UNIDAD DIDÁCTICA 0 Hello S1pearsonespana.blob.core.windows.net/books/EA5 Teachi… · Web...

º

English Adventure 5

Programme

_____________________________

Area of Foreign Languages

English

1Teaching Programme - English Adventure 5

Hello

I. Objectives Greet, introduce oneself and get to know the characters of the course. Recite the chant of the unit. Revise structures and vocabulary of previous years. Talk about themselves, their families, friends, belongings and pets. Use polite sentences correctly.

II. Contents

1. Listening, speaking and conversation Greet and introduce oneself asking questions and answering them amongst

themselves. Comment on the drawing and the text, asking questions and answering them in

order to present the days of the week. Read and recite the chant of the unit, firstly as it is, and, afterwards, changing

certain words. Order letters in order to make words, spell them and match them to the

corresponding drawing. Hold a conversation with a classmate using the verb “have got” and to

differentiate between “is this/are these” and “it’s/they’re”. Order words in order to ask a question and afterwards match it to the

appropriate answer. Match each feature of the character to the corresponding photo, according to

what is understood in the lesson. Recite the alphabet amongst all the class and spell different names in English. Repeat the expressions from the recording and afterwards, match each one to

the corresponding drawing. Circle the letters of the alphabet heard in a recording. Decide if each of the sentences is about one character, another one, or both. Draw and say things about oneself, completing the sentences given.

2. Reading and writing Look for the words of vocabulary in a word search and afterwards, write the

corresponding name below each drawing. Read in groups the recording of the lesson, each one representing a character. Draw a friend and describe them. Afterwards, read the sentences in groups to

the rest of the class. Fill in a crossword and discover and draw the missing word. Understand a short tale about an anecdote. Write about their life and family.

3. Language learning through use3.1. Linguistic knowledge

Lexis and structures Hello!; I’m (...); what’s your name?; where’s/re my (pen/s)?; days of the week; classroom objects; the alphabet; how old are you?; I’m (ten); have got (objects/family); new; excuse me; here you are; please; sorry; thank


you; thanks; have you got (any brothers or sisters)?; food; I’ve got (...); I haven’t got (...); my favourite (...) is (...); both; animals.Receptive language

Hip, hip, hurray!This is (...).Everybody.Great.Rollerblades.That’s right.This is a (...).It’s for (...).Something to (...).Beginning with (...).I love (...).

3.2. Reflection on language learning Show interest in others’ explanations and curiosity towards information

received. Participate actively in activities and games in class. Listen to and respect classmates in dialogues and conversations. Show interest and make an effort to improve own linguistic production.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Teach pupils to work in an organised manner, listening to the teacher and

classmates, respecting turn taking conventions.

III. Basic competences

Linguistic competence: Introductions and talking about oneself. Interpersonal, social and civic competence: using polite expressions

IV. Assessment

Differentiate between “were/ is ...” and “were/ are...” when forming sentences. Ask and answer questions correctly (affirmatives and negatives) using the verb

“have got”. Use “sorry/please/thank you” appropriately. Identify and name the letters of the alphabet and spell words. Identify and name the words of vocabulary.


Unit 1 – WHAT ARE YOU GOOD AT?

I. Objectives

Describe what people are doing at this moment. Talk about likes and dislikes. Follow a story in English. Talk about things that people are good at. Personalise the language of the unit.

II. Contents

1. Listening, speaking and conversation Decide which character says each sentence, based on the text of the unit. Make dialogues in pairs, based on the text and on the words the teacher has

written on the board. Mime an activity (sport) so that classmates can describe it in English and match

each one to its corresponding drawing. Colour in the letters on a poster, following the instructions in a song. Sing the

song all together. Ask questions and answer them in pairs, using the present continuous, “I/I don’t

like” and “but”. Find out the activity that each character is doing based on the sound effects

heard in a recording. Listen to and read the story of the unit and afterwards, comment on it to ensure

it has been understood. Then read the dialogue out loud in pairs. Order words to make sentences about the story and complete a diagram with the

information given in the story. Draw a happy or sad face depending on whether the sentence says something

good or bad. Make sentences in order to differentiate between the concepts of “I like to

do…” and “I am good at…” Draw famous characters and write sentences about what they are best at. Complete a text with a series of given words. Complete verses of the song with relevant words. Complete a square with what they and their classmate like to do and afterwards,

join the sentences using “both” when necessary. Read the texts and express opinion about the characters’ likes and dislikes. Draw on a poster the actions they like to do, they love to do, the ones they are

good at and afterwards, describe them. Express opinion about the unit.

