistic and Cultural Competence

CB, page 71, make a simple crafts activity such as cutting out the flashcards of
numbers 11 to 20 as well as the weather flashcards.
4.- TREATMENT OF DIVERSITY
Additional Activities (Review and Extension)
Review Activities
TPR Flashcards: numbers, weather, colours
Magic Lamp Poster
Class Book: pages 77 and 79
Activity Book: pages 2 to 5
Teacher’s Book: page 27 (Pass the flashcard)
page 29 (Circle the numbers)
page 31 (Numbered flashcards)
page 33 (Write and guess the word)
Extension Activities
Teacher’s Book: page 27 (What’s the answer?)
page 29 (What number’s this?)
page 31 (Matching game)
page 33 (Matching boards)
5.- ASSESSMENT
Assessment for Learning
Use pages 2-5 of the Activity Book.
Evaluation Notebook, pages 8 and 9, photocopiable evaluation sheets for the teacher to
write down each student’s progress.
UNIT 1 - HOME
1 – TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to the different rooms in
a house as well as to the furniture.

Recognize and distinguish some prepositions of place: in, on.

Listen and understand a story. Perform it in groups.

Strengthen and use the unit’s basic vocabulary and structures by taking part in
TPR games (Wave – Walk).

Understand and carry out simple orders which allow students to make the required
classroom tasks.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluate the student’s own progress as well as the work done.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify the rooms of the house as they are mentioned. Repeat and
practice the names.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Cut out the Class Book miniflashcards in page 75 to prepare a game and practice
the rooms of the house.

Play a game (Magic Lamps) in which a recording is heard and instructions have to
be followed, showing the mentioned rooms and placing them on the
corresponding box (Class Book, page 64).

Listen to a comic strip and repeat it out loud while performing the actions. Ask and
answer listening comprehension questions about the story. Match the sentences
with the story’s corresponding frames where they are mentioned. Identify and say
the numbers.

Choose the correct answer to Rosie’s question. Ask and answer questions.

Listen to a song and perform the actions. Ask and answer questions about them in
order to review vocabulary and structures. Practice pronunciation, intonation and
rhythm.

Listen and perform the actions according to the instructions provided by Zipadee
the Genie.
BLOCK 2 – Reading and Writing
PROCEDURES

Match the picture to its corresponding written word, identifying it and removing the
unnecessary ones.

Observe the rooms and write the correct word in the correct place, by following a
line. Check the spelling with the help of the vocabulary box.

Observe the comic strip and match the hidden toys to their corresponding frame.
Write the name of the toys.

Identify the animals and write their names in the corresponding box.

Sing the previous song again, replacing the name of the previous animals with the
ones in the exercise.

Put the unit’s stickers on the correct place (Picture Dictionary). Write the
corresponding name under each sticker. Listen and repeat the names of the
rooms on the stickers.

Identify and number the room pictures (page 6).

Match the speech bubble characters with the silhouettes that appear in the rooms.
Write the name of the corresponding room and say it out loud (page 7).

Observe the pictures and find the words in the word search (page 8).

Observe the room pictures. Distinguish and draw a circle around the word
corresponding to the picture. Write the correct word in each speech bubble,
according to the model (page 9).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Bedroom, bathroom, living room, dining room, kitchen, garden, bed, chair, table, sofa.
Review: Hello, I´m, Bye! , numbers 1-6, days of the week, the weather, Mum, Dad, car,
kite, ball, teddy, mouse, fish, cat, dog, bird, rabbit, me.
Communicative Structures
In the (garden)
On the (chair)
Look It’s a …, Let’s (say the home chant), Listen and point/clap/say, What’s this? What
day is it today It´s (Monday), What’s the weather like?, Show me the… Count to six. Let’s
play…, Yes, it’s a (bedroom) What’s this?, Put away…
Where’s (Mum)? Sleeping?, Look at (number one), Who is it?, Who are they? Act out the
story, Where’s the car? Let’s sing a song. Zipadee says… Let’s play…, What’s your
favourite?
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 9).

Listen, sing and perform a song (CB, page 11).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to their own reality by identifying the parts of the house, thus learning the
habits, ways of relating socially, features and characteristics of the countries where the
foreign language is spoken.
3.- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS
UNIT
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 13

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 1 and 2, page 22.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw themselves in their favourite room of their houses, in the suggested
box (My world, CB, page 12). An approach to British culture. Students compare
the picture’s environment with their own.
Non-Sexist Education
Students learn about the importance of taking part in and sharing house chores.
Moral and Civic Education
Students learn the importance of family and home in our lives.
Health Education
Students learn the importance of taking good care of our pets so they are healthy.
v. Artistic and Cultural Competence

CB, page 71, make a simple crafts activity such as cutting out the flashcards of
the rooms of the house.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Physical Education
Perform different physical actions by following the listening instructions (CB, page 12).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: rooms, family
My World Poster
Magic Lamp Poster
Race Vocabulary Poster
Board activity
Photocopy Master 1 (listen and put the comic frames in order)
Photocopy Master 2 (place the animals on the correct piece of furniture, according to
the song).
Class Book: page 75
Activity Book: pages 6 to 9
Teacher’s Book: page 35 (Reverse Bingo)
page 37 (What’s missing? – Find a pair)
page 39 (What’s missing? – Remembering the story)
page 43 (Chinese whispers)
Extension Activities
TPR Photocopy Master 3 (complete the lyrics of a song)
Teacher’s Book: page 35 (Home)
page 37 (Word game)
page 41 (Make a mini-book)
5.- ASSESSMENT
Assessment for Learning
Use pages 6-9 of the Activity Book.
Evaluation Notebook, pages 8 and 9, photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 12, test 1 (units 1 and 2)
Self-assessment
Use page 13 in the CB
Use photocopiable sheets in the Portfolio Time (unit 1, page 19 of the evaluation
notebook).
UNIT 2 - CLOTHES
1 – TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to clothes.

Use expressions to define themselves: I’m...

Listen and understand a story. Perform it in groups.

Strengthen and use the unit’s basic vocabulary and structures by taking part in
TPR games (Pick up your pencil – Put down your pencil).

Understand and carry out simple orders which allow students to make the required
classroom tasks.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluate the student’s own progress as well as the work done.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify the different clothes. Say them out loud as they are mentioned.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Cut out the Class Book miniflashcards in page 73 to prepare a game and practice
the clothes.

Play a game (Magic Lamps) in which a recording is heard and instructions have to
be followed, showing the mentioned clothes and placing them on the
corresponding box (Class Book, page 64).

Listen to a comic strip and repeat it out loud while performing the actions. Ask and
answer listening comprehension questions about the story. Match the sentences
with the story’s corresponding frames where they are mentioned. Identify and say
the numbers.

Observe the comic strip and relate the picture of hidden school supplies to its
corresponding frame.

Listen to a song and perform the actions. Ask and answer questions about them in
order to review vocabulary and structures. Practice pronunciation, intonation and
rhythm.

Listen and perform the actions according to the instructions provided by Zipadee
the Genie.

Put the unit’s stickers on the correct place (Picture Dictionary). Write the
corresponding name under each sticker. Listen and repeat the names of the
rooms on the stickers.

Observe the characters’ clothes. Guess whose clothes they are (AB, page 10).
BLOCK 2 – Reading and Writing
PROCEDURES

Observe and guess which clothes are hidden on the pictures and match them with
the written words.

Observe the clothes and read the name of their colours. Complete the sentences
by writing under each box the name of the corresponding clothes. Colour them
with the proper colour.

Read and complete the end of the sentences using the pictures as clues. Decide
which of the two picture options is the correct one, according to the previous
cartoon strip.

Read the description of the clothes and colour them as indicated. Sing the
previous song again, replacing the colours of the clothes with the ones in the
exercise.

Read the words from the boxes and match them with the pictures, completing the
speech bubbles with the clothes. Colour the pictures properly (AB, page 11).

Classify and write the words, according to the vocabulary family they belong to or
with the help of visual clues (AB, page 12).

Read the content of the speech bubbles and observe the pictures to guess the
name of the characters. Complete the speech bubbles with the help of the clues
provided (AB, page 13).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Skirt, trousers, T-shirt, jacket, hat, dress, shirt, socks, blonde,
Review: Thank you, Hello!, Bye!, colours, days of the week, the weather, numbers 1 - 10,
hat, teddy, kite, ruler, bag, book, pencil.
Communicative Structures
I´m wearing (a black hat)
I´m a (clown)
What’s this?, Let’s…, Show me…, What colour is it?, Put away…What day is it today?,
What’s the weather like?, Who’s this?, Who’s that? What’s this?, Where’s the …? What
is he wearing?, What are these?, If you are wearing (blue trousers) stand up.
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 17).

Listen, sing and perform a song (CB, page 19).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to their own reality by identifying the different clothes, thus learning the
habits, ways of relating socially, features and characteristics of the countries where the
foreign language is spoken.
3.- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS
UNIT
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 21

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 1 and 2, page 22.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw themselves wearing their favourite clothes, in the suggested box
(My world, CB, page 20). An approach to British culture. Students compare the
picture’s environment with their own.
Peace Education
Students understand that what is important is the people and not the clothes that
they are wearing. They value friendship and not clothing.
The importance of costumes as a healthy way of having fun and expressing
themselves.
v. Artistic and Cultural Competence

CB, page 73, make a simple crafts activity such as cutting out the clothes
flashcards.

Lesson 6, CB, page 20. Draw yourself with your favourite clothes.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Crafts
Students find the hidden clothes in the colour mosaic and colour them afterwards (CB,
page 15, 16, 19).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: clothes, numbers, rooms, colours
My World Poster
Magic Lamp Poster
Race Vocabulary Poster
Board activity
Photocopy Master 4 (listen and put the comic frames in order)
Photocopy Master 5 (dress the clown, according to the song).
Class Book: page 73
Activity Book: pages 10 to 13
Teacher’s Book: page 49 (Bit by bit)
page 51 (Match the flashcard – A green skirt)
page 53 (I’m wearing... – Remembering the story)
page 55 (Write)
page 61 (Guess who’s wearing...)
Extension Activities
TPR Photocopy Master 6 (complete the lyrics of a song)
Teacher’s Book: page 49 (Clothes)
page 51 (Word game)
page 55 (Make a mini-book)
page 57 (Clothes Bingo)
5.- ASSESSMENT
Assessment for Learning
Use pages 10-13 of the Activity Book.
Evaluation Notebook, pages 8 and 9, photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 12, test 1 (units 1 and 2)
Self-assessment
Use page 21 in the CB
Use photocopiable sheets in the Portfolio Time (unit 2, page 19 of the evaluation
notebook).
REVIEW UNITS 1-2
1.- TEACHING OBJECTIVES
Review of units 1 and 2 in order to consolidate your vocabulary as well as the
structures learnt.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and follow the comic strip frames visually (Bob and Olly). Repeat the comic
strip text out loud. Class Book, page 23.
BLOCK 2 – Reading and Writing
PROCEDURES

Look closely at a picture showing the objects dealt with in the units. Find, count
and write the number of objects in the corresponding box. Class Book, page 22.
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Fish, octopus, crac.
Review: clothes, rooms in the house, numbers.
Hello!, Bye!
Communicative Structures
How many?, Zipadee says…, What’s this?, It’s a…, Count (the hats),
How many (hats)?
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality through the vocabulary of the rooms in the house and the
clothes, thus contributing to the learning of habits, social relations ways, features and
peculiarities of the countries where the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

(Review) Students will learn to classify the learnt vocabulary. Units 1 and 2, page
22.
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: rooms, clothes
Board activity
Vocabulary poster
UNIT 3 - FACE
1 – TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to the parts of the face.

Use expressions to describe themselves physically: I’ve got... I’m...

Listen and understand a story. Perform it in groups.

Strengthen and use the unit’s basic vocabulary and structures by taking part in
TPR games (Touch your arms – Touch your feet).

Understand and carry out simple orders which allow students to make the required
classroom tasks.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluate the student’s own progress as well as the work done.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify the different parts of the face. Say them out loud as they are
mentioned.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Observe the face of the characters. Guess the missing parts and draw them. Say
the selected word out loud.

Cut out the Class Book miniflashcards in page 71 to prepare a game and practice
the parts of the face.

Play a game (Magic Lamps) in which a recording is heard and instructions have to
be followed, showing the mentioned parts of the face and placing them on the
corresponding box (Class Book, page 64).

Listen to a comic strip and repeat it out loud while performing the actions. Ask and
answer listening comprehension questions about the story. Match the sentences
with the story’s corresponding frames where they are mentioned. Identify and say
the numbers.

Observe the comic strip and relate the picture of hidden members of the family to
its corresponding frame.

Choose the correct appearance of the characters, according to the previous comic
strip.

Listen to a song and perform the actions. Ask and answer questions about them in
order to review vocabulary and structures. Practice pronunciation, intonation and
rhythm.

Listen and perform the actions according to the instructions provided by Zipadee
the Genie.

Put the unit’s stickers on the correct place (Picture Dictionary). Write the
corresponding name under each sticker. Listen and repeat the names of the
rooms on the stickers.
BLOCK 2 – Reading and Writing
PROCEDURES

Complete a crossword with the names of the parts of the face, following the
pictures and the corresponding numbering.

Read the sentences and colour the children’s hair and eyes according to them.
Sing the previous song replacing hair and eye colour with the ones mentioned in
the exercise.

Guess the words using the suggested code and write them down on the correct
line. Make the corresponding drawing (AB, page 14).

Complete or write the description of the characters, according to the numberscolours code. Colour the characters accordingly (AB, page 15).

Look at the picture closely and complete the sentences with the words in the box
(AB, page 16).

Look closely at the pictures of the children and guess the word that describes
them, in order to complete and write sentences about them (AB, page 17).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Hair, ears, eyes, nose, mouth, teeth, long, short, blonde.
Review:
No/Yes,
Hello!, Bye!, I’ve got (green eyes), weather, days of the week,
numbers, colours, the family, food.
Communicative Structures
I´ve got (green eyes).
I like you
I´m happy
Look at Jack’s... Let’s…, Draw his hair, What’s this?, What’s missing?,
today?, Show me…,
Write (nose) here,
Put away…,
What day is it
Who’s got (red hair?),
Where’s Jack?, What colour’s…?, What colour are?,
Stand up!, I like you and you like me,
Have you got?, What’s the weather like?.
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 27).

Listen, sing and perform a song (CB, page 29).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to their own reality by learning the parts of the face, thus learning the
habits, ways of relating socially, features and characteristics of the countries where the
foreign language is spoken.
3.- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS
UNIT
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 31

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 3 and 4, page 40.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw themselves in the space, in the suggested box (My world, CB,
page 30). An approach to British culture. Students compare the picture’s
environment with their own.
Education for Coexistence
We are all different on the outside, that is normal.
You can change your appearance by combing our hair or using make up.
Peace Education
Students learn the importance of respecting others and being tolerant, regardless
of the race or the appearance of the other people.
v. Artistic and Cultural Competence

CB, page 71, make a simple crafts activity such as cutting out the flashcards of
the parts of the face.

Lesson 6, CB, page 30. Draw yourself.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Natural and Social Science
Students learn the parts of the face and what they are used for (CB, page 24).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: face, numbers, family
My World Poster
Magic Lamp Poster
Race Vocabulary Poster
Board activity
Photocopy Master 7 (listen and put the comic frames in order)
Photocopy Master 8 (colour eyes and glasses and put them on during the song).
Class Book: page 71
Activity Book: pages 14 to 17
Teacher’s Book: page 67 (The same - Permanism)
page 69 (Remembering the story)
page 77 (Face Bingo)
Extension Activities
TPR Photocopy Master 9 (complete the lyrics of a song)
Teacher’s Book: page 65 (Draw a face)
page 67 (Word game)
page 69 (I’ve got...)
page 71 (Make a mini-book)
page 75 (Families)
5.- ASSESSMENT
Assessment for Learning
Use pages 14-17 of the Activity Book.
Evaluation Notebook, pages 8 and 9, photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 13, test 2 (units 3 and 4)
Self-assessment
Use page 31 in the CB
Use photocopiable sheets in the Portfolio Time (unit 3, page 20 of the evaluation
notebook).
UNIT 4 - PLAYGROUND
1 – TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to playground activities.

Use expressions to describe abilities and knowledge: I can...

Identify and carry out certain movements: hop, jump, run, dance, skip, etc.

Listen and understand a story. Perform it in groups.

Strengthen and use the unit’s basic vocabulary and structures by taking part in
TPR games (Point to the board – Point to the window).

Understand and carry out simple orders which allow students to make the required
classroom tasks.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluate the student’s own progress as well as the work done.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify the different actions in the school playground. Say them out
loud as they are mentioned.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Relate some silhouettes to their corresponding action.

Cut out the Class Book miniflashcards in page 69 to prepare a game and practice
the playground actions.

Play a game (Magic Lamps) in which a recording is heard and instructions have to
be followed, showing the mentioned actions and placing them on the
corresponding box (Class Book, page 64).

Observe the pictures of the children carrying out playground actions. Follow the
indicated labyrinths and write the name of the action on its corresponding line.

Listen to a comic strip and repeat it out loud while performing the actions. Ask and
answer listening comprehension questions about the story. Match the sentences
with the story’s corresponding frames where they are mentioned. Identify and say
the numbers.

Listen to a song and perform the actions. Ask and answer questions about them in
order to review vocabulary and structures. Practice pronunciation, intonation and
rhythm.

Listen and perform the actions according to the instructions provided by Zipadee
the Genie.

Put the unit’s stickers on the correct place (Picture Dictionary). Write the
corresponding name under each sticker. Listen and repeat the names of the
rooms on the stickers.
BLOCK 2 – Reading and Writing
PROCEDURES

Observe the comic strip and match the hidden pets with their corresponding
frame. Write the names of the animals on the correct line.

Read and complete the ending of the sentences. Use the pictures as clues.
Decide which of the two options is the real one, according to the previous comic
strip.

Read and complete the sentences with the actions of a girl. Sing the previous
song again, but replace the actions mentioned with the ones on the exercise.

Read the numbers and names of the actions. Number the pictures according to
the action they represent (AB, page 18).

Read the actions and decide which picture corresponds each action. Complete the
sentences with I can... (AB, page 19).

Find the words which correspond to the pictures on the word search (AB, page
20).

Observe the action pictures and match them with the characters according to the
activities they can carry out. Guess the name of the characters and complete the
sentences (AB, page 21).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Hop, jump, run, sing, dance, skip.
.
Review: Hello!, Bye!, Yes, Thank you, rabbit, dog, bird, cat, weather, days of the week,
colours.
Communicative Structures
I can (skip)
Let’s…, What’s this?, What day is it today?, What’s the weather like?,
me…,
What can you do?,
Can you (skip)?,
Who’s this?,
Show
Hop to the (tree), Then I
stop, This row hop to the door, Zipadee says… , Can you…?
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 35).

Listen, sing and perform a song (CB, page 37).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to their own reality through actions and movements in the school
playground, thus learning the habits, ways of relating socially, features and characteristics
of the countries where the foreign language is spoken.
3.- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS
UNIT
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 39

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 3 and 4, page 40.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw themselves carrying out an activity from the vocabulary box (My
world). An approach to British culture. Students compare the picture’s
environment with their own.
Peace Education
Not everyone can do the same things. It is important not to mock or look down on
others because of their limitations.
Health Education
Physical outdoor activity is important to be on top form, both physically and
mentally.
v. Artistic and Cultural Competence

CB, page 69, make a simple crafts activity such as cutting out the flashcards of
the school playground actions.

Lesson 6, CB, page 30. Draw yourself carrying out one of the actions.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Physical Education
Use games to practice the different school playground actionss (CB, page 35).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: playground, rooms, weather
My World Poster
Magic Lamp Poster
Race Vocabulary Poster
Board activity
Photocopy Master 10 (listen and put the comic frames in order)
Photocopy Master 11 (make a disk with an arrow pointing each activity, according to
a song).
Class Book: page 69
Activity Book: pages 18 to 21
Teacher’s Book: page 79 (Reverse Bingo)
page 81 (Word game)
page 65 (Make a mini-book)
Extension Activities
TPR Photocopy Master 12 (complete the lyrics of a song)
Teacher’s Book: page 79 (Playground)
page 81 (Word game)
page 85 (Make a mini-book)
5.- ASSESSMENT
Assessment for Learning
Use pages 18-21 of the Activity Book.
Evaluation Notebook, pages 8 and 9, photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 13, test 2 (units 3 and 4)
Self-assessment
Use page 39 in the CB
Use photocopiable sheets in the Portfolio Time (unit 3, page 20 of the evaluation
notebook).
REVIEW UNITS 3-4
1.- TEACHING OBJECTIVES
Review of units 3 and 4 in order to consolidate your vocabulary as well as the
structures learnt.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and follow the comic strip frames visually (Bob and Olly). Repeat the comic
strip text out loud. Class Book, page 41.
BLOCK 2 – Reading and Writing
PROCEDURES

Look closely at a picture showing the objects dealt with in the units. Find, count
and write the number of parts of the face and activities in the corresponding box.
Class Book, page 40.
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Review: physical activities, parts of the face, Hello!, Bye!, fish, octopus, crab.
Communicative Structures
Zipadee says…, What’s this?, What are these?, How many
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality through the vocabulary of parts of the face and school
playground actions, thus contributing to the learning of habits, social relations ways,
features and peculiarities of the countries where the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

(Review) Students will learn to classify the learnt vocabulary. Units 3 and 4, page
40.
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: face, activities
Board activity
Vocabulary poster
UNIT 5 - FOOD
1 – TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to food.

Talk about the food they like and dislike: I like / I don’t like...

Express actions related to personal hygiene: wash, brush, etc.

Listen and understand a story. Perform it in groups.

Strengthen and use the unit’s basic vocabulary and structures by taking part in
TPR games (Wash your hands – Brush your teeth).

Understand and carry out simple orders which allow students to make the required
classroom tasks.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluate the student’s own progress as well as the work done.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify the different kinds of food. Say them out loud as they are
mentioned.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Cut out the Class Book miniflashcards in page 67 to prepare a game and practice
with food vocabulary.

Play a game (Magic Lamps) in which a recording is heard and instructions have to
be followed, showing the mentioned actions and placing them on the
corresponding box (Class Book, page 64).

Listen to a comic strip and repeat it out loud while performing the actions. Ask and
answer listening comprehension questions about the story. Match the sentences
with the story’s corresponding frames where they are mentioned. Identify and say
the numbers.

Observe the comic strip and relate the pictures of the hidden parts of the body to
their corresponding frame.

Listen to a song and perform the actions. Ask and answer questions about them in
order to review vocabulary and structures. Practice pronunciation, intonation and
rhythm.

Listen and perform the actions according to the instructions provided by Zipadee
the Genie.

Put the unit’s stickers on the correct place (Picture Dictionary). Write the
corresponding name under each sticker. Listen and repeat the names of the food
on the stickers.
BLOCK 2 – Reading and Writing
PROCEDURES

Use lines to match the food in two different columns, as well as their written
names.

Observe the food and guess the missing food on each of the pictures. Write down
the name on the line provided.

Read and complete the ending of the sentences. Use the pictures as clues.
Decide which of the two options is the real one, according to the previous comic
strip.

Observe the pictures and write down the missing food. Sing the previous song
again, replacing the group of food items for the ones mentioned in the exercise.

Observe the characters. They each have a different menu. Read the list of food
and identify which of the two previous menus is the right one (AB, page 22).

Complete the crossword with the name of the food drawn. Review the spelling of
the words (AB, page 23).

Read the vocabulary related to food and school playground actions. Classify them
and write them down according to their corresponding group (AB, page 24).

Observe the pictures and write down the name of the food each of the characters
is thinking about (AB, page 25).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Orange juice, chicken, tomatoes, milk, rice, bananas, carrots, peas.
Review: Hello!, Bye!, Thank you, pizza, salad, ice cream, cheese, apples, sándwiches,
face, days of the week, the weather, numbers.
Communicative Structures
I like (pizza), I don´t like (bananas).
Let’s…,
What’s number one?, What day is it today?, What’s the weather like?, Show
me…, Let’s (play), What’s missing?, What’s this?,
I don’t like (bananas), I like (pizza),
Do you like (bananas)?, I´m hungry, Where’s
the…? Where are the…?, Who’s that?, Zipadee says…
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 45).

Listen, sing and perform a song (CB, page 47).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to their own reality through actions and movements in the school
playground, thus learning the habits, ways of relating socially, features and characteristics
of the countries where the foreign language is spoken.
3.- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS
UNIT
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 49

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 5 and 6, page 58.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw their favourite food and drink from the vocabulary box (My world.
CB, page 48). An approach to British culture. Students compare the picture’s
environment with their own.
Health Education
Students learn the importance of a balanced and varied diet to have a good
health.
Daily habits regarding food are important.
v. Artistic and Cultural Competence

CB, page 67, make a simple crafts activity such as cutting out the food flashcards.

Lesson 6, CB, page 48. Draw your favourite food.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Natural and Social Science
Students learn the properties of food in order to have a balanced diet.
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: food
My World Poster
Magic Lamp Poster
Race Vocabulary Poster
Board activity
Photocopy Master 13 (listen and put the comic frames in order)
Photocopy Master 14 (cut out the faces to make a puppet. Perform with it, according
to the song).
Class Book: page 67
Activity Book: pages 22 to 25
Teacher’s Book: page 95 (Pass the flashcard)
page 97 (My granny - Pelmanism)
page 99 (Remembering the story)
page 101 (Chinese whispers)
Extension Activities
TPR Photocopy Master 15 (complete the lyrics of a song)
Teacher’s Book: page 95 (Food)
page 97 (Word game)
page 99 (I don’t like...)
page 101 (Make a mini-book)
5.- ASSESSMENT
Assessment for Learning
Use pages 22-25 of the Activity Book.
Evaluation Notebook, pages 8 and 9, photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 14, test 3 (units 5 and 6)
Self-assessment
Use page 49 in the CB
Use photocopiable sheets in the Portfolio Time (unit 5, page 21 of the evaluation
notebook).
UNIT 6 – FAVOURITE THINGS
1 – TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to each student’s
favourite things.

Make small communicative exchanges expressing preferences and tastes
regarding their favourite things: What’s your favourite? My favourite is...

Listen and understand a story. Perform it in groups.

Strengthen and use the unit’s basic vocabulary and structures by taking part in
TPR games (Stand behind your chair – Pick up your bag).

Understand and carry out simple orders which allow students to make the required
classroom tasks.

Generate hypotheses to guess the different aspects of the unit, which is essential
for English learning building.

Sing a song, performing the actions mentioned in it.

Self-evaluate the student’s own progress as well as the work done.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and identify the characters’ favourite objects. Say them out loud as they are
mentioned.

Listen and follow the instructions of a chant, expressing out loud what they hear
and repeating the actions.

Cut out the Class Book miniflashcards in page 65 to prepare a game and practice
with the characters’ favourite things.

Play a game (Magic Lamps) in which a recording is heard and instructions have to
be followed, showing the mentioned actions and placing them on the
corresponding box (Class Book, page 64).

Listen to a comic strip and repeat it out loud while performing the actions. Ask and
answer listening comprehension questions about the story. Match the sentences
with the story’s corresponding frames where they are mentioned. Identify and say
the numbers.

Observe the comic strip and relate the pictures of the hidden food to their
corresponding frame.

Listen to a song and perform the actions. Ask and answer questions about them in
order to review vocabulary and structures. Practice pronunciation, intonation and
rhythm.

Listen and perform the actions according to the instructions provided by Zipadee
the Genie.

Put the unit’s stickers on the correct place (Picture Dictionary). Write the
corresponding name under each sticker. Listen and repeat the names of the
favourite objects on the stickers.
BLOCK 2 – Reading and Writing
PROCEDURES

Finish the drawings of objects. Identify them and decide what object it is by
marking the correct option. Read the words out loud, practicing the vocabulary
and the structure What’s this?

Observe the parts of pictures related to favourite things from the vocabulary box.
Guess and write the part that is not related to the rest with the help of the
vocabulary box.

Read the questions and answer them with the help of the pictures. Guess the
correct option according to the previous comic strip.

Read the names of the favourite things from the vocabulary box and write them
down on the correct object. Sing the previous song again, replacing the favourite
objects with the ones mentioned in the exercise.

Read about the characters’ favourite things and draw them where corresponds
(AB, page 26).

Read the beginning of the sentences and follow the labyrinth to the corresponding
picture (AB, page 27).

Observe the pictures and complete the sentences with the words from the
vocabulary box. Ask and answer questions about the structure of the previous
sentences (AB, page 28).

Read the content of the speech bubbles and observe the pictures to guess the
name of the characters. Complete the speech bubbles with the help of the clues
provided (AB, page 29).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Bike, match, camera, skateboard, computer game, paints,
Goodbye.
.
Review: Hello!, Bye!, Thank you, my, kite, food, the face, days of the week, the weather,
colours.
Communicative Structures
My (bike)
My favourite toy’s a (skateboard).
My favourite colour’s (blue)
Let’s…,
What’s this? , What day is it today?, What’s the weather like?, Show me…
What’s your favourite (thing)?, Children, if your favourite colour’s (blue) put your hand up,
What are these? I like…, I’ve got…, I can… I´m seven, Do you like …? Can you …?,
How old are you?, Zipadee says… Is a car your favourite thing?
Phonetics (Rhythm, Stress, Intonation)
PROCEDURES

Repeat out loud and perform the unit’s comic strip (CB, page 53).

Listen, sing and perform a song (CB, page 55).
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to their own reality through actions and movements in the school
playground, thus learning the habits, ways of relating socially, features and characteristics
of the countries where the foreign language is spoken.
3.- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS
UNIT
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

Picture Dictionary. Page 57

There will be a review every two units (Review). Students will learn to classify the
learnt vocabulary. Units 5 and 6, page 58.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.

Students draw their favourite things from the vocabulary box on the space
provided (My world. CB, page 56). An approach to British culture. Students
compare the picture’s environment with their own.
Peace Education
Students learn the importance of sharing things with other people, respecting the
preferences and hobbies of the others and valuing their favourite things.
Education for Equality between the Sexes
Do not use gender clichés when talking about games and hobbies.
v. Artistic and Cultural Competence

CB, page 65, make a simple crafts activity such as cutting out the flashcards of
favourite objects.

Lesson 6, CB, page 56. Draw your favourite food.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Crafts
Students complete the pictures with their favourite things by looking at the model
on the previous page.
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: favourite things
My World Poster
Magic Lamp Poster
Race Vocabulary Poster
Board activity
Photocopy Master 16 (listen and put the comic frames in order)
Photocopy Master 17 (Make and place favourite hearts, according to the song).
Class Book: page 65
Activity Book: pages 26 to 29
Teacher’s Book: page 109 (Pass the flashcard)
page 111 (Favourite things bingo – Match the minicards)
page 113 (Remembering the story – Match the flashcard)
page 119 (Actions)
page 121 (Matching boards)
Extension Activities
TPR Photocopy Master 18 (complete the lyrics of a song)
Teacher’s Book: page 109 (Favourite things)
page 111 (Word game)
page 115 (Make a mini-book)
5.- ASSESSMENT
Assessment for Learning
Use pages 26-29 of the Activity Book.
Evaluation Notebook, pages 8 and 9, photocopiable evaluation sheets for the teacher to
write down each student’s progress.
Summative Assessment
Evaluation notebook, page 14, test 3 (units 5 and 6)
Self-assessment
Use page 57 in the CB
Use photocopiable sheets in the Portfolio Time (unit 6, page 21 of the evaluation
notebook).
REVIEW UNITS 5-6
1.- TEACHING OBJECTIVES
Review of units 5 and 6 in order to consolidate your vocabulary as well as the
structures learnt.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Listen and follow the comic strip frames visually (Bob and Olly). Repeat the comic
strip text out loud. Class Book, page 59.
BLOCK 2 – Reading and Writing
PROCEDURES

Look closely at a picture showing the objects dealt with in the units. Find, count
and write the number of kinds of food and favourite games in the corresponding
box. Class Book, page 58.
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Review: Food, favourite things, numbers 1 - 10. Hello! Goodbye!.
fish, octopus, crab.
Communicative Structures
Zipadee says…, What’s this?, What are these?, How many…? Count
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
CONCEPTS
Relate English to its own reality through the vocabulary of food and favourite things, thus
contributing to the learning of habits, social relations ways, features and peculiarities of
the countries where the foreign language is spoken.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences, especially the way they are reflected in this unit:
ii. Learning-to-Learn Competence

(Review) Students will learn to classify the learnt vocabulary. Units 5 and 6, page
58.
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: favourite things, food
Board activity
Vocabulary poster
FESTIVALS - HALLOWEEN
1.- TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to Halloween.

Generate hypotheses to guess the different aspects of the unit.

Observe a picture and find the differences.

Carry out small communicative exchanges, asking and answering simple
questions.

Sing a song, performing the actions mentioned in it.

Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Observe a Halloween party picture. Ask and answer questions about it, thus
generating working hypotheses. Repeat the unit’s vocabulary and structures.

Observe and talk about a picture of animals and a witch. Sing and use puppets to
perform the actions.

Observe the cauldron pictures and find the differences between them.
BLOCK 2 – Reading and Writing
PROCEDURES

Colour the line of objects according to the text (AB, page 30).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Owl, witch, ghost, bat, pumpkin, spider.
Review: numbers, Hello!, children, hat.
Communicative Structures
It’s Halloween, tonight!
What’s this?, What colour’s this?, How many…?
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
Learn aspects of Anglo-Saxon culture, for instance, how Halloween is celebrated.
Compare the celebration to that in their own country.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.
Peace Education
Development of positive attitudes towards personal relationships.
Moral and Civic Education
Students learn the importance of cooperation to organize activities in which people
around us take part.
Multicultural Education
Development of positive attitudes towards habits and traditions which are different
from ours.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Music
Students sing a song related to Halloween (CB, page 61).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: witch, ghost, spider, pumpkin.
Bats; numbers.
Photocopy Master 28 (Colour, cut out and make a witch)
Photocopy Master 27 (Colour the edges of the pictures)
Activity Book: page 30.
Extension Activities
Teacher’s Book: page 125 (The witches game)
page 127 (My Halloween)
FESTIVALS - CHRISTMAS
1.- TEACHING OBJECTIVES
Students will be able to:

Recognize and use the unit’s vocabulary, which is related to Christmas.

Generate hypotheses to guess the different aspects of the unit.

Carry out small communicative exchanges, asking and answering simple
questions.

Sing a song, performing the actions mentioned in it.

Self-evaluation of the student’s own progress and work.
2 – CONTENTS
BLOCK 1 – Listening , speaking and conversing
PROCEDURES

Observe a picture of Christmas in England. Ask and answer questions about it,
thus generating working hypotheses. Repeat the unit’s vocabulary and structures.

Observe and talk about a picture of presents and Santa Claus. Ask and answer
questions about it. Sing a song.

Find the way of a labyrinth so that Santa Claus finds his stocking.
BLOCK 2 – Reading and Writing
PROCEDURES