2. Reading and writing Understand a short text about someone’s dream. Describe activities that are nice to do.

3. Language learning through use


3.1. Linguistic knowledgeLexis and structures· Present Continuous; what’s your favourite (...)?; where are you?; what

are you doing?; colours;alphabet;polite sentences; action verbs; snorkelling; climbing; flying a kite; badminton; basketball; disco dancing; I like/I don’t like; free time activities and hobbies; what are you good at?; I’m good at (...); Atlantean fish; fantastic; fixing (things); language; machine; what you do/don’t you like doing?; what about (...)?; dream; listening to music; yes, I do/no, I don’t; tickets; have you got (...)?; do you like (...)?; are/is (...)?; love

Receptive language- Do you want to come?- Bright.- Here.- Too.- Very.- It doesn’t work.- Milo pushes the light.- This is the wall.

- Hero/heroine.- I can hear a voice.- I’ve got a medal.- Really.- I’m an artist.- All.- I think (...) is fantastic.- Universe

3.2. Reflection on language learning Express tastes and preferences. Enjoy English through songs and games in class. Understand that errors are part of the learning process. Recognise the value of others when they are good at something.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Work on socialising, especially through pair work and group activities and teach

them to value others.- Teach them to respect the norms governing linguistic exchange, listening to

others, waiting their turn when speaking...


Linguistic competence: personal tastes Interpersonal, social and civic competence: group work, talking about personal

skills. Cultural and artistic competence: singing a song, making a poster and reading a

story in English. Learning to learn competence: using imagination to draw a dream.

IV. Assessment

Use the Present Continuous correctly to express actions being carried out at the moment.

Practise the use of “but” in sentences that say different things. Differentiate between “I love” and “I like”. Identify and pronounce vocabulary learnt.


Do self assessment. Hold conversations in English with classmates and the teacher.


Unit 2– THERE IS A TOWN

I. Objectives Talk about belongings and say and write directions. Use the present (“there’s/are”) and the vocabulary of the unit. Follow a story in English and say what they like about the country or the city. Ask questions and answer them using the grammar of the unit. Do self assessment.

II. Contents

1. Listening, speaking and conversation Point to different belongings, revise vocabulary and practise with the

demonstrative pronouns. Make a chain of questions with classmates asking and answering about where

they live… Join two parts of a sentence with the appropriate preposition. Make dialogues with a classmate, one of them representing a shop assistant and

the other a customer in order to ask questions about prices and answer them. Classify a series of sentences as true or false and afterwards write sentences

(true or false) in order to read them to the rest of the class. In pairs ask questions and answer them, using correctly “there is /are..., is/are

there...?” and the words of vocabulary from the story they have read. Answer in pairs the questions asked in the chant. Make dialogues with a classmate in order to find out if they like the country or

city, explaining the good things about each one. Draw the buildings in a street and a country or city scene and comment on them

afterwards. Sing the song of the unit and learn how to suggest using “Let’s”. Find out which drawing describes a city and afterwards, describe the remaining

two. Comment on the photos and texts of the lesson. Express opinion about the unit.

2. Reading and writing Write about what is found in own city, using the text of the lesson to help. Make dialogues with a classmate asking and answering about telephone

numbers and afterwards write the ones heard in a recording. Make a post card of one’s city drawing something from it and writing a sentence

about it.3. Language learning through use

3.1. Linguistic knowledgeLexis and structures· This/that/these/those; where do you live?; I live at (...); (...) lives in (...);

classroom objects; numbers 1 - 100; family; uncle; aunt; cousin; grandma; there’s/there’re; how much is/are (...)?; it’s/they’re (...); café; chemist’s; cinema; library; park; supermarket; video shop; big/small; town some plurals and some directions;; is/are there?; there isn’t/there are not; cave; mountain; river; waterfall; beautiful; country; flowers;

trees; in a/on a (...); do you like (...)?; what do you like?; where do you live?; I like (...); what’s your telephone (mobile) number? It’s (...); weekend; bus; car; street; market; theatre

Receptive language· Oh dear,

poor you!

· What about (...)?

· Too.· Where

does (...) live?

· Who says (...)?

· Roads· Everywh

ere.

· Lots of.· A talking

tree.· Both.· Wait!· Let’s

have the answers please;

· Boat.· Buildings

.· Fair.· Scary.· Let’s go.

· Delete.· Game.· Reply.· Save.· Takeawa

y.· Castles. · Cities.· Forests.· Lakes.· Maze.· Palaces

3.2. Reflection on language learning Participate actively in activities in class. Respect and value own art work and that of others. Show interest in others’ explanations and curiosity towards information

received. Show interest and make an effort to improve own linguistic production.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Respect classmates in group and pair work activities.- Teach them to respect classmates’ belongings.- Motivate them in order to increase their interest in other countries and cultures.


Linguistic competence: demonstrative pronouns, prepositions. Mathematical competence: numbers – telephone, prices and sums Competence in knowledge and interaction with the physical world: things in the

town and the city. Interpersonal, social and civic competence: asking for prices. Cultural and artistic competence: act, sing a song and read a story in English.

IV. Assessment

Differentiate between “this/that/these/those”. Make appropriate dialogues using the grammar of the unit. Do self assessment.

Unit 3– WE HAVE MATHS ON MONDAY

I. Objectives Talk about subjects and timetables. Tell the time. Follow a story in English. Describe routines and ask and answer about them. Sing a song.

II. Contents

1. Listening, speaking and conversation Listen to and read the text of the unit and afterwards, comment on it to ensure it

is understood. Act out the dialogue in groups. Listen to a recording and complete the text from it. Read in pairs the times on the clocks drawn on a table and afterwards, find out

which clocks the times dictated in a recording refer to and then vice versa, read the time on the clock indicated in the recording.

Listen to and read the story of the unit. Afterwards, in pairs act out the dialogue and comment on it with questions and answers.

Match different activities carried out to two parts of the day and write the corresponding sentences.

Complete a text choosing from two parts the one missing. Afterwards, in pairs, take turns to decide the sentences.

Name words in pairs and classify them by pronunciation. Match each beginning of a sentence to its corresponding end and then write

sentences that show a good day and a bad day. Read them afterwards to the whole class.

Sing the song of the unit in groups and afterwards, match each sentence to the corresponding drawing to end up making the complete sentence.

Ask questions and answer them in pairs based on a table containing the grammar of the unit.

Listen to and read the text of the unit and afterwards, comment on it to ensure it is understood.

Make a poster about the subjects of the school. Express opinion about the unit.

2. Reading and writing Mark on a table whether sentences are true or false according to whether they

refer to them or to a classmate, in the morning or in the afternoon and afterwards, write the complete sentences.

Understand a text about schools in the world. Write about their life and family.


Lexis and structures· We have (Maths) on (Monday) at (3 o’clock); a quarter past/to; Art;

Computer Studies; English; Geography; History; Maths; Music;

Science; Sport; timetable; Let’s go; there’s; we have; days of the week; tell the time; friends; in the (morning); I need (...); my favourite subject is (...); What time do you (...)?; clean; get dressed; wake up; Present Simple; vocabulary about routines; get the bus; dreams; go to bed; have breakfast; clean my teeth; comb my hair; look in the mirror; Africa; learn; classroom; corridor; dining room; field; games; songs

Receptive language- Hurry!- Marathon.- Quick.- It’s late.- It’s dark.- Floors. - Ship.

- The bottom of the ship.

- Go away!- Socks.- Wait!- Walk.- Hairy.- Scary.

- Smiles.- Canoes.- Count.- Every day.- History.- Make things.- Remember

things

3.2. Reflection on language learning Show interest in improving English pronunciation. Participate actively in class activities and games. Have initiative and show interest in participating in different types of oral

communication. Feel proud of own work and value that of classmates. Show a positive attitude towards the other subjects in the course.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Respect classmates in group and pair work activities.- Teach them to respect classmates’ belongings.- Motivate them in order to increase their interest in other countries and cultures.


Linguistic competence: subjects and timetables Interpersonal, social and civic competence: daily tasks Cultural and artistic competence: making a poster and reading a story in English

IV. Assessment

Remember the days of the week, times and subjects. Practise the /ei/sound Use “on” or“at” correctly according to whether they are used for days or times. Use the Present Simple correctly to express routines, in affirmative, negative or

interrogative. Do self assessment

OUR WORLD: NIAGARA FALLS

I. Objectives Practise the listening and reading of texts in order to understand them. Get to know distant marvels. Revise notions of previous units.

II. Contents

1. Listening, speaking and conversation Comment on the drawing of the unit. Listen to and read the text of the unit and afterwards, comment on it to ensure it

is understood.2. Reading and writing

Classify a series of sentences about the text as true or false. Join a series of words based on the text of the unit. Write answers to a series of questions given based on information in the

exercise. Draw and colour according to the instructions in the recording.


Lexis and structures· Arrive; Canada; dangerous; daredevil; hotel; jet; skiing; kayaking; lift;

Niagara Falls; raincoat; skydiving; take risks; the USA; boat; boots; play tennis; river; shopping; swimming pool; waterfall

Receptive language· Balloon ride.· Exciting visit.· Glass.· Imagine. · Noise.· Ride (n).· Cave of the winds.· Top.· Tower.· Trip (n).· Visitors

3.2. Reflection on language learning Participate actively in the games and activities proposed in class. Value own art work and that of classmates. Look after the materials used in art work. Show interest in getting to know other places and doing unusual activities. Show a positive attitude towards looking after surroundings.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Self esteem: When we encourage them and congratulate them on their small

achievements.