Read the characters’ sentences and match their content with the presents picture
by means of a line (page 31).
BLOCK 3 – Thinking about the Language and Getting to Know it through Its Use
CONCEPTS
Vocabulary
Santa Claus, Christmas tree, presents, stocking, bell, star, Christmas decorations, sleigh,
Christmas card, snowflake, reindeer, riding, gifts..
Review: boy, girl, I’ve got a…, ball, kite, car, pen, book, toys, favourite things.
Communicative Structures
Look! It’s Santa Claus.
BLOCK 4 – Social and Cultural Aspects and Intercultural Awareness
Learn aspects of Anglo-Saxon culture, for instance, how Christmas is celebrated.
Compare the celebration to that in their own country.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT
OF BASIC COMPETENCES
See introduction: General aspects of the contribution of foreign language learning to basic
competences.
iv. Social and Civic Competence – Knowing a language implies knowing the
characteristics and social facts linked to the speakers of that language that can be dealt
with alongside the unit.
Peace Education
Development of positive attitudes towards personal relationships.
Moral and Civic Education
Students learn the importance of cooperation to organize activities in which people
around us take part.
Multicultural Education
Development of positive attitudes towards habits and traditions which are different
from ours.
4.- CONNECTION WITH OTHER CURRICULUM AREAS
Music
Sing a Christmas carol (CB, page 63).
5.- TREATMENT OF DIVERSITY
Review Activities
TPR Flashcards: Santa Claus, stockings, presents, bell, Christmas tree, numbers.
Photocopy Master 27 (Paint and cut a snowflake.)
Photocopy Masyer 28 (paint the edges of the pictures)
Activity Book: page 31.
Extension Activities
Teacher’s Book: page 129 (My Christmas)
page 131 (What do you want for Christmas?)
CLASSROOM PROGRAMME –COOL KIDS! 1: YEAR 2010/2011*
*Each centre will have to adapt this programme to its own situation and timetable.
THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS LEVEL
Introduction Rosie and Jack / Zipadee
Objectives
Ses Introduce Cool Kids to the students and
sion motivate them.
1
Introduce numbers 1 to 10 and learn a
chant with numbers 1 to 10.
Count groups of 1 to 10 objects.
Practise numbers 1 to 10.
Activities
TB p. 26 / Class Book Getting started.
-T: “Hello!”Encourage Ss to answer.
-T introduces the new English book to the
students and explains the activities they will be
doing throughout the course.
Show them
different pages of the book.
CB, p. 2-3 L1 L2 Listen and point
-T puts the flashcards in visible parts of the
classroom. T says numbers 1 to 12; Ss repeat
them.
-T plays the chant; Ss listen.
-Ss listen to the chant once again, and point to
the flashcards.
-T: “Open your books at page two”. T presents
the Rosie and Jack characters to the Ss.
-Ss listen to the chant again and point to the
numbers of the houses as they hear them.
CB pág. 3. Count and say. Match
-Ss look closely at the picture that appears at the
bottom. Conversation with Ss about the subject of
the picture.
-Ss count the boxes and say the number of boxes
there are in each pile.
-Ss join the piles with the numbers. While they do
so, T. asks them: “What number’s this?”
TB p. 3.Finishing
-Play with the Ss at “What number is it?”.
-T shows a flashcard with a number. T says the
numbers aloud. Ss remain in silence until they
hear the number on the flashcard. When they
hear it, they repeat it.
* Reinforcement activities
Skills
L /S
2.
L /S
L /S
4.
L/S
Interaction
T /Ss
Time
5-10’
2.
T /Ss
10-15’
3
T /Ss
3.
15’
4.
T /Ss
4.
Material
-CB
-AB
-CD 1
-Flashcards
of
numbers 1 to 10.
-Colour pencils.
-Cd with music the
students may like
10-
5-10’
- Practise numbers 1 to 10.
- Practise numbers 1 to 10.
- Practise numbers 1 to 10.
Introduction. Rosie and Jack / Zipadee
Objectives
Ses Revise the chant of numbers 1 to 10 from
sion the previous session.
2
Make some cards to practise the numbers
from 1 to 10.
Introduce and practise
name?” , “I’m (Juan)”.
“What’s your
-AB p. 2 Trace. Count and colour.
Ss count and colour the number of flowers
indicated.
-TB p. 27 Pass the flashcard.
Ss sit in a circle. T hands out three or four
flashcards and plays music. Ss pass them on
until the music stops. When the music stops, the
Ss holding the flashcards have to call out the
number they have.
* Extension activities
-TB p. 27 Missing numbers
Ss? hangs the flashcards on the board placing
them in order and in two rows. T takes 2; Ss
have to guess which are missing.
- R /W
-IW
-5-10’
-L /S
-T/Ss
-5-10’
- L /S
-T/Ss
-5-10'
Activities
TB pág. 28 L1 Getting started
-Ss listen to the song and point to the flashcards
with the numbers.
-T: “Point and say”. Ss sing the song and point to
the flashcards.
CB, pág. 79 Para jugar
-T: “Open your books at page seventy-nine”. Ss
cut out the cards and write their name on the
back..
-Play
“Match the flashcards”. T shows Ss the
flashcards with the numbers in no particular
order. Ss show them and say the numbers.
7.
CB pages 2-3 L2. Rosie and Jack
introductions
-T: “I’m (name) What’s your name?” Practise with
the Ss.
-T: “Look at page two. This is Rosie. This is Jack.
Let’s listen to Rosie and Jack”.
-T asks Ss what they think Rosie and Jack say to
each other. Ss listen to the register again.
-Make two groups. Rosie's group says phrases
1,3,5 and 7; Jack's group: phrases 2,4 and 6.
Exchange roles.
-T writes numbers 6 and 7 on the board. T:
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss
6. 15’
7. L /S
7. T /Ss
7. 10-15’
Material
-CB
-AB
-CD 1
-Flashcards
of
numbers 1 to 10.
-Scissors for each
student.
-Students'
folders.
“Who’s six? (Rosie) Who’s seven? (Jack)”
Practise “What’s your name? I’m (Rosie)
How old are you? I’m (six)”.
Practise “What’s your name? I’m (Rosie)
How old are you? I’m (six)”.
Introduction. Rosie and Jack / Zipadee
Objectives
Ses
sion - Practise numbers from1 to 10.
2
(Co
ntin
- Practise numbers from 1 to 10.
ued
)
- Practise numbers from 1 to 10.
8. TB p. 29.Para practicar
-Sacar dos Ss a la pizarra: “You’re Jack. You’re
Rosie” Ss answer the questions regarding name
and age as if they were one of the characters of
the book.
TB p. 29 Finishing
-T asks each student: “What’s your name? How
old are you?”.
8. L / S
8. T /Ss
8. 5-10’
9. L /S
9. T /Ss
9. 5-10’
Activities
* Reinforcement activities
-AB p. 3 Find and write.
Ss siguen los caminos y escriben los números
en las puertas correspondientes.
-TB p. 29 Circle the numbers.
Ss escriben 4 números del 1 al 10. T va
diciendo números; Ss rodean los que tienen. El
primer Ss que los ha rodeado todos levanta la
mano y los dice.
* Extension activities
-TB p. 29 What number’s this?
Hacer parejas. Ss mezclan sus tarjetas y las
ponen en un montón boca abajo. S1 levanta una
tarjeta sin que S2 la vea. S2 ha de intentar
adivinar quién es en menos de 3 intentos. Si
acierta se la queda. Después es el turno de S2.
Skills
Interaction
Time
- R /W
-IW
-5-10’
-L /S
-T/Ss
-5-10’
- L /S
-T/Ss
-5-10'
Material
Introducction. Rosie and Jack / Zipadee
Objectives
Ses Revise greetings and the questions:
sion “What’s your name?” and “How old are
3
you?”
Practise identification of numbers 1 to 10.
Introduce colours' vocabulary: “Blue, white,
green, purple, pink, red, orange, brown,
yellow, black”.
Practise identifying the colours.
Practise oral comprehension of the colours.
.
Activities
TB p. 30 Getting started
-T: “Hello!” Ss answer.
-T walks around the class pretending not to know
the Ss: “What’s your name? How old are you?”.
TB, p. 30 Para practicar
-T hangs the flashcards of numbers 1 to 10 on
the board. T points at numbers 1 to 10. Ss
repeat them.
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 10’
12. CB pages 4-5 L3. Listen and point. Chant
-Explain to the Ss that they will be learning the
colours. Ask them what colours they know
already.
-Hang the flashcards on the board in the same
order as they come in the book. T says the
names of the colours. Ss repeat them. .
-L3. T: “Let’s say the colour chant!”. Ss listen to
the colours and point at the corresponding
flashcards.
-T: “Open your books at page four”. Comment the
picture with the Ss. Introduce the Zipadee
character. I: “Magic lamp”. T puts on the Zipadee
hand puppet.: “What’s this?” Puppet: “It’s a
lamp!”.
-Play L3 again; Ss follow it.
13. CB p. 5.Para practicar
-T: “Open your books at page 5”. Ask Ss to look
at the numbers: “What number’s this? (one) What
colour’s number one? (Red)”. Ss point at the
parts of the picture marked with a 1.
-While they are doing the activity, T asks Ss:
“What colour’s this?”.
TB pág. 31 Finishing
-Each S takes a colour pencil and stands up. T
asks a S to say a colour; all Ss holding that
colour sit down and put their things away,
preparing to go home. Continue until they are all
12. L /S
12. T /Ss
12.
15’
10-
Material
-CB
-AB
-CD 1
-Flashcards
with
numbers 1 to 10.
-Flashcards with the
colours .
-Poster:
“Magic
Lamp”
-Zipadee.hand
puppet.
-Colour pencils.
Additional material:
-Glue
-A photocopy of page
30 of the PMB for
each student.
-Mini-cards with the
colours.
13. L /S
13. T /Ss – IW
13.
15’
14. L /S
14. T /Ss
14. 5-10’
10-
seated.
Introduction. Rosie and Jack / Zipadee
Objetcives
Ses
sion - Practise the colours.
3
(Co
ntin
- Practise the colours.
ued
)
- Practise oral comprehension of the
colours.
Introduction. Rosie and Jack / Zipadee
Objectives
Ses Revise the colours' song from session 3.
sion
4
Elaborar unas tarjetas para practicar los
colores.
Introduce Zipadee.
Activities
* Reinforcement activities
-AB p. 4 Colour. Say the colour.
Look closely at the pictures of fruits with the Ss.
T: “What colour’s this?”.
-TB p. 31 Kim’s game.
T puts the flashcards with the colours on the
board. Ask the Ss to look at them and try to
remember the names of the colours in English. T
takes down the flashcards from the board and
asks Ss which they remember.
Skills
Interaction
Time
Material
- R /W
-T / Ss - IW
-10-15’
-L /S
-T/Ss
-5-10’
* Extension activities
-TB p. 31 Matching game.
Ss put the colour pencils on the desks. T shows
them a flashcard and the Ss have to pick up the
pencil with the right colour and say the name of
the colour. .
- L /S
-T/Ss
-5-10'
Actividades
15. TB p. 32 L3 Getting started
-T puts the colour flashcards in the same order
as they appear in the book. T plays the chant
again. T:“Listen and point”.
-T: “Point and say”.
16. CB, p. 77 Para jugar
-T: “Open your books at page seventy-seven”. Ss
cut out the cards and write their name behind.
-Play “Match the flashcards”. T shows the
Ss the colour flashcards in no particular order.
Ss show them and say.
CB p. 4-5 L4. Listen.
-Discuss the picture with the Ss and introduce the
character of Zipadee.
-Ss listen to L4 and point at the character as each
Skills
15. L /S
Interaction
15. T /Ss
Time
15. 5-10’
16. L /S
16. T /Ss – IW
16.
15’
10-
17. L /S
17. T /Ss
17.
15’
10-
Material
-CB
-AB
-CD 1
-Flashcards
with
numbers from 1 to
10.
-Flashcards with the
colours .
-Scissors for each
student.
- Zipadee puppet.
-Colour pencils.
-Students' folders.
Practise greeting: “Hello” and introduction:
“I’m (Juan)”.
Practise oral comprehension of the colours.
- Practise the colours and numbers from 1
to 10.
- Practise the colours.
- Practise oral comprehension of the
colours.
one speaks.señalan el personaje que habla en
cada momento.
-Make three groups: Jack, Rosie and Zipadee.
Play the el registro; each group says its part.
Change roles.
18. TB p. 33.Para practicar
-T puts on the Zipadee. Hand puppet. T: “Hello.
I’m Zipadee!” Ss answer: “Hello; Zipadee! I’m
(Juan)”.
19. TB p. 33 Finishing
-Each S takes a colour pencil and stands up. A S
says a colour, whoever has that colour, sits
down. Continue until they are all seated.
-Farewell from the puppet to the Ss: “Bye!”.
* Reinforcement activities
-AB p. 5 Colour. Say the colour.
Practicse the numbers with the Ss. Ss paint
each number in a different colour and paint the
drawing following the code they chose. While
they are colouring, T asks : “What number’s this?
What colour’s this?”
-PMB p. 30 L4 Finger Puppets
Make the Jack, Rosie and Zipadee finger
puppets.
Use the puppets to act out the dialogue in L4,
making three groups.
* Extension activities
-TB p. 33 Snap
Play Snap in pairs, with the colours' cards.
18. L /S
18. T /Ss
18. 10’
19. L /S
19. T /Ss
14. 5-10’
- R /W
-T / Ss - IW
-10-15’
-L /S
-T/Ss
-10-15’
- L /S
-T/Ss – PW
-10'
Unit 1. Toys
Objetivos
Ses Introduce the context in Unit 1 (toys).
sion
1
2. Introduce the toys' vocabulary:
teddy, kite, ball, doll, robot”.
“Car,
3. Practise
vocabulary.
toys'
identification
4. Practise oral
expression of toys.
- Practise the toys.
of
comprehension
and
Activities
1. TB p. 34 / Class Book Getting started.
-T puts up the “Magic Lamp” poster in a visible
part of the classroom and puts away the toys'
flashcards. en un lugar visible del aula y guarda
las flashcards de los juguetes en ella. T puts on
the Zipadee finger puppet and hides it behind
her/his back.
-T points at the poster : “Hello! Look! It’s a magic
lamp”. Show the Zipadee puppet: “Hello, I’m
Zipadee” Ss answer: “Hello, I’m (Jose)”.
-Tell the Ss they will be starting a new unit today.
T: “Look! It’s Zipadee’s lamp!” Get a flashcard to
come out of the lamp: “Look, it’s a (teddy)” Ss
have to guess the topic of the unit. When they
have done so, ask them what words they think
they will be learning.
2. CB, p 6 L5 L6 Listen and point. Listen and
Chant
-T pulls out from the lamp the flashcards with
the new words using the Zipadee puppet, T says
them aloud and puts them on the board in the
same order as they appear in the book.
-Look at and discuss the picture with the Ss-L5 “Listen and point”. Ss listen to the words and
point at them.
-L6 “Listen and chant”. Ss listen to the song and
repeat it.
3. AB p. 7. Find and Draw. Say.
-Ask Ss what they think they're supposed to do.
-While the Ss carry out the activity, T asks:
“What’s this? What colour’s this?”.
TB p. 35.Finishing
-Ask a S to take a flashcard from the board and
give it to Zipadee in order to put it back into the
lamp. Zipadee asks: “What’s this?” Ss answer.
* Reinforcement activities
-AB p. 6 Draw and colour. Say.
Ss completae the drawings, colour them and
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
Material
-CB
-AB
-CD 1
-Flashcards
with
toys.
-Colour pencils.
- Zipadee puppet.
“Magic Lamp”
poster
Additional material:
-Flashcards
with
toys.
2. L /S
2. T /Ss
2. 10-15’
3. L /S
3. T /Ss
3. 10-15’
4. L / S
4. T /Ss
4. 5-10’
- L /S
-IW
-10-15’
- Practise the toys' vocabulary.
Separate
the
toys'vocabulary.orally.
syllables
in
Unit 1 Toys.
Objectives
Ses Revise the toys' vocabulary.
sion
2
Make some cards to practise the toys'
vocabulary.
Practise oral
vocabulary.
comprehension
8. Practise the toys' vocabulary.
of
toys'
say the names of the toys. While Ss work, T
asks:: “What’s this? What colour’s this?”.
-TB p. 35 What’s missing?
T puts the 6 flashcards with toys on the board.
“Close your eyes”. T takes down one of the
flashcards. T: “Open your eyes”. Ss have to say
what's missing.
* Extension activities
-TB p. 33 Syllables
Help Ss say the words counting the syllables.
Activities
5. TB p. 6 Getting started.
-T puts up the “Magic Lamp” poster in a visible
place of the classroom and puts away the
flashcards with the toys. T puts on the Zipadee
finger puppet and hides it behind her/his back.
-T points at the poster: “Look! It’s Zipadee’s
lamp!” Use the puppet to pull out a flashcard:
“Look, it’s a (doll)”. Repeat with all the
flashcards, getting the Ss to name the toys.
6. TB pá36 / CB, p 75 Para preparar el juego.
-Ss prepare the cards with the toys to create a
game. .
CB p.8/ CB p. 64 L7. Listen. Play the Magic
Lamps game.
-T: “Show me the (ball)”. Ss show the
corresponding card. Repeat with all the cards.
-Revise with the Ss the numbers from 1 to 6. Put
the corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” Play L7.
Ss listen and follow the instructions. First they
show the corresponding object and then they
listen and place the card in the right box.
-Correct on the board. T: “One. It’s a robot”.
CB p 8.Match and say.
-Ss say what they think they are supposed to do.
-While the Ss carry out the activity, T asks:
“What’s this?”.
-L /S
-T/Ss
-5-10’
- L /S
-T/Ss
-5-10'
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. L /S
8. T /Ss
8. 5-10’
Material
-CB
-AB
-CD 1
-“Magic
Lamp”
poster.
-Flashcards with the
toys.
-Flashcards with the
numbers from 1 to
10.
-Colour pencils.
- Zipadee puppet.
-Scissors for each
student.
-Students' folders.
-Toys' mini-cards.
Practise
oral
vocabulary.
expression
of
toys'
- Practise the toys.
- Practse toys' vocabulary.
- Oral practice of toys' vocabulary and
numbers from 1 to 6.
Unit 1. Toys
Objectives
Ses Prepare and motivate students to listen to
sion a story.
3
Listen to a story in English.
Overall comprehension of the story.
Answer questions about the story.
TB pág. 37 Finishing
-Ss write their names on the back of the
cards and put them away in their folders. Ss say
goodby to the toys: “Bye, (teddy)”.
* Reinforcement activities
-TB p. 37 Match the flashcards.
Each S takes a toy and stands up. T says the
name of a toy, the Ss who have it have to raise
the card and say “same!”.
-TB p. 37 Pelmanism
Ss play in pairs using two sets of cards with
toys, shuffling them and putting them face down
on the table. S1 picks two and names them, if
they coincide, S keeps them. If they don't, they
are left in their place again. They play in turns.
* Extension activities
-TB p. 37 Matching boards
Form pairs. Each S puts 3 toys' cards in the
chart on page 64. S1 gives her/his position to
S2, and the other way around. Then they
compare their charts.
9. L /S
9. T /Ss
9. 5’
- L /S
-T /Ss
-10’
-L /S
-PW
-10’
- L /S
-PW
-10'
Activities
10. TB p. 38 L8 Getting started.
-T puts on the Zipadee finger puppet and greets
the Ss. Explain they will be listening to a story
about Jack, Rosie and Zipadee.
-Introduce the magic song to the Ss with the
following actions:
*One, two, three. Raise one, two and three
fingers.
*For you and me. Point at the students and
at yourself.
-Ss try to say the song and repeat the
gestures.
11. TB p 38 / CB, p. 9 L8 Listen to the story.
-Look at the story in the book with the Ss. Ss
explain in LL1 what they think this story is about.
-T: “Let’s listen to the story!” Ss listen to the story
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
9.
Material
-CB
-AB
-CD 1
- Zipadee puppet.
-Finger puppets of
Jack,
Rosie
and
Zipadee
Additional material:
-Flashcards with the
toys.
11. L /S
11. T /Ss
11. 15’
Practise comprehension of the story in the
unit.
Oral practise of the phrases in the unit
story.
Reinforce Zipadee.'s magic song.
until the end and follow it in the book pointing at
the frames.
-T plays the story again and stops in each frame.
Ask comprehension questions:
1 and 6 “Are Rosie and Jack big or small?”
(Small/ Big)
2, 3, 4 and 5 “What’s this?” “A (car)”
-T: Listen and repeat”. Play the story and pause
for Ss to repeat the phrases.
TB p.39/ CB p. 9. Para trabajar la historia.
-T: “Listen and answer”. T says phrases from the
story. Ss have to say the number of the
corresponding frame.
TB p. 39 /CB p. 9.Act it out.
-Make three groups: Jack, Rosie and Zipadee.
-Ss act out the story using the finger puppets.
-Change roles. .
14. TB p. 39 L8 Finishing
-Play the Zipadee song. Ss try to say it
following the recording..
-Zipadee says goodbye “Bye!” Ss: “Bye,
Zipadee!”.
12. L /S
12. T /Ss
12. 5-10’
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
Unit 1. Toys
Objectives
Ses
sion - Practise the toys' vocabulary.
3
(Co
ntin
ued
)
- Identify the beginning, middle and end of
the story in the unit. el nodo
- Practise written comprehension of the
toys' vocabulary.
Unit 1. Toys
Objectives
Ses Recall the names of the toys.
sion
4
Identify the toys in the story of the unit.
Distinguish which toys appear or not in the
unit story.
Activities
* Reinforcement activities
-TB p. 39 What’s missing?
Play “What’s missing?” with the flashcards with
toys' vocabulary.
Skills
Interaction
Time
- L /S
-T /Ss
-10’
-L /S
-T /Ss
-10’
-R/W
-IW
-10'
Activities
15. TB p. 40 Getting started.
-Play with the Ss “Name the flashcards”. T
puts the toys' flashcards on the board; Ss say
the names. Ss close their eyes and T turns a
flashcard round. Ss say all the toys again. T
turns the flashcards round one by one until all of
them are out of sight and Ss say them by heart.
16. CB, pág. 9-10 L8 Find.
-Play the story in L8 for Ss to recall it.
-T: Open your books at page ten”. Explain the Ss
what the activity is about.
-Look for the first one with the Ss: “What’s this?
Look at the story. Where’s the (teddy)?”
-While the Ss do it, T asks around the classroom.
va preguntando por el aula.
Skills
15. L /S
Interaction
15. T /Ss
Time
15. 5-10’
16. L /S
16. T /Ss – IW
16.
15’
10-
17. CB p. 9-10 Circle.
-Do number 1 with the Ss. T: “Look at the
pictures. What’s this? Is this car in the story?”.
-Ss carry out the activity.
17. L /S
17. T /Ss – IW
17.
15’
10-
* Extension activities
-TB p.39 Story Structure
Identify with the Ss the beginning, middle and
ending of the story in the unit.
-AB pág. 7 Trace and match
Ss trace the words with a pencil and match
them with the pictures.
Material
Material
-CB
-AB
-CD 1
-Flashcards with the
toys.
Additional material:
-1 photocopy of page
1 of the Photocopy
Master Book 1 for
each student.
-Scissors for each
student.
-Colour pencils.
-Glue
for
each
student.
Oral practise of the phrases of the unit
story.
- Reinforce the comprehension of the story
in the unit.
-Practise written
vocabulary.
expression
of
toys'
CB p. 9 L8 Finishing.
-Divide the group-class in 6 groups and assign a
number to each group. Play L8. Pause after each
frame for the corresponding group to repeat the
phrase and act out the actions in the assigned
frame.
* Reinforcement activities
-PMB p 1 L8 Listen and put in order
Ss cut out the frames in the story .
Ss try to order them by heart.
Listen to the story and check if it's in the right
order.
* Extension activities
-AB p. 8 Colour and say. Write.
Talk over with the Ss how the activity should be
done.
Ss colour the dotted area and write the words in
the corresponding place.
18. L /S
18. T /Ss
18.
15’
10-
- L /S
-T /Ss
-10’
-R/W
-IW
-10-15'
Unit 1. Toys
Objectives
Ses Reinforce oral comprehension of toys'
sion vocabulary.
5
Prepare the students to listen to a song in
English.
Sing a song in English.
Practise the language of the song.
Practise farewells and toys' vocabulary.
Activities
TB p 42 Getting started.
-Hand out one of the 6 toys' flashcards to each
of the 6 Ss.
-T names the toys one by one and the S that has
it stands up.
-The same procedure with other Ss.
20. CB, p. 11 Para preparar la canción.
-T: “Open your books at page 11” Point at one of
the three toys in the main picture.l: “What’s this?
What colour is it? Is it big or small?”. Do the same
with the other toys.
21. CB p. 11 L9 Sing.
-Comment the picture of the girl with the Ss.
-Play L9. T acts out the lyrics for Ss to
understand the song.
*I’ve got a car. T points at him/herself and
pretends to drive a car.
*It’s small. T uses hands to indicate small.
*I’ve got a kite. T points at her/himself and draws
a rhombus in the air.
*It’s big. T uses hands to indicate big.
*I’ve got a ball. T points and draws a circle in the
air.
-Play L9. Again. Encourage Ss to act out the
actions.
-Volver a poner L9. Animar a los Ss a cantar.
CB pág. 11L 10 Colour. Sing.
-Look at the toys with the Ss. Ask what they think
they are supposed to do and what colour they
think they have to colour the toys.
-Ss colour the toys.
-T: “What colour’s the (ball)?”
-L10. Ss use the pictures to change the stanzas
of the song.
23. TB pág. 43 Finishing
- Ss say goodby to the toys. Zipadee shows
one of the flashcards and Ss say: “Bye, (teddy)!”
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
Material
-CB
-AB
-CD 1
- Zipadee puppet
-Toys' flashcards
-Colour pencils
20. L /S
20. T /Ss
20. 5-10’
21. L /S
21. T /Ss
21.
15’
10-
22. L /S
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5’
Additional material:
-A photocopy of page
2 of the PMB for
each student.
-A
photocopy
of
page 3 of the PMB
for each
cada
alumno.
-Scissors for each
student.
-Students' folders.
Unit 1. Toys
Objectives
Ses
sion - Practise distinguishing objects, colours
5
and sizes.
(Co
ntin
ued
)
-Oral practice of structures: “I’ve got a
(car). It’s (brown). It’s (small)”.
Activities
* Reinforcement activities
-PMB p. 2 Colour and cut.
Ss colour the toys and cut out the cards. .
-L9. Ss listen to the song and raise the
corresponding cards as they hear them.
-TB p.43 Chinese Whispers
Make two teams of about five Ss standing in a
row. T whispers a different line of the song to the
first S of each team. The first S whispers what he
hears to the second one and so on. If the last S
of the row repeats the line correctly, a point is
awarded to his/her team. Then the first S in each
row moves to the end of the row, and the game
begins again.
Skills
Interaction
Time
- L /S
-T /Ss – IW
-10-15’
-L /S
-T /Ss
-10’
-L/S/R/W
-T /Ss
-10'
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
Material
* Extension activities
- Practise written comprehension of the
lyrics of the unit song.
Unit 1. Toys
Objectives
Ses Recall the song in the unit.
sion
6
-PMB p. 3 L9 Write. Sing.
Complete the lyrics of the song with the Ss
using the words provided in a list.
Sing the song again with the Ss.
Activities
24. TB p. 44 L9 Getting started.
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics.
-Divide the group-class in three groups and
assign a stanza per group. Each group sings its
stanza. .
Material
-CB
-AB
-CD 1
-Flashcards with the
toys
- Colour pencils .
Introduce and practise the actions: “Turn
around” and “jump”.
Get to know information about the toys of a
British child.
Draw their favourite toy.
Reinforce the orders introduced in this
session.
Unit 1. Toys
Objectives
Ses
sion -Make a poster about toys with personal
6
photographs and drawings.
(Co
ntin
ued
25. CB pág. 12 L11 Listen and play.
-I: “Turn around” and “Jump”. T acts them out and
asks Ss to imitate him/her.
-T: “Open your books at page 12”. Look at the
pictures with the Ss. Explain that Zipadee does
magic for the children to do the actions but only
when they hear the words “Zipadee says” before
the order.
-Use the puppet to play “Zipadee says”. Choose
the orders: “Point to...” and “Look at...”.
26. CB pág. 12 Draw.
-T shows the CB pointing at the
“My
World”section. T: “Look at your books”.
-Ss say what they see in the photograph. Discuss
the photograph with the Ss.
-Talk about the differences between this bedroom
and their own.
-Talk about the British boys and girls' different
hair colour.
-Put the 6 toys' flashcards on the board..T:
“What’s your favourite toy?” Explain that they
have to draw it in the blank space.
-While the Ss draw, T asks around the class :
“What’s your favourite toy?”
-When they finish, they show their drawings and
say : “I’ve got a (ball)”.
TB p. 45 L11 Finishing.
-T puts on the Zipadee puppet and plays L11.
Ss carry out the actions as they listen.
25. L /S
25. T /Ss
25.
15’
10-
26. L /S
26. T /Ss – IW
26.
25’
20-
27. L /S
27. T /Ss
27. 5-10’
Activities
* Reinforcement activities
-TB p. 45 My World Poster
T puts up the “My World” poster where Ss can
see it properly. Comment that they'll be putting
the photos and drawings of their favourite toys in
the centre. They can label them with a water-
Skills
Interaction
Time
- L/S/R/W
-T /Ss – IW
-10-15’
-“My World” poster
-Photos
and
drawings of toys
brought
by
the
students.
-Blue tack Masa
adhesiva
-Water-soluble felt tip
pen
-1 photocopy of p. 4
of the PMB for each
student.
-A big sheet of paper
for each student.
-Scissors for each
student
-Glue
Material
)
soluble felt tip pen, that can later be erased when
they make another poster.
-Practise the written expression of toys'
vocabulary.
-Practise written comprehension of the
names of the toys.
Unit 1. Toys
Objectives
Ses Prepare the Ss for a revision of the work
sion done throughout the unit.
7
Revise the toys' vocabulary.
Revise the questions: “What’s your name?”
and “How old are you?”.
Revise the structure “I’ve got a (car)”.
* Extension activities
-AB p. 9 Write.
Ss fill in the crossword.
-PMB p. 4 Pupil’s posters. Cut.
T puts the toys' flashcards on the board and
writes the names above. T turns the flashcards
around and Ss say what toys they are reading the
names.
-Ss make a poster of the toys using a big sheet
of paper with the cards on page 4 of the PMB
and their drawings.
Activities
28. TB p. 46 Getting started.
-T puts up the “Magic Lamp” poster in a
visible part of the classroom and puts away the
flashcards in the lamp. T: “Hello! It’s the Magic
Lamp!” T shows the puppet: “Look! It’s Zipadee!”.
-Explain to the Ss that today they will review
what they have done throughout the unit.
-Zipadee pulls out the toys' flashcards one by
one; Ss identify them.
29. TB p. 46 Para revisar A
-T calls six Ss to the board and numbers them
with the rest of the group-class.
-Using the Zipadee puppet, ask each of the Ss:
“What’s your name?” and “ How old are you?”.
-T hands out a toys' flashcard to each student.. In
turns, they show their flashcard and say “I’ve
got a (car)”.
-Repeat with other Ss.
-R /W
-IW
-5-10’
-R/W
-IW
-10-15’
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. L /S
29. T /Ss
29.
15’
10-
Material
-CB
-AB
-CD 1
-“Magic Lamp” poster
-Flashcards with the
toys
- Zipadee puppet
-Colgantes de los
juguetes
-Rubber stamps
-Colour pencils
- Portfolio binders
-Vocabulary poster
Revise the adjectives: “big” and “small”.
Make a picture dictionary with the toys'
vocabulary.
Practise the pronunciation of the toys'
vocabulary.
Students
self-evaluate
throughout the unit.
Unit 1. Toys
Objectives
Ses * Make the Portfolio.
sion
7
(Co
ntin
ued
)
-Reinforce toys' vocabulary.
their
work
30. TB pág. 46 Para revisar B.
-T draws on the board: two circles, two squares
and two triangles, a small one and a big one of
each, and the numbers from 1 to 6.
-T calls a S to the board: “Point to number (five).
Is it big or small?”. Same procedure with the
other Ss.
31. CB p. 13 Stick.
-T: “Find the stickers”.
-While Ss engage in the activity, T can ask
around: “What’s this?” Ss: “(It’s a) (Doll)”.
-Optional: Ss can trace the words with a pencil.
-T can stamp the work of the Ss with the rubber
stamps (bottom right of page 13)
CB p. 13 L 12 Listen and repeat.
-Ss listen to the six words at different speed in
groups of three and then repeat them.
30. L /S
30. T /Ss
30. 5-10’
31.
L/S/R/W
31. T /Ss - IW
31. 10’
32. L /S
32. T /Ss
32. 10’
CB p. 13 Circle and colour.
-T introduce face expressions : “Look! Sad. Look!
OK. Look! Happy!”.
-Before the Ss self-evaluate,the activities done
throughout the unit can be recalled.
33. L /S /R
33. T /Ss – IW
33. 5-10’
Activities
Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
could draw their favourite toys, or look for
pictures and photographs of these to make a
poster. If you want them to practise writing, they
can label the pictures.
Skills
* R /W
Interaction
* IW
Time
* 10-20’
- L /S
-T /Ss
-10’
* Reinforcement activities
-TB p. 47 Vocabulary Poster Race
T puts the “Vocabulary” poster in a visible
place in the classroom. Two Ss compete to see
who finds the toy first. : “Find the (doll)”. Repeat
with other Ss.
Revision can also include finding hidden
colours and numbers.
Material
-Recall the lyrics of the song in the unit.
* Extension activities
-TB p. 47 L9 Extension.
T asks Ss to say what the song was about.
T asks them to say words they remember from
the song. T writes them on the board.
Play the song, Ss sing it and perform the
actions.
-L /S /R
-T /Ss
-10’
Unit 2. SCHOOL
Objectives
Ses 1. Introduce the context of Unit 2
sion school).
1
(the
2. Introduce the school objects' vocabulary:
“book, ruler, pen, bag, pencil, rubber”.
3. Practise identifying the school objects'
vocabulary.
4. Practise oral comprehension
expression of school objects.
- Practise identifying school objects.
and
Activities
1. TB p. 48 / Class Book Getting started.
-T puts the “Magic Lamp” poster in a visible place
of the classroom and puts away the flashcards
with school objects. T puts on the Zipadee finger
puppet and hides it behind her/his back.
-T points at the poster: “Hello! Look! It’s a magic
lamp”. Show the Zipadee puppet: “Hello, I’m
Zipadee” Ss answer: “Hello, I’m (Jose)”.
-Tell the Ss they will be starting a new unit today.
T: “Look! It’s Zipadee’s lamp!” Pull out a flashcard
from the lamp: “Look, it’s a (ruler)” Ss have to
guess what the unit topic is. When they have
guessed, ask them what words they think they
will be learning.
2. CB, p 14 L13 L14 Listen and point. Listen
and Chant
-T pulls out the flashcards with the new words
from the lamp using the Zipadee puppet and
saying them out loud as she hangs them on the
board in the same order as the book.
-Look at and discuss the picture with the Ss.
-L13 “Listen and point”. Ss listen to the words and
point at them.
-L14 “Listen and chant”. Ss listen to the song and
say it.
3. AB p. 15. Draw and match. Say.
-Ask the Ss what they think they are supposed to
do.
-While Ss carry out the activity, T asks them:
“What’s this? What colour’s this?”.
TB pág. 49.Finishing
-Ask a S to pick a flashcard from the board and
give it to Zipadee to put it back into the lamp.
Zipadee asks: “What’s this?” Ss answer..
* Reinforcement activities
-AB p 10 Join the dots and say.
Ss join the dots and say the names of the
school objects. While Ss work, T asks them :
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 10-15’
3. L /S
3. T /Ss
3. 10-15’
4. L / S
4. T /Ss
4. 5-10’
- L /S
-IW
-10’
Material
-CB
-AB
-CD 1
-Flashcards
with
school objects
-Colour pencils
- Zipadee puppet.
-“Magic Lamp” poster
- Practise shool objects' vocabulary.
- Practise the starting sound of the words
of school objects' vocabulary. ar.
Unit 2. SCHOOL
Objectives
Se
Revise colours' vocabulary.
ssi
on
2
Make cards to practise the school objects'
vocabulary.
Practise oral comprehension of the school
objects' vocabulary.
8.
Practicse the school objects' and
colours' vocabulary .
“What’s this?” Ss: “It’s a (bag)”.
-TB p. 49 Guess the flashcard
Ss place the school objects that were
introduced, on the table. T holds up a flashcard
without allowing Ss to see it. Ss raise one of the
objects on their table. Ask a S to say the name of
the object. Repeat with all the objects. .
* Extension activities
-TB p. 49 Sounds and words
Practise the initial sounds of the words in the
school objects' vocabulary with the Ss. .
Activities
5. TB p. 50 Getting started.
-T lifts one of the colours' flashcards over her
head without looking at it. T says the colours. Ss
repeat it when it is the same colour that's on the
flashcard, if it is not, they keep silent.
6.
TB pá 50 / CB, pág. 73 Para preparar el
juego.
-Ss prepare the cards with school objects to
make a game.
7.
CB p16/ CB pág. 64 L15. Listen. Play the
Magic Lamps game.
-T: “Show me the (book)”. Ss show the
corresponding card. Same procedure with all the
cards.
-Revise the colours with the Ss. Place the
corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” Play L7.
Ss listen and follow the instructions. First, they
show the corresponding object and then they
listen and put the card in the box with the
corresponding colour.
-Correct on the board. T: “Blue. It’s a pen”.
CB p. 16. Match and colour. Say.
-T points at the colours: “What colour’s this?”.
-T points at the objects : “What’s this?”.
-Ss draw the lines and paint the objects.
-While Ss do the activity, T asks: “What’s this?”
-L /S
-T/Ss
-5-10’
- L /S
-T/Ss
-5-10'
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. L /S
8. T /Ss
8. 5-10’
Material
-CB
-AB
-CD 1
- “Magic Lamp” poster.
-Flashcards of the toys .
-Flashcards of the colours .
-Colour pencils
- Zipadee puppet.
-Scissors for each student.
-Students' folders.
-Glue.
-A big sheet of paper for each
student.
-Mini-cards
with
school
objects.
-One photocopy of page 25 of
the PMB for each student
Ss: “It’s a (purple) (pen)”.
Practise oral expression of school objects'
vocabulary.
- Practise oral comprehension of school
objects' vocabulary.
- Create a poster with the school objects'
vocabulary.
- Oral practice of school objects' and
colours' vocabulary.
9.
TB p. 51 Finishing
-Ss write their names on the back of the
cards and put them away in their folders. Ss say
goodbye to the school objects: “Bye, (book)”.
* Reinforcement activities
-TB p. 51 Match the flashcards.
Each S takes a mini-card and stands up. T
names a school object and the S that has it has
to raise the card and say “same!”.
* Extension activity
-PMB p. 25 Pupil’s posters. Cut
Ss make a poster with a big sheet of paper with
the words on page 25 of the PMB and the
pictures.
-TB p. 51 Matching boards
Make pairs. Each S puts 3 toys' cards on the
chart on page 64. S1 tells S2 his/her positions
and the other way round. They later compare
their charts.
9. L /S
9. T /Ss
9. 5’
- L /S
-T /Ss
-10’
-L /S /R
-IW
-15-20’
- L /S
-PW
-10'
Unit 2. SCHOOL
Objectives
Ses Prepare and motivate students to listen to
sion a story.
3
Listen to a story in English.
Overall comprehension of the story.
Answer questions about the story.
Practise comprehension of the story in
the unit.
Oral practice of the phrases of the story
in the unit.
Practise oral comprehension
language in the unit.
of
the
Activities
10. TB p. 52 L16 Getting started.
-T puts on the Zipatee puppet and greets the Ss. Explain
they will be listening to a story about Jack, Rosie and
Zipadee.
-Play the magic song; Ss chant the formula and act it out.
11. TB p. 52 / CB, p. 17 L16 Listen to the story.
-Look closely at the story in the book with the Ss. Ss
explain in LL1 what they think the story is about.
-T: “Let’s listen to the story!” Ss listen to the story until the
end and follow it in the book pointing out the frames.
-T plays the story again and stops in each frame. Ask
comprehension questions :
1. “Who’s this?” (Jack and Rosie)
2. “How many pencils?” (Six pencils)
3. “Who’s this?” (Jack and Rosie)
4. “How many pens?” (Eight pens)
5. “Who’s this?” (Jack and Rosie)
6. “How many rubbers?” (Five rubbers)
-T: Listen and repeat”. Play the story and pause for Ss to
repeat the phrases.
12. TB p.52/ CB p. 17. Para trabajar la historia.
-T: “Listen and answer”. T says phrases from the story. Ss
have to say the corresponding frame number
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 15’
12. L /S
12. T /Ss
12. 5-10’
13. TB p. 53 /CB p. 16.Act it out.
-Make three groups: Jack, Rosie y Zipadee.
-Ss act out the story using the finger puppets.
-Change roles.
14. TB p. 53 Finishing
-With the Zipadee puppet, T asks the Ss: “Have you
got (three books) / (two red pencils)?”. Ss answer.
-Zipadee says goodbye to the Ss: “Bye!” Ss: “Bye,
Zipadee!”.
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
Material
-CB
-AB
-CD 1
- Zipadee puppet
-Finger puppets of
Jack,
Rosie
and
Zipadee
Unit 2. SCHOOL
Objectivoes
Ses
sion - Practise school objects and colours'
3
vocabulary.
(Co
ntin
ued
)
- Oral discrimination of words in the story.
- Practise written comprehension and
expression of the school objects'
vocabulary.
Activities
* Reinforcement activities
-CB p. 17 Story categories
T explains to the Ss that they will be looking for
different things in the story.
T asks Ss to look for the characters.
T asks them to look for the school objects. Ss
name them and T writes them on the board.
T asks them to look for the following objects
and say what colour they are: “Pencil-blue”,
“pen-green”, “Rubber-blue and white”.
Skills
Interaction
Time
- L /S
-T /Ss
-10’
* Extension activities
-TB p.53 L16 Remembering the story
Ask the Ss tp sau wjat wprds they remember
from the story. T writes them on the board.
Play L16. Ss listen and raise their hand each
time they hear one of the words they said.
-L /S /R
-T /Ss
-10’
-R/W
-IW
-10-15'
-AB p. 11 Read and draw. Write.
Ss read the words in the snakes. They draw
what it says and say what they have drawn.
Material
Unit 2. SCHOOL
Objectives
Sesi Recall the school objects' vocabulary.
ón 4
Identify school ojects in the unit story.
Count the number of objects.
Practise oral comprehension
language in the unit.
of
the
- Reinforce comprehension of the unit
story.
-Oral practice of the structures : “What’s
this? (Three) pencils”.
Activities
15. TB p. 54 Getting started.
-Play “Name the flashcards” with the Ss. T
puts the school objects' flashcards on the board.
Ss say the names. Ss shut their eyes and T
turns round a flashcard. Ss say all the objects
again. T turns round the flashcards one by one,
until they are all out of sight and Ss say them by
heart.
16. CB, p. 17-18 L16 Find.
-Play the story in L8 for Ss to remember it.
-T: Open your books at page ten”. Explain to the
Ss what the activity is about.
-Look for the first one with the Ss: “What’s this?
Look at the story. Where’s the (pencil)?”
-While the Ss are doing so, T asks around the
class.
17. CB p. 17-18 Circle.
-Look at the pictures. T asks: “How many
(pencils)? What colour?”.
-Ss have to circle the number of objects that
appeared in the story.
-Correct the activity with the Ss.
TB p. 54 Finishing.
-Divide the group-class in 4 groups and assign an
answer to activity 17 for each group. T says: “Six
blue pencils”. The Ss of each group stand up
when they hear the name of their object, ready to
leave the class.
* Reinforcement activities
-PMB p. 5 L16 Listen and put in order
Ss cut out the frames in the story.
Ss try to order the frames by heart.
Listen to the story and check if they put it in the
right order.
-TB p. 55 Board game
T draws 3 pencils on the board : “What’s this?”.
T hands out a sheet of paper to each S and
Skills
15. L /S
Interaction
15. T /Ss
Time
15. 5-10’
16. L /S
16. T /Ss – IW
16.
15’
10-
17. L /S
17. T /Ss – IW
17.
15’
10-
18. L /S
18. T /Ss
18.
15’
10-
- L /S
-T /Ss
-10’
- L /S
- T /Ss
-10’
Material
-CB
-AB
-CD 1
-Toys flashcards
Additional material:
-1 photocopy of page
5 of the Photocopy
Master Book 1 for
each student.
-Scissors for each
student
-Colour pencils
-Glue
for
each
student
-Two sheets of paper
for each student .
-Toys flashcards
asks them to draw between 1 and 4 pencils. T
draws 1 pencil on the board. : “What’s this?”: The
S that draws the same number wins a point.
Same procedure with other school objects.
-Classificy vocabulary from semantic fields
of toys and school objects. .
Unit 2. SCHOOL
Objectives
Ses Reinforce the oral comprehension of the
sion school objects vocabulary.
5
Prepare the students for listening to a song
in English.
Sing a song in English.
- L /S