- Socialising: Through group and pair work activities. We help them also to get to know other places worth visiting.

Environmental education:- We help them to get to know other places and to be conscious that if we do not

look after the environment we will not be able to enjoy places like Niagara Falls.


Linguistic competence: subjects and timetables Interpersonal, social and civic competence: daily tasks Cultural and artistic competence: making a poster

IV. Assessment

Identify the vocabulary learnt. Use the grammatical structures seen correctly. Show curiosity towards getting to know other places.

Unit 4 - I’M BETTER TODAY

I. Objectives Talk about common illnesses. Correct errors. Follow a story and act it out. Give advice and act out a dialogue. Distinguish healthy food from less healthy food. Make a card to cheer someone up.

II. Contents

1. Listening, speaking and conversation Listen to and read the text commenting on it afterwards to ensure it is

understood. In groups, act out the scene of the patient and nurse using the dialogues of the

text. Do a series of actions that the teacher dictates. Act out in groups the chant and the story of the unit. Match each word to its corresponding plural and practise its pronunciation. Make sentences to practise the use of “an” before a vowel and the imperatives. Act out in groups the dialogue of the lesson, simulating a telephone

conversation. Compare favourite food with the healthiest and find out if they have a healthy

diet. Ask questions and answer them using the grammar of the unit shown on a table. Draw a series of foods and label them afterwards. Express opinion about the unit.

2. Reading and writing Find the errors in a text and write the words correctly. Write a series of sentences in the imperative to give advice to someone with a

cold. Fill in the letters missing from the words in a text. Make a “Get well soon” card. Make a questionnaire about a healthy diet.


Lexis and structures· What’s the matter?; I’ve got a (cold/cough/headache/sore throat/flu);

I’m not very well; imperatives; the verb “have got”; he’s got a broken (...); earache; toothache; I’m better; baby; doctor; granddad; parts of the body; children; feet; teeth; drink; idea; sheep; a/an; lemon; honey; can/can’t; food; get well; healthy; vet; wing; there’s/there’re; I can see (...); clown; funny; ill; joke; laughing; picnic; illnesses

Receptive language· Nurse.· Except.

· I’m red and hot.

· All day.

· Oh, dear!

· Follow me.

· Every.· Roar.· Worried.· Celebrat

e.

· Can you help me?

· Yes, of course.

· Yes, sure.

· Want.· Box.· Come.

· Down.· Give a

drink.· Wow!· Hospital.· Patients.

3.2. Reflection on language learning Learn to recognise errors and understand that they are part of the learning

process. Participate actively in the games and activities proposed in class. Listen to and respect others in dialogues and conversations. Show a positive attitude towards healthy food.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Value friendship.- We value them, giving them the opportunity to express their tastes and

preferences. Health education:- Recognise the value of a healthy diet.


Linguistic competence: talking about illnesses. Interpersonal, social and civic competence: asking about others’ health. Cultural and artistic competence: reciting a chant (song) and reading a story in

English.

IV. Assessment

Make some irregular plurals correctly. Revise affirmative, interrogative and negative sentences with” can”. Revise the use of “a/an”. Make imperative sentences correctly in order to suggest or give advice. Distinguish the food that is healthy from that which is not. Pronounce the //.sound correctly.

UNIT 5: MAGIC OR ILLUSIONS?

I. Objectives Offer and accept birthday invitations. Talk about months and birthdays. Follow a story in English. Compare things and people. Discuss optical illusions. Use the grammar learnt in order to ask questions and answer them.

II. Contents

1. Listening, speaking and conversation Listen to and read the dialogue and afterwards, comment on it. Then act it out in

pairs, changing days and places. With a classmate, ask questions and answer them about birthdays and the

months of the year. Listen to and read the dialogue and comment on it afterwards, emphasising the

comparative sentences and the vocabulary. Afterwards, act out the dialogue in groups.

Do a series of drawings following the instructions given. Discuss certain drawings which are confusing, using English as much as

possible. Ask questions and answer them comparing the photos of four characters and

comparing geometric figures. Make a family tree. Sing the song of the unit in groups. Describe a classmate so that the others can guess who it is. Using a drawing represent the intonation of the voice of the narrator. Express opinion about the unit.

2. Reading and writing Complete an invitation card, obtaining information from a recording. Read a text about optical illusions. Write the date.