-T /Ss - IW
-10-15'
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
20. L /S
20. T /Ss
20. 5-10’
* Extension activities
-AB p. 12 Read and draw.
Ask Ss to say the name of the toys they
learned. T shows the corresponding flashcards.
Do the same thing with school objects. T shows a
flashcard: “Toys or School?”
-Ss draw the words individually. T asks around
the class : “What’s this? Toys or School?”
Activities
TB p. 56 Getting started.
-Each S takes a school object and stands up.
-T shows a flashcard and says the object . Ss
who have the object repeat the name and sit
down. Continue until they are all seated.
20. CB, p. 11 Para preparar la canción.
-Give Zipadee a ballpoint pen and a ruler. T:
“Have you got a ruler?” Zipadee: “Yes, I’ve got a
ruler”. T: “Have you got a rubber?” Zipadee: “No”.
-The puppet asks some Ss: “Have you got a
(book)?”
21. CB p. 19 L17 Sing.
-T points at his/her desk: “This is my desk”. Ss
imitate T.
-T shows a ruler, a ballpoint pen and a
schoolbag. T: “What’s this?” Ss: “It’s a ruler” T:
Where’s the ruler? It’s on my desk”. Do the same
with the ballpoint pen. The schoolbag.will be
“under the desk”.
-Look at the picture and talk about the school
objects they see. .
-Ss listen to L17. T acts out the actions in the
song.
-Play L17 again. Encourage Ss to perform the
actions.
21. L /S
21. T /Ss
21.
15’
10-
Material
-CB
-AB
-CD 1
-Zipadee puppet
-School
objects
flashcards
-Colour pencils
Additional material :
-A photocopy of page
6 of the PMB for
each student.
-One photocopy of
page 7 from the PMB
for each student.
-Scissors for each
student.
-Students' binders.
-Play L17 again. Encourage Ss to sing.
Practise the language of the song.
Practise farewells and the school objects
vocabulary.
22. CB p. 19 L 17 Draw. Sing.
-Point at the objects : “What’s this?” Ss: “(It’s a
pen)”.
-Ss trace the drawings with a pencil.
-L18. Ss use the pictures to change the stanzas
of the song.
23. TB p. 57 Finishing
-T: “Show me a (red pencil)/ (a book)”. Ask
them to put them on or under their desk.
-T: “If you’ve got a (red pencil) on / under
your desk, sit down”. Repeat with other
combinations until they are all seated.
-Ss say goodbye to Zipadee.
22. L /S
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5-10’
Unit 2. SCHOOL
Objectives
Activities
Skills
* Reinforcement activities
Sess
-PMB p 6 Song craft. Cut. Fold and cut.
ion 5 - Practise oral comprehension of phrases
- L /S
(Con with the structure: “Put the (book) on / under
Ss colour the objects and cut out the cards.
tinue the (desk)”
T gives orders and Ss put the objects on or
d)
under the desk.
L9. Ss listen to the song and place the objects in
the corresponding place according to what they
hear in the song.
Interaction
Time
-T /Ss – IW
-10-15’
-T /Ss
-10’
-PMB p. 7 L17 Write. Sing.
-L/S/R/W
Complete the lyrics of the song with the Ss,
using the words provided in the list.
Sing the song again with the Ss.
-T /Ss
-10'
Activities
24. TB p. 44 L9 Getting started.
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics.
-Divide the group-class into three groups and
assign a stanza to each group. Each group sings
its stanza.
Interaction
24. T /Ss
Time
24. 5-10’
-TB p.57 Board Activity
-Oral practice of the structures: “What’s
-L /S
this? It’s a (red pencil) I’ve got a (red
Put up the school objects flashcards on the
pencil)”.
board. Call a S to the board: “What’s this?” Ss.
“It’s a (red pencil)” All the Ss who have a red
pencil, raise their hand. Get two or three Ss to
say: “I’ve got a (red pencil)”. Repeat with other Ss
and flashcards.
Material
* Extension activities
- Practise written comprehension of the
lyrics of the song in the unit.
Unit 2. SCHOOL
Objectives
Sesi Remember the song of the unit.
ón 6
Skills
24. L /S
Material
-CB
-AB
-CD 1
-School
objects
flashcards
-Colour pencils.
Introduce and practise the actions: “Open
your book” and “close your book”.
Get to know information about the schools
of British boys and girls
Draw their school objects.
Reinforce the orders introduced in the
session.
Unit 2. SCHOOL
Objectives
Ses
sion -Make a poster about school objects with
6
the personal drawings and photos.
(Co
ntin
ued
)
25. CB p. 12 L11 Listen and play.
-I: “Open your book” and “Close your book”. T
acts them out and asks Ss to imitate him/her..
-T: “Open your books at page 20”. Look at the
pictures with the Ss.
-Use the puppet to play “Zipadee says”. Add the
orders: “Point to... , Look at... , turn around,
jump”.
26. CB p. 20 Draw.
-T shows his/her CB pointing at the “My World”
section. T: “Look at your books”.
-Ss say what they see in the photograph. Talk
with the Ss about the photograph.
-Comment whether British boys and girls use the
same school objects as they do.
-Comment that many boys and girls in primary
British schools wear a uniform.
-Put up the 6 school objects flashcards on the
board. T: “What’s this?” Explain that they are to
draw one in the blank space.
-While Ss draw, T asks around the class :
“What’s this?”
-When they finish, they show their drawings and
say: “I’ve got a (book)”.
27. TB p. 59 Finishing.
-T puts on the Zipadee puppet and says : “Close
your book, (name)” to each S.
-Ss say goodbye to Zipadee.
25. L /S
25. T /Ss
25.
15’
10-
26. L /S
26. T /Ss – IW
26.
25’
20-
27. L /S
27. T /Ss
27. 5-10’
Activities
* Reinforcement activities
-TB p. 59 My World Poster
T puts the “My World” poster where Ss can see
it properly. Comment that they will put the
photographs and drawings of school objects in
the center. They can label them with a watersoluble felt pen that can be erased when they
Skills
Interaction
Time
- L/S/R/W
-T /Ss – IW
-10-15’
-“My World” poster.
-Photos
and
drawings of toys
brought
by
the
students
-blue tack
-Water-soluble felt tip
pen
-1 photocopy of page
8 of the PMB for
each student.
-A big sheet of paper
for each student.
-Scissors for each
student
-Glue
Material
make a new poster. .
-Practise written expression of school
objects vocabulary.
-Practise written comprehension of the
names of the toys.
Unit 2. SCHOOL
Objectives
Ses Prepare the Ss to revise the work done
sion throughout the unit.
7
Revise the school objects vocabulary. .
Revise the school objects vocabulary.
* Extension activities
-AB p. 13 Write.
Ss order the letters and write under each
picture.
-R /W
-IW
-5-10’
-PMB p. 8 Pupil’s posters. Cut.
T puts the school objects flashcards up on the
board and writes the names. T turns round the
flashcards and Ss say what objects are, reading
the names.
-Ss make a poster with the school objects in a
big sheet of paper with the cards from page 8 of
the PMB and their drawings.
-R/W
-IW
-10-15’
Actividades
28. TB p. 60 Getting started.
-Play with the Ss “Numbered flashcards”. T
puts up on the board the school objects
flashcards; Ss say the words. T numbers the
flashcards from 1 to 6: ·”What’s number one?” T
takes them down from the board and checks if
the Ss remember what word each number was.
29. TB p. 60 L14 Para revisar A
-T call six Ss to the board and hands out to them
the school objects flashcards.
-L14. Ss called have to listen to the song, raise
their flashcard when they hear the word and put
themselves in order with the help of the rest of
the class.
-L14: Ss point at the objects, clap and chant the
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. L /S
29. T /Ss
29.
15’
10-
Material
-CB
-AB
-CD 1
-School
objects
flashcards
- Zipadee puppet
-Colgantes
del
material escolar
-Rubber stamps
-Lcolour pencils
-Portfolio folders
-Vocabulary poster
song.
Revise prepositions: “on” and “under”.
30. TB p. 60 Para revisar B.
-T draws on the board: a desk, on it, a book and
a schoolbag and under it, a pencil and a ruler. T:
“This is your desk”.
-Call a S to the board: : “Point to the ruler.
Where’s the ruler?” S: “On / under my desk”.
-Same procedure with other objects and
students.
31. CB p. 21 Stick.
-T: “Find the stickers”.
-While the Ss carry out the activity, T can ask
around: “What’s this?” Ss: “(It’s a) (book)”.
-Optional: Ss can trace the words with a pencil.
-T can stamp the Ss work with the rubber stamps
(bottom right part of page 21)
32. CB p. 21 L 20 Listen and repeat.
-In groups of three, Ss listen to the six words at
different speeds and repeat them.
30. L /S
30. T /Ss
30. 5-10’
31.
L/S/R/W
31. T /Ss - IW
31. 10’
32. L /S
32. T /Ss
32. 10’
Realizar una auto evaluación de su trabajo
a lo largo de la unidad.
33. CB p. 21 Circle and colour.
-Before Ss self-evaluate, they can recall the
activities done throughout the unit.
33. L /S /R
33. T /Ss – IW
33. 5-10’
Prepare the students for working on a new
unit.
TB p. 61 Finishing.
-Ask the Ss what they like most in unit 2.
-Expliain that next session they will revise what
they have done so far and that in the following
one, they will start a new unit.
34. L /S
34. T /Ss
34. 5`’
Activities
* Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
could draw their school objects on or under the
table. If you want writing practice, they can label
the drawings.
Skills
* R /W
Interaction
* IW
Time
* 10-20’
Make a picture dictionary with the school
objects vocabulary. .
Practicse the pronunciation
objects vocabulary.
Unit 2. SCHOOL
Objectives
Ses * Work on the Portfolio.
sion
7
(Co
ntin
ued
of
school
Material
)
-Reinforce the school objects vocabulary.
Revision. Units 1 and 2
Objectives
Onl
1. Reinforce the orders worked on in units
y
1 and 2: “Open / Close your book, jump,
ses
turn around”.
sion
Revise the toys
vocabulary. .
and
school
objects
Identify and number objects.
Answer the question : “How many (pens)?”
Overall understanding of the episode in a
comic.
* Reinforcement activities
-TB p. 61 Vocabulary Poster Race
T puts the “Vocabulary” poster in a visible part
of the classroom. Pick two Ss to compete to see
who finds a toy first: “Find a (pencil)”. Same with
other Ss.
Hidden toys, colours and numbers can also be
used to revise.
Activities
1. TB p. 62 Getting started.
-T puts on the Zipadee puppet: “Hello!” Ss:
“Hello, Zipadee!”
-Play
“Zipadee says” with the orders
introduced in units 1 and 2: Open/ Close your
book, jump, turn around.
2. TB p. 62 First game.
-Play “Name the flashcards” with the toys and
school objects flashcards.
3. CB p. 22 Second game.
-Look at the elements on the page margins. T:
“Point to the (ball)”, etc.
-Give the example with the Ss: “Count the cars.
How many cars?”.
-Ss perform the activity individually. While Ss
work, T asks around the classroom: “What’s
this? How many?”
-Check the answers with the Ss.
4. CB p. 23 L21 Listen.
-T: Look at page twenty-three. Look at the Story”.
Introduce the characters to the Ss.
-Ask the Ss to look closely at the frames and say
- L /S
-T /Ss
-10’
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 5-10’
3. L /S
3. T /Ss
3. 10-15’
4.
L/S/R/W
4. T /Ss - IW
4. 15’
Material
-CB
-CD 1
- Zipadee puppet.
-Toys flashcards
-School
objects
flashcards
-1 photocopy of page
4 of the PMB for
each student.
-1 photocopy of page
8 of the PMB for
each student.
-Vocabulary Poster
Practise farewells.
-Reinforce school objects vocabulary.
-Reinforce toys
vocabulary. .
and
school
objects
Evaluation. Units 1 and 2
Objectives
Eval * Evaluate the main aspects worked on in
uati
units 1 and 2.
on
ses
sion
in LL1 if they think Snapper is pleasant or not. es
simpático o no.
-I: “Come on!”, “Time for school” and “Well
done!”.
-L21 Ss follow the frames with their finger.
-L21 Ss listen again. Tpauses after each phrase.
Ask the Ss to repeat them. Explain the words
they don't understand.
-T: “One”. Ask the Ss to remember the frame. Do
the same with the rest of the frames.
-Divide the class in three groups. Bob, Olly and
the professor. Each group says its part.
-Get Ss with self-confidence to act out one or
several frames.
5. TB p. 63 Finishing.
-T puts on the
Zipadee puppet and says
goodbye to each of the Ss.
* Reinforcement activities
-TB p. 63 Vocabulary Poster Race
T puts the “Vocabulary” poster in a visible part
of the class and calls a S.. T asks the S to look
for one of the school objects in the poster. S has
to find it, say the word, but not point at it. Another
S comes up to the board to point at it. The latter
names another object that another S has to point
at.
* Extension activities
-TB p. 63 Magic lamps game
Play the game of the magic lamp with the toys
and school objects vocabulary cards.
Activities
-Ss take test 1.
Note:
Ss that finish early can finish pending
activities from the CB or the AB.
5. L /S
5. T /Ss
5. 5’
- L /S
-T /Ss
-10’
- L /S
- T /Ss
-10’
Skills
* L/S/R/W
Interaction
* IW
Time
* 30-40’
Material
-One photocopy of
TEST 1, p.12 of the
Evalation notebook
for each student.
Unit 3. Family
Objectives
Ses 1. Introduce the context of unit 3 (the family
sion ).
1
2. Introduce the family vocabulary:
“Grandad, Granny, Dad, Mum, Sister,
Brother”.
Activities
1. TB p. 64 / Class Book Getting started.
-T puts up the “Magic Lamp” poster in a visible
part of the class and puts away the family
flashcards excepting the one with the
grandmother..
-Tell the Ss that today they are starting a new
unit. T shows the Ss the “Granny” flashcard. Ss
have to guess what the unit topic is. Once they've
guessed, ask them what words they think they
will be learning.
2. CB, p. 24 L23 L24 Listen and point. Listen
and Chant
-T takes the flashcards with the new words out of
the lamp using the Zipadee puppet and says
them out loud as she puts them up on the board
following the order in the book.
-Look at and talk about the picture with the Ss
-L23 “Listen and point”. Ss listen to the words and
point to them as they hear them.
-L24 “Listen and chant”. Ss listen to the song and
chant. Remind Ss that when they hear “Listen
and tap” they are to tap to every syllable in the
word.
-Make two groups and play L24. Each group has
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 10-15’
Material
-CB
-AB
-CD 1
-Family flashcards
-Colour pencils.
- Zipadee poster.
-“Magic
Lamp”
poster.
to perform an action. Play again, the groups
exchange actions. Show one of the flashcards:
"Who’s this?” Ss answer: “It’s (Granny)”.
3.
Practise
vocabulary.
identifying
the
4. Practise oral comprehension
expression of family vocabulary.
family
and
Unit 3. Family
Objectives
Ses
sion Practise identifying the members of the
1
family.
(Co
ntin
ued Practise the members of the family
)
vocabulary.
Practise the initial sound of the words in
the members of the family vocabulary.
3. CB p.25. Match and say.
-Ask the Ss what they think they are supposed to
do.
-T: “Who’s number one?”.
-Ss carry out the activity and while they do so, T
asks around the classroom: “Who’s number
(two)?”
TB p. 49.Finishing
-T puts up the family flashcards on the board in
no particular order. Ask Ss to say what it's about.
-Call a S to the board : “Put (Mum) on my desk”.
Do the same with the rest of the flashcards.
-At the end of the session, T puts a family
flashcard in front of her face. T says goodbye:
“Bye, (Mum)!”
3. L /S
3. T /Ss
3. 10-15’
4. L / S
4. T /Ss
4. 5-10’
Activities
* Reinforcement activities
-AB p. 14 Circle the odd one out. Say.
Ss identify the picture that is the odd one out.
While Ss do this, T can ask around: “Who’s
this?”.
-TB p. 65 Who’s missing?
Play “Who’s missing?” with the members of the
family flashcards.
Skills
Interaction
Time
- L /S
-IW
-5-10’
-L /S
-T/Ss
-5-10’
- L /S
-T/Ss
-5-10'
* Extension activities
-TB p. 65 First letters
Practise with Ss the initial sounds of the words
from the family members vocabulary.
Material
Unit 3. Family
Objectives
Ses Revise oral comprehension of members of
sion the family vocabulary.
2
Make some cards to practise the members
of the family vocabulary.
Practise oral comprehension of
members of the family vocabulary.
8. Practise
vocabulary.
members
of
the
the
family
Practise oral expression of members of the
family vocabulary.
Activities
5. TB p. 66 Getting started.
-Play with the Ss “Who’s repeated?” using the
members of the family flashcards.
-T puts up the flashcards on the board and asks:
“Who’s this?”.
-T points at them and repeats one of them; Ss
have to discover which one is repeated.
6. TB p. 66 / CB, p. 71 Para preparar el juego.
-Ss prepare the cards of members of the family to
make a game. .
7.
CB p.26/ CB p. 64 L25. Listen. Play the
Magic Lamps game.
-T: “Show me (sister)”. Ss show the
corresponding cards. Do it with all the cards.
-Revise with Ss numbers 1 to 6. Put the
corresponding flashcards on the board. .
-T: “Let’s play the Magic Lamp game!” Play L25.
Ss listen and follow the instructions. First they
show the corresponding person and then they are
to listen and place the card in the box with the
corresponding number.
-Correct on the board. T: “One. Mum”.
CB p. 26. Draw and say.
-T points at one of the members of the family:
“Who’s this?” Look closely at each picture:
“Who’s missing?”.
-Ss draw the missing member in each
picture.
-While Ss carry out the activity, T asks : “Who’s
this?” and “Who’s missing?”.
9. TB p. 67 Finishing
-Ss write their names on the back of the
cards and put them away in their folders. . Ss say
goodbye to the members of the family: “Bye,
(Mum)”.
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. L /S
8. T /Ss
8. 5-10’
9. L /S
9. T /Ss
9. 5’
Material
-CB
-AB
-CD 1
-“Magic Lamp” poster.
-Members
of
the
family
flashcards .
-Toys flashcards
-Numbers 1 to 10 flashcards .
-Zipadee puppet.
-Scissors for each student.
-Students' binders.
-Mini-cards of the members of
the family.
Unit 3. Family
Objectives
Sess
ion 2 - Practise oral comprehension and
(Con expression of the members of the family
tinue vocabulary.
d)
- Practicse oral comprehension and
expression of the members of the family
vocabulary.
Activities
* Reinforcement activities
-TB p. 67 What’s missing?”
Play with Ss: “What’s missing” using the
members of the family flashcards.
Skills
Interaction
Time
- L /S
-T /Ss
-10’
-TB p. 67 Pelmanism
Ss play Pelmanism in pairs, with the mini-cards
of the members of the family.
-L /S
-PW
-10’
- L /S
-PW
-10'
Material
* Extension activities
- Oral practice of the members of the family
vocabulary and numbers 1 to 6.
Unit 3. Family
Objectives
Sessi Prepare and motivate students to listen to
on 3
a story.
Listen to a story in English.
Overall comprehension of a story.
Answer questions about a story.
-TB p. 67 Matching boards
In pairs. Each S puts 3 members of the family
cards in the chart on p.64. S1 tells his/her
positions to S2 and the other way around. Then
they compare the charts.
Activities
10. TB p. 68 L26 Getting started.
-T puts on the Zipadee puppet and greets Ss. Explain
that they will be listening to another story about Jack,
Rosie and Zipadee.
-Play the magic song; Ss chant the formula and act it out.
11. TB p. 68 / CB p. 27 L26 Listen to the story.
-Look at the story in the book with the Ss. Ss explain in
LL1 what they think the story will be about.
-T: “Let’s listen to the story!” Ss listen to the story until the
end and follow it in the book, pointing at the frames.
-T plays the story again and pauses after each phrase for
Ss to repeat it.
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 15’
Material
-CB
-AB
-CD 1
- Zipadee puppet.
-Finger puppets of
Jack,
Rosie
and
Zipadee
-A sheet of paper for
each student.
-Colour pencils.
Practise comprehension of the story in the
unit.
Oral practice of the phrases in the unit
story.
Practise oral comprehension
language in the unit.
of
the
- Practise the members of the family
vocabulary.
- Identify the beginning, the middle and the
end of a story. .
- Practise written comprehension and
expression of the members of the family
vocabulary.
Unit 3. Family
Objectives
12. TB p.68/ CB p. 27. Para trabajar la historia.
-Ask the Ss to talk about the people that appear in the
photographs of the story. Indicate some frames without
following any order. e.g.: “Look at picture three. Who’s
that? (sister) Look at picture one. Who’s that? (Mum,
brother, sister) Where’s the magic photo? (six)”.
13. TB p. 68 /CB p. 27.Act it out.
-Make two groups : Rosie and Zipadee.
-Ss act out the story using the finger puppets.
-Switch roles.
14. TB p. 68 Finishing
-T explains to the Ss that Zipadee wants to know
things about their families : “Have you got a brother /
sister? Ss: “No / Yes, I’ve got (two brothers / sisters)”.
-Zipadee says goodbye to the Ss.
* Reinforcement activities
-CB p. 27 Photos
T asks Ss to say what persons appear in the photos
that Rosie shows in the story. Ask what other people
could have been in the photos. Ask whose photographs
they have at home. Ask them to draw and colour on a
sheet of paper, a photo frame with someone in it: “Who’s
that in the photo? It’s (my mum)”.
* Extension activitites
-TB p.69 L26 Story Structure. Silent Story
L26 Ss listen to the story and follow it in the book. T
turns down the volume completely when it reaches frame
2. Stop the audio and ask Ss which frame of the story
they got to. Is it at the beginning, in the middle or at the
end of the story?
-AB p. 15 Write.
Ss use the code on the upper part of the page to write
the words of the members of the family.
Activities
12. L /S
12. T /Ss
12. 10’
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
- L /S
-T /Ss
-10’
-L /S /R
-T /Ss
-10’
-R/W
-IW
-10-15'
Skills
Interaction
Time
Material
Ses
sion
4
Recall the
vocabulary.
members
of
the
family
Identify the members of the family in the
unit story.
Identify members of the family in the unit
story.
Practise oral comprehension
language in the unit.
of
the
- Reinforce comprehension of the unit
story.
-Oral practice of the structures:
that? It’s (Sofia’s) sister”.
-Practise
written
“Who’s
comprehension
and
15. TB p. 70 Getting started.
-T draws on the board a photo frame the size of a
flashcard. T calls a S and gives him/her the flashcards:
“Put Granny in the photo”. S has to put “Granny” inside the
frame. Ask the rest of the Ss: “Who’s that?” Ss: “It’s (dad)”.
16. CB, p. 27-28 L26 Find.
-Play the story in L26 for Ss to remember it.
-T: Open your books at page 28”. Explain to the Ss what
the activity is about.
-Look for the first one with the Ss: “Who’s this? Look at the
story. Where’s Granny? (In picture two)”.
-While Ss are doing it,
T asks around the class:
“Where’s...?”
17. CB p. 27-28 Circle.
-Look closely at the pictures. T asks: “Who’s this? Is it
Rosie’s sister?” Ss: “Yes / No” Do it with the second photo
in section 1: “Is it Rosie’s Mum?” Ss answer . T: “Is this
the photo in the story?”.
-Ss have to circle the photographs that appear in the story.
-Correct the activity with the Ss.
18. TB p. 70 Finishing.
-Divide the group-class in 6 groups and assign a member
of the family to each group. T points at one of the pictures
in the book and asks Zipadee: “Who’s that?” Pretend it's
Zipadee who answers: “It’s (Mum)”. Ss can get ready to
leave when they hear the name of the member of the
family they were assigned.
* Reinforcement activities
-PMB p. 9 L26 Listen and put in order
Ss cut out the frames of the story.
Ss try to order them by heart.
They listen to the story and check if they have put them
in the right order. .
15. L /S
15. T /Ss
15. 5-10’
16. L /S
16. T /Ss – IW
16.
15’
10-
17. L /S
17. T /Ss – IW
17.
15’
10-
18. L /S
18. T /Ss
18.
15’
10-
- L /S
-T /Ss
-10’
- L /S
- T /Ss
-10’
- R /W
-IW
-10-15'
-TB p. 71 Sofia’s sister
Ask the Ss to draw on a sheet of paper a member of the
family of one of their fellow students. Then they have to
show it to the rest of the class. T asks : “Who’s that?” Ss:
“It’s (Sofia’s) Sister”.
* Extension activities
-CB
-AB
-CD 1
-Members
of
the
family flashcards
- Zipadee puppet.
Additional material:
-1 photocopy of p. 9
of the
Photocopy
Master Book 1 for
each student
-Scissors for each
student
-Colour pencils.
-Glue for each student
-A big sheet of paper
for each student .
expression of the members of the family
vocabulary.
Unit 3. Family
Objectives
Ses Reinforce the oral expression of members
sion of the family vocabulary.
5
Prepare the students for listening to a song
in English.
Sing a song in English.
Practise the language of the song.
Practise the oral expression of the words in
the lyrics of the unit song.
- Practise oral comprehension of the
phrases with the structure: : “Put the (book)
on / under the (desk)”
-AB p. 16 Circle and find. Write.
Ss identifiy the members of the family vocabulary and
write it under the corresponding picture.
Activities
19. TB p. 72 Getting started.
-Zipadee shows Ss a flashcard and says (Dad).
If the flashcard is the right one, Ss say : “Yes,
(Dad)” If it is not correct, they say: “No, (Brother)”.
20. TB p. 72 Para preparar la canción.
-I: “Shoe” T: “Show me your shoe”. Ask some Ss
what colour their shoes are.
-I: “Pull”. Ask the Ss to repeat the word and
imitate the action.
21. CB p. 29 L27 Sing.
-Look at the picture with the Ss and ask who sits
in the armchair: “Who’s that?” Ss: “It’s Grandad”.
Ask what they think the characters in the picture
are doing. Explain that the fourth girl in the
picture is the one who sings the song about
herself and her family. I: “Me”. Identify the rest of
the characters “Who’s that?”
-Ss listen to L27. T acts out the words “pull” and
“me”.
-Play L17 again. Encourage Ss to perform the
action: “Pull Grandad’s shoe”.
-Play L17 again. Encourage Ss to sing and act
out the song.
22. CB p. 29 L 28 Draw. Sing.
-Ss complete the drawings with a pencil.
-L28. Ss use the pictures to change the stanzas
of the song.
23. TB p. 73 Finishing
-Zipadee sings two lines of the song. Ss
have to repeat the last word in each verse.
* Reinforcement activities
-PMB p. 10 L27 Song craft. Cut. Fold and cut.
Ss colour, cut out and fold the picture.
Ss show the characters as they hear their
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
20. L /S
20. T /Ss
20. 5-10’
21. L /S
21. T /Ss
21.
15’
10-
22. L /S
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5-10’
- L /S
-T /Ss – IW
-10-15’
Material
-CB
-AB
-CD 1
- Zipadee puppet
-Fmembers of the
family flashcards
Additional material:
-Colour pencils
-A photocopy of p. 10
of the PMB for each
student.
-One photocopy of p.
11 of the PMB for
each student.
-Scissors for each
student
-Students' folders.
-Flashcards from the
previous units.
-Oral practise of the structure
(shoe)”
“(Dad)’s
- Practise written comprehension of the
lyrics of the unit song.
Unit 3. Family
Objectives
Ses Recall the unit song.
sion
6
Introduce and practise the
actions: “Stand up” y “Sit down”.
following
Get to know information about the families
of British boys and girls.
Draw one of their relatives.
Reinforce the orders introduced in the
session.
-Make a poster about the families of
names in the song.
-TB p. 73 Grandad’s shoe
Practise with students' real
structure: “Grandad’s Shoe”.
objects
-L /S
-T /Ss
-5-10’
-L/S/R/W
-T /Ss
-10'
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
25. L /S
25. T /Ss
25.
15’
the
* Extension activities
-PMB p. 11 L27 Write. Sing.
Complete with the Ss the lyrics of the song with
the words provided in a list.
Sing the song again with the Ss.
Activities
24. TB p. 74 L27 Getting started.
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics.
25. CB p. 30 L29 Listen and play.
-I: “Stand up” and “Sit down”. T acts them out and
asks Ss to imitate him/her..
-T: “Open your books at page 30”. Look at the
pictures with the Ss.
-Use the puppet to play “Zipadee says”. Ad
orders: “Open / close your book, Point to... ,
Look at... , turn around, jump”.
26. CB p. 30 Draw.
-T shows his/her CB pointing at the “My World”
section. T: “Look at your books”.
-Ss say what they see in the photograph.
Comment the photo with the Ss.
-Expliain that they have to draw a member of
their family in the blank space.
-While Ss draw, T asks around the class : “Who’s
that?” Ss: “It’s my (Granny)”.
27. TB p. 75 Finishing.
-T puts on the Zipadee puppet and says : “Stand
up, (name)” to each S and when they do so, they
can get ready to go home.
-Ss say goodbye to Zipadee.
* Reinforcement activities
-TB p. 75 My World Poster
10-
26. L /S
26. T /Ss – IW
26.
25’
27. L /S
27. T /Ss
27. 5-10’
- L/S/R/W
-T /Ss – IW
-10-15’
20-
Material
-CB
-AB
-CD 1
-Zipadee puppet
Additional material:
- “My World” poster
-Photographs
and
drawings
of
the
students and their
family
-Blue tack
-Water-soluble felt tip
pen
-1 photocopy of page
12 of the PMB for
each student.
-A big sheet of paper
for each student.
-Scissors for each
student.
-Glue
students using personal drawings and
photographs.
-Practise written expression of
members of the family vocabulary.
-Practise written expression of
members of the family vocabulary.
the
the
Unit 3. Family
Objectives
Ses Prepare the Ss for revision of the work
sion done throughout the unit.
7
Revise the school objects, toys and
family vocabulary.
Revise the family vocabulary and the “Sit
down” order.
Revise the
orally..
“I’ve got a (sister)” structure
T puts the “My World” poster where Ss can see
it properly. Comment that in the center they will
put the photos and drawings of their families. Se
can label using a water-soluble felt pen that can
be erased when they make a new poster.
* Extension activities
-AB p. 17 Write.
Ss look for the words in the letter soup and
write the word under the corresponding picture.
-PMB p. 12 Pupil’s posters. Cut.
T puts on the board the members of the family
flashcards and writes their names on top. T turns
round the flashcards and Ss say who the people
are by reading their names.
-Ss make a poster with the members of the
family using a big sheet of paper with the cards in
p.12 of the PMB and their drawings.
Activities
28. TB p. 76 Getting started.
-Play with Ss a “Sort the out”. T mixes two or
three sets of flashcards and puts them up on the
board. T calls out Ss and asks them to classify
them with the help of the rest of the group-class,
taking into account the topic and saying the name
of the persons and objects.
29. TB p. 76 Para revisar A
-T assigns a member of the family to each S.
Zipadee gives them orders but they only have to
obey when they hear the person they stand for.
Zipadee: “Sit down, (sister)”. Do this until they are
all seated.
30. TB p. 76 Para revisar B.
-T puts the members of the family flashcards on
the board : “Who’s that?”.
-T picks a member of the family. If Ss have it in
-R /W
-IW
-10’
-R/W
-IW
-10-15’
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. L /S
29. T /Ss
29.
15’
30. L /S
30. T /Ss
30. 5-10’
10-
Material
-CB
-AB
-CD 1
-School
objects
flashcards
-Toys flashcards
-Members of the
family flashcards
- Zipadee puppet
-Hangers
with
members
of
the
family vocabulary
-Rubber stamps
-Lcolour pencils
- Portafolio folders.
-Vocabulary Poster
their family, they have to say : “I’ve got a (sister)”.
31. CB p. 21 Stick.
-T: “Find the stickers”.
-While Ss do the activity, T can ask around :
“Whot’s this?” Ss: “It’s (dad)”.
-Optional: Ss can trace the words with a pencil.
-T can stamp the work of the Ss with the rubber
stamps (Bottom right part of page 31)
32. CB p. 31 L 30 Listen and repeat.
-Ss listen to six words at different speeds in
groups of three and then repeat them.
31.
L/S/R/W
31. T /Ss - IW
31. 10’
32. L /S
32. T /Ss
32. 10’
work
33. CB p. 31 Circle and colour.
-Before Ss self-evaluate, they can go over the
activities done throughout the unit.
33. L /S /R
33. T /Ss – IW
33. 5-10’
Prepare the students for working on a new
unit.
TB p. 61 Finishing.
-Ask Ss what they liked most in unit 3.
-Expliain that they will start a new unit in the next
session.
34. L /S
34. T /Ss
34. 5`’
Make a picture dictionary with
members of the family vocabulary.
the
Practicse pronunciation of members of the
family vocabulary.
Students
self-evaluate
throughout the unit.
their
Unit 3. Family
Objectives
Ses * Make the Portfolio.
sion
7
(Co
ntin
ued -Reinforce members
)
vocabulary.
Activities
* Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
could carry out a project related with their family.
ot
the
family
Unit 4. PETS
Objectives
Ses 1. Introduce context of unit 4 (Pets).
sion
1
2. Introduce the pets vocabulary: “Cat, bird,
dog, rabbit, mouse, fish”.
* Reinforcement activities
-TB p. 77 Vocabulary Poster Race
T puts the “Vocabulary” poster in a visible part
of the class. T calls up two Ss who compete in
trying to be the first to find a toy: “Find a
(pencil)”. Do with other Ss.
Toys, school objects, colours and numbers can
also be revised.
Activities
1. TB p. 78 / Class Book Getting started.
-T puts the “Magic Lamp” poster in a visible part
of the class and puts away the pets flashcards in
the bag, excepting the one of the cat.
-Tell the Ss that they will be starting a new unit
today. . T: “Look! It’s Zipadee’s lamp!” Take out
the cat flashcard from the lamp : “Look, it’s a
(cat)” Ss have to guess the unit topic. When they
do, ask them what words they think they will
learn.
2.
CB, p. 32 L1 L2 Listen and point. Listen
and Chant
-T takes out the flashcards with the new words
using the Zipadee puppet and says them aloud
while he/she puts them on the board in the same
order as they appear in the book.
-Look at and talk about the picture with the Ss.
Skills
* R /W
Interaction
* IW
Time
* 10-20’
- L /S
-T /Ss
-10’
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 10-15’
Material
Material
-CB
-AB
-CD 2
-Pets flashcards
-Colour pencils .
- Zipadee puppet.
-“Magic Lamp” poster
-Flashcards
from
previous units.
3. Practise
vocabulary.
the
identification
of
pets
4. Practise oral comprehension
expression of pets.
and
Unit 4. PETS
Objectives
Ses
sion -Practise the identification of
1
vocabulary.
(Co
ntin
ued
)
-Practise oral comprehension of
vocabulary.
pets
pets
-L1 “Listen and point”. Ss listen to the words and
point at them. .
-L2 “Listen and chant”. Ss listen to the song and
chant. When the instructions are “Listen and tap”
Ss have to tap to each syllable of the word
-Make two groups. Each group performs an
action: :
*Cat: licks milk from a plate
*Dog: Lifts two front legs as if asking for
something
*Rabbit: Put fingers on top of your head as if
they were ears.
*Fish: Open and shut your mouth
*Bird: Move your arms as if you were flying
*Mouse: Chew a piece of cheese.
3. AB p. 33. Hasta and draw. Say.
-Ask Ss what they think they are supposed to do.
-While the Ss carry out the activity, T asks
around: “What’s this? What colour’s the dog?”.
TB p. 79.Finishing
-Ask a S to take a flashcard from the board and
hand it to Zipadee to put it back into the lamp.
Zipadee asks: “What’s this?” Ss answer.
3. L /S
3. T /Ss
3. 10-15’
4. L / S
4. T /Ss
4. 5-10’
Activities
* Reinforcement activities
-AB p. 18 Colour and say.
Ss paint the dotted areas to discover the outline
of an animal. While Ss work, T asks around: :
“What’s this?” Ss: “It’s a (rabbit)”.
Skills
Interaction
Time
- L /S
-IW
-10-15’
-TB p. 79 Order the pets.
Bring six Ss to the front and give a pets
flashcard to each one. Play L2 Ss are to put the
flashcards on the board in the same order as they
hear them in the song.
-L /S
-T/Ss
-5-10’
Material
-Practise the initial sound of the words from
the pets vocabulary.
Unit 4. PETS
Objectives
Ses Revise the pets vocabulary.
sion
2
Make some cards to practise the pets
vocabulary.
Practise oral comprehension of the pets
vocabulary.
8. Practise the pets vocabulary.
Practise the oral expression of the pets
vocabulary.
* Extension activities
-TB p. 79 Sounds and words
Practise with Ss the initial sounds of
the pets vocabulary.
- L /S
-T/Ss
-5-10'
words of
Activities
5. TB p. 80 L2 Getting started.
-T puts the pets flashcards on the board in no
specific order. Ask the Ss if they remember what
animal appears first in the song of the previous
session and which came after. With the Ss, put
the flashcards in order at the bottom of the board,
-Play L2 to check.
6. TB p. 80 / CB, p. 69 Preparing the game .
-Ss preparan las tarjetas de los animales de
compañía para hacer un juego.
7.
CB p.34/ CB p. 64 L3. Listen. Play the
Magic Lamps game.
-T: “Show me the (fish)”. Ss show the
corresponding card. Repeat with all the cards.
-Revise the colours with the Ss. Put the
corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” Play L3.
Ss listen and follow the instructions. First, they
show the corresponding pet and then they listen
and put the card in the box with the right colour.
-Correct on the board. T: “Blue. It’s a rabbit”.
CB p. 34. Match and colour. Say.
-T points at the pets: “What’s this?”.
-Ss join the pictures and colour the animals.
-While Ss carry out the activity, T asks around:
“What’s this/ that?” Ss: “It’s a (dog)”.
9. TB p. 81 Finishing
-Ss write their names on the back of the
cards and put them away in their folders. Ss say
goodbye to the pets. “Bye, (mouse)”.
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. L /S
8. T /Ss
8. 5-10’
9. L /S
9. T /Ss
9. 5’
Material
-CB
-AB
-CD 2
-Pets flashcards.
-Colours flashcards
-Colour pencils
- Zipadee puppet.
-Scissors for each student
-Students folders.
-Glue.
-Pets mini-cards .
Unit 4. PETS
Objectives
Ses
sion - Practise the oral expression of pets.
2
(Co
ntin
ued
)
- Practise the oral expression of pets.
Activities
* Reinforcement activities
-TB p. 81 Find a pair.
Each S chooses a mini-card. Ss walk around
the classroom. When T claps and says: “Stop!”
Ss stop and say their pet to the closest student. If
the pets are the same, they sit down. Continue
until they are all seated.
-TB p. 81 Animal mimes.
T imitates some animals with gestures: ; Ss
have to guess. Ask Ss to mime the animals
themselves.
Skills
Interaction
Time
- L /S
-T /Ss
-5-10’
-L /S
-T /Ss
-5-10’
- L /S
-PW
-10'
Material
* Extension activities
- Oral practice of pets vocabulary.
-TB p. 81 Matching boards
In pairs. Each S puts 3 toys cards in the chart
on p. 64. S1 says his positions to S2, and the
other way around. Later they compare the charts.
Unit 4. PETS
Objectives
Sessi Prepare and motivate students to listen to
on 3
a story.
Listen to a story in English.
Overall comprehension of a story.
Activities
10. TB p. 82 L4 Getting started .
-T puts the Zipadee puppet on and greets the Ss. Explain
they will be listening to a story about Jack, Rosie and
Zipadee.
-Play the magic song. Ss chant and act it out.
11. TB p. 82 / CB, p. 35 L4 Listen to the story.
-Look at the story in the book with the Ss. Ss explain in
LL1 what they think the story is about.
-T: “Let’s listen to the story!” Ss listen to the story until the
end and follow it in the book pointing at the frames.
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 15’
Material
CB
-AB
-CD 2
- Zipadee puppet
-Finger puppets of
Jack,
Rosie
and
Zipadee
-Vocabulary Poster
-Colour pencils
-T plays the story again and stops after each verse for Ss
to repeat it
Practise comprehension of the story in
the unit.
Oral practice of the phrases of the unit
story.
Practise oral comprehension
language in the unit.
of
the
- Practise the identification and oral
expression of the pets vocabulary.
- Oral discrimination of the words in the
story. .
- Practise written comprehension and
expression of the pets vocabulary.
12. TB p.82-83/ CB p. 35. Working on the story
-T: “Look at picture 1. What colour’s the cat?” Ss: “(It’s)
black”.
-T: “Look at picture 2: Now what colour’s the cat? ((it’s)
pink)”
-T: “Look at picture 3. What colour’s the dog?” Ss: “(It’s)
white”.
-T: “Look at picture 4: Now what colour’s the dog? ((it’s)
green)”
-T: Look at picture 6: What colour’s Zipadee? Pink and
green”.
13. TB p. 83 /CB p. 35.Act it out.
-Make three groups: Jack, Rosie and Zipadee.
-Ss act out the story using the finger puppets.
-Switch roles.
14. TB p. 53 Finishing
-With the Zipadee puppet, T asks Ss: “Have you got a
(dog)?”. Ss answer: “No / Yes, I’ve got a (dog)”.
-Zipadee says goodbye to the Ss: “Bye!” Ss: “Bye,
Zipadee!”.
* Reinforcement activities
-TB p. 83 Vocabulary Poster
Put the poster in a visible place and bring 2 Ss to the
front. Each S points at an animal and names it.
* Extension activities
-TB p.83 L4 Remembering the story
Ask Ss to say what words they remember from the story.
T writes them on the board.
Play L4. Ss listen and put up their hand every time they
hear one of the words they have said.
-AB p. 19 Trace and draw.
Ss read the words and identify the corresponding animal.
Ss can trace the names of the animals with a pencil. T can
ask: : “What pet’s this?”.
12. L /S
12. T /Ss
12. 5-10’
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
- L /S
-T /Ss
-10’
-L /S /R
-T /Ss
-10’
-R/W
-IW
-10'
Unit 4. PETS
Objectives
Ses Remember the pets vocabulary.
sion
4
Identify pets in the unit story.
Oral practice of the structure: “A (black)
(dog)”.
Practise
oral
comprehension
and
expression of the language in the unit.
- Reinforce the comprehension of the story
in the unit.
- Practise written comprehension of the
Activities
15. TB p. 84 Getting started.
-Play with the Ss “Name the flashcards”. T
puts the pets flashcards on the board. Ss say the
names.. Ss shut their eyes and T turns a
flashcard around. Ss say all the animals again. T
turns the flashcards one by one until they are all
turned and Ss say the pets by heart.
16. CB, p. 35-36 L4 Find.
-Play the story in L4 for Ss to remember it.
-T: Open your books at page 36”. Explain to the
Ss what the activity is about.
-Look for the first one with the Ss: “What’s this?
Look at the story. Where’s the (mouse)? (In
picture 6)”
-While the Ss are working, T asks around the
class.
17. CB p. 35-36 Circle.
-Look at the pictures. T asks: “What’s this? (It’s a
cat) What colour’s the cat? (It’s white)”. Get the
Ss to say: “It’s a white cat”. Do the same withthe
rest of the cats in section 1. .
-T: “What colour’s the cat in the story? (It’s a
black cat)”.
-Ss circle the animals that appear in the story.
-Correct the activity with the Ss.
18. TB p. 84 Finishing.
-Ask Ss if they remember what colour Zipadee
was at the end of the story: “What colour’s
Zipadee? (pink and green)” Zipadee: “Yes! Pink
and green!”
* Reinforcement activities
-PMB p. 13 L4 Listen and put in order
Ss cut out the frames of the story.
Ss try to order them by heart.
Listen to the story and check if they put them in
the right order.
.
* Extension activities
Skills
15. L /S
Interaction
15. T /Ss
Time
15. 5-10’
16. L /S
16. T /Ss – IW
16.
15’
17. L /S
17. T /Ss – IW
17. 15’
18. L /S
18. T /Ss
18. 5-10’
- L /S
-T /Ss
-10’
-R
- IW
-10-15’
10-
Material
-CB
-AB
-CD 2
-Pets flashcards
- Zipadee puppet
Additional material:
-1 photocopy of p. 13
of the
Photocopy
Master Book 1 for
each student
-Scissors for each
student.
- Colour pencils.
-Glue
for
each
student
-One sheet of paper
for each student .
structure: “Three brown dogs”.
-AB p. 20 Read and colour.
Ss read the phrases and colour the pictures.
T asks around the class: “What’s this?” Ss:
Three
brown dogs”.
Unit 4. Pets
Objectives
Ses Reinforce oral comprehension of pets
sion vocabulary.
5
Prepare students to listen to a song in
English.
Sing a song in English.
Practise the language in the song.
Practise saying goodbye and the
away” order..
“Fly
Activities
19. TB p. 86 Getting started.
-T hands out the flashcards to 6 Ss. T: “Show me
the bird”. Do the same with the rest of the
animals. Ss show them. The rest of the group
names them.
20. CB, p. 37 Preparing the song.
-Ask the Ss to stand up . I: “Run/ Fly”.
-Ask the Ss to choose the mouse or the bird
without telling anyone. When T says “Bird” those
who chose it pretend to fly and if T says “mouse”
, they run. If T says another word : “cat” they are
to remain still.
-Do the same with “Fly / Run” If T says “Jump”
nobody moves.
21. CB p. 37 L5 Sing.
-T: “Open your books at page 37”.
-Look at the picture : “What colour’s the bird/
mouse?”.
-Ss listen to L37. T acts out the flying and running
actions in the song.
-Play L37 again. Encourage Ss to perform the
actions.
-Play L37 again. Encourage Ss to sing.
22. CB p. 37 L6 Draw. Sing.
-Get Ss to look at the code: “What colour’s
number 1? (Blue)”. Ss colour the animals.
-L6. Ss use the pictures to modify the stanzas of
the song.
23. TB p. 87 Finishing
-Ss put their things together and say
goodbye to Zipadee.
-T: “Fly away” and the name of 5 Ss that
leave the classroom flying. Do the same until they
have all left.
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
20. L /S
20. T /Ss
20. 5-10’
21. L /S
21. T /Ss
21.
15’
10-
22. L /S
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5-10’
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Pets flashcards
-Colour pencils
-Mini-cards: the bird
and the mouse
Additional material:
-One photocopy of
p.14 of the PMB for
each student.
-One photocopy of
p. 15 of the PMB for
each student.
-Scissors for each
student.
-Students' folders.
- Practise oral comprehension of the song
in the unit.
- Oral discrimination of a word in the song.
.
- Practise written comprehension of the
lyrics of the song in the unit.
* Reinforcement activities
-PMB p. 14 Song craft. Colour and cut. Fold
and cut.
Ss do the cutouts and use the animals to act
out the song.
-TB p.87 L5 Count
Choose a word from the song and count the
times it appears.
* Extension activities
-PMB p. 15 L5 Write. Sing.
Complete the lyrics of the song with the Ss
using the words provided in the list. .
Sing the song again with the Ss.
- L /S
-T /Ss – IW
-10-15’
-L /S
-T /Ss
-10’
-L/S/R/W
-T /Ss
-10'
Unit 4. Pets
Objectives
Ses Remember the song in the unit.
sion
6
Introduce and practise actions: “Put your
hand up” and “Put your hand down”.
Get to know information about the pets of
British boys and girls.
Draw and introduce their pet orally.
Reinforce oral comprehension
language in the unit.
Unit 4. Pets
Objectives
of
the
Activities
24. TB p. 88 L5 Getting started.
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics.
25. CB p. 38 L7 Listen and play.
-I: “Put your hand up / down”. T acts out and asks
Ss to imitate.
-T: “Open your books at page 38”. Look at the
pictures with the Ss.
-Use the puppet to play “Zipadee says”. Add the
orders: “Open / Close your book, stand up, sit
down, point to... , look at... , turn around, jump”.
26. CB p. 38 Draw.
-T names an animal: “Cat”. Ss who have a cat,
put up their hand. Do the same with other
animals. Put the flashcards on the board. Each S
picks a pet (the one they have at home or the one
they'd like to have). Ss: “I’ve got a (cat)”.
-T shows his/her CB pointing to the “My World”
section. T: “Look at your books”.
-Ss say what they see in the photograph. Discuss
the photo with the Ss.
-Talk about the pets British children have.
-Ss draw their pet.
-While Ss are drawing, T asks around the class:
“What’s this? What colour’s your (cat)? It’s a
(black) (cat)”
-When they finish, they show their drawings and
say : “I’ve got a (cat). It’s (small/big). It’s (black)”.
27. TB p. 89 Finishing.
-T puts the Zipadee puppet on and says : “If
you’ve got a (dog), put up your hand!”
-Ss say goodbye to Zipadee.
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
25. L /S
25. T /Ss
25.
15’
10-
26. L /S
26. T /Ss – IW
26.
25’
20-
27. L /S
27. T /Ss
27. 5-10’
Activities
Skills
Interaction
Time
Material
-CB
-AB
-CD 2
-Pets flashcards
-Colour pencils.
-“My World” poster
-Photographs
and
drawings of pets
brought
by
the
students.
-Blu tack
-Water-soluble
felt
tip pen
-1 photocopy of p.
16 of the PMB for
each student
-One big sheet of
paper
for
each
student .
-Scissors for each
student.
-Glue
Material
Ses
sion
6
(Co
ntin
ued
)
-Make a poster about pets with students'
personal drawings and photos.
-Practise the written expression of pets
vocabulary.
-Practise written comprehension of the
names of pets.
Unit 4. Pets
Objectives
Ses Prepare the Ss for a revision of the work
sion done throughout the unit.
7
Revise the pets vocabulary.
Revise the song in the unit and the oral
comprehension of the pets vocabulary.
* Reinforcement activities
-TB p. 89 My World Poster
T puts the “My World” poster where Ss can see
it properly. Tell them that they will put the
photographs and drawings of their pets in the
center. They can label with a water-soluble felt
pen that can later be erased when they make
another poster.
- L/S/R/W
-T /Ss – IW
-10-15’
-R /W
-IW
-5-10’
-PMB p. 16 Pupil’s posters. Cut.
T puts the pets flashcards on the board and
writes the names on top. T turns the flashcards
and the Ss say what animals they are by reading
their names.
-Ss make a poster about pets with a big sheet
of paper, the cards on p.16 of the PMB and their
drawings.
-R/W
-IW
-10-15’
Activities
28. TB p. 90 Getting started.
-T takes a flashcard and says the name of
the pet moving the lips but without uttering a
sound. Ss read the lips and say what animal it is.
Repeat with all the animals.
29. TB p. 90 L2 Revising A
-Call 6 Ss to the front and hand out one
flashcard each. Play L2 Ss have to pick them up
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. L /S
29. T /Ss
29.
15’
* Extension activities
-AB p. 21 Write.
Ss write the name of the animal on top of the
corresponding picture.
10-
Material
-CB
-AB
-CD 2
-Pets flashcards
-Colours flashcards
-Zipadee puppet
-Colgantes de los
animales
de
and place them in the right order.
-Play L2 again: Ss chant and act it out.
30. TB p. 90 Revising B.
-T: “I’ve got a bird. What colour’s my bird?” Show
a colour flashcard: “Brown”. Ss say: “It’s a
(brown) bird”. Do the same thing with other
animals and colours.
31. CB p. 39 Stick.
-T: “Find the stickers”.
-While Ss carry out the activity T can ask: “What’s
this/ that?” Ss: “It’s a (rabbit)”.
-Optional: Ss can trace the words with a pencil.
-T can stamp the Ss work with the rubber stamps
(Bottom right, p.39)
32. CB p. 39 L 8 Listen and repeat.
-Ss listen to six words at different speeds in
groups of three and then repeat them.
30. L /S
30. T /Ss
30. 5-10’
31.
L/S/R/W
31. T /Ss - IW
31. 10’
32. L /S
32. T /Ss
32. 10’
Self-evaluation of the work throughout the
unit.
33. CB p. 39 Circle and colour.
-Before Ss self-evaluate, they can remember the
activities done throughout the unit.
33. L /S /R
33. T /Ss – IW
33. 5-10’
Prepare the students to work on a new
unit.
TB p. 91 Finishing.
-Ask Ss what they liked the most in unit 4.
-Explain that in the next session they will revise
what they have done so far and that in the
session after, they will start a new unit.
34. L /S
34. T /Ss
34. 5`’
Activities
* Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
could carry out a project related with their pets.
Skills
* R /W
Interaction
* IW
Time
* 10-20’
Revise the oral expression of the structure:
“It’s a (brown) bird”.
Make a picture dictionary with the pets
vocabulary.
Practise pronunciation of pets vocabulary.
Unit 4. Pets
Objectives
Ses * Make the Portfolio.
sion
7
(Co
compañía
-Rubber stamps
-Colour pencils
-Portfolio folders
-Vocabulary Poster
Material
ntin
ued
)
-Reinforce the pets vocabulary.
Revision. Units 3 and 4
Objectives
Onl
. Reinforce the orders worked on in units 3
y
and 4: “Stand up, sit down, put your hand
Ses up /down”.
sion
Revise the members of the family and pets
vocabulary. el vocabulario de los miembros
de la familia y de los animales de
compañía.
Identify and number pets and people.
Answer the question: “How many (cats)?”
* Reinforcement activities
-TB p. 91 Vocabulary Poster Race
T puts the “Vocabulary” poster in a visible place
of the class. Two Ss up front will compete to be
the first to find an animal: “Find a (dog)”. Repeat
with other Ss.
Members of the family, school objects, toys,
colours and numbers can also be revised.
- L /S
-T /Ss
-10’
Activities
1. TB p. 92 Getting started.
-T puts the Zipadee puppet on: “Hello!” Ss:
“Hello, Zipadee!”
-Play
“Zipadee says” with the orders
introduced in units 3 and 4: “Stand up, sit down,
put your hand up/ down”. Orders from units 1 and
2 can also be used.
2. TB p. 92 First game .
-Play “Name the flashcards” with the members of
the family and pets flashcards .
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 5-10’
3. CB p. 40 Second game.
-Look at the elements on the page margins. T:
“Point to the (dog)”, etc.
-Give the example with the Ss: “Count the dogs.
How many dogs?”.
-Ss carry out the activity individually. While Ss
work, T asks around the class: “What’s this?
Who’s this? How many?”
-Check the answers with the Ss.
3. L /S
3. T /Ss
3. 10-15’
Material
-CB
-CD 1
-Zipadee puppet
-Family
members
flashcards
-Pets flashcards
-1 photocopy of page
12 of the PMB for
each student.
-1 photocopy of page
16 of the PMB for
each student
-Vocabulary Poster
Overall comprehension of the episode of a
comic. c.
5. Practise saying goodbye.
-Reinforce the members of the family
vocabulary.
-Reinforce the members of the family and
pets vocabulary.
Evaluation. Units 3 and 4
Objectives
Eval * Evaluate the basic aspects worked on in
uati
units 3 and 4.
on
Ses
sion
4. CB p. 41 L9 Listen.
-T: Look at page twenty-three. Look at the Story”.
Remember the characters. .
-Ask the Ss to look at the frames and say in LL1 if
they think Snapper is nice or not. .
-L21 Ss follow the frames with a finger.
-L21 Ss listen again. T pauses after each phrase.
Ask Ss to repeat them. Explain the words they
don't understand.
-T: “One”. Ask Ss to remember the frame. Do the
same with all the frames.
-Divide the class in five groups: Bob, Olly,
Octavia, Snapper and Otto. Each group says its
part.
-Call to the front self-confident Ss to act out one
or several frames. .
5. TB p. 93 Finishing.
-T puts the Zipadee puppet on and says goodbye
to each S.
* Reinforcement activities
-TB p. 93 Vocabulary Poster
T puts the “Vocabulary” poster in a visible part
of the class and calls a S to the board. T asks
him/her to look for one of the members of the
family in the poster. S finds it, names it but does
not point. Another S comes to the board to point
to it. This last S says another element that
another S will point to.
* Extension activities
-TB p. 93 Magic lamps game
Play the game of the magic lamp with the
members of the family and pets vocabulary
cards.
4.
L/S/R/W
4. T /Ss - IW
4. 15’
5. L /S
5. T /Ss
5. 5’
- L /S
-T /Ss
-10’
- L /S
- T /Ss
-10’
Activities
-Ss take Test 2.
Skills
* L/S/R/W
Interaction
* IW
Time
* 30-40’
Note: the Ss that finish earlier can complete
pending activities from the CB or the AB.
Material
-One photocopy of l
TEST 2 p. 13 of the
Evaluation notebook
for each student .
Unit 5. Body
Objectives
Ses 1. Introduce the context of unit 5 (the body
sion ).
1
2. Introduce the body family vocabulary:
“Head, arms, hands, body, legs, feet”.
3. Practise the identification of parts of the
body vocabulary.
Activities
1. TB p. 94 / Class Book Getting started.
-T puts the “Magic Lamp” poster in a visible part
of the class and puts away the parts of the body
flashcards except for the one of the hands.
-Tell the Ss that today they are starting a new
unit. T shows the Ss the “Hands” flashcard. Ss
have to guess the topic of the unit. When they do
so, ask them what words they think they will be
learning.
2. CB p. 43 L11 L12 Listen and point. Listen
and Chant
-T brings the flashcards with the new words from
the lamp, using the Zipadee puppet and saying
them aloud as she/he puts them on the board in
the same order as they appear in the book.
-Look at and comment the picture with the Ss.
-L11 “Listen and point”. Ss listen to the words and
point at them.
-L12 “Listen and chant”. Ss listen to the song and
chant. Remind Ss that when they hear “Listen
and stamp” they are to stamp their foot on the
floor the same number of times as syllables there
are in the word.
-Make two groups and play L12. Each group has
to perform an action. Play again, the groups
switch actions.
-T points to parts of his/her body. Ss name them.
T asks some Ss to point to parts of their body; the
rest of the class names them.
3. CB p.43. Draw and match. Say.
-Ask the Ss what they think they are supposed to
do.
-T: “What’s number one?”.
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 10-15’
3. L /S
3. T /Ss
3. 10-15’
Material
-CB
-AB
-CD 2
-Parts of the body
flashcards
-Colour pencils.
-Zipadee puppet.
“Magic Lamp”
poster
-CD with music the
students like
-Flashcards
from
previous units.
4. Practise oral comprehension and
expression of the parts of the body
vocabulary.
-Ss carry out the activity and while they are doing
so, T asks around the class: “What’s number
(two)?”
4. TB p. 95.Finishing
-T pone en la pizarra las flashcards de las partes
del cuerpo sin orden. T dice el nombre de una de
las partes del cuerpo y pide a uno de los Ss que
traiga aquella parte de la pizarra y la de a
Zipadee. Zipadee: “Thank you”.
4. L / S
4. T /Ss
4. 5-10’
Activities
* Reinforcement activities
-AB p. 22 Draw. Match and say.
Ss look at the pictures. T asks in each picture: :
“What’s missing?”
Ss draw the missing parts and join them to the
main picture: : “What’s number one? (Legs) Draw
the line. Match the legs”.
While Ss are carrying out the activity, T can
ask around : “What’s this?”.
Skills
Interaction
Time
- L /S
-IW
-5-10’
Practise the parts of the body vocabulary.
-TB p. 95 Pass the flashcards
Play “Pass the flashcards” with the parts of the
body flashcards.
-L /S
-T/Ss
-5-10’
Practise the initial sound of the words in
the parts of the body vocabulary.
* Extension activities
-TB p. 95 First letters
Practise with the Ss the initial sounds of the
words in the members of the family vocabulary.
- L /S
-T/Ss
-5-10'
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
Unit 5. Body
Objectives
Ses
sion Practise the identification of the parts of the
1
body.
(Co
ntin
ued
)
Unit 5. Body
Objectives
Ses Revise the oral comprehension of the parts
sion of the body vocabulary.
2
Activities
5. TB p. 96 Getting started.
-Play “Who’s repeated?”with Ss, using the parts
of the body flashcards.
-T puts the flashcards on the board and asks:
“What’s this?”.
-T points and repeats one of them; Ss have to
discover which he/she repeated.
Material
Material
-CB
-AB
-CD 2
- “Magic Lamp” poster
-Parts of the body flashcards .
-Numbers flashcards
-Zipadee puppet.
Make some cards to practise the parts of
the body vocabulary.
Practise oral comprehension of the parts of
the body vocabulary.
8. Practise
vocabulary.
the
parts
of
the
body
Practicse the oral expression of parts of the
body vocabulary.
Unit 5. Body
Objectives
Sess
ion 2 - Practise oral comprehension and
(Con expression of the parts of the body
tinue vocabulary.
d)
6. TB p. 96 / CB, p. 67 Preparing the game .
-Ss prepare the cards of the parts of the body to
make a game. .
7.
CB p. 44/ CB p. 64 L13. Listen. Play the
Magic Lamps game.
-T: “Show me the (arms)”. Ss show the
corresponding card. Do it with all the cards.
-Revise with Ss the numbers from 1 to 6. Put the
corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” Play L13.
Ss listen and follow the instructions. First they
show the correponding part and then they listen
and put the card in the
box with the
corresponding number.
-Correct on the board. T: “One. Head”.
CB p. 44. Draw and say.
-Give the example with the Ss. : “look at the doll.
What’s missing? (Legs)”.
-Ss draw the missing part in each picture.
-While the Ss carry out the activity, T asks
around: : “What’s this?” y “What’s missing?”.
9. TB p. 97 Finishing
-T asks a S to touch a part of his/her body.
Another S names it and they all put away the
corresponding mini-card in their folder. Continue
until they put away all their mini-cards.
Activities
* Reinforcement activities
-TB p. 97 Sit down.
Each S takes a mini-card of the parts of the
body and stands up. T calls a S to the board and
shows him/her a parts of the body flashcard. S
says it and all the Ss who have the same card
show it and sit down. Continue unitl none of them
remain standing.
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. L /S
8. T /Ss
8. 5-10’
9. L /S
9. T /Ss
9. 5’
Skills
Interaction
Time
- L /S
-T /Ss
-10’
-Scissors for each student
-Students' folders.
-Min-cards of the parts of the
body.
-Pets flashcards .
Material
- Practise oral comprehension and
expression of the parts of the body and
pets vocabulary. .
-L /S
-T /Ss
-10’
- L /S
-PW
-10'
-TB p. 97 What’s missing?
Put 4 parts of the body and 2 pets flashcards
on the board. Play “What’s missing?” with these
flashcards.
* Extension activities
- Oral practice of the parts of the body and
numbers 2 to 6 vocabulary.
Unit 5. Body
Objectives
Sessi Prepare and motivate the students to listen
on 3
to a story.
Listen to a story in English.
Overall comprehension of a story.
Practicse the comprehension of the story in
the unit.
-TB p. 67 Matching boards
In pairs. Each S puts 3 parts of the body cards
in the chart on p. 64. S1 gives the positions to S2
and the other way around. Later they compare
the charts.
Activities
10. TB p. 98 L14 Getting started.
-T puts the Zipadee puppet on and greets the Ss.
Explain that they will listen to another story about Jack,
Rosie and Zipadee.
-Play the magic son; Ss chant and act out the formula.
11. TB p. 98 / CB p. 45 L14 Listen to the story.
-Look at the story in the book with the Ss. Ss explain in
LL1 what they think the story is about.
-T: “Let’s listen to the story!” Ss listen to the story until the
end and follow it in their book pointing to the frames.
-T plays the story again, pausing after each phrase for Ss
to repeat them..
12. TB p.98/ CB p. 45. Working on the story .
-T: “Listen and answer”. T says some phrases from the
story. Ss are to look at the frames and say who appears
in the phrase.
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 15’
12. L /S
12. T /Ss
12. 10’
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Finger puppets of
Jack,
Rosie
and
Zipadee
-Vocabulary Poster
Oral practice of the phrases of the story in
the unit.
Practise oral comprehension of the parts of
the body.
- Practise parts of the body vocabulary.
- Identifiy the beginning, middle and ending
of the story.
- Practise written comprehension and
expression of the members of the family
vocabulary.
Unit 5. Body
Objectives
Ses Oral comprehension and carrying out of
sion simple orders.
4
Identify parts of the body in the unit story.
13. TB p. 98-99 /CB p. 45.Act it out.
-Make two groups: one acts as Rosie and Jack and the
rest as Zipadee.
-Ss act out the story using the finger puppets.
-Switch roles.
14. TB p. 99 Finishing
-T says one of the parts of the body. Ss have to
touch that part and say how many of each. T: “Legs!
(Two)”.
* Reinforcement activities
-TB p. 99 Vocabulary Poster
Put the “Vocabulary” poster in the classroom. Bring 2
Ss.forward. Each S has to point to a part of the body and
name it. Same procedure with other Ss.
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
- L /S
-T /Ss
-10’
* Extension activities
-TB p.99 L14 Story Structure.
L14 Ss listen to the story and follow it in the book. T
turns down the volume completely when they reach
frame 2. Stop the recording and ask the Ss which frame
they have reached. Is it at the beginning, in the middle or
at the end of the story?
-L /S /R
-T /Ss
-10’
-R/W
-IW
-10-15'
-AB p. 23 Write.
Ss use the code at the top of the page to write the
words of the parts of the body.
Activities
15. TB p. 100 Getting started.
-Greet the Ss and I: “Touch your (head)”. Use the
Zipadee puppet and the body parts flashcards to play
“Zipadee says...”.
16. CB, p. 45-46 L14 Find.
-Play the story in L14 for Ss to remember it.
-T: Open your books at page 45”. Explain to the Ss what
the activity is about.
-Look for the first part with the Ss: “What’s this? (Hands)
Look at the story. What picture? (Picture 4)”.
Skills
15. L /S
Interaction
15. T /Ss
Time
15. 5-10’
16. L /S
16. T /Ss – IW
16.
15’
10-
Material
-CB
-AB
-CD 1
-Parts of the body
flashcards .
-Zipadee puppet
Additional material:
-1 photocopy of p. 17
of the Photocopy
Identify parts of the body in the unit story.
Practise oral comprehension of the parts of
the body.
- Reinforce comprehension ot the story in
the unit.
-Oral practice of the structure: “It’s got (a
head)”:
-Practise written comprehension and
expression of parts of the body and pets
vocabulary.
17. CB p. 45-46 Circle.
-Look at the pictures. T asks: “What’s this? (It’s a body)
What colour’s the body? (It’s white)” Do the same with the
second picture in section 1. Next,: “Look at the dog in the
story. (It’s got a white body)”.
-Ss have to circle the right pictures in relation with what
appears in the story.
-Correct the activity with the Ss.
18. TB p. 100 Finishing.
-Assign a part of the body to each S. T says them and Ss
stand up as they hear theirs.
* Reinforcement activities
-PMB p. 17 L14 Listen and put in order
Ss cut out the frames of the story.
Ss try to order them by heart.
Listen to the story and check if they ordered it properly.
-TB p. 101 Who’s got the same?
Ss draw an animal on a sheet of paper and colour a part
of the body. Each S walks around the class with the
drawing and listening to music. When the music stops,
they tell the student who is closest:: “It’s got a (head)”
refering to the part of the animal they coloured. If both
have coloured the same part, they sit down.
* Extension activities
-AB p. 24 Read and Draw.
Ss classify words in two semantic fields: Pets and parts
of the body. .
17. L /S
17. T /Ss – IW
17.
15’
10-
18. L /S
18. T /Ss
18.
15’
10-
- L /S
-T /Ss
-10’
- L /S
- T /Ss
-10’
- R /W
-IW
-10-15'
Master Book 1 for
each student
-Scissors for each
student.
-Colour pencils
-Glue
for
each
student.
-Two sheets of paper
for each student. .
-Cd with music the
students like.
Unit 5. Body
Objectives
Ses Reinforce oral comprehension of simple
sion orders.
5
Activities
19. TB p. 102 Getting started.
-Play “Zipadee says” with the Ss using the
following orders: “Jump, turn around, clap, put
your hand up/ down, fly, run”.
20. TB p. 102 Preparing the song .
-I: “Draw a square in the air/ on the ground” Do
the same thing with a circle and a triangle.
-Revise with the Ss: “Touch your legs/ head /
hair” y “hop” y “dance”.
21. CB p. 47 L15 Sing.
-Look at the picture with the Ss and ask what
actions they are performing.
-Ss listen to L27 with no pauses. T performs the
actions.
-Play L27 again. Encourage the Ss to perform
the actions. .
-Play L27 again. Encourage the Ss to sing and
act out the song. .
22. CB p. 47 L 16 Draw. Sing.
-Ss complete the pictures with a pencil.
-L16. Ss use the pictures to change the stanzas
of the song.
23. TB p. 103 Finishing
-Ask the Ss one by one to perform an action
from the song and to name it at the same time.
When they have all done so, they say goodbye.
* Reinforcement activities
-PMB p. 103 L15 Song craft. Colour and cut.
Ss make the pencil craft to use it to draw
geometrical figures of the song in the unit.
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
20. L /S
20. T /Ss
20. 5-10’
-Practise oral comprehension of orders.
-TB p. 103 In the air, on the ground
Play Zipadee says with the Ss .“Draw a (two) in
the air / on the ground”.
- Practise written comprehension of the
lyrics of the song in the unit.
* Extension activities
-PMB p. 19 L15 Write. Sing.
With the Ss, complete the lyrics of the song
Prepare the students to listen to a song in
English.
Sing a song in English.
Practise the language in the song.
Practicse
oral
comprehension
expression of orders.
and
- Reinforce oral comprehension of the
language in the unit.
21. L /S
21. T /Ss
21.
15’
10-
22. L /S
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5-10’
- L /S
-T /Ss – IW
-10-15’
-L /S
-T /Ss
-5-10’
-L/S/R/W
-T /Ss
-10'
Material
-CB
-AB
-CD 1
-Zipadee puppet
-Members of the
family flashcards
Additional material:
-Colour pencils
-One photocopy of
p. 10 of the PMB for
each student.
-One photocopy of
p. 11 of the PMB for
each student.
-Scissors for each
student.
-Students' folders.
-Flashcards from the
previous units.
using the words provided in the list.
Sing the song again with the Ss
Unit 5. Body
Objectives
Ses Remember the song in the unit.
sion
6
Introduce and practise the actions : “Clap
your hands” and “Stamp your feet”.
Get to know information about the sport
activities of British boys and girls.
Draw themselves practising sport.
Reinforce the parts of the body.
-Make a poster about sports with personal
drawings and photographs.
Activities
24. TB p. 104 L15 Getting started.
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics.
25. CB p. 48 L17 Listen and play.
-I: “Clap your hands” and “Stamp your feet”. T
acts them out and asks Ss to imitate.
-T: “Open your books at page 48”. Look at the
pictures with the Ss.
-Use the puppet to play “Zipadee says”. Add the
following orders: “Put your hand up /down, stand
up, sit down, open / close your book, Point to... ,
Look at... , turn around, jump”.
26. CB p. 48 Draw.
-T shows his/her CB pointing to the
“My
World”section. T: “Look at your books”.
-Ss say what they see in the photograph. Discuss
the photograph with the Ss. Explain that many
primary schools don't have a gym and that PE
lessons are held in the assembly hall. In summer
the “School Sports Day” is celebrated, a day
devoted to school sports.
-Expliain that they are to draw themselves
practising a sport. .
27. TB p. 105 Finishing.
-T puts the parts of the body flashcards on the
board, says them one by one out loud. Ss point at
them. .
-Ss say goodby to Zipadee.
* Reinforcement activities
-TB p. 105 My World Poster
T puts the “My World” poster where Ss can see
it properly. Tell them that in the center,they will
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
25. L /S
25. T /Ss
25.
15’
10-
26. L /S
26. T /Ss – IW
26.
25’
27. L /S
27. T /Ss
27. 5-10’
- L/S/R/W
-T /Ss – IW
-10-15’
20-
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Parts of the body
flashcards
-Colour pencils
Additional material:
-“My World” poster.
-Photographs
and
drawings of people
practising
sports
brought
by
the
students
-Blu tack
-Water-soluble
felt
pen
-1 photocopy of p. 20
of the PMB for each
student
-One big sheet of
paper
for
each
student.
-Scissors for each
student.
-Glue
put the photos and drawings of people practising
sports to indicate the parts of the body. They can
label with a water-soluble felt tip pen that can
later be erased when they make another poster.
-Practise written comprehension and
expression of the parts of the body
vocabulary.
* Extension activities
-AB p. 25 Write.
Ss look for the words in a letter soup and write
the word under the corresponding picture.
-Practise written comprehension of the
parts of the body vocabulary.
-PMB p. 20 Pupil’s posters. Cut.
T puts the parts of the body flashcards and
writes the names on top. T turns them round, and
Ss say what parts they are reading the names.
-Ss make a poster of the parts of the body on a
big sheet of paper with the cards of the PMB p.
20 and their drawings. .
-R /W
-IW
-10’
-R/W
-IW
-10-15’
Unit 5. Body
Objectives
Ses Revise comprehension of simple orders.
sion
7
Activities
28. TB p. 106 Getting started.
-Play “Copy Me!” with the Ss.
-Ss imitate the T if what T does corresponds
to what T says. If it doesn't, they keep still.
29. TB p. 106 Revising A
-T writes on the board the numbers from 1 to 6
and puts a flashcard with a part of the body under
each number. T: “Number one. What’s this?”,
ask a S to say the word.
30. TB p. 106 L12 Revising B.
-Hand out the parts of the body flashcards to 6
Ss. Play the first part of the song. Ss pick up the
flashcards and order them on the board.
-Ss listen to the song while they chant and
perform the actions.
31. CB p. 49 Stick.
-T: “Find the stickers”.
-While the Ss carry out the activity, T can ask
around : “What’s this?” Ss: “(Legs)”.
-Optional: Ss can trace the words with a pencil.
-T can stamp the Ss work with the rubber stamps
(Bottom-right of p. 49)
32. CB p. 49 L18 Listen and repeat.
-Ss listen to the six words at different speds in
groups of three and later repeat them.
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. L /S
29. T /Ss
29.
15’
30. L /S
30. T /Ss
30. 5-10’
31.
L/S/R/W
31. T /Ss - IW
31. 10’
32. L /S
32. T /Ss
32. 10’
done
33. CB p. 49 Circle and colour.
-Before Ss self-evaluate, they can remember the
activities carried out throughout the unit.
33. L /S /R
33. T /Ss – IW
33. 5-10’
Prepare students for working on a new
unit.
TB p. 106-107 Finishing.
-Ask the Ss what they liked the most in unit 5.
-Expliain that next session they will be starting a
new unit. .
34. L /S
34. T /Ss
34. 5`’
Revise parts of the body vocabulary.
Revise orally the parts of the body and the
song in the unit.
Make a picture dictionary of the vocabulary
of the parts of the body.
Practise the pronunciation of the parts of
the body vocabulary.
Self-evaluation
of
throughout the unit.
the
work
10-
Material
-CB
-AB
-CD 2
-Parts of the body
flashcards
-Zipadee puppet
-Colgantes
del
vocabulario de las
partes del cuerpo
-Rubber stamps
-Colour pencils
- Portfolio folders
-Vocabulary Poster
Unit 5. Body
Objectives
Ses * Make the Portfolio.
sion
7
(Co
ntin
ued -Reinforce the parts
)
vocabulary.
Activities
* Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
could carry out a project related with the body.
of
the
body
Unit 6. Picnic
Objectives
Ses 1. Introduce the context of unit 1 (Picnic).
sion
1
* Reinforcement activities
-TB p. 107 Vocabulary Poster Race
T puts the “Vocabulary” poster in a visible place
in the class. Two Ss compete at the board to see
who is the first to find a part of the body : “Find a
(head)”. Repeat with other Ss.
Pets, members of the family, toys, school
objects, colours and numbers can also be
revised. .
Activities
1. TB p. 108 / Class Book Getting started.
-T puts the “Magic Lamp” poster in a visible part
of the class and puts away the picnic flashcards
in the bag, except for the
“sandwiches”
flashcard.
-Tell the Ss that today they are starting a new
unit. T: “Look! It’s Zipadee’s lamp!” Take the
“Sandwiches” flashcard out of the lamp. Ss are to
guess the unit topic. When they've done so, ask
them what words they think they will learn.
Skills
* R /W
Interaction
* IW
Time
* 10-20’
- L /S
-T /Ss
-10’
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
Material
Material
-CB
-AB
-CD 2
-Flashcards de los
alimentos
-Colour pencils.
-Zipadee puppet.
-Póster
“Magic
Lamp”
2. Introduce the food vocabulary: “Ice
cream, sandwiches, apples, cheese, salad,
pizza”.
3. Practise
vocabulary.
the
identification
of
food
4. Practicar la comprensión y expresión
oral de los alimentos.
Unit 6. Picnic
Objectives
Ses
sion -Practise the identification of food
1
vocabulary.
(Co
ntin
ued
)
-Practise oral comprehension of the food
vocabulary.
2. CB, p. 50 L19 L20 Listen and point. Listen
and Chant
-T takes the flashcards with the new words out of
the lamp using the Zipadee puppet and says
them aloud while she/he puts them on the board
in the same order as they appear in the book.
-Look at and discuss the picture with the Ss.
-L1 “Listen and point”. Ss lsiten to the words and
point to them. .
-L2 “Listen and chant”. I: “Stamp” y “Say”. Ss
listen to the song and chant it. When the
instructions are: “Listen and stamp” Ss have to
stamp their foot on the ground to each of the
syllables in the word.
-Make two groups. Each group has to perform an
action, some “Listen” and the others “Say”.
3. CB p. 51. Match and say.
-Ask the Ss what they think they are supposed to
do.
-While the Ss carry out the activity, T asks
around : “What’s this? What’s number one?”.
TB p. 79.Finishing
-Put the food flashcards on the board. T gives the
name of a food. Ask a S to take a flashcard and
give it to Zipadee who will put it back into the
lamp. .
2. L /S
2. T /Ss
2. 10-15’
3. L /S
3. T /Ss
3. 10-15’
4. L / S
4. T /Ss
4. 5-10’
Activities
* Reinforcement activities
-AB p. 26 Draw and colour. Say.
Ss have to complete the pictures of food and
colour them. T asks around the class: : “What’s
this?”.
Skills
Interaction
Time
- L /S
-IW
-10-15’
-TB p. 109 Move around.
T puts the food flashcards around the class. T
says the name of one or more Ss and next, the
name of a food item. The Ss are to find the
flashcard, touch it and go back to their place.
-L /S
-T/Ss
-5-10’
Material
Repeat until all Ss have taken part.
-Practise the initial sound of the words in
the food vocabulary.
Unit 6. Picnic
Objectives
Ses Revise the food vocabulary.
sion
2
* Extension activities
-TB p. 109 Sounds and words
Practise with the Ss the initial sounds of the
words in the pets vocabulary.
- L /S
-T/Ss
-5-10'
Activities
5. TB p. 110 Getting started.
-Play “What’s missing?” with the food flashcards.
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
Make some cards to practise the food
vocabulary.
6. TB p. 110 / CB, p. 65 Preparing the game .
-Ss prepare the food cards.
6. L /S
6. T /Ss – IW
6. 10-15’
Practise oral
vocabulary.
7.
CB p. 52/ CB p. 64 L21. Listen. Play the
Magic Lamps game.
-T: “Show me the (ice cream)”. Ss show the
corresponding card. Do it with all the cards.
-Revise the colours with the Ss. Put the
corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” Play L21.
Ss listen and follow the instructions. First, they
show the corresponding food and next, they listen
and put the card in the box with the right colour.
-Correct on the board. T: “Blue. Sandwiches”.
CB p. 52. Circle the odd one out. Say.
-T points to the pictures in section 1 : “What’s
this?”.
-Explain that they have to circle the odd one out.
9. TB p. 111 Finishing
-Ss write their names on the back of the
cards and put them away in their folders. Ss say
goodbye to the food. : “Bye, (apples)”.
7. L /S
7. T /Ss
7. 10-15’
8. L /S
8. T /Ss
8. 5-10’
9. L /S
9. T /Ss
9. 5’
comprehension
of
food
8. Practise food vocabulary.
Practicse
oral
vocabulary.
expression
of
food
Material
-CB
-AB
-CD 2
-Food flashcards
-Colour flashcards
-Colour pencils.
-Zipadee puppet.
-Scissors for each student
-Students folders.
-Glue.
-Food mini-cards
Unit 6. Picnic
Objectives
Ses
sion - Practise comprehension and
2
expression of food.
(Co
ntin
ued - Practise the identification of food. .
)
oral
- Oral practice of food vocabulary.
Unit 6. Picnic
Objectives
Sessi Prepare and motivate the students to
on 3
listen to a story.
Listen to a story in English.
Overall comprehension of a story.
Activities
* Reinforcement activities
-TB p. 111 Match the flashcard.
Play “Match the flashcard” with the Ss using
the food flashcards and mini-cards.
-TB p. 111 Survey.
Ss put their food mini-cards on their desks
following an order of preference, starting with the
food they like the most. Revise with the Ss to see
what they like the most and what the least. T:
“What’s number one? Pizza? What’s number
two?”.
* Extension activities
-TB p. 111 Matching boards
In pairs. Each S puts 3 food cards in the chart
on p. 64. S1 tells S2 his positions and the other
way around. Next, they compare their charts.
Skills
Interaction
Time
- L /S
-T /Ss
-5-10’
-L /S
-T /Ss
-10’
- L /S
-PW
-10'
Activities
10. TB p. 112 L22 Getting started.
-T puts the Zipadee puppet on and greets the Ss. Expliain
that they will listen to a story about Jack, Rosie and
Zipadee.
-Play the magic song ; Ss chant the formula and act it out.
11. TB p. 112 / CB p. 53 L22 Listen to the story.
-Look at the story in the book with the Ss Ss explain in
LL1 what they think the story will be about.
-T: “Let’s listen to the story!” Ss listen to the story until the
end and follow it in the book, pointing to the frames.
-I: “Thirsty” and “Hungry”.
-T plays the story again and stops after each verse for Ss
Material
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 15’
Material
CB
-AB
-CD 2
-Zipadee puppet
-Finger puppets of
Jack,
Rosie
and
Zipadee
-Vocabulary Poster
-Colour pencils
to repeat.
Practise comprehension of the story in
the unit.
12. TB p.112/ CB p. 53. Working on the story .
-T says several phrases from the story. Ss point to the
frames and say the correspondin numbers.
12. L /S
12. T /Ss
12. 5-10’
Oral practice of the phrases of the story
of the unit.
13. TB p. 112-113 /CB p. 53.Act it out.
-Make three groups: Jack, Rosie and Zipadee.
-Ss act out the story using the finger puppets.
-Switch roles.
14. TB p. 53 Finishing
-The Zipadee puppet acts as a waiter. Ss order as if
they were in a restaurant: “Pizza, please”. Zipadee
pretends to take what they ordered.
* Reinforcement activities
-TB p. 113 Vocabulary Poster
Put the poster in a visible place and call 2 Ss to the front.
Each S has to point to a food item and name it.
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
- L /S
-T /Ss
-10’
-L /S /R
-T /Ss
-10’
-R/W
-IW
-10'
Practise oral comprehension
language in the unit.
of
the
- Practise the identification and oral
expession of the food vocabulary.
- Oral discrimination of words in a story.
Practise
comprehension
expression of food vocabulary.
written
* Extension activities
-TB p.113 L22 Remembering the story
Ask the Ss to say what words they remember from the
story. T writes them on the board.
Play L4. Ss listen and put up their hand every time they
hear one of the words they said.
-AB p. 27 Read and draw. Write.
Ss read the food words, draws them in the corresponding
boxes and writes them under the drawings
Unit 6. Picnic
Objectives
Ses Remember food vocabulary.
sion
4
Identify food in the unit story.
Practise
oral
comprehension
expression of food vocabulary.
and
Practise
oral
comprehension
and
expression of the language in the unit.
- Reinforce comprehension of the story in
the unit.
- Practise written comprehension and
experssion of food vocabulary.
Activities
15. TB p. 114 L22 Getting started.
-T puts the food flashcards on the board. Play
L22. Call a S to point at the food items as he
hears them in the story.
16. CB, p. 53-54 L22 Find.
-Play the story in L4 for Ss to remember it.
-T: Open your books at page 53”. Expliain to the
Ss what the activity is about.
-Look for the first one with the Ss: “What’s this?
(sandwiches) Look at the story. Where are they?
(In picture 6)”
-While the Ss do so, T asks around the class. .
17. CB p. 53-54 Circle.
-Look at the pictues. T asks : “Who’s this?
(Rosie) What’s this? (pizza, cheese)”. They have
to circle what Rosie wants to eat in the story. .
-Correct the activity with the Ss.
18. TB p. 114 Finishing.
-Play “True!”with the Ss. If T says something that
they like, Ss say “Yes” if they don't like it, they
say “No”. T: “I like (apples)”.
* Reinforcement activities
-PMB p. 21 L22 Listen and put in order
Ss cut out the frames in the story.
Ss try to order them by heart.
Listen to the story and check if they ordered it
correctly.
Skills
15. L /S
Interaction
15. T /Ss
Time
15. 5-10’
16. L /S
16. T /Ss – IW
16.
15’
* Extension activities
-AB p. 28 Circle and find. Write.
Ss look for the words in the “Word snake” and
write them under the corresponding pictures.
10-
17. L /S
17. T /Ss – IW
17. 15’
18. L /S
18. T /Ss
18. 5-10’
- L /S
-T /Ss
-10’
- R/W
- IW
-10-15’
Material
-CB
-AB
-CD 2
-Food flashcards
-Zipadee puppet
Additional material:
-1 photocopy of p. 21
of the
Photocopy
Master Book 1 for
each student
-Scissors for each
student
-Colour pencils
-Glue
for
each
student.
-One sheet of paper
for each student.
Unit 6. Picnic
Objectives
Ses Recall the
sion vocabulary.
5
members
of
the
family
Prepare students to listen to a song in
English.
Introduce the structure : “Can I have (some
ice cream), please?
Sing a song in English.
Practise the language in the song.
Oral practice of the structure
(apples).
“I like
- Practise oral comprehension of the song
in the unit.
- Oral practice of the food vocabulary. .
Activities
19. TB p. 116 Getting started.
-T shows the Ss a flashcard of a member of the
family without seeing which card it is. T says
names of members of the family, if she doesn't
guess, Ss say “No” and if she does, they say
“Yes”.
-Ask, with the flashcards on the board : “Who’s
this/ that?”.
20. CB, p. 55 Preparing the song
-Call 6 Ss to the board and give them one food
flashcard each. T: “I’m hungry! Can I have (some
ice cream), please?”. The S that has the ice
cream, gives the card. T: “Thank you”. Do it with
the rest of the food.
21. CB p. 55 L23 Sing.
-T: “Open your books at page 55”.
-Look at the picture and discuss it with the Ss.
-Ss listen to L23. T performs the actions in the
song.
-Play L23 again. Encourage the Ss to perform
the actions. .
-Play L23 again. Encourage the Ss to sing.
22. CB p. 55 L23 Draw. Sing.
-Look at the pictures : “What’s this?”.
-L55. Ss use the pictures to change the stanzas
of the song.
23. TB p. 117 Finishing
-The Zipadee puppet says what it likes : “I
like (apples)”. Ss say what they like : “I like
(salad)”.
* Reinforcement activities
-PMB p. 22 L23 Song craft. Colour and cut.
Fold and cut.
Ss make a cutout to use when acting out the
song.
-TB p.117 Find a pair
Each S takes a food mini-card and walks
around the class until T says “Stop!”. They tell
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
20. L /S
20. T /Ss
20. 5-10’
21. L /S
21. T /Ss
21.
15’
10-
22. L /S
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5-10’
- L /S
-T /Ss – IW
-10-15’
-L /S
-T /Ss
-10’
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Members of the
family flashcards
-Food flashcards
-Colour pencils
-Food Mini-cards
Additional material:
-One photocopy of
p. 22 of the PMB for
each student.
-One photocopy of
p. 23 of the PMB for
each student.
-Scissors for each
student.
-Students' folders. .
the student closest which food item they have. If
it is the same one, they sit down. Repeat until
most Ss are seated.
- Practise written comprehension of the
lyrics of the song in the unit.
Unit 6. Picnic
Objectives
Ses Remember the song in the unit.
sion
6
Introduce and practise the actions: : “Point
to the door” and “Point to the floor”.
Getting to know about food and British
families.
Draw and present orally one ot their
favourite foods.