Lexis and structures· Fat; thin; dark; fair; huge; rat; tail; birthday; celebrate; illnesses; shot;

tall; days of the week; cold; hot; months of the year; when’s your birthday?; it’s in (...); old; young; parts of the body; animals and parts of their body; llama; (...) is (...) than (...); the same as; is (...) (...) than (...)?; circle; line; is (her sister) younger than (my sister)?; yes, she is; no, she isn’t; same; smile; trousers; members of the family

Receptive language· Cool!· I can’t wait.· Right?

· Yuck!· Invitation.· Show.

· Take.· Move.· Remember.· We’re strong and fit.· What are you talking

about?· Emperor.· Face.· Help.

· Around.· Down.· Guess who.· I know.· Magician.· Our eyes are playing

tricks on our brains.· What’s happening?· Illusion.

· Together3.2. Reflection on language learning Respect the norms governing linguistic exchange in conversations and

dialogues. Participate in and enjoy class activities. Show initiative in expressing oneself in English. Respect and look after the materials used in art work.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Encourage the pupils to participate in classroom games and activities, showing

respect towards and collaboration with the others.- Reinforce them positively when they do things well in order to raise their self

esteem.III. Basic competences

Linguistic competence: offering and accepting invitations. Interpersonal, social and civic competence: celebrating birthdays Cultural and artistic competence: making an illusion and reading a story in

English. Learning to learn competence: use the grammar of the unit.

IV. Assessment

Hold conversations about birthdays with classmates. Identify new and revision vocabulary. Form the comparative adjectives, both regular and irregular, correctly. Describe people and things correctly.

Unit 6 – ANIMALS AND MONSTERS

I. Objectives Understand information from short texts, photos and recordings about wild

animals. Follow a story in English and act it out. Ask and answer questions about animals. Do self assessment.

II. Contents

1. Listening, speaking and conversation Listen to and read the text of the unit in order to decide afterwards if the given

sentences are true or false. Act out the dialogue in groups. Listen to a recording and choose the appropriate part of the sentence. Say everything they can about a series of animals based on a table with

information. The classmate has to guess afterwards which animal it is about. Listen to and read the story and afterwards, comment on it to ensure it is

understood. Join subject, verb and pronouns to make true sentences. Answer questions in exercise in pairs. Classify animals into domestic, wild and to those which can be either. Ask questions and answer them based on the grammar table in the unit. Divide the class into three groups, each one for a verse and animal of the song,

each draw the animal of their group and then sing the verse at the right moment. Answer questions about a recording. Make a book mark. Ask questions and answer them about sentences given. Express opinion about the unit.

2. Reading and writing Follow and repeat a rhyme whilst it is being read. Choose a pair of animals and write questions and answers about them. Describe domestic animals.


Lexis and structures · Bison; chimpanzee; hopo; owl; parrot; zebra; berries; Africa; America;

Poland; Present simple affirmative and negative; where are they from?; they are from/live/eat/sleep...; huge; animal food; brown bears; giant pandas; polar bears; cave; den; nest; bamboo shoots; fur Poland; China; what does it/do they eat?; where do they (...)?; ant; bee; beetle; bug; files; grasshopper; comparatives; they (can/have got/are...); fly; jump; swing; angry; Wh-questions + they; continent; countries and continents; exit; footprint; Yeti; arms; day; forests; hair; night; words.

Receptive language· Leaves.· Plants.

· Poland.· Put on a show.· Die.· A long way.· Run away.· Wings.· Adopted.· Bark.· Bream.· Scaly.· Tongues.· Bookmark.

3.2. Reflection on language learning Listen to and respect others in dialogues, conversations and listening exercises,

respecting the social norms and conventions governing linguistic exchanges. Show a positive attitude towards both domestic and wild animals. Participate actively in the games and activities proposed in class. Enjoy and be proud of all that is learnt in the unit.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Teach them to work in an organised manner, respecting the work of classmates. Environmental education:- Help them to have a positive attitude towards both domestic and wild animals.- Help them to be curious about getting to know them.


Linguistic competence: animals and monsters Interpersonal, social and civic competence: assessing class progress Cultural and artistic competence: drawing a bear and reading a story in English Autonomy and personal initiative: assessing each one’s progress in class.

IV. Assessment

Identify vocabulary learnt. Understand the information that is read and listened to. Learn to pronounce correctly. Ask questions and answer them in pairs correctly.

OUR WORLD – AUSTRALIAN BARBECUES

I. Objectives Practise reading and comprehension skills. Develop conscience and knowledge of a world far away from the pupils. Hold conversations in English.

II. Contents

1. Listening, speaking and conversation Show them the poster of the unit and present the vocabulary. Talk about some Australian customs and traditions. Give opinion about food they like, ones they have tried and those they have

not… Discuss in pairs if the people speaking are in the kitchen or at the barbecue.

2. Reading and writing Complete the letters missing in the names of foods. Find the words indicated in a word search. Match each word to its corresponding drawing and point to the food which is

served in barbecues. Mark a series of sentences related to the text as true or false.


Lexis and structures· Coconut; kiwi; lemon; melon; papaya; passion fruit; pineapple; kebab;

meat; peas; sausages; soup; yoghurt; Australia; barbecue; beach; burn; delicious; healthy; mixture; popular; sheep; summer; tropical; try; winter; fruit; food; country; months of the year..

Receptive language· Desert.· Fresh.· Life.· Rainy

3.2. Reflection on language learning Show interest in getting to know other countries and continents. Show interest in others’ explanations and curiosity towards information

received. Participate actively in activities and games carried out in class.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Work on socialising above all through pair work and group activities.- Teach them to respect the norms governing linguistic exchange, listening to

others, respecting turn taking conventions.- Teach them to respect and value customs and traditions of other places.


Competence in knowledge and interaction with the physical world: Australian food.

IV. Assessment Learn vocabulary of unit. Enjoy participating in class. Know about Australian customs and traditions.

Unit 7 – ITS BODY WAS TEN METERS LONG

I. Objectives Understand information about dinosaurs. Talk in the past. Give an opinion. Describe dinosaurs. Follow a story in English.

II. Contents

1. Listening, speaking and conversation Decide if a series of sentences are true or false based on the text of the unit. Join sentences containing opposite adjectives, the first written in the past, and

the second in the present. Make sentences in the past about dinosaurs, using the information given in the

unit. Join each part of the body with two adjectives, according to what is heard in a

recording, and draw it afterwards. Make (affirmative and negative) questions about the unit, and answer them in

pairs Match each question to the appropriate answer based on what is heard in a

recording. Ask and answer questions in pairs about the chant of the unit. Afterwards, form

two groups, one to make the questions and the other one to answer them. Complete the questions and answers according to the drawing and use the Past

Simple. Ask questions and answer them in pairs based on the grammar table of the unit. Reply affirmatively or negatively using the past. Write about something they remember from when they were smaller and draw

it. Make a book of dinosaurs. Express opinion about the unit.

2. Reading and writing Complete sentences using was/were as corresponds. Write sentences in the past about themselves. Read the story about some pre-historic animals. Write about something that happened in the past.


Lexis and structures · Past simple of the verb “to be” in all its forms; claws; measurements; a

vegetarian; comparatives; adjectives to describe appearances; Parts of the body of animals; sharp; parts of the body; numbers from 1 - 100; friendly; scared; behind; forest; across; between; down; through; up; on; in; teddy; yesterday; peaceful; planet; spots; webbed

Receptive language

How long was its body/were its claws?It was (...) metres long.How tall was it?Names of dinosaurs.How do you know that?Do you know this dinosaur?Follow the footsteps.Stairs.Well.Puppy.Brain.

3.2. Reflection on language learning Show curiosity about the dinosaurs and the history of the Planet. Act in an organised and ordered manner when carrying out activities. Respect classmates in dialogues and conversations as well as in turn taking

conventions. Participate in games and activities proposed. Show interest in listening to and reading texts in English.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Work on self esteem by helping them to feel proud of themselves for an activity

carried out.- Work on socialising through group activities, teaching them to respect and to

listen.


Linguistic competence: expressing opinions, talking about the past Competence in knowledge and interaction with the physical world: dinosaurs Interpersonal, social and civic competence: revising vocabulary in pairs Cultural and artistic competence: singing a song, drawing a dinosaur and reading

a story in English. Autonomy and personal initiative: assessing each one’s progress in class.

IV. Assessment

Identify the adjectives learnt in the unit. Ask and answer questions about measures and places correctly. Practise the pronunciation of specific sounds like //. Use the forms of the past was/were correctly.

UNIT 8: STORIES AND HEROES

I. Objectives Follow and act out a story in English. Understand programmes and titles of books. Conduct a survey in class about books they like most. Personalise the language of the unit. Do self assessment.

II. Contents

1. Listening, speaking and conversation Act out the dialogues and scenes in groups. Describe what the characters are doing in a series of drawings. Match the sentences to the corresponding drawings and talk about the stories

and books they like. Complete a table about the books they like, conducting a survey amongst

classmates. Match each singular to its corresponding plural. Match each character to their country and afterwards write the full sentence in

the Past Simple. Draw the cover of their favourite book and complete sentences about it. Discuss prehistoric paintings known in Spain. Express opinion about the unit.

2. Reading and writing Mark sentences as true or false according to the text of the unit. In pairs, make comparative sentences based on the story read and afterwards,

write another story with the words not marked. Choose a hero or a heroine and write sentences about him or her. Write in each category as many words as they can remember and then make a

short story with them. Throw a dart in order to choose a category and afterwards, write words from

this category that begin with the letters indicated. Choose the appropriate words in a text to describe the drawing accompanying it. Understand a theatre programme. Tell a story.