Practise farewells.
* Extension activities
-PMB p. 23 L23 Write. Sing.
Complete the lyrics of the song with the
using the words provided in the list. .
Sing the song again with the Ss.
-L/S/R/W
-T /Ss
-10'
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
25. L /S
25. T /Ss
25.
15’
10-
26. L /S
26. T /Ss – IW
26.
25’
20-
27. L /S
27. T /Ss
27. 5’
Ss
Activities
24. TB p. 118 L24 Getting started.
-T greets the Ss : “Let’s sing a song”. Ss sing
and act out the lyrics.
25. CB p. 56 L25 Listen and play.
-I: “Point to the door / floor”. T acts out and asks
Ss tp imitate.
-T: “Open your books at page 56”. Look at the
pictures with the Ss.
-Use the puppet to play “Zipadee says”. Add the
following orders: “Clap your hands, stamp your
feet, put your hand up / down, Open / Close your
book, stand up, sit down, point to... , look at... ,
turn around, jump”.
26. CB p. 56 Draw.
-Show the foods flashcards. Ss put up their hand
when they like something. Ask the Ss to build
phrases. : “I like (apples)”.
-T: “Look at page 56”. Look and comment thei
illustration with the Ss.
-Tell them that British families have a light lunch
at midday and a fuller meal in the evening. Ask
Ss what they eat and at what time.
-Ss draw themselves eating their favourite food.
-When they finish they show their drawings and
say “I like (apples)”.
27. TB p. 119 Finishing.
-Ss say goodbye to Zipadee.
Material
-CB
-AB
-CD 2
-Food flashcards
-Colour pencils.
- “My World” poster
-Photographs
and
drawings brought by
the students.
-Blu tack
-Water- soluble felt
pen
-One photocopy of p.
24 of the PMB for
each student. .
-One big sheet of
paper
for
each
student.
-Scissors for each
student
-Glue
-Make a food poster with the students'
personal drawings and photographs.
-Practise written
vocabulary. .
expression
of
food
-Practicse written comprehension of foods.
Unit 6. Picnic
Objectives
Ses Prepare the Ss to revise the work done
sion throughout the unit.
7
Revise the food vocabulary.
Oral practice of the phrases:
“Pizza,
please” and “Thank you” to order food. .
Revise the song in the unit.
* Reinforcement activities
-TB p. 119 My World Poster
T puts the “My World” poster where Ss see it
properly. Tell them that in the center they will put
the drawings and photos of their favourite foods
They can label them with a water-soluble felt pen
that can be erased when they make another
poster.
- L/S/R/W
-T /Ss – IW
-10-15’
-R /W
-IW
-5-10’
-R/W
-IW
-10-15’
Activities
28. TB p. 120 Getting started.
-Play “Numbered flashcards” with Ss with
the food flashcards.
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. TB p. 120 Revising A
-Have 4 Ss go to the front of the class. T is the
waiter. Ss have to order what they want to eat. :
“Pizza, please”. T raises the corresponding
flashcard and gives it to the S who ordered it,
who then says
“Thank you”. Repeat the
procedure with other groups of Ss.
30. TB p. 120 L20 Revising B.
-Call 6 Ss yto the board and give them one food
flashcard each. Play L20 Ss have to raise them
and put them in the right order.
-Play L20 again: Ss chant it and acti it out.
29. L /S
29. T /Ss
29.
15’
30. L /S
30. T /Ss
30. 5-10’
* Extension activities
-AB p. 21 Write.
Ss do the crossword. .
-PMB p. 24 Pupil’s posters. Cut.
T puts the food flashcards on the board and
writes the names on top. T turns the flashcards
round and Ss say the foods by reading the
names. .
-Ss make a food poster on a big sheet of paper
with the cards from p.24 of the PMB and their
drawings.
10-
Material
-CB
-AB
-CD 2
-Food flashcards
-Zipadee puppet
-Colgantes de los
alimentos
de
animales
de
compañía
-Rubber stamps
-Colour pencils
- Portfolio folders
-Vocabulary Poster
Make a picture dictionary with the food
vocabulary.
Practise pronunciation of food vocabulary.
Self-evaluation
of
throughout the unit.
the
work
done
Practise farewells.
* Make the Portfolio.
-Reinforce food vocabulary.
Revision. Units 5 and 6
Objectives
Onl
1. Reinforce the orders worked on in units
y
5 and 6: “Clap your hands, stamp your feet,
Ses point to the door, point to the floor”.
sion
31. CB p. 57 Stick.
-T: “Find the stickers”.
-While Ss carry out the activity, “What’s this/
that?” Ss: “(Pizza)”.
-Optional: Ss can trace the words with a pencil.
-T can stamp the Ss' work with the rubber stamps
(Bottom right of p.57)
32. CB p. 57 L 26 Listen and repeat.
-Ss listen to the six words at different speeds in
groups of three and then repeat them.
31.
L/S/R/W
31. T /Ss - IW
31. 10’
32. L /S
32. T /Ss
32. 10’
33. CB p. 57 Circle and colour.
-Before Ss self-evaluate, they can recall the
activities carried out throughout the unit. .
33. L /S /R
33. T /Ss – IW
33. 5-10’
TB p. 121 Finishing.
-One by one, Ss say goodbye to Zipadee .
* Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
could carry out a project related with foods.
* Reinforcement activities
-TB p. 121 Vocabulary Poster Race
T puts the “Vocabulary” poster in a visible
place of the classroom. Two Ss compete at the
board to see who finds a food item first “Find an
(ice cream)”. Repeat with other Ss.
Parts of the body, members of the family,
shcool objects, toys, colours and numbers can
also be revised.
34. L /S
34. T /Ss
34. 5`’
* R /W
* IW
* 10-20’
- L /S
-T /Ss
-10’
Activities
1. TB p. 122 Getting started.
-T puts the Zipadee puppet on: “Hello!” Ss:
“Hello, Zipadee!”
-Play “Zipadee says” with the orders
introduced in units 5 and 6: “Clap your hands,
stamp your feet, point to the door, point to the
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
Material
-CB
-CD 2
-Zipadee puppet
-Parts of the body
flashcards
-Food flashcards
floor”. Orders from other units can also be used.
body
2. TB p. 122 First game.
-Plau “Name the flashcards” with the parts of the
body and foods flashcards
2. L /S
2. T /Ss
2. 5-10’
Identify and number foods and parts of the
body.
Answer the questions : “How many
(hands)?”
3. CB p. 58 Second game.
-Look at the elements on the page margins. T :
“Point to the (sandwich)”, etc.
-Give the example with the Ss: “Count the hands.
How many hands?”.
-Ss carry out the activity individually. While Ss
work, T asks around the class: : “What’s this?
How many?”
-Cehck the answers with the Ss
4. CB p. 59 L27 Listen.
-T: Look at page twenty-three. Look at the Story”.
Remembering the characters .
-Ask Ss to look at the frames and say in LL1 if
they think Snapper is nice or not. . I: “Seeweed”.
-L27 Ss follow the frames with their finger.
-L27 Ss listen again. T pauses after each phrase.
Ask Ss to repeat them. Explain the words they
don't understand.
-T: “One”. Ask Ss to remember the frame. Do the
same thing with the other frames.
-Divide the class in four groups: Bob, Olly,
Snapper and the bull. Each group speaks its part.
-Get self confident Ss to act out one or several
frames.
5. TB p. 123 Finishing.
-T puts the Zipadee puppet on and says goodbye
to each S.
3. L /S
3. T /Ss
3. 10-15’
4.
L/S/R/W
4. T /Ss - IW
4. 15’
5. L /S
5. T /Ss
5. 5’
Revise food
vocabulary.
and
parts of
the
Overall comprehension of the episode of a
comic. .
5. Practise farewells.
-1 photocopy of page
20 of the PMB for
each student.
-1 photocopy of page
24 of the PMB for
each student.
-Vocabulary Poster
-Reinforce parts of the body vocabulary.
-Reinforce food and parts of the body
vocabulary.
Evaluation. Units 5 and 6
Objectives
* Evaluate the basic aspects worked on in
Eval units 5 and 6.
uati
on
Ses
sion
Evaluation. Units 1 to 6
Objectives
* Evaluate the basic aspects worked on in
Eval units 1 to 6.
uati
on
Ses
sion
* Reinforcement activities
-TB p. 123 Vocabulary Poster
T puts the
“Vocabulary” poster in a visible
place and calls a S to the board. T asks him/her
to look for one of the parts of the body in the
poster. S will find it, say the word but not point to
it. Another S comes up to the board to point and
says another part of the body that another S in
turn, will point to. .
- L /S
-T /Ss
-10’
- L /S
- T /Ss
-10’
Skills
* L/S/R/W
Interaction
* IW
Time
* 30-40’
Material
-One photocopy of
TEST 3 p. 14 of the
Evaluation notebook
for each student.
Skills
* L/S/R/W
Interaction
* IW
Time
* 30-40’
Material
-One photocopy of
TEST 4 p. 15 of the
Evaluation notebook
for each student.
* Extension activities
-TB p. 123 Magic lamps game
Play the magic lamp game with the food and
parts of the body vocabulary cards.
Activities
-Ss take Test 3.
Note: the Ss who finish earlier can complete
pending activities from the CB or the AB.
Activities
-Ss take Test 4.
Note: the Ss who finish earlier can complete
pending activities from the CB or the AB.
Christmas
Objectives
Ses 1. Introduce students to the context of the
sion unit (Christmas)
1
Introducie the vocabulary: “Snowman,
Christmas tree, star, present”
Learn aspects of Christmas celebration in
Great Britain.
Sing a Christmas carol.
Oral practice of Christmas greetings.
-Practise written comprehension and
expression of: “Bell, Christmas tree, star,
present”.
-Revise vocabulary from previous units. .
Christmas
Objectives
Activities
1. TB p. 124 Getting started.
-Ask in LL1 what Ss do for Christmas, what
they eat, where they go, if they visit their
families...
-T draws on the board : “Snowman,
Christmas tree, star, present”. Point to each
object and say the names.
-Call a S to the board T. says a name and
Ss point to it.
2. TB p. 124 / CB p. 60 Look at the picture.
-Look at the picture with the Ss. Look in the
picture for the following elements: “Snowman,
Christmas tree, star, present”.
-I: “Bell”.
-Explain the way Christmas is celebrated in Great
Britain comparing it with their own celebrations.
3. CB p. 61 L29 Sing.
-Look at and discuss the pictures with the Ss
-L29 Teach Ss the Christmas carol.
4. TB p. 125 Finishing.
-Have a S go up to the board and with
Zipadee a “Merry Christmas”
* Reinforcement activities
-AB p. 30 Trace. Draw and colour.
Ss draw the missing parts in the pictures,
match them with the corresponding words and
trace them with a pencil.
* Extension activities
-TB p. 125 Presents game
In pairs Ss have to think of 4 objects that would
make a good present. S1 says them and S2
draws them. Finally, they compare the drawings
to see if they have drawn the same things. Next,
it's S2 turn to decide. .
Activities
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 10-15’
2. L /S
2. T /Ss
2. 15’
3. L /S
3. T /Ss
3. 10-15’
4.
L/S/R/W
4. T /Ss - IW
4. 5’
- R /W
-IW
-10’
- L /S
- PW
-10-15’
Skills
Interaction
Time
Material
-CB
-CD 2
-Zipadee puppet
-Colour pencils
-One big sheet of
paper per student
Material
Ses
sion
2
5. TB p. 126 Getting started.
-T: “Open your books at page 60”. T points to
objects but says words that do not correspond to
the object. Ss correct. T.
6. TB p. 126 / CB p. 61 L29 Sing.
-L29. Sing the carol again.
-Make three groups: each group stands up and
sings one of the verses: “We wish you a Merry
Christmas”. The whole group stands up to sing
the last verse: “And a Happy New year”.
7. CB p. 61 Colour.
-Revise the colours using the colour
flashcards.
-Look at the picture. Ss say what they think
they are supposed to do. Ss carry out the activity.
8. TB p. 125 Finishing.
-Get the Ss to come up and wish Zipadee a
“Merry Christmas” and “Happy New Year”
* Reinforcement activities
-PMB p. 21 Colour and cut. Fold and Stick.
Ss follow instructions to make a cutout of a
snowman.
5. L /S
5. T /Ss
5. 5-10’
6. L /S
6. T /Ss
6. 10-15’
7. L /S
7. T /Ss
7. 15’
8.
L/S/R/W
8. T /Ss - IW
8. 5’
L /S
-IW
-10’
-Reinforce the carol in the unit.
-PMB p. 27 L29 Sing
Ss colour the pictures on the margins and the
picture of “Father Chritsmas”. While they do so, T
asks : “What’s this? (a Star) What colour this?
(Yellow)”
L29 Ss sing the Christmas carol again.
- L /S
-IW
-10-15’
- R /W
-IW
-10-15’
-Practise written expression of the song in
the unit.
* Extension activities
-TB p. 127
Ss copy the lyrics on another page and
decorate it to take it home.
Objectives
Activities
Skills
Interaction
Time
5. Recall Christmas related vocabulary.
6. Sing a Christmas carol.
7. Practise Christmas related vocabulary.
Oral practice of Christmas and New Year
greetings.
-Make the cutout of a snowman.
-CB
-CD 2
-Zipadee puppet
-Colours flashcards
-Colour pencils
-One photocopy for
each student of page
26 of the PMB
-One photocopy of
page 27 of the PMB
for each student.
-Scissors for each S
-Glue
-One big sheet of
paper per student.
Easter
Material
Ses
sion
1
1. Introduce students to the context of the
unit (Easter)
Introduce the vocabulary : “Easter
eggs, flowers, tree, chick”
Learn aspects of Easter celebrations in
Great Britain.
Sing an Easter song. .
Oral practice of an Easter greetings
formula
-Practicse written comprehension and
expession of the structure : “3 blue eggs”.
-Practise written comprehension and
expession of the structure: “3 blue eggs”.
1. TB p. 128 Getting started.
-Ask in LL1 how they celebrate Easter. Do
they break chocolate eggs?
-T draws on the
board : “Easter egg, flower, tree, chick”. Points to
each object and says the names.
-T calls a S. to the board. T says a name
and the Ss point to it.
2. TB p. 128 / CB p. 62 Look at the picture.
-Look at the picture with the Ss. Look in the
picture for these elements: “egg, flower, chick,
basket”.
-Explain how Easter is celebrated in Great
Britain, comparing it with how they celebrate it: I:
“Easter Buny”.
3. CB p. 63 L30 Sing.
-Look at and discuss the pictures with the
Ss.
-L30 Point out the song to the Ss .
4. TB p. 1219 Finishing.
-Have Ss wish Zipadee a “Happy Easter” .
* Reinforcement activities
-AB p. 31 Trace. Draw and colour.
Ss draw and colour the indicated Easter eggs in
the baskets.
* Extension activities
-TB p. 129 Easter Eggs game
Ss play in pairs. S1 thinks of a colour and a
number and says to S2 “Three orange eggs”.
Both Ss draw them without showing their friend.
Now S2 says the colour and number to S1. When
they have repeated it several times, they
compare their drawings to see if they are the
same.
1. L /S
1. T /Ss
1. 10-15’
2. L /S
2. T /Ss
2. 15’
3. L /S
3. T /Ss
3. 10-15’
4. L /S
4. T /Ss
4. 5’
-R
-IW
-10’
- L /S
- PW
-10’
-CB
-CD 2
-Zipadee puppet
-Colour pencils
-One sheet of paper
per student
Easter
Ses
sion
2
Objectives
5. Remember Easter related vocabulary. .
Sing an Easter song. .
7. Practise Easter related vocabulary.
Revise the numbers 1 to 10 vocabulary.
Oral practice of Easter greetings.
-Make a card with Easter greetings.
-Reinforce the song in the unit.
Activities
5. TB p. 130 Getting started.
-T: “Open your books at `page 62”. T points to
objects but says words that are not the names of
the objects. Ss correct.
6. TB p. 130 / CB p. 63 L30 Sing.
-L30. Sing the song again. .
-Perform actions: when they say “egg” they draw
an oval in the air, when they say “Run” the
pretend to run, when they say “play” they shake
the hand of another student.
7. CB p. 63 Find and count.
-Ss have to look for the different types of
Easter eggs and count them. .
-Check the answers with the group-class.
8. TB p. 130 Finishing.
-Put the flashcards with the numbers on the
board. Make two teams. Have one S from each
team go up to the board. T says a number from 1
to 10, e.g.: “Seven”. Ss have to run to number 7
and write under it any combination that adds up
to 7: 4+3, 2+5... The first S to write a correct
combination gets a point for his/her team.
-Ss say goodbye to Zipadee: “Happy Easter,
Zipadee!”
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss
6. 10-15’
7. L /S
7. T /Ss
7. 15’
8. L /S
8. T /Ss
8. 5-10’
-L /S
-IW
-10’
-PMB p. 29 L30 Sing
Ss colour the pictures on the margins. While
they are doing so, T asks around : “What’s this?
(a rabbit) What colour this? (Green)”L30 Ss sing the song again.
- L /S
-IW
-10-15’
* Extension activities
- R /W
-IW
-10-15’
* Reinforcement activities
-PMB p. 28 Colour. Cut and fold.
Ss follow the instructions to make an Easter
card.
Material
-CB
-CD 2
-Zipadee puppet
-Numbers flashcards
-Colour pencils
-One photocopy of
page 28 of the PMB
for each student.
-One photocopy of
page 29 of the PMB
for each student
-Scissors for each
student
-Practise the written experessionof the
song in the unit. .
-TB p. 131
Ss copy the lyrics of the song on another sheet
of paper and decorate it to take it home.
CLASSROOM PROGRAMME –COOL KIDS! 2: YEAR 2010/2011*
*Each centre will have to adapt this programme to its own situation and timetable.
THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS LEVEL
Introduction. Numbers / Weather
Objectives
Ses Introduce Cool Kids 2 to the students and
sion motivate them.
1
Recall the characters of Rosie, Jack and
Zipadee from the previous level.
Introduce numbers from 11 to 20 and
learn a “Chant” with numbers 1 to 20.
Remember numbers 1 to 10.
Numbers from 1 to 20.
Activities
TB p. 26 / Class Book Getting started.
-Put the “Magic Lamp” poster in the classroom.
Put away the numbers 1 to 20 flashcards in the
lamp.
-T introduces his/her self : “Hello! I’m (name)”.
Get the Ss to introduce themselves. Ask if they
remember the characters from the previous level.
-T puts the
Zipadee puppet on “Hello!” Ss:
“Hello, Zipadee!”.
CB, p. 2-3 L1 Listen and point. Chant.
-T puts the numbers 1 to 10 flashcards on the
board. Zipadee points to them and says them.
Ss repeat them.
-Zipadee doing magic, takes the numbers 11 to
20 flashcards from the lamp and introduces them
to the Ss as T puts them on the board.
-L1: “Listen and point”.
-L2. T: “Let’s say the numbers chant”.Ss listen to
the Chant.
-L2. Ss listen to the Chant and point to the
numbers in their book.
-Ss listen to the “chant” again and say it following
the recording.
CB p. 3. Draw and say.
-Ss look at the picture in the bottom part. Ss
figure out what they have to do.
-Ss join the dots in order. While they are doing
so, T asks around : “What number’s this?” and
when they finish “Who’s that?”.
Skills
L /S
2.
L /S
L /S
Interaction
T /Ss
Time
5-10’
2.
T /Ss
10-15’
3
T /Ss
3.
15’
Material
-CB
-AB
-CD 1
“Magic Lamp”
poster
-Numbers 1 to 20
flashcards
-Cd with music the
students may like
10-
Count orally from 1 to 20.
Introduction . Numbers / Weather
Objectives
Ses
sion - Count amounts of school objects upto 20
1
elements.
(Co
- Remember school objects vocabulary.
ntin
ued
)
TB p. 27.Finishing
-Explain to the Ss that they will all count from 1 to
20, with each S saying a number successively
when they are pointed at. Correct pronunciation.
-Ss say goodbye to Zipadee.
4.
Activities
* Reinforcement activities
-AB p. 2 Count.
T shows the school objects from the previous
level : “What’s this?”.
Ss open their books and look at the picture.
Get Ss to read the words at the end of the
page. T: “Count the (pencils) in the picture”. Ss
count them . T: “How many (pencils)?”.
Ss carry out the activity individually while T
asks around the class : “What’s this? How
many?”.
Skills
Interaction
Time
- L /S /R
-T /Ss - IW
-10’
-L /S
-T/Ss
-5-10’
- L /S
-T/Ss
-5-10'
Skills
Interaction
Time
- Oral practice of numbers 1 to 20
L/S
4.
T /Ss
4.
5-10’
Material
-TB p. 27 Pass the flashcard.
Ss sit in a circle. T hands out three or four
numbers 1 to 20 flashcards and plays music. Ss
pass them on until the music stops. When the
music stops, Ss that have a flashcard have to say
the number out loud.
- Solve simple sums.
Introduction. Numbers / Weather
Objectives
* Extension activities
-TB p. 27 What’s the answer?
T writes some simple sums on the board :
“13+4”. T: “What’s the answer?”. Ss answer..
Activities
Material
Ses
sion
2
Revise the oral identification of numbers
11 to 20.
TB p. 28 Getting started
-Play What’s missing?” using numbers 1 to 20
flashcards .
5. L /S
5. T /Ss
5. 5-10’
Make some cards to practise numbers 11
to 20.
CB, p. 79 Para jugar
-T: “Open your books at page seventy-nine”. Ss
cut out the cards and write their name on the
back.
-Play “Match the flashcards”. T shows the Ss the
number flashcards in no specific order. Ss show
them and say them.
7. CB p. 2 L2. Listen
-T: “Open your book at page 2”. Look and discuss
the picture with the Ss.
-Point, one by one at all the characters: “Who’s
this?”. Point at the magic lamp: “What’s this?”.
-L2. T: “Let’s listen to Rosie, Jack and Zipadee”.
Ask the Ss what they think the characters are
saying.
-L2. Ss point to the character who is speaking at
all times.
-L2. Make three groups, one for each character.
Each group says the phrases of its character.
8. TB p. 29. Practising
-Call two Ss to the board : “You’re Jack. You’re
Rosie” Ss practise the dialogue lines as if they
were the characters in the book.
TB p. 29 Finishing
-T says numbers 1 to 20. When they hear them,
Ss put away the corresponding mini-cards in their
folders.
_Ss say goodbye to Zipadee.
6. L /S
6. T /Ss
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. L / S
8. T /Ss
8. 10’
9. L /S
9. T /Ss
9. 5-10’
Activities
* Reinforcement activities
-AB p. 3 Colour and say.
Skills
Interaction
Time
- R /W
-IW
-5-10’
Introduce once again, the characters of
Jack, Rosie and Zipadee.
Introduce : “How are you” and “I’m fine”.
Practise orally: “How are you?” and “I’m
fine, thank you”.
Practise orally the identification of numbers
from 1 to 20.
Introduction. Numbers / Weather
Objectives
Ses
sion - Identify numbers 11 to 20.
-CB
-AB
-CD 1
-Numbers 1 to 20
flashcards
-Scissors for each
student
-Students folders
-Colour pencils
-Mini-cards
of
numbers 11 to 20
Material
2
(Co
ntin
ued
)
Ss colour the dotted areas and identify the
numbers. T can ask meanwhile,
: “What
number’s this?”
- Practise oral comprehension of numbers
11 to 20.
- Practise oral comprehension
expression of numbers 11 to 20.
and
-L /S
-T/Ss
-5-10’
- L /S
-PW
-5-10'
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
-TB p. 29 Circle the numbers.
Ss write 4 numbers between 1 and 30. T says
the numbers: Ss circle the numbers they have.
The first S to circle all the numbers puts up
his/her hand and says them.
* Extension activities
-TB p. 29 What number’s this?
In pairs. Ss shuffle their cards and put a pile
facing downwards. S1 takes a card without letting
S2 see it. S2 has to try to guess what card it is in
less than three attempts. If he/she guesses, S
gets to keep it. Next, it is the turn of S2. .
Introducción. Numbers / Weather
Objectives
Ses Introduce students to the topic in the
sion session: “Weather”.
3
Activities
10. TB p. 30 Getting started.
-Put the “Magic Lamp” poster in the class. Put
away the weather flashcards in the lamp.
-T:“Hello!” and explain that today they will work
on another subject. Show the “Windy” flashcard.
Ask Ss to guess what subject it is about. Ask
Material
-CB
-AB
-CD 1
-Weather flashcards
-Numbers flashcards
“Magic Lamp”
what words they think they will learn.
Introduce the weather related vocabulary: :
“Cloudy, sunny, wet, windy, hot, cold”.
Learn a song with the weather vocabulary.
.
Practise oral comprehension of weather
vocabulary.
Practise oral comprehension of weather
vocabulary.
Introduction. Numbers / Weather
Objectives
Ses
sion -Practicse written comprehension
3
weather vocabulary.
of
poster
-Zipadee puppet
11. TB, p. 30 L3 L4 Listen and point
-T pulls out of the lamp the weather flashcards
one by one, showing the Ss.
-L3. Zipadee points to them as they are heard in
the recording.
-T: “Open your books at page 4”. L3. Ss listen
and point to the pictures of the weather in their
book.
-L3. Pause after each word for Ss to repeat.
-L4. T: “Let’s say the weather chant”. Teach Ss
the weather song.
12. CB p. 5 L5 Practising
-T: “Open your books at page 5”. Ask Ss to look
at the pictures.
-Do the first one with the group-class: “Look at
number 1. What’s the weather like?”.
-L5 Ss listen and circle the right pictures.
-Correct with the Ss.
13. TB p. 31 Finishing
-Each S chooses a different type of weather and
marks it in the book. T shows the weather
flashcards one by one. When Ss see the one
they chose, they can close their books and get
ready to leave.
11. L /S
11. T /Ss
11. 15’
12. L /S
12. T /Ss – IW
12.
15’
13. L /S
13. T /Ss
13. 5-10’
Activities
* Reinforcement activities
-AB p. 4 Read and draw.
Previo: T: “Open your AB at page 4. Look at the
Skills
Interaction
Time
- L /S /R
-T / Ss - IW
-10-15’
Additional material:
-Colour pencils
-One sheet of paper
per student
10-
Material
pictures. What’s the weaher like (in one)?”.
While the Ss carry out the activity, T can ask : :
“What’s the weather like?” Ss. “It’s (wet)”
(Co
ntin
ued
)
- Practise oral identification of the weather.
.
- Oral and written expression of their
favourite type of weather.
Introduction. Numbers / Weather
Objectives
Ses Revise the weather song from session 3. .
sion
4
-TB p. 31 Numbered flashcards
T puts the weather flashcards on the board and
numbers them from 1 to 6. T asks one by one: :
“What’s number (one)?”.
Turn round the flashcards and check if the Ss
remember the order. : “What’s number (six)?”
-L /S
-T/Ss
-5-10’
* Extension activities
-TB p. 31 Draw.
Ask some Ss what weather they prefer.
Ss draw themselves somewhere with their
favourite weather, using a sheet of paper. Ss
write what the weather is like under the picture.
These pictures can be used later to make a
poster.
- R /W
-T /Ss – IW
-10'
Activities
14. TB p. 32 L4 Getting started
-T puts the weather flashcards in the same order
as they appear in the book. T plays the “Chant
again. T:“Listen and point”.
-T: “Point and say”.
Skills
14. L /S
Interaction
14. T /Ss
Time
14. 5-10’
Material
-CB
-AB
-CD 1
-Weather flashcards
-Numbers flashcards
Make some cards to practise the weather.
Practise oral identification of numbers 1 to
6 and the weather.
Present the “Days, weather and seasons”
poster and its uses
Introduce the question : “What’s the
weather like today?”.
- Practise written comprehension and
expression of weather vocabulary.
- Describe the weather.
- Practise oral expression of the weather
vocabulary.
15. CB, p. 77 Playing
-T: “Open your books at page seventy-seven”. Ss
cut out the cards and write their name on the
back. .
-Play “Match the flashcards”. T shows Ss
the colours flashcards in no specific order. Ss
show them and say them.
16. TB p. 32.Practising
-T raises a number 1 to 6 flashcard and another
weather flashcard: : “Five, windy”. Divide the
class in two groups. One group says what
number it is and the other what the weather is
like. Repeat switching roles. .
17. TB p. 32 Finishing
-Put the “Days, Weather and Seasons” poster in
the class. Explain that from now on, they will be
writing the weather at the begining of each
session.
-T: “What’s the weather like?”. Write on the
poster .
* Reinforcement activities
-AB p. 5 Write.
Ss look at the pictures. Do the first on with the
Ss. : “Number 1. What’s the weather like? (It’s
hot)”. Ss carry out the activity individually.
Correct with the group-class .
* Extension activities
-TB p. 33 Guess the word
T writes on the board the weather words. T
mimes one of these words. Ss try to guess what
the weather is like.
-TB p. 33 Matching boards
In pairs. Each S puts 3 weather cards in the
chart on p 64. S1 gives his positions to S2 and
the other way around. Later they compare their
charts.
15. L /S
15. T /Ss – IW
15.
15’
16. L /S
16. T /Ss
16. 10’
17. L /S /R
17. T /Ss
17. 5-10’
- R /W
- IW
-10-15’
-L /S /R
-T/Ss
-5-10’
- L /S
-PW
-10'
10-
-Scissors for each
student.
-Students folders
- “Days, weather and
seasons” poster
-A water-soluble felt
tip pen
-Zipadee puppet
-Mini-cards of the
weather.
Unit 1. Home
Objectives
Ses Introduce the context of unit 1 (Toys).
sion
1
2. Introduce the rooms vocabulary:
“Bedroom, dining room, bathroom, kitchen,
living room, garden”.
3. Practise written comprehension of the
rooms vocabulary.
4. Practise oral comprehension and
expression of the rooms vocabulary. .
Unit 1. Home
Activities
1. TB p. 34 / Class Book Getting started.
-T puts the “Magic Lamp” poster where it is
perfectly visible and puts away the rooms
flashcards in it. T puts the Zipadee puppet on
and hides it in the corner.
-T points to the poster : “Hello! Look! It’s the
magic lamp”. Show the Zipadee puppet: “Hello,
I’m Zipadee” Ss answer: “Hello, I’m (Susana)”.
-Talk over with the Ss that today they will be
strarting a new unit. T: “Look! It’s Zipadee’s
lamp!”Have a flashcard come out of the lamp :
“Look, it’s a (living room)” Ss have to guess the
topic of the unit. When they guess, ask what
words they think they will be learning.
2. CB, p. 6 L6 L7 Listen and point. Listen and
Chant
-T brings the flashcards withthe new words from
the lamp using the Zipadee puppet, and saying
them aloud as he hangs them on the board
following the order in the book.
-Look at and comment the picture with the Ss.
-L5 y : “Listen and clap”. “Listen and point”. Ss
listen to the words and point to them.
-L6 “Listen and chant”. Ss listen to the song and
say it.
3. CB p. 7. Read and cirlce. Say.
-Ask the Ss what they think they are supposed to
do.
-While Ss carry out the activity, T asks : “What’s
this?.
TB p. 35.Finishing
-Ask a S to take a flashcard from the board and
give it to Zipadee who will put it back into the
lamp. Zipadee asks : “What’s this?” Ss answers..
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
Material
-CB
-AB
-CD 1
-Rooms flashcards
-Zipadee puppet.
-Magic Lamp”poster.
Additional material:
-Colour pencils
-Pieces of paper for
each student
-A sheet of paper per
student
-Colour pencils
2. L /S
2. T /Ss
2. 10-15’
3. L /S /R
3. IW
3. 10’
4. L / S
4. T /Ss
4. 5-10’
Objectives
Ses
sion
1
(Co
ntin
ued
)
Practise written comprehension of the
rooms vocabulary.
Activities
* Reinforcement activities
-AB p. 6 Number.
Ss read the words and write the numbers in the
corresponding pictures.
Skills
Interaction
Time
- L /S
-IW
-5-10’
-L /S
-T /Ss
-5-10’
- Practise oral comprehension of rooms
vocabulary
-TB p. 35 Reverse Bingo
Each S takes pieces of paper and puts them on
three of the pictures on p 7 of the CB to play
reverse Bingo. Ss bring the papers as they hear
the name of the rooms. Whoever brings all the
papers is eliminated. Ss that still have a piece of
paper when T says the sixth room, are the
winners.
- Identify the rooms in the drawing of a
house. .
* Extension activities
-TB p. 35 Home
T draws the sketch of a house on the board.
Identify the rooms with the Ss.
Ss can draw the sketch of a house on a sheet
of paper and label the rooms. .
- L /S/R/W
-T /Ss –IW
-10-15'
Activities
Skills
Interaction
Time
Unit 1. Home
Objectives
Material
Material
Ses
sion
2
Identfy the day of the week and the day's
weather.
Make some cards to practise the rooms
vocabulary.
Practise oral comprehension of the rooms
vocabulary.
8. Practise the written comprehension and
expression of the rooms vocabulary. .
Practise oral comprehension of the rooms
vocabulary.
- Oral practice of the rooms vocabulary.
- Practise the rooms vocabulary.
5. TB p. 36 Getting started.
-Put the “Days, Weather and Seasons” poster in
a visible place of the classroom.
-Point at the days of the week in the poster and
say them in English.
-T: “What day is it today?”. T answers and Ss
repeat. . “It’s (Monday)”. Call a S to the board to
point at the word in the poster and write it in the
corresponding place.
-Do the same with the weather.
6. TB p. 36 / CB, p. 75 Preparing the game.
-Ss prepare the cards with the rooms to make a
game.
CB p.8/ CB p. 64 L8. Listen. Play the Magic
Lamps game.
-T: “Show me the (dining room)”. Ss show the
corresponding card. Repeat it with all the cards.
-Revise with the Ss the numbers from 1 to 6.
Put the corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” play L8.
Ss listen and follow the instructions. First, they
show the corresponding object and then they
listen and put the card in the corresponding box.
-Correct on the board. T: “One?” Ss: “Bedroom”
T: “Yes, It’s a bedroom”.
CB p. 8.Find and write.
-Ss say what they think they are supposed to do.
-While the Ss carry out the activity, T asks:
“What’s this?”.
9. TB p. 37 Finishing
-Ss write their names on the back of the
cards and put them away in their folders when T
gives the order: “Put away the (kitchen)”.
* Reinforcement activities
-TB p. 37 What’s missing?
Play
“What’s missing?”with Ss, using the
rooms flashcards. .
5. L/S/R/W
5. T /Ss
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. R /W
8. IW
8. 5-10’
9. L /S
9. T /Ss
9. 5’
- L /S
-T /Ss
-5-10’
-TB p. 37 Find a pair.
Play “Find the pair” with the mini-cards of the
rooms.
-L /S
-T /Ss
-5-10’
-CB
-AB
-CD 1
- “Days, Weather and
Seasons” poster.
-A water-soluble felt
pen
-Rooms flashcards
-Numbers flashcards
-Zipadee puppet.
-Scissors for each
student.
-Students folders
-Mini-cards of the
rooms
-One sheet of paper
per student.
-Colour pencils
- Practise spelling of rooms vocabulary. .
Unit 1. Home
Objectives
Ses Prepare and motivate the students to listen
sion to a story.
3
Listen to a story in English
Overall comprehension of a story
Answer questions about a story
Practise comprehension of the story in the
unit.
* Extension activities
-TB p. 37 Word game
In pairs S1 takes the rooms and dictates them
to S2. Next, they all correct the spelling.together.
Switch roles.
Activities
10. TB p. 38 L9 Getting started.
-T puts the Zipadee puppet on and greets the
Ss. Explain that they will listen to a story about
Jack, Rosie and Zipadee.
-Introduce the magic song “It’s story time” to the
Ss performing the actions.
*One, two, three. Raise one, two and three
fingers.
*For you and me. Point to the students and
to yourself.
-Ss try to chant the song and mime the
gestures.
11. TB p. 38 / CB, p. 9 L9 Listen to the story.
-Look at the story in the book with the Ss Ss
explain in LL1 what they think the story is about.
-T: “Let’s listen to the story!” Ss listen to the story
until the end and follow it in the book pointing at
the frames.
-T plays the story again and stops in each frame.
T asks comprehension questions:
V1: “Who is it?
V2: “Where’s Mum?”
V3: Who is it?
V4: “Where’s Dad?”
V5: “Who is it?”
V6: “Where’s Zipadee?”
-T: Listen and repeat”. Play the story and pause
for Ss to repeat the phrases.
12. TB p.39/ CB p. 9. Working on the story
-T: “Listen and answer”. T says phrases from the
story. Ss have to say the corresponding number
of frame.
- R /W
-PW
-10'
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 15’
12. L /S
12. T /Ss
12. 5-10’
Material
-CB
-AB
-CD 1
-Zipadee puppet
-Finger puppets of
Jack,
Rosie
and
Zipadee
Additional material:
-Rooms flashcards
-1 photocopy of p 30
of the PMB for each
student
Oral practice of the phrases from the story
in the unit.
Introduce the phrase “You may go!”
Unit 1. Home
Objectives
Ses
sion - Practise the rooms vocabulary.
3
(Co
ntin
ued
)
- Remember the words and phrases of the
story in the unit.
Oral discriminationo of words.
- Practise written comprehension and
expression of the rooms vocabulary.
Unit 1. Home
Objectives
TB p. 39 /CB p. 9.Act it out.
-Make two groups : Jack and Rosie to act out the
story.
-Ss act out the story using the finger puppets.
Switch roles. .
14. TB p. 39 Finishing
-Number the Ss with the numbers from 1 to
5. T: “Number two, you may go!”. Continue until
the whole group is ready to leave.
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
Activities
* Reinforcement activities
-TB p. 39 What’s missing?
Play “What’s missing?” with
vocabulary flashcards.
Skills
Interaction
Time
- L /S
-T /Ss
-10’
-TB p.39 Remembering the story
T asks the Ss what words and phrase they
remember fromt he story and writes them on the
board.
Play L9. Ss put up their hand when they hear
one of the words written on the board.
-L /S /R
-T /Ss
-10’
* Extension activities
-AB p. 7 Match and write
Ss match the characters with the rooms they're
in, read the words and complete the phrases.
Give the example with the
Ss. Remember
“I’m..:” T: “Where’s the boy?” Ss: “In the livng
room”.
-R/W
-IW
-10'
Activities
the
Material
rooms
Skills
Interaction
Time
Material
Ses
sion
4
Identiy the day of the week and the what
the weather is like..
Identiy toys in the story in the unit.
Practise spelling of toys vocabulary.
Practise comprehension of the story in the
unit.
Practise
comprehension
information in a story.
of
specific
Oral practice of the phrases in the unit
story.
- Reinforce comprehension of the story in
the unit.
-Practise written expression of the toys
vocabulary. .
- Reinforce written comprehension of the
15. TB p. 40 Getting started.
-Put the “Days, Weather and Seasons” poster in
a visible part of the class.
-Point to the days of the week in the poster and
say them in English. .
-T: “What days is it today?”. T answers and Ss
repeat. “It’s (Monday)”. Call a S to the front to
poin to the word in the poster and write it in the
corresponding place.
-Do the same with the weather.
16. CB, p. 9-10 L8 Find and write.
-T says phraes of the story but changing the
information so Ss can correct it e.g.:. “Mum’s in
the living room” Ss: “No, in the garden”. Before
each phrase, T says : “look at number (one)”
-Look at the toys on page 10.Look for the first one
with the Ss. “What’s this? Look at the story.
Where’s the (ball)?” Ss: “One”.
-Correct the actitvity with the Ss.
17. CB p. 9-10 Choose and say.
-T: “Look at the pictures”. Point to the characters:
“Who’s this?”Dp sectopm 1 with the group.
-Ss carry out the activity individually.
CB p. 9 L9 Finishing.
-Divide the group-class in 2 groups: Rosie and
Jack. Play L9. Each group says and acts out its
phrases.
* Reinforcement activities
-PMB p. 1 L9 Listen and put in order
Ss cut out the frames in the story.
Ss try to order them by heart.
Listen to the story and check if they've done it
correctly.
* Extension activities
-AB p. 8 Find and circle.
Pre: Look at the pictures . T: “What’s this?” Ss:
“It’s a (living room)”.
Ss do the letter soup.
-TB p. 41 make a mini book
15.
L/S/R/W
15. T /Ss
15. 5-10’
16.
L/S/R/W
16. T /Ss – IW
16.
15’
10-
17. L /S
17. T /Ss – IW
17.
15’
10-
18. L /S /R
18. T /Ss
18.
15’
10-
- L /S
-T /Ss
-10’
-R/W
-IW
-10-15'
-R/W
-IW
-15-20’
(H)
-CB
-AB
-CD 1
“Days, Weather
and Seasons” poster
-A water-soluble felt
tip pen
-Zipadee puppet
Additional material:
-1 photocopy of p.
1of th
Photocopy
Master Book for each
student
-Scissors for each
student
-Colour pencils
-Pegamento
para
cada alumno
-Una hoja de papel
para cada alumno
story in the unit.
Hand out 2 sheets of paper to make a small
book with 8 pages. They use the first page for the
cover and then draw the 6 frames with the
characters' dialogues in the rest. Ss take the book
home.
Unit 1. Home
Ses
sion
5
Objectives
Activities
Skills
Interaction
Time
Material
Reinforce oral comprehension of the rooms
vocabulary
TB p. 42 Getting started.
-Ss take the rooms mini-cards.
-T: “Show me the (garden)”. Ss raise the
corresponding
mini-card.
T
shows
the
corresponding flashcard so Ss can see if they did
it right. .
20. CB, p. 11 Preparing the song .
-T: “Open your books at page 11” Point to one of
the pieces of furniture in the first picture. : “What’s
this?” Point to one of the animals and ask :
“What’s this?”. Do the same with other furniture
and pets.
21. CB p. 11 L10 Sing.
-L9. Play without stopping the recording.
-Play L10. T acts out the lyrics so the Ss
understand the song.
*”Where’s my mouse?”. T imitates a running
movement with the fingers. .
*”Where’s my fish?”l. Pretend you are a fish
opening and closing your mouth
*”Where’s my cat?”. Pretend to stroke a cat.
-Play L10 again. Encourage Ss to perform the
actions.
-Play L10 again. Encourage Ss to sing
CB p. 11 L 11 Write. Sing.
-Look at the animal pictures with the Ss.Look at
the words in the box, read them and write them
under the corresponding picture.
-L11. Ss use the pictures to invent new stanzas of
the song. .
23. TB p. 43 Finishing
-As T says the rooms, Ss put away the
corresponding mini-cards in their folder.
19. L /S
19. T /Ss
19. 5’
20. L /S
20. T /Ss
20. 5-10’
-CB
-AB
-CD 1
-Zipadee puppet
-Rooms flashcards
-mini-cards of the
rooms
-Students' folders
Prepare the students to listen to a song in
English.
Sing a song in English
Practise the language in the song. Practise
writing of: “Bird, rabbit, dog”.
Practise oral comprehension of the rooms
vocabulary.
21. L /S
21. T /Ss
21.
15’
10-
22.
L/S/R/W
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5’
Additional material:
-One photocopy of p.
2 of the PMB for
each student
-One photocopy of p
3 of the PMB for each
student
-Scissors for each
student
-Glue
-Colour pencils
Unit 1. Home
Objectives
Ses
sion - Practise oral comprehension of
5
instructions to put objects on certain pieces
(Co
of furniture.
ntin
ued
)
-Oral practice of structures : “Where’s my
mouse? It’s in the bedroom?”.
Activities
* Reinforcement activities
-PMB p. 2 Colour. Cut and Stick.
Ss colour the animals and furniture and cut out
the cards.
Practise giving instructions to place animals on
different furniture: “Cat. On the table”.
L10. Ss listen to the song and put the animals
on their respective furniture, clasping them. .
Skills
Interaction
Time
- L /S
-T /Ss – IW
-10-15’
-L /S
-T /Ss
-10’
-PMB p. 3 L10 Write. Sing.
Complete the lyrics of the song with the Ss
using the words provided in the list. .
Sing the song again with the Ss.
-L/S/R/W
-T /Ss
-10'
Activities
24. TB p. 44 L10 Getting started.
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics. .
-Divide the group-class in three groups and
assign a stanza to each group. Each group sings
its stanza.
25. CB p. 12 L12 Listen and play.
-I: “Wave” and “Walk”. T acts them out and asks
Ss to imitate.
-T: “Open your books at page 12”. Look at the
pictures with the Ss. Explain that Zipadee does
magic for children to perform actions but only
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
25. L /S
25. T /Ss
25.
15’
-TB p. 43 Chinese Whispers
Make two teams of about 5 Ss that stand in a
row. T whispers a different verse to the first S in
each team. The first student then whispers to the
second one and so on. If the last S of the row
says the verse correctly, the team gets a point.
The first one in every row then occupies the last
place in the row and the game starts all over
again.
Material
* Extension activities
- Practise written comprehension of the
lyrics of the song in the unit.
Unit 1. Home
Objectives
Ses Remember the song in the unit.
sion
6
Introduce and practise the actions: “Wave”
y “Walk”.
10-
Material
-CB
-AB
-CD 1
-Rooms flashcards
-Colour pencils.
“My World”poster
-Blu tack
-Water-soluble felt tip
pen
-Zipadee puppet
-Cd with music the
students like
Get to know about kitchens in British
homes.
Draw your favourite room.
Reinforce the orders introduced in the
session.
Unit 1. Home
Objectives
when they hear “Zipadee says” before the order.
-Use the puppet to play “Zipadee says”. All the
orders from previous levels can also be used.
26. CB p. 12 Draw.
-T shows his/her CB pointing to the “My World”
section. T: “Look at your books”.
-Ss say what they see in the photo. Discuss the