Lexis and structures· Present Simple, Present Continuous and Past Simple of the verb “to be”;

dragon; knight/s; hero/es; kite; scared; parts of the body of an animal; legend; programme; types of story (animal, adventure, true, funny); tell the time; plural of noun; days of the week; do you like (adventure stories)? Yes, I do/No, I don’t; hydra; there is/are; cage; cave; comparatives; heroine; queen; where was he from?; has got; is good at; can; Egypt; Greece; computer; browse; click; download; keyboard; Internet; mouse; screen; scroll down; magazine; newspaper; webpage;

website; adjectives; animals; food; free time activities; sports; health; months of the year; ancient; message; crying; happy; laughing; sad.

Receptive language· Breaking

the door.· Hall.· Life was

hard.· Peasant.· Piece (of

cheese).· Rock.· Cover.· Everyday

things.· People to

know.

· Places.· Times

long ago.· Title.· Fight.· Sword.· The

bottom.· Throws.· Coin.· Heads.· Tails.· Faces.

· Faraway.

· Handsome.

· Arrows.· Art

gallery.· Deer.· Lions.· Long

ago.· Museum.· Painting.

3.2. Reflection on language learning Enjoy and show interest in fantastic stories. Listen to and respect others in dialogues and conversations. Show interest in others’ explanations and curiosity towards information

received. Participate actively in classroom activities and games. Understand that errors are part of the learning process.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Teach the pupils to socialise with classmates showing respect, helping and

collaborating with them.- Teach them to respect the norms governing linguistic exchange, listening to

others, waiting turns before speaking....


Linguistic competence: stories/tales, third person Competence in knowledge and interaction with the physical world: relating

language in the unit to the real world Interpersonal, social and civic competence: conducting a survey, real and

fictional characters. Cultural and artistic competence: designing a cover for a book and reading a

story in English

IV. Assessment

Form the plural of nouns correctly. Identify and know how to use the revision and new vocabulary of the unit. Follow and understand stories and learn how to tell them.

Make sentences, using the Present Simple, Present Continuous and the verb “to be” correctly.

OUR WORLD: THE LEGENDS OF IRELAND

I. Objectives Practise listening and reading comprehension of stories. Develop consciousness and knowledge of a world far away from the pupils. Hold conversations in English.

II. Contents

1. Listening, speaking and conversation Present a map of Ireland and talk about it. Listen to and read the text of the unit commenting on it afterwards to ensure

understanding. Answer a series of questions finding the replies in the text of the unit.

2. Reading and writing Complete a series of sentences using the text of the unit. Complete a story putting the given words in the corresponding spaces. Complete a series of sentences with what is known about the topic of the unit.


Lexis and structures· Bush; catch; cheeky; difficult; handkerchief; Ireland; Irish; leprechaun;

plant; pot of gold; shamrock; spade; hero; king; legend; need; under Receptive language· Conan the Brave.· Cuchulainn.· Farmer.· Jacket.· Legend.· Millions.· Patron saint.· St. George.· Tunic

3.2. Reflection on language learning Show interest and make and effort to improve own linguistic production. Participate actively in classroom games and activities. Show a positive attitude towards English. Show interest in telling a story and listening to it with attention. Show interest and curiosity in getting to know other countries.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Self esteem: When we encourage them and congratulate them on their small

achievements.- Socialising: Through group and pair work activities. Also helping them to get to

know other people and places.


Cultural and artistic competence: The legends of Ireland

IV. Assessment Learn the vocabulary of the unit. Enjoy participation in class. Know Irish landscapes and legends.

Festivals - BIRTHDAY

I. Objectives Practise English through birthday activities. Understand the texts of the unit. Make a birthday card. Make biscuits following a recipe in English.

II. Contents

1. Listening, speaking and conversation Learn and sing the song of the unit. Plan a birthday picnic explaining where, when, with whom, the food and the

drink. Play bingo with the words of vocabulary of the unit. Conduct a survey in class in order to complete a table with the birthdays of all

the children.

2. Reading and writing Place the appropriate letters to form words. Read the birthday cards and choose one saying why. Make a birthday card for a friend. Make chocolate biscuits following the instructions given in the exercise. Complete a series of sentences commenting on the previous table. Form a word by placing the pieces in a puzzle correctly.