photograph with the Ss.
-I: “Kettle” the English families use to boil the
water.
-Put the 6 rooms flashcards on the board. T:
“What’s your favourite room?” Explain that they
are to draw it in the blank space.
-When they finish the drawing, complete the
phrase: “I’m in the...”.
TB p. 45 L12 Finishing.
-T puts the Zipadee puppet on and plays L12.
Ss carry out the actions while they listen.
Activities
26.
L/S/R/W
26. T /Ss – IW
20-25’
(H)
27. L /S
27. T /Ss
27. 5-10’
Skills
Interaction
Time
Material
* Reinforcement activities
Sess
-TB p. 45 My World Póster
ion 6 -Make a poster of the rooms in students'
- L/S/R/W
(Con homes using their personal drawings and
T puts the “My World” poster where Ss see it
tinue photos..
properly. Tell them that they will put the photos
d)
and drawings fo the rooms of their homes in the
center part of the poster. They can be labelled
with a water-soluble felt pen that can be erased
whtn they make another poster.
-Practise oral expression of the rooms
vocabulary.
TB p. 45 Pass the flashcard
-L/S
Ss sit in a circle. T hands out the rooms
flashcards and plays music. Ss pass them on until
the music stops. The Ss with the flashcard has to
say what room he has.
* Extension activities
-AB p. 9 Circle and write
-Practise written comprehension and
-R/W
expression of the rooms vocabulary and the
Ss circle the room in which there is a boy or a
written expression of the phrase: “I’m in girl and complete the phrases. .
the...”.
-T /Ss – IW
-10-15’
-T /Ss
-5-10’
-IW
-5-10’
Unit 1. Home
Objectives
Ses Prepare the Ss for a revision of the work
sion done throughout the unit.
7
Revise the rooms vocabulary.
Oral practice of questions : “What’s your
name?” and “How old are you?” and
“What’s the weather like?”
Revise the members of the family
vocabulary and the structures: “Where’s
(dad)? In the (living room)”.
Make a picture dictionary with the rooms
vocabulary.
Practise the pronunciatio of the rooms
vocabulary.
Self-evaluate the work done throughout the
unit.
Activities
28. TB p. 46 Getting started.
-T puts the “Magic Lamp” poster where it is
perfectly visible and puts away the rooms
flashcards in the lamp. T: “Hello! It’s the Magic
Lamp!” T shows the puppet : “Look! It’s
Zipadee!”.
-Expliain to the Ss that today they will revise
what they've done throughout the unit.
-Zipadee brings the rooms flashcards one by
one. Ss identify them.
29. TB p. 46 Revising
-T calls six Ss to the board and numbers them
with the rest of the group-class. Ask each S :
“What’s your name?”, “ How old are you?” and
“What’s the weather like?”.
-T shows the Ss two flashcards: one of a member
of the family and the other of a room. Ask a S :
“Who’s this? (Dad) Where’s Dad? (in the living
room)” Repeat with other flashcards and Ss.
30. CB p. 13 Stick.
-T: “Find the stickers”.
-While Ss carry out the activity, T can ask:
“What’s this?” Ss: “It’s the (garden)”.
-Ss write the words under each picture.
-T can stamp the work of the Ss with the rubber
stamps (Bottom right of p.13)
31. CB p. 13 L 13 Listen and repeat.
-Ss listen to six words at different speeds in
groups of three and repeat them.
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. L /S
29. T /Ss
29.
20’
30.
L/S/R/W
30. T /Ss - IW
30. 10’
31. L /S
31. T /Ss
31. 10’
CB p. 13 Circle and colour.
-T introduces face expressions : “Look! Sad.
Look! OK. Look! Happy!”.
-Before Ss self-evaluate, they can remember the
activities carried out throughout the unit.
-Ss complete the “My favourite word / page”
sections.
32.
/S/R/W
32. T /Ss – IW
32. 5-10’
L
15-
Material
-CB
-AB
-CD 1
“Magic Lamp”
poster
-Rooms flashcards
-Zipadee puppet
-Colgantes de las
habitaciones
-Rubber stamps
-Colour pencils
- Portfolio folders
- Vocabulary poster
Oral practice of numbers 1 to 20.
Unit 1. Home
Objectives
Ses * Make the Portfolio.
sion
7
(Co
ntin
ued
)
-Reinforce the toys vocabulary.
-Remember words from the song in the
unit.
Unit 2. Clothes
Objectives
Ses Introduce the context of unit 2 (clothing).
sion
1
TB, p. 47 Finishing
Ss are numbered orally from 1 to 20.
Explain that the next session they wil be starting
a new unit.
33. L /S
33. T /Ss
33. 5’
Activities
* Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
could draw their house. They are to look for a
photo or a drawing of a member of their famil
inside a room of their house. Write the name of
the person and thre room he/she is in.
Skills
* R /W
Interaction
* IW
Time
* 10-20’
- L /S
-T /Ss
-10’
-L /S /R
-T /Ss
-10’
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
* Reinforcement activities
-TB p. 47 Vocabulary Poster Race
T puts the “Vocabulary” poster in a visible
place of the class. Call two Ss who will compete,
trying to be the first one to find a toy d the (doll)”.
Repeat with other Ss.
Hidden colours and numbers can also be
revised.
* Extension activities
-TB p. 47 L10 Ampliación.
T asks Ss to say what the song was about.
T asks them to say words they remember from
the song. T writes them on the board.
Play the song. Ss sing it and perform the
actions.
Activities
1. TB p. 48 / Class Book Getting started.
-T puts the “Magic Lamp” poster where it is
perfectly visible and puts away the clothes
flashcards in the lamp. T points to the poster:
“Hello! Look! It’s the magic lamp”. Tell the Ss they
Material
Material
-CB
-AB
-CD 1
-Clothes flashcards
-Rooms flashcards
2. Introduce the clothes vocabulary: : “skirt,
trousers, T-shirt, jacket, hat, dress”.
3. Practise written comprehension of the
clothes voabulary.
4. Practise oral comprehension of the
clothes vocabulary.
- Practise written comprehension of the
clothes vocabulary. .
- Identify the clothes in the pictures.
-Oral practice of identification of clothing
items.
- Expand the clothes vocabulary.
- Practse written comprehension
expression of the clothing items. .
and
are starting a new unit today. T: “Look! It’s
Zipadee’s lamp!” Have a flashcard come out of
the lamp : “Look, it’s a (skirt)” Ss have to guess
the topic of the unit. When they do so, ask what
words they think they will larn.
2. CB, p. 14 L14 L15 Listen and point. Listen
and Chant
-T brings the flashcards with the new words to the
lamp using the Zipadee puppet and saying them
aloud as they are placed on the board in the
same order as they appear in the book.
-Look at and discuss the picture with the Ss.
-L14 “Listen and clap”. “Listen and point”. Ss
listen to the words and point to them.
-L15 “Listen and chant”. Ss listen to the song and
say it. .
3. CB p. 15. Find and match. Say.
-Ask the Ss what they think they are supposed to
do.
-While Ss carry out the activity, T asks “What’s
this?.
TB p. 35.Finishing
-T says a clothing item. Ask a S to take the
corresponding flashcard from the board and give
it to Zipadee who will put it back into the lamp.
Zipadee says: “Thank you”.
* Reinforcement activities
-AB p. 10 Circle.
Look at the pictures with the Ss: “Who’s this?”.
Ss carry out the actvity. .
Correct with the group-class.
-TB p. 49 Bit by bit
T takes a clothes flashcard and shows it
covered by a sheet of paper. Little by little, T
lowers the sheet of paper showing the clothes
item bit by bit. Ss put up their hand when they
recognize the clothing.
* Extension activities
-TB p. 49 Clothes
T draws a clothesline on the board. Ss say
what clothes they could hang from it. T draws
-Numbers flashcards
-Zipadee puppet.
Magic Lamp poster
2. L /S
2. T /Ss
2. 10-15’
3. L /S /R
3. IW
3. 10’
4. L
4. T /Ss
4. 5-10’
- L /S
-IW
-5-10’
-L /S
-T /Ss
-5-10’
- L /S/R/W
-T /Ss –IW
-10-15'
Additional material:
-Colour pencils
-One sheet of paper
per student
-Colour pencils
their suggestions, even clothing that hasn't bee
introduced yet, writing the name on the board. .
Ss can draw their own clothesline on a sheet of
paper and label the clothes.
Unit 2. Clothes
Objectives
Ses Identify the day of the week and the
sion weather.
2
Make some cards to practice clothes
vocabulary.
Practise oral comprehension of the clothing
vocabulary.
8. Practice written comprehension and
expression of the clothing items and the
structure : “a (red) (T-shirt)”.
Practise oral expression of the clothes
vocabulary.
- Practise oral comprehension of clothing
items vocabulary. .
Activities
5. TB p. 50 Getting started.
-Put the “Days, Weather and Seasons” poster in
a visible part of the class.
-T: “What day is it today?”. T answers and Ss
repeat. “It’s (Monday)”. Call a S to point to the
word in the poster and write it in the
corresponding place.
-Repeat with the weather.
6. TB p. 50 / CB, p. 73 Para preparar el juego.
-Ss prepare the cards with clothing items to make
a game.
7.
CB p. 16/ CB p. 64 L16. Listen. Play the
Magic Lamps game.
-T: “Show me the (hat)”. Ss show the card with
the hat. Repeat with all the cards. .
-Revise the colours with the Ss. Put the
corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” Play L16.
Ss listen and follow the instructions. First, they
show the corresponding object and then they
listen and put the card in the corresponding box.
-Correct on the board. T: “Blue?” Ss: “Hat” T:
“Yes, It’s a hat”.
CB p. 16.Colour and write.
-Ss say what they think they have to do.
-Give the example with the Ss . T: “What’s this?”
Ss: “It’s a T-Shirt” T: “What colour is it?” Ss: “(It’s)
(red)” T: “So it’s a (red T-shirt)”.
-While Ss carry out the activity, T asks : “What’s
this?”.
9. TB p. 37 Finishing
-Ss write their names on the back of the
cards and put them away in their folders when
Zipadee gives the order : “Put away the
(kitchen)”.
* Reinforcement activities
-TB p. 51 Match the flashcard
Play “Match the flashcard” with Ss, using the
Skills
5. L/S/R/W
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. R /W
8. IW
8. 5-10’
9. L /S
9. T /Ss
9. 5’
- L /S
-T /Ss
-5-10’
Material
-CB
-AB
-CD 1
- “Days, Weather and
Seasons” poster.
-A water-soluble felt
tip pen
-Clothing
items
flashcards
-Zipadee puppet.
-Scissors for each
student.
-Students' folders.
-mini-cards
of
clothing items.
-mini-cards of the
colours
-A sheet of paper per
student
-Colour pencils
- Practise oral comprehension of the
structure: la “A (green) (Skirt)”.
- Practise spelling
vocabulary.
of
clothing
items
flashcards and the mini-cards of clothing items.
-TB p. 51 A green skirt
Make two groups. One group takes the colours
mini-cards and the other group takes the clothing
items. T says the name of a clothing item and its
colour. A group raises the mini-card with the
corresponding colour and another group does the
same with the corresponding clothing item.
* Extension activities
-TB p. 51 Word game
In pairs: S1 takes three clothing items and
dictates them to S2. Later they all correct the
spelling together. Switch roles.
Unit 2. Clothes
Objectives
Activities
Sess Prepare and motivate students to listen to a 10. TB p. 52 L17 Getting started.
ion 3 story.
-Tell the Ss that they will listen to another story
about Rosie, Jack and Zipadee.
-Introduce the magic song: “It’s story time” to the
Ss performing the actions.
-Ss try to say the song and mime the
gestures.
11. TB p. 52 / CB p. 17 L17 Listen to the story.
Listen to a story in English
Overall comprehension of the story. Answer -Look at the story in the book with the Ss. Ss
questions about the story.
explain in LL1 what they think the story is about.
-T: “Let’s listen to the story!” Ss listen to the story
until the end and follow it in the book, pointing to
the frames.
-T plays the story and stops in each frame. Ask
comprehension questions: : “Who’s this? What’s
this?”
-T: Listen and repeat”. Play the story and pause
for Ss to repeat the phrases. .
Practise comprehension of the story in the 12. TB p.52/ CB p. 17. Working on the story
unit.
-T: “Listen and answer”. T says objects and
people in the story. Ss have to say the number of
frame where they appear. E.g.: “A black hat”.
-L /S
-T /Ss
-5-10’
- R /W
-PW
-10'
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 15’
Material
-CB
-AB
-CD 1
-Zipadee puppet
-Finger puppets of
Jack,
Rosie
and
Zipadee
Additional material:
-mini-cards of the
clothing items.
-Colour pencils
12. L /S
12. T /Ss
12. 5-10’
Oral practice of the phrases of the story in 13. TB p. 52-53 /CB p. 17.Act it out.
13. L /S
the unit.
-Make three groups: Jack, Rosie and Zipadee to
act out the story .
-Ss act out the story using the finger puppets.
Switch roles.
Practise oral comprehension of the structure 14. TB p. 52 Finishing
14. L /S
: “A (blue) (T-shirt)”.
-Ss stand up. Zipadee says : “I’m wearing...·
Introduce the structure : “I’m wearing a Los Ss that are wearing the item Zipadee says,
(skirt)”.
can sit down and get ready to leave. Ask some ss
to say : “I’m wearing (a skirt)”.
Unit 2. Clothes
Objectives
Ses
sion - Oral practice of the structure:
3
wearing (a blue skirt)”.
(Co
ntin
ued
)
13. T /Ss
13. 10’
14. T /Ss
14. 5’
Activities
* Reinforcement activities
-TB p. 53 I’m wearing...
Ask Ss questions about what their fellow
students are wearing and what colour their
clothes are.
A S goes up front and gives his back to the
class. A S says something he's wearing: : “I’m
wearing (blue trousers)”. The S at the board has
to guess who it is.
Skills
Interaction
Time
- L /S
-T /Ss
-10’
- Remember words and phrases from the
story in the unit.
Oral discrimination of words.
-TB p. 39 L17 Remembering the story
T ask Ss what words and phrases they
remember from the story and writes them on the
board.
Play L17. Ss raise their hand when they hear
one of the words that's on the board.
-L /S /R
-T /Ss
-10’
-Practise written comprehension and
expression
of
the
clothing
items
vocabulary.
-Complete phrases with the structure : “I’m
wearing a (pink dress)”.
* Extension activities
-AB p. 11 Read and write. Colour
Ask the Ss what they think they have to do.
Do the example with the Ss.
Ss carry out the activity individually.
Correct the exercise with the group-class
-R/W
-IW
-10'
Activities
Skills
Interaction
Time
Unit 2. Clothes
Objectives
: “I’m
Material
Material
Ses
sion
4
Remember the clothing items vocabulary. .
15. TB p. 40 Getting started.
-Play “Match the flashcard” with the clothes
flashcards and mini-cards
15. L/S
15. T /Ss
15. 5-10’
Identify school objects in the unit story.
Practise spelling the school objects
vocabulary.
Practise comprehension of the story in the
unit.
16. CB, p. 17-18 L17 Find and write.
-Play L17 for Ss to remember the story.
-T asks: “What’s this?” in relation with the school
bojects in the picture on p . 18.
-Look for the first one with the Ss: “What’s this?
Look at the story. Where’s the (ruler)?” Ss: “In
picture two”. Ss do the rest of the objects.
-Correct the activity with the Ss.
17. CB p. 9-10 Choose and say.
-T: “Look at the pictures”. Point to the characters :
“Who’s that?” Do section 1 with the group.
-Ss carry out the activity individually.
-Correct with the Ss.
18. TB p. 54 Finishing.
-Divide the group-class in 4 groups: one for each
answer in activity 17. When T gives the answer
Ss that have that were assigned that answer, can
get ready to leave. T: “A pink hat, a black hat,
black trousers, a yellow jacket”.
* Reinforcement activities
-TB p. 55 Write
Call 2 Ss to the board. One puts up colour
flashcards on the board and the other one puts
clothing items. Ss have to write a combination of
the flashcards: : “Yellow / T-shirt”.
16.
L/S/R/W
T /Ss – IW
10-15’
Practicse comprehension
information in a story.
of
Practise oral comprehension
structure : “A (yellow) (hat)”.
specific
of
the
-Reinforce written expression of the colours
and clothes. .
-Rinforce comprehension of the story in the
unit.
-Practise written expression of the clothing
items and rooms vocabulary.
Discriminate clothing items and rooms
vocabulary
-PMB p. 4 L17 Listen and put in order
Ss cut out the frames of the story.
Ss try to order them by heart.
Listen to the story and check if they ordered it
correctly.
* Extension activities
-AB p. 12 Write.
Show Ss the rooms flashcards one by one. Ss
say them. Same procedure with clothing items.
T shows a lashcard: “What’s this? Room or
clothes?”
17. L /S
17. T /Ss – IW
17.
15’
10-
L
18. T /Ss
18.
15’
10-
-R /W
-T /Ss
-10’
-L
-T /Ss- IW
-10’
-L/S/R/W
-T /Ss – IW
-10-15’
-CB
-AB
-CD 1
-Zipadee puppet
-Clothes flashcards
-clothes mini-cards
Additional material:
-1 photocopy of p. 4
of the Photocopy
Master Book for each
student
-Scissors for each
student
-Colour pencils
-Glue
for
each
student
-A sheet of paper for
each student
-Colours flashcards
-Rooms flashcards
- Reinforce written comprehension of the
story in the unit. .
T: “Open your AB at page 12”. Give some
words as an example.
-Ss carry out the activity orally. Correct with the
group-cas.
-L/R/W
-IW
-15-20’
(H)
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
Material
-CB
-AB
-CD 1
-Zipadee puppet
20. L /S
20. T /Ss
20. 10’
21. L /S
21. T /Ss
21.
15’
Additional material:
-One photocopy of
p. 5 of the PMB for
each student
-One photocopy of
p. 6 of the PMB for
each student.
-Scissors for each
student.
-Colour pencils
22. L/S/R
22. T /Ss – IW
22. 10’
-TB p. 55 Make a mini book
Hand out 2 sheets of paper to make a small
book with 8 pages. Ss use the first page as a
cover and in the rest they draw 6 frames with the
characters' dialogues. They take the book home.
Unit 2. Clothes
Objectives
Ses Practise oral comprehension of brief
sion descriptions about what some fellow
5
students are wearing.
Prepare the students to listen to a song in
English.
Sing a song in English.
Practise the language in the song.
Practise written comprehension of clothing
items and colours.
Activities
TB p. 56 Getting started.
-Call a S to the board. S says what he/she's
wearing, but gives the wrong colours. The rest of
the class corrects: : “I’m wearing a blue T-shirt”.
Ss: “No, a red T-shirt”.
20. CB, p. 19 Preparing the song .
-T says some clothing items with their colour. Ss
stand up if they are wearing it. “Black shoes”.
Get some Ss to say clothing items.
-T: “Open your books at page 11” Look at the
picture : “Who’s this?” (A clown) What’s he
wearing?” Ss answer.
21. CB p. 19 L18 Sing.
-L18 play the recording without stopping
-Play L18. T acts out the lyrics for Ss to
understand the song.
T pretends to put on the clothes that appear in
the verses. .
“Look, I’m a clown” T points to her/him self
“Who are you?” T points to a S .
-Play L18 again. Encourage Ss to perform the
actions.
-Play L18 again. Encourage Ss to sing.
22. CB p. 19 L 19 Read and colour. Sing.
-Look at the pictues of clothes with the Ss. Look
at the words in the box, read them and colour the
clothes. .
-L19. Ss use the pictures to invent new stanzas
of the song.
10-
Practise oral comprehension of brief
descriptions about what someone is
wearing.
Unit 2. Clothes
Objectives
Ses
sion - Practise oral comprehension of brief
5
descriptions about what someone is
(Co
wearing.
ntin
ued
)
-Practise oral comprehension
structure: “I’m wearing a (skirt)”.
of
the
- Practise written comprehension of the
lyrics of the song in the unit.
23.
TB p. 57 Finishing
-T: “If you’re wearing (blue trousers), stand
up”. Repeat with other items and colours unitl all
Ss are standing up.
23. L /S
23. T /Ss
23. 5’
Activities
* Reinforcement activities
-PMB p. 5 L18 Colour. Cut and fold.
T: “Cut out the (jacket /hat / trousers)”.
Ss colour the clown's clothes as they appear on
p. 19 of the CB.
L18. Ss listen to the song and put the clothing
items when they hear them in the song.
Skills
Interaction
Time
- L /S
-T /Ss – IW
-10-15’
-L /S
-T /Ss
-10’
-L/S/R/W
-T /Ss
-10'
* Extension activities
-TB p. 57 Clothes Bingo.
Ss take three of their clothes mini-cards to play
Reverse Bingo. T says the clothing items. If Ss
have them, they turn the cards. The one who
turns the first three cards and says “Bingo!”is
the winner..
-PMB p. 6 L18 Write. Sing.
Complete the lyrics of the song with the
using the words provided in the list.
Sing the song again with the Ss
Ss
Material
Unit. 2 Clothes
Objectives
Ses Remember the song in the unit.
sion
6
Introduce and practise the actions : “Pick
up your pencil” and “Put down your pencil”.
Obtain information about the clothes British
boys and girls wear to school. .
Draw and describe their favourite clothes. .
Activities
24. TB p. 58 L18 Getting started.
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics.
-If there is time, they can listen to the song
from unit 1.
25. CB p. 20 L20 Listen and play.
-I: “Pick up / put down your pencil”. T acts out and
asks Ss to imitate.
-T: “Open your books at page 20”. Look at the
picutres with the Ss .
-Use the puppet to play “Zipadee says”. You can
also use all the orders from the preivious level
and unti 1 .
26. CB p. 20 Write. Draw.
-T: “Jacket” Ss put up their hand if they are
wearing this item. Do the same with other
clothing items.
-Put the clothes on the board. Ss build phrases
about what they are wearing: “I’m wearing (a TShirt)”. Each time a S builds a phrase, T repeats
in the third person: : “He’s / She’s wearing a Tshirt”.
-T shows his/her CB pointing to the “My World
section”. T: “Look at your books”.
-Ss say what they see in the photo. Discuss the
photograph with the Ss. T: “What’s he wearing?”.
-Explain to the ss they are to draw themselves in
the blank space with their favourite clothes,and
complete the phrase “I’m wearing...”.
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
25. L /S
25. T /Ss
25.
15’
26.
L/S/R/W
26. T /Ss – IW
20-25’
(H)
10-
Material
-CB
-AB
-CD 1
-Clothing
items
flashcards
-Colour pencils.
-“My World”poster
-Blu tack
-Water soluble felt tip
pen
-Zipadee puppet
-Cd with music the
students like.
27. Reinforce comprehension of clothing
items. .
Unit 2. Clothes
Objectives
Ses
sion -Make a poster of the clothing items worn
6
by students with personal drawings and
(Co
pictures.
ntin
ued
)
TB p. 59 Finishing.
-Ss stand up. T looks at the way they are dressed
and says clothing items: “Blue jeans”. The Ss
who are wearing this item, sit down. .
27. L /S
27. T /Ss
27. 5-10’
Activities
* Reinforcement activities
-TB p. 59 My World Póster
T puts the “My World” poster where Ss see it
properly. Look and talk about the girl in the
picture from Great Britain. Tell them that they will
put their photos and drawings of their clothes in
the center. They can label with a water-solvent
felt tip pen Se that can later be erased when they
make another poster.
Skills
Interaction
Time
- L/S/R/W
-T /Ss – IW
-10-15’
-L/S
-T /Ss
-10’
-R/W
-IW
-10-15’
-Describe orally what they are wearing.
-TB p. 59 Same clothes
Put the clothes flashcards on the board. Call a
S to the front : “What’s this?” Ss: “A T-Shirt”. All
the Ss wearing one stand up. Get one or two of
them to sy: “I’m wearing a T-Shirt”.Do the same
with other flashcards.
-Understand brief descripions about what
other people wear.
Write a brief description about how
someone is dressed.
* Extension activities
-AB p. 13 Read and match. Write
Ss read the descriptions and look at the
pictures to decide who is dressed that wy.
Ss write a brief description about how the gilr in
the picture es dressed.
Material
Unit 2. Clothes
Objectives
Ses 28. Revise the clothes vocabulary.
sion
7
29. Identify the weather.. Revise the
clothes vocabulary.
Oral practice of the structure: “I’m wearing
a (blue hat)”.
Remember the song in the unit.
Make a picture dictionary with clothes
vocabulary.
Practicse
pronunciation
vocabulary.
of
clothes
Self-evaluation of their work throughout the
unit.
Oral practice of numbering from 10 to 1.
Activities
28. TB p. 60 Getting started.
-Play
“Numbered flashcards” with the
clothes flashcards .
29. TB p. 60 L15 Para a revisar
-Call 6 Ss to the board. T: “How many children?”.
Look out the window : “What’s the weather like?”
Ss answer..
-Hand out the 6 clothing items to the 6 S. T:
“What’s this? (It’s a hat) Are you wearing a (hat)?
(Yes/ No) What are you wearing?” Ss: “I’m
wearing a (skirt)”.
-L15 plays the song. Ss at the board raise their
flashcards when they hear their clothing and put
them in order. .
30. CB p. 19 Stick.
-T: “Find the stickers”.
-While the Ss carry out the activity, T can ask:
“What’s this?/ What are these” Ss: “It’s a (dress)”.
-Ss write the words under each picture.
-T can stamp the Ss work with the rubber stam.
(Bottom right of p.19)
31. CB p. 21 L21 Listen and repeat.
-Ss listen to the six words at different speeds in
groups of three and then repeat them.
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. L /S
29. T /Ss
29.
15’
30.
L/S/R/W
30. T /Ss - IW
30. 10’
31. L /S
31. T /Ss
31. 10’
32. CB p. 21 Circle and colour.
-T recalls the face expressions : “Look! Sad.
Look! OK. Look! Happy!”.
-Before Ss self-evaluate, they can remember the
activities carried out throughout the unit. .
-Ss complet the sections “My favourite word /
page”.
33. TB, p. 47 Finishing
Ss number themselves orally from 10 to 1.
Explain that next session they will be revising
units 1 and 2 and after that they will start a new
unit.
32.
/S/R/W
32. T /Ss – IW
32. 5-10’
33. T /Ss
33. 5’
33. L /S
L
10-
Material
-CB
-AB
-CD 1
-Flashcards de las
piezas de ropa
-Zipadee puppet
-Colgantes de las
piezas de ropa
-Sellos de caucho
-Colour pencils
-Las carpetas del
Portafolio
-Un papel pequeño
por alumno
-Póster Vocabulary
Unit 2. Clothes
Objectives
Ses * Make the Portfolio.
sion
7
(Co
ntin
ued
)
-Revise clothing items vocabulary and
vocabulary from previous units.
-Revise oral comprehension and written
expression of brief descriptions about what
other people are wearing.
-Remember words from the song in the
unit.
Revision. Units 1 and 2
Objectives
Activities
* Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
can carry out an activity related with clothes.
They draw or look for a photograph or a drawing
of a child wearing clothes they like, making a list
of the clothing items before they say them in
English.
* Reinforcement activities
-TB p. 61 Vocabulary Poster Race
T puts the “Vocabulary” poster where it can be
perfectly seen in the class. Pick two Ss that will
compete in trying to be the first to find a clothing
item. : “Find the (skirt)”. Do it with other Ss.
Rooms, numbers, weather or members of the
family can also be revised.
-TB p. 61 Guess who’s wearing...
Hand out a sheet of paper to each S. Ss will
write a true phrase about what they are wearing :
“I’m wearing blue socks”.
T collects the papers and reads one of them.
Ss have to discover who the phrase refers to.
* Extension activities
-TB p. 61 L18 Ampliación.
T asks Ss to say what the song was about.
T asks them to say words they remember from
the song. T writes them on the board.
Play the song. Ss sing it and act out the
actions.
Activities
Skills
* R /W
Interaction
* IW
Time
* 15-20’
- L /S
-T /Ss
-10’
- L /W
- T /Ss
-10-15’
-L /S /R
-T /Ss
-10’
Skills
Interaction
Time
Material
Material
Onl
y
Ses
sion
1. Reinforce the orders worked on in units
1 and 2: “Wave”, “Walk”, “Pick up your
pencil” and “Put down your pencil”.
Revise the rooms of a house vocabulary
and the clothes vocabulary.
Identify and count clothing items and
rooms in a house.
Answer the question: “How many
(bathrooms)?”
Overall comprehension of the episode of a
comic. c.
5. Practise farewells.
Revision. Units 1 and 2
Objectives
1. TB p. 62 Getting started.
-T puts the Zipadee puppet on: “Hello!” Ss:
“Hello, Zipadee!”
-Play
“Zipadee says” with the orders
introduced in units 1 and 2 : “Wave”, “Walk”, “Pick
up your pencil” y “Put down your pencil” and
orders from the first level of Cool Kids.
2. TB p. 62 First game .
-PLay “Name the flashcards” with the rooms of a
house and clothing items flashcards.
3. CB p. 22 Second game.
-Look at the elements on the page. Margins. T:
“Point to the (dress)”, etc.
-Do the example with the Ss Ss: “Count the
bathrooms. How many bathrooms?”.
-Ss carry out the activity individually. While Ss
work, T asks around the class: “What’s this?
How many?”
-Check the answers with the Ss
4. CB p. 23 L22 Listen.
-T: Look at page twenty-three. Look at the Story”.
Remembering the characters
-Ask Ss to look at the frames
-L22 Ss follow the frames with the finger
-L22 Ss listen again. T pauses after each phrae.
Ask Ss to repeat them. Explain the words they
don't understand.
-T: “One”. Ask Ss to remember the frame. Do the
same with the rest of the frames.
-Divide the class in two groups: Bob, Olly. Each
group says its part.
-Get self confident Ss to act out one or several
frames. .
5. TB p. 63 Finishing.
-T puts the Zipadee puppet on and says goodbye
to each Ss
1. L /S
1. T /Ss
1. 5-10’
2. L /S
2. T /Ss
2. 5-10’
3. L /S
3. T /Ss
3. 10-15’
4.
L/S/R/W
4. T /Ss - IW
4. 15’
5. L /S
5. T /Ss
5. 5’
Activities
Skills
Interaction
Time
-CB
-CD 1
-Zipadee puppet
-Vocabulary Poster
Material
Onl
y
Ses
sion
(Co
ntin
ued
)
-Reinforce the
vocabulary.
rooms
of
the
house
-Reinforce written expression of the rooms
of a house and clothing items vocabulary.
Evaluation. Units 1 and 2
Objectives
* Evaluate basic aspects worked on in units
Eval 1 and 2.
uati
on
Ses
sion
Unit 3. Face
Objectives
Ses 1. Introduce the context of unit 3 (Parts of
sion the face ).
1
* Reinforcement activities
-TB p. 63 Vocabulary Póster Race
T puts the “Vocabulary” poster in a visible place
in the class and calls a S to the board. T asks the
S to look for one of the rooms of a house in the
poster. S will find it, say the word but not point at
ti. Another S goes up to the board to point to it
and say another element that, in turn, another S
will point to.
- L /S
-T /Ss
-10’
* Extension activities
-TB p. 63
Dividie the group-class in four groups.
Jremember the topic of the first unit. Ask each
group to write as many words as they remember.
They can also write names of furniture. Jrepeat
with the words in unit 2. Award a point for every
correct answer. The group with more points is the
winner. .
- R /W
- GW
-10-15’
Activities
-Ss take Test 1.
Skills
* L/S/R/W
Interaction
* IW
Time
* 30-40’
Material
-One photocopy of
TEST 1 p. 12 of the
Evaluation notebook
for each student.
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
Material
-CB
-AB
-CD 1
-Parts of the face
flashcards
-Zipadee puppet.
-”Magic Lamp”poster.
Note: the Ss who finish earlier can complete
pending activities from the CB or the AB.
Activities
1. TB p. 64 / Class Book Getting started.
-T puts the “Magic Lamp” poster in a visible part
of the class and puts away the parts of the face
flashcards in the lamp.
-Show the Zipadee puppet: “Hello, I’m Zipadee”.
Tell the Ss today they are starting a new unit. T:
“Look! It’s Zipadee’s lamp!” Have a flashcard
come out of the lamp “(Eyes)” Ss have to guess
the unit topic. Once they guess, ask what words
they think they will learn.
2. Introduce the parts of the face
vocabulary: “hair, ears, eyes, nose, mouth,
teeth”.
3. Practise written comprehension of the
parts of the face vocabulary.
4. Practise oral comprehension of parts of
the face vocabulary.
Unit 3. Face
Objectives
Ses
sion - Practise written comprehension and
1
expression of the parts of the face
(Co
vocabulary.
ntin
ued
)
2. CB, p. 24 L24 L25 Listen and point. Listen
and Chant
-T takes the flashcards with the new words out of
the lamp using the Zipadee puppet and says
them aloud as she puts them on the board in the
same order as they appear in the book.
-Look at and discuss the picture with the Ss.
-L24 I: “Listen and tap”. “Listen and point”. Ss
listen to the words and point at them.
-L25 “Listen and chant”. Ss listen to the song and
say it.
3. CB p. 25. Read and circle. Say.
-Ask Ss what they think they have to do. Do
section 1 with the Ss: “Look at the boy’s face.
What's missing?”.
-While Ss carry out the activity, T asks: “What’s
this?.
4. TB p. 65.Finishing
-T says one of the parts of the face and asks a S
to bring it from the board and give it to Zipadee
who says : “Thank you”.
2. L /S
2. T /Ss
2. 10-15’
3. L /S /R
3. IW
3. 10’
4. L
4. T /Ss
4. 5-10’
Activities
* Reinforcement activities
-AB p. 14 Write and draw.
Ss use the code to write the words of parts of
the face. Once written, they draw them.
Skills
Interaction
Time
- R /W
-IW
-10-15’
- L /S/R/W
-T /Ss –IW
-10-15'
* Extension activities
-TB p. 65 Draw a face
T va draws on the board a face that resembles
Additional material:
-Colour pencils
-A sheet of paper per
student
Material
- Expand the parts of the face vocabulary.
Zipadee on page 24 of the CB. As T draws a part
of it, she/he asks : “What’s this?”.
Ask the Ss if they want to add more elements to
the face. If they suggest parts not yet introduced,
T writes them on the board.
Ss draw the face on a sheet of paper and label
the parts. .
Unit 3. Face
Objectives
Ses 5. Identify the day of the week and the
sion weather.
2
6. Make some cards to practise the parts of
the face vocabulary.
Practise oral comprehensiono of the parts
of the face vocabulary.
8. Practise written comprehension and
expression of the parts of the face
vocabulary. .
Practise oral comprehension of the parts of
the face vocabulary.
Unit 3. Face
Activities
5. TB p. 36 Getting started.
-Put the “Days, Weather and Seasons” poster in
a visible part of the class.
-T: “What day is it today?”. T answers and Ss
repeat . “It’s (Monday)”. Call a S to point to the
word in the poster and write it in the
corresponding place.
-Do the same with the weather.
6. TB p. 66/ CB p. 71 Preparing the game
-Ss prepare the parts of the face cards to make
the game.
CB p. 26/ CB p. 64 L26. Listen. Play the Magic
Lamps game.
-T: “Show me the (hair)”. Ss show the
corresponding card. Do it with all the cards.
-Revise with Ss the numbers from 1 to 6. Put the
corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” PLay L26.
Ss listen and follow the instructions. First, they
show the corresponding object and then they
listen and put the card in the corresponding box.
-Correct on the board. T: “One?” Ss: “Hair” T:
“Yes, It’s (hair)”.
CB p. 26. Write.
-Look at the pictures with the Ss: “Look at
number one. What’s this? (Nose) Write ‘nose’
here”.
-While the Ss carry out the activity, T asks :
“What’s this?”.
9. TB p. 67 Finishing
-Ss write their names on the back of the
cards and put them away in their folders when T
orders: “Put away (mouth)”.
Skills
5. L/S/R/W
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. R /W
8. IW
8. 5-10’
9. L /S
9. T /Ss
9. 5’
Material
-CB
-AB
-CD 1
“Days, Weather
and Seasons” poster.
-A water-soluble felt
tip pen
-Parts of the face
flashcards
-Numbers flashcards
-Zipadee puppet.
-Scissors for each
student.
-Students folders
-mini-cards of the
parts of the face.
-One sheet of paper
per student
-Colour pencils
Objectives
Ses
sion
2
(Co
ntin
ued
)
- Practise oral comprehension and
expression of the parts of the face
vocabulary.
- Practise parts of the face vocabulary.
- Practise spelling of the parts of the face
vocabulary.
Unit 3. Face
Objectives
Activities
* Reinforcement activities
-TB p. 67 The same
Ss take out the mini-cards of the parts of the
face. A S picks one and walks to the board. All
the Ss count to three and show and say their
mini-card. If it is the same as the one of the S at
the board, they get a point.
Skills
Interaction
Time
- L /S
-T /Ss
-5-10’
-L /S
-T /Ss
-5-10’
- R /W
-PW
-10'
Skills
Interaction
Time
Material
-TB p. 67 Pelmanism
Ss play in pairs using two sets of parts of the
face cards that they shuffle and place facing
downwards. S1 picks two and names them , if
they are the same, S keeps them. If not, they put
them back in the pile. They play in turns. .
* Extension activities
-TB p. 67 Word game
In pairs. S1 takes three parts of the faces and
dictates them to S2. Later the whole class
corrects the spelling. Switch roles. .
Activities
Material
Ses
sion
3
Prepare and motivate students to hear a
story.
Listen to a story in English.
Overall understanding of a story.
Answer questions about a story.
Practise comprehension of the story in the
unit.
Oral practice of the phrases of the story in
the unit.
Oral comprehension of brief descriptions
about the colour of hair and eyes.
10. TB p. 68 L27 Getting started.
-Briefly revise the colours with the Ss.
-Ask the Ss to think of their colour of eyes and
hair T: “Who’s got black / brown / red hair?” I:
“Blond”. T: “Who’s got green / blue / black / brown
eyes?”. Ss look at their fellow students.
-T puts the Zipadee puppet on and greets the
Ss. Explain that they will hear a story about Jack,
Rosie and Zipadee.
-L27 Ss say the song and mime.
11. TB p. 68 / CB p. 27 L27 Listen to the story.
-Look at the story in the book with the Ss. Ss
explain in LL1 what they think the story is about.
-T: “Let’s listen to the story!” Ss listen to the story
until the end and follow it in the book pointing to
the frames.
-T plays the story again and stops in each frame.
Ask comprehension questions such as : “Who’s
this? What colour are Jack’s eyes?”.
-T: Listen and repeat”. Play the story and pause
for Ss to repeat the phrases.
12. TB p. 69/ CB p. 27. Working on the story
-T: “Listen and answer”. T says phrases from the
story. Ss have to point and say the corresponding
number of frame.
13. TB p. 69 /CB p. 27 Act it out.
-Make two groups: Jack and Zipadee to act out
the story. .
-Ss act out the story using finger puppets. Switch
roles. .
14. TB p. 69 Finishing
-Ss stand up . Zipadee says phrases : “I’ve
got black hair”. The Ss who hear something that
they have as well, sit down.
10. L /S
Activities
* Reinforcement activities
-TB p. 69 L27 Remembering the story
T asks the Ss what words and phraes they
10. T /Ss
10. 10’
11. L /S
11. T /Ss
11. 15’
12. L /S
12. T /Ss
12. 5-10’
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
Skills
Interaction
Time
-L /S /R
-T /Ss
-10’
-CB
-AB
-CD 1
-Zipadee puppet
-Finger puppets of
Jack,
Rosie
and
Zipadee
Additional material:
-One sheet of paper
for each student
-Colour pencils
Unit 3. Face
Objectives
Ses
sion
3
- Recall words and phrases from the story
in the unit.
Material
(Co
ntin
ued
)
Oral discrimination o words.
remember from the story and write them on the
board.
Play L27 Ss put up their hand when they hear
one of the words on the board.
-Practise oral comprehension and written
expression of brief descriptive phrases with
the structure: “I’ve got (black hair)”.
-Complete brief descriptions about the
colour of hair and eyes of other boys and
girls.
* Extension activities
-TB p. 69 I’ve got...
Hand out a sheet of paper each. They are to
write a descriptive phrase about themselves:
“I’ve got (black hair)”.
T collects all the phrases and reads them. The
rest of the Ss have to guess who has written
each phrase. .
-L /W
- T /Ss
-10-15’
-R /W
-IW
-10-15'
Activities
15. TB p. 70 Getting started.
-Play “Bit by bit” with the parts of the face
flashcards.
Skills
15. L /S
Interaction
15. T /Ss
Time
15. 5-10’
16. CB, p. 27-28 L27 Find and write.
-L27 Ss remember the story .
-Look at the pictures of the members of the family
“Who’s this?”. Point at the word box. Ask 4 Ss to
read each one. Look for the first one with the Ss:
“Who’s this? Look at the story. Where’s
(Granny)?” Ss: “Five”.
-Correct the activity with the Ss
17. CB p. 27-28 Choose and say.
-Do the first section with the Ss.
-Ss carry out the acivity.
-Correct with the whole group-class
16.
L/S/R/W
16. T /Ss – IW
16.
15’
-AB p. 15 Colour. Write.
Ss colour the eyes and hair.
Ss complete the phrases .
Correct the activity on the board.
Unit 3. Face
Objectives
Ses Identify parts of the face.
sion
4
Identify members of the family in the unit
story.
Practise spelling of family members
vocabulary.
Practise comprehension of the story in the
unit. .
Oral practice of the structure:
(blue eyes)”.
“I’ve got
17. L /S
17. T /Ss – IW
10-
17. 15’
Material
-CB
-AB
-CD 1
-Zipadee puppet
-Flashcards de las
partes de la cara
Additional material:
-1 fotocopia de la p.
7 del Photocopy
Master Book para
cada alumno
-Scissors for each
student
-Colour pencils
-Pegamento
para
cada alumno
Practise the parts of the face vocabulary.
- Reinforce comprehension of the story in
the unit. .
-Completae
picture.
written
phrases
about
a
- Reinforce written comprehension of the
story in the unit.
TB p. 70-71 Finishing.
-Put the parts of the face flashcards on the board.
Divide the class in 6 groups and assign a part of
the face per group. Point at one of the flashcards
and ask Zipadee “What’s that?”. Zipadee
answers and the Ss that has that part assigned
can get ready to leave.
* Reinforcement activities
-PMB p. 7 L27 Listen and put in order
Ss cut out the frames of the story.
Ss try to order them by heart.
Listen to the story and check if they have
ordered it properly.
18. L
18. T /Ss
18. 5-10’
- L /S
-T /Ss
-10’
* Extension activities
-AB p. 16 Look abd write.
Ss look at the picture and complete the
phrases.
Correct with the group-class.
-R/W
-IW
-10'
-R/W
-IW
-15-20’
(H)
-TB p. 71 Make a mini book
Hand out 2 sheets of paper to make a small
book 8 pages long. The first page is for the cover
and the rest of the pages S draw 6 frames with
the characters' dialogues. They take the book
home.
-Dos hojas de papel
para cada alumno
Unit 3. Face
Objectives
Ses Revise the structure: “I like...”.
sion
5
Prepare the students to listen to a song in
English.
Sing a song in English
Practise the language in the song.
Oral description of the colour of their eyes
and hair.
- Practise oral comprehension of the song
in the unit.
Activities
TB p. 72 Getting started.
-T: “I like (pizza)”. Ss have to say something they
like. IT can be food, a colour, a song or a place.
They cannot repeat something another student
has already said.
20. CB, p. 29 Preparing for the song
-T: “Open your books at page 29. Look at the
pictures”. Ask the Ss to describe the hair and
eyes of the boy and girl in the picture. I: “Have
you got (brown hair/ green eyes)?” Ss stand up
and answer : “Yes/ No, I’ve got...”.
21. CB p. 29 L28 Sing.
-L28. Play the recording without stopping
-Play L28. T acts out the lyrics so the Ss
understand the song.
*”I like you”. Point to a friend. .
*”I’ve got black hair”. Point to the hair .
*”And blue eyes”. Point to the eyes .
*”And you like me”. Point to yourself .
-Play L28 again. Encourage Ss to perform the
actions.
-Play L28 again. Encourage Ss to sing
22. CB p. 29 L 28 Read and colour. Sing.
-Look at the illustrations with the Ss. Ss read the
phrases and colour the pictures.
-L29. Ss use the pictures to invent new stanzas
for the song.
23. TB p. 73 Finishing
-Each S says a phrase referred to the colour
of his/her eyes or hair. “I’ve got brown eyes /
hair”. Afterwards, they can put their things
together.
* Reinforcement activities
-PMB p. 8 L28 Colour. Cut and Stick. Fold.
Ss colour the eyes and ears.
L28. Ss listen and put on the ears when they
hear phrases that talk of the colour of eyes: “I’ve
got (blue/ brown) eyes”.
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
Material
-CB
-AB
-CD 1
-Zipadee puppet
20. L /S
20. T /Ss
20. 5-10’
21. L /S
21. T /Ss
21.
15’
Additional material:
-Una fotocopia de la
p. 8 del PMB para
cada alumno.
-Una fotocopia de la
p. 9 del PMB para
cada alumno.
-Scissors for each
student.
-Colour pencils
22.
L/S/R/W
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5-10’
- L /S
-T /Ss – IW
-10-15’
10-
* Extension activities
- Practise written comprehension of the
lyrics of the song in the unit.
Unit 3. Face
Objectives
Ses Practise the parts of the face vocabulary.
sion
6
Introduce and practise actions:
your arms” and “Touch your feet”.
“Touch
Get to know about the colour of eyes and
hair of British boys and girls.
Draw a self-portrait and a written
description of their colour of eyes and hair.
.
27. Reinforce the actions introduced in the
session.
-PMB p. 9 L28 Write. Sing.
Complete the lyrics of the song with the words
provided in the list.
Sing the song again with the Ss.
-L/S/R/W
-T /Ss
-10'
Activities
24. TB p. 74 Getting started.
-Play “Freeze!” T says a word and shows the
parts of the face flashcards one by one. When ss
see the picture that matches the word, they say
“Freeze!”
25. CB p. 30 L30 Listen and play.
-I: “Touch your arms/ feet”. T acts them out and
asks Ss to imitate.
-T: “Open your books at page 30”. Look at the
pictures with the Ss.
-Use the puppet to play “Zipadee says”. All the
orders from the previous level and previous units
can be used as well.
26. CB p. 30 Draw.
-T shows his/her CB pointing to the “My World”
section. T: “Look at your books”.
-Ss say what they see in the photograph. Talk
about the photo with the Ss.
-Explain that in Great Britain there is a great
variety of eye and hair colour.
-Ask different Ss to read the phrases. T asks a
question per phrase: : “Have you got long hair?”
The Ss that do, put up their hand.
-Look at the words in the box. Ss have to draw
themselves in the blank space.
-When they finish the drawing, complete the
phrases: : “I’’ve got...”.
TB p. 75 L30 Finishing.
-L30. Ss listen and perform the actions
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
25. L /S
25. T /Ss
25.
15’
10-
26.
L/S/R/W
26. T /Ss – IW
26.
25’
20(H)
27. L /S
27. T /Ss
27. 5-10’
Material
-CB
-AB
-CD 1
-Parts of the face
flashcards
-Colour pencils.
-“My World” poster
-Blu tack
-Water-soluble felt tip
pen
-Zipadee puppet
Unit 3. Face
Objectives
Ses
sion -Make a poster with the parts of the face
6
using personal drawings and photographs.
(Co
ntin
ued
)
-Practise written comprehension
expression of short texts.
and
-Simple oral description of their eyes and
hair. .
Activities
* Reinforcement activities
-TB p. 75 My World Póster
T puts the “My World” poster where Ss can
see it properly. Tell them they will put the photos
and drawings of the rooms and parts of the face
in the center. They can label with a water-soluble
felt pen that can be erased when they make the
next one.
* Extension activities
-AB p. 17 Circle and write
Ss circle the right word for each boy or girl and
complete the phrases.
Skills
Interaction
Time
- L/S/R/W
-T /Ss – IW
-10-15’
-R/W
-IW
-5-10’
-TB p. 75 Families
Put the “Eyes” and “Hair” flashcards on the
board. T writes words that are useful to describe
these parts of the face: “Hair: short, long, red,
brown, black/ Eyes: Blue, green, black, brown”. T
poiints to one of the two flashcards. Ss have to
describe the part of the body giving their own
specific features : “I’ve got (blond hair)”.
-L /S /R
- T /Ss
-10’
Material
Unit 3. Face
Objectives
Ses 28. Revise the parts of the face vocabulary.
sion
7
29. Practise oral questions : “What’s the
weather like?” and “What are you
wearing?”.
Revise the parts of the face and clothing
items vocabulary.
Remember the song in the unit about the
parts of the face.
Make a picture dictionary with the parts of
the face vocabulary.
Activities
28. TB p. 76 Getting started.
-Play “What’s repeated?” with the Ss using
the parts of the face flashcards.
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. TB p. 76 L25 Para revisar
-T picks six Ss to go up to the board and
numbers them with the rest of the group-class.
Ask the Ss: “What’s the weather like? What are
you wearing?”.
-T hands out the flashcards with the parts of the
face to the Ss. T: “What’s this? (Hair) Have you
got (long hair)?” (Yes/No) What colour’s your
hair? (I’ve got brown hair)”.
-L25 Ss listen to the song, they sing it and
perform the actions. Ss that have the flashcards
raise them and put them in order when they hear
them in the recording.
30. CB p. 31 Stick.
-T: “Find the stickers”.
-While the Ss carry out the activity, T can ask. :
“What’s this?/ What are these?” Ss: “(mouth)”.
-Ss write the words under each picture.
-T can stamp the work of the Ss with rubber
stamps. (Bottom right part of page 31
29. L /S
29. T /Ss
29.
20’
30.
L/S/R/W
30. T /Ss - IW
30. 10’
15-
Material
-CB
-AB
-CD 1
-Parts of the face
flashcards
-Zipadee puppet
-Colgantes de las
partes de la cara
-Rubber stamps
-Colour pencils
-Portfolio folders
- Vocabulary poster
31. T /Ss
31. 10’
32. T /Ss – IW
32. 5-10’
33. L /S /R
33. T /Ss
33. 5-10’
Skills
* R /W
Interaction
* IW
Time
* 15-20’
- L /S
-T /Ss
-10’
Practise pronunciation of the parts of the
face vocabulary.
31. CB p. 31 L 31 Listen and repeat.
-Ss listen to the six words at different speeds in
groups of three and then repeat.
31. L /S
Self-evaluate their work throughout the
unit.
32. CB p. 31 Circle and colour.
-T remembers the face expressions : “Look! Sad.
Look! OK. Look! Happy!”.
-Before Ss self-evaluate, they can go over the
activities done throughout the unit.
-Ss complete the sections “My favourite word /
page”.
33. TB, p. 77 Finishing
-T says the days of the week in order. Ss repeat
them. .
T writes them in order on the board. T points at
them randomly. Ss repeat them.
-T: “What day is it today?” Ss answer..
-Tell them that in the next session they will be
starting a new unit.
32.
/S/R/W
Activities
* Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
could carry out an activity related with the parts of
the face. They look for a photograph or a drawing
of a relative, they draw him/her and describe
him/her. They also write the name of the person
and label the different parts of the face.
* Reinforcement activities
-TB p. 77 Vocabulary Póster Race
T puts the “Vocabulary” poster in a visible part
of the classroom. T picks two Ss that will
compete to see who is the first one to find a part
of the face: “Find the (mouth)”. Repeat with other
Ss .
Clothing items, rooms, numbers from 1 to 20,
the weather or the members of the family can
also be revised.
Oral practice of the days of the week .
Unit 3. Face
Objectives
Ses * Make the Portfolio.
sion
7
(Co
ntin
ued
)
-Reinforce the parts of the face vocabulary.
-Reinforce oral comprehension of the parts
L
Material
of the face voabulary and of the structure: :
“I’ve got (blond hair)”.
-L /S
-T /Ss
-10’
* Extension activities
-TB p. 77 L28 Unit song.
T asks Ss to say what the song was about.
T asks them to say words that they remember
from the song. T writes them on the board. Play
the song. Ss sing it and perform the actions.
-L /S /R
-T /Ss
-10’
Activities
1. TB p. 32 / Class Book Getting started.
-T puts the “Magic Lamp” poster in a visible part
of the clas and puts away the actions flashcards
in it.
-Tell the Ss that today the will be starting a new
unit. T T: “Look! It’s Zipadee’s lamp!” Have a
flashcard come out of the lamp : “Look, it’s
(dance)” Ss have to guess the topic of the unit.
When they do, ask them what words they think
they will learn. .
2.
CB, p. 32 L1 L2 Listen and point. Listen
and Chant
-T takes the flashcards with the new words from
the lamp using the Zipadee .puppry. T says them
aloud and puts them on the board in the same
order as they appear in the book.
-Look at the picture and discuss it with the Ss.
-L1 “Listen and tap / say”. Ss listen to the words
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 10-15’
-TB p. 77 Bingo
Play Reverse Bingo with the parts of the face
mini-cards. Each S takes 3 and puts them on the
desk. T says the phrases: “I’ve got (blond hair)”.
Ss that have a card with this feature, turn it
round. The first one to turn round three cards and
say “Bingo!” is the winner.
-Recall the words of the song in the unit.
Unit 4. Playground
Objectives
Ses 1. Introduce
sion (Playground).
1
the
context
for
unit
4
2. Introduce the actions vocabulary : “hop,
jump, run, sing, dance, skip”.
Material
-CB
-AB
-CD 2
-Actions flashcards
-Rooms flahscards
-Weather flashcards
- Zipadee puppet.
-“Magic Lamp” poster
Additional material:
-Colour pencils
-One sheet of paper
per student
-Three pieces of
paper per student
and do what the order indicates.
-L2 “Listen and chant”. Ss listen to the song and
chant it.
3. Practise written
actions vocabulary.
comprehension
4. Practise oral comprehension
expession of actions vocabulary.
of
and
- Practise written comprehension of the
clothing items vocabulary.
- Practise oral comprehension of the
actions vocabulary.
- Practise written and oral comprehension
and expression of actions.
Unit 4. Playground
Objectives
3. CB p. 33. Match and say.
-Ask the Ss what they think they have to do.
-While the Ss carry out the activity, T asks
“What’s this?.
4. TB p. 79.Finishing
-T says an action. Ask a S to take the
correspondin flashcard from the board, say it and
give it to Zipadee to return to the lamp Zipadee
says: “Thank you”.
* Reinforcement activities
-AB p. 18 Number.
Look at the pictures with the Ss : “What’s this?”.
Ss carry out the activity.
Correct with the group-class .
-TB p. 79 Reverse Bingo
Each S takes three pieces of paper and puts
them on top of the three pictures on pa.32 of the
CB to play Reverse bingo. Ss have to take the
papers as they hear the actions. Whoever takes
them all loses. The Ss that keep a piece of paper
when T says the sixth action, are the winner.s
* Extension activities
-TB p. 79 Playground
T draws six human figures with sticks,
performing six actions. Assign a letter to each
drawing. T points to them one by one. “What’s
this?”. Ss perform the actions. : “Zipadee says
(hop)”.
Ss can draw the actions in a sheet of paper and
label them.
Activities
3. L /S /R
3. IW
3. 10’
4. L /S
4. T /Ss
4. 5-10’
-R
-IW
-5-10’
-L /S
-T /Ss
-5-10’
- L /S/R/W
-T /Ss –IW
-10-15’
Skills
Interaction
Time
Material
Ses
sion
2
5. Identify the day of the week and the
weather.
6. Make the cards to practise the actions
vocabulary.
Practise oral comprehension of actions
vocabulary.
8. Practise written comprehension and
expression of actions vocabulary.
Practicse oral expression of the actions
vocabulary.
- Practise oral comprehension
expression of the actions vocabulary.
and
- Practise oral comprehension of the
actions and the colours. .
5. TB p. 80 Getting started.
-Put the “Days, Weather and Seasons” poster in
a visible part of the classroom.
-T: “What day is it today?”. T answers and Ss
repeat . “It’s (Monday)”. Call a S to the board to
point to the word in the poster and write it in the
corresponding place.
-Do the same thing with the weather.
6. TB p. 80 / CB p. 69 Preparing the game
-Ss prepare the actions cards to make the game.
5. L/S/R/W
5. T /Ss
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7.
CB p. 34/ CB p. 64 L3. Listen. Play the
Magic Lamps game.
-T: “Show me (run)”. Ss show the corresponding
card. Do it with all the cards.
-Revise the colours with the Ss. . Put the
corresponding flashcards on the board .
-T: “Let’s play the Magic Lamp game!” play L3.
Ss listen and follow the instructions. They first
show the corresponding action and then listen
and put the card in the corresponding box.
-Correct on the board T: “Blue?” Ss: “dance” T:
“Yes, It’s dance”.
CB p. 34. Find and write.
-Ss say what they think they have to do.
-While Ss carry out the activity, T asks around:
“What’s this?”.
9. TB p. 81 Finishing
-Ss write their names on the back of the
cards and put them away in their folders when
Zipadee gives them the order : “Put away (jump)”.
* Reinforcement activities
-TB p. 81 Find a pair
Play “Find a pair” with the Ss using the mincards with the actions.
-TB p. 81 Where is it?
Ss take the mini-cards of the actions and open
their CB in the chart on p.64. T puts three cards
in the chart of her/his book and dictates the
corresponding actions and colours. “Yellow –
run”. Ss put the dictated cards with the
7. L /S
7. T /Ss
7. 10-15’
8. R /W
8. IW
8. 5-10’
9. L /S
9. T /Ss
9. 5’
- L /S
-T /Ss
-5-10’
-L /S
-T /Ss
-5-10’
-CB
-AB
-CD 2
“Days, Weather
and Seasons” poster.
-A water-soluble felt
tip pen
-Actions flashcards
-Colours flashcards
-mini-cards of the
actions
-Zipadee puppet.
-Scissors for each
student.
-Students' folders
-One big sheet of
paper per student.
-Colour pencils
- Practise spelling of actions vocabulary.
corresponding colours of their charts. Correct
with he Ss. .
* Extension activities
-TB p. 81 Word game
In pairs. S1 takes three actions and dictates
them to S2. Later they all correct the spelling.
Switch roles.
- R /W
-PW
-10'
Unit 4. Playground
Objectives
Ses Prepare and motivate the students to listen
sion to the story.
3
Introduce “Can”.
Listen to a story in English.
Overall comprehension of the story.
Answer questions about the story.
Practise comprehension of the unit story.
Oral practise of phrases from the story in
the unit.
14. Practise oral comprehension of the
structures : “Can you (skip)? Yes, I can
(hop) / No”.
Unit 4. Playground
Objectives
Activities
10. TB p. 82 L4 Getting started.
-Tell the Ss they will listen to another story about
Rosie, Jack and Zipadee that is about what they
can do..
-T asks some Ss : “What can you do? Can you
skip?” T can ask in LL1 if they know how to do
certain activities.
-L4. Play the magic song. Ss sing it and perform
the actions.
11. TB p. 82 / CB p. 35 L4 Listen to the story.
-Look at the story in the book with the Ss. Ss
explain in LL1 what they think the story is about.
-T: “Let’s listen to the story!” Ss listen till the end
and follow it in the book pointing to the frames.
-T plays the story again and stops in each frame.
Ask comprehension questions : “Who’s this? Can
Rosie skip?”
-T: Listen and repeat”. Play the story and pause
for Ss to repeat the phrases.
12. TB p.82/ CB p. 35. Working on the story
-T: “Listen and answer”. T says phrases from the
story. Ss point and say the corresponding of
frame number .
13. TB p. 82-83 /CB p. 35.Act it out.
-Make three groups : Jack, Rosie and Zipadee to
act out the story.
-Ss act out the story using the finger puppets.
Switch roles.
14. TB p. 83 Finishing
-T asks each S a question : “Can you
(skip)?” Ss responden: “Yes, I can (skip) / No”.
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 15’
12. L /S
12. T /Ss
12. 5-10’
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
Activities
Skills
Interaction
Time
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Finger puppets of
Jack,
Rosie
and
Zipadee
Material
Ses
sion
3
(Co
ntin
ued
)
- Oral practice of the structure: “I’m wearing
(a blue skirt)”.
* Reinforcement activities
-TB p. 53 I’m wearing...
Ask the Ss questions about how the other
students are dressed and what colour their
clothes are.
A S goes to the board and gives his back to the
class. A S names a clothes item he/she is
wearing. : “I’m wearing (blue trousers)”. the S at
the board has to guess who it is.
- L /S
-T /Ss
-10’
- Recall words and phrases of the story in
the unit.
Oral discrimination of words.
-TB p. 39 L17 Remembering the story
T asks Ss what words and phrases they
remember from the story and writes them on the
board.
Play L17 Ss put up their hand when they hear
one of the words on the board.
-L /S /R
-T /Ss
-10’
-Practise written comprehension and
expression
of
the
clothing
items
vocabulary.
-Complete phrases with the structure : “I’m
wearing a (pink dress)”.
* Extension activities
-AB p. 11 Read and write. Colour
Ask the Ss what they think they are supposed
to do.
Do the example with the Ss.
Ss carry out the activity individually.
Correct the exercise with the group-class.
-R/W
-IW
-10'
Activities
Skills
Interaction
Time
Unit 4. Playground
Objectives
Material
Ses
sion
4
15. Associate the written form of the
actions vocabulary with its iconic
representation.
Identify pets in the unit story.
Practicase spelling of school objects
vocabulary.
Practise comprehension of the story in the
unit.
Practise
comprehension
information in a story.
of
specific
Practise oral comprehension of the
structures : “Can you (skip)? Yes, I can
(skip)/ No”.
-Reinforce comprehension of the story in
the unit.
-Practise written comprehension of parts of
the body and actions vocabulary.
Discriminate parts of the body and actions
vocabulary.
- Reinforce wirtten comprehension of the
story in the unit.
15. TB p. 84 Getting started.
-Call 6 Ss to the board and give them an action
flashcard each. Ss say the word they have. T
gives the six actions vocabulary to 6 different Ss.
these Ss are to stand by their pair.
16. CB, p. 35-36 L4 Find and write.
-Play L4 for Ss to remember the story.
-T asks: “What’s this?” in relation with the pets in
the pictures on p.36.
-Look for the first one with the Ss : “What’s this?
Look at the story. Where’s the (bird)?” Ss: “In
picture five”. Ss do the rest of the objects.
-Correct the activity with the Ss.
17. CB p. 35-36 Circle and say.
-T: “Look at the pictures”. Point to the characters:
: “Who’s that?” Do section 1 with the group.
-Ss carry out the activity individually.
-Correct with the Ss .
18. TB p. 84 Finishing.
-Ask some Ss: “Can you (skip)?” Ss: “Yes, I can
(Skip) / No”. Ask them to say the action and
perform it.
* Reinforcement activities
-PMB p. 10 L4 Listen and put in order
Ss cut out the frames of the story.
Ss try to order them by heart.
Listen to the story and check if they ordered
them correctly.
* Extension activities
-AB p. 20 Find and circle.
Ss carry out the activity individually
-TB p. 85 Make a mini book
Divide 2 sheets of paper to make a mini book
with 8 pages. The cover goes on the first page
and on the rest, Ss draw the 6 frames with the
characters' dialogues. They take the book home.
15. L/S/R
15. T /Ss
15. 5-10’
16.
L/S/R/W
T /Ss – IW
10-15’
17. L /S
17. T /Ss – IW
17.
15’
10-
18. L /S
18. T /Ss
18.
15’
10-
-R /W
-T /Ss- IW
-10’
-R
- IW
-10-15’
-L/S/R/W
-IW
-15-20’
(H)
-CB
-AB
-CD 2
-Zipadee puppet
-Actions flashcards
-Actions vocabulary
cards
Additional material:
-1 photocopy of p. 10
of the
Photocopy
Master Book for each
student
-Scissors for each
student
-Colour pencils
-Glue
for
each
student
-Three sheets of
paper
for
each
student
Unit 4. Playground
Objectives
Ses Identify and perform actions.
sion
5
Prepare the students to listen to a song in
English.
Sing a song in English
Practise the language of the song.
Practise oral comprehension of the actions
- Oral discrimination of the
vocabulary in the ong of the unit.
actions
Activities
19. TB p. 86 Getting started.
-Call a S to the board. T shows S an actions
flashcard. S mimes the action and the rest of the
class says the word. Next, the S says the word
and the class performs the action.
20. CB, p. 36 Preparing the song .
-T draws a tree on the board. : “What’s this?” I:
“Tree”. Ask a S to stand up. T: “Can you hop?
(Yes) Hop to the tree”. When the S gets to the
tree, say “Stop!”. Repeat with other Ss and other
acitons.
-T: “Open your books at page 37” Look at the
picture. Ask what the girl is doing. Ss answer. .
21. CB p. 37 L5 Sing.
-L5 play without stopping .
-Play L5. T acts out the lyrics for Ss to
understand the song
“I can dance”. Dance without moving from your
spot
“I can sing” Point to your mouth
“I can hop” Perform the action
“And then y stop”. Stay sill with your hands on
your hips.
-Play L5. Again. Encourage Ss to perform the
actions .
-Play L5 again. Encourage Ss to sing.
22. CB p. 37 L 6 Match. Sing.
-Look at the pictures with the Ss and match with
the words. -L6. Ss use the pictures to invent new
stanzas for the song.
23. TB p. 87 Finishing
-Get Ss to stand in four or five row. : “Door”.
T: “This row, hop/ walk / dance to the door and
then stop”. Give a different order to each row.
* Reinforcement activities
-PMB p. 11 L5 Colour. Cut.
Ss make the disc.
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
Material
-CB
-AB
-CD 2
-Zipadee puppet
20. L /S
20. T /Ss
20. 10’
21. L /S
21. T /Ss
21.
15’
Additional material:
-One photocopy of p
11 of the PMB for
each student .
-One photoocpy of p
12 of the PMB for
each student .
-Scissors for each
student.
-Colour pencils
-A bookbinder per
student
-Colour pencils
22. L/S/R
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5’
- L /S
-T /Ss – IW
-15-20’
10-
L5. Ss listen to the song and colour the actions
they hear in the song.
- Practise written comprehension of the
lyrics of the song in the unit.
* Extension activities
-PMB p. 12 L5 Write. Sing.
Complete the lyrics of the song with the words
provided in the list.
Sing the song again with the Ss.
-L/S/R/W
-T /Ss
-10'
Unit 4. Playground
Objectives
Sess Recall the song in the unit .
ion 6
Activities
Skills
24. TB p. 88 L5 Getting started.
24. L /S
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics.
Interaction
24. T /Ss
Introduce and practise the actions: : “Point 25. CB p. 38 L7 Listen and play.
25. L /S
25. T /Ss
to the board” and “Point to the window”.
-I: “Point to the board/ the window”. T acts them
out and asks Ss to imitate.
-T: “Open your books at page 38”. Look at the
pictures with the Ss.
-Use the puppet to play “Zipadee says”. All the
orders from the previous level and units can also
be used.
Get to know about the schoolyard in British 26. CB p. 20 Write. Draw.
26. L/S/R/W 26. T /Ss – IW
schools.
-T shows his/her CB pointing to the “My World”
Draw yourself doing something.
section. T: “Look at your books”.
-Ss say what they see in the photo. Discuss the
photograph with the Ss. .
-Explain that many primary schools in Great
Britain have grass fields aside from an asphalt
yard for Ss to play.
-Ss read the phrase T: “Can you run?”. Ask about
the other actions .
-Explain to the Ss that they should draw
themselves in the blank space performing an
action and complete the phrase “I can...”.
27. Reinforce oral comprehension of TB p. 89 Finishing.
27. L /S
27. T /Ss
phrases with the structure: : “I can (hop)”.
-Zipadee says phrases with actions it can do. If Ss
know them, they perform them.
Zipadee: “I can count to ten/ turn around / open
my book / close my book/ wave my arms / put my
hand up / put my hand down / touch my head /
draw a square / sing / dance ..:”.
Unit 4. Playground
Objectives
Activities
Skills
Interaction
Time
24. 5-10’
25. 10-15’
Material
-CB
-AB
-CD 2
-Actions flashcards
-Colour pencils.
“My World”poster
-Blu tack
-Water-soluble
felt
pen
-Zipadee puppet
26. 20-25’
(H)
27. 5-10’
Time
Material
Ses
sion
6
(Co
ntin
ued
)
-Make a poster about the actions with
drawings and photographs brought by the
students.
-Oral practice of structures:: “Can you
(junp)? Yes, I can (jump) / No!”.
-Comprehension of brief texts about the
activities others can carry out.
Write a brief text about actions another
person can perform.
Unit 4. Playground
Objectives
Ses Revise the actions vocabulary .
sion
7
* Reinforcement activities
-TB p. 89 My World Póster
T puts the “My World” poster where Ss can see
it properly. Tell them that they will put in the
center the photographs and drawings of boys and
girls playing, They can label them with a watersoluble felt tip pen that can be erased whtn they
make a new poster. .
- L/S/R/W
-T /Ss – IW
-10-15’
-L/S
-T /Ss
-10’
-R/W
-IW
-10-15’
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
-TB p. 59 Same clothes
Put the actions flashcards on the board.
“What’s this? (jump) Can you jump?” Ss answer..
* Extension activities
-AB p. 21 Read and match. Write
Ss read the texts and look at the pictures to
decide if they can do specific actions.
Ss write a brief text about the activities that the
boy in the picture can carry out.
Activities
28. TB p. 90 Getting started.
-Play
“Copy me!”. T says and does an
action. If the action matches the word, Ss imitate.
If the action does not match the word, Ss stay
Material
-CB
-AB
-CD 2
-Zipadee puppet
still.
29. Identify the weather.
Revise the clothing items vocabulary.
Oral practice of questions: “”What’s your
name? How old are you? What are you
wearing? Have you got blue eyes? Can
you run?” and the answers
Remember the song in the unit.
30. Make a picture dictionary with the
actions vocabulary.
Practise pronunciation
vocabulary.
of
the
actions
Self-evaluation of their work throughout the
unit.
Oral practice of numbering from 1 to 20.
Unit 4. Playground
29. TB p. 90 L2 Para revisar
-Call 6 Ss to the board. T: “How many children?”
Number with the clas Ask : “What’s your name?
How old are you?” Look out the window : “What’s
the weather like?” Ss answer.. Ask: “What are
you wearing? What colour’s your hair? Have you
got blue eyes?”.
-Hand out the 6 actions flashcards to the 6 Ss at
the board. T: “What’s this? (run) Can you run?
(Yes, i can run/ No).
-L2 play the song. The Ss at the board raise their
flashcards when they hear their action. They put
them in order.
30. CB p. 39 Stick.
-T: “Find the stickers”.
-While the Ss carry out the activity, T can ask
around : “What’s this? “(run)”.
-Ss write the words under each picture
-T can stamp the work of the Ss with rubber
stamps (bottom right of p.39)
31. CB p. 39 L8 Listen and repeat.
-Ss listen to the six words at different speeds in
groups of three and then repeat them.
29. L /S
29. T /Ss
29.
15’
30.
L/S/R/W
30. T /Ss - IW
30. 10’
31. L /S
31. T /Ss
31. 10’
32. CB p. 39 Circle and colour.
-T remembers face expressions : “Look! Sad.
Look! OK. Look! Happy!”.
-Before Ss self-evaluate, they can go over the
activities done throughout the unit. .
-Ss complete the sections “My favourite word /
page”.
33. TB, p. 91 Finishing
Ss number themselves orally form 1 to 20.
Explain tha next session they will revise units 3
and 4 and after that, they will start a new unit.
32.
L/S/R/W
32. T /Ss – IW
32. 5-10’
33. L /S
33. T /Ss
33. 5’
10-
-Colgantes de las acciones
-Rubber stamps
-Colour pencils
-Portfolio folders.
- Vocabulary poster
Ses
sion
7
(Co
ntin
ued
)
Objectives
* Make the Portfolio.
-Revise vocabulary of actions and from
prevoius units.
-Revise oral comprehension of the phrase
“Can you (jump)?” and the oral expression
of the phrase “Yes, I can (jump)”.
-Practise spelling of the actions vocabulary.
.
-Remember words from the song in the
unit.
Activities
* Portfolio (Optional)
Ss make their personal Portfolio. In this unit they
can carry out an activity about what the Ss can
do. They draw or look for photographs or
drawings of boys and girls doing all types of
activities and write under : “He / she can...”.
* Reinforcement activities
-TB p. 91 Vocabulary Póster Race
T puts the “Vocabulary” poster in a visible part
of the class. Call out 2 Ss that will compete to see
who finds and action first: : “Find (jump)”. Do with
other Ss.
Parts of the face, clothing items, rooms,
numbers, the weather or the members of the
family can all be revised.
Skills
* R /W
Interaction
* IW
Time
* 15-20’
- L /S
-T /Ss
-10’
-TB p. 91 Playground Bingo
Ss take out their mini-cards with the actions
and take three that they put on their desk. T says
the actions one by one in the context of a phrase
: “Can you jump?” Ss turn the mini-cards with the
actions they hear: : “Yes, I can jump”. The first
one to turn round the three cards and call
“Bingo!” wins..
-L/S
- T /Ss
-10’
-R /W
-IW
-10’
-L /S /R
-T /Ss
-10’
-TB p. 91 Minicards revision
Ss take out the picture and the actions
vocabulary mini-cards. Ss place the picture minicards on their desk. They write in their notebooks
the expression “I can” followed by the name of
the corresponding action. When they finish, they
correct the spelling using the vocabulary minicards. .
* Extension activities
-TB p. 91 L5 Extension.
T asks Ss to say what the song was about.
T asks them to say words that the remember
from the song. T writes them on the board.
Play the song. Ss sing it and act out the
Material
actions.
Revision. Units 3 and 4
Objectives
Onl
1. Reinforce the orders worked on in units
y
3 and 4. “Touch your arms”, “touch your
Ses feet”, “Point to the board” and “Point to the
sion window”.
2. Revise the vocabulary of the parts of
the face and the actions.
3. Identify and count parts of the house and
actions.
Answer the question: “How many (pairs of
eyes)?”
4. Overall comprehension of the episode of
a comic.
Activities
1. TB p. 92 Getting started.
-T puts the Zipadee: puppet on “Hello!” Ss:
“Hello, Zipadee!”
-Play “Zipadee says” with the orders
introduced in units 3 and 4: “Touch your arms”,
“touch your feet”, “Point to the board” and “Point
to the window” and orders from the first level of
Cool Kids and units 1 and 2 of Cool Kids 2.
2. TB p. 92 Primer juego.
-Play “Name the flashcards” with the parts of the
face and actions flashcards
3. CB p. 22 Second game.
-Look at the elements on the margins of the
page. T: “Point to the (mouth)”, etc.
-Do the example with the Ss: “Count the pairs of
eyes. How many pairs of eyes?”.
-Ss carry out the activity individually. While Ss
work, T asks around the class : “What’s this?
How many?”
-Check the answers with the Ss.
4. CB p. 41 L9 Listen.
-T: Look at page forty-one. Look at the Story”.
Remember the characters. .
-Ask Ss to look at the frames.
-L9 Ss follow the frames with their finger.
-L9 Ss listen again. T pauses after each phrase.
Ask Ss to repeat. Explain the words they don't
understand.
-T: “One”. Ask the Ss what thery remember of the
frame. Do the same with the rest of the frames.
-Divide the class in groups of three.Ss to act out
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 5-10’
3. L /S
3. T /Ss
3. 10-15’
4. L/S/R
4. T /Ss – GW
4. 15’
Material
-CB
-CD 2
-Zipadee puppet
-Vocabulary Poster
the comic.
5. Practise farewells.
Revision. Units 3 and 4
Objectives
Onl
y
-Reinforce the vocabulary of the parts of
Ses the face.
sion
(Co
ntin
ued
)
-Reinforce the written expression of the
vocabulary of the parts of the face and the
actions.
Evaluation. Units 3 and 4
Objectives
Ses * Evaluate the basic aspects worked on in
sion units 3 and 4.
Eval
uati
on
5. TB p. 93 Finishing.
-T se pone la marioneta de Zipadee y se despide
de cada Ss.
5. L /S
5. T /Ss
5. 5’
Activities
* Reinforcement activities
-TB p. 93 Vocabulary Poster
T puts the “Vocabulary” poster in a visible part
of the class and calls a S to the board. T asks
him/her to look for the parts of the face in the
poster. S finds it, says the word but does not
point at it. Another S comes up to the board to
point and say another part of the face that
another S, in turn, points at.
* Extension activities
-TB p. 93
Dividire the group-class in four groups.
Remember the topic of the third unit. Ask each
group to write as many words as they remember.
They can also write the names of the parts of the
body they remember. Repeat with the words of
unit 4. Give a point for each correct answer. The
group with more points is the winner.
Skills
Interaction
Time
- L /S
-T /Ss
-10’
- R /W
- GW
-10-15’
Activities
-Ss take Test 2.
Skills
* L/S/R/W
Interaction
* IW
Time
* 30-40’
Note: the Ss that finish earlier can complete
pending activities of the CB or the AB
Material
Material
-One photocopy of
TEST 2 p. 13 of the
Evaluation notebook
for each student.
Unit 5. Food
Objectives
Ses 1. Introduce the context of unit 4 (food ).
sion
1
2. Introduce the food vocabulary: : “orange
juice, chicken, tomatoes, milk, rice,
bananas”.
Learn a song with food vocabulary. .
3. Practise written comprehension of food
vocabulary.
4. Practise oral comprehension of food
vocabulary.
Activities
1. TB p. 94 / Class Book Getting started.
-T puts the “Magic Lamp” poster in a visible part
of the class and puts away the food flashcards in
it.
-Show the Zipadee puppet: “Hello”. Tell the Ss
that today they are starting a new unit. . T: “Look!
It’s Zipadee’s lamp!” Have a flashcard come out
of the lamp. : “(Chicken)” Ss have to guess the
topic of the unit. When they've guessed, ask
them what words they think they will learn.
2. CB, p. 42 L11 L12 Listen and point. Listen
and Chant
-T takes the flashcards with the new words out of
the lamp, using the Zipadee puppet and saying
them aloud while he/she puts them up on the
board in the same order as they appear in the
book.
-Look at and comment the picture with the Ss.
-L11 T: “Listen and point”. Ss listen to the words
and point to them.
-L11 “Listen and say”. Ss listen to the words and
say them
-L12 “Listen and chant”. Ss listen to the song and
chant .
3. CB p. 43. Match and say.
-Ask the Ss what they think they have to do. Do
section 1 with the Ss. : “What’s this? (tomatoes)”.
-While the Ss carry out the activity, T asks
“What’s this?
4. TB p. 95.Finishing
-T says one of the foods and asks a S to take it
from the board and give it to Zipadee hwo says :
“Thank you”.
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 10-15’
3. L /S /R
3. IW
3. 10’
4. L
4. T /Ss
4. 5-10’
Material
-CB
-AB
-CD 2
-Food flashcards
-Zipadee puppet.
-“Magic
Lamp”
poster.
Additional material:
-Colour pencils
-One sheet of paper
per student
-Cd with music the
students like
Unit 5. Food
Objectives
Ses
sion - Practise written comprehension of the
1
food vocabulary.
(Co
ntin
ued
)
Activities
* Reinforcement activities
-AB p. 22 Circle.
Look at the pictures : “Look at the food. What’s
this? (Chicken)”. Ask what he would like to eat
(Jack). Ss carry out the activity.
T can ask around : “Does Rosie / Jack like
this?”.
Correct with the group-class.
Skills
Interaction
Time
- R /W
-IW
-10-15’
-L /S
-T /Ss
-5-10’
* Extension activities
-TB p. 95 Food
T draws a chart on the upper part of the board
and over several foods and drinks. Tell the Ss
what each thing is in LL2. Revise the food they
learned in Cool Kids 1. T: “What’s this?”. T can
draw other foods the Ss order.
Ss draw on a sheet of paper their own chart
witht the foods they want and they label them.
- L /S/R/W
-T /Ss –IW
-10-15'
Activities
Skills
Interaction
Time
-Practise identification of food.
Material
-TB p. 95 Pass the flashcard.
Play
“Pass the flashcard” with the food
flashcards .
- Expand the food vocabulary.
Unit 5. Food
Objectives
Material
Ses
sion
2
5. Identiy the day of the week and what the
weather is like .
6. Make some cards to practise the food
vocabulary.
Practise oral comprehension of the food
vocabulary.
8. Practise written comprehension and
expession of the food vocabulary.
Practise
oral
comprehension
and
expression of the food vocabulary.
Introduce the “I like...” structure..
5. TB p. 96 Getting started.
-Put the “Days, Weather and Seasons” poster in
a visible part of the class .
-T: “What day is it today?”. T answers and Ss
repeat. “It’s (Monday)”. Call out a S to point to
the word in the poster and write it in the
corresponding place. .
-Do the same with the weather.
6. TB p. 96/ CB p. 67 Preparing a game.
-Ss prepare the cards of the foods to make a
game.
CB p. 44/ CB p. 64 L13. Listen. Play the Magic
Lamps game.
-T: “Show me the (milk)”. Ss show the
corresponding card. Do it with all the cards.
-Revise with Ss the numbers, 1 to 6. Put the
corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” PLay L13.
Ss listen and follow instructions. First, they show
the corresponding object and then they listen and
put the card in the corresponding box. When the
picture cards are in their place, the vocabulary
cards must go under each picture.
Correct on the board. T: “One?” Ss: “Bananas” T:
“Yes, (Bananas)”.
CB p. 44. Draw and write.
-Look with the Ss at the picture at the beginning
of the activity. Next, look at picture 1 and do, as
an example: : ”Look at picture one. What’s
missing? (tomatoes)”.
-While Ss carry out the activity, T asks : “What’s
this? What’s missing?”.
9. TB p. 97 Finishing
-T shows the food flashcards one by one. Ss
say the vocabulary.
-T raises a flashcard. The Ss who like the
food in the flashcard, raise their hand. . T: “Do
you like milk?” Ss: “Yes, I like milk”. Repeat with
all the foods on the flashcards.
5. L/S/R/W
5. T /Ss
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8.
L/S/R/W
8. IW
8. 5-10’
9. L /S
9. T /Ss
9. 5-10’
-CB
-AB
-CD 2
“Days, Weather
and Seasons” poster.
-A water-soluble felt
tip pen
-Food flashcards
-Zipadee puppet.
-Scissors for each
student.
-Students folders
--mini-cards of the
foods
-A sheet of paper per
student.
-Colour pencils
Unit 5. Food
Objectives
Ses
sion - Practise oral comprehension
2
expression of food vocabulary.
(Co
ntin
ued
)
and
Activities
* Reinforcement activities
-TB p. 97 My Granny
Ss take the mini-cards with the foods and
choose one. Call out a S. T tells him/her that
there's one food his/her granmother loves and he
/whe will have to tel the rest of the class what iit
is. T shows the S a food flashcard. The S tells the
other students. The S who took the mini-card with
that type of food sits down. Continue until they
are all seated.
- Practise the food vocabulary.
Skills
Interaction
Time
- L /S
-T /Ss
-5-10’
-L /S
-T /Ss
-5-10’
- R /W
-PW
-10'
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 10’
Material
-TB p. 97 Pelmanism
Ss play in pairs using two sets of cards of the
parts of the face that they shuffle and put on the
table, facing downwards. S1 raises two of them
and names them, if they are the same, he/she
keeps them, if not, they are put back in place.
Play in turns.
- Practise spelling of food vocabulary. .
* Extension activities
-TB p. 97 Word game
In pairs . S1 takes three foods and dictates
them to S S2. Later they all correct the spelling.
Switch roles. .
Unit 5. Food
Objectives
Ses Preparar y motivar a los alumnos para
sion escuchar una historia.
3
Repasar el verbo “like” y la pregunta: “Do
you like (bananas)?”
Activities
10. TB p. 98 L14 Getting started.
-Explicar que escucharán una historia sobre
Jack, Rosie y Zipadee que trata sobre los
alimentos y las bebidas. Pedir que piensen
alimentos y bebidas que les agraden y que no les
agraden. R: “Like”. T hace preguntas a los Ss:
“Do you like (bananas)? /Yes/ No)”.
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Finger puppets of
Jack, Rosie Zipadee
-L14 Ss dicen la canción y hacen los gestos.
11. L /S
11. T /Ss
11. 15’
12. L /S
12. T /Ss
12. 5-10’
13. L /S
13. T /Ss
13. 10’
Practise
oral
comprehension
and
expression of the food vocabulary and oral
comprehension of the structure: : “I like
(tomatoes)”.
11. TB p. 98 / CB p. 45 L14 Listen to the story.
-Observar con los Ss la historia en el libro. Ss
explican en LL1 de qué creen que trata la
historia.
-T: “Let’s listen to the story!” Ss escuchan la
historia hasta al final y la siguen en el libro
señalando las viñetas.
-T vuelve a poner la historia y la para en cada
viñeta. Hacer preguntas de comprensión como:
“Who’s this? What’s this?”.
-T: Listen and repeat”. Poner la historia y hacer
pausas para que los Ss repitan las frases.
12. TB p. 98/ CB p. 45. Para trabajar la
historia.
-T: “Listen and answer”. T dice frases de la
historia. Ss han de señalar y decir el número de
la viñeta correspondiente.
13. TB p. 99 /CB p. 45 Act it out.
-Hacer tres grupos: Jack, Rosie y Zipadee para
interpretar la historia.
-Ss interpretan la historia utilizando las
marionetas de dedo. Cambiar papeles.
14. TB p. 99 Finishing
-A Ss takes one of the food flashcards,
says it and hands it to Zipadee who says “I like
(tomatoes)”. Do with other flashcards and Ss.
14. L /S
14. T /Ss
14. 5’
Unit 5. Food
Objectives
Ses
sion - Remember words and phrases of the
3
story in the unit. .
(Co
Oral discrimination of words.
ntin
ued
Activities
* Reinforcement activities
-TB p. 99 L14 Remembering the story
T asks the Ss what words and phrases they
remember from the story and writes them on the
board. .
Play L14 Ss raise the hand when they hear one
Skills
Interaction
Time
-L /S /R
-T /Ss
-10’
Listen to a story in English.
Overall comprehension of a story.
Answer questions about a story.
Practise comprehension of the story in the
unit.
Oral practice of the phrases of the story in
the unit.
Material
)
of the words that are written on the board.
-Introduce the : “I don’t like structure...”.
-Practicse written comprehension and
expression of the food vocabulary.
-Complete the written phrases: “I like...”
and “I don’t like...” with foods .
Unit 5. Food
Objectives
Ses Remember the food vocabulary.
sion
4
Identify parts of the body in the unit story. .
Practise the spelling of the vocabulary of
parts of the body.
Practise comprehension of the story in the
unit.
* Extension activities
-TB p. 99 I don’t like...
T I: “I don’t like...” Ss repeat and write it in their
notebooks completing it with the drawing of a
food or drink they do not like.
Ss walk around the class with their notebooks.
When T says “Stop!” Ss stop and say their
phrase to the student they have closest. If the
food is the same, they get a point.
-AB p. 23 Write. Write about you.
Look at the pictures with the Ss: “What’s this?”
Ss do the crossword .
Ss complete the phrases.
Correct the activity on the board.
-L/S/R/W
- T /Ss
-10-15’
-R /W
-IW
-10-15'
Activities
15. TB p. 100 Getting started.
-Play “What’s repeted?” with the food flashcards
.
16. CB, p. 45-46 L14 Find and write.
-L14 Ss remember the story.
-Look at the pictures of the parts of the body :
“Who’s this?” Point to the words in the box. Ask
4 Ss to read one each. Look for the first one with
the Ss: “What are these? Look at the story.
Where are the(feet)?” Ss: “Four”.
-Correct the activity with the Ss
Skills
15. L /S
Interaction
15. T /Ss
Time
15. 5-10’
16.
L/S/R/W
16. T /Ss – IW
16.
15’
10-
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Food flashcards
Additional material:
-1 photocopy of p.
13 of the Photocopy
Master Book for each
student
Practise the oral expression and written
comprehensionar of the : “I like...” and “I
don’t like” structures.
Understand phrases with the “I like...” and
“I don’t like...” structures..
- Reinforce the comprehension of the story
of the unit.
-Classify vocabulary of the semantic fields
of food and actions.
- Reinforce the written comprehension of
the story in the unit.
Unit 5. Food
Objectives
Ses Identifiy vocabulary that doesn't belong to a
sion specific semantic field.
5
17. CB p. 45-46 Choose and say.
-Do the first section with the Ss.
-Ss do the activity. .
-Correct with the whole group-class.
18. TB p. 100 Finishing.
-Ss stand up. T shows them the food flashcards
T builds phrases with “I like” and “I don’t like”. If
the Ss hear a phrase that describes their tastes,
they sit down.
* Reinforcement activities
-PMB p. 13 L14 Listen and put in order
Ss cut out the frames of the story.
Ss try to order them by heart.
Listen to the story and check if they have
ordered them correctly.
17. L /S
17. T /Ss – IW
17. 15’
18. L
18. T /Ss
18. 5-10’
- L /S
-T /Ss
-10’
* Extension activities
-AB p. 24 Write
Ask the Ss to remember what actions they have
learned. Ss say them and T shows the
corresponding flashcards. Do the same with the
food.
T: “What’s this? PlaygrounAd or food?”.
Ss classify the vocabulary.
Correct with the group-class
-T/S/R/W
-IW
-10-15'
-R/W
-IW
-15-20’
(H)
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
-Scissors for each
student
-Colour pencils
-Glue
for
each
student
-Two sheets of paper
for each student.
-Actions flashcards
-TB p. 101 Make a mini book
Hand out 2 sheets of paper to make a small, 8pages book. The first page is for the cover and on
the other pages they draw the 6 frames with the
characters' dialogues. They take the book home.
Activities
19. TB p. 102 Getting started.
-Play “Add one out”. T shows three flashcards
from one semantic field and another from a
different semantic field. Ss have to say : “Which
Material
-CB
-AB
-CD 1
-Zipadee puppet
is the add one out?”.
Prepare the students to listen to a song in
English.
Sing a song in English.
Practise the language in the song.
Practise oral comprehension of the colours.
- Practise oral comrehension of the song in
the unit. .
20. CB, p. 47 Preparing the song .
-I: “Carrots” Draw on the board or show real
carrots. Same procedure with “Peas”.
-T: “Do you like carrots / peas?” Ss: “Yes, I like
(carrots) / No, I don’t like (peas)”.
-T: “Open your books at page 47. Look at the
pictures”. Ss look at the boys' expressions.
21. CB p. 47 L15 Sing.
-L15 play the recording without stopping.
-Play L15 T acts out the lyrics for Ss to
understand the song.
*”I like (bananas) and (milk)”. Touch your
stomach to indicate you like these.
*”But I don’t like cheese”. Indicate you push the
plate away. .
*”No, no, I don’t like cheese”. Move your head
saying no
-Play L15 again. Encourage the Ss to perform the
actions. .
-Play L15 again. Encourage Ss to sing.
22. CB p. 47 L16 Write. Sing.
-Look at the piictures and the words with the Ss.
Ss complete the phrases.
-L16. Ss use the pictures to invent new stanzas
for the song.
23. TB p. 103 Finishing
-Ss Stand up. T says a colour.: “Red”. If the
Ss are wearing a clothing item in this colour, they
sit down. Continue until all the Ss are seated.
* Reinforcement activities
-PMB p. 14 L15 Cut and fold. Stick.
Ss make the pencil puppet to use it during the
song.
L15. Ss listen to the song and show the face of
the corresponding puppet according to what the
lyrics of the song say.
* Extension activities
-Flashcards
from
units 1 to 5
-Real
objects:
carrots and peas
20. L /S
20. T /Ss
20. 10’
21. L /S
21. T /Ss
21.
15’
22.
L/S/R/W
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5-10’
- L /S
-T /Ss – IW
-10-15’
10-
Additional material:
-One photocopy of
p. 14 of the PMB for
each student.
-One photocopy of
p. 15 of the PMB for
each student. .
-Scissors for each
student.
-Colour pencils
-Glue
- Practise written comprehension of the
lyrics of the song in the unit.
-PMB p. 15 L15 Write. Sing.
With the Ss, complet the lyrics of the song with
the words provided in the list.
Sing the song again with the Ss.
-L/S/R/W
-T /Ss
-10'
Unit 5. Food
Objectives
Ses Remember the song in the unit.
sion
6
Introduce and practise the actions: : “Wash
your hands” y “Brush your teeth”.
Get to know about food in British schools.
Complete a brief text about food they like
and don't like and illustrate it.
27. Practise the oral expression of phrases
to express likes and dislikes of foods.
Activities
24. TB p. 104 L15 Getting started.
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics. .
25. CB p. 48 L17 Listen and play.
-I: “Wash your hands” and “Brush your teeth”. T
acts them out and asks Ss to imitate.
-T: “Open your books at page 48”. Look at the
pictures with the Ss. .
-Use the puppet to play “Zipadee says”. You can
use all the orders from the previous level and
from the previous units. .
26. CB p. 48 Write. Draw.
-T shows his/her CB pointing to the “My World”
section. T: “Look at your books”.
-Ss say what they see in the photograph. Talk
about the photograph with the Ss. .
-Explain tha tin Great Britain the boys and girls
can buy warm food in the canteen or take their
lunch from home.
-Ask a S to read the phrase T: “Do you like
chicken/ tomatoes?” Ss: “Yes, I like (chicken) /
No, I don’t like (tomatoes)”.
-Look at the words in the box. . T: “Do you like
(bananas)?”. Ss have to draw themselves in the
blank space and complete the phrases.
TB p. 105 Finishing.
-Zipadee says an affirmative or negative phrase
using “I like / I don’t like” and asks a S to say
another similar phrase. If Zipadee's phrase is
affirmative, S will have to say an affirmative
phrase as well.
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
25. L /S
25. T /Ss
25.
15’
10-
26.
L/S/R/W
26. T /Ss – IW
26.
25’
20(H)
27. L /S
27. T /Ss
27. 5-10’
Material
-CB
-AB
-CD 2
-Colour pencils.
- “My World” poster
-Blu tack
-Water-soluble felt tip
pen
-Zipadee puppet
Unit 5. Food
Objectives
Ses
sion -Make a poster about the food that
6
students like.
(Co
ntin
ued
)
-Practse
oral
comprehension
expression of food vocabulary.
and
-Complete written phrases to express the
food other people like.
Unit 5. Food
Objectives
Ses 28. Revise the food vocabulary.
sion
7
29. Oral practice of questions: : “What’s the
weather like? What are you wearing? What
colour are your eyes? Have you got brown
hair? Can you sing?”
Revise the food vocabulary and the
following structures: “Do you like (milk)?
Yes, I like (milk) No, I don’t like (milk)”.
Remember the song in the unit about food.
Activities
* Reinforcement activities
-TB p. 105 My World Poster
T puts the “My World” poster where Ss can see
it perfectly. Tell them they will put photos and
drawings of food in the center. They can label
with a water-soluble felt pen that can later be
erased when they make another poster.
Skills
Interaction
Time
- L/S/R/W
-T /Ss – IW
-10-15’
-L /S
-T /Ss
-5-10’
-AB p. 25 Look and write
Ss complete the phrases with the words in the
box of the bottom part of the page.
-R /W
-IW
-10’
Activities
28. TB p. 106 Getting started.
-T chooses a food flashcard without showing
it to the Ss and says the word moving the keys
without pronouncing it. Ss have to guess what
food it is. When they guess, T shows them the
flashcard.
29. TB p. 106 L12 Para revisar
-T takes six Ss out to the board and numbers
them with the rest of the group-class. Ask the Ss
“What’s the weather like? What are you wearing?
What colour are your eyes? Have you got brown
eyes? Can you sing?”.
-T hands out the food flashcards to the Ss. T:
“What’s this? (Milk) Do you like (milk)? (Yes, I like
milk /No, I don’t like milk)”.
-L12 Ss listen to the song, sing it and perform the
actions. Ss that have the flashcards raise them
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. L /S
29. T /Ss
29.
20’
* Extension activities
-TB p. 105 Pass the flashcard
Jugar a “Pass the flashcard” with the food
flashcards .
Material
15-
Material
-CB
-AB
-CD 2
-Food flashcards
-Zipadee puppet
-Colgantes de los
alimentos
-Rubber stamps
-Colour pencils
-Portfolio folders
- Vocabulary poster
and put them in order when they hear them on
the recording.
30. Make a picture dictionary with the food
vocabulary.
Practicse pronunciation of food vocabulary.
Self-evaluation of their work throughout the
unit.
Unit 5. Food
Objectives
Ses Express orally the foods they like and the
sion foods they dislike .
7
(Co
ntin
ued
)
* Make the Portfolio.
30. CB p. 49 Stick.
-T: “Find the stickers”.
-While Ss carry out the activity, T asks: “What’s
this?/ What are these?” Ss: “(tomatoes)”.
-Ss write the words under each picture.
-T can stamp the works of the Ss with the rubber
stamps. (Bottom right part, p 49)
31. CB p. 49 L 18 Listen and repeat.
-Ss listen to six words at different speeds in
groups of three and then repeat them.
30.
L/S/R/W
30. T /Ss - IW
30. 10’
31. L /S
31. T /Ss
31. 10’
32. CB p. 49 Circle and colour. Write.
-T remembers face expessions : “Look! Sad.
Look! OK. Look! Happy!”.
-Before the Ss self-evaluate, they can go over the
activities carried out throughout the unit.
-Ss complete the sections “My favourite word /
page”.
32.
L/S/R/W
32. T /Ss – IW
32. 5-10’
Activities
33. TB, p. 107 Finishing
-Ss separate the mini-cards in two piles
depending on what they like and what they don't
like. Zipadee starts naming foods and Ss have to
say r: “I like / I don’t like ...” depending on
whether they like or dislike the food they heard.
-Tell them that in the next session they will start a
new unit.
* Portafolio (Opcional)
Ss make their personal Portfolio. In this unit they
could carry out an activity about the foods that
Skills
33. L /S /R
Interaction
33. T /Ss
Time
33. 5-10’
* R /W
* IW
* 15-20’
Material
-Reinforce the food vocabulary.
-Use the language in the unit to make a
game.
-Remember the words of the song in the
unit.
boys and girls generally like. Look for drawings or
photos of boys and girls eating their favourite
foods and label them. They can also add food
that they like and don't like and write: “I like...” I “I
don’t like”.
* Reinforcement activities
-TB p. 107 Vocabulary Poster Race
T puts the “Vocabulary” poster in a visible part
of the class. T calls out two Ss that will compet to
see who finds the food first: : “Find the
(tomatoes)”. Repeat with other Ss.
Actions, clothing items, rooms, numbers 1 to
20, weather or the members of the family can
also be revised.
-TB p. 107 Chinese whispers
Play Chinese Whispers” with the Ss using the
verses of the song in the unit.
* Extension activities
-TB p. 107 L15 Unit song.
T asks the Ss to say what the song was about.
T asks them to say words they remember from
the song. T writes them on the board.
Play the song. Ss sing and perform the actions.
.
- L /S
-T /Ss
-10’
-L /S
-T /Ss
-10’
-L /S /R
-T /Ss
-10’
Unit 6. Favourite things
Objectives
Ses 1. Introduce the
sion (Favourite things).
1
context
of
unit
6
2.
Introduce
the
favourite
things
vocabulary:
“Bike,
watch,
camera,
skateboard, computer game, paints”.
3. Practise written comprehension and
identification of favourite things vocabulary.
4. Practise oral comprehension and
experssion of the favourite things
voabulary. .
- Practise written comprehension of the
favourite things vocabulary. .
- Practise oral comprehension of the
Activities
1. TB p. 108 / Class Book Getting started.
-T puts the “Magic Lamp” poster in a visible part
of the class and puts away the favourite things
flashcards in the lamp.
-Tell the Ss that they are starting a new unit
today. T: “Look! It’s Zipadee’s lamp!” Get a
flashcard to come out of the lamp : “Look, it’s a
(bike)” Ss have to guess the topic of the unit.
When they guess,ask them what words they think
they will learn.
2. CB, p. 50 L19 L20 Listen and point. Listen
and Chant
-T brings the flashcards with the new words from
the lamp, using the Zipadee puppet and says
them aloud while she/he puts them on the board
in the same order as they appear in the book. .
-Look at the picture and discuss it with the Ss.
-L19 “Listen and point”.
-L20 “Listen and chant”. Ss listen to the song and
chant.
3. CB p. 51. Draw and circle. Say.
-Ask the Ss what they think they have to do.
-While the Ss carry out the activity, T asks :
“What’s this?.
4. TB p. 109.Finishing
-T pretends to play with one of the favourite
things. Ask a S to take the corresponding
flashcard from the board and say it and then give
it to Zipadee so it puts it back into the lamp.
Zipadee says: “Thank you”.
* Reinforcement activities
-AB p. 26 Read and draw.
Look at the pictures with the Ss: “Whos’s that?
What are Jack’s favourite things?”.
Ss carry out the activity.
Correct with the group-class.
-TB p. 109 Pass the flahscard
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 10-15’
3. L /S /R
3. IW
3. 10’
4. L /S
4. T /Ss
4. 5-10’
-R
-IW
-5-10’
-L /S
-T /Ss
-5-10’
Material
-CB
-AB
-CD 2
-Favourite
things
flashcards
-Zipadee puppet.
-Magic Lamp” poster
Additional material:
-Colour pencils
-One sheet of paper
per student
Play “Pass the flashcard” with the favourite
things flashcards.
vocabulary of favourite things.
-Expand the vocabulary of favourite thing.
Unit 6. Favourite things
Objectives
Ses 5. Identify the day of the week and the kind
sion of weather there is.
2
6.
Make the cards to practise the
vocabulary of the favourite things.
Practise oral comprehension
vocabulary of favourite things.
of
the
8. Practise written comprehension and
expression of the vocabulary of the
favourite things.
* Extension activities
-TB p. 109 Favourite things
T draws the favourite things on the board. T:
“What’s this?”.Ss can ask the T to draw other
favourite things on the board. T draws them and
writes the words.
Ss can draw their collection of favourite things
in a sheet of paper and label it.
Activities
5. TB p. 110 Getting started.
-Put the “Days, Weather and Seasons” poster in
a visible part of the classroom.
-T: “What day is it today?”. T answers and Ss
repeat. “It’s (Monday)”. Call a S to the board to
point at the word in the poster and write it in its
corresponding place.
-Do the same thing with the weather.
6. TB p. 110 / CB p. 65 Preparing the game
-Ss prepare the cards of the favourite things to
make a game.
7.
CB p. 52/ CB p. 64 L21. Listen. Play the
Magic Lamps game.
-T: “Show me the (camera)”. Ss show the
corresponding card. Do with all the cards.
-Revise the colours with the Ss. . Put the
corresponding flashcards on the board.
-T: “Let’s play the Magic Lamp game!” Play L21.
Ss listen and follow the instructions. First they
show the corresponding action and then they
listen and put the card in the corresponding box.
-Correct on the board. T: “Blue?” Ss: “bike” T:
“Yes, It’s bike”.
CB p. 52. Find the add one out. Write.
-Ss say what they think they have to do.
-While the Ss carry out the activity, T asks :
“What’s this?”.
- L /S/R/W
-T /Ss –IW
-10-15’
Skills
5. L/S/R/W
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss – IW
6. 10-15’
7. L /S
7. T /Ss
7. 10-15’
8. R /W
8. IW
8. 5-10’
Material
-CB
-AB
-CD 2
“Days, Weather
and
Seasons”
poster..
-A water-soluble felt
tip pen
-Favourite
things
fashcards
-mini-cards
of
favourite things
-Zipadee puppet.
-Scissors for each
student.
Students' folders
-One sheet of paper
per student.
-Colour pencils
Practise the vocabulary of the favourite
things. .
- Practise comprehension of the vocabulary
of the favourite things.
- Practise the association of the words of
favourite
things
with
their
iconic
representation.
- Practise spelling the vocabulary of the
actions. s.
9.
TB p. 111 Finishing
-Ask a S to use mime to represent one of
the favourite things. Another S says what it is and
all put away their mini-card in their folder. Repeat
until they have put all of them away.
* Reinforcement activities
-TB p. 111 Bingo
Play Bingo with the mini-cards of the favourite
things.
9. L /S
9. T /Ss
9. 5’
-L /S
-T /Ss
-5-10’
-R
-IW
-5-10’
- R /W
-PW
-10'
-TB p. 111 Match the minicards
Ss separate the picture mini-cards from the
vocabulary mini-cards. When T says “Go!” Ss
take them and when they finish, they put up their
hand.
* Extension activities
-TB p. 111 Word game
In pairs. S1 chooses three favourite things and
dictates them to S2. Later they all correct the
spelling. Switch roles. l.
Unit 6. Favourite things
Objectives
Ses Prepare and motivate the students to listen
sion to a story.
3
Remember the vocabulary of favourite
things.
Listen to a story in English.
Overall comprehension of the story.
Answer questions about the story.
Practise the comprehension of the story in
the unit.
Oral practice of the phrases of the story in
the unit.
14. Practise oral comprehension of the
structure: : “If your favourite colour’s (blue),
put your hand up”.
Unit 6. Favourite things
Activities
10. TB p. 112 L22 Getting started.
-Play “What’s missing?” with the favourite things
flashcards .
-Tell the Ss that they will hear another story about
Rosie, Jack and Zipadee.
-L22. Play the magic song. Ss sing and perform
the actions.
11. TB p. 112 / CB p. 53 L22 Listen to the
story.
-Look at the story in the book with the Ss: Ss
explain in LL1 what they think the story is about.
-T: “Let’s listen to the story!” Ss listen to the story
until the end and follow it in the book pointing at
the frames.
-T plays the story again and stops in each frame.
Ask comprehension questions: : “Who’s this?
What’s that?”
-T: Listen and repeat”. Play the story and pause
for Ss to repeat the phrases.
12. TB p. 112/ CB p. 53 Working on the story
-T: “Listen and answer”. T says phrases from the
story.
Ss have to point and say the
corresponding frame number. .
13. TB p. 113 /CB p. 53 Act it out.
-Make three groups: Jack, Rosie and Zipadee to
act out the story. .
-Ss act out the story using the finger puppets.
Switch roles.
14. TB p. 113 Finishing
-T: “If your favourite colour’s (blue), put your
hand up”. T writes on the board the colours as
she /he says them and the number of boys and
girls that have raised their hand. .
Skills
10. L /S
Interaction
10. T /Ss
Time
10. 5-10’
11. L /S
11. T /Ss
11. 15’
12. L /S
12. T /Ss
12. 5-10’
13. L /S
13. T /Ss
13. 10’
14. L /S
14. T /Ss
14. 5’
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Finger puppets of
Jack,
Rosie
and
Zipadee
-Favourite
things
flashcards
-mini-cards
of
favourite things.
Objectives
Ses
sion
3
(Co
ntin
ued
)
- Remember words and phrases of the
story in the unit.
Oral discrimination of words.
Activities
* Reinforcement activities
-TB p. 113 L22 Remembering the story
T aks the Ss what words and phrases they
remember from the story and writes them on the
board.
Play L22 Ss put up their hand when they hear
one of the words that is written on the board.
Skills
Interaction
Time
-L /S /R
-T /Ss
-10’
-TB p. 113 Match the flashcard
Play “Match the flashcard” with the flashcards
and mni-cards of favourite things.
-L /S
-T /Ss
-10'
* Extension activities
-AB p. 27 Find and write
Ask Ss what they think they are going to do.
Do the example wth the Ss.
Ss do the activity individually.
Correct the exercise with the group-class
-R /W
-IW
-10-15’
Activities
15. TB p. 114 Getting started.
-Play “Name the flashcards” with the flashcards
of the favourite things.
Skills
15. L/S/R
Interaction
15. T /Ss
Time
15. 5-10’
Material
-Identify the vocabulary of favourite things.
-Practise written comprehensoion and
expression of the vocabulary of favourite
things. .
Complete phrases with the structure:
“I’ve got a...”.
Unit 6. Favourite things
Objectives
Ses 15. Practise the vocabulary of the favourite
sion things.
4
Material
-CB
-AB
-CD 2
Identify foods in the unit story.
Practise spelling of the food vocabulary.
Practise comprehension of the story in the
unit.
Practise
comprehension
information of the story.
of
Practse oral comprehension of
go!”
specific
“You may
-Reinforce the comprehension of the story
in the unit.
-Completae
picture.
written
phrases
about
a
- Reinforce written comprehension of the
story in the unit.
Unit 6. Favourite things
16. CB, p. 53-54 L22 Find and write.
-Play L22 for Ss to remember the story.
-T asks: “What’s this? What are these?” in
relation with the food in pictures on p.54 .
-Look for the first one with the Ss: “What’s this?
Look at the story. Where’s the (cheese)?” Ss: “In
picture five”. Ss do the rest of the foods.
-Correct the activity with the Ss
17. CB p. 53-54 Choose and say.
-T: “Look at the pictures”. Point to the characters :
“Who’s that?” Do section 1 with the group.
-Ss carry out the activity individually.
-Correct with the Ss.
18. TB p. 114 Finishing.
-Assign to each S a number. T: “Numbers
threes, you may go!”. The Ss that were assigned
this number put their things away and get ready
to leave. .
* Reinforcement activities
-PMB p. 18 L22 Listen and put in order
Ss cut out the frames of the story.
Ss try to order them by heart.
Listen to the story and check thay it is in the
right order. .
16.
L/S/R/W
* Extension activities
-AB p. 28 Write
Look at and comment the picture with the Ss
Do the first phrase as an example.
Ss carry out the activity.
Correct with the whole group-class.
-TB p. 115 Make a mini book
Divide 2 sheets of paper to make a small 8pages book. The first page is used for the cover
and on the rest, Ss draw the 6 frames with the
characters' dialogues. They take the book home.
T /Ss – IW
10-15’
-Zipadee puppet
-Favourite
things
fllashcards
17. L /S
17. T /Ss – IW
17.
15’
10-
18. L /S
18. T /Ss
18.
15’
10-
-R /W
-T /Ss- IW
-10’
-R /W
- IW
-10-15’
-L/S/R/W
-IW
-15-20’
(H)
Additional material:
-1 photocopy of p. 16
of the l Photocopy
Master Book for each
student
-Scissors for each
student
-Colour pencils
-Glue
for
each
student
-Two sheets of paper
for each student
Ses
sion
5
Objectives
Identify foods.
Practise oral questions: : “What’s this? Do
you like? What’s your favourite food/
colour/ thing?” and their answers .
Prepare students to listen to a song in
English.
Sing a song in English
Practise the language in the song
Practise oral comprehension of phrases
with the structure : “My favourite (food)
is...”.
Activities
19. TB p. 116 Getting started.
-T raises and shows the Ss a foods flashcard
without looking at i. T says the names of the
different foods. Ss say “No” until T says the food
that's onthe flashcard and Ss then say “Yes”
-Put the food flashcards : “What’s this? Do you
like...? What’s your favourite food/ colour/ thing?”
20. CB, p. 55 Preparing the song
-I: “What about you?” Ask a S: “What’s your
favourite food?” S answers and T asks another
one : “What about you?”. Do the same thing with
other questions : “Do you like appples? Have you
got a sister? Can you dance? What’s your
favourite colour?”
-T: “Open your books at page 55. ” Look at the
picture . Ask what the boy and girl are doing. Say
what objects and foods appear in the picture. Ss
answer.
21. CB p. 55 L23 Sing.
-L23 play without stopping the recording
-Play L23. T acts out the lyrics for Ss to
understand the song.
When a toy is named, T pretends to play with
that toy. When a colour is said, T points to
something in that colour. .
“What about you?” Point to a student.
-Play L23 again. Encourage Ss to carry out the
actions.
-Play L23 again. Encourage Ss to sng
22. CB p. 55 L23 Sing.
-Look at the pictures with the Ss. and rmatch the
words with the pictures.
-L23. Ss use the pictures to invent new stanzas
for the song.
23. TB p. 117 Finishing
-Play “True!” with Ss. T says phrases about
her/his favourite things. Ss repeat everyting they
hear that is true. T: “My favourite colour’s (blue)”.
Skills
19. L /S
Interaction
19. T /Ss
Time
19. 5’
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Flashcards de los
alimentos
20. L /S
20. T /Ss
20. 10’
Additional material:
-One photocopy of
p. 17 of the PMB for
each student .
-One photocopy of
p. 18 of the PMB for
each student .
-Scissors for each
student.
-Colour pencils
21. L /S
21. T /Ss
21.
15’
22. L/S/R
22. T /Ss – IW
22. 10’
23. L /S
23. T /Ss
23. 5’
10-
Unit 6. Favourite things
Objectives
Ses
sion - Oral discrimination of the vocabulary of
5
the favourite things.
(Co
ntin
ued
)
- Practise written comprehension of the
lyrics of the song in the unit.
Unit 6. Favourite things
Objectives
Ses Remember the song in the unit
sion
6
Activities
* Reinforcement activities
-PMB p. 17 L22 Song craft. Read and draw.
Cut
and fold.
Ss make a cutout to use during the audition of
the song in the unit.
L22. Ss listen to the song and show the heart
with the favourite things.
Skills
Interaction
Time
- L /S
-T /Ss – IW
-15-20’
-L/S/R/W
-T /Ss
-10'
Skills
24. L /S
Interaction
24. T /Ss
Time
24. 5-10’
Material
* Extension activities
-PMB p. 18 L23 Write. Sing.
With the Ss, complete the lyrics of the song
with the words provided in the list.
Sing the song again with the Ss.
Activities
24. TB p. 118 L23 Getting started.
-T greets the Ss: “Let’s sing a song”. Ss sing
and act out the lyrics
Material
-CB
-AB
-CD 2
Introduce and practise the actions : “Stand
behind your chair” and “Pick up your bag”.
Get to know about the bedroom of British
boys and girls and their favourite things.
Draw their favourite things.
27. Match the written form of favourite
things with their iconic representations.
Unit 6. Favourite things
Objectives
Ses
sion -Make a poster with the students' favourite
6
things.
(Co
ntnu
ed)
25. CB p. 56 L25 Listen and play.
-I: “Stand behind your chair” and “Pick up your
bag”. T acts them out and asks Ss to imitate.
-T: “Open your books at page 56”. Look at the
pictues with the Ss.
-Use the puppet to play “Zipadee says”. All the
orders from the previous level and the previous
units can also be used.
26. CB p. 56 Write. Draw.
-T shows his/her CB pointing to the “My World”
section. T: “Look at your books”.
-Ss say what they see in the photo. Comment
the photo with the Ss and read the list of the girl's
favourite things. T: “Is a (bike) your favourite
thing?” Ss: “(Yes / no)”.
-Explain to the Ss that they are to draw their
favourite things.
TB p. 119 Finishing.
-Ss put their vocabulary mini-cards of the
favourite things on the desk and stand up. T
shows a favourite thing flashcard . Ss with the
correponding card put up their hand . T asks the
first 6 that raised the mini-card to sit down.
25. L /S
25. T /Ss
25.
15’
10-
26. L /S /R
26. T /Ss – IW
26.
25’
20-
27. R
27. T /Ss
27. 5-10’
Activities
* Reinforcement activities
-TB p. 119 My World Póster
T puts the “My World” poster where all the Ss
can see it properly. Tell them that they will put
photographs and drawings of their favourite
things in the center. They can label with water-
Skills
Interaction
Time
- L/S/R/W
-T /Ss – IW
-10-15’
-Favourite
things
flashcards
-mini-cards of the
favourite things
-Colour pencils.
“My World” poster
-Blu tack
-Water-soluble
felt
tip pen
-Zipadee puppet
(H)
Material
solvent felt pen that can be erased whent they
make another poster.
-Practise
actions.
oral
comprehension
of
the
-Understand brief texts about other boy's
and girl's favourite things.
Write a brief text about other people's
favourite things.
Unit 6. Favourite things
Objectives
Ses Revise the vocabulary of favourite things. .
sion
7
29. Identify the weather.
Revise the vocabulary of the favourite
things.
Practise oral questions : “What’s are you
wearing? What colour are your eyes? Have
you got brown hair? Can you sing? Do you
like pizza? What’s your favourite food/
toy?” and the answers.
Rememeber the song in the unit.
-L/S
-T /Ss
-10’
* Extension activities
-AB p. 29 Read and match. Write
Ss read the texts and look at the pictures to
decide who each text refers to.
Ss write a brief text about the favourite things of
the boy in the picture.
-R/W
-IW
-10-15’
Activities
28. TB p. 120 Getting started.
-Play “What’s missing?” with the favourite
things flashcards .
29. TB p. 90 L20 Para revisar
-Call 6 Ss to the board. . T: “How many children?”
Number with the class. Look out the window. :
“What’s the weather like?” Ss answer..
-Ask the Ss: “What’s are you wearing? What
colour are your eyes? Have you got brown hair?
Can you sing? Do you like pizza? What’s your
favourite food/ toy?”.
-Hand out the 6 flashcards of favourite things to
the 6 Ss that are at the front. T: “What’s this?
(skateboard) Do you like skateboards? What’s
your favourite toy?”.
-L20 play the song. The Ss at the board raise
their flashcards when they hear their favourite
things and put them in order.
Skills
28. L /S
Interaction
28. T /Ss
Time
28. 5-10’
29. L /S
29. T /Ss
29.
15’
-TB p. 119 Actions
Ask the Ss to stand up and perform an action of
the TPR. T says an action: Ss that are perfoming
the action the T said are elilminated and sit down.
10-
Material
-CB
-AB
-CD 2
-Zipadee puppet
-Food flashcards
-Colgantes de los
aliment0s
-Rubber stamps
-Colour pencils
-Portfolio folders
- Vocabulary poster
30. Make a picture dictionary with the
vocabulary of favourite things
Practicse pronunciation of the vocabulary
of the favourite things.
Self-evaluation
of
throughout the unit.
the
work
done
Oral practice of the question: “What’s your
favourite (food/ thing / colour)?” and their
answer.
Unit 6. Favourite things
Objectives
Ses * Make the Portfolio.
sion
7
(Co
ntin
ued -Revise the vocabulary of favourite things.
)
30. CB p. 57 Stick.
-T: “Find the stickers”.
-While the Ss carry out the activity, T asks :
“What’s this? What are these? (paints)”.
-Ss write the words under each picure.
-T can stamp the work of the Ss with the rubber
stamps. (bottom right of p.57)
31. CB p. 57 L26 Listen and repeat.
-Ss listen to six words at different speeds, in
groups of three, and then repeat htem.
30.
L/S/R/W
30. T /Ss - IW
30. 10’
31. L /S
31. T /Ss
31. 10’
32. CB p. 57 Circle and colour.
-T remembers the face expressions “Look! Sad.
Look! OK. Look! Happy!”.
-Before Ss self-evaluate, they can go over the
activities done throughout the unit.
-Ss complete the sections of “My favourite word /
page”.
33. TB, p. 121 Finishing
-T asks the Ss: “What’s your favourite (food/
thing / colour)?” Ss answer..
32.
L/S/R/W
32. T /Ss – IW
32. 5-10’
33. L /S
33. T /Ss
33. 5’
Activities
* Portfolio (Optional)
Ss make their personal Portfolio . In this unit they
can carry out an activity about their favourite
things.
* Reinforcement activities
-TB p. 91 Vocabulary Póster Race
T puts the “Vocabulary” poster in a visible part
of the class. Choose two Ss that will compete
trying to be the first one to find a favourite thing.. :
“Find (jump)”. Do with other Ss.
Food, actions, parts of the face, clothes,
rooms, numbers, weather or members of the
family can also be revised.
Skills
* R /W
Interaction
* IW
Time
* 15-20’
- L /S
-T /Ss
-10’
Material
-Reinforce comprehension of vocabulary of
favourite things. .
-Remember words from the song in the
unit.
Revision. Units 5 and 6
Objectives
Onl
1. Reinforce the orders worked on in units
y
5 and 6: “Wash your hands”, “Brush your
Ses teeth”, “Stand behind your chair” and “Pick
sion up your bag”.
2.
Revise the food
things vocabulary.
and the favourite
3. Identify and count food and favourite
things. .
Answer the question : “How many
(skateboards)?”
-TB p. 121 CB p. 64 Matching boards
Play “Matching boards” with the Ss.
* Extension activities
-TB p. 121 L23 Ampliación.
T asks Ss to say what the song was about.
T asks them to say the words they remember
from the song. T writes them on the board. Play
the song. Ss sing and act out the actions.
Activities
1. TB p. 122 Getting started.
-T puts the Zipadee:puppet on. “Hello!” Ss:
“Hello, Zipadee!”
-Play
“Zipadee says” with the orders
introduced in units 5 and 6. “Wash your hands”,
“Brush your teeth”, “Stand behind your chair” and
“Pick up your bag” and orders from the first level
of Cool Kids and the units 3 and 4 of Cool Kids
2.
2. TB p. 92 First game .
-Play “Name the flashcards” with the food
flashcards and the favourite things.
3. CB p. 58 Second game .
-Look at the elements on the page margins. T:
“Point to the (Milk)”, etc.
-Do the example with the Ss Ss: “Count the
-L/S
- T /Ss
-10’
-L /S /R
-T /Ss
-10’
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 5-10’
2. L /S
2. T /Ss
2. 5-10’
3. L /S
3. T /Ss
3. 10-15’
Material
-CB
-CD 2
-Zipadee puppet
-Vocabulary Póster
4. Overall comprehension of the episode of
a comic.
5. Practise farewells.
Revisión. Units 5 and 6
Objectives
Onl
y
-Reinforce the food and favourite things
Ses vocabulary.
sion
(Co
ntin
ued
)
-Reinforce the written expression of food
and favourite things vocabulary.
(skateboards). How many (Skateboards)?”.
-Ss do the activity individually. While the Ss work,
T asks around the class: : “What’s this? How
many?”
-Check the answers with the Ss
4. CB p. 59 L27 Listen.
-T: Look at page forty-one. Look at the Story”.
Remembering the characters .
-Ask the Ss to look at the frames.
-L27 Ss follow the frames wth a finger.
-L27 Ss listen again. T pauses after each prase.
Ask the Ss to repeat them. Explain the wors they
don't understand. .
-T: “One”. Ask Ss to remember the frame. Do the
same with the rest of the frames.
-Divide the class in groups of four Ss to act out
the comic. .
5. TB p. 123 Finishing.
-T puts the Zipadee puppet on and says goodbye
to each S. .
4. L/S/R
4. T /Ss – GW
4. 15’
5. L /S
5. T /Ss
5. 5’
Activities
* Reinforcement activities
-TB p. 123 Vocabulary Póster
T puts the “Vocabulary” poster in a vsible part
of the class and picks a S. T asks him/her to look
for one of the foods or favourtite things in the
poster. S finds it, says the word but does not
point to it. Another S comes to point at it and in
turn, says another word that another S will point
at.
Skills
Interaction
Time
- L /S
-T /Ss
-10’
* Extension activities
-TB p. 123
Dividire the group-class into four groups.
Remember the topic in the fifth unit. Ask each
group to write as many words as they remember.
They can also write the names of food from the
last course. Repeat with the words from unit 6.
- R /W
- GW
-10-15’
Material
Give a point for every right answer. The group
with more points wins.
Evaluation. Units 5 and 6
Objectives
* Evaluate the basic aspects worked on in
Eval units 5 and 6.
uati
on
Ses
sion
Evaluation. Units 1 to 6
Objectives
Activities
-Ss take Test 3.
Skills
* L/S/R/W
Interaction
* IW
Time
* 30-40’
Material
-One photocopy for
each
student
of
TEST 3 p. 14 of the
Evaluation notebook
.
Skills
Interaction
Time
Material
Note: the Ss that finish earlier can complete
pending activities of the CB or the AB
Activities
Eval
uati
on
Ses
sion
* Evaluate the basic aspects worked on in
the units 1 to 6.
-Ss take Test 4.
* L/S/R/W
* IW
* 30-40’
-One photocopy for
each
student
of
TEST 4 p. 15 of the
Evaluation notebook.
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 10-15’
2. L /S
2. T /Ss
2. 15’
Material
-CB
-CD 2
-Zipadee puppet
-Numbers flashcards
-Halloween”
flashcards
-Scissors for each
student
-Glue
-Colour pencils
-One photocopy of
p.26 of the PMB for
each student
3. L /S
3. T /Ss
3. 10-15’
Note: the Ss that finish earlier can complete
pending activities of the CB or the AB
Halloween
Objectives
Ses 1. Introduce the students to the context of
sion the unit (Halloween)
1
Introduce the vocabulary: “Owl, witch,
ghost, bat, pumpkin, spider”.
Learn
aspects
about
celebrations in Great Britain.
Halloween
Activities
1. TB p. 124 Getting started.
-T puts the “Magic Lamp” poster in a visible
place and puts the “Halloween” flashcards in the
lamp. .
-T takes a flashcard from the lamp: : “Look!
It’s a (ghost)”. Ask the Ss to guess the topic of
the unit and to say what words they think they will
learn.
2. TB p. 124 / CB p. 60 Look at the picture.
-Look at and comment the picture with the Ss
-T takes the “Halloween” flashcards from the
lamp and presents the words to the Ss .
-T puts the flashcards on the board. T says them
one by one and asks Ss to repeat them
3. TB p. 125/ CB p. 60 Para practicar.
-Comment with the Ss how Halloween is
celebrated in Great Britain. Explain that it is a
children's celebrations that is held the night
Practise the
“Halloween”.
vocabulary
related
with
-Preactuse written comprehension and
expressionof the structure: “2 black bats”.
-PMB p. 26 Colour and cut. Fold and stick.
Ss make the cutour .
-Make the cutout of a witch.
-Oral discrimination of the word “Witch”.
Halloween
Objectives
Ses 5. Remember the vocabulary related with
sion “Halloween”.
2
Prepare the Ss to sing a song.
Expand the voabulary related
“Halloween”.
before Todos los Santos and that originally, it
was called “All Hallow’s Eve”. Explain that
tradition has it that this night the spirits, ghosts
and witches wander freely. Explain that families
put up pumpkins in the windows. Explain that
people celebrate fancy dress parties where
everyone dresses up. Explain “Trick or Treat”.
Ss look at the pictue and say elements
related with “Halloween” look. I: “Bobbing for
apples”.
4. TB p. 125 / Cb p. 60 Finishing.
-T puts the number flashcards on the board
and writes the words of the Halloween
vocabulary.
-Ask Ss to count how many elements there
are in each picture onnp.60 of the CB.
* Reinforcement activities
-AB p. 30 Read and colour. Write.
Ss carry out the activity individually.
with
* Extension activities
-TB p. 125 The witches game
T says the Halloween words.. Ss are to raise
their witch when they hear the word “Witch”. T
says the words faster and faster.
Activities
5. TB p. 126 Getting started.
-T: “Open your books at page 60”. T points to
objects but say words that do not match with the
object. Ss correct it.
6. TB p. 126 / CB p. 61 Singing a song .
-Look at and comment the pictures with the Ss. I:
“Mice, cat”.
-Ss can ask for other words they may want to
learn in English. . T says them and writes them
on the board.
-I: “Toad” andd “Owl”.
4. L /S
4. T /Ss
4. 5’
-R
-IW
-10’
-L /S
-IW
-10’
-L
-T/Ss
-5-10’
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss
6. 10’
Material
-CB
-CD 2
-Zipadee puppet
-“Halloween”
Flashcards
-Colour pencils
-One photocopy of
page 27 of the PMB
for each student
-One sheet of paper
for each student.
7. Learn a song related with “Halloween”.
Practise
vocabulary
“Halloween”.
related
with
Identificy the words of the semantic fields
of clothing and Halloween. .
-Reinforce the song in the unit.
-Practise the vocabulary of “Halloween”.
Christmas
Objectives
Ses 1. Introduce the students to the context of
sion the unit (Christmas)
1
Remember numbers from 1 to 20
7. CB p. 61 L29 Sing
-Ss chooses the pencil puppet of the witch.
-L29 Ss listen to the song .
-L29 T stops the song after each verse for Ss
to repeat.
-Explain to Ss that when they hear “It’s a
witch” they should make their puppet flay.
-L29 Ss listen,, sing and move their puppet. .
8. CB p. 61 Cross 5 differences.
-Ss look for 5 diferencias.
7. L /S
7. T /Ss
7. 15’
8. L /S
8. T /Ss
8. 5-10’
TB p. 127 Finishing
-T puts the Halloween and the clothing
flashcards on his/her desk. T says words
randomly. Ss have to raise and move their witch
puppet if they hear a word related with Halloween
but not if they hear clothing if they don't want to
be eliminated.
9. L
9. T /Ss
9. 5-10’
- L /S
-IW
-10-15’
-L /S
-IW
-10-15’
Skills
1. L /S
Interaction
1. T /Ss
Time
1. 10-15’
* Reinforcement activities
-PMB p. 27 L29 Sing
Ss colour the pictures in the margins. While
they do so, T asks: “What’s this? (a frog) What
colour this? (Green)”L29 Ss sing the song again. .
* Extension activities
-TB p. 127
Ss draw and colour
“Halloween” elements
typical in their country and different to British
ones.
Activities
1. TB p. 128 Getting started.
-T puts the “Magic Lamp” poster in a visible
place and puts the “Christmas” flashcards in the
lamp.
-T takes a lashcard from the lamp “Look! It’s
a (stocking)”. Ask the Ss to guess the topic of the
-Colour pencils
-Pencil puppet made
by the students in the
previous session
Material
-CB
-CD 1
-CD 2
-Zipadee puppet
-Numbers flashcards
“Christmas”
unit and to say words they think they will learn.
-L2. Ss sing the song of the numbers from 1
to 20 to remember them. .
Introduce the vocabulary:“Santa Claus,
Christmas tree, presents, stocking”.
2. L /S
2. T /Ss
2. 15’
3. L /S
3. T /Ss
3. 10-15’
4. L /S
4. T /Ss
4. 5’
-Practise written comprehension of the
structure: “I’ve got a (ball)”.
2. TB p. 128 / CB p. 62 Look at the picture.
-Look and comment the picture with the Ss.
-T takes the “Christmas” flashcards from the
lamp and presents the words to the Ss.
-T puts the flashcards on the board. T says them
one by one in English and asks Ss to repeat
them.
3. TB p. 129/ CB p. 62 Para practicar.
-Comment with Ss how Halloween is
celebrated in Great Britain.
-Explain the “Christmas Eve” celebration..
- Ss look at the picture and say what is
happening and what elements related with
Christmas they see. .
4. TB p. 129 / CB p. 62 Finishing.
-T puts the numbers flashcards on the board
and writes the words of the Christmas
vocabulary.
-Ask SS to tell how many elements of each
there are in the picture p. 62.CB
* Reinforcement activities
-AB p. 31 Match and write.
Ss do the actiivty individually.
-R
-IW
-10’
-PMB p. 28 Cut and fold. Cut again.
Ss make the snowman cutout
-L /S
-T /Ss – IW
-10’
-Make the cutout of a snowman.
-L /S
-IW – PW
-5-10’
Learn aspects about Christmas celebration
in Great Britain.
Practise the
“Christmas”.
vocabulary
related
with
-Expand the Christmas-related vocabulary.
el vocabulario relacionado con la Navidad.
* Extension activities
-TB p. 129 My Christmas
Ss draw a wrapped-up present they want for
Christmas.
In pairs, Ss show their drawings and have to
guess what present it is. : “What’s this? It’s a
(kite)”.
flashcards”
-Scissors for each
student
-Glue
-Colour pencils
-One photocopy of
p.27 of the PMB for
each student.
-Scissors for each
student
-One sheet of paper
per student.
-One
“Christmas
card” made by the
teacher
Christmas
Objectives
Ses 5. Remember the vocabulary related with
sion Christmas.
2
Prepare the students to sing a song. .
7. Learn a Christmas carol.
Practise Christmas vocabulary.
Identifiy and quantify elements related with
Christmas.
-Reinforce the song in the unit.
-Practise and extend vocabulary related
with Christmas.
Activities
5. TB p. 130 Getting started.
-T: “Open your books at page 62”. T points to
objects but says words that don't match the
objects. Ss correct. T.
6. TB p. 130 / CB p. 62 Singing a song
-Look and comment the pictures with the Ss.
Comment where Santa Claus comes from and
what he does.
Skills
5. L /S
Interaction
5. T /Ss
Time
5. 5-10’
6. L /S
6. T /Ss
6. 10’
7. CB p. 63 L30 Sing
-L30 Ss listen to the song. .
-L30 T stops the song after each verse so Ss
repeat it.
-L30 Ss listen and sing .
8. CB p. 63 Find.
-Look at the maze and identify the elements
related with Chrismas: “What’s this?”.
-Ss do the maze and raise their hand when
they have finished.
TB p. 130 / p. 62 Finishing
-Make two teams. Each team counts the number
of elements the T says: : “How many (Christmas
trees)?”. The first team in giving an answer wins
a point.
7. L /S
7. T /Ss
7. 15’
8. L /S
8. T /Ss
8. 5-10’
9. L /S
9. T /Ss
9. 5-10’
- L /S
-IW
-10-15’
-L/S/R/W
-T /Ss
-10-15’
* Reinforcement activities
-PMB p. 29 L30 Sing
Ss paint the drawings of the margins.
Meanwhile, T coninues asking funny things. los
dibujos de los márgenes. Mientras lo hacen T va
preguntando: “What’s this? (a present) What
colour this? (Red)”.
L30 Ss sing the song again. .
* Extension activities
-TB p. 130 What do you want for Christmas?
Conduct a survey to know which is the present
that most boys and girsl would love for
Material
-CB
-CD 2
-Zipadee puppet
-Christmas
Flashcards
-Colour pencils
-One photocopy of
page 28 of the PMB
for each student.
-Mini-cards of the
colours and the toys.
Christmas. Each S writes down the present he
would like for Christmas on a piece of paper.