Lexis and structures · Blow; candle; present; special; balloon; bingo; invitation; months of the

year; party vocabularyReceptive language· Invite.· Make a wish.· Bag.· Coloured.· Sweets.· Cover.· Enjoy a treat.· Jar of chocolate spread.· Packet

3.2. Reflection on language learning Participate actively in games and activities proposed in the unit. Feel proud of work and value that of classmates. Show interest in understanding sentences written in English. Show a positive attitude towards birthday parties.

4. Socio-cultural aspects and intercultural awareness

Moral and civic education for peace:- Encourage and congratulate them on their achievements in order to raise self

esteem.- Help them to be confident and not to be afraid to speak English in front of the

whole class.- Teach them to listen and to wait their turn before expressing their opinion.


Linguistic competence: Lexis of the celebration.

IV. Assessment

Identify the vocabulary of the unit. Enjoy parties. Look after the material used in art work. Follow instructions in English correctly.

Festivals - CHRISTMAS

I. Objectives Practise English through Christmas activities. Make a Christmas tree for birds. Decorate a Christmas table.

II. Contents

1. Listening, speaking and conversation Present the vocabulary of the unit, speaking about Christmas. Decorate a Christmas table.

2. Reading and writing Make a Christmas tree for birds, following instructions in English. Complete a series of words, placing in them the corresponding vowels. Write below each drawing their name and afterwards, look for it in a word

search. Mark a series of sentences as true or false. Complete a drawing according to a given text.


Lexis and structures · Angel; birdseed; Christmas dinner; cracker; hang; honey; pine cone;

shine; sleigh bells; snowman; wrap; decorate the tree; wrap the presents; Christmas; decorate; night; present; reindeer; snow; star; tree; Christmas table; carols; cake; Christmas tree.

Receptive language· Dip.· Cut out.· Each one.· Fix the name tags.· Fold serviettes to a triangle shape.· Long tabs on the side

3.2. Reflection on language learning Show curiosity towards the way of celebrating Christmas in other countries. Participate actively in activities proposed in class. Respect linguistic turns and classmates’ opinions. Show enthusiasm towards the Christmas festivity.

4. Socio-cultural aspects and intercultural awareness Moral and civic education for peace:- Work on self esteem of the girls and boys, congratulating them on their

achievements and encouraging them to work in class.- Also work on socialising through group and pair work activities.- Help them to get to know other cultures.


Linguistic competence: Christmas lexis Interpersonal, social and civic competence: the celebration of Christmas Cultural and artistic competence: the celebration of Christmas.

IV. Assessment Know the Christmas festivities in other countries. Hold dialogues with classmates. Learn, recite and enjoy the chant of the unit. Follow instructions in English correctly.

Festivals - EASTER

I. Objectives Practise English through Easter activities. Get to know Easter. Make an Easter egg. Make a card with fingerprints.

II. Contents

1. Listening, speaking and conversation Decide which sentence is false based on what is heard in a recording. Match sentences to the corresponding drawings. Play at noughts and crosses, drawing the egg that will win the match. Make a card with fingerprints. Learn and recite a poem. Decide which basket the recording is talking about.

2. Reading and writing Make an Easter egg following instructions in English. Mark a series of sentences as true or false based on the drawing accompanying

them. Complete a series of sentences based on the information in the recording. Match each sentence to the corresponding drawing and complete it. Match each animal to the name of its baby and make the complete sentence.


Lexis and structures · Champion; chicks; Easter; eggs; first; last; paint; American; behind;

between; chocolate; garden; grass; many; stay; tree; colours; months of the year; duckling; kitten; lamb; piglet; puppy; finger-paint; need; pond; basket; field; football; sweets; animals; classroom objects; colours

Receptive language· Cross the line.· Easter Egg Roll.· Icing sugar.· Shape.· Symbol.· Huge.· Pond

3.2. Reflection on language learning Participate actively in games and activities proposed in class. Show curiosity and respect towards the celebrations of other cultures. Respect and value art work and that of classmates. Show respect towards classmates and the teacher.

4. Socio-cultural aspects and intercultural awareness

Moral and civic education for peace:- Work on socialising through group activities and the real life experiences of the

class.- Work on self esteem, encouraging and supporting them when they work.- Help them to become familiar with the traditions and festivities of other

cultures.


Linguistic competence: Easter lexis. Interpersonal, social and civic competence: celebration of Easter Cultural and artistic competence: celebration of Easter

IV. Assessment

Know the typical elements of Easter. Hold dialogues with classmates in an appropriate manner. Identify the vocabulary of the unit. Follow instructions in English correctly. Look after materials used in art work.

UNIDAD DIDÁCTICA 0 Hello S1pearsonespana.blob.core.windows.net/books/EA5 Teachi… · Web...

Documents

Transcript of UNIDAD DIDÁCTICA 0 Hello S1pearsonespana.blob.core.windows.net/books/EA5 Teachi… · Web